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a. Data Presentation
The results of the materials evaluation were presented in terms of descriptive statistics. In this study, the writer used five point agreements to assess the
respondents’ opinions on the designed materials. They were: 1 = Absolutely Disagree
4 = Agree 2 = Disagree
5 = Absolutely Agree 3 = Doubt
The data is presented in Table 7 using the variables of the respondents’ opinions, the number of respondents N, the mean i.e. central tendency of the set of
the scores Mn, the median i.e. the middle point that occurs in the set of the scores Med, and the modes, i.e. the score that occurs most frequently in the set of the
scores Md.
b. Respondents’ Suggestions and Recommendations
Besides gathering the respondents’ opinions, the writer also obtained respondents’ suggestions and recommendations from open form questions in the
distributed questionnaire. Each respondent mentioned the strengths and the weaknesses of the materials and finally they gave some suggestions to the writer to
make the materials better. From the data obtained, five respondents said that the fables were very
interesting because the stories were easy to understand. Therefore, those respondents believed that students might enjoy the reading process. The other two respondents
said that the fables were attractive so they could encourage students’ motivation to
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read. All of the respondents agreed that by using fables, students have better understanding of the content of the story because the plots of the stories were drawn
clearly in the fables. Three respondents believed that students could easily guess the content of the stories although there were some difficult words. All respondents
agreed that the fables were short enough so that students did not take much time to read it. Six respondents said that the fables taught the students about moral lessons.
Therefore, the students may learn something while enjoying the reading. Two respondents said that the set of materials may lead to discussion such as asking the
students to guess or to tell to their friends what the characters in the fables are or asking the students in group to continue the stories of the fables. While others said
that the materials may lead students’ interest in other reading passages such as magazines and short stories. One respondent believed that the fables may encourage
the students to speak English fluently by asking them to make some dialogues based on the fables and perform it.
The weaknesses of the fables were that some vocabulary items were difficult enough for the first grade students of Junior High School, for instance, the word
‘steadily’, ‘terrified’, and so on. One respondent said that there was no sample answer in some of the exercises. One respondent believed that this design is only
suitable for the texts that contained several paragraphs not for other kinds of texts. The other one said that reading fables needs more time as the students felt pleasure
with the fables. Six respondents agreed that the type of the questions in this set of materials were not various enough, hence it seemed monotonous. Moreover, four
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respondents believed that some questions were too difficult for the first grade students of Junior High School. Three respondents said that it was difficult for
teachers to choose the stories that were suitable for the topics and teachers would need a lot of time to prepare them.
As the writer said, besides giving recommendations, the respondents also gave some suggestions on the materials. The respondents’ suggestions were that it
was better for the writer to provide a sample a nswer at the beginning of the exercises. Two respondents said that it was better if the writer extended the kinds of questions
to reduce the students’ boredom. While two others said that the instruction for comprehension questions should be clearer, e.g. answer the following questions
based on the fables. Seven respondents believed that asking the first grade students of Junior High School to make a short dialogue was rather difficult. Therefore, in
their opinion it was better to give some guided questions or key words before the students were asked to make a short dialogue.
7. Making Revision
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