Product Development The Development Process of the Material

80 students were easier in understanding the text since they have a kind of list of some words that they might not know the meaning. Exercises in the module are one of the main activities which provide students with various kinds of exercises to promote their reading understanding. The exercises consisted of reading text based on the text type completed with reading comprehension in various form. In this module, the students could find matching, multiple choices exercises, and cloze test as the form of reading comprehension of the text. Various kinds of exercises were selected to accommodate the level of difficulty of the questions so the students will not get bored facing one kind of exercise for some sections. Multiple choices questions were used to present easy exercises even though it could be adjusted to present the difficult one. Moreover, matching and cloze test were used in the exercises with medium up to high level of difficulty. In this section, the students were introduced to some reading skills that might be very useful for them in understanding the reading text. In the module, there were three skills being introduced to the students. Those were skimming, scanning and identifying topic sentence. The selection of those reading skills was based on the suggestion from the teacher who really knew the condition and ability of the students. The selected reading skills to be added in the learning material were the ones having easiest level of difficulty so the students would be easy in understanding it. The material was presented in an interesting way so that the students could be interested in learning it. Completed with videos and exercises to check on the 81 students’ understanding of the material, it is really hoped that the section could contribute more on the students’ understanding. Multiple choices questions and matching were the selected kind of exercises chosen for this section. This section is actually the form of vocabulary exercises as the follow up activity after the students reading the list of vocabulary. The activity for this section was mostly in the form of crossword. Crossword puzzle was selected based on the consideration that it is the most popular word game Dale and O’Rourke, 1971. It could be used for any level and anyone with adjusted difficulty level. Thus, crossword puzzle could be used as exercises to help students putting the words they have learnt in previous section in the correct context. By doing so, the students have learnt the word meaning and how to place it in the right context. The crossword puzzle was placed as the post-reading activity for its versatile function and the difficulty level could be adjusted. It was intentionally designed as the follow up activity towards the reading text read previously and the vocabulary learnt before. The interesting design of the crossword was hopefully could attract students’ attention in finishing the course by taking the post-reading activity.

d. The Experts’ Judgments Results

Feedbacks and suggestions from the experts towards the designed material were essentials. Their feedbacks and suggestions would contribute to the improvement of the designed material. In order to gain feedbacks and suggestions from the experts, a set of questionnaire was distributed to the respondents. The 82 material evaluation was divided into two main parts; the content and the media evaluation. The material was distributed to six respondents. Two respondents were the English teachers of SMP Maria Immaculata Yogyakarta, two English lecturers, and two IT lecturers. The background of the respondents was presented in Table 4.10. Table 4.10. The Background of the Respondents Group of Respondents Sex Educational Background Teaching Experience M F S1 S2 5 10 15 English Teachers 1 1 2 2 English Lecturers 2 2 2 IT Lecturers 1 1 2 1 1 After the questionnaires were returned by the respondents, the writer analyzed it and presented it in Table 4.11. 83 Table 4.11. The Results of Experts Judgments Concept Score Mean Reading skills 3.6 1. Well stated learning goals help the students to understand the whole material. 4 2. The learning material increase the students’ ability to find specific information in a fast way. 3.5 3. The learning material increase the students’ ability to understand texts. 4 4. The learning material increase the students’ ability to find topic sentence of each text easily. 3.5 5. The learning material increase the students’ ability to get the picture of the text content in a fast way. 3 Teaching Reading 4 6. The learning material increase the students’ ability to use their background knowledge. 3.75 7. Vocabulary list helps the students to understand the text. 4.5 8. Vocabulary exercise could help the students to apply the words in appropriate context. 4 9. The level of difficulty of the text fits the students’ reading ability. 4 Features of Connected Text 3.7 10. The instruction for each section is clear. 4.5 11. The texts contain no grammatical errors. 2.5 12. The students could understand the language of the text easily. 4 13. Main idea of the text is easy to find. 3.75 14. The text difficulty level fits the students’ ability. 3.75 CALL 4 15. Illustrations on the material help students to understand the topic being discussed. 4.3 16. The choice if learning media fits to the students’ ability. 4.6 17. The choice of exercise using Computer Assisted Language Learning CALL fits the students’ ability. 4.5 18. The material is well designed. 3.8 19. The illustrations in the material are interesting. 4.3 20. Each exercise is well integrated. 3.3 21. The design of the material is interesting. 4.1 Conditions for Optimal Language Learning Environments 3.85 22. The students are easy to operate the material. 3.5 23. The layout is interesting. 4.3 24. The color composition of the font and background is well combined. 4 25. The fonts selected are readable. 4.1 26. The navigation for each section is clear. 3.3 27. Feedbacks are provided for each correct or wrong answer submitted by the students. 3.25 28. Computer Assisted learning material could improve students’ learning autonomy. 4.5 Mean 3.8