a. Results and Discussions of the First Section of the Questionnaires
In the first section of the questionnaires, the response to each statement was expressed on a scale of 1 to 5. The respondents completed the first section of
the questionnaires by choosing one of the five alternatives provided. The alternatives indicated respondents’ degree of agreement to the statements. The
classification of the points of agreement is as follows. 1
: if the respondents strongly disagree with the statement 2
: if the respondents disagree with the statement 3
: if the respondents are uncertaindoubt 4
: if the respondents agree with the statement 5
: if the respondents strongly agree with the statement After the data of post-designed questionnaire were recorded, it then, was
computed to measure the central tendency. The computation of the data on respondents’ opinions toward the designed materials was summarized and
presented in the statistical description that showed a major measurement, namely mean. The record of the respondents’ opinions on the designed set of the materials
is presented in Table 4.6.
Table 4.6: The Descriptive Statistics of Respondents’ Opinions No
Respondents’ Opinions Frequency of
Occurrence Central Tendency
1 2
3 4
5 N
Mn
1 The indicators are well
formulated -
- -
3 -
3 4
2 The indicators are able to
support the attainment of the standard competence
and the basic competence -
- -
2 1
3 4.33
3 The
topics are
well developed
- -
- 2
1 3
4.33 4
The tasks or activities in each unit are appropriate
- -
- 3
- 3
4 5
The tasks or activities in each unit are well-arranged
- -
- 3
- 3
4 6
The tasks or activities in each unit can facilitate the
students to comprehend the topic being discussed
- -
- 3
- 3
4
7 The designed materials are
appropriate for the eleventh grade students
- -
- 2
1 3
4.33
8 The designed materials and
tasksactivities are suitable with the objectives
- -
- 3
- 3
4
No Respondents’ Opinions
Frequency of Occurrence
Central Tendency 1
2 3
4 5
N Mn
9 The
designed materials
could help the students to improve
their communication
skills, especially their reading
skills -
- -
2 1
3 4.33
10 Generally, the designed materials are interesting
and could motivate the students to learn
- -
- 3
- 3
4
11 The instructions of each activity are understandable
- -
- 2
1 3
4.33 12
The lesson plans are well elaborated
- -
- 3
- 3
4
After the data from the first section of the questionnaires were computed and analyzed, it was found that all respondents agreed that the learning indicators
were already well formulated. In addition, all respondents agreed that the learning indicators were able to support the attainment of the standard competence and the
basic competences. Basically, the respondents agreed that the tasks or activities in each unit
had been well developed and useful. It was indicated through the respondents’ opinions that the tasks or activities in each unit were able to facilitate the students
to comprehend the topic being discussed.
The respondents’ positive judgments on the overall designed set of the materials showed that the designed set of the materials were applicable and
encouraging. It was implied in their agreements on the statement that the designed materials could help the students to improve their reading skills as well as
motivate them to learn. Based on the data shown in the table, it could be inferred that the designed
set of the materials were good and acceptable. It was indicated by the result that there was no statement scored below 4.
Statement number four; the tasks or activities in each unit are appropriate and well-arranged, was related to cooperative learning concepts since the informal
cooperative learning group was employed in accomplishing the tasks. In particular, roundtable, jigsaw, and numbered heads were the type of the activities
utilized. Since cooperative learning emphasizes the use of socially structured
activities in which students are to work collaboratively, statement number eight;
the designed materials could encourage the students to develop their
communication skills, was also related to cooperative learning concepts.
Using cooperative learning concepts could encourage the students to develop
communicative competence, to help each other, to appreciate others, and to develop other social skills needed in the working world.
b. Results and Discussions of the Second Section of the Questionnaires
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