English Learning Style
B. Development Phase
3. Expert Validation Results
Expert validation was the one of some step for making an e-book. Before the materials become an e-book, it must pass the evaluation phase. The purpose of expert validation was to find out whether the e-book was appropriate enough to use. In this research, there were two experts who validated the e-book. Both of the experts were the lecturer of English Education Department at Alauddin State Islamic University of Makassar.
In this research, there was two products that evaluated by the expert, include integrated syllabus and prototype e-book material. The results of expert validation can be seen, as follows:
Table 4.15. The result of syllabus evaluation
No. Component Criteria Score Descriptive Qualitative
1. Course Content
Syllabus is consistent with the common syllabus for the specific course.
5.0 Very Good
The content material is appropriate with course of Midwifery Department.
5.0 Very Good
2. Learning Outcomes
The learning outcomes cover integrated skill in English (Listening, Speaking, Reading, Grammar and Writing)
5.0 Very Good
The learning outcomes are stated clearly.
5.0 Very Good
3. Indicator
The indicator provides learning experiences for students to achieve the course learning outcomes.
4.5 Very Good
The indicator is stated systematically.
4.0 Good The indicator is stated
clearly.
5.0 Very Good
4. Skills
The syllabus supports active the integrated English skills.
4.0 Good
5. Activity
The syllabus provides suitable activity for the learners.
5.0 Very Good
6. Evaluation
Students are evaluated based on the learning outcomes and
indicator
5.0 Very Good
Students’ achievement of the course can be measured fairly.
4.5 Very Good
7. Time Allocation
Time allocation is appropriate with the curriculum of Midwifery.
5.0 Very Good
The experts have validated the syllabus design based on the evaluation sheet that has been given to the experts. There are several components of the syllabus that must be validated, namely course content, learning outcomes, indicators, skills, activities, evaluation, and time allocation. The results of the syllabus evaluation look appropriate and valid based on scores, qualitative descriptive, and follow-up from expert judgment. The components of the syllabus of course content, learning outcomes, activities and time allocation obtained a score of 5.0 with very good qualitative descriptive without the need for revision.
Then, the indicators, skills and evaluation syllabus components have a score of 4.5 with good qualitative descriptive without the need for revision. Therefore, these data indicate that the syllabus design is feasible to be applied as a learning guide for the Midwifery Department.
Table 4.16. The result of prototype of e-book
Aspect Component Criteria Score Descriptive Qualitative The
organizat ion of e-
book
Cover Design The cover design is informative and attractive for the learners.
5.0 Very Good
Title The title is appropriate with course of
Midwifery.
4.5 Very Good
Layout E-book layout is clear for the learners.
4.5 Very Good
E-book layout is attractive for the
5.0 Very Good
learners.
Font The font type is attractive for the learners.
4.0 Good
The font size is readable and appropriate.
4.0 Good
Concept Maps
The concept maps is clear.
5.0 Very Good The concept maps
cover the material (each part).
5.0 Very Good
The concept maps is understandable.
5.0 Very Good Learning
Outcomes
The learning outcomes are clear.
5.0 Very Good
The learning outcomes are understandable.
5.0 Very Good
The learning outcomes ordered appropriately.
5.0 Very Good
The learning outcomes reflect to the topic.
5.0 Very Good
Learning Guides
The learning Guides are clear.
5.0 Very Good The learning
guides are understandable.
5.0 Very Good
Material Organizations
Material Organizations cover the four types of knowledge
5.0 Very Good
(Factual, conceptual, procedural, and meta cognition).
Material
performance given is clear and varied.
5.0 Very Good
Material
performance given is understandable.
5.0 Very Good
Exercises The exercises are appropriate.
5.0 Very Good The exercises are
clear.
5.0 Very Good The exercises are
understandable.
5.0 Very Good The exercises are
varied in format.
5.0 Very Good The exercises
match with the topic being discussed.
5.0 Very Good
Task The task types are clear.
5.0 Very Good The task types are
appropriate and understandable.
5.0 Very Good
The task types are relevant to the subject of materials.
5.0 Very Good
The task types match with the aims of the course material.
4.5 Very Good
Glossaries The glossaries cover the
unfamiliar word.
5.0 Very Good
The glossaries are clear.
5.0 Very Good The glossaries help
the learners to improve their vocabulary knowledge.
4.0 Very Good
The data above shows that the results of the evaluation of the e-book material received a very good assessment from expert 1 and expert 2, where there are only a few components that need to be revised. This means that the e-book material has been designed very well. In the aspect of e-book organization, the data shows that the e-book organizational components which include cover design, title, layout, fonts, concept maps, learning outcomes, learning guides, material organization, exercises, assignments, and glossaries have been designed very well. This is evidenced by the fact that there is no need for revisions for these components and the two experts gave a good assessment of the organizational components of the e-book.
Based on the evaluation results above, it shows that the cover design component with an average score of 5.0 and qualitative descriptive is very good.
In the title component, the average score is 5.0 and the qualitative descriptive is very good. In the layout component, the average score is 5.0 with very good qualitative descriptive. On the font component, the average score of 4.0 with qualitative descriptive is good.
In the concept map component, the average score is 5.0 with very good qualitative descriptive. In the component of learning outcomes, the average value is 5.0 with very good qualitative descriptive. In the learning guide component, the average value of 5.0 with qualitative descriptive is very good. In the organizational component of the material the average value is 5.0 with very good qualitative descriptive. In the exercise component the average value is 5.0 and the qualitative descriptive is very good. And on the task component, the average score is 5.0 with very good qualitative descriptive. Therefore, based on these data, it can be concluded that the e-book implementation aspect is appropriate and valid.
Table 4.17. The result of the content of e-book
Aspect Component Criteria Score Descriptive Qualitative The
content of e-book
Topics The topics are appropriate with the syllabus of Midwifery.
5.0 Very Good
The topics are developed systematically.
4.5 Very Good
The topics are relevant to
learners’ need and interest.
4.5 Very Good
Content of The Materials
The content of the materials is appropriate.
4.5 Very Good
The content of the materials is clear.
5.0 Very Good The content of the
materials is
5.0 Very Good
understandable.
The content of the materials match with the aims of the course
5.0 Very Good
The content of the materials well- organized.
5.0 Very Good
The content of the materials match with the learners’
need and interest.
5.0 Very Good
The content of the materials is up-to- date.
5.0 Very Good
Language The language used is appropriate with the learners’
English proficiency.
4.0 Good
The language is clear.
5.0 Very Good The language is
understandable.
5.0 Very Good
The evaluation sheet in the content of the e-book consists of several components such as topics, the content of the materials, examples, non-example, and language. The results of the evaluation sheet in the content of the e-book indicated that the prototype of materials has been well designed and checked with a good grade. The content of the e-book was then claimed valid it was proven without no revision needed in each criterion.
Based on the result of the evaluation sheet above, it showed that the component of the topic with an average score of 5,0 which belongs to the descriptive qualitative was very good. Meanwhile, the second component was the content of the materials, the average score of 50 was indicated in descriptive qualitative was very good. The last component in the content of the e-book was the language with an average score between 4,0 and 5,0 which also belongs to very good qualitative descriptive. Therefore based on these data indicated that the aspect of the content of the e-book was appropriate and valid.
The results of the evaluation of English e-book material indicated that the material e-book developed was appropriate and could be used as teaching material in English learning activities in the Department of Midwifery. From the result of the evaluation e-book materials, expert 1 and expert 2 have little different opinions. According to expert 1, the e-book material has been very well designed and there were several suggestions for revision. While according to expert 2, the e-book material has been very well designed, and have one suggestion for revision.
Table 4.17. Comment and Suggestion from Expert
No. Validator Comments and Suggestions
Validator 1 The first review;
1. Each chapter requires a reasonable 100 minutes of time, consider 18 pages in 100 minutes.
2. If the material is large and is designated as homework, instructions are modified.
3. All chapters adjust the description of the activity.
4. No need to explain the definition of listening.
5. The new chart in the material must be described in the learning objectives.
6. Pay attention to the writing to avoid typos.
The second review;
1. All skills in English must use sub-skills.
2. Each chapter is adjusted to need analysis.
3. Use a simple color scheme and include references in all materials.
The third review;
1. Using English when making learning objectives, adding additional vocabulary tasks, vocabulary in each chapter, and using full English in all chapters and materials.
2. Do not use the words "skills" in the learning objective section except for grammar skills.
3. The type of writing skill must be specific, as well as other types of assignments.
The fourth review;
1. The title and instructions must be clear in each chapter.
2. Improve learning objectives so that the materials and assignments given are well structured.
3. It is better to use a summary of content rather than a summary of a task.
2. Validator 2 1. Should pay attention to the lay out and the font size to make the material is clear.
The table above displays the results of the Validator’ comments and suggestions on the newly design product. The suggestion Validators indicated that the developed material was good enough but still need to be revised. This statement supported from some of suggestions. The first suggestion from the first consultant said that the researcher should giving attractive colors in the e-book.
Meanwhile the second suggestion from second consultant said that the researcher should pay attention to the lay out and the font size to make the material is clear.
In addition, the researcher should be careful with the conceptual maps that should be clear and cover the material in each part. The researcher also should consider how the learning instructions presented and become understandable for easy to understand. Then, the exercises should match with the topic being discussed.
D. Limitation of Research
The researcher designed the English instructional material in the context of e-books (electronic books) after several revisions and conducted evaluation phases. In designing e-books, there was an unavoidable limitation faced by the researcher. The researcher used the ADDIE approach to design English material, but the implementation phase is not included in our research because limited by time, money, and covid 19 situation. Therefore, the researcher is excited to conduct an interview directly with the lecturers and students of the Midwifery department and the learning system from home. The interview was conducted online with video calls and personal messages by using the WhatsApp app.
In addition, during the design phase, the collage was locked down. It was challenging to give the evaluation sheet to the experts, causing the evaluation process of the product must be delayed for four weeks, and the evaluation phase
of the product was conducted by online method. We have to wait a long time to get the product and syllabus design evaluation sheet. This research was Research and Development, and there were seven researchers in the group. Sometimes we have different opinions about researching and designing our English Module material.
CHAPTER IV
CONCLUTIONS AND SUGGESTIONS A. Conclutions
This chapter offers the outcomes of the preceding chapter's study findings and conversations. This study was carried out in order to design an E-Book containing ELT Material for Midwifery Department students. Before beginning to design and develop an E-Book material, the researcher or lecturer as content developer must understand and pay attention to the students' needs in the learning process, as this is the primary consideration for developing the prototype material and the output is to develop ELT material. Knowing what the students want will assist the researcher in producing and selecting content for the syllabus, as well as developing prototype materials. The researcher adopted the ADDIE approach to create the material. In this study, the researcher comes at the following conclusions:
1. In designing the material and developing the E-Book, the researcher gathered data on students' needs based on the results of a previous researcher's inventory of needs. Meanwhile, the researcher conducts an interview regarding student preferences as a data primer. During an interview, students of midwifery provided a variety of responses to questions about the structure of the material, the content of the material, and the learner's own qualities. According to the respondents in this interview, mastering English skills is very significant since it can help
90
them realize their goals, whether it is to build self-quality, complete the study, continue to the next level of education, or for future profession.
2. A prototype of ELT material for the Midwifery Department was created based on the needs of the students and was composed of toddler topics.
Furthermore, each topic included activities such as tasks and exercises to assist students to reading, writing, speaking, listening and grammar.
Furthermore, the prototype materials include QR codes for speaking and listening skills, which could help kids study more effectively by leveraging technology.
3. Using an evaluation checklist, two experts from the English Education Department verified the prototype of ELT material for the Midwifery Department (expert judgement sheets). Based on the expert judgement sheet results, the researcher's prototype materials have been well created after multiple revisions.
B. Suggestions
This research expands our understanding of the ADDIE approach to need analysis, syllabus design, and material development. Based on the preceding finding, the researcher would like to make the following recommendations:
1. It is advised that a lecturer who teaches in a certain occupational major supply, instruct, and teach content to their students based on their needs
and proficiency level in order to assist them reach their learning objectives.
2. It is advised that the Midwifery Department of UIN Alauddin Makassar utilize this product as one of their learning sources or as a guide learning material since it was planned and produced based on the students' needs and preferences in learning English.
3. It is suggested that the next researcher continue this research, particularly throughout the implementation phase. However, because to time constraints, a restricted budget, and the Covid-19 pandemic crisis, the implementation step is skipped in this study. As a result, this research has to be researched further so the E-Book information required by students is more relevant to used by Midwifery department students or other learners.
4. It is recommend to the readers that have difficulty in reading e-book via smartphone, laptop, and tablet screen for a long time. The researcher give consent to print out the e-book to make it easier.
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