27
C. Research Instrument
The researcher is the first main instrument in this research. Denzin and Lincoln 2000 describe qualitative work as endlessly creative and the interpretative
and underscore that these interpretations are constructed. Peshkin 2000 describes interpretation as a blend of imagination and logic of the researcher. Another factor is
how the researcher’s sensibilities are inextricably bound within the interplay of subject and object.
The second instrument in this research are three English LKS namely Formatif which stands for Formula Siswa Aktif. The three English LKS are published by the
same publisher. The difference is that they are made for different grade. The first English LKS is used by X graders. The second English LKS is used by XI graders.
The third English LKS is used by XII graders.
D. Data Gathering Technique
This research uses document as the source of the data. Since the documents which are gathered by the researcher are already in form of written texts, the
researcher does not have to convert the data anymore. The three English LKS have several similarities and also several differences. They are published by the same
publisher and also made by the same team. One of the differences is that they are made for different grade such as grade X, grade XI, and grade XII.
28
E. Data Analysis Technique
This research uses qualitative content analysis as methodology. Hsieh and Shannon 2005 p. 1278 describe a qualitative content analysis as a research method
for the subjective interpretation of the content of the text data through the systematic classification process of coding and identifying themes or patterns. Mayring 2000,
p.2 delivers quite similar point as she describes content analysis is an approach of empirical, methodological controlled analysis of texts within their context of
communication, following content analytic rules and step by step model, without rash quantification.
The data which were gathered by the researcher later were analyzed using three requirements according to categorization and criteria of good LKS by Darmodjo
and Kaligis. They mention three requirements which should be considered in making good quality of LKS. Three requirements are didactic requirement, construction
requirement, and technical requirement. Each requirement consists of different number of categorizations. The researcher uses those categorizations in analyzing the
quality of each English LKS to discover how good the fulfillment of each LKS is. In order to simplify the study, the researcher makes three different tables.
Each table represents each requirement and the criteria which are the part of the requirement. The three tables represent the didactic requirement, construction
requirement, and technical requirement.
29 The researcher uses a table which consists of six criteria of didactic
requirement. The LKS formatif is analyzed per chapter. Each LKS formatif is analyzed using those six criteria per chapter. The research is conducted by analyzing each
chapter of each LKS formatif in order to get a very detail information. All the criteria in the didactic requirement which are used in analyzing the English LKS are presented
as the follows.
Table 3.1 Didactic requirement
Evaluation aspect Criteria fulfillment
Yes No
1. Inviting students to be more active in the
process of learning 2.
Having various activities and stimuli through several media
3. Developing students social communication skill
4. Developing students emotion
5. Developing students’ morality
6. Developing students’ aesthetics
The second table represents the construction requirement. The construction requirement consists of eight criteria. Each chapter of each English LKS is analyzed
using all the eight criteria as well.
Kategori