Instrument for the Concept of the Iconic Model

1. Instrument for the Concept of the Iconic Model

Here, interview, questionnaire, and document were used to gather need analysis from teachers and students. The explanation would be explained as follows. a Interview Interview was chosen as the main research instrument. Using interview as the main instrument was much more efficient in this research because the researcher could collect data that could not be obtained in other instruments. One of the most important aspects of interviewing is flexible. The interviewer is able to observe the subject or the interviewee as well as the situation and can paraphrase the questions when needed. There are two types of interviews: structured and unstructured Ary et al. 1997: p. 174. The structured interview is more formal and inflexible. On the other hand, the unstructured interview is less formal and flexible. In this study, the researcher used the unstructured interview to obtain the additional information for the needs analysis and in the preliminary field testing . Ary 2002 stated, “The unstructured, open-ended format permits greater flexibility and responsiveness to emerging issues for the participants” p. 25. The interview was conducted by interviewing the English teacher and the students of vocational high school to get further information about students‟ materials, methods, activities, characteristics, lacks, interests, and needs in English subject. b Questionnaire According to Ary, et.al. 2002, there are two types of questionnaires; they are structured and unstructured questionnaire. Structured questionnaire usually known as close questionnaire, while unstructured questionnaire usually known as open questionnaire. Trochim 2006 states that a questionnaire tends to be an instrument which uses paper and pencil or pen in completing. In this study, the researcher employed both close and open form questionnaires. The questionnaire was used to obtain the data from need analysis, preliminary field testing, and main field testing. The questionnaires consisted of a number of statements where participants were asked to demonstrate their reaction 1 to 5 points of agreements and several open-ended questions where participants could express their opinion freely. The blue print of the questionnaire could be seen in table 3.2. Table 3.2 Summary of questionnaire blueprint of need analysis for students Concept Construct Indicators Numbers of Items Information about the present progress to be made toward the desired goal Graves, 2000 Personal information  To provide the background for the remaining questions Identity part Level of language proficiency  To know which skill to develop  To know which elements of grammar to emphasize 1, 2, 3, 4 Level of intercultural competence  To develop and emphasize the sociolinguistic and sociocultural skills 5, 6 Interest  To help teachers design the course around topics that will engage the learners 26 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Learning preferences  To know whether the learners will be comfortable with certain kinds of activities  To know how to set up activities or what kinds of bridges will need to be built between students‟ expectations of how they should learn and the teacher‟s approach and beliefs 7, 8, 9, 10, 11 Attitudes  To know whether the learners feel confident about using the target language  To know whether the learners are comfortable with making mistakes 12, 13, 14, 15, 16, 17 Information about what the learners’ need to learn and want to change in the future progress to be made toward the desired goal Graves, 2000 Goals and expectations  To shape goals  To alert learners to what is realistic within the constraints of the course. 18, 19, 20, 23, 24, 25 Target context: situations, roles, topics, and content  To know the situations, roles, topics, and contents that are needed by the learners 21, 22 Types of communicative skills they need and tasks they will perform  To know the types of communicative skills they need and tasks they will perform 26, 27 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI c Document Document analysis was a process of gathering information that usually on the written text materials. Bogdan Biklen 2003 stated, “Document refers to the materials such as photographs, videos, films, memos, letters, diaries, clinical case records, and memorabilia” p. 57. In this study, the researcher collected the syllabus and the English materials that were used by the English teacher. The researcher would use those documents to support the researcher‟s argument so that the argument would be more valid.

2. Instruments for the Practice of the Iconic Model