Preliminary Field Testing Main product revision

reason why they were chosen as the participants for expert validation of the designed materials because they had a lot of experiences in English teaching learning processes and accustomed to the materials development. Expert validation was conducted by distributing questionnaires and interviewing them.

C. Research Instruments

The writer used questionnaires and interview as the main instruments both in research and information collecting and preliminary field testing.

1. Questionnaire Sheet

According to Ary et al. 1979: 175 a questionnaire is divided into two types: structured or closed form and unstructured or open form. A structured or closed form contains the questions and alternative answers. This is used to ease the respondents in answering the questions because they only choose the available options. Meanwhile, the unstructured or open form is used to obtain more information from the respondents. Thus, it does not include suggested answers. In conducting the research, the writer combined both types of questionnaire forms since the closed form was not enough to collect necessary information from the respondents. The information needed to be collected was about their interest in English, the needs of English dealing with the learners’ occupation as teachers in school which applied Kelas Rintisan SMA Bertaraf Internasional, and their English skills which were needed to be developed. Those were intended to the research and information collecting. Meanwhile, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI questions for the preliminary field testing involved in how the designed materials would work and the validity of the designed materials.

2. Interview Guidelines

Seliger and Shabomy 1989: 166 say that interview is conducted to collect information by actually talking to the participants. As well as the questionnaire, interview is divided into two types: structured and unstructured form. Structured interview presents the questions with its alternative response options. On the other hand, unstructured interview is more flexible since the respondents have wide opportunity to express their feelings, views, and experiences on English learning. Here, the writer used unstructured interview to obtain information about the characteristics and the needs of Biology teachers, and to gain information from participants for the designed materials improvement. Beside those purposes, the unstructured interview was also used to gain information in case their answers of the questionnaires needed further explanation. Furthermore, interview also had the same role in conducting preliminary field testing.

D. Data Gathering Technique

Based on the two research problems which were formulated in chapter I, the writer had to collect necessary data to answer the research problems. First, the writer conducted the research and information collecting. In carrying it out, the writer tried to read and comprehend some related literature. The literature was some theories and a description related to the designing a set of English reading PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI materials for Biology teachers. The results of the literature review would not be beneficial without matching it with the learners’ needs. Therefore, the writer conducted needs analysis as the second step of the data gathering techniques. There were two kinds of instrument used in the needs analysis. They were questionnaires and interviews. The writer used semi-structured questionnaires. The questionnaires which were developed to the needs analysis were distributed to Biology teachers of SMAN 3 Yogyakarta. After collecting the data, the writer also did interviews with them since it needed further information. In addition, the writer also conducted interview with an English teacher of the school in purpose of gaining information both about the learners and the expected materials. Next, the writer developed the materials based on the data from the needs analysis and the literature review. Then, the third step of the data gathering techniques was to test the designed materials. As well as the needs analysis, this step used semi-structured questionnaires and unstructured interviews. Those were aimed to evaluate the designed materials. They were distributed to Biology teachers of SMAN 3 Yogyakarta. Further phase was to gather data from expert validation. In expert validation, the writer also distributed questionnaires and did interviews in order to obtain the feedback. Those were meant for an English teacher of SMAN 3 Yogyakarta and two English lecturers of English Education Department of Sanata Dharma University. After data were collected, the writer analyzed them before revising the designed materials. The whole process of the data collection is presented on Table 3.2. 51 Table 3.2 The Whole Process of Data Collection Stage Instruments Respondents Data gathered Research Problem Time Review of Literature Theories of instructional design model, materials development, English for Specific Purposes, Content-Based Instruction, and reading. A description of Biology subject at SMAN 3Yogyakarta. 1 May 2008 – June 2008 Questionnaires and Interview Biology teachers of SMAN 3 Yogyakarta Learners’ characteristics, learning activities and topics they are interested to, 1 June 2008 Research and information collecting Interview An English teacher of SMAN 3 Yogyakarta Learners’ characteristics, suggested topics and learning activities 1 June 2008 Questionnaires and Interview Materials Evaluation Biology teachers of SMAN 3 Yogyakarta Evaluation on the designed materials 2 August - September 2009 Preliminary field testing Questionnaires and Interview Expert Validation An English teacher of SMAN 3 Yogyakarta and English lecturers of Sanata Dharma University Evaluation on the designed materials 2 August - September 2009 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI