37 The researcher completed the stage by selecting teaching and learning
activities to be used in the instructional product. The learning sequence was determined in this stage. As mentioned in the previous chapter, Task Based
Language Learning TBLL method would be implemented. The sorts of learning strategies, activities, and resource were chosen carefully in order to develop
instructional materials.
4. Preliminary Field Testing
The instructional materials that had been developed would be evaluated in this stage. The evaluation aimed to check whether or not the materials designed
were applicable for the students. In order to obtain valid and objective evaluation result, the researcher involved three experts who would be the evaluators. The
result of the evaluation process in this stage was used as the consideration of revising the designed materials.
5. Main Product Revision
Knowing the result of the evaluation, the researcher started to revise the designed materials. The revision would be considered from the comments and
suggestions obtained in Preliminary Field Testing stage. The revision was conducted to improve the quality and applicability of the instructional materials.
B. Research Setting
The study was conducted in SMP N 3 Sleman that was located in Sleman
38 Regency, Daerah Istimewa Yogyakarta Province, Indonesia. The study involved
the school starting from gathering the data needed, implementing the designed materials until evaluating the designed materials.
C. Research Participants
The participants in this study were classified into two categories. The first category was the participants for Research and Information Collecting and the
second was the participants for the Preliminary Field Testing. The researcher explained the classification of the participants for the study as follows.
1. Participants of Research and Information Collecting a. English Teacher of SMP N 3 Sleman
The researcher conducted an interview with an English teacher of SMP N 3 Sleman who taught English to the eighth grade students. The researcher
collected information about the students’ characteristics and the school environment. Result of the interview was based on the teacher’s experience,
knowledge, and opinion.
b. The Eighth Grade Students of SMP N 3 Sleman
The main participants of the study were the eighth grade students of SMP N 3 Sleman. Out of six eighth grade classes in SMP N 3 Sleman, the researcher
conducted the research in a class, namely 8A. The class was chosen based on the teacher’s suggestion. The teacher recommended this class since the students were
39 quite active in doing the assignment given by the teacher. Therefore, this class
was expected to be able to be cooperative during the research process. The researcher distributed questionnaires to 31 students to collect information about
the students’ characteristics, needs, problems, and preferences in learning English, particularly listening skill.
2. Participants of Preliminary Field Testing a. The English Teacher of SMP N 3 Sleman
The English teacher evaluated the designed materials to know whether or not the materials were suitable for the students’ level. The researcher asked an
English teacher of SMP N 3 Sleman to fill in an evaluation questionnaire. The teacher for this phase was the same with teacher who was interviewed in the
Research and Information Collecting phase. The teacher was chosen because he was responsible to teach in the eighth grade. This teacher also had enough
experience to operate electronic teaching media, such as LCD, software, and computer.
b. The Lecturers of English Language Education Study Program of Sanata Dharma University
The researcher asked two expert lecturers from English Language Education Study Program of Sanata Dharma University to evaluate the
instructional materials designed. The researcher used the evaluation result and feedback from the evaluator to revise and improve the effectiveness and quality of
40 the instructional materials.
D. Research Instruments and Data Gathering Technique
The researcher needed several particular data to support the development of the materials. The data gathered had to be adjusted with the real situation
happened in the field. Therefore, this section would describe the instruments that were used to gather the data needed and describe the technique required to get the
data.
1. Research Instruments
There were several instruments that were used to gather the data needed. They were interview and questionnaires. These instruments were conducted to
collect the data needed in order to support the study. The interview was conducted to the English teachers of SMP N 3 Sleman to see the students’ characteristics
from the teacher’s point of view. Interview was chosen because most of the data needed dealing with the teacher’s personal opinion that was determined based on
their experience. The questionnaires were distributed to the eighth grade students of SMP N 3 Sleman to gather information about their opinion, interest, and
experience toward listening lesson. The researcher was expected to be able to obtain the information needed to support the material development through
conducting those instruments.
a. Interview
One of the instruments that were conducted was interview. Cannel and
41 Khan 1968, as cited in Cohen, Manion, and Marrison, 2007 defined interview as
‘a two person conversation initiated by the interviewer for the specific purpose of obtaining research-relevant information and focused by him on content specified
by research objectives of systematic description, prediction, or explanation p.527. In this study, the interview was conducted to an English teacher of SMP
N 3 Sleman who taught the-eighth grade students. Interview was chosen in order to get deeper information about the students’ characteristics and learning situation
in the class. Tuckman 1972, as cited in Cohen, Manion, and Marrison, 2007
explained that since interview provides access to what is “inside a person’s head”, it makes it possible to measure what a person knows knowledge or information,
what a person likes or dislikes value and preferences, and what a person thinks attitudes and beliefs.
Along with Tuckman’s description, the interview conducted to the English teacher was intended to get what is “inside the teacher’s
head” regarding the listening skill in English subject, the problems that he had faced during teaching listening for the eighth grade, the students’ general
characteristics, and the teacher’s preference about an ideal listening materials. The type of interview that was used in this study was interview guide
approach in which the interviewer decided sequences and working on questions in the course of the interview. In this type of interview the topics and issues to be
covered were specified in advance in outline form. Patton, 1980:206, as cited in Cohen, Manion, and Marrison, 2007. In conducting the interview, the researcher
prepared a list of questions and questioned them to the English teacher. During the
42 process of interview, the guided questions could be improvised following the plot
of the interview process.
2. Questionnaires
The questionnaires were conducted to gather supportive preliminary data from the students of the eighth grade and collect evaluation from the evaluators.
The questionnaires for the students were distributed in the form of multiple choice questions. Meanwhile, the questionnaires that were distributed to the evaluators
used likert scale. Gall et al. 2007 defined questionnaires as printed forms that ask the same question of all individuals in the sample and for which respondents
record their answers in verbal forms p.228.
a. Questionnaires for the Eighth Grade Students of SMP N 3 Sleman
Multiple choice questions were applied to gain some purchase on complexity. There are two types of multiple choice questions that were applied in
this study: single answer mode and multiple answer mode. In the single answer mode, the students were asked to pick one answer. The latter allowed the students
participants to pick several responses from the options. In several questions, the students were required to state their reason for choosing a particular response.
while multiple choice questions were chosen because they were easily coded and interpreted.
b. Questionnaires for the Evaluators
In the questionnaires distributed for material evaluation, both closed-form questionnaires and open-form questionnaires were used. The first section of the
questionnaires was closed-form and it was analyzed using statistical description.
43 Meanwhile, the last section was the open-ended questionnaires which were used
to gain feedback, comments, and suggestions.
E. Data Gathering Technique
In order to gather the data needed for this study, the researcher used some techniques. The data gathering techniques were used to obtain data for Research
and Information Collecting Stage and Preliminary Field Testing. In collecting data for Research and Information Collecting, the researcher used two instruments.
The researcher used two instruments, i.e.: interview with an English teacher of the eighth grade students in SMP N 3 Sleman and questionnaires distribution to the
eighth grade students. The focus of the data gathering in Research and Information Collection stage was to know the students characteristics, lacks,
needs, and preferences in learning listening. While in the Preliminary Field Testing, the researcher also distributed a
questionnaires containing the evaluation of the material designed to the evaluator. The evaluation stage involved and English teacher of eighth grade students and
two lecturers of English Education Study Program in Sanata Dharma University. The outcome of the material evaluation which covers the evaluators’ comments,
feedbacks, and suggestions would be considered to revise the material.
F. Data Analysis Technique
The data assembled in the Research and Information Collecting and Preliminary Field Testing were going to be analyzed to identify the learners’
44 needs and preferences and also the evaluation of the material designed. As stated
in the previous section, the data collecting were conducted through interview and questionnaires. In the Research and Information collecting, since one of the
instruments employed was interview, so the analysis would be done in the form of description. The researcher classified and identified the general information about
the situation in the class and the students’ characteristics. Those data would be useful to obtain information about the students. Still in the same stage, the
researcher also distributed questionnaires to the students. The type of questions in the questionnaire were divided into two types, they were open-ended questions
and closed-ended questions. The types of questions were varied to adjust with information needed.
In order to calculate the result of the questionnaires for the students in research and information collecting stage, the data analysis was employed as
follows. N x100
∑n Note:
N = the total number of students who choose the options
∑n = the total number of students 31 students
While for the questionnaires that was distributed in Preliminary Field Testing, which was focusing on the evaluation of the materials, the participants
would give answers by dealing with five points of agreements as stated in the table below.
45
Table 3.1: Points of Agreements for Evaluation Questionnaires
Points of agreements
Meaning
1 If the participants strongly disagree with the statements.
2 If the participants agree with the statements.
3 If the participants feel uncertain with the statements.
4 If the participants agree with the statements.
5 If the participants strongly agree with the statements.
While having a specific formula to analyze the closed-form questionnaires as stated above, the open-ended questions in Preliminary Field Testing were
analyzed by calculating the mode of each statement. Mode was the most point given by the participants. The mode which was placed in the right column of the
table showed the point that appeared most often.
Table 3.2: The Evaluation Questionnaires Blueprint
No. Statements
Frequency of Degree of Agreement
1 2
3 4
5 Mode
1 The standard competences are well-
formulated. 2
The basic competences are well- formulated.
3 The indicators are well-formulated.
4 The indicators are able to support the
attainment of standard competences and basic competences.
5 The tasks are well developed.
6 The materials are relevant to eighth
grade students. 7
The instructions of each task are clear and easy to understand.
8 The clips recordings and videos are
clear
9 The level of difficulty of the designed
material is appropriate with what should be given to the students.
10 The materials are relevant to the
students’ knowledge and skill level. 11
The tasks or activities in each unit can facilitate the students to achieve the
46
No. Statements
Frequency of Degree of Agreement
1 2
3 4
5 Mode
goals and objectives. 12
The tasks and activities are interesting and various enough to motivate
students.
13 The materials are able to help the
students develop their listening skill
Mode: The most point given by the participants
Concerning the material evaluation, since it was conducted to determine whether the material was well-designed or not, the result would be categorized
according to several classifications that could be used to assess the quality and applicability of the material.
Table 3.3: Assessment of The Mode
Assessments Meaning
0-1 The designed materials were poorly designed.
1,1-2 The designed materials were fairly designed.
2,1-3 The designed materials were fairly good designed.
3,1-4 The designed materials were good but need some revisions.
4,1-5 The designed materials were well designed and acceptable.
The next table explained about the detailed information of the participants for material evaluation.
Table 3.4: The Description of the Research Participants Blueprint
Group of Participants
No Sex
Educational Background
Teaching Experiences
M F
S1 S2
S3 1-5
6-10 11-15
16-20 20
English Teacher of
SMP N
3 Sleman
Lecturers of
English Education Study
Program in
Sanata dharma
University
47
G. Research Procedure
