b. Expert Judgment Questionnaires
The questionnaire was used to obtain the evaluation of the materials developed. The questionnaire was first consulted to the expert before given to
the target. The questionnaire was organized based on the criteria standard of the course book from PUSKURBUK. The standard of the course book can be
evaluated through its content, presentation, language, and graphic. For the expert, the questionnaire is not only in the form of close-ended questions but
also open-ended questions to give more space for them to provide their opinions related to the evaluated materials.
E. Data Analysis Technique
Two different data taken from two questionnaires were analyzed. The data from the questionnaire for needs analysis were analyzed by calculating the
highest percentage of the answers in the questionnaire. The highest percentage for each answer in the questionnaire was considered to be representing the
students’ needs. The formula used to calculate the data was as follows:
P = percentage F = frequency
N = number of respondents 100 = fixed number
P=FN X 100
The other set of data was taken from a questionnaire for material evaluation. The data were calculated by calculating the mean of the scores.
After that, the data were converted into descriptive analysis. To convert the data, the data conversion table proposed by Suharto 2005 was used in which
the interval of the score was calculated using the following formula: R= range
Xh = the highest scale Xl = the lowes scale
4 = range of likert scale.
Table 3. Data conversion table
Scale Interval
Descriptive Categories 1
1 x 1.74 Poor
2 1.75 x 2.49
Fair 3
2.50 x 3.24 Good
4 3.25 x 4.0
Very Good
F. Research Procedure
In this study, the research procedure proposed by Borg and Gall 1983 is modified. The procedure was:
1. Research and information collection
This step was required to review literature review, classroom observation, and define target needs.
xh-xl R= 4
2. Needs analysis
This step was to find out the characteristics of the students and the stude
nts’ needs of English learning. 3.
Planning This step included defining skills, stating the objective, and determining
course sequence. 4.
Materials development In developing the materials, the researcher used tasks which are suitable
to the objective of teaching and learning process. 5.
Evaluation by expert After obtaining the evaluation from the expert, the researcher revised
the product until it is confirmed to be appropriate by the expert. 6.
Final Draft Development Using feedbacks from the expert, the researcher developed the final
product.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
