. Unlike the data presentation in the needs analysis stage, the quantitative data in this stage were presented by showing the mean score and category of each item.
Table 3.7 How the Quantitative Data from Validation are Presented No
Statements N
the number of participants
x̅
mean score
Category
very good, good, etc.
1. Statement 1
2. Statement 2
Meanwhile, t he qualitative data from the answers of questionnaires‟ open-ended
questions were selected as necessary. They were coded accordingly and presented in the form of quoted excerpt. The coding can be seen in Appendix 8 materials
experts and Appendix 9 IT practitioners. The following is an example of the quantitative data presentation. In the provided example in Figure 3.2, the excerpt
of the answers is inserted, followed by a code showing where readers can see the whole data. The acronym OEA stands for Open Ended Questions, while 23
means that it is the second question answered by the third respondent. “The materials have covered the four language skills and use
various media suc h as pictures and videos”. OEQ 23: Appendix 9
Figure 3.1 An Example of how the Quantitative Data are Presented 6. Main Product Revision
The goal of this stage was to revise the product based on the preliminary field testing. The researcher used the feedback from the experts to evaluate the
weaknesses and strenghts of the products. After that, some improvements were made accordingly. This stage was also to make sure that the designed product was
acceptable to be field tested to the users who were the fifth graders. As mentioned earlier, some revisions and improvements were made
accordingly. It referred to the categorization proposed by Suharto 2006. Some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
suggestions and feedback from the open-ended questions were also very helpful to help the researcher revising the product.
7. Main Field Testing
After the product was revised based on the experts‟ feedback, it was main field tested. The purpose of this stage was to validate the product and to get
feedback from the users, which were 21 fifth grade students of elementary school. In addition, this stage was also aimed at answering the second research question,
which is Which pedagogical aspects in CALL are dominant in the materials?. To obtain the data related to students‟ feedback and feeling, A
quesionnaire was used to gather the data from the students. The questionnaire consisted of 14 closed-ended questions. Almost similar to the questionnaire
administered to the materials experts, this questionnaire also comprised statements related to the principles of materials development Tomlinson 1998, Offord-
Gray and Aldred 1998, Graves 2000, and Crawford 2002 and CALL pedagogical aspects Egbert Hanson-Smith, 2007. Since the participants in this
stage were fifth graders, the statements in the questionnaire were written in their first language which is the Indonesian language. Moreover, the language was
made as simple as possible to ease the students in grasping the points. The data from this questionnaire were analyzed and presented the same
way the previous questionnaires in the Preliminary Field Testing were analyzed. It was analyzed by measuring the mean of each item and using the value of the mean
to determine the category of the product, i.e. very good, good, fair, poor, and very poor.
Table 3.8 The Blueprint of the User Validation Questionnaire Item
Statements Open
Closed 1
The materials make the learning process more fun. Closed
2 The materials allow me to practice listening, speaking, reading,
and writing. Closed
3 The materials have various topics, illustration, and activities.
Closed 4
The materials provide attractive presentation use of attractive colors, lots of white space, use of photographs
Closed 5
The materials have appealing content topics of interest to the learners, topics which offer the possibility of learning something
new, local references Closed
6 The materials take into account that learners differ in learning
styles. Closed
7 The materials offer opportunities to students to interact and
negotiate meaning. Pedagogical aspect 1 Closed
8 The materials provide the learners with opportunities to use the
target language with authentic audience. Pedagogical aspect 2
Closed
9 The materials encourage the learners to be involved in authentic
tasks. Pedagogical aspect 3
Closed
10 The materials design encourages the students to produce varied
and creative language. Pedagogical aspect 4 Closed
11 The materials provide learners with enough time and feedback.
Pedagogical aspect 5 Closed
12 The materials guide learners to attend mindfully to the learning
process, e.g. through instructions and examples about how to learn. Condition 6
Closed
13 The materials provide a classroom atmosphere with an ideal
stress anxiety level. Pedagogical aspect 7 Closed
14 The materials support learner autonomy Pedagogical aspect 8
Closed Another instrument used in this stage observation guideline. It was used to
document what were going on in the classroom during the implementation or field-testing. The data from the observation was in the form of field-notes. They
were used to support the quantitative data from user validation questionnaire. Similar to the data from open-ended questions from questionnaires and interview,
the field-notes were used as necessary and coded accordingly. Then, they were presented in the form of quoted excerpt Figure 3.1.
CLASSROOM OBSERVATION GUIDELINE
DayDate :
Time :
Materials :
Number of Students : Presentation Activities:
…………………………………………………………………………………….. ……………………………………………………………………………………..
…………………………………………………………………………………….. Practice Activities:
…………………………………………………………………………………….. ……………………………………………………………………………………..
…………………………………………………………………………………….. Production Activities:
…………………………………………………………………………………….. ……………………………………………………………………………………..
……………………………………………………………………………………..
Figure 3.2 The Observation Guideline 8. Operational Product Revision
In this stage the researcher revised the product based on the students‟
feedback and the field notes of the clasroom observation. The feedback and the field-notes were analyzed and used as the basis to improve the products which
would result on the final product. According to Borg and Gall 1983, a complete R D cycle comprises 10
steps. However, due to some limitations, e.g. personnel support, financial support, time, this R D project stopped at the eighth step which is Operational Product
Revision. As mentioned by Borg et al. 2001, students who are going to conduct an R D project are better to scale down the project only into some steps unless
they have sufficient supports and recourses. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
CHAPTER IV RESULTS AND DISCUSSION
This chapter presents the results and the discussions of the study which was conducted from March up to June 2016. Each part of this section is an attempt to
answer both research questions; 1 What do the PowerPoint-based English materials for elementary school students look like? and 2 Which pedagogical
aspects are dominant in the PowerPoint-based English materials?. This section is divided into two parts covering the process of research and development and the
pedagogical aspects in the materials.
A. PowerPoint-Based English Materials
This part comprises two major points, namely the results gained from the research and development process and the features of the product.
1. Research and Development
Two models were adopted in developing the product, namely R D Cycle and System Approach Model. Those models guided the researcher to develop the
PowerPoint-based English materials for fifth-graders, consisting of three units of materials for Semester 1. The results of the R D process are elaborated under
each stage as follows.
a. Research and Information Collecting
In this stage the researcher did document analysis and needs analysis. Both analyses were aimed to specify the materials to be designed. Since the school
English teacher adopted the School-Based Curriculum the researcher studied the information in the curriculum to know more about the goal of English teaching in
elementary school and what scope should be taught. Those pieces of information were found in the standards of competence and basic competences of English for
elementary school grade 5 Semester 1 as showed in the following table.
Table 4.1 Standards of Competence and Basic Competence of English in Elementary School Grade 5 Semester 1 based on School-Based Curriculum
Standards of Competence
Basic Competences
Listening 1. Understanding very
simple instructions with actions in the
context of school 1.1 Responding to very simple instructions with
actions appropriately in the context of classroom and school
1.2 Responding to very simple instructions verbally Speaking
2. Expressing very
simple instructions and information in
the context of school 2.1 Carrying out a conversation to accompany actions
appropriately involving speech acts of giving an example of doing something and giving
instructions.
2.2 Carrying out a conversation to askgive servicesthings appropriately involving speech acts
of asking for help, giving help, asking for things, and giving things.
2.3 Carrying out a conversation to askgive information appropriately involving speech acts of
introducing one‟s self, inviting, asking for permission, giving permission, agreeing,
disagreeing, and forbidding.
2.4 Expressing politeness appropriately involving expressions of Do you mind
… and Shall we … Reading
3. Understanding very simple
English writings
and descriptive
texts with pictures in the
context of school 3.1 Reading aloud with correct and appropriate
pronunciation, stress, and intonation involving words, phrases, and very simple sentences.
3.2 Understanding very simple sentences, written messages, and descriptive texts with pictures
correctly and appropriately.
Writing 4. Spelling
and rewriting
very simple sentences in
the context of school 4.1 Spelling very simple sentences correctly and
appropriately. 4.2 Rewriting and writing very simple sentences
correctly and appropriately such as the expressions of congratulating, thanking, and inviting.
In addition to collecting information from some documents, the researcher also conducted a needs analysis to collect information about learners‟ attitudes
