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applied twice revising process to the content in order to improve some aspects related to the validity of the product. The first revision was conducted after the
writer gained the evaluation sheet from the students and the validation from the practitioner and the first expert. The second revision was conducted after the
writer gained the evaluation sheet from the second expert.
B. Research Setting
The research was conducted to the first grade students of SMK Sanjaya Pakem on April to September 2011. There were 27 students in Akuntansi Class
AK Class, 23 students in Administrasi Perkantoran Class AP Class, and 17 students in Penjualan Class PJ Class. Most of the students came from lower up
to middle economic family’s background. Regarding the English learning, most of the students thought that English was difficult. Therefore, most of them were in
the low level of proficiency in basic tenses comprehension. They were taught by two English teachers who taught listening and the rest of the learning materials.
C. Research Participants
The study used purposive sampling. Leedy and Ormrod 2005, state that in purposive sampling techniques people or other units are chosen, as the name
implies, for a particular purpose p. 206. The study used sample from some of the first grade students when the writer conducted the questionnaire distribution on
pre-design survey and post-design survey.
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1. Research Participants in Pre-Design Survey
There were two groups of respondents in this study, as follows. a The first grade students of SMK Sanjaya Pakem
The writer needed information related to grammar learning, focused on simple tenses, studied by the students in order to decide and design the
instructional. The students would complete questionnaires and pre-test distributed by the writer.
b The English teacher of SMK Sanjaya Pakem. As the teacher, she were also observer of the students so that she could
give such important information related to the students’ characteristics, grammar learning, focused on simple tenses, and the progress of the students in the learning
process. The data was elicited by interviewing the teachers.
2. Research Participants in Post-Design Survey
The respondents should fulfill evaluation sheet that contains close-ended and open questions. This survey involved four groups of participants, as follows.
a The students of Accounting Class AK Class They were the participants in trial of the product. They would evaluate the
product by fulfilling the evaluation sheet. b The English teacher
She was the participant both in trial of the product and in content evaluation. At first, she would complete the evaluation sheet. After that, interview
would be conducted in order to clarify her answers in evaluation sheet.
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c The first expert He was the participant in the first content analysis. He would complete the
evaluation sheet. Next, interview would be conducted to him to clarify his answers.
d The second expert He was the participant in the second content analysis. He would evaluate
the product by answering questions in evaluation sheet. After that, he would be interviewed in case of clarifying his answers.
D. Research Instruments and Data Gathering Technique
The study used three kinds of instruments, namely questionnaires, interview, and classroom observation. Besides, the data was gathered by
distributing questionnaire, conducting an interview, and conducting classroom observation. The explanation of this part would be separated into two, namely
research instruments and data gathering technique in pre-design and post-design survey.
1. Research Instruments and Data Gathering Technique in Pre-Design Survey
This survey used three kinds of instruments to gather the data, as follows. a Distributing questionnaire
The study used questionnaires in the form of closed-ended and open questions. In pre-design survey, it was distributed to the first grade students see
Appendix B.1. Questionnaire together with pre-test were distributed to the
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students on Tuesday, April 12, 2011. This questionnaire would discuss about the students’ interest in learning English, the difficulties found by the students in the
learning, and the students awareness and willingness of using computer as the learning medium.
There were seventy five students who fulfilled the questions in the questionnaire and pre-test. They came from different classrooms, namely
Akuntansi Class AK Class, Administrasi Perkantoran Class AP Class, and Penjualan Class PJ Class. Since the writer used purposive sampling, she only
took randomly a half of all students’ questionnaire that had answered completely. Besides, all the result of pre-test was the data to analyze the students’ learning
progress about the simple tenses. b Conducting an interview
According to Ary 2002, there are two kinds of interview, namely open interview and close-ended interview. In this step, the writer conducted open
interview to the English teachers in order to analyze the learners’ characteristics and the progress of grammar learning. The writer used open-ended interview
because it allowed her to develop the questions in order to get more detailed information see Appendix B.3.
Interview was conducted on Tuesday, April 12, 2011. The interviewee was the English teacher of Sanjaya Pakem Voctional School. It was organized in order
to elicit more information about the students’ learning progress, the problems found at school, the solutions to solve the problems, the media that the teacher
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usually used to teach, and the teacher’s opinion about designing a new interactive learning medium by using computer.
c Classroom observation The study used classroom observation see Appendix B.4 without
participating in the situation. According to Ary, Jacobs, Razavieh, and Sorensen 2002, that kind of observation was called as nonparticipant observation p. 430.
The observation involved the students, the teachers, and the facilities provided in the school. This observation would observe the students’ attitude when they
learned English subject, the teacher’s acts when she taught the students, and the facilities provided in the school. The purpose of this process was to understand
and analyze the background information of the participants who would use the product being used and of the facilities provided in the school such as teachers
and other equipments needed to support English learning. The observation was conducted on Thursday, April 14, 2011, to the three
classes at SMK Sanjaya Pakem. The writer used observation checklist items.
2. Research Instruments and Data Gathering Technique in Post-Design Survey
There were three groups of respondents in this survey, namely the AK Class students, the teacher, and the experts. There were two instruments used to
gather data, as follows. a Distributing questionnaire
The questionnaire was stated on evaluation sheet. The evaluation sheet was distributed to the AK Class students and the English teacher after they
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followed trial of the product on September 14
th
, 2011 see Appendix E.1 and E.2. Besides, the experts were asked to fulfill the evaluation sheet after they checked
the design. The first expert gave the evaluation result on September 20
th
, 2011, whereas the second expert gave the result on November 22
nd
, 2011. The questionnaire mainly discussed about the appearance, the instructions, the content,
the weakness, the strengths, and the suggestions for the product. b Interview
The interview to the teacher and the experts as the respondents was conducted to clarify the answers on the evaluation sheet. The writer asked for
comments, criticism, and suggestions, in order to revise and improve the product.
E. Data Analysis Technique
The study elaborated the analysis from the classroom observation, the interview, and the questionnaires. The writer used qualitative method in
describing the analysis result. Ary 2002: 27 states that the goal of qualitative research is a holistic picture and depth of understanding, rather than a numeric
analysis of data. Therefore, data was described using words, not using number.
1. Analyzing Data from Pre-Design Survey
The analyzed data of pre-design survey would be used to state the goals and the learning objectives of the product, decide the skills to develop, and
develop the instructional product. The data was elicited from questionnaire distribution to the first grade students, the pre-test result, the interview to the
English teacher, and the school observation.
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2. Analyzing Data from Post-Design Survey
The result of data analysis from post-design survey would be used to revise and improve the instructional product in case of its validity. The data was
gained from conducting evaluation sheet distribution to the students of AK Class and the validation from the English teacher and the experts.
F. Research Procedure
The research procedure of this study for conducting research of this study was figured out as seen on Figure 3.1.
Figure 3.1: The Procedural Steps in Developing the Product
: The sequence of the steps in designing the product.
Feedback line
Research and Information Collecting a. Analyze learners and context
Develop Preliminary Form of Product a. Develop and select instructional materials
Preliminary Field Testing
Main Product Revision Planning
a. Identify instructional goals b. Conduct instructional analysis
c. Write performance objectives d. Develop instructional strategy
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: The separation line. The explanation above the line referred to the steps adapted from Borg and Gall 1983, whereas, the explanation under the
line referred to the detailed steps adapted from Dick, Carey, Carey 2005.
= The feedback line. Next, the explanation of the steps in figure 3.1 was as follows.
1. Research and information collecting The writer conducted review of literature, classroom observation,
interview, questionnaire distribution, and pre-test. After she gained the data, she analyzed the students and the context. The purpose was to define the entry-level
skills and the students’ characteristics toward the English learning. 2. Planning
Identifying instructional goals, conduct instructional analysis, writing performance objectives, and develop instructional strategy were elaborated in this
step. 3. Developing preliminary form of product
The writer would develop the instructional product. In the process of developing the product, the writer used some textbooks, certain software, and
internet connection. 4. Preliminary field testing
The writer conducted questionnaire distribution and interview in order to evaluate the product. The study applied twice preliminary field testing, namely
trial of the product and content analysis. In addition, the content analysis was processed twice in order to be more valid and more appropriate.
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5. Main product revision The writer applied twice revision in this study. The first main product
revision was conducted after the writer gained the evaluation sheet from the students, the English teacher, and the first lecturer. The second main revision
product was conducted after the evaluation sheet from the second lecturer was gained so that the product became more valid and more appropriate.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
This chapter answers the two questions in the problem formulation. There are two sections, namely designing the materials and the designed materials. The
first section would like to answer how computer-based exercises are designed using Hot Potatoes software to facilitate independent learning method to learn
tenses for the first grade students of SMK Sanjaya Pakem, whereas the second section would like to answer what the computer-based exercises looks like.
A. Designing the Materials
In this section, the writer would discuss the steps in designing the product. There were five main steps used, in this study.
1. Research and Information Collecting
This step was called as pre design survey. The data were gained by analyzing learners and context. In this step, the writer conducted five instruments,
namely literature review, questionnaire distribution, pre test, interview, and classroom observation. The review of literature had been stated in chapter II of
this study, while the other instruments were elicited in this section. The writer would like to report the results from questionnaire distribution,
pre test and classroom observation, which were conducted to the first grade students, and interview that was conducted to the English teacher of the first grade
prior to analyze the learners and context.
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