they were Strongly Agree SA, Agree A, Disagree D, or Strongly Disagree SD. The questions of this questionnaire were derived from Instruments of
Evaluation of English Coursebooks for Vocational High School. The questions are divided into four parts, those are the appropriateness of content, the
appropriateness of language, the appropriateness of presentation, and the appropriateness of graphic.
E. Data Analysis Technique
The data from the needs analysis and the expert judgment questionnaires were analyzed quantitatively through descriptive statistics. The data from the
needs analysis questionnaire were analyzed by calculating the percentage of each answer in the questionnaire. The answer of which the percentage was the highest
was considered representing students’ actual condition. The percentage was calculated using the following formula.
P : percentage f
: frequency N : number of respondents
100 : fixed number In the second questionnaire, the response categories were weighted by
numbers, SA= 4, A= 3, D= 2, SD= 1. The data from this questionnaire were first analyzed using the formula proposed by Suharto 2005.
P = �
N x
R : range Xh
: the highest scale Xl
: the lowest scale 4 : range of Likert-scale
Then, the result of the calculation was converted into descriptive analysis. To convert the data, data conversion table proposed by Suharto 2005 was used
as the mean of the data had been calculated.
Table 3.2 Data conversion table
Scale Interval
Descriptive Categories 1
1 ≤ � ≤ 1.74
Poor 2
1.74 ≤ � ≤ 2.24
Fair 3
2.25 ≤ � ≤ 3.24
Good 4
3.25 ≤ � ≤ 4
Very Good
x is mean obtained from expert judgment. To find x, the following formula
proposed by Suharto 2005 is used. R =
�ℎ − �� 4
Mn � = ∑ ��
�
F. Procedure of the Research
The research procedure used in this study modifies the steps of RD cycle proposed by Borg and Gall 1983 and the steps of course design proposed by
Masuhara in Tomlinson, 1998. Borg and Gall 1983 propose ten steps of RD cycle as follows:
1. Research and information collecting
2. Planning
3. Developing preliminary form of product
4. Preliminary field testing
5. Main product revision
6. Main field testing
7. Operational product revision
8. Operational field testing
9. Final product revision
10. Dissemination and implementation
Further Masuhara in Tomlinson, 1998 offers five steps of course design: 1.
Needs analysis 2.
Goals and objectives 3.
Syllabus design 4.
Methodology or materials 5.
Testing and evaluation According to the two models of RD cycles, the researcher modified and
simplified the model as follows.
Figure 3.1 The model of materials development of the research
1. Collecting the information
This step covered preliminary observation, literature review, and needs analysis.
2. Planning
It included analyzing the information of data collected and planning the materials.
3. Designing the first draft of the materials
This step included writing the course grid and developing the preliminary or the first draft of the materials.
4. Conducting evaluation
This step included conducting evaluation and revision of the first draft of the materials.
collecting the information
Designing the first draft of the materials
planning
conducting evaluation revising and writing the
final draft of the materials
5. Revising and writing the final draft of the materials
The developed materials were revised based on the recommendations that were derived from the second questionnaire. Then, after revising the
materials, the researcher wrote the final draft of the materials.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
