Then, after defining the mean, the results converted into the qualitative description. The result were analysed to describe the quality of the developed
materials that fulfilled the standard as effective and appropriate English learning materials. To convert the scores into qualitative description used the
formula proposed by Suharto 2005: 59 as follows:
in which R
: range
Xh
: the highest score
Xl
: the lowest score 4
: range of the Likert-scale
Table 3.4: Table of Conversion from Quantitative Data to Descriptive Analysis Suharto, 2005: 52-53
Scales Interval
Descriptive Categories
1 1 X ≤ 1.75
Poor 2
1.75 X ≤ 2.5 Fair
3 2.5 X ≤ 3.25
Good 4
3.25 X ≤ 4 Very Good
F. Research Procedure
In this research, the research procedure was adapted from the research procedure proposed by Water Dick and Lou Carey in Gall, Gall, and Borg, 2003:
570-571. The research procedure consists of ten steps: assess needs to identify goals, conduct instructional analysis, analyse learners and contexts, write
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�ℎ−�� 4
performance objectives, develop assessment instruments, develop instructional strategy, develop and select instructional materials, design and conduct formative
evaluation of instruction, revise instruction, and design and conduct summative evaluation. However, Gall, Gall, and Borg 2003: 572 state that R D can be
done in the small scale that involves just a few steps of the R D cycle. Then, only these steps are selected to be used in this research as follows.
1. Conducting need analysis
In this step, the researcher conducted the need analysis. The data needed by the researcher included the target needs and the learning needs Hutchinson
and Waters, 1987: 54; Nunan, 2004: 41. The data were based on the problems that should be solved and the skills and language features that should be
practiced by the students.
2. Writing the course grid
After identifying the needs, the researcher needed to consider the materials that could interest the students to learn English using the developed
materials which match with their needs and relevant with the standard competence and basic competence in the curriculum. Those are reflected in the
course grid. The exercises, activities, and instructions were made considering the students’ level of language mastery and content understanding so the
students are able to perform the task without any great difficulties.
3. Developing the materials the first draft
In this step, the materials were developed based on the course grid that had been written. Moreover, the researcher also considered the layout, type
size, visuals, and fonts of the materials.
4. Getting the evaluation
After finishing the first draft, the evaluation of the materials is conducted through expert judgement. From the expert judgement, the suggestions and
feedbacks were obtained to get the revision of the materials to develop the final draft of the materials.
5. Revising and writing the final draft
After analysing the result of expert judgement, then, the materials were evaluated and revised. The revised materials were as the final draft.
46
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents and describes the findings and the discussion of the research that have been conducted from February to July 2016. The research findings
include the need analysis’s results, the course grid, the first draft of the materials, the expert judgement’s results, and the final draft of the materials.
A. Research Findings
1. The Results of Need Analysis
The first step in conducting Research and Development R n D was collecting the information of needs for the development. This step was done
through need analysis which was conducted in SMK YAPPI Wonosari. The aim of conducting the need analysis was to figure out the target needs
and the learning needs. The need analysis was conducted on February 26
th
to February 27
th
2016. There were 80 male students in the tenth grade of automotive engineering study programme as the participants in collecting the information of
the needs. Students were given questionnaires containing 106 questions. Interview was also conducted to support the data from the questionnaires.
There were two parts in the need analysis questionnaire namely target needs and learning needs. The researcher used scales to know the percentage of the needs
based on the students’ opinion. The scales were 1 for disagree, 2 for moderately agree, 3 for agree, 4 for strongly agree.
