Meanwhile, the quantitative data from the third questionnaire which were materials evaluation were analyzed using descriptive statistics through the use of
Mean by using a formula proposed by Suharto 2008: 14 as follows:
Where : Mn : Mean fx : Total score
N : Total number of the data
In classifying the category of the mean, theory proposed by Suharto 2006: 52-53 about quantitative data was used.
Where : R : Range
Xt : Highest score
Xr : Lowest score
The range obtained from the calculation of the formula above was 0.75. The conversion was presented below.
Table 4: The Quantitative Data Conversion Scale
Descriptive Categories Interval
1 Poor
1 x 1.74
2 Fair
1.75 x 2.24
3 Good
2.25 x 3.24
4 Very Good
3.25 x 4
F. Research Procedure
This study used an R D cycle presented by Borg and Gall 1989. However, the model was modified by selecting only some steps which were
Mn =
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R =
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applied in this study. This aimed to shorten the research time. The modified model is illustrated below.
Figure 4: R D Cycle by Borg and Gall 1989
The following statements are the explanation of research procedure model proposed by Borg and Gall 1989.
1. Needs Analysis
The first step of this research was conducting needs analysis. Instruments that were used to collect the data were questionnaires which consisted of 23
questions including target needs and learning needs as what Nunan ‟s 2004
proposed. The target needs had several aspects such as students‟ necessities, lacks, and wants while the learning needs consisted of goals, input, procedure, setting,
teacher role, and learner roles. The questionnaires were distributed to the 8
th
grade
Step 1
Needs Analysis
Step 2
Writing Course Grid
Step 3
Designing the materials writing the first draft
Step 4
Expert Judgment
Step 5
Revising writing the final draft
students and English teacher of SMP N 1 Pakem. The result of the needs analysis would be used to construct the course grid.
2. Writing Course Grids
After collecting data from the needs analysis result, the data were used to conduct the course grid. The course grid was also based on the conclusion of
Basic Competencies from KTSP and the Curriculum of 2013. According to Nunan‟s 2004 theory about communicative tasks, there were 6 components that
should be fulfilled including target students, goals, indicators, materials, tasks teaching and learning activities, teacher role, learners role, and setting. There
was also an assessment in the course grid to show the students‟ improvement after
learning the materials.
3. Designing the Materials Writing the First Draft
The course grids were realized into the first draft of the developed materials. There were 3 units that were developed. The first unit was entitled
“Famous Things” which discussed on the grammar for descriptive text. This unit was consisted of 21 tasks. The second unit
entitled “Fascinating Moments” was consisted of 20 tasks in which it explained grammar related to recount text. The
last unit was entitled “Once Upon A Time” and consisted of 20 tasks. This unit was enlightened grammar related to narrative text. The last task of each unit was
designed as an evaluation to measure students‟ improvement after learning the materials. Each unit followed the communicative task stages including awareness-
raising stage, conceptualization, proceduralization, and performance.
