Techniques and Instrument of Data Collection
41
Table 2: The Organization of the Need Analysis Questionnaire for students
No Aspects
Item Number
The Purposes of The Questions
References 1
Background Knowledge
1 To know the students‟
current proficiency in English
Hutchinson and Waters
1987:63 Target Needs
2 Necessities
8 To know the students‟ need
of the supplementary materials
Hutchinson 1987:55
3 Lacks
13 To know the difficulties
students‟ find in speaking learning activity
Hutchinson 1987:55
4 Wants
6, 7, 14 To find some activities that
students want in learning English in the classroom
Hutchinson 1987:55
5 Goals
2, 3, 15, 16, 17
To find the students‟ goal in
learning English Hutchinson
1987:55 Learning Needs
6 Input
4, 5, 9, 10, 11, 12
To find what kind of input that students want in their
English learning activities in the classroom and
developed materials Nunan
2004:47
7 Teacher‟s
Role 18, 19
To find information about the teachers‟ role
Nunan 2004:64
8 Students‟
Role 20
To find information about students‟ role
Nunan 2004:67
2. Interview for the Teachers This step was used to analyze the target needs of the students. The interview
involved the tenth grade English teacher of SMA Piri Yogyakarta to give as much information as needed.
42
Table 3: The Organization of the Interview Questions for the teacher. No
Aspects Item
Number The Purposes of The
Questions References
1 Goal
1,11,12, 13,14,16,
17, 18 To find out the teacher‟
opinion and
interest of
learning activities
in the
classroom. Graves
2000:104
2 Wants
2,15 To find out what the teacher
wants to be included in the materials.
Graves 2000: 103
3 Input
3,4,8 To find the information about
kinds of input that the teacher use.
Nation 2008: 1, 7-11
Nunan 2004: 47
4 Materials
5,6,7 To
find out
the appropriateness of the content
and presentation
in the
materials. Nation 2008:
2-6
5 Lacks
10, 11 To find out the problems
occurred in the speaking teaching and learning process.
Hutchinson and Waters
1987: 55-56
6 Necessities
14 To find out the teacher‟s
needs. Graves 2000:
103
3. Expert judgment for the developed materials The writer also used questionnaire for an expert to evaluate the first draft‟s
designed materials. The purpose of this stage was to obtain the evaluation and feedback for the designed materials. The feedback was used as musch as possible to
revise the designed materials.
Table 4. The Organization of the Expert Judgment Rating Scales
No Aspect of Evaluation
Purpose Items
Number Reference
Content appropriateness
To evaluate the appropriateness of the
1, 2, 3, 4, 5, 6, 7, 8, 9,
Hutchinson and Waters
43
first draft‟s materials
10, 11 1987:99
Presentation appropriateness
To evaluate the appropriateness of the
first draft‟s materials are presented
12, 13, 14, 15, 16, 17,
18, 19, 20, 21
Hutchinson and Waters
1987:99
Language appropriateness
To evaluate the appropriateness of the
first draft‟s language 22, 23, 24,
25, 26, 27 Hutchinson
and Waters 1987:99
Layout appropriateness
To evaluate the appropriateness of the
first draft‟s graphics and media
28, 29, 30, 31, 32
Smaldino, Lowther and
Russel 2012: 257
4. Evaluation for teacher‟s guide book
Another questionnaire was for teacher candidates to evaluate the first draft‟s of
teacher‟s guide for the designed materials. Ten teacher‟s candidate were asked to fill the questionnaire. The purpose of this stage was to obtain the opinion and feedback
for the guide book. The opinion was used as musch as possible to revise the guide book.
Table 5 . The rganization of the Teacher’s Guide Book evaluation
No Aspect of Evaluation
Purpose Items
Number Reference
Presentation To evaluate the
appropriateness of the teacher‟s guide first
draft‟s presented 1, 2, 3, 4, 5,
6, 7, 8, 9 Hutchinson and
Waters 1987:99
Language To evaluate the
appropriateness of the teacher‟s guide first
draft‟s language 10, 11, 12,
13, 14, 15 Hutchinson and
Waters 1987:99
Media To evaluate the
appropriateness of the 15, 16, 17,
18, 19, 20 Smaldino,
Lowther and
44
teacher‟s guide first draft‟s graphic and
media Russel 2012:
257