b. Interview
Another data collection technique that was used in this research was interview. The qualitative data was gained through
interviewing a classroom English teacher of Eleventh Grade of Multimedia Study Program students at SMK 2 Sewon, Bantul in
order to support the information about learning needs and target needs needs analysis. The teacher‟s information was used to trace
the students‟ problems and students‟ needs from the teacher‟s
perspectives. 2.
Instruments
Based on the data collection technique in this study, the instruments that were used to collect the data can be drawn as follow.
a. Questionnaire
The content of the first questionnaire, which was administered to student in the needs analysis stage, was adapted from the experts,
that is, Nunan 2010, Hutchinson and Waters 1987, and Graves 2000 in order to attain construct validity of the data that was gained.
In addition, the content validity of the needs analysis instrument was obtained by consulting each item of the question to the expert. This
questionnaire was in the form of split-form questionnaire wherebythe eleventh graders of Multimedia Study Program were allowed to
choose more than one choice in each statement while in other
statements students could only choose one option. The organization
of the first questionnaire is presented in the table below:
Aspects Item
number Objectives
References
ɝearners‟ identity
Section A
To find
out the
students‟ identity Graves
2000:103 Hutchinson and
Waters 1987:63
ɝearners‟ goal
1 To
find out
the students‟
aim in
learning English Graves 2000:
104
T ar
ge t nee
d s
Necessi ties
2,3 To find out what
students need in target situation
Hutchinson and Waters
1987:55
Lacks 4
To find out the gap between
students‟ current
knowledge and
required competence
Hutchinson and Waters
1987:55-56
Wants 5
To find out students‟ expectation
to be
included in
the materials
Hutchinson and Waters
1987:56
L ear
n in
g n ee
d s
Inputs 6,7,8,9,1
0,11, 12,13,14
15,16,17 To
find out
the content
should be
included in designing tasks for listening,
speaking, reading, and writing
Nunan 2000:
47-52
Proced ures
18,19,20, 21
To find out what students should do
with the input in listening,
speaking, reading, and writing
Nunan 2000:
52 Hutchinson and
Waters 1987:
60-63 22,23,24 To find out what
students should do dealing
with vocabulary,
pronunciation, and
grammar
Table 3.1: Organization of Questionnaire for Need Analysis
Setting 25, 26
To find out in what situation the learning
process will take place Nunan
2000: 70
Student s‟ role
27 To find out learners‟
preferred role
in carrying the tasks
Nunan 2000:
64-69 Teacher
s‟ role 28
To find out what part the teachers should
take in delivering the materials
Nunan 2000:
64-69
The second questionnaire was addressed to an expert of material development in order to get evaluations and validations of
the first draft of the materials. The expert was a lecture of English Language Education Program in Yogyakarta State University. In
order to obtain construct validity, the expert judgment questionnaire for the material evaluation was adapted from “Instrumen Penilailan
Buku Teks Bahasa Inggris Sekolah Menengah Kejuruan” published by BNSP 2006. Then, the content validity was gained through
consulting the coverage of content in questionnaire items to the expert.This questionnaire fell into four evaluation criteria which are
organized in the table below.
No Evaluation Criteria
Number of item
Reference 1
The appropriateness of content 1-11
BNSP 2
The appropriateness of language
12-16 BNSP
3 The appropriateness of
presentation 17-29
BNSP 4
The appropriateness of layout 30-36
BNSP
Table 3.2: Organization of Questionnaire for Expert Judgment
b. Interview Guideline
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