Classroom Observations Instruments of Research and Information Collecting

57 Education Study Program of Sanata Dharma University as experts. The aim was to evaluate the materials and obtain feedbacks opinions and suggestions and comment from the participants. In the questionnaires, the researcher used scaled questions Linkert scale and open-ended questions WH questions. Linkert scale was selected to identify the quality of the materials. It was adapted from some evaluation checklists of previous studies. Some items were added and deleted based on the requirements and the considerations according to the advisor’s suggestions. It let the participants indicate their responses to the statements on a continuum, using points of agreements from strongly agree, agree, disagree , to strongly disagree. The undecided was omitted because this response often causes ambiguity and difficulty in administering the result. Then, WH questions were selected to obtain broad or additional information related to the degree of agreement that the participants gave. The instruments are presented in the Appendix B. Then, data gathering technique employed in this researcher were determined based on the types of data being obtained. 1. Data of Research and Information Collecting In the research and information collecting, there were two types of data that were obtained. The first data were about relevant theories related to the development educational products, such as the ID model, the principles of integrated approach, the conceptual basis and frameworks of TBLT, the content of SLBC of 2006 KTSP, the elements of story, and the characteristics of grade VII students of junior high school. The data were obtained from some sources, such as books, articles, and internet resources. 58 The second data were the result of identifying students’ characteristics. The data were about st udents’ motivations, attitudes, needs, and interests related to the use of story, preferred learning styles, preferred teaching methods, activities, media or teaching aids, English books, difficulties in listening to or reading English stories and in the English learning and teaching, and capabilities to overcome their difficulties and to get an access to a computer or laptop and internet. The data were obtained through three ways, classroom observations on the students and teacher’s activities, an interview with the English teacher, and questionnaires for student and teacher.

2. Data of Planning

In the planning, the data were about goals, topics, and general purposes of English learning and teaching in grade VII of junior high school. The data were obtained through a library research on the current curriculum, the SLBC of 2006 KTSP, and the commonly used English textbooks. The researcher selected four English textbook that were distributed and suggested by the grade VII English teacher at SMP Negeri 2 Yogyakarta.

3. Data of Materials Validation

In the materials validation, the data were the result of materials validation. The data were about scores of the materials, feedbacks opinions and suggestions, and comments. The data were obtained through questionnaires that were distributed to the English teacher of SMP Negeri 2 Yogyakarta and the lecturers of the English Language Education Study Program of Sanata Dharma University and the direct evaluation on the materials. The detailed information of the data gathering technique is presented in Table 3.1.