Data Analysis Technique METHODOLOGY

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F. Research Procedure

The description of research procedure was meant to give a clear picture in conducting the study. The steps in conducting the study are adapting the Small Scale Educational R D cycle and the steps involved are corresponding to the adapted instructional design models the stages of designing the material which was discussed in chapter two. Therefore, the steps of theoretical framework is not against the steps of the Small Scale Educational R D since the Small Scale Educational R D protects the theoretical framework as its methodology to make a well designed materials. The steps are described as follows:

1. Conducting Research and Information Collecting

The writer gained the information by using two ways: review of related literature concerning to the topic or the study and needs analysis as the first step on the adapted instructional design model named Conducting Needs Survey. First was literature review. It was used to find resources and references in the form of books and articles that can support the researcher’s idea. Therefore, the researcher gathered the theories of instructional design models, bilingual class, English for Specific Purposes, Communicative Language Teaching, and speaking skills. Second was needs analysis. The researcher conducted needs analysis to gain data about the learners’ needs, interests, and target of learning English. It was done by distributing questionnaires to the mathematics teachers of SMP N 1 Bantul and SMP 3 Sleman. The data gathered from this analysis used by the researcher as the basis to design appropriate English speaking instructional materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55

2. Conducting Planning

From the theory and information obtained, the writer stated the specific objectives to be achieved by the product. It would become the basis in designing the material. In other words, the writer used the data of the needs analysis as the foundation in determining the goals, topics, and general purposes, which is reflected in the second stage of the adapted instructional design model adapted from Kemp’s.

3. Developing Preliminary Form of Product

After the initial planning had been completed, the writer built a preliminary form of the educational product. It means that the writer synthesized the information gathered from the previous steps into a set of instructional materials. The writer proposed eight units of materials. This step comprises four stages explained in the adapted instructional design models. They are: a Specifying the learning objectives, b Listing the subject content, c Developing the syllabus, d Selecting teaching and learning activities

4. Conducting Preliminary Field Testing

This is the stage where the writer gathered data from the appropriate and qualified respondents. It aimed to get opinions and feedback on the designed instructional materials by distributing and gathering questionnaire to the English instructors in Wisma Bahasa Yogyakarta and a lecturer of English Language Education of Sanata Dharma University. In the adapted instructional design model, this step is Conducting an Evaluation Survey. 56

5. Conducting Main Product Revision

Having completed to conduct Preliminary Field Testing, the writer proceeded to the Main Product Revision. This is the last procedure, which in the Adapted instructional design model it is Revising and Improving the design materials. After getting opinion and feedback of the instructional materials from the previous step, the writer could find out the weaknesses of the design. Then, the writer conducted revision and improvement to get more appropriate and suitable instructional materials. Finally, the version will answer the problem formulation. The diagram below summarizes the research procedure discussed above. Research and Information Collecting Develop Preliminary Form of Product Preliminary Field Testing Planning Main Product Revision - Revising and improving the designed materials - Conducting an evaluation survey - Specifying the learning objectives - Listing the subject content - Developing the syllabus - Selecting teaching and learning activities - Stating goals, topics, and general purposes - Conducting Needs Survey Figure 3.1 : The Research Procedures 57 After discussing how this research implemented from the beginning to the end, the writer continued to next chapter. It discusses the research result and discussion of the findings of the research conducted to evaluate the designed materials. 58

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter comprises the result and discussion of the findings of the research conducted to evaluate the designed materials. The first part is the steps involved in designing a set of materials. The second part is the result of the preliminary field testing to evaluate the designed set of materials. The third part deals with the discussion on the designed set of materials evaluation and the fourth part contains the presentation of the designed set of instructional materials.

A. Elaboration of the Steps Involved in Designing a Set of Materials and Evaluation Instruments

To answer the first question in the problem formulation, the writer conducted several steps to design the instructional materials. There were eight steps involved in designing the materials. The elaboration of these steps are:

1. Conducting Needs Survey

In order to have a clear definition of the characteristics and needs of mathematics teachers of the seventh grade of Junior High School, the writer distributed questionnaires of research and information collecting to the mathematics teachers of SMP N 1 Bantul and SMP N 3 Sleman. In total there are 6 participants in this study. The data produced by the research and information collecting are presented in the table below, followed by a brief explanation of the result. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI