64
Table 3.2. The Description of the Expert Validators
Participants Educational
Background Teaching Experience
in year S1
S2 S3
1-5 6-10
10
An English lecturer 1
1 An English teacher
1 1
An IT lecturer 1
An IT teacher 1
1 1
The experts were asked to give their opinions, reviews, and also suggestion towards the product. The materials experts gave the suggestion about the materials
whether they were appropriate or not for the target learners, while the media experts gave evaluation particularly about the design and layout of the application.
D. Data Collection Technique
The data in this research were collected from two research instruments i.e. questionnaire and interview. The research was officially conducted in the even
semester of the Academic year 20142015 in April 2015 – June 2015. However, the
needs analysis had been conducted in the odd semester i.e. in August 2014. The data in this research were in the form of quantitative data and qualitative
data. The quantitative data were collected from the questionnaires, while the qualitative data were obtained from the interviews. The detailed explanation of the
stages, required data, participants, and instruments are presented below.
Table 3.3. Instruments, Participants, Time, Data, and Aims
Instruments Participants
Time Obtained
Data Aim
Research Problem
Need Analysis Questionnaire
The tenth
grade students of SMAN 1
Depok Sleman 32 students
August 2014, in the
Research and
Information Collecting
Stage Description
of students’ needs,
condition, and readiness
for conducting
mobile learning.
To design the
theoretical model
of the
application Research
Question 1
65
Instruments Participants
Time Obtained
Data Aim
Research Problem
Interview for Needs
Analysis The
English teacher
of SMAN
1 Depok Sleman
August 2014, in the
Research and
Information Collecting
Stage Teacher’s
opinion about
teaching listening and
mobile learning.
To design the
theoretical model
of the
application Research
Question 1
Questionnaire for
Expert Validation
- The English
teacher of
SMAN 1
Depok Sleman - An English
lecturer of
English Language
Education Department in
Sanata Dharma
University - An
IT teacher
in SMAN
1 Depok Sleman
- An Engineering
Lecturer in
Yogyakarta Muhammadiy
ah University May 2015,
in the
Preliminary Field
Testing Stage
Feedback about
the designed
learning model
To revise
the initial
iconic model
Research Question
1
Interview for Expert
Validation - The
English teacher
of SMAN
1 Depok Sleman
- An Engineering
Lecturer in
Yogyakarta Muhammadiy
ah University May-June
2015, in the Preliminary
Field Testing
Stage More
detailed information
on comments and
suggestions toward
the designed
learning model.
To revise
the initial
iconic model
Research Question
1
Questionnaire for
Users Validation
The tenth
grade students of SMAN 1
Depok Sleman 10 students
May 2015, in
the Preliminary
Field Testing
Stage Feedback
about the
designed learning
model To
revise the
initial iconic
model Research
Question 1
66
Instruments Participants
Time Obtained
Data Aim
Research Problem
The tenth
grade students of SMAN 1
Depok Sleman 32 students
June 2015, in the Main
Field Testing
Stage Feedback
about the
designed learning
model To improve
the revised iconic
model into the
final learning
model Research
Question 2
Interview for Users
Validation Some of the
tenth grade
students of
SMAN 1
Depok Sleman June 2015,
in the Main Field
Testing Stage
More detailed
information on comments
and suggestions
toward
the designed
learning model.
To improve the revised
iconic model into
the
final learning
model Research
Question 2
From the table above, it can be seen that the data were acquired from the research participants in some stages taken from Borg and Gall cycle Preliminary
Field Testing, Main Product Revision, and Main Field testing. The instruments were used to obtain valid and reliable data from the research participants. The
further explanation about the instruments is elaborated below.
1. Questionnaire
Questionnaire was used as one of the instrument s to gather the participants’
opinions toward the product. According to Johnson and Christensen 2012: 197, a questionnaire is “a self-report data-collection instrument that each research
participant fills out as part of research study”. The aim of the questionnaire is to collect the information about the feelings, attitudes, thoughts, perceptions, and
behavioral intentions of the research participants. Those different characteristics can be assessed through questionnaires.
Questionnaires can be used to obtain quantitative, qualitative, and mixed data. It depends on the objectives of the research. The questionnaire consists of
67 statements or questions to be answered by the research participants in order to
obtain the data required to answer the research question. Ary et al. 2002 propose two kinds of questionnaire, structured and unstructured questionnaires. In
structured questionnaires, both questions and answers are provided. Respondents have to choose the responses that best represent their own opinions. In
unstructured questionnaires, the respondents have to elaborate their beliefs and suggestions using their own words. This study used both structured and
unstructured questionnaires because by utilizing those two methods, the process of data gathering was more effective. The first method is used by providing some
statements and the respondents are asked to select their answers accordingly using Likert scale. Meanwhile, the second method gives opportunity for the students
to freely express their opinion by writing their own sentences. In this study, the researcher employed the structured questionnaires in the
needs analysis. The needs analysis questionnaire was aimed to gather information about the teaching of listening in the classroom and also students’ readiness for
participating in m-learning environment. The blueprint of the needs analysis questionnaire can be seen in Appendix 2.
Meanwhile, in the evaluation step the researcher used both structured and unstructured questionnaires. The expert validation questionnaires were distributed
to the lecturers who are experts in English field and also media. The materials validation was done by an English teacher and a lecturer of English Language
Studies Program. The blueprint of the expert validation questionnaire of materials design can be seen in Appendix 2. Another important aspect in this research was
