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down so that the respondents only choose the options. In the unstructured questionnaires, the respondents were free to give their answer. In this study, there
were two kinds of questionnaire. The first questionnaire was used to obtain data in the needs survey. The second questionnaire was used to gain evaluation and
feedback on the designed materials Ary et al, 1990: 424.
D. Data Gathering Techniques
There are two steps in gathering data of this study. The first one is
observation in teaching learning activities in class, in order to know about the condition of the classroom during the teaching learning activities. The second is
survey by giving the questionnaires to the eleventh grade of Senior High School students. The writer takes two classes to give the questionnaires. To come up with the
best final version of the materials, the writer conducts close ended questionnaire with the English teacher and the English lecturers of Sanata Dharma University and open
ended interview with the English teacher. The survey was done to obtain opinions and evaluation of the set design materials.
E. Data Analysis Techniques
The analysis of the data in the descriptive study was aimed at solving the problem of what the English supplementary reading materials based on Intermediate
level novels for the eleventh grade students of GAMA Senior High School, Yogyakarta looked like.
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In this research, a descriptive data analysis was chosen. To evaluate the proposed English supplementary reading materials for the eleventh grade students of
GAMA Senior High School, the data were taken from the questionnaires and interviews.
The data of the questionnaires for the students as the needs’ survey were calculated as follows:
The survey for the designed materials evaluation used two types of questionnaire. They were closed-questions to assess the respondents’ opinions on the
designed materials and open questions and interviews to gain the respondents’ opinions, criticisms and suggestion.
The Likert Scale 1932 is the one of the most widely used techniques to measure attitudes. It assesses attitude toward a topic by presenting a set of statements
about the topic and asking respondents to indicate for each whether they strongly agree, agree, undecided, disagree or strongly disagree Ary et al, 2002: 234.
Therefore, the writer uses Likert Scale or summated rating scale to measure the assessment of the respondents’ opinion on the designed materials. There were five
points of agreements as follows: ∑N
N X 100
Note: N
= the number of students who chose certain answer ∑N
= the total number of the students
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1 = If the respondent strongly disagrees with the statement. 2 = If the respondent disagrees with the statement.
3 = If the respondent is undecided or doubtful. 4 = If the respondent agrees with the statement.
5 = If the respondent strongly agrees with the statement. Then the data were all measured by central tendency.
Mean: An average of all scores in a distribution. The descriptive statistics were presented in the following table:
Table 3.2: Descriptive Statistics of the Respondents
Central Tendency
No Respondent’s opinion
N Mean
F. Research Procedures
