55 related to the use of preferred learning styles, preferred teaching methods,
activities, and media or teaching aids. The researcher recorded students’ and
teacher’s activities in the classroom during the English course. Therefore, the researcher used two observation forms. They were a classroom observation form
of the students’ activity and a classroom observation form of the teacher’s
activity. In the classroom observation forms, the researcher used performance checklists and field notes. Performance checklists were selected to find whether
certain behavior is present or not. Then, field notes were selected to obtain more detailed information.
b. An Interview
In this process, the researcher conducted an interview to obtain data from the grade VII English teacher at SMP Negeri 2 Yogyakarta. The data were about
the English teacher’s feeling, thoughts beliefs, and opinions related to the students’ characteristics and teaching experiences using the commonly used
methods, activities, media or teaching aids, and English books. They type of the interview was semi-structured. The researcher had constructed list of questions as
the guideline, but the researcher could omit, add, or change the questions if necessary in order to respond to the actual situation, such as the emerging of broad
view, new ideas, or interesting topics. Therefore, in the interview guide list, the researcher used close-ended questions yes-no questions and open-ended
questions WH questions. Yes-no questions were selected to obtain specific information based on the determined categories. Then, WH questions were
selected to obtain broad or additional information that needed further explanations or examples.
56
c. Questionnaires
In this process, the researcher distributed two types of questionnaire. They were questionnaires for student and teacher. First, the researcher used a
questionnaire for student to obtain data from the students. The aim was to identify the student
s’ characteristics, including their capabilities, needs, and interests, such as their favorite and commonly read storybooks, difficulties in listening to or
reading English stories, difficulties in learning English, and capabilities to overcome their difficulties and to get an access to a computer or laptop and
internet. In the questionnaire, the researcher used close-ended questions multiple- choice and yes-no questions. Multiple-choice questions were selected in order to
limit the responses based on the determined categories. However, blank spaces were still provided to state the reasons and give examples.
Second, the researcher used a questionnaire for the teacher to obtain data from the English teacher. The aims were to recheck and complete the data that had
been obtained from the students. In the questionnaire, the researcher used closed questions multiple-choice and yes-no questions and open-ended questions WH
questions. The multiple-choice questions were similar to the questionnaires that were distributed to the students. Then, WH questions were selected to obtain
broad or additional information that needed further explanations or examples from the participants.
2. Instruments of Materials Validation
In the materials validation process, the researcher used questionnaires as the research instruments. The researcher distributed the questionnaires to one
English teacher as a practitioner and two lecturers from the English Language
