C. Research Procedures
The research procedures follow the steps in RD cycle proposed by Tomlinson 2008. However, they were simplified. The steps are as follows.
1. Conducting needs analysis
The first step in this research is conducting needs analysis. In this stage, the researcher collected the data to find out the needs of the students. The
researcher observed the students in the teaching–learning process. The researcher also interviewed some students.
2. Writing the course grid and designing the unit
After doing needs analysis, the researcher wrote the course grid. It became the base in writing the first draft. What the teacher would teach were
formulated here. Learning materials such as pictures and the design of the book was prepared.
3. Writing the first draft
Based on the course grid, the first draft was written. The learning materials were compiled into a good order. The activities were designed from the
guided to free activities. 4.
Expert judgment After the first draft was done, the researcher asked the expert to find the
opinions, comments and suggestions of the designed materials. 5.
Writing the final draft The final draft was written after getting the opinions, comments and
suggestions from the expert.
D. Research Instruments
The instruments used to gather the data were interview guideline, observation guideline and questionnaire guideline.
1. Interview Guideline
The researcher had an interview with the teacher and students. The interview guideline for the teacher is used to find the characteristics of the
students, the problems that appeared during the class, and the information, the materials and activities in the learning process and the relation among the
materials, the curriculum and syllabus, and the learning objectives that the teacher had experienced in the class. Then, the interview guideline for the students is used
to find the information about the students’ characteristics, motivation, kinds of input needed, students’ preference in learning activities, students’ preference of
the teacher’s role, students’ preference of the learner’s role, and the setting of the teaching and learning process. In addition, based on the students’ characteristics
that they are not able to organize their learning, not able to read or write in the first language they develop the listening and speaking skills first, the needs
analysis of their goals, necessities and wants are based on the interview of the teacher. It is done when the students cannot answer what they needs during the
interview. The homeroom teacher, who is the English teacher as well was interviewed to know the students’ needs since the teacher dealt with them every
day and know what they needs. Each of the interview guidelines is shown in the following table.
Table 3.1 : The Teacher’s Interview Guideline
No. Theory
Purpose of the Question
1. Scott
and Ytreberg
1990:1 To find the characteristics of the student.
To find the problems faces during the teaching process.
2. Pinter 2009
Nunan 1989 To find the information concerning the input
of the materials used in the teaching and learning process.
3. Nunan 1989
To find the information concerning the activities in the teaching and learning process.
4. Nunan 1989
To find the information concerning the setting of tasks of the materials used in the teaching
and learning process. 5.
Brewster, Ellis
and Gerard 2002
To find the information concerning the appearance of the materials.
6. Brewster,
Ellis and
Gerard 2002 Nunan 1989
To find the information concerning the relation among the materials, the curriculum
and syllabus, and the learning objectives.
Table 3.2 : The Students’ Interview Guideline
No. Theory
Purpose of the question
1. Hutchinson and Waters
1987 To get information about the profile and
background.
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