analyzing the data. The researcher used the scale to quantify the experts’ opinion
through the questionnaires. The score of the data were formulated in the following key:
1 = Strongly Disagree 2 = Disagree
3 = Neither Agree nor Disagree 4 = Agree
5 = Strongly Agree Then, the collected data using Likert Scale were analyzed by calculating
the percentage by using the formula below:
Note: P= percentage of the item
f= collected scores N= number of cases
After calculating the percentage, the researcher transformed those percentages into criteria of feasibility. This result is very important to know
whether the materials should be revised or not. The materials are called feasible to apply if they get score more than 60. However, it should be revised if the score
less than 60. The criteria are outlined as the following table:
P
Table 1. Percentage of feasibility criteria Purwanto, 2000:103 Scores
Category
81 - 100 very good
61 - 80 Good
41 - 60 Fairly
21 - 40 Poor
≤ 20 very poor
F. Validity and Reliability
1. Validity and Reliability of the Instruments
a. The First Questionnaire
The first questionnaire was to collect the data about children’s needs. In order to find the validity of the first questionnaire, the researcher used construct
validity. The construct validity was taken from the theories about the researcher’s
technique. To fulfill the validity, the researcher used experts’ theories related to need analysis in designing materials. The researcher also conducted consultations
with the experts of EFH and the first consultant in order to find appropriate questions to be attached in the questionnaire. In constructing the questionnaire, the
researcher took some references as the basis related to children’s profile,
children’s interest, children’s background, children’s interest, children’s learning needs, etc.
The outline of the first questionnaire is shown in Table 2 below.
Table 2: The Outline of the First Questionnaire for Children ’s Needs
Analysis
Question number
Aspect The Purpose of the
Questionnaire References
1-2 profile
To get information about students’ profile.
-Tomlinson 1998: 240
3-7 background
To get information about students’
background. -Hutchinson and Waters
1987: 63 -Brown 2000: 162-166
-Harmer 2001: 51-52 8-11
interest To get information
about students’ interest. -Hutchinson and Waters
1987: 63 12-16
needs To get information
about learning needs. -Tomlinson 1998
-Pinter 2006: 38 -Brown 2000: 113
-Brown 2000: 124
Inter-rater reliability was used to measure the reliability of the open-ended questionnaire guideline. The researcher distributed the questionnaire to parents of
L1A children in the beginning of the program. After getting back the questionnaire, the researcher analyzed the result. If the result found out that it was
similar, the questionnaire guideline was categorized as an appropriate questionnaire guideline to be used to collect the data.
b. Second questionnaire
The second questionnaire was to collect the data about parents’ opinion about the delivered materials. Similar to the first questionnaire, the researcher also
applied construct validity to find out the validity of the instrument. The researcher
used theories to validate the data related to the techniques being used. The researcher also conducted consultations to the experts of EFH and the first
consultant in order to find appropriate statements to be attached in the questionnaire. In constructing the questionnaire, the researcher took some
references related to criteria of the good materials and the aspects of evaluating the materials. The outline of the second questionnaire is shown in Table 3 below.
Table 3: The outline of the second questionnaire for evaluating the materials
Questi on
numb er
Aspects Indicators
References
1-2 Goal
The appropriateness of the developed materials with the
goals of English teaching and learning
Nunan 2001
3- 10 Materia
l The suitability of the inputs of
the materials to the learners’
characteristics The update of the materials
The attractiveness of the input
materials The effectiveness of the
language use in explaining the material
Quality of pictures in explaining the concepts
Quality of the speakers and Nunan 2001
