45 designed materials. The form of the post-design questionnaire can be seen in
Appendix F. Besides using the result of the post-design questionnaires, the writer also
revised the materials using the respondents’ direct comments written on the printed materials. Therefore, the writer knew the exact part of the materials which
need to be revised.
D. Data Gathering Technique
The data gathering process was conducted twice: during the research and information collecting stage and preliminary field testing stage. During research
and information collecting stage, three instruments were used: an observation checklist, a list of interview questions, and pre-designed questionnaire. First of all,
the writer observed the school’s resources and filled out the observation checklist on 22 January 2010. Still in the same day, the writer interviewed one teacher and
reported the responses. After that, the pre-designed questionnaires were distributed to forty randomly-selected eleventh grade students on 23 January
2010. Finally, the writer interviewed the second teacher on 28 January 2010. In the preliminary field testing stage, the data were gathered by
distributing post-designed questionnaires to two English teachers and two lecturers. They were asked to fill out the questionnaire based on their personal
evaluation on the designed materials.
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46
E. Data Analysis Technique
In order to draw conclusion, the obtained data have to be comprehensibly presented and analyzed. The data presentation and analysis will be discussed in
the following parts.
1. Technique to Analyze the Observation Checklist
The checklist result was used to analyze the availability of the support service in the school. If a tick
√ is given to the ‘Present Absent’ column, it indicates that the students have access to the observed equipment or facility. In
contrast, if a cross x is given, students have no access to it. Information about the school facilities and equipments can be used as the consideration in
determining the possible type of media and strategies to be used.
2. Techniques to Analyze the Interview Result
To analyze the interview result, the interview notes were put into transcript. Next, the transcript was classified and organized based on fields: the
available support service, learners’ characteristics, and pre-assessment. Finally, the result is summarized into some paragraphs to ease the interpretation.
3. Techniques to Analyze the Pre-designed Questionnaire
In pre-designed questionnaire, there were two types of questions; structured and unstructured types. Different types of questions would have
different data analysis techniques. In analysing and presenting multiple-choice
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47 questions, the writer used frequency distributions where the data are presented
systematically from the highest to the lowest Ary, et al., 2002. However, since many people find it easier to understand percentage than raw frequency Brown
and Rodgers, 2002, the data were converted into percentage. The responses taken into account were only the responses chosen by more than 40 percent of the total
respondents, since such responses were assumed represent the major characteristics of the population.
For the essay questions, the responses were classified, organized, and summarized into some sentences. The result of the questionnaires would help the
writer to determine the types of activities and materials which suit the learners’ needs and wants.
4. Techniques to Analyze the Post-designed Questionnaire
After the distributed questionnaires were collected, the writer tried to analyze whether or not the materials were well developed. There were two parts in
the questionnaires. The first part consisted of eight essay questions about the learning indicators, the contents of the materials, and the teacher’s guideline.
The second part consisted of three essay questions. They were the respondents’ opinion on the designed materials and the teacher’s guideline and
their suggestions to improve the materials. The results of the questionnaires were presented in a form of paragraphs.
The result of the preliminary field testing questionnaires was used as the feedback to revise the materials.
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F. Research Procedure
In the following discussion, the writer built a figure showing the combination of the adapted RD cycle and and the adapted Kemp’s instructional
design model.
Figure 3.1: The Combination of Adapted R D Cycle and Kemp’s Model
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49 The writer conducted some procedures in order to fulfill the research
objectives. As what is mentioned in Table 3.1, there are seven steps of Kemp’s design model used in this study. However, those steps are elaborated with R D
steps. Therefore, the research procedure to be mentioned bellow is the combination between R D and Kemp’s steps. Then, the research procedure is
mentioned as follow: 1.
Procedures of Research and Information Collecting a.
Conducting school observation b.
Distributing pre-design questionnaires c.
Interviewing two English teachers 2.
Procedures of Planning a.
Stating the CS, BC, and topics b.
Specifying learning indicators c.
Listing and organizing subject contents 3.
Procedures of Developing Preliminary Materials In this step, the materials were designed. In order to design the materials,
the writer selected some reading passages whose level is suitable with the learners’ level. Besides selecting the reading materials, the wrier created some
materials. However, both the reading passages and the created materials were in line with the subject contents stated before. Then, the writer selected the
vocabulary items to discuss. The vocabulary items were the most frequently used ones. After that, the writer decided the suitable types of assessments.
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50 4.
Procedures of Conducting Preliminary Field Testing a.
Distributing post-design questionnaires to two English teachers and two ELESP lecturers
b. Analyzing the feedbacks of the post-designed questionnaires
5. Procedures of Main Product Revision
a. Revising the materials based on the feedbacks of the post-design
questionnaires b.
Presenting the final version of the designed materials
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the answers of the two research questions elaborated in chapter I and becomes the result of this study. This chapter is
divided into two sections: a process of designing the materials and b the final version of the designed materials.
A. Process of Designing the Materials
In order to answer the first research question: how is a set of vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta designed, the stages of presenting the final version of the designed materials were elaborated in the following subsections. There are five stages,
namely 1 research and information collecting, 2 planning, 3 developing preliminary materials, 4 conducting preliminary field testing, and 5 main
product revision.
1. Results of Research and Information Collecting
To design the materials, some data were obtained by distributing questionnaires to forty students of the eleventh grade, interviewing the eleventh
grade English teachers, and conducting school’s observation. The acquired
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