Review of Related Study

24

a. Interview

According to Ary, Jacobs, Sorensen 2010, interview is a way to get data which cannot be obtained through observation. Basically, interview is someone‟s opinion, feeling, belief about something or situation p. 438. In addition, the researcher adapted focus group as category of interview, i.e. teachers group. The given questions conducted in open-ended questions using Indonesian language. Further, the researcher also implemented qualitative structured interview as the type of interview. Ary, Jacobs, Sorensen 2010 define qualitative structured interview as scheduled questions which cannot be responsed using yes or no and its function to get certain information related to the research, i.e., find the needs ‟ analysis p. 438. In analysing the needs, the researcher interviewed two English teachers at SMP Pangudi Luhur 1 Yogyakarta who handled the seventh grade students. Because of the researcher only focused on the English teacher and not other teachers, the researcher applied focus group interview as the type of interview. Therefore, this research provided eight open- ended questions covering the needs‟ analysis. The list of questions can be seen in appendix B.

b. Questionnaire

The researcher conducted the questionnaire in a form of close-ended questions within the use of Indonesian language. Best 1970 defines the term of questionnaire as: Administered personally to groups of individuals have a number of advantages. The person administering the instrument has an opportunity to establish rapport, to explain the purpose of the study, and to explain the meaning of items that may not be clear p. 161. 25 Since the seventh grade students of SMP Pangudi Luhur 1 Yogyakarta answered the questionnaires, the given questions use Indonesian language. Thus, the students did not have any difficulties in answering the questionnaires. Therefore, the questionnaire had ten close-ended questions covering the needs ‟ analysis in this research. Likert scale implemented in the questionnaire to find the meaning of agreement points. The list of questions can be seen in appendix B.

2. Designing the Lesson Plans

After the needs‟ analysis finished, the researcher needed to design the lesson plans. It should be in accordance with the newly curriculum, i.e., curriculum 2013. The newly curriculum had four main competencies and the researcher created the lesson plans into four unit exercises. Certainty, the lesson plans depended on students‟ needs as in the result of interview and questionnaire. The design of lesson plans from unit 1 up to unit 4 presented as follows:

a. Lesson Plan of Unit 1

First, the design of lesson plan in unit 1 integrated with Biology subject, i.e. body parts as the topic. The researcher applied descriptive text in this unit as the reading text. Then, the descriptive text applied to describe the body parts and the function of body parts. Thus, the design of lesson plan in unit 1 can be seen in the Table 2 below.