Instruments of the Study

E. Data Collection

In this study, the researcher collected the data through questionnaire technique. There are two kinds of questionnaires. First, the researcher distributed the needs analysis questionnaire to get the data about the learners’ needs. The results of needs analysis are used to improve the reading materials. Secondly, the expert judgment questionnaire is used to find the appropriateness of the developed materials.

F. Data Analysis Techniques

There is only quantitative data in this research. The data are gained through the needs analysis questionnaire and expert judgment questionnaire. 1. Needs Analysis Questionnaire The first questionnaire was analyzed by using percentage of each answer on the questionnaire by using the following formulas P = With: P = Percentage = Frequency = Total number of respondents 100 = Fixed number The answers on each question are considered as the tendency of the students’ condition by seeing the highest percentage. 2. Expert Judgment Questionnaire Meanwhile, the expert judgment questionnaire was analyzed by likert- scale measurement. The results of the questionnaire were calculated by using the formula proposed by Suharto 2005. R = R : range Xh : the highest scale Xl : the lowest scale 4 : range of likert-scale The researcher converted the data through conversion table proposed by Suharto 2005 as the mean of the data which had been calculated. Table 6: Data Conversion Table Scale Interval Descriptive Categories 1 1≤ x≤ 1.74 Poor 2 1.74 ≤ x≤ 2.24 Fair 3 2.25 ≤ x≤ 3.24 Good 4 3.25 ≤ x≤ 4 Very Good X is mean which is obtained from the expert judgment. To find x, the researcher used the formula as proposed by Suharto 2005 as follows. Mn x =

G. Research Procedures

There are some steps in designing the course. In developing English reading for International Mathematics Education of Yogyakarta State University, the research procedure of this study is adapted from the steps proposed by Jolly and Bolitho cited in Tomlinson 1998. Furthermore, the researcher adapted the model used in this research as explained below. 1. Identification of needs In this step, the researcher was conducting needs analysis. the needs analysis was conducted in April-May 2015. The researcher distributed the questio nnaire to find students’ needs and interests. 2. Planning This step was done after analyzing the results of needs analysis. In this step, the researcher developed a course grid. The course grid would be used as a guide in developing the materials. 3. Production of the materials In this step, the researcher wrote the first draft of the materials. The materials were divided into three units which contain 20-22 tasks. 4. Evaluation This step was done after finisihing the first draft of the materials. The evaluation was done by employing the materials evaluation questionnaire. 5. Revision This step was done after doing the evaluation. The results or the feedback from the evaluation was used to design the final draft. 52

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the research findings. The first part will present the result of needs analysis, the course grid of the materials, the first draft of the materials and the results of expert judgment.

A. Research Findings

1. The Result of Needs Analysis

A needs analysis was conducted to evaluate the target and learning needs of the students. The questionnaire was shared to the students of International Mathematics Education in May 2015. The materials were developed based on the results of the needs analysis which showed the data of more than 50. Furthermore, not all of the data of more than 50 would be included in the developed materials.

a. Target Needs

Hutchinson and Waters 1987 state that target needs are what students need to do in a particular situation. It consists of necessities, lacks and wants of the students. 1 Necessities Necessities are determined by the demands of the target situation; that is, what the learner has to know in order to function effectively in the target situation Hutchinson Waters: 1987. The following table is the target situation of the students of International Mathematics Education.