2003: 49; Beatty
2003: 48
8. To identify the effectiveness of the
illustration of the media. 16-20
Smaldino, Lowther
and Russel 2012: 257;
Beatty 2003: 48;
Duchastel in Thomas
and Kobayashi
1987: 192
F. Data Collection Analysis
After the data were collected, they were analyzed. The data from needs analysis questionnaire were analyzed through calculating the percentage of
each answer on the questionnaire by following the formula of:
Where: P : Percentage
F : frequency
N : Total of Respondents
100 : Fixed Number
The highest percentage of the answers on each question is considered as the tendency of the students related to the condition.
Percentage = fN 100
Data from expert judgment questionnaire uses Likert-Scale as the measurement. The result of the questionnaire was calculated by using the
formula proposed by Suharto 2006: 52-53. R = Xh
– Xl 4
Where: R
: Range Xh
: The highest Score Xl
: The lowest Score 4
: Range of Likert-Scale Then, the data were converted to descriptive analysis in terms of its
goodness as proposed by Suharto 2006: 52 - 53. The indicator to measure is the Mean
χ. The means were calculated by using the formula of the data conversion of:
Mn χ = Σ fx
n
Table 4: Data Conversion Table Suharto, 2006: 52 - 53 Scales
Interval Descriptive Categories
4 3.25 x 4
Very Good 3
2.5 x 3.24 Good
2 1.75 x 2.49
Fair 1
1 x 1.74 Poor
G. Research Procedure
In this research, the materials development model employed was the model proposed by Jolly and Bolitho Tomlinson, 1998 with some
modification to meet the conditions of the research. The scheme of the materials development steps in this research is listed below:
1. Conducting needs analysis A needs analysis was conducted to obtain data about students’
perception about learning English, their needs, their learning needs, and their expectation toward the materials, through a questionnaire. The
result of the questionnaire was analyzed and used as the basis to develop the course grid.
2. Developing Course Grid The result of the needs analysis was used as the basis of developing
course grid of the materials. The development of the course grid still relates to the curriculum, especially in the reading skills.
3. Designing Materials First Draft of the Materials This stage is the elaboration of the course grids made before.
Students’ lacks, needs, and wants will become the starting point to organize the materials. The product of this stage will be called as the first
draft. 4. Materials Evaluation Expert judgment
The first draft of the developed materials was evaluated by experts, to check whether there are some parts of the developed materials that
need to be changed or revised, in terms of grammatical, practicality, lay- out, and so on.
5. Revising the Final Draft of the Materials The final draft was developed based on the result of the evaluation
questionnaire. The final draft is considered as the final product of this research.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
