39 learning and teaching situation, media, and methods used by the teacher in
learning English inside the class. Moreover, the observation aimed to identify the students’ characteristics, such as the way they react, perceive, and assess, by
understanding better the students’ academic factors, their social interaction, learning conditions, level of English, and learning style. The observation was
conducted by visiting class VIII D during the process of teaching learning English. The researcher observed the class activity and made the thick mark at the
observation checklist for each item which was observed. While doing the observation, the researcher also took notes of necessary information.
b. Interview Guide
As defined by Ary et al. 1979, an interview is a way of people’s feelings, thoughts, beliefs, and opinions by asking them some questions related to
the topic being investigated p. 434. Moreover, Ary et al. 1979 state that there are two types of interview, structured and unstructured interviews p. 175.
Structured interview is the interview in which all the questions have been prepared and printed in. It is usually held in formal situation. Besides,
unstructured interview is more informal and more similar to common conversation. In this research, the researcher used unstructured interview to obtain
the additional information for the needs analysis. Nonetheless, the interview guide which consists of some questions to obtain information on learners’ background
knowledge, characteristics, lacks, needs, and interests were still used. It was employed to avoid the useless questions which could be found from the
observation. Through unstructured interview, the researcher could gain much
40 more information about the data needed from the teacher’s perspectives
effectively. In conducting the interview, the researcher took notes of the results of the interview.
2. Instruments and Data Gathering Techniques of the Post-design Research
The researcher employed the evaluation questionnaire as the instrument for the preliminary field testing. The data were gathered by distributing the
evaluation questionnaire to a lecturer of the English Language Education Study Program of Sanata Dharma University and two English teachers of SMP Negeri 1
Jogonalan Klaten. The questionnaire was in the form of closed-ended and open- ended questions. The closed-ended questions were used to assist the participants
in filling in the evaluation questionnaire since there were choices provided. Coher, Manion, and Marrison 2000 states that the open-ended questions were employed
to gain authenticity, richness, honest, and depth of responses to the designed materials p. 225. The participants answered every question by themselves.
Therefore, they could answer and give their opinions, comments, suggestions on the designed materials freely using their own words. The evaluation questionnaire
was used to obtain feedbacks, opinions, comments, and suggestions on the designed materials. The results of the evaluation would be used to revise and
improve the designed materials.
E. Data Analysis Techniques
There were two important points discussed in the data analysis
techniques.
They were participants’ needs and evaluation on the designed materials.
41
1. Data Analysis Technique of the Pre-design Research
The participants’ needs were gained from the observation and interview. The results of the observation and interview were presented in the form of
description analysis. The results of the participant observations were analyzed descriptively where the researcher drew conclusions from the checklist used.
The data analysis technique from interviewing the English teacher of SMP Negeri 1 Jogonalan Klaten was by using thematic analysis approach.
Thematic analysis approach was used to code the results of the interview. The results of the interview were coded to enable categorisation-themes to emerge.
2. Data Analysis Techniques of the Post-design Research
In this step, the researcher gained the data about the evaluation of the designed materials to obtain opinions on the strengths and weaknesses, and the
suggestions on the designed materials. The evaluations of the designed materials were obtained from a lecturer of the English Education Study Program of Sanata
Dharma University and two English teachers of SMP Negeri 1 Jogonalan Klaten. The data were collected through questionnaire. The researcher employed two
types of questionnaire, namely closed-ended and open-ended questionnaires. Open-ended questionnaires were aimed to obtain the descriptive data about the
participants’ statements. In this questionnaire, the researcher provided four points of agreement to see respondents’ agreement on the statements given. The use of
four points of agreement was based and modified from Likert’s scale. The researcher decided not to use the ‘undecided’ term from Likert’s to avoid
ambiguity and unclear meaning of the ‘undecided’ term itself. Those points of
42 agreement were described in Table 3.1.
Table 3.1 Points of Agreement of the Respondents’ Evaluation Points of Agreement
Description
1 The respondents strongly disagree with the statement
2 The respondents disagree with the statement
3 The respondents agree with the statement
4 The respondents
strongly agree with the statement
In concluding the data gathered, the researcher presented in the form of table in which the participants’ opinions, statements, and the mean of the points
included. The result of the analysis was described below.
Table 3.2 The Participants’ Opinions on the Designed Materials Blank
No Statements N Points of Agreement
M 1 2 3 4
Note: N
= the total number of respondents M
= mean of the final score The formula to analyze the points of agreement is elaborated below.
∑
Note: M = mean of the final score
∑x = the total score of the respondents’ answer
43 N
= the total number of respondents The scores showed whether the designed materials were good and
acceptable or not. Good and acceptable designed materials reached the total points which were at least seventy five percent of the maximum points. Thus, it could be
concluded that good and acceptable designed materials had to reach at least three points for each statement. The designed materials were considered good and
acceptable if the participants choose point of agreement three and four. Thus, the more participants choosing these points, the more acceptable the designed
materials would be. On the other hand, if the participants chose the two lowest points, one and two, it meant that the designed materials needed crucial revisions.
In the next part of the questionnaire, there were open-ended questions. In this part, the researcher provided a free space for the participants to write their
own feedback, comment, and suggestion about the designed materials. The results of the questionnaires were used to revise and improve the designed materials.
Thus, the final revision of the designed materials would be beneficial for the teaching and learning English to eighth grade students of SMP Negeri 1 Jogonalan
Klaten.
F. Research Procedure
This section elaborates the procedure of conducting this research. The procedure of this research was listed in nine steps. The descriptions of the
procedure in this research are as follows. 1.
Requesting a permission letter to conduct a research in SMP Negeri 1 Jogona-
44 lan Klaten that issued by the secretariat and signed by the chairperson of the
English Language Education Study Program of Sanata Dharma University. 2.
Asking for permission to the headmaster of SMP Negeri 1 Jogonalan Klaten to conduct observation and interview for needs analysis in this school.
3. Conducting observation in eighth grade class to know the real situation and
condition during the process of learning English. 4.
Conducting an interview with the English teacher of SMP Negeri 1 Jogonalan Klaten to gain more information about the eighth grade students’ characteristics,
interests, and needs in learning English. 5.
Analyzing the data gathered from the needs analysis as the guideline in developing materials.
6. Developing the instructional materials based on the results of the needs
analysis. 7.
Conducting post-design evaluation by distributing a questionnaire to the post- design participants to gain feedback of designed materials. The participants of the
post-design were a lecturer of the English Education Study Program of Sanata Dharma University and two English teachers of SMP Negeri 1 Jogonalan Klaten.
8. Analyzing the results of the questionnaire.
9. Revising the designed materials based on the results of the questionnaire in
order to obtain the final version. Considering the suggestions, comments, and opinions from the experts, the researcher made better product of the materials. By
doing that, the product can be used optimally for the eighth grade students of SMP Negeri 1 Jogonalan. In this step, some mistakes or weaknesses of the product were
45 revised and changed to make the product better.
10. Writing the report of the materials development process. Having the final
product, the researcher then wrote down all the steps which had been done from the start until the end of the study in written form.
46
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the results and discussion of the research entitled grammar instructional materials using group activities for the eighth grade
students of SMP Negeri 1 Jogonalan Klaten. This chapter answers the two questions which were previously stated in the research problem. This chapter is
divided into two parts. The first part elaborates the steps how to design the materials while the second part presents a brief description of the designed
materials.
A. The Elaboration of the Steps in Designing Grammar Instructional
Materials Using Group Activities for the Eighth Grade Students of SMP Negeri 1 Jogonalan Klaten
In this research, the researcher applied six steps in designing grammar instructional materials using group activities for the eighth grade students of SMP
Negeri 1 Jogonalan Klaten. Those steps were used to answer the first research question about how to design grammar instructional materials using group
activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten. Those steps were the combination of Kemp’s and Yalden’s instructional design models
which were suited with the R D cycle. Those six steps were elaborated on the next page.
47
1. Conducting Needs Analysis
The needs analysis step was conducted to obtain the students’ characteristics, needs, interests, difficulties, and background knowledge in
learning English grammar. The results of the needs analysis step assisted the researcher to develop the designed materials. This needs analysis step was
conducted through class observation and interview to the teacher of SMP Negeri 1 Jogonalan Klaten.
Firstly, the researcher conducted class observations to acquire the information about the students’ and teacher’s activities in the class during the
English lesson. It was conducted on February 27, 2012. The observation was done in class D of the eighth grade students of SMP Negeri 1 Jogonalan Klaten. During
the class observation, the researcher made observation checklists to easily observe all the important assessed aspects. Moreover, the observation checklists eased the
researcher during the class observation because the researcher only needed to make a tick mark at the observation checklists for each item which was observed.
Besides, the researcher also took notes of necessary information. Through the class observation, the researcher gained much information that could assist her in
selecting the topics and developing the designed materials. To obtain the additional information for the needs analysis, the researcher
interviewed an English teacher of SMP Negeri 1 Jogonalan Klaten. The researcher used unstructured interview to obtain the additional information for the needs
analysis. It meant that the interview was more informal and similar to common conversation. From this kind of interview, the researcher could gain the needed
48 information effectively. However, the researcher still used interview guide which
consisted of some questions to obtain information on learners’ background knowledge, needs, interest, and the teaching media in the teaching learning
activity. The interview guide was used to avoid the useless questions which can be found from the class observation.
The assessed aspects related to students’ activities in the class were students’ readiness in following the lesson, students’ participation during the
lesson, students’ interaction during the lesson, and the use of media in the lesson. Each of them would be briefly described below.
1 Students’ Readiness in Following the Lesson When the teacher entered the class, the students were ready to follow the
lesson. They had prepared their book, textbook, module, and their task or homework on the table. Then, they sat quietly on their chairs.
2 Students’ Participation during the Lesson When the teacher explained the lesson, the students paid attention to the
teacher’s explanation. They did not chat with others during the explanation, but they took notes of the important things explained by the teacher such as
the pattern of certain grammar, new vocabulary, or other information about the materials. The students also responded to the class discussion by
delivering some questions or even gave opinions about the materials. After explaining the lesson, the teacher gave them some tasks and they did the task
well. Sometimes, they discussed the tasks with their classmates. They were not afraid to ask to the teacher when they found some difficulties in finishing
