58 The second data were the result of
identifying students’ characteristics. The data were about st
udents’ motivations, attitudes, needs, and interests related to the use of story, preferred learning styles, preferred teaching methods,
activities, media or teaching aids, English books, difficulties in listening to or reading English stories and in the English learning and teaching, and capabilities
to overcome their difficulties and to get an access to a computer or laptop and internet. The data were obtained through three ways, classroom observations on
the students and teacher’s activities, an interview with the English teacher, and questionnaires for student and teacher.
2. Data of Planning
In the planning, the data were about goals, topics, and general purposes of English learning and teaching in grade VII of junior high school. The data were
obtained through a library research on the current curriculum, the SLBC of 2006 KTSP, and the commonly used English textbooks. The researcher selected four
English textbook that were distributed and suggested by the grade VII English teacher at SMP Negeri 2 Yogyakarta.
3. Data of Materials Validation
In the materials validation, the data were the result of materials validation. The data were about scores of the materials, feedbacks opinions and suggestions,
and comments. The data were obtained through questionnaires that were distributed to the English teacher of SMP Negeri 2 Yogyakarta and the lecturers of
the English Language Education Study Program of Sanata Dharma University and the direct evaluation on the materials. The detailed information of the data
gathering technique is presented in Table 3.1.
59
Table 3.1 Data Gathering Technique No.
RD Steps Data
Instruments Questions
Participants
1. Research and
Information Collecting
The development educational products:
ID model, principles of integrated approach,
conceptual basis and frameworks of TBLT,
content of SLBC of 2006, elements of story, and
characteristics of grade VII students of junior
high school. Literature reviews
relevant books, articles, and internet
sources What is workbook?
How to design a good workbook What kind of workbook that is based
on TBLT, appropriate with the SLBC of 2006, containing elements of
fiction, and appropriate with the characteristic of the students?
-
Student motivations, attitudes, and classroom
routines: the use of preferred
learning styles, preferred teaching methods,
activities, and media or teaching aids.
Classroom observations
Whether or not the students have made preparation to follow the lesson
Whether or not the students record the teacher’s explanation
Whether or not the students can summarize what they have learned
Whether or not the teacher makes an overview at the beginning
Whether the teacher makes note on the board
Etc. Three classes of
grade VII at SMP Negeri 2 Yogyakarta
The English teacher’s feeling, thoughts beliefs,
and opinion: An interview
What learning and teaching methods, activities, media or teaching aids, and
English books do you often use? What are the advantages of using the
The English teacher of SMP Negeri 2
Yogyakarta
