Therefore, the researcher concluded that most of the respondents agreed that the designed materials were suitable for the tenth grade
students in SMK BOPKRI 1 Yogyakarta.
F. Research Procedures
To design the materials, this research conducted through the following steps:
1. Doing library research
The researcher collected many theories from books and others 2.
Asking permission letter to conduct research. The researcher asked permission letter to conduct the research.
3. Asking the school headmaster of SMK BOPKRI 1 Yogyakarta to conduct the
research. 4.
Conducting Research and Information Collecting First, the researcher collected the information by studying the theories
and finding out the learners’ need. The steps were discussed as follows. a.
The researcher studied related theories concerning one of the learning strategies that the researcher used for designing the materials. The
learning strategy was called Interactive Models. The information obtained from several books was used to support the researcher’s
opinion to conduct this research. b.
The researcher distributed the first questionnaire for the tenth grade of SMK BOPKRI 1 Yogyakarta to find out the learners
’ need. In addition, the researcher interviewed vocational school English teachers to find
out the information related to the teachers’ difficulties in teaching reading subjects. Later, the results were used as a consideration to
design the instructional materials. 5.
Planning Second, the researcher tried to design the materials based on the results
obtained from the questionnaires and interview. This step included defining skills and stating objectives in which it was provided in a form of lesson
plan. 6.
Developing Preliminary Form of Product Next, the data obtained from the interview and questionnaires were
interpreted to be used to design appropriate materials for learners. 7.
Conducting Preliminary Field Testing In this step, the researcher distributed the second questionnaire for
vocational school English teachers and lecturers. The purpose of the distribution of the questionnaires was to know whether the designed
materials were appropriate for the students or not. The results obtained from the questionnaires were to evaluate and revise the designed materials.
8. Presenting Main Product Revision
The result gathered from the questionnaires was used to evaluate and revise the designed materials. Then, the researcher revised the designed
materials based on the result obtained in which it improved the instructional reading materials.
9. Presenting the designed materials
The researcher made the final version of the designed materials in which the materials were ready to be published and ready to be used as
supplementary reading materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the result of need analysis for designing the materials and evaluating the materials. There are seven major steps in this chapter, such as
Conducting Need Survey, Formulating Goals, topics and general purposes, Stating the Learning Objectives, Listing the Subject Content, Selecting Teaching
Learning activities and resources, Conducting Evaluation Survey, and Revising the Materials. Those are discussed as follows.
A. Conducting Need Survey
The researcher found out the information about the learners’ needs,
characteristics and interest toward English subject. Based on the R D, this step was included in Research and Information Collecting. Here, the
researcher interviewed two English teachers’ of SMK BOPKRI 1 Yogyakarta
and distributed questionnaires for the tenth grade students of SMK BOPKRI 1 Yogyakarta. The result of the interview and questionnaires were used to
design the materials.
1. Data Presentation
The researcher presented the results of questionnaire distributed to the students, and the interview of the teachers. The results were discussed as
follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a. The results of questionnaire for students
There were 71 respondents who filled in the questionnaires. The respondents should be 85 students, however the rest of them were absent. The
questionnaires were in a form of semi structured items since the respondents were allowed to choose more than one answer. The questions of the
questionnaire were about the students’ interest toward reading subject, the difficulties of understanding the reading subject, the reading strategy that
usually used by the teacher and the students to understand the reading passage
s, tasks that the students’ prefer to and the topic that students were interested on. The results were as follows.
Table 4.1. The result of the questionnaire for students.
No Questions
Answer Percentages
1 Are you interested in reading
subject? a.
yes b.
no 80.2
19.7 2
Do you have any difficulties toward reading subject?
a. yes
b. no
56.3 43.6
3 What
factors that
make reading subject are difficult?
a. Passages
b. Vocabulary
c. Teaching strategy
15.4 40.8
43.6
4 Why
those factors
are difficult?
a. Unfamiliar vocabulary
b. The passages are not
interesting c.
The reading strategy make
the students
bored 30.9
11.2 57.7
5 What reading strategy do you
prefer? a.
Teacher explains one by one
b. Students
find new
vocabulary actively c.
Finding the theme d.
Question-answer 5.6
38 50.7
5.6
