Type of the Research

46 However, due to the limitation of the problems and time, learner participation was substituted to the Expert judgment evaluation. Afterwards, the Revision step was applied. The modified framework of the ASSURE model is presented in Figure 1. Figure 1: The ASSURE Model Smaldino, Lowther, and Russell, 2012 E. Data Collection Techniques and Instruments The research used two kinds of instruments to obtain the research data. The instruments were needs analysis questionnaires and a rating scale of an expert judgment. The questionnaires were structured questionnaires which were based predominantly on closed questions which produce data that can be analyzed quantitatively for patterns and trends. Random sampling technique Analyze learners Select materials and media Utilize media and materials First Draft Expert Judgment Evaluation Revision Final Product 47 was assigned in this research. The samples were two different classes of Grade VII students, namely VII-E and VII-F. Meanwhile, the rating scale of the expert judgment used a rubric rating scale form to evaluate the first draft materials of the product. 1. Needs Analysis Questionnaire The needs analysis questionnaires were distributed to all students in VII-E and VII-F of SMP Negeri 15 Yogyakarta. The questionnaires were composed of fifteen multiple choice questions which were designed to figure out the students’ need in terms of reading comprehension. The questionnaire consisted of questions which were related to the use of storybooks as media in learning the reading skill of English. Each student was given a full right to answer every question in the questionnaire which was best represented their true feelings according to the provided choices. The detailed organization of the needs analysis questionnaire is presented in Table 2. Table 2: The Organization of Needs Analysis Questionnaires for Students. No Aspect of the Question Items Number Purpose of the Question References 1. Students’ personal identity Part A to find out the information about the students’ profile Graves 2000: 103 2. Goals 1, 2, 3 to find out reasons for learning English and the reading skill Graves 2000: 103 Nunan 2004: 41 3. Lacks 4, 5 to find out gap between students’ current proficiency and target Hutchinson Waters 1987: 56 continued