Observation Guide Interview Guide Questionnaire

Table 3: The Scoring Point of Likert Scale Scales Categories 5 Strongly Agree 4 Agree 3 Neither agree or disagree 2 Disagree 1 Strongly disagree The data in were then analysed descriptively using quantitative data conversion to determine the feasibility of the multimedia developed. This was to find out whether revisions were necessary or not. The data conversions are as follows: Table 4: Quantitative Data Conversion Sudijono, 2003: 335 Score Range Category 4,2 Very good 3,4 – 4,2 Good 2,6 – 3,4 Fair 1,8 – 2,6 Poor 1,8 Very poor 2. Qualitative Data According to Onwuegbuzie and Teddlie 2003 in Johnson and Christensen 2008: 555, qualitative data analysis procedures are involving data reduction, data display, data transformation, data correlation, data consolidation, data comparison, and data integration. Some of the steps are adapted in this research in order make interpretation of the data. a. Data from Observation Guide The data from observation guide was described in the field note. It was then re-red to reduce some unrelated data. The reduced data was compared and integrated to the data collected from the interview with teacher to make appropriate interpretation. b. Data from Interview Guide The data from interview guide was recorded and transcribed. The data was then displayed in the form of dialogue to be reduced and to eliminate some unrelated data. The reduced data about student’s materials was correlated and compared with the core competency, basic competency, and syllabus. The data about students’ characteristics was correlated and compared with the data from the observation guide related to it. The data were then integrated to make appropriate interpretation. c. Data from Comments and Suggestions from Experts The data from comments and suggestions from the expert were correlated with the materials being developed and some theory related to it. If they were correlated, the data were then used to revise the product.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter describes the findings and discussion of the research. It includes the need analysis, the course grid, the unit design, the flowchart, the first draft of multimedia, the review by experts, and the final draft of multimedia.

A. Research Findings

1. The Needs Analysis

The needs analysis discussion wasdivided into two sections which were target needs and learning needs. The target needs discussion includes necessities, lacks, and wants, while the learning needs discussion includes input, procedures, setting, and media.

a. Description of Target Needs

1. Necessities

According to Hutchinson and Waters 1987: 55, necessities can be described as the type of need determined by the demands of the target situation, or what the learner needs to know in order to function effectively in the target situation. The result of the need analysis of necessities indicated that most of the students 90.90neededto learn English to help them communicate in English. They wanted to be able to communicate with other students and the teacher in English in the classroom during the English course, and to communicate with foreigner in other situations. In relation with the learning materials, they needed to learn vocabularies more intense in some units which were giving direction 57.57, the name of things 48.48, and describing people 36.36. Those three units were considered as the most needed materials to be learnt. The detailed result is shown in the table below. Table 5:Target Needs: Necessities Questions Items N Ne ce ssi ti es The students need to learn English... a. To read textbook 5 15.15 b. To be able to communicate 30 90.90 c. To help in the future study 9 27.27 d. Others 4 12.12