34 Those evaluation and suggestion helped the writer to make the more
appropriate product for the eleventh grade students of SMAN 1 Godean, especially to help the students in the reading activities by providing the
exercises of vocabulary in contexts. To make the explanation obvious, the writer made a figure of the steps of
the writer’s model that could be substituted into the steps of R D cycle. R D Cycle
The Writer’s Model
B. Research Setting
The location of the questionnaires distribution as well as product field testing was SMAN 1 Godean. It is located in Nogosari, Sidokarto, Godean,
Sleman. The reason why the writer chose SMAN 1 Godean as the location of the
Figure 3.1 R D Cycle and the Writer’s Model
Step 4 Learning objectives
Step 1 Research and information collecting
Step 2 Planning
Step 3 Development of the preliminary form of product
Step 4 Preliminary field testing
Step 5 Main product revision
Step 1 Research and information collecting
Step 6 Teaching learning activities
Step 5 Subject content
Step 3 Students’ characteristics
Step 2 Goal, topics, general purposes
Step 7 Equipment
Step 8 Evaluation
35 research was because of the consideration of the effectiveness and efficiency of
time and expense.
C. Participants of the Research
The participants of this research were divided into two groups. They were:
1. Participants of Research and Information Collecting
The participants of research and information collecting were divided into two groups. The first group was the eleventh grade students of SMAN 1 Godean.
There were a hundred students and all of them were from SMAN 1 Godean. In research and information collecting, the students were asked to answer the
questionnaires, which were about the vocabulary teaching and learning in class. The following table represents the description of the first research and
information collecting participants.
Table 3.1 The description of the first group of Research and Information Collecting participants Blank
Group of Participants Sex Class
F M XI IPA
1
XI IPA
2
XI IPA
3
Student The second group was the English teachers of the same school, which was
SMAN 1 Godean. In this part, the teachers were asked to answer the
questionnaires about vocabulary teaching and learning in class. The following table represents the description of the second research and information
collecting participants.
36
Table 3.2 The description of the second group of Research and Information Collecting participants Blank
Group of Respondents
Sex Educational
Background Teaching
experience in years
F M S1 S2 5 5-10
10 English
Teacher
2. Participants of Preliminary Field Testing
The participants of Preliminary Field Testing were two English teachers of SMAN 1
Godean and one lecturer of English Education Study Program PBI at Sanata Dharma University. They took part in observing the product and giving
the evaluation based on their own views toward the product. The following table represents the description of Preliminary Field Testing participants.
Table 3.3 The description of the Preliminary Field Testing participants Blank
Group of Respondents
Sex Educational
Background Teaching
experience in years
F M S1 S2 S3 5 5-10 10
English Teacher
PBI Lecturer
D. Research Instruments
The research instruments of this study were divided into two parts. They were:
1. Instrument for Research and Information Collecting
The writer conducted the research and information collecting by using questionnaires. As it is stated in Research in Education Best, 1983, the
advantage of administering questionnaire is that the availability of a number of
37 respondents in one place makes possible an economy of time and expense and
provides a high proportion of usable response. The questionnaires were in the form of open-ended questions. The reason why the writer chose this kind of
form was, as it is stated by Best 1983, it provides for greater depth response. Besides, when answering this questionnaire, the respondents may reveal their
frame of reference and possibly the reasons for their responses. The questionnaires were divided into two groups. The first group was for the
students, whereas the second group was for the teachers. The questions of the questionnaires are in Appendix C.
2. Instrument for Preliminary Field Testing
The writer gathered evaluation to obtain suggestion as well as recommendation, both from English teachers and PBI lecturer, by using
questionnaires. The questionnaires were in the form of close-ended and open- ended question. The reason why the writer chose close-ended form was, as it
is stated by Best 1983, because “it is easy to fill out, takes a little time, keeps the respondents on the subject, is relatively objective, and is fairly easy to
tabulate and analyze”. Meanwhile, the reason why the writer applied open- ended form was because the respondents may reveal their frame of reference
and possibly the reasons for their responses, as the writer stated previously. The result of the evaluation was used as the base for revising the main product
of the supplementary materials.
38
E. Data Gathering Techniques
There were three steps in gathering the data needed. First, the writer gathered some books which were relevant to the research. The books were on
instructional material design, the theory of teaching and learning vocabulary, and the theory about Kurikulum Tingkat Satuan Pendidikan KTSP. Second, before
developing the supplementary materials, the writer distributed questionnaires to the eleventh grade students of SMAN 1 Godean and three English teachers to
obtain information about vocabulary teaching and learning in class. It was conducted on April, 5
th
, 7
th
, and 10
th
2010. Last, the writer conducted field testing by distributing questionnaires to two English teachers of SMAN 1 Godean and one
PBI lecturer to gain opinion, suggestions, and recommendations toward the
proposed vocabulary supplementary materials.
F. Data Analyzing Techniques
There were two important points discussed in the data analysis techniques. The analyses were conducted to know the participants’ needs and evaluation on
the designed materials.
1. Participants’ Needs
The participants’ needs were gained from the questionnaires distributed to the eleventh grade students and three English teachers of SMAN 1 Godean. The
data was about the vocabulary teaching and learning in class. It was treated as the basic consideration in designing the vocabulary supplementary materials for the
eleventh grade students of SMAN 1 Godean. The questionnaires used were in the
39 form of open-ended questions. Due to that, the writer analyzed the data by
description.
2. Evaluation on the Designed Materials
In this step, the writer gained the data about the evaluation of the proposed vocabulary supplementary materials. The writer distributed questionnaires to two
English teachers and one PBI lecturer. The result of the product evaluation was used to revise the materials.
The writer analyzed two kinds of data. The first was the descriptive data about the participants’ statements. This was concerned with closed questionnaires.
In this type of questionnaires, the participants were supposed to give their views,
judgments, or opinion in four agreements:
1 : strongly disagree with the statement
2 : disagree with the statement
3 : agree with the statement
4 : strongly agree with the statement
In concluding the data gathered, the writer counted the number of the participants choosing number 1, 2, 3, and 4, which those numbers represented
their statements of agreement. The table is presented as follows:
Table 3.4 The participants’ opinion on the designed materials Blank
No Participants’ Opinions
N Statements
1 2 3 4 Note: N
: Number of participants
40
In the first data of the Preliminary Field Testing, it was needed for the writer to give a description on how to categorize the results in order to judge
whether the designed materials were acceptable or not. The writer would conclude the final result by adding the participants’ choices on number one and two for
disagree statement and the participants’ choices on number three and four for
agree statement. The designed materials were considered good and acceptable if
the participants chose number three and four. The more participants choosing those points, the more acceptable the designed materials would be. Meanwhile,
the designed materials needed crucial revisions if the participants chose the two lowest points, which were number one and two.
The second data was concerned with open questionnaire. In this part, the participants had to write their own feedback, comment, and suggestion about the
designed materials. The results of questionnaires would give contribution in revising and improving the materials. It was expected that the final constructed
materials would be beneficial for teaching and learning vocabulary in contexts to eleventh grade students of SMAN 1 Godean.
G. Research Procedures
This section elaborates the procedures that the writer organized and did in order to accomplish the study. There were twelve steps. They were:
1. Getting a permission letter to distribute the questionnaires and conduct field
testing that issued by the secretariat of English Education Study Program and signed by the chair person of English Education Study Program
41 2.
Getting a permission letter that is issued by BAPPEDA Sleman 3.
Asking permission to the headmaster of the school to distribute the questionnaires and conduct field testing. In this step, the writer used the
permission letter issued by the secretariat of English Education Study Program and signed by the chair person of English Education Study Program and also a
letter that is issued by BAPPEDA 4.
Organizing the questions of the research and information collecting questionnaire
5. Distributing the questionnaires to students and English teachers of SMAN 1
Godean 6.
Analyzing and interpret the result of the questionnaires 7.
Making the outline of the product 8.
Designing the product 9.
Determining what to evaluate, the ways, and means of doing evaluation 10.
Creating the evaluation form 11.
Field testing the product and obtaining the evaluation from the English teachers and a lecturer of English Education Study Program PBI at Sanata
Dharma University
12. Analyzing the result of the evaluation and making any necessary improvement
toward the product based on the evaluation
42
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the results of the study. There are three parts to discuss
in this
chapter. The
first part
is research
results. It concerns with the processes of designing the materials. Due to that, the writer
employed the design model of this study. The second part is discussion on the designed materials evaluation. Meanwhile, the third part is the final presentation
of the designed materials.
A. The Research Results
To answer the first question of the problem formulation, the writer combined two instructional design models, which were Yalden’s and Kemp’s.
The combination of these models was considered more flexible and applicable. The elaboration of the model is discussed as follows.
1. Conducting Research and Information Collecting
The research and information collecting was conducted by distributing two kinds of questionnaires. The first questionnaire was addressed to the first group of
participants, who were the eleventh grade students of SMAN 1 Godean. Meanwhile, the second questionnaire was distributed to the second group of
participants, who were English teachers of SMAN 1 Godean.
