47 format of the first part of the pre-design survey was presented in Table 3.3 and the
format of the first part of post-design survey was presented in Table 3.4.
Table 3.3 The Format of the Participant s’ Opinion in Pre-design Survey
No Participants opinion
Degree of Agreement Strongly
Agree Agree
Disagree Strongly
Disagree
Table 3.4 The format of the Evaluators’ Opinion in Post-design Survey
No Evaluators opinion
Degree of Agreement Strongly
Agree Agree
Disagree Strongly
Disagree
In post-design survey, the data showed whether the supplementary book using infographic is appropriate for the seventh grader or not. The supplementary
book is considered appropriate to be used based on the data percentage result. If the result of the first part of the post-design survey is equal or more than seventy
percent, it would be considered the design was appropriate to be used. If the result was fifty percent it means that the design was already good but it still needed
some revision. If the result was less of fifty percent, it means that the design was not appropriate for the seventh graders.
48
F. Research Procedure
This section summarizes the steps that were taken in conducting this study. The steps are:
1. Requesting the permission letter from Sanata Dharma University to conduct the research in BOPKRI 1 Junior High School in order to collect
the information about the lear ners’ needs in learning English.
2. Asking for permission to the headmaster of BOPKRI 1 Junior High School. The writer gave the permission letter to BOPKRI 1 Junior High
School headmaster. 3. Conducting an informal interview with English teacher of the seventh
grader of BOPKRI 1 Junior high School to gain some information about the syllabus, the students’ characteristic, and needs.
4. Distributing the questionnaire to the seventh grader students, to obtain the information needed for the designed material. It also asked some
suggestions from the students as the addition for the designed material. 5. Analyzing the data based on the informal interview and questionnaires.
6. Planning the designed material contents. 7. Designing the material infographic. This designed material will be in a
form of book which contains of grammar, tenses, vocabulary, tasks, games and the other parts that are needed for the book based on the
syllabus. 8. Meeting the evaluators. After the writer designed the materials, the writer
meet the participants who are two of BOPKRI 1 Junior High School
49 English teachers, two All Plus Puri Kids tutors, and two undergraduate
students, to ask for their comments, suggestions, and also feedback so that the writer can revise the design materials.
9. Distributing the questionnaire to the evaluators. The writer will get the corrections, and also feedback based on the answer of the questionnaire.
The result of the questionnaires helped the writer to revise the designed material.
10. Evaluating the materials. The participants will evaluate the designed materials.
11. Revising the materials. After the participants evaluate the designed material, the writer can revise the design so that the design will be
appropriate to used.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the findings and the discussion on the steps of designing a supplementary English grammar and vocabulary materials for the
seventh graders of BOPKRI 1 Junior High School, Lempuyangan, Yogyakarta. This chapter answers the questions in problem formulation. There are three main
parts of this chapter. First, it explains the designing process of the English supplementary designed materials using infographic. Second, it shows results and
discussions on the designed material evaluation. Third, it presents the supplementary English grammar and vocabulary materials for seventh grader of
BOPKRI 1 Junior High School. The result of the supplementary English grammar
and vocabulary are presented in the appendix G.
A. The Design Process of Supplementary English Materials Using Infographic
In this study, the writer used Borg and Gall ’s steps with Kemp’s theory in
designing the supplementary English materials in a form of infographic for seventh graders of BOPKRI 1 Junior High School. The writer found that the Borg
and Gall ’s theory related to Kemp’s Instructional design. In this study, the writer
combined those theories and made them into five steps of the writer’s research
model which are 1 pre-design survey and data analysis which contained the process of i
dentifying learner’s characteristic and need by developing the pre-
