72
Concept Objective
Question Type
Item Indicator
conte
nt 4
The content is
accurate.
The content is relevant to the
needs of the college students.
The needs assessment Structured
8 10
The materials
present options for meeting the
individual needs.
The materilas can
be adapted to meet the needs of the
targeted group.
The materials and methods
– the learning instructions
Structured 7
9 11
13 14
15 16
The materials
present opportunities for
text-based learning.
The materials
satisfy the various teaching and
learning styles.
The content reflects
current and accepted
methodology.
The materials
present information in appealing ways.
The materials
provide flexibility in use.
The materials
support self- directed learning.
The instructions are
clear and easy to comprehend.
Practicali ty
Brown, 2003
Sequence of the activities – the way the course is
organized Structured
6 12
The flow from unit
to unit is systematically
organized.
The tasks and
competencies are easily identified.
Validity Brown,
2003 Face validity:
The layout of the product Structured
17 18
19 20
The layout is clear and well designed.
The fonts are legible.
The type of colour and fonts are
appropriate.
The audio is clear.
73
Concept Objective
Question Type
Item Indicator
Overall evaluation Unstructured
21
What do you think of the designed
learning model? Positive things of the
designed model Unstructured
22
Please mention some strengths of
the designed learning model
Negative things of the designed model
Unstructured 23
Please mention
some weaknesses of the designed
learning model
Improvement Unstructured
24
What do you suggest to improve
the designed learning model?
Then, the third questionnaire was distributed after the main field testing. The purpose was to obtain evaluation from the users in order to prepare the final model
into practice through some adjustment, improvement, and revision. The blueprint of the questionnaire can be seen in table below.
Table 3.3. User Validation Questionnaire Blueprint
Concept Objective
Question Type
Item Indicator
Evaluat ing the
course Feez
Joyce, 2002
Validity Brown,
2003 Chatterji,
2003
goal Clarity of the
learning goal Structured
1 I understand the learning goal
and in every meeting.
Validity Brown,
2003 Chatterji,
2003
conten t
The materials provide or
respond to the needs
Structured 2
The materials in the coursebook are suitable with my needs on
learning English.
Relevance of the
contentslearni ng materials
Structured 3
4 5
6 7
8
The materials support me to practice reading.
The materials support me to
practice writing.
The materials support me to practice listening.
The materials support me to
practice speaking.
The topics are interesting.
The materials are relevant to the topics.
The methods or activities
Structured 10
11
The activities are various.
The activities encourage students to participate.
74
Concept Objective
Question Type
Item Indicator
Practicali ty
Brown, 2003
Sequence of the activities
or the way the course is
organized Structured
9
The materials are arranged systematically, from the
easiest one to more difficult one.
Validity Brown,
2003 Face validity
Structured 13
14 15
16 17
The instructions are clear and
easy to comprehend.
The layout is clear and well designed.
The fonts are legible.
The type of colour and fonts are appropriate.
The audio is clear.
Quality of
accepta ble
product Brown
, 2003 Chatter
ji, 2003
Reliabilit y
Brown, 2003
Chatterji, 2003
The use of the learning
materials results the
same under different
conditions. Stuctured
12
The coursebook can be used in any majors.
Utility Brown,
2003 Chatterji,
2003 The ease of
use Unstructured
18
Will you use the course book? Why?
Improvement Unstructured
19
Please describe the things that need improvements
The need analysis questionnaire consisted of structured and unstructured questions, in which the students might provide their answers with and without any
limitation. The unstructured questions aimed to dig out more information. Both expert and user validation were classified into two parts. The first part was the
structured questions, in which the lecturers stated their degree of agreement on the statements. There were five degree of agreement, those were totally agree, agree,
undecided, disagree, and totally disagree. If the respondents stated agree on most statements, it could be inferred that the developed learning model was good. The
second part was the essay questions. The respondents gave their comments and suggestion to improve the learning model. The results were used to revise the
developed product. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
D. Data Analysis and Interpretation
In the pre-design research, the interview and questionnaire were used to collect the information. To analyze the interview results, the recorded interviews
were put into a transcript and coded. The information was classified and organized based on the following fields of enquiry: characteristics of the students, intended
skills, the teaching and learning activities, learning media, and evaluation phase. Then, the information was summarized into some paragraphs to ease further
interpretation. The questionnaire for need analysis was open question. The researcher listed the obtained information, classified, and organized it. Finally, the
information was summarized into paragraphs. In the post-design research, questionnaires were distributed to validate the
product and to revise and improve the designed learning model. The questionnaire consisted of two parts; closed questions and open questions. To analyze the
questionnaire results, the researcher divided into two parts; the closed questions and open questions. There were around sixteen statements in the first part of the
questionnaire and five points of choices to figure out respondents’ degree of
agreement based on Likert scale Best and Kahn, 2006, p.331. The description of the score can be seen in Table 3.4.
Table 3.4. Degree of Agreement
Point of Agreement Meaning
5 Totally agree with the statement
4 Agree with the statement
3 Undecided
2 Disagree with the statement
1 Totally disagree with the statement
76 The result of the questionnaire was calculated using descriptive statistics. The
researcher calculated the mean by using the following formula.
= Σ
M = Mean N = number of respondents
Then, the mean was categorized into certain criteria. The criteria was determined through the calculation of the ideal mean Mi and ideal standard deviation SDi
Sudijono, 2011. The criteria is presented as follows.
Table 3.5. The Score Interpretation
Formula Score Range
Criteria
Mi + 1.5 SDi = 3 + 1.5 x 0.6 = 3.9 ≥4
Very good Mi + 0.5 SDi = 3 + 0.5 x 0.6 = 3.3
3.4 – 3.9
Good Mi
– 0.5 SDi = 3 – 0.5 x 0.6 = 2.7 2.8
– 3.3 Fair
Mi – 0.5 SDi = 3 – 0.5 x 0.6 = 2.1
2.2 – 2.7
Low
� = ℎ��ℎ� �� � + �� � �� � =
+ =
��� = ℎ��ℎ� �� � − �� � �� � =
− = .
The score range then was used as the reference to interpret the result. The researcher put it into four categories which helped the researcher decided what should do with
the developed product. The interpretation is presented in the following table. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
Table 3.6. Item Improvement
Score Range Critera
Interpretation
≥4 Very good
No revision 3.4
– 3.9 Good
Conduct more exploration on the existing part of the designed model based on the statement
2.8 – 3.3
Fair Modify more part of the designed model based on the lack on
the statement 2.2
– 2.7 Low
Replace the rejected part of the designed model
The second part of the questionnaire was open question. In this step, the researcher listed the obtained comments, classified, and organized it. Finally, the
information was summarized into paragraphs and used as the reference to revise the learning model.
78
CHAPTER IV RESEARCH RESULTS
This chapter presents the results and findings of the research. The realization of what had been planned in chapter III is also presented. This chapter will be
divided into two parts; process of designing the learning model and presentation of the learning model. Process of designing the learning material model provides the
scientific concept and procedures that the researcher conducts, including the detailed results in order to design an acceptable product. It aimed to present the
validity and reliability of the acceptable product. In the second part, the presentation of the learning material model figures out the contents of the acceptable product.
Those will answer the research question.
A. Process of Designing the Model
In designing the learning material model, the researcher elaborated five stages. Those stages are combination between ADDIE model and RD cycle by
Borg and Gall. They were 1 Analysis, 2 Design, 3 Development, 4 Implementation, and 5 Evaluation. In this section, the researcher would elaborate
those stages to know how the product was constructed.
1. Analysis
In Indonesia, English language takes roles in any range of fields. Regarding the education field, Crystal 2003 as cited by Lauder 2008 mentioned that English
is increasingly used as a medium of instruction in schools or universities and scientific papers published in all subjects area. English is also taught widely as a
foreign language for students intending either further study in an English speaking PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79 country or as a requirement for employment. The implementation of the English
study in Indonesia has had its policy ruled by the government. According to Lauder 2008, in the 1989 Law, Chapter IX, Section 39, Verse 3, English is specified as a
compulsory subject, part of the Basic Curriculum. This is supported by Government Regulation, Number 28, 1990. However, the regulation has been
changed now, that is English is no longer compulsory subject for primary up to junior high school. Moreover, the government has not also organized the policy of
the English learning program for univeristy so that every university has autonomy to design their English language programs.
The variant of general English program then evoked the researcher to set up a general English program which could be utilized or adopted by universities. The
researcher found that most universities in Indonesia which provided general English program have almost similar policy in case of the implementation. The similarity
could be found in how many credits they have, the developed skills, and the materials. For instance, Faculty of Technology and Social Science of Yogyakarta
State University, Primary School Teacher Training Study Program of Universitas Pendidikan Indonesia, and all faculties in Duta Wacana Christian University
applied 2 credits, meanwhile most faculties in Muhammadiyah University of Yogyakarta serve for 2 credits. The program is held regularly during two to four
semesters, starting from the general English to the English for specific purposes. Therefore, in this study the researcher determined the design of the learning model
for college general English would be regularly served for 2 credits and held in the first semester, which hopefully could be implemented in most universities in
Indonesia. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
