the needs analysis. This questionnaire was in the form of multiple choices. The second questionnaire was created for the experts, in this research it
was a lecturer of English Education study program who are able to evaluate the learning materials to do the evaluation step of the materials.
The questionnaire was in the form of a check box. The experts were required to give a check to the column that represented their opinion. The
scale of the check box was explained in the data analysis technique.
2. Data collection instruments
In this research, there were two questionnaire used. The first questionnaire was addressed to the students to conduct the need analysis.
In the first questionnaire that is for the students of nursing department, the subject that was asked several questions related to their learning needs by
answering multiple choice questions. This questionnaire was given to collect learners‟ needs. The organization of the first questionnaire is
presented on the table below.
Table 3.1: The Organization of the Questionnaire No.
Aspects Item
Number The Purpose of the
Questionnaire References
1. Students‟ identity
Part A
To find
some information
about students‟ identity
Part B 2.
T ar
ge t
Ne e
d s
Learners‟ goals 1
To find out the learners‟goal
inlearning English
Brown 2001: 142
Nunan 2004: 174
3. Necessities
2 To find out the
learners‟ needs in terms
of target
situation Hutchinson
and Waters 1987: 55
Lacks 3, 4
To find out the gap between students‟
current proficiencyand
the target proficiency
Hutchinson and Waters
1987: 55-56
Wants 5, 6
To find out what the learners
want in
order to be included in thematerials
Hutchinson and Waters
1987: 56
4.
L e
ar n
in g
Ne e
d s
Input 7, 8, 9,
10,11, 12, 13, 14
To find out the input, the topic, and
the length of the text which is ideal for
them Nunan
2004: 47-52
Procedure 15, 16, 17,
18, 19, 20, 21
To find out the activities that the
students like
the most
Nunan 2004: 52
Setting 22, 23
To find out some information
about the
setting of
learning that
the learners preferred
Nunan 2004: 70
– 73 Hutcinson and
Waters 1987: 60
– 63
Students‟ role
24
To find out learners„ preferred
role in
classroom
Nunan 2004: 64-69
Teacher‟s role
25
To find
out the
teacher role
in classroom that the
learner‟s preferred
Nunan 2004: 64-69
Then, the second questionnaire was made for the materials evaluator. In the second questionnaire that was for the experts, the
questionnaire was aimed to get opinion regarding the materials designed. The questions are divided into four parts; those are the appropriateness of
content, the appropriateness of language, the appropriateness of presentation, and the appropriateness of graphic.
E. Data Analysis Technique
The data from the needs analysis and the expert judgment questionnaire was analyzed quantitatively by using descriptive statistics. The data from the first
questionnaire was analyzed using the formula proposed by Suharto 2005 as follow:
Interpretation: P = Percentage
f = frequency N = Total respondents
100 = fixed number Then, the data from the second questionnaire was analyzed using Likert
scale. In the Likert scale, there are four-points scale that can be described as follows:
1 = strongly disagree SD 2 = disagree D
P = fN 100
3 = agree A 4 = strongly agree SA
The data from the second questionnaire then was measured by using mean central tendency and analyzed by using a formula proposed by Suharto 2006
that is:
R : range
Xh : the highest scale
Xl : the lowest scale
4 : range of Likert-scale
Then, the result of the calculation was converted into descriptive analysis. To convert the data, data conversion table proposed by Suharto 2005 was used
as the mean of the data had been calculated.
Table 3.2: Data conversion table Scale
Interval Descriptive
Categorize 1
1 ≤ x ≤ 1.74
Poor
2 1.74
≤ x ≤ 2.24 Fair
3 2.25
≤ x ≤ 3.24 Good
4
3.25 ≤ x ≤ 4
Very Good
x is mean obtained from expert judgment. To find x, the following formula proposed by Suharto 2005 is used.
