continued
Aspects Item Number
The Purpose of the Questions
References
Topic 5,6
To find the information about students’ preference
for the
topic of
the materials
Nunan 2004: 47- 49
Procedure 12,13,16,17 To find out what the
students should do with the input
within the tasks
Nunan 2004: 52
Setting 14,15
to find out setting of doing tasks
that the students like most Nunan
2004: 70
The second questionnaire was given to the experts. Its purpose was to
evaluate whether the designed materials were appropriate or not. The questions of this questionnaire were adapted from Indonesia
’s BSNP. The questions were divided into four parts. They were the appropriateness of content, the
appropriateness of language, the appropriateness of presentation, and the appropriateness of graphic. The organization of expert judgment questionnaire can
be seen in the following table.
Table 3: Organization of the second questionnaire No.
Components of Evaluation
Aspects Item Numbers
References
1 Content
Completeness 1, 2
BSNP Accuracy
3, 4 BSNP
Elements and structure of meanings
5, 6, 7 BSNP
Life skill development 8
BSNP 2
Language The appropriateness at
development level of students
9, 10 BSNP
Language accuracy 11
BSNP The unity of ideas
12 BSNP
3 Presentation
Systematic 13, 14, 15, 16, 17,
18, 19 BSNP
Self-evaluation 20
BSNP 4
Graphic Typography
21,22,23 BSNP
F. Data Analysis Techniques
1. First Questionnaire Need Analysis After conducting need analysis, the data were analyzed through calculating
the percentage of each answer on the questionnaire by using frequency and percentage. The number of the data was presented in the form of percentage. The
highest percentage was considered representing the students’ condition. 2. Second Questionnaire Expert Judgment
Likert-Scale was used to measure the data from the second questionnaire. The data from this questionnaire were calculated by using the formula proposed
by Suharto 2006, 52-53. Then, the comments and suggestions were used to revise the first draft of the materials to become the final draft of the materials.
Next, the results were converted into descriptive analysis in terms of goodness as proposed by Suharto 2006, 52-53. Mean x was used as the indicator of
measurement. The mean were calculated by using the formula proposed by Suharto 2006, 52-53.
Table 4: Data conversion table Suharto, 2006: 52-53
Scales Interval
Descriptive Categories 4
3.25 ≤ � ≤ 4
Very Good 3
2.25 ≤ � ≤ 3.24
Good 2
1.75 ≤ � ≤ 2.24
Fair 1
1 ≤ � ≤ 1.74
Poor
37
CHAPTER IV FINDINGS AND DISCUSSION
This chapter presents the findings and discussion of the research. The findings are divided into five parts namely the result of the needs analysis, the
course grid, the unit design, the first draft of the materials, and the expert judgment.
A. Research Findings
1. The Results of Needs Analysis
The needs analysis was conducted on 26
th
August 2015 at SMA PIRI 1 Yogyakarta to collect
data related to students’ needs by using needs analysis questionnaire. It was in the form of multiple choices of twenty questions. There
were some questions in which the students were only allowed to choose one option, and there were some questions in which the students were allowed to
choose more than one option. a.
Students’ identities There were 23 students who filled in the questionnaire. The following
table is shown the research populations in class X of SMA PIRI Yogyakarta.
Table 5: Data of the respondents in the needs analysis
Students’ characteristics
Sex Age Range
Male Female
Number of students
14 9
14-17
