used in a case study in designing and administering a needs analysis survey to primary school learners about EFL learning. The questionnaire comprises six
important concepts, which are learners‟ attitude towards English, learners‟ language needs and wants, ways of learning, learning strategies, and favorite
topic. The data obtained in the needs analysis stage were analyzed accordingly.
The quantitative data from closed-ended questions in the questionnaire were analyzed using frequencies and percentages. The qualitative data, which was
interview transcript from the school English teacher interview, was selected as necessary to support the quantitative data. Similarly, the results of the document
analysis were also presented as necessary.
Table 3.2 How the Needs Analysis Data are Presented Questions?
Option Option
2. Planning
In this stage the researcher used the results of the document analysis and needs analysis as the basis to design the English syllabus for fifth grade students
of elementary schools for the first semester. The researcher developed a mix syllabus, i.e. competency-based and topic-based. Later on the syllabus would be
used as the basis of developing the materials or as the map of the units of materials.
As specified by Dick and Carey 2001, this stage involved writing performance objectives, developing assessment instruments, and developing
instructional strategy. Thus, the researcher determined topics from the basic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
competences and standards of competence of English learning in elementary school and also considered
students‟ interest on topic gained from the questionnaire. Learning indicators were then derived from those topics.
3. Developing Preliminary Form of Product
The goal of this stage was to develop and select instructional materials referring to the designed syllabus from the previous stage. Three units of materials
were developed and put into PowerPoint presentation. This PowerPoint presentation is supposed to be used by the English teacher classically as a teaching
tool . In addition, a teacher‟s manual and a student book were also designed for
each unit. To help the researcher in developing the product, a plan in the form of note
or storyboard was made. Since the main product is in the form of PowerPoint presentation, the storyboard specified what each slide in the presentation consisted
of. Once the storyboard had been completed, the PowerPoint presentation was developed. A t
eacher‟s manual and a student book were developed along with the PowerPoint presentation. Thus, the results of this stage were a PowerPoint
presentation, a teacher‟s manual, and a student book.
5. Preliminary Field Testing
Three experts on materials development and English teaching and two experts in Information technology IT were involved in this stage Table 3.3.
Table 3.3 The Description of Experts Educational Background
Experience in the field year
D3 S1
S2 1-5
6-10 10
Materials developer and English teachers
2 1
2 1
IT practitioner 1
1 2
The goal of this stage was to validate the product and to get feedback from experts related to the product. From this stage the researcher gained some feedback
including comments, criticisms, and suggestions in order to improve the product.
Table 3.4 The Blueprint of the Materials Validation Questionnaire Item
Statements Open
Closed 1
The materials are in line with the standards of competence and basic competences of English for elementary school students.
Closed 2
The materials have various topics, illustration, and activities. Closed
3 The materials provide attractive presentation use of attractive
colors, lots of white space, use of photographs Closed
4 The materials have appealing content topics of interest to the
learners, topics which offer the possibility of learning something new, local references
Closed
5 The materials provide the learners with opportunities to use the
target language to achieve communicative purpose. Closed
6 The materials take into account that learners differ in learning
styles. Closed
7 The materials expose the learners to language in authentic use.
Pedagogical aspect 3 Closed
8 The materials encourage interaction between students and
students and between students and teacher. Pedagogical aspect 2
Closed
9 The materials design encourages the students to produce varied
and creative language. Pedagogical aspect 4 Closed
10 The materials provide learners with enough time and feedback.
Pedagogical aspect 5 Closed
11 The materials guide learners to attend mindfully to the learning
process, e.g. through instructions and examples about how to learn. Pedagogical aspect 6
Closed
12 The materials offer opportunities to students to interact and
negotiate meaning. Pedagogical aspect 1 Closed
13 The materials provide a classroom atmosphere with an ideal
stress anxiety level. Pedagogical aspect 7 Closed
14 The materials support learner autonomy Pedagogical aspect 8
Closed 15
In general, what is your opinion about the materials? Open
16 Please mention the strengths of the materials.
Open 17
Please mention the weaknesses of the materials what needs to be improved.
Open
Two kinds of questionnaire were used to gain the data, namely questionnaire for materials development experts and questionnaire for technology
experts. The first questionnaire was delivered to the three experts on materials PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
development and English teaching. The questionnaire comprised 14 closed-ended questions and 3 open-
ended questions related to the experts‟ opinion about the designed product. The closed-ended questions referred to the suitability of the
materials with the set standards of competence and basic competences BSNP, 2006, the principles of materials development Tomlinson 1998, Offord-Gray
and Aldred 1998, Graves 2000, and Crawford 2002, and CALL pedagogical aspects Egbert Hanson-Smith, 2007.
Table 3.5 The Blueprint of the Media Validation Questionnaire Item
Statements Open
Closed
1 The interface and terminology are consistent from screen to
screen. Closed
2 The layout of each screen makes good use of space.
Closed 3
Legibility and readability are high. Closed
4 The software makes good use of contrast, repetition,
alignment, and proximity. Closed
5 Undesired actions are easily reversed.
Closed 6
Audio and video playbacks are of good quality. Closed
7 In general, what is your opinion about the materials?
Open 8
Please mention the strengths of the materials. Open
9 Please mention the weaknesses of the materials what needs
to be improved. Open
The second questionnaire was delivered to two IT practitioners. It consisted of 6 close-ended questions and 3 open-ended questions. The closed-
ended questions aimed to know whether the designed product, especially the PowerPoint presentation, has met the characteristics of a well-designed software
as proposed by Boling and Soo 1999. The last three questions required the participants to share their general opinion related to the product as well as the
strengths and weaknesses. As the IT practitioners do not speak English, the questionnaire was written in the Indonesian language. It aimed to help them
understand the points in the questionnaire easily. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
