4. Preliminary Field Testing
According to Borg 1983 preliminary field testing can be conducted through
“interview, observation, and questionnaire” p.775. In this step, the researcher distributed questionnaires to the English teacher in the school and also
to some lecturers. The questionnaires were aimed to gain respondents’
evaluations, comments, opinions, and suggestions toward the design.
5. Main Product Revision
Borg 1983 states that the revision of the product is based on the result of preliminary field testing p. 775. The result of the questionnaires was used to
improve the design.
B. Research Setting
The research was conducted in SD Kristen 2 Sumberejo Klaten. The research was conducted during July
– September 2011. In July the researcher did observation to the fourth grade students and the condition of the school. In the
first week of August 2011 the researcher interviewed the English teacher in order to find out the teaching and learning process. In the first week of September 2011
the researcher distributed questionnaires to the students to gain students’ needs
and interests on learning English.
C. Research Participants
The respondents of the needs analysis were 13 students of grade four of SD Kristen 2 Sumberejo Klaten and the English teacher of the school. The
respondents for evaluating the designed material were the English teacher of the school and 2 PBI lecturers of Sanata Dharma University.
D. Instrument and Data Gathering Technique
The instruments used in this research to gather data were observation, interview, and questionnaires. The instruments are explained as follows:
1. Interview
In this research, the type of interview that was used was unstructured interview. According to Ary 1979, unstructured interview is
defined as “more informal
” interview p.174. The interviewer is free to ask questions to the interviewee and the interviewee is also free to answer the questions p. 174. In
this research, the researcher interviewed the English teacher of the school. The interview was conducted to know teaching-
learning process and students’ characteristics.
2. Observation
Observation used in this research was nonparticipant observation. Ary 2002 defines nonparticipant observation as observation in which the observer
observes “without participating or taking any active part in the situation” p.430. The researcher, in this research, observed students of grade four while they were
studying English. The researcher did not participate in the teaching process. However, the researcher only observed in the back of class during teaching-
learning process. The researcher also observed the condition of the school.
3. Questionnaire
In the pre design step, the questionnaire that was used was structured questionnaire. According to Ary, structured questionnaire 1979 contains
“questions” and “alternative answers” to the questions p. 175. The answers to the questions had to be in-depth responses. The questionnaire distributed to the
students was in multiple choices in order to enable students to answer the questions without any difficulties. The pre design questionnaire was aimed at
gaining students’ learning needs and interests.
In the post design steps, the questionnaire that was used was combination of structured and unstructured questionnaire. Ary 1979 defines unstructured
questionnaire as questionnaires that do not include “suggested answer” p. 175. It
means that the respondents are free to give their responses to the questions. In the post design steps, the questionnaire distributed to the lecturers and English teacher
of the school consisted of nominal scale in the first section and also free answer to questions in the second section. The questionnaire was aimed at evaluating the
design. Data gathering technique in the pre-design step was done by distributing
questionnaires to 13 the students of grade four. The questionnaires were to collect students’ needs and interest on studying English. In the post-design step, the
researcher evaluated the designed material by distributing questionnaires to English teacher of the school and 2 PBI lecturers of Sanata Dharma University.
The result of the questionnaire was used to revise the designed material.
E. Data Analysis Technique
In the pre design questionnaires, the researcher analyzed the result of the questionnaires by applying descriptive measurement. The result of the pre design
questionnaires were calculated with percentage method. The measurement was the number of students choosing certain answer divided by the total number of the
students then times 100. The formulation of the calculation is presented as follows:
∑ 100
N : the number of students choosing certain answer
∑N : the total number of the students In the post design questionnaire, the analysis of the result was done with
mean calculation. Ary 1979 states that the mean is calculated with the sum of all the values divided by the number of the cases. The formulation was presented as
follows p. 103:
X =
∑
X : the mean
∑X : the sum of all the values N
: the number of the cases
F. Research Procedures
In this research, the researcher conducted procedures as mentioned in the research method. The first procedure was research and information collecting. In
22 2
this step, the researcher conducted classroom observation and distributed questionnaires to students which aimed at gaining st
udents’ needs and interests. The researcher also interviewed English teacher in the school to gather
information about the students of grade four. The second procedure was planning. In this step, the researcher stated
goals of the materials design, learning objectives and topics which were based on the analysis of learners’ characteristics and the result of questionnaires.
The third procedure was developing preliminary form of product. In this step, the researcher listed subject contents and selected teachinglearning
activities. In order to develop the product, the researcher referred to some references of English books for elementary school especially for the fourth grade.
The fourth procedure was preliminary field testing. Preliminary field testing was conducted through questionnaires. In this step, the researcher
distributed questionnaires to the English teacher and also to 2 PBI lecturers to gain evaluations, comments, opinions, and suggestions toward the design.
The last procedure was main product revision. The revision of the product was based on the result of preliminary field testing. The result of the
questionnaires was used to improve the design .
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter is divided into two parts. The first part is aimed at answering the first problem formulation stated in chapter 1. This part discusses about the
steps elaborated in designing materials. The second part is aimed at answering the second problem formulation stated in chapter 1. This part discusses the
presentation of the designed materials.
A. The Steps in Designing Integrated English Materials Based on Multiple Intelligences Theory for the Fourth Grade Students in SD Kristen 2
Sumberejo Klaten
This part presents the steps elaborated in designing materials. The steps were adapted from Kemp
’s and Dick’s instructional model. The steps in designing the materials are conducting needs analysis; listing topics, stating goals and
stating learning objectives; listing subject content; selecting teachinglearning activities and instructional resources; developing syllabus; evaluating materials;
and revising materials. Those steps are explained as follows:
1. Conducting Needs Analysis
In this research, needs analysis was done through observation, interview and questionnaires. The respondents of needs analysis are 13 students of grade
four of SD Kristen 2 Sumberejo Klaten and the English teacher of the school. At the first time, the researcher conducted observation at the school. The observation
31
Kategori