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Figure 3.1 R D Cycle and the Writer’s Model
B. Research Participants
There were three types of participants in this study. 1.
The first participants were grade VIII of SMP Institut Indonesia students. They were asked to fill in the questionnaires in pre-design activities to know
the problems in learning English especially in writing.
R D Cycle Writer’s Model
Step 1 Research information
collecting
Step 2 Planning
Step 3 Develop preliminary form
of Product
Step 4 Preliminary field testing
Step 5 Main Product Revision
Step 1 Need survey
Step 2 Goals, topics, purposes
Step 3 Learning objectives
Step 4 Subject contents
Step 5 Teaching learning
activities and resources
Step 6 Evaluation
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2. The second was the English teacher of SMP Institut Indonesia. The writer
wanted to obtain as much information as possible through an interview about the students’ needs from the teacher’s perception. In other words, the English
teacher of SMP Institut Indonesia was as the interviewee for the pre-design survey. Several teachers were also involved as the respondent in the post-
design survey. The questionnaire was aimed to obtain their opinions about the designed materials in order to improve them.
3. The other participants were English lecturers of the English Education Study
Program of Sanata Dharma University. The lecturers together with the English teachers of SMP Institut Indonesia were as the participants in post-
design survey to fill post-design questionnaires. The questionnaires were aimed to obtain the participants’ feedback to check whether the designed
materials were appropriate for Grade VIII students of SMP Institut Indonesia or not.
C. Research Instruments
This research used two kinds of instruments which conducted in pre- design study and post-design study.
1. Pre- Design Study
In this pre-design study, the writer applied the first step of R and D that is Research and Information Collecting. Here the writer used an interview checklist
and a pre-design questionnaire as the instrument.
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There are two kinds of interview according to Ary et al 1972: 174. The first is structured interview in which the respondents are restricted to answer only
on the questions attached. The questions in this type of interview are called closed-questions. The other kind of interview is called unstructured interview. The
unstructured interview is more flexible and informal. The respondents may give the answers freely. The questions which are used in this interview are called open-
ended questions. The interview which was used in this pre-design study was unstructured
interview. This means that the interviewee may answer the questions freely. Besides, they also may add their views, beliefs, opinions, and other information.
The purpose of conducting this interview is to get some information about the students’ background knowledge and also the teaching learning process conducted
in the writing class. All the data gathered from this interview are used to design the materials.
The other instrument used in this study was pre-design questionnaires. In his book, Ary et al 2002; 175 says that there are two kinds of interview. They
are open-form questionnaire and closed-form questionnaire. In the open form questionnaire, the respondents are not given suggested answer. So, they have
freedom to give their answer. While in closed-form questionnaire, the respondents are given suggested answer to help them answering the questions.
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In this study, the writer used closed-form questionnaires. The questionnaires are conducted in pre-design survey in order to know the problems
faced by the students in learning English.
2. Post- Design Study
The other questionnaire was also constructed in post-design survey to obtain evaluation and suggestions about the product designed. The questionnaire
was distributed to the teachers of SMP Institut Indonesia and also the lecturers of Sanata Dharma University. This questionnaire aimed to get comments, feedback,
and suggestions, to the designed materials. The comments, feedback and suggestions would be useful to revise the design so that the material would be
appropriate for grade VIII students of SMP Institut Indonesia.
D. Data Gathering Technique
In this section, the writer discussed data gathering technique which was used in pre-design study and post design study.
1. Pre- Design Study
To collect the data, the writer conducted a preliminary study by interviewing the grade VIII English teacher of SMP Institut Indonesia Yogyakarta.
Besides, the writer also distributed questionnaire to the grade VIII students of SMP Institut Indonesia Yogyakarta
. The purpose of distributing the questionnaire was to gather any data which was used for the need analysis. The questionnaire
was distributed to 19 grade VIII students of SMP Institut Indonesia Yogyakarta.
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The writer collected the data about students’ interests, abilities, and difficulties when they learn writing.
2. Post- Design Study
In the post-design study, the writer distributed the post-design questionnaire and the designed material to the teachers and also the lecturers. The
teachers were two English teachers of SMP Institut Indonesia Yogyakarta and the lecturers were three lecturers of English Education Study Program of Sanata
Dharma University . The purpose of distributing the questionnaire and designed
material was to collect feedback, comments, and suggestions in order to revise the designed material.
E. Data Analysis Technique
This section discussed the technique in analyzing data. The data was acquired from the pre-design study and the post design-study.
1. Pre- Design Study
In the pre-design study, the writer analyzed the results of the interview with the English teacher of grade VIII students of SMP Institut Indonesia
Yogyakarta. The results of the interview were descriptively analyzed. It means
that the writer built a conclusion on each part of the question. After conducting the interview, the writer distributed the pre-design questionnaire to the grade VIII
students of SMP Institut Indonesia Yogyakarta. The results were obtained by dividing the number of the students who chose certain topic with the total number
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of the students, then multiplied by 100. The data collected in the pre-design study were calculated as follow:
Note: N : The total number of students who choose certain topic
: The total number of students
The results were used as one consideration in designing materials.
2. Post- Design Study
In post-design study, the writer distributed Likert scale and open-ended questionnaire to two English teachers of SMP Institut Indonesia Yogyakarta and
three English lecturers of English Education Study Program of Sanata Dharma University. Here, the writer analyzed three kinds of data. The first data was about
the background of the participants. The description of the participants’ background is presented as follows:
Sex Educational Background
Teaching Experience Respondents
M F D3 S1 S2 S3 1 1-5 6-10 10
Table 3.1. The Blueprint of Description of Post-Design Participants
N 100
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The other data was descriptive data about the participants’ statements. The questionnaire used Likert scale. In this questionnaire, the judgments of the
participants used five points agreement: 1
: strongly disagree with the statement 2
: disagree with the statement 3
: undecided with the statement 4
: agree with the statement 5
: strongly agree with the statement Since the data was in form of Likert scale questionnaire, the writer used
central tendency, namely “mean” to analyze the result of the questionnaire. According to Brown and Rodger 2004; 128, the mean was used to describe the
average performance among a group of scores. The mean was obtained by calculating the sum of the respondents’ answer
divided the number of respondents. These data were calculated as follows:
Note:
x
: The range point
: The sum of all scores N
: The number of respondents =
x
N
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The results of the data were presented on the table as follows:
Central Tendencies No
Respondents’ opinion on N Mn
Table 3.2. The blueprint of Participants’ Opinion on the Designed materials
Note: N
: Number of respondents Mn
: Mean an indicator of central tendencies of the sources set
Based on the data, it was shown whether the designed materials were good and acceptable or not. The writer gave description based on the table. The
maximum score was five. The designed materials were considered as good materials if the total central tendencies were more than 3.75 from the maximum
points. The design materials were called good but needed crucial revisions if the total of central tendency was fifty percent up to seventy-five percent. And the
design materials were called poorly designed if the total tendency score was less than fifty percent.
The last data was from the open-ended questions. Here, the writer wrote the respondents’ answers, criticisms, evaluations, and suggestions. The results were
used as the basis to revise the designed- materials.
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F. Research Procedure
This section explained the procedure of conducting the study. Here are the steps in conducting the study.
1. Determining the topic of the research, goal, and doing library study to
gather any information related to the topic 2.
Conducting an interview to the English teacher to get information related to the teaching method which is used in SMP
3. Distributing questionnaires to students to get some information related
to students’ problems in learning English 4.
Analyzing the respondents’ answers 5.
Designing a set of English writing instructional materials using Process-Based Approach for grade VIII SMP Students
6. Distributing the questionnaire to the English SMP teachers and the
lecturers of English Education Study Program of Sanata Dharma University
7. Analyzing the result of the questionnaire
8. Revising the design material based on the result of questionnaire in
order to get the final version.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The result of this study is presented in this chapter. This chapter is divided into four parts. They are elaboration of steps in designing a set of English Writing
Instructional Materials using the Process-Based Approach to the grade VIII students of SMP Institut Indonesia Yogyakarta, the findings of the designed
instructional materials evaluation, discussion on the designed instructional materials evaluation, and presentation of the designed instructional materials.
A. Elaboration of Steps in Designing a Set of English Writing
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