52 considered the containings and partic
ipants‟ interest to fill the questionnaires. Some controlled statements were designed to direct their attentions to evaluate
and choose the proper communicative learning activities. Other statements figured out the relevance of the contextual materials for the students. Also, some
statements in the questionnaires regarded the students to assess their own difficulties in learning.
To measure the statements, the researcher used Likert scale and the types of the statements are used close
– ended statements requiring participants to choose from predetermined responses Burke Christensen, 2008. The Likert
scale is a summated rating scale which each of items is rated by the respondents in four or five points rating scale Burke Christensen, 2008. Accordingly, Likert
1932 produced five responses alternative which were “1 Strongly Approve, 2
Approve, 3 Undecided, 4 Disapprove, and 5 Strongly D isapprove”. The
questionnaires used four scales responses to measure the students‟ attitude. The researcher asked the respondens whether they strongly agree SA, agree A,
disagree D or strongly disagree SD with the items. Hence, the statements of the variables were divided into favorable
statements and unfavorable statements. To rate the students‟ difficulties, the
statements were unfavorable or negatively stated items as shown in table 3.4 and the others were favorable statements as shown in table 3.3. According to Ary,
Jacobs, and Sorensen 2010: For favorable or positively stated items, strongly agree is scored 5, agree
is scored 4, undecided is scored 3, disagree is scored 2, and strongly disagree
is scored 1… Thus, for unfavorable statements, strongly agree
53 would receive a weight or score of 1 and strongly disagree
a weight of 5” p. 210.
Table 3.3: Scoring Criteria of the Questionnaires Favorable
Rating Meaning
1 SD with the statements
2 D with the statements
3 A with the statements
4 SA with the statements
Table 3.4: Scoring Criteria of the Questionnaires Unfavorable
Rating Meaning
4 SD with the statements
3 D with the statements
2 A with the statements
1 SA with the statements
An interview is “a data-collection method in which an interviewer asks an
interviewee questions” Burke Christensen, 2008. The interview protocol is a data gathering instrument which consists of questions for the interviewee to
answer. The research adapted in-person interview Burke Christensen, 2008 which held face to face interview in 29 minutes 5 seconds. The type of interview
was qualitative interview which regarded qualitative data using interview protocol with spesific topics and open-ended questions were asked in any order Burke
Christensen, 2008. Tasmer and Richey suggested “using open-ended questions
that allow for a wide range of potential answer” Morrison, Ross, Kalman, Kemp, 2011, p. 69. This instrument was used to gather the infromation from the
target teacher. The interview was conducted one time for data collection, between teacher and interviewer.
54
2. Research Instrument of the Preliminary Field Testing
For main product revision, the questionnaires were distributed to the experts to fill out personally using their background knowledge and experiences in
teaching. To construct the questionnaires, the researcher followed the same stages like in research and information collecting. There are two variables which were
the suitibility of the materials and the integration of the activities Kemp, 1977. Accordingly, the researcher developed ten statements and spaces for criticisms or
suggestions. Some statements revealed the appearance and clarity of the topics, instructions, and materials. The other statements perceived the pre until post
activities as unity to provide an efficient and effective flow. The measurement used Likert scale; fourth scales Widoyoko, 2012. Due to that, the gathered data
were in the form of quantitative data and qualitative data.
F. Data Gathering Techniques
For data gathering techniques, the researcher conducted data gathering techniques of the research and information collecting and the preliminary field
testing. The research and information collecting covered observing a class, distributing the questionnaires to the target students and interviewing the target
teacher. Then preliminary field testing covered distributing questionnaires to the experts. The techniques of the data gathering are explained in detail as follows.
55
1. Data Gathering Techniques of the Research and Information
Collecting
The data gathering techniques of the research and information collecting covered conducting observation, survey, and interview technique. Before
observing one class, the researcher browsed the needed information that was able to be used as sources for the whole design process. The researcher read books,
journals, e-books, etc from the library and internet to collect the scienctific theories. The theories were used to conduct the research. Then the researcher
observed one class to gather information upon the students ‟ and teacher‟s
backgrounds. Nevertheless, the observation data were not reported because they were used for earlier considerations to conduct this research.
Fruthermore, the researcher conducted survey using questionnaire technique. The questionaires delivered a self-reported data from every student
mantaining the variables of the study. The students fill out the questionnaires based on their own knowledge, experiences, needs, and wants. The questionnaires
used Likert 4 scale which is shown in table 3.5.
Table 3.5: Sample of the Questionnaire
No PERNYATAAN
SKALA I
Activitas Membaca dan Menulis di Dalam Kelas 01
Saya suka belajar membaca di dalam kelompok 1
2 3
4
Moreover, the researcher interviewed the target teacher. The target teacher was interviewed in 29 minutes 5 seconds. The teacher gave the answers based on
his experiences, knowledge, and teaching skills. The results of the interview were
56 recorded and transcribed in a transcription. The data that were gathered were in
the form of qualitative data.
2. Data Gathering Technique of the Preliminary Field Testing
For preliminary field testing, the researcher used the questionnaire technique to get responses on of the materials evaluation, comments, critiques,
and suggestions from the experts. The experts filled out the questionnaires personally depen
ding on expert‟s experiences and background knowledge. The experts rated their preferences using Likert 4 scale and gave comments, critiques,
and suggestions to improve the designed materials. The data were colleted in the form of quantitative and qualitative data.
G. Data Analysis Techniques
In this study, there were quantitative and qualitative data, which were analyzed using mean score and coding schema. There were two sections which
were data analysis techniques of reasearh and information collecting and preliminary field testing. The research and information collecting covered the
results of the questionnaires and the results of the qualitative interview. Then preliminary field testing included the quetionnaire results with sufficient
comments from the experts.
57
1. Data Analysis Techniques of the Research and Information Collecting
The researcher analyzed the data based on the types of data and the purposes of gathering the data. According to Ary, Jacobs, and Sorensen 2010,
“the various agree-disagree responses are assigned a numerical values, and the total scale score is found by summing numerical reponses given to each item” p.
209. There are some analysis items for Likert scale. According to Ary, Jacobs, and Sorensen 2010, there are item mean and standar deviation. Thus, the
gathered data of the questionnaires were analyzed using descriptive statistic, central tendency - mean score.
“Measure of central tendency is the single numerical value that is considered the most typical of the values of quantitative
variable” Burke Christensen, 2008, p. 472. In other words, “measure if central tendency
or averages… The term average means the sum of the scores divided by the number of scores
“ Ary, Jacobs, Sorensen, 2010. Besides, Burke and Christensen 2008 states that mean score is an aritmatic average. The blank table
3.6 was the sample presentation of the students‟ characteristics identification
using questionnaires.
Table 3.6: Means of the Tenth Grade Students ’ Characteristic Identification
blank
No Statements
Ratings of Responses
Central Tendency 1
2 3
4 N
Means 01
02 N
Total Mean
58
Notes:
n : total repondents
Mean : average points of the responses of each statement
Total Mean: sum of the means of all statements
The formula of the mean was shown as follows;
Notes:
: the responses for each statement : mean of each item
To interpret the meaning of the quantitative results to the thesis report, the researcher created the categorizations to summarize the research findings. This
way aimed to put the meaning on the quantitative data. According to Widyoko 2012, to interpret the data, the researcher used two types of data interval one of
which is the total score of all items. The categorizations were the results found interval scale from the sum of the highest possible score and lowest possible
score. The highest possible scale score was 5 SA X N the number of items; the lowest possible score 1 SD X N the number of items Ary, Jacobs,
Sorensen, 2010.The range of interval scale was the highest possible scale minus lowest possible scale divided by 4 the sum of class Widoyoko, 2012.
Therefore, the interval scale was 4 X 10 – 1 X 104 = 40-104= 7.5.
The categorizations were applying task-based learning and contextual materials, the difficulties in learning and the suitability of the designed materials.
For the difficulties in learning, especially, the results were in form of negatively
59 stated-items in which the lowest scores were considered good. The meanings for
variables are shown in table 3.7.
Table 3.7: Researcher ’s Categorizations of the Total Mean Scores
Ranges Meanings
The relevance of applying task-based learning
32.51 – 40.00
Relevant
25.01 – 32.50
Relevant with modification
17.51 - 25.00
Quite relevant
10.00 – 17.50
Irrelevant The relevance of applying contextual materials
32.51 – 40.00
Relevant
25.01 – 32.50
Relevant with modification
17.51 - 25.00
Quite relevant
10.00 – 17.50
Irrelevant The difficulties in learning
32.51 – 40.00
Very difficult
25.01 – 32.50
Difficult
17.51 - 25.00 Quite difficult
10.00 – 17.50
Not difficult The suitability of the designed materials
32.51 – 40.00
Acceptable
25.01 – 32.50
Acceptable with revisions
17.51 - 25.00
Quite acceptable
10.00 – 17.50
Not acceptable
On the other side, the qualitative data of the interview were analyzed using descriptive analysis including coding, data display and drawing generalization
Miles Huberman, 1994. According to Ladico, Spaulding, and Voegtle 2006 “coding is the process of identifying different segments of the data that describe
related phenomena and labeling the parts using broads ‟ category names” p. 305.
Milles and Hubberman 1994 also states that “coding is analysis to review a set
of field notes, transcribed or synthesized, and to dissect them meaningfully, while keeping the relations between
the parts in fact, is the stuff of analysis”p. 56.
60 Comparing those opinions, it is concluded that coding is a process of summarizing
and making meaning of the data. The first stage of the qualitative analysis was familiarization and
organization Ary, Jacobs, Sorensen, 2010. The recorded result of the interview was transcribed purely upon the interviewee saying escaping potential
bias. The transcription was read by the reseracher many times for familiarizing the the contents. The next step was to continue into coding in order to label the units
of meaning such as words, phrases, and sentences. Then the researcher developed a summary chart of coding categories to organize the data in the core of certain
generalization Miles Huberman, 1994. This chart visualized the data referring to the core of the study, the interviewee‟s way of thinking and some principles.
After that, the last stages were to make a meaning of the data and to present the data.
In short, there were three themes, those are
1 the relevance of contextual and authentic materials , 2 the implication of the discussion method, and 3 the
limitation of learning focuss.
Also, these three themes were described in three categories. In sum, the whole process of analyzing and interpreting the data are
started with coding scheme, developing categories, and theme generating.
2. The Analysis Technique of the Preliminary Field Testing
In preliminary field testing, the gathering data were in the quantitative and qualitative data form. The data gathering instrument, questionnaire, was used to
gathered the data from an expert ‟s response and qualitative comment. The
quantitative data were analyzed using mean score and the qualitative data were
61 summarized by the writer. The categories to find meaning in materials evaluation
were shown in table 3.6. The results of the data analysis became bases to improve and revise the designed product.
H. Research Procedure
The steps which were covered in this study are shown in figure 3.2. Accordingly, there were eight steps in design process according to the
researcher‟s model. They were conducting needs analysis, developing guidelines, identifying goal, topics, and general purposes, specifying learning objectives,
organizing the subject contents, selecting learning activities and resources, conducting evaluation survey, and revising the designed materials.
As stated before the researcher planned to use RD cycle as an umbrella for the whole process. The researcher applied first to fifth steps from RD. The
first step of RD was research and information collecting. This step was similar to the
writer‟s model which were conducting the needs survey and developing the general guidelines. The second step was planning from RD. Planning refered to
stating specific objectives. This stage included determining the goal, topics and general purposes and specifying the learning objectives. The next step of RD
was to develop preliminary form of product. This step accommodated the preparation of the instructional materials, handbook, and evaluation devices. It
was similar to listing the subject contents and selecting the learning activities. The fourth step of RD was preliminary field testing. This step required the
questionnaire data collecting. It was equal with the next step of re searcher‟s model
62 which was conducting the evaluation survey. Finally, the fifth step was main
product revision. This step was planned by the researcher after analyzing the data from the evaluation survey. However, this stage was implicated depending on the
situation. It means that the steps were not predetermined.
Figure 3.2: The Procedure of the Study
Revising the designed product Analysing the results of the evaluation survey
Conducting an evaluation survey on the designed product Developing an integrated English reading and writing material for grade X students of SMA
Katolik Villanova Manokwari Analyzing the qualitative and quantitative data from the results of the questionnaires and
interview Distributing the questionnaires to the students and interviewing to the English teacher
Asking permission to the Rector of SMA Katolik Villanova Manokwari Asking the permisssion letter from Sanata Dharma University to conduct the research in
SMA Katolik Villanova Manokwari Collecting the needed references and information about the schools background, students and
teacher
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
There are three sub chapters which are going to be discussed in this chapter. The first sub chapter is the process of design reading and writing
materials for grade X students of SMA Katolik Villanova Manokwari. The second sub chapter is the findings and discussion of materials evaluation.The third sub
chapter is the final presentation of an integrated reading and writing material for grade X students of SMA Katolik Villanova Manokwari.
A. The Process of Design an Integrated English Reading and Writing
Material for Grade X Students of SMA Katolik Villanova Manokwari
The writer adapted five stages of RD cycle Borg Gall, 1983 combining with the writer‟s eight flexible steps of instructional design model. The
RD stages were research and information collecting, planning, development of preliminary form of product, preliminary field testing and main product revision.
Then, the writer ‟s eight steps were to conduct the needs analysis, develop the
general guidelines, identify the goal, topics, and general purposes, specify the learning objectives, list the subject contents, select the learning activities and
resources, conduct the evaluation survey and conduct the recycling stage.
63
64
1. Research and Information Collecting
This first stage, the writer reported the results of the needs survey and students
‟ characteristics identification as shown in figure 4.1.
Figure 4.1: Research and Information Collecting Framework
To conduct needs survey, “it entails carrying out a survey of the
communication needs of the learners for whom the program is being prepared ”
Yalden, 1987, p. 88. This step was a process in which learners and others should participate Graves, 2000. Hence,
the students‟ characteristics identification stand for gathering data about learning activities, topics, and level or scope for learning
Kemp, 1977. Similarly, the writer conducted needs survey using interview technique and characteristics identification using quetionnaires.
“We use questionnaires and interviews when we want to tap into the knowledge, opinions,
ideas and experiences of our learners, fellow teachers, parents or whatever” Wallace, 2010, p. 124.
The questionnaires collected the data from the target students, as partisipants, to obtain
students‟ preferences of applying contextual materials, students preferences of applying task-based learning activities and
students‟ perceptions on the difficulties in reading and writing. The questionnaires were
distributed to 73 target students, while only 72 questionaires were submitted. The description of the participants were presented in table 4.1. The writer interviewed
also the target teacher to obtain teacher ‟s perception on applying contextual and
Research and Information Collecting
Needs Survey Characteristics Indentification
65 authentic materials,
teacher‟s perception on students‟ difficulties in reading and writing and teacher
s‟ preferences of using certain teaching method. The detailed information about the results of the needs survey and characteristics identification
were presented as follows.
Table 4.1: Description of the Participants
FM Age
Female Male
14 – 16
17 – 20
45 27
64 8
a. Students’ Characteristics Identification Based on the Questionnairies
The quetionnaires were distributed to the target students in order to identify the
students‟ characteristics. The distributions of the questionnaires were done in 27 until 29 March 2014 in 4 classes of that school. The number of the
participants were 73 target students of 45 females and 27 males between 14 – 20
years old. To summarize the data, the writer used mean score item. The complete
results of the questionaires were presented in table A which was shown in Appendix D.
“Tables can be used effectively for summarizing results, especially if a report involves a large amount of statistical material
” Wiersma, 1995, p. 417. Thus, to interpret the data, the writer used own categorizations. The
categorizations were used as indicators to put the meanings on the numerical data. The summary of the
students‟ charctristics identification were presented as follows.
