disagree which were represented in number 1 to 5. The second part was free spaces that the respondents could write the answer of two questions about
comments and suggestions of the designed material. The result would be utilized to improve the designed material into better product ready to use in teaching-
learning environment. The questionnaires can be seen in appendix I.
D. Data Gathering
Data gathering was conducted twice: in the research and information collecting and in field-testing.
During the observation at school, the writer filled in observation checklist to gather information about the facilities and devices that school has involving
budgets, number of students, and English teachers, lesson duration, and other supported information. This information was used for deciding learning material
based on MI theory. Then questionnaire was distributed to students of language major of SMA Santa Maria Yogyakarta and interview was conducted to English
teachers there. Those steps above were conducted during research and information collecting to gather information about learners’ needs, knowledge background,
characteristics, and other valuable information before designing integrated English instructional material based on MI theory.
As the evaluation, data was gathered by distributing questionnaires to two English teachers of language major in SMA Santa Maria Yogyakarta and two
lectures of ELESP of Santa Dharma University. This step was conducted in field- testing. The data was used to revise the designed material.
E. Data Analysis
The obtained Here is the detailed di
1. Observation Che
From the obse device and media use
teaching media and st as consideration in de
activities. The symbol fact. The information
observed point. The obse
No. Obser
1. Blackboard
2. OHP
2. Interview
The interview variables, students’ be
and Morehouse, 1994: so interview can be
participants were stude Maria Yogyakarta.
d data should be presented and analyzed to d discussion:
hecklist
observation checklist, the writer collected data used in the school. It was effective to det
strategies. The time and schedule information developing syllabus, subject content and dura
bol check was put in present or absent colum
ion column was given to write the necessary he observation list is presented in table 3.1 below
Table 3.1: Observation List
erved point Present
Absent
ardwhiteboard
ew can be applied to obtain information about behavior and expectation from other such as te
1994: 81. Interview can be quite free-wheeling a be very like a conversation Ary et al, 2002:
students and English teachers of language majo It was conducted to gather research a
draw conclusion.
ta about supported etermine possible
ion were collected ration of learning
olumn based on the ry data about the
low.
Information
bout environments’ teachers Maykut
ng and open-ended, 2002: 124. The
ajor of SMA Santa and information
