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No. RD Steps
Data Instruments
Questions Participants
Dimanakah kamu paling sering mendapatkan akses internet?
2. Planning
Goals, topics and general purposes
- What are the goals, topics, and
general purposes of teaching English for grade VII of junior high school?
- -
What are the topics of teaching English for grade VII of junior high
school? -
3. Materials
validation Evaluation on the
materials: scores, feedbacks
opinions and suggestions, and
comments
Questionnaires Are you strongly disagree, disagree,
agree, or strongly agree with the design’s:
a. General appearance
b. Design and illustration
c. Supporting materials
d. Learning Objectives
e. Stories
f. Language
g. Social and cultural contexts of
the stories h.
Tasks. i.
Flexibility What are the strengths and
weaknesses of the design? Which part of the designed workbook
that should be improved? The English teacher
of SMP Negeri 2 Yogyakarta
The lecturers of the English Language
Education Study Program of Sanata
Dharma University
62
E. Data Analysis Techniques
According to Ary, Jacobs, and Sorensen 2010 there are three stages of analyzing qualitative data, “1 organizing and familiarizing, 2 coding and
reducing, and 3 interpreting and representing” p.481. In this research, the researcher applied the stages to analyze the data.
1. For the Data from Classroom Observations
In the classroom observation forms, the researcher used performance checklists and field notes. In the process of organizing and familiarizing, the data
from the evaluation checklists and field notes were transcribed into a form that was ready for analysis. Then, the researcher made notes that indicated the key
ideas of the data. After that, the researcher organized them into several units by people based on the stu
dents’ and the teacher’s activities and by places from three classes. In the process of coding and reducing, the researcher identified the
concept of the units and labeled them. Then, the researcher identified the similarities and differences among them. After that, the researcher arranged all
units that had the same labels and developed the categories. In developing the categories, the researcher referred to the performance checklists. Last, the
researcher linked some of the categories and developed the themes. The researcher analyzed whether the students’ performances were coherent with the
teacher’s performances or not. In the process of interpreting, the researcher extracted the meanings, developed generalizations, and provided explanations.
2. For the Data from an Interview
In the interview guide list, the researcher used close-ended questions yes- no questions and open-ended questions WH questions. In the process of
63 organizing and familiarizing, the data from the WH and yes-no questions were
transcribed into a form that was ready for analysis. Then, the researcher made notes that indicated the key ideas of the data. After that, the researcher organized
them into several units by places from three classes and by questions. In the process of coding and reducing, the researcher identified the concept of the units
and labeled them. Then, the researcher identified the similarities and differences among them. After that, the researcher arranged all units that had the same labels
and developed the categories. In developing the categories, the researcher referred to the list of categories that had been written on the interview guide list methods,
activities, media or teaching aids, English books, difficulties, solutions, and the benefits of using instructional materials. Last, the researcher linked some of the
categories and developed the themes. The researcher analyzed whether the categories affected each other or not. In the process of interpreting, the researcher
extracted the meanings, developed generalizations, and provided explanations.
3. For the Data from Questionnaires
In this research, the researcher used questionnaires in the processes of research and information collecting and materials validation.
a. Research and Information Collecting Questionnaires
In the research and information collecting questionnaires, the researcher used close-ended questions multiple-choice and yes-no questions and open-
ended questions WH questions. The data from the multiple-choice and yes-no questions were analyzed using central tendency. The researcher measured the
central tendency using percentages. The percentage was calculated using a formulation.
64
Note : : The number of participants who chose certain answer
: The total number of participants related to certain group The process of calculating the percentages were categorized as a process of
categorizing and familiarizing. Therefore, after calculating the percentages, the researcher made notes that indicated the key ideas of the data. Then, the
researcher organized them into several units by questions. In the process of coding and reducing, the researcher identified the concept of the units and labeled them.
Then, the researcher identified the similarities and differences among them. After that, the researcher arranged all units that had the same labels and developed the
categories. In developing the categories, the research combined data in this analysis process with the data from the analysis process of data from the WH
questions. In analyzing the data from the WH questions, the answers from the
participants were transcribed. The researcher listed all reasons or explanations and examples that the participants mentioned. Then, the researcher organized them
into several units by questions. In the process of coding and reducing, the researcher identified the concept of the units and labeled them. Then, the
researcher identified the similarities and differences among them. After that, the researcher arranged all units that had the same labels and developed the
categories. Last, the researcher linked some of the categories from the percentages
65 and WH questions and developed the themes. In presenting the data, the
researcher used tables. The researcher provided detail percentages, reasons or explanations, and examples that had been arranged based on the themes. In the
process of interpreting, the researcher extracted the meanings, developed generalizations, and provided explanations.
b. Materials Validation Questionnaires
In the materials validation questionnaires, the researcher used scaled questions Linkert scale and open-ended questions WH questions. Likert scale
was selected to let the participants indicate their responses to the statements on a continuum, using points of agreement.
1 : if the participant strongly disagrees with the statement 2 : if the participant disagrees with the statement
3 : if the participant agrees with the statement 4 : if the participant strongly agrees with the statement
The option that showed if they neither agree nor disagree or they do not know or doubt undecided was omitted because the option often causes ambiguity and
difficulty in administering the result. The data from the scaled questions were analyzed using central tendency. The researcher measured the central tendency
using mean symbolized as M. Mean is the average point of the sum of the score. The mean was calculated using a formulation.
Note : M
: The average point
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