47 First, the pre-design questionnaires which aimed to collect information
data about the students‟ needs were distributed to the first semester students of the History Department. Multiple-choice questions were selected in the pre-design
questionnaires in order to limit the responses based on the categories given. It also helped the researcher collected the data of the students‟ needs easier.
Then, post-design questionnaires or evaluation questionnaires were distributed to the experts to evaluate and gave validation whether the materials
were suitable for the students of History Department. Later, the evaluation would be used to revise and improve the designed materials. Scaled questions using
points of agreement and open-ended questions WH questions were selected in the evaluation questionnaires to gain intended feedback from the experts.
E. Data Analysis Technique
In data analysis techniques, the researcher presented two important points: a needs survey and evaluation.
1. Needs survey
Three research instruments were conducted in the needs survey, they are classroom observation, interview and pre-design questionnaires. In the classroom
observation, the researcher used performance checklists and field notes forms to identify the students‟ characteristics. The forms were divided into lecturer‟s
activities form and students‟ activities form. Next, the data gained from the interview with the vice chairperson and the head of the curriculum of the History
Department were described in a narrative description.
48 Then, in order to make comparison, the needs survey from the pre-design
questionnaires was calculated by percentage. The result was obtained by dividing the number of the students‟ choice with the total number of students, and then
multiplied by 100. The percentage was calculated using a formulation as followed
Notes:
n
: the number of students‟ choice
∑n
: the total number of students The pre-design questionnaires were in form of multiple-choice questions
which allowed the students to choose the options as many as the students needed and followed with an explanation of the number of items chosen. The pre-design
questionnaires provided questions about students‟ difficulty in learning English, appropriate teaching-earning strategy, suitable types of exercises and materials as
well as and a question asking for suggestions to improve the learning process.
2. Evaluation
The evaluation of the materials designed was conducted in a post-design questionnaire. The validation form used by the researcher was scaled questions
Linkert scale and open-ended questions WH questions. Linkert scale was selected to let the evaluators indicate the response to the statements using points
of agreement as illustrated in Table 3.1 on the following page.
