Interview Questionnaire Instruments and Data Gathering Technique

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F. Research Procedures

There were four procedures to obtain the data for this research such as follows: 1. The researcher conducted interviews and distributed the questionnaire as preliminary field-testing. The purpose of interview and questionnaire distribution are to find the problems and the need s‟ analysis. The reading exercises were designed from both data. First, the researcher interviewed two English teachers who handled the seventh grade students. Based on the result of the interview, the researcher interpreted the data and started to design the syllabus into four units. 2. After designing the syllabus, the researcher developed the syllabus into several exercises for four units by using Hot Potatoes. The design can be accessed at www.englishreadex.pbworks.com. 3. The next step distributed the evaluation sheet for teachers and lecturers. After gathering data evaluation, the researcher started to revise the design. 4. Finally, the researcher presented the final version of the reading exercises design as final product revision. 39

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and findings, which have been ordered in ways justified in the methodology. This chapter answers two questions stated in the research problem. The researcher also divides this chapter into two parts. The first part is the results and discussion about the first question in research problem, “How are the Web-based reading exercises using Hot-Potatoes for the seventh grade students of SMP Pangudi Luhur 1 Yogyakarta designed?” The second part is the final product revision to answer the second question in research problem, “What does the design look like?”

A. The Result and Discussion in Designing Reading Exercises

This part consists of the result and discussion of interview, questionnaire, and evaluation. The description of those result and discussion are as follow.

1. The Result and Discussion of Interview

The new curriculum had already been applied at SMP Pangudi Luhur 1 Yogyakarta. Reading skill became a more dominant skill compared to the other skills, such as writing, speaking, and listening. Almost all teachers used reading text as test item format. Teachers should make a balance in four skills within the application of curriculum 2013. In designing English reading items, teachers had to correlate with the four main competencies of curriculum 2013. Unfortunately, teachers oftentimes find difficulties to implement the curriculum. Neither teachers nor students can follow the new curriculum. Teachers and students would rather 40 feel comfortable with teacher-centered method than students-centered method. Another question that the researcher asked about the facilities and Internet connection at school. The researcher found that SMP Pangudi Luhur 1 Yogyakarta facilitated the students by using wireless provider Wi-Fi. However, the Internet connection did not accessible if there were too many users. The teachers at SMP Pangudi Luhur 1 Yogyakarta also used the Internet connection to browse example of procedure texts, create teacher‟s blog which can upload teaching materials and assignment. And then, the students also asked to submit their assignment via e-mail. Unfortunately, teachers who became the interviewees did not have blogs for online learning media. Both English teachers agreed that their students will open another media, i.e. social media, when the teachers asked them to browse something. Actually, the use of technology at school received good students‟ responses, because they interested in the integration of online learning media. The teachers also said that online learning media would be better if it was presented with interesting design, the language usage was easy to understand for the students, and the design material was new for them. Thus, they might get knowledge from the given text. The online learning media were supposed to improve students‟ reading skill. Hopefully, both students and teachers may get advantages from example of the design in this research. After completing all the exercises in each unit, students got feedback and know the score directly. Students were expected to do more if they knew the scores directly. Another advantage was reducing teachers‟ fatigue in giving feedback and score, and then it was exploring teachers‟ skills in designing English materials.