CHAPTER III METHODOLOGY
In this chapter, some important points referring to the research implementation would be discussed in detail. The discussion includes research
method, research subjects and respondents, research instruments, data gathering, data analysis and the procedure.
A. Research Method
In this study, the writer used Research and Development method Borg and Gall, 1983. It as a process used to develop and validate educational products.
The goal of this method was not to develop products, but rather to discover new knowledge through basic research or to obtain the answer of the problem.
Actually, there were ten major steps in the R D cycle used to develop manicure, but in this study, the writer only used five steps, they were as follows.
1. Research and information collecting includes review of literature, class room
observations, and preparation of report of state of the art. 2.
Planning includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
3. Develop preliminary form of product includes preparation of instructional
materials, handbooks, and evaluation devices. 4.
Preliminary field testing interview, observational and questionnaire data collected and analyzed.
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5. Main product revision revision of product as suggested by preliminary field
test results.
B. Research Respondents
1. Respondents of Learners Analysis Survey
The fifth grade students of Santa Maria Elementary School Magelang were taken as the respondents of this study. There were about 26 students
involved in the class. The students were given questionnaires in order to know their interest, needs, and difficulties in learning English. They were also
interviewed to dig more detailed information in accordance with the English teaching learning process they had conducted in their school.
2. Respondents of the Survey Research
The respondents for this category involved some English lecturers in Sanata Dharma University. The writer distributed the designed materials
evaluation questionnaire for three lecturers of the English Language Education Study Program who have experiences in teaching reading. It was hoped that the
questionnaires being distributed to the English lecturers collect useful and valuable information for improving this study.
C. Research Instruments
1. Questionnaires
There were two types of questionnaires Ary, et al., 1979; 1975, namely structured or closed form and unstructured or open form. The closed form items
were used to make the respondents easy in filling the questionnaires since the writer organized yes-no questions in it. On the other hand, the open form items
were used to get more information from the respondents because they permitted the answers freely.
This study used both types, since the questionnaires being distributed is divided into two parts. The first part included some questions in which the
answers were only yes and no so that the respondents just choose the options. These questions were related to the importance of using games in teaching reading
and the newly developed set of reading instructional materials. In the second part, the suggested answers of the questions were not included. These questions asked
about the respondents’ opinions, suggestions and recommendations for the improvement of the newly developed materials. There were two types of
questionnaires. The first type was given to the students and the second to the English lecturers determined. The questionnaire given to the students were
provided in the form of Indonesian to avoid miss interpretation among the students. It was because they were elementary students who were still lack of
vocabulary to understand complex languages as provided in the questionnaires.
2. Interview
According to Ary, Lucy, and Ashgar 1990: 418, there are two basic types of questions used in an interview. The first type is unstructured interview which
permits a free response from the respondents to answer the question. Then, the second type is structured interviews which presents various options to be chosen
by the respondents. In this study, I used unstructured interview to obtain the
information. The interview was informally conducted to the students in the fifth grade about the previous reading materials, teaching reading strategy used by the
teacher, the students’ reading activities, and the difficulties found in reading class.
D. Data Gathering Technique
The writer obtained the data about the students’ needs, interests, and difficulties in learning English, especially in reading, from the questionnaires that
were distributed to the students, the informal interview and the writer’s self involvement. The questionnaires were distributed to the 26 students of the fifth
grader in Santa Maria Elementary School Magelang. They were filling the closed form questionnaire by choosing yes or no answer in Indonesian language based on
their own knowledge. After obtaining the data from the students, the writer conducted the
informal interview to the students in the fifth grade to complete the previous data. After that, the writer tried to involve herself by using her experiences in teaching
the fifth grader of Santa Maria Elementary School Magelang to provide the actual data based on the real teaching learning activities, especially about reading
activity in the classroom. The writer already had about more than a year teaching experiences. Hopefully, it could provide the more actual data for this study.
The third data of the designed materials evaluation which obtain ideas, feedback and suggestions about the designed materials was gathered from the
designed materials evaluation questionnaires which were distributed to the
English lecturers. The questionnaires were distributed to the respondents directly and personally.
E. Data Analysis Technique
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