42 teaching English to fourth graders of SD Negeri Turi 1 Sleman and known what
kind of suitable activities and learning technique or method for the students. Therefore, the researcher decided to ask their participation in evaluating the
materials. On the other hand, the decision in selecting one lecturer of ELESP of
Sanata Dharma University Yogyakarta to evaluate the materials was based on the lecturer’s competences on education field because the lecturer have already
experienced in teaching English. The lecturer was accustomed to materials development. The lecturer knew how to apply certain technique in teaching and
learning activity.
D. Instruments and Data Gathering Techniques
Generally, there were two major groups of instrument in this research. They were the instruments of the pre-design research and the instruments of the
post-design research. Those instruments were used to obtain information for the needs analysis and the evaluation session. Each of them is explained below.
1. Instruments of the Pre-design Research
There were four instruments of the pre-design research. Those were the observation checklist for the teacher’s activity, the observation checklist for the
students’ activity, the interview guide for the teacher, and the interview guide for the students.
The observation checklist for the teacher‘s activity was used to obtain information about what the teacher did at class during the English lesson. It
43 consisted of several aspects to be checked such as the teaching activity applied by
the teacher, the types of class activity used, the class interaction, the class management, and the use of media in class. The observation checklist for the
teacher’s activity was used by the researcher during the class observation which focused more on the teaching activities conducted by the teacher in class. The
researcher obtained information from the class observation by filling in the observation checklist while observing the class situation. Some notes could be
added to give detail explanation about the aspects observed. In gathering the information, the researcher did the class observation by herself. The researcher
conducted class observation for two times. Each of them spent two lessons time. It was seventy minutes for each class observation.
The observation checklist for students’ activity was used by the researcher to obtain information about students’ activity during the class observation. The
observation checklist was formed on some aspects needed to observe such as students’ readiness in following the lesson, students’ participation during the
lesson, students’ interaction, and students’ effectiveness in using learning media. It was arranged to accommodate the researcher during the class observation. The
researcher filled in the observation checklist of students’ activity while observing them during the lesson. Some spaces were provided to give notes about detail
information of it. The class observation for students’ activity was held in the same time of the class observation for the teacher’s activity. Therefore, it could be said
that observing teacher’s and students’ activity could be done at the same time. Another type of instrument of the pre-design research was the interview
