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c. Questionnaires
In this process, the researcher distributed two types of questionnaire. They were questionnaires for student and teacher. First, the researcher used a
questionnaire for student to obtain data from the students. The aim was to identify the student
s’ characteristics, including their capabilities, needs, and interests, such as their favorite and commonly read storybooks, difficulties in listening to or
reading English stories, difficulties in learning English, and capabilities to overcome their difficulties and to get an access to a computer or laptop and
internet. In the questionnaire, the researcher used close-ended questions multiple- choice and yes-no questions. Multiple-choice questions were selected in order to
limit the responses based on the determined categories. However, blank spaces were still provided to state the reasons and give examples.
Second, the researcher used a questionnaire for the teacher to obtain data from the English teacher. The aims were to recheck and complete the data that had
been obtained from the students. In the questionnaire, the researcher used closed questions multiple-choice and yes-no questions and open-ended questions WH
questions. The multiple-choice questions were similar to the questionnaires that were distributed to the students. Then, WH questions were selected to obtain
broad or additional information that needed further explanations or examples from the participants.
2. Instruments of Materials Validation
In the materials validation process, the researcher used questionnaires as the research instruments. The researcher distributed the questionnaires to one
English teacher as a practitioner and two lecturers from the English Language
57 Education Study Program of Sanata Dharma University as experts. The aim was
to evaluate the materials and obtain feedbacks opinions and suggestions and comment from the participants. In the questionnaires, the researcher used scaled
questions Linkert scale and open-ended questions WH questions. Linkert scale was selected to identify the quality of the materials. It was
adapted from some evaluation checklists of previous studies. Some items were added and deleted based on the requirements and the considerations according to
the advisor’s suggestions. It let the participants indicate their responses to the statements on a continuum, using points of agreements from strongly agree,
agree, disagree , to strongly disagree. The undecided was omitted because this
response often causes ambiguity and difficulty in administering the result. Then, WH questions were selected to obtain broad or additional information related to
the degree of agreement that the participants gave. The instruments are presented in the Appendix B.
Then, data gathering technique employed in this researcher were
determined based on the types of data being obtained. 1.
Data of Research and Information Collecting
In the research and information collecting, there were two types of data that were obtained. The first data were about relevant theories related to the
development educational products, such as the ID model, the principles of integrated approach, the conceptual basis and frameworks of TBLT, the content of
SLBC of 2006 KTSP, the elements of story, and the characteristics of grade VII students of junior high school. The data were obtained from some sources, such as
books, articles, and internet resources.
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