5. Evaluation interview guideline
The second was after conducting the teaching learning process to find the evaluation from the respondents. The respondents being interviewed were
children of L1A class, their parents and the teachers of L1A class who was also researcher’s collaborator. This data was used to measure the effectiveness of the
developed materials. Besides, it was also used as the consideration to revise the developed materials so they would meet the qualifications.
D. Research Data Collection
The data for needs analysis was obtained by using the first questionnaire, first interview guideline and by having observation. The first questionnaire was
distributed to L1A’s parents in the beginning of the EFH 2013 program. The questionnaire consisted of a set of questions about
children’s characteristics, needs, profile of intelligences, interests; and also
about parent’s opinions and expectations about EFH for their children. The first interview was conducted
before the teaching-learning process. The respondents were teachers of L1 class of FEC and EFH previous years. They were being asked about their experiences
during teaching L1 class, especially regarding to the materials being used and the children’s backgrounds.
The data were also collected by having observations that were conducted in two times. The first was conducted in L1 class of Fun English Club program.
The second was conducted in L1A class of EFH program. The data were collected in the form of field notes. Field notes refer to data transcription in forms of notes
that are collected through field observation and interview. According to Bogdan
and Biklen 1982, field notes usually consist of two broad kinds of writing: descriptive and reflective. Descriptive field note describes the setting, actions and
conversations, whereas reflective field note describes feelings, thoughts, ideas, questions and concerns.
In this research, descriptive field notes describe objectively the whole
setting of events, actions and conversations for each day teaching-learning process in L1 class of FEC 2013 and L1A class EFH 2013 that was conducted and
observed by the researcher. The description tells additional information about what happens during the program, especially related to the given materials and
activities in detail, so the readers do not need to guess what the researcher means. On the other hand, reflective field notes include subjective descriptions of
the researcher’s feelings, thoughts, ideas and concern about what she was observing in L1A class of EFH 2013. Researchers insights and thoughts about
what have been observed are important since they may clarify points and correct mistakes and misunderstandings in descriptive field notes. The field notes also
allow the researcher to emphasize ideas, hunches, impressions, etc. in order to increase their awareness about possibility of things happening might affect the
research. After held the needs analysis, the data collected was transcript as the consideration in developing the materials.
The evaluation was obtained by using second and third questionnaires, second interview and field notes. The second questionnaire was distributed at the
end of the program to the L1A parents to get the data about parents’ opinions,
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