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response without any border. In the study, questionnaire was used to gather quantitative data and also qualitative data. Moreover, the form of questionnaire
being used in the study was both closed and open form questionnaire. In forming the questionnaire to be distributed to the students, a closed form
questionnaire was used. Options were provided and they just needed to select the best option. There was no open-ended question in this phase. The data gained
from the questionnaire then analyzed to look for the average distribution of certain item. For the questionnaire for the teachers, open form questionnaire was selected.
It was aimed to gain feedback and suggestions from the English teachers, and experts. The data gained then were analyzed and converted into scale to get the
best conversion of score interval and category. The following table was the blueprint of the questionnaire for the students and interview checklist of the
interview with the teacher.
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b. Interview
Interview is an instrument to gather information needed through question and answer held by interviewer and interviewee. According to Bryant and
Charmaz 2007, interview is a directed conversation, in which a depth exploration of the certain topic is pulled up from the people who experience it.
Borg and Gall 2007 added that interview is a set of oral questions being asked by the interviewer to get oral responses from the respondents. The results of the
interview is then being recorded and transcribed as the document to support the research being conducted. Wallace 1998 classifies interview into three kinds,
namely structured interview, unstructured interview, and semi-structured interview. Structured interview is very tight and carefully prepared, while
unstructured interview is done without any tight preparation and usually runs like a conversation. Semi-structured interview is the combination of both kinds of
interview described. It has relaxed atmosphere but it also has guidance in the form of list of questions to keep the interview run in the right track. In the study, writer
uses semi-structured interview that will be conducted to the English teachers in pre-design survey phase.
In conducting an interview, Bryant and Charmaz 2007 highlight that having a scenario is very important in order to answer what, why, and how. It
could be concluded that how researcher collects the data will affect which phenomena they are going to see, how, when, where they will see and what sense
researcher will make of them Bryant and Charmaz, 2007. A semi-structured interview which will be conducted is completed with a kind of guideline so that
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the interview will be used to gain information needed. Since it is semi-structured, follow up questions are allowed to gain deeper information needed.
c. Classroom Observation
Classroom observation is aimed to gain complete information on the reading class conducted by the teacher. As stated by Marshall and Rossman 1995 and
Simpsons and Tuson 2003 which is cited in Cohen, Manion, and Morrison 2011 that observation is not merely looking but it is more to look in and note
systematically people, events, behaviors, artefacts, routines, and many more. The focal point of holding and observation is it offers to the investigator or researcher
the chance to gather data from the situations that occurs in a normal way. Cohen, Manion, and Morrison 2011 propose that there are three kinds of observation.
First, a highly structured observation which will let the researcher know in advance what is being looked for. Second, a semi structured observation which
possesses an agenda of certain issue but the observation itself will gather the data to clarify the issue systematically. Third, an unstructured observation which has
less clear of what it is being observed. The observation will go with the flow and notice anything happen during the observation before finally deciding its
significance to the research. To hold an observation, researcher should play role as participant. Johnson
and Christensen 2012 suggest that there are four types of participant. First, complete participant, the researcher made himherself as the member of the group
being observed without telling them that they are being studied. Second, participant-as-observer, the researcher tells the member of the group that they are
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being studies and spends extended time in the group being observed. Third, observer-as-participant, the researcher tells the member of the group that they are
being studied and spends limited time observing them. Fourth, complete observer, the researcher is simply being the outsider and observes the group members
without telling them that they are being observed. In the study, the semi- structured observation will be the one to adapt. The researcher will play role as
observer-as-participant in the observation in order to gather the data. There are points that researcher would like to find out in the reading class being observed
which was taken from the interview results with the teacher. Some issues have been selected and the observation itself will be aimed to clarify the issues taken by
the researcher. The complete checklist is presented in the Appendix 9.
3. Data Gathering Techniques
There were three phases of data gathering, namely pre-design survey, material development, and also post-design survey. In pre-design survey, the
writer collected data from students and English teachers. The writer distributed questionnaire to the students to gather their needs, problems and difficulties then
interview will be done to the English teachers to get the data of the students. In the last phase, open form questionnaire was also distributed to the English teachers
and experts towards the material design in order to gain the feedback, opinion and suggestion for the material improvement.
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4. Data Analysis Techniques
In analyzing the data, the writer classified it into two main parts. The first one was to count the questionnaire from the students and the second one was to
count the questionnaire distributed to the English teachers, and experts. To count the questionnaire distributed to the students, the following formula was used. The
data were measured by using the central tendency, which consisted of mean, median, and mode. In this study, mean was used to draw out whether the designed
test was acceptable or not. Mean is the average of all scores in a distribution. All of the calculations in the study were calculated using computer and application
provided on the internet. In interpreting the data, the writer counted the mean. To interpret the mean,
the writer used the classification proposed by Dornyei 2003 which stated that if the mean was in the range of 1.00
– 1.99, it meant that the material were not acceptable and definitely need to have total revision. If the mean reached the
range of 2.00 – 2.99, it meant that the material were acceptable and needed to be
revised for improvement. If the mean was in the range of 3.00 – 3.99, it meant that
the material were acceptable and needed to be explored more. If the mean was in range of 4.00
– 5.00, it meant that the material were acceptable and did need to be revised. The result of the questionnaire which was in the open form questions
was analyzed descriptively. It was because the data were in the form of opinion, feedback, and also suggestions from the respondents.
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C. RESEARCH PROCEDURE
In conducting the study, some procedures were being followed. It was classified into three parts, namely pre-design survey, material development, and
post-design survey. In the pre-design survey, the writer prepared the questionnaire that will be distributed to the students. The writer also listed questions for the
interview with the English teachers. Both data will be used as the reference in designing the material.
In post-design survey, questionnaire in the form of open form was prepared by the writer. The questionnaire distributed to the English teachers and experts to
gain feedback, opinion, and suggestions towards the designed material. It will be used for material improvement before it was distributed to the students to gain
their opinions, comments and suggestions towards the designed material.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter elaborates the results of the research being conducted. It consists of two main parts, namely The Development Process of the Material and
the Presentation of the Designed Material. The first part consisting of six steps, those are Research and Information Collecting, Planning, Product Development,
Expert Judgments, Main Product Revision, and Final Product Revision.
A. RESEARCH RESULTS
This part presented the results of the research which consisted of several parts. The first part was the development process of the material which gave clear
explanation about reading class, learners’ characteristics, and support services.
The second part named planning consisted of four main subs. Those were stating the goals, topic and general purposes, stating the objectives of the lesson, listing
and organizing subject contents, and selecting learning activities. The next part were product development which described concisely about sections on the
designed material named warming-up, text exploration, vocabulary, exercises, reading skills, and puzzle. In the experts’ judgments results, it elaborated the
participants’ data and the results of the questionnaire distributed to the experts. The next part was the analysis of the experts’ judgments results which covered
four points, namely general opinions of the designed material, the strengths of the designed material, the weaknesses of the designed material, and suggestions for
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