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CHAPTER III RESEARCH METHOD
This chapter presents the method used in this research. This chapter consists of the type of study, setting, subjects of the research, data collection technique,
instruments, data analysis technique, and research procedures.
A. Type of Study
This study was categorised as Research and Development RD since the researcher developed English learning materials for grade XI students of
Patisserie Study Programme. According to Gall, Gall, and Borg 2003: 569, RD was an industry-
based development model that the research’s findings were used in designing new products and procedures, which then were field-tested,
evaluated, and refined systematically until they met specified criteria of effectiveness, quality, or similar standards. However, the research conducted by
the researcher here did not employ a field-test or try out, but it was ended by conducting expert judgement.
B. Research Setting
The research was done at SMK Negeri 1 Sewon. It was located in Jalan Pulutan, Pendowoharjo, Sewon, Bantul, Yogyakarta. This school was chosen as
the setting of the research because there was a department which had patisserie study programme. This research was done on February 2016.
C. Subjects of the Research
The subjects of this research were grade XI students of Patisserie Study Programme at SMK Negeri 1 Sewon, the English teacher of that class, and a
materials development expert from English Education Study Programme at State University of Yogyakarta UNY. There were 22 students of grade XI of
Patisserie Study Programme. D.
Types of Data
There were two types of data collected in this research: 1.
Quantitative Data.
The qualitative data included the result of questionnaire. 2.
Qualitative Data. The qualitative data included observation result and interview transcripts.
E. Data Collection Technique
In collecting the quantitative data, the technique used was distributing the questionnaires. There were two questionnaires. The first one was a questionnaire
for needs analysis. It was aimed to identify the students ’ needs. This questionnaire
was in the form of multiple choices. The second questionnaire was for materials evaluation. In this stage, the
questionnaire was aimed to evaluate and to assess the materials from materials development expert or expert judgment. This questionnaire was in the form of
multiple choices and open-ended questions. It was distributed to materials development expert of English Education Study Programme.
The qualitative data was collected through interview and observation. The interview and observation were aimed to support and to validate the quantitative
data collected before.
F. Instruments of the Data
There were two types of instruments used in this research. The first instrument was used to collect the quantitative data, while the second instrument
was used to collect the qualitative data. The instrument used to collect the quantitative data in this research was questionnaires. The questionnaire was
distributed two times. The first questionnaire was distributed in conducting needs analysis. All questions were in the form of multiple choices. The organisation of
the first questionnaire needs analysis was presented as follow: Table 5: The Organisation of the Questionnaire for Needs Analysis
Aspect Item number
Objective Reference
Learners„ identity
Section A To find out who
the students’ are Graves
2000:103 Hutchinson and
Waters 1987:63
Learners’ goal 1,2
To find out the students’ goal of
learning English Graves
2000:104
TARGET NEEDS Necessities
3,4 To find out the
students’ needs in English teaching
and learning
process Hutchinson and
Waters 1987:55
Lacks 5,6,7,8,9,10
To find out the gap between what
the students have already
known and
what they
should know Hutchinson and
Waters 1987:55
continued
continued
Aspect Item number
Objective Reference
Wants 11,12,13
To find out what the students wish
to be included in the materials
Hutchinson and Waters 1987:56
LEARNING NEEDS Input
14,15,16, 17,18,19
To find out the spoken,
written, and visual data
that should
be included in the
materials Nunan 2004:47
Procedures 20,21,22,23,
24,25,26 To find out what
students should do with
the input
within the tasks Nunan 2004:52
Setting 27,28
To find out in what
situations the
learning process can take
place Nunan 2004:70
Learners’ role 29
To find out what part the students
expect to take in carrying out the
tasks Nunan 2004:64
Teachers’ role 30
To find out what part the teacher
should take in the English teaching
learning process Nunan 2004:64
The second questionnaire was distributed to the materials development expert. Since there were three units developed in this research, there were three
questionnaires distributed to the expert. The questionnaires were developed based on the standard of Instrumen Penilaian Buku Bahasa Inggris Sekolah Menengah
Kejuruan published by BSNP Year 2011. The organisation of the second questionnaire expert judgement was presented as follow:
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