Data Analysis Techniques RESEARCH METHOD

the same segments together. Finally, conclusions were made based on the grouped-segments. The results were in the form of words and sentences. Further, in analyzing the data from the questionnaire, the researcher used descriptive statistics from the SPSS Statistical Package for the Social Science program. Descriptive Statistics are mathematical techniques for organizing and summarizing a set of numerical data Gall.et.al, 2003: 131. It includes frequencies, central tendency, and variability. Furthermore, the central tendency measure was applied to analyze the data of the respondents’ responses towards the statements. Central tendency is a single numerical value is used to describe the average of an entire set of scores Gall.et.al, 2003: 131. The researcher then analyzed the result of the respondents’ statements related to developed materials using the central tendency measure. Since the central tendency measure consists of mean, median and mode, the data collected from the questionnaire were then presented as in following table. Table 2: The Form of the Questionnaire Result Material Evaluation No. Issues of Statement N Central Tendency Mean Median Mode 1. 2. 3. ….. ……………………. Considering that the researcher used the Likert-type Scale to collect the data from the questionnaire, each response to the statement was anchored to fire points of agreement as follows: 1. Strongly Disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly Agree Later, to make the quantitative data easier to read, the researcher conversed to the computation results of the questionnaire into interval of mean values on a scale of 1 to 5 as in the following table. Table 3: Quantitative Data Conversion Scales Categories Interval of Mean Values Formula Computation 5 Very Good 1.8 x 4.2 4 Good 0.6 x + 1.8 x 3.4 4.2 3 Fair 0.6 x + 0.6 x 2.6 3.4 2 Poor 1.8 x 0.6 x 1.8 2.6 1 Very poor 1.8 x 1.8 Proposed by Sudijono, 2003: 339 Table 3 above presents the scales and the categories of the quantitative data conversion. It also presents the formula of the interval of mean values of each aspect, is the ideal average, and is the ideal standard derivation. Afterwards, the researcher consulted the result of the average means values of each aspect in the questionnaire to decide whether the draft of the designed materials was appropriate or not.

G. Validity and Reliability of the Data

Gall.et.al 2003: 223 states that questionnaires and interviews must meet the same standards of validity and reliability that apply to other data collection measures in educational research. Based on the statement, the researcher analyzed the validity and reliability of the questionnaire as one of the instruments used in this study. The researcher used the content validity and construct validity to assure the validity of the materials in this study. The content validity of the materials in this study was based on the curriculum and needs analysis. Referring to Gall.et.al 2003: 192, the tasks designed were identified whether they were in line with the curriculum and the needs and characteristics of the children or not. The construct validity relates to the content of the developed materials, which should meet the theories underlying the variable measured. The final product of the materials can be seen in Appendix G. Moreover to measure the reliability of the questionnaire, the researcher used Cronbach’s Alpha Formula. After all of the items were valid, the reliability was interpreted from the output.

CHAPTER IV RESEARCH FINDINGS

A Research Findings The researcher followed the procedure of the study which is adapted from the steps of Research and Development cycle in conducting the study. According to Borg and Gall 1983:775; there are ten major steps used in the Research and Development cycling including research and information collecting, planning, development of preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation. In order to simplify the steps of the Research and Development cycle proposed by Borg and Gall, the researcher adopted the ten major steps into eight steps. There are collecting research and information or need survey and need analysis, planning, writing the course grid, developing the materials, evaluating the first draft, trying out the materials, evaluating the second draft, and revising and writing the final draft of the materials developed. The findings of the study are organized into five sections. They are 1 presenting the results of the needs analysis, 2 writing the course grid 3 designing the materials, 4 evaluating and revising the first draft of the tasks and, 5 implementing, evaluating, and revising the second drafts of the materials.

1. Need Analysis

a. Children’s Characteristics