46 Second, to get a feedback on the designed materials, the writer
distributed a questionnaire to the evaluators. The questionnaire was designed based on Likert scales as proposed by Ary, Lucy, and Razavich 2002, p. 224. In
the questionnaire based on Likert scales, Ary at al. 2002 suggest, “The subjects are directed to select the response category that best represents their reaction to
each statement: strongly agree SA, agree A, undecided U, disagree D, strongly disagree SD” p. 225. In this study, the writer made a degree of
agreement points which covered the Likert scales. The agreement points were described as follows.
Table 3.2: Degree of Agreement Points
Agreement Points Meaning
1 Strongly disagree
2 Disagree
3 Undecided
4 Agree
5 Strongly Agree
After collecting the result from the questionnaire, the writer recapitulated the result in the form of a table to summarize the evaluators’ evaluation and described
the result into some points. The following is the presentation of the table of evaluators’ evaluation description.
Table 3.3: Evaluators’ Evaluation Description Blank
No. Evaluators’
Opinion on Frequency of the
agreement points 1
2 3
4 5
47
2. Data Analysis Technique for Interview
The interview was conducted in the research and information collecting. The aim was to collect deeper answer and additional information from the
participants related to the teaching learning activities as well as the students’ difficulties in listening class. The interview was intended for the two eighth grade
English teachers of SMP Negeri 2 Yogyakarta. The information collected was analyzed by concluding the important point of each answer. The analysis’ result of
the interview became the basic for the writer in designing process of English listening materials based on task-based language teaching for eighth graders of
SMP Negeri 2 Yogayakarta.
F. Research Procedures
In conducting this study, the writer implemented some phases which were suitable for the research procedures. First, the writer began with research and
information collection. In this phase, the writer reviewed some theories related to the study as well as collecting the information about the learners by distributing a
questionnaire to the students and conducting interview with the teachers. After gathering the information, the writer analyzed and correlated the results from the
questionnaire and interview. Then, as the planning phase, the writer determined goals, topics, indicators, learning objectives, as well as teachinglearning activities
and resources for the design. After that, the writer started to design the materials based on the information gathered and the determined goals, topics, indicators,
48 learning objectives, as well as teachinglearning activities. It was called the phase
of developing preliminary form of product. As the next phase, the writer did preliminary field testing. The writer
conducted an expert verification by distributing a questionnaire to evaluate the designed materials. The questionnaire was addressed to two eighth grade English
teachers of SMP Negeri 2 Yogyakarta and two ELESP lecturers of Sanata Dharma University. After that, the writer analyzed the feedback gained from the expert
verification. Finally, as the last phase, the writer revised and improved the design based on the feedback gained from the evaluators. The final product of the design
was produced and ready to use.
