Research Setting Research Procedures

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3. Evaluation

The researcher conducted the evaluation which was divided into three parts. The first part had ten close-ended-statements about the look of reading exercises. The second part had five close-ended statements about the Hot-Potatoes program works in the website. Both parts adopted Likert scale in measuring the evaluation and the agreement points as the same as in Table 7 above. The last part was the evaluator ‟s feedback which had five open-ended questions. The evaluators wrote feedback, opinion, and suggestion as the design improvement. The meaning of agreement points can be seen in Table 8 below. Table 8. The Meaning of Agreement Points Point’s Agreement Response Category Abbreviation 1 Strongly disagree SD 2 Disagree D 3 Agree A 4 Strongly agree SA Therefore, the purpose of agreement points was to arrange the students who chose in agree part and disagree part.

E. Data Analysis Technique

The researcher divided this part into three. They were data interview, questionnaire and evaluation.

1. Interview

In analysing the data interview, the researcher translated and summarized the data in narrative description using English. The response of interviewees can be seen in appendix C. Firstly, the researcher transcribed the results of the data 37 interview. Then, the researcher summarized the data transcription of interview Indeed, the researcher used the analysis to get the needs of students and teachers by interviewing the teachers.

2. Questionnaire

After the students answered the questionnaire, the researcher analysed it by classifying the number of students who had chosen certain answer. In analysing the data questionnaire, t he researcher‟s technique is arranging the score as in the points of agreement. The arrangement scores in the data questionnaire were as follows: Table 9. The Arrangement of Data Questionnaire Statement Points of Agreement Disagree Agree SD D A SA

3. Evaluation

In analysing the data evaluation, the researcher used the same methodology as in analysing the data questionnaire. Therefore, the researcher arranged the scores as in the points of agreement. The arrangement scores in the data evaluation are as follows: Table 10. The Arrangement of Data Questionnaire Statement Points of Agreement Disagree Agree SD D A SA 38

F. Research Procedures

There were four procedures to obtain the data for this research such as follows: 1. The researcher conducted interviews and distributed the questionnaire as preliminary field-testing. The purpose of interview and questionnaire distribution are to find the problems and the need s‟ analysis. The reading exercises were designed from both data. First, the researcher interviewed two English teachers who handled the seventh grade students. Based on the result of the interview, the researcher interpreted the data and started to design the syllabus into four units. 2. After designing the syllabus, the researcher developed the syllabus into several exercises for four units by using Hot Potatoes. The design can be accessed at www.englishreadex.pbworks.com. 3. The next step distributed the evaluation sheet for teachers and lecturers. After gathering data evaluation, the researcher started to revise the design. 4. Finally, the researcher presented the final version of the reading exercises design as final product revision. 39

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and findings, which have been ordered in ways justified in the methodology. This chapter answers two questions stated in the research problem. The researcher also divides this chapter into two parts. The first part is the results and discussion about the first question in research problem, “How are the Web-based reading exercises using Hot-Potatoes for the seventh grade students of SMP Pangudi Luhur 1 Yogyakarta designed?” The second part is the final product revision to answer the second question in research problem, “What does the design look like?”

A. The Result and Discussion in Designing Reading Exercises

This part consists of the result and discussion of interview, questionnaire, and evaluation. The description of those result and discussion are as follow.

1. The Result and Discussion of Interview

The new curriculum had already been applied at SMP Pangudi Luhur 1 Yogyakarta. Reading skill became a more dominant skill compared to the other skills, such as writing, speaking, and listening. Almost all teachers used reading text as test item format. Teachers should make a balance in four skills within the application of curriculum 2013. In designing English reading items, teachers had to correlate with the four main competencies of curriculum 2013. Unfortunately, teachers oftentimes find difficulties to implement the curriculum. Neither teachers nor students can follow the new curriculum. Teachers and students would rather 40 feel comfortable with teacher-centered method than students-centered method. Another question that the researcher asked about the facilities and Internet connection at school. The researcher found that SMP Pangudi Luhur 1 Yogyakarta facilitated the students by using wireless provider Wi-Fi. However, the Internet connection did not accessible if there were too many users. The teachers at SMP Pangudi Luhur 1 Yogyakarta also used the Internet connection to browse example of procedure texts, create teacher‟s blog which can upload teaching materials and assignment. And then, the students also asked to submit their assignment via e-mail. Unfortunately, teachers who became the interviewees did not have blogs for online learning media. Both English teachers agreed that their students will open another media, i.e. social media, when the teachers asked them to browse something. Actually, the use of technology at school received good students‟ responses, because they interested in the integration of online learning media. The teachers also said that online learning media would be better if it was presented with interesting design, the language usage was easy to understand for the students, and the design material was new for them. Thus, they might get knowledge from the given text. The online learning media were supposed to improve students‟ reading skill. Hopefully, both students and teachers may get advantages from example of the design in this research. After completing all the exercises in each unit, students got feedback and know the score directly. Students were expected to do more if they knew the scores directly. Another advantage was reducing teachers‟ fatigue in giving feedback and score, and then it was exploring teachers‟ skills in designing English materials. 41 The researcher conducted and designed the reading exercises based on the interview result. Thus, the design could fulfil l teachers‟ needs too. Actually, those two interviewees had equal responds regarding the given questions. The interview result discussed in narrative description as follows. The given questions were in form of open-questions. Based on the first question, reading skill became a more dominant skill than another skill. As a proof, all English test items had reading texts. With regard to the second question, teachers followed the four main competencies of curriculum 2013 as the newly curriculum usage in designing English exercises and test items. In curriculum 2013, those four English skills were integrated into one and it would be better if integrated with technology. Thus, the third question was regarding the second question about the Internet facility at school. Teachers said that the school had a good computer laboratory facilities. They were computers, Internet connection, and teacher‟s blog. However, the Internet connection was not good if there were too many users. When the Internet connection did not work well, the design could not work properly too. The fourth question was about the teachers of SMP Pangudi Luhur 1 Yogyakarta as the Internet facility users. Some teachers at school used the Internet connection in teaching and learning process. This problem might have a good impact to this research, because both teachers and students were familiar with the use of technology. The fifth question about the teachers‟ weblogs. Many teachers did not have weblogs as their interactive tools media in teaching and learning process. Then, this problem made the researcher to design a Web-based for English subject as an example of the integration of technology at classroom or 42 outside cl assroom to facilitate students‟ language learning. Regarding the previous question about teacher‟s weblog, there was a teacher of SMP Pangudi Luhur 1 Yogyakarta who integrated information and communication technology subject by using weblog. The teacher provided and uploaded todays lesson in weblog so that the students could access it. For instance, they must open teacher‟s weblog to see what the assignment is and they must submit it in the weblog or send it by e-mail when the students had an individual project. The idea of the teacher increased students‟ interests to integrate technology and academic subject. The seventh question wa s about the weblog‟s layout may become one factor of increasing students‟ interests. Thus, the design in this research should have an interesting layout. The last question was related with Hot-Potatoes program, the teachers stated that Hot-Potatoes program was interesting and new for teachers and students. In conclusion, the researcher designed the exercises within the use of curriculum 2013, Web-based reading exercises, Hot-Potatoes which can be uploaded in weblog, and the students can access the reading exercises.

2. The Result and Discussion of Questionnaire

The researcher distributed the questionnaires in three different classes; they were 7 B, E and G. The total amount of seventh grade students of SMP Pangudi Luhur 1 Yogyakarta was approximately two hundreds and ten students from seven classes. However, the researcher only got one hundred and twenty seven students to fill the questionnaires. It was because of many schedules at SMP Pangudi Luhur 1 Yogyakarta. For example, the school had a mass for the ninth 43 grade students as the spiritual preparation for national examination, the researcher also got the same schedule with another researcher who conducted experimental research so that the researcher had time constraint in distributing the question naires, and students‟ fatigued after answering the test items from another researcher. And then, the teachers should finish their teaching material to achieve the target for the final examination. The result of the given questionnaire can be seen in Table 11 below. Table 11. The Result of Questionnaire Statement Points of Agreement Disagree Agree SD D A SA A SA N 1. The reading activity will be more interesting if the given exercises related to another lesson interdisciplinary course, e.g. science, social science, history, etc. 2 27 88 10 1.57 21.25 69.29 7.87 2. I need vocabulary exercise before the reading activity, so that I can understand what I read and the meaning of vocabulary. 1 18 70 38 0.78 14.17 55.11 29.92 3. The reading activity will be more interesting if the students invited to be more active although the exercises using online learning media. 1 14 82 30 0.78 11.02 64.56 23.62 4. I will be happy and will have a better understanding to find the main idea if there is a picture in the text. 2 24 68 34 1.57 18.89 53.54 26.77 5. I like browsing, opening and doing English exercises in weblog. 10 41 48 34 7.87 32.28 37.79 22.04 6. It would be much better if the weblog provides syllabus so that the students know what the topics and the target. 10 20 76 34 7.87 15.74 59.84 26.77 7. Vocabulary exercises will be better if it is presented in forms of matching tasks and crossword puzzles. 23 84 20 18.11 66.14 15.74 8. The reading texts should implement 6 96 25