48
proficiency 4.
Wants 6
to find out students’
desire related to the materials
Hutchinson Waters 1987:
56
5. Input
7, 8 to find out students’
preference for the types of input in learning
English and the reading skill
Nunan 2004: 47
6. Themes or
Topics 9
to find out students’ preference on the
themes and topics related to the materials
Nunan 2004
7. Materials
10 to find out the
appropriateness of the content, language, and
presentation in the materials
Richards 2001: 273
8. Procedures
11 to find out learning
activities that students like most
Nunan 2004: 52
9. Setting
12 to find out setting of
doing tasks that students like most
Nunan 2004: 71
10. Learning media 13
to find out preference learning media to the
reading skill Ellis and
Brewster 2002: 186
11. Teacher’s role
14 to find out information
about the role that the teacher should perform
Nunan 2004: 64
12. Learner’s role
15 to find out the role of
the students Nunan 2004:
64 continued
49
2. Rating Scale Expert Judgment Questionnaire
The second questionnaire was the rating scale questionnaire for expert judgment. This questionnaire was meant to evaluate the first draft of the
product in details by an expert. The questionnaire comprised two types of questions: the closed-ended and the open-ended questions. The open-ended
questions were intended to allow the expert to freely deliver hisher suggestions towards the developed learning materials. The organization of the
Expert Judgment Rating Scale was presented in Table 3.
Table 3: The Organization of the Expert Judgment Rating Scale No
Aspect of the Question
Items Number
Purpose of the Question
Reference
1. Expert’s
personal identity
Part A to find out the
information about the expert’s profile
Tomlinson 1998: 240
2. Materials
1, 2, 7, 10, 11 to evaluate the
content of the materials
Nunan 2004: 175
3. Language
4, 5, 8, 9 to evaluate the
language appropriateness used
in the product Hutchinson
Waters 1987: 99
4. ThemeTopic
3, 6 to evaluate the
appropriateness of the themes used in the
product with the content materials
Nunan 2004: 30, 131
5. Learning
activities 12, 13, 14, 15
to evaluate its appropriateness in
terms of learning activities developed
in the product Brown 2001:
142 Nunan 2004:
169-170, 175- 176
continued
50
6. Media
16, 17, 18, 19, 20, 21, 22, 23,
24, 25, 26 to evaluate its media
appropriateness Ellis
Brewster 2002:190-
191 Tomlinson
1998: 286
F. Data Analysis Techniques
Based on the data collection techniques and instruments, the data obtained by this research were quantitative. Hence, the data analysis
techniques employed were descriptive statistics. The data from the needs analysis questionnaires were statistically analyzed using the formula of
percentage and frequency. The result of the analyzed data was in the form of percentage in which the highest percentage indicated the students
condition in need. Meanwhile, the rating scale result of the expert judgment was
quantitatively analyzed based on descriptive statistics which showed the mean and the standard deviation of the findings. The formula used was the one that
was proposed by Suharto 2006 whereas the comments and suggestions by the expert were used as a guide and direction to revise the first draft of the
learning materials developed and the descriptive statistics finding was converted into descriptive analysis by adhering to data conversion table as
presented in Table 4: continued
51
Table 4: Quantitative Data Conversion Table Suharto, 2006 Scales
Mean Interval Categories
4 3.25
≤ � ≤ . Very Good
3 2.26
≤ � ≤ . Good
2 1.75
≤ � ≤ . Fair
1 1.00
≤ � ≤ .7 Poor
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
The research findings in this chapter cover the results of the needs analysis, the course grid, the unit design, the first draft materials, and the
expert judgment. Further, the detailed descriptions are presented in the following descriptions.
1. The Results of the Needs Analysis
The needs analysis is a procedure used to collect information about learners’ needs Richards, 2001: 51. It is able to be conducted prior to,
during, or after a language program. However, according to the type of this research, the needs analysis took place prior to the research product in order to
obtain the inf ormation related to the students’ needs in terms of reading
comprehension. The result of the needs analysis was used as one of the factors besides the core and basic competencies in the 2013 Curriculum to develop a
theme-based storybook. The needs analysis instrument was a questionnaire which consisted of fifteen multiple choice questions. The questionnaire was
distributed to the students of VII-E and VII-F of SMP Negeri 15 Yogyakarta on August 26
th
to 27
th
, 2015. The total respondents were sixty six students who were split into thirty three at each class.
53
Based on the organization of the needs analysis questionnaire, the questions were categorized into twelve different aspects. They covered
students’ personal identity, goals, lacks, wants, input, themestopics, materials, procedures, setting, learning media, teachers’ role, and learners’
role. The students were allowed to select more than one answer to every question according to their real condition. The detailed description of each
question is presented in the following explanation. a
Students’ Personal Identity
There were two classes of Grade VII students involved in this research. They were VII-E and VII-F of SMP Negeri 15 Yogyakarta. Each
class consisted of thirty three students with almost equal distribution of male and female students. These students’ personal identity was Part A from the
questionnaire which was meant to find out the information about the students’ profile as respondents. The data of the respondents are presented in Table 5.
Table 5: Data of the Needs Analysis Respondents
Group Class Age Range
Sex 11
12 13
14 15
Male Female
Students of Class VII-E 5
19 7
1 1
14 19
Students of Class VII-F 2
26 5
15 18
b
Goals
As starting questions in Part B, goals were the second aspect in the questionnaire which were asked to respondents. According to Brown 1995
in Brown 2007: 155 goals are ”general statements concerning desirable and
