CHAPTER 1 INTRODUCTION
D. Data Collecting Procedures
containing miscellaneous questions related to the development of English Language Teacing materials based on how should be established.
The second instrument is interview. Interview allows researchers to gather important data in a purposeful interaction38.In this matter, the research involved two lecturers who teach the students on English Language Teaching materials. Hence, several matters in accordance of the material development of English language material in midwefery have been asked in order to gain more facts and information n on how the development of five English skills should be established.
of research, while interviews with lecturers and students were conducted to gather more information. Following the collection of interview results, the researcher analyzes the data to determine the students' needs.
2. Design
The second phase is design. The researcher designs the material in this phase based on the results of the inventory need. This phase's output is prototype material 1 for the midwifery department.
3. Development
The third phase namely development. Materials are developed by researchers using the theoretical framework established in the previous phase.
The material is then referred to as prototype material 1 and evaluated through self-evaluation and peer evaluation. The output of this stage is prototype material 2.
4. Evaluation
The last phase is evaluation. In this phase, the researchers evaluated the product. In this phase also, the product or prototype e-book has been validated by expert I and expert II to ensure this product has been arrange well and can be used in the classroom.
Figure 3.2. ADDIE Approach Phases E. Data Analysis Technique
The data analysis that used by researchers in this study is a mix method, which consists of qualitative and quantitative data techniques. The research analyzed the interview data obtained from students as qualitative techniques. Then for the questionnaire data and evaluation checklist, quantitative techniques has been used. The results of the data obtained used as attachments and notes for researchers in the development of their research. The process of qualitative and quantitative analysis is presented as follows:
Analysis
Design the questionnaire and Interview guideline
Value thequestionnaire and Interview guideline
Gather information from the subjects
Students’ Needs
Learners Lecturers Analysis data from questionnaire
And Interview guideline Design Integrated
Material
Design Prototype 1
Self-Evaluation Peer Evaluation
Expert 1 Evaluation Expert 2 Evaluation
Development Prototype 2
New E-Book
Experts
1. Qualitative Analysis
The step followed in analyzing qualitative data is the theory by Gay R. Lorraine (2016). This step consists of three steps, the first is pre-coding, the second is coding and the third is summarizing.
a. Pre-Coding
In this phase, the researcher read the data and interpreted the key idea or the issue related to the questions in the interview session. It generated recorded data, which was subsequently converted into textual form before categorized.
b. Coding
The researcher reviewed the information and categorized the key idea throughout this step. Furthermore, each data compared separately in order to assist the researcher in determining the relationship between those issues.
c. Summarizing
The researcher drew a final statement to answer the questions in the interview session at this step.
2. Quantitative Analysis
To evaluate the design of the E-Book material based on expert opinion, researchers employed the questionnaire and evaluation checklists as quantitative analysis. Content and construct validity are among the categories of assessment
checklist items, which are then organized on a Likert scale. Each assessment checklist item have a "yes or no" option. Microsoft Excel was also used to determine the outcomes of the evaluation response summing. The mean score of respondents' views and expectations of students' English material needs was calculated by ranking each category on a scale of one to five.:
Table 3.3. Categories Score of Liker Scale Scores Score range Qualitative description
1 1-1.80 Very Bad
2 1.81- 2.60 Bad
3 2.61- 3.40 Sufficient
4 3.41- 4.20 Good
5 4.21 – 5.00 Very good
CHAPTER IV
THE RESULT OF FINDINGS AND DISCUSSION
A. Analysis Phase
Needs Analysis is a formal, systematic process of identifying and evaluating training that should be done, or specific needs of an individual or group of employees, customers, suppliers, etc. Need analysis possesses a crucial role in the process of designing language course syllabus. The researcher made this research by conducting three systematic process to get the information about the students’ needs based on Brown. D39 those are making basic decision about the need analysis, gathering information, and using information.
1. Making Decision About the Needs Analysis
There are some decision the researcher should think before designing the syllabus such us: who has been scorched in this research, the types of information that must be collected, and point of view should be presented.
a. Target group
Target group is the people about whom information be gathered. The researcher made this research that had been holding at Midwifery department of UIN Alauddin Makassar. in the target group, the researcher conduct it in the fresh student of Midwifery consist of 60 respondent.
b. Audience
Audience is people who eventually be required to act upon the analysis.
39Brown, D. (1995:36). Teaching by Principles-An Interactive Approach to Language Pedadogy. Prentice Hall.
35
In this research, the researcher conduct 2 lecturer as the audience to get more information about the way they teach the students and also the students level in English.
c. Need Analysis
Need analysis is people who are responsible to carry out the need analysis. In this research, the researcher use two experts such as one expert in Midwifery and one from English. The expert gave information about student reference and also give a consideration in developing the syllabus.
After deciding the people who involved in the needs analysis, then the researcher design a questionnaire to get the information what the students need in English for Midwifery. The researcher use three main point to get the students needs:
a) Situations needs and language needs
Situations need refers to the students English ability and the language needs refers to the students interest in English skill. By conducting this both of main question, the researcher has been easy to develop syllabus and English material.
b) Objective need and subjective need
Objective need refers to the topic that the students need in learning English and subjective need refers to what is the purposes of learning English. By conducting this question the researcher be easy in developing topic in each unit of the materials.
c) Linguistic content and learning process
Linguistic content refers to how important the English skills for student of Midwifery and the learning process refers to the way the student learn the English materials.
The next is researcher deciding to design the questionnaire, the researcher validate the questionnaire to the experts before separating to the respondent. After all the questionnaire valid, the researcher come to the Midwifery department and give to the respondent.
2. Gathering Information
In this phase, after collecting all the data and analyze the students’ needs the researcher gathering all the information. The researcher gave a questionnaire to respondent in order to know what the students need in English materials for Midwifery Departement. The researcher gives a questionnaire to the respondent which consists of 7 questions, where the results further describes the students need for English materials in their department.
The researcher gets the data from giving questionnaire and interview of the student, lecture, and expert. In this phase the researcher use four main questions:
a. Identify the problem: in this question the researcher ask to the respondent about the problem in learning English especially the weaknesses in English skills. This question given to identify the problems that are being experienced by respondent.
b. English priority: in this question focus on what the student priority in
learning English. That questions help the researcher to find the student needs in English skills.
c. English ability: that question deliver to know the students level or ability in English. By knowing the students ability help the researcher to develop materials based on the student level in English.
d. Learning style: by asking the student learning style, the researcher get information and help the researcher to design the materials based on the student learning style.
After considering the types of questions that used in a need analysis, a need analyst must determine the most appropriate instruments to gather needs analysis information. Besides, when using any procedures for collecting need analysis information, the needs analysis is required to take into three characteristics of any selected procedures. Reliability it means the questionnaire and the information of that is the same object. Validity it means that the information should be measured and not something different. And Usability refers to interpretation about the scores the result of the questionnaire.
3. Using Information
A need analysis process can generate much valuable information to be utilized within curriculum or syllabus to first of all states goals and objectives, which can also be used as the basis for developing syllabus, materials, and teaching strategies. After conducting the questionnaire and interview, the researcher get the data analysis above:
Table 4.1. The Result of the Question
How Important are the following English skill for you?
Respondents Listening Speaking Reading Writing Grammar
Students 3.60 3.75 3.10 3.50 3.11
Lecturers 4.00 4.00 3.50 3.50 3.50
Average 3.68 3.83 3.40 3.60 3.49
0 – 1.50 = Not important; 1.51 – 2.50 = Less important 2.51 – 3.50 = Important; 3.51 – 4.00 = Very important
The table above, all the skills in English is important for the student of Midwifery. Where Listening 3.68, speaking 3.83, reading 3.40, writing 3.60, grammar 3.49. The students think that all the English skills is important. It also show on the charts below: