Data collection is the process or effort made to obtain data in a study. Data for this study will be collected through an observation checklist.
a. Checklist
The researcher will use checklist to determine the suitability of the characteristic of learning material based on Tomlinson's theory as seen from each chapter of the textbook entitled "Bahasa Inggris" written by Herman Benjamin for class XI students Based on the 2013 curriculum (revised edition)
on semester 1 used by English teachers at SMAN 4 Bengkulu City. The checklist design based on character points from Tomlinson's theory there are:
1) Materials should achieve impact.
2) Materials should help learners feel at ease.
3) Materials should help learners to develop confidence.
4) What is being taught should be perceived by learners as relevant and useful.
5) Materials should require and facilitate learners' self-investment.
6) Learners must be ready to acquire points to be taught.
7) Materials should expose the learners to language in authentic use.
8) The learners' attention should be drawn to linguistic features of the input.
9) Materials should provide the learners with opportunities to use target language to achieve communicative purposes.
10) Materials should take into account that positive effects of instruction are usually delayed.
11) Materials should take into account that learners have different learning style.
12) Materials should take into account that learners differ in affective attitudes.
13) Materials should permit a silent period at the beginning of instruction.
14) Materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement that stimulates both right and left brain activities.
15) Materials should not rely too much on controlled practiced.
16) Materials should provide opportunity for outcome feedback.
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No Criteria by Thomlinson’s Teory Points Yes No Page
1 Materials should achieve impact a.) Updates (new topics, illustrations, and activities in each chapter)
b.) Variations (various types of text and use of audio on CD) c.) Attractive presentation (use of photos)
d.) Interesting content (interesting topics related to the material, universal themes / local references)
e.) Challenges that can be achieved (assignments / exercises)
2 Materials should help learners feel at ease.
a.) grammar info
b) Person Practice / groups c) Notes
d) Examples e) Dialogue 3 Materials should help learners to
develop confidence.
a) Tasks that stimulate students' self-confidence b) Simple language
4 What is being taught should be perceived by learners as relevant and useful.
Relevant and Useful
5 Materials should require and facilitate learners' self-investment.
Concept Map
6 Learners must be ready to acquire points to be taught
Grammar Info
7 Materials should expose the learners to language in authentic use
Index Google
8 The learners' attention should be drawn to linguistic
Grammar Info
9 features of the input
Materials should provide the learners with opportunities to use target language to achieve communicative purposes.
a.) Listening b.) Speaking c.) Reading d.) Writing 10 Materials should take into account
that positive effects of instruction are
Gradual Process To Learn Language
Table 3.1
observation ceklist Criteria by Thomlinson‟s Teory
b. Interview
Interview is one way to collect data. Heigham and Crocker stated that the interview aims to dig deeper into the experiences, views and feelings of respondents. Researchers conducted face-to-face interviews with teachers who taught English. ( Heigham, & R. Crocker, 2009:87)
"The interview process used in the research study was followed by an open- that was used to obtain information about the use of the textbook entitled
"Bahasa Inggris" written by Herman Benjamin for class XI students Based on the 2013 curriculum (revised edition) published by Grafindo Media Pratama 2017.
usually delayed.
11 Materials should take into account that learners have different learning style.
a.) Visual b.) Auditory
c.) Language Features 12 Materials should take into account
that learners differ in affective attitudes.
a.) Receiving & Attending b.) Responding
c.) Valuing d.) Organization 13 Materials should permit a silent
period at the beginning of instruction.
a.) Listening-Speaking b.) Reading-Writing 14 Materials should maximize learning
potential by encouraging intellectual, aesthetic, and emotional involvement that stimulates both right and left brain activities.
a.) Displays spatial activities such as music, creativity, art, and form.
b.) Dialogue with pictures
15 Materials should not rely too much on controlled practiced.
a.) Controlled exercise b.) Free exercise 16 Materials should provide opportunity
for outcome feedback
Reflection
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Table 3.2 Interview Question
Components Indicators Items
Materials should achieve impact
Textbook
1
Materials should help learners feel at
ease.
2
Materials should help learners to develop confidence
3
What is being taught should be
perceived by learners as relevant
and useful.
4
Materials should require and facilitate learners'
self-investment.
5
Learners must be ready to acquire points to be taught
6
Materials should expose the learners
to language in authentic use
7
The learners' attention should be drawn to linguistic features of the input
8
Materials should provide the learners
with opportunities to use target
9
language to achieve communicative
purposes.
Materials should take into account that positive effects
of instruction are usually delayed.
10
Materials should take into account that learners have different learning
style.
11
Materials should take into account that learners differ
in affective attitudes.
12
Materials should permit a silent
period at the beginning of instruction.
13
Materials should maximize learning
potential by encouraging intellectual, aesthetic, and
emotional involvement that
stimulates both right and left brain
activities.
14
Materials should not rely too much
15
33
on controlled practiced.
Materials should provide opportunity
for outcome feedback
16
Developing a balance between spiritual and social
attitudes, knowledge, and skills, and applying
them in various situations in the
school and community.
Curriculum 2013
17
Putting the school as part of the community that provide a learning
experience so the learners are able to
apply what is learned in the school to the community and
utilize the community as a learning resource.
18
Giving freely enough time to develop a variety
of attitudes, knowledge, and
skills.
19
Developing the 20
competencies expressed in terms
of class core competencies which is specified
more in basic competence of
subjects.
Developing class core competence into organizing elements of basic competence. All the
basic competencies and learning processes are developed to achieve the competence stated
in core competencies.
21
Developing a basic competence based
on the accumulative principle, mutually
reinforced and enriched between-
subjects and education level (horizontal and
vertical organizations).
22
c. Documentation
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Data for documentation comes from each chapter of the textbook entitled
"Bahasa Inggris" written by Herman Benjamin for class XI students Based on the 2013 curriculum (revised edition) on semester 1 used by English teachers at SMAN 4 Bengkulu City and photos of documentation from interviews between researcher and English teachers who teach using the book.