CHAPTER III METHOD OF DEVELOPMENT
B. Procedure of Development
C. Design the Tryout of the Product 1. Tryout of Product
Depending on the model of development, the tryout of the product is divided into two kinds of tryout. The first tryout is called as the experts‟
judgment. The experts‟ judgment is carried out to verify the content and
design of the product. The second tryout participated by the learners that involved one to one, small group, and field tryout.
2. Subject of the Tryout
The subject of this research was the second semester students of Economic Educational Department of UIN Mataram. The Economic Educational Department of UIN Mataram has some classes which have not determined yet how many classes for the second semester. But, to choose the subject in this research, the researcher will use the simple random sampling which is stated this technique is done when the subject is judged as homogeneous.25
The limitation of the subject, outman of sample, it will be minimized the general mistake. To minimize the mistake, this research will take 30 samples. The total numbers of the subject in this research is chosen randomly is 30 students.
25Sugiyono, MetodePenelitian Pendidikan PenedkatanKualitatif, Kuantitatif, dan R&D, (AlfabetaBandung, 2015), Pp. 120.
D. Techniques and Instruments of Data Collection
Technique of collecting data refers to the basic way in conducting the research, because the main purpose of research is to gain the data. The researcher cannot gain the data which meet the standard of data determined without knew the techniques of data collection.
The technique of data collection in this research used questionnaire, interview, and observation techniques.
In the principle of research, measurement needs to be carried out.
Accordingly, the research should have a good tool to measure. And the measurement tool in the research usually named as instrument research.26
The instrument of data collection of this study is depending on the technique of data collection which was mentioned above.
1. Questionnaires
There were three kinds of questionnaires that used to gain the data.
They are need analysis, experts‟ judgment, and tryout questionnaires.
a. Need analysis questionnaire. This questionnaire used to collect the data of target needs and learning needs of students in reading skill. It focused on the nature of the students, teachers, and the teaching situation.
b. Experts‟ judgments questionnaire. This kind of questionnaire used to collect the data on product validation. It used to know whether the
26Sugiyono, MetodePenelitian Pendidikan PenedkatanKualitatif, Kuantitatif, dan R&D, (Alfabeta Bandung, 2015), Pp. 148.
material is suitable to the content, goal, activity, input, output and language.
c. Tryout questionnaire. It applied to collect the data related to the students‟ and teacher‟s opinion whether the task is appropriate for
them.
2. Interview guide
There were two kinds of interview guides to get the data, namely need analysis interview guide and tryout interview guide.
a. Need analysis interview guide used to collect the data of target needs and learning needs of the students in reading comprehension. It was done in order to support the data gained from the need analysis questionnaire.
b. Tryout interview guide used to find out the feedback from the students after tryout. This kind of interview expected to get suggestions of the students on the suitable material for them. It was done in order to support the data obtained from the tryout questionnaire.
3. Observation field note
The observation was done in the classroom in order to know the teaching and learning process and give the suggestion or feedback about the unit that they learned. It was done in order to support the data gained from the tryout questionnaire and tryout interview.
E. Technique of Data Analysis
Based on the technique of data collection, in this study the researcher used the qualitative and quantitative data. The qualitative data was collected from the need analysis questionnaire. Descriptive analysis was used to analyze the data obtained. The need analysis described systematically to increase understanding of them. The collected data was identified, categorized, and analyzed based on the components of tasks. Besides, the qualitative data obtain from interview and observation. Furthermore, the result of classroom observation was written as field notes and the interview will be recorded then transcribed.
The quantitative data was obtained from the questionnaire. The data collected from questionnaire analyzed by using descriptive statistic. The descriptive statistics was used to describe the data collected on a research sample. Descriptive statistics used as a means to present and describe some of the data in the questionnaire. For this purpose, the researcher used the central tendency measure (means) and variability measure (standard deviation) of the students‟ and experts‟ responses to the questionnaire. The assessment of the
opinion on the questionnaire used scale in the form of five points of agreements:
1. SD if the respondents strongly disagree with the statement.
2. D if the respondents disagree with the statements.
3. U if the respondents neither agree or disagree or doubt with the statement.
4. A if the respondents agree with the statement.
5. SA if the respondents strongly agree with the statement.
F. Validity and Reliability
Validity is the activity process to measure whether instruments that was used in tryout to measure the product. Validity instruments ware gained by consulting the instruments to the experts to judge the instruments which was designed. The experts asked to criticize the instruments, and then the researcher knew the component of instruments that was inappropriate.
Seliger & Shohamy (1989) “Reliability provide the data collection product is consistent and accurate”. The reliability of this research study will
measure using triangulation. The reliability is measured by triangulation technique which is refers to measure the reliability of product using three technique of data collection (observation, interview, and questionnaire).
CHAPTER IV
RESULT OF DEVELOPMENT
This chapter presents the result of development of the developed reading task for Economics Educational Department Students of UIN Mataram which consists of data display, discussion, and revision of product. The model of research and development which is used in this study is adapted from model proposed by Dick, Carey, and Carey (2015).
A. Data Display
1. Description of the Needs Analysis Results
The need analysis was conducted in aim to obtain the data about the student‟s needs and the information about the students such as the skills,
knowledge, and attitudes.
Need analysis was done on May 2019. The respondents were 30 students of Economics Education Department Students of UIN Mataram. The respondents were chosen randomly from 6 classes. The instruments which were used in collecting the data were the questionnaires and interview guide.
a. Description of the Target needs
Target needs refers to what the students need to know in order to function in the target situation, what the students already know, and what the students need to know. The target needs analysis include the goal and the students‟ proficiency level. The description of the goal and the students‟
proficiency level is presented as follows.
\
1) Goal
Table 1
The Description of Reading Sub-Skills Mastery
Reading Sub-Skills Good Mastery
Percentage
Yes No
Finding detailed information of the text. 18 12 60%
Finding explicit information of the text. 20 7 67%
Finding implicit information of the text. 19 11 63%
Finding the main idea. 27 3 90%
Finding the moral value of the text. 24 6 80%
Finding the general description of the text. 24 6 80%
Finding the words meaning of the text. 21 9 70%
Finding communicative purpose of the text. 17 13 57%
The data in the table above shows that there were 60% of the students claimed that they were able to find the detailed information of the text, 67% of the students were able to find the explicit information of the text, 63% of the students were able to find the implicit information of the text, 90% of the students were able to find the main idea of the text, 80% of the students were able to find the moral value of the text, 80% of the students were able to find the general description of the text, 70% of the students were able to find the words meaning of the text, and 57% of the students were able to find the communicative purpose of the text.
Table 2
The Description of Reading Sub-Skills that the Students Want to be Perceived
Reading Sub-Skills
Want to be
perceived Percentage
Yes No
Finding detailed information of the text. 24 6 80%
Finding explicit information of the text. 21 9 70%
Finding implicit information of the text. 21 9 70%
Finding the main idea. 22 8 73%
Finding the moral value of the text. 20 10 67%
Finding the general description of the text. 20 10 67%
Finding the words meaning of the text. 18 12 60%
Finding communicative purpose of the text. 17 13 57%
Based on the data of sub-skills that the students want to be provided to mastering as it shown in the table above, it was found that 80% of the students wanted to be provided the ability in finding detailed information of the text, 70% of the students wanted to be provided the ability in finding explicit information of the text, 70% of the students wanted to be provided the ability in finding implicit information of the text, 73% of the students wanted to be provided the ability in finding the main idea of the text, 67% of students wanted to be provided the ability in finding the moral value of the text, 67% of the students wanted to be provided the ability in finding the general description of the text, 60% of the students wanted to be provided the ability in finding words meaning of the text, and 57% of the students wanted to be provided the ability in finding the communicative purpose of the text.
Table 3
The Description of Reading Strategies Mastery
Reading Strategies Good Mastery
Percentage
Yes No
Previewing for main idea. 19 11 63%
Skim the text for communicative purpose. 17 13 57%
Skim for general description. 13 17 43%
Review for moral value. 15 15 50%
Predicting the text for word meaning. 17 13 57%
Scan the text for specific information. 23 7 77%
Scan the text for implicit information 21 9 70%
Scan the text for explicit information. 21 9 70%
The data above shows eight reading strategies that the students have mastered. There were 63% of the students asserted that they were able to master the strategy of how to previewing for main idea, 57% of students were able to master the strategy of how to skim the text for communicative purpose, 43% of students were able to master the strategy of how to skim the text for general description, 50% of students were able to master the strategy of how do reviewing for the moral value, 57%
of students were able to master the strategy of how to do predicting the text for word meaning, 77% of students were able to master the strategy of to scan the text for specific information, 70% of students were able to master the strategy of how to scan the text for implicit information, and 70% of students were able master the strategy of how to scan the text for explicit information.
Table 4
The Description of Reading Strategies that the Students Wanted to be Perceived
Reading Strategies
Want to be
perceived Percentage
Yes No
Previewing for main idea. 24 6 80%
Skim the text for communicative purpose. 24 6 80%
Skim for general description. 22 8 73%
Review for moral value. 21 9 70%
Predicting the text for word meaning. 21 9 70%
Scan the text for specific information. 24 6 80%
Scan the text for implicit information 22 8 73%
Scan the text for explicit information. 21 9 70%
The data in the table above shows the reading strategies that the students wanted to be provided in learning English reading. There were 80% of the students claimed that they needed the reading strategies of how to previewing for the main idea. It was also shown 80% of the students wanted the strategies of how to skim the text for communicative purpose to be prepared. In term of speed reading, there were 73% of students wanted the skimming for general description to be prepared, 70% of students wanted the reviewing for the moral value of the text to be prepared, and 70% of students wanted the strategy predicting the text for word meaning to be prepared. Meanwhile, in scanning the text, it was found that 80% of students wanted the strategy of scanning the text for specific information to be prepared, 73% of students wanted the strategy of scanning the text for implicit information, and 70% of students wanted the strategy of inferring the text for explicit information to be prepared.
2) Students’ Proficiency Level
Figure 2
The Students’ Proficiency Level
The data above about the students‟ proficiency level show that
47% of the students claimed that they were in the level of intermediate. It seemed that the students were able to locate and integrate information of the meaning and form of the text. They were able to provide specific text support for inferences, interpretative statements, and comparison within and across the texts. Meanwhile, 40% of the students were in elementary and 13% of the students were in advance level and it was the less prominent level.
Figure 3
The Use of Reading Comprehension for the Next Career
40%
47%
13%
Elementary Intermediate Advance
70%
30%
Useful
Unusefu l
According to the needs analysis data, there were 70% of the students stated that reading comprehension was useful for their next career, by the reason the reading comprehension would use to support their study. Beside, the students would use reading comprehension to support their job. On the other hand, there were 30% of the students thought that reading comprehension unhelpful for their next career.
b. Description of Learning Needs
Learning needs is what the learner needed to do in order to learn. It concern with the method and activities in learning process. This phase presents the data about input, procedure, teacher role, learner role, and setting.
1) Input
In learning English especially in learning reading, students needed media to help them to understand the text. The following pie chart will describe the input of data that students needed.
Figure 4
The Preferred Media for Students in Learning Reading
63%
33%
3%
Picture
Vocabulary Items Reading Text only
From pie chart above, it showed that 63% of the students preferred to use the picture illustration to help them to understand the text, 33% of the students choose the vocabulary items to assist them to understand the text, and 3% of them like reading text only.
Figure 5
The Preferred Types of Text
Refereeing to the students‟ preference of the text types, the needs
analysis data showed that the brochure/advertisement were the most chosen for the students reading materials where 35% of the students preferred to choose it. It was followed by newspaper/magazine articles (33%), and scientific articles (13%).
Figure 6
The Preferred Topics in Learning Reading
33%
53%
13% Newspaper/Magazine
Brochure/Advertiseme nt
Scientific Article
30%
60%
10%
Business Economy Social
In presenting the preference topics in learning reading, it was found that the most popular topics chosen by the students were about economy, where 60% of the students preferred to choose it. It was followed by business (30%), and social topics (10%).
Figure 7
The Preferred Length of Text
In relation with the preferred length of the text, the most prominent length of the text preferred by the students was 100 words (2 paragraphs), they were chosen by 60% of the students. The next was 150 words (3 paragraphs) which were chosen by 30% of the students, and 10% of the students were chosen 200 words (4 paragraphs).
Figure 8
The Preferred Type of Authenticity
60%
30%
10%
100 words 150 words 200 words
43% 57%
Authentic texts Non-authentic texts
Concerning with the authenticity of the texts, there were 43% of the students did not need authentic texts as their reading materials. On the other hands, there were 57% of the students needed authentic texts as their reading materials.
2) Procedure
Figure 9
The Preferred Comprehension Activities
Based on the data above, the most interesting activities in learning reading were reading then answer the multiple choices. It was chosen by 47% of the students. The next was reading then answer essay question where it was chosen by 33% of the students. The third was reading then answer true or false where was chosen by 7% of students, 7% of students were chosen reading then answering with matching activities, and 7% of the students were chosen reading then finding new vocabulary items.
47%
7% 7%
33%
7%
Multiple choices True of false Matching activity Answer essay questions Finding new vocabulary
3) Teacher and Learner Role
Figure 10
The Preferred Teacher and Learner Role
In learning English, there were 93% of the students said that they needed guidance to study, and 7% of the students who were able to study independently.
4) Setting
Figure 11
The Preferred Activities Setting
The pie chare above showed that the most interesting activities according to the needs analysis data were group work which was chosen by 43% of the students. It was followed by pair work (33%), and individual work (23%).
93%
7%
Need guidance Study independently
23%
33%
43%
Individual work Pair work Group work
In addition, the preferred setting is about the place to complete or doing the task. Most of the students were chosen out of class activities (83%). On the other hands, 17% of the students were chosen in class activities.
Figure 12
The Preferred Location
The results of the needs analysis were used to design the reading task. First, reading task were developed. Then, some experts judged the reading task. Then, the revised product were tried-out to get the empirical feedback from the students. The feedback was used to evaluate the tasks, so that the task ware suitable to be used in learning English reading.
2. Data of Try-Out
Tryout was conducted to obtain the data and to know whether the product that was developed were appropriate or not. The tryout was divided into two kinds of tryout; those are experts‟ judgment and try out with the students. The appropriateness of the product was known from the point of agreement from 1.00 to 4.00, if the point of agreement showed
17%
83%
In class Out of class
3.00 was categorized as appropriate while under 3.00 was categorized inappropriate.
a. Experts’ Judgment
The reading tasks used in this research were judged by some experts before trying out to the students. The first expert was Mr. Hery Rahmat, M.Hum as the subject matter expert (SMe) and the second was Mr. Husnawadi, M.A. TESOL as the instructional design expert (IDe).
The first judgment was done by Mr. Hery Rahmat, M.Hum with the point of agreement 3.07. In addition, he stated that the product is good but have to do some revision, such: in term of language, instruction of the tasks, lay out, the activities, and content. The second judgment was Mr.
Husnawadi, M.A. TESOL with the point of agreement 3.00 that showed he agreed with the product. At last, he stated that the design of the product was categorized appropriate because the design of the tasks were interesting.
b. Try-out with the students
The try out was done in B class of economics education that consist of 30 respondents. The first try-out was conducted on 22th of September 2019 with 14 respondents. The second try-out was done on 25th of September 2019 with 29 respondents. Try-out was done to get the empirical feedbacks which would be used to evaluate and revise the task.