35 Anne Burns 1999: 130 explained that there were three types of response
items which are usually employed in questionnaires, namely closed items, scale items, and open-ended items. The researcher employed scale items, in which the
alternative responses were representing degrees of agreement or disagreement. The researcher provided nine closed question items about the learning progress
using authentic materials in classroom for 32 students of XII Kimia Industri Class. The questionnaire was aimed at investigating to what extent authentic materials
improve students‟ listening comprehension skill. The questions in questionnaire were reflected on the phase in listening comprehension using top-down strategy,
namely 1 listening for details, 2 listening for gist, 3 making inferences, 4 listening selectively, and 5 making prediction. The questionnaire was distributed
to every respondent at the end of the cycle.
4. Interview Guide
Interview was one of non-observational data gathering instruments in this CAR. Burns 1999 stated that interview can be a way of investigating and
collecting data on areas one wishes to explore. Furthermore, Burns 1999 added, “Interviews are often characterized according to the degree of control the
interviewer decides to exercise over the interaction, as structured, semi-structured or unstructured.” In this CAR, the researcher conducted semi-structured interview,
in which the researcher worked through a list of prepared guide questions. The reason of conducting semi-
structured interview was based on Burn‟s 1999 statement, that this kind of interview had the advantage of enabling the
interviewee‟s as well as the interviewer‟s perspective to balance in the research
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 relationship. Also, it allowed for the emergence of themes and topics which may
not have been anticipated when the investigation began and provided greater flexibility.
The interview in this CAR was undertaken with individuals. Burns 1999 stated that this kind of interview enabled the researcher to follow up in more detail
particular cases which have been identified, or observation already made but not fully revealed. There were ten open-ended questions to obtain more information
on students‟ perception and opinion toward the implementation of authentic materials in their comprehension process on listening materials. The researcher
interviewed nine selected students of XII Kimia Industri class as the representatives of the whole students in that class, on April 11
th
, 12
th
, an 13
th
2011. The respondents were chosen randomly to obtain heterogeneous answers and maintain objectivity. It took more or less ten up to thirteen minutes of
interview for each student.
5. Student Journals
In this research, student journals were aimed at providing the researcher feedback responses from the student. As Burns 1999 stated, student journals can
provide valuable insights into classroom interactions and the students‟ responses to their learning experience. The researcher gave this journal to every student in
class, so that they could express their feelings or opinions towards the situation of the teaching and learning process or the materials which were given by the
teacher. Student journals can also be an interesting way of making comparisons amongst the students of perceptions on the topic Burns, 1999. Furthermore,
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37 Burns added, employing student journals in CAR is beneficial to both teacher and
students to investigate areas of difficulty in learning, in both a general and individual sense, as well as provide feedback on classroom tasks, learning process
and strategies, or preferences for classroom groupings. Another benefit is that this kind of sharing information can increase student
‟s motivation to write a journal.
D. Data Gathering Technique
