Participants of the Research and Information Collecting.

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D. Researcher

’s Role In this study, the researcher was an active-listener and questionnaire distributor. The researcher gave questions and get the expecting responses from the interviewee and recorded the result of the interview. The researcher distributed the questionnaires to the repondents, each respondent for each quetionnaire, and then collected them back.

E. Research Instruments

The researcher used the questionnaires and interview protocol as data gathering instruments. There were research and information collecting instruments and preliminary field testing instrument. To collect the data of the research and information collecting, the researcher used the questionnaires for the target students and interview protocol for the target teacher. Then for main product revision, there were questionnaires for the experts to evaluate the product.

1. Research Instruments of the Research and Information Collecting

This study conducted the students‟ characteristics indentification and interview for needs analysis. To identify students‟ characteristics, the researcher used questionnaires which were distributed to the target students. A questionnaire as data gathering instrument is “a self-reported data collection instrument filled out by the research partisipants ”Burke Christensen, 2008, p. 170. The questionnaires were quantitative questionaires which we re “based on closed- 51 ended items and typi cally used in confirmatory or quantitative research” Burke Christensen, 2008, p. 177. To construct the questionnaires, the researcher firstly identified variables of the study, created indicators of the variables, and developed the statements Widoyoko, 2012. Before developing the indicators of variables, the researcher constructed conceptual fields for supporting the statements in the questionnaires Widoyoko, 2012. Three variables of this study were the preference of contextual materials, preference of task-based learning activities and the perception on the difficulty in reading and writing. The contextual materials promoted contextual learning supported by Brown‟s constructivist approach Imel, 2000 and a framework for TBLT Nunan, 2004. The preferences of task-based learning to design instructional activities were yielded on Willis ‟ task-based learning framework 1996 and Nunan‟s TBLT Nunan, 2004. The perception on the difficulties in reading and writing were to determine the scope of learning or the level of learning Morrison, Ross, Kalman, Kemp, 2011. Furthermore, they perceive that “knowing the learner‟s skills, attitudes, or aptitudes is obviously important in determining the appropriate d ifficulty level of instruction” Morrison, Ross, Kalman, Kemp, 2011. Similary, Brown 2001 provides guidelines to identify the level of language proficiency which is adapted from ACTF proficiency guidelines 1986. The general levels were the novice or beginners, Intermediate, and advanced Brown, 2001. Based on the conceptual fields, the researcher used some indicators for developing ten statements for every variable. The amount of the statements