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had a Master Degree. Meanwhile, one English lecturer had a Master Degree and the other lecturer had a Doctorate Degree. All of the participants had many
experiences in teaching, which was indicated by their teaching period. All of them had more than five years teaching experiences. Table 3.1 describes the
participants of the post-design study.
Table 3.1 The Description of Post-design Participants Educational Background
Teaching Experience Group of
Participants
D3 S1
S2 S3
1 1 - 5
5 - 10 10
English Teachers
- 2 1 - - 1 - 2 English
Lecturers - - 1 1 - 1 - 1
C. Research Instruments
In this section, the writer discusses the instruments used in pre-design study and post-design study. There are two instruments in this study; that is, interview
and questionnaire.
1. Pre-design Study
In the pre-design study, the writer employed two instruments; that is, the interview and the questionnaire. The interview was for preliminary study and was
accomplished by interviewing two English teachers of Language Department of SMA BOPKRI 2 Yogyakarta. The questionnaire was for the diagnosis of needs
and was distributed to the eleventh grade students of Language Department. According to Elliot 1991: 80, there are three types of interviews, namely
structured, semi-structured, and unstructured interviews. In the structured PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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interview, the interviewer plans the questions. Then, in the semi-structured interview, the interviewer asks some questions, but he or she will still allow the
interviewee to add or to curtail the topic. While, in the unstructured interview, the initiative for raising the topics comes from the interviewee.
In this study, the writer employed the first type of interview; that is, structured interview. By using this kind of interview, the writer conducted
preliminary study by interviewing two English teachers of Language Department of SMA BOPKRI 2 Yogyakarta. The writer wanted to find out the problems faced
by the students in listening and to dig up whether Content-based instruction and the use of films were appropriate solution to the students’ problems in listening
lesson. A questionnaire, according to Seliger and Shohamy 1989: 172, is defined
as “a written form of data collection contained statements for participant to respond.” Two types of questionnaire were used in this study. The first type of
questionnaire was open form questionnaire or unstructured questionnaire. This type of questionnaire did not provide the participants with the suggested answers.
The purpose of the unstructured questionnaire was to give freedom for the participants to answer the questions listed. Answering the questionnaire was the
responsibility of the participants. The second type of questionnaire was closed questionnaire or structured questionnaire. It provided the participants with some
alternatives. The purpose of closed questionnaire was to assist the participants by giving alternatives to answer the questions.
In this study, the writer combined those two types of questionnaire in order to achieve more accurate and appropriate information to design the materials. The
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combination of open and closed questionnaires is semi-structured questionnaire. The writer used the checklist questions type for the questionnaire distributed to
the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. Checklist questions type, according to Ary, Jacobs and Razavieh
2002: 424, is defined as “questions with some number of possible answers.” In this study, the pre-design questionnaire consists of 10 semi-structured
questions and 5 closed-ended questions. In order to obtain definite and clear data from the students, the language used on the questionnaire was Indonesian. The
purpose of distributing the questionnaire was finding the learners’ interests, needs and problems in learning English listening skills.
2. Post-design Study
