In the process of instructional listening materials construction, some techniques i.e. Plus, Minus, and Zero Category are used as the basis for listening
texts adaptation.
8. Evaluating the Designed Set of the Materials
After designing the listening materials, the writer conducts evaluations to make some improvements on the designed set of the materials. Here, due to the
limitation of the capacity and time, evaluation is conducted on the basis of the perspective of the English teachers and lecturers to the designed set of the
materials. It means that the English teachers and lecturers give their judgments whether the designed set of the materials are already appropriate or well-
developed, give some feedback, and suggestions for the improvement of the designed set of the materials.
9. Revising the Designed Set of the Materials
According to Kemp’s instructional design model, some revision is needed to improve the materials designed by the writer. In this step, the writer revises the
designed set of the materials based on the data gathered in the evaluation step. It should also be noted that the revisions can actually occur in every step
so that the writer could monitor the design and confirm whether the design is already appropriate or not.
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CHAPTER III METHODOLOGY
This chapter discusses the methodology of the study which covers Research Method, Research Respondents, Research Instruments, Data Gathering
Technique, Data Analysis Technique, and Research Procedures.
A. Research Method
This research was conducted to obtain relevant data needed to achieve the objectives of the study. The data gathered from the research were then analyzed
and employed to answer the questions stated in the Problem Formulation. There were two questions to answer. The first question was how a set of supplementary
instructional listening materials incorporating Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta is
designed. The second question was what the designed materials look like. To achieve the objectives of this study the writer employed Educational
Research and Development R D method. According to Borg and Gall 1983, Educational Research and Development R D is a process used to develop and
validate educational products. R D method was developed by Walter R. Borg and aimed at developing the research knowledge and incorporating it into a
product that combines educational research and educational practice rather than finding out new knowledge Borg and Gall, 1983: 771.
Broadly speaking, R D consists of a cycle in which a product is developed, field-tested, improved on the basis of field-test data. The cycle of R
