42 practicality of the designed materials were very important. Meanwhile, the
lecturers were chosen because of their experience and expertise in English language teaching.
C. Research Instruments
To gather the data of the research and information collecting phase and preliminary field testing phase, there were three kinds of research instruments: an
observation checklist, a list of interview questions, and questionnaires.
1. Observation
The observation checklist was fulfilled during the school observation to survey the support services available in the school. The checklist contains a list of
behaviors to be observed where the observer checks whether each behavior or condition is present or absent during the observation Ary, Jacobs, and Razavieh,
2002. In this study, information gathered through checklist including the school’s facilities, equipments, time allocation for each lesson, and the number of students
of each class. The checklist can be seen in Appendix C. After doing the school observation, the writer knew the facilities that
belonged to the school. Therefore, the writer could make some adjustments on the materials. After doing the assignment independently at home, the facilities are
expected to be able to support the discussion in the classroom.
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43
2. Interview
In attaining qualitative data, interview is one of the most widely used methods. Interview is a method to gather data on subjects’ opinions, believes, and
feelings about the situation in their own words Ary et al.. There are two kinds of interview questions: close-ended questions and open-ended questions. Close-
ended questions can be used when the number of responses is limited and relevant responses can be specified. On the other hand, open-ended questions can be used
when the range of responses is unlimited and unpredictable. To provide opportunity for the respondents to give their comments freely and to get detailed
data as the basis in developing the materials, this study would utilize close-ended and open-ended questions.
The interview questions were constructed to gather data from the English teachers’ perspective about the available support services, learners’ proficiency
level and knowledge, and learners’ characteristics. The type of interview used in study was a personal interview where the interview was conducted in face-to-face
setting. This type of interview was chosen because the interviewer can repeat or paraphrase the questions when the interviewee fails to understand the questions.
Besides, the interviewer can prompt for further answers when the answers are considered incomplete. The list of questions can be seen in Appendix B.
Interview is very important. The information gathered from this phase became the consideration for the writer to adjust the materials with the available
support services, such as the access to copy the materials easily; learners’ level;
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44 and learners’ characteristics. As a result, the materials are expected to be
implemented easily and the materials are suitable to the learners.
3. Questionnaires
