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a. Questionnaire results
The writer distributed the questionnaires to the three classes of eighth graders. The three classes were the class in which the writer had done the teaching
practice. Thus, it helped the writer to collect the information about the class better. There were two parts in the questionnaire. Part A focused on the questions about
the students’ experiences on the listening class with their teacher while part B focused on the questions about the activities the students expect for the listening
class. Based on the questionnaire result part A, the writer found that the
students were interested in learning listening skill. However, the frequency of practicing the listening skill at school was not frequent. They also did not have the
student’s book as the reference. The writer also noted that the listening materials they had already had were not too difficult or too easy. They could carry out the
listening materials from the teacher well although some difficulties still occurred. The difficulties which occurred mostly were caused by the occurrence of many
difficult English words they had never known, the lack of the students’ attention during the listening class, and the lack of practicing listening skill. In order to deal
with the difficulties, the students asked to their friends, to the teacher, even consulted the dictionary. Furthermore, the writer found that the fill-in-the-blank
exercise was the activities mostly done in the listening class. Meanwhile, based on the questionnaire result part B, the writer noted that
the students needed to be provided the pre-activity as well as the post-activity. For the pre-activity, most students needed to be given a chance to discuss the
51 vocabulary related to the topic discussed. Besides, as the second option, they
wanted a time to do the sharing about their experiences related to the topic. Discussing the post-activity which they wanted, making the reflection, sharing,
and questioning and answering section about what have been learnt became their choices. At last, the writer noted that the students wanted to use video and
recorded listening materials which the content was related to the daily life. The students assumed that it would help them to understand the materials better.
b. Interview results
By doing an interview with the two English teachers of SMP Negeri 2 Yogyakarta, the writer concluded some information about the learners and the
listening class. The writer noted that the students often found it difficult to deal with the new English vocabulary. It was also supported by the lack of the
students’ attention during the listening class. It was interesting for the writer to note that the students were actually interested and enthusiastic in listening class.
However, the limited materials and the lack of the media usage became the problems. The teachers used the LKS students’ worksheets as the reference to
teach listening. Therefore the students did not get various activities in listening practices. Sometimes, the teacher conducted the listening class in the language
laboratory. However, the listening class was often conducted in the classroom and the teacher then read the materials aloud. The students were not accustomed to
listening to the native speakers. Since the students should be introduced to the daily life activities and the authentic materials as suggested by the teachers, the
using of audio and audio recording involving the native speakers would be better
52 to improve the students’ interest in the listening class as well as their listening
skill.
2. Goals, Topics, and General Purposes
The goals, topics, and general purposes were composed based on the standard competence and basic competence stated in the school-based curriculum
syllabus for the eighth graders of junior high school. The topics were chosen based on the topics given in the second semester. In the second semester, there are
24 credit hours for English subject skill listening. However, in this study the writer designed the materials for 8 credit hours. Since the writer experienced
teaching invitation, announcement, narrative, and recount text in the second semester, the writer designed the materials based on those topics. It took 8 credit
hours for those topics. Those four topics were composed in 4 units in which one unit was for 2 credit hours. Besides, the English teachers of the school assigned
the writer to give other references on those four topics. Therefore, the goals and the general purposes were based on the topics chosen. The following table
presents the goals, which refer to the competence standard, the topics, and the general purposes, which refer to the basic competence.
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