Conclusions CONCLUSIONS AND SUGGESTIONS

64 understand that medium is not the only thing to support learning process. Materials, teachers’ creativity are also important to encourage students to learn.

B. Suggestions 1.

For English Teachers of Senior High School It is necessary for teachers to have enough preparation before teaching the children. It can be done by reading the designed material so that the teacher will understand every activity and the purpose of this design. It will help the teacher know what to do and what the students need to do. It is important for the teachers to use the facilities in school in order to create new atmosphere in class as well. The teachers should understand that students can be bored of monotonous strategies and media. In applying the materials the teachers have to be aware of the possibility to make some revisions or modifications since the materials have not been applied yet.

2. For Future Researchers

This study is intended to design English listening materials for students of SMA N 1 Depok Sleman. The writer, in this study, does not implement the designed materials. Thus, it is expected that the future researchers will implement these materials and observe the results in order to identify the strengths and weaknesses of the materials so that the modifications can be made. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 65 References Anderson, A and Lynch, T. 1988.Listening. Oxford: Oxford University Press. Ary, D., Jacobs, L.C. and Razavieh A. 2002. Introduction to Research in Education . Belmont: WadsworthThomson Learning. Best, J W, and Kahn. V. J. 1986. Research in Education. Simon Schuster, Inc. New Jersey. Borg, W. R. and Gall. M. D. 4 th edition. 1983. Educational Research: An Introduction . New York: Longman, Inc. Brown, G and Mamkjare, K. 1996. Performance and Competence in Second Language Acquisition. Cambridge: Cambridge University Press. Brownell, J. 1996. Listening: Attitudes, Principles and Skills. Massachusetts: A Simon Schuster Company. Chomsky, N. 1986. Knowledge of Language: Its Nature, Origin, and Use. New York: Praeger. Davies, P. 2000. Success in English Teaching: Oxford: Oxford University Press. Departemen Pendidikan Nasional. 2006. Unpublished CD. Ellis, R. 1994. The Study in Second Language Acquisition. Oxford: Oxford University Press. Helgesen, M. 2003. As cited In Nunan, D. Ed., Practical English Language Teaching. New York: McGraw-Hill Contemporary - McGraw-Hill Companies, Inc. Houle, C. O. 1978. The Design of Education. San Francisco: Jossey – Bass Publishers. Hutchinson, T and Waters. A. 1994. ESP: A learning-Centred Approach 2 nd ed.. Oxford: Oxford University Press. Johnson, K. 1982. Communicative Syllabus Design and Methodology. Oxford: Pergamon. Kemp, J. E. 1977. Instructional Design Model: A Plan for Unit and Course Development. Belmont: Fearon-Pittman. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 66 Krashen, S. D. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press. Lancaster, O. E. 1974. Effective Teaching and Learning. New York: Gordon and Breach Science Publisher, Inc. Freeman, L. D. and M. Long. 1991. An Introduction to Second languageAcquisition Research . London: Longman. Littlewood, W. 1981. Communicative Language Teaching. Cambridge: Cambridge University Press. Nunan, D. 2003. Practical English Language Teaching. New York: The Mc. Grow Hill Companies. Nunan, D. 1989. Designing Task for the Communicative Classroom. Cambridge: Cambridge University Press. Richards, J. C. Renandya, W. A. 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press. Sherman, J. 2003 Using Authentic Video in the Language Classroom. Cambridge: Cambridge University Press. Yalden, J. 1987. The Communicative Syllabus: Evaluation Design and Implementation . New Jersey: Prentice Hall International.