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able to facilitate students to achieve the formulated competency standard and basic competence.
3. Formulating the Indicators adapted from Taba’s model
The specific objectives are formulated based on the basic competence of the 2006 Curriculum KTSP and in light of what the diagnosis needs indicates. In this
study the specific objectives are stated as the indicators.
4. Selecting and Organizing Contents adapted from Taba’s model
In this step, the writer selects and organizes the contents. Careful selection and well organization of contents is needed in designing the materials. In this
study, the writer applied three stages of listening proposed by Miller; that is, pre- listening, whilst-listening, and post-listening.
5. Selecting and organizing learning experiences adapted from Taba’s
model
In this step, the writer plans the learning experiences or learning activities. Firstly, the writer selects the learning experiences which can motivate the students
and can effectively explain and the subject content. Secondly, the writer organizes the learning experiences to help the students to achieve the objectives.
6. Designing the materials
After selecting the teaching learning activities as well as resources, the writer designs the materials. The materials are designed based on the results of diagnosis
of need and the principles of Six T’s Approach, the theory of teaching listening, and the materials design models Kemp and Taba’s model, which have been
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7. Determining what to evaluate, the ways and means of doing the
evaluation adapted from Taba’s model
In this step the writer developed an evaluation device; that is, post-design questionnaire. The writer determined that the designed materials should be
evaluated by the user and the expert. The evaluation was done by distributing the designed materials and post-design questionnaire to the user and the expert. The
users were three English teachers of SMA BOPKRI 2 Yogyakarta and the experts were two lecturers of the English Language Education Study Program of Sanata
Dharma University.
8. Evaluating the Materials adapted from Kemp’s model
After designing the materials and developing the evaluation device, the writer evaluated the listening supplementary materials. The writer distributed the
questionnaire to the English teachers of SMA BOPKRI 2 Yogyakarta and the lecturers of the English Language Education Study Program of Sanata Dharma
University. It is expected that the writer obtained feedback, comments and suggestion about the appropriateness of the materials for the eleventh grade
students of Language Department of SMA BOPKRI 2 Yogyakarta and the grammar accuracy in the designed materials. The results of the questionnaires will
be used to improve the instructional materials.
9. Revising the materials adapted from Kemp’s model
After evaluating the designed materials, the writer revised the materials. The revision was based on the evaluation from three English teachers of SMA
BOPKRI 2 Yogyakarta and two lecturers of the English Language Education Study Program of Sanata Dharma University.
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Figure 2.3 Steps in Conducting the Study
Determining the competency standard, the basic competence, and the topics
Formulating the indicators Selecting and organizing contents
Selecting and organizing learning experiences
Designing the materials
Determining what to evaluate, the ways and means of doing the evaluation
Evaluating the materials
Revising the materials Conducting diagnosis of needs
CHAPTER III METHODOLOGY
In this chapter, the writer discusses the methods in conducting the study and the procedure in doing it. This chapter consists of method, research participants,
research instruments, data gathering technique, data analysis technique, and research procedure.
A. Method
This study was intended to answer two research questions as stated in the problem formulation; 1 How are supplementary listening materials using films
for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta designed? 2 What do supplementary listening materials using films
for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta look like?
In this study, the writer employed Educational Research and Development R D. R D, according to Borg and Gall 1983: 772, is “a process used to
develop and validate educational products”. They 1983: 772 add that: “the steps of the this process are usually referred to the R D cycle, which
consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in
the setting where it will be used eventually, and revising it to correct the deficiencies found in the field testing stage. …the term “product” includes
not only materials objects, such as textbooks, …, but is also intended to refer to established procedures and processes, such as method of teaching or a
method for organizing instruction.”
The term “product” in this study referred to English supplementary listening materials using films for the eleventh grade students of Language Department of
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