designed materials. The respondent added that it was important to make the exercises more challenging.
Dealing with the segments and sections of each unit, one respondent suggested that the writer reconsider the arrangement and division of the sections
and subsections in each unit of the designed materials. Another respondent also added that the writer should provide a list of references in the last part of the
designed materials. According to the respondent, it is important for the users of the materials to know the sources of the materials i.e. the aural texts, the theory
of the language employed.
5. Main Product Revision
The adaptation of Kemp’s instructional design step ‘Conducting Revision’ was employed in this step. Employing the data that was gathered through post
design questionnaires, the writer made some revisions to improve the designed set of the materials. In this step, respondents’ opinions, feedback, and suggestions
were taken into considerations in revising the designed materials. At last, there were some revisions made in the designed materials. The revisions are as follows:
a. Some grammatical mistakes in the designed materials were rechecked and then corrected. Therefore, it is hoped that the designed materials could help
the students improve their English proficiency by providing and exposing them to the correct examples of the target language English.
b. Some Wh-questions were added in the designed materials to replace some multiple choice questions. It is hoped that the exercise could be more
challenging for the students. Nevertheless, the writer did not replace all multiple-choice questions with Wh-questions. Some units in the beginning of
the designed materials still utilized multiple-choice exercises. It was based on the consideration that the tasks included in all units were arranged from the
easiest to the most difficult ones. c. A list of references was added in the last part of the designed materials.
Therefore, the users of the materials could be provided with some beneficial information on the sources of the aural texts, the theory of the language, and
any other facts or knowledge included in the designed materials. d. The arrangement and division of the sections and subsections in each unit of
the designed materials were reconsidered. Previously there were four main sections i.e. Before you listen, Vocabulary focus, Comprehension check, Text
Exploration and four subsections i.e. Repeat after your teacher, Language
focus , Listen up, Reflection in each unit. In the preliminary form of the
designed materials Reflection was considered as the subsection or part of Text Exploration
section. After some consideration, the writer decided to regard Reflection
as an independent section main section. It was based on the consideration that the tasks contained in Reflection were not only aimed at
developing students’ knowledge of the target language as the main purpose of the tasks in Text Exploration section but also doing some review on the
whole lesson. It means that in fact Reflection was not only related to Text Exploration
section but also to the whole part of the lesson. Based on such consideration, Reflection was, therefore, categorized as the main section in the
designed materials. Besides, Listen up subsection, which previously was classified as a part or subsection of either Comprehension check or Text
Exploration , was then categorized only as the subsection of Text Exploration
section.
B. Presentation of the Designed Set of the Materials
In this part, the writer presented the final version of the designed set of the materials as the answer to the second question in the Problem Formulation. After
undergoing some revisions, the final version of the designed set of the materials are described as follows.
There were eight topics developed in this designed materials i.e. Special Event, Environment, Entertainment, Folktale, Relationship, Health, Animals, and
Technology. Each topic was developed into one unit. The time allocated for each unit was 2 x 45 minutes. The activities of each unit were categorized into three
main activities i.e. pre-listening activity, while-listening activity, and post- listening activity. The activities were then structured into five main sections, that
is, Before you listen, Vocabulary focus, Comprehension check, Text exploration, and Reflection. Besides, there were also three subsections included in each unit,
namely Repeat after your teacher, Language focus, and Listen up. The complete presentation of the designed materials can be seen in Appendix 8. The topics,
sections, and subsections of all units are presented in Table 4.8. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
