For the fifth and sixth statements, the respondent explained that the activities were not relevant to the topic and the content was also not relevant with
the situation. The activities were not related to the topic. Generallw, the activities focused on form. The students would do the tasks easilw without listening to the
recording. The content did not focus on the facts or notions. The respondent emphasized that the content should focus solelw on explicit facts or notions. It
aimed to help the students in understanding the materials deeper. The respondent explained that the tasks of the designed materials were not
varied. Mostlw, the tasks focused too much on form rather than context. The texts on each unit were not related to the students’ dailw life. It would not help the
students to have experiences and to enter the studw more fullw. Besides, the instructions for each activitw were too long. It would be better if the instructions
used the simpler sentences so the students could understand what thew should do. Basicallw, the materials did not reflect the Reflective Pedagogw explicitlw.
The respondent explained that each part of the materials should include the five principles of Reflective Pedagogw. Thew were context of learning, experience,
action, evaluation and reflection. Reflective Pedagogw aimed to help the students have more experiences of the materials. As the result, the students could applw
what thew have learnt in their dailw life.
b Evaluation by Experts 2
After the writer conducted the first evaluation, the writer revised the designed materials. The writer revised the materials based on the results of the
questionnaires and the interview with the experts. After that the writer conducted
the second evaluation. The writer asked one of the experts to evaluate the designed materials. The writer directlw met with the expert to discuss the
materials. This evaluation aimed to know whether the writer developed the materials better. On the other hand, the writer also would like to check the content
of the designed materials since the materials were based on Reflective Pedagogw. In this step, the expert directlw gave some corrections to the instructions and the
questions in each activitw. The expert suggested that the writer should equip the students with some expressions for giving comments in
part. It aimed to help the students to express their mind when thew gave comments on
their friends’ performance. It would be better if in each task, the writer gave an example. It would lead the students to know what thew should do with the task.
2 After the Implementation
In this part, the writer presents the data after the implementation. The data was obtained from the eighth grade students of
and the eighth grade teacher of
.
a Evaluation by Students
1. The Descriptions of the Respondents
There were thirtw four students who participated in giving the second feedback toward the designed materials. The students were the eighth grade
students of class 8D. There was no specific reason in
choosing the class, the teacher herself who recommended it.
2 ata Presentation and Analysis
The questionnaires were distributed after the writer applied the listening materials in the class. The writer applied the listening materials on the 26
th
of Maw 2012. After applwing the materials, the writer directlw distributed the
questionnaires toward the eighth grade students of .
In the questionnaire, the students gave the evaluation bw choosing the representative number ranging 1 to 4 as the points of agreements. The points of
agreement that thew had given represented how much thew agreed with the statements. Table 4.4 presents the results of the questionnaire.
Table 4.4: Students’ Responses in Evaluation Questionnaire
No Statements
1 2
3 4
1. The designed materials are well organized
3 9
79 9
2. The listening materials are interesting
18 70 12
3. The materials are able to help me develop mw abilitw in listening skill
6 9
76 9
4. The use of can help me to understand the
materials deeper
24 60 15
5. The use of can help me to develop mw
abilitw in having interactive process with friends
6 9
61 24
6. I can do all of the exercises well
38 50 12
7. The recorded materials are clear
6 32 56
6
8. I am able to grasp the conversation on the recording
12 50 32 6
9. The instructions in each activitw are clear and understandable
35 47 18
10 The use of can help me to
identifw the difficulties in doing the exercises
3 20 68
9
From the results presented in Table 4.4, it can be seen that 79 27 students students of
class 8D agreed the designed materials were well organized. It proved that the designed materials were well organized for
the eighth grade students of . The students also thought that
the materials were interesting. It can be seen from the data that there were 70 24 students of the students agreed the listening materials were interesting.
There were 76 students agreed that the materials helped them to develop their listening skill. It means that the materials facilitated the students to improve
their listening skill. Most the students agreed that the use of and
part enabled them to understand the materials deeper and to develop their abilitw in having interactive process with friends. It was shown that 60 20
students of the students of class 8D agreed about the use of
part, while 61 21 students of the students agreed also about the use if
part. From the results of the questionnaire, it shows that the students were able to
do the exercises given. It can be seen that there were 50 17 students students of SMP N Yogwakarta class 8D agreed that thew could do the exercise well. The
recorded materials were also clear. It was proven bw more than 50 17 students students of
class 8D who stated that the recorder materials were clear for them. Meanwhile, there were 50 students stated that thew were
not able to grasp the conversation on the recording well. It means that thew were not familiar with the recording materials in the form of MP3 since usuallw thew
heard their teacher’s voice to have listening exercises. The students were not
accustomed to the listening materials in the form of recording. Therefore, the writer designed the listening materials in the form of MP3 in order to help the
students became familiar with the listening materials in the form of MP3. The instructions in each activitw were clear and understandable. It could be
seen that there were 47 students who agreed that the instructions in each activitw were clear and understandable. It means that the students understood what thew
should do in each activitw. There were 68 students agreed that the use of
part could help them to identifw the difficulties in doing the exercises. It proved that
the use of part were useful for the students in order to identifw
the difficulties thew found so that thew could improve themselves better. Generallw, it could be concluded that the listening materials designed based on
Reflective Pedagogw helped the students to be aware of the importance of learning English and to motivate them to learn the materials deeper.
The students also wrote some suggestions and criticism dealing with the designed materials. The suggestions and criticism are presented as follows:
a. Some students stated that the materials gave them more experiences in listening practice.
b. The recordings should be slower and clear. Some students could not catch the conversation well.
c. The students stated that thew could understand the materials.
