64 2. Movie Time
In this stage, the students would dominantly watch and listen to the clips provided. This stage provided the main tasks that the students had to complete.
This stage referred to Willis’ 2003 main task stage. 3. And… Action
This stage referred to Willis’ 2003 post task activities which provided follow-up task regarding what the students had already done in the previous stage.
4. Time for Reflection This stage also adopted Willis’ 2003 post task activities. The students
were asked to reflect what they had learned during the lesson and related the lesson with their own lives.
3. Developing Preliminary Form of Product
In this stage, the researcher began designing the materials. The listening materials were developed from the formulation in the Planning stage. The
researcher developed the materials by adapting the basic competencies in School- based curriculum, and then specified them into indicators. Those elements were
combined in the syllabus. In this stage, the researcher also specified the type of listening tasks that
would be assigned in each unit. The type of tasks would be adjusted with the objectives of the units and the content of the movies. The sequence of activities
and type of tasks assigned would be based on the concept of Task-Based Language Learning. The strategies of accomplishing the tasks would be based on
65 the level of difficulty of the task. The type of strategies would vary. The students
would have opportunity to work individually, in pairs, or in groups. It depended on the kind of tasks given. Hence, adapting the concept of TBLL, the students
would have more opportunities to develop their communicative competence by working either in pairs or in groups.
The listening materials were taken from three animated movies, namely Legend of the Boneknapper, Kungfu Panda 2,
and Bee Movie. Those movies were chosen because they contained the materials that were in accordance with the
basic competences. In the design, the researcher took the scenes that were in accordance with the basic competences. The movies would be delivered in the
form of clips. The tasks for the unit would be derived from the clips. The supporting pictures in the materials were taken from the internet.
4. Preliminary Field Testing
In order to ensure whether the designed materials could be implemented for the lesson, the researcher asked three experts in education field to evaluate the
designed materials. The evaluators consisted of the lecturers from Sanata Dharma in the English Language Education Study Program and an English teacher who
taught the eighth grade students in SMP N 3 Sleman.
a. Description of the Participants
In table 4.5, the descriptions of the participants who would evaluate the designed materials were presented.
66
Table 4.5 Description of the Participants Group of
Participants No
Sex Educational
Background Teaching Experiences
M F
S1 S2
S3 1-5
6-10 11-15
16-20 20
English Teacher of SMP N 3
Sleman 1
2
Lecturer of English
Education Study Program in
Sanata Dharma University
3
b. Data Description
The classification of the point of agreements was as follows.
Table 4.6 Points of Agreements Points of
agreements Meaning
1 If the participants strongly disagree with the statements.
2 If the participants agree with the statements.
3 If the participants feel uncertain with the statements.
4 If the participants agree with the statements.
5 If the participants strongly agree with the statements.
Concerning the evaluation stage that was conducted to check the validity of the designed materials, the result of the evaluation is presented as follows.
Table 4.7: Result of the Evaluation Questionnaires No.
Statements Frequency of Degree of
Agreement 1
2 3
4 5
Mode
1 The standard competences are well-
formulated. 1
2 5
2 The basic competences are well-
formulated. 1
2 5
3 The indicators are well-formulated.
2 1
4 4
The indicators are able to support the attainment of standard competences
and basic competences. 1
2 5
67
No. Statements
Frequency of Degree of Agreement
1 2
3 4
5 Mode
5 The tasks are well developed.
1 2
5 6
The materials are relevant to eighth grade students.
1 2
5 7
The instructions of each task are clear and easy to understand.
2 1
4 8
The clips recordings and videos are clear
2 1
4 9
The level of difficulty of the designed material is appropriate with what
should be given to the students. 2
1 4
10 The materials are relevant to the
students’ knowledge and skill level. 1
2 5
11 The tasks or activities in each unit can
facilitate the students to achieve the goals and objectives.
1 2
5
12 The tasks and activities are interesting
and various enough to motivate students.
3 5
13 The materials are able to help the
students develop their listening skill 1
2 4
Mode : the most point given by the participants
The result of the evaluation questionnaires were analyzed by calculating the mode for each statement. Based on the evaluation result, it could be seen that
the mode for questions 1, 2, 4, 5, 6, 10, 11 and 12 were 5. While the mode for statements number 3, 7 ,8 ,9 , and 13 was 4. Point five was the most often value
that appeared in the evaluation. Therefore, it could be concluded that the learning materials were good and appropriate for the eighth grade students of SMP N 3
Sleman. Based on the result of the evaluation questionnaires distributed to the
evaluators in Preliminary Field Testing, there were also several comments and opinions about the designed materials that had been collected. According to the
evaluators’ comments, the materials
designed were well-developed and
68 appropriate for the eighth grade students’ level. The materials were also adjusted
with the curriculum given. Therefore, the materials would be useful for the students. The evaluators also added the listening materials were interesting
because it involved video in the form of animated movie that could easily attract the students’ attention. However, there were some revisions that should be made
considering the suggestions and criticism for the designed materials. There were several points that the researcher should pay attention based on the suggestions
and critics from the evaluators. 1. The plural and singular form in the syllabus should be revised.
2. The dictions should be chosen well. 3. The tasks instruction should be simplified and detailed so that the students
can answer accurately. 4. The researcher should act certain listening sign, such as picture of headset.
The evaluation process was conducted to obtain the information about the strengths and weaknesses of the lesson, critics, and suggestions from the lesson.
Furthermore, the result of the evaluation program would be used to improve the designed materials.
5. Main Product Revision
The result of the evaluation was processed and analyzed. Using the information, suggestion and critics from the evaluators, the researcher revised the
design. It was expected that the designed materials could be properly used to improve and support the students’ listening lesson.
69 Based on the result of the preliminary field testing evaluated by English
teacher and expert lecturers in the previous stage, the researcher was able to make some revisions in the designed materials. Even though the evaluation showed that
the designed materials were applicable for the eighth grade students, revision were needed to improve the quality and effectiveness of the materials. Based on the
comments and suggestions obtained in evaluation stage, there were several revisions that were conducted:
a. The researcher revised several parts of the design to simply and to ease the difficult.
b. Several grammatical mistakes in the design package were corrected. c. The instructions in the design were simplified to ease the students in
understanding them. d. The researcher builds consistency of the learning activities described in the
syllabus and lesson plan. e. In order to practice its use, the size of the clips used in the designed
materials was reduced. f.
The researcher used students-centered approach in describing the learning activities.
g. Certain listening signs are added to clear the time to use the clips.
B. Presentation of the Designed Materials
In this section, the answer of the second problem formulation in the first chapter would be presented. The instructional listening materials were titled
