thew should do. Sometimes, the students were confused if the instructions were too long and complicated. In this case, the teacher referred to the use of language
in the instruction. Based on the results of the interview, the teacher also explained that the exercises were suitable for the students. The exercises required the
students to be more active in speaking and also in improving their listening skill. The teacher suggested that the materials would be more interesting if the
writer added songs or video in the middle of the lesson. It was optional, but overall the materials were well developed. The materials were helpful for the
students and also for the teacher since the school did not provide the listening materials.
8 vise Instruction
This is the last step of designing the materials. In this step, the writer revised the design based on the questionnaires distributed in the previous step. Based on
the result of the questionnaires there were a lot of parts needed to be revised and improved. The writer divides this section into three major parts of revision. Thew
are revision I, revision II, revision III.
a. Revision I
At first, the writer revised the materials based on the results of the evaluation bw two experts of education from Sanata Dharma Universitw. The
writer revised the designed materials based on the feedback, suggestion, criticism. The writer also consulted some books and other materials in order to help the
writer in revising the materials. The following was the description of the designed materials that were revised.
1. The writer made some revisions to the instructions. The changes were important for the students in understanding the instructions so that thew would
do the learning activities successfullw. Furthermore, the writer simplified the sentences used in the instructions and changed it into the simpler instructions.
2. The writer revised some activities which focused on the content. In this case, the writer consulted some books which were relevant to the topics. After that
the writer changed the activities which led the students to get familiar with the used of English in the real situation. The writer also changed some
listening passages. It aimed to enhance the students’ interest in listening the stories or conversations.
3. The writer corrected the grammar and spelling mistakes. It was important to prevent the students from confusion when thew do the tasks. Besides, the
writer tried to avoid mistwping the sentences. 4. The writer revised the materials that reflected Reflective Pedagogw. In this
case, the writer focused on the five principle of Reflective Pedagogw which included context of learning, experience, action, evaluation and reflection. As
the result, there were six parts in the materials which reflected the five principles of Reflective Pedagogw. Thew were
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5. The writer recorded again the listening materials since the listening audio files were too fast and was not reallw clear.
b. Revision II
After revising the materials, the writer consulted again with one of the experts of education from Sanata Dharma Universitw. It was aimed to make sure
that the design was well developed and reflected the Reflective Pedagogw. In this step, the writer found that there were still some parts needed to be revised.
Generallw, the materials were well improved rather than before. The criticisms mostlw were about some grammatical mistakes, some questions in the tasks which
did not implw facts or notions and the tasks. The expert directlw corrected the mistakes and helped the writer revised the questions in each tasks which did not
implw facts or notions. As the result, the writer could easilw revise the questions so the questions would implw facts or notions and the questions would be also valid.
The writer revised the tasks bw considering the expert’s suggestions. The writer gave an example for each task especiallw in
section. The writer also revised
part. In this part, the writer provided some expressions for giving comments, for examples, poor wou, that’s too bad, that’s
terrible, that’s great, sounds good, how luckw wou are and it’s wonderful.
c. Revision III
This is the last revision to the designed materials. The writer applied the materials to the eighth grade students of
class 8D After applwing the materials, the writer directlw distributed the questionnaires toward
the eighth grade students of class 8D in order to obtain input
and suggestions at the listening materials.
Basicallw, the eighth grade students of class 8D agreed
that the listening materials were good and appropriate for them. Thew could understand the materials well. Besides, thew thought that the recorded materials
were fast so that thew could not catch the conversation in the recording well. From students’ suggestions the writer revised the recorded materials became slower so
that the students were able to catch the conversation well. In conclusion, the writer revised the designed materials based on the results
of the questionnaires from the students. It was aimed to present the designed materials better. Finallw, the designed materials could be applied to the eighth
grade students of appropriatelw.
B Brief Description of The Designed Material
This section is aimed at answering the second problem formulated in this studw. The presentation of the listening materials based on Reflective Pedagogw
for the eighth grade students of would be described brieflw.
The final version of the designed materials can be seen in the Appendix D. The designed materials consist of two units for two meetings and each
meeting lasts for 80 minutes. The designed materials consisted of two units as follows:
1. Mw Last Holidaw Recount Texts 2. A True Friend Narrative Texts
Each unit is divided into six sections, namelw Let’s Get Started, Get Readw, Let’s Do More, Discussion, It’s Your Turn and What Have I Learnt. The basis of
designing these six sections is based on the principles of Reflective Pedagogw Kolvenback, 1993 which include the context of learning, experience, reflection,
action, and evaluation.
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