Preliminary Materials’ Revision English listening materials using task based language teaching for the second year students of visual communication design program in SMK Negeri 5 Yogyakarta

Topic Learning Indicators on the first design Learning Indicators after revision 5. Use the expressions of giving opinions, agreement and disagreement accurately 4. Respond the opinions accurately. Describing Process Students are able to: 1. Answer the questions related to the spoken text correctly. 2. Identify and mention expressions used in describing process accurately. 3. Pronounce some words related to the spoken text accurately. 4. Respond the expressions accurately. 5. Use the expressions of describing process accurately. Students are able to: 1. Answer the questions related to the spoken text correctly. 2. Identify the main idea of the spoken text. 3. Identify detailed information from the spoken text Announcement Students are able to: 1. Answer the questions related to the spoken text correctly. 2. Identify and mention expressions used in announcement accurately. 3. Pronounce some words related to the spoken text accurately. 4. Respond the expressions accurately. 5. Use the expressions of giving announcement accurately Students are able to: 1. Answer the questions related to the spoken text correctly. 2. Identify the main idea of the spoken text. 3. Identify detailed information from the spoken text b. Revising the framework of the learning activities Based on the material’s feedback, the framework of the learning activities was complicated and not well elaborated. Therefore, the framework was re- arranged and simplified into the better one. Table 4.11: Revision on the Framework of the Learning Activities Sections of the first designed materials Sections of the design materials after revision Get Ready Introduction Get Ready Introduction + Pre task Pre task Let’s See Language Focus Work It Main task Work It Main task Show Time Post Task Let’s Do It Post task c. Revising parts of the handbook The writer also revised some parts of learning materials and activities in the handbook. The following are the revisions of the handbook: 1 Revising the instructions on some activities in the handbook. Since there were some complicated and unclear instructions in the activities, the writer revised them into simple and clear instructions. 2 Re-recording the spoken texts Some of the recordings of the spoken texts were not clear enough. For that reason, the spoken texts were re-recorded and added by oral instructions for each spoken text. 3 Removing and changing some materials sources and activities There were materials sources which were not appropriate with the syllabus. Some sources were removed since they were irrelevant with the basic competence. Some others were modified to make them more appropriate. Some learning activities were also revised along with the materials sources. The complete learning activities after preliminary materials’ revision can be seen on the table in the next page. 99 Table 4.12: Learning Activities after Preliminary Materials’ Revision Unit Sub-unit Title Section Aims Activity Techniques Unit 1 Jobs in visual Communication Design Get Ready Introduction and Pre task Introduce and prepare students to learn about professions in visual communication design - Activity 1 : completing the mind maps of professions - Activity 2 : describing the professions using the mind maps - Activity 3: matching the vocabulary used in the main task - Activity 1 : 1. Students complete the mind maps of professions. 2. Teacher and students discuss the mind maps. - Activity 2 : 1. Using the mind maps, students describe the professions. 2. Some students share their descriptions. 3. Teacher and students discuss the descriptions. - Activity 3: 1. Students match the vocabulary. 2. Teacher and students discuss the result. 3. Students practice the pronunciations of the vocabulary. Work It Main task Give exposure to the listening sources and provide tasks related to the listening sources. - Activity 4 1. Listening the recording and completing the missing words 2. Matching the descriptions - Activity 5 Listening the recording and completing the paragraph. - Activity 4 1. Students listen to the recording and complete the missing words. 2. Students match the descriptions with the correct pictures. 3. Teacher and students discuss the descriptions. - Activity 5 1. Students listen to the recording and complete the paragraph. 2. Teacher and students discuss the 100 Unit Sub-unit Title Section Aims Activity Techniques - Activity 6 Answering questions related to the paragraph. paragraph. - Activity 6 1. Students answer the comprehension questions. 2. Teacher and students discuss the students’ work. Let’s Do It Post task Give opportunity to apply what students have learnt in the real life situation Activity 7 Making a description of profession in a group Activity 7 1. Students make a group consist of 3-4 members. 2. In group, students make a description of profession. 3. Some groups present their descriptions. Unit 2 Popular Logos Get Ready Introduction and Pre task Introduce and prepare students to learn about popular logos - Activity 1 Mentioning the logos - Activity 2 Matching the vocabulary used in the main task - Activity 1 1. Students find out the products or companies that used the logos provided in the pictures. 2. Teacher and students discuss the students’ work. - Activity 2 1. Students match the vocabulary. 2. Teacher and students discuss the result. 3. Students practice the pronunciations of the vocabulary. Work It Main task Give exposure to the listening sources and provide tasks - Activity 3 Listening the recording and completing the information table - Activity 3 1. Students listen to the recording and complete the table information. 2. Teacher and students discuss the 101 Unit Sub-unit Title Section Aims Activity Techniques related to the listening sources. - Activity 4 Listening the recording and completing the paragraph - Activity 5 Working on the comprehension practice information table. - Activity 4 1. Students listen to the recording and complete the paragraph. 2. Teacher and students discuss the paragraph. - Activity 5 1. Students work on the exercise related to the paragraph. 2. Teacher and students discuss the students’ work. Let’s Do It Post task Give opportunity to apply what students have learnt in the real life situation Activity 6 Answering questions in a pairs. Activity 6 1. Students choose a partner. 2. In pairs, students answer the questions. 3. Students compare their answer to the others. 4. Some students present their answer in front of the class. Unit 3 How does a camera work? Get Ready Introduction Introduce and prepare students to learn about a camera and its work - Activity 1 Answering question about a camera - Activity 2 Completing parts of a camera - Activity 3 - Activity 1 1. Students answer the questions about a camera and share it to the others. 2. Teacher and students discuss the answers briefly. - Activity 2 1. Students complete parts of a camera by using picture provided in the handbook. 2. Students share their work to the others then discuss it with teacher. - Activity 3 102 Unit Sub-unit Title Section Aims Activity Techniques Matching the vocabulary used in the main task 1. Students match the vocabulary. 2. Teacher and students discuss the students’ work. 3. Students practice the pronunciations of the vocabulary. Work It Main task Give exposure to the listening sources and provide tasks related to the listening sources - Activity 4 1. Listening the recording and choosing the correct words 2. Arranging the jumbled paragraph - Activity 5 Working on the comprehension practice - Activity 4 1. Students listen to the recording then choose the correct words to complete the paragraph. 2. Students re-arrange the jumble paragraph. 3. Teacher and students discuss the paragraph. - Activity 5 1. Students work on the comprehension practice. 2. Teacher and students discuss the students’ work. Let’s Do It Post task Give opportunity to apply what students have learnt in the real life situation Activity 6 Discussing about the work of a camera in a group. Activity 6 1. Students make group consist of 3-4 members. 2. In group, students discuss the work of a camera. 3. Students write the process using their own words. 4. Some groups present their work in front of the class. 4 Checking the grammar and correcting the grammatical mistakes There were some grammatical mistakes found in the handbook. Hence, the writer checked and corrected the grammatical mistakes. 5 Adding more stimulus questions and activities in the introduction parts The introduction part of the designed materials was improved by adding more questions to attract students’ attentions and more activities to prepare the students to the topic. 6 Revising unit 2 There was a suggestion to revise the topic on unit 2 since the topic was too general for the intended students. Therefore, the writer changed the topic on unit 2 “My Memory” with more related topic for the student that was “Popular Logos”. Along with the topic, the writer revised the materials as well as the activities on unit 2.

8. Feedback from the Classroom Implementation

This study employs the RD last step that is Main Field Testing by implementing the designed materials to the real classroom. The implementation was carried out to the second year students of Visual Communication Design Program in SMKN 5 Yogyakarta. The classroom implementation was aimed to make sure that the designed materials were appropriate with students’ need and ready to be used. Furthermore, the writer could find out students’ opinion toward the designed materials. The classroom implementation was carried out on April 21 and 22, 2010 to the students of Visual communication Design class A in SMKN 5 Yogyakarta. The writer planned to implement two units of the materials, in which each unit would be performed in 90 minutes. The first meeting would be carried out for unit 1 “Jobs in Visual Communication Design”, while the second meeting would be for unit 2 ”Popular Logos”. However, the implementation was done out of plan. On the first meeting April 21, 2010, the writer could perform only the half part of the unit one. On the second meeting April 22, 2010, the writer continued the rest of the activities on unit one. It can be said that one unit of the designed materials required more than one meeting 90 minutes. Therefore, the writer carried out only one unit which was finished on two meetings 2 x 90 minutes. Furthermore, the writer also gathered evaluation and feedback of the designed materials by distributing the questionnaires to the students at the end of each meeting. The feedback would be useful to find out whether the materials were appropriate to the students. It was also be used to revise and improve the designed materials into the final version. The presentation of the participants and questionnaires’ result would be presented as follow: a. Description of the participants for Classroom Implementation The participants of classroom implementation were second year students of Visual Communication Design Program from class A. There was 37 students of class A, 20 students was male while 17 students was female. All students were on the second grade, which is assumed to have accomplished the novice level of English subject in the first grade. The following table summarizes students’ amount which attended the meetings of classroom implementation. Table 4.13: Description of the Participants for Classroom Implementation Meeting Sex Number of students Total Meeting 1 Male 15 31 Female 16 Meeting 2 Male 16 32 Female 16 b. The Data Presentation from the Result of Classroom Implementation The writer gathered evaluation and feedback of the designed materials by distributing the questionnaire at the end of the two meetings. The questionnaire was combination of close-form and open-form questions. The questions deal with students’ opinion about the designed materials and its implementation and also their understanding of what they have learnt. The questionnaires were distributed twice, on the first and second meeting. Since there were some weaknesses from the questionnaires distributed on the first meeting, the writer revised them to obtain more valid data of the second meeting. On the first meeting, the writer distributed 31 questionnaires and received 30 questionnaires. On the second meeting, the writer distributed 32 questionnaires and received 30 questionnaires. It seemed that not all the participants submitted the questionnaires. The result of the close-form questions can be seen on the table at the next page. 106 Table 4.14 : Data Presentation of Students’ Responses on the First Meeting No Question Response Total Yes No Number of students Number of students Number of students 1 Are the listening activities enjoyable? 27 90 3 10 30 100 2 Are the listening materials enjoyable? 25 83 5 17 30 100 3 Are the listening materials easy to understand? 26 87 4 13 30 100 4 Are the recordings clear? 7 23 23 77 30 100 5 Are the instructions in each activity clear? 30 100 - - 30 100 6 Are the materials related to Visual communication Design Program? 28 93 2 7 30 100 107 Table 4.15 : Data Presentation of Students’ Responses on the Second Meeting No Question Response Total Absolutely Yes Yes Fair No Number of students Number of students Number of students Number of students Number of students 1 Are the listening activities enjoyable? 3 10 19 63 8 27 - - 30 100 2 Are the listening materials enjoyable? 3 10 20 67 7 23 - - 30 100 3 Are the listening materials easy to understand? 6 20 24 80 - - - - 30 100 4 Are the recordings clear? 8 27 18 60 4 13 - - 30 100 5 Are the instructions in each activity clear? 11 37 19 63 - - - - 30 100 6 Are the materials related to Visual communication Design Program? 27 90 - - - - 3 10 30 100