The last inquiry was about kinds of gadgets the students had that could support MP3. Based on the data gathered, 85.5 of the students confirmed that
they had computerslaptops and 82 of the students had flask disks. Besides, 46 students 44 stated that they had MP3 players. 22 students 21 said that they
had MP4 players and only 1 student asserted to have an i-pod.
c. Results of the Classroom Observations
To complete the data, some classroom observations were conducted on 2-3 June 2008. This procedure aimed at gathering additional information needed for
developing the appropriate materials for the students. The information obtained from this procedure supplied the writer with insights into the general indications
of academic the social characteristics of the students. Unfortunately, since there was no listening teaching-learning activity conducted, the investigation was then
focused on one major aspect, that is, students’ social characteristics, particularly on students’ social factors and sociological environment. The classroom
observation form can be seen in Appendix 3. Based on the observations, it was noticed that basically they were active
students. They always answered the questions posed by the teachers immediately and voluntarily. Nevertheless, when they felt that there was no important or
interesting matter to pay attention to, they started to chat to each other. They often ignored the teacher’s explanations when the teacher talked too long and did not
assign them any exercise. This fact revealed that generally the students had short attention span.
In terms of the students’ behaviors in individual work, it was found out that the students relatively discuss at least with a friend next to them when being
assigned to do some exercise individually. Even though finally they wrote their final answer by themselves, they liked to discuss the questions and some possible
answers with the friends around them first. Typically the students enjoyed working in groups. Nevertheless, there was
a tendency that in some cases there were some students in the groups who did not want to participate in accomplishing the tasks. After some investigation, it was
revealed that in each group, there was only one answer sheet to be accomplished. It certainly could trigger the condition in which many students, especially those
who were less responsible or unwilling to do any work, were dependent on those who were diligent or smart.
Considering all of the data gathered from the interview, questionnaires, and classroom observations, it was concluded that there were about 36 to 40
students in a class. The students ranged from 15 to 18 in age. The listening competence of the students was generally below the average. Only a few of them,
especially those who were frequently exposed to the English communities, had good listening competence. In the real listening class, the high-achieving students
tended to dominate the discussions in the class. As a result, the low-achieving students were discouraged to learn since they felt inferior to the high-achieving
students. In relation to their listening competence, generally the students lacked English vocabularies and exposure to the correct pronunciation of English words.
In addition, the listening materials which have interesting topics, interesting PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
activities, and are not only focusing on learning the language features but also focusing on gaining new information or understanding the content are needed by
the students. Dealing with the listening materials and facilities, in SMA 9 Yogyakarta,
there were still very limited listening materials and facilities available. Besides, the listening materials available were not adequate to improve the listening skills
of the students. The listening media employed were considered ineffective and inefficient. In fact, there were some computers andor laptop available.
Nevertheless, those facilities still had not been employed to support the listening teaching-learning activities.
2. Planning
