1 Some of the types of listening materials were not appropriate with the types of
materials stated in the Basic Competence of the syllabus. 2
Some learning indicators were not appropriate in developing listening skill and did not support the basic competence.
3 The framework of the learning activities was complicated and confusing.
Some activities on the materials did not have connection with the previous or the following activities.
4 Some of the instructions on the handbook were too long and some the other
was difficult to understand. 5
Some of the recordings were not clear enough. 6
Some materials were not necessary to be included on the designed materials since they were not intended to develop listening skill, such as: materials
about tenses and grammar. One participant said that the students will get confused if they should also pay attention to the sentence grammar when they
have to concentrate to understand the spoken text. 7
Some activities were too difficult for the students, such as an activity on the Main task of Unit 1.
8 The tasks after listening activity were mostly activities which asked students
to fill in the missing words. This kind of task did not guarantee that the students had understood the spoken texts.
9 There are some grammatical mistakes both in the instructions and in the
materials.
The participants also gave some suggestions toward the designed materials. The suggestions are presented as follows:
1 Since some of the materials did not match with the syllabus, it would be better
to revise the Basic Competence and also the learning indicators of the syllabus. One participant suggested that the writer removed some learning
indicators that did not support the listening purpose. 2
Two participants said that the activities were complicated and not well elaborated. Thus, they suggested that the framework of the learning activities
should be revised. 3
Four participants argued that the recordings were not clear enough. It would be better if the writer re- record the spoken texts. Moreover, three participants
suggested the writer to add spoken instruction on the recordings so that the recordings can be easily used together with the handbook.
4 There were some unclear and complicated instructions in some parts of the
unit. The instructions needed to be changed into clearer and simpler instructions.
5 One participant suggested that the writer needed to add more stimulus
questions and activities in the introduction part to prepare the students and get students’ attention on the topic.
6 One participant stated that the topic on Unit 2 was too general. It would be
better if the writer change the topic and activities that more relate to the students’ program.
7 Two participants suggested the writer to have more variation on the activities
which can help students to understand the topic. 8
There were some activities that seemed too difficult for the students. One participant suggested the writer to add clues or more instructions for the
activities. 9
The writer still made grammatical mistakes in designing the materials. It would be better if the writer review all the materials and correct the mistakes.
10 Two participants stated that the grammar review was not really needed on the
listening activities. They suggested the writer not to include the grammar review on the designed materials.
7. Preliminary Materials’ Revision
The data of Preliminary Product Verification was used to revise and improve the designed materials to make the materials better. The writer utilized
feedback and suggestions from the participants as the basis to revise the designed materials. The revisions of the materials would be presented as follows:
a. Revising the syllabus and the lesson plans
Since the basic competence and the learning indicators did not matched with the materials, the writer revised the basic competence, the learning
indicators, as well as the lesson plans to make them in concordance with the materials. The tables at the next page were the revision of basic competence and
of the learning indicators.
Table 4.9: Revision of the Basic Competence
No Basic Competence on the fist design
Basic Competence after revision
1 Understanding interpersonal
conversation and transactional spoken text in daily context related to
describing people’s job and educational background.
Understanding meaning in short spoken functional text and monolog in the form
of simple narrative, descriptive and news item about describing people’s job and
educational background. 2
Understanding interpersonal conversation and transactional spoken
text in form of narrative and descriptive expositions related to past
events and future plans. Understanding meaning in short spoken
functional text and monolog in the form of simple narrative, descriptive and news
item about past events and future plans. 3
Understanding interpersonal conversation and transactional spoken
text in daily context that involves expressions about invitations and
opinions. Understanding interpersonal and
transactional conversation in daily context that involves expressions about
invitations and opinions. 4
Understanding interpersonal conversation and transactional spoken
text in daily context that involves expression about describing process
and announcement. Understanding meaning in short spoken
functional text and monolog in the form of simple narrative, descriptive and news
item about announcement and describing process.
Table 4.10: Revision of the Learning Indicators
Topic Learning Indicators on the first
design Learning Indicators after revision
Describing People’s job
Students are able to: 1.
Answer the questions related to the spoken text correctly.
2. Identify language features used in
the spoken text accurately. 3.
pronounce some words related to 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
Topic Learning Indicators on the first
design Learning Indicators after revision
the spoken text accurately 4.
Retell the spoken text 5.
describe people’s job accurately from the spoken text.
People’s Educational
background Students are able to:
1. Answer the questions related to
the spoken text correctly. 2.
Identify language features used in the spoken text accurately.
3. Pronounce some words related to
the spoken text accurately 4.
Retell the spoken text 5.
Describe people’s educational background 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.
Past Events Students are able to:
1. Answer the questions related to
the spoken text correctly. 2.
Identify language features used in narrative and descriptive
expositions related to past events accurately.
3. Pronounce some words related to
the spoken text accurately. 4.
Retell the spoken text. 5.
Present narrative orand descriptive exposition related to
past events. 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.
Future Plans Students are able to:
1. Answer the questions related to
the spoken text correctly. 2.
Identify language features used in narrative and descriptive
Students are able to: 1.
Answer the questions related to the spoken text correctly.
2. Identify the main idea of the
spoken text.
Topic Learning Indicators on the first
design Learning Indicators after revision
expositions related to future plans accurately.
3. Pronounce some words related to
the spoken text accurately. 4.
Retell the spoken text. 5.
Present narrative orand descriptive exposition related to
future plans. 3.
Identify detailed information from the spoken text.
Invitation Students are able to:
1. Answer the questions related to
the spoken text correctly. 2.
Identify and mention expressions used in inviting, accepting and
refusing invitation accurately. 3.
Pronounce some words related to the spoken text accurately.
4. Respond the expressions
accurately. 5.
Use the expressions of inviting, and accepting or refusing
invitations accurately Students are able to:
1. Answer the questions related to
the conversation correctly. 2.
Identify expressions used to invite, accept and refuse
invitation accurately. 3.
Identify the meaning of the expressions used to invite, accept
and refuse invitation. 4.
Respond the invitations accurately.
Opinions and Agreement
Disagreement Students are able to:
1. Answer the questions related to
the spoken text correctly. 2.
Identify and mention expressions used in giving opinion, agreement
and disagreement accurately. 3.
Pronounce some words related to the spoken text accurately.
4. Respond the expressions
accurately. Students are able to:
1. Answer the questions related to
the conversation correctly. 2.
Identify expressions used to give opinion, to express agreement
and disagreement accurately. 3.
Identify the meaning of the expressions used to give opinion,
to express agreement and disagreement accurately.
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
