34 Information Collecting, 2 Planning, 3 Develop Preliminary Form of Product,
4 Preliminary Field Testing, 5 Main Product Revision. The reasons for choosing the first five steps were because the writer did not want to burden the
school by conducting the Main Field Testing and because the students had already faced the final class exam. However, the writer would evaluate and revise the
listening materials using the evaluators’ suggestions, opinions, and comments.
The steps of this study were discussed as follows.
1. Research and Information Collecting
According to Borg and Gall 1983, research and information collecting consists of review of literature, classroom observations, and preparation of report
of state of art. In this study, the writer reviewed some theories, such as Kemp’s
Instructional Design Model, Task-Based Language Teaching, and listening theories to collect the information about the study and how to develop the
listening materials for SMP Negeri 2 Yogyakarta. The classroom observations were
conducted during the writer’s teaching practice in SMP Negeri 2 Yogyakarta. As Borg and Gall 1983 state,
“interview and direct field observations have also been useful supplements to the research literature in
providing us with a foundation of knowledge upon which to develop a given educational product” p. 777. Besides observations, the writer gave
questionnaires to the students and interviewed the English teachers of SMP Negeri 2 Yogyakarta in order to obtain the
information about the students’ needs and interest and the existing listening materials of SMP Negeri 2 Yogyakarta. The
35 writer used all of the data and the information in this step to help the writer
develop the listening materials.
2. Planning
The planning step consists of defining skill, stating objectives, determining course sequence, and small scale feasibility testing Borg Gall, 1983 In this
step, the writer employed three steps adapted from Kemp’s Instructional Design
Model. They were stating the goal and the topics, listing the subject content, and specifying the learning objectives. In this step, the writer listed the subject content
before specifying the learning objectives and changed the terms learning objectives into indicators. The terms learning objectives were replaced by
indicators since both of them had the same purpose which was to determine the achievement of the students at the end of the lesson. Moreover, it was because the
school uses School-Based Curriculum, therefore, the term learning objectives were replaced by the indicators. After listing the subject content, the writer
organized it based on the Task-Based Language Teaching theory Willis, 1996 and the listening theory Hedge, 2000.
3. Develop Preliminary Form of Product
