43 the interview. The data of research and information collecting were used to
develop the listening materials design. This step was the same as identifying the students’ characteristics in the writer’s step,.
2. Planning
In this step, the writer stated the goal and the topics, listed the subject content, and specified the learning objectives. The goal of the design was stated
after findin g the students’ characteristics and referred also to the School-Based
Curriculum. Since the writer used School-Based Curriculum, the topic of the design referred to School-Based Curriculum. The subject content was listed after
the learning objectives had been specified and it was organized based on the Task- Based Language Teaching framework and the listening theory.
3. Preliminary Form of Product
In the Preliminary Form of Product, the writer developed the listening materials or the teachinglearning activities related to the subject content and the
learning objectives stated in the planning step. The writer also created the listening materials or the teachinglearning activities considering the needs of the
students which had been collected in the research and information collecting. This step was the same as Selecting the TeachingLearning Activities and Resources in
the writer’s step.
4. Preliminary Field Testing
The Preliminary Field Testing was conducted to evaluate the design. In this step, the writer distributed the questionnaires to four evaluators. They were
two English teachers of SMP Negeri 2 Yogyakarta and two English Education
44 lecturers of Sanata Dharma University
. The data about the evaluators’ suggestions, opinions, and comments would be used in order to revise the design.
5. Main Product Revision
The Main Product Revision was the step to revise the design which had been evaluated in Preliminary Field Testing. In this step, the writer revised the
design based on the suggestions, opinions, and comments in the Preliminary Field Testing. After revising the design, the final version of the design was ready to be
presented. This step was the same as Revising the Listening Materials in the writer’s step.
The figure below is the relationship between the Research and Development method and the writer’s steps. The figure indicates that the steps in
Research and Development method have some correlations with and the writer’s
steps.
45
Feedback line
Figure 3.1 The Relationship of the RD Cycle and the Writer’s Step in Designing Listening Materials for Seventh Grade Students of
SMP Negeri 2
Yogyakarta
Research and information collecting
Planning
Develop Preliminary form of Product
Preliminary Field Testing
Main Product Revision Identifying Students’
Characteristics Stating the Goal and the Topics
Selecting the TeachingLearning Activities and Resources
Revising the Listening Materials Evaluating the Listening
Materials Listing the Subject Contents
Specifying the Learning Objectives
46
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the writer would like to answer the research problems that have been formulated in Chapter I. This chapter consisted of two parts. The first
part was the step in designing the English listening materials using Task-Based Language Teaching for the seventh grade of
SMP Negeri 2
Yogyakarta and the second part was the final version of the design.
A. Steps in Designing the English Listening Materials
This part discussed how the writer designed the English listening materials using Task-Based Language Teaching for the seventh grade students of
SMP Negeri 2
Yogyakarta. This part consisted of the students’ characteristics, the goal
and topics, the subject content, the learning objectives, the teachinglearning activities, the evaluation of the listening materials, and the revision of the listening
materials.
1. Students’ Characteristics
The first thing that the writer conducted to develop the listening materials was
finding the students’ characteristics. In order to collect the data about the students’ characteristics, the writer gave questionnaires to the seventh grade
students of
SMP Negeri 2
Yogyakarta class 7C, 7E, and 7F and interviewed the seventh grade English teachers of
SMP Negeri 2
Yogyakarta. This part was
