RESEARCH RESULTS AND DISCUSSION

From Table 4.1, it is clearly showed that 29 students 73 thought that English is a very important subject and agreed with the statement and the rests agreed as well by choosing agree. This means that all students agreed if English is an important subject to learn. By looking at the second question of the questionnaire, 14 students 35 and 26 students 65 agreed that learning listening can help them to improve their English ability. Focusing on the learning listening, 28 students 70 agreed that learning listening is difficult and 12 students 30 felt that learning listening is not that hard. When the students were asked whether they are interested in learning listening or not, 18 students 45 stated they liked to learn listening and 22 students 55 did not have any interest in learning listening. Since the students agreed that English is an important subject and learning listening can help them to improve their English ability and they have problem in learning listening and motivation to learn, it is important to compose materials that cover students’ problem in learning listening and ease them to learn. The materials should also be interesting in order to encourage the students to learn. Based on the table above, concerning listening media, 26 students 65 thought that their school did not use sufficient media to learn listening, while the rest of the students, 14 students 35 liked to say that their school used sufficient media to support them in learning listening, while the schools possessed the media but not use them. When the students faced the question about listening learning materials, 16 students 40 agreed that they had accepted good listening materials from their school and 20 students 50 did not agree, because they still believed that there should be some better learning materials. The rest of the participants did PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI not give any comment. It is clear that interesting materials are necessary for the students to motivate them to learn. According to Table 4.1, 32 students 80 felt that they needed more interesting media to learn listening. However, eight 8 students 20 did not need any interesting medium to learn listening. When the students were asked if they liked to have listening activity using documentary, 33 students 83 answered yes while 7 students 17 answered not. Focusing on the teaching learning activity, particularly on the students’ difficulties in learning listening, 8 students 20 felt difficult in getting the main idea, 10 students 25 found problems in finding the meaning of words in the listening. 10 students 25 stated that they did not know how to spell the spoken words, while the rest, 14 students 35 found some problems in attaining detail information of a listening passage. The last question of the questionnaire was about topics in learning listening using documentary videos. The students were faced with some options of topics, 20 students 50 chose animals wild life as the topic, 8 students 20 liked to have scientific knowledge as the topic, 10 students 25 loved interesting places and 6 students 15 liked environmental issues as the topic. Nonetheless, most of the students loved to have any topic for their learning using documentary videos as far as it is interesting. The analysis gives more emphasis on the students’ needs for interesting learning listening materials that includes topics about wild life, interesting places, scientific knowledge and any interesting topic. From the analysis of the data gathered above, it shows that the eleventh grade students of SMA N 1 Depok Sleman need a set of appropriate listening materials to improve students’ listening ability. It is necessary to elaborate materials which motivate and ease the students in learning listening. The listening materials using interesting media are necessarily needed. The students agreed to have listening materials using documentary videos as the media. The materials should cover activities of finding detail information, spelling the spoken words, finding words meaning and finding the main idea. The topics in the materials are about animals, scientific knowledge, interesting places and environmental issues.

2. Specifying Standard Competency, Basic Competence and Topics

The standard competency was determined based on 2006 English curriculum for Senior High School. According to 2006 English curriculum, the standard competency of listening for Senior High School was understanding meaning in the formal transactional and interpersonal conversation and sustained in the daily context. Table 4.2 The Basic Competence and Topics Subject Basic Competence Topics Listening At the end of the course, the students are able to:  Respond the meaning in the transactional conversation to get things done and formal interpersonal socialize and sustained accurately, fluently, and receiving using oral language variation in the daily context and involving speech: giving opinion, asking opinion, agree and disagree.  Respond the meaning in the transactional to get things done and interpersonal socialize formal and sustained accurately, fluently, and accepting that uses spoken language variation in daily context and involving speech: giving opinion, warning, accepting request, and also expressing relief, pain and pleasure Unit 1: Polar Bear Unit 2: Solar Empire Unit 3: Castle Unit 4: Big Cats Unit 5: Snakes Unit 6: White Sharks Unit 7: Sky Above Unit 8: Sweet Fresh Water Based on the analysis of the questionnaire and based on the 2006 English curriculum, the writer elaborated eight topics. The basic competence for each unit is based on the 2006 English Curriculum for the seventh grade of senior high school students and tailored with the result of the needs analysis. The presentation of the basic competence for each unit is listed as Table 4.2 describes.

3. Determining Indicators

To asses if the basic competences have been achieved, indicators are needed. Indicator is put on each unit and indicates the achievement of each activity and clearly stated in Table 4.3 see Appendix D.

4. Listing Subject Content

In order to elaborate the subject content; needs survey, standard competence, basic competence, topics, and indicators are needed to be the bases. The subject content is divided into three major parts they are pre-listening, while listening and post-listening.

1. Pre-Listening

Pre-listening aimed at building students’ background knowledge. Background knowledge is used to enable students to master the materials given. When the students understand the topics to learn, they will possibly follow the process well. In this study, the pre-listening is presented with several activities. Among these are answering questions about the topics to learn, making words map related to the topics, predicting some words in the story, analyzing pictures.

2. While-Listening

This is the main activity of each unit. This is the stage where the students are encouraged to learn. Listening in this stage is not only to listen but also to watch the documentary videos. Students are hoped to improve their knowledge and skill by practicing listening. Students are also expected to be active in the learning process by listening in order to understand the message from the story. To measure their achievement of the listening learning process, students are also expected to do some exercises.

3. Post-Listening

The post-listening gives the students an opportunity to express their knowledge, opinion and thoughts. Students may express what they have attained from today’s meeting, students may also get feedback from teacher and friends to know whether or not the students have learnt.

4. Designing Material

To design the materials, the writer considered the needs analysis and curriculum. The materials were designed for eight 8 units and for each unit the time allotment was 2x45 minutes.

5. Selecting the Teaching Learning Activities

The writer selected the teaching learning activities and instructional resources from a variety of references but the main resources were from documentary videos DVD. The activities were designed in groups, in pairs and individually. There are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI some teaching techniques used in this study: group discussion, pair discussion, class discussion, games. Here, the writer also used media as tools to help in learning, pictures, documentary videos, literary text.

6. Evaluating

Since the writer realized that the designed materials needed to be improved, the writer distributed a questionnaire in order to gather data to evaluate the designed materials. The evaluation would be the foundation to revise the materials. The revision was intended to gain the most appropriate materials for students of SMA N 1 Depok Sleman. 1. The Description of the Participants There were two English lecturers of Sanata Dharma University and three English teachers of SMA N 1 Depok Sleman invited to be the evaluators. They are considered as the participants of product evaluation. They gave feedback toward the designed materials and commented on the designed materials so that the writer could revise and improve the designed materials. 2. The Presentation of the Evaluation Data The likert scale was used by the writer to show the participants’ opinions on the designed materials. The degrees of agreement from the participants were expressed in number. The number ranged from 1 to 5. The results of the product evaluation scoring are presented in Table 4.4. There were five degrees of agreement. The five degrees of agreement are as follows: 1 : strongly disagree very poor 2 : disagree poor 3 : doubtful undecided 4 : agreegood 5 : strongly agreevery good Table 4.4. The Presentation of Product Evaluation Data No. The Research Participants’ Opinion N Central Tendency Mean 1. The indicators are well formulated 5

3.6 2.

The indicators are able to support the attainment of the basic competency 5 3.6

3. The content are suitable and appropriate for

the second grade students of Senior High School 5 4 4. The topics are well arranged 5

3.6 5.

The instructions are clear 5

4.2 6.

Generally, the exercises provided can help the students understand the lesson taught 5 4.2

7. Generally, the exercises are variously given

and interesting 5 4.4

8. The activities are able to support the

attainment of the indicators 5 3.8 9. The materials are closely related with the students real life 5 3.4 10. The content of the designed materials motivate the students to learn 5 4 11. The number of activities in each unit has been sufficient for the time given 5 4.2 12. The exercises and assignments can be used to assess the students’ achievement 5 4 Based on the results of the questionnaire, generally the designed materials are not well developed yet. It is seen that the least score from the table above is 3.4, though the limit is 3.0 for doubtful or undecided option. It is clearly defined that five points of the designed materials are not appropriate, acceptable and suitable yet for the eleventh grade student of Senior High School, they are the formulation of the indicators, the significance of the indicators in order to attain the basic competency, the arrangement of the topics, the activities selected to achieve attain the indicators and the relation between materials and students’ real life and the five points above are discussed in the next sub chapter. However, there are still some comments and suggestion on the designed materials in order to improve the materials. In addition, the writer added a space for participants to give comment on the questionnaire as well. The purpose was to attain suggestion, criticism, and comment toward the designed materials in order to improve them. There were two questions in the open-ended questionnaire that asked about suggestions and comments on the designed materials, and expectations to improve the designed materials. Based on the data gathered, there were some comments towards the designed materials. 1. Reduce production exercises in while-listening. 2. In the lesson plans, include the details of the materials. 3. Reflection should be separated from post listening. 4. Instructions should be written more clearly give more details. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

7. Revising

After gathering data from the participants of the product evaluation, the writer continued to the next step, revising the designed materials. The revision of the materials was based on the product evaluation participants’ comments, suggestions and criticism. After revising the materials, the writer presented the final revised English listening materials.

a. Responses to the Questionnaires and Participants’ Evaluation

There are 5 five points graded below 4 four good, they indicate that the materials are not good yet though they are not poor. The comments and suggestions obtained in the questionnaire are the basis to improve the materials. The writer adapted some comments and suggestions in revising the materials. 1. The topics were arranged based on the basic competence. 2. The writer re-formulated the indicators based on the basic competence. 3. The materials were improved and related to the students’ real life. 4. The writer reduced the production exercises in while listening, because it may hinder the listening process. The reduction was by replacing the essays tasks with optional tasks with minimum production exercises. 5. The writer added some more information about activity to be done in the lesson plan more clearly and more detail. 6. The reflection was moved from the post listening and stood as an independent part of the activity. 7. The writer re-checked the designed materials particularly on the instructions. There were still some unclear instruction needed to be revised, and the writer corrected the instructions in order to make the students easier in doing the tasks.

b. The Presentation of the Materials

After revising the materials based on the participants’ suggestions and comments, the writer presented the final revised materials design. There are eight units with 45 minutes for each meeting. The complete version is on appendix E. Table 4.5. The Final Presentation of the Materials Units Topics Sections Indicators 1 Polar Bear 1. Pre Listening - Brainstorming - Predicting words 2. While Listening - Finding the missing information cloze test - Answering questions - Finding words meaning 3. Post Listening - Rewriting the story - Giving opinion about the polar bears’ life - Giving opinion about global warming 4. Reflection - Filling the reflection sheet. Students are able to: - Mention the information about polar bear. - Predict words related to the topic. - Find the missing information of the polar bear. - Provide the correct answers - Find the meaning of terms used in the polar bear story. - Rewrite the story of polar bear in a short paragraph. - Give opinion towards the story of polar bear. - Give opinion about the effects of global warming. - Express their feeling towards today’s listening materials and activity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2 Solar Empire 1. Pre Listening - Answering questions based on the topic. - Giving comment on the picture. 2. While Listening - Answering optional questions - Filling the missing information - Paying attention to the expressions used by the experts in the story 3. Post Listening - Doing the crosswords 4. Reflection - Filling the reflection sheet. Students are able to: - Provide information based on their background knowledge - Compare size, shape and color of planets. - Find the correct information of the story. - Find the needed information - Identify and list expressions used by the experts in the story - Ask and provide information to complete the task. - Give opinion about their friends’ answers. - Express their feeling towards today’s listening materials and activity. 3 Castle 1. Pre Listening - Predicting information will be given by looking at the picture. - Predicting words 2. While Listening - Answering optional questions - Answering short essay questions - Responding statements TF. 3. Post Listening - Doing the crosswords - Giving opinion about the protection for the country. Students are able to: - Provide predict information about castle. - Mention probable words mentioned in the video. - Give the correct answers - Mention the name, size, location and age of an object castle correctly. - State the right fact - Ask and provide information about the castle correctly. - Give opinion about the country protection. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 4. Reflection - Filling the reflection sheet. - Express their feeling towards today’s listening materials and activity. 4 The Big Cats 1. Pre Listening - Answering question related to the topic. - Predicting words 2. While Listening - Answering questions - Finding language expressions - Finding the missing information cloze test - Matching words and facts 3. Post Listening - Answering questions 4. Reflection - Filling the reflection sheet. Students are able to: - Provide information based on their background knowledge - Mention probable words mentioned in the video. - Find the specific information about the cats. - Find and list the language expression of agree and disagree - Find the missing information in details - State some specific characteristics of some cats. - Give comments on the case of cats’ life. - Give opinion about the cases of big cats using expression agree and disagree. - Express their feeling towards today’s listening materials and activity. 5 Snakes 1. Pre Listening - Answering questions related to the topic 2. While Listening - Answering short essay questions - Answering optional questions - Indentifying language expressions of pain, relief and pleasure. Students are able to: - Provide information based on their background knowledge - Provide the right answers - Choose the correct answers - Identify language expressions used in the video expressing pain, relief and pleasure PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - Responding statements TF. 3. Post Listening - Describing and drawing the appearance of a snake. - Answering situational questions 4. Reflection - Filling the reflection sheet. - Provide the correct information about snakes. - Differentiate the characteristics between venomous and non- venomous snakes - Mention and draw the physical traits of snakes. - Express pain and pleasure. - Express their feeling towards today’s listening materials and activity. 6 White Sharks 1. Pre Listening - Answering question related to the topic. - Predicting words 2. While Listening - Finding the difficult words in the video. - Answering questions - Responding TF statements. - Paying attention to the expression used by the victims of sharks - Matching pictures. 3. Post Listening - Responding to the situations given. 4. Reflection - Filling the reflection sheet. Students are able to: - Provide information based on their background knowledge - Mention probable words mentioned in the video. - Mention and find the meaning of difficult words. - Answer the question correctly - Give the correct response to the statements. - Find language expressions used in the video expressing pain, pleasure and relief. - Differentiate the physical appearance of several sharks. - Express pain, pleasure and relief. - Express their feeling towards today’s listening materials and activity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 7 The Sky Above 1. Pre Listening - Mind mapping word map 2. While Listening - Responding statements TF - Answering optional questions 3. Post Listening - Paraphrasing the procedure of the occurrence of wind - Giving opinion about air pollution - Expressing their feeling towards the environments they live in. 4. Reflection - Filling the reflection sheet. Students are able to: - Find the some appropriate words related to the topic selected. - State the correct information from the video. - Answer the questions correctly - Explain the process of wind. - Give opinion about the air pollution. - Use the right expression on what they state. - Express their feeling towards today’s listening materials and activity. 8 1. Pre Listening - Answering questions related to the topic 2. While Listening - Answering optional questions - Answering short essay questions - Matching the information 3. Post Listening - Paraphrasing the procedure of the occurrence of wind - Giving opinion about water pollution - Expressing the ideas about water in Indonesia Students are able to: - Provide information based on their background knowledge - Find the correct information - Mention some important object in the video. - Provide the right information - Explain the process of rain. - Give opinion about water pollution. - Give opinion about their environment using correct 4. Reflection - Filling the reflection sheet. expression. - Express their feeling towards today’s listening materials and activity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part contains the conclusion of the study, while the second part includes the suggestions for the English teachers or instructors and the future researchers.

A. Conclusions

This study aimed at designing English listening materials using documentary videos for students of SMA N 1 Depok Sleman Yogyakarta. After completing the study, the writer concluded four points. In order to answer the first question of this study the writer used RD steps. The steps are the research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision. In the RD steps there are some points need to be explained in detail. Since the study was in education field and required the applicable instructional design that appropriate for the RD steps, the writer adapted Kemp’s model which was combined with Yalden’s model. Based on the combination of Kemp’s model and Yalden’s model, the writer composed a set of steps which consisted of: Conducting Needs Survey, Specifying Standard Competency, Basic Competence and Topics, Determining Indicators, Listing Subject Content, Designing Material, Selecting the Teaching Learning Activities, and Evaluating. To answer the second question of this study, the writer designed English listening materials using documentary videos for students of SMA N 1 Depok PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 63 Sleman Yogyakarta. The designed materials contained eight units. The eight units of the designed materials are presented as follows: Unit 1: Polar Bear Unit 2: Solar Empire Unit 3: Castle Unit 4: Big Cats Unit 5: Snakes Unit 6: White Sharks Unit 7: Sky Above Unit 8: Sweet Fresh Water In the designed materials, each unit consists of four components. They are Pre- listening, While-listening, Post-listening, and Reflection. In evaluating the designed materials, the writer gathered feedback, comments, and suggestion about the designed materials by distributing a questionnaire to five participants. The result of the questionnaire showed that the designed materials were generally accepted but some points were not well developed yet, the writer still needed to improve some points of the designed materials. However, there were some revisions that were made to make the designed materials better. The revision and improvement were based on the participants’ feedback and suggestions. During the study, there was other finding found. The study showed that SMA N 1 Depok Sleman has sufficient media but does not have appropriate materials which can maximize the use of the media possessed. In short, it is clear to 64 understand that medium is not the only thing to support learning process. Materials, teachers’ creativity are also important to encourage students to learn.

B. Suggestions 1.

For English Teachers of Senior High School It is necessary for teachers to have enough preparation before teaching the children. It can be done by reading the designed material so that the teacher will understand every activity and the purpose of this design. It will help the teacher know what to do and what the students need to do. It is important for the teachers to use the facilities in school in order to create new atmosphere in class as well. The teachers should understand that students can be bored of monotonous strategies and media. In applying the materials the teachers have to be aware of the possibility to make some revisions or modifications since the materials have not been applied yet.

2. For Future Researchers

This study is intended to design English listening materials for students of SMA N 1 Depok Sleman. The writer, in this study, does not implement the designed materials. Thus, it is expected that the future researchers will implement these materials and observe the results in order to identify the strengths and weaknesses of the materials so that the modifications can be made. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI