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and the result is evaluated. However, Taba’s model does not pay enough attention to the goals, topics and the general purposes for each topic, and the revision
process after the designed materials were evaluated. To overcome the weaknesses of Taba’s model, the writer employs Kemp’s instructional design model. Kemp’s
model is chosen since it provides steps to determine the goals and topics that are appropriate in developing the materials, to revise the designed materials, and
because the design and the development process of Kemp’s model is a continuous cycle. This framework will be used as a guideline in conducting the study. The
steps in the model are described as follows.
1. Diagnosis of Need adapted from Taba’s instructional design model
This step is conducted to analyze the students’ needs and interests and to find out the problems faced by the students especially with listening in class and to
present the solution by using films in the listening lesson. Firstly, the writer conducted preliminary study; interviewed two English teachers of SMU BOPKRI
2 Yogyakarta. Then, the writer distributed questionnaire to the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. It aimed to
find out the students’ interests, needs and problems in learning English listening skills.
2. Determining the competency standard, the basic competence, and the
topics adapted from Kemp’s model
In this step, the competency standard and basic competence are formulated in accordance with the goal of teaching learning English stated in the 2006
Curriculum Kurikulum Tingkat Satuan Pendidikan. After determining the competency standard and basic competence, the topics are selected in order to be
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able to facilitate students to achieve the formulated competency standard and basic competence.
3. Formulating the Indicators adapted from Taba’s model
The specific objectives are formulated based on the basic competence of the 2006 Curriculum KTSP and in light of what the diagnosis needs indicates. In this
study the specific objectives are stated as the indicators.
4. Selecting and Organizing Contents adapted from Taba’s model
In this step, the writer selects and organizes the contents. Careful selection and well organization of contents is needed in designing the materials. In this
study, the writer applied three stages of listening proposed by Miller; that is, pre- listening, whilst-listening, and post-listening.
5. Selecting and organizing learning experiences adapted from Taba’s
model
In this step, the writer plans the learning experiences or learning activities. Firstly, the writer selects the learning experiences which can motivate the students
and can effectively explain and the subject content. Secondly, the writer organizes the learning experiences to help the students to achieve the objectives.
6. Designing the materials
