50 basis data of the study and consideration in developing the materials. The process
of collecting information involved two techniques, they were instrument and questionnaires. The interview was conducted to an English teacher of SMP N 3
Sleman and the questionnaires were distributed to the eighth grade students.
a. Interview to an English teacher
Since the English teacher had responsibility for guiding the students’ English teaching and learning process, they had information about the students’
characteristics, needs, and problems in the class. The researcher, hence, conducted an interview to the English teacher to obtain information about the students’
characteristics. The answers would be based on the teacher’s opinion, knowledge, and point of view. Basically the questions in the interview were about the
students’ characteristics in class, especially in listening lesson. In addition, the researcher also collected information about factors that could influence the
students’ learning process, for instance, the supporting facilities in the schools and the learning environment. The summary of the interview result were presented as
follows.
1 The Students’ Responses to Listening Lesson
Based on the teacher’s opinion, the eighth grade students of SMP N 3 Sleman, especially 8A, had interest in listening lesson. Their reactions were
positive when they had listening lesson. However, the teacher added that the students were interested because they liked having English class outside the
regular class. According to the teacher, the students easily got bored with listening
51 lesson, especially when they had similar activities for a period of time. The
boredom would influence the students’ focus on performing the tasks given. Being asked about the kind of sequences that the teacher had in the listening class,
the teacher stated that the listening lesson was to the extent of listening to the text and answer the questions following. After that, the answers would be discussed.
The teacher also conveyed that the listening materials provided were so limited. He also admitted that he wasn’t able to make his own listening materials because
it would take time.
2 Teaching and Learning Process
This part dealt with finding information about how the teacher usually conducted the usual teaching learning activities in the class. The interview
revealed that in listening, the teacher commonly asked the students to listen to the text and answer the questions following. Next, the whole class discussed the
answers. That sequence was the typical listening lesson in the listening class. The teacher usually asked the students to work individually because the
teacher wanted to strengthen the students’ individual ability. However, pair work and group work were often conducted if the activities were too difficult for them
to cope with. The teacher actually admitted that the use of pair work and group work would develop the students’ communicative competence.
The dominant language used by the teacher in the class was English. The teacher intentionally used English in the whole lesson because he wanted to
familiarize the students with the target language. However, sometimes the teacher did code-switching between English-Indonesian for some difficult words to help
52 the students understand.
3 Media for Teaching Listening
There were several types of media that was usually used to conduct listening class. The teacher usually used dictation, tape recording, LCD, and
computer. The use of computer was preferred because there was a multimedia laboratory that included monitors and headsets for each student. This multimedia
laboratory was so supportive for movie listening class. The multimedia laboratory had 40 computers that were facilitated with headsets.
4 Students’ Characteristics
This part would focus on the students’ attitude towards English lesson in general. According to the English teacher, the students were quite active. They
always tried to finish the task within the time given. It meant that the students had motivation and willingness to do the task.
5 Students’ Listening Skill
Based on the teacher’s observation, the students’ skills in listening were in average, so was their vocabulary competence. The students already had the basic
knowledge of differentiating the adjective, noun, and verb and recognizing their functions. The students were also able to identify past tense. However, they still
needed to expand their vocabulary mastery since they need a lot of vocabulary to cope with the curriculum requirement. Recently, text-based curriculum was
developed in Indonesia. Since the text was contextual and authentic, the vocabulary used would be so broad. Therefore, the students need to expand their
vocabulary to anticipate this.
53 The students gave positive response and enthusiasm towards listening
class. However, they would feel discouraged when they faced difficult and unclear listening text. The teacher assisted the students by repeating the recording.
The teacher stated that the school needed listening materials especially for the eighth grade students. The teacher explained that this grade was the most
appropriate level to conduct a lot of listening practices. Regarding to the curriculum demand, the teacher preferred to have listening materials that used
genre text. However, the transactional interpersonal text would also be needed to improve the students’ ability to understand conversation.
6 Teacher’s opinion on the use of animated movies
According to the English teacher, the idea of using animated movies as listening materials would be interesting. It was because the animated movies
contained entertainment that could encourage and attract the students to learn English. Moreover, the teacher admitted that the students need variation in their
learning process. When being asked about his opinion on the use of animated movie for
developing listening materials, the teacher supported and encouraged the idea. However, he suggested that the researcher should consider carefully that the
possibility of the students being focused only on the visual imagery instead of the language aspects would be higher than when they used audio recording. The
teacher suggested that the researcher anticipated these problems. The teacher also admitted that the teacher’s role was also important to control the plot of the lesson.
54
7 Listening media provided
The teacher didn’t make his own listening materials. Most of the materials that were used were the listening materials that didn’t provide pre-listening
section. Therefore, the teacher relied on the materials for sources like MGMP Teacher Association or textbook. Even though there were abundant materials,
especially the authentic one, in the internet, the teacher found difficulties in processing the materials into useful materials that could be appropriate for the
lesson.
b. Questionnaires for the Students
