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Figure 2.4: The Writer’s Design Model
Furthermore, to make it clearer, the following explanation discusses each phase of the writer’s model.
1. Gathering Information
The design materials were started by gathering information. This phase is used to gather the information about the students’ characteristics. The information
was gathered by distributing a questionnaire to the students and conducting an interview with the eighth grade English teachers. The information gathered would
be used to design the appropriate English listening materials for the students.
Gathering Information
Stating Goals, Topics, and General Purposes
Listing Subject Content
Selecting Teaching Learning Activities and Resources
Evaluating
Revising the Materials
Determining Learning Objectives
Phase 1: Kemp Yalden
Phase 3: Kemp Phase 2: Kemp
Phase 4: Kemp
Phase 4: Kemp
Phase 6: Kemp Yalden
Phase 7: Kemp
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2. Stating Goals, Topics, and General Purposes
In stating the goals, topics and general purposes for designing materials, the writer referred to the Competence Standard and Basic Competence of the
School-Based Curriculum SBC. Furthermore, for the topics, the writer arranged them in a sequence in which the easier topics came first then were followed by the
more difficult one. In this designed materials, the writer focused on the second semester of the eighth grade.
3. Determining Learning Objectives
In the next phase, the writer clarified the goal and general purposes into some learning objectives. The learning objectives covered what the students are
expected to achieve at the end of the unit lesson when they completed the tasks. For example, the learning objective is the students are able to identify the specific
information of the short functional text invitation. Therefore, the students are asked to answer some questions related to the recording they hear to identify the
information.
4. Listing Subject Content
After determining learning objectives, the writer listed the subject content for the designed materials. The writer listed the subject content by
considering specific knowledge to be taught. In listing the subject content, the writer referred to the competence standard and basic competence of school-based
curriculum. Thus, the subject content consisted of what to be taught based on the competence standard and basic competence of school-based curriculum.
Furthermore, the subject content should be relevant to the learning objectives. For
36 example, the learning objective expects the students to identify the social function
of short functional text invitation. Thus, the subject content should be the language focus of short functional text invitation e.g. what are the characteristics
of invitation? what is the social function of invitation?.
5. Selecting TeachingLearning Activities and Resources
In this phase, the writer decided what activities to do in class by both the teacher and the students. Besides, the writer needed some resources to complete
the process in designing the materials. The resources were collected by reading some books related to the teaching learning activities in listening section and
browsing the internet.
6. Evaluating
After finishing the designed materials, the writer needed an evaluation to measure whether the designed materials are proper to present. The evaluation
conducted by distributing the general description of the designed materials, the copy of the designed materials, and the questionnaire to the experts which were
the English teachers of SMP Negeri 2 Yogyakarta and the lecturers of ELESP English Language Education Study Program of Sanata Dharma University. The
evaluation aims to obtain the feedback to revise the designed materials to be better.
7. Revising The Materials
After obtaining the feedback from the experts, the writer came up with the last phase in designing the materials. In the last phase, the writer needed to
revise the designed materials. The revision was done based on the feedback from
