52 spoken English.
2 The materials
The exercises were considered difficult for the vocational high school students, and there were unclear instructions about the role-play activities. Thus,
some of the respondents suggested that the writer simplify the materials and give clear instruction and explanation before doing the tasks.
3 The songs
Some respondents suggested that the writer change one of the songs due to the inappropriate words.
4 The scripts
Some respondents suggested that the writer provide the scripts of the dialogues for the teachers. In this case, the writer provides teacher’s manual.
6. Change to Improve
In this step, the writer revised and improved the designed set of materials. The revision and improvements were based on the feedback from the evaluators.
However, the writer only took some suggestions which were suitable with the writer’s idea. The revisions and improvements of the designed set of materials can be
seen in the design materials.
B. Discussion on the Designed Set of Materials
This part discusses the result of the evaluation and revisions of the designed set of materials. Due to the descriptive statistics, basically, the designed set materials
were good and acceptable. From the table of the descriptive statistics of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53 respondents’ opinions, the means ranged between 3.8 to 4.2 and the median and
mode were 4. Thus, the writer drew a conclusion that the respondents agreed to the statements stated in the questionnaires, despite some revisions needed.
To come up with the best final revision of the designed set of materials, the writer made some improvements based on the respondents’ opinions as follows:
1. The writer developed more ‘task-based’ activities, which involved students to
solve the problems through actively communicating in English so that their spoken English ability can be improved. In addition, the writer gave clear
instructions and added some situation which could be guidelines for the students in doing role-play activities.
2.
Responding to the suggestion to change one of the songs, the writer agreed to
change the song with another song which contained appropriate language. 3.
The writer also provided and enclosed the script of the dialogue for the teachers.
The writer made improvements and adjustments based on the accepted suggestions. The improvements and adjustments toward the materials could be seen
in the appendix 4.
C. The Presentation of the Designed Set of Materials
This section is presented to answer the second question stated in problem formulation dealing with the presentation of the designed set of materials. The
materials consist of nine units and each unit requires 90 minutes. There are five sections in each unit. They are ‘Warming up’, ‘Practice’, ‘Language Focus’,
‘Exercise’, and ‘Reflection’. The topics, the functions, and the sections of the designed set of materials are presented below.
54 Table 4.8: The Topics, Functions, and Sections
Unit Topics
Functions Section
1
Good morning
Greetings and leave takings a. Warming up
b. Practice
c. Language
Focus d.
Exercise
e. Reflection
2
How do you do?
Introducing self and others a.
Warming up
b. Practice
c. Language
Focus d.
Exercise
e. Reflection
3
Who is he?
Asking and giving information
a. Warming up
b.
Practice
c. Language
Focus d.
Exercise
e. Reflection
4
What’s she like?
Describing people a.
Warming up
b.
Practice
c. Language
Focus d.
Exercise
e. Reflection
5
Could you help me?
Asking for and offering help and how to respond to
them. a.
Warming up
b.
Practice
c. Language
Focus d.
Exercise
e. Reflection
55 6
How much is it?
Numbers a.
Warming up
b. Practice
c. Language
Focus d.
Exercise
e. Reflection
7
It’s a beautiful place
Describing places a.
Warming up
b. Practice
c.
Language
Focus d.
Exercise
e. Reflection
8
Did you get that?
Asking and giving Explanation
a. Warming up
b. Practice
c. Language
Focus d.
Exercise
e.
Reflection
9
It was great
Describing events a.
Warming up
b. Practice
c. Language
Focus d.
Exercise
e.
Reflection
Furthermore, the presentation of the complete designed set of materials could be seen in appendix 4.
56
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the summary of the study and the suggestions for the English teachers and future researchers who would like to use this design.
A. Conclusions
The objectives of this study were to design a set of English listening materials using authentic materials for the first grade students of tourism department in SMK
Negeri 4 Yogyakarta and to present the designed set of the listening materials. There
were two problems in this study. They are: 1 how a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4
Yogyakarta is designed, and 2 what the designed set of English instructional
listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta
looks like. The writer employed the instructional models proposed by Kemp and Yalden
in order to answer the first problem. The writer adapted those two models, which were furthermore applied in this study into six steps. Those six steps are conducting
need survey, formulating goal, topics and objectives, designing syllabus, designing materials, having the materials evaluated, and making revision. The writer,
furthermore, applied those six steps in designing a set of English listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta.
The answer of the second problem is the presentation of the designed set of 56
