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D. Subject Content
The materials were designed for the first semester of the tenth grade students of SMA Dominikus Wonosari. In order to make sure that all the elements
of materials development procedures were included in the planning, the writer listed the subject content, which should support each indicator. Table 4.9 presents
the subject content for the design of the materials for the first semester of the tenth grade students of SMA Dominikus.
Table 4.9: The Subject Content Unit Topic
Title Subject
Content
1. Greeting, Introducing, and
Leave Takings How’s life?
Listening materials: • a dialogue about English Club
• a dialogue about Preparation of the Performance
2. Expressing Happiness,
Sympathy, and Showing
Affections I’m happy to hear
that A song:
• I Don’t want to Talk about It by Rod Stewart
Written materials: • a dialogue about Christmas Holiday
Listening materials: • a dialogue about Gift from Mom
• a recording contained 10 expressions about happiness,
sympathy, and showing affections • a recording contained 6 short
dialogues related to the expressions of happiness, sympathy, and
showing affections
3. Making, Accepting, and
Declining Invitation
Would you like to come?
Listening materials: • a dialogue about Welcoming Party
• a recording contained 10 short dialogues related to the expressions
of making, accepting, and declining invitation
• a recording contained 12
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Unit Topic Title
Subject Content
expressions of making, accepting, and declining invitation
4. Asking for
and Giving Direction
Go straight ahead Listening materials:
• a dialogue about How to get to the Traditional Market
• a dialogue about Lost in School • a dialogue about Where is the
Hospital? • a recording contained 5 expressions
of giving direction Written materials:
• a list of vocabulary contained 25 numbers of word
Since the material development adapted the Task-based principles, the content and the activities of the material were appropriate with those of Task-
Based Instructions. There were four sections in each unit in the design of the materials:
1. Pre-Task Pre-Task consisted of the brainstorming activities from images or pictures,
discussing some questions based on the song or the short recording the students listened to. This part aimed to introduce the subject and tasks given. It was
expected that the students could show their prior knowledge they already knew about the topic before they had the whole activities and materials in the learning
activities. Thus, this part would help the students to prepare and comprehend the lesson easier. The activities conducted would be such as answering guiding
questions, matching the pictures, listening to song or recording, or practicing
dialogue. The writer named this section as Get Ready.
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63 2. Task-Cycle
This section was the main activity in each unit. The center of the activity was the students themselves. Students were to take a part in the activity either
working in pairs, small group, or individually. After finishing the tasks, students were to report the result of their work to the teacher so that the teacher could
monitor the development of the students in the lesson. The writer named this
section as Your Turn….
3. Language Focus
This section was named as Learn more about…. It contained the
expressions, utterances, or the specific language feature from the materials used in the previous activities. In order to apply what the students had acquired in the
unit, the practice of the language was needed. Therefore, the activities such as games, role plays, or practicing the expressions or utterances would be
conducted at the end of this section. 4. What have you learnt today?
This section was aimed for the students to write down their reflection of what they have learnt in the lesson so that they can know how far their
improvement was. Students were to know their difficulties and their effort in
solving the problems. This section was named as What have you learnt today?. E.
Teaching-Learning Activities
In this study, the writer formulated the teaching-learning activities based on the result of the questionnaires in the need analysis. The results of the
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64 questionnaires related to the teaching-learning activities are presented in Table
4.10 and Table 4.11.
Table 4.10: The Result of Students’ Questionnaire Part A Item Number 7 to 10
Table 4.11: Result of Students’ Questionnaire Part B Item Number 2 and 4
Item number
Question Response Number
2. If you said listening is
difficult, what factors make listening difficult?
e. The materials given are too fast. 10
f. The recording materials are not clear.
13 g. I do not pay attention to the
materials. 17
h. I need more materials repetition. 6
4. What activities do you
usually do in class when you get the listening
materials? a. Drills
12 b. Question and answer
25 c. Discussion
20 d. Filling the blanks
11 e. Problem solving
9 f. Others : -Repeating story
1
The writer found some facts from Table 4.10 and Table 4.11. It is seen that although more than half of the students agree that the listening materials were
well and interestingly delivered, the students said that listening was difficult. Somehow, they agreed that the listening activities conducted were fun. The
listening activities conducted were question and answer, discussion, and drills. Moreover, 11 students admitted that they did filling the blanks activity.
Item number
Statement Disagree Agree
Total
7. The students have a listening handbook.
33 12 45
8. The listening materials are well delivered.
9 36
45 9.
The listening materials are interestingly delivered.
22 23 45
10. The tasks or activities given are fun.
22 23
45
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65 While from the questionnaire for the teachers, question number 6 to 10 for
Part A and number 2 to 7 for part B were asked to find out the activities usually conducted, the media, the references and materials the teachers usually used in
their teaching activity. The result is presented in Table 4.12 and 4.13.
Table 4.12: The Result of Teachers’ Questionnaire Part A Item Number 6 to 10
Item number
Statement Disagree Agree
Total
6. You have no difficulties to deliver
listening materials. 2 1 3
7. You have many references of listening
materials. 3 0 3
8. You have various media cassette, CD,
Video, picture to support teaching- learning activities of listening.
3 0 3 9.
You have your own way in teaching listening.
0 3 3 10.
You integrate some skills listening, speaking, reading, and writing in one
teaching-learning activity. 0 3 3
Table 4.13: The Result of Teachers’ Questionnaire Part B Item Number 2 to 7
Item number
Question Response Number
2. The situation and atmosphere of the
school is conducive enough for the listening teaching-learning process.
a. Agree 1 b. Disagree
2 3.
School facilities that support the teaching learning activity
a. Language Lab b. CDVCD player
2 c. Tape recorder
3 d. Others 0
4. How many times does the teacher give
listening? a. Once a week
2 b. Twice a week
1 c. Every two weeks
d. Once a month e. Every two months
f. Others 0
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66
Item number
Question Response Number
5. What kind of activities do you use in
teaching listening? a. Drills
3 b. Question and
answer 3
c. Discussion 3
d. Answering question in the text
3 e. Filling the blanks
3 f. Problem solving
g. Others 0 6.
What kind of references does the teacher use in teaching listening?
a. Songs 3 b. Films 1
c. Recorded news 1
d. Recorded text 3
e. Listening handbook 1
f. Others 7.
What kind of media does the teacher use in teaching listening?
a. CD 3 b. VCD 1
c. Cassette 3 d. MP3 0
e. Others 0
Although all of the teachers had their own way of teaching and integrated some English skills, two teachers said that they still had difficulties in teaching
listening since the situation of the school was not conductive enough for the teaching-learning process. All of the teachers confessed that they did not have
enough references of the material. The references they used were mostly recorded texts and songs. Moreover, the school facilities also became the problem. Since
the school has no language laboratory yet, the media the teachers used were such as tape recorder, CD and VCD player. The activities the teachers conducted in
class were such as drills, question and answer, discussions, students answering questions, and filling the blanks.
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67 Seeing the discussion above, the writer was sure that the design of the
materials would help both teachers and students in the teaching-learning listening process. The listening materials were recorded in the form of mp3 so that the
teachers would be easier to operate it. The listening materials would be recorded by the writer herself. Since the writer would not use the native as the speaker in
the recording, the authenticity of the recorded materials would be put aside. Moreover, the writer integrated the three other English skills in the activities as a
way to support students’ listening skill. It was also meant that the students can also develop not only their listening ability but also their speaking, reading, and
writing ability. The activities in the design of the materials were conducted in the form of
group work, pair work, and individual task. Although the individual task could help them to generate their idea, the writer minimized it since in communication
task the learners should have communicative purpose. Therefore, the writer implied the group work and pair work as the activities in order to increase the
interaction between students in class. It would help the students to develop their comprehension and production of language by doing tasks with different partners.
As well, the tasks in the design of the materials were developed from those of Task-Based principles. There were several activities conducted at the beginning
of the materials such as: brainstorming based on the pictures, answering question from songs or short recording. Then, the students were given some activities by
practicing dialogues, completing dialogues, answering questions, grouping expressions, matching pictures with the correct dialogue from the recording, and
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68 correcting false statements. Subsequently, the students were given the explanation
about the language focus of the topic. In this section, the activities were such as: filling the blanks, practicing the expressions, paying attention to teacher’s
explanation, and asking questions. Moreover, the students were given such games for them to practice the language they have learnt during the class. In the end, the
students were to have a reflection to know how well they followed the learning activities. It is expected that by doing those kinds of activity, the students would
be able to use their language in communicating what they have learnt during the class. The teaching-learning activities for each unit is presented in Table 4.14
Table 4.14: Teaching-Learning Activities No Unit
Activity Students are to…
1. Greeting, Introducing,
and Leave Takings
“How’s life?” a.
Get Ready
• discuss the warming up questions • fill the bubble using the correct expression
b. Your turn…
• Task 1 Part A
listen to the recording and fill the missing gaps
answer the questions in the bubbles • Task 2
Part A listen and choose the correct answer
Part B listen and classify the expressions
c. Learn more about…
• read and fill the missing expressions • Let’s practice
work in group of four introduce themselves using cards
d. What have you learnt today?
• write down their review of the today’s lesson 2. Expressing
Happiness, Sympathy, and Showing
Affections
a. Get Ready
• listen to a song and fill the missing gap • answer and discuss the questions in the
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69
No Unit Activity
Students are to… “I’m happy to hear
that”
bubble
b. Your turn…
• Task 1 Part A
practice the dialogue pay attention to the expressions
answer the questions in the bubble Part B
listen and fill the missing gaps answer the questions in the bubble
• Task 2 Part A
listen and classify the expressions Part B
match the dialogues they listen to with the correct picture
c. Learn more about…
• read aloud the expressions • Let’s Practice
make a group of three respond the situation written in the card
d. What have you learnt today?
• write down their review of the today’s lesson 3. Making,
Accepting, and
Declining Invitation
“Would you like to come?”
a. Get Ready
• discussing the warming up questions • practice a dialogue
• underline the expressions they found in the
dialogue
b. Your turn…
• Task 1 listen and fill the missing gaps
classify the expressions from the recording • Task 2
listen and respond to the invitations
c. Learn more about…
• read and practice the expressions • Let’s practice
divide the class into three groups respond the invitation based on the cards
d. What have you learnt today?
• Write down their review of the today’s lesson 4.
Asking for and Giving Direction
a. Get Ready
• discuss the warming up questions
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70
No Unit Activity
Students are to… “Go straight ahead”
• listen to the recording and answer the questions
b. Your turn…
• Task 1 Part A
listen and fill the missing gaps underline the expressions in the dialog
Part B listen and determine whether the
statement is true or false correct the false statements
• Task 2 Part A
listen and name the building they’re directed to
Part B match the word with its meaning
c. Learn more about…
• pay attention to the teacher’s explanation • Let’s Practice
work in pairs ask for and give direction based on the
map
d. What have you learnt today?
• write down their review of the today’s lesson
F. Evaluation on the Design of the Materials
Kategori