with reading and writing, the writer had considered about it before started to make the designed materials. The writer had checked the Syllabus from KTSP
as the guideline to design the materials. In KTSP syllabus, the listening skill was integrated more with the speaking skill. However, the reading skill was
integrated more with the writing skill. Moreover, in SMA BOPKRI 2 Yogyakarta, the English teacher consisted of two teachers. One teacher taught
reading and writing skill, and the other taught listening and speaking skill. 2. Concerning the suggestion about some listening materials the recordings and
the tasks that should be adapted with the capability of the tenth grade students of SMA BOPKRI 2 Yogyakarta and be careful with the complexity of the
materials. The writer thought that the complexity of a material can be handled by the capability of a teacher in the classroom to make the materials become
applicable to the students. Moreover, the teacher could change that complexity become an encouragement in order to make the quality of the lesson and the
students higher than before. For example, the teacher could reduce the speed of the conversation through Windows Media Player so the students could easily
comprehend the materials well. The speed could be adapted based on the capability of the students.
D. Presentation of the Designed Set of Materials
In this section, the writer presented the final version of the designed set of English instructional listening materials to answer the second question in the
problem formulation about what the designed set of the listening materials looks
like. The complete presentation of the lesson plan of the designed set of English instructional listening materials is in appendix C. It is developed based on KTSP
for General High Schools. The designed set of English instructional listening materials using communicative language teaching CLT consists of eight units.
Every unit contains five sections each, they are Brainstorming, Small Talk, Language Focus, Listening for Meaning, and Speak Out. The topics of the
designed set of listening materials are presented below.
Table 4.10 The Topics
Unit Topics
1. NICE TO MEET YOU
2. COME TO MY PARTY
3. DO YOU HAVE ANY APPOINTMENT TOMORROW?
4. I AM SO HAPPY
5. YOU LOOK SO FANTASTIC
6. COULD YOU MAKE ME SOME TEA?
7. WHEN WILL THE CAMPING BE HELD?
8. WHEN I WAS CHILD
The designed set of English instructional listening materials is divided into three segments. They are Students Handbook, Teachers Book, and
‘Attachment’. The content of each part can be seen in the Table 4.11 as follows.
Table 4.11 The Contents of Each Part
Part Name of the part
Contents 1.
Students’ handbook Unit 1: NICE TO MEET YOU
Unit 2: COME TO MY PARTY Unit 3: DO YOU HAVE ANY
APPOINTMENT TOMORROW? Unit 4: I AM SO HAPPY
Unit 5: YOU LOOK SO FANTASTIC Unit 6: COULD YOU MAKE ME SOME
TEA? Unit 7: WHEN WILL THE CAMPING BE
HELD? Unit 8: WHEN I WAS CHILD
2. Teachers’ book
Unit 1: NICE TO MEET YOU Unit 2: COME TO MY PARTY
Unit 3: DO YOU HAVE ANY APPOINTMENT TOMORROW?
Unit 4: I AM SO HAPPY Unit 5: YOU LOOK SO FANTASTIC
Unit 6: COULD YOU MAKE ME SOME TEA?
Unit 7: WHEN WILL THE CAMPING BE HELD?
Unit 8: WHEN I WAS CHILD 3.
Appendices Unit 1
- Card 1
- Card 2
Unit 5 -
Song
In general, the designed set of English instructional listening materials consists of eight units. The complete presentation of the designed set of listening
materials can be seen on the appendices D .
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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. Conclusion
The objectives of this study were to design a set of English instructional listening materials using Communicative Language Teaching CLT for the tenth
grade students of SMA BOPKRI 2 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 listening materials using Communicative Language Teaching CLT for the tenth grade students of SMA BOPKRI 2 Yogyakarta is designed? 2 what does the
designed set of materials looks like. The conclusions are as follows:
1. The First Problem
To answer the first question in the problem formulation, the writer employed the instructional model which combined two models proposed by Kemp and Yalden.
Those two models were adapted for this study. The new model that was applied contained six steps. They were conducting need survey, stating the competency
standard and listing the topics, stating basic competency, listing indicators, developing and selecting instructional materials, and finally evaluating the designed
