Discussions on The Designed Set of Materials Evaluation Presentation of the Designed Set of Materials

78

5. The Weaknesses of the Designed Set of English Listening Materials

There are some weaknesses in the design. The vocabulary exercises are insufficient and some grammatical mistakes. The symbols or logo in design should be more consistent and representative. In the materials, even though there are similar activities but the symbols and the logo are different. There should be more activities that require students to perform drama or role-play.

6. The Respondents’ Suggestions on the Designed Set of English Listening Materials

There are some suggestions from the respondents in order to improve the design. The suggestions are: 1. Add more activities that require students to perform drama or role play 2. Add more symbols that represent the students activities and be more consistent on the logo 3. The arrangement of the activities should be divided into pre activities, whilst, and post activities in the design

C. Discussions on The Designed Set of Materials Evaluation

To accommodate respondents’ suggestions, the writer made some adjustments in the design. The adjustments are: 1. The writer changed some pictures so that it could represent students’ activities and be more consistent. 79 2. The writer gave some notes in the teachers’ handbook about the division of the activities but not in the students’ handout. 3. The write added more vocabulary exercises for the students in each unit before listening to the recording. 4. The writer changed some activities in some units with drama or role- play activities. Regarding to the respondents’ opinion about dividing the design materials, the writer believes that the teacher can know the division by reading the lesson plans, because the materials were designed based on the lesson plans. Moreover, the writer had rechecked the lesson plans so that they can appropriate with the designed materials. The writer also provides guidelines both for students and teachers about the nature of the design and the pictures. In the guidelines, the users will know the meaning of the pictures and what the activities that they will do and the explanation about the arrangements of the Romans number. This is to help the students and the teachers to understand the logo or pictures in the design. This adjustment was done to accommodate the respondents’ opinion about the logo and the symbols. The writer also had changed some activities in the Unit 8 about advertisement. In that unit, the students can perform a role play or drama about the advertisement. In every unit except unit 1 there are vocabulary enforcements as pre activities before the listening activities, hopefully listening activities can be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 80 easier for the students because they can predict and know the meaning of some words in the recording.

D. Presentation of the Designed Set of Materials

After the evaluation, there are 8 units in the design. The units are: Unit 1 What Do You Think of… Unit 2 Nice to Meet you.. Unit 3 Please Come… Unit 4 What about… Unit 5 Attention Please… Unit 6 Summer Camp is… Unit 7 Let Me Tell You… Unit 8 Lets Go In each unit there are some activities that represent the Cooperative Learning such as group discussion and group project. The units are divided into two meetings except unit 1, because unit 1 is for warming up. From unit 2 until unit 8, there will be two meetings for each unit or more depend on the need and teachers’ consideration. All units are divided into pre activities, whilst activities, and post activities. Even though the division is not clear in the design but by following the arrangement in the design, students and teachers will have teaching learning process from pre activities until post activities. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 81

CHAPTER V CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer presents the summary and some suggestions for English teachers or lectures and future researchers who would like to use or implement this design.

A. Conclusion

The objectives of the study were to design authentic listening materials based on KTSP for the tenth grade students of SMAN 7 Yogyakarta and to present the design. There were two questions in this study to answer. The questions were:1 How is a set of authentic English Instructional listening materials based on Kurikulum Satuan Tingkat Pendidikan for the tenth grade students of SMA Negeri 7 designed? 2 What does the designed set of English Instructional listening materials based on KTSP look like?

1. The Answer to the First Question

In order to answer the first question, the writer conducted a study that was survey research consisting a set of questionnaires and informal interviews. The first stage was gathering the data for needs analysis then designing the instructional materials, testing it then revised the designs by asking experts’ comments and evaluations. The second stage was revising the overall design based on the evaluations administered. The experts gave feedback,