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work , and four students stated discussion. The results of the pre-design
questionnaire also revealed about the students’ preferences in techniques used to learn listening. Sixteen students stated that they preferred role-play, eleven
students stated that they preferred games, eleven students preferred group work, twelve students stated that they preferred pair work, nine students preferred
discussion , and one student preferred lecture.
B. Materials Development
In material development, there are six steps in this section, namely Determining the Competency Standard, the Basic Competence and the Topics;
Formulating the Indicators; Selecting and Organizing Contents; Selecting and Organizing Learning Experiences; Designing the Materials; Determining What to
Evaluate, the Ways and Means of Doing It. Those steps were the result of the ID steps.
1. Determining the Competency Standard, the Basic Competencies and the
Topics
Based on the results of the diagnosis of needs, the topics that the students wanted and needed will be presented based on the Six T’s approach. The sample
of the components of the Six T’s approach is presented in Table 4.1. The selection of the themes, topics, texts and threads is attached in Appendix D. The first
component of Six T’s was Theme. There were six themes, namely personal relationship, culture, biography, technology and science, caring for animals
and history
. After determining the themes, it was the time to determine the topics. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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There were eight topics, namely family, friendship, tradition diversity, great man, cloning
, animal abuse, animals’ habitat and historical places. These topics would be the title of each unit. After selecting the topics, the writer selected the texts.
The texts in this study were mainly films since the study was designing supplementary listening materials using films. There were ten films; that is,
Cheaper by the Dozen 2 , Tears of the Sun, Harry Potter and the Sorcerer’s Stone,
The Mummy Returns , 101 Dalmatians, Bend It Like Beckham, My Big Fat Greek
Wedding , Ramses the Great, Aeon Flux, and Happy Feet.
Table 4.1 The Sample of the Selection of Themes, Topics, Texts and Threads Themes Topics
Texts Threads
Family Cheaper by the Dozen 2
Personal relationship
Friendship Tears of the Sun
The Mummy Returns Harry Potter and the Sorcerer’s
Stone To respect others
Culture Tradition
diversity My Big Fat Greek Wedding
Bend It Like Beckham 101 Dalmatians
To respect different culture
The chosen themes were selected by the eleventh grade students of Language Department and were approved by the English teachers. Furthermore, the writer
provided the students with various teamwork tasks; group work and pair work, related to the topics offered. The arrangement of the topics was based on the level
of difficulty and the interrelation of each topic. The chosen topics were presented below:
Unit 1 : Family Unit 2 : Friendship
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Unit 3 : Tradition Diversity Unit 4 : Great Man
Unit 5 : Cloning Unit 6 : Animal Abuse
Unit 7 : Animals’ Habitat Unit 8 : Historical Places
After stating the topics, the writer formulated the competency standard and the basic competence of each topic. The competency standard and the basic
competence were corresponded to the 2006 Curriculum KTSP. The sample of the competency standard and the basic competencies are presented in Table 4.2.
The competency standard and the basic competencies are attached in Appendix E. In this study, the main focus of the materials design was developing
listening skill. However, the students were also expected to improve vocabulary mastery and other language skills speaking, reading, and writing, given that the
goal of the course was to improve students’ listening skill with the intention that at the end of the meetings the students are able to communicate in English as in
real life in the context of daily life.
Table 4.2 The Sample of Competency Standard and the Basic Competencies Unit Topics Competency
Standard Basic Competencies
1 Family
To understand the meaning in formal and sustained
transactional and interpersonal conversations
in daily life contexts. At the end of the lesson, the students are able
to respond to meaning in formal and sustained transactional to get things done
and interpersonal socializing conversations accurately, fluently, in acceptable ways using
spoken language variety in daily life contexts including the way to speak: introducing and
greeting
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2. Formulating the Indicators
