activities, and are not only focusing on learning the language features but also focusing on gaining new information or understanding the content are needed by
the students. Dealing with the listening materials and facilities, in SMA 9 Yogyakarta,
there were still very limited listening materials and facilities available. Besides, the listening materials available were not adequate to improve the listening skills
of the students. The listening media employed were considered ineffective and inefficient. In fact, there were some computers andor laptop available.
Nevertheless, those facilities still had not been employed to support the listening teaching-learning activities.
2. Planning
Attaining the necessary data of the learners’ characteristics, background knowledge, and facilities and learning media available, the writer then developed
the framework to design the instructional materials. Dealing with this, the writer employed some instructional design steps of Kemp’s i.e. determining goals, topics
and general objectives, specifying learning objectives, and listing subject contents.
a. Determining Goals, Topics, and General Objectives
To formulate the goal of the course, the writer utilized the information obtained from the needs survey and the prescribed curriculum School-Based
Curriculum. The goals of the course indicated what the students would be able to do after they completed the instruction.
Considering the information attained through the need survey and the prescribed curriculum, therefore the ultimate goal of this course was to develop
students’ ability to communicate in English, especially the ability which involves listening skills, through the process of acquiring information and the use of
interactive group activities. In this study, the term ‘standard competence’ was used instead of ‘goal’ since the design of this study was in line with the School-
Based Curriculum. After formulating the goal of the course, the writer listed some topics to be
presented in the designed materials. The topics were selected based on the students’ preference for topics of interest. Among fourteen topics offered, they
decided on topics related to entertainment, special event, technology, environment, animals, folktale, health, and relationship. These topics were then
divided into eight subtopics. The presentation of the topics and subtopics of the designed materials is presented in Table 4.2.
Table 4.2: Topics and Subtopics of the Designed Set of the Materials
UNITS TOPICS
SUBTOPICS
1 Special
Event New Year’s Celebrations
2 Environment Let’s Save the Earth
3 Entertainment Catching Movies
4 Folktale Tell Me Your Story
5 Relationship Love and Dating
6 Health Smoking and Its Hazardous Effects
7 Animals Survivors of the World’s Most Extreme
Climate 8 Technology
Mobile Phones: useful or dangerous?
After listed the topics and subtopics of the designed materials, the next step to do was formulating general objectives of the course. General objectives in
this course were defined as the minimum competences that the students are expected to acquire as a result of the instruction. Since this design was in line with
the School-Based Curriculum, the general objectives were referred to as the basic competence. There were five to six points of basic competence formulated for
each unit. Each of them was the elaboration of the goal of the whole instruction and aimed at achieving the goal stated. The basic competence of the course is
presented in Table 4.3.
Table 4.3: Basic Competence
UNITS TopicsSubtopics
Basic Competence
1 SPECIAL
EVENT New Year’s Celebrations
Students are able to: 1. comprehend spoken transactional and
sustained interpersonal conversation in daily life context that involves the
linguistic features of inviting someone, acceptingrefusing invitation, expressing
pleasure and relief.
2. comprehend short functional text in the form of spoken invitation.
3. gain more vocabulary important to help them to comprehend the spoken text.
4. become familiar with the pronunciation of some words related to the spoken text.
5. understand the language features of inviting someone, acceptingrefusing
invitation, expressing pleasure and relief. 6. learn to work in groups and appreciate
others’ opinions. 2 ENVIRONMENT
Let’s Save the Earth Students are able to:
1. comprehend spoken transactional and sustained interpersonal conversation in
daily life context that involves the linguistic features of asking and giving
suggestions.
2. gain more vocabulary important to help them to comprehend the spoken text.
3. become familiar with the pronunciation of some words related to the spoken text.
4. understand the language features of asking and giving suggestions.
5. learn to work in groups and appreciate others’ opinions.
3 ENTERTAINMENT Catching Movies
Students are able to: 1. comprehend spoken transactional and
sustained interpersonal conversation in daily life context that involves the
linguistic features of expressing contentment and discontentment.
2. gain more vocabulary important to help them to comprehend the spoken text.
3. become familiar with the pronunciation of some words related to the spoken text.
4. understand the language features of expressing contentment and
discontentment. 5. learn to work in groups and appreciate
others’ opinions. 4 FOLKTALE
Tell Me Your Story Students are able to:
1. comprehend short, spoken functional and monologue text in the form of narrative.
2. gain more vocabulary important to help them to comprehend the spoken text.
3. become familiar with the pronunciation of some words related to the spoken text.
4. understand the structure of narrative text. 5. learn to work in groups and appreciate
others’ opinions. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 RELATIONSHIP Love and Dating
Students are able to: 1. comprehend spoken transactional and
sustained interpersonal conversation in daily life context that involves the
linguistic features of asking and granting permissions.
2. gain more vocabulary important to help them to comprehend the spoken text.
3. become familiar with the pronunciation of some words related to the spoken text.
4. understand the language features of asking and granting permissions.
5. learn to work in groups and appreciate others’ opinions.
6 HEALTH Smoking and Its
Hazardous Effects Students are able to:
1. comprehend short, spoken functional and monologue text in the form of analytical
exposition. 2. comprehend spoken transactional and
sustained interpersonal conversation in daily life context that involves the
linguistic features of giving warning.
3. gain more vocabulary important to help them to comprehend the spoken text.
4. become familiar with the pronunciation of some words related to the spoken text.
5. understand the structure of analytical exposition text.
6. understand the language features of giving warning.
7. learn to work in groups and appreciate others’ opinions.
7 ANIMALS Survivors of the World’s
Most Extreme Climate Students are able to:
1. comprehend short, spoken functional and monologue text in the form of report.
2. gain more vocabulary important to help them to comprehend the spoken text.
3. become familiar with the pronunciation of some words related to the spoken text.
4. understand the structure of report text. 5. learn to work in groups and appreciate
others’ opinions. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8 TECHNOLOGY Mobile Phones: useful or
dangerous? Students are able to:
1. comprehend spoken transactional and sustained interpersonal conversation in
daily life context that involves the linguistic features of askinggiving
opinions and expressing agreementdisagreement half agreement.
2. gain more vocabulary important to help them to comprehend the spoken text.
3. become familiar with the pronunciation of some words related to the spoken text.
4. understand the language features of askinggiving opinions and expressing
agreementdisagreement half agreement. 5. learn to work in groups and appreciate
others’ opinions.
b. Specifying Learning Objectives
