The Results of Expert Judgment Unit 4 The Review of Unit 4

parts, those are the target needs and the learning needs. The first one consists of the learning goal, necessities the things that the students should know, lacks the things that the students know and does not know already, and wants what the students think they need. Then, the second part consists of input of the materials, the procedures, setting, teacher’s role, and students’ role. From the result of the needs analysis, the researcher found out that most of students’ goal is to able to communicate using English language. They also considered that listening activity is very important skill because it enables them to sharpen their ability to understand what the speaker says in a conversation. According to the students, the language activity that they occasionally use is describing something person, thing, or place. For students’ lacks, their English proficiency level is at the level of intermediate where they are able to communicate in any kind of discourse. The result of their listening ability is also at the intermediate level. However, based on the observation done by the researcher, both of the students proficiency level and listening ability is not in the intermediate level since there are some problems related to the students’ pronunciation, familiarity with English language, and so on found. Then, most of the students said that they are able to understand the main points of texts which are close to the daily life if the provided texts are clearly spoken. The thing that they consider difficult the most in the listening activity is comprehending the content of the listening material. The last thing about the target needs is what the students’ expect after finishing their study. The result tells that generally they want to learn English so that they are able to understand what the other speaker is saying. For the second part of the needs analysis, the learning needs, the researcher found out that the desired inputs fot the listening materials are authentic materials. Then, the theme that they want the most is theme which tells them about fictions. They also chose to have dialogues and monologues which are close to everyday life. Meanwhile, the listening inputs that they can understand are those which have for about 100-150 words. The use of videos and pictures in the listening activities is quite helpful according to the result of the needs analysis. Learning needs also cover the desired procedures for learning. The students prefer to choose listening activities which can be learnt in the classroom. The materials are provided by the teacher based on the needs and interests of the students. The tasks are better if it can develop students’ creativity. Besides listening inputs and listening procedures, lerning needs also covers the setting, learner’s role, and teacher’s role. For the setting, the result shows that the students chose to have activities which are done in pairs. The students chose to ask for some clues to the teacher in every activities. This result is not considered to develop the materials since it does not facilitate the students to be active learners. Then, they want the teacher to motivate the students and give them some clues if the tasks are too difficult. After the needs analysis was conducted, the next step was designing the course grid. It is the guideline of the materials which were developed. There are six components of the course grid such as the core competences, the basic competences, the name of the unit, the indicators, the input, and the last is the activities. The researcher developed four units of listening materials. Each of the unit consists of 13-16 tasks.