22 In designing the listening materials, the writer adapted Kemp’s
instructional design model since it provides the steps needed by the writer to develop the listening materials. The writer chose Kemp’s design because there are
three essential elements of instructional technology that emphasizes on the problem such as, objectives, activities and resources, and evaluation. The steps
used to develop the materials from Kemp’s design would be suited to R D steps. Figure 3 shows the steps from R D method which has been suited to
Kemp’s design. However, there would be some differences between the steps in this study and Kemp’s design and R D steps because the writer adapted the
steps which are suited to the needs in this study. The writer would only revise the materials once after the preliminary field testing. The writer would consider the
feedback given from preliminary field testing from the experts to revise the designed materials.
These are the steps used by the writer in designing the materials:
1. Listing the Students’ Characteristics
In this step, the writer does the classroom observation and review of literature. The writer collects all the students’ characteristics such as the students’
needs, capabilities, and interest in learning English through listening skill. The writer distributes a questionnaire to the students and conducts an interview with
the English teachers to gain data about the students’ characteristics. The designed materials will be suited to the students’ characteristics.
23
2. Stating the Goals and Listing the Topics
This step aims to determine the goal of the designed materials. The term Goal is stated as Basic Competency in the curriculum. The basic competencies in
every unit in the designed materials were stated as the goals as well as the term used in the theories. The goals were taken from the current curriculum which is
school-based curriculum KTSP 2006. After stating the goals, the writer would list the topics. The topics would be suited with the school-based curriculum
KTSP 2006.
3. Specifying the Learning Objectives
The indicators in every unit in the designed materials are stated as the learning objectives as well as the term used in the theories. The learning
objectives are listed in order to specify the basic competency of each unit and to measure the students’ achievement in every meeting of the learning activities.
4. Listing the Subject Content
The subject content of the designed materials is appropriate with the framework of task-based language teaching since the materials development
adapted the task-Based principles. According to Wiilis 1996, task-based language teaching framework consists of three phases p. 38. They are pre-task,
task cycle, and language focus. 1
Pre-Task The activities in this section are the form of images and questions to be
discussed. In this section, the activities aimed to give warming up for the students
24 before they jump into the tasks. This section is to find out the students’ knowledge
toward the topic. It will make the students able to prepare themselves to learn. 2
Task-Cycle In this section, the activities are full of tasks for the students. This part
contained the task cycle of Task-Based principles. There were many different activities in each topic of the designed materials so that the students could get
various activities. The activities were in form of individual, in pairs, or group activities.
3 Language Focus
In this section, the students are given an explanation about the language focus of the topic. This section is put after the task cycle so that the students can
get real examples from the previous activities they have done. In addition, the students are asked to write down their report and reflection
after they finish every unit given. It aims to find out how much the students learn through every unit to learn English and improve their listening ability. It aims to
find out how well the students follow the activities. The content of the materials must be closely related to the objectives and
to the students’ needs. In addition, the writer would consider the content organizing.
5. Selecting Teaching Learning Activities and Resources
