Presentation of the Designed Set of the Materials

designed materials. Besides, Listen up subsection, which previously was classified as a part or subsection of either Comprehension check or Text Exploration , was then categorized only as the subsection of Text Exploration section.

B. Presentation of the Designed Set of the Materials

In this part, the writer presented the final version of the designed set of the materials as the answer to the second question in the Problem Formulation. After undergoing some revisions, the final version of the designed set of the materials are described as follows. There were eight topics developed in this designed materials i.e. Special Event, Environment, Entertainment, Folktale, Relationship, Health, Animals, and Technology. Each topic was developed into one unit. The time allocated for each unit was 2 x 45 minutes. The activities of each unit were categorized into three main activities i.e. pre-listening activity, while-listening activity, and post- listening activity. The activities were then structured into five main sections, that is, Before you listen, Vocabulary focus, Comprehension check, Text exploration, and Reflection. Besides, there were also three subsections included in each unit, namely Repeat after your teacher, Language focus, and Listen up. The complete presentation of the designed materials can be seen in Appendix 8. The topics, sections, and subsections of all units are presented in Table 4.8. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.8: Presentation of the Designed Set of the Materials UNITS Topics Segments Sections 1 Special Event A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW 2 Environment A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW 3 Entertainment A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW 4 Folktale A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW 5 Relationship A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW 6 Health A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW 7 Animals A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW 8 Technology A. Before you listen B. Vocabulary focus Repeat after your teacher C. Comprehension check D. Text Exploration Language focus Listen up E. Reflection HW PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 102

CHAPTER V CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion of this study and some suggestions for English teachers and further researchers. The conclusion consists of the summary of the answers to the problems of this study and is drawn from the results of the research discussed in the previous chapter. Some suggestions to the English teachers and further researchers are also included to propose some useful ideas to consider.

A. Conclusion

This study was aimed at designing and presenting a set of supplementary instructional listening materials employing Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta. To achieve the goal of the study, there were two questions to answer. The first question was how a set of supplementary instructional listening materials incorporating Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta is designed. The second question was what the designed set of the materials look like. To answer the first question in the Problem Formulation, the writer employed the adaptation of Kemp’s instructional design models as the realization of Research and Development R D method. There were nine instructional design steps to follow in this study i.e. identifying learners’ characteristics, pre-

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