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-
