84
Unit Sub-unit
Title Section
Aims activity
Techniques Unit 2
My Memory Get Ready
Introduction and Pre task
Introduce the childhood moments
Sharing opinions about some pictures of childhood
moments - Students are divided into
several groups. - In group, students share their
opinion about the pictures of childhood moments.
Prepare students by providing an example
of listening practice -
listening the recording -
completing the missing words of the paragraph
- answering questions
related to the paragraph - Students complete the missing
words while listen to the recording.
- Students answer the questions then discuss their work.
Let’s See Language Focus
Explain the expressions andor
the language used in the topic
- discussing the expressions
and the language used to describe past moments
- doing exercise
- Teacher explains the
expressions and the language used to describe past moments.
- Students do exercise then
discuss it together. Work It
Main task Exposure to the
listening task -
listening the recording -
taking notes of the important information
- Students take notes of the important information while
listen to the recording. - Students share their information
to the other. Show Time
Post task Apply what students
have learnt in the real situation
- sharing memorable
childhood moments - Students make group consist of
3-4 members. - In group, students share their
childhood moments.
85
Unit Sub-unit
Title Section
Aims activity
Techniques Unit 3
How does a camera work?
Get Ready Introduction and
Pre task Introduce a camera
and terms of photography
- sharing information related
to a camera and photography
- completing vocabulary
- Students share information
related to a camera with their partner.
- Students complete the vocabulary then discuss their
work. Prepare students by
providing an example of listening practice
- listening the recording
- completing the missing
words of the paragraph -
answering questions related to the paragraph
- Students complete the missing words while listen to the
recording. - Students answer the questions
then discuss their work. Let’s See
Language Focus Explain the
expressions andor the language used in
the topic -
discussing the expressions and the language used to
describe a process -
doing exercise -
Teacher explains the expressions and the language
used to describe a process. -
Students do exercise then discuss their work.
Work It Main task
Exposure to the listening task
- listening the recording
- completing the missing
words - Students complete the missing
words while listen to the recording.
- Students and teacher discuss the result.
Show Time Post task
Apply what students have learnt in the real
situation -
conducting a role play or simulation about
describing a process related to photography
- Students make a group consists of 3-4 members
- In group, students make a short role play or simulation about
describing process related to photography.
6. Materials’ Feedback
After the designed materials was finished and completed, the writer validated and verified the designed materials through Preliminary Product
verification. The product verification was conducted by distributing questionnaires and conducting interview to the participants. It was aimed to gain
feedback toward the designed materials which included evaluations, opinions and suggestions for the material’s improvement. The participants were three English
teachers of SMK Negeri 5 Yogyakarta and two lecturers of English Education Study Program of Sanata Dharma University. The description of the participants
was described in the following table:
Table 4.7: The Description of Participants for Materials’ Feedback
No Group of participants
Sex Educational
background Teaching
Experiences M F
S1 S2
S3 1-5
6-10 11-15
1 English Teachers of SMKN 5
Yogyakarta √ √
√ 2
√ √ √
3 √ √
√ 4
English Lectures of English Language Education Study
Program of Sanata Dharma University
√ √
√ 5
√ √
√
Total 2 3 5
4 1
The questionnaires were distributed on 1
st
– 6
th
of February, 2010. The interviews were conducted on 8
th
– 17
th
of February, 2010 when the writer received the feedback of the questionnaires. The result of the questionnaires and
interviews were presented as follows:
a. Data Presentation and Analysis
The writer distributed the questionnaires to the participants to obtain feedback of the designed materials. The result of the questionnaires revealed
participants’ opinion and evaluation toward the designed materials. Their opinions were indicated using five points of agreement. The descriptive statistics of the
participants’ opinion were presented on the table below:
Table 4.8: Descriptive Statistics of the Participants’ Opinion
No Participant’ statement on…
Frequency of the degree of
agreement Central Tendency
1 2 3 4 5 N Mn
Mdn Md
1 The standard competencies of the
designed materials are well formulated 1
4 5
3.6 4
4 2
The indicators are well formulated 1 4
5 3.8
4 4
3 The listening materials are match with
the competencies and indicators 1 1 3
5 3.4
4 4
4 The materials are relevant to visual
communication design program. 3 2
5 3.4
3 3
5 The materials are relevant to the
students’ knowledge and skill level. 1 2 3
5 3.2
3 4
6 The level of difficulty of the designed
material is appropriate with what should be given to the students.
4 1 5
3.2 3
3 7
The materials are able to help the students develop their listening skill.
1 1 3 5
3.4 4
4 8
The tasks or activities in each unit are relevant to topic in each unit.
1 1 3 5
3.4 4
4 9
The tasks or activities in each unit are well-elaborated
3 2
5 2.8
2 2
No Participant’ statement on…
Frequency of the degree of
agreement Central Tendency
1 2 3 4 5 N Mn
Mdn Md
10 The tasks or activities in each unit can
facilitate the students to achieve the goals and objectives.
2 1 2 5
3 3
2 ; 4 11
The instruction in each task or activity is clear enough to be understood by the
students 2 1 2
5 3
3 2 ; 4
12 The tasks and activities are interesting
and various enough to motivate students. 3 2
5 3.4
3 3
13 The tasks and activities can help students
to understand the topic 3 2
5 3.4
3 3
14 The recording and spoken text are clear
2 2 1 5 2.8
3 2 ; 3
15 Generally, the pictures and lay out
provided can help students to understand the lesson more
1 4 5
3.8 4
4 16
Generally, the content of the designed materials is well elaborated
1 1 3 5
3.4 4
4
Note:
N : Number of participants
Mn : Mean
Mdn : Median Md
: Mode
The result of the descriptive statistics of the participants’ opinions indicated that the average point of agreement on the evaluation was 3,5 . From the
result, it can be said that the designed materials was good enough and acceptable to be applied. However, the designed materials needed to have some revisions and
improvements as suggested by the participants.
b. Participants’ comments and suggestions
In obtaining comments and suggestions of the designed materials, the writer conducted interview to the participants whom were asked to fill in the
questionnaires. The participants were asked to give opinions, strengths, weaknesses of the designed materials and also suggestions to the materials’
improvement. Four participants stated that generally the designed materials were good
enough. One participant said that the designed materials were an innovation in developing materials which specialized to one vocational school program.
Furthermore, the following list is a summary of the strengths of the designed materials:
1 The designed materials had enough variety on listening materials, activities,
and media. 2
The designed materials had level of difficulties that was appropriate with students’ ability.
3 Some units were already good and well developed, such as in Unit 3.
4 The layout and pictures provided on the handbook could support the topic of
the materials and attract students’ attention. 5
Teacher’s manual was good and clear enough. Although the designed materials were overall good, they still had some
weaknesses that should be improved. The list in the next page is weaknesses mentioned on the interviews:
1 Some of the types of listening materials were not appropriate with the types of
materials stated in the Basic Competence of the syllabus. 2
Some learning indicators were not appropriate in developing listening skill and did not support the basic competence.
3 The framework of the learning activities was complicated and confusing.
Some activities on the materials did not have connection with the previous or the following activities.
4 Some of the instructions on the handbook were too long and some the other
was difficult to understand. 5
Some of the recordings were not clear enough. 6
Some materials were not necessary to be included on the designed materials since they were not intended to develop listening skill, such as: materials
about tenses and grammar. One participant said that the students will get confused if they should also pay attention to the sentence grammar when they
have to concentrate to understand the spoken text. 7
Some activities were too difficult for the students, such as an activity on the Main task of Unit 1.
8 The tasks after listening activity were mostly activities which asked students
to fill in the missing words. This kind of task did not guarantee that the students had understood the spoken texts.
9 There are some grammatical mistakes both in the instructions and in the
materials.
