Analysis Techniques in Preliminary Product Verification

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CHAPTER IV RESEARCH RESULT AND DISCUSSION

This chapter presents the result and discussion of the designing English listening materials for the second year students of Visual Communication Design Program in SMK Negeri 5 Yogyakarta in which answers the question in the Problem Formulation. This chapter is divided into two main parts namely discussion on the appropriate design of English listening materials using task based language teaching for the second year students of Visual Communication Design Program in SMKN 5 Yogyakarta and presentation of the final version of the designed materials.

A. The Appropriate Design of English Listening Materials Using Task Based

Language Teaching for the Second Year Students of Visual Communication Design Program in SMKN 5 Yogyakarta The appropriate English listening materials using task based language teaching was designed based on learners’ characteristics and needs, current curriculum used in Vocational school, materials that were relevant to Visual Communication Design Program and suitable with students’ competence. Moreover, in designing the listening materials, the writer employed RD cycle, which was combined with Yalden’s instructional model. The design of English listening materials consisted of nine components namely: Learners’ Characteristics and Needs, Statement of Purposes, Syllabus, Content Description, Learning Materials and Activities, Materials’ Feedback, Preliminary Materials Revision, Feedback from the Classroom Implementation, and Final Materials’ Revision. The detailed components of the designed listening materials are presented as follows:

1. Learners’ Characteristics and Needs

The learning materials should be appropriate with learners’ characteristics and needs. In order to obtain the data of learners’ characteristics and needs, the writer conducted interview and observed materials and references that support the process of designing the materials. The data of the interview and the observations would be useful in designing appropriate and relevant materials for the intended students. The interview was conducted to three English teachers of SMKN5 Yogyakarta and four students of second grade from Visual Communication Design Program. The interviews of teachers were conducted on October 7-9, 2009; while the interviews of students were carried out on October 14-15, 2009. The result of the interview would be described below: a. The result of interview with teachers The interview was carried out to three English teachers of SMK Negeri 5 Yogyakarta. From the result of the interview, all teachers admitted that they rarely conducted listening activities for their students. Furthermore, listening activities were not well organized. One teacher said that from one Basic Competence listed in the syllabus, they only conducted at least one meeting for the listening activity. Two others mentioned that listening activity was only for additional activity of the lesson. There were some reasons on why teachers seldom carried out listening activities. First, teachers should teach a lot of materials for the second grade students. It made them difficult to arrange time for the listening activities. Second, conducting listening activities needed more time and work to prepare the materials, the media, and the students themselves. However, although teachers in SMKN 5 Yogyakarta seldom conducted listening activities, they usually integrated them with speaking activities. The teachers said that they used some kinds of listening activities such as listening to dialogues, songs, and stories, filling the missing words and retelling a story. One teacher mentioned that she once used a movie for the listening activity. Moreover, teachers also used some kinds of media in conducting listening. They usually used simple media that were provided in the school such as tape recording and VCD player. Some teachers shared that they also used other materials beside those that were provided in the school such as films, and recordings of speech. Furthermore, teachers stated that the students have some characteristics as mentioned below: 1 Generally, the second year students in SMK Negeri 5 Yogyakarta do not have proper English skill yet especially listening skill. However, the students of Visual Communication Design Program have better competence than the students of other vocational programs. Moreover, most of the students of