49 The teacher stated that the listening activity only conducted on the
beginning of the meeting for each topic. It means that the teachers did not have materials which focus on listening skill but the teachers had their own way in
teaching by integrating listening skill with other skills. However, there was a factor that supported the listening activity in the school. It was that the school had
appropriate media such as speakers and language laboratory. The activities developed by the writer in the designed materials were in
form of individual work, pair work, and also group work. Individual work aimed to develop the students’ personal thought and idea. The writer applied pair work
and group work so that the students could share their ideas and thought and get more knowledge from others by their interaction. The writer applied some kinds
of different tasks in the designed materials such as listening for details, brainstorming based on images and English song by answering questions, and
completing dialogues based on the recording.
3. Development of Preliminary Form of Product
In this step, the writer used the result from planning step to develop the materials. The topics of the materials were adapted from the 2006 School-Based
Curriculum KTSP and the syllabus of SMPN 2 Yogyakarta. The teaching learning activities were selected based on the task-based principles. The materials
were developed based on the students’ characteristic. The recording in the designed materials were made to match with the students’ listening skill level. The
listening script was made by the writer based on the listening materials. Later on, the listening script will be given to the English teachers of SMPN 2 Yogyakarta.
50
4. Preliminary Field Testing
This step was conducted to find out whether the materials could meet the goals and appropriate for the seventh grade students of SMPN2 Yogyakarta. In
gathering the feedback and evaluation from the designed materials, the writer distributed a questionnaire to the English teachers of SMPN 2 Yogyakarta and the
lecturers of English Language Education lecturers of Sanata Dharma University. There were two English teachers and two lecturers as the experts to evaluate the
designed materials. The data obtained from the questionnaire were presented as follows:
a. Description of the Participants
The participants in this step were four people who were considered experts. There were two English teachers and two lecturers as the experts to
evaluate the designed materials. There were three sections of the questionnaire. The first section was the
participants’ identity including name, sex, educational background, and teaching experience. The second section was participants’ opinions on the designed
materials. The third section was about the participants’ comments, suggestions and criticisms on the designed materials. The feedbacks were used for revising the
designed materials.
Table 4.6: The Description of Research Participants Group of
Participants No
Sex Educational
Background Teaching Experiences
in years F
M S1
S2 S3
1-5 6-10
11-15 16-20
English Teachers of
SMPN 2 Yogyakarta
1. √
√ √
2. √
√ √
51
English Language
Education lecturers of
Sanata Dharma University
3. √
√ √
4. √
√ √
As shown in Table 4.6, the participants were two female English teachers of SMPN 2 Yogyakarta who were S1 graduates. One teacher has 6-10 years of
teaching experience, while another one has 11-15 years of teaching experience. The other participants were two lecturers of English Language Education of
Sanata Dharma University who were S2 graduates. One female lecturer has 11-15 years of teaching experience. And one male lecturer has 6-10 years of teaching
experience.
b. Data Presentation and Analysis
The questionnaire was distributed to the respondents to evaluate the designed materials. The degree of agreements in the questionnaire was presented
in Table 4.7.
Table 4.7: Degrees of Agreement
Degree of agreement
Meaning 1
Strongly disagree 2
Disagree 3
Agree 4
Strongly agree
The evaluation data were presented in the following table:
52
Table 4.8: The Result of Questionnaire in Preliminary Field Testing No
Participants’ opinion Frequency of the Degree of
Agreement 1
2 3
4
1 The major goals of the designed
materials are well formulated. 1
25 3
75 2
The designed materials are able to meet the goals and objectives stated
in the Curriculum. 1
25 3
75 3
Generally, the contents of the designed materials are well-
elaborated. 1
25 3
75 4
The designed materials are relevant to the students’ knowledge and skills
level. 3
75 1
25 5
The tasks or activities in each unit are relevant to the topic in each unit.
1 25
2 50
1 25
6 The tasks or activities in each unit
are well elaborated and can facilitate the students to achieve the goals and
objectives. 3
75 1
25 7
The instruction in each task or activity in each unit is clear enough
to be understood by the students. 1
25 2
50 1
25 8
The tasks or activities are interesting and various enough to motivate
students to be more creative. 1
25 2
50 1
25 9
The tasks or activities given can help the students to understand the lesson.
3 75
1 25
10 Generally, the pictures or
illustrations are helpful for the students to understand the lesson
more. 1
25 3
75 11
Generally, the designed materials will enable the students to improve
their listening skill. 1
25 2
50 1
25 12
Generally, the designed materials will enable the students to learn
English easily. 1
25 2
50 1
25 13
The content of the designed materials are related to the students’ life.
3 75
1 25
14 The designed materials related to
students’ life help the students to understand the content of listening
material. 4
100
53 From Table 4.8, it is shown that all of the total four experts have given
their opinion on the designed materials based on the degrees of agreement. It is shown by the total percentage of each opinion 100.
As shown in the result from the questionnaire for preliminary field testing, mostly, the experts agreed with the opinions asked. The experts who agreed with
the opinions ranged from 75 - 100. The experts agreed that the designed materials were able to meet the goals and objectives stated in the curriculum. In
addition, the major goals of the designed materials were well formulated. The contents of the designed materials were well elaborated and relevant to the
students skills level. The tasks or activities in each unit were well elaborated and could motivate the students to achieve the goals and objectives. The activites were
interesting and various enough to motivate the students to be more creative. The tasks given could help the students understand the lesson. In addition, the
instructions were clear enough to be understood by the students. Generally, the pictures or illustrations were helpful for the students to understand the lesson
more. The designed materials would enable the students to improve their listening skill and learn English easily. The content of the designed materials were related
to the students life and it helped the students to understand the content of listening materials.
From the result of the preliminary field testing, it means that the designed materials has been appropriate for the seventh grade students of the first semester
of SMPN2 Yogyakarta. However, the designed materials still needed revisions on some parts. The writer would use the participants’ feedback and suggestion from
54 the second part of the questionnaire of preliminary field testing. In addition, the
writer used the first part of the questionnaire which obtained low percentage to improve the designed materials.
In the second part of the questionnaire, the participants gave feedback through open-ended questions. There were four questions delivered in the second
part of the questionnaire. The first question was about the participants’ comments or opinions on the designed materials. The second was about the strength of the
designed materials. The third was about the weakness of the designed materials. And the last one was about participants’ suggestions to improve the designed
materials. The participants’ comments or opinions on the questionnaire were that the
activities were interesting to improve students’ listening skill and the materials were already suitable for the students’ level. The participants’ opinions on the
strength of the designed materials were: that the activities were applicable so that it could help the students improve their listening skill; the instructions were easy
to be understood by the students. The participants’ opinions on the weakness of the designed materials were: there was no information on what types of listening
skills for the students to hear; there were some pictures that were not clear enough; and there were no audio visual materials. The experts suggested the
writer add more vocabulary related to the topic, find another song which is more suitable with the students’ level, revise some grammatical mistakes, specify the
focus of the activities, and improve the audio quality and transition.
55 From the suggestions given by the experts, the writer concluded that the
designed materials needed revision. The writer would consider the suggestions from the experts to revise the designed materials. In addition, the writer would
consider the result from the first part of the questionnaire to revise the designed materials.
5. Main Product Revision
In this step, the writer would revise the designed materials to be better. After having some revisions, the designed materials would be ready to be applied
in the school. The revisions were based on the participants’ suggestions from the questionnaire on the preliminary field testing. The revisions made are stated as
follows: 1
Adding vocabularies related to the unit’s topic The seventh grade students of the first semester needed more vocabulary
to make them more accustomed to English. Vocabulary also needed to make them understand the topics. The vocabularies would be put after the task given.
2 Revising some grammatical mistakes in the designed materials
There were some grammatical mistakes on the designed materials especially in the instruction. The writer would revise some of the instructions to make the
students understand the instruction for each task. 3
Replacing the song in Unit 3 with another song According to the experts’ opinion, the song in unit 3 was actually
interesting and necessary for the students but the experts suggested that it could be replaced with another song which is more suitable for the students’ level. The
56 previous song was a bit difficult for the students because there were too many
difficult vocabularies and the pronunciation in the lyric was a bit too fast for the students’ level.
4 Improving the quality of the audio recording
Since some parts of the audio recording were not clear enough, the writer decided to record the listening script again. The writer also considered the
grammar mistakes in the audio recording which also needed to be revised
B. The Final Version of the Designed Materials
After conducting the revision and improvement of the designed materials, the final version of the English Listening materials based on Task-Based
Language Teaching for the seventh grade students of the first semester of SMPN2 Yogyakarta was presented. There were four units in the materials and each unit
requires 2 x 40 minutes. The units in the materials are presented as follows: 1
Hello, Friends 2
Open Your Book, Please 3
Everything around Us 4
Be Grateful There were four main parts in each unit as it should be on the task-based
principles. The main parts were Warming Up, Your Turn, Your Focus, and What have You Learnt Today?. The materials were developed based on the school
syllabus which used 2006 School-Based Curriculum KTSP. Table 4.9 presents
