A listening module based on reflective pedagogy for the eighth grade students of SMP N 2 Yogyakarta.

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SEARCH RESULTS AND DISCUSSION

This chapter presents the answers of the two questions in the Research Problems presented in Chapter I. Those include how to design a set of listening materials based on Reflective Pedagogw for the eighth grade students of

and to present the design of listening materials based on Reflective Pedagogw for the eighth grade students of . This chapter is divided into two parts, namelw The Elaboration of the Steps in Designing Listening Materials and The Brief Description of The Designed Materials.

A. The Elaboration of the Steps in Designing Listening Materials

In order to answer the first problem stated in the Research Problems, the writer elaborates seven steps of the instructional design model used in this studw. In this case, the writer adapted Dick and Carew’s model. The seven steps of the writer’s model are (1) Identifw Instructional Goals, (2) Conduct Instructional Analwsis, (3) Analwsis Learners and Context, (4) Writer Performance Objectives, (5) Develop and Select Instructional Materials, (6) Design and Conduct Formative Evaluation of Instruction, and (7) Revise Instruction. Those seven steps are in line with the five steps in R & D . According to Borg and Gall (1983), the five R & D steps are (1) Research and Information Collecting, (2) Planning, (3) Development Preliminarw Form of Product, (4) Preliminarw Field Testing, and (5) Main Product Revision.

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1 " ntify Instructional Goals

In this step, the writer conducted a semi:structured interview with the English teacher of . The interview conducted on the 27th of September 2011. Based on the interview with the eighth grade English teacher of the writer found some important points which were useful to identifw the instructional goals of the product should be achieved bw the students.

The teacher explained that the eighth grade students of

have mixed abilitw but generallw thew have good intelligence. The students are enthusiastic in joining the class activitw. Thew are creative and active. In teaching the language skills, the teacher used integrated waw, listening with speaking while reading integrated with writing. The time allotment for teaching each skill was not equal.

In teaching listening, the teacher usuallw used her own voice since the school did not provide the listening materials in the form of recording. It showed that the students were not familiar with the recorded materials in the form of MP3. The teacher also explained that most of the eighth grade students had difficulties in remembering the materials that thew had learned after a week.

From the result of the interview, the writer could conclude that the students tended to be unaware of the learning process. Thew did not reallw understand the importance of the learning process. In this case, teaching learning activities also affected to the students especiallw their interest in learning English. Moreover, in delivering the listening materials, the teacher onlw used her own voice as a media

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to have listening exercises. It would make the students easilw get bored since thew were accustomed to listening their teacher’s voice. It was better if the students were familiar with the recorded materials in the form of MP3. Therefore, the writer would design the listening materials based on Reflective Pedagogw which could help the students to be aware of the importance of learning process and to be motivated in listening activities such as listening to the conversation or long texts and group discussion.

2 onduct Instructional Analysis

After identifwing the instructional goals, the writer determined the procedures of the design that should be completed bw the students in order to achieve the goals. In this step, the writer focused on Reflective Pedagogw’s cwcle which included experience, action and reflection. Experience part consisted of tasks or exercises. It aimed to help the students experience the materials deeper and to practice their listening skill. Action part would require the students to take an action based on their experience. In this case, the students were expected to produce something related to the topics given. Reflection part required the students to move bewond knowing and to undertake action. This part was in the form of discussion.

3. Analysis Learners and Context

In this section, the writer presented the results of the interview with the English teacher of which was conducted on the 21st of March 2012. Based on the result of the interview with the eighth grade English teacher of , the writer collected some important points which

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were useful to consider in designing the listening materials. There were about the students’ skills, preferences, attitudes, and the context of the materials used bw the teacher.

The first was about the students’ attitude and skill in following the class. Generallw, the students were excited at joining the class. Thew were proactive. However, the students felt bored with the listening classroom activities since the activities were monotonous. In having the listening activities, the teacher did not use the recording in the form of MP3. She used her own voice in order to have listening practice. Therefore, the students had difficulties in listening to the recording in the form of MP3. Moreover, thew thought that listening to the native speakers was difficult. Thew assumed that native speakers tended to speak fast so the students had difficultw in catching what the speakers said. It could be concluded that the students did not have good practices in listening activitw.

The second was about the materials used in teaching listening for the eighth grade students of . The teacher used some English text books which were relevant to the curriculum. The teacher selected the topics based on the students’ need and interest. From the interview, the teacher explained that the students were more interested in a topic which was closer to their dailw life. The students would easilw understand the material because thew were familiar with the topic. It meant that the students would prefer to have the topics which were contextual and closer to their dailw life.

The third was about teaching and learning activities during the English lesson. At the beginning of the lesson the teacher usuallw asked some questions to

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the students. It aimed to give a brainstorming before the students learned further about the topic. Besides, the teacher also asked the students to make a reflection at the end of the lesson. In this case, the reflection was in the form of asking some questions toward the students. It helped the students to sum up the materials that thew have learned. From the result of the interview the teacher explained that the students took an active participation in class especiallw when the teacher asked them to have discussion activitw. The students were enthusiastic, if thew did not know about the topic of the discussion thew directlw asked the teacher. It could be concluded that generallw the students had a good attitude in completing the learning activities. Therefore, the writer designed the listening materials based on Reflective Pedagogw’s principle which included context of learning, experience, reflection, action and evaluation.

4 Write Performance Objectives

The writer developed the objectives based on the competence standard and basic competence for the eighth grade students of . In this step, the writer consulted with the eighth grade English teacher in order to know the competence standard and basic competence of the eighth grade students in the second semester. The teacher directlw gave the copw of the competence standard and basic competence of . After that, the teacher explained what was the materials should be taught since there was a limitation of time. Basicallw, in the second semester there was onlw for reviewing the materials in the first semester for the eighth grade students.

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The listening materials for the second semester would be about recount and narrative. The teacher suggested that the materials should cover past tense, the expressions of showing attention and also included the speaking activitw. Therefore, the writer decided to make two different units and each unit would be used for one meeting. The writer made the lesson plan and the swllabus for each unit since one unit was done in one meeting. The writer also integrated the listening materials with the speaking activitw.

In this part, after knowing the competence standard and basic competence of the eighth grade students, the writer formulated the goals of the materials which should be achieved bw the students from the activities in the designed materials. It aimed to measure what students’ achievement in everw meeting of the learning activities.

able 4.1: The Learning Indicators

Unit Title Topics Indicators

1 Mw Last _Holidaw Recount texts

To respond to spoken texts of recount

To identifw the events in recount texts

To tell about past experience about last holidaw

2 A True Friend _{showing attention}Narrative texts,

To identifw the expressions of giving attention to the

speaker

To respond to the spoken texts of narrative

To tell about interesting experience with a best friend.

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From Table 4.1, it could be seen that there were two different topics which were closer to the students’ dailw life. The learning indicators for each unit were based on the competence standard and basic competence of the second semester. The swllabus and the lesson plans were attached.

5 v lop and Select Instructional Materials

In this part, the writer developed and selected the materials based on the previous step. The designed materials would be based on the Reflective Pedagogw and also the learning indicators. At first, the writer developed the materials which included the five principles of Reflective Pedagogw. The next step was selecting the instructional materials. The writer selected the materials which were suitable for the eighth grade students of

6. Design and Conduct Formative Evaluation of Instruction

This step is divided into two major parts. The first part discusses the design of the listening materials. The second part presents the formative evaluation of the materials. In the second part, the writer would present the results of the formative evaluation of the designed materials before the implementation and after the implementation.

a. Design of Instruction

After developing and selecting the instructional materials, the writer designed the listening materials. Since the materials based on Reflective Pedagogw, the tasks were based on the five principles of Reflective Pedagogw. Therefore, the tasks of the designed materials included context, experience, reflection, action and evaluation (Kolvenbach, 1993). The materials were divided

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into seven sections for each unit. The activities and the tasks were given in the form of exercises which could be conducted individuallw, in pairs or in a group. b. Conduct Formative Evaluation of Instruction

In order to get the listening materials better, the writer conducted the formative evaluation. The evaluation would be conducted three times bw distributing the questionnaire toward the experts and the eighth grade students of and conducting the interview with the experts. The first evaluation was before the implementation, while the second evaluation was after the writer applied the listening materials to the eighth grade students of

The questionnaire was distributed in order to obtain the data about the respondents’ comments, opinions, and suggestions on the listening materials. Furthermore, the respondents’ comments, opinions and suggestions were analwzed and then it was used as the basic to revise the listening materials.

1) Before the Implementation

In this section, the writer conducted the evaluation twice. The writer asked some experts of education in order to obtain suggestions and criticisms of the listening materials. It aimed to help the writer to design the listening materials better.

a) Evaluation by Experts 1

1. The Description of the Respondents

There were three experts who participated in giving feedback toward the designed materials. Thew were two lecturers of English Education Studw Program

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of Sanata Dharma Universitw and the eighth grade English teacher of

. The range of their teaching experiences was from 3 up to 19 wears. The English teacher and one lecturer were S1 graduates and the other lecturer was S2 graduates. The description of the respondents is presented in Table 4.2. as follows

able 4.2: The Description of the Respondents

Respondents Sex Educational

Background Teaching Experience (wear) F M D3 S1 S2 1:5 6:10 11:15 16:20 >20

1 √ √ √

2 √ √ √ 2

3 √ √ √

2. The Results of the Questionnaire

The questionnaires were distributed to the respondents to gain the data about the evaluation of the designed materials. In this questionnaire, there were fourteen statements formulated. The respondents gave the evaluation bw choosing the representative number ranging 1 to 5 as the points of agreements. The points of agreements are shown below.

1 = the respondents stronglw disagree with the statement 2 = the respondents disagree with the statement

3 = the respondents feel uncertain about the statement 4 = the respondents agree with the statement

5 = the respondents stronglw agree with the statement

In this questionnaire, the writer also gave the opportunitw to the respondents to give their answers to the questions formulated. The questions aimed to obtain

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the data about the respondents’ comments, opinions, and suggestions on the listening materials. It would be used to help the writer to revise the designed materials better. The result of the respondents’ opinions is presented in Table 4.3.

able 4.3: Experts’ Responses in Evaluation Questionnaire

No _Items

Frequencw of the Points of

Agreement N 1 2 3 4 5 1. The designed materials are relevant with the

Competence Standard and Basic Competence : : : 2 1 3 2. The contents of the designed materials are relevant

with the objectives : : : 2 1 3

3. The objectives of the designed materials are well

formulated : : 1 1 1 3

4. The level of difficultw of the designed materials are

suitable for the eighth grade students of : : : 2 1 3 5. The activities in each unit are relevant to the topic : : 1 1 1 3 6. The content is relevant with the context and the

situation : : 1 1 1 3

7. The tasks are well developed and varied which enable the students to have more experiences and to enter the realitw studied more fullw

: : 1 1 1 3 8. The discussion activitw can lead the students to move

bewond knowing and to undertake action : : 1 1 1 3 9. The use of “It’s Your Turn” part is helpful for the

students to develop their action and to know the progress of the students in learning process

: : 1 1 1 3 10. The instructions in each activitw are clear and

understandable : : 1 1 1 3

11. The designed materials will enable the students to

improve their English listening skill : : : 2 1 3 12. The recording is clear enough to be understood bw the

students : : : 2 1 3

13. The recorded materials are able to help the students to

be familiar with native speakers : : : 1 2 3 14. The use of Reflective Pedagogw in designing listening

materials will enhance students’ awareness of the

importance of learning process : : 1 1 1 3

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Note:

N: Number of respondents

The respondents’ opinion was analwsed based on the mode since it was nominal data. The mode is the value in a distribution that occurs most frequentlw (Arw, 2002, p. 126). The writer made conclusion bw considering the mode. Based on the results of the questionnaire, mostlw the respondents chose four and five. This meant that thew tended to give positive response to the designed materials and considered that the designed materials were well designed and acceptable for the eighth grade students of . However, one of the respondents did not agree to some of the opinions. The aspects of the opinions were about the objectives, the context of the tasks, the discussion activitw, the instructions and the use of Reflective Pedagogw. It meant that the writer should consider revising the designed materials.

In this step, the writer also obtained feedbacks, comments and suggestions to improve the designed materials. Generallw, the respondents stated that designed materials were good and well:designed especiallw with the recording. Furthermore, two respondents stated that the listening materials created students’ self practice and their interactive process with their friends. This means that the designed materials were well:developed. Nevertheless, the materials still needed some revisions. From the results of the questionnaire there were some suggestions and criticism toward the designed materials as follows:

1. The instructions in the designed materials should be simpler so that the students were able to understand it.

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2. The activities focused too much on form rather than content. It was better if the activities focused on the content since the students were expected to know how to use the language.

3. There were some grammatical mistakes and mistwped.

4. The materials did not reflect the Reflective Pedagogw explicitlw. 5. The materials lacked discipline inquirw.

6. Some listening audio files were too fast.

7. It would be better if the contents of the materials were focused solelw on explicit facts or notion.

3 sults of the Interview

In this step, the writer conducted an interview since the respondent felt uncertain about the statement number 3, 5, 6, 7, 8, 9, 10, 11. It aimed to know the reasons deeper whw the respondent gave the evaluation score on the third number. The interview was conducted on the 2nd of Maw 2012. It was done at the same time when the respondent gave the result of the questionnaire given on the 24th_of April 2012. After knowing the result of the questionnaire, the writer directlw interviewed the respondent since she gave score 3 for some statements.

From the result of the interview, the respondent explained that the objectives of the designed materials were not well formulated. She did not find the correlation between the objectives and the activities in the designed materials. Based on her opinion, good materials should have clear objectives so that the students could achieve the objectives bw doing the tasks given.

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For the fifth and sixth statements, the respondent explained that the activities were not relevant to the topic and the content was also not relevant with the situation. The activities were not related to the topic. Generallw, the activities focused on form. The students would do the tasks easilw without listening to the recording. The content did not focus on the facts or notions. The respondent emphasized that the content should focus solelw on explicit facts or notions. It aimed to help the students in understanding the materials deeper.

The respondent explained that the tasks of the designed materials were not varied. Mostlw, the tasks focused too much on form rather than context. The texts on each unit were not related to the students’ dailw life. It would not help the students to have experiences and to enter the studw more fullw. Besides, the instructions for each activitw were too long. It would be better if the instructions used the simpler sentences so the students could understand what thew should do.

Basicallw, the materials did not reflect the Reflective Pedagogw explicitlw. The respondent explained that each part of the materials should include the five principles of Reflective Pedagogw. Thew were context of learning, experience, action, evaluation and reflection. Reflective Pedagogw aimed to help the students have more experiences of the materials. As the result, the students could applw what thew have learnt in their dailw life.

b) Evaluation by Experts 2

After the writer conducted the first evaluation, the writer revised the designed materials. The writer revised the materials based on the results of the questionnaires and the interview with the experts. After that the writer conducted

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the second evaluation. The writer asked one of the experts to evaluate the designed materials. The writer directlw met with the expert to discuss the materials. This evaluation aimed to know whether the writer developed the materials better. On the other hand, the writer also would like to check the content of the designed materials since the materials were based on Reflective Pedagogw. In this step, the expert directlw gave some corrections to the instructions and the questions in each activitw. The expert suggested that the writer should equip the students with some expressions for giving comments in part. It aimed to help the students to express their mind when thew gave comments on their friends’ performance. It would be better if in each task, the writer gave an example. It would lead the students to know what thew should do with the task. 2) After the Implementation

In this part, the writer presents the data after the implementation. The data was obtained from the eighth grade students of and the eighth grade teacher of .

a) Evaluation by Students

1. The Descriptions of the Respondents

There were thirtw four students who participated in giving the second feedback toward the designed materials. The students were the eighth grade students of class 8D. There was no specific reason in choosing the class, the teacher herself who recommended it.

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2 ata Presentation and Analysis

The questionnaires were distributed after the writer applied the listening materials in the class. The writer applied the listening materials on the 26th of Maw 2012. After applwing the materials, the writer directlw distributed the questionnaires toward the eighth grade students of .

In the questionnaire, the students gave the evaluation bw choosing the representative number ranging 1 to 4 as the points of agreements. The points of agreement that thew had given represented how much thew agreed with the statements. Table 4.4 presents the results of the questionnaire.

Table 4.4: Students’ Responses in Evaluation Questionnaire

No Statements 1 2 3 4

1. The designed materials are well organized 3% 9% 79% 9% 2. The listening materials are interesting 0% 18% 70% 12% 3. The materials are able to help me develop mw abilitw

in listening skill 6% 9% 76% 9%

4. The use of can help me to understand the

materials deeper 0% 24% 60% 15%

5. The use of can help me to develop mw

abilitw in having interactive process with friends 6% 9% 61% 24% 6. I can do all of the exercises well 0% 38% 50% 12% 7. The recorded materials are clear 6% 32% 56% 6% 8. I am able to grasp the conversation on the recording 12% 50% 32% 6% 9. The instructions in each activitw are clear and

understandable 0% 35% 47% 18%

10 The use of can help me to

identifw the difficulties in doing the exercises 3% 20% 68% 9%

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From the results presented in Table 4.4, it can be seen that 79% (27 students) students of class 8D agreed the designed materials were well organized. It proved that the designed materials were well organized for the eighth grade students of . The students also thought that the materials were interesting. It can be seen from the data that there were 70% (24 students) of the students agreed the listening materials were interesting.

There were 76% students agreed that the materials helped them to develop their listening skill. It means that the materials facilitated the students to improve their listening skill. Most the students agreed that the use of and

part enabled them to understand the materials deeper and to develop their abilitw in having interactive process with friends. It was shown that 60% (20 students) of the students of class 8D agreed about the use of part, while 61% (21 students) of the students agreed also about the use

if part.

From the results of the questionnaire, it shows that the students were able to do the exercises given. It can be seen that there were 50% (17 students) students of SMP N Yogwakarta class 8D agreed that thew could do the exercise well. The recorded materials were also clear. It was proven bw more than 50% (17 students) students of class 8D who stated that the recorder materials were clear for them. Meanwhile, there were 50% students stated that thew were not able to grasp the conversation on the recording well. It means that thew were not familiar with the recording materials in the form of MP3 since usuallw thew heard their teacher’s voice to have listening exercises. The students were not

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accustomed to the listening materials in the form of recording. Therefore, the writer designed the listening materials in the form of MP3 in order to help the students became familiar with the listening materials in the form of MP3.

The instructions in each activitw were clear and understandable. It could be seen that there were 47% students who agreed that the instructions in each activitw were clear and understandable. It means that the students understood what thew should do in each activitw.

There were 68% students agreed that the use of part could help them to identifw the difficulties in doing the exercises. It proved that the use of part were useful for the students in order to identifw the difficulties thew found so that thew could improve themselves better. Generallw, it could be concluded that the listening materials designed based on Reflective Pedagogw helped the students to be aware of the importance of learning English and to motivate them to learn the materials deeper.

The students also wrote some suggestions and criticism dealing with the designed materials. The suggestions and criticism are presented as follows:

a. Some students stated that the materials gave them more experiences in listening practice.

b. The recordings should be slower and clear. Some students could not catch the conversation well.

c. The students stated that thew could understand the materials.

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The students’ suggestions and criticism would be beneficial for the writer as the feedback which could be used as a reference to improvement.

b) Evaluation by Teacher

After collecting the data from the students, the writer conducted an interview with the eighth grade English teacher of SMP N 2 Yogwakarta. The questions for the interview were based on the students’ evaluation questionnaire. This interview aimed to obtain comments, suggestions or opinions on the designed materials after the implementation. The writer conducted the interview at the same time when the writer applied the materials. It was on the 26th of Maw 2012. First, the writer applied the materials then distributed the questionnaires toward the students. After that, the writer conducted the interview with the teacher.

Basicallw, from the results of the interview the teacher explained that the materials were appropriate for the eighth grade students of . The materials could help the students to develop their listening skill. The recorded materials were actuallw clear but there were some students who were not able to grasp the conversation in the recording. It was because thew were not accustomed to having listening activities in the form of recording. Moreover, the speakers were native. The students were not familiar with native speakers, usuallw thew had listening activitw bw listening to their teacher’s voice. As a result, thew students found difficultw in catching the conversation on the recording.

The teacher explained that the instructions in each activitw were clear and understandable. It was good because the students could easilw understand what

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thew should do. Sometimes, the students were confused if the instructions were too long and complicated. In this case, the teacher referred to the use of language in the instruction. Based on the results of the interview, the teacher also explained that the exercises were suitable for the students. The exercises required the students to be more active in speaking and also in improving their listening skill. The teacher suggested that the materials would be more interesting if the writer added songs or video in the middle of the lesson. It was optional, but overall the materials were well developed. The materials were helpful for the students and also for the teacher since the school did not provide the listening materials.

8 vise Instruction

This is the last step of designing the materials. In this step, the writer revised the design based on the questionnaires distributed in the previous step. Based on the result of the questionnaires there were a lot of parts needed to be revised and improved. The writer divides this section into three major parts of revision. Thew are revision I, revision II, revision III.

a. Revision I

At first, the writer revised the materials based on the results of the evaluation bw two experts of education from Sanata Dharma Universitw. The writer revised the designed materials based on the feedback, suggestion, criticism. The writer also consulted some books and other materials in order to help the writer in revising the materials. The following was the description of the designed materials that were revised.

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1. The writer made some revisions to the instructions. The changes were important for the students in understanding the instructions so that thew would do the learning activities successfullw. Furthermore, the writer simplified the sentences used in the instructions and changed it into the simpler instructions. 2. The writer revised some activities which focused on the content. In this case,

the writer consulted some books which were relevant to the topics. After that the writer changed the activities which led the students to get familiar with the used of English in the real situation. The writer also changed some listening passages. It aimed to enhance the students’ interest in listening the stories or conversations.

3. The writer corrected the grammar and spelling mistakes. It was important to prevent the students from confusion when thew do the tasks. Besides, the writer tried to avoid mistwping the sentences.

4. The writer revised the materials that reflected Reflective Pedagogw. In this case, the writer focused on the five principle of Reflective Pedagogw which included context of learning, experience, action, evaluation and reflection. As the result, there were six parts in the materials which reflected the five principles of Reflective Pedagogw. Thew were ! ", ! # " ,

, , , and .

5. The writer recorded again the listening materials since the listening audio files were too fast and was not reallw clear.

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b. Revision II

After revising the materials, the writer consulted again with one of the experts of education from Sanata Dharma Universitw. It was aimed to make sure that the design was well developed and reflected the Reflective Pedagogw. In this step, the writer found that there were still some parts needed to be revised. Generallw, the materials were well improved rather than before. The criticisms mostlw were about some grammatical mistakes, some questions in the tasks which did not implw facts or notions and the tasks. The expert directlw corrected the mistakes and helped the writer revised the questions in each tasks which did not implw facts or notions. As the result, the writer could easilw revise the questions so the questions would implw facts or notions and the questions would be also valid.

The writer revised the tasks bw considering the expert’s suggestions. The writer gave an example for each task especiallw in section. The writer also revised part. In this part, the writer provided some expressions for giving comments, for examples, poor wou, that’s too bad, that’s terrible, that’s great, sounds good, how luckw wou are and it’s wonderful.

c. Revision III

This is the last revision to the designed materials. The writer applied the materials to the eighth grade students of class 8D After applwing the materials, the writer directlw distributed the questionnaires toward the eighth grade students of class 8D in order to obtain input and suggestions at the listening materials.

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Basicallw, the eighth grade students of class 8D agreed that the listening materials were good and appropriate for them. Thew could understand the materials well. Besides, thew thought that the recorded materials were fast so that thew could not catch the conversation in the recording well. From students’ suggestions the writer revised the recorded materials became slower so that the students were able to catch the conversation well.

In conclusion, the writer revised the designed materials based on the results of the questionnaires from the students. It was aimed to present the designed materials better. Finallw, the designed materials could be applied to the eighth grade students of appropriatelw.

B Brief Description of The Designed Material

This section is aimed at answering the second problem formulated in this studw. The presentation of the listening materials based on Reflective Pedagogw for the eighth grade students of would be described brieflw. The final version of the designed materials can be seen in the Appendix D.

The designed materials consist of two units for two meetings and each meeting lasts for 80 minutes. The designed materials consisted of two units as follows:

1. Mw Last Holidaw (Recount Texts) 2. A True Friend (Narrative Texts)

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Each unit is divided into six sections, namelw Let’s Get Started, Get Readw, Let’s Do More, Discussion, It’s Your Turn and What Have I Learnt. The basis of designing these six sections is based on the principles of Reflective Pedagogw (Kolvenback, 1993) which include the context of learning, experience, reflection, action, and evaluation.

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1. Berapa kali dalam seminggu pelajaran bahasa Inggris diberikan?

2. Bagaimana dengan pembagian waktu untuk , ,

and ?

3. Menurut Anda, bagaimana motivasi dan kemampuan siswa dalam belajar

bahasa Inggris khususnya atau kemampuan mendengarkan?

4. Bagaimana tanggapan atau pendapat siswa mengenai kegiatan comprehension?

5. Kendala apa saja yang dihadapi siswa ketika melakukan kegiatan ?

6. Apakah dalam menyampaikan materi , Anda menggunakan

strategi mengajar tertentu? Jika ya, apa yang telah Anda gunakan?

7. Apakah Anda meminta siswa Anda untuk menghubungkan topik yang akan dibahas dengan pengalaman sehari+hari?

8. Dalam strategi mengajar yang Anda terapkan, apakah Anda meminta siswa untuk melakukan kegiatan refleksi terhadap apa yang sudah mereka dapat?

9. Apakah Anda meminta para siswa untuk menerapkan pengetahuan ataupun segala hal yang telah mereka dapatkan dalam tindakan nyata yang akan mereka lakukan dalam kehidupan sehari+hari?

10. Di akhir pembelajaran apakah Anda mengadakan evaluasi? Seperti apa? Bagaimana itu dilaksanakan?

11. Menurut Anda bagaimana pencapaian belajar siswa dalam penggunakaan strategi yang selama ini Anda terapkan? Apakah ada kesulitan?

12. Bagaimana gambaran keseluruhan aktivitas mengajar yang biasa Anda lakukan?

13. Bagiamana kemampuan siswa Anda yang berkaitan dengan skill ?

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Date of interview : March 21st, 2012

Respondent : The eighth grade English teacher of

1. There are 19 meetings in a week for seven classes of eighth grade students

of . The total contact hour in a week is 28 contact

hours.

2. The time allotment for teaching each skill (listening, speaking, reading and writing) is not equal. The teacher uses integrated way in teaching the language skills (listening, speaking, reading and writing). Therefore, there is no meeting which is specifically prepared to teach the language skills. 3. Generally, the students are active and proactive in following the class.

They feel excited at learning English. However, the students may feel bored if the classroom activities are monotonous. In listening part, the students are interested in following the listening activities, but they have difficulty in listening to the native speakers. They think that native speakers tend to speak fast and it makes the students have difficulties in catching what the speakers say. It is because of the speed of the speaker and unclear voice.

4. The students feel excited about the listening comprehension. They are able to do the exercises given by the teacher. They prefer to do the exercises which require them to answer in a short way, for example True or False. 5. The students have difficulty in receiving and understanding the

information they hear, especially if the text is quite long. They are not accustomed to listening a long passage or story and also listening to the native speakers.

6. Since the school does not have listening materials, the teacher usually use her own voice to have listening activity. The teacher will read a text, a conversation or a short story and then the students have to pay attention on it. After that the students are asked to answer some questions related to the text being listened. In teaching listening, the methods usually applied by the teacher are Communicative Language Teaching and Total Physical Response. The teacher applies Communicative Language Teaching in order to motivate the students to be more active in speaking English. 7. At the beginning of the lesson the teacher usually asks some questions to

the students which are related to their daily life. It aims to give a brainstorming before the students learn further about the topic.

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8. Yes, the teacher asks the students to make a reflection. In this case, the reflection is in the form of asking some questions towards the students. It means that the students make the reflection orally without any written form.

9. Yes, the teacher asks the students to apply their knowledge they have in their daily life. It aims to help the students to be better in their daily life and to help the students to have more experiences of life.

10. Yes, the teacher usually does the evaluation at the end of the lesson by having question and answer session.

11. The students take an active participation in class especially when the teacher asks them to do something or discuss something in a group work or pair work. The problem is that the students tend to be silent if the teacher asks some questions.

12. Basically, the classroom activities are well organized. The activities are also varied. The teacher applies student+centered which can encourage the students to be more active and proactive during the class activity.

13. The students have great interest in listening skill. Most of them like listening. The problem is that the school does not have the listening materials. It makes quite difficult for the students to be accustomed to listening native speakers.

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1. Why do you think that the objectives of the designed are not well formulated? 2. Are the activities and the content relevant?

3. Do you think that the tasks are well developed and varied?

4. Does the discussion activity not help the students to move beyond knowing and to undertake action?

5. Why do you think that the instructions cannot be understood by the students? 6. Do you think that the designed materials do not reflect Reflective Pedagogy?

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1. The objectives should reflect the activities in each unit. The objectives in these designed materials are not well formulated because I could find that there are some activities which do not reflect the objectives. It means that the objectives are not well formulated. You have to make sure that the objectives are clear stated and you have to connect it with the activities in each unit. Finally, the students are able to achieve the objectives easily by doing the activities given.

2. The content of this materials do not really show the real situation of the students. It is not relevant with Indonesian context. You have to be more careful in selecting and developing the materials. Since the students live in Indonesia, so you have to provide them with Indonesian context. It will help the students to understand the materials easily. Besides, the activities should be also closer to the students’ daily life. It aims to enhance their interest in following the activities.

3. In my opinion the tasks are not varied and well developed. The tasks tend to be focused on the form rather than the content. Without listening activity the students can easily do the tasks since the focus is on the form. It will be useless to the listening practice. It is better if the tasks focus on the content so the students are able to understand the materials deeper.

4. The discussion part does not really help the students to move beyond knowing and to undertake action. You have to provide some expressions that can be used by the students to express their mind. It is important because it will enable the students to develop themselves. They can also build their confidence to have communication with their friends in English.

5. The instructions are too long and complicated. It is not appropriate for the students. It is better to have clear instructions using the simpler sentence. As a result, the students can understand what they should do in each activity. 6. The designed materials do not reflect the Reflective Pedagogy explicitly. The

activities in each unit are monotonous and it does not show the five principles of Reflective Pedagogy. Basically, the aim of using Reflective Pedagogy is to help the students to understand the materials deeper and to experience it. Therefore, you should include the context of learning, experience, action, evaluation and reflection in each unit so that your materials will reflect the Reflective Pedagogy. Finally, the materials could be applied to the students and they will be able to understand the materials better.

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1. Are the designed materials well organized?

2. Do you think that the materials help the students to develop their ability in listening?

3. Do you think that all the activities are helpful for the students to understand the materials deeper?

4. Are the recorded materials clear? 5. Are the instructions understandable?

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1. Yes, the materials are well organized and interesting. It is appropriate for the students. It will be more interesting if you add songs or video in the materials. It will attract the students’ interest, but overall is good and acceptable.

2. The designed materials really help the students to develop their ability in listening since they are not familiar with the listening practice in the form of MP3. It contributes positive input to the students. They can experience something new and also enhance their knowledge.

3. The activities are interesting. It helps the students to understand the materials deeper. Each part leads the students to move beyond the materials. They do not only do the tasks but also they have a chance to express their mind. Besides, they can also improve their speaking skill in discussion part. It will build a good communication skill toward the students.

4. Basically, the recorded materials are clear. Some of the students may say that the recording is not clear. They cannot grasp the conversation well. It is because they are not accustomed to have listening practice in the form of MP3. As a result, they have difficulties in understanding the incoming information from the recording. Moreover, the speakers are native. In my opinion, this is good practice for them. It is expected that later on the students will be able to understand the incoming information from the recording.

5. Yes, the instructions are understandable and clear. The students can easily understand what they should do with the task. The instructions are simpler. It is good for the students so they will not be confused with the instruction given.

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The Permission Letter for Experts General Description

Evaluation Questionnaire for Experts Evaluation Questionnaire for Students Results of the Questionnaire from Students

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Hal : Permohonan Pengisian Kuesioner

Lampiran : 1. Gambaran Umum (General Description)

2. Materi (Student’s Handbook and Evaluation) 3. English Syllabus of SMP N 2 Yogyakarta 4. Lesson Plans

5. Lembar Kuesioner Kepada:

Bapak/ Ibu ……… di tempat

Dengan hormat,

Saya adalah Mahasiswa Universitas Sanata Dharma Yogyakarta:

Nama : Priscilla Grace Windarsari

NIM : 081214102

Fakultas : Keguruan dan Ilmu Pendidikan

Jurusan : Pendidikan Bahasa dan Seni

Program Studi : Pendidikan Bahasa Inggris

Berkaitan dengan penyelesaian tugas akhir dengan judul “ ! "

# $ " "% " !

”, saya memohon kesediaan Bapak/ Ibu untuk menilai atau

memberikan pendapat terhadap materi yang telah saya susun dengan cara mengisi kuesioner yang terlampir.

Demikian surat permohonan ini saya buat. Atas kesediaan Bapak/ Ibu, saya ucapkan terimakasih.

Yogyakarta, ……… Mengetahui,

Kaprodi Pendidikan Bahasa Inggris

Hormat saya,

C. Tutyandari, S.Pd., M.Pd. Priscilla Grace Windarsari

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Activity 2

My Holiday

I’d tike to tett you about my hotiday. Last month I had three days off schoot because at that time the ninth grade students had their finat examination. At first, I had no idea how to spend my free time. I had no ptan because I knew my parents were very busy. My father was finishing his project; my mother had to take care of my tittte sister who was just five months otd.

Luckity, one of my friends, Zaky, didn’t have any ptans either. So, he came to my house nearty every day during the hotiday. We did a tot of things.

On the first day, we went around the city by bus. We stopped by at some matts in the city and enjoyed the window shopping.

The next day, I taught Zaky how to ptay votteybatt. It took three days for him to be abte to serve wett.

We spent the tast day visiting museums in our city: Ronggowarsito and Mandata Bakti Museums. We tearned a tot from the things disptayed in the museums.

(Adapted from Practice Your English Competence)

C. Let’s Do More!

Situation: Emily and Jimmy are talking about their holiday.

Emity : Hi, Jim. How was your hotiday? Jimmy : It was great

Emity : Wett, I heard you went to Singapore tast week. Jimmy : That’s not true. Actuatty, I went to Bati. Emity : Did you have an interesting experience there?

Jimmy: Of course. I went surfing for the first time in Kuta Beach. Emity : Was that scary?

Jimmy: Yes, at first, it was scary, but then it was fun. I reatty enjoyed it. Emity : Reatty? It sounds interesting. I’d tike to try it. Shatt we go

there next year? Jimmy : I’d tove to.

Emity : How many days did you spend for your hotiday in Bati?

Jimmy : I spent four days in Bati. On the tast day of my hotiday I visited my grandpa’s house in Jakarta.

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Jimmy : What about you, Emity? Where did you spend your hotiday? Emity : I just went to the zoo with my brother.

Jimmy : Hmmm, did you enjoy it?

Emity : Yes, of course. I coutd see a tot of animats there. I atso hetped the zookeeper to feed the animats.

Jimmy : Reatty? That’s interesting. I haven’t done that. Did you feed att the animats there?

Emity : No, I gave some bananas to the monkeys. Jimmy : Were you afraid of the monkeys?

Emity : Yeah, at first I was afraid that the monkeys woutd bite me. The zookeeper totd me that att the monkeys there were so friendty. That’s why I was not afraid anymore. You know what Jim, the most interesting thing was when one of the monkeys came to me and kissed my hand.

Jimmy : Wow…that’s coot. Emity : Yeah

Jimmy : I hope we can spend the next hotiday together Emity : That woutd be great.

B. Get Ready! Activity 1

Two Friends and the Bear

Bob and Mike were friends. They tived in a smatt vittage. One day, they made a ptan to go to the town. They passed through a forest. They knew that in that forest there tived a tot of witd animats and something wrong coutd happen to them in the forest. They promised each other that they woutd be together in any cases of danger.

White they were watking through the forest, they saw a bear coming to them. They were frightened. Suddenty, Mike ran up to a tree and ctimbed it quickty. He did not think of Bob. He just wanted to save his tife. Bob coutd not ctimb up the tree. He did not know where to hide. Finatty, Bob decided to tie down on the ground. He hetd his breath. The bear approached Bob and sniffed him. Thankfutty the bear thought that he was dead and went away.

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Finatty, the danger was over. Mike came down from the tree. He asked Bob “what did the bear whisper into your ear?” Bob reptied, “He advised me not to make friends with someone who teaves me in danger”

(Adapted from http://www.english-for-students.com/Two-Friends-and-The-Bear.html )

The Ducks and the Turtle

There were two ducks that tived in a big take. They had a friend who was a turtte. One year, there was a very tittte rain and the take began to dry up. One of the ducks said to the other, “Soon, there’tt be no water in this take. Let’s go and took for another take.” “Yes, answered the second duck, “But first tet’s say good bye to our friend, the turtte.”

When they totd the turtte they were going to teave, he said, “I’tt die here without any water and without any friends. Take me with you.” “The ducks answered, “We can’t. We are going to fty, and you have no wings.”“The turtte thought for a minute and then said, “Hmmm, ptease wait here.”ive text –

After that the turtte went away and found a strong, straight stick. He brought it back to his friends, put the middte of it in his mouth and said, “Now if each of you takes one end of the stick in his mouth, you can tift me up and carry me with you.”

“ That is dangerous,” said the duck, “if you try to tatk white we’re carrying you through the air, you won’t be abte to hotd the stick, so you’tt fatt down atong way and break your shett.”

“Att right,” answered the turtte, “I promise not to tatk white we’re in the air. So the ducks took the stick and ftew away, with the turtte between them. Att went wett untit they were ftying over a town.

On the way, some peopte saw them and shouted, “Look, those ducks are carrying a cat!”The turtte got very angry, “A cat? I’m not …” he said, but he did not get any further, because when he opened his mouth, the stick came and the poor turtte fett to the ground.

(Adapted from http://bos-sutap.btogspot.com/2011/07/narrative-text-duck-and-turtte.htmt)

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C. Let’s Do More!

Situation: Nick and Jane are talking about a story.

Nick : Hi, Jane. Have you ever heard the story of The Fox and The Crane? Jane : I haven’t heard it.

Nick : Reatty?

Jane : I don’t think so.

Nick : Let me tett you. Once there was a fox. He tived in a jungte. A crane was his best friend. They tiked to visit each other’s home.

Jane : So, they have house in a jungte? Are you kidding? Nick : Hey, ptease it’s onty a story. Just, tisten to me. Jane : Okay. Ptease, continue.

Nick : One day, the fox invited the crane to dinner. He put the soup in a ftat dish.

Jane : Reatty? A crane has a tong beak, right? So he coutdn’t take the soup. Nick : Yeah, you’re right. He coutdn’t take the soup. The fox ticked the dish

and reatty enjoyed it. He did not think about the crane.

Jane : Poor crane. That’s so bad. Did the crane want to take revenge to the fox?

Nick : Yes, he did. The crane was angry because he fett that the fox did not respect her, so when he invited the fox he served boited rice in a jug.

Jane : Wow. The crane was so smart. His neck was narrow so it was easy for him to eat it.

Nick : Yeah, and the fox coutd eat nothing. The interesting thing was that the fox was not angry with the crane.

Jane : How come?

Nick : Because he reatized that he did something bad and he fett sorry for his bad behavior. The fox promised not to do it again, so the crane forgave him and they promised to be best friends forever.

Jane : Wow. We shoutd tearn from that story that a best friend witt not hurt each other, right?

Nick : Yes, you’re right! Best friends witt hetp each other when she/ he is in a troubte.

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