48 learning objectives, as well as teachinglearning activities. It was called the phase
of developing preliminary form of product. As the next phase, the writer did preliminary field testing. The writer
conducted an expert verification by distributing a questionnaire to evaluate the designed materials. The questionnaire was addressed to two eighth grade English
teachers of SMP Negeri 2 Yogyakarta and two ELESP lecturers of Sanata Dharma University. After that, the writer analyzed the feedback gained from the expert
verification. Finally, as the last phase, the writer revised and improved the design based on the feedback gained from the evaluators. The final product of the design
was produced and ready to use.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the answers to the two research problems stated in Chapter I. The answers are presented into two parts. The first part aims to discuss
how the listening materials were designed. In this part, the writer explains the designing process which involves some steps. Meanwhile, the second part aims to
present the look of the designed materials.
A. The Steps in Designing the Materials
This part discusses the process of designing the materials. In designing the materials, the writer used a model which was adapted from RD cycle,
Kemp’s and Yalden’s design model. The results and findings of each phase are described as follows.
1. Students’ Characteristics
Since this study applied R D as the method in designing the materials, it was started by collecting the information needed. In collecting the information
needed, the writer distributed the questionnaire to the eighth graders of SMP Negeri 2 Yogyakarta and conducted the interview to the eighth grade English
teachers of the school. The results of the two instruments are discussed as follows.
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a. Questionnaire results
The writer distributed the questionnaires to the three classes of eighth graders. The three classes were the class in which the writer had done the teaching
practice. Thus, it helped the writer to collect the information about the class better. There were two parts in the questionnaire. Part A focused on the questions about
the students’ experiences on the listening class with their teacher while part B focused on the questions about the activities the students expect for the listening
class. Based on the questionnaire result part A, the writer found that the
students were interested in learning listening skill. However, the frequency of practicing the listening skill at school was not frequent. They also did not have the
student’s book as the reference. The writer also noted that the listening materials they had already had were not too difficult or too easy. They could carry out the
listening materials from the teacher well although some difficulties still occurred. The difficulties which occurred mostly were caused by the occurrence of many
difficult English words they had never known, the lack of the students’ attention during the listening class, and the lack of practicing listening skill. In order to deal
with the difficulties, the students asked to their friends, to the teacher, even consulted the dictionary. Furthermore, the writer found that the fill-in-the-blank
exercise was the activities mostly done in the listening class. Meanwhile, based on the questionnaire result part B, the writer noted that
the students needed to be provided the pre-activity as well as the post-activity. For the pre-activity, most students needed to be given a chance to discuss the
