A LISTENING MODULE BASED ON REFLECTIVE PEDAGOGY FOR THE EIGHTH GRADE STUDENTS OF SMP N 2 YOGYAKARTA A SARJANA PENDIDIKAN THESIS

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  # 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 Pedagogy for the eighth grade students of and to present the design of listening materials based on Reflective

  Pedagogy for the eighth grade students of . This chapter is divided into two parts, namely The Elaboration of the Steps in Designing Listening Materials and The Brief Description of The Designed 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 study.

  In this case, the writer adapted Dick and Carey’s model. The seven steps of the writer’s model are (1) Identify Instructional Goals, (2) Conduct Instructional Analysis, (3) Analysis 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 Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

  1 " ntify Instructional Goals

  In this step, the writer conducted a semi:structured interview with the

  th

  English teacher of . The interview conducted on the 27 of September 2011. Based on the interview with the eighth grade English teacher of the writer found some important points which were useful to identify the instructional goals of the product should be achieved by the students.

  The teacher explained that the eighth grade students of have mixed ability but generally they have good intelligence. The students are enthusiastic in joining the class activity. They are creative and active. In teaching the language skills, the teacher used integrated way, listening with speaking while reading integrated with writing. The time allotment for teaching each skill was not equal.

  In teaching listening, the teacher usually 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 they 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. They did not really understand the importance of the learning process. In this case, teaching learning activities also affected to the students especially their interest in learning English. Moreover, in to have listening exercises. It would make the students easily get bored since they 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 Pedagogy 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 identifying the instructional goals, the writer determined the procedures of the design that should be completed by the students in order to achieve the goals. In this step, the writer focused on Reflective Pedagogy’s cycle 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 beyond knowing and to undertake action. This part was in the form of discussion.

  In this section, the writer presented the results of the interview with the

  st

  English teacher of which was conducted on the 21 of March 2012. Based on the result of the interview with the eighth grade English were useful to consider in designing the listening materials. There were about the students’ skills, preferences, attitudes, and the context of the materials used by the teacher.

  The first was about the students’ attitude and skill in following the class. Generally, the students were excited at joining the class. They 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, they thought that listening to the native speakers was difficult. They assumed that native speakers tended to speak fast so the students had difficulty in catching what the speakers said. It could be concluded that the students did not have good practices in listening activity.

  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 daily life. The students would easily understand the material because they were familiar with the topic. It meant that the students would prefer to have the topics which were contextual and closer to their daily life.

  The third was about teaching and learning activities during the English 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 they have learned. From the result of the interview the teacher explained that the students took an active participation in class especially when the teacher asked them to have discussion activity. The students were enthusiastic, if they did not know about the topic of the discussion they directly asked the teacher. It could be concluded that generally the students had a good attitude in completing the learning activities. Therefore, the writer designed the listening materials based on Reflective Pedagogy’s principle which included context of learning, experience, reflection, action and evaluation.

  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 directly gave the copy 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. Basically, in the second semester there was only for reviewing the materials in the first semester for the eighth grade students.

  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 activity. 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 syllabus for each unit since one unit was done in one meeting. The writer also integrated the listening materials with the speaking activity.

  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 by the students from the activities in the designed materials. It aimed to measure what students’ achievement in every meeting of the learning activities.

  

able 4.1: The Learning Indicators

Unit Title Topics Indicators

  To respond to spoken texts of recount My Last To identify the events in

  1 Recount texts Holiday recount texts

  To tell about past experience about last holiday To identify the expressions of giving attention to the speaker

  Narrative texts, To respond to the spoken

  2 A True Friend showing attention texts of narrative To tell about interesting experience with a best friend. From Table 4.1, it could be seen that there were two different topics which were closer to the students’ daily life. The learning indicators for each unit were based on the competence standard and basic competence of the second semester. The syllabus 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 Pedagogy and also the learning indicators. At first, the writer developed the materials which included the five principles of Reflective Pedagogy. The next step was selecting the instructional materials. The writer selected the materials which were suitable for the eighth grade students of

  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.

  After developing and selecting the instructional materials, the writer designed the listening materials. Since the materials based on Reflective Pedagogy, the tasks were based on the five principles of Reflective Pedagogy. Therefore, the tasks of the designed materials included context, experience, into seven sections for each unit. The activities and the tasks were given in the form of exercises which could be conducted individually, in pairs or in a group.

  In order to get the listening materials better, the writer conducted the formative evaluation. The evaluation would be conducted three times by 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 analyzed and then it was used as the basic to revise the listening materials.

  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.

  There were three experts who participated in giving feedback toward the of Sanata Dharma University and the eighth grade English teacher of . The range of their teaching experiences was from 3 up to 19 years.

  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 Teaching Experience (year) Background

  F M D3 S1 S2 1:5 6:10 11:15 16:20 >20 1 √ √ √ 2 √ √ √

  2 3 √ √ √

  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 by choosing the representative number ranging 1 to 5 as the points of agreements. The points of agreements are shown below. 1 = the respondents strongly 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 strongly agree with the statement

  In this questionnaire, the writer also gave the opportunity to the respondents 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

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

  13. The recorded materials are able to help the students to be familiar with native speakers : : : 1 2 3

  12. The recording is clear enough to be understood by the students : : : 2 1 3

  11. The designed materials will enable the students to improve their English listening skill : : : 2 1 3

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

  : : 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

  8. The discussion activity can lead the students to move beyond knowing and to undertake action : : 1 1 1 3

  : : 1 1 1 3

  6. The content is relevant with the context and the situation : : 1 1 1 3

  No Items

  5. The activities in each unit are relevant to the topic : : 1 1 1 3

  4. The level of difficulty of the designed materials are suitable for the eighth grade students of : : : 2 1 3

  3. The objectives of the designed materials are well formulated : : 1 1 1 3

  2. The contents of the designed materials are relevant with the objectives : : : 2 1 3

  : : : 2 1 3

  1. The designed materials are relevant with the Competence Standard and Basic Competence

  N 1 2 3 4 5

  Frequency of the Points of Agreement

  14. The use of Reflective Pedagogy in designing listening materials will enhance students’ awareness of the : : 1 1 1 3

  Note: N: Number of respondents

  The respondents’ opinion was analysed based on the mode since it was nominal data. The mode is the value in a distribution that occurs most frequently (Ary, 2002, p. 126). The writer made conclusion by considering the mode. Based on the results of the questionnaire, mostly the respondents chose four and five.

  This meant that they 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 activity, the instructions and the use of Reflective Pedagogy. 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. Generally, the respondents stated that designed materials were good and well:designed especially 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

  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 mistyped.

  4. The materials did not reflect the Reflective Pedagogy explicitly.

  5. The materials lacked discipline inquiry.

  6. Some listening audio files were too fast.

  7. It would be better if the contents of the materials were focused solely 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 why the respondent gave the evaluation score on the third number.

  

nd

  The interview was conducted on the 2 of May 2012. It was done at the same

  th

  time when the respondent gave the result of the questionnaire given on the 24 of April 2012. After knowing the result of the questionnaire, the writer directly 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 by doing the tasks given.

  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. Generally, the activities focused on form. The students would do the tasks easily without listening to the recording. The content did not focus on the facts or notions. The respondent emphasized that the content should focus solely 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. Mostly, the tasks focused too much on form rather than context. The texts on each unit were not related to the students’ daily life. It would not help the students to have experiences and to enter the study more fully. Besides, the instructions for each activity were too long. It would be better if the instructions used the simpler sentences so the students could understand what they should do.

  Basically, the materials did not reflect the Reflective Pedagogy explicitly. The respondent explained that each part of the materials should include the five principles of Reflective Pedagogy. They were context of learning, experience, action, evaluation and reflection. Reflective Pedagogy aimed to help the students have more experiences of the materials. As the result, the students could apply what they have learnt in their daily life.

  After the writer conducted the first evaluation, the writer revised the designed materials. The writer revised the materials based on the results of the the second evaluation. The writer asked one of the experts to evaluate the designed materials. The writer directly 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 Pedagogy. In this step, the expert directly gave some corrections to the instructions and the questions in each activity. 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 they 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 they should do with the task.

  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 .

  There were thirty 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.

  2 ata Presentation and Analysis

  The questionnaires were distributed after the writer applied the listening

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  materials in the class. The writer applied the listening materials on the 26 of May 2012. After applying the materials, the writer directly distributed the questionnaires toward the eighth grade students of .

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

  Table 4.4: Students’ Responses in Evaluation Questionnaire

  1

  2

  3

  4 No Statements 3% 9% 79% 9%

  1. The designed materials are well organized

  0% 18% 70% 12%

  2. The listening materials are interesting

  3. The materials are able to help me develop my ability

  6% 9% 76% 9%

  in listening skill

  4. The use of can help me to understand the

  0% 24% 60% 15%

  materials deeper

  5. The use of can help me to develop my

  6% 9% 61% 24%

  ability in having interactive process with friends

  0% 38% 50% 12%

  6. I can do all of the exercises well

  6% 32% 56% 6%

  7. The recorded materials are clear

  12% 50% 32% 6%

  8. I am able to grasp the conversation on the recording

  9. The instructions in each activity are clear and

  0% 35% 47% 18%

  understandable

  10 The use of can help me to

  3% 20% 68% 9%

  identify the difficulties in doing the exercises 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 ability 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 Yogyakarta class 8D agreed that they could do the exercise well. The recorded materials were also clear. It was proven by 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 they were not able to grasp the conversation on the recording well. It means that they were not familiar with the recording materials in the form of MP3 since usually they 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 activity were clear and understandable. It could be seen that there were 47% students who agreed that the instructions in each activity were clear and understandable. It means that the students understood what they should do in each activity.

  There were 68% students agreed that the use of part could help them to identify the difficulties in doing the exercises. It proved that the use of part were useful for the students in order to identify the difficulties they found so that they could improve themselves better.

  Generally, it could be concluded that the listening materials designed based on Reflective Pedagogy 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 they could understand the materials.

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

  After collecting the data from the students, the writer conducted an interview with the eighth grade English teacher of SMP N 2 Yogyakarta. 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

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  the same time when the writer applied the materials. It was on the 26 of May 2012. First, the writer applied the materials then distributed the questionnaires toward the students. After that, the writer conducted the interview with the teacher.

  Basically, 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 actually clear but there were some students who were not able to grasp the conversation in the recording. It was because they 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, usually they had listening activity by listening to their teacher’s voice. As a result, they students found difficulty in catching the conversation on the recording.

  The teacher explained that the instructions in each activity were clear and they 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. They are revision I, revision II, revision III.

  At first, the writer revised the materials based on the results of the evaluation by two experts of education from Sanata Dharma University. 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

  1. The writer made some revisions to the instructions. The changes were important for the students in understanding the instructions so that they would do the learning activities successfully. Furthermore, the writer simplified the sentences used in the instructions and changed it into the simpler instructions.