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

[image:69.595.102.519.296.735.2]

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?