chapter iv
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CHAPTER IV
THE RESULT OF DEVELOPMENT
This chapter presents the result of development, which consists of the
result of need analysis, the design of the products, the development of the product,
implementation and evaluation of the product.
4.1 The Result of Need Analysis
This is the first step before the researcher conducted the developing
product. Here, the researcher found the Need Analysis by observing, interviewing
the teacher, and giving questionnaire to the students. The researcher found out
from the curriculum, syllabus, course book and the material taught. The
questionnaire consists of twenty four questions, ten questions about the target
need and fourteen questions about the learning need. The questionnaire was given
for the tenth grade students of SMA Muhammadiyah 8 Morowudi, Cerme.
4.1.1 The Target Need
To find out the target need, the researcher used interview and
questionnaire as the instrument to know the target need. After the researcher
interviewed the teacher, the researcher found the problem that students get
difficulties in concentration to the listening because they were uninterested in the
way to deliver listening material to the students. The researcher not only
interviewed the teachers, but also gave questionnaire to 36 students.
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The questionnaire consisted of 10 items covering the goals of learning
English, the importance of listening, the position or status of listening skill in the
school, the students interest in joining listening class, the competencies to acquire
in learning English, the frequency of using listening skill in daily life, the
students ability in listening class, the partner and the place of using English, the
most favourite topic’s content chosen by the students, and the students motivation
in leaarning English. The result was described as follows:
The analysis of the question about the goals of learning English shows that
17 of 36 (47,2%) students answered that they have to learn English for their study,
13 of 36 (36,1%) students answered that they have to learn English for their job
when they grow adult, and 6 of 36 (16,7%) students answered that they have to
learn English in order to go abroad. It means that majority of the students have to
learn English for their study (see table 1.1).
Goals of learning English Number of students Percentage (%)
For their study
For their job
In order to go abroad
17
13
6
47,2%
36,1%
16,7%
Total 36 100 %
Table 1.1 The Goals of Learning English
In the second analysis about the importance of listening skill, 23 of 36
(63,9%) students said that listening skill is important, 9 of 36 (25%) students said
that listening is very important, 3 of 36 (8,3%) students said that listening skill is
less important, and 1 of 36 (2,8%) students said that listening skill isn’t important.
It means that most of the students realize that listening skill is important for their
study, especially in learning English because all the skill in English cannot be
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separated (see table 1.2).
The important of listening skill Number of students Percentage (%)
Important
Very important
Less important
Is not important
23
9
3
1
63,9%
25%
8,3%
2,8%
Total 36 100 %
Table 1.2 The important of Listening Skill
About the position or the status of English in the school, especially for
listening skill, 14 of 36 (38,9%) students stated that listening skill is compulsory
because it is one of the important skills in English lesson, it is useful to be an
example for speaking practice, to get more knowledge delivered in the listening
material, to prepare for story telling contest, and for listening practice because in
every lesson the teacher communicate with English language, 20 of 36 (55,56%)
students stated that listening skill is not compulsory because the school doesn’t
have enough facilities, like English laboratory. Some students also have reason
that listening skill is not a compulsory study because they do not like listening
class, and 2 of 36 (5,6%) stated listening skill is optional subject because listening
skill must be appropriate with students’ ability. From those statements, most of
the students said that English lesson especially listening skill is not compulsory
subject in the school because they do not have enough facilities to support the
listening subject. However, the researcher thinks that listening skill is still
compulsory subject, although the school doesn't have any facilities to support the
teaching- learning process but the students can learn listening not only in the class,
it can also in their home or everywhere. They still can learn listening by listen to
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the music, watching movie or playing game about English language (see table
1.3).
The position or status of listening skill Number of students Percentage (%)
Compulsory
Not compulsory
Optional
14
20
2
38,9%
55,56%
5,6%
Total 36 100 %
Table 1.3 The Position or Status of Listening Skill in Learning English
The analysis about the students interest in joining listening class shows
that 25 of 36 (69,4%) said that they are interested in joining listening class
because the learning process is fun, as a concentration practice, they recognize
English first is from listening, and they can understand about the lesson which is
thought with English language by the teacher from listening. Then, 10 of 36
(27,8%) students said that they were less interested in joining listening class
because they don't have good ability in English, they prefer writing to listening,
they are difficult to understand the listening material, good concentration is
needed, and the learning process isn’t attractive. And 1 of 36 (2,8%) students said
that she/he was not interested in joining the listening class because the learning
process was boring. From those statements, the majority of the students said that
they are interested joining listening class (see table 1.4).
The students interest in joining listening class
Number of students Percentage (%)
Interested
Less interested
Do not Interested
25
10
1
69,4%
27,8%
2,8%
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Total 36 100 %
Table 1.4 The Students Interest in Joining Listening Class
In the analysis about the competencies to acquire in learning English, 29 of
(80,6%) students choose to learn English in order to master all the competencies
in English included listening and 6 of 36 (16,7%) students choose to learn English
as the necessary of the exam in school, while 1 of 36 (2,8%) students choose to
learn English only to master listening skill. It means that most of the students aim
to learn English to master all the competencies in English (see table 1.5).
The competencies to acquire in
learning English
Number of students Percentage (%)
In order to master all the
competencies in English
As the necessary of the exam
in school
Only to master listening skill
29
6
1
80,6%
16,7%
2,8%
Total 36 100 %
Table 1.5 The Competencies to Acquire In Learning English
About the frequency of using listening skill in daily life, 15 of 36 (41,7%)
students stated that they rarely use listening skill in daily life, 10 of 36 (27,8%)
students stated that they occasionally use listening skill in daily life, 6 of 36
(16,7%) students stated that they never use listening skill in daily life, and 5 of 36
(13,9%) students stated that they often use listening skill in daily life. They also
stated that they usually use listening skill in daily life through watching movie,
listen to the music, and in the call, and face to face. From those results, most of
the students said that they rarely use listening skill in daily life, they use listening
skill through watching movie, listen to the music, in the call or face to face (see
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table 1.6).
The frequency of using listening
skill in daily life Number of students Percentage (%)
Rarely
Occasionally
Often
Never
15
10
5
6
41,7%
27,8%
13,9%
16,7%
Total 36 100 %
Table 1.6 The Frequency of Using Listening Skill in Daily Life
The next analysis was about the students ability in listening class. The
result of the questionnaire shows that 20 of 36 (55,6%) students point out that
they have good enough ability in listening class 12 of 36 (33,3%) students point
out that they have standard ability in listening class and 4 of 36 (11,1%) students
point out that they have poor ability in listening class. It means that most of the
students have good ability in listening subject (see table 1.7).
The students ability in listening class Number of students Percentage (%)
Good
Standard
Poor
20
12
4
55,6%
33,3%
11,1%
Total 36 100 %
Table 1.7 The Students Ability in Listening Class
About the partner of using English, 20 of 36 (55,6%) students stated that
they usually learn English with the teacher, 11 of 36 (30,6%) students stated that
they usually learn English by using Media, 5 of 36 (13,9%) students stated that
they learn English with their friends. And about the place of using English, 20 of
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36 (55,6%) students said that they learn English in the class, 14 of 36 (38,9%)
students said that they learn English in everywhere, and 2 of 36 ( 5,6%) students
said that they learn English in the course place. From those result above, it means
that most of the students usually learn English with their teacher in the class (see
table 1.8 and table 1.9).
The partner of using English Number of students Percentage (%)
With the teacher
By using media
With their friends
20
11
5
55,6%
30,6%
13,9%
Total 36 100 %
Table 1.8 The Partner of Using English
The place of using English Number of students Percentage (%)
In the class
In everywhere
In the course place
20
14
2
55,6%
38,9%
5,6%
Total 36 100 %
Table 1.9 The Place of Using English
The analysis of the question about the most favorite topic's content chosen
by the students shows that 16 of 36 (44,4%) students stated that they like Holiday
and vacation topic a lot, 16 of 36 (44,4%) students stated that they like food and
drink topic, and 4 of 36 (11,1%) students like an Actress topic. From those results,
the most topics which are chosen by the students are Holiday and vacation and
also Food and drink (see table 1.10).
The favorite topic's content Number of students Percentage (%)
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Holiday and Vacation
Food and Drink
Actrees
16
16
4
44,4%
44,4%
11,1%
Total 36 100 %
Table 1.10 The Favorite Topic's Content
The last analysis in gathering target need was about the students
motivation in learning listening. The result of the questionnaire shows that 24 of
36 (66,7%) students stated that they were quite motivated in learning English,
especially in listening because listening English is fun. It can also give the
example to speak English as well, as a form of practice to memorize and enrich
English vocabulary. And the last reason is that they want to master and have more
knowledge about English, 10 of 36 (27,8%) students stated that they were less
motivated in learning English because they do not like English, especially in
listening. They feel boring, and they have less motivation in doing English test.
And 2 of 36 (5,6%) students stated that they were not motivated in learning
English because they really do not understand English at all. From those
statements, it means that most of the students are quite motivated in learning
English, especially in listening skill (see table 1.11).
The students motivation in learning listening
Number of students Percentage (%)
Quite motivated
Less motivated
Do not motivated
24
10
2
66,7%
27,8%
5,6 %
Total 36 100 %
Table 1.11 The Students Motivation In Learning Listening
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4.1.2 Learning Need
The researcher also gave fourteen questions to know the learning need.
The result was described as follows:
In the analysis about the concentration of the listening, 24 of 36 (66,7%)
students point out that they always listen carefully during the lesson because they
like listening class, they want to know more about English, they want to practice
vocabulary, they want to have more concentration in listening so they are not
confused when the teacher asks to do the exercise, they like English listening
class, 11 of 36 (30,6%) students point out that they do not always listen carefully
because they do not understand the material taught by the teacher, the sound or
audio or speaker isn’t clear and difficult to be understood, the lesson is bored. And
1 of 36 (2,7%) students point out that they don't listen carefully because they do
not have an ability in listening skill. It means that most of the students always
listen carefully during the lesson (see table 2.1).
The concentration of the
listening
Number of students Percentage (%)
Always listen carefully during the lesson
Do not always listen
carefully
Don't listen carefully
24
11
1
66,7%
30,6%
2,7 %
Total 36 100 %
Table 2.1 The Concentration of The Listening
About the way to improve their listening skill, 15 of 36 (38,9%) students
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said that they improved listening skill through listening English music. 11 of 36
(30,6%) students said that they improved listening skill through English
conversation with their partner in the class, 10 of 36 (27,8%) students said that
they improved listening skill through often practice watching English movie, and
1 of 36 (2,8%) students said that they improved listening skill through joining
English extracurricular. It means that all the students have tried to improve their
listening skill and majority students improved it through English conversation
with their partner in the class (see table 2.2).
The way to improve students listening skill
Number of students Percentage (%)
Through listening english
music
Through english
conversation with their partner in the class
Through watching english movie
Through joining english extracurricular
15
11
9
1
41,7%
30,6%
27,8%
2,8%
Total 36 100 %
Table 2.2 The Way to Improve Students Listening Skill
The next analysis of the question about students concept in learning
English. The result of the questionnaire shows that 18 of 36 (50%) students stated
that their concept in learning English was by memorizing English vocabulary, 10
of 36 (27,8%) students stated that their concept in learning English was by
communication using English. And 8 of 36 (22,2%) students stated that their
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concept in learning English is by reading loudly the English text. It means that
most of the students like memorizing English vocabulary for their concept in
learning English (see table 2.3).
Students concept in learning English
Number of students Percentage (%)
By memorizing English vocabulary
By communication using English
By reading loudly the English text
18
10
8
50%
27,8%
22,2%
Total 36 100 %
Table 2.3 Students Concept in Learning English
About the method choosen by the students in learning English, 12 of 36
(33,3%) students stated that they learned English by using game, 11 of 36
(30,6%) students stated that they learned English used audio-visual method. And
13 of 36 (36,1%) students stated that they learned English used the combination of
those two methods. It means that most of the students choose to learn English
used the combination of game and audio-visual method (see table 2.4).
The method choosen by the students
Number of students Percentage (%)
Game
Audio-visual
Combination game and audio-visual
12
11
13
33,3 %
30,6 %
36,1 %
Total 36 100 %
Table 2.4 Method Choosen by The Students
In the analysis about the reason of motivation, shows that 14 of 36 (38,9%)
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students point out that they can have motivation in listening class if the media is
interesting, 7 of 36 (19,4%) students point out that they can have motivation in
listening class if the topic and the content from the lesson easy to be understood,
and 15 of 36 (41,7%) students point out that they can have motivation in listening
class by the combination of the answer above. It means that majority of students
can have motivation in listening class if the media is interesting and the topic or
the content from the lesson is easy to be understood (see table 2.5).
The reason of the students Number of students Percentage (%)
If the media is interesting
If the topic and the content from
the lesson easy to be understood
By the combination of those two
answers
14
7
15
38,9%
19,4%
41,7%
Total 36 100 %
Table 2.5 The Reason of The Students Have Big Motivation in Learning English
About the type of audio-visual that they students in learning English,
shows that 6 of 36 (16,7%) students like a picture which is combined with the
sound in learning English, 11 of 36 (30,6%) students like game in learning
English, 2 of 36 (5,6%) students like video in learning English, 17 of 36 (47,2%)
students like the combination of those three patterns. It means that most of the
students like learning English the combination of picture, sound, and video in
learning English, especially in listening skill (see table 2.6).
The type of audio-visual that students like in learning English
Number of students Percentage (%)
Like picture which is combined with
the sound
6
16,7 %
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Like game
Like video
Like the combination of those three patterns
11
2
17
30,6 %
5,6 %
47,2 %
Total 36 100 %
Table 2.6 The Type of Audio-Visual that Students Like in Learning English
In the analysis of question about the kinds of games that students like in
learning English, shows that 5 of 36 (13,9%) students like scrabble, 8 of 36
(22,2%) students like a puzzle, 11 of 36 (30,6%) students like singing a song.
And 12 of 36 (33,3%) students like the combination of those three games. It
means that games like scrabble, puzzle and singing a song can be accepted by the
students in learning English (see table 2.7).
The kinds of games that students
like in learning English
Number of students Percentage (%)
Scrabble
Puzzle
Sing a song
Combination of those three games
5
8
11
12
13,9 %
22,2 %
30,6 %
33,3 %
Total 36 100 %
Table 2.7 The Kinds of Games that Students Like in Learning English
About the sources of learning English that students like, 6 of 36 (16,7%)
students said that they like a book as the source of learning English, 10 of 36
(27,8%) students said that they like network as the source of learning English.
And 20 of 36 (55,6%) students said that they like the combination of those two
sources of learning English. It means that most of the students like book and the
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network for the source of learning English (see table 2.8).
The sources of learning English Number of students Percentage (%)
Book
Network
Book and the network
6
10
20
16,7 %
20,8 %
55,6 %
Total 36 100 %
Table 2.8 The Sources of Learning English
In the analysis about the materials which students usually learned, shows
that 3 of 36 (8,3%) students point out that they usually learn Recount, 7 of 36
(19,4%) students point out that they usually learn Narrative, 9 of 36 (25%)
students point out that they usually learn Procedure and 17 of 36 (47,2%) students
point out that they usually learn all of those materials. From those results, the
students usually learn Recount text, Narrative text, and Procedure text as their
short functional text in listening material (see table 2.9).
The short functional text in
listening materials
Number of students Percentage (%)
Recount
Narrative
Procedure
All of those materials
3
7
9
17
8,3 %
19,4 %
25 %
47,2 %
Total 36 100 %
Table 2.9 The Short Functional Text in Listening Materials
About the kind of media that students often use in learning English, 30 of
36 (83,3%) students stated that they often use the computer in learning English, 2
of 36 (5,6%) students stated that they often use a tape recorder in learning
English. And 4 of 36 (11,1%) students stated that they often use CD in learning
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English. It means that majority of students often use a computer as the media to
learn English (see table 2.10).
The kind of media in learning
English
Number of students Percentage (%)
Computer
Tape recorder
CD
30
2
4
83,3 %
5,6 %
11,1 %
Total 36 100 %
Table 2.10 The Kind of Media in Learning English
Concerning to the frequency of using network in learning English, 15 of
36 (41,6%) students point out that they often use the network in learning English,
11 of 36 of 36 (30,6%) students point out that they occasionally use the network
in learning English, 9 of 36 (25%) students point out that they rarely use the
network in learning English. And 1 of 36 (2,8%) students point out that they never
use the network in learning English. It means that majority of students use the
network in learning English (see table 2.11).
The frequency of using network
in learning English
Number of students Percentage (%)
Often
Occasionally
Rarely
Never
15
11
9
1
41,6 %
30,6 %
25 %
2,8 %
Total 36 100 %
Table 2.11 The Frequency of Using Network in Learning English
In analysis of the question about the general and interested hobbies by the
students, shows that 7 of 36 (19,4%) students have a hobby like playing game
online, 23 of 36 (63,9%) students have a hobby like studying English through the
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network, 5 of 36 (13,9%) students have a hobby like talking used English
language, listening English music, writing a lyric, reading English book, and
watching English movie. And 1 of 36 (2,8%) student doesn’t have a hobby that
has relation with English. It means that most of the students have hobbies that
related with English, it is studying English through the network (see table 2.12).
The general and interested hobbies Number of students Percentage (%)
Playing game online
Studying English through the network
listening English music and watching English movie
Doesn’t have a hobby
7
23
5
1
19,4 %
63,9 %
13,9 %
2,8 %
Total 36 100 %
Table 2.12 The General and Interested Hobbies by The Students
About the students agreement that learning process did not always
conducted in the class, 33 of 36 (91,7%) students agree if the learning process did
not always in the class, but also in everywhere else, 2 of 36 (5,6%) students do
not really agree if the learning process can be held in everywhere else. And 1 of
36 (2,8%) student doesn’t agree if the learning process can be held in everywhere
else. It means that majority of students agree if the learning process did not always
held in the class but also in everywhere else (see table 2.13).
The students agreement Number of students Percentage (%)
Agree
Do not really agree
Doesn’t agree
33
2
1
91,7 %
5,6 %
2,8 %
50
Total 36 100 %
Table 2.13 The Students Agreement that Learning Process Did not Always
Conducted in The Class
The last analysis was about the students way to learn listening and
speaking skill at the same time, 12 of 36 (33,3%) students point out that they
apply conversation with their friends in the class, 10 of 36 (27,8%) students point
out that they like watching English movie then trying to retell the story. And 14 of
36 (38,9%) students point out that they use learning media that can guide them to
learn listening and speaking in the same time. It means that most of the students
use learning media which can guide them to learn listening and speaking in the
same time (see table 2.14).
Students way to learn listening and speaking skill at the same time
Number of students Percentage (%)
Apply conversation with their friends in the class
Watching english movie then trying to retell the story
Using the learning media that can
guide them to learn listening and speaking in the same time
12
10
14
33,3 %
27,8 %
38,9 %
Total 36 100 %
2.14 Students Way to Learn Listening and Speaking Skill at The Same Time
The researcher also took interview with the English teacher of the 10th
grade as data collection. There were some questions that the researcher asked to
the teacher, those are about students interest in joining listening class, difficulty in
teaching listening, students score, students ability in listening class, students
feedback, difficulty that faced by the students in listening class, motivation of the
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students, media, facilities, materials, students interest in audio-visual, students
interest in game, and using CALL in teaching listening class at tenth grade
students in SMA Muhammadiyah 8 Morowudi.
The first question was about whether the listening class was interesting or
not during teaching and learning process. The teacher explained to the researcher
that some students were interested, and some students were not interested with
listening subject. It is because they are less able in concentration.
The second question was about what the difficulty in teaching listening
material is. Based on the teacher's explanation, the lack of facilities in media and
place is becoming a reason that makes the teacher difficult in teaching listening
material as well. They do not have English laboratory in the school. Sometimes
the teacher used tape recorder or laptop to taught listening material but it was not
always.
The third question was about how the students score in listening class is.
The score of the students depends on how interest they are in joining listening
class. If they enjoy the material in listening class, they will get a good score.
Unless they don't enjoy, they will get a standard score.
The fourth question was about how the ability of the students in joining
listening class is. For their ability, actually majority of the students have good
ability in listening skill and minority the student have standard ability in listening
skill. It depends on how interesting the material and media is. If the media and the
material is interesting and attractive, they can increase their ability in listening
skill.
The fifth question was about how the feedback of the students which is
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showed in the listening class is. The teacher said that 70% students had good
enthusiasm feedback in the listening class while 30% students have less
enthusiasm feedback in the listening class. It is comeback to how interesting the
media and the materials used in teaching and learning.
The sixth question was
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Goals
Content
The goals of this product are to create interactive listening material so the students will have interest more to learn in
listening class and the students can learn English in everywhere because this is a
portable application, so they can study at the class or in their home by copy this material on the DVD or USB stick and
start to use it on their laptop/ computer. Besides that the teacher can design the listening material by him / herself in
accordance with the abilities and creativity.
This material content is about listening
skill but it is integrated with speaking skill. In this material, the kinds of text here are
short functional text; announcement, advertisement, invitation, letter and monologue text; recount, narrative,
procedure. The types of topics are “Vacation and holiday” and also “Food
and drink”. The level knowledge that should be assumed in this material is intermediate. The content organized based
on the syllabus. Here the researcher develop the syllabus by herself based on
the need analysis. The researcher use the first semester to develop the product and divide the content to be 3 chapters. Chapter
1 is about greetings and partings, introducing, making invitation, accepting
the invitation and declining the invitation, making an appointment, accepting an appointment, cancelling an appointment.
Chapter 2 is about showing happiness, giving attention and showing affection,
giving instructions, short functional text; announcement, advertisement. And chapter 3 is about short functional text; invitation,
also monologue text; recount, narrative, and procedure.
Learning Needs Improving Skill
Majority students said that they usually listen to English music or watching movie to improve their listening skill. So
the researcher think that it can makes the students interest in joining listening class if
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Methodology
Media use
the material and the media is attractive and interesting. The students will enjoy English material without feel burden and perhaps
from it, they can master listening skill well.
The teaching method used is learning centered approach because the students conducted presentation in front of class or
playing game (role playing) based the video watched before. Here the students
also as the programmer in the learning process. The developing also use audio-visual method; it can make the students
motivated more in joining listening class. The theory of learning based on this
material is behaviorist (repetition and drilling), cognitive and affective. The kinds of exercises/tasks are included in the
materials are crossword puzzle, multiple choice, matching exercise and fill in the
blank. It is also language practice to language use because after the students asked to watch the movie they asked to
review the story based on their own words. The teaching-learning techniques can be
used in this material are individual and student’s presentation. The aids can use in this study are overhead projectors,
earphone or speaker. The materials are flexible because they can begin to start at
different unit; they can link to other material.
The students like computer and
network as their learning media. So here, the researcher will use Longtion Autorun
as the application; that consist of picture, sound and video in design the material and laptop/ computer as the media. It can copy
in CD or USB stick.
Table 2.15 Prototype
4.3 The Development of Final Product
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From the result of need analysis, the researcher began to compose the
material using Longtion Autorun application. The researcher also developed the
material based on the syllabus and curriculum KTSP has been available. This
product was named “English Listening Material for 10th grade students”. The
researcher developed the material in first semester and consists of 13 topics there
are greetings and partings, introducing, making invitation, accepting the invitation
and declining the invitation, making an appointment, accepting an appointment,
cancelling an appointment, showing happiness, giving attention and showing
affection, giving instructions, short functional text; announcement, advertisement,
invitation and letter, and also monologue text; recount, narrative, procedure. In the
material there are practice activity and exercise.
Kinds of activities are; first, the introduction of the material based on the
topic which was completed with text, sound and video, the students can listen and
watch carefully to the sound and video, so they can practice to listen and practice
to speech the material like the example. Here, the students can listen more than
once because they can repeat again if they still do not understand with the sound.
After that, the students can start to do the exercise. In the exercise, there are
several types of exercise; crossword puzzle, multiple choices, fills in the blank,
matching exercises, and retells the story. All the exercises supported with Hot
Potatoes, except retell the story (using video), but the display still in the form of
Longtion Autorun application. Hot Potatoes is one of the application of CALL.
We can make exercise for the students from this application. All of the exercises
here, some clue was given using sound and some others using video. The
researcher takes the sound from Google Translate then developed it on the Adobe
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Audition. Adobe Audition is the application to edit sound. For the video, the
researcher find it on the Youtube.com, we can look for a video that we want to
find. Here, the product was from the in offline that would make the students easier
to do without internet connection.
Activities of pre-teaching here is introduced the topic which were
completed with the sound how the way to pronounce. In 1st semester has 13
topics, there are: greetings and partings, introducing, making invitation, accepting
the invitation and declining the invitation, making an appointment, accepting an
appointment, cancelling an appointment, showing happiness, giving attention and
showing affection, giving instructions, short functional text; announcement,
advertisement and invitation, and monologue text; recount, narrative, procedure.
This is the example of pre-teaching form in this product:
Picture 6. Example of display in Pre-teaching
In the main-teaching, the researcher gives some exercise to develop their
knowledge more. The exercise appropriated with the topic. This is the example of
exercise in main teaching:
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Picture 7. Example of display in main-teaching (Crossword Puzzle)
Picture 8. Example of display in main-teaching (Matching Exercise)
Picture 9. Example of display in main-teaching (Gap fills Exercise)
The last is post-teaching; an activity in post teaching is reviewing the
lessons that have been taught. Here, before the teacher end the lesson, the teacher
always asked to the students what material that have been taught by teacher.
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4.4 The Implementation of Final Product
After developing the product, the researcher tried it out to eleven students
of 10th grade in SMA Muhammadiyah 8 Morowudi, Cerme randomly. The
researcher took 30% students from total of the students as the sample. In this case,
the students operated the media by him/ herself because the researcher facilitated
laptop for the students. Here, the researcher did limitation try out because the time
did not support to tried out the product as a whole. At that time, the students was
take the final exam and then they got a long holiday.
After the researcher tried out the product, she had ready to gave
questionnaire to the eleven students. The researcher wanted to know about their
comments of the product. Researcher gave 5 questions on the questionnaire after
the tryout. The questions were about excited and interested with the products,
terms of colors, images and models of the practice and exercise, their comment
about the clearness of the sound and difficulties to operate the media. All of them
said that they were very happy, for the appearance they also interesting with the
design, for the exercise some students were very interesting with the exercise but
some other still confused because this is something new for them, and to operate
the computer, and they are all good in operating the computer.
4.5 The Evaluation of Final Product
Before the researcher conducted try out of the product to the students, the
researcher should share the product with the experts. Here, the expert validation of
this product are the teacher of 10th grade in SMA Muhammadiyah 8 Morowudi,
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Cerme and the lecturer of CALL in University of Muhammadiyah Gresik. After
the sample of the product had been developed, the sample was given to the expert
to be validated and evaluated as well. Based on the checklist of courseware
evaluation (see Appendix 4), there were five components which used for
evaluation. First, Attractiveness was used to evaluate the presentation or
appearance (used of font, colors, pictures, effects, etc.). Next, Concept was used
to evaluate about the program. Then, Mechanics referred to misspelling or
grammatical errors. Next, Content was used to evaluate details of information or
knowledge from the courseware made. The last, Originality referred to the
original thought and idea of courseware. After the sample of interactive listening
material had been developed, the sample was given to the expert to be validated
and evaluated. The result of the validation of each component will be discussed in
the next page.
4.5.1 Attractiveness
This item was to evaluate the appearance of the material including; colors,
fonts, pictures, graphics, effects, sounds and etc. There were two experts who
validated this product. There were two experts who validated this product. The
first expert validated was from University Muhammadiyah Gresik, Miss Dian
Kurnia Oktaviani S. Pd. She gave 3 to the score for the attractiveness and stated
that some of the fonts in exercise are invisible because it does not contrast with
the background colors. But overall, the font is clear enough. Then, another expert,
the teacher of SMA Muhammadiyah 8 Morowudi, Cerme, Mrs. Ana Abidin, S Pd,
gave 4 to the score and stated that it is excellent because the use of the font, the
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color, the graphic, the picture are suitable and clear for the student.
4.5.2 Concept
Concept mean anything about the program include of story and
vocabulary. Miss Dian gave 2 to the score because she thinks that the concept
should be developed more, but she stated that the selection of the story and
vocabulary of the expression were good and should not be changed. As like Miss
Dian, Mrs. Ana also gave 4 to the score and stated that it is good and there is
should not be changed.
4.5.3 Mechanics
Mechanics category included the evaluation of spelling and grammatical
errors. Pronunciation or voices might include in this category. Miss Dian gave
score 3 that means there are still grammar that must be corrected because of many
mistakes. Mrs. Ana as second validation scored gave 4 because the researcher
revised all of the grammatical error in the product and the sound was clear to hear.
4.5.4 Content
Content was intended to evaluate whether the product covers topic in
depth with details and example or not and also the subject knowledge. From those
two experts’ results, it showed that this product has included essential knowledge
about the topic. Miss Dian gave 3 scores and suggests repairing some matching
exercise adding with picture because it’s too monotonous if the clue just gives
with sound. Mrs. Ana gave 3 to the score and also advised that the researcher
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should repair some matching exercises and supported with a related picture
because it’s too monotonous if the clue just given with sound only. The researcher
must developed deeper the listening material. From those explanations, it means
that the researcher should revise the product.
4.5.5 Originality
About the originality category was intended to evaluate the idea of the
product and creativity to design the product. Experts assessed that this product
has been ready to the original thought and new ideas. In addition, the ideas of this
product were taken from the network. Then, she tried to develop the material to
this new product, which is already familiar with the name “English Listening
Material for 10th grade students”. Miss Dian gave 3 to the score and some advice
to revise the subtitle page of this media. Mrs. Ana gave 4 to the score because the
researcher was developed the product by herself.
From the result of expert validation, the researcher should revise and
develop more. From Mrs. Ana, S.Pd the researcher should revise the content. The
revision was from four categories. Those were attractiveness, mechanics, content
and originality. From the attractiveness, the researcher changed the font color
because it does not contrast with background page. Then about the mechanics the
researcher corrected some grammatical error on this product. About the content,
the researcher should develop this material deeper than before. And the last, for
originality the researcher need revise the subtitle page.
It could not be denied that there were still found some weaknesses from
experts. It is expected that the final product in the form of media, Longtion
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Autorun application could be applied to the 10th grade students of SMA
Muhammadiyah 8 Morowudi, Cerme so that they can be interactive joining
listening material in new way and certainly better than before.
After passing a revision of the product, the final product has been ready to
be applied to the 10th grade students of SMA Muhammadiyah 8 Morowudi,
Cerme, Gresik. The product was in the form of exe in CD ROM. It also can be
copied in the USB stick. This product was completed with words, pictures,
sounds, and videos which expected to be able to make the students interested in
learning English. Because this is about listening material, so the researcher should
found the appropriate sound for developing the product. In this product, the
researcher created the sound from Googletranslate. She type the texts that she
want to made a sound then downloads it, after that she edited the sound in the
Adobe Audition application. To made a sound, the researcher need to put the text
one by one, in the form of word or sentence, so that’s why here the reseacher need
a long time to developed the product. For the exercises, the researcher developed
it using Hot Potatoes. So in development of the product, the researcher used three
application. There are Longtion Autorun application as the display, Adobe
Audition as the edited sound application and Hot Potatoes as the making funny
exercise application.