Developing Supplementary Listening Materials for the 7th Graders

1

DEVELOPING SUPPLEMENTARY LISTENING MATERIALS FOR THE

SEVENTH GRADERS

Isna Rakhmawati

State University of Malang

E-mail: [email protected]

Abstract: The purpose of this study was to develop supplementary

listening materials for students of junior high school in the first semester

to be used for self-study materials. The research design of this study

adapted the framework of developmental model by Smaldino, Lowther

and Russel (2005). The final product of this study was presented in the

form of paper-based materials and the audio recording was attached

inside CD/DVD. The product was believed by the students (100%) to be

interesting in terms of the lay-out and topics. Moreover, it was also able

to motivate them to learn listening.

Key words: Supplementary listening materials, short functional texts,

audio recording, self-study materials.

Most people all over the world have the intention to learn foreign language

for several purposes such as for academic purpose or interpersonal needs. In the

academic context especially for overseas study, having reading and writing skills

become the priority to succeed in the particular field of the study. However,

mastering listening and speaking skills is also essential to interact face-to-face

with the counter parts of foreign language. According to Saville and Troike

(2006), in order to be able to participate in oral interpersonal communication and

receive information from many kinds of oral sources, listening activities are

needed by the language learners. Morley (2001, cited in Osada, 2004) stated that

listening is non-passive and very complex receptive processes. It involves ranges

of process to comprehend the spoken messages. Therefore, sometimes foreign

language learners face some difficulties in doing listening exercises.

The difficulties were also encountered by the students of junior high

schools. For example, the seventh graders students of SMPN 1 Gempol often

failed in obtaining a good score for listening test given by the English teacher. The

teacher added that listening skill was the most difficult skill to be taught to the

students because they hardly concentrated in listening to the speakers, whereas the

process of grasping the meaning of the spoken language was very complex and

took times. Moreover, the listening materials were not sufficiently provided to

train the listening skills of the students. In fact, in the English Curriculum of 2006

particularly in the basic competence of 2.2 required the students to learn listening

materials focuses on oral short functional texts such as shopping list, greeting card

and announcement. Therefore, this study was aimed to develop paper-based

supplementary listening material which was equipped with the audio recording in

the CD/DVD. The result of this study was expected to be beneficial for the students as

well as the English teachers. The students could use the materials to enhance their

listening skills and motivation to learn English by doing some of the exercises in

the supplementary listening materials. Furthermore, it was also expected that the

students could use the materials independently with the minimum guidance of the

2

teachers because the answer keys and audio recording were created as a means of

self-study materials. For the English teachers, they could utilize these materials as

sources of listening materials for classroom activities because the teacher’s guide

book was created to be kept in hand while the teachers were using the materials.

RESEARCH METHOD

The research design of this study included seven stages, namely: 1)

Analyze the learners needs, 2) Develop the listening materials, 3) Obtain the

expert validation, 4) Revise the materials, 5) Utilize the materials, 6) Evaluate and

revise the materials, and 7) Finalize the product. This research design of this study

was adapted from the ASSURE model by Smaldino, Lowther and Russel (2005)

because this model was originally used to develop instructional media and

technologies for classroom learning. However, the researcher still needed to

modify it, so it can be compatible with this research. The ASSURE model

involved six phases, namely Analyze learners; State objectives, Select methods,

media and materials, Utilize media and materials, Require learners’ participation,

and Evaluate and revise the materials. The adaptation of the ASSURE model to

this research design could be shown in Figure 1.

The phase of the selection methods, media and materials then was

modified into the stage of the materials development that involved three steps,

which are (1) pre-writing draft I, (2) writing draft II, and (3) organizing the

materials. The activities that the researcher did at the three steps above were

already described graphically in Figure 1. In this research, the researcher also

obtained the validation of the supplementary listening materials from the expert

before utilizing the product to see the suitability of the materials content as well as

the language use for the seventh graders. The list of the dialogues and lesson focus

of each package could be seen in Table 1.

Table 1. Lesson Focus in Each Package

No.

Package

List of Dialogues

Lesson Focus

1.

Pac

kag

e A

(Sh

opp

ing

Lis

t)

a. The Americans always make shopping lists.

b. Fahmi and Tika go to the grocery store.

c. A boy talks about several kinds of stores in his hometown.

d. A man looks for his baby girl stuff at the supermarket.

e. The girl buys fruits at the supermarket.

a. Asking and giving

information. b. Asking for and giving

service.

c. Expressing politeness.

d. Thanking and apologizing.

2.

Pac

kag

e B

(Gre

etin

g C

ard

)

a. People send greeting card.

b. Students send new year e-card across the

regions. c. A girl asks her mother to choose which new

year e-card best to be sent to her aunt.

d. Siblings celebrate new year together.

e. People in different country celebrate new year.

a. Asking and giving

information.

b. Asking and giving opinion.

c. Expressing politeness.

d. Congratulating.

e. Thanking.

3.

Pac

kag

e C

(Ann

ou

nce

men

t) a. Students and teacher have a trip during the

semester break b. Teacher makes an announcement in the

classroom about a plan to visit Bali.

c. Tika and his family take a plane to go to

Lombok. d. We see things at the airport and plane.

e. Vita and her family in Bunaken.

a. Asking and giving

information. b. Expressing politeness.

c. Thanking and

apologizing.

3

Figure 1. The Model of Developing Supplementary Listening Materials

FINDINGS

The supplementary listening materials consist of three packages which

have different lesson focuses that were described in Table 1. The packages were

developed mainly based on the syllabus used to teach English for the seventh

graders in the Standard of Content 2006 and also the 2013 curriculum. The

combination between both curricula allows the students to get used to learn the

transactional and functional conversations in the form of oral short functional

texts namely: shopping list, greeting card and announcement. The design of these

listening supplementary materials was actually for self-study format that could be

used by the students outside school hours without teacher’s help because the e-

book version, audio listening and answer keys of the materials are available for

1. Analyze the learners needs

Analyzing the syllabus

Evaluating the students textbooks

Conducting an informal interview with the English teachers teacher

2. Develop the listening materials

Pre-writing draft I: selecting the topics, identifying the objectives of the

listening skills based on the syllabus, mapping the amount of activities and

planning the meetings to try out the products

Writing draft II: creating the texts and scripts, writing draft of activities,

recording and designing the answer key for each package

Designing and organizing the materials

3. Obtain the expert validation

The process of validating the products to obtain the feedback from the expert

4. Revise the materials

Revising the product based on the feedback from the expert

5. Utilize the materials

Obtaining information related to the applicability and the effectiveness of the

product at a particular junior high school

6. Evaluate and revise the materials

Evaluating and revising the materials based on the information from materials

utilization

7. Finalize the Product

4

the students to get access into it in the form of DVD/CD. The example of package

covers was shown in Figure 2.

The self-study materials should be self-motivating for the learners

(Murthy, 2004). It means that the materials should be highly encouraging for the

students. The materials should also arouse curiosity, raise problems, relate

knowledge to familiar situations and make the entire learning meaningful for

them. Therefore, the lay-out design of the package covers, the colorful pictures

and fonts for instructions can be found in each activity of the packages. There are

three activities in each of the packages. Activities One and Two focus on listening

exercises including listening to dialogues about certain topics, exercises as the

follow-up after listening to the audio recording, vocabulary items related to the

topics and also pronunciation. Activity Three concerns with grammar to give a

clear explanation of how the expressions in the dialogues were constructed based

on the language rule.

The kinds of activities in these listening materials also covered

communicative indicators that were proposed by Weir (1995) that should include

direct meaning, inferred meaning, contributory meaning, and listening as well as

writing. Direct meaning comprehension includes finding main idea(s) or

important information, supporting details, differentiating statement from example,

proposition from its argument and fact from opinion. Meanwhile, inferred

meaning comprehension covers evaluating content, relating utterances to the

social and situational context, and recognizing the communicative function of

utterances. Moreover, understanding phonological features such as stress and

intonation, understanding concepts (grammatical notions) will be included in

contributing meaning comprehension.

The development of the materials also followed the ideas of Flowerdew

and Miller (2005) that was, the tasks could be structured around a simple format

namely pre-listening activity, while-listening activity and post-listening activity to

facilitate overall language learning. Cunningsworth (1995) underlined that

listening materials should provide pre-listening activities for the learners to lead

their attention on the topic of the passage. Thus, the materials that are placed in

the very first activity in each package provide a short dialogue of a person talking

about an introduction related to the topic in the whole package such as what

shopping list, greeting card and announcement are.

The pre-activity allows the student to grasp the important information

listed from the audio recording based on the question by placing a checkmark in

the correct answer. The while-listening activity in the package has four dialogues

between two up to three people and followed by exercises that the students should

do after listening to the dialogues. The post-listening activity demanded the

students to check their answers with the answer key, listen to the recording again

and re-check what the native speakers actually said in the tape-script part. In this

way, the post-listening activities allowed the students to do self-reflection by

knowing how many answers they got correctly and incorrectly. The product of

this research and development could be shown in Figure 3.

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Figure 2. Package covers

Listen to the man who wants to buy his baby’s stuff. (See Listening Script 4)

A. What does the man buy for his baby girl? Match your answer with the pictures below.

1. _______

2. _______

3. _______

4. _______

5. _______

6. _______

Figure 3. Activity in the package

The product evaluation result was the feedback from the expert who

evaluated the supplementary listening materials before the materials were utilized

by the students in the classroom. The expert here was an ELT specialist with

extensive experience in curriculum and material development. She has been

teaching in State University of Malang since 1990.There are four components of

criteria in the instrument used to evaluate the materials namely: the content

materials, materials presentation, language used and audio recording. Based on the

result of the expert validation there were several suggestions that needed to be

done to improve the products (1) the instructions in Activity 3, (2) the quality

sound of the audio recording, and (3) teacher’s guidebook. The expert highlighted

that shopping list and greeting cards are names of short functional texts, for which

there should be no listening materials.

Yet, there is a place in the 2013 English Curriculum to fit in these kinds of

materials such as shopping list in the form of listening materials that combines

both of the transactional and functional dialogues in the context of shopping.

A B C

D E F

6

Therefore, these materials are useful to guide the students to move on from the

2006 English Curriculum and approach the 2013 English Curriculum. According

to the expert, it is not necessary to revise the whole thing of the content since the

materials adequately fulfill the Weir principle of listening comprehension

materials. Nevertheless, it is important to add in the introduction part that these

materials were also intended to assist students get used to the learning materials

that use a new curriculum of 2013.

The materials utilization or product try out was done in SMPN 1 Gempol

started on February 12, 2013. It was held in more than one meeting as there are

three packages of materials. The objective of the product try out was to collect

data from the subjects about the applicability and the effectiveness of the

supplementary listening materials. The data were gathered from 41 students of 7D

class by giving out questionnaires to the students to ask their comments on the

materials’ layout, coverage, level of difficulty and benefit after they listened to the

recording and did the activities. The questionnaire was given to the students after

they finished doing activities in a package. Based on the students’ questionnaires

on utilizing the materials, there were no revisions on the materials necessary.

However, when the students listened to the audio recording, there were several

sounds that were still low in quality so that the student could barely listen to the

sound. The sound was repaired and resized again using Adobe Audition CS6 so

that it could be heard clearly.

DISCUSSION

The outcome of this study was the final product of supplementary listening

materials for the seventh graders and it was intended for students’ self-study

materials outside the classroom. After the revision from the expert validation

stage, the materials were also suggested to be used as listening activities materials

in the classroom. Therefore, the teacher’s guide book was created to assist the

teachers to utilize the supplementary listening materials in the classroom

activities.

The product was designed to meet the syllabus demand of the 2006

English Curriculum of providing listening materials for the short functional text

namely shopping list, greeting card, and announcement. According to the expert,

even though the result of the expert validation on the materials content was not

really satisfying, these materials were good to guide the students to cope with the

coming curriculum which is 2013 English Curriculum. This was due to the

combination of functional and transactional conversations in the content of the

materials. There were many useful expressions that the students could learn in the

context of shopping at the grocery stores, celebrating the New Year and travelling

to some islands in Indonesia.

Moreover, each of the packages was designed following the principle

propossed by Weir (1995). The exercises of the supplementary listening materials

have already had the indicators of communicative approach which are direct

meaning comprehension, inferred meaning comprehension, contributory meaning

comprehension, and listening as well as writing. Furthermore, the materials were

also created on the basis of on Flowerdew and Miller’s ideas (2005). The

exercises were intended to develop listening skills of the students through the text.

Hence, the exercises were constructed in the form of pre-listening activities,

7

while-listening activities and post-listening activities. The packages were rich of

new vocabulary items and expressions pronounced by the native speaker in the

pre-activities and while-activities. The packages were used to enable the students

to improve their listening skills and get more familiar with the introduced words

in the topics of the dialogues in the audio recording. Checking the answers and the

tape script at the answer key became the post-listening activities to do self-

reflection as well.

In addition, the materials successfully raised most of the students’

motivation in learning listening materials during the product try-out in SMP

Negeri 1 Gempol. It was in line with Murthy’s statement (2004) that self-study

materials should be highly encouraging the students to learn language, arousing

curiosity, relating knowledge to familiar situation and making the entire learning

meaningful for them. Inferring to the statement above, the materials were

designed and revised to meet the criteria above. The revision was done in some

components of the materials such as making the instructions in some activities to

be clearer and editing the sound of the audio recording to be better in quality so

that the students can listen to the audio recording clearly (See Appendix 1).

COCLUSION AND SUGGESTION

Overall, the final product after revision from the expert validation and

product try-out stages was better in terms of the content and the audio recording

of the materials. However, the result of the expert validation particularly about the

content of Package A (shopping list) and Package B (greeting card), these

packages were judged as not meeting the syllabus demand of 2006 English

Curriculum since there should be no listening materials for those kinds of short

functional texts. Yet, it was stated in the basic competence of 2013 English

Curriculum that there should be listening materials for shopping list which

combined the transactional and functional conversations.

Based on the research findings and the discussions, the materials were

suggested to be used as well for the classroom learning activities as the teacher’s

guidebook was finally developed to assist the teachers when they utilize the

materials. The teachers might need to look at the guidebook and the materials that

would be taught to the students before the class began. It is also recommended

that the teachers apply several methods of teaching the materials to make the

students able to enjoy the process of learning such as grouping the students,

letting the students explore the materials with the group and share what they have

with the rest of the students and the teacher in the post-listening activity.

The result of the materials evaluation was still not satisfying due to the

poor content of the materials which were not based on the Standard of Content

2006. However, the materials partially reflected the 2013 English Curriculum

which was genre-based text in the form of transactional and functional

conversations that were commonly used in the real life. Therefore, the future

researchers can continue developing listening materials that are based on the new

English curriculum of 2013. The listening materials should not only focus on oral

short functional texts but also the transactional and interpersonal conversations.

8

REFERENCES

Cunningsworth, A. 1995. Choosing Your Coursebook. Heinamann: Macmillan.

Flowerdew, J. & Miller, L. 2005. Second Language Listening: Theory and

Practice. New York: Cambridge University Press.

Murty, C.R.K. Development and Revision of Self-Learning Materials. New Delhi:

Indira Gandhi National Open University. Retrieved on February 14,

2013, from

http://webserver.ignou.ac.in/institute/handbook5/coverpage.pdf.

Osada, N. 2004. Listening Comprehension Research: A Brief Review of the Past

Thirty Years. Dialogue, 3: 53-56. Retrieved on July 10, 2012, from

http://talk-waseda.net/dialogue/no03_2004/2004dialogue03_k4.pdf.

Saville, M. & Troike. 2006. Introducing Second Language Acquisition. New

York: Cambridge University Press.

Smaldino, S. E., Lowther, D. R., & Russel, J. D. 2005. Instructional Media and

Technology for Learning (8th

Edition). Merill Prentice Hall: Upper

Saddler River, New Jersey: Pearson.

Weir, C. 1995. Understanding and Developing Language Tests. Hertfordshire:

Prentice Hall International.

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Appendix 1. Questionnaire Used to Elicit Students’ responses on the Materials Package A

No. Name C.1 C.2 C.3 C.4 C.5 C.6 C.7 C.8 C.9 C.10 C.11 C.12 C.13 C.14 C.15

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

1 Abd. Aziz √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

2 Ach. Zakaria M √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

3 Ainul Yaqin √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

4 Aisyah Putri √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

5 Annisaa N.R √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

6 Davied I.K √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

7 Dea O.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

8 Dilia C.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

9 Ema Nurvita √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

10 Eresta Pandan √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

11 Erlita P.W √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

12 Exvar Arlindo √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

13 Friska A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

14 Fury M √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

15 Ika N.I √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

16 Indra Maulani √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

17 Indriani D.S √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

18 Intan D.S √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

19 Krisna A.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

20 Lailatul N.A √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

10

21 Lovian A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

22 M. Afiansyah √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

23 M. Danil N.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

24 M. Rifky A.S √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

25 M. Robby M √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

26 M. Ulin N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

27 Mega Mustika √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

28 Mellania R √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

29 Nanda D √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

30 Nurin Alifiyah √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

31 Putri Mariyana √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

32 Ramanda Y.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

33 Rifqi Ananta √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

34 Rinneke P.L √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

35 Risky Ilham √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

36 Selo P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

37 Syahidah A.B √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

38 Windi A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

39 Yoga P.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

40 Yogik Hersenda √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

41 Zakaria Effendi √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

11

Package B

No. Name C.1 C.2 C.3 C.4 C.5 C.6 C.7 C.8 C.9 C.10 C.11 C.12 C.13 C.14 C.15

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

1 Abd. Aziz √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

2 Ach. Zakaria M √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

3 Ainul Yaqin √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

4 Aisyah Putri √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

5 Annisaa N.R √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

6 Davied I.K √ √ √ √ √ √ √ √ √

√ √ √ √ √ √

7 Dea O.N √ √ √ √ √ √

√ √ √ √

√

√ √ √ √

8 Dilia C.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

9 Ema Nurvita √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

10 Eresta Pandan √ √ √ √ √ √ √ √ √

√

√ √ √ √ √

11 Erlita P.W √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

12 Exvar Arlindo √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

13 Friska A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

14 Fury M √ √ √ √ √ √ √ √ √

√ √ √ √ √ √

15 Ika N.I √ √ √ √ √ √ √ √ √ √ √

√ √ √ √

16 Indra Maulani √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

17 Indriani D.S √ √ √ √ √ √ √ √ √ √ √

√ √ √ √

18 Intan D.S √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

19 Krisna A.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

20 Lailatul N.A √ √ √ √ √ √ √ √ √ √

√ √ √ √ √

21 Lovian A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

22 M. Afiansyah √ √ √ √ √ √ √ √ √ √

√

√ √ √ √

12

23 M. Danil N.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

24 M. Rifky A.S √ √ √ √ √ √

√ √ √ √ √ √ √ √ √

25 M. Robby M √ √ √ √ √ √ √ √ √

√ √ √ √ √ √

26 M. Ulin N √ √ √ √ √ √ √ √ √ √ √ √

√ √ √

27 Mega Mustika √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

28 Mellania R √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

29 Nanda D √ √ √ √ √ √

√ √ √

√ √ √ √ √ √

30 Nurin Alifiyah √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

31 Putri Mariyana √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

32 Ramanda Y.P √ √ √ √ √ √

√ √ √ √ √ √ √ √ √

33 Rifqi Ananta √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

34 Rinneke P.L √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

35 Risky Ilham √ √ √ √ √ √ √ √ √ √ √

√

√ √ √

36 Selo P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

37 Syahidah A.B √ √ √ √ √ √ √ √ √ √

√ √ √ √ √

38 Windi A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

39 Yoga P.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

40 Yogik Hersenda √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

41 Zakaria Effendi √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

13

Package C

No. Name C.1 C.2 C.3 C.4 C.5 C.6 C.7 C.8 C.9 C.10 C.11 C.12 C.13 C.14 C.15

Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N

1 Abd. Aziz √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

2 Ach. Zakaria M √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

3 Ainul Yaqin √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

4 Aisyah Putri √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

5 Annisaa N.R √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

6 Davied I.K √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

7 Dea O.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

8 Dilia C.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

9 Ema Nurvita √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

10 Eresta Pandan √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

11 Erlita P.W √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

12 Exvar Arlindo √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

13 Friska A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

14 Fury M √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

15 Ika N.I √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

16 Indra Maulani √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

17 Indriani D.S √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

18 Intan D.S √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

19 Krisna A.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

20 Lailatul N.A √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

21 Lovian A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

22 M. Afiansyah √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

14

23 M. Danil N.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

24 M. Rifky A.S √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

25 M. Robby M √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

26 M. Ulin N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

27 Mega Mustika √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

28 Mellania R √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

29 Nanda D √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

30 Nurin Alifiyah √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

31 Putri Mariyana √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

32 Ramanda Y.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

33 Rifqi Ananta √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

34 Rinneke P.L √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

35 Risky Ilham √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

36 Selo P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

37 Syahidah A.B √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

38 Windi A.P √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

39 Yoga P.N √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

40 Yogik Hersenda √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

41 Zakaria Effendi √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

15

Note:

C.1 The appearance of this supplementary listening is interesting.

C.2 The use of font in this supplementary listening can be read clearly.

C.3 There were no errors in typing in this supplementary listening.

C.4 The spacing of this supplementary listening is clear and well arranged.

C.4 The topics in this supplementary listening are interesting.

C.6 The materials in this supplementary listening can be understood.

C.7 The exercises in this supplementary listening can train the skills of

listening.

C.8 The answer keys in this supplementary listening are appropriate with each

type of the packages and can be understood.

C.9 The recording of this supplementary listening is suitable with the students’

listening skills.

C.10 The vocabulary items in this supplementary listening are suitable with the

students’ listening skills.

C.11 The pronunciation of the native speakers is appropriate with the students’

listening skills.

C.12 The grammar used by the native speakers is appropriate with the students’

listening skills..

C.13 The instruction used in this supplementary listening can be understood.

C.14 The materials in this supplementary listening can enhance the students’

listening skills

C.15 The materials of the supplementary listening can motivate the students to

learn English particularly in the focus of listening.

Y Yes

N No