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that it has to help the students in the real working field demand. It means that all of the activities in the teaching learning process must support the characteristic of the
learners. However, the goal of a vocational school is to develop cognitive, affective, and
psychomotoric domains to help the students to be an autonomous learner later on Depdiknas 2006: 7. There are several literal levels in School-Based Curriculum,
namely performative, functional, informational, and epictemic. However, the aim of the English lesson in the School-Based Curriculum is to help the students obtain the
informational level, which aim is to access knowledge with their ability in English language Wells: 1987.
3. Communicative Tasks
Nunan 1989: 10 defines communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in
the target language while their attention is principally focused on meaning rather than form.” The students could learn and obtain the target language by the existence of
communicative tasks. The students can express or give opinion towards what is happening in their surrounding so that they really learn and reach what they need to
understand during the class, especially when it is really close to their real-life situation.
a. The Component of the Tasks
Nunan states that “tasks will contain some form of input data which might be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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verbal or non-verbal and an activity which is in some way derived from the input and which sets out what learners are to do in relation to the input 1989: 10.”
Figure 2: A Framework for Analyzing Communicative Tasks Nunan, 1989: 11
These components, then, would be used to analyze the communicative tasks in the design of the listening instructuonal materials for the Eleventh grade students of
SMK Pius X Magelang.
b. Activities
In this study, the writer selects and combines several activites from Prabhu because they are suitable to develop the workable and quailified design in this study.
Here are the first principle activities proposed by Prabhu as cited in Nunan, 1989: 66:
1 Information-gap activity
This activity involves a transfer of given information from one person to another. One example is pairwork in which each member of the pair has part of total
information and attempts to convey it verbally to the other. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2 Reasoning-gap activity
In this activity, the learners are demmanded to derive some new information through process of inference, deduction, practical reasoning, or a perception of
relationships or patterns. 3
Opinion-gap activity This activity involves identifying and articulating a personal preference, feeling,
or attitude in response to a given situation. In this study, the communicative tasks are applied since they could provide
components which have to exist in communicative exercise of the listening materials for the Eleventh grade students of SMK Pius X Magelang. It is stated by Clarke and
Silberstein as cited in Nunan, 1989: 59 that classroom activities should be parallel the ‘real-world’ as closely as possible. Since language is a tool of communication,
methods and materials should concentrate on the message. It is expected that the listening activities designed would closely relate to the real-world and help the
students to be familiar with the language used in the real-life communication.
4. Communicative Language Teaching
Teaching activities need an appropriate approach to be applied in the classroom. Being a teacher also means being ready for providing the appropriate materials,
selecting the teaching style, methods and strategies to conduct the effective teaching- learning process. In this study, the writer selects Communicative Language Teaching
CLT as the approach since it is considered as the appropriate approach to be applied PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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in the vocational school in this study. CLT is an approach which refers to the process on language teaching in which
the students are expected to experience and improve their ability to communicate in the target language. CLT focuses on the language use and production especially in the
real life situations. It means when we teach materials in context, we move beyond language as a set of sentences example to language as it is situated in the world.
Furthermore, there are two aims of CLT stated by Richards and Rodgers 1986: 66. They are:
1 to make communicative competence the goal of language teaching, 2 to develop procedure for teaching of four language skills that acknowledge the
interdependence of language and communication In order to achieve those two aims, Littlewood 1981: 1 states that CLT pays
attention to functional communication e.g. apologizing, describing, and promoting, inviting, etc..
a. The Characteristics of CLT
It is stated in Richard and Rodgers 1986: 69 that the characteristics of CLT are learner-centered and experienced-based view of second language learning. Hilgard
and Bower 1966 also agree that CLT is the process of “learning by doing”. Another important point is that CLT emphasizes on pair work and group work. Thus, it is
expected that the learners would obtain several benefits by completing the classroom activities, such as learning from hearing the other students, the learners would
produce a greater amount of language rather than what they learn from the teacher- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
