Main-task Post-task The Look of the Designed Materials
63 general purposes, 3 Determining learning objectives, 4 Listing subject content,
5 Selecting teaching learning activities, 6 Evaluating, and 7 Revising the materials.
In the first phase, the writer gathered as much information as needed. The writer finally obtained the information about the students’ experiences, lacks,
interest and needs on the listening class. In gathering the information, the writer distributed the questionnaire and interviewed the participants. After gathering the
information needed, the writer started to state the goals, topic, and general purposes for designing the materials. The goals, topic, and general purposes were
composed according to the school-based curriculum used in the school, specifically based on the competence standard and basic competence for eighth
graders of junior high school semester two. The phase was next followed by determining the specific statements of what the students would be able to achieve
when they completed the tasks. The writer composed the learning objectives based on the competence standard and basic competence for eighth graders of
junior high school semester two. The fourth phase was to list subject content. The subject content was listed based on what should be taught to the students as stated
in competence standard and basic competence. It was also composed by considering the learning objectives.
The next phase was to decide what activities to do in class by both the teacher and the students. The activities were based on the students’ needs. The
various kinds of activities were also based on the activities suggested in task-
64 based language teaching framework. Furthermore, the specific statements about
learning activities were delivered in the form of syllabus and lesson plan. In order to make the designed materials more suitable for the students,
the writer conducted the evaluation. The evaluation was done by the two eighth grade English teachers of SMP Negeri 2 Yogyakarta and two ELESP lecturers of
Sanata Dharma University. The evaluation aimed to obtain the feedback on the designed materials. The feedback was gathered using the questionnaire. From the
feedback, overall, the participants gave positive responses and comments on the designed materials. The participants commented that the materials were well-
designed and acceptable for the students. Finally, as the last phase in the writer’s model design, the writer revised the materials based on the feedback gathered
from the evaluators. After revising the materials, the writer presented the final version of the English listening materials based on task-based language teaching
for eighth graders of SMP Negeri 2 Yogyakarta. Furthermore, in answering the second problem, the writer describes the
final version of the designed materials. The look of the designed materials represents the application of task-based framework. There are pre-task, main-task,
and post-task, which are followed by some suggested varieties of tasks from listening theory. The pre-task, main-task, and post-task are covered into five
sections of exercises namely Be ready, Get set, Go, Get closer, and Be a champion. The full description of the designed materials is attached in the
Appendix K.
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