d Decision-making tasks
These tasks require learners to choose a number of possible outcomes of a problem through negotiation and discussion.
e Opinion exchange tasks
Learners engage in discussion and exchange of ideas. In this activity, they do not need to reach agreement.
c. Task-Based Learning Framework
Willis 2003: 38 suggests the following components of Task-Based Learning framework which can be seen as follows.
1 Pre- Task In this part, the teacher’s jobs are introducing the topic to the class,
highlighting useful words and phrases, and helping students in understanding task instructions and prepare the students for the tasks.
2 Task Cycle The task cycle consists of three phases, namely:
a Task In this part, students do the tasks in pairs or groups and use the language
they already have to express themselves and say whatever they want to say. Teachers’ jobs are walking around and monitoring the class activities from a
distance. Teachers also help students to formulate what they want to say using the target language.
b Planning In this part, students prepare to report briefly to the whole class it can be
orally or in written how they did the task, what they decided or what they discovered. Teachers help students to polish and correct their language.
c Report In this part, teachers ask some pairs or group to present their report to the
whole class and ask students to compare the result. 3 Language Focus
a Analysis Teachers set some language-focused tasks, and students examine and
discuss specific features of the text or transcript of the recording they heard. b Practice
In this part, teachers conduct practice activities as needed based on the language analysis.
d. Teaching Listening Using Task-Based Learning
In teaching listening using task-based language learning, the teachers who act as the facilitator in class should design the listening materials which
emphasize the action in activities and the topic should focus on the real life situation. In this case, the topic should focus on the students’ needs to be able to
communicate using the target language in the real situation. The teacher should keep in mind the key conditions to learn, design activities, provide resources, and
give advice for students. Students should complete a task given by the teacher in
every teaching learning activity. The purpose of the task-based learning is language learning. Thus, the students are provided with many tasks to practice
listening skills.
B. Theoretical Framework
The previous theories give clear descriptions about the principles in teaching listening, methodology in teaching listening, school-based curriculum,
task-based learning, and models of instructional design. In this part, the researcher will explain the steps in designing the materials which are adapted from the
instructional model by Kemp. There are some steps involved in the process of designing a set of listening
instructional materials for the ninth grade students of SMP Negeri 11 Yogyakarta. In designing the materials, the writer refers to an instructional designed model,
that is, Kemp’s instructional designed model. Kemp’s model is chosen since it has some strengths. First, Kemp’s model focuses on the material resources, goals,
uses, and the choice of learning resources. Next, Kemp’s model can be applied to all levels of education. Then, Kemp’s model considers instructional program as a
system where the steps are interdependent to each other, which is indicated by the broken-lined circle in the revision step. It is pretty clear that the revision should be
viewed as a dynamic process. The first step is determining the competence standard and the basic competence. In this part, the writer adapts the competence
standard and the basic competence based on the school-based curriculum. Second, the writer conducts the need analysis. The need analysis in this study is gathered
