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d. Learners’ Problem
According to Brown and Yule 1983b in Nunan 1991: 24 there are four major factors that can affect the difficulty of oral language tasks which related to:
• the speaker; which included how many they are, how quickly they speak, and what kind of accent they have.
• the listener; either they are participant or eavesdropper. Their level of response and individual interest also affect and oral language task.
• the content; how complex the grammar, vocabulary, and information structure is, and what background knowledge is assumed;
• support whether there are pictures, diagrams or other visuals aids to support the text.
e. Types of Listening
According to Ur 1996: 113, there are four types of listening activities which were used in this study to give various activities to avoid boredom. Those
four types of listening activities are stated as follows: 1 No Overt Response
The learners just listen to the listening materials without giving any responses. The activities are stories, songs, and entertainment.
2 Short Responses The learners only give short answers or actions towards listening
materials. The activities are obeying instructions, ticking off items, truefalse, detecting mistakes, clozes, guessing definitions, skimming and
scanning.
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33 3 Longer Responses
The learners give longer answers or more actions. The activities are answering questions, note taking, paraphrasing, and translating,
summarizing, and long gap filling. 4 Extended Responses
The listening only function is as a basic step before going to the extended speaking, reading, and writing. In other words, these are ‘combined skills’
activities. The activities are problem solving and interpretation.
f. Listening Materials and Media
Listening material according to Rivers 1980: 18 can be summarized as follows:
1 Fit to the level of students’ difficulties 2 Listening materials should be as natural as possible and fit to the real life
of communication. 3 It is the teacher who should be crucial to think about the sounding of the
speech, and it affects the students’ ability to comprehend the message. 4 The teacher should consider the length of the recorded materials that
presented to the students. The materials used in classroom should consider the points above. To
convey the materials to the students, the teacher needs media. Written text and reading passages are the common material presentation in the classroom. Teacher
needs other media to give more exposure for the students, such as movie, song,
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34 audio CD, and picture. The media available such as internet, VCD, tape player,
OHP, and computer set as in the language lab. In this study, the design of the listening materials would have several
characteristics to differentiate it from other listening materials design. The writers apply CLT as the approach and Task-based Instruction as the method in
developing the activities in the teaching learning process. The writer would also use some help corner in the materials, such as picture or images, songs and music,
and list of vocabulary. Since there is no language laboratory yet in SMA Dominikus Wonosari, the writer would record the listening materials in the form
of mp3. Moreover, the writer would apply understanding and prediction activities in which the students need to understand the certain pictures then select the best
corresponds to the listening passage and to predict what is coming next in a lesson Harmer, 2001: 135.
The use of music also takes part in this study since music is powerful stimulus for students and it could change the atmosphere in the classroom, or
prepare students for new activities Harmer, 2001: 242. Students could learn by completing the missing lyrics, since many students like to listen to music. In
addition, another characteristic used is the vocabulary building. Pre-teaching vocabulary could reduce the language difficulty problem in the listening class.
Besides, it could attract the students’ interest on the topic given.
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35
B. Theoretical Framework
Theoretical Framework is considered as the basis to clarify the framework of the study. In designing the English instructional listening materials using Task-
Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari, some steps were applied in this study. The materials were
designed based on School-Based Curriculum suited with the teachers’ and students’ needs. Communicative Language Teaching CLT was chosen as the
approach in this study. While the method applied to underline the implementation of CLT was Task-Based Instruction TBI.
In order to produce the creative and varied materials, the classroom activities and tasks were developed based on Task-Based principles. Since the
TBI underlines the materials development and reflects the characteristics of CLT, each term in the listening activities would refer to the Task-Based principles. The
tasks conducted were focused on the teaching-learning process. Therefore, there would be four terms of activities in each unit of the design of the materials which
contained Task-Based principles. In designing the listening materials, the writer used Kemp’s as the main
reference since it has already provided the steps needed by the writer. The steps used in developing the materials were adapted from Kemp’s suited with the R
D steps. The writer did not adapt the whole steps of Kemp’s but only some which were suited with the needs of this study. In this study, the part of the revision
would be applied in several steps of designing the materials. The steps used by the writer in designing the listening materials are:
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