51 listening abilities, especially when the pronunciation of the speakers was not
familiar with them. Therefore, when listening to the dialogues, they had difficulties to get the meaning of a conversation.
Both of the teachers said that the activities that they did in the listening section were mostly taken from
Buku PR.
Therefore, the teachers and the students did not conduct various activities in the listening section. In terms of the activities,
both of the teachers expected that the study conducted by the writer could be useful. Thus, the listening materials would be designed with various activities and
became broader than the existing listening materials. The teachers also said that the writer could give videos or something that attracted the students’ attentions
and increased their interest.
2. Goal and Topics
Considering the characteristics of the students, the writer decided that the goal of the design was to develop their listening skills through various interesting
listening materials. The goal itself is elaborated in the Competency Standard and the Basic Competence. Then, after the writer had stated the goal, the writer
determined the topics for the design. Since the school used School-Based Curriculum, the writer referred to School-Based Curriculum to select the topics
for the design. The topics, then, were chosen from the Competency Standard and the Basic Competences. The Competency Standard, the Basic Competences and
the topics that the writer chose were presented in table 4.3.
52
Table 4.3 Competency Standard, Basic Competences, and Topics
Competency Standard
Basic Competences Topics
To understand meaning of a
simple transactional
and interpersonal
dialogue to communicate
to the environment
andor in the context of
academic. To respond to the environment andor
students’ surrounding in a simple transactional to get things done and
interpersonal socialize conversation correctly and effectively involving:
asking and giving help, asking and giving things, and asking and giving
facts. Asking
and Giving Help
Asking and
Giving Things To respond to the environment andor
students’ surrounding in a simple transactional to get things done and
interpersonal socialize conversation correctly and efficiently involving:
asking and giving opinion, expressing likes
and dislikes,
asking for
clarification, and
respond interpersonally.
Expressing Likes or dislikes
Asking and
Giving Opinion
3. Subject Content
In listing the subject content, the writer considered the students’ needs. In order to provide various interesting listening materials, the writer put some
contents, such as videos, recordings and a song related to the expressions used in topics
to attract the students’ attention and increase their motivation for listening activities. The other contents were recorded dialogues and list of expressions used
in the topics. The subject content had to be involved in the listening materials because it supported the learning objectives. The subject content of the listening
materials is presented in table 4.4.
Table 4.4 The Subject Content
Unit Topic
Title Subject Content
1. Asking and
giving help May I Help
You? A video involving the expression
of asking and giving help Recorded dialogues involving the
53 expression of asking and giving
help Recorded expression of asking
and giving help List of expression of asking and
giving help 2.
Asking and giving things
May I Borrow This?
A song involving the expression of asking and giving things.
Recorded dialogues involving the expression of asking and giving
things List of expression involving
asking and giving things 3.
Expressing likes or
dislikes Do you like it?
A video involving the expression of likes or dislikes
Recorded dialogues involving the expression of likes or dislikes.
List of expression involving the expression of likes or dislikes.
4. Asking and
giving opinion,
stating likes and dislikes
What is Your Opinion?
Videos involving the expression of asking and giving opinion.
Recorded dialogues involving the expression of asking and giving
opinion List of expression involving
asking and giving opinion After listing the subject content, it was important to organize it. Since the
listening materials used the Task-Based Language Teaching and the listening theory, the subject content of the listening materials were organized using Task-
Based Language Teaching framework by Willis 1996 and the components of listening activities by Hedge 2000. There were four sections of each unit which
were presented as follows.
1 Warming Up
Warming Up was the Pre-Task in the Task-Based Language Teaching framework Willis, 1996. This section was aimed to introduce the topic to the
54 students. The activities in this section were watching videos, listening to a song,
answering questions, or matching pictures with sentences. In this section, the students were expected to show their prior knowledge of the topics before they
moved to the main activities.
2 Let’s Go
The Let’s Go section was the Task-Cycle in the Task-Based Language
Teaching framework Willis, 1996. The activities in this section were related to the topics which had been introduced in the Pre-Task. The activities were mostly
about the listening skill and the students were instructed to listen to the dialogues in the form of recordings and videos. In this section, the students were expected to
work individually or in a small group.
3 Your Focus Today
Your Focus Today highlighted the specific language form which was learnt by the students. In this section, the students were expected to have learnt
some expressions from the materials that they had got in the Task-Cycle and practiced the language that they learnt. Therefore, the activities would be making
a dialogue or role play with their friends. This section is the Language Focus part in the Task-Based Language Teaching framework Willis, 1996.
4 Cooling Down
The Cooling Down section was aimed to recall what they had learnt. In this section the students were expected to answer some questions which were
related to what they had learnt. The questions would become their reflections of what they had learnt so that they knew their difficulties during the class. Some of
55 the questions were also expe
cted to dig up the students’ good characters. This section was also the adaptation of the post-listening theory by Hedge 2000.
4. Learning Objectives
