Syllabus Design English listening materials using task based language teaching for the second year students of visual communication design program in SMK Negeri 5 Yogyakarta
readiness Rost, 2002: 113. Third, teacher should encourage the students in the process of the learning. Teacher should utilize the strategies of language use
which facilitate students to solve more difficult tasks and can motivate them to learn more Rost, 2002:112. In addition, teacher may not force the students to
speak since they will speak naturally as the result of work with listening Rost, 2002:109.
In addition, Harmer 2007:135-136 states six principles use in teaching listening. He says that the students should be encouraged to listen to various kinds
of listening sources as often as possible. Furthermore, the teacher should give the students the topic or clues to predict what they will listen and make sure that
hisher students are ready to the listening activities. The students also need to listen the audio more than once to catch missing things Harmer, 2007:135.
Harmer says that the teacher should encourage the students to respond the meaning of what they had listen. The teacher may also use the audio for different
application such as learning other things outside the topic which close to students’ daily life. Moreover, the students should be given listening exercise of different
levels by using different listening tasks Harmer, 2007:136. Anderson 1988: 66 states that most teachers use test tools to teach
listening. According to McDonough 1981:74, as stated in Listening Language Teaching, “the technique of asking question after listening activity is a testing
technique, not a teaching technique” Anderson,1988: 66. Teacher tends to give test to measure students’ comprehension of the listening material. Anderson also
points out from Underwood 1979:4 that exercises should not be treated as test
tools. Listening exercises are designed as the media for practicing aural comprehension which direct students to learn more affectively Anderson,
1988:67. Teacher should not use listening test as a framework to assess students’ understanding of the spoken information. On the other hand, teacher should give
listening practices and various kinds of activities to activate students. For instance, Teacher may use group discussion to express their understanding on listening
exercise. Anderson 1988: 67 adds that teacher should also change the principle of question as primary means to assess how much students have understood.
Moreover, the students should be given adequate practice and encouraged to deal with other problem in the target language Anderson, 1988:68.
The principles of teaching listening which are quoted above are useful in the process of designing the listening materials. Understanding the principles of
teaching listening will help the writer to determine what kind of activities to be carried out, what kind of input to be utilized, and what kind of techniques to be
applied in the design materials.