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.

b. Listening Materials

The selection of material and the creation of tasks are the most important decisions in teaching learning listening. Rost suggests six essential concepts in selecting listening material, they are: 1 Relevance Listening materials are relevant if they have relation with the purposes and interest of the learners Rost, 2002:123. 2 Authenticity and Genuineness Materials should have the purpose to be authentic which is appropriate with the needs of the learners and reflecting the real use of the language. Rost 2002:125 says that genuineness can be obtained by involving features of natural language used by the speaker such as speed, intonation, pausing, etc. 3 Genres Listening materials should have varieties in genres that the learners may meet in the target language. Furthermore, learners should be able to determine genres of the materials to help them focus in essential information they need Rost, 2002:126. 4 Difficulty The selection of the materials should consider the level of difficulty of the materials. The level difficulty of the materials is influenced by the framework of the spoken text and also the language used in the spoken text Rost, 2002:122- 129. 5 Simplification Teachers may use simplified material but they have to keep its natural features. Simplified material will be useful if it helps learners to be more active in responding of what they listen Rost, 2002:131-134. 6 Teacher talk Rost states that teacher talk is one vital source of listening material for learners. Teacher should talk using target language as much as possible. Teacher Unplanned Planned Dialogue Monologue Aural Texts Unfamiliar Familiar Interpersonal Transactional may simplify the language but the genuine features of the language still must be kept Rost, 2002:134-135. There are many kinds of listening materials that can be used to improve listening skills. Anderson and Lynch 1988:63 states that listening materials can be divided according to teachers’ view of listening activity. They divide listening materials two types, namely autonomous and ancillary listening materials. Autonomous listening materials are listening materials in a complete session with the published materials which are specially designed to practice the spoken comprehension skill Anderson and Lynch, 1988:63. While ancillary listening materials are taken from global language course book which include recorded materials that are related with the learning focus Anderson and Lynch, 1988:63. Furthermore, Nunan proposes classification of aural texts according to the different purpose of listening. He divides the aural texts into the following diagram below. Figure 2.2: Classification of Aural Texts Nunan, 1991:21