45
Unit Title
Learning Objectives
recording they listen to. 3.
Identify preposition of place accurately. 4.
Respond to someone who asks for information.
5. Ask for and giving information orally.
4 Be Grateful
At the end of the class students are to be able to: 1.
Identify the expression expressing gratitude and apology.
2. Mention specific information from the
recording they listen to. 3.
Respond toward the expression of gratitude and apology.
4. Express gratitude and apology orally.
c. Listing the Subject Content
The subject content of the designed materials was appropriate for the principles in Task-Based Language Teaching since the materials development
adapted the Task-Based principles. There were four sections in the designed materials, namely Warming Up, Your Turn, Your Focus, What have You Learnt?
1 Pre-Task
The activities in this section were in form of images and also questions to be discussed. In this section, the activities aimed to give warming up for the
students before they jump into the tasks. This section was to find out the students’ knowledge toward the topic. It would make the students able to prepare
themselves to learn. The students could get more information and explanation
about the topic. The writer named this section Warming Up. 2
Task-Cycle
In this section, the activities were full of tasks for the students. This part contained the task cycle of Task-Based principles. There were many different
46 activities in each topic of the designed materials so that the students could get
various activities. The activities were in form of individual, in pairs, or group
activities. The writer named this section Your Turn. 3
Language Focus
In this section, the students were given an explanation about the language focus of the topic. This section was put after the task cycle so that the students
could get real examples from the previous activities they have done. The writer
named this section Your Focus. 4
Post-Task
In this section, the students were asked to write down their reflection after they finished every unit given. It aimed to find out how much the students learn
through every unit to learn English and improve their listening ability. It also aimed to find out how well the students follow the activities. The writer named
this section What have You Learnt Today?. d.
Selecting Teaching Learning Activities
The teaching learning activities were selected based on the result from research and information collecting. The writer considered the result from
interview with the English teachers and the questionnaire for the students about the students’ characteristic and also the activities that the students expected in
listening class. Moreover, the listening theories were applied in the materials. The following table was the second part of the questionnaire for the students in the
research and information gathering step.
47
Table 4.5: The Result of the Questionnaire about Sstudents’ Expectation in Listening Activities
No Questions
Opinion Number
Percentage
1 Do the students need pre-
activity before listening to the materials?
Yes 86
77 No
25 23
2 Before listening to the
materials, what kind of pre- activity do the students like?
Sharing 30
24 Question and
answer related to the topic
22 17
Dig up vocabulary
related to the topic
70 55
Other 5
4 3
What kind of media do the students wantlike in
listening activity? Listening
through recording
56 38
Listening through video
55 37
Listening through the
teachers voice 38
25 4.
Do the students need listening materials which are
related to daily life? Yes
88 80
No 23
20 5
Do the listening materials which are related to the
daily life help the students to understand listening
materials clearer? Yes
99 90
No 12
10
6 Do the students need post-
activity after listening to the materials?
Yes 82
74 No
29 26
7. After finishing the listening
materials, what kind of post activities do the students
want? Sharing
47 29
Question and answer related to
the topic 49
30 Make reflection
related to the listening
materials 63
38
Other 4
2
Table 4.5 shows about the activities that the students expect in the listening class. From the result of the questionnaire, the writer found some facts
48 about the activities that the students expect in listening class. First, as shown in
items number 1 and 2 in Table 4.5, the students needed pre-activity before listening to the materials such as understanding vocabulary related to the topics.
Second, as shown in item number 3 in Table 4.5, the students preferred listening through audio recording to listening directly to the teachers. Third, as shown in
items number 4 and 5, the students needed listening materials which are related to daily life because it could help them understand the listening materials better. And
the last one, as shown in items number 6 and 7, the students needed post-activity such as making reflection related to the listening materials whether they have
understood or not. From the result from the interview with the English teachers of SMPN 2
Yogyakarta in the research and information collecting, the writer could conclude that the teachers did not have enough references for listening materials. The only
reference they had was from workbook called Buku PR. According to the teachers, sometimes the audio from the workbook was not appropriate for the
students’ level so that the teachers have to read the listening script by themselves. The teachers also confessed that sometimes the students had difficulties in
following the listening activities. The difficulties were: students’ lack of listening practice which made the students was not accustomed to the listening activities;
students lack vocabulary which made them confused whenever they listened to some new words; and another difficulty was that the students could not listen to
the materials well because sometimes the recording was not appropriate to the students’ level.
49 The teacher stated that the listening activity only conducted on the
beginning of the meeting for each topic. It means that the teachers did not have materials which focus on listening skill but the teachers had their own way in
teaching by integrating listening skill with other skills. However, there was a factor that supported the listening activity in the school. It was that the school had
appropriate media such as speakers and language laboratory. The activities developed by the writer in the designed materials were in
form of individual work, pair work, and also group work. Individual work aimed to develop the students’ personal thought and idea. The writer applied pair work
and group work so that the students could share their ideas and thought and get more knowledge from others by their interaction. The writer applied some kinds
of different tasks in the designed materials such as listening for details, brainstorming based on images and English song by answering questions, and
completing dialogues based on the recording.
3. Development of Preliminary Form of Product
