24 before they jump into the tasks. This section is to find out the students’ knowledge
toward the topic. It will make the students able to prepare themselves to learn. 2
Task-Cycle In this section, the activities are full of tasks for the students. This part
contained the task cycle of Task-Based principles. There were many different 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.
3 Language Focus
In this section, the students are given an explanation about the language focus of the topic. This section is put after the task cycle so that the students can
get real examples from the previous activities they have done. In addition, the students are asked to write down their report and reflection
after they finish every unit given. It aims to find out how much the students learn through every unit to learn English and improve their listening ability. It aims to
find out how well the students follow the activities. The content of the materials must be closely related to the objectives and
to the students’ needs. In addition, the writer would consider the content organizing.
5. Selecting Teaching Learning Activities and Resources
In this step, the writer chooses some teaching-learning activities and resources which are appropriate for the students’ level. The teaching learning
activities were selected based on the result of research and information collecting.
25 The writer considers the result from the interview with the English teachers and
the questionnaire for the students about the students’ characteristics and the activities that the students expected in listening class.
According to Goh 2002, in order to comprehend listening, there are two kinds of listening processes; bottom-up and top-down. Therefore, the listening
activities reflect those processes. For the pre activities, the writer use bottom-up process and most of the main activites reflect both processes.
6. Designing the Materials
In this step, the writer used the result of planning step to develop the materials. The topics of the materials were adapted from the 2006 School-Based
Curriculum KTSP and the syllabus of SMPN 2 Yogyakarta. The teaching learning activities are selected based on the task-based principles. The materials
are developed based on the students’ characteristic. The recording in the designed materials are made based on the script to match with the students’ listening skill
level. The script will be made based on the materials. Later on, the script will be given to the English teachers of SMPN 2 Yogyakarta.
7. Evaluating the Designed Materials
This step is conducted to find out whether the materials could meet the goals and appropriate for the seventh grade students of SMPN2 Yogyakarta. In
gathering the feedback and evaluation of the designed materials, the writer distributes a questionnaire to the experts. The experts would be two English
teachers and two lecturers to evaluate the designed materials.
26
8. Revising the Materials
The last step which is main product revision is conducted by revising the designed materials based on the feedback given from the experts after they
evaluate the designed materials. The writer will consider the result of the questionnaire from the experts and the feedback to make the designed materials
more appropriate for the students.
27
CHAPTER III METHODOLOGY
In this section, the writer would like to present the methodology used in this study. This chapter consists of six parts, namely, the research method, the
research participants, the research instruments, the data gathering techniques, the data analysis, and the research procedure.
A. Research Method
In this section, the writer presented the method used to solve the problem in this study which is “What are the designed materials using task-based for
seventh grade students of SMPN 2 Yogyakarta like?”. The suitable method for this study is Research and Development which aims to develop a set of English
listening materials. A research was conducted to obtain the data and to develop the listening materials using this method. “Research and Development R D is
a process to develop and validate educational products Borg Gall, 1983, p. 772.
The reason for using R D method is that the method provides instructional steps to develop educational product for the subject of this study.
RD consists of ten steps, namely, the research and information collecting, the planning, the development of preliminary form of product, the preliminary field
testing, the operational product revision, the operational field testing, the final product revision, and the dissemination and implementation Borg Gall, 1983, p.
