7
SMP
students and can also give inspiration to the other writers who want to create listening materials for
SMP
students.
3.
SMP Negeri 2
Yogyakarta
The listening materials designed by the writer can be one of the vehicles to achieve the mission
of
SMP Negeri 2
Yogyakarta, which is to provide interesting, motivating, and innovative learning activities. Since the materials provided are in
the form of MP3 files burned CD and have clear instructions, the teachers of
SMP Negeri 2
Yogyakarta would not have difficulties in managing the task.
F. Definition of Terms
The terms in this study have to be explained in order to avoid misunderstanding. The terms which should be explained are listening skill, the
seventh grade junior high school students, Task-Based Language Teaching, and School-Based Curriculum. The definitions are explained as follows:
1. Listening
In this study, listening is one of the skills in learning language that should be learnt by the students in order that the students are able to receive and gain
information from what they hear. It is supported by Nuna n 2002, “listening is
vital in the language classroom since it provides input for the learners” p. 238.
2. Seventh Grade Students of
SMP Negeri 2
Yogyakarta
The seventh grade students of
SMP Negeri 2
Yogyakarta are not categorized as children but they are also not fully mature. The seventh grade
students of
SMP Negeri 2
Yogyakarta in this study are around 12 until 13 years
8 old and they are categorized as teen
agers. As Kartono 1990 states, “people age between 10-
19 years old are categorized as teenagers” p. 133.
3. Task-Based Language Teaching TBLT
The writer defines TBLT as the approach that uses tasks as the basis to create the listening materials whether it is in the pre-activity, the task activity or
the post-activity. This definition is in line with the definition of Richards and Rodgers 2001 who state, “Task-Based Language Teaching refers to an approach
based on the use of task as the core of unit planning and instruction in language teaching” p. 223.
4. School-Based Curriculum
School-Based Curriculum is a curriculum which is used by
SMP Negeri 2
Yogyakarta since 20072008. According to
Peraturan Pemerintah No 19 Tahun 2005,
School-Based Curriculum is an operational curriculum which is made and conducted by each school in order that the school can adjust the educational
program with region’s potentialities and needs.
9
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to explain some theories related to the study. The writer divides this chapter into two parts: Theoretical Description and
Theoretical Framework. The Theoretical Description provides the explanation about Instructional Design Model, Task-Based Language Teaching, Listening, and
School-Based Curriculum. The Theoretical Framework provides the summary of the theories that has been revealed in the theoretical description.
A. Theoretical Description
The theoretical description is aimed to review the theories which are related to the study. This part consists of Instructional Design Model, Task-Based
Language Teaching, Listening, and School-Based Curriculum. The explanations about Instructional Design Model are presented below.
1. Instructional Design Model
In this study, the writer uses Instructional Design Model by Kemp 1977. According to Kemp 1977, Instructional Design Model is a method to develop an
overall plan using interrelated parts of instructional process in a sequential pattern. He also reveals that the Instructional Design Model can be applied on any
educational level, individual, topic, unit, or complete course involving one or a few teachers. The Instructional Design Model also consists of three essential
elements: objectives, activities, and evaluation. Those essential elements are
