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1. Putting the new vocabulary items after the words appear in the tasks given
The new vocabularies for each unit would be put after the words appear instead of putting them in the Language Focus.
2. Adding some pictures for the brainstorming part
The pictures for brainstorming in Unit 3 would be added in order to help the students to identify the pictures and discuss the questions given in group.
3. Picking some pictures that are more relevant to the topic
Since the pictures in the designed were considered less relevant with the topics, some pictures would be added to help students understand the materials
easily. 4.
Revising the instructions to help the students understand the task easier Based on the questionnaire result, the instructions in each task would be made
simpler and clearer. Those for the games instructions, there would be some examples given in order to help the students understand the role of the game
easily. 5.
Changing the time allocation in the lesson plan Since the designed materials have been implemented in school, the time
allocation was not appropriate with those in the lesson plan. As a result, the time allocation in the lesson plan which was written 2 x 45 minutes for each unit would
be changed into 3 x 45 minutes.
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B. The Final Version of the Designed Listening Materials
This section was intended to answer the second question in the problem formulation. After conducting the revision and improvement of the materials, the
final version of the English listening materials based on Task-Based Instructions was presented. There were three units in the materials and each unit requires 3 x
45 minutes. The designed materials consisted of three units as follows: 1.
I Love It 2.
Who is Speaking? 3.
Can I Help You? There would be four main parts in each unit. They are Pre-Task, It’s your
Turn, Language Focus, and What did you Get?. The materials were designed for the second semester of the eleventh grade students in SMK Pius X Magelang. The
materials were designed based on the school syllabus which based on the 2006 School-Based Curriculum. Therefore, the topics in the designed materials were
the same as those in the school syllabus. However, based on the result of the materials implementation and the Preliminary Field Testing, the time allocation
would be changed since it was not suitable to teach Unit 1 with the time allocation in the syllabus. Hence, the time allocation was added to provide the English
teachers with adequate time to teach the materials.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of then study and the suggestions. The conclusion part discusses the two problems stated in the problem formulation and
also concludes all the findings in the study. The suggestions part presents the recommendation for the English teachers of SMK Pius X Magelang, and for the other
researchers.
A. Conclusions
Since this study aims to design the English listening instructional materials using Task-Based principles for the eleventh grade students of SMK Pius X Magelang, there
were two problems stated in problem formulation. First, how a set of English listening instructional materials using Task-Based principles for the eleventh grade
students of SMK Pius X Magelang are designed. Second, how the English listening instructional materials look like.
In this study, the writer adapted Kemp’s design and R D method to answer the first problem. The design was developed based on eight stages. The first step is
Research and Information Collecting. In this step, the information about the students’ characteristics was conducted. The second step is Planning. Here, the goals were
stated and the topics were listed before designing the materials. Besides, the step PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
