Kegiatan yang diharapkan dalam kelas listening

92 Hal : Permohonan Pengisian Kuesioner Lampiran : 1. Gambaran Umum General Description 2. Modul Materi Siswa Students’ handbook 3. Silabus Bahasa Inggris 4. RPP Lesson Plan 5. Lembar Kuesioner Yth. I bu ………………………. Di tempat Dengan hormat, Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharma Yogyakarta Nama : Bayu Adi Pamungkas NIM : 091214019 Fakultas : Keguruan dan Ilmu Pendidikan Jurusan : Pendidikan Bahasa dan Seni Program Studi : Pendidikan Bahasa Inggris Hendak menyelesaikan tugas akhir skripsi dengan judul “English Listening Materials Using Task Based Language Teaching for Eighth Grade Students of SMP N 2 Yogyakarta ”. Untuk keperluan penyelesaian tugas akhir tersebut, saya memohon Bapak Ibu untuk menilai dan memberikan pendapat terhadap materi yang telah saya susun dengan mengisi lembar kuesioner terlampir. Demikian surat permohonan ini saya buat. Atas kesediaan Bapak Ibu, saya ucapkan terima kasih. Yogyakarta, 16 September 2013 Hormat saya, Bayu Adi Pamungkas 93 QUESTIONNAIRE Evaluation of English Listening Materials for Eighth Grade Students of SMP N 2 Yogyakarta Semester 1 P articipant’s Identity Name : ………………………………………………….. Sex : Male Female Educational Background : S1 S2 S3 Teaching Experiences : ………….Years The questionnaire consists of two parts: Part A and Part B. Part A: You are expected to state your evaluation toward the designed by choosing the number which indicates the degree of agreement. Part B: You are expected to give your opinion or suggestion toward the designed. Part A You are expected to choose one of the options by giving tick √ the numbers which indicate your degree of agreement. The numbers and degree of agreement can be categorized as follow: 1: Strongly Disagree 2: Disagree 3: Doubt 4: Agree 5: Disagree 94 No. The Lecture r’s Teacher’s Evaluation Degree of Agreement on …. 1 2 3 4 5 1. The basic competences of the designed materials are well formulated. 2. The indicators of the designed materials are well formulated. 3. The designed materials are relevant to the basic competences and indicators. 4. The designed materials are match with the students’ knowledge and skill level. 5. The designed materials are appropriate with students’ proficiency level. 6. The tasks or activities in each unit are well elaborated. 7. The tasks or activities in each unit are relevant to the topics. 8. The tasks or activities are related to the students’ daily life. 9. The Pre-task in each unit introduce students to the topics. 10. The post task gives students opportunity to recall what they have learnt on the given topics. 11. The instruction of each task is clear enough to be understood by students. 12. The tasks or activities are interesting and various enough to encourage students to be more active. 13. The tasks or activities can facilitate students to understand the topics. 14. The tasks or activities can help students to