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Based Curriculum. The topics are taken from the Basic Competence of School- Based Curriculum because the school uses School-Based Curriculum.
3. Listing the Subject Content
The subject content is the materials that must be included in the listening materials. The organization of the subject content is based on the Task-Based
Language Teaching and listening theory. The organized subject content will make the design easier to develop. The Task-Based Language Teaching theory that the
writer uses is the framework from Willis 1996 and it is to create the sections of the design. The listening theory is also used to decide the section and the activities
of the design. In order to do so, the writer uses the post-listening theory and the
example of the tasks or activities in the listening theory. 4.
Specifying the Learning Objectives
The learning objectives means the outcomes which have to be achieved by the students at the end of the lesson. The learning objectives have four
components: action verb, content reference, performance standard, and condition. In listing the learning objective the writer considers the syllabus used by the
school. Since the school uses School-Based Curriculum, the syllabus of the school contains the term “indicators”. Therefore, the learning objectives are stated as the
indicators in the writer’s syllabus.
5. Selecting the TeachingLearning Activities and Resources
After listing the learning objectives, the writer starts to select the appropriate teachinglearning activities that can support the learning objectives or
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the indicators and the subject content. In selecting the teachinglearning activities, the writer adapted the variety of task of Task-Based Language Teaching and the
listening theory, such as listing, ordering, comparing, question and answer, multiple choice, filling in the blanks, and matching pictures.
6. Evaluating the Listening Materials
This step is aimed to evaluate the designed listening materials. The evaluation is conducted to gather the opinions about the designed listening
materials. The data are not only about their opinions, but also their suggestions and criticism.
The use of Kemp’s Instructional Design Model, Task-Based Language Teaching and the listening theory is reflected on the use of some terms
in the evaluation sheet, such as goal, indicators, objectives, daily life, pre- activities, main activities, and post-activities.
7. Revising the Listening Materials
It is the last step in designing the listening materials for seventh grade students of SMP Negeri 2 Yogyakarta. On the evaluation sheet given in the
evaluation step, the evaluators give their opinions, suggestions, and comments to revise the designed listening materials. In this step, the writer revises the designed
listening materials based on the results of the evaluation sheet. After summarizing and synthesising each of the theories used in this study,
the writer can show the figure which presents the writer’s steps in desigining the
listening materials. The figure are presented in figure 2.3.
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Feedback line
Figure 2.3 The Writer’s Steps in Designing Listening Materials for Seventh Grade Students of SMP Negeri 2 Yogyakarta
In the figure, the writer starts the step with identifying the students’
characteristics. After that, the writer states the goal and the topics, lists the subject content, specifies the learning objectives, selects the teachinglearning activities
and resources, evaluates the listening materials, and finally revises the listening
materials.
Identifying the Students’ Characteristics
Stating the Goal and the Topics
Specifying the Learning Objectives
Evaluating the Listening Materials Listing the Subject Content
Selecting the TeachingLearning Activities and Resources
Revising the Listening Materials
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CHAPTER III METHODOLOGY
This chapter is divided into six parts: the research method, the research setting, the research participants, the research instruments and data gathering
techniques, the data analysis techniques, and the research procedures. The research method explains the method of the study, research setting explains where
and when the research was conducted. The research participant elaborates on the participants as well as the method of sampling. The research instrument and data
gathering technique explain the research instrument and describe the technique of gathering data. The data analysis technique describes the way the writer analyzes
the data. Research procedure summarizes the steps in conducting the study.
A. Research Method
The method of this study was Research and Development RD by Borg and Gall 1983. According to Borg and Gall 1983, there are ten steps in the
Reasearch and Development method: research and information collecting, planning, develop preliminary form of product, preliminary field testing, main
product revision, main field testing, operational product revision, operational fields testing, final product revision, and dissemination. In this study, the term
“product” referred to the English listening materials using Task-Based Language
Teaching
for the seventh grade students of SMP Negeri 2. The writer adapted ten steps of the Reasearch and Development method into five steps: 1 Research and
