Conclusions Pengalaman selama mengikuti kelas

61

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the study and the recommendations. The conclusions part discuss the problem stated in the research problem and conclude all the findings in the study. The recommendation part presents the suggestions for the English teachers of SMPN 2 Yogyakarta and other researchers.

A. Conclusions

The aim of this study was to develop the appropriate English listening materials using task-based language teaching for the seventh grade students of the first semester of SMPN 2 Yogyakarta. This study answered to one research problem: what are the designed materials using task-based language teaching for the seventh grade students of the first semester of SMPN 2 Yogyakarta like? In designing the listening materials, the writer adapted Kemp’s design which suited to R D method. The design of the materials was developed based on students’ characteristics and theories related to this study. The writer developed the materials based on the basic competences which were stated as goals from the current curriculum which is School-Based Curriculum 2006. After being evaluated by the experts in preliminary field testing and being revised by the writer, there were four units to be presented in final version. Each unit required 2x40 minutes. The four units that were developed were Unit 1 62 “Hello, Friends” which discussed introducing, greeting, and leave taking. Unit 2 “Open Your Book, Please” discussed giving instruction and prohibitions. Unit 3 “Everything Around Us” discussed asking for and giving information. Unit 4 “Be Grateful” discussed expressing gratitude and apology. There were four main sections in each unit. They were 1 Warming Up, 2 Your Turn, 3 Your Focus, 4 What have you learnt today?. The designed materials also provided activities which support the students to work individually, in pairs, or in group. The writer expected that the designed materials could motivate the students to learn English especially listening skill.

B. Recommendations

This part presents some recommendations for the English teachers of SMPN 2 Yogyakarta and for other researchers who are interested in a research at the same field.

1. For the English teachers of

SMPN 2 Yogyakarta The English teachers are suggested implement the English listening materials using task-based language teaching for the seventh grade students of the first semester of SMPN2 Yogyakarta as the listening materials. The materials aim to give motivation for the students to be more interested in learning English especially listening skill. In addition, the teachers are suggested applying other strategies that suit the students’ characteristics. 63

2. For the other researchers

The other researchers are suggested be more creative in designing the materials by adding more various activities to improve their listening skill ability. The other researchers are also suggested develop and modify the materials using other strategies that are more suitable with the students’ needs and characteristics. Other methods are to be considered to develop English materials. Since this study is limited to the English listening materials for the seventh grade students of the first semester of SMPN2 Yogyakarta, the writer suggested the other researchers conduct a research in other settings and different participants in different level. 64 REFERENCES Anderson, A. Lynch, T. 1988. Listening language teaching. Oxford: Oxford University Press. Borg, W. R. and Gall, M. D. 1983. Educational research: An introduction 4 th ed. London: Longman. Brown, G., Yule, G. 1983. Teaching the spoken language. Cambridge: Cambridge University Press. Brownell, J. 1996. Listening: Attitudes, principles and skills. Boston: Allyn and Bacon. Community mentoring for adolescent development. 2004. Retrieved October 17, 2013, from http:www.mentoring.orgdownloadsmentoring_436.pdf Goh, C. C. M. 2002. Teaching listening in the language classroom. Singapore: SEAMEO Regional Language Centre. Harmer, J. 2007. How to teach English. London: Pearson Education. Kemp, J.E. 1977. Instructional design: A plan for unit and course development. Belmont: Fearon – Pitman Publishers. Krashen, S.D. Terrel, D.T. 1983. The natural approach: language acquisition in the classroom.Oxford: Pergoman Press. Morley, J. 2001. Aural comprehension instruction: principles and practices. In M. C. Muircia Ed., Teaching english as a second or foreign language 3 rd ed. Boston: HeinleHeinle. Muslich, M. 2007. KTSP Pembelajaran Berbasis Kompetensi dan Konstektual: Panduan Bagi Guru dan Pengawas Sekolah. Jakarta: PT. Bumi Aksara. Nunan, D. 1999. Second language teaching and learning. Boston: Heinle Heinle Publisher. Nunan, D. 2002. Listening in language learning. In methodology in language teaching, edited by Jack C Richard Willy A. Renandya. New York: Cambridge University Press Nunan, D. 2004. Task-based languge teaching. Cambridge: Cambridge University Press. 65 Rost, M. 2002. Teaching and researching listening. London: Longman Pearson Education. Sidek, H.S. 2012. EFL reading instruction: Communication task-based approach. Retrieved October 3, 2012, from http:www.e- iji.netdosyalariji_2012_2_7.pdf Ur, P. 1996. A course in language teaching practice and theory. Cambridge: Cambridge University Press. Willis, J. 1996. A framework for task-based learning. Harlow: Pearson Education Limited. 66 APPENDIX A OFFICIAL LETTERS 67 A.1. Letter of Asking Permission to the Headmaster of SMPN 2 Yogyakarta 68 A.2. Letter of Asking Permission to Walikota Yogyakarta 69 A.3. Letter of Official Permission from Dinas Perijinan 70 APPENDIX B QUESTIONNAIRES 71 B.1. Questionnaire in Research and Information Collecting for Students KUESIONER “English Listening Materials Using Task Based Instruction for 7 th Grade Students of SMPN2 Yogyakarta” Nama : __________________________ Kelas : _____________ Lingkarilah jawaban yang paling sesuai dengan pendapat Anda

A. Pengalaman selama mengikuti kelas

listening. 1. Apakah Anda tertarik mengikuti pelajaran listening? a. Ya b. Tidak 2. Apakah Anda bisa menyimak materi listening dengan baik? a. Ya b. Tidak Saat ini saya sedang mengerjakan tugas akhir tentang pembuatan materi listening Bahasa Inggris untuk siswa kelas 7 di SMP Negeri 2 Yogyakarta. Oleh karena itu, saya membuat kuesioner ini. Kuesioner ini dibuat guna untuk mengumpulkan pendapat Anda dan hasilnya akan digunakan sebagai dasar pembuatan materi pembelajaran. Mengingat pentingnya data dari kuesioner ini, saya berharap Anda bersedia mengisinya dengan sungguh-sungguh. Saya menjamin kerahasiaan identitas dan jawaban Anda atas kuesioner ini. Selamat mengisi. 72 3. Seberapa sering Anda melatih keterampilan listening di sekolah? a. Sering b. Kadang – kadang c. Jarang d. Tidak pernah 4. Apakah Anda mempunyai buku acuan atau pegangan untuk pelajaran listening? a. Ya b. Tidak 5. Apakah materi listening yang Anda dapatkan menarik? a. Ya b. Tidak 6. Apakah kegiatan dalam pelajaran listening menyenangkan? a. Ya b. Tidak 7. Bagaimana pendapat Anda mengenai listening dalam pelajaran Bahasa Inggris di kelas? a. Sulit lanjut ke nomor 8 b. Biasa saja lanjut ke nomor 9 c. Mudah lanjut ke nomor 9 8. Faktor apa yang membuat pelajaran listening menjadi sulit? a. Banyak kosakata Bahasa Inggris yang barutidak saya tahu b. Materi yang disampaikan terlalu panjang c. Materi hanya diulang satudua kali saja d. Tidak menyimak dengan baik e. Jarang diajarkan 73 f. Kurang konsentrasi saat mendengarkan materi g. Kurang banyak latihan h. Lainnnya ______________________________ 9. Apa yang Anda lakukan ketika mendapakan kata-kata yang sulit? a. Bertanya kepada guru b. Bertanya kepada teman c. Membiarkannya saja d. ___________________________________________ 10. Apa saja kegiatan yang dilakukan di kelas ketika mendapat materi listening? a. Drill latihan berulang - ulang b. Diskusi c. Tanya jawab d. Menjawab pertanyaan e. Mengisi informasi yang kosong f. Memecahkan masalah g. ____________________________________________

B. Kegiatan yang diharapkan dalam kelas listening