Pre-task The Look of the Designed Materials

62

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This is the last chapter of the study which consists of two parts. The first part presents the conclusions of the findings of the formulated problems. The second part presents the suggestions regarding the result of the study for the English teachers of SMP Negeri 2 Yogyakarta, the students of SMP Negeri 2 Yogyakarta, and the future researcher.

A. Conclusions

This part deals with the conclusions of the answers of the formulated problems as stated in Chapter I. Since this study was aimed at designing English listening materials based on task-based language teaching for eighth graders of SMP Negeri 2 Yogyakarta, there were two problems formulated. They were 1 how are the task-based English listening materials for the eighth graders of SMP Negeri 2 Yogyakarta designed?, and 2 what does the design of task-based English listening materials for the eighth graders of SMP Negeri 2 Yogyakarta look like? In answering the first problem, the writer composed a design model which was an adaptation of Kemp’s and Yalden’s instructional design model. The writer adapted phases on Kemp’s and Yalden’s design model into seven phases. Those phases namely: 1 Gathering information, 2 Stating goals, topics, and 63 general purposes, 3 Determining learning objectives, 4 Listing subject content, 5 Selecting teaching learning activities, 6 Evaluating, and 7 Revising the materials. In the first phase, the writer gathered as much information as needed. The writer finally obtained the information about the students’ experiences, lacks, interest and needs on the listening class. In gathering the information, the writer distributed the questionnaire and interviewed the participants. After gathering the information needed, the writer started to state the goals, topic, and general purposes for designing the materials. The goals, topic, and general purposes were composed according to the school-based curriculum used in the school, specifically based on the competence standard and basic competence for eighth graders of junior high school semester two. The phase was next followed by determining the specific statements of what the students would be able to achieve when they completed the tasks. The writer composed the learning objectives based on the competence standard and basic competence for eighth graders of junior high school semester two. The fourth phase was to list subject content. The subject content was listed based on what should be taught to the students as stated in competence standard and basic competence. It was also composed by considering the learning objectives. The next phase was to decide what activities to do in class by both the teacher and the students. The activities were based on the students’ needs. The various kinds of activities were also based on the activities suggested in task-