31 accurately, fluently, and acceptably in order to be able to interact with
surroundings. The second is to respond meanings in simple short monologue accurately, fluently, and acceptably in order to be able to interact with
surroundings in the form of narrative and recount text.
B. Review of Related Studies
In this part, the writer discusses some related studies on task-based language teaching. Among many related studies on TBLT, the writer reviews five
of them. The study which was conducted by Jeon and Hahn 2006 studied about the teachers’ perceptions on the use of TBLT in Korean secondary school
classroom. Their study showed that the teachers were interested in implementing TBLT as an instructional method to teach their students in the classroom. The
teachers had a higher level of understanding of TBLT concepts which made them believe TBLT could help them give the students more chances to work in group
rather than being passive learners. Since the students, in the Korean EFL context, did not have many chances to deal with native speakers, the implementation of
TBLT helped the teachers facilitated the use of target language in the classroom. However, the study found that some of the teachers still had a lack of confidence
in implementing TBLT. Therefore, John and Hahn recommended the teachers join teacher education programs, which provide training about language teaching
methodologies. Izadpanah 2010 introduced TBLT in his study. He discussed the theory
of TBLT and gave a recommendation to implement the TBLT in the classroom.
32 Based on his discussion on the theory of TBLT, he suggested the teachers who
were going to apply TBLT in the classroom to give the students post-task language analysis activities rather than grammar practice exercises, which were
usually applied when the teachers taught a lesson. In the context of designing materials, Ariutama 2007 studied about the
use of task-based instruction in designing a set of English listening materials. His study used the first grade students of hotel accommodation department in SMK N
1 Sewon Yogyakarta as the subject. Meanwhile, what were presented using task – based instruction in his study were short transactional conversations such as
greetings and leave takings, introduction, expressing helps, thanking, apologizing, handling complaints, asking and giving information, and phone conversation. In
composing the materials, Ariutama applied task-based instruction to make the materials as real as the situation in the hotel’s working field.
Similar to Ariutama, Soge 2011 studied about the use of task-based instructions in designing task-based instruction for the first semester of the tenth
grade students of SMA Dominkus Wonosari Yogyakarta. Her study aimed to help the students improve their English listening skill through the various English
listening materials using task-based instructions. The listening materials which were designed in her study consisted of greetings, introducing, and leave takings,
expressing happiness, sympathy and showing affections, making accepting and declining invitation, and asking for and giving direction. Her designed materials
were composed into four unit lessons in which each unit presented the pre-task,
33 task-cycle, language focus, and the review of what had been learnt as proposed in
task-based instructions. This study is similar to the other studies above. It concerns with the use
of task-based language teaching in designing English listening materials. In this study, the writer follows the path of using TBLT as the underlying theory in
designing English listening materials as used by the other writers. However, what make the writer’s design different from the others’ are the subject and the content
of the designed materials. In this study, the subject is the eighth graders of SMP Negeri 2 Yogyakarta. Meanwhile, the content of the designed materials are short
functional text invitation and announcement, and monologue text narrative and recount.
C. Theoretical Framework
The theoretical framework aims to answer the research problems. The first research problem, which is how the task-based English listening materiasl for
the eighth graders of SMP N 2 Yogyakarta are designed, is answered by designing the writer own model of instructional design . The writer’s own design model is
an adaptation of Kemp’s and Yalden’s instructional design model. The writers’s model can be seen in the following figure Figure 2.4.
