English listening materials using task based language teaching for the second year students of visual communication design program in SMK Negeri 5 Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ENGLISH LISTENING MATERIALS USING TASK
BASED LANGUAGE TEACHING FOR THE SECOND
YEAR STUDENTS OF VISUAL COMMUNICATION
DESIGN PROGRAM IN SMK NEGERI 5 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Yohanna Kurnitta Parama Lestari
Student Number: 051214133

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010

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Acknowledgements

First of all, I would like to express my deepest gratitude to my Lord Jesus
Christ for His blessing during my study until I can finish my thesis. I thank Him
for giving me a wonderful life, guiding me to step on the brighter way, and
helping me to stand up on my own. He always gives me the best thing and

encourages me to do the best things for my life.
I am very grateful to my sponsor Mr. Gregorius Punto Aji, S.Pd.,
M.Hum. for his guidance, opinions, suggestions, and supports during my thesis
accomplishment. I would like to thank the lecturers of English Language
Education Study Program, especially Mr. F. Chosa Kastuhandani, S.Pd. and
Mr. Antonius Jody, S.Pd. for their willingness to give feedback on my designed
materials. My gratitude also goes to Ms. Laurentia Sumarni, S.Pd. who also
gives me supports and advices since I started studying in PBI. I thank Ms.
Yuseva A. Iswandari, S.Pd., M.Ed. and Father L. Harjanto, S.J., S.S., B.S.T.,
M.A. for checking and giving feedback on my thesis. I thank also all PBI staffs
who help me especially in administrative needs.
I like to express my special gratitude to Drs. Sutarto, the headmaster of
SMKN 5 Yogyakarta for giving me permission to conduct my study in SMKN 5
Yogyakarta and to representative teacher of class DKV A, Drs. Arif Hamid and
Ketua Program Keahlian DKV, Drs. Arief Am Noor for helping me in preparing
the implementation of the designed materials. I like to thank English teachers in
SMKN 5, Ms. Nuryanti, Ms. Tiwi, Ms. Nungki, and Ms. Arnita for their time,

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help, advice, support and patience during the process of finishing my thesis. My
gratitude also goes to second year students of Visual Communication Design
Program both Class A and B for the active and nice cooperation.
I would like to address my great gratitude to my parents, Yohanes
Suparmanto and Natalia Kurniati. I thank them for their sincere love, care,
sacrifices, prayers, patience and guidance to me. I would like to thank my
grandparents, Mbah Kakung, Mbah Putri, Mbah Somo, and Mbok Yem, for
their prayers, unconditional support and encouragement. I am grateful to my
uncles, Rm. Supriyono and Br. Giwal Santoso, who help and support my study
up to this university level. I like to thank Mr. Mardi for his prayers and advices. I
thank Mas Aris Jeber for helping me to record the listening materials. My
gratitude also goes to Mas Sigit, Lik Warnie, Lik Warno, Om Hanto, Neng
Christin, Bude Santi, Pakde Margono, all my brothers and sisters for their help,
support and prayers.
My special thanks are addressed to my lovely friends: Triast, Delfin,
Tarie and Chika, for advice, support, and help during my effort to finish the
thesis. I thank Lianita for helping me solve problem in my thesis writing, Mbak
Rini for giving me advice and answering all my questions concerning with my

thesis. I thank Mr. Raymond, Delfin and Itok for being speakers in my recording
materials. I also thank Mbak Ika, Anis, and again Delfin for checking my thesis
and giving me advice to improve it. I also thank Yoan, Oliv, Epha, Dian, Nancy,
Nophe, Yuki (PBI 2006), Hawkeye English Course team and all PBI students
2005. I am grateful for nice friendship and great moments in PBI.

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I like to thank all of my friends in UKMK (Unit Kegiatan Mahasiswa
Kerohanian) especially Mbak Ima, Mbak Nitnot, Mbak Nila, Mas Donie;
Mudika Gereja Santa Maria Asumpta Babarsari, Lektor Gereja Maria
Asumpta Babarsari; ex- Stero Girls (Martha, Nolen, Sekar, Antik, Prenty). I
also thank my partners of Macro Teaching from UNY (Fenty, Zuhad) for giving
me nice friendship, support, help and prayer.
My special gratitude goes to Gaf for supporting and helping me, for giving
care and encouragement when I was down especially in finishing my thesis. I
thank him for the beautiful moments and lesson I learn so far. I thank him for
tears, laughs, and smiles that bring me to be a braver woman.

My gratitude also goes to those whom I cannot mention by names. I would
like to thank them for their support, prayer, guidance and encouragement.

Yohanna Kurnitta Parama Lestari

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ABSTRACT

Lestari, Yohanna Kurnitta Parama. 2010. English Listening Materials Using
Task Based Language Teaching for the Second Year Students of Visual
Communication Design Program in SMK Negeri 5 Yogyakarta. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.

Listening becomes a crucial skill in English language learning. However,
students often face problems in developing their listening skill. The common
problems are limited sources of listening materials and limited exposure to the
spoken English. Moreover, vocational students encounter more problems since

they need English materials which are closely related to the students’ specialized
program.
This study is aimed to design English listening materials using task based
language teaching as appropriate as possible with the needs of vocational students
who study on Visual Communication Design Program. The problem to be
proposed is: What is the appropriate design of English listening materials using
task based language teaching for the second year students of visual
communication design program in SMKN 5 Yogyakarta?
This study employed Research and Development (R&D) method which is
combined with Yalden’s Instructional Design model. The R&D steps utilized in
the study are (1) Research and Information Collecting, (2) Preliminary Form of
Product Development, (3) Preliminary Product Verification, (4) Preliminary
Product Revision, (5) Main Field Testing, and (6) Main Product Revision.
Moreover, this study applied theories related to syllabus design, listening, and
vocational school, English for Specific Purposes (ESP), material development,
and Task Based Language Teaching (TBLT). This study also utilized sources of
the learners’ needs and characteristics, and school-based curriculum (KTSP)
applied in SMKN 5 Yogyakarta for designing the English listening materials.
The appropriate English listening materials was designed based on the
learners’ characteristics and needs, curriculum applied in vocational school, and

material sources that were relevant to students’ program and suitable with their
competence. Three units were developed as the representative materials. They
were Unit 1 “Jobs in Visual Communication Design”, Unit 2 “My Memory”, and
unit 3 “How does a Camera Work?” The result of materials feedback indicated
that the average point of evaluation was 3.5, which meant that the designed
materials were acceptable and good enough to be applied. Unit 1 was
implemented to real classroom. The implementation was conducted quite well and
the students enjoyed the activities as well as the listening materials.
In conclusion, the representative of the designed materials was appropriate
and acceptable. The implementation result strengthens the designed materials as
appropriate listening materials using task based language teaching for second year
students of visual communication design program.

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ABSTRAK
Lestari, Yohanna Kurnitta Parama. 2010. English Listening Materials Using
Task Based Language Teaching for the Second Year Students of Visual

Communication Design Program in SMK Negeri 5 Yogyakarta. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Listening atau mendengarkan menjadi ketrampilan yang penting dalam
pembelajaran bahasa Inggris. Akan tetapi, siswa sering menghadapi hambatan
dalam pengembangan ketrampilan listening. Hambatan umum yang terjadi antara
lain terbatasnya sumber materi dan kesempatan siswa untuk mendengarkan bahasa
Inggris secara lisan. Lebih jauh lagi, siswa Sekolah Menengah Kejuruan (SMK)
menghadapi lebih banyak hambatan karena mereka membutuhkan materi
pembelajaran bahasa Inggris yang terkait dengan program keahlian mereka.
Studi ini bertujuan merancang materi listening bahasa Inggris dengan
menggunakan task based language teaching yang sesuai dengan kebutuhan siswa
SMK yang mengambil jurusan Design Komunikasi Visual. Terdapat sebuah
permasalahan yang diajukan dalam studi ini, yaitu seperti apa design materi
listening bahasa Inggris dengan menggunakan task based language teaching yang
sesuai untuk siswa kelas dua program design komunikasi visual di SMK Negeri 5
Yogyakarta.
Studi ini menggunakan metode Penelitian and Pengembangan (R&D) yang
dikombinasikan dengan model design Intruksi Yalden. Langkah-langkah yang
digunakan yaitu (1) Penelitian and pengumpulan informasi, (2) Pengembangan
bentuk awal produk, (3) Evaluasi awal produk, (4) Revisi awal produk, (5)

Evaluasi lapangan, (6) Revisi utama produk. Studi ini juga mengadaptasi teori
yang berkaitan dengan design silabus, listening, Sekolah Menengah Kejuruan
(SMK), English for Specific Purposes (ESP), pengembangan materi, dan task
based language teaching. Dalam merancang materi listening bahasa Inggris,
penulis juga menggunakan sumber tentang ciri-ciri dan kebutuhan siswa serta
Kurikulum Satuan Tingkat Pendidikan yang digunakan di SMKN 5 Yogyakarta.
Materi listening bahasa Inggris yang sesuai untuk siswa kelas dua program
design komunikasi visual di SMK Negeri 5 Yogyakarta dirancang berdasarkan
kebutuhan dan ciri-ciri siswa, kurikulum yang digunakan di SMK, dan sumber
materi yang berkaitan dengan program design komunikasi visual dan juga yang
sesuai dengan kemampuan siswa. Terdapat tiga unit yang dikembangkan sebagai
contoh materi yaitu Unit 1 “Jobs in Visual Communication Design”, Unit 2 “My
Memory”, dan unit 3 “How does a Camera Work?” Hasil evaluasi materi
menunjukkan bahwa rata-rata nilai 3.5, yang berarti materi yang dirancang dapat
diterima dan cukup baik untuk diterapkan di kelas. Materi unit pertama diterapkan
di kelas. Penerapan di kelas berjalan cukup baik dan siswa senang dengan
kegiatan dan juga materi listening yang diberikan.
Kesimpulan yang dapat diambil yaitu contoh dari materi yang dirancang
sudah sesuai dan dapat diterima. Hasil penerapan di kelas memperkuat materi
sebagai materi listening dengan menggunakan task based language teaching yang

sesuai untuk siswa kelas dua program design komunikasi visual.

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TABLE OF CONTENTS
Page
TITLE PAGE ...................................................................................................... i
APPROVAL PAGES .......................................................................................... ii
STATEMENT OF WORK'S ORIGINALITY ..................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK
KEPENTINGAN AKADEMIS.............................................................................. v
PAGE OF DEDICATION .................................................................................. vi
ACKNOWLEDGEMENTS ............................................................................... vii
ABSTRACT ...................................................................................................... x
ABSTRAK ......................................................................................................... xi
TABLE OF CONTENTS ................................................................................. xii
LIST OF TABLES .......................................................................................... xvii
LIST OF FIGURES ....................................................................................... xviii
CHAPTER I : INTRODUCTION ....................................................................... 1
A. Research Background ............................................................................ 1
B. Problem Formulation ............................................................................. 7
C. Problem Limitation ................................................................................ 7
D. Research Objective ................................................................................ 8
E. Research Benefits .................................................................................. 8
F. Definition of Terms ................................................................................ 9
CHAPTER II : REVIEW OF RELATED LITERATURE .................................. 12
A. Theoretical Description ....................................................................... 12
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1. Educational Research and Development ......................................... 12
2. Instructional Design Model ............................................................. 15
3. Syllabus Design .............................................................................. 18
a. Factors Affecting Syllabus Choice and Design .............................. 18
b. Functional Syllabus ..................................................................... 20
4. Listening ........................................................................................ 21
a. Teaching Listening ...................................................................... 21
b. Listening Materials ...................................................................... 23
c. Authentic Materials ...................................................................... 26
5. Vocational School (Sekolah Menengah Kejuruan /SMK) ................ 29
a. Characteristic of Vocational School ............................................. 29
b. English in Vocational School ....................................................... 30
c. Visual Communication Design Program (DKV) ........................... 31
6. English for Specific Purposes (ESP) ............................................... 33
7. Material Development .................................................................... 35
a. Defining Objective ...................... ................................................. 36
b. Material Design Model ................................................................ 36
c. Steps of Designing Materials ....................................................... 37
8. Task Based Language Teaching (TBLT) ......................................... 39
a. Definition of Task ........................................................................ 39
b. Component of Task ...................................................................... 40
c. TBLT Framework ........................................................................ 41
B. Theoretical Framework ......................................................................... 43
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CHAPTER III : METHODOLOGY .................................................................. 48
A. Research Method .................................................................................. 48
1. Research and Information Collecting .............................................. 48
2. Preliminary Form of Product Development ..................................... 49
3. Preliminary Product Verification .................................................... 50
4. Preliminary Product Revision ......................................................... 50
5. Main Field Testing ......................................................................... 51
6. Main Product Revision ................................................................... 51
B. Research Participants ............................................................................ 53
C. Data Gathering Techniques and Type of Data ....................................... 54
D. Research Instruments ............................................................................ 57
1. Instrument for Research and Information Collecting ....................... 57
2. Instrument for Preliminary Product Verification ............................. 57
3. Instrument for Main Field Testing .................................................. 58
E. Data Analysis Techniques ..................................................................... 58
1. Analysis Techniques in Research and Information Collecting ......... 58
2. Analysis Techniques in Preliminary Product Verification ............... 59
3. Analysis Techniques in Main Field Testing .................................... 61
F. Research Procedure .............................................................................. 61
CHAPTER IV : RESEARCH RESULT AND DISCUSSION ........................... 63
A. The Appropriate Design of English Listening Materials Using Task
Based Language Teaching for the Second Year Students of Visual
Communication Design Program in SMKN 5 Yogyakarta ......................... 63
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1. Learners’ Characteristics and Needs ................................................. 64
2. Statement of Purposes ...................................................................... 72
3. Syllabus ........................................................................................... 73
4. Content Description .......................................................................... 78
5. Learning Materials and Learning Activities ...................................... 80
6. Materials’ Feedback ......................................................................... 86
7. Preliminary Materials’ Revision ....................................................... 92
8. Feedback from the Classroom Implementation ............................... 103
9. Final Materials’ Revision ............................................................... 112
B. The Final Version of the Designed Materials ....................................... 113
CHAPTER V : CONCLUSIONS AND SUGGESTIONS ............................... 119
A. Conclusions ........................................................................................ 119
B. Suggestions ......................................................................................... 121
REFERENCES ............................................................................................... 122
APPENDICES
A. Appendix A: Letters .................................................................................... 125
1. Letters of Permission to the Headmaster of SMKN 5 Yogyakarta …126
2. Letters of Permission from Bapeda ………………………………...128
3. Letters of Permission from Dinas Perizinan ………………..…….. 130
B. Appendix B: Instruments…………………………………………………….131
1. Questions Outline for Interviewing Teachers …………………..….132
2. Transcripts of Interview with Teachers ………………………........134
3. Questions Outline for Interviewing Students ……………………....146
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4. Transcript of Interview with Students ……………………………...149
5. Questionnaire for Materials’ Feedback
a. Surat Permohonan Pengisian Kuisioner …………..…..…...162
b. General Description ………………………………………..163
c. Questionnaire for Materials Feedback ……………………..165
d. Samples of Filled-instruments ……………………………...168
6. Questionnaire for Classroom implementation
a. Questionnaire for the students ……………………………...174
b. Samples of Filled-instruments ……………………………...178
C. Appendix C: English Listening Materials Using Task Based Language
Teaching for the Second Years Students of Visual Communication Design
Program in SMK N5 Yogyakarta ……………………………………………….182
1. English Syllabus (First Design) ……………………………………183
2. English Syllabus (Final Design) …………………………………...192
3. Lesson Plan ………………………………………………………...201
4. Students’ Handbook ………………………………………………..210
5. Teacher’s Manual …………………………………………………..233

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LIST OF TABLES
Table

Page

3.1 The Type of Data …………………………………………………………….55
3.2 Points of Agreement …………………………………………………………59
3.3 The Descriptive Statistics of Participants’ Opinions ………………………...60
4.1 Summary of Learners’ Characteristics ………………………………………71
4.2 Summary of Learners’ Needs ………………………………………………..72
4.3 Basic Competence …………………………………………………………...73
4.4 Topics, Unit Title and Learning Indicators ……………………………….…75
4.5 The Content Description ………………………………………………….…78
4.6 Learning Activities ……………………………………………………....….83
4.7 The Description of Participants for Materials’ Feedback …………………...86
4.8 Descriptive Statistics of the Participants’ Opinion ………………………….87
4.9 Revision of the Basic Competence ……………...………………….………. 93
4.10 Revision of the Learning Indicators ……………………………….…….... 93
4.11 Revision on the Framework of the Learning Activities ……………………97
4.12 Learning Activities after Preliminary Materials’ Revision ……………….. 99
4.13 Description of Participants for Classroom Implementation ………….….. 105
4.14 Data Presentation of Students’ Responses on the First Meeting …………106
4.15 Data Presentation of Students’ Responses on the Second Meeting ………107
4.16 Final Version of the Learning Activities ………………………………… 114

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LIST OF FIGURES

Figure

Page

2.1 Language Program Development (Yalden, 1987:88) ………………….… 18
2.2 Classification of Aural Texts (Nunan, 1991:21)……………………….…. 25
2.3 Material Design Model from Hutchinson and Waters (1994: 109) …….… 37
3.1 R&D Combining with Yalden’s Model …………………………………... 52

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CHAPTER I
INTRODUCTION

A. Research Background
Listening skill is essential skill in foreign language learning. In fact, it
becomes a basic skill. As pointed out in Second AILA (International Association
of Applied Linguistics) conference in 1969 which mentioned that listening
comprehension is recognized as a basis skill (Morley, 2001:69). Listening
becomes important skill in foreign language learning since learners will receive
the new language through listening. According to Rost, as cited by Nunan
(2002:238), “listening is vital in the language classroom since it provides input for
the learner”. Through listening, learners obtain sources of the new language and
can start to learn the language.
Since listening skill is important in language learning, learners should
have proper listening skill on their language learning process. However, problems
arise in the effort of developing listening skill. Anne Anderson and Tony Lynch
(1988:68) state that the lack exposure to the target language is the main problem
which is faced by foreign listeners. The lack exposure to the target language
occurs because of some factors. One factor is that learners do not use the foreign
language in their daily life. They may only use the language in the school area or
when the learning activities are carried out. Another factor which causes the lack
exposure is limited sources of the target language. Sometimes, it is difficult to

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2

obtain learning sources which are appropriate to learners’ need and competence
and useful to help learners improving their listening skill.
Common problem which is faced by many schools is that students receive
few opportunities to hear the target language. Moreover, in teaching learning
activities, students tend to have more time to listen to their teachers. Based on
writers’ observation and experience in Macro Teaching Program, the teachers
tend to speak in native language rather than in the target language. In addition,
some schools have limited and insufficient materials for their students. Another
problem is teacher’s difficulties in developing listening activities. Those problems
may obstruct students’ learning process in order to develop their English
competence.
Furthermore, vocational school (SMK) faces more problems related to
English learning materials. Vocational school students require learning materials
which focused on their specialized program. One vocational program that had
been developed rapidly in the following decade is Visual Communication Design
program. As stated by Bing Bedjo Tanudjaja, lecturer of Visual Communication
Design in Art and Design Faculty, Kristen Petra University (2003), Visual
communication design is developed rapidly due to the communication sector
progress. Moreover, the communication sector progress is increased by the
development of media industries such as newspaper, magazine, television,
advertising, etc. (Sunarto, 2008). Due to the rapid development of visual
communication design program, the students of this program need proper skills to
communicate in English especially in their program area. Proper English skills

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3

also help them in understanding specific terms, features, or procedures in English
which are related to visual communication design program. Therefore, English
learning materials which are related to the students’ program is needed and will
give significant contribution to their work.
One phenomenon which is recognized by the writer happened in SMKN 5
Yogyakarta. SMKN 5 is one of vocational schools in Yogyakarta which has the
specialization program on the art and craft industry. As well as teachers in other
schools, the teachers in this school also have problems in developing listening
materials and activities. Based on informal interview with some English teachers
in SMKN 5 Yogyakarta, there are some factors which influence the problems. The
teachers said that they are reluctant to conduct listening activities. In their opinion,
listening activities need more time and more preparation rather than other learning
activities. They said that they have to prepare the lesson plan, the materials
(cassette or CD), and the instrument to play the materials, and also find suitable
space to conduct the learning. They added that they also must have more intensive
study on the materials and prepare unexpected events when the activities take
place. Those reasons make most of the teachers in SMKN 5 Yogyakarta reluctant
to conduct listening activities, even to develop listening materials for their
students.
Another factor which influences students’ listening skill development is
teacher talk. Rost (2002:134) says that teacher talk is one vital source of listening
materials for students. It means that teachers must speak English as often as
possible to give many opportunities for their students to listen to English.

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4

However, according to writer’s observation, the teachers tend to speak Bahasa
Indonesia instead of English to deliver the lesson in the class. The teachers said
that they use Bahasa Indonesia since the students have difficulties in
understanding spoken English. Furthermore, the budget is one common problem
in developing listening activities as well as the materials. On the interview,
teachers said that sometimes they have to spend their own money to get other new
materials since the school only provides limited listening materials.
Furthermore, although SMKN 5 Yogyakarta does not have a language
laboratory, it has multimedia room to carry out listening activities. Unfortunately,
some teachers are anxious to use the equipment and media provided in the room.
They tend to have listening activities in the classroom using conventional media
such as tape recorder. The teachers said that they also have difficulties in finding
listening materials which are suitable for vocational students. Most of them only
use some sources such as materials provided in the school, materials from practice
teachers, and materials from other teachers. Those sources are limited to obtain
appropriate listening materials. The internet is one possible source for teachers to
get any kinds of learning materials including listening materials. Some teachers
are able to work using the internet but they are not able to obtain listening
materials. It happens because the teachers may not have sufficient knowledge of
ICT (Information and Communication Technology).
Furthermore, the teachers tend to give listening activities focusing on
materials related to TOEIC. It stands for Test of English for International
Communication. TOEIC measures the ability of non-native English speaker to

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5

communicate with English in a work environment. The model of this test is
adapted on the final exam. Therefore, the teachers are likely to have listening
activities for the third year students to prepare the final exam. In 2006, SMKN 5
started using school-based curriculum (KTSP), which requires the teachers to
develop materials and activities according to Education Content Standard and
Graduates Competence Standard. Since the curriculum model is new, teachers
might not have sufficient competence to develop their own learning materials and
activities. From the observation, the teachers are likely to use materials and
activities they already have, or follow English text book provided in the school.
Those conditions cause lack of listening materials which impede the students to
develop their listening skill.
In addition, listening materials that have been provided in the school are
limited. Most of them are cassettes and the others are in CD format. The existing
materials, thoroughly, can not meet the students’ need. Moreover, most of them
are TOEIC materials which were intended to prepare the final exam. Some others
are materials whose topics discussed in the English textbook. There are no
listening materials which focused on students’ specialization program.

The

existing materials are also lack of variation since they merely discuss on TOEIC.
Other materials such as supplementary of text books are old model materials
because they mat not follow recent English language learning development.
Moreover, students need to obtain more listening practices not only when
they have preparation for the final exam. In order to develop listening skill,
students also require more qualified listening materials rather than final exam-

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6

based materials. The materials should also have more variety on the activities. The
variation will motivate students to enjoy the activities.
Furthermore, vocational students require more specific materials. Besides
learning English in general, vocational students also learn practical-used English
related to their specialized program. More specific materials will support students’
English development and their preparation for the future profession. Additionally,
listening materials should be appropriate with students’ competence. Appropriate
listening materials may encourage students to participate actively in the learning
process.
Realizing the conditions of limited English listening materials and also
the teachers’ difficulties in developing listening materials and activities, the writer
is interested in designing English listening materials using task based language
teaching for specific vocational program that is Visual Communication Design
program. This study aims to design English listening materials as appropriate as
possible with the needs of the students of Visual Communication Design Program
in accordance with required English competence of vocational school. The writer
would like to conduct preliminary study both the related literatures and
observation in the field. Based on the preliminary study, the materials can be more
relevant to students’ program and more varied in kinds of listening activities. The
materials are designed according to the school-based curriculum (KTSP) and
referring to the competence standard of Visual Communication Design Program.
The writer also considers the situation and needs of the students by conducting
need analysis. Furthermore, the writer utilizes Research and Development (R&D)

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7

as the research methodology and also applies Yalden’s instructional design model
to develop the English listening materials. The designed materials, hopefully, may
help the students to improve their listening skill.

B. Problem Formulation
This study proposed a question: What is the appropriate design of English
listening materials using task based language teaching for the second year
students of Visual Communication Design Program in SMKN 5 Yogyakarta?

C. Problem Limitation
This study was limited on the discussion of English Language Teaching
which specified on designing learning materials. The designed materials utilized
task based language teaching and focused on developing English listening skill for
vocational high school students. Due to limited time and budget, the study was
concentrated on designing English listening materials particularly for vocational
students of Visual Communication Design program. The participants of this study
were second year students of Visual Communication Design program because
they were assumed to have accomplished novice level in the first year which can
support students’ learning process in the next level. They already had the basic
knowledge of their program which can help them to understand the designed
materials better. Another consideration was that the second year students had
made adjustment toward lesson techniques and environment situation in the
school during the first year. The research was conducted in SMK N 5 Yogyakarta

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8

because the writer had taught its students in Macro Teaching Program (Program
Pengalaman Lapangan II). Thus, the writer understood the condition and
characteristics of the school as well as the students. This understanding would
help the writer to design suitable listening materials.

D. Research Objectives
The study had an objective in accordance with the problem formulation
that is to develop appropriate design of English listening materials using task
based language teaching for the second year students of Visual Communication
Design Program in SMKN 5 Yogyakarta.

E. Research Benefits
This study was expected to give advantages for the following sides:
1. Students of Visual Communication Design program
The designed materials may help students to become familiar with
listening materials as well as the activities which especially related to their
program and hopefully may lead them in improving their listening skill.
2. English teacher
Teacher may use the designed materials to teach listening and help
students in improving their listening skill. Furthermore, teacher can use these
materials as a model to develop other listening activities.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9

3. School committee
The findings of this study may be used as one source to identify students’
learning progress especially in English subject, so that the school committee can
take policies and further actions to improve students’ competence.

F. Definitions of Terms
The following lists are terms which are used in this study, in an attempt to
clarify concepts and avoid misinterpretation.
1. Listening Materials
Listening materials means a set of materials that are used to teach listening
activities in order to develop students’ ability in listening skill. In this study,
listening materials are taken from the internet, books, articles and other relevant
sources which can be applied to the designed materials.
2. Task Based Language Teaching (TBLT)
According to Nunan (2004:1), Task Based Language Teaching is a needbased approach which focuses on the content selection and emphasizes on the
learning through interaction in the target language. In this study, TBLT is utilized
as an approach to develop learning task of the designed materials.
3. The Appropriate Design of Materials
The appropriate design of materials means that the design of materials has
met the required considerations. In this study, the required considerations involve
two requirements. First, the materials should be designed step by step according to
the Research and Development cycle (R&D) and developed based on data

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10

obtained from a research. Second, the designed materials should achieve the goals
of the designed materials, should be relevant with the students’ needs and
characteristics, should be varied on tasks and media utilized on the designed
materials, and the topics of the designed materials should be relevant with the
tasks and activities. The designed materials will be considered as appropriate if
the materials have met those required consideration.
4. School-based Curriculum (KTSP)
KTSP stands for Kurikulum Tingkat Satuan Pendidikan. The National
Education Ministry launched KTSP in the 2006/2007 academic year. The
implementation of this curriculum is referred to National Education Minister’s
Regulation number 22/2006 on Education Content Standard (Standard Isi) and
number 23/2006 on Graduates Competence Standard (SKL). School-based
curriculum is operational curriculum, which is established and implemented by
each education entity (Mujiran, 2006). In this study, School-based curriculum is
one reference on the process of designing English listening materials. The
reference will be focused on Education Content Standard and Graduates
Competence Standard of English subject and Visual Communication Design
program of the second year vocational school students.
5. Second Year Vocational Student
Second year vocational student is the student who has finished his/her first
year study in the school. Referring to Graduates Competence Standard, second
year student is the student who involves in elementary level of English subject. In
this study, the participant refers to the students of Visual Communication Design

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11

program who had passed their first year study and had accomplished novice level
of English subject.
6. Visual Communication Design
In Bahasa Indonesia, it is called Design Komunikasi Visual (DKV). In this
study, Visual Communication Design is one vocational program offered in SMKN
5 Yogyakarta. Visual Communication Design is a program which trains the
students to master visual communication field as well as its visual form elements
and features and to apply their competence to produce visual form designs by
using either two or three dimension of media.
7. SMKN 5 Yogyakarta
SMKN 5 Yogyakarta, which was called SMIK (Sekolah Menengah Industri
Kerajinan), is located at Jl. Kenari no.71 Yogyakarta. SMKN 5 prepares their
students to enter the job world specialized on the art and craft industry. The
school has eight vocational programs namely Kriya kayu, Kriya Keramik, Kriya
Logam, Kriya Kulit, Kriya tekstil, Desain busana, Desain Komunikasi visual
(DKV)- Grafis Komunikasi and DKV Animasi.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents literature review of the study. It includes two main
parts namely theoretical description and theoretical framework.

A. Theoretical description
This part elaborates some theoretical principles which underline the
design of the listening materials. It includes discussion of Educational Research
and Development (R&D), Instructional Design Material, Syllabus Design,
Listening, Vocational School, English for Specific Purposes (ESP), Material
Development, and Task Based Language Teaching. Each of them would be further
described below:

1.

Educational Research and Development (R&D)
According to Borg and Gall (1983:772) Educational Research and

Development is a process used to develop and validate educational product which
refers to the R&D cycle. The major steps of R&D cycle are described as follows:
a. Research and Information Collecting
This

step

includes

reviewing

literatures,

conducting

classrooms

observations, and preparing the report (Gall, 1983: 775). The review of literatures
aims to collect findings and other information relevant to the plan of designing the
product. Whereas direct observation or interview are used to complete information

12

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13

of the literature review (Gall, 1983: 777-778). Those all information becomes the
basis to develop educational product.
b.

Planning
According to Gall (1983: 775), in this step the designer starts to describe

the skills, course objectives, course sequence, and small scale testing. The most
important aspect of planning is defining the objectives that would to be achieved
by the product. The objectives also provide the basis for developing instructional
program because the program can be assessed and revised until it meets the
objectives. The objectives should be formulated in terms of rank behaviors and
evaluated on the basis of their success in bringing about these rank behaviors
(Gall, 1983: 779-781).
c. Developing Preliminary Form of Product
This step includes preparation of instructional materials, handbooks, and
evaluation devices (Gall, 1983: 775). The procedure of developing the product has
many variations depending on the nature of the product. Moreover, Gall (1983:
781) states that one essential point that must be kept is that the developer should
attempt from the beginning to develop products that are completely ready to apply
in the schools.
d. Preliminary Field Testing
In the fourth step, the designer conducts the product in 1-3 schools by
using 6-12 subjects of the product. The designer also collects the data through
interview, observation, or questionnaires and then analyzes them (Gall, 1983:
775). Moreover, Gall (1983: 782) states that the aim of preliminary field testing is

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14

to gather initial qualitative evaluation of the designed product. He adds that in all
stages of R&D cycle requires product evaluation since it is essential to set up
similar setting to those where the product will be used.
e. Main Product Revision
In this step, the designer revises the product based on the evaluation and
suggestion from the data of Preliminary Field Testing (Gall, 1983: 775).
f. Main Field Testing
Gall (1983: 775) states that in this step the designer conducts the revised
product in 5-15 schools with 30-100 subjects of the product. The data of subjects’
course performance are gathered in a form of quantitative data. Furthermore, the
aims of main field testing are to verify that the product meets its goals and to
obtain information to revise the product (Gall, 1983: 783-784). In this step, the
data should be obtained from all participants of the field testing.
g. Operational Product Revision
In this step, the designer revises the product based on the result of the data
which is collected from Main Field Testing (Gall, 1983: 775).
h. Operational Field Testing
According to Gall (1983: 775), this step involves conducting the revised
product in 10-30 schools with 40-200 subjects. The aim of this step is to make
sure that the product is completely ready to use in the schools by teachers
themselves. Therefore, Gall (1983: 784) states that the package of product must
be completed and tested in every part. The interview, observation and

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15

questionnaires are used to collect the data. The data, then, is analyzed to
determine whether the course package is complete (Gall 1983: 784-786).
i. Final Product Revision
The last revision is conducted based on the result of data analysis in
Operational Field Testing. The final version revision for the complete package of
product is carried out after the data from the operational field test have been
analyzed (Gall, 1983: 786).
j. Dissemination and Implementation
Gall (1983: 786) states that this last step is the technique to adjust the cost
of the product developing process by operating effective dissemination and
implementation the product to the intended users. Moreover, dissemination is the
process of facilitating potential user to be interested in the product, while
implementation is the process of helping the user to carry out the product in the
means intended by the developer (Gall, 1983: 786).
The R&D cycle theory is included as the methodology of this study. In this
study, the writer adapted the six steps of R&D cycle. The detailed description of
the six steps can be seen in the theoretical framework.

2.

Instructional Design Model
In this study, the theory of Instructional design is needed as a guideline in

designing the listening materials. According to Gagne and Briggs (1979:3)
“instruction is a set of events which affects learners in such way and support

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16

learners to develop in their own direction”. Moreover, an instruction which is used
in the learning process should be planned in an organized way.
Gagne and Briggs (1979:5) add that instructional design should be
conducted by the process of a system approach. There are various kinds of
approaches which are used to design a set of instruction. One of them is Yalden’s
instructional design model. Yalden (1987:88-89) proposes eight stages in
developing language program. The stages are:
a.

Need Survey
The first step is conducting need survey. Need survey is used to obtain

information about the learners as much as possible before developing the program
and to decide appropriate objectives of the program (Yalden, 1987:101).
b.

Description of purposes
The second step is clarifying the objectives description of the program. In

preparing the objectives description, the program designer will work in terms of
broad and narrow focused purposes, and occupational or educational purposes.
Yalden (1987:105) argues that this step is the basis for the major decision of
designing language program.
c.

Selection / development of syllabus type
The third step is choosing the syllabus types. There are several kinds of

communicative syllabus which can be chosen based on the learners’ or language
programs’ objectives.

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17

d.

Production of proto syllabus
The fourth step is producing the Porto-syllabus. According to Yalden

(1987), in this stage, the designer will work on the content description or content
specification of the syllabus. Moreover, the work of the content description
includes describing the language and language use that would be covered in the
program (Yalden, 1987: 138-141).
e.

Production of pedagogical syllabus
The fifth step is producing the pedagogical syllabus. This step includes

development of teaching materials, testing sequence and testing instrument which
are used in the program (Yalden, 1987:89). Yalden (1987) states that the
pedagogical syllabus provides a list of words and phrases that are appropriate with
the topics needed by the learners. Furthermore, the words and phrases are also
selected as models of function in the language program (Yalden 1987: 144).
f.

Development and implementation of classroom procedures
According to Yalden (1987:89), this step includes selecting exercise types

and teaching techniques, preparing the lesson plans and weekly schedule, and also
briefing for teachers.
g.

Evaluation
The seventh step is evaluating the program. The evaluation of the program

can be obtained from the students, the program itself, and the teaching process
(Yalden, 1987:89).
Yalden’s model is described in the figure at the next page.

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18

Need
survey

Description
of purposes

Selection
/development
of syllabus
type

Production
of proto
syllabus

Production
of
pedagogical
syllabus

Development and
implementation of
classroom
procedures

Figure 2.1: Language Program Development (Yalden, 1987:88)

In this study, the writer applies Yalden’s instructional design model in
designing the listening materials. The writers would use each step of Yaldens’s
model in the process of designing and developing listening materials.

3.

Syllabus Design
According to Krahnke (1987:73), syllabus is the base for the organization

of language courses. Furthermore, he divides six types of syllabus that are
classified according to their characteristics, differences, strengths and weaknesses