Instructional listening materials using task-based learning for the Xth grade students of SMA Pangudi Luhur Van Lith Muntilan.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

INSTRUCTIONAL LISTENING MATERIALS USING TASK-BASED
LEARNING FOR THE Xth GRADE STUDENTS
OF SMA PANGUDI LUHUR VAN LITH
MUNTILAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Antonita Ardian Nugraheni
Student Number : 071214086

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

INSTRUCTIONAL LISTENING MATERIALS USING TASK-BASED
LEARNING FOR THE Xth GRADE STUDENTS
OF SMA PANGUDI LUHUR VAN LITH
MUNTILAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Antonita Ardian Nugraheni
Student Number : 071214086

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

YOGYAKARTA
2012
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This thesis is dedicated to my beloved parents,
Bapak N. T. Sugiri and Ibu Yustina Muji Handayani

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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 21 February 2012
The writer

Antonita Ardian Nugraheni
071214086

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ABSTRACT
Ardian, Antonita N., 2012. Instructional Listening Materials using Task-Based
Learning for the Tenth Grade Students of SMA Pangudi Luhur Van Lith Muntilan.
Yogyakarta: English Language Education Study Program, Sanata Dharma

University.
Without ignoring other skills, listening is considered as one of the
important skills to be learned for the students in learning a language. It has been
given in the Indonesian Schools, even in teaching young learners. However, in
SMA Pangudi Luhur (PL) Van Lith Muntilan, the researcher found that listening
practices for the Tenth Grade Students were very limited. There were no particular
or specific materials for teaching listening in the Tenth Grade Students.
This study concerned with developing an instructional listening material
using Task-Based learning for the tenth grade students of SMA PL Van Lith
Muntilan. There were two questions involved in the problem formulation of this
study. The first question was how the instructional listening materials using taskbased learning for Xth grade students of SMA PL Van Lith Muntilan is designed.
The second question was what the designed looks like.
To accomplish the answer of the first problem in this study, the researcher
applied the five main steps of Educational Research and Development (R&D)
method. Those steps were Research and information collecting, Planning,
Developing preliminary form of product, Preliminary field testing, and Main
product revision. In line with those steps in R&D, the researcher also adapted and
combined Kemp’s and Yalden’s instructional models. The steps were Conducting
needs survey, Formulating goals, topics, and general purposes, Stating the
learning objectives, Listing the subject content, Teaching/learning activities,

resources, Developing the classroom procedures and implementation, Evaluating
the designed materials, and Revising the design materials.
To answer the second question, the researcher developed and presented the
designed materials by using Task-Based Learning. The researcher developed two
units of listening materials which consisted of two meetings and topics. The time
allocation for every meeting was 2 x 45 minutes. In selecting the topics, the
researcher considered the result of the research and information collecting. The
topics were about two kinds of narrative text. Unit 1 was Fable with Friendship as
the theme. Meanwhile, unit 2 was Fairy Tale which mostly talked about Love
Story. The design was developed in forms of Teacher’s Book and Students’ Book.
At the end of this study, the researcher conducted an expert validation to
the lecturers of Sanata Dharma University and an implementation to the tenth
grade students of SMA PL Van Lith. The result of the expert validation and the
implementation showed that the designed materials were fun, interesting, and
acceptable. Therefore, the designed materials were appropriate to be used as the
listening practices for the tenth grade students of SMA PL Van Lith Muntilan.
The researcher expected that this designed material could give benefits to
everyone who concerns with English Language Teaching.
Keywords: Listening, Task-Based Learning, SMA PL Van Lith Muntilan.
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ABSTRAK
Ardian, Antonita N., 2012. Instructional Listening Materials using Task-Based
Learning for the Tenth Grade Students of SMA Pangudi Luhur Van Lith
Muntilan. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Tanpa mengesampingkan pentingnya kemampuan reading, speaking, dan
writing siswa, listening dianggap sebagai salah satu skill yang penting dalam
mempelajari Bahasa Inggris. Pembelajaran Bahasa Inggris melalui listening
sudah digunakan di sekolah di Indonesia, bahkan untuk anak-anak. Namun,
sangat disayangkan bahwa siswa-siwa kelas X di SMA Pangudi Luhur (PL) Van
Lith Muntilan selama tahun pelajaran yang lalu hanya memperoleh sedikit
kesempatan untuk melatih kemampuan listening mereka dalam teks Bahasa
Inggris karena tidak adanya materi listening khusus yang untuk siswa kelas X.
Penelitian ini merupakan Penyusunan Materi Pembelajaran Listening
dengan menggunakan Task-based Learning untuk Siswa Kelas X di SMA PL Van
Lith Muntilan. Ada dua pertanyaan yang dirumuskan dalam penelitian ini.
Pertama adalah Bagaimana materi pembelajaran listening dengan menggunakan
Task-based Learning untuk siswa kelas X di SMA Van Lith Muntilan disusun.

Pertanyaan kedua adalah seperti apa hasil desain materi ini.
Untuk memperoleh jawaban dari pertanyaan pertama dalam penelitian
ini, penyusun menggunakan lima langkah awal dari metode Educational Research
and Development (R&D). Kelima langkah tersebut adalah Penelitian dan
Pengumpulan Data, Perencanaan, Penyusunan Materi awal, Pengujian awal di
Lapangan, dan Perbaikan/Revisi Materi. Beriringan dengan R&D tersebut,
penyusun juga mengadaptasi dan mengkombinasikan model instruksi
pembelajaran dari Kemp dan Yalden. Langkahnya adalah Melakukan survey
kebutuhan, Merumuskan tujuan utama, topic, dan tujuan umum, Merumuskan
tujuan pembelajaran, Merumuskan isi, Menyeleksi kegiatan dan materi
pembelajaran, Menyusun materi desain, Melakukan Evaluasi terhadap desain
materi, dan Melakukan perbaikan pada materi desain sesuai hasil evaluasi.
Selanjutnya, untuk menjawab pertanyaan yang kedua, penyusun
menyajikan desain materi listening ini berdasarkan Task-based Learning.
Penyusun menyajikan 2 unit materi listening yang terdiri dari 2 pertemuan dan 2
topik bahasan. Dalam desain ini, penyusun menyediakan Teacher’s Book dan
Students’ Book. Alokasi waktu untuk tiap unit adalah 2x45 menit. Penyusun
memilih topic bahasan sesuai dengan hasil Penelitian dan pengumpulan data.
Topik tersebut mengenai jenis – jenis teks narasi yaitu Fable dan Fairy Tale.
Berdasarkan hasil validasi para ahli dan uji coba materi terhadap siswa

kelas X, diperoleh hasil bahwa desain materi ini menarik, menyenangkan,dan
dapat diterima dengan baik. Oleh karena itu, materi ini cocok digunakan untuk
melatih kemampuan mendengarkan siswa kelas X di SMA PL Van Lith Muntilan.
Penyusun berharap agar desain materi listening ini dapat bermanfaat bagi semua
yang berkaitan dengan Pembelajaran Bahasa Inggris.
Kata Kunci: Listening, Task-Based Learning, SMA Pangudi Luhur Van Lith
M unt i l a n
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Antonita Ardian Nugraheni

Nomor Mahasiswa

: 071214086

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaanan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
INSTRUCTIONAL LISTENING MATERIALS USING TASK-BASED
LEARNING FOR THE Xth GRADE STUDENTS
OF SMA PANGUDI LUHUR VAN LITH
MUNTILAN
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta,
Pada tanggal 5 Maret 2012
Yang menyatakan

Antonita Ardian Nugraheni

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ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to the Lord Jesus Christ,
who always pours me with His never-ending love and blessing. He is the One who
leads and accompanies me to walk along my destined path so that I can finish this
thesis. He is so kind that He gave me a chance to know so many people who
helped me a lot during the process of completing this thesis.
I would also like to address my sincere gratitude to my beloved advisor
Caecilia Tutyandari, S.Pd., M.Pd., for all her patience, guidance, support, and
encouragement in helping me to finish this study. In addition, my biggest
gratitude would also go to Adesti Komalasari, S.Pd., M.A., and Christina
Lhaksmita Anandari, S.Pd., M.Ed., for their willingness to evaluate my
designed materials. I am also grateful to Sr. Margareth, FCJ., who allowed me
to record her voice for the listening materials in my designed.
I warmly thank the English Teachers of SMA Pangudi Van Lith Muntilan,

Antonius Wisnu Nugroho, S.Pd., and Theresia Eka Oktavianti, S.Pd., for their
valuable helped, guidance, suggestion, and evaluation for my designed materials. I
would also express my greatest thank to Melania Setyorini, S.Pd., the previous
English teacher of SMA Pangudi Luhur Van Lith Muntilan, for the precious
chance for me conduct this research in this school and all her suggestions for my
designed materials. I would also thank Sri Purwaningsih, S.Pd., who was willing
to proofread this thesis and spend her time for a grammar consultation.
My greatest love and gratitude are addressed to my beloved parents,
Bapak N.T. Sugiri and Ibu Yustina Muji Handayani. I thank them for all their
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love, patience, trust, prayer, support, and everything they have given to me so that
I could completely finish this thesis. I also thank my beloved family, who always
care and support me to finish this thesis.
I would also thank my beloved friend, Dita, who patiently taught me in
operating new software to edit the listening materials. My special thank goes to
Anti, Tika, Reli, Kakak Wiwid, Milka, Gobe, Pipit, Martha, and Ajeng for their
friendship to the years passing with all the happiness, pain, laugh, and tears. For
all my friends in PBI 2007, thanks for the memories and experiences that shared
together. This friendship means a lot to me. Keep fighting guys.
Last but not least, I am so thankful to all the people who cannot be
mentioned here, for all their willingness to help and support me to finish this
t he s i s .

Antonita Ardian Nugraheni

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TABLE OF CONTENTS

TITLE PAGE ………………………………………………………

Page
i

APPROVAL PAGES .......................................................................

ii

DEDICATION PAGE .......................................................................

iv

STATEMENT OF WORK’S ORIGINALITY ……………………

v

ABSTRACT ………………………………………………………..

vi

ABSTRAK ………………………………………………………… .

vii

Lembar Pernyataan Persetujuan Publikasi .....................................

viii

ACKNOWLEDGEMENTS ……………………………………….

ix

TABLE OF CONTENTS ………………………………………… .

xi

LIST OF TABLES ...........................................................................

xi v

LIST OF FIGURES .........................................................................

xv

LIST OF APPENDICES ..................................................................

xvi

CHAPTER I. INTRODUCTION
A. Research Background ..................................................

1

B. Research Problems ......................................................

6

C. Problem Limitation ......................................................

6

D. Research Objectives ....................................................

7

E. Research Benefits .........................................................

7

F. Definition of Terms ......................................................

8

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ...............................................

11

1. Instructional Design ................................................

11

2. Listening ..................................................................

16

a. Nature of Listening .............................................

16

b. Successful Listening ...........................................

17

c. Ways to Teach Listening ....................................

17

d. Principles for Teaching Listening .......................

18

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3. Task-Based Learning ...............................................

20

a. Nature of Task-Based Learning ..........................

20

b. Principles for Task-Based Learning ....................

22

c. Phases of Task-Based Learning ..........................

24

d. Types of Tasks ....................................................

25

4. Materials Development ...........................................

27

a. Nature of Materials Development .......................

27

b. Materials Adaptation ..........................................

27

5. Syllabus and Curriculum .........................................

28

a. Nature of Syllabus ..............................................

28

b. Curriculum ..........................................................

29

B. Theoretical Framework ...............................................

30

CHAPTER III RESEARCH METHODOLOGY
A. Research Methods ........................................................

35

B. Research Setting ...........................................................

39

C. Research Participants ....................................................

39

1. The Participants of Research and Information
Collecting ................................................................

39

2. The Participants of Preliminary Field Testing ........

39

D. Research Instruments and Data Gathering Technique ..

41

1. Research and Information Collecting Phase ...........

41

2. Preliminary Field Testing Phase .............................

41

E. Data Analysis Technique ...............................................

42

F. Research Procedure .......................................................

45

CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS
A.The Elaboration of the Steps in designing the
Instructional Listening Materials using Task-Based
Learning for the Tenth Grade Students of SMA PL
Van Lith Muntilan .........................................................
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1. Research and Information Collecting .......................

48

2. Planning ....................................................................

56

3. Developing Preliminary Form of Product ................

60

4. Preliminary Field Testing .........................................

62

5. Main Product Revision .............................................

77

B. The Presentation of the Final Product ..........................

79

CHAPTER V CONCLUSIONS AND RECOMMENDATION
A. Conclusions ...................................................................

82

B. Recommendation ..........................................................

84

REFERENCES .................................................................................

86

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LIST OF TABLES
Table

Page

2.1 Yalden’s Eight Stages of Development Program .....................

15

2.2 The Competence Standard of Class X, Semester 2 ....................

30

3.1 Description of the Participants (Blueprint) ................................

40

3.2 Points of Agreement ...................................................................

43

3.3 Result of the Central Tendency (Blueprint) ...............................

43

3.4 Assessment of the Central Tendency .........................................

44

4.1 The Result of Needs Survey Questionnaires ..............................

52

4.2 The Topics in the Designed Materials .......................................

57

4.3 Basic Competence and Learning Indicators ...............................

58

4.4 Description of the Participants ...................................................

63

4.5 Descriptive Statistics of the Experts’ Opinion ...........................

63

4.6 Description of the Students’ Opinion .........................................

68

4.7 The Contents of the Designed Materials ....................................

81

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LIST OF FIGURES
Figure

Page

2.1 Kemp’s Instructional Model .....................................................

14

3.1 Combination of R&D Cycle and the Researcher’s
Instructional Model .....................................................................

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LIST OF APPENDICES
Appendix

Page

APPENDIX 1 Letter of Permission .................................................

88

APPENDIX 2 Needs Survey
x Interview Checklist …………………………………………

91

x Observation Sheet …………………………………………..

92

x Questionnaires ………………………………………………

93

APPENDIX 3 Designed Materials Evaluation Questionnaires for
the Experts ................................................................

95

APPENDIX 4 Result of the Evaluation Questionnaires from
the Experts.................................................................
APPENDIX 5 Evaluation Questionnaires for the Students .............

99
103

APPENDIX 6 Result of the Evaluation Questionnaires from
the Students ..............................................................

107

APPENDIX 7 Task-Based Syllabus ................................................

114

APPENDIX 8 Lesson Plan ...............................................................

118

APPENDIX 9 The Final Designed Materials ..................................

123

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CHAPTER I
INTRODUCTION
This research was conducted to design an instructional listening material
using Task-based learning for the tenth grade students of SMA Pangudi Luhur
Van Lith Muntilan. This chapter would discuss the research background, the
research problem, the problem limitation, the research objectives, the research
benefits, and the definition of terms of the research.
A. Research Background
Since English becomes an international language, it is going to be very
popular in our daily life. Harmer (2001) said that English is used in many fields of
people life such as field of education, politic, social, economic, culture, and others
(p.1). Therefore, people tend to learn English so that they can be fluent in using
English in their daily communication. Our country, Indonesia, has also helped
people learn English by including English into the school curriculum.
In Indonesia, English as a foreign language has became one of the major
subjects for Indonesian schools. Although in 2006, Indonesia has started to apply
a new curriculum called Kurikulum Tingkat Satuan Pendidikan (KTSP) or SchoolBased Curriculum (SBC) (Peraturan Menteri, 2006, p.9), English has been
included as one of the important subjects to be learned and tested in the National
Examination. This new curriculum allows each school to develop their own
curriculum based on the students’ need. Therefore, the teachers have a right to
develop their own strategies and materials to help the students learn English,
achieve the goals of SBC, and pass the National Examination.
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In fact, as cited from the article in Kompas, 15th March, 2011, the
researcher found that language lesson, particularly English, became the hardest
subject in the National Examination. Sarwindaningrum (2010) noted that 6,646
students failed on their English National Examination and had to repeat the test. It
is not surprising if this problem happened in many Indonesian schools because in
learning a language, the students need to deal with developing four skills
including listening, speaking, reading, and writing: which were not easy for the
students (Depdiknas, 2006, p.92).
Likewise, among those four skills above, listening becomes the basic skill
or the first stage to learn a language before mastering the other three skills. Nunan
(2003) stated that listening is an active, purposeful process of making sense of
what people hear (p.24). It means that listening is not only to hear any kinds of
sounds or someone’s voice, but also to grasp what the sound is or to understand
the idea of what someone’s speaking. Through listening, people will build their
sense to understand the meaning of the language and then produce it on their own.
That is why by having a good listening skill, an understandable and
communicative conversation will be created.
In spite of its importance, listening to a foreign language is considered
difficult to be learned by Indonesian people. This problem in listening also
happened in the tenth grade students of SMA Pangudi Luhur (PL) Van Lith
Muntilan. This fact was obtained by the researcher from doing an interview with
the English teacher of SMA PL Van Lith and an observation to the tenth grade

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students of SMA PL Van Lith when they were joining the English class. The
interview and observation were conducted in April 2011.
Through the observation, the researcher found that listening was still
difficult for the students, even though they loved to do it. It could be seen when
the teacher explained a lesson to the students in English, sometimes she needed to
repeat what she had said. That problem in listening might appear because of lack
of practice. According to the teacher, along their research in this school, the
students had a listening practice only by having conversation in class or listening
to the teacher’s explanation. Further, the teacher clarified that the students’ ability
in learning English were random. Some of them were master English very well,
while the rest were still need to learn more.
Although the teacher realized that having enough listening practice was
really important for improving the students’ English mastery, the teacher had only
given a limited listening practice to the students because of these two reasons.
First, there was no specific listening material for the tenth grade students.
Different from the students in the eleventh grade who had a listening practice
through TOEFL, the school did not yet provide a specific listening material for the
tenth grade students.
Second, there was not enough time for the teacher to find any listening
material which is suitable with the curriculum of the tenth grade students. The
teacher said when the syllabus showed the schedule the listening skill, the teacher
would skip that and replace it with other skills. In teaching listening, the teacher
combined it with teaching another skill, hence she did not need to find so many

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listening materials, but the teacher still preferred to teach other skills because of
the lack of listening materials.
From this fact, the researcher realized that listening materials were really
needed not only to help the teacher and students in having listening practices, but
also support the existence of developing listening skill in a language learning. The
researcher did not want that listening to be forgotten again as it happened some
years ago. Thomkins (2002) mentioned that listening has been labeled the
forgotten language art for more than 50 years because it is rarely taught in the
classroom (as cited in Swain, Friehe, and Harrington, 2004, p.1).
Aside from the lack of listening materials, this school has provided a
listening laboratory for the students to have their listening practices. Therefore,
the researcher sees possibilities to design a listening material for the Xth grade
students of SMA PL Van Lith. The listening materials will base on the materials
on the SBC and the Competence Standard of SMA Grade X. The designed
materials focus on the kinds of texts that will be learned in the semester two.
In designing the materials, the researcher has to consider that teenage
students are the most difficult age group to teach (Thomson, 2006). Furthermore,
Thomson (2006) also states that the interesting materials are the very crucial
factor in deciding if a teen’s class is successful or not. Therefore, the researcher
tries to design listening materials with more variations in the activities. The
researcher also tries to find any interesting topics in order to attract the students
and increase their motivation to have a listening practice. As the researcher

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
observed in their English class, the students did not respond well, if the topic was
not interesting enough for them.
Concerning the students’ needs to have enough listening practices, the
researcher believes that task-based learning will be the best approach to support
the listening materials. It was supported by Frost (2004) that, “in a task-based
learning, the lesson is based around the completion of a central task and the
language studied is determined by what happens as the students complete it.” By
using the task-based learning, the students will achieve more chances to improve
their listening skills through doing more tasks or exercises.
The tasks in listening can be varied as long as they can help the students to
understand the language and get the idea of the passage. Richard, Platt, and Weber
(1995) defined a task as “an activity or action which is carried out as the result of
processing or understanding language, i.e. as a response. For example, drawing a
map while listening to a tape and listening to an instruction and performing a
command, may be referred to as tasks” (as cited in Nunan, 1989). The real
purpose of the task is not only making the students arrive at the successful
outcome but also helping them to use the language in ways to develop their
language learning(Ellis, 2003, p.10). Hence, by having listening practices, the
students can improve their English mastery and use the language in a real world.
The researcher also considers the four principals of language input that have been
found influential in some previous researches when designing the listening
materials. These four principals are: (1) the way in which the information is

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6
organized; (2) the listener’s familiarity with the topic; (3) the explicitness of the
information given; and (4) the type of input.
From all the background stated before, the researcher would like to
propose some examples of instructional listening materials which then can be
used, developed, and modified by the teacher.

B. Research Problems
The researcher would like to design instructional listening materials using
task-based learning for the Xth grade students of SMA Pangudi Luhur Van Lith
Muntilan. There are two questions to be answered in this research:
a. How are instructional listening materials using task-based learning for Xth grade
students of SMA Pangudi Luhur Van Lith Muntilan designed?
b.What does the instructional listening materials using task-based learning for Xth
grade students of SMA Pangudi Luhur Van Lith Muntilan look like?

C. Problem Limitation
The researcher would like to limit this research in designing the activity of
instructional listening materials using task-based learning for the Xth grade
students of SMA Pangudi Luhur (PL) Van Lith Muntilan. The instructional
listening materials were being developed based on the School-Based Curriculum
that was used by SMA PL Van Lith Muntilan. The designed materials focus on
the kinds of texts that will be learned by the students in grade X.

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7
D. Research Objectives
Objectives of this research can be formulated as follows:
1. To design instructional listening materials using task-based learning for Xth
grade students of SMA Pangudi Luhur Van Lith Muntilan.
2. To present the instructional listening materials using task-based learning for
Xth grade students of SMA Pangudi Luhur Van Lith Muntilan design look like.

E. Research Benefits
The benefits of this research are:
1. For the English teacher :
The researcher expects that the listening materials will give the teacher
some alternative tasks to hold a listening class for the Xth grade students. It is
expected that by using some variations in the listening tasks, the teacher will help
the students improve their listening skill through an interesting and enjoyable
class.

2. For the Xth grade students :
The students will have more listening practices and increase their listening
ability. The interesting topic will be beneficial for them to increase their
motivation and reduce the pressure when they having a listening activity. It is
expected that it will support the students to prepare the National Examination
later.

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8
3. For the future researchers :
The researcher expects that this research will be useful for other
researchers in the same field. Further researchers will explore this designed
material more and develop it to fulfill the students’ needs.

F. Definitions of Terms
1. Instructional Materials
Instructional materials are a primary teaching resource for teachers
(Richards, 2001, p.252). Richards (2001) further added that these instructional
materials provide the basis of the language input students receive and the
language practice that occurs in the classroom.
Meanwhile, Brown (1995) pointed out that material is related to any
descriptions of techniques and exercises which are used in the classroom (p.139).
Graves (2000) also defined materials development as the planning process by
which teacher creates units and lessons within those units to carry out the goals
and objectives of the course (p.149).
From the theories above, the term instructional materials in this study are
defined as developing any techniques, exercises, and class activities in a
systematically arrangement as the teachers’ instruction to hold the class which is
based on the students’ needs and expectations. In other words, these instructional
materials may help both teachers and students in the learning process to reach the
goals of the classroom.

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9
2. Listening
Listening is the ability to identify and understand what others are saying.
This involves understanding a speaker's accent or pronunciation, his grammar and
vocabulary, and grasping his meaning (Saricoban, 1999). It deals with the active
and purposeful process of making sense of what people hear (Nunan, 2003, p.24).
In this research, the term listening is defined as the students’ process of
identifying and understanding the meaning of what the speakers are saying.

3. Task-based Learning
According to Nunan (2004), Task-Based Learning is defined as a learning
process in which the students are given a lot of tasks in target language so that
they can comprehend, manipulate, produce, and interact using their language
(p.10). In addition, Nunan (2003) stated that in Task-Based Learning the language
lesson are based on the students’ learning experiences in a classroom which have
a clear connection to the things they will ultimately need to do outside the
classroom (p.12). In this research, the tasks aim at providing proper listening
practices for the students and helping them to be accustomed to the language used
in a real world.

4. SMA Pangudi Luhur Van Lith Muntilan
SMA Pangudi Luhur Van Lith Muntilan is located at Jalan Kartini No. 1
Muntilan 56411. This Senior High School is under the Pangudi Luhur institution.
The name of Van Lith has been taken from one of the Missionaire in Muntilan

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10
named Pasteur Van Lith. This school developed their education for the students
based on the spirit of Pasteur Van Lith. Therefore, this school is known as SMA
Pangudi Luhur Van Lith.
The Xth grade of Senior High School in Indonesia mostly deals with the
fifteen or sixteen years old students. In this grade, they have learned the basic of
general English for at least 3 years in their Junior High School. Learning the
general English is not enough for them. Moreover, in their previous Junior High
School, there were only several students who had already given a listening
practice in their previous schools. However, the fact is that in Senior High School,
the students are going to have listening part on their next National Examination.
Therefore, in order to be success in the National Examination, the students need to
have practice listening. It becomes a problem for the students if they do not have
sufficient practice.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
LITERATURE REVIEW

In this chapter, the researcher would like to discuss some theories and
studies that are going to be used as the theoretical base of the research. This
chapter consists of two main parts. They are theoretical description and theoretical
framework.

A. Theoretical description
This section presents some meaningful theories that are going to be used
as the guideline and reference to conduct the research. Those theories are the
theory of Instructional Design, Listening, Task-Based Learning, Syllabus and
Curriculum.

1. Instructional Design
In this study, the researcher employs Kemp’s Theory as a guideline in
designing the instructional material. Kemp (1977) states that the plan is designed
to supply answers to these following three questions which can be considered as
the essential elements (p.8):
1) What must be learned? (objectives)
2) What procedures and resources will work best to reach the desired learning
levels? (activities and resources)
3) How will we know when the required learning has taken place? (evaluation)

11

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12
The researcher applies Kemp’s theory because it is flexible and may start
from every stage. In Kemp’s theory of instructional design, there are eight
important parts that should be included when designing an instructional material:
1) Goals, topics, and general purposes
Instructional design planning starts with recognizing broad goals of the
educational program which may be derived from three sources: society, students,
and subject area. After establishing its goals, major topics should be listed in a
logical sequenced. Then the instructional designer should make general purposes
to express what the designer wants to accomplish in the topic (Kemp, 1977, p.1416).
2) Learner Characteristics
According to Kemp, to serve both group and individual means that we
must obtain information about the students’ capabilities, needs, and interests. It
means that when the teachers want to make a planning, they must consider the
students’ academic and social factors and students’ learning conditions and styles.
(Kemp, 1977, p.18-21).
3) Learning Objectives
A learning objective is a precise statement of what the students have to do
in order to show that they have learned what they have to learn. As Kemp said, the
objectives for learning can be group into three major categories: cognitive,
psychomotor, and affective (Kemp, 1977, p.24).

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13
4) Subject Content
Subject content refers to the learning material. It must be closely related to
the objectives and the students’ needs. It comprises the selection and organization
of the specific knowledge, skills, and attitudinal (Kemp, 1977, p.43-44).
5) Pre-Assessment
This pre-assessment helps the teachers determine the appropriate
background preparation for the topic and which objectives that the students have
already achieved. It can be reached by using both prerequisite test and pre testing
(Kemp, 1977, p.50-52).
6) Teaching/Learning Activities, Resources
In planning an instructional material, beside considering the students’
characteristics and needs, learning objectives, and subject contents, teacher must
also determine the most efficient and effective methods and then select materials
to provide learning experiences that will utilize the content associated with the
objective (Kemp, 1977, p.55).
7) Support Services
Coordinating support services include funds, facilities, equipments and
personnel whose time must be scheduled for carrying out instructional plan
(Kemp, 1977, p.84).
8) Evaluation
Evaluation used to measure the accomplishment of objectives and make a
revision on this evaluated instructional plan (Kemp, 1977, p.91).

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14
In order to make the Kemp’s model becomes more obvious, the researcher
presents it in figure 2.1.

Goals,
Topics, and
General
purposes
Learner
Characteri st i c s

Evaluation

Revise
Support
Services

Learning
Objectives

Teaching/
Learning
Activities,
Resources

Subject
Content
PreAssessment

Figure 2.1 Kemp’s Instructional Design Model

In order to have the clearer model of an instructional design, the researcher
also lies on Yalden’s Theory. Yalden has eight stages of the program
development, but they are rather different from the Kemp’s. These eight stages of
the development program can be seen on the next page.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
Table 2.1. Yalden’s Eight Stages of Development Progra
Stage

Description

I

Needs Survey

II

Description of purpose to be prepared in terms of
1. students’ characteristics
2. students skills on entry to and on exit from the program

III

Selection or development of syllabus type in terms of IV and physical
constraints on the program.

IV

The proto-syllabus: description of language and language use to be covered
in the program.

V

The pedagogical syllabus: development of teaching, learning, and testing
approaches.
1.development of teaching materials (as far as possible)
2.development of testing sequence and decisions on testing instruments

VI

a) Development of classroom procedures
1.selection of exercise types and teaching techniques
2.preparation of lesson plans
3.preparation of weekly schedules
b) Teacher training: briefings or workshops on
1.principles
2.desired outcomes
3.exploitation / creation of teaching material

VII

Evaluation
1. of students
2. of program
3. of teaching

VIII

Recycling Stage
1. congruence or ‘fit’ between goals set and student performance is
determined
2. content is reassessed
3. materials and methodological procedures are revise.

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16
In this research, the researcher will combine Kemp’s and Yalden’s theories
as a guideline in designing instructional listening materials for the students in
SMA PL Van Lith Muntilan.

2. Listening
a. Nature of listening
Language skills are often categorized as receptive and productive skills.
Listening and reading are considered as receptive, while speaking and writing are
productive (Nunan, 2003. p.24). However, we cannot say that one of those
receptive and productive skills is important for learning language. Anderson and
Lynch (1998) said that listening skills are as important as speaking skills; we
cannot communicate face-to-face unless to two types of skills are developed
together. Listening is the basic step for students to learn language. Basically,
students learn to listen first then it will give a way for receptive skills to respond
and produce the language.
Meanwhile, Anderson and Lynch’ (1988) points out that listening is
defined into two kinds; they are reciprocal listening and non-reciprocal listening
(as cited in Nunan, 1989, 23). Reciprocal listening deals with the task where the
is an opportunity for the listener to interact with the speaker, while non-reciprocal
listening means the task where the transfer of information is in one direction only,
for example like a task to listen on a radio/recording passage.

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17
b. Successful listening
There are a number of different ways in which the listener can process the
incoming speech which could serve as a basis for evaluating the degree of success
of a particular listening performance (Anderson and Lynch, 1998:5-6):
1) Listener may not hear adequately what has been said, for example to face the
unfamiliar language or accent. Listener has no idea about the speaker’s
speech.
2) Speech may contain words or phrases that the listener can hear adequately but
unable to understand.
3) The listener is perfectly able to hear and understand the speaker, but may have
‘switched off’ consciously or unconsciously.
4) The listener attends to fully and from which he tries to construct a coherent
interpretation.
From all those criteria, the effective and successful listening can be seen if
the listeners actively engage in the process of comprehension when they get the
idea of the speech and then they can construct an interpretation on their own.

c. Ways to Teach Listening
Buck (2001) points out the way students comprehend the listening passage
can be processed into two ways which can also be applied to teach listening. The
first is bottom-up view, people often assume that the process of listening takes
place in a definite order, starting from the lowest level of detail and moving up to
the highest level (p.2).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
Another way of the listening comprehension is top-down process. Buck
(2001) states that listening comprehension is a top-down process (p.3). This
process of listening the various types of knowledge involved in understanding
language are not applied in any fixed order-they can be used in any order or even
simultaneously, and they are all capable of interacting and influencing each other.
On the other way, we can see that the process of listening may come from the
general one, then it comes to the detail, and people may have any kinds of
hypothesis or questions about what will happen next before they listen to the
details. As the researcher see, these two ways will work well if they were applied
together. The combination of these two ways can help the students in listening
because they may have a chance to brainstorm the knowledge first and then try to
guess what things that they will learn in their listening class.

d. Principles for Teaching Listening
Nunan (2003) states, there are five principles for teaching listening (p.2635). Those five principles are described as follows:
1) Expose students to different ways of processing information: bottom-up vs
top-down.
The same as what Buck (2001) mentioned before, there are two ways of
processing information during listening. They are bottom-up processing (starts
with the component parts: words, grammar, and the like) and top-down processing
(starts from the students background knowledge). Those two different processing
are based on the students’ ways in understanding what they hear (Nunan. 2003:

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19
26). In addition, Nunan (2003) also said that those two processes in listening may
work together or separately (p.29). However, it will be better if those processes
work together so that the students can base the information on their knowledge of
life (top-down information) and then generate vocabulary and sentences (bottomup data).
2) Expose students to different types of listening.
Nunan (2003), they are three common types of listening exercise in many
textbooks as explained below (p.30-31):
a) Listening for specific information
The task usually refers to catch or find any concrete information such as
names, times, specific language forms, etc.
b) Global or gist listening
The task allows the students in trying to understand in a more general way;
for example: identifying main ideas, noting a sequence of events, and the like.
c) Inference between the lines
The task involves listening for meaning that is implied but not stated
directly. This inference requires somewhat abstract thinking because the students
need to think more and to guess what thing will happen after the sentences spoken
in the recording.
3) Teach a variety of tasks
The students do not only need experience with different types of listening
but also need to have variety of tasks. The tasks given may be varied in order to

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20
avoid the students in losing their interest during the listening class (Nunan.2003,
p.31-32).
4) Consider text, difficulty, and authenticity.
The next principle refers to the text that has important role in determining
how easy or difficult something to understand. The text will be more difficult to
be understood by the students if it is not natural or related to the students’ realworld. That is why the authenticity of the text is also needed (Nunan. 2003, p.33).
5) Teach listening strategies.
As quoted by Nunan (2003: 35) from Rost (2002: 155), there are five
strategies that are used by successful listeners.
a) Predicting : Effective listeners think about what they will hear.
b) Inferring : It is useful for students to “listen between the lines”.
c) Monitoring: Good listeners notice what they do and do not understand.
d) Clarifying : Efficient students ask questions and give feedback to the speaker.
e) Responding: Students react to what they hear.
f) Evaluating : They check on how well they have understood.

3. Task-based Learning
a. Nature of Task-based Learning
Task-based Learning (TBL) focuses on the use of authentic language and
on asking students to do meaningful tasks using the target language (Willis, 1996,
p.24). Willis (1996) also said that all the tasks are ‘goal-oriented’ which means
that all the tasks given certainly have goals to be achieved (p.24). It is now

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21
obvious that when the students are asked to complete a task, they not only need to
do and finish the task but also need to understand and convey the meaning of this
task. Hence, the students may realize the goal of the task given. In other words,
while the students are doing the tasks, they use language in a meaningful way.
Meanwhile, Nunan (2004) defines task-based learning into two kinds; they are
target tasks or real-world and pedagogical tasks (p.1).
As quoted by Nunan (2004:2) from Long (1985:89), target tasks mean:
…..a piece of work undertaken for oneself or others, freely or for
some reward. Thus examples of tasks include painting a fence, dressing
a child, making a hotel reservation, borrowing a library book, finding a
street destination, and helping someone across a road. In other words, by
“task” ismeant the hundred and one things people do in everyday life, at
work, at play, and in between.
Target task is something that can be achieved in learning outside the
classroom. People can learn the target task in their daily life.
On the other hand, the pedagogical task refers to the task from the real
world which can be learned in a classroom. Nunan (2004) defined a pedagogical
task as (p.4):
….a piece of classroom work that involves students in comprehending,
manipulating, producing, or interacting in the target language while their
attention is focused on mobilizing their grammatical knowledge in order to
express meaning, and in which the intention is to convey meaning rather
than to manipulate form.
Nunan also states that in the pedagogical task, the task will involve the
communicative language which focused on the intended meaning and user’s
attention rather than the grammatical form.

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22
There are many advantages of task-based learning to learn language. One
of them is that task-based learning has a strong communicative approach where
students spend a lot of time communicating. It means that the students are allowed
to have more meaningful communication. It looked more student-centered,
enjoyable and motivating. (Frost, 2004)
Since Task-based learning is mostly emphasize on the students, here the
teacher has a role to be facilitator who can guide the students to do the task and
achieve the task goals (Willis, 2003, p.40). Therefore, in applying this Task-based
Learning, the teacher should understand and consider about the important
components of Task-Based Learning.

b. Principles for Task-based Learning
There are seven principles for task-based learning, as summarized by
Nunan (2004: 35-38). Those principles are described as