Task-based English listening materials for the Eighth Graders of SMP Negeri 2 Yogyakarta.

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ABSTRACT

Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.

Listening is one of the language skills which should be mastered by students since this skill enables them to communicate with each other. However, listening is considered as the most difficult skill for most English students of non-native speakers. One of the reasons for this is the lack of listening exercises provided by the teachers due to the limitation of the listening materials. The English students of SMP Negeri 2 Yogyakarta experienced this case.

This study aims to design English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta. The materials were designed based on task-based language teaching because the students were actually interested in doing various kinds of tasks related to their daily life. This study is carried out to answer two research problems. The first is about how the English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta are designed. The second is about what the English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta I looks like.

This study was an Educational Research and Development (R&D). In answering the first research question, the writer designed a model which was adapted from five phases of R&D cycle, and the instructional design model of Kemp and Yalden. The writer implemented seven phases of the models. The phases are to gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, and revise the designed materials. Based on the results of the experts’ clarification on the designed materials, the designed materials were acceptable for the eighth graders of SMP Negeri 2 Yogyakarta.

Finally, the writer presented the final version of the designed materials as the answer to the second research question. The look of the designed materials represented the application of task-based framework. There were pre-task, main-task, and post-main-task, followed by some suggested varieties of tasks from listening theory. The complete designed materials are attached in appendix K.


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ABSTRAK

Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.

Mendengarkan merupakan salah satu kemampuan yang harus dikuasai oleh siswa karena membantu mereka untuk berkomunikasi satu sama lain Namun, kemampuan mendengarkan dianggap sebagai kemapuan yang paling sulit oleh sebagian besar siswa. Salah satu alasan alasannya adalah siswa jarang berlatih kemampuan mendengarkan. Hal ini diakibatkan karena terbatasnya materi kemampuan mendengarkan yang dimiliki oleh guru. Kasus seperti ini dialami oleh para guru bahasa Inggris di SMP Negeri 2 Yogyakarta.

Penelitian ini bertujuan untuk merancang materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta. Materi dirancang berdasarkan pembelajaran berbasis tugas karena siswa kelas delapan cenderung tertarik dalam mengerjakan tuga yang berhubungan dengan kehidupan sehari-hari. Penelitian ini dilakukan untuk menjawab dua rumusan masalah. Pertama adalah tentang bagaimana materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta dirancang. Kedua adalah tentang seperti apa materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta.

Studi ini adalah Educational Research and Development (R&D). Menjawab rumusan masalah pertama, penulis mendesain sebuah model yang merupakan adaptasi dari kelima langkah dalam siklus R&D beserta kombinasi dari model desain Kemp dan Yalden. Penulis menggunakan tujuh tahap model desain. Tahap-tahap tersebut meliputi gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, dan revise the designed materials. Berdasarkan hasil verifikasi dari para ahli mengenai rancangan materi, rancangan materi dapat diterima oleh siswa kelas delapan SMP Negeri 2 Yogyakarta.

Sebagai proses akhir, penulis merancang versi akhir dari materi. Versi akhir dari materi ini menjawab rumusan masalah yang kedua. Tampilan materi mencerminkan pengaplikasian dari kerangka pembelajaran berbasis tugas. Terdapat pre-task, main-task, dan post-task, yang selanjutnya dilengkapi dengan berbagai variasi tugas berdasarkan teori mendengarkan. Tampilan lengkap materi dapat dilampirkan pada lampiran K.


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TASK-BASED ENGLISH LISTENING MATERIALS FOR

THE EIGHTH GRADERS OF

SMP NEGERI 2 YOGYAKARTA

A

SARJANA PENDIDIKAN

THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Shela Novitasari Student Number: 091214027

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

SANATA DHARMA UNIVERSITY 2014


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i

TASK-BASED ENGLISH LISTENING MATERIALS FOR

THE EIGHTH GRADERS OF

SMP NEGERI 2 YOGYAKARTA

A

SARJANA PENDIDIKAN

THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By Shela Novitasari Student Number: 091214027

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

SANATA DHARMA UNIVERSITY 2014


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ASarjana Pendidikan Thesis on

TASK-BASED ENGLISH LISTEI{ING MATERIALS FOR

TIIE EIGIITH

GRADERS

OFSffP

IVEGERI 2 YOGYAKARTA

Advisor

-sb{

Veronica Triprihamrini, S.Pd., M.Hr.mo-,

MA

ll

ffi

g'ru

I?

[9.

b.H


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STATEMENT OX' WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work of parts of the work of other people, except those cited in the.quotations and the

refere,nces, as a scie,ntific paper should.

Yograkrta" Januqry I 5, ZAI 4 The writer,

ShelaNovitasari

a9u4a21


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LEMBAR PERI\IYATAAN PERSETUJUAI\

PUBLIKASI KARYA

ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: ShelaNov-itasari

NomorMahasiswa :097214027

Derni pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

TASK.BASED ENGLISH LISTENING MATERIALS FOR

TIIE EIGHTII GRADERS

OF SMP NEGERI 2 YOGYAKARTA

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 mencanfumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenamya.

Dibuat di Yogyakarta

Pada tanggal: 1 5 Januai 2014

Yang menyatakan


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vi

Keep hopes up high and head down low

This thesis is dedicated to: My Allah SWT

My father, mother, and sister My close friends


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vii

ABSTRACT

Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.

Listening is one of the language skills which should be mastered by students since this skill enables them to communicate with each other. However, listening is considered as the most difficult skill for most English students of non-native speakers. One of the reasons for this is the lack of listening exercises provided by the teachers due to the limitation of the listening materials. The English students ofSMP Negeri 2 Yogyakartaexperienced this case.

This study aims to design English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta. The materials were designed based on task-based language teaching because the students were actually interested in doing various kinds of tasks related to their daily life. This study is carried out to answer two research problems. The first is about how the English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta are designed. The second is about what the English listening materials based on task-based language teaching for the eighth graders ofSMP Negeri 2 Yogyakarta Ilooks like.

This study was an Educational Research and Development (R&D). In answering the first research question, the writer designed a model which was adapted from five phases of R&D cycle, and the instructional design model of Kemp and Yalden. The writer implemented seven phases of the models. The phases are to gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, and revise the designed materials. Based on the results of the experts’ clarification on the designed materials, the designed materials were acceptable for the eighth graders of SMP Negeri 2 Yogyakarta.

Finally, the writer presented the final version of the designed materials as the answer to the second research question. The look of the designed materials represented the application of task-based framework. There were pre-task, main-task, and post-main-task, followed by some suggested varieties of tasks from listening theory. The complete designed materials are attached in appendix K.


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viii

ABSTRAK

Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.

Mendengarkan merupakan salah satu kemampuan yang harus dikuasai oleh siswa karena membantu mereka untuk berkomunikasi satu sama lain Namun, kemampuan mendengarkan dianggap sebagai kemapuan yang paling sulit oleh sebagian besar siswa. Salah satu alasan alasannya adalah siswa jarang berlatih kemampuan mendengarkan. Hal ini diakibatkan karena terbatasnya materi kemampuan mendengarkan yang dimiliki oleh guru. Kasus seperti ini dialami oleh para guru bahasa Inggris di SMP Negeri 2 Yogyakarta.

Penelitian ini bertujuan untuk merancang materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta. Materi dirancang berdasarkan pembelajaran berbasis tugas karena siswa kelas delapan cenderung tertarik dalam mengerjakan tuga yang berhubungan dengan kehidupan sehari-hari. Penelitian ini dilakukan untuk menjawab dua rumusan masalah. Pertama adalah tentang bagaimana materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta dirancang. Kedua adalah tentang seperti apa materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta.

Studi ini adalah Educational Research and Development (R&D). Menjawab rumusan masalah pertama, penulis mendesain sebuah model yang merupakan adaptasi dari kelima langkah dalam siklus R&D beserta kombinasi dari model desain Kemp dan Yalden. Penulis menggunakan tujuh tahap model desain. Tahap-tahap tersebut meliputi gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, dan revise the designed materials. Berdasarkan hasil verifikasi dari para ahli mengenai rancangan materi, rancangan materi dapat diterima oleh siswa kelas delapan SMP Negeri 2 Yogyakarta.

Sebagai proses akhir, penulis merancang versi akhir dari materi. Versi akhir dari materi ini menjawab rumusan masalah yang kedua. Tampilan materi mencerminkan pengaplikasian dari kerangka pembelajaran berbasis tugas. Terdapat pre-task, main-task, dan post-task, yang selanjutnya dilengkapi dengan berbagai variasi tugas berdasarkan teori mendengarkan. Tampilan lengkap materi dapat dilampirkan pada lampiran K.


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ix

ACKNOWLEDGEMENTS

Firstly, I would like to give my greatest gratitude to Allah SWT for His wonderful blessings and His everlasting love that always strengthen me to live my life. He gives me the strength and support through many great and fabulous people around me. I thank Allah so much for giving me the chances to do my best in finishing this thesis. Thank you for giving me a chance to make people, whom I love, happy and proud of me through the result of this thesis, Allah.

I address my sincere gratitude to my best sponsor, Veronica Triprihatmini, S.Pd., M.Hum., M.A. for her guidance, patience, attention, and encouragement. I really thank her for giving me her time to help me accomplish my thesis. All comments, suggestions, and corrections from her were so valuable for me. My gratitude goes to all the lecturers, staff, and students of ELESP Sanata Dharma University for a lot of worthy things they have done and given to me during my study in this campus. I would also like to say thank you to all librarians who have assisted me during the accomplishment of my thesis. Furthermore, I would like to express my thankfulness to IbuMade Frida Yulia, S.Pd., M.Pd.for being the best academic advisor for ELESP students of Class A batch 2009.

My greatest love and gratitude are also addressed to my beloved family,

Bapak Firdaus,Ibu Rita Zahara,and AdikDita Ferina Daus. I thank them for all their love, patience, trust, prayer, support, and for being my best parents and


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x

sister. They are my greatest motivation and inspiration so that I could completely finish my thesis. I am deeply grateful for having them in my life.

I am going to give my deepest thanks to all my best friends, Angela Kenya Astari, Paskalis Damar Aji Kurnia, Fitriani, Intan Lestari, Yogaku Puspitarini, M. Qahar Malik, Radinal Akbar, Alvin Gutama, Veronica Sulistyani, Stella Maris, Margaretha Geraldine Arbella, Elisabet Nindia Paramita, Sr. Anselina, Romo Anton Waget, Sisilia Endah Lestari, Maria Evita Sari, Cristina Mariana Ayogyani, Wilda Prandika, Aloysia Prajnyaningtyas, Wanda Murpriono, Bayu Adi Pamungkas, Berta Kusumastuti, Henny Franscisca, Maria Sisca Innovani, Pungki Rusmayadi, Danny Trias Prisnanda, Hermawan Deny Prasetyo, my boarding house friends(Ida, Imas, Roza, Tere, Venny, Vannie, Fatwa, Putri, Iva, Lia),my family in AZ Dancer Community(MbakMae, Deli,MbakLigolita, Aning),Englicious Jogja (Mas Daniel and Mbak Swanti), and the other best friends whom I cannot mention one by one, for their support, laugh, smile, friendship and all the moments we spent together.

Last but not least, my greatest gratitude also goes to all PBI 2009 students, for the wonderful moments during the study in Sanata Dharma University, and all the people I know whose names could not mentioned here one by one. Just do your best for people you love while you still have time. Allah grants us the best in our life. May Allah be within us always.


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xi

TABLE OF CONTENTS

Page

TITLE PAGE ………...i

APPROVAL PAGES ..………...ii

STATEMENT OF WORK’S ORIGINALITY ………...iv

PERNYATAAN PERSETUJUAN PUBLIKASI………...v

DEDICATION PAGE ………..…...vi

ABSTRACT ………...…………...vii

ABSTRAK……….viii

ACKNOWLEDGEMENT ……….ix

TABLE OF CONTENTS ……….………..xi

LIST OF TABLES ………...xiv

LIST OF FIGURES ………...xv

LIST OF APPENDICES ………..xvi

CHAPTER I: INTRODUCTION………....1

A. Research Background……….1

B. Research Problems.……….5

C. Problem Limitation ...……….6

D. Research Objectives………....6

E. Research Benefits.………..6


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xii

CHAPTER II: REVIEW OF RELATED LITERATURE ………...9

A. Theoretical Description ……….9

1. Theory of Instructional Design ...9

2. Task – Based Language Teaching ...16

3. Listening ...23

4. School Based Curriculum ...30

B. Review of Related Studies ...31

C. Theoretical Framework ...33

CHAPTER III : METHODOLOGY………..38

A. Reseach Method………....38

B. Research Setting.………..40

C. Research Participants ………...41

D. Instruments and Data Gathering Technique ...42

E. Data Analysis Technique ...45

F. Research Procedures ...47

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION.………...49

A. The Steps in Designing the Materials………...49

1. Students’ Characteristics………...49

2. Goals, Topics, and General Purposes……….………..52

3. Learning Objectives……...………...………...53


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xiii

5. Teaching/ Learning Activities………..56

6. Evaluation………...……….57

7. Revision………...……….………...58

B. The Look of the Designed Materials...59

1. Pre-task ...59

2. Main-task ………60

3. Post-task ...60

CHAPTER V : CONCLUSIONS AND SUGGETIONS ……….62

A. Conclusions...62

B. Suggestions……...65

REFERENCES ……….66


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xiv

LIST OF TABLES

Table Page

3.1 Participants on the Preliminary Field Testing ………...42

3.2 Degree of Agreement Points………..46

3.3 Evaluators’ Evaluation Description (Blank) ………...46

4.1 Competence Standard, Basic Competence, and Topics ………53

4.2 Indicators ………...54


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xv

LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Process ……….13

2.2 Yalden’s Design Model ………...16

2.3 Relationship between Task and Its Components ...……….17


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xvi

LIST OF APPENDICES

Appendix Page

A. Letter of Permission ………...69

B. Questionnaire to the Students (Bahasa Indonesia)……….70

C. The Result of the Questionnaire to the Students (Sample) ………74

D. Questionnaire’s Result (Percentage Form) ..……….……….86

E. Interview Guideline for the Teachers..………...90

F. Designed Materials Evaluation Questionnaire.………...91

G. The Result of the Designed Materials Evaluation Questionnaire ……...95

H. General Description of the Designed Materials ………...101

I. Syllabus ………...105

J. Lesson Plan ………..113


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1 CHAPTER I INTRODUCTION

This chapter provides the background information dealing with the

research topic. It consists of six sections, namely; the research background,

research problems, problem limitation, research objectives, and research benefits

as well as the definition of terms. They are respectively elaborated as follows.

A. Research Background

Nowadays, according to Seidlhofer (2005), English is stated to be a

global language or international language for English is chosen as “the means of

communication among people from different first language backgrounds” (p.

339). This term is later on known as ‘English as a Lingua Franca’. As supported

by Canagarajah (2007) that “English is used most often as a contact language by

speakers of other languages in the new context of transnational communication (p.

925).” For this reason, terms like ‘English as a Second Language’ (ESL) and

‘English as a Foreign Language’ (EFL) appear.

In Indonesia English is considered as a foreign language and it is used

mostly for specific purposes such as in education, business, and politics; it is not

used in actual daily conversation. In order to be able to use English for business

and politics purposes, English should be taught as one of the compulsory subjects


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curriculum during this study, all students in Indonesia should learn from the very

elementary proficiency level in elementary school into more advanced proficiency

level in high school, even more sophisticated in the university level. Since English

is not the first language in Indonesia, the use of English, especially in learning and

teaching activities is sometimes problematic.

Furthermore, since English becomes one of the teaching learning

subjects in Indonesian education’s curriculum, it is obligatory for high school and

university students to learn English as a subject. The expectation of learning

English at school is that the students can master English. However, many of the

students who learn English at school still encounter English as a difficult subject.

This fact can happen because the students have to deal with four skills in learning

English which according to Peraturan Menteri Pendidikan Nasional Republik

Indonesia Nomor 22 2006 the four skills cover listening, speaking, reading, and

writing (p. 280). Hence, it is not easy for Indonesian students to master English.

There are two categorizations of language skills. According to Nunan

(2003, p. 24), speaking and writing are the productive skills while listening and

reading are receptive skill. However, it cannot be said that one of the receptive

and productive skills is important for learning language. Basically, among those

four skills, the basic step for students to learn language is listening skill. It stands

for the accordance with Brownell (1996) that listening is learnt first before

speaking, reading, and writing (p. 6). Brownell adds that effective communication

is started first from listening, not speaking (p. 6). In addition, as stated by Goh


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time” (p. 1). Thus, based on the ideas that come up from Brownell and Goh, in

order to be able to communicate effectively, each speaker—in this case, student—

has to listen to each other. Therefore, each student can comprehend what their

partners are saying and know what to do or say then. It is also supported by

Nunan (2003) that listening is a process that actively leads everyone involved in

the interaction to catch the meaning of what is being listened to (p. 24). Based on

above paradigm, it could be concluded that by mastering listening skill or having

a good listening skill, English learners can easily understand the meaning of every

single word they learn, communicate what they have, and know exactly what they

should do or write. Without listening first, there will be no way to know what to

say.

Mastering listening skill is, however, not easy for Indonesian students. It

happens because Indonesian people are not accustomed to communicating in

English. Therefore, they still encounter difficulties in this skill. The eighth graders

of SMP Negeri 2 Yogyakarta experience these difficulties. The writer figured out

this fact when doing her Program Pengalaman Lapangan (PPL). Through the

study conducted on the eight-grade English teachers and through teaching activity

for the eighth graders of SMP Negeri 2 Yogyakarta, the writer found that the

teachers only had a few listening materials in the form of students’ worksheet and

one book as the only textbook or reference used in listening section. There was no

other reference used as the students’ guidance book for listening. Thus, this study

provides more English listening materials for eighth graders of SMP Negeri 2


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In addition, the writer found that all of the teaching learning media

facilitated by the school in the language laboratory and every classroom were not

utilized properly. This was the reason why the teachers only read the dialogue or

monologue text while teaching listening in class. This caused the students hardly

listen to what the teacher read for them. On the contrary, when the writer

conducted teaching practice of listening in class using recording, the students paid

attention seriously. It showed that the students were interested in getting to know

what the speaker said in the recording. Thus, the lack of the teaching learning

media usage leads the writer to propose English listening materials to be used in

the language laboratory as well as in the classroom.

In fact, all students were enthusiastic and interested in doing various

kinds of tasks and listening activities in the classroom, even though, the students

easily felt bored during the listening class. There were two reasons at least,

namely the lack of listening materials used during the listening class and the tasks

given to the students to work in the class or outside the class. Based on these facts,

the writer proposes the use of various English listening materials for eighth

graders ofSMP Negeri 2 Yogyakarta and the use of task-based language teaching

as the proper approach to use. The writer believes that task-based language

teaching is one of the best approaches to help the teachers give the students more

listening practices and tasks as well as to support the students having more

chances to improve their listening skill. In accordance with the writer’s

experience, when the students were given some tasks while listening to the


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that more listening tasks could attract the students’ attention to enjoy the listening

class. In addition, Nunan (2004) underlines that the very important facet of

learning process is the students’ personal experience which is implemented in

several kinds of listening section’s activities and other activities connected to the

skill in which the students’ need becomes its consideration (p. 1). Therefore,

through this approach, various kinds of activities suggested in task-based

language teaching become the consideration in formulating various kinds of

listening activities for the students. In addition, by doing more tasks or exercises

related to the listening, the students can obtain more chances to use the language

in the real world as well as improve their English mastery especially in listening

skill. Moreover, considering the implementation of School-based curriculum in

the school, the writer intends to design the English listening materials design

based on the School-based curriculum.

B. Research Problems

Based on the research background, the problems of this study are

formulated as follows.

1. How are the task-based English listening materials for the eighth graders

ofSMP Negeri 2 Yogyakartadesigned?

2. What does the design of task-based English listening materials for the


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C. Problem Limitation

This study focuses on the field of English language teaching. The aim of

this study is to develop English materials for junior high school. This study is

limited to the design of task-based English listening materials for the eighth

graders ofSMP Negeri 2 Yogyakarta.

D. Research Objectives

This study, firstly, aims to explain how the task-based English listening

materials for the eighth graders of SMP Negeri 2 Yogyakarta are designed.

Secondly, this study is to present the design of the task-based English listening

materials for the eighth graders ofSMP Negeri 2 Yogyakarta.

E. Research Benefits

This study is expected to contribute benefits to the development of

teaching English for junior high school. The beneficial contributions of this study

are addressed to the teachers, students of SMP Negeri 2 Yogyakarta, and other

material designers. The writer illustrates further the benefits as follows.

1. The Teachers

This study gives teachers sufficient, proper, and various listening

materials. The expectation of giving some various listening materials in various


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2. The Students ofSMP Negeri 2 Yogyakarta

This study gives students more listening practices. Through some given

interesting listening tasks or exercises, the students will be motivated to enjoy

listening activities. It is also expected to improve the students’ listening skill.

3. The Other Material Designers

This study gives references to other material designers in the same

field. It is expected that the other material designers can explore this design.

Furthermore, they can develop this designed material more in order to fulfill the

students’ needs.

F. Definition of Terms

This section provides the definition of some terms as the keywords used

in this study in order to avoid misunderstanding. The keywords are design,

task-based language teaching, listening, and eighth graders. They are respectively

explicated as follows.

1. Design

Hutchinson and Waters (1987) clarify that designing deals with ways of

producing materials that answers the learning objectives and determines subject

area of certain learners (p. 65). It can be concluded that design is an arrangement

to make something related to learning process based on the goal of specific

purpose in the form of materials or activities that can be implemented and revised.


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materials using task-based language teaching in which it can give students more

chances to use the language in the real world and improve their listening skill.

2. Task-based Language Teaching (TBLT)

Nunan (2004) states that “Task Based Language Teaching is a need –

based approach which focuses on the content selection and emphasizes on the

learning through interaction in the target language” (p. 1). In this study,

task-based language teaching (TBLT) is defined as an approach in designing listening

materials for eighth graders of SMP Negeri 2 Yogyakarta which give priority to

students to have more chances improving their listening skill through tasks.

3. Listening

Rost (2002) defines listening as a process of getting to know what others

say and making sense or comprehending the meaning in order to give an

appropriate response (pp. 2-3). In this study, listening is defined as a process of

receiving information through what students heard. Besides, the listening material

is also defined as the focus of the items which are going to be taught in order to

develop and improve students’ listening skill.

4. Eighth Graders

The students in this study are the eighth graders of SMP Negeri 2

Yogyakarta. The school is one of the junior high schools in Yogyakarta which is

located on Jl. Senopati No. 28 – 30 Yogyakarta. The eighth graders in this study

are students who are learning in the second grade of junior high school. Those


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9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature review of the study. It is divided into three parts, namely the theoretical description, review of related studies, and theoretical framework. The theoretical description focuses on the relevant theories underlying the study. The review of related studies discusses some studies which are related to the study. Meanwhile, the theoretical framework focuses on answering the problem formulation of the study based on the theoretical description which is used as the guideline.

A. Theoretical Description

This part explains some theoretical principles which underline the design of the listening materials. Those theoretical principles are the theory of instructional design, task-based language teaching, listening, and school-based curriculum. The explanation about those theories will be described as follows.

1. Theory of Instructional Design

This study needs a guideline in designing English listening materials for eighth graders ofSMP Negeri 2 Yogyakarta. Therefore, the theory of instructional design is needed to support the designing process. According to Reigeluth (1999), “An instructional design theory is a theory that offers explicit guidance on how to better help people learn and develop ” (p. 5). In addition, Gagne and Briggs


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(1979) state that, “Instruction is a set of events which affects learners in such a way and support learners to develop in their own direction” (p. 3). Therefore, the ideas proposed by Reigeluth and Gagne and Briggs about instructional design theory, strengthens the writer to construct an instructional design model as the guidance in helping the writer to have a good designing process.

Since the instructional design model is various, the writer applies two of the models, namely Kemp’s instructional design model and Yalden’s instructional design model. Those two instructional design models are considered by the writer having similar phases and completing each other. Thus, both Kemp’s and Yalden’s design models become the principles of designing the listening materials. However, although the writer uses Kemp’s and Yalden’s design models as the principles in designing the listening materials, the writer also uses Kalman, Kemp, Morrison and Ross’ design model to support Kemp’s and Yalden’s design models. The writer finds Kalman, Kemp, Morrison and Ross (2011, pp. 14-17) share the same idea with Kemp and Yalden.

a. Kemp’s Instructional Design Model

Kemp has a concept that the designing process can be started from any phase and it is possible to go back and forth to the other phases. Besides, Kemp’s model can be applied in all levels of education (Kemp, 1977: 8-9). The application of the Kemp’s model can be used in elementary school, secondary school, or even college. Thus, the writer becomes more confident to use Kemp’s instructional design model in designing listening materials for junior high school ofSMP Negeri 2 Yogyakartaas it has two strengths which are mentioned above.


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Kemp (1977: 8) claims that instructional design model has eight phases. They are: determine the goals, topic, and general purposes, mention learners’ characteristics, specify learning objectives, list the subject content, develop pre-assessment, select teaching learning activities, coordinate support services, evaluate learners’ learning. Each of the phases is respectively elaborated as follows.

The first phase is to determine the goals, topics, and general purposes. Kemp (1977: 15) says that in this phase the writer should decide the goals which are going to be achieved. The writer then selects the topics for teaching the students. After that, list the general purposes is needed as the key to know what the teachers want to fulfill in the topics.

The second phase is to mention learners’ characteristics. Kemp (1977: 18) states that gaining the information about the learners’ capabilities, needs, and interests is important in instructional planning. In addition, Kalman, Kemp, Morrison and Ross (2011) in their design model state that “defining the characteristics of the target audience” as well as “identifying the need or performance problem the client wishes to solve” (p. 15) are the important components of instructional design. Based on the ideas above, it can be concluded that knowing what is truly needed by the learners is important as the guidance to design the appropriate materials.

Furthermore, the third phase, namely to specify learning objectives is needed in order to achieve performances that promote learning as the outcome (Kemp, 1977, p. 23). Supporting this standpoint, Kalman et al. (2011) state


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learning objectives are used to make sure the students have something to be mastered through the lesson (p.16). It means the learning objectives specify what to achieve by the students after studying the lesson.

The next phase is to list subject content. Kemp states that the subject content can be listed by outlining the information of what to be taught (Kemp, 1977, p. 44). To support Kemp’s idea, Kalman et al. (2011) also suggest this phase to be used by the designer as this phase enables the designer to “determine what knowledge and procedures needed to help the learners master the objectives” (p. 15). It clearly means that subject content has to support the achievement of the learning objectives.

The fifth phase is to develop pre–assessment. The pre-assessment aims to know the learners’ background about what they have known. Kemp (1977: 51) clarifies that pre-assessment will be helpful in determining the exact topic to be learnt in order to avoid the learners waste their time by studying the topic they have already mastered. The sixth phase is to select teaching learning activities and resources. In this phase, the focus must be put on knowing the plus and minus of various methods and materials to get the best one which is appropriate for the learners’ needs (Kemp, 1977, p. 55).

The seventh and the eighth phases in Kemp’s model are to coordinate supporting services and evaluate the learners’ learning. The support services are budget, facilities, equipment, time and schedule, and even coordinating with other activities, which should be prepared well to prevent any possible constraints in designing the plan (Kemp, 1977: 85-88). Finally, evaluating the learners’ learning


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Goals, Topics, and General purposes Teaching/ Learning Activities, Resources Learning Objectives Learners Characteristic Subject Content Pre-Assessment Support Services Evaluation REVISE

is conducted to know the achievement of the learners dealing with the learning outcomes related to the objectives (Kemp, 1977, p. 91). Kemp’s design model is called a cycle process since it offers an ease to design the materials by letting the designers free to start designing the materials from any phases. The cycle process of designing materials based on Kemp’s model can be seen in figure 2.1.

Figure 2.1: Kemp’s Instructional Design Process (Kemp, 1977, p. 9)

b. Yalden’s Instructional Design Model

Yalden proposes seven phases as the process in designing materials. The first phase is to do the needs survey. In this phase, Yalden (1987: 101) clarifies that the needs survey is used to collect as much information or data as possible.


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The information or data collected includes communication requirements, personal needs and motivations, relevant characteristics of the learners, and even their teachers. By doing so, the designer will get the idea about what to do next dealing with the materials to design.

The second phase of Yalden’s model is to describe the purpose. The purpose which is gained in this phase is the purpose of language program. In describing the purpose of language program, the data or information collected through the needs survey will be used. The final result of the purpose described determines the kind of teaching learning activities related to the materials.

The third phase is to select/develop syllabus type. There are various kinds of syllabi suggested by Yalden which are structural-functional, structures and functions, variable focus, functional, and fully national. However, the selection of syllabus type depends on the learners’ objective. Besides, it is possible for the instructional designer to combine the several types of syllabi since there is no single model of syllabus which is universally agreed upon (Yalden, 1987: pp. 108-109). Thus, in selecting or developing syllabus type, the instructional designer has a space to compile a syllabus which is suitable for the learners by combining some types of syllabi.

The fourth phase is to produce a proto syllabus. In this phase, Yalden proposes the designer to work on the content description of the syllabus. The content description itself consists of topics, language function, rhetorical skills, variety of language, role-sets, and communicative events as well as grammar and lexis (Yalden, 1987: 138). However, the instructional designer can decide how


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many components to use in working on the content description. The decision itself is made by considering the data or information gathered from needs survey.

The fifth phase is to produce the pedagogical syllabus. In this phase, Yalden suggests that the teacher be creative in bringing out communicative activities which represent a repertoire in students’ life. As stated by Yalden about repertoire that, “the pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important to the learner” (Yalden, 1987, p. 144). Thus, it is clear that teacher plays an important role as the guide to let students gain the words in their lives through the words carried out by the teacher.

The last two phases are to develop and implement classroom procedure as well as do the evaluation. To implement the classroom procedure, the teacher should select the exercise types and teaching techniques as well as prepare the lesson plans and the weekly schedule. After all the requirements are completed, it is time to implement the materials in the classroom. Furthermore, the evaluation can be done after implementing the materials in the classroom. The evaluation can be obtained from the students, the material itself, and the teaching process. It can happen that these seven phases will be conducted again from the first phase if it is known that there is something wrong or weak in the materials designed. The process of designing materials based on Yalden’s model can be seen clearer in the following figure.


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Figure 2.2: Yalden’s Design Model (Yalden, 1987, p. 88)

2. Task-based Language Teaching a. Task Definitions

In defining the term ‘task’, Nunan (2004) differentiates the term ‘task’ itself; target task and pedagogical task (p. 1). He uses target tasks to point out to the implementation of language outside the classroom. On other hand, pedagogical task is pointed as the uses of language in the classroom.

Strengthen the point of defining the term ‘task’ by Nunan, Willis (1996) defines task as “activities where the target language is used by the learner for a communication purpose (goal) in order to achieve an outcome” (p. 23). Therefore, the writer comes up with definition of task as the classroom activity which has the goal to make the students comprehend the target language and use communicative language to direct them to reveal and extend the meaning.

b. Task Components

There are some components needed to create a task. As proposed by Nunan (2004), the components of task cover goals, input and procedures which

Needs Survey

Description of purpose

Develop-ment and implemen-tation of classroom procedures Selection/ Develop-ment of syllabus Evaluation Production

of a Proto-syllabus

Production of a pedagogical


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are supported by the roles of teacher and learner as well as settings (p. 41). The relationship between a task and its components can be seen below.

Figure 2.3: Relationship between Task and Its Components (Nunan, 2004, p. 41)

From the diagram, it can be seen that a single task can be created by the contribution of goals, input, procedures, teacher’s and learner’s role, and settings working together. The explanation on the task components can be delivered as follows.

1) Goals

On the back of any task, there are general purposes. The general purposes themselves are the goals (Nunan, 2004, p. 41). Thus, there must be the purposes behind any task which are called as the goals. The goals, as noted by Nunan (2004), may not have a “simple one-to-one relationship” to the tasks (p. 42). It means one task might have one or more goals.

2) Input

Nunan (2004) notes input as “the spoken, written and visual data that learners work with in the course of completing a task” (p.47). It means there are some kinds of data which the learners should deal with when working on a task. In this input, the use of authentic materials is being considered. Nunan refers

Goals

Input

Procedure

TASK

Teacher Role Learner

Role Setting


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authenticity to “the use of spoken and written material that has been produced for purposes of communication not for purposes of language teaching” (2004, p. 49). Thus, when working on the task, the learners should deal with material which is have a purpose for the communication.

3) Procedures

Procedures deal with what are going to do by the learners in the classroom (Nunan, 2004, p.52). The procedure aims to encourage the goals of any task to be achieved. By planning suitable procedures of task, the learners can easily gain the input.

4) Teacher and Learner Roles

Nunan (2004) notes the roles of the teacher and learner are aimed at “carrying out learning tasks as well as the social and interpersonal relationships” (p. 64) between them. It means the success of learning in the classroom depends on the cooperation of both teacher and learner in the classroom.

5) Settings

Settings for the task-based learning deal with the mode and environment. As stated by Nunan (2004), the mode refers to “whether the learner is operating on an individual or a group basis” while the environment refers to “where the learning actually takes place” (p. 71-72). It can be concluded that in settings the variety of task model and the setting of place are arranged.


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c. Task Varieties

There are many varieties of task which can be adapted for delivering the lesson. According to Willis (1996), there are six types of task which can be applied (pp. 26-28). The six types of task are elaborated as follows.

1) Listing

Listing type enables the students to come out with their own ideas on the topic discussed. The students can do the “brainstorming” and “fact-finding”. As the final result of doing this type of task, the students gain the complete list or a mind mapping draft on the topic discussed.

2) Ordering and Sorting

These types of tasks cover four process of activity. They are to arrange items in a good chronological order, rank items based on the particular personal value and criteria, group items based on the categorization, and classify items in different ways. Those processes can be used to make ordering and sorting types of tasks become more interesting.

3) Comparing

In this type, the students are provided task which deals with comparing information from different sources. There are three processes which are included in this type. They are to match specific items and find their relation to each other, to find the similarities of things as well as find the differences.

4) Problem Solving

In problem solving type of task, the students are encouraged to deal with reasons and intellectual in solving the problem. This is such a challenging type of


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task due to the problem can be simple or complex. The short puzzles, prediction on the ending of the story, and case studies can be used to complete the type of this task.

5) Sharing Personal Experiences

This type of task gives the students more chances to talk. The students are free to share their ideas or experiences related to the topic discussed. This is time for the students to communicate with others by doing the sharing. It helps the students to be accustomed to interacting with others. However, this type of task is better done outside the classroom due to the chances for students to interact with their friends to share each other’s experience are more outside the classroom.

6) Creative Tasks

In this type of task, there are chances to combine the other types of tasks to be done together. The tasks involve the grouping or pairing of the students. The students work in pairs or groups to do the task. The students can be given the tasks of predicting what they are going to hear and then share their ideas to other friends. After that they are asked to listing the answers from other friends and listen to the recording to know which answers is the closest one to the recording.

d. The Task-based Language Teaching Framework

The framework of task-based language teaching consists of three phases. The phases are proposed by Willis (1996). The phases of task-based language teaching are presented as follows (Willis, 1996, pp. 36-65).


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1) Pre-task Phase

This phase is aimed at introducing the topic and task. It usually takes a short time to do the pre-task depending on how deep the students’ knowledge on the topic discussed (Willis, 1996, p. 42). By doing the pre-task, the students are encouraged to be interested in doing the following task. There are some activities in pre-task which can be applied in the classroom. The activities, as proposed by Willis (1996) are “to classify words and phrases, match phrases to pictures, challenge the memory, brainstorm, think of questions to ask, and recount a similar experience” (p. 44). The activities mentioned above can be used to attract the student’s attention to deal with the topic lesson discussed.

2) Task Cycle

In task cycle, according to Willis (1996), the students are given “the chance to use whatever language they already know in order to carry out the task” and using the language in “planning their reports of the task” (p. 40). It means the students are freely using their own way to understand and do the task. After that, by the guidance from the teacher, the students work with friends to share what they already catch on the task to the class.

The cycle is divided into three phase. They are task, planning, and report. In the task phase, the students start to do the task. The task can be pair task or group task. The role of the teacher in the task phase is to “monitor and encourage” the students to do the task. Willis suggests the teacher to “stop the task when most pairs have finished” as well as give the short “comments on content” (1996, p.


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52). This means that the teacher should be able to control the classroom when the students do the task.

The next phase in task cycle is the planning. In planning, the students prepare their report on what the information they get from the task to be shared to the class. Willis notes the role of the teacher in the planning phase is “as linguistic adviser, giving feedback” in order to “help students to correct, rephrase, rehearse, and/or draft a written report” (1996, p. 52). Thus, in this phase, the students work on the preparation to share what they get to the class by the guidance from the teacher in using the exact language to present the report.

The last phase in task cycle is the report. This phase requires the students to present their report to the class in verbal or written. As Willis noted about the teacher’s role in this phase that “teacher acts as chairperson, linking the contribution, summing up” and, as the teacher does in the planning phase, giving the feedback on the report presented (1996, p. 52). The task, planning, and report phase enable the students to be accustomed to using the target language in communication.

3) Language Focus

After the task cycle, it is time to apply the language focus. The language focus is aimed at underlying the specific language features occurred during the task cycle. Willis suggests two activities to complete the language focus. The activities are analysis and practice. In analysis activity, Willis (1996) notes the students “analyze texts, transcripts, and sets of examples taken from familiar data” (p. 100). It means the students discuss specific features used in the text or


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recording they hear. Besides, the practice activity is usually conducted by requiring the students to work on “words, phrases, pattern and sentences from the analysis activities” (Willis, 1996, p. 100). Thus, the students have a chance to review what they get after analysis the language focus.

3. Listening

a. The Nature of Listening

According to Nunan (2003, p. 24), listening is a receptive skill that requires somebody to receive and understand incoming information or input. In addition, listening refers to a complex process which allows people to understand the spoken language, as stated by Rost (2002, p. 7). It can be concluded that listening is one of the skills which should be mastered by people in order to gain and understand the information which is said by other people. This skill enables people to communicate with each other by understanding what each other says.

Listening is considered as the most difficult skill to most students (Riddell, 2001, p. 108). However, there are chances for the teachers to help the students to improve their listening skill. As stated by Harmer that through a combination of extensive and intensive listening material and procedures, students can improve their listening skill (2001, p. 228). The extensive and intensive listening materials and procedures provide varied teaching-learning activity for listening skill both inside and outside the classroom.


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b. Extensive and Intensive Listening 1) Extensive Listening

Extensive listening gives a chance for the students to be active independently in improving their listening skill. In such a way, the students are encouraged to freely listen to anything they want. Moreover, the students can do the listening section whenever they want. They can do it at home or other places they want as long as it is outside the classroom. In extensive listening, there is no limitation for the students to choose the materials they want to listen to. They can find the materials from many sources. The sources can be from the tape of authentic materials, coursebooks tapes, or even the sources which are recommended by the teacher (Harmer, 2001: 228).

In addition, the extensive listening gives the students more reasons to listen. By given some kinds of tasks, the students are supposed to listen more to complete the tasks. Harmer adds that giving the students some tasks, such as record their responses to what they have heard in personal journal, summarize the content of tape, write comments on a student web site, may becomes the reason to force the students to listen more. This is one kind of effort to encourage extensive listening (Harmer, 2001, p. 229). Therefore, by applying extensive listening, the teacher can help the students have more chances to listen freely as well as improving their listening skill through listening more.

2) Intensive Listening

Hammer notes that intensive listening can be clarified into three categories. They are intensive listening using taped material, intensive listening


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‘live’ listening, and the roles of the teacher in intensive listening (2001, p. 229). This statement implies that in intensive listening there are three types of activities which can be applied, namely, using taped material, ‘live’ listening , and the teachers’ roles. The use of taped material seems common among the teachers when teaching listening skills. Taped material can be in the form of CD player or tape recorder. In using the taped material, the teacher indirectly gives the students a chance to listen to a variety of different voices apart from just their own teacher’s. Moreover, the taped material is also portable, readily available, and relatively inexpensive. Besides, taped material can also consists of both audio and audio visual materials. Thus, music and video can be also used as the materials. Those can be the bases for teacher to “rely on” taped material in preparing “source of language input” (Harmer, 2001, p. 229). However, there are some things that should be the attention for the teacher when using the taped material. Using taped material means dealing with tape or disk and machine quality. Thus, it would be good for the teacher to check the tape or disk as well as machine quality before the listening section is started.

Instead of the use of taped material, the teacher can deliver listening section by ‘live’ listening. As cited in Harmer (2001, p. 230), live listening becomes a popular way to make sure that communication is authentic because the teacher and/or visitors to the class talk to the students. Harmer mentions some forms of live listening activity which can be used in class. Those are reading aloud, story – telling, interviews, and conversations (Harmer, 2001: 231). Those


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kinds of activities provide the students another option to practice their listening skill.

Furthermore, intensive listening involves the teacher’s role to encourage the students in enjoying every activity in listening practices. In accordance with Harmer (2001, pp. 231-232), there are some roles of teacher which should be the focus in teaching listening. Those roles are organizer, machine operator, feedback organizer, and prompter. By being an organizer, the teacher should tell the students exactly what their listening purpose is and give them clear instructions about how to achieve it. Besides, the teacher should be wise in deciding when to stop and start the machine based on the students’ need as well as knowing how to operate the machine well. Those things are the role of the teacher as a machine operator. When doing the role as a feedback organizer, the teacher can check whether the students have completed the task successfully or not. It can be done by comparing their answer in pairs. The last, after giving the students chances to listen to the recording on a tape or disk for comprehension purposes, the teacher can play the role as a prompter. In this case, the teacher offers them the extra chance to listen again for more specific attention such as the variety of language used as well as the feature spoken.

c. Listening in the Classroom

There is a structured lesson plan to include listening activities in the classroom suggested by Nunan (2003, p. 42). The activities consist of a warm-up activity, a main listening task, and a speaking task related to the previous task. The listening activities in the classroom can be varied in the form of many tasks.


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The explanation of the listening activities in the classroom can be described as follows.

1) A Warming-up Activity

Before going to the main task of listening, the teacher can guide the students to do a warming-up activity. The activity itself can be a kind of pre-listening activity. The pre-pre-listening activity is usually done after they know the main topic of the recording, but before they begin the main listening task. There are some ways to do pre-listening activity suggested by Nunan (2003, p.37). The first is micro-listening which deals with the target items that occur mostly on the recording. While listening to the recording, the students should pay attention to the target items. Whenever they caught the items, they should raise their hands. The second is bits and pieces in which in this type the students have known the topic. Then they do the brainstorming of vocabulary which likely occurs on the recording. The students make a list and circle the one they listen from the recording. The third is “What do I want to know?” In this type the students have known the topic and are asked to imagine the situations. Then they write some questions about the information they think will be gotten in pairs or small groups.

2) A Main Listening Task

After doing a warming-up activity, the listening activity can be continued by the main listening task. Nunan (2003) gives some ways of delivering main listening task (p. 39). The first is “What is the order?” In this task, the students are asked to work on ordering some items in the correct order. Then listen to the recording to check the correct one. The second is “Which picture?” In this task the


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students are provided by some pictures and they are asked to identify the one that goes with what they are hearing.

3) A Speaking Task Related to the Previous Task

Nunan (2003) states that although listening and speaking are different skills, they can be put in one section in which both skills can work to complete each other (p.41). In this case, listening can be useful to stimulate a speaking activity. On the contrary, after listening to something, the students can use their speaking skill to respond to what they have listened to. Thus, in the classroom activity, speaking skill is also useful to encourage the students in gaining their listening skill. The students’ speaking task can be done in pairs or groups in which they respond to each others’ comprehension and answer on the materials listened to and tasks they have done.

d. Teaching Listening

In teaching listening in a country where English is a foreign language, Riddell (2001) suggests the English teachers pay attention to the “value” of listening lessons (p. 110). It means that there is no excuse to give the students less practice of listening lessons. On the contrary, the teachers should be aware of the specific difficulties the students might experience as well as give them kinds of help to solve the difficulties in listening lessons. Since the students might experience listening lessons stressful, there should be a plan or stage prepared before delivering the lesson. By breaking the lesson into stages, the students’ stress levels might be decreased. Therefore, Riddell proposes five stages of listening lesson for EFL learners (2001, pp. 109-110).


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The first stage is to do a pre-teach vocabulary. This stage enables the students to accommodate them in completing the tasks after listening to the recording. The second stage is to establish interest in the topic. To increase the students’ interest in the topic, the teacher can use some pictures related to the story or recording they will hear and ask the students to predict what the recording will be about. The third stage is to give “a listening for gist task” or “listening specific information”. The teacher plays the recording for the first time to get the students used to the voices and speed of the recording. Then, by asking some easy questions such as “What are they talking about? How many people are talking?” the teacher leads the students to gain the gist from the recording. The fourth stage is to give “a listening for detail”. In this stage, the teacher can ask more questions to get the more detail of information from the recording. A question such as “How do you know that they are friends or not?” can be delivered.

Furthermore, the last stage is to give “a follow-up activity” based on the topic. In this activity the teacher can either ask the students to talk about their favorite bed time stories or discuss the specific language point used in the recording. By staging the lesson such as above, the teacher helps the students to prepare themselves for what is to come as well as building the students’ interest in enjoying the listening class.

However, there are other things the teachers can do to help the students enjoy their listening lesson as well as improve their listening skill. The kind of help would be some tips, which are proposed by Riddell (2001, pp. 112-113). When using the tape recording, the teachers should place the machine as close as


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it should be to the students as well as play the recording for a few second first to check whether it is audible or not. Before the students listening to the recording, give the students the task and chance to read the instruction and the questions first. It is also good for the students to be convinced to not worry if they find it difficult at first because the teachers will play the recording for the second time or probably three times. Finally, having a discussion on the task after listening to the recording will help the students a lot.

4. School-based Curriculum

School-based curriculum is the latest curriculum applied in Indonesia’s education system. According to Muslich (2007), school-based curriculum is “an operational curriculum which is arranged and conducted by each school” (p. 17). This statement means the school is responsible for developing the curriculum. In school-based curriculum, the study of English in junior high school aims to encourage the students to reach a functional level which is to communicate verbally or in written form in order to solve the daily problems.

The school-based curriculum consists of syllabus which at least covers the competence standard and basic competence. The competence standard of English listening skill for eighth graders of junior high school semester two consists of two parts. One part is to understand the meaning of simple transactional and interpersonal conversation to interact with surroundings. The competence standard is followed by the basic competence which consists of two parts. The first is to respond meanings in spoken simple short functional text


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accurately, fluently, and acceptably in order to be able to interact with surroundings. The second is to respond meanings in simple short monologue accurately, fluently, and acceptably in order to be able to interact with surroundings in the form of narrative and recount text.

B. Review of Related Studies

In this part, the writer discusses some related studies on task-based language teaching. Among many related studies on TBLT, the writer reviews five of them. The study which was conducted by Jeon and Hahn (2006) studied about the teachers’ perceptions on the use of TBLT in Korean secondary school classroom. Their study showed that the teachers were interested in implementing TBLT as an instructional method to teach their students in the classroom. The teachers had a higher level of understanding of TBLT concepts which made them believe TBLT could help them give the students more chances to work in group rather than being passive learners. Since the students, in the Korean EFL context, did not have many chances to deal with native speakers, the implementation of TBLT helped the teachers facilitated the use of target language in the classroom. However, the study found that some of the teachers still had a lack of confidence in implementing TBLT. Therefore, John and Hahn recommended the teachers join teacher education programs, which provide training about language teaching methodologies.

Izadpanah (2010) introduced TBLT in his study. He discussed the theory of TBLT and gave a recommendation to implement the TBLT in the classroom.


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Based on his discussion on the theory of TBLT, he suggested the teachers who were going to apply TBLT in the classroom to give the students post-task language analysis activities rather than grammar practice exercises, which were usually applied when the teachers taught a lesson.

In the context of designing materials, Ariutama (2007) studied about the use of task-based instruction in designing a set of English listening materials. His study used the first grade students of hotel accommodation department in SMK N 1 Sewon Yogyakarta as the subject. Meanwhile, what were presented using task – based instruction in his study were short transactional conversations such as greetings and leave takings, introduction, expressing helps, thanking, apologizing, handling complaints, asking and giving information, and phone conversation. In composing the materials, Ariutama applied task-based instruction to make the materials as real as the situation in the hotel’s working field.

Similar to Ariutama, Soge (2011) studied about the use of task-based instructions in designing task-based instruction for the first semester of the tenth grade students of SMA Dominkus Wonosari Yogyakarta. Her study aimed to help the students improve their English listening skill through the various English listening materials using task-based instructions. The listening materials which were designed in her study consisted of greetings, introducing, and leave takings, expressing happiness, sympathy and showing affections, making accepting and declining invitation, and asking for and giving direction. Her designed materials were composed into four unit lessons in which each unit presented the pre-task,


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task-cycle, language focus, and the review of what had been learnt as proposed in task-based instructions.

This study is similar to the other studies above. It concerns with the use of task-based language teaching in designing English listening materials. In this study, the writer follows the path of using TBLT as the underlying theory in designing English listening materials as used by the other writers. However, what make the writer’s design different from the others’ are the subject and the content of the designed materials. In this study, the subject is the eighth graders of SMP Negeri 2 Yogyakarta. Meanwhile, the content of the designed materials are short functional text invitation and announcement, and monologue text narrative and recount.

C. Theoretical Framework

The theoretical framework aims to answer the research problems. The first research problem, which is how the task-based English listening materiasl for the eighth graders ofSMP N 2 Yogyakartaare designed, is answered by designing the writer own model of instructional design . The writer’s own design model is an adaptation of Kemp’s and Yalden’s instructional design model. The writers’s model can be seen in the following figure (Figure 2.4).


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Figure 2.4: The Writer’s Design Model

Furthermore, to make it clearer, the following explanation discusses each phase of the writer’s model.

1. Gathering Information

The design materials were started by gathering information. This phase is used to gather the information about the students’ characteristics. The information was gathered by distributing a questionnaire to the students and conducting an interview with the eighth grade English teachers. The information gathered would be used to design the appropriate English listening materials for the students.

Gathering Information

Stating Goals, Topics, and General Purposes

Listing Subject Content

Selecting Teaching/ Learning Activities and Resources

Evaluating

Revising the Materials

Determining Learning Objectives Phase 1: Kemp & Yalden

Phase 3: Kemp Phase 2: Kemp

Phase 4: Kemp

Phase 4: Kemp

Phase 6: Kemp & Yalden


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2. Stating Goals, Topics, and General Purposes

In stating the goals, topics and general purposes for designing materials, the writer referred to the Competence Standard and Basic Competence of the School-Based Curriculum (SBC). Furthermore, for the topics, the writer arranged them in a sequence in which the easier topics came first then were followed by the more difficult one. In this designed materials, the writer focused on the second semester of the eighth grade.

3. Determining Learning Objectives

In the next phase, the writer clarified the goal and general purposes into some learning objectives. The learning objectives covered what the students are expected to achieve at the end of the unit lesson when they completed the tasks. For example, the learning objective is the students are able to identify the specific information of the short functional text invitation. Therefore, the students are asked to answer some questions related to the recording they hear to identify the information.

4. Listing Subject Content

After determining learning objectives, the writer listed the subject content for the designed materials. The writer listed the subject content by considering specific knowledge to be taught. In listing the subject content, the writer referred to the competence standard and basic competence of school-based curriculum. Thus, the subject content consisted of what to be taught based on the competence standard and basic competence of school-based curriculum. Furthermore, the subject content should be relevant to the learning objectives. For


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example, the learning objective expects the students to identify the social function of short functional text invitation. Thus, the subject content should be the language focus of short functional text invitation (e.g. what are the characteristics of invitation? what is the social function of invitation?).

5. Selecting Teaching/Learning Activities and Resources

In this phase, the writer decided what activities to do in class by both the teacher and the students. Besides, the writer needed some resources to complete the process in designing the materials. The resources were collected by reading some books related to the teaching learning activities in listening section and browsing the internet.

6. Evaluating

After finishing the designed materials, the writer needed an evaluation to measure whether the designed materials are proper to present. The evaluation conducted by distributing the general description of the designed materials, the copy of the designed materials, and the questionnaire to the experts which were the English teachers of SMP Negeri 2 Yogyakarta and the lecturers of ELESP (English Language Education Study Program) of Sanata Dharma University. The evaluation aims to obtain the feedback to revise the designed materials to be better.

7. Revising The Materials

After obtaining the feedback from the experts, the writer came up with the last phase in designing the materials. In the last phase, the writer needed to revise the designed materials. The revision was done based on the feedback from


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both the English teachers of SMP Negeri 2 Yogyakarta and the ELESP lecturers of Sanata Dharma University. The feedback given towards the designed materials helped the writer to make some improvement on the designed materials.

Instead of using theory of design to answer the first problem formulation, the writer used theories of task-based language teaching and listening as the answers of the second research problem. The second research problem is what the design of task-based English listening materials for the eighth graders ofSMP N 2 Yogyakarta looks like. The writer applied the phases offered in task-based language teaching to present a complete module which consists of English listening materials. In addition, the school-based curriculum became the consideration in determining the topic, goals, and general purposes for the designed materials which are also delivered in the form of syllabus and lesson plan. Since the theory of listening elaborated in this study discusses extensive and intensive listening, then the writer implements both extensive and intensive listening in presenting a complete module of task-based English listening material for eighth graders of SMP N 2 Yogyakarta. Besides, many kinds of activities suggested in task-based language teaching and listening theories became the consideration in formulating many kinds of listening activities for the learners.


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38 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer discusses the methodology used in this study.

The discussions in this chapter includes the research method, research setting,

research participants, instruments and data gathering technique, data analysis

technique, and research procedures. Each of them is respectively elaborated as

follows.

A. Research Method

This study was Educational Research and Development (R&D).

Educational Research and Development (R&D) is a process which is used to

develop and validate educational products (Borg and Gall, 1983, p. 772). In

further explanation, Gall, Borg, and Gall (2007) clarify R&D as:

An industry-based development model in which the findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated, and refined until they meet specified criteria effectiveness, quality, or similar standards (p.589).

The process in R&D consists of a cycle which comprises ten phases, which are (1)

research and information collecting, (2) planning, (3) development of preliminary

form of product, (4) preliminary field testing, (5) main product revision, (6) main

field testing, (7) operational product revision, (8) operational field testing, (9)

final product revision, and (10) dissemination and implementation (Borg and Gall,


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I. Please arrange the events in a good order based on the recording!

There are six events Jacklyn did during her trip. Please match the events in the box with the pictures provided. Number one has been done for you.

Event 1: 4E Event 3: 1B Event 5: 6D Event 2: 3A Event 4: 2C Event 6: 5F

J. Discuss your answers with your partner and report your answers to the class!

1. Went to the Prambanan Temples

2. Went to Jakarta to meet family members

3. Went shopping to the mall and ate frozen yogurt

4. Met some other students from the school of Lembaga Bahasa and tried to communicate in Indonesian with them

5. Shopped and bought a lot of souvenirs from Yogyakarta in Batik shop

6. Went to the Mount Merapi

A

B

C

D

E

F


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Post-Task 1

L. Study and Remember this!

A recount text has the following generic structure:

Example of a short recount text: My Holiday

ORIENTATION

EVENTS

REORIENTATION

G

G

e

e

t

t

c

c

l

l

o

o

s

s

e

e

r

r

!

!

Last week I went to Mount Bromo. I stayed at my

friends’ house in Probolinggo, East Java. The house has a big garden with colorful flowers and a small pool.

In the morning, my friend and I saw Mount Batok. The scenery was very beautiful. We rode on horseback. It was scary, but it was fun. Then, we went to get a closer look at the mountain. We took pictures of the beautiful scenery there. After that, we took a rest and had lunch under a big

tree. Before we got home, we went to the zoo at

Wonokromo. We went home in the evening.

We were very tired. However, I think it was really fun to have a holiday like this. I hope my next holiday will be more interesting.

Recount is a text that functions to retell events for the purpose of informing or entertaining.

Ask the students to study about narrative text. Give some explanation about narrative text.

Orientation : introduces who, what, where, when. Events : tell what happened in sequence


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Recount text uses past tense.

Tenses Simple Past Past Progressive

Formula S + V2 + O/Adv/Adj

S + to be (past) + O/Adv/Adj S + to be (past) + Ving + Adv/ Adj e.g.

-Rudi found a ring. -Rudi was happy.

- Rudi was singing, yesterday.

Post-Task 2

M. Answer these questions!

1. What is the social function of a recount text?

The social function of recount text is to retell events for the purpose of informing or entertaining.

2. What are the activities do you like to do while on vacation? 3. Please read the recount text below.

B

B

e

e

a

a

c

c

h

h

a

a

m

m

p

p

i

i

o

o

n

n

!

!

A Beautiful Day in Yogyakarta

Last week, my friends and I went to Yogyakarta. We went to Yogyakarta by train. We visited many places there.

First, we visited Parangtritis beach. The sun shone brightly and the scenery was very beautiful there. We felt the wind blew across to us. We also saw a lot of people in that beach. There were many birds flew in the sky. Also, there were many sellers who sold many kinds of souvenirs. Second, we visited Gembira Loka Zoo. We saw many kinds of animals there such as monkeys, tigers, crocodiles, snakes, etc. We looked around in that Zoo, and also took pictures of those animals. Then, we felt hungry, so we went to a restaurant. As soon as we finished our lunch, we decided to go home.


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Please fill the empty parts with the correct generic structure and answers based on the text above.

Reorientation

 Visited Parangtritis beach  Visited Gembira Loka Zoo  Went to a restaurant  Went home

 Last week

 My friends and I  To Yogyakarta

We really enjoyed it, and I hope I could visit Yogyakarta again. Events


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Recording’ Script

Code: ELM 4

My Seven-week Trip in Yogyakarta

Hi, I am Jacklyn and I am from the Netherlands. I would like to tell you something about my seven-week trip in Yogyakarta, Indonesia. I went to Yogyakarta to study Indonesian Language at the University of Sanata Dharma and I did this in Lembaga Bahasa.

In the beginning was very hard to communicate with the local staff of my hotel but in the second week I already met some other students from the school and I tried to communicate more and more in Indonesian together with them. In the third week I attended an English event. I went there to help students with their English language. So I was very happy to meet other people and to help them with their English. I met another friend in this event and together with her I went sightseeing, such as to Mall Galeria. In this mall we went shopping and we ate frozen yogurt together. In the fourth week I went to the Prambanan temples together with two teachers of mine. I found the Prambanan temples are very pretty and very impressive to see. I learned a lot of its history. In the fifth week I went to Jakarta. That was a holiday. So I

didn’t have to go to school. I have family members living in this city. I was

very excited to see them again after two years. In the sixth week I already returned to Yogyakarta and I went to the Mount Merapi together with a friend of mine. We went by motorcycle. The trip was very excited because it was very cold but when we arrived at the Mount Merapi it was very beautiful but also a bit scary. I had never seen a volcano before. It was the first time for me. In the seventh week I did some last shopping and I bought a lot of souvenir from Jogjakarta.

I was very sad to leave because I really enjoyed my holiday and I made many nice friends. I really hope I can see them again and I really hope to return to Yogyakarta one day soon again. Bye.


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