English listening instructional materials using task based instructions for the eleventh grade students of SMK Pius X Magelang

ENGLISH LISTENING INSTRUCTIONAL MATERIALS

USING TASK-BASED INSTRUCTIONS FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Disusun oleh: SUSI SULASTRI

041334039

By

Caecilia Devy Kurniawati Student Number: 051214021

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

DEDICATION PAGE

This thesis is dedicated to:

My Jesus Christ, who will never leave me nor forsake me (Hebrews 13: 5), my beloved family: father, mother, and my beloved sisters,

ABSTRACT

Devy, Caecilia. 2010. English Listening Instructional Materials Using Tasks-Based Instructions for the Eleventh Grade Students of SMK Pius X Magelang. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study aimed to design the new and varied English listening instructional materials for the eleventh grade students of SMK Pius X Magelang either the students of Food Science or Clothes Science Departments. The materials were designed based on the Task-Based Instructions which the main purpose was to help the students to improve their English skills, especially listening. There were two problems formulated in this study. First, how is a set of English listening materials for the eleventh grade students of SMK Pius X Magelang designed? Second, what do the English listening materials for the eleventh grade students of SMK Pius X Magelang look like?

In order to answer the first problem, the writer adapted Kemp’s design and employed R & D (Research and Development Method). There were five steps applied in this study. The steps were: (1) Research and Information Collecting. This step aimed to obtain the students’ characteristics, needs and interests. (2) Planning. This step included stating the goals and listing the topics, specifying the learning objectives, listing the subject content, selecting some teaching-learning activities and resources. (3) Development of Preliminary Form of product. In this step, the materials were designed based on the result of Planning. (4) Preliminary Field Testing. An implementation of the designed materials was conducted and the questionnaires were distributed to the English teachers of SMK Pius X Magelang, and English Language Education lecturer of Sanata Dharma University. (5) Main Product Revision. The designed materials were revised based on the result of the Preliminary Field Testing. The result of the Preliminary Field Testing indicated that the designed materials were applicable and ready to use in school since the mean reached 3.6 up to 4.2.

In answering the second problem, the writer presented the final version of the designed materials. It consists of three units. Each unit in the designed materials is

divided into four main sections, namely: (1) Pre-task, (2) It’s Your Turn, (3) Language Focus, (4) What did You Get. Thus, it is expected that the designed

materials could be applied in the school to facilitate the students to improve their abilities in English as well as to face the National Examination before entering the real working world.

ABSTRAK

Devy, Caecilia. 2010. English Listening Instructional Materials Using Tasks-Based Instructions for the Eleventh Grade Students of SMK Pius X Magelang. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Skripsi ini bertujuan untuk menyusun materi yang baru dan bervariasi untuk pengajaran mendengarkan bahasa Inggris menggunakan Task-Based Instructions bagi siswa-siswa kelas sebelas SMK Pius X Magelang baik jurusan Tata Boga maupun Tata Busana. Materi pelajaran dikembangkan berdasarkan Task-Based Instructions yang bertujuan untuk meningkatkan kemampuan bahasa Inggris siswa, terutama kemampuan mendengarkan. Ada dua permasalahan yang dirumuskan dalam skripsi ini. Pertama, bagaimana materi pengajaran ,mendengarkan bahasa Inggris menggunakan Task-Based Instructions bagi siswa-siswa kelas sebelas SMK Pius X Magelang dirancang? Kedua, Bagaimanakah bentuk materi bahasa Inggris tersebut?

Untuk menjawab permasalahan pertama, penulis mengadaptasi rancangan dari Kemp dan juga menerapkan metode R & D (metode penelitian dan pengembangan).

Ada lima tahap diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian dan Informasi. Tahap ini bertujuan untuk memperoleh

karakterisitk, kebutuhan, dan minat siswa. (2) Perencanaan. Tahap ini meliputi penentuan tujuan pembelajaran, topik, merincikan tujuan pembelajaran, menetapkan isi pokok, menentukan sumber dan kegiatan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini, materi dirancang berdasarkan hasil Perencanaan. (4) Pengujian Awal di Lapangan. Pelaksanaan dari materi dilaksanakan dan kuesioner dibagikan bagi guru bahasa Inggris SMK Pius X Magelang dan dosen Pendidikan Bahasa Inggris universitas Sanata Dharma. (5) Perbaikan Utama produk. Materi yang dirancang diperbaiki berdasarkan hasil Pengujian Awal di Lapangan. Hasil Pengujian Awal di Lapangan menunjukkan bahwa materi dapat diterima dan siap untuk diguanakan di sekolah karena nilai rata-rata mencapai 3.6 sampai 4.2.

Dalam menjawab permasalahan kedua, penulis menyajikan hasil akhir dari materi. Materi tersebut terdiri dari tiga unit. Setiap unit terbagi menjadi empat bagian utama, yaitu: (1) Pre-task, (2) It’s Your Turn, (3) Language Focus, (4) What did You Get. Karena itu, materi ini diharapkan dapat diterapkan di sekolah untuk memfasilitasi siswa-siswa untuk mengembangkan kemampuan berbahasa Inggris mereka dan juga mempersiapkan untuk menhadapi Ujian Nasinal sebelum memasuki dunia kerja yang sesungguhnya.

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my dearest Jesus Christ who has always been my Companion especially in the hard times during my study and my thesis writing. My special gratitude goes to my major sponsor Caecilia Tutyandari, SPd., M.Pd. for her patience, guidance, help, suggestions, and support to finish this thesis. I am deeply thankful to all the lecturers of English Language Education Study Program for guiding and teaching me during my study in Sanata Dharma University. I sincerely send my gratefulness to Dr. Retno Muljani, M.Pd., my academic advisor, for her guidance and motivation. I am very much grateful for all secretariat staff of the English Language Education Study Program, especially MM. Pramudhani and Ch. Artilantari for always helping with the administrative matters.

My deep gratitude also goes to Sister Lidwiana, CB., the headmaster of SMK Pius X Magelang for giving me permission and support to conduct the study in SMK Pius X. I would also like to give my gratitude to Anastasius Krismanto, S.Pd., and Hastu Paramita Rahayu, S.Pd., the English teachers of SMK Pius X Magelang, Antar Riyanto, S.Pd., and Agustina Wikansih, S.Pd. for their help, guidance, and suggestions toward my designed materials. My gratitude goes to the eleventh grade students of SMK Pius X Magelang, especially for class XI/1 Food Science Department, and class XI/I Clothes Science Department, for their help and cooperation during the implementation of my designed materials. Furthermore, I

would like to express my gratitude to Fidelis Chosa Kastuhandani, S.Pd. for his support and comments toward my designed materials.

My deepest gratitude goes to my beloved parents, Paulus Paidjan and Deonisia Erniati, my Mama, Eustachia Dwi Budiningsih, and my grandmother, Mariana Sumiyem. I thank them for their prayer, love, support, advice, patience, hug and kiss they have given to strengthen me. I am deeply thankful to Father Hendaryono, Pr. and Father Endra Wijayanta, Pr. for always supporting me and motivating me during my thesis writing. My gratitude also goes to my lovely sisters, Yohanita Dian Kurniawati and Inosencia Dini Pramudiana for their love, support and cheerful they shared during my hard time. I love them very much, and hopefully this thesis would be my present for them. I send my regard for my grandfather, Christophorus Zaenalidi, who has rest in heaven, for his advice and love I would never forget.

My gratitude goes to all my lovely best friends: Sophia Anggita, Stephani Adelita, Lia Ardiana, Ignasius Saptawaskita, Alexi Ramano, and Lulu from Dilligenia Seven, and also Lizanzuzip team of “Love Her Still” for their cheerful, support, friendship and all the moment we spent together. I am grateful for my beloved friends in Dahlia: Anasatsia Tata Emy, Siegfrieda Alberti, Carolina Adien, Patricia Yutika, Stephani, Margaretha, and Rika for their support, care, love, and togetherness. I wish this friendship would never end. I send my special gratefulness for my Community Service group, Fidelis Windyawan, Frederikus, Henny Indriani, Arum Kusumawardani, Jeane Vika, Ika Marlinah, Lia Eko,

and Filian Papi Perdana for giving me chance to learn what love is. I thank them all for being my family and my best friends until now. My gratefulness also belongs to all my friends who always being a friend in need: Bernadeta Susie, Eska Dwi Palupi, Eva, Agustinus Wahyu, Brother Laurentius Merdi, Dominikus, Kristophorus, Turibius Isdianto, Father Agustinus Pr., and all of them who always be there for me.

My gratitude also goes to all “EME’s friends”, especially Mr. Aga Nugroho, Melly Ateng, Grace Adeline, Yulie Ityani, Anyta Susanti and Alexius Dharmawan for their kindness and support. Last but not least, my gratitude also goes to all PBI 2005 students, for the wonderful moments during the study in Sanata Dharma University, and all the people whose names cannot be mentioned one by one here. May Lord be with us always, and may He grant us the best in our life.

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Review of Related Theories ... 8

1. Instructional Design ... 8

2. 2006 School-Based Curriculum ... 11

3. Communicative Tasks ... 12

5. Task-Based Instructions ... 18

6. Listening ... 25

B. Theoretical Framework ... 32

1. Listing the Students’ Characteristics ... 33

2. Stating the Goals and Listing the Topics ... 34

3. Specifying the Learning Objectives ... 34

4. Listing the Subject Content ... 34

5. Selecting some Teaching-Learning Activities and Resources ... 34

6. Designing the Materials ... 34

7. Evaluating the Designed Materials ... 35

8. Revising the Materials... 35

CHAPTER III. METHODOLOGY ... 37

A. Research Method ... 37

B. Research Participants ... 41

C. Research Instruments ... 41

D. Data Gathering Technique ... 43

E. Data Analysis Technique ... 43

F. Research Procedure ... 47

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS ... 50

A. The Steps of Designing the Materials ... 50

1. Research and Information Collecting Materials... 50

2. Planning ... 58

3. Development of preliminary Form Product ... 63

4. Preliminary Field Testing ... 63

5. Main Product Revision ... 68

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 71

A. Conclusions ... 71

B. Suggestions ... 72

REFERENCES ... 74

LIST OF TABLES

Table

1. Degrees of Agreements ... 44

2. The Descriptive Statistics of Participants’ Opinion ... 45

3. The Assessment of the Mean ... 46

4. The Description of the Research Participants ... 46

5. The Result of the Questionnaire for English Teachers Part 1 ... 51

6. The Result of the Questionnaire for English Teachers Part 2 ... 52

7. The Result of the Questionnaire for the Students ... 55

8. The Units and Topics in the Designed Materials ... 59

9. The Basic Competencies ... 59

10.The Indicators... 60

11.The Description of Research Participants ... 65

12.Degrees of Agreements ... 65

LIST OF FIGURES

Figure

1. Kemp’s Instructional Design... 10

2. A Framework for Analyzing Communicative Tasks ... 13

3. The Components of Task-based Instructions ... 25

4. The Theoretical Framework ... 36

LIST OF APPENDICES

Appendix

Appendix A ... 77

Letter of Permission to the Headmaster of SMK Pius X Magelang ... 78

Letter of official statement from SMK Pius X Magelang ... 79

Appendix B ... 80

Questionnaire Research and Information Collecting for teachers ... 81

Questionnaire Research and Information Collecting for students ... 84

General Description ... 86

Questionnaire for Feedback Gathering ... 89

Appendix C ... 91

Syllabus ... 92

Lesson Plans ... 96

CHAPTER I

INTRODUCTION

This chapter consists of seven sections, namely, research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

In this globalization era, competition in the real life is tough. Since the beginning of 2006, the government has promoted vocational schools as one of the alternatives to equip the students to face the competitive work fields through the existence of KTSP or School-Based Curriculum. As a matter of fact, students in vocational schools are demanded to be qualified in their English proficiency level because English is regarded as the universal language in the real world.

According to Krashen and Terell (1983), as cited by Celce Murcia in Teaching English as a Second Language or Foreign Language, listening is very important and is viewed as the basic skill that would allow speaking, reading, and writing to develop spontaneously over time, given the right conditions (2001: 87). SMK Pius X is one of the vocational schools in Magelang whose two programs, Food Science and Clothing Science Departments, are qualified to achieve an international standard.

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Processing Departments. During the interview conducted with the headmaster of SMK Pius X, it was stated that most of the graduates achieve good positions in work fields, such as international hotels and restaurants, or clothes industries in many places around Indonesia. The writer selects this vocational school since there are some difficulties faced in learning listening activities in the classroom, such as the lack of vocabulary, the lack of teaching learning activities and facilities to support the teaching learning process, the level of the students themselves, and also the implementation of School-Based Curriculum which has not been conducted optimally.

Besides, the students also need to prepare themselves to face the National Examination which consists of listening and reading tests. Considering this situation, the English teachers are demanded to be more creative in creating English listening materials to motivate the students to be active during their learning activities. Based on these difficulties, the materials would be designed using taped materials which could be easily used by the teachers. The use of pictures, games, sound of music, and also vocabulary building would be applied to attract the students’ interest and attention during their listening activities.

Since one of the purposes of School-Based Curriculum is to help the vocational students to improve their ability in the working world, the writer tries to present the new and varied listening materials which are developed based on the School-Based Curriculum to help the students in achieving their purpose, and also to help the teacher in developing the materials. Moreover, the writer agrees that the students

could not acquire English language in a short period of learning. Instead, they have to learn the language systematically.

As it is stated by Nunan (1999: 141-142) that listening exercises provide teachers with the means for drawing learner’s attention to new forms (vocabulary, grammar, new interaction patterns) in the language. It is very clear that listening holds important roles in second language classrooms because of its crucial role to generate other skills in English learning. This condition brings the writer to design the new listening materials which are developed based on the School-Based Curriculum. The approach used in this study was Communicative Language Teaching since CLT underlines the process of communication rather than the mastery of the language forms (Nunan, 1989:79).

The Task-Based Instruction is used to support the tasks given in the classroom activities. The writer implements the TBI principles since TBI is the appropriate method which supports the implementation of Communicative Language Teaching. Moreover, TBI could specify the tasks carried out by the students to improve their listening skill. Furthermore, the writer expects that the materials developed based on the 2006 School-Based Curriculum could help the students improve their listening skill, especially to be more familiar with listening practice so that they could learn how to communicate in English as well as to prepare the National Examination.

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Based on the condition described previously, the writer formulates two problems addressed in this study.

1. How is a set of English Listening instructional materials for the Eleventh grade students of SMK Pius X designed?

2. What do the English Listening instructional materials for the eleventh grade students of SMK Pius X look like?

C. Problem Limitation

This study is limited only to the English listening materials for the eleventh grade students of elementary level in SMK Pius X Magelang. The materials are designed based on the need of the school to provide more various and complete materials for their English learning, particularly in listening class.

D. Research Objectives

Based on the questions in the problem formulation, the writer formulates two objectives of the study.

1. To describe how a set of English listening materials for the eleventh grade students of SMK Pius X is designed.

2. To present the English listening materials for the eleventh grade students of SMK Pius X Magelang.

1. For the English Teachers

Teachers are expected not only to drill the students without knowing the students’ needs and ability, but also to help them optimally with new and varied listening materials. Furthermore, teachers could select better and more appropriate materials for their following teaching-learning activities to gain the students’ motivation and help them to be more familiar with listening activities. Consequently, the students are expected to overcome their anxiety in facing English listening activities. Besides, teachers could develop new materials, as the school expectation in developing the students’ ability in listening by having more listening practice activities. In other words, the instructional materials could be used as guidance in the students’ learning activities in listening class.

2. For the Eleventh Grade Students of SMK Pius X

The study would provide a set of English listening instructional materials which are well developed to teach the eleventh grade students of SMK Pius X Magelang. By applying the materials, students could learn and practice their English appropriately especially in listening skill. Besides, the materials could provide more facilities to support both the teachers and the students to develop their quality in preparing the eleventh grade students to face the National Examination in the following year.

F. Definition of Terms

In this section, the writer discusses some important items, which are used in this study so that the reader would be able to catch the idea of the study clearly.

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1. Listening

To listen means an activity to pay attention to somebody or something that can we hear (Oxford Advanced Learner’s Dictionary, 2002: 782). Listening as a process of receiving what the speaker actually says, constructing and representing meaning, negotiating meaning with the speaker and responding, and creating meaning through involvement, imagination and empathy (Rost, 2002). In this study, listening activity means to hear, to receive and to respond the information the students achieve form the recording they hear.

2. Instructional Materials

Instructional materials simply mean the materials planned or designed by the teacher for instruction. It can be the form of printed materials, computer assisted instruction, and television instruction (Walter and Reisser, 1983:3). In this study, the instructional materials mean the acceptable and workable materials which help the students achieve the listening purposes which are closer to a real-life.

3. Eleventh Grade Students of Vocational School

In this study, there are three classifications of students in vocational school (based on Vocational School Curriculum) namely Novice, Elementary, and Intermediate. Students in the eleventh grade of vocational school are considered as the Elementary level students. In this case, it is expected that the students are able to describe what kind of condition and activities they want to have in class to be more relaxed in studying English listening materials.

4. SMK Pius X Magelang

SMK Pius X is one of the vocational schools in Magelang, which has good quality and it is prepared to obtain the international standard based on the local government decision. There are two main departments in this school; they are Food Science and Clothing Science Departments. The Food Science Department is divided into two sub-major departments, namely, Patisserie and Food Processing.

5. 2006 School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan) According to Badan Standar Nasional Pendidikan, School-Based Curriculum for Vocational High School is the curriculum that includes the overall teaching competencies for all subjects applied in Vocational High Schools. The purpose of this curriculum is to facilitate students in order to communicate using English in real-life situation.

6. Task-Based Instruction

Tasks are activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form (Nunan, 1989: 10).

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with theories concerning to the study, and it is divided into two major parts. The first section, review on related theories would discuss Instructional Design, School-Based Curriculum, the theory of teaching listening, Communicative Language Teaching, and Task-Based Instructions. The second section would discuss the theoretical framework used in this study.

A. Review of Related Theories

This section discusses the Instructional Design, School-Based Curriculum, and the theory of teaching listening.

1. Instructional Design

In this study, the writer employs Kemp’s design to follow in developing the listening instructional materials since this design provides the steps needed by the writer. Here is the explanation of Kemp’s design:

Kemp’s Design

Kemp offers a flexible design. It lies on the existence of the concept that design or development process may start form any step and move back and forth to the other step whenever the designer is ready. Therefore, the steps are independent elements they have a close relationship to one other. Kemp in Instructional Design: A Plan for

Unit and Course Development (1977) stated that there are three essential elements of instructional technology, that is, objectives (what to be learned), method (what procedures and resources will work best to reach the learning levels), and evaluation (how will we know the learning we prepared to occur). Furthermore, Kemp’s design emphasizes the contribution of each step in the process, shows the importance of evaluation, and recognizes more environmental factors in an educational setting, i.e. the resources and the support such as time, equipment, personnel, and materials (Kemp, 1985: 8).

In order to maintain the three essential elements, there are eight steps that must be accomplished in the design plan (Kemp, 1977), they are:

1) Consider goal(s), list of topics, and state the general purposes for each topic 2) List the important characteristics of the students

3) Specify the learning objectives in terms of behavioral outcomes 4) List the subject content that supports each objective

5) Conduct a pre-assessment to know the students’ background of knowledge 6) Choose some teaching-learning activities and resources

7) Determine some supports services such as budget, facilities, personnel, equipment, and schedule to implement the instructional plan

8) Evaluate the students’ achievements to do some revising and re-evaluating in the instructional plan that needs to be improved

 

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Goals, Topics  and General 

Purpose   

Learner  Characteristic      Learning  Objectives        Subject  Content      Pre‐Assess  ment    Teaching/Learnin g Activities, 

Resources    Support  Services        Evaluation        Revise   

In this study, the writer conducts the steps of Kemp’s design in composing the listening materials for the Eleventh grade students of SMK Pius X Magelang. The goals and purposes of Kemp’s design refer to a system that controls the particular process of educational program. The objectives are aimed to specify how the learner is expected to learn and perform as a result of the instruction.

Figure 1: Kemp’s Design ( Kemp’s: 1977)

The strength of Kemp’s design is that the process could be started at any steps wherever the designers are ready. This means that the designer could select the steps and place them as their own creativity in designing the materials. This design also focuses on the materials resources, goals, uses, and the choice of learning resources

(Soekamto, 1993: 22-28). Another strength of Kemp’s design is that this design could be applied to all level of education which could be used as the design system for a small unit and as a whole subject for university (Soekamto, 1993: 21).

2. 2006 School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan) According to Oxford Advanced Learners, it is mentioned that curriculum is “the subject included in a course of study or taught at a particular school, college, etc (1995: 287)”. Allen, as quoted by Nunan defines curriculum as “the general concept which includes philosophical, social, and administrative factors that influence the planning of educational program. (1988: 70)” Based on the explanations above, curriculum, then, is defined as an overall educational program which states the educational objective of the program; the content, teaching procedures and learning experiences, which will be necessary to achieve.

According to Badan Standar Nasional Pendidikan, as it is quoted in Muslich (2007: 17), School-based Curriculum or KTSP (Kurikulum Tingkat Satuan Pendidikan) is an operational curriculum which is arranged and conducted by each educational element in each school. It consists of content, process, graduation competency, educational employee, facilities, management, fee and evaluation of education. The School-Based Curriculum development is based on Peraturan Pemerintah No:20, tahun 2003 about National Educational System and Peraturan Pemerintah No: 10, tahun 2005 about International Educational Standard. One of the important principles in the development of KTSP or SBC in the vocational school is

 

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that it has to help the students in the real working field demand. It means that all of the activities in the teaching learning process must support the characteristic of the learners.

However, the goal of a vocational school is to develop cognitive, affective, and psychomotoric domains to help the students to be an autonomous learner later on (Depdiknas 2006: 7). There are several literal levels in School-Based Curriculum, namely performative, functional, informational, and epictemic. However, the aim of the English lesson in the School-Based Curriculum is to help the students obtain the informational level, which aim is to access knowledge with their ability in English language (Wells: 1987).

3. Communicative Tasks

Nunan (1989: 10) defines communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.” The students could learn and obtain the target language by the existence of communicative tasks. The students can express or give opinion towards what is happening in their surrounding so that they really learn and reach what they need to understand during the class, especially when it is really close to their real-life situation.

a. The Component of the Tasks

verbal or non-verbal and an activity which is in some way derived from the input and which sets out what learners are to do in relation to the input (1989: 10).”

Figure 2: A Framework for Analyzing Communicative Tasks (Nunan, 1989: 11)

These components, then, would be used to analyze the communicative tasks in the design of the listening instructuonal materials for the Eleventh grade students of SMK Pius X Magelang.

b. Activities

In this study, the writer selects and combines several activites from Prabhu because they are suitable to develop the workable and quailified design in this study. Here are the first principle activities proposed by Prabhu (as cited in Nunan, 1989: 66):

1) Information-gap activity

This activity involves a transfer of given information from one person to another. One example is pairwork in which each member of the pair has part of total information and attempts to convey it verbally to the other.

 

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2) Reasoning-gap activity

In this activity, the learners are demmanded to derive some new information through process of inference, deduction, practical reasoning, or a perception of relationships or patterns.

3) Opinion-gap activity

This activity involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation.

In this study, the communicative tasks are applied since they could provide components which have to exist in communicative exercise of the listening materials for the Eleventh grade students of SMK Pius X Magelang. It is stated by Clarke and Silberstein (as cited in Nunan, 1989: 59) that classroom activities should be parallel the ‘real-world’ as closely as possible. Since language is a tool of communication, methods and materials should concentrate on the message. It is expected that the listening activities designed would closely relate to the real-world and help the students to be familiar with the language used in the real-life communication.

4. Communicative Language Teaching

Teaching activities need an appropriate approach to be applied in the classroom. Being a teacher also means being ready for providing the appropriate materials, selecting the teaching style, methods and strategies to conduct the effective teaching-learning process. In this study, the writer selects Communicative Language Teaching (CLT) as the approach since it is considered as the appropriate approach to be applied

in the vocational school in this study.

CLT is an approach which refers to the process on language teaching in which the students are expected to experience and improve their ability to communicate in the target language. CLT focuses on the language use and production especially in the real life situations. It means when we teach materials in context, we move beyond language as a set of sentences example to language as it is situated in the world.

Furthermore, there are two aims of CLT stated by Richards and Rodgers (1986: 66). They are:

1) to make communicative competence the goal of language teaching,

2) to develop procedure for teaching of four language skills that acknowledge the interdependence of language and communication

In order to achieve those two aims, Littlewood (1981: 1) states that CLT pays attention to functional communication (e.g. apologizing, describing, and promoting, inviting, etc.).

a. The Characteristics of CLT

It is stated in Richard and Rodgers (1986: 69) that the characteristics of CLT are learner-centered and experienced-based view of second language learning. Hilgard and Bower (1966) also agree that CLT is the process of “learning by doing”. Another important point is that CLT emphasizes on pair work and group work. Thus, it is expected that the learners would obtain several benefits by completing the classroom activities, such as learning from hearing the other students, the learners would produce a greater amount of language rather than what they learn from the

teacher- 

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fronted activities. (Jack J. Richards, 2005: 21). Those characteristics of CLT, then, are considered by the writer as the important reason of the CLT implementation in the vocational school selected in this study.

b. Theory of Language

Richard and Rodgers (1986: 71) assumed that language is a system for the expression of meaning. The primary function of language is for interaction and communication. The functional and communicative dimensions are considered the grammatical features. In other words, it is very important for the students to receive suitable materials in their listening activities which really help them understand the nature of the real communication later on. The students should understand the language as a means of communication. It is used in the working world to communicate with others so that there would be no more misunderstanding, as it is stated by Richard and Rodgers (1986: 70).

c. Theory of Language Learning

Richard and Rodgers (1986: 19) stated that “learning theory concerns with an account of the central process of learning and an account of the condition believed to promote successful language learning.” Moreover, Johnson (in Richard and Rodgers, 1986: 72) promotes three elements of an underlying learning theory that could be recognized in CLT practices. The first element is communication principle that means activities and involves real communication to promote learning. The second element is task principle that means activities where language is used for carrying out meaningful task to promote learning, and the last element is the meaningfulness

principles. In this last principle, language that considered as meaningful element would support the learning process (Richard and Rodgers, 2001: 161).

d. Types of Activities in CLT

Since the emphasis of CLT is on the processes of communication rather than mastery of language form, the range of exercise and activities is unlimited. However, Littlewood (in Richards and Rodgers, 2003: 166) distinguishes between functional communication activities and social interaction activities as major activity types in CLT. The purpose of functional communication activities is to direct the students to get involved in the communication in which they have to get the meaning of the language as effectively as they could.

Some examples of functional communication activities are comparing sets of pictures and noting similarities and differences, working out a likely sequence of events in sets of pictures, discovering missing features in a map, giving and

performing instruction how to do something, solving problems. On the other hand, the main purpose of social interaction activities is to give the learners chance to use the target language in the social context. The activities include conversation and discussion, dialogues and role-plays, simulations, skits, improvisation, and debates. e. Teacher’s and Learners’ Role in CLT

It is stated by Breen and Candlin (quoted in Richard and Rodgers, 1986: 77), CLT emphasizes on the process of communication rather than the mastery of language focus. The role of learners is as negotiator between the self, the learning process and the object of learning. On the other hand, the two main roles for the

 

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teacher are as facilitator in the communication process and as participant in the classroom. Other teachers’ roles are as needs analyst, counselor, and group process manager.

To sum up, the writer applies CLT as an approach of the study after considering the characteristics of CLT which are suitable to apply in the vocational school of this study. However, it is important to select the method which supports the CLT approach in designing the materials. Thus, the writer implements Task-Based Instructions as the method of this study since TASK-BASED INSTRUCTIONS could support and reflect the implementation of CLT through the tasks and the classroom activities.

5. Task-Based Instructions

Nunan (1989: 10) defined tasks as “activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form.” Meanwhile, Richards and Rodgers defined Task-Based Instructions as “an approach based on the use of tasks as the core unit of planning and instruction in language teaching” (2001: 223). In fact, Task-Based Instructions represents a particular realization of Communicative Language Teaching in which the approach is applied in this study.

Tasks…are activities which have meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. So task-based

instruction takes a fairly strong view of communicative language teaching. (Skehan 1996b, as cited in Richards and Rodgers, 2001: 224)

It is clearly stated that in Task-Based Instructions learners need to participate in communicative tasks in English. It is important for the learners to have the communicative purpose which indicates that they use the language by means to achieve an objective. Generally, basic pair-work and group work are often used to increase the students’ interaction and collaboration.

There are several characteristics of a task stated by Jack J. Richards (2005, 33-34). First, task is something that learners do or carry out using their existing language resources. The second is that when the learners are carrying out the task, the learning acquisition may occur. Furthermore, the task in Task-Based Instructions involves a focus on meaning, and it involves two or more learners to realize the communication strategies and interactional skills.

Based on the characteristics of tasks from the Task-Based Instructions point of view, there are two kinds of tasks in Task-Based Instructions; they are pedagogical tasks and real-world tasks. Pedagogical tasks are usually designed for the classroom which requires the use of specific interactional strategies and the use of specific types of language (skills, grammar, and vocabulary). The task would normally appear in the real world.

In Task-Based Instructions, the activities used are those that increase the learners’ activities, not the teachers’. The teachers themselves need to produce and supply different tasks which help the learners to experience the target language

 

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spontaneously, individually and originally (Willis, 1996: 25). It is expected that the learners would obtain new experience with the target language through the tasks given which is indicated by some errors during the communication practices.

a. Varieties of Tasks

Many of the activities in CLT could be described as tasks according to the understanding of the characteristic of the task itself. There are six types of tasks proposed by Willis (1996: 26-27):

1) Listing

Listing tasks tend to generate a lot of talk as learners explain their ideas. It involves two stages, namely brainstorming and fact-finding. In brainstorming, the learners would employ their experiences and knowledge either in class or in group/pairs. Whereas in fact-finding the learners are required to find out things by asking each other or other people and referring to books and many others.

2) Ordering and Sorting

These tasks involve four main processes. First, the students are to sequencing items, actions or events in a logical or chronological order. The second process is ranking the items in groups, and in the third process the learners have to classifying the items in different ways, in which the categories are not given.

3) Comparing

This task involves comparing information of similar nature but from different sources or versions in order to identify common points and/or differences. The processes involved in this task are matching to identify specific points and relate

them to each other, finding similarities and things in common, and also finding the differences.

4) Problem solving

This task involves people’s reasoning power and intellectual and though challenging they are engaging and often satisfying to solve. The process would depend on the type and complexity of the problem.

5) Sharing personal experiences

These tasks encourage learners to talk more freely about themselves and share their experiences with others. This task is not goal-oriented as in other task, and it may be difficult to be carried out in the classroom.

6) Creative tasks

These tasks tend to have more stages than other tasks, and could involve combinations of task types. The learners could be more creative using the target language they learn.

These kinds of tasks involve different cognitive process and support the activities developed in the design. Some of the tasks would be combined and applied since they are appropriate for the needs in this study, and they could support the learners to have their listening activities in the classroom.

b. Learner’s Roles in Task-Based Instructions

According to Richards and Rodgers (2001:235), there are several numbers of specific roles for learners.

 

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1) Group participant

It is very common for the learners to do the task in small groups or in pairs. The learners are expected to be accustomed to participating in small group or in pairs, instead of to the whole-class and/or individual work.

2) Monitor

Since the purpose of the tasks given is to facilitating the learners, they have the opportunity to notice how language is used in communication which requires the learners not only to attend the message in task work but also to the form in which the message may emerge.

3) Risk-taker and innovator

In Task-Based Instructions, the learners would have more practice in restating, paraphrasing, using paralinguistic signals. They need to develop their skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with other learners.

c. Teacher Roles in Task-Based Instructions

There are some additional roles for the teachers in Task-Based Instructions proposed by Richards and Rodgers. First, teacher as selector and sequencer of the task. must form the tasks into an instructional sequence in keeping with the learner needs, interests, and language skill level. Whereas selecting, adapting, and/or creating the task themselves are the central roles. Secondly, a teacher must prepare learners for the task. These activities include topic introduction, clarifying task instructions, helping students learn or recall useful words and phrases to facilitate

task accomplishment, and providing partial demonstration of task procedures. The last, teacher as a consciousness-raising is where the teacher here must help the students to employ a variety of form-focusing techniques, including attention-focusing pre-task activities, text exploration, guided exposure to parallel tasks, and use of highlighted materials.

d. The Components of Task-Based Instructions

Willis (1996: 38) stated that the learning process in Task-Based Instructions consists of three phases: pre-task, task cycle, and language focus.

1) Pre-task

In this stage, the teacher should introduce the topic and the tasks to the students which are conducted through the brainstorming ideas, pictures, mime or personal experience to introduce the topic. It is important that the teacher should create attention and give the learners chance to prepare to do task on the topic given. This step means to ensure that the learners understand about the task, goal, and the result. Therefore, the clear explanation and detail instructions must be given.

2) Task-cycle a) Task

In this phase, the students are allowed to carry out the activities and task in pairs or in small group. The main focus of the task is to get on meaning or content rather than on the form of the target language. The emphasis is on spontaneous, explanatory talk and confidence building. Thus, it is necessary for the teacher to help the students formulate what they want to say without intervening to correct their error of form.

 

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b) Planning

Planning is the essential part of task cycle because it prepares the next stage where the students are asked to report how they did the task and what the outcome was. I this part, the teacher may correct the errors that the students made and give the suggestion to improve their language.

c) Report

This part could be categorized as the conclusion of the task cycle stage. Learners are to report, compare findings or begin to survey what they have done in groups, whole class or in pairs.

3) Language focus

This last stage of the Task-Based Instructional learning process continues the repot phase and provides an opportunity for explicit language instructions. The purpose is to highlight the specific language features from the materials used earlier in the task cycle. The focus is on the learners to the forms of the target language after processing the meaning.

This stage consists of two steps namely analysis and practice activities. The aim of the analysis activities is to get the students to identify particular features of language form and language use in their own time. On the other hand, practice activities could be naturally combined with analysis work and are useful for consolidation and modification. After identifying the language for and use, the learners have to practice it through some exercises like repetition, memory challenge, and dictionary exercise.

Figure 3: The Components of Task-Based Instructions (Willis, 1996: 114)

6. Listening

a. The Nature of the Listening Process

Nida (1982, as cited by Wijayasuriya and Gaudart, 1992: 63) in an article entitled “Learning by Listening” says, “Learning to speak a language is very largely a task of learning to hear it.” However, hearing is only the first part of listening. The activities in listening involve high concentration. It is not only about hearing but also concentrating on what we listen and know how to respond it. As Rost in Teaching and Researching Listening (1994: 141-142) points out that listening is vital in the language classroom because it provides input for the learner. Without understanding

Task cycle

Several sets of tasks followed by the teacher walks through of tasks 

 

Planning 

Report 

Presentation

Pre-task

Introduction to subject and task 

Language focus

Selecting, identifying and classifying common  words and phrases 

Practice of language and phrases in classroom 

 

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input at the right level, any learning simply could not begin. In other words, listening becomes the basic skill in learning foreign language since it is usually used in other skills: reading, writing, and speaking.

Moreover, Rost (2001: 11) states that making listening materials needs a good understanding of effective teaching that includes careful selection of sources, creative listening materials design, continuous assistance, and integration of listening with other skills. In teaching listening those aspects are the most important key to hold to create purposeful class activities. Basically, the problem is that many students could hear but have not learned how to listen and process the information well.

According to Nunan, the top-down view suggests that the listener actively constructs (or more accurately, reconstructs) the original meaning of the speaker using incoming sounds as clues (2002: 239). It means that we know certain things about certain topics and situations and use that information to understand. On the other hands, bottom-up processing model assumes that listening is a process of decoding the sounds that one hears in linear fashion, form the smallest meaningful units (phonemes) to complete texts (2002: 239). We could say that this model uses the information we have about sounds, word meanings, and discourse markers (like first, then and after that) to gather our understanding of what we read or hear one step at time.

Listening requires both bottom-up and top-down processing to comprehend the passage. In this study, the writer would like to present listening materials that combine bottom-up and top-down processing so that the materials could really help

the students to be able to apply the real-life communication well. b. Listening Purpose

There are two listening purposes which need to be discussed in this part. Brown and Yule (1983), as quoted in Richards (1988: 63), elaborates two listening purposes. The first is interactional functions of language which emphasizes the interaction of the participants to create comfortable and not threatening situation. Brown and Yule explain that interactional purpose is listener oriented (Richards, 1988: 63).

The second purpose is the transactional functions of language. It is used for communicating information and usually called “message oriented”. This function concerns with the interaction with other people related to the language, coherence, content, and clarity such as, taking notes or carrying out an instruction (Richards, 1988: 65).

Both interactional and transactional functions are needed because interactional is used to interact with people, while transactional is used to gain new information and skills (Richards, 1988: 66). In this study, a set of instructional materials would be designed by considering the listening process and purposes in order to help the students really comprehend real-life listening activities later on.

c. The Importance of Listening

Listening is our primary activity. According to experts, adults spend most of their time listening when they are communicating, college students spend about 45 % of their time listening and in classroom, they spend 57.5 % of time (Wijayasuriya and Gaudart, 1992: 63). In fact, effective listening is extremely important for students as

 

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they spend most of their time listening to lectures they have in class. Although listening is an important aspect in second language proficiency, it is often neglected in English teaching. Therefore, the writer intends to design a set of instructional design materials to help the teacher facilitates their students in listening proficiency of second language acquisition process.

d. The Principles of Listening

According to Morley (as cited by Wijayasuriya and Gaudart, 1992: 73) the recent popular listening design is suggested to follow some principles.

1) The design has to be presented using intrinsically-motivating technique, which refers to the appeal of listeners’ personal interest and goals.

2) The use of authentic language and context in order to enable the learners to see the relevance of the classroom activities and the real communication activities. 3) The listening design should also consider the form of listeners’ response to

monitor their understanding to the spoken language.

4) Developing learners’ strategic competence by encouraging the development of listening strategies.

5) To include both bottoms-up and top down listening technique. e. Learners’ Problems

There are various things that cause the students do not focus in their listening class. According to Ur (1996: 112), the students face some problems in having listening skill.

1) The students have problem with sound

The students are used to dealing with written exercises and rarely listen to foreign speech which causes them to have limited information about correct pronunciation.

2) The students have to understand every word

The students think that they have to understand every word in order to understand the whole information. The teachers also support this mistake by demanding the students to understand word by word that causes fatigue towards the students comes easily. However, the teacher should explain the correct method in listening activity.

3) The students could not understand fast, natural native speech

The students usually ask their teacher to speak slowly and repeat the information when they could not get the main point of the talk. The teacher is supposed to help the students by the nature of native speaking so that they would be more familiar to listen the teacher properly.

4) The students need to hear things more than once

The students tend to ask repetition when listening to particular information. In contrast, listening occurs only once in real life situation. Ur (1996: 112) suggests that the teacher uses redundancy text that contains repetition in the important information. 5) The students find it difficult to keep up

The learners feel overloaded with the incoming information (Ur, 1996: 112). The solution is not to slow down the discourse, but to encourage the students not to relax,

 

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and select the important information. 6) The students get tired

Since it is easy for the students to get tired after listening long conversations, the teacher should be creative in giving variations of the speakers’ voice, given pauses and not to make listening comprehension too long.

f. Teaching Listening

Ur (1996: 105) says, “The objective of listening comprehension practice in the classroom is that students should learn to function successfully in real life listening situation.” Ur clarifies that the students are expected to understand the utterances using natural speech of speaking, proper diction, and pronunciation so that whenever they listen to the conversation in English, they would be able to understand it. In addition, they could respond to the daily conversation well.

The teacher’s role is important in creating such supporting situation so that the students experience real-life conversations. The materials should be close to the students’ daily activities so that they would be able to really apply what they have obtained in their classroom to the real situation.

g. Types of Listening Activities

Ur (1996: 113) proposes four types of listening activities and each type has its own division.

1) No Overt Response

The learners just listen to the listening materials without giving any responses. The activities are stories, songs, and entertainment which could be movie, theater,

and videos.

2) Short Response

The learners only give short answers or actions towards listening materials. The activities are obeying instructions, ticking off items, true/false, detecting mistakes, cloze, guessing definitions, skimming and scanning.

3) Longer Response

The listeners give longer answers or more actions. The activities are answering questions, note taking, paraphrasing and translating, summarizing, and long gap filling.

4) Extended Response

The listening activity is only a basic to extend reading, speaking, or writing. The activities included are problem solving and interpretation.

h. Listening Materials and Media

There are some aids used in this design such as pictures and images, vocabulary building, and also the use of music in the designed materials. Since there is no language laboratory in SMK Pius X Magelang, the writer uses taped materials in this design. Taped materials would help the students to be familiar with the varied sounds in different characters, situations and voices. Taped materials are also portable and readily available, the tapes are extremely cheap and the machines to play them are relatively inexpensive (Harmer, 2001: 229).

The next aids used are pictures. Pictures could vary the materials in the learning process, including listening. In this study, the writer would apply understanding and

 

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prediction activities in which the students need to understand the certain pictures then select the best corresponds to the listening passage, and to predict what is coming next in a lesson (Harmer, 2001: 135) .

The use of music also takes part in this study since music is powerful stimulus for students and it could change the atmosphere in the classroom, or prepare students for new activities (Harmer, 2001: 242). Students could learn by completing the missing lyrics, since many students like to listen to music. Another characteristic used is the vocabulary building. Pre-teaching vocabulary could reduce the language difficulty problem in the listening class. Besides, it could attract the students’ interest on the topic given.

B. Theoretical Framework

In designing a set of instructional material for the Eleventh grade students of SMK Pius X Magelang, some steps were applied in this study. The design is developed based on the School-Based Curriculum 2006 which is suited with the teachers’ and students’ needs. The approach used to develop the design is Communicative Language Teaching, and the method applied to underline the implementation of CLT is Task-Based Instructions. The materials would be designed for the second semester period as the teachers’ needs and the curriculum applied in SMK Pius X Magelang.

In order to produce the creative and varied design, the classroom activities and tasks are developed using Task-Based principles. Since the Task-Based Instructions

principle underlies the materials development and reflects the characteristics of CLT as the approach of this study, each term in the listening activities is developed based on the Task-Based principles. The task would be the focus on the teaching-learning process. Thus, there would be six terms of activities in each chapter of the design which contains the Task-Based principles.

In designing the listening materials, the writer adapted Kemp’s design since it has already provided the steps needed by the writer to develop effective design of listening materials. Kemp’s design is selected since it emphasizes on the problems, such as objectives, activities and resources, and also the evaluation. The steps used to develop the materials are adapted from Kemp’s design which would be suited with R & D steps in the next stage of this study.

However, there would be some differences between the steps in this study and Kemp’s since the writer developed and adapted the steps which are suited with the needs in this study. In this study, the revision part would be applied for several steps in designing the materials, not the whole process. The dotted lines shows the feedback of the revision part for the steps which could be revised in this study. These are the steps used by the writer in designing the materials:

1. Listing the Students’ Characteristics

In this step, the writer collects all information about the students’ needs, capabilities, and interests. Listing the students’ characteristic is conducted before designing the materials since the activities of the materials would be suited with the students’ needs and interests. The questionnaires would be distributed for the students

 

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to gain the data of the students’ characteristics. 2. Stating the Goals and Listing the Topics

This step aims to determine the goals of the materials design based on students’ needs. The topic would be suited with the School-Based Curriculum which facilitates the students to achieve the goals of the study.

3. Specifying the Learning Objectives

It is important to state the objectives before selecting the learning activities because the writer needs to know the measurable objectives which should be accomplished later. In this study, the indicators would present the learning objectives of the materials.

4. Listing the Subject Content

The content of the materials must closely relate to the objectives and to the students’ needs (Kemp, 1977: 43). In this step, the writer needs to consider the content organizing, and also task analysis. It aims to ensure that each element of the materials development procedures is included in the planning process.

5. Selecting some Teaching-Learning Activities and Resources

Before designing the listening materials, the writer would choose some teaching-learning activities and resources which are appropriate for the theories used in this study. The writer needs to dig listening materials and resources as many as possible to create qualified and creative listening materials. This stage would influence the characteristic of the design later on.

6. Designing the Materials

The materials are here designed based on the School-Based Curriculum 2006 which are suited with the teachers’ and students’ needs, School-Based Curriculum, the principles of Task-Based Instructions, the theory of teaching listening, and Kemp’s model. The tasks and the terms used in each activity would be developed using Task-Based principles since the tasks hold the crucial role in the teaching-learning process. Since the design would be used for the second semester, the topics in the design are suited with the curriculum for the second semester.

7. Evaluating the Designed Materials

The revision aims to help the writer develop her works optimally, and selects the correct step in the design. The revision of the designed materials occurs in every step to help the writer monitor her design. The evaluation is conducted by the help of the lecturers of English Language Education Study Program and also the English teachers of SMK Pius X Magelang.

8. Revising the Materials

After evaluating the designed materials, the writer would revise the instructions and the materials. The revision would depend on the evaluation from the previous step of this study that is evaluation of the design materials by the lecturers of English Language Education and the English teachers of SMK Pius X Magelang. Since not the whole process in designing the materials can be revised, this step is showed by the feedback lines for the steps which could be revised.

 

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Figure 4: The Steps in Designing the English Listening Instructional Materials for the Eleventh Grade Students of SMK Pius X Magelang

CHAPTER III

METHODOLOGY

In this section, the writer would like to present the methodology used in this study. It will mainly discuss the research method, research participants, research instruments, data gathering techniques, data analysis technique, and research procedure.

A. Research Method

It is mentioned in Problem Formulation in the first chapter that there are two research questions needed to answer as follows: 1). How is a set of English Listening materials for the Eleventh grade students of SMK Pius X designed? 2). What does the English Listening materials for the Eleventh grade students of SMK Pius X look like? Those two questions need to be answered, and in this section the writer discussed the method used to solve the problem in this study. Since this study is aimed to present a set of English listening instructional materials, a research was conducted to obtain the data using a method namely Research and Development.

In this study, the writer applied Research and Development method (R & D), which according to Borg and Gall (1983: 772), R & D is a process used to develop and validate educational products, such as teaching materials teaching methods and

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method for organizing instruction. Furthermore, the goal of R & D is to develop the research knowledge and incorporate it into a product that combines educational research and educational practice rather than discover new knowledge (Borg and Gall: 771).

The writer decided to use R & D method because it facilitated the writer to create tested and applicable educational products for the subject of the study, which was SMK Pius X Magelang. R & D consists of a cycle where a product will be developed, field tested, and improved on the basis of field-test data. R & D contains ten steps, namely, Research and Information Collecting, Planning, Development of Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and dissemination and Implementation (Borg and Gall, 1983: 775).

However, the writer would apply only five steps to solve the problems in this study because of the limitation of time and capacity.

1. Research and Information Collecting

This step included review of literature, classroom observations in this study. The library study was conducted since November 2008. The importance of this step was to help the writer design the qualified educational product as needed by the students of the SMK Pius X. Therefore, in this step the writer collected the data from the Eleventh grade students of SMK Pius X Magelang as well as the English teachers. The data would gather the information about the conditions and characteristics of the students which influenced the materials development.

In this study, the data were collected by distributing the questionnaires and interview. The data gathered consisted of the importance of English listening skills, students’ perceptions and experiences toward English listening class. Moreover, the information and opinion from the English teachers were needed to help the writer to develop the materials design.

2. Planning

In this study, Planning included defining skills, stating objectives, and determining course sequence which was developed based on the curriculum applied in SMK Pius X Magelang. The writer would use the data from Research and Information Collecting to determine the appropriate materials based on the students’ needs and the school’s curriculum. The data would be presented in the form of syllabus and lesson plans.

Since the design would be developed based on the School-Based Curriculum which is applied in the school, the terms in the Planning were suited with school’s syllabus. The most important aspect in Planning is stating the objectives which should be achieved by the product. Thus, the writer firstly reviewed the Competence Standard and the Basic Competence, and listed the topics of the designed materials

based on the syllabus of SMK Pius X Magelang. After that, the indicators were

specified before listing the subject content to select some teaching learning activities and resources which would be used in the design.

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3. Development of Preliminary Form of Product

In this study, this step included all preparation of the instructional materials, handouts, and the activities which are going to be developed using Task-Based principles. This study aimed to design the materials which are really appropriate with the needs of the Eleventh grade students of SMK Pius X Magelang. Thus, the data from Research and Information Collecting were used as the basis of designing the materials based on the Task-Based principles. Organizing the materials and obtaining feedback as much as possible were important aspects of designing the qualified materials. Subsequently, the feedback would be the basis to revise and improve the materials so that the materials would be ready and complete to be used by the English teachers of the school.

4. Preliminary Field Testing

The aim of this step in this study was to acquire evaluation and comments as well as criticism of the designed materials. The designed materials would be evaluated by

two English teachers of SMK Pius X Magelang and lecturers of English Language

Education of Sanata Dharma University. The feedback would be gathered using questionnaire, and would be used to revise and develop the designed materials.

5. Main Product Revision

In this study, this step was conducted by revising the designed materials as suggested by the Preliminary Field Testing results. The result of the Preliminary Field Testing would be the basis of the product revision.

B. Research Participants

In this study, there were two groups of participants in this section and they were consisted of different group of people.

1. Participants of Research and Information Collecting

There were two group of participants of Research and Information Collecting. They were the eleventh grade students of SMK Pius X Magelang, both Food Science

and Clothing Science departments, and the English teachers of SMK Pius X

Magelang. The students were asked about their opinion on the listening activities they had so far, their difficulties and their expectation on their English lesson, especially listening. Meanwhile, the teachers were asked to give opinion about the materials, method, and also their students’ characteristics which were useful for the materials development process in this study.

2. Participants of Preliminary Field Testing

In Research and Information Collecting, the participants were the English teachers of SMK Pius X Magelang and the lecturers of English Language Education Study Program of Sanata Dharma University. In this section, they were asked to give feedback, opinion, comments, and suggestions toward the designed materials for helping the writer to revise the materials.

C. Research Instruments

In order to obtain the data for this study, the writer employed some instruments in Research and Information Collecting and Preliminary Field Testing.

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1. Instruments of Research and Information Collecting

For Research and Information Collecting, the writer used questionnaires small interview to gain the data and information on teachers and students’ needs about the materials, method, and activities in listening class. The subjects of the interview were the English teachers of SMK Pius X Magelang, while the questionnaires were given for the English teachers and the students who were going to have the activities using the designed materials later on. The interview was conducted using open-ended questions.

2. Instruments of Preliminary Field Testing

In Preliminary Field Testing, the questionnaire was used to obtain the data for the evaluation of the designed materials. Ary, Jacobs, and Razavieh (2002: 421) state that “questionnaire is designed for self-administration and it is possible to include a large number of subjects as well as subjects in more-diverse locations. Respondents also feel free to give their opinions and do not feel reluctant to express points of view”.

The questionnaire would be given to the English teachers of SMK Pius X who

would use the materials, and the lecturers of English Language Education Sanata Dharma University. The questions were in Likert scale item (close-ended questions and open-ended questions). A Likert scale assesses attitudes toward a topic by asking respondents to indicate whether they strongly disagree, disagree, undecided/doubt, agree, or strongly agree, with each series of statements about the topic (Ary, Jacobs and Razavieh, 1990: 234).

D. Data Gathering Technique

In this study, some techniques were applied to gather two kinds of data needed from Research and Information Collecting and Preliminary Field Testing. In Research and Information Collecting, the writer conducted the library studies and gathered more information about School-based Curriculum, instructional designs, listening theories, Task-Based Instruction and also listening materials related to SBC. Such literature such as books, documents, journals, articles, and web sites related to the materials used were used.

After that, the writer distributed the questionnaires for the English teachers and

the Eleventh grade students of SMK Pius X Magelang both from Food and Clothing

Science. The interview with the English teachers was also conducted to gather the information about the needs for the listening materials which would be developed in this study. In Preliminary Field Testing, questionnaires were distributed to two

English teachers of SMK Pius X Magelang and some lecturers of English Language

Education of Sanata Dharma University for the materials evaluation. The materials were revised based on the feedback, opinions, comments, and suggestions from the research participants.

E. Data Analysis Technique

In this study, there were two kinds of data obtained from Research and Information Collecting and Preliminary Field Testing. They were analyzed in order to find out the central tendency of the respondents’ opinions about the listening

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activities during the class and presented in the form of narrative description and numerical data. In Research and Information Collecting, the questionnaires were distributed to two English teachers of SMK Pius X Magelang and also the students of the Eleventh grade both Food and Clothing Science departments. The data gathered from the Research and Information Collecting would be analyzed in numerical data and narrative description. The data gathered would be presented as follows:

In Preliminary Field Testing, the questionnaire was distributed to the English

teachers of SMK Pius X Magelang and lecturers of English Language Education of

Sanata Dharma University. The questionnaire would be in the form of Likert scale which has close-ended and open-ended questions items. Table 1 shows the five degree of agreements on how the participants would answer the questions:

Table 1: Degrees of Agreements

Degree of

agreement Meaning

1 Strongly disagree with the statement

2 Disagree with the statement

3 Undecided/doubt

4 Agree with the statement

5 Strongly agree with the statement

The central tendency used and regarded as the proper way to present the data since it shows the whole set of measurement (Ary, Jacobs, and Razavieh, 1990: 127). The measurement of the average was known as mean, median, and mode.

Table 2: The Descriptive Statistics of Participants’ Opinion No. Participant’s Opinion on… Frequency of the Degree of

Agreement

Central Tendency

1 2 3 4 5 N Mn Mdn Md

Note:

N  : Number of participants Mdn : Median

M  : Mean Md : Mode

According to Ary, Jacobs, and Razvieh (1990: 127-132), mean is the average point that was counted by adding all points and divided by the number of the questions. The median is the middle point of the odd ordered data from the smallest point into the biggest one. The mode is the point that frequently appears in the data.

Here is the formulation of mean:

X =

∑X N

X = the mean/average point

∑ X = the sum of

N = the total number of the participants

In the questionnaires distributed to the English teachers of SMK Pius X and the lecturers of English Language Education, the data about teacher’s opinions and comments about the designed materials were presented. The data for the open-ended questions were analyzed in narrative description, and the data interpretation for the

46

central tendencies was based on the mean assessment. The data would be used to improve the designed materials.

Since the data from Preliminary Field Testing showed whether or not the designed materials were good and acceptable, the assessment of the mean was needed to interpret the data. The assessment of the mean is classified in the Table 3.

Table 3: The Assessment of the Mean 0-1 : The designed materials were poorly designed. 1,1-2 : The designed materials were fairly designed. 2,1-3 : The designed materials were fairly good designed.

3,1-4 : The designed materials were good but need some revisions. 4,1-5 : The designed materials were well designed and acceptable.

However, the description of the participants’ educational background was also needed. Thus, the writer also gained the data about the participants’ educational background.

Table 4: The Description of the Research Participants Group of

Participants

No Sex Educational

Background

Teaching Experiences (in years)

F M S1 S2 S3 1-5 6-10 11-15 16-20

English teachers of

SMK Pius X Magelang

1. 2. English Language Education lecturers of Sanata Dharma University

1. 2.

F. Research Procedure

Research procedures presented in this part were adapted from the theoretical framework in Chapter II and five steps of R & D method used in this study. The steps are discussed as follows:

1. Research and Information Collecting

In this step, identifying entry behavior was conducted in order to gain the data needed in this study. Therefore, the writer started with asking permission to the

headmaster of SMK Pius X Magelang before conducting the research in the

vocational school. After asking the permission, the writer continued with conducting the small interview and distributing the questionnaire to the students and the English

teachers of SMK Pius X Magelang to obtain the data about the students’

characteristics and needs. Besides, a review of related literature was conducted to find out some theories related to the study. Some relevant books, documents, journals, articles, web site and any information about School-based Curriculum were read to broad the writer’s knowledge about the theories applied in this study.

2. Planning

In Planning step, the writer started with stating the goals and listing the topics, specifying the learning objectives, and listing the subject content according to the curriculum applied in the vocational school of this study. Since the materials would be developed based on the School-Based Curriculum, the terms used were Standard Competence and Basic Competence instead of goals, and indicators instead of learning objectives. The data from Research and Information Collecting were used as

 

Unit 2-Telephoning/ 5 Asking for caller

identification  

• May ) say who's calling? 

• Could ) have your name  please? 

• Who's calling please?   

Promising action

• )'ll give X your message as  soon as he / she comes  back 

• )'ll pass your message on   

If you don't understand

what the other person is saying 

• Sorry? / Pardon? 

• Could you repeat that  please? 

• Sorry, ) can't hear you.  Can you spell that  please? 

LET’S PRACTICE IT!

Work in pairs and make short dialogues using the expressions in telephoning. Try to use the new words you get from today’s lesson and submit your work.

What Did You Get?

Answer the questions below to reflect what you have learned from today’s class activities.

1. What have you learned today? What is your opinion about the today’s lesson? 2. Did you get something new? What are they? Are they useful for you?

3. What is your expectation from the materials you get for your study in the future?

Pre-task

  Look at the pictures below. Work in pairs and try to find out what you will say if you meet people who need your help.

a. Getting lost b. Missing the bus

 

    c. Bringing heavy package d. Getting on the strike

 

(Pictures are taken from www.google-image.com, www.photosearch.com)  

It’s your turn

Listen to the recording carefully. While you are listening, please complete the blank with the words you hear.

Taken from: www.esl­lab.com   

New words

  Man : Uh, where am I? Tsk, hum . . .

Woman : Excuse me. Do you need __________________________________?

Man : Nah, I . . . I'm just looking . . . well . . . [Okay . . .] Uh, well, actually . . . yeah. Um . . . I _____________________________________________ the science museum, but I've been lost for the past few hours, and I can't make heads or tails of these ticket machines.

Woman : Ah, well, just ______________ this button. [Oh, yeah] And from here, it's a dollar fifty.

Man : Okay.

Woman : Then, get on the train at platform number 4.

Man : Alright. Oh, and how often do the trains come around __________________________ of day?

Woman : Usually, they come about every six minutes. Man : Okay. And where do I get off the train?

Woman : Get off at State Street __________________, three stops from here. Man : Okay. I got it. Thanks for_______________________________. Woman : No problem. Good luck.

Actually : in fact

Science : pure

Past few hours : several hours ago Make heads or tail : do not understand at all

Platform : a long flat raised area at the railway station Get on : to go on a certain vehicle (bus, train) Get off : remove

 

B. Listen to some expressions used to offer something to the restaurant guest.

Decide whether the statements are true (T) or false (F) based on the recording you hear. Underline the incorrect words you find.

1. May I take your order please?

2. Would you care for something to eat? 3. How would you like your steak?

4. Would you like bread or potatoes with your meal? 5. Would you like something else?

6. How many peoples are in your party?

7. What kind of dressing do you want on your salad? 8. Is everything okay with your meal?

9. Would you like to carryout container for the rest of your meal? 10. Do you accept personal checks?

Taken from: www.esl­lab.com 

C. Listen again to the recording. Choose the correct answer for the questions you

hear by crossing one of the options below. 1. A. No. We're not ready yet

B. Yes. We can pay them now C. No. We want to eat now. D. No. Don’t disturb us, please. 2. A. I want to eat some pizza.

B. I'll take a large Sprite. C. I’ll eat a hamburger D. I’ll take my own drink.

3. A. Sprite, please. B.All of them, please. C.Is there any juice here? D.Medium, please. 4. A. Nothing.

B. Yes, please. C. Bread, please. D.What do you think?

5. A. Yes. I'd like more water. B. Yes, can you help me?

C. No, you don’t need to do that. D. Wow, you’re so kind.

6. A. I don’t know.

B. Why do you ask me that? C. Three.

D.Ups, we forget it. 7. A. It’s up to you.

B. How about a pizza? C. What do you mean? D. What kinds do you have?

8. A. So far, so good. B.Awful

C.What’s that?

D.Is it written in the menu? 9. A. No. I think I'm done.

B.How dare you? C.How come? D.When? 10.A. Thank you.

B.Would you please take it for me? C.Oh, I’m sorry.

D.No. Only cash or credit cards.

LANGUAGE FOCUS

Ways to Say It

These are the expressions used to offer, accept, and refuse help:

Offering Help Accepting Help Refusing Help Offering services:

May I help you, Miss? Can I help you, Madam/Sir?

Is there anything else I can do for you? What can I do for you, Madam/Sir? Do you need any help?

Certainly. Yes, sure. I’d like to ….

No, thank you. No, it’s fine

LET’S PRACTICE IT!

Now it’s time for you to practice what you have learned. Just do the activities below and listen to your teacher’s instruction:

1. Find partners to work with

3. The succeed group may choose one of the groups and punish them if they can’t finish their turn

What Did You Get?

Answer the questions below to reflect what you have learned from today’s class activities.

1. What did you learn today? Are they useful for you? 2. What difficulties you find during the lesson?

3. What will you do to overcome your difficulties and improve your English? 4. Which activities do you like and which one you dislike? Why?

5. Are there any new vocabulary items you find? What are they?