English listening materials using task based language teaching for seventh grade students of SMP Negeri 2 Yogyakarta

ENGLISH LISTENING MATERIALS USING TASK-BASED

LANGUAGE TEACHING FOR SEVENTH GRADE STUDENTS

OF SMP NEGERI 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Berta Kusumastuti Student Number: 091214132

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

i

ENGLISH LISTENING MATERIALS USING TASK-BASED

LANGUAGE TEACHING FOR SEVENTH GRADE STUDENTS

OF SMP NEGERI 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Berta Kusumastuti Student Number: 091214132

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

iv

DEDICATION PAGE

“There are only two ways to live your life. One is

as though nothing is a miracle. The other is

as though everything is a miracle.”

(Albert Einstein)

“I am a God se

rvant. Let it be to me according to

Your w

ord”

(Luke 1:38)

This thesis is dedicated to: Jesus Christ and Mother Mary

My beloved family:

Mama, Bapak, Mas Bowo, and Dek Tyas, I love you very much My beloved friends who always support me

v

STATEMENT OF WORK ORIGINALITY

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

Yogyakarta, 10 December 2013

The writer

Berta Kusumastuti 091214132

vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Berta Kusumastuti Nomer Mahasiswa : 091214132

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta

berserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 18 November 2013

Yang menyatakan

vii

ABSTRACT

Kusumastuti, Berta. 2013. English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Listening is a crucial skill in langauge learning. By listening the students can gather information form the others. However, the seventh grade students of SMP Negeri 2 Yogyakarta have problems with the listening skill. The listening skill is rarely given by the teacher and the listening materials are not varied enough for them.

This study was conducted to design various interesting listening materials which are appropriate for the seventh grade students of SMP Negeri 2 Yogyakarta by using Task-Based Language Teaching. The problems formulated in this study were: (1) how are the English listening materials Using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta designed? and (2) what do the English listening materials Using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta look like?

In order to answer the research problems, the writer used Research and Development (R&D) Method by Borg and Gall (1983) and adapted Kemp’s Instructional Design Model (1977). There were five steps used by the writer: (1) Research and Information Collecting. The aim of this step was to obtain the students’ characteristics. (2) Planning. This step consisted of stating the goal and the topics, listing the subject content, and specifying the learning objectives. (3) Preliminary Form of Product. This step was aimed to develop the listening materials or the teaching/learning activities related to the planning step. (4) Preliminary Field Testing. The aim of this step was to evaluate the product. (5) Revision of the Product.

The results indicated that the designed listening materials using Task-Based Language Teaching were acceptable for the seventh grade students of SMP Negeri 2

Yogyakarta. The listening materials consisted of four units and each unit consisted of

four sections namely Warming Up!, Let’s Go!, Your Focus Today, and Cooling

Down. Hence, the writer hopes that the listening materials would be useful for seventh grade students and the English teachers of SMP Negeri 2 Yogykarta.

Keywords: English listening materials, task-based language teaching, seventh grade students, junior high school

viii

ABSTRAK

Kusumastuti, Berta. 2013. English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Menyimak merupakan kemampuan penting dalam kegiatan pengajaran bahasa. Dengan menyimak, siswa-siswi dapat memperoleh informasi dari sekitar mereka. Namun, siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta memiliki masalah dengan kemampuan menyimak. Kemampuan menyimak jarang diberikan oleh guru-guru mereka dan materi menyimak tidak cukup bervariasi untuk mereka.

Skripsi ini dilaksanakan untuk merancang materials menyimak yang menarik dan bervariasi yang sesuai untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta dengan menggunakan Task-Based Langauage Teaching. Rumusan masalah di skripsi ini antara lain: (1) bagaimana materi menyimak Bahasa Inggris menggunakan Task-Based Language Teaching untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta dirancang? (2) bagaimana bentuk dari materi menyimak Bahasa Inggris menggunakan Task-Based Language Teaching untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta?

Dalam rangka menjawa b rumusan masalah tersebut, penulis menggunakan Metode Penelitian dan Pengembangan (R&D) dari Borg dan Gall (1983) sambil mengadaptasi model rancangan dari Kemp (1977). Ada lima tahap yang digunakan oleh penulis: (1) Pengumpulan Penelitian dan Informasi. Tujuan dari tahap ini adalah untuk mengumpulkan karakteristik siswa. (2) Perencanaan. Tahap ini meliputi penentuan tujuan dan topik, penguruatan isi pokok, dan pengerucutan tujuan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Tahap ini bertujuan untuk mengembangkan materi dan kegiatan pembelajaran berdasarkan bagian perencanaan, (4) Pengujian Awal di Lapangan. Tujuan dari tahap ini adalah untuk mengevaluasi produk. (5) Perbaikan Utama Produk.

Hasil menunjukkan bahwa materi menyimak menggunakan Task-Based Language Teaching yang telah didesain sesuai untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta. Materi menyimak tersebut terdiri dari empat unit yang masing-masing memiliki empat bagian, yakni Warming Up!, Let’s Go!, Your Focus Today, and Cooling Down. Selanjutnya, penulis berharap materi menyimak ini dapat berguna untuk siswa-siswi kelas tujuh dan guru-guru Bahasa Inggris di SMP Negeri 2 Yogyakarta.

Kata Kunci: English listening materials, task-based language teaching, seventh grade students, junior high school

ix

ACKNOWLEDGEMENTS

First of all, I would like to express my deeper gratitude to my dear Jesus

Christ and Mother Mary, who always bless me whoever and wherever I am,

especially in the hard times during my study and my thesis writing. My special

gratitude also goes to my thesis advisor, Agustinus Hardi Prasetyo, S.Pd., M.A. for

his time, patience, guidance, help, suggestions, criticism, and support in finishing my

thesis. I am thankful to all of the lecturers of English Education Study Program

for guiding me during my study in Sanata Dharma University, especially in finishing

my thesis writing. I sincerely send my gratefulness to Christina Kristiyani, S.Pd.,

M.Pd, my academic advisor and L. Sumarni, S.Pd., M. Trans.St. for being a very

kind evaluator. I am also very grateful to all of the secretariate staff of English

Language Education Study Program for always helping me with the

administrative matters, especially in the crucial days before the final exam.

My deep gratitude also goes to the headmaster of SMP Negeri 2 Yogyakarta

for giving me permission to conduct the study in SMP Negeri 2 Yogyakarta. I would

also like to give my gratitude to the English teachers of SMP Negeri 2 Yogyakarta,

Triyani, S.Pd. and Yenny Artati, S.Pd. for their help, guidance and suggestions

toward the design of the listening materials. I am also very thankful to the seventh

grade students of SMP Negeri 2 Yogyakarta who have participated in my thesis and

given me support to finish my thesis writing.

My special gratitude goes to my beloved parents, Agustinus Sabar Setyo

Budi and Aloysia Sumaryati. I thank them for their endless love, prayer, support,

x

for teaching me not to give up in any situations. My gratitude also goes to my

beloved brother and sister, Vinensius Adhi Setyo Wibowo and Brigita

Kusumaningtias, who always support me and give me confidence to finish my

thesis.

My gratitude also goes to all my beloved best friends, Helen Marta Sari,

Pipiet Dhanayu, Nur Sekar Arum, Brigita Padhangsih Jati, Friska Ayu, Carolina Niken, and Denny Kusuma for being my best friends and giving me

support until the end of my study. I am also grateful to my lovely friends in KMPKS,

PIMNAS, Natas and in my boarding house for giving me smile and supporting me to

finish my thesis writing. My gratitude also goes to my umbrella research friends,

Hehen, Shela, and Bayu, who accompanied me when conducting the research in

SMP Negeri 2 Yogyakarta and finishing the thesis together. I am also grateful to

Dimas and Mbak Sisy for their voices in the recording of the listening materials.

Last but not least, my gratitude also goes to all PBI 2009 students in Sanata

Dharma University, especially in Class F and Class D, for the wonderful moments

during my study in Sanata Dharma University, and all of the people whose names

cannot be mentioned one by one here. May the Lord always be with us and grant us

the best in our lives.

xi

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER 1. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problems ... 5

C. Problem Limitation ... 5

D. Research Objectives ... 5

E. Research Benefits ... 6

F. Definition of Terms ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1. Instructional Design Model ... 9

2. Task-Based Language Teaching ... 13

3. Listening Theory ... 22

4. School-Based Curriculum ... 27

xii

CHAPTER III. METHODOLOGY ... 33

A. Research Method ... 33

B. Research Setting ... 36

C. Research Participants ... 37

D. Research Instruments and Data Gathering Technique ... 38

E. Data Analysis Techniques ... 39

F. Research Procedure ... 42

CHAPTER IV. RESULTS AND DISCUSSION ... 46

A. Steps in Designing the English Listening Materials ... 46

1. Students’ Characteristics ... 46

2. Goal and Topics ... 51

3. Subject Content ... 52

4. Learning Objectives ... 55

5. Teaching/Learning Activities and Resources ... 56

6. Evaluation of the Listening Materials ... 61

7. Revision of the Listening Materials ... 65

B. Final Version of the English Listening Materials ... 65

CHAPTER IV. CONCLUSIONS AND RECOMMENDATIONS ... 67

A. Conclusions ... 67

B. Recommendations ... 68

1. The English Teachers of SMP Negeri 2 Yogyakarta ... 69

2. The Other Researchers ... 69

REFERENCES ... 70

xiii

LIST OF TABLE

Table 3.1 Point of Agreeement ... 40

Table 3.2 The Descriptive Statistic of Participants’ Opinions ... 41

Table 3.3 The Description of the Participants ... 42

Table 4.1 The Results of the Questionnaire for the Students Part A ... 47

Table 4.2 The Results of the Questionnaire for the Students Part B ... 49

Table 4.3 Competency Standard, Basic Competences, and Topics ... 52

Table 4.4 The Subject Content ... 52

Table 4.5 The Indicators ... 55

Table 4.6 The Teaching/Learning Activities ... 56

Table 4.7 The Descriptions of Reseach Participants ... 61

xiv

LIST OF FIGURES

Figure 2.1 Diagram of Instructional Design Model (Kemp, 1977, p. 9) ... 13

Figure 2.2 A Diagram of the Relationship Among Task and Its Components (Nunan, 2004, p. 41) ... 17

Figure 2.3 The Writer’s Steps in Designing Listening Materials for Seventh Grade

Students of SMP Negeri 2 Yogyakarta ... 32

Figure 3.1 The Relationship of the R&D Cycle and the Writer’s Step in Designing Listening Materials for Seventh Grade Students of SMP Negeri 2 Yogyakarta ... 45

xv

LIST OF APPENDICES

Appendix A: Official Letters ... 73

Appendix B: Instruments ... 77

Appendix C: Syllabus ... 89

Appendix D: English Listening Materials for Seventh Grade Students of SMP Negeri

1

CHAPTER I INTRODUCTION

This chapter consists of the research background, the research problems,

the problem limitation, the research objectives, the research benefits, and the

definition of terms. The research background explains the reason why the research

was conducted. The research problems and the research objectives reveal the

problem formulations and the expected outcomes of the study. The focus of the

study and the definition of terms are explained in the problem limitation and the

definition of terms.

A. Research Background

Listening is a crucial skill in language learning. As stated by Goh (2002),

“Listening takes up as much as 50% of our everyday communication time. It is the

main channel of classroom instruction and the most used language skill at work

and at home” (p. 1). By listening, the students can obtain information about something. Lack of listening exposure can influence the students’ abilities in receiving the knowledge of the language. If the students are not accustomed to

listening, their ability to gather information about the language will be inferior. As

Nunan (2002) states, “Listening is vital in the language classroom since it provides input for the learners” (p. 238). The input can be received by listening to teachers, friends or to one another. Therefore, if the ability to listen is poor, the

SMP Negeri 2 Yogyakarta is located at Jl. Senopati 28-30 Yogyakarta and

it obtained an A for the accreditation. SMP Negeri 2 Yogyakarta also has many

classes, especially for seventh grade students. There are seven classes for the

seventh grade students including one acceleration class. Based on the writer’s observation, the seventh grade students of SMP Negeri 2 Yogyakarta lacked

listening exposure. They seldom experienced listening materials or used

speakers as the media to conduct listening activity. In fact, the school has a

loud-speaker in each class and a language laboratory.

Another reason for their lack listening exposure is that their listening

materials are monotonous. Actually, the seventh grade students of SMP Negeri 2

Yogyakarta have listening materials for their listening activity, but the materials

are monotonous. The listening materials only contain two or three kinds of

listening activities, such as filling in the blanks or answering questions. Moreover,

all of the materials are in the form of audio recording. Therefore, the students only

listen to the dialogue without experiencing audio visual media or videos. They are

the reasons why the teachers seldom use loud-speakers and the language

laboratory for the listening activity. Most of the time, the teachers also use their

own voices to read a monologue or a dialogue.

It is interesting to note that when the writer conducted the teaching

practice in SMP Negeri 2 Yogyakarta, the teacher explained something to the

students and they did not listen seriously. However, when the writer used

recording to teach listening, the students paid attention seriously. The teachers of

the speaker said in the recording. The students were also taught using Indonesian

most of the time, therefore, the seventh grade students of SMP Negeri 2

Yogyakarta had difficulties in focusing on the English words.

Seeing the difficulties of the students with their listening skills and

listening materials, the writer would like to design listening materials which are

suitable for the seventh grade students of SMP Negeri 2 Yogyakarta. SMP Negeri

2 Yogyakarta also has a mission to present an active, innovative, creative,

effective and fun teaching/learning activity so that, through this study, the writer

can provide various interesting listening materials. Since the school uses

School-Based Curriculum, the design of the listening materials will refer to School-based

Curriculum.

The writer also refers to Task-Based Language Teaching (TBLT) theory as

the approach in designing the listening materials. It is because TBLT involves

tasks which can increase the students’ communication and attention to the language. As Nunan (2004) states that the tasks (in Task-Based Language

Teaching) involve communicative language use in which the users focus on the

meaning rather than grammatical form. In other words, by using TBLT, the

students can express something using a target language and grammatical

expressions that they obtain from what they learn. According to Nunan (2004),

TBLT also offers the use of pedagogic tasks which mean the real-world or target

tasks are changed into classroom tasks. Therefore, the teaching/learning activities

The writer also uses TBLT because the writer observed that the students

paid more attention to listening tasks given by their teacher rather than listening to

their teachers’ oral explanations. It was proven by the changes of the students’ attention when they listened to the recording and when they were asked to do

some tasks while listening to the recording. The students stopped talking and

listened to what the speaker said.

TBLT also has a variety of tasks that will help the students not to get

bored, such as matching, discussing, comparing, and ordering and sorting. Using

the variety of tasks, the students’ listening abilities can be increased and they can enjoy learning English. As stated by Richards and Rodgers (1986) that the use of

a variety of different kinds of tasks in language teaching is considered to make the

language teaching more active.

The tasks are also adjusted to their levels. Besides audio recording, the

writer would also uses videos, pictures and a song to attract the students’ attention. The listening materials would be recorded in the form of MP3 files

burned CD so that the teachers can use the listening materials easily. Furthermore,

the writer expects that the listening materials using Task-Based Language

Teaching can increase the students’ motivation and interest in learning English,

especially listening. Moreover, the listening materials can also improve their

B. Research Problems

Related to the research background, the writer formulates two research

questions. They are formulated to address the listening materials for the seventh

grade students of SMP Negeri 2 Yogyakarta.

1. How are the English listening materials using Task-Based Language Teaching

for the seventh grade students of SMP Negeri 2 Yogyakarta designed?

2. What do the English listening materials using Task-Based Language Teaching

for the seventh grade students of SMP Negeri 2 Yogyakarta look like?

C. Problem Limitation

The study is limited to the second semester of seventh grade students of

SMP Negeri 2 Yogyakarta. The reason for choosing the second semester of

seventh grade students was because the writer found that the listening materials

that the students got in the second semester were less than the first semester. In

order to serve various interesting listening materials in the second semester, the

writer referred to the School-Based Curriculum which was used by the school and

Task-Based Language Teaching as the approach.

D. Research Objectives

The research objective is used to present the outcome of the study as the

answer of the research problems. In order to answer the research problems, the

1. To describe how the English listening materials using Task-Based Language

Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta are

designed.

2. To present the final version of the English listening materials using

Task-Based Language Teaching for the seventh grade students of SMP Negeri 2

Yogyakarta.

E. Research Benefits

There are some benefits related to this study as the contributions from the

writer. The benefits of this study are addressed to English Education in Indonesia,

English Education Study Program, and SMP Negeri 2 Yogyakarta. The

elaborations are presented below.

1. English Education in Indonesia

This study hopefully can provide information about the condition of the

seventh grade students and junior high school in Indonesia. Although the

condition is only in SMP Negeri 2 Yogyakarta, the writer hopes that the

information can give the real picture of all junior high school students in

Indonesia in general.

2. English Language Education Study Program

This study is also beneficial to English Language Education Study

Program, especially to the students of English Language Education Study

Program in Sanata Dharma University who want to conduct the same study. This

SMP students and can also give inspiration to the other writers who want to create

listening materials for SMP students.

3. SMP Negeri 2 Yogyakarta

The listening materials designed by the writer can be one of the vehicles to

achieve the missionof SMP Negeri 2 Yogyakarta, which is to provide interesting,

motivating, and innovative learning activities. Since the materials provided are in

the form of MP3 files burned CD and have clear instructions, the teachers of SMP

Negeri 2 Yogyakarta would not have difficulties in managing the task.

F. Definition of Terms

The terms in this study have to be explained in order to avoid

misunderstanding. The terms which should be explained are listening skill, the

seventh grade junior high school students, Task-Based Language Teaching, and

School-Based Curriculum. The definitions are explained as follows:

1. Listening

In this study, listening is one of the skills in learning language that should

be learnt by the students in order that the students are able to receive and gain

information from what they hear. It is supported by Nunan (2002), “listening is

vital in the language classroom since it provides input for the learners” (p. 238). 2. Seventh Grade Students of SMP Negeri 2 Yogyakarta

The seventh grade students of SMP Negeri 2 Yogyakarta are not

categorized as children but they are also not fully mature. The seventh grade

old and they are categorized as teenagers. As Kartono (1990) states, “people age between 10-19 years old are categorized as teenagers” (p. 133).

3. Task-Based Language Teaching (TBLT)

The writer defines TBLT as the approach that uses tasks as the basis to

create the listening materials whether it is in the pre-activity, the task activity or

the post-activity. This definition is in line with the definition of Richards and

Rodgers (2001) who state, “Task-Based Language Teaching refers to an approach based on the use of task as the core of unit planning and instruction in language

teaching” (p. 223).

4. School-Based Curriculum

School-Based Curriculum is a curriculum which is used by SMP Negeri 2

Yogyakarta since 2007/2008. According to Peraturan Pemerintah No 19 Tahun

2005, School-Based Curriculum is an operational curriculum which is made and

conducted by each school in order that the school can adjust the educational

9

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer would like to explain some theories related to the

study. The writer divides this chapter into two parts: Theoretical Description and

Theoretical Framework. The Theoretical Description provides the explanation

about Instructional Design Model, Task-Based Language Teaching, Listening, and

School-Based Curriculum. The Theoretical Framework provides the summary of

the theories that has been revealed in the theoretical description.

A. Theoretical Description

The theoretical description is aimed to review the theories which are

related to the study. This part consists of Instructional Design Model, Task-Based

Language Teaching, Listening, and School-Based Curriculum. The explanations

about Instructional Design Model are presented below.

1. Instructional Design Model

In this study, the writer uses Instructional Design Model by Kemp (1977).

According to Kemp (1977), Instructional Design Model is a method to develop an

overall plan using interrelated parts of instructional process in a sequential pattern.

He also reveals that the Instructional Design Model can be applied on any

educational level, individual, topic, unit, or complete course involving one or a

few teachers. The Instructional Design Model also consists of three essential

designed to support each other (Briggs, 1977). In order to maintain those three

essential elements, Kemp (1977) proposes eight steps in developing the unit

planning.

a. Determine Goals, Topics, and General Purposes

Goals are related to broad competency that will help the students

participate in society. They also become the basis to transmit the understanding

and skills that the society expects and to indicate the changes of the students’ needs and interests. After determining the goals, it is important to select the topics

as the scope of the course program. The topics can be arranged based on logical

organization or teacher preferences. The general purposes are listed to derive

objectives that will serve as specific learning outcome. In this case, the teachers

have to clarify and translate the general purposes into detailed behavior terms.

b. Enumerate Characteristics of the Learners

In order to provide a good design, it is required to obtain the information

about the learners’ capabilities, needs and interests. The information should affect instructional planning including the topic, objectives, treatment, and the variety of

learning activity. The information of the learners’ characteristics can be from students’ cumulative records, consultation with the teachers, the student counselor, and the adviser.

c. Specify the Learning Objectives

The learning objectives must be stated in terms of activities that are used

to promote the learning. Writing a learning objective is a developmental activity

become clear only after the subject content has been stated. The learning

objectives must mean the same thing for the students and the teachers and they

clearly communicate to all students and teachers who will use them. A good

objective must possess some essential parts, such as action verb, content

reference, performance standard, and conditions.

d. List the Subject Content

The subject content is related to the objectives of the product and students’ needs. Listing subject content means making or preparing an outline of

information for a lesson, a speech, or a report. After listing the subject content, it

is important to organize the subject content. The organization of the content

depends on the topic and what the teacher wants.

e. Develop Pre-Assessment

The purpose of the pre-assessment is to plan earlier learning activities and

to ensure that the students do not waste their times on things they already know.

There are two kinds of testing: prerequisite testing and pretesting. The aim of the

prerequisite testing is to determine whether the students have appropriate

background preparations of the topics and the aim of the pretesting is to determine

which objective the students may already achieve.

f. Select Teaching/Learning Activities and Instructional Resources

In selecting the teaching/learning activities, it is important to determine the

most efficient methods and then select materials to provide the learning

experiences that employ the content associated with each objective. The thing that

resources which are used in the teaching/learning activities. The selecting of the

learning activities and the instructional resources must offer the students to master

the objectives at an acceptable level of achievement in a reasonable amount of

time.

g. Coordinate Support Services

The services include funds, facilities, equipment, and personnel whose

time must be scheduled for participation in the instructional plan. If some supports

cannot service well, they can restrict the plan that has been made. Kemp (1977)

argues that this procedure can limit a new planned program especially if certain

supports, like funds or facilities are not available.

h. Evaluate Students’ Learning

If the designer is already at this step, it means that the instructional design

is already measured. The measurement of the instructional design is related to the

suitability of the objectives, the subject content, the learning method, the

materials, the role of personnel, the use of facilities, the schedules and the other

factors that affect the optimum performance and the achievement of the

objectives. There are two kinds of evaluation: formative evaluation and

summative evaluation. The formative evaluation is taken during the development

of the product and the summative evaluation is taken when the product is fully

used.

The diagram below presents the relationship among the steps in Kemp’s

Figure 2.1 Diagram of Instructional Design Model (Kemp, 1977, p. 9)

Based on the diagram, Kemp’s Instructional Design Model is flexible and it does not have a starting point. The designers can start from whichever step

suitable for them and move back and forth to the other steps. Kemp (1977) also

reveals that it is possible to simplify or reorder the phases of Kemp’s Instructional Design Model.

The following part is the explanation of Task-Based Language Teaching.

It is divided into four parts. They are the definition of task, the component of task,

the variety of task, and the Task-Based Language Teaching components.

2. Task-Based Language Teaching (TBLT)

According to Richards and Rodgers (2001), “Task-Based Language Teaching (TBLT) refers to an approach based on the use of task as the core of unit

Goals, Topics, and

General

Purposes _Learner' Characte-ristics

Learning Objectives

Subject Content

Pre-Assessement Teaching/

Learning Activities, Resources Support

Services

Evaluation

planning and instruction in language teaching” (p. 223). The Task-Based Language Teaching approach is logically the development of the Communicative

Language Teaching approach as it draws on the principles of that approach

(Richards & Rodgers, 2001).

Richards and Rodgers (2001) also state that those principles involve

activities containing real communication, the activities in which language is used

for carrying out meaningful tasks promote learning, and the language that is

meaningful to the students supporting the learning process. Based on the

definition of TBLT from Richards and Rodgers (2001), the most important

element in Task-Based Language Teaching is the task itself. Therefore, in the

following part, the writer tries to define the task as follows.

a. Definition of Task

Nunan (2004) defines a task as a piece of classroom work that invokes the

students to comprehend, manipulate, produce or interact in the target language.

Meanwhile, their attention is focused on carrying out their grammatical

knowledge in order to express meaning. The same opinion is stated by Willis

(1996) related to the use of the target language. She says that a task is an activity

where the target language is used by the learners for communicative purposes

(goals) in order to achieve an outcome.

Related to the outcome, Larsen-Freeman and Anderson (2011) reveal that

a task should have clear outcome so that the teacher and the students know

said as the goal. As stated by Richards and Rodgers (2001) that a task is an

activity or a goal that is carried out using language.

Nunan (2004) divides tasks into real-world or target tasks and pedagogic

tasks. Target tasks are the tasks that refer to the use of language in the world

beyond the classroom and pedagogic tasks are those that occur in the classroom.

Nunan (2004) also says that if the real-world tasks occur in the classroom, the

real-world tasks become pedagogic tasks. However, not all real-world tasks can

become pedagogic tasks. The tasks should require communication through

language.

Richards and Rodgers (2001) state that a task is a vehicle for applying the

principles of the Communicative Language Teaching approach. They also state

that involving students in a task serves a better context for the activation of

learning processes than form-focused activities, and then it ultimately provides

better opportunities for the language learning to take place. It is supported by

Nunan (2004) that a task involves communicative language use where the user’s attention is focused on meaning rather than grammatical form. It does not mean

that grammatical form is not important, but both grammatical form and meaning

are highly related.

b. Component of Task

Nunan (2004) proposes five components which are useful to make up a

task. They are goals, input, procedures, learners and teachers’ roles, and setting.

1) Goals

Goals can be defined as the general intentions behind the learning task.

They are more specific than macro skills (interpersonal, transactional, and

aesthetic) and more general than performance objectives. Goals can be stated or

be inferred from the task itself. One goal can represent one task, but in some

cases, like simulation tasks, one goal can represent more than one task.

2) Input

Input is defined as the spoken, written, and visual data provided by

teachers, text books or some other sources and from the other wide range of

sources. Input also needs authenticity which refers to the use of spoken or written

materials for communicative purposes. However, it is not a matter if the

authenticity of the input is combined with appropriate written materials. It can

serve optimal learning opportunities.

3) Procedures

Procedures are what the learners intend to do with the input to achieve the

objective of the learning task. Since procedures relate to the input, the authentic

input can affect the authenticity of the procedures. It means that the procedures

are authentic if the procedures outside the classroom can be applied in the

classroom.

4) Learner and Teacher Roles

Role is a part that is expected to play by the learners and the teachers in

order to accomplish the learning tasks. Nunan (2004) says that teacher and learner

active, the teacher should adjust his/her role with the learners’ activeness. Richards and Rodgers (2001) also add that the learners have roles as group

participants, monitors, and risk-takers or innovators and the teachers have roles as

selectors and consciousness raisers.

5) Setting

Setting refers to the classroom arrangement in which the tasks are being

specified. Setting is divided into mode and environment. Mode refers to whether

the learners operate the task individually or in groups, while environment refers to

where the learning actually takes place.

The relationship between a task and its components is presented below.

Figure 2.2 A Diagram of the Relationship Among Task and Its Components (Nunan, 2004, p. 41)

The diagram indicates that the goals, the input, the procedures, the

teachers’ and learners’ roles, and the setting are the components to compose one single task. In addition, Nunan (2004) states that the goals, input and the

procedures are the minimum requirements of tasks supported by the teachers’ and learners’ roles and the setting.

c. Varieties of Task

There are many varieties of task based on an analysis of communicative

language use. Pattison (1987) proposes seven types of task: questions and Goals

Input

Procedure

Task

Teacher Role

Learner Role

answers, dialogues and role plays, matching activities, communication strategies,

pictures and picture stories, puzzles and problems, discussion and decisions. On

this occasion, the writer would like to explain the other task types according to

Willis (1996). There are six task types which can be adapted for almost any

topics.

1) Listing

These tasks tend to generate a lot of talks in which learners explain their

ideas and the process involving brainstorming and fact-finding. Brainstorming is

an activity in which the learners draw on their own knowledge and experience

either as an individual or group. Fact-finding is an activity in which the learners

find out something by asking each other or other people and referring to books.

2) Ordering and sorting

These tasks involve four main processes. They are sequencing items,

actions or event in a logical or chronological order, ranking items based on

personal value or specific criteria, categorizing items in given groups or

self-grouping under given heading, and classifying items in different ways where the

categories are not given. The outcome of these tasks is a set of information that

has been ordered and sorted based on specified criteria.

3) Comparing

These tasks involve comparing information of similar nature to different

sources or versions in order to identify common points and/or differences. The

each other, finding similarities and things in common, and finding differences.

The outcome of these tasks is varied according to the individual task/goal.

4) Problem solving

These tasks are conducted based on people’s intellectual and logical

thinking. They are challenging and often satisfying to be solved. The processes of

these tasks are analyzing real or hypothetical situations, reasoning and decision

making. Those processes are various depending on the type and complexity of the

problem.

5) Sharing and personal experience

These tasks encourage the learners to talk more about themselves and

share their experiences with others. These tasks are maybe more difficult to be

conducted in the classroom. The processes of these tasks are narrating, describing,

exploring and explaining attitudes, opinions, and reactions. This task can happen

naturally during the other task types.

6) Creative task

These tasks tend to have more stages than the other tasks, and they can

involve the combinations of task types, such as listing, ordering and sorting,

comparing and problem solving. The processes are brainstorming, fact-finding,

ordering and sorting, comparing, problem solving, and many others.

Besides tasks, Task-Based Language Teaching also has some components

to develop a unit of work. The components of Task-Based Language Teaching are

d. Task-Based Language Teaching Components

The components of Task-Based Language Teaching can be adapted to suit

the students’ needs. According to Willis (1996), there are three components of Task-Based Language Teaching. The components are presented as follows.

1) Pre-task

This phase is aimed to introduce the topic and the task. The importance of

introducing the topic is to encourage the students’ confidence and give them something to fall back on. In this phase, while the teacher explores the topic and

helps the students understand task instructions, the students note useful words and

phrases and prepare the individual tasks. This phase can be shorter or longer

depending on the students’ degree of familiarity with the topic and types of task. The activities in the pre-task phase can be classifying words and phrases,

matching phrases to pictures, memory challenge, brainstorming and mind-maps,

thinking of questions to ask, or teacher recounting a similar experience.

2) Task Cycle

Task cycle offers an opportunity to the students to use whatever language

they already know in order to finish the task and improve the language under the

teacher guidance. Task cycle is divided into three steps:

a) Task

In this step, the students do the tasks in pairs or groups. The teacher

monitors and encourages them to do the tasks. The teacher should also stop the

b) Planning

This step requires the students to report how they do the tasks and what

they decided or discovered. The teacher gives feedback, helps the students correct,

rephrase, rehearse and/or draft a written report.

c) Report

In this step, the teacher selects some groups to present their reports orally

or in writing. The teacher is like a chairperson that links the contribution, and

sums it up. After that, the teacher gives necessary feedback on the content and the

form.

3) Language Focus

Language focus is aimed to underline the specific language features that

the learners used in the task cycle. In this step the students will already have

worked with the language and processed it on meaning, so they are ready to focus

on the specific language forms that carry the meaning. This phase is divided into

analysis and practice activities. In the analysis activity, the students examine and

discuss specific features of the text or transcript of the recording. In the practice

activity, the teacher conducts some practices of new words, phrases, and pattern

occurring in the data, either during or after the analysis.

The following part is the explanation of the listening theory. The listening

theory is elaborated because it is the skill in which the students face the

3. Listening Theory

This part is divided into three sections: the nature of listening, the listening

process, and the teaching listening. The nature of listening discusses the definition

of the listening skill. The listening process discusses two kinds of listening

process, namely bottom up and top-down. The teaching listening discusses how

the listening skill is taught in the classroom.

a. The Nature of Listening

Listening is one of four skills in language learning besides speaking,

reading, and writing. In daily life communication, the listening skill takes an

important part as a way to obtain information from others. Goh (2002) states,

“listening is taken up as much as 50% of our everyday communication time” (p.

1). It means that half of our daily life communication is used for listening and

people get much more information by listening rather than using the other skills.

In the teaching/learning activity, the students also obtain the information

about something by listening. It is supported by Rost (1994), who states that the

listening is a significant skill in the language classroom because it provides input

for the learners. Without understanding the input at the right level, any learning

activity cannot begin. It means that the listening skill is the basis to learn the other

skills, such as reading, speaking, and writing.

Listening is not only a hearing activity but also a process of matching what

they hear with their knowledge. As stated by Marc Helgesen, “listening is very

active because the learners not only hear but also connect what they hear to the

by Hermandez and Campos (2010) that listening is not only a process of receiving

and recording aural input, but also interpreting what they hear. They also say that

the listeners have to use their own background and linguistic knowledge to

understand the information contained in the aural input.

b. Listening Process

According to Goh (2002), there are two kinds of listening process:

top-down listening and bottom-up. Buck (2001) revelas that both processes are

distinguished based on the different types of knowledge applied during

comprehension.

1) Top-down listening

The top-down listening refers to the application of the background

knowledge (scheme) to analyze, interpret, and store information for facilitating

and hence comprehension (Goh, 2002). He also adds that pre-listening activities in

the listening task facilitate the top-down listening. It is because the pre-listening

activities provide the activities which are oriented to prepare the students by

encouraging them to activate or acquire relevant types of word knowledge (Goh,

2002).

It is supported also by Brown (2006), who reveals, “top-down means using prior knowledge and experience and use them to understand” (p. 2). It means that the top-down listening uses the background knowledge or experience of the

students to understand the meaning of a language. Richards and Rodgers (1986)

serve the example of top-down listening: assigning an interaction to part of a

and effect relationships; anticipating outcome; inferring the topic of a discourse;

inferring the sequence between events; and inferring missing details.

2) Bottom-up listening

Goh (2002) states that the bottom-up listening refers to a process by which

sounds are used to build increasingly larger units of information, such as words,

phrase, clause, and sentences before the aural input is understood. It is supported

by Buck (2001), who says, “Bottom-up views language comprehension as a process of passing a number of consecutive stages or levels and the output of each

stage as the input for the next higher level” (p. 2). Richards and Rodgers (1986)

also add that the bottom-up listening includes the scanning of the input to identify

familiar lexical items, segmenting the stream of speech into constituents, and

using phonological cues and grammatical cues to organize the input. The same

opinion is stated by Brown (2006) that the bottom-up listening means using

information about sounds, word meanings, and discourse market like first, then,

and after that to assemble the understanding of what has been heard one step at a

time.

Both listening processes are related to each other and they can help the

students find the meaning from what they learn. Brown (2006) adds that the

students need both of the listening processes because those processes can help

them in comprehending listening materials well. The students must hear some

sounds (bottom-up listening) and hold them in their working memory to connect

comes. At the same time, the students use their background knowledge (top-down

listening) to determine the meaning (Brown, 2006).

c. Teaching Listening

According to Hedge (2000), there are three stages in teaching listening:

pre-listening, while-listening, and post-listening.

1) Pre-listening

This stage reflects a brief view of the course materials. The activities can

include answering a set of questions about the topic, and agreeing or disagreeing

with the opinion about the topic. The significant goals of this stage are to

contextualize the text and provide any information needed to help the students

appreciate the setting and the roles between participants. Marc Helgesen (2003)

adds that pre-listening itself can serve the top-down and the bottom-up process

because before listening, the students can brainstorm vocabulary related to the

topic and then they also base the information on their knowledge (as cited in

Nunan, 2003, p. 29).

2) While-listening

This stage is aimed to confirm the students’ expectation and to help them

get the essential point of the topic. The activities can be following the information,

responding to attitudes expressed, reflecting on what the speakers says, taking

notes, or writing specific points. The other activities can be ticking multiple

choice items, filling in a chart, matching pictures with the text, or drawing a

picture or making notes. The choice of the activities does not only depend on the

3) Post-listening

This stage can help the students to do more intensive study. The activity in

this step can be summarizing what they have learnt. The post-listening stage can

also be useful to involve the integration with other skills, such as reading,

speaking, or writing. As supported by Goh (2002) that the aim of the post-task

stage is to practice the other language skills, such as speaking, reading, and

writing using the same topic.

Although speaking and listening are very different skills, they are related

to each other. As stated by Marc Helgesen (2003) that listening is also a good way

to preview the listening and speaking activities, in turn, it can be useful to expand

on what they have listened to (as cited in Nunan, 2003, p. 41). It is also important

to maximize the use of authentic language when teaching listening and vary the

materials in terms of speakers, gender, accent, speed, topic, and noise level (Ur,

1996).

Marc Helgesen (2003) also states that the students need to learn from

many different tasks. He states, “If learners need experience with different types of listening texts, they also need to work with a variety of tasks” (as cited in Nunan, 2003, p. 31). In term of the task, the listening task is more complex

because it uses spoken language. The students should practice more and be

The solution is to give them clear recording or pause between phrases or

sentences.

4. School-Based Curriculum

School-Based Curriculum is launced in 2006. It is mentioned in Peraturan

Pemerintah No 19 Tahun 2005 that School-Based Curriculum is an operational

curriculum which is made and conducted by each school in order that the school

can adjust the educational program with region’s potentialities and needs. School-Based Curriculum is implemented based on Undang Undang No 20 Tahun 2003

about National Education System and Peraturan Pemerintah Repubik Indonesia

No 19 Tahun 2005 about National Education Standard.

Peraturan Pemerintah No 19 Tahun 2005 in article 16 mentions that

School-Based Curriculum is composed based on the guideline which is made by

Badan Standar Nasional Pendidikan (BSNP). Based on the guideline, BSNP also

mentions that a syllabus can be developed by the teachers if the teachers know the

characteristics of the students, the school’s conditions, and the surroundings. The syllabus also consists of Competency Standard, Basic Competence, Materials,

Learning Activities, Indicators, Evaluation, Time Allocation, and Sources.

According to School-Based Curriculum, English is a means to

communicate orally or in writing. In School-Based Curriculum, the goal of the

English learning activity of junior high schools is in functional level, in which

daily problems can be solved. The Competency Standard of the English listening

skill for seventh grade students of junior high schools semester two are divided

interpersonal dialogue to communicate to the environment and/or in the context of

academic. Meanwhile, the basic competence are (1) to respond to the environment

and/or students’ surrounding in a simple transactional (to get things done) and interpersonal (socialize) conversation correctly and effectively involving: asking

and giving help, asking and giving things, and asking and giving facts and (2) to

respond to the environment and/or students’ surrounding in a simple transactional (to get things done) and interpersonal (socialize) conversation correctly and

efficiently involving: asking and giving opinion, expressing like and dislike,

asking for clarification, and respond interpersonally.

B. Theoretical Framework

The theoretical framework is aimed to summarize and synthesize the

theories which are explained in the theoretical description. In order to develop the

listening materials for the seventh grade students of SMP Negeri 2, the writer

underlines Kemp’s Instructional Design Model, Task-Based Language Teaching, School-Based Curriculum, and the listening theory. The use of Task-Based

Language Teaching and the listening theory can be seen in the designed listening

materials which are explained in the Chapter IV. The use of the School-Based

Curriculum theory can be seen in the syllabus. Since the school implements

Character Education, the writer adds one column namely “character” in the syllabus to represent the characters that the students can build after learning the

On this occasion, the writer would like to explain how the writer uses

Kemp’s Instructional Design Model in designing the listening materials. The writer uses Kemp’s Instructional Design Model as a guideline in planning the

listening materials design. The reason for choosing Kemp’s Instructional Design

Model is because it is a flexible model. It allows the writer to start from

whichever step the writer wants and to move back to the other steps. Kemp’s Instructional Design Model also supports the methodology of this study, namely

Research and Development (R&D) by Borg and Gall (1983). It is used by the

writer in Chapter III. Moreover, Kemps’ Instructional Design Model allows the writer to revise the steps that the writer uses to develop appropriate listening

materials for the seventh grades students of SMP Negeri 2 Yogyakarta. The steps

in designing the listening materials are as follows.

1. Identifying the Students’ Characteristics

The students’ characteristics are identified in order to develop the design. In this step, the writer also obtains the students’ needs and interests. In order to

find the students’ characteristics, the writer gives questionnaires to the students and interviews the teachers of SMP Negeri 2 Yogyakarta. This step is the

adaptation of the first step of Kemp’s Instructional Design model. 2. Stating the Goal and the Topics

In this step, the writer adapts the second step of Kemp’s Instructional Design Model. The goal of the design is stated after obtaining the students’ characteristics. The goal itself is the purpose of making the design and it is

Based Curriculum. The topics are taken from the Basic Competence of

School-Based Curriculum because the school uses School-School-Based Curriculum.

3. Listing the Subject Content

The subject content is the materials that must be included in the listening

materials. The organization of the subject content is based on the Task-Based

Language Teaching and listening theory. The organized subject content will make

the design easier to develop. The Task-Based Language Teaching theory that the

writer uses is the framework from Willis (1996) and it is to create the sections of

the design. The listening theory is also used to decide the section and the activities

of the design. In order to do so, the writer uses the post-listening theory and the

example of the tasks or activities in the listening theory.

4. Specifying the Learning Objectives

The learning objectives means the outcomes which have to be achieved by

the students at the end of the lesson. The learning objectives have four

components: action verb, content reference, performance standard, and condition.

In listing the learning objective the writer considers the syllabus used by the

school. Since the school uses School-Based Curriculum, the syllabus of the school

contains the term “indicators”. Therefore, the learning objectives are stated as the indicators in the writer’s syllabus.

5. Selecting the Teaching/Learning Activities and Resources

After listing the learning objectives, the writer starts to select the

the indicators and the subject content. In selecting the teaching/learning activities,

the writer adapted the variety of task of Task-Based Language Teaching and the

listening theory, such as listing, ordering, comparing, question and answer,

multiple choice, filling in the blanks, and matching pictures.

6. Evaluating the Listening Materials

This step is aimed to evaluate the designed listening materials. The

evaluation is conducted to gather the opinions about the designed listening

materials. The data are not only about their opinions, but also their suggestions

and criticism. The use of Kemp’s Instructional Design Model, Task-Based Language Teaching and the listening theory is reflected on the use of some terms

in the evaluation sheet, such as goal, indicators, objectives, daily life,

pre-activities, main pre-activities, and post-activities.

7. Revising the Listening Materials

It is the last step in designing the listening materials for seventh grade

students of SMP Negeri 2 Yogyakarta. On the evaluation sheet given in the

evaluation step, the evaluators give their opinions, suggestions, and comments to

revise the designed listening materials. In this step, the writer revises the designed

listening materials based on the results of the evaluation sheet.

After summarizing and synthesising each of the theories used in this study,

the writer can show the figure which presents the writer’s steps in desigining the listening materials. The figure are presented in figure 2.3.

Feedback line

Figure 2.3 The Writer’s Steps in Designing Listening Materials for Seventh

Grade Students of SMP Negeri 2 Yogyakarta

In the figure, the writer starts the step with identifying the students’ characteristics. After that, the writer states the goal and the topics, lists the subject

content, specifies the learning objectives, selects the teaching/learning activities

and resources, evaluates the listening materials, and finally revises the listening

materials.

Identifying the Students’ Characteristics Stating the Goal and the Topics

Specifying the Learning Objectives

Evaluating the Listening Materials Listing the Subject Content

Selecting the Teaching/Learning Activities and Resources

33

CHAPTER III METHODOLOGY

This chapter is divided into six parts: the research method, the research

setting, the research participants, the research instruments and data gathering

techniques, the data analysis techniques, and the research procedures. The

research method explains the method of the study, research setting explains where

and when the research was conducted. The research participant elaborates on the

participants as well as the method of sampling. The research instrument and data

gathering technique explain the research instrument and describe the technique of

gathering data. The data analysis technique describes the way the writer analyzes

the data. Research procedure summarizes the steps in conducting the study.

A. Research Method

The method of this study was Research and Development (R&D) by Borg

and Gall (1983). According to Borg and Gall (1983), there are ten steps in the

Reasearch and Development method: research and information collecting,

planning, develop preliminary form of product, preliminary field testing, main

product revision, main field testing, operational product revision, operational

fields testing, final product revision, and dissemination. In this study, the term

“product” referred to the English listening materials using Task-Based Language

Teaching for the seventh grade students of SMP Negeri 2. The writer adapted ten steps of the Reasearch and Development method into five steps: (1) Research and

Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product,

(4) Preliminary Field Testing, (5) Main Product Revision. The reasons for

choosing the first five steps were because the writer did not want to burden the

school by conducting the Main Field Testing and because the students had already

faced the final class exam. However, the writer would evaluate and revise the

listening materials using the evaluators’ suggestions, opinions, and comments. The steps of this study were discussed as follows.

1. Research and Information Collecting

According to Borg and Gall (1983), research and information collecting

consists of review of literature, classroom observations, and preparation of report

of state of art. In this study, the writer reviewed some theories, such as Kemp’s Instructional Design Model, Task-Based Language Teaching, and listening

theories to collect the information about the study and how to develop the

listening materials for SMP Negeri 2 Yogyakarta. The classroom observations

were conducted during the writer’s teaching practice in SMP Negeri 2 Yogyakarta. As Borg and Gall (1983) state, “interview and direct field observations have also been useful supplements to the research literature in

providing us with a foundation of knowledge upon which to develop a given

educational product” (p. 777). Besides observations, the writer gave questionnaires to the students and interviewed the English teachers of SMP Negeri

2 Yogyakarta in order to obtain the information about the students’ needs and interest and the existing listening materials of SMP Negeri 2 Yogyakarta. The

writer used all of the data and the information in this step to help the writer

develop the listening materials.

2. Planning

The planning step consists of defining skill, stating objectives, determining

course sequence, and small scale feasibility testing (Borg & Gall, 1983) In this

step, the writer employed three steps adapted from Kemp’s Instructional Design Model. They were stating the goal and the topics, listing the subject content, and

specifying the learning objectives. In this step, the writer listed the subject content

before specifying the learning objectives and changed the terms learning

objectives into indicators. The terms learning objectives were replaced by

indicators since both of them had the same purpose which was to determine the

achievement of the students at the end of the lesson. Moreover, it was because the

school uses School-Based Curriculum, therefore, the term learning objectives

were replaced by the indicators. After listing the subject content, the writer

organized it based on the Task-Based Language Teaching theory (Willis, 1996)

and the listening theory (Hedge, 2000).

3. Develop Preliminary Form of Product

Borg and Gall (1983) state that in this step the writer should prepare the

instructional materials, handbooks, and the evaluation testing. In this study, the

writer prepared the materials including the teaching/learning activities and the

evaluation devices. In this step, the evaluation devices are in the form of

questionnaire. The data that had been collected in the research and information

teaching/learning activities. The teaching/learning activities were also develop

based on the subject content and related to the learning objectives, which had been

listed in the planning step.

4. Preliminary Field Testing

In this step, the writer evaluated the listening materials by giving the

questionnaires created in the Preliminary Form of Product. The questionnaires

were given to the lecturers of English Education Study Program and the English

teachers of SMP Negeri 2 Yogyakarta. The lecturers and the English teachers

evaluated the listening materials which had been fully developed. The results of

their evaluations were used to revise the designed listening materials.

5. Main Product Revision

The purpose of this step was to revise the listening materials based on the

evaluation from the lecturers and the English teachers. This step was conducted

immediately after the writer obtained all of the data from the questionnaires. The

listening materials were revised based on the lecturers’ and the English teachers’ suggestions, opinions, and comments.

B. Research Setting

This study was conducted in SMP Negeri 2 Yogyakarta where the writer

did her teaching practice. The school is located at Jalan P. Senopati 28-30

Yogyakarta. The study was conducted from the end of May 2013 until the end of

C. Research Participants

The participants were divided into two groups: the participants in the

research and information collecting and the participants in the preliminary field

testing. The reason for dividing them into two groups was because the data were

collected for two different purposes. The first purpose was for the research and

information collecting and the second purpose was for the preliminary field

testing.

1. The Participants of Research and Information Collecting

The participants of the research and information collecting were the

seventh grade students and the seventh grade English teachers of SMP Negeri 2

Yogyakarta. There are two seventh grade English teachers of SMP Negeri 2

Yogyakarta and 111 seventh grade students of SMP Negeri 2 Yogyakarta taken

from 7C, 7E, and 7F. The reason for choosing 7C, 7E, and 7F was because the

observations for this study was conducted in those classes when the writer did her

teaching practice.

2. The Participants of Preliminary Field Testing

The participants of the preliminary field testing were two seventh grade

English teachers of SMP Negeri 2 Yogyakarta and two English Education

lecturers of Sanata Dharma University. The seventh grade English teachers of

SMP Negeri 2 Yogyakarta in this group and in the research and information

collecting were the same. It was because the writer expected a correlation between

D. Research Instruments and Data Gathering Technique

In this study, the writer used two instruments: interview and questionnaire.

In the research and information collecting the writer used questionnaires and

interviews. In the preliminary field testing the writer used questionnaires. The

explanations of the instruments and the data gathering technique are presented

below.

1. Instruments and Data Gathering Technique for Research and Information Collecting

In this group, the writer used questionnaires and interviews to collect the

data of the students’ characteristics. The questionnaires were given to the seventh grade students of SMP Negeri 2 Yogyakarta and the interviews were conducted

with the seventh grade English teachers of SMP Negeri 2 Yogyakarta. The

questionnaires for the students were close-ended questionnaires consisting of 17

questions. They were 10 questions about the characteristics of the students and 7

questions about the listening materials they needed.

The questionnaires were distributed after the writer asked permission from

the headmaster of SMP Negeri 2 Yogyakarta and the English teachers. Then, the

questionnaires were distributed before the class began. After distributing the

questionnaires, the writer interviewed the English teachers using Indonesian. The

interview was conducted after the teachers had finished their teaching activities.

According to Johnson & Christensen (2012) interview is a data-collection method

in which an interviewer (the researcher) asks questions to an interviewee (the

The writer did not only record the interview but also took notes to avoid

the missing answers because of the unclear sounds. As stated by Patton (2002),

“the note taking is taken as the backup in the even the recorder is malfunctioned

or erased inadvertently during transcription” (p. 383). The use of recorded

interview is stated by Bell (2010) that it is to allow eye contact with the

interviewee, to help the interviewee become interested and to make sure that what the interviewer writes is accurate.

2. Instruments and Data Gathering Technique for Preliminary Field Testing

The instrument in the preliminary field testing was questionnaires. The

questionnaires were used to obtain the data about the participants’ suggestions, opinions and comments. The questionnaires consisted of three parts. In the first

part, the participants were expected to write their identities. In the second part, the

participants were expected to give their opinions by choosing one of the options

provided. This part consisted of 14 statements related to the designed listening

materials. In the third part, the participants were expected to write the strengths

and the weaknesses of the design, their opinions and suggestions.

E. Data Analysis Techniques

After obtaining the data from the research and information collecting and

the preliminary field testing, the writer started to analyze the data and used them

to develop the listening materials. The data of the interview were analyzed from

data of the questionnaires were analyzed in numerical data and also presented in a

narrative description.

In order to present the results of the questionnaires, the writer used a table.

As stated by Best and Kahn (1986), “Tables enable the reader to comprehend and

interpret the data rapidly and to get significant details and relationship at a glance”

(p. 327). Therefore, in order to present the results of the students’ questionnaires, the writer used a table and expressd them in the form of percentages. The use of a

percentage is stated by Best and Kahn (1986), “it is the simplest way to describe the opinion to indicate percentage responses for each individual statement” (p.

181). The formula to calculate the result of the students’ questionnaire is presented below.

P=

P = percentage N = the total number of the answer

n = number of the answer

The questionnaires in the preliminary field testing were designed using

Likert Scale. Wiersma (1995) states, “Likert Scale is a scale with anumber of points which represent a set of related responses” (p. 318). In this study, the writer used four points of agreement as presented below.

Table 3.1 Point of Agreement

Point of Agreement

Meaning

1 The participants strongly disagree with the statement 2 The participants disagree with the statement

3 The participants agree with the statement

The reason for using four points of agreement was to avoid the participants

choosing the middle category or indefinite answer so that the writer could get the

exact answer from the participants (Sukardi, 2012). According to Ary, Jacobs, and

Razavieh (1990), in order to present the whole set of measurement, a researcher

had to use a central tendency. The central tendency consisted of mean, median,

and mode. Mean was the average point that was counted by adding all points and

divided by the number of the questions. Median was the middle point of the odd

ordered data from the smallest point into the biggest one. Mode was the point that

frequently appeared in the data (Ary, Jacobs, & Razavieh, 1990).

In this study, the writer only used mean to measure the appropriateness of

the design. It was because mean was the most useful one and it provided the base

from which other information was computed (Best & Kahn, 1986). Therefore, the

interpretation for the central tendency was based on the result of mean.

Table 3.2 The Descriptive Statistic of Participants’ Opinions

No. Participants’ Opinion on...

Frequency of the Degree of Agreement

Central tendency 1 2 3 4 N Mn Note:

N = Number of Participants Mn = Mean

The formulation of mean was as follows.

=

= the mean = the sum of = the total number of the participants

SMP Negeri 2 Yogyakarta

Task 3

Task 2

Listen to the recording and fill in the blanks!

Steve wants to ask Cathrine to watch a film. He calls Cathrine whether she wants to watch it or not.

Steve : Hello, Cathrine. Do you ___________________ a film tomorrow?

Cathrine : Oh, no thanks. I don’t really feel ______________ a film tomorrow. How about going out instead?

Steve : OK. Do you like __________________? Cathrine : Oh, no I hate it. Do you like eating at the new

________________?

Steve : ________________. The Chinese cuisine is alright. Cathrine : Well I really love it. See you tomorrow.

Listen to the conversation and give (T) if the statements are true and (F) is the statements are false!

In the classroom, Vina and Deni are sitting together. While doing an assignment, Deni asks something to Vina.

1. Vina doesn’t want to lend her pen. ( ) 2. Deni’s pen is running out of ink. ( ) 3. Vina never uses the pen. ( ) 4. Vani likes the picture of the pen. ( ) 5. Vani likes ballpoint instead. ( )

Write new words that you find from the tasks and find the meaning in the dictionary!

1. 2. 3.

4. 5. 6.

SMP Negeri 2 Yogyakarta

1. What have you leant in this lesson?

2. What expressions did you learn?

3. What do you say when you like something? 4. What do you say when you don’t like something?

Let’s

Practice!

Your Focus Today

Asking likes or dislikes Expressing likes Expressing dislikes

 Do you fancy

watching a movie?

 Do you like sport?

 Do you enjoy fishing?

 Don’t you like

noodle?

 I like/love ...

 I (really) enjoy ...

 I do like/love ...

 I’m (really) very fond of ...

 (I’m afraid) I don’t like

...

 I (really) hate ...

 I can’t bear ...  I can’t stand ...

Choose one of two things for each number that you like then make the expression of likes and dislikes!

1. 2.

SMP Negeri 2 Yogyakarta

What Is Your Opinion?

Unit 4

Warming up!

A.Answer the questions below!

1. Have you ever give opinion to your friends’ appearance? 2. What do you say?

3. Do you give positive opinion to them?

B. Give a tick (√) to the pictures which relate to the recording that you hear!

1.

2.

3.

SMP Negeri 2 Yogyakarta

Task 1

Let’s Go!

A.Listen to the recording and arrange these jumbled sentences!

( ) Deasy : What do you think about this shirt?

( ) Melitta : But there is no blue shirt here. Let’s ask the shopkeeper. ( ) Deasy : Mmm... I guess you’re right.

( ) Melitta : Mmm... I don’t think red is the right color for you. I think blue is better.

( ) Deasy : Do you really think so? I think red is nice. ( ) Melitta : Actually, I think red is too bright for you.

B. Arrange these jumbled sentences to make a good dialogue! Listen to the recording to check your answers!

( ) Vini : Hi, Kayla! Where are you going anyway?

( ) Keyla : Then, we have different opinion about it, Vin and I appreciate your opinion

( ) Vini : I see. In my opinion, the books are good. The stories are based on the everyday facts in teenagers’ life.

( ) Keyla : Well, I think that’s impossible, Vin. Because I don’t like those books. In my opinion, the stories are not so interesting and sometimes they’re boring.

( ) Vini : Oh Hey! Maybe you can also borrow teen lit or chick lit there?

SMP Negeri 2 Yogyakarta

Task 3

Task 2

Work in pairs and find the expressions of asking and giving opinions in the dialogues you have arranged!

1. ... 2. ... 3. ... 4. ... 5. ...

Watch the video and answer the questions below! Some questions appear in the video!

1. What kind of Indonesian food does she like most?

a. Gado-gado and vegetable. b. Seafood and gado-gado. c. Vegetable and seafood. d. Street food and seafood.

2. What is the best place in Indonesia in her opinion?

a. The street and Borobudur. b. Prambanan and Borobudur. c. Borobudur and Malioboro. d. The street and Malioboro.

3. What is her most unforgetable story in Indonesia?

a. The story about a bus.

b. The story about her trip to Simaja. c. The story about Bogor and Simaja. d. The story about people in Simaja.

4. What does she think about Indonesian people?

a. They are friendly. b. They are like Indian. c. They are aggressive. d. They are not open.

5. What does she think about local transportation in Indonesia?

a. Chaotic. b. Good. c. Crappy. d. Crazy.

Write new words that you find from the tasks and find the meaning in the dictionary! 1. 2. 3. 4. 5. 6.

Vocabulary

SMP Negeri 2 Yogyakarta

1. What have you leant in this lesson?

2. What expressions did you learn?

3. Would you respond to your friend when he/she asks your opinion about something?

4. Do you honestly give your opinion to him/her?

Let’s

Practice!

Your Focus Today

Asking for opinion Giving Opinion Saying no opinion What do you think about ...?

What’s your opinion of ...? What about ...?

What would you say to ...?

I think it’s a good idea. Well, I must say ... Don’t you think ...? I’d say ...

I don’t know.

Ask your friends’ opinions about one of artists below and write

their opinions on the space provided!

... .... ...