english listening instructional materials using task … pdf/f. keguruan dan ilmu pendidikan... ·...

132
i 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 2010

Upload: vuongthien

Post on 29-Mar-2018

226 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

i

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

2010

Page 2: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

ii

Page 3: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

iii

Page 4: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

iv

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,

and all my best friends who always support me during my good and bad times.

Page 5: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

v

Page 6: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR
Page 7: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

vi

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.

Page 8: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

vii

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.

Page 9: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

viii

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

Page 10: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

ix

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,

Page 11: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

x

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.

Caecilia Devy Kurniawati

Page 12: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

xi

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

4. Communicative Language Teaching ................................................. 14

Page 13: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

xii

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

B. The Final Version of the Designed Listening Materials .......................... 70

Page 14: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

xiii

CHAPTER V. CONCLUSIONS AND SUGGESTIONS .................................... 71

A. Conclusions .............................................................................................. 71

B. Suggestions .............................................................................................. 72

REFERENCES ..................................................................................................... 74

APPENDICES ..................................................................................................... 76

Page 15: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

xiv

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 13. The Result of the Preliminary Field Testing ....................................................... 66

Page 16: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

xv

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 5. The Procedural Steps in Designing the Materials .............................................. 49

Page 17: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

xvi

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

The Designed Materials ......................................................................................... 102

Page 18: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

1

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.

The Food Science Department itself has two sub-majors, Patisserie and Food

Page 19: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

2

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

Page 20: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

3

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.

B. Problem Formulation

Page 21: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

4

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.

E. Research Benefits

Page 22: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

5

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.

Page 23: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

6

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.

Page 24: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

7

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).

Page 25: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

8  

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

Page 26: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

9

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

Page 27: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

10

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

Page 28: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

11

(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

Page 29: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

12

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

Nunan states that “tasks will contain some form of input data which might be

Page 30: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

13

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.

Page 31: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

14

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

Page 32: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

15

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-

Page 33: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

16

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

Page 34: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

17

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

Page 35: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

18

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

Page 36: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

19

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

Page 37: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

20

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

Page 38: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

21

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.

Page 39: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

22

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

Page 40: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

23

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.

Page 41: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

24

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.

Page 42: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

25

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 

Building personal dictionaries

Page 43: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

26

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

Page 44: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

27

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

Page 45: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

28

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.

Page 46: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

29

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,

Page 47: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

30

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,

Page 48: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

31

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

Page 49: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

32

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

Page 50: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

33

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

Page 51: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

34

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.

Page 52: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

35

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.

Page 53: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

36

Figure 4: The Steps in Designing the English Listening Instructional Materials for the

Eleventh Grade Students of SMK Pius X Magelang

Page 54: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

37

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

Page 55: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

38

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.

Page 56: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

39

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.

Page 57: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

40

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.

Page 58: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

41

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.

Page 59: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

42

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).

Page 60: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

43

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

Page 61: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

44

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.

Page 62: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

45

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

Page 63: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

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.

Total

Page 64: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

47

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

Page 65: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

48

the basis to define the goals, topics, the indicators, and also select the teaching-

learning activities and resources in this study.

3. Development of Preliminary Form of Product

In this step, the materials of the design referred to the School-Based Curriculum

and the materials developed using Task-Based Instruction were adapted from many

sources which supported the materials to be proper designed set of English listening

instructional materials for the Eleventh grade students of SMK Pius X Magelang. The

terms applied in the activities and tasks were developed based on the principles of

Task-Based Instruction.

4. Preliminary Field Testing

The materials evaluation in this study was conducted in this step to obtain the

teachers and lecturers’ feedback, opinions, comments, and suggestions toward the

materials designed by the writer. The questionnaire would be distributed to two

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

Education of Sanata Dharma University.

5. Main Product Revision

Revising the designed materials was required in Main Product Revision step in

order to present the better materials. The feedback and comments obtained from the

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

Education of Sanata Dharma University would be used to revise the designed

materials. The data gathered from the materials evaluation would be analyzed to

obtain the central tendency of the participants’ opinions about the designed materials.

Page 66: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

49

Finally, the final version of the materials would be ready to use in the school where

the study was conducted.

Figure 5: The Steps in Designing A Set of Instructional Listening Materials for the Eleventh Grade Students of SMK Pius X Magelang

R & D Steps Kemp’s Steps

Page 67: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

50

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and discussion of each step in

designing and evaluating the English listening instructional materials using Task-

Based principles for the Eleventh grade students of SMK Pius X Magelang. This

chapter answers the two research questions stated in the problem formulation. The

discussions are divided into two parts. The first part discusses the findings of the

steps in designing the materials. The second part presents the final version of the

designed materials using Task-Based principles for the Eleventh grade students of

SMK Pius X Magelang.

A. The Steps in Designing the Materials

The writer adapted Kemp’s Design in designing the materials. R & D cycle

was a method employed in this study. There were five steps conducted in

designing the listening materials. These steps were also used to answer the first

question in the problem formulation about how to design a set of English

instructional materials for the Eleventh grade students of SMK Pius X. The steps

are presented as follows:

1. Research and Information Collecting

In this section, the writer presents the results of the questionnaires distributed

to the English teachers and the Eleventh grade students of SMK Pius X Magelang.

Questionnaires were used to consider the learners’ characteristics and to gain the

Page 68: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

51

information about the teacher’s opinion, materials and methods used in teaching

listening. On the other hands, questionnaires for the students aimed to gain

information about the students’ opinion, needs, and technique they want to have in

their listening class. The data were presented as follows:

a. The Results of the Questionnaire for the English Teachers

The writer distributed questionnaires to two English teachers of SMK Pius X

Magelang on November 10, 2009. The data obtained were used as the basis to

develop the materials. The data were presented in percentage to show the result of

the teachers’ opinion in teaching listening. The questionnaire was divided into two

parts, and the presentation below was the first part of the questionnaire.

Table 5: The Results of the Questionnaire for English Teachers Part)

No

Respondents’ Opinion

Number and Percentage 1 2 3 4 5

1. I do not have any difficulty in teaching listening

1 (50 %)

1 (50 %)

2. I have a lot of materials references to teach listening

1 (50 %)

1 (50 %)

3. I have a lot teaching media, which support the process of teaching listening

2 (100 %)

4. I have my own strategy in teaching listening

2 (100 %)

5. I teach English by integrating several skills in one activity

1 (50 %)

1 (50 %)

6. I often use the media which support the listening activity

2 (100 %)

Page 69: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

52

The data from the first part of the questionnaire presented the teachers’

opinions about their teaching strategies and students’ condition. The item number

1 to 6 showed that the English teachers of SMK Pius X Magelang did not have any

difficulties in teaching listening since they had a lot of materials references to

teach listening in class. The teachers already had strategy in teaching listening,

and they often combined several skills in one activity they conducted in class. In

fact, one of the teachers’ opinions showed that some students have difficulties in

obtaining and understanding the materials, and they are afraid of having listening

activities. However, both of the teachers agree if the students actually have big

interest and enthusiasm in learning listening.

Table 6: The Results of the Questionnaire for English Teachers Part 2

No Questions Opinion Number and Percentage

Information

1 The school atmosphere is conducive to teach listening

a. Yes 2 (100 %) The teaching facilities support the listening activities

No

Respondents’ Opinion

Number and Percentage 1 2 3 4 5

7. The students participate actively in the learning process, especially listening

1 (50 %)

1 (50 %)

9. The students are afraid of having listening activities

1 (50 %)

1 (50 %)

10. The students have big interest and enthusiasm in learning listening

2 (100 %)

Page 70: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

53

No Questions Opinion

Number and Percentage

Information

b. No -

2 The school facilities support the listening activities are:

a. Language laboratory

Both of the teachers answered two options

b. Tape recorder 2 (100 %) c. Computer d. Listening cassettes 2 (100 %)

3 How many times do you teach listening in class?

a. Twice a week 1 (50 %) b. Once a week c. Once two weeks d. Once a month e. Twice a month f. Uncertain 1 (50 %)

4 In your opinion, how is the level of your students in learning listening?

a. Weak 1 (50 %) b. Enough 1 (50 %) c. Good d. Very good

5 The listening materials you use to teach are based on:

a. The school curriculum

1 (50 %) There was one teacher answered two options (students’ interest and ability in learning the materials)

b. Reference book which appropriate for the students

1 (50 %)

c. Students’ interest 1 (50 %) d. Students’ ability in learning the materials

1 (50 %)

6 What references do you use in teaching listening?

a. Film There was one teacher answered two options (songs and listening handbook)

b. News recording c. Songs 1 (50 %) d. Listening handbook

1 (50 %)

e. Downloading from the internet

1 (50 %)

7 What media do you use in teaching listening?

a. MP3 There was one teacher answered three options

b. Cassettes 2 (100 %) c. Video d. CD 1 (50 %)

Page 71: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

54

No Questions Opinion

Number and Percentage

Information

e. VCD 1 (50 %) (cassettes, CD, and VCD)

8 What method do you apply in teaching listening in your class?

a. Lecturing in front of the class

1 (50 %) One teacher applied filling the missing words for the activity

b. Exercise 2 (100 %) c. Discussion d. Games e. Others 1 (50 %)

The second part of the questionnaire aimed to obtain the data about the

condition, facilities and the media of the teaching learning activities in class.

Based on the teachers’ answers, the school condition was conducive to teach

listening. Moreover, the school’s facilities to teach listening such as tape recorder

and listening cassettes supported the teaching learning activities. There were two

different answers of the teachers’ answers in teaching listening. One teacher

taught listening twice a week while the other taught listening uncertainly. For the

level of the students itself, one teacher mentioned that the students were weak in

following the listening activities, and the other answered that the level of the

students was enough to follow the activities.

Based on the result, the teachers used all of the items provided in the

questionnaire to select the materials to teach listening. They were the school

curriculum, the reference book and sources which were appropriate for the

students, the interest of the students themselves, and also the students’ ability in

learning the materials. The references used by the teachers were songs, listening

handbook, and the materials downloaded from the internet, and they used

Page 72: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

55

cassettes, CD, and VCD as the media to teach listening. Meanwhile, the English

teachers selected lecturing in front of the class, giving exercise, and filling the

missing words as the method of teaching listening.

b. The Results of the Questionnaire for Students

The writer distributed questionnaires to 76 students, 41 from the Food

Science department, and 35 students from Clothing Science department who were

present when the writer conducted the research.

Table 7: The Result of the Questionnaire for the Students

No Questions Students’ Opinion Number and Percentage

1 In what level is your English?

a. Beginner 33 (44 %) b. Intermediate 41 (55 %) c. Advanced -

2 What is your opinion about listening?

a. Difficult 30 (39 %) b. Average 41 (53 %) c. Easy d. Depend on the

materials 5 (6 %)

3 Is listening is important in helping you in the real work field?

a. Yes 76 (100 %)

b. No -

4 Why do you learn English especially listening?

a. To be able to communicate with the foreign guests when I work in place with international level

74 (73 %)

b. To pass the English test for the UN

18 (17 %)

c. To obtain a good score in English lesson

10 (9 %)

Page 73: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

56

No Questions Students’ Opinion Number and Percentage

5 What factor that makes listening difficult?

a. Lack of vocabularies 36 (47 %) b. There is no interest in English lesson

c. Cannot follow the teacher’s explanation

9 (11 %)

d. Unclear explanation and voices from the teacher

7 (9 %)

e. Boring materials and activities

f. Lack of practice and concentration

18 (23 %)

6 Do you often feel bored during your listening class?

a. Yes 49 (68 %)

b. No 23 (31 %)

7 What makes you feel bored?

a. Not conducive classroom situation and condition

17 (21 %)

b. Uninteresting topic 15 ( 18 %) c. Monotonous teaching 8 (10 %)

d. Difficult listening materials

29 (36 %)

e. Others (time and students condition)

11 (13 %)

8 What technique do you want to use in listening?

a. Discussion 20 (23 %)

b. Games 33 ( 38%)

c. Speech - d. Group work 23 (27 %) e. Pair work 4 (4 %) f. Others 5 (5 %)

The data provided significant information for the writer since the students’

interest and difficulties in learning English were obtained easily. Based on the

table above, the writer gained the information that more students considered their

Page 74: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

57

level of listening were in intermediate level. Furthermore, in giving opinion about

listening, most students stated that the difficulty of the listening they often had in

class was in average although there were still some students stated that the level

was difficult, and the rest stated that it depended on the topic they had. In

answering question related to the importance of listening, all students agreed that

listening was important for them in real work field. Moreover, most students also

stated that they studied English, especially listening because they wanted to be

able to communicate with the foreign people if they work in international level

work place, while some students stated to pass the National Exam, and some

others stated because they wanted to get good score in English lesson.

The data from the students provided a fact that lack of vocabulary was the

main cause of most students considered listening as difficult lesson. The second

cause was that the students were lack of practice and concentration. The others

stated that they could not follow the teacher’s explanation, and also because of the

unclear explanation and teacher’s voice. The solution to this problem was that the

writer developed the materials which provided some exercise and new words from

every topic that could help the students understand the lesson well. The following

problem that the writer obtained from the research was that most students felt

bored in following the listening activities in class, and it was caused by the

difficult listening materials which made them unable to follow the lesson well.

The other causes were the classroom situation and condition which was not

conducive, uninteresting topic, and because of the time and students condition,

and also the monotonous teaching.

Page 75: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

58

The last fact obtained from the research was interesting because it proved that

the students enjoyed some enjoyable and fun teaching techniques. They liked

having games, group work and discussion more than having pair work and other

old teaching technique. Thus, the writer would design the materials by applying

some teaching techniques which could help the students to be motivated in

listening activities such as games, group discussion, and listen to the songs.

Hopefully, the designed materials provided by the writer could lessen the

students’ boredom in following the English lesson, especially listening, and could

help the students improve their English ability well.

2. Planning

In Planning step, the writer used the data from Research Information and

Collecting as the basis. There were four parts in Planning step. The first part was

stating the goals and listing the topic. The second part was specifying the learning

objectives. The third part was listing the subject content. The last part was

selecting some teaching learning activities and resources. Each part would be

discussed further.

a. Stating Goals and Listing the Topics

The goals of designing the English listening materials were formulated after

conducting the Research and Information Collecting. Hence, the goal of designing

the materials was to make the students more familiar and interested in learning

English, especially for the listening activities. Moreover, it was aimed to prepare

the students to be able to work in many work places with international level as

well as they could pass the National Exam.

Page 76: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

59

Therefore, the topics of each unit were also formulated in this step. The topics

were developed based on the 2006 School-Based Curriculum for Vocational High

Schools and the English Syllabus of SMK Pius X Magelang which were

developed from the school curriculum. Hence, the materials had the same topics

as which were in the school syllabus, and there were three units in the designed

materials. Here were the units and topics:

Table 8: The Units and the Topics in the Designed Materials

Unit Title Topics

1 I Love It! Like and Dislike

2 Who Is Speaking? Telephoning

3 Can I Help You? Expression of Offering Help

Besides listing the topics, the goals of the materials which should be achieved

by the students from the activities in the designed materials were formulated in

this part. Since the writer used the 2006 School-Based Curriculum as the basis to

develop the materials, the goals of the whole units in the design were stated as the

basic competencies as well as the term used in the curriculum. Table 9 presents

the basic competencies of the whole units in the designed materials.

Table 9: the Basic Competencies

Unit Title Basic Competencies 1 I Love It! Understanding daily conversation either in

professional or personal context with native speaker

2 Who Is Speaking? Making a note based on the simple message from the interaction from real life or device

3 Can I Help You? Expressing wants

Page 77: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

60

b. Specifying the Learning Objectives

In designing the good materials, it was necessary to state the learning

objectives. In the term used in 2006 School-Based Curriculum, the learning

objectives of each unit in the design were stated as the indicators. The indicators

were listed in order to specify the basic competency of each unit. The indicators

would be the measurement of what students’ achievement in every meeting of the

learning activities.

Table 10: the Indicators

Unit Title Basic Competencies

1 I Love It! At the end of the class, the students are able to: 1. Identify the expressions used in talking about

like and dislike Unit Title Basic Competencies

2. Use the expressions of like and dislike correctly

2 Who Is Speaking?

At the end of the class, the students are able to: 1. Identify the message they hear from the

interaction from the telephone conversation 2. Make a note based on the conversation they

hear 3 Can I Help

You? At the end of the class, the students are able to: 1. Identify the expressions of offering help

appropriately 2. Use the expressions of offering help

appropriately

c. Listing the Subject Content

Listing the Subject Content was conducted in order to ensure that each

element of the materials development procedures was included in the planning

process. Since the materials development adapted the Task-Based principles, the

content of the designed materials was appropriated with the principles in Task-

Page 78: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

61

Based. There were four sections in the designed materials, namely Pre-Task, It’s

Your Turn, Language Focus, and What did You Get.

1) Pre-Task

Pre-Task consisted of the brainstorming activities from images or pictures,

discussing some questions based on the song or the short recording students

listened to. This part aimed to introduce the subject and tasks given. It is expected

that the students would show their prior knowledge they already knew about the

topic before they had the whole activities and materials in class. Thus, this part

would help the students to prepare and comprehend the lesson easier.

2) It’s Your Turn

This part contained the task cycle of Task-Based principles. Thus, the center

of this activity is the students themselves. There were many different activities in

each topic of the design which aimed to give various activities for the students. In

this part, the students should take a part in the activities given either individually,

in pairs, or in a group. After finishing the tasks given, the students should report

the result of their work to the teacher so that the teacher could monitor what the

students have learned from the activities.

3) Language Focus

In this section, the students would obtain more explanation on what they are

studying. Thus, the language focus highlights the specific language features from

the materials used in the previous part of the classroom activities in the designed

materials. In order to apply what the students have learned from the language

focus, the practice of language was needed. Therefore, there would be some

Page 79: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

62

games following the language focus in order to facilitate the students in

understanding the language they learned from the listening activities in class.

4) What did You Get?

In this section, the students’ reflection was expected to be obtained. The

reflection would be the indicator of how well the students achieved the learning

objectives. The students were expected to know the difficulty they have and how

they would solve it to improve their English skill.

d. Selecting some Teaching-learning Activities and Resources

In this study, the teaching learning activities were selected based on the result

of Research and Information Collecting. The activities in instructional materials

were accomplished in the form of teamwork, such as pair work and group work

without ignoring the individual task. Although individual task could generate the

students’ ideas and thought, the writer minimized it since in communicative task

the learners should have communicative purpose. Thus, the writer implied pair

work and group work to increase the students’ interaction. The more the students

share their ideas to the different partners, the more they learn how to comprehend

and produce language by doing tasks with different partners.

Besides, the tasks given were developed from those in Task-Based principles.

There were several different tasks in the designed materials such as brainstorming

based on the images or pictures, answering questions from songs and short

recording. Then, the students were given more listening activities by completing

the dialogue, matching the specific points to the correct answer, ordering and

arranging the jumbled dialogues into proper dialogue or sentences, selecting the

Page 80: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

63

correct answer and answering the comprehension questions. Moreover, the

students were given games to help them understand the language they were

studying, and also to have the reflection to know how well the students followed

the learning activities.

3. Development of Preliminary Form of Product

In this section, the materials were designed based on the result of Planning

step. The topics in the designed materials were adapted from the 2006 School-

Based Curriculum and the English syllabus of SMK Pius X Magelang. Hence, the

materials had the same topics as in the school curriculum and syllabus. The

teaching learning activities were selected based on the Task-Based Principles

which implied the designed materials. The materials themselves were developed

from many sources and textbook which could support the materials development.

The pictures and the recording in the design were taken from the internet. The

writer did so in order to present the proper designed materials.

4. Preliminary Field Testing

The writer combined the Preliminary Field Testing from R&D step with

Instructional Design step. This step was conducted to know whether the materials

were interesting, appropriate, and applicable for the eleventh grade students of

SMK Pius X Magelang and to meet the goals and the learning objectives of

English curriculum used to develop the materials.

Page 81: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

64

In obtaining the evaluation of the designed materials, the writer distributed

the questionnaire to four English teachers and one English Language Education

lecturer of Sanata Dharma University. Since there were only two English teachers

in SMK Pius X Magelang, the writer asked two competent English teachers from

other schools to give feedback. The implementation of the designed materials was

conducted for four meetings in Unit 1 for two classes (class XI Food Science and

XI Clothing Science departments) on January 18, 2010, January 19, 2010, January

21, 2010 and January 25, 2010. The data obtained from the questionnaire were

presented as follows:

a. Descriptions of the Participants

The respondents of this step were five people who were considered as expert

in giving feedback toward the designed materials. There were four English

teachers who participated in giving the feedback. They were the two English

teachers of SMK Pius X and two English teachers from other school who had

qualified experience and knowledge in teaching. The last participant was one

lecturer of English Language Education of Sanata Dharma University.

There were three sections of the questionnaire. The first section was the

participants’ identity which consisted of name, sex, educational background, and

the teaching learning experiences. The second section described the teachers’ and

lecturer’s opinions toward the designed materials. The last section was the

teachers’ and lecturer’s comments, opinions, suggestions or criticism toward the

designed materials. The feedbacks were used for revising and improving the

materials.

Page 82: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

65

Table 11: The Description of 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. √ √ √ 3. √ √ √ 4. √ √ √

English Language Education lecturer of Sanata Dharma University

1.

Total 2 3

b. Data Presentation and Analysis

The questionnaires were distributed to the respondents in order to obtain the

evaluation on the designed materials. The feedback of the questionnaires was

aimed to obtain the appropriateness of the materials for the eleventh grade

students of SMK Pius X Magelang. The degree of agreements was presented in

table 12.

Table 12: Degrees of Agreement

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

Page 83: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

66

The evaluation data were presented in the following table:

Table 13: The Result of the Preliminary Field Testing Questionnaire

No Participant’s Opinion

on….

Frequency of the Degree of Agreement Central Tendency

1 2 3 4 5 N Mn Mdn Md 1. The major goals of the

designed materials are well formulated.

1 4 5 3.8 4 4

2. The designed materials are able to meet the goals and objectives stated in the Curriculum at the School Level (KTSP).

5 5 4 4 4

3. Generally, the contents of the designed materials are well-elaborated.

5 5 4 4 4

4. The designed materials are relevant to the students’ knowledge and skills level.

4 1 5 4.2 4 4

5. The level of difficulty of the designed materials is appropriate with what should be given to the students.

1 3 1 5 4 4 4

6. The tasks or activities in each unit are relevant to the topic in each unit.

1 3 1 5 4 4 4

7. The tasks or activities in each unit are well elaborated and can facilitate the students to achieve the goals and objectives.

1 3 1 5 4 4 4

8. The instruction in each task or activity in each unit is clear enough to be understood by the students.

2 3 5 3.6 4 4

Page 84: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

67

No Participant’s Opinion

on….

Frequency of the Degree of Agreement

Central Tendency 1 2 3 4 5 N Mn Mdn Md

10. The tasks or activities given can help the students to understand the lesson taught.

4 1 5 4.2 4 4

11. Generally, the pictures provided can help the students to understand the lesson more.

2 3 5 3.6 4 4

12. Generally, the designed materials will enable the students to master English listening skill.

5 5 4 4 4

Note:

Here, the result of the descriptive statistics indicated that the degree of

agreement on the evaluation of the designed materials was from 3.6 up to 4.2.

Thus, it could be concluded that the designed materials are acceptable and

applicable to be taught in school. However, there were still some revisions as

suggested by the participants of Preliminary Field Testing. The participants also

gave suggestions and criticism toward the designed materials. The participants’

comments or opinions based on the questionnaire were described as follows:

1. Generally, the designed materials were interesting, easily applicable so that

the materials could motivate the students to be more active, to improve their

listening skill, and to achieve the goals and the learning objectives.

N  : Number of participants Mdn : Median M  : Mean Md : Mode

Page 85: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

68

2. The pictures in the materials were interesting and could attract the students’

attention and motivation in following the lesson.

3. There were some parts that should be changed to improve the design

Here were the participants’ suggestions and criticism based on the questionnaires:

1. It would be better if the new vocabulary items are put after the words appear

in the tasks to help the students read them easily.

2. It would be better if there are more pictures in the materials especially in

brainstorming part. It would be more interesting and challenging for the

students.

3. It would be better to pick some pictures that are more relevant or appropriate

with the topic given to help the students understand the lesson more.

4. It would be better if the instructions are made clearer and simpler, and some

examples could be provided if needed for some parts to help the students

understand the activities well.

5. Main Product Revision

In this step, the designed materials would be revised to improve the materials

and to produce the better materials. After revising the designed materials, the

design would be presented and ready to be applied in school. The revisions

themselves were based on the participants’ suggestions and criticism.

Page 86: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

69

1. Putting the new vocabulary items after the words appear in the tasks given

The new vocabularies for each unit would be put after the words appear

instead of putting them in the Language Focus.

2. Adding some pictures for the brainstorming part

The pictures for brainstorming in Unit 3 would be added in order to help the

students to identify the pictures and discuss the questions given in group.

3. Picking some pictures that are more relevant to the topic

Since the pictures in the designed were considered less relevant with the

topics, some pictures would be added to help students understand the materials

easily.

4. Revising the instructions to help the students understand the task easier

Based on the questionnaire result, the instructions in each task would be made

simpler and clearer. Those for the games instructions, there would be some

examples given in order to help the students understand the role of the game

easily.

5. Changing the time allocation in the lesson plan

Since the designed materials have been implemented in school, the time

allocation was not appropriate with those in the lesson plan. As a result, the time

allocation in the lesson plan which was written 2 x 45 minutes for each unit would

be changed into 3 x 45 minutes.

Page 87: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

70

B. The Final Version of the Designed Listening Materials

This section was intended to answer the second question in the problem

formulation. After conducting the revision and improvement of the materials, the

final version of the English listening materials based on Task-Based Instructions

was presented. There were three units in the materials and each unit requires 3 x

45 minutes. The designed materials consisted of three units as follows:

1. I Love It!

2. Who is Speaking?

3. Can I Help You?

There would be four main parts in each unit. They are Pre-Task, It’s your

Turn, Language Focus, and What did you Get?. The materials were designed for

the second semester of the eleventh grade students in SMK Pius X Magelang. The

materials were designed based on the school syllabus which based on the 2006

School-Based Curriculum. Therefore, the topics in the designed materials were

the same as those in the school syllabus. However, based on the result of the

materials implementation and the Preliminary Field Testing, the time allocation

would be changed since it was not suitable to teach Unit 1 with the time allocation

in the syllabus. Hence, the time allocation was added to provide the English

teachers with adequate time to teach the materials.

Page 88: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

71

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion of then study and the suggestions. The

conclusion part discusses the two problems stated in the problem formulation and

also concludes all the findings in the study. The suggestions part presents the

recommendation for the English teachers of SMK Pius X Magelang, and for the other

researchers.

A. Conclusions

Since this study aims to design the English listening instructional materials using

Task-Based principles for the eleventh grade students of SMK Pius X Magelang, there

were two problems stated in problem formulation. First, how a set of English

listening instructional materials using Task-Based principles for the eleventh grade

students of SMK Pius X Magelang are designed. Second, how the English listening

instructional materials look like.

In this study, the writer adapted Kemp’s design and R & D method to answer the

first problem. The design was developed based on eight stages. The first step is

Research and Information Collecting. In this step, the information about the students’

characteristics was conducted. The second step is Planning. Here, the goals were

stated and the topics were listed before designing the materials. Besides, the step

Page 89: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

72

conducted was specifying the learning objectives, listing the subject content, and also

selecting some teaching learning activities and resources. The third step is

Development of Preliminary Form Product whereas the materials were designed

based on the result of the Planning step. The fourth step is Preliminary Field Testing

where the materials evaluation was conducted. The last step is Main Product

Revision. In this step, the revised materials which became the final version would be

presented and ready to apply in SMK Pius X Magelang.

In order to answer the second question, the writer described the final version of

the designed materials. There were three units in the designed materials, and each unit

consisted of four sections which referred to Task-Based principles. They are Pre-

Activities, It’s Your Turn, Language Focus, and What did You Get. The full

presentation of the designed materials is attached in the Appendix C.

It is expected that the designed materials could motivate the students to follow

and take a part during the listening class. The designed materials provided various

activities to minimize the students’ boredom. Moreover, the design would provide the

students with activities which supported the students to work individually, in pairs, or

in group. Thus, the students could learn from their partner to gain more information.

B. Suggestions

In this part, some suggestions for the English teachers of SMK Pius X Magelang,

for the students of SMK Pius X Magelang, and for the other researchers were

presented.

Page 90: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

73

1. For the English teachers of SMK Pius X Magelang

The English teachers are suggested to implement the listening instructional

materials for the eleventh grade students of SMK Pius X Magelang as the alternative

materials to the students in order to motivate the students to be familiar and

interested to the English lesson, especially listening. The teachers should realize that

the interesting materials would also motivate the students even if there are some

difficulties the students might face during the class.

2. For the other researchers

The other researchers are suggested to design more various English materials for

the Vocational School students to improve their English skills ability. The various

and fun activities could be developed to provide the teachers with more sources to

teach English lesson and to develop the students knowledge especially for the new

vocabulary items since they would need it in the real work field.

Page 91: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

74

REFERENCES

Ary, D., Lucy C. J, and Razavieh A. 2002. Introduction to Research in Education

(6th Edition). New York: Wadsworth Thomson Learning. Borg, W. R. and Gall, M. D. 1983. Educational Research: An Introduction (4th ed).

London: Longman. Celce-Murcia, M. 2001. Teaching English as a Second Language or Foreign

Language (3rd ed). Boston: Heinle & Heinle Publisher. Departemen Pendidikan Nasional. 2006. Kurikulum SMK: Garis-Garis Besar

Program Pendidikan Adaptif. Jakarta: Depdiknas. Harmer, J. 2001. The Practice of English Language Teaching (3rd ed). Harlow:

Pearson Education Limited. Hornby, A. S. 2002. Oxford Advanced Learner’s Dictionary of Current English (6th

ed). New York: Oxford University Press. Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course Development.

California: Fearon-Pitman Publishers. Littlewood, W. 1977. Communicative Language Teaching: An Introduction. New

York: Cambridge University Press. Muslich, M. 2007. KTSP (Pembelajaran Berbasis Kompetensi dan Kontekstual;

Panduan Bagi Guru dan Pengawas Sekolah). Jakarta: PT. Bumi Aksara. Nunan, D. 1988. Syllabus Design. New York: Oxford University. Nunan, D. 1988. Principles of Communicative Task Design. Singapore: SEAMEO

Regional Language Center. Nunan, D. 1989. Designing the Tasks for Communicative Classroom. Cambridge:

Cambridge University Press. Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle

Publisher.

Page 92: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

75

Reisser and Walter. 1983. Instructional planning: A Guide for Teachers. New Jersey: Alline and Bacon.

Richard, J. C. 1986. Approaches and Methods in Language Teaching. Cambridge:

Cambridge University Press. Richard, J. C. 2001. Approaches and Methods in Language Teaching. Cambridge:

Cambridge University Press. Richard, J. C. 2003. Approaches and Methods in Language Teaching. Cambridge:

Cambridge University Press. Richard, J. C. 2005. Communicative Language Teaching Today: RELC Portfolio

Series 13. Singapore: SEAMEO Regional Language Center. Rost, M. 2002. Teaching and Researching Listening. London: Longman Pearson

Education. Soekamto, T. 1993. Perancangan dan Pengembangan Instruksional. Jakarta:

Intermedia. Ur, P. 1996. A Course in Language Teaching Practice and Theory. Cambridge:

Cambridge University Press. Wijasuriya, B. and Gaudart, H. 1992. Teaching and Learning English in Challenging

Situations. Selangor: Malaysian English Language Teaching Association. Willis, J. 1996. A Framework for Task-Based Learning. London: Longman. Internet Sources www.esl-lab.com, accessed on September 5th 2009 www.bbclearningenglish.com, accessed on September 5th, 2009 www.google-image.com, accessed on September 5th, 2009 www.ClipProject.info, accessed on November 23rd, 2009 www.elyirics.net. Accessed on December 2nd, 2009 www.photosearch.com, accessed on February 23rd, 2010 www.CartoonStock.com, accessed on February 23rd, 2010

Page 93: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

76

                                                 

Page 94: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

77

                   

  Letter of Permission to the Headmaster of SMK Pius X

Magelang Letter of Official Statement from SMK Pius X Magelang

                        

Page 95: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

78

                                               

Page 96: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

79

                                               

Page 97: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

80

                  

  Questionnaire Research and Information Collecting for

Teachers Questionnaire Research and Information Collecting for

Students General Description Questionnaire for Feedback Gathering

Page 98: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

81

Questionnaire for the English Teachers

KUESIONER

I. Data Diri

1. Jenis Kelamin : 2. Pendidikan Terakhir : 3. Lama Mengajar : 4. Umur :

II. Pernyataan

Berilah tanda (√) untuk tiap pernyataan yang Anda anggap sesuai. Tiap angka di bawah ini menyatakan urutan tingkat kesetujuan Anda.

1 : sangat tidak setuju 2 : tidak setuju 3 : ragu-ragu 4 : setuju 5 : sangat setuju

No Pernyataan 1 2 3 4 5

1 Saya tidak mengalami kesulitan dalam menyampaikan materi Listening

2 Saya mempunyai banyak referensi materi untuk mengajar Listening

3 Saya mempunyai banyak media pengajaran (cd, kaset, video, buku, dll.) yang mendukung proses belajar mengajar Listening

4 Saya mempunyai strategi tersendiri dalam menyampaikan materi Listening

5 Saya mengajar Bahasa Inggris dengan mengintegrasikan beberapa kemampuan dalam satu aktivitas, misalnya mengajar speaking, listening, dan writing mejadi satu

6 Saya sering memanfaatkan media yang mendukung kegiatan Listening

7 Siswa aktif dalam mengikuti pelajaran Bahasa Inggris, terutama Listening

8 Siswa mengalami kesulitan dalam menerima dan memahami materi Listening

Page 99: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

82

9 Siswa merasa tertekan/takut ketika mendapat materi Listening

10 Siswa mempunyai minat dan antusiasme yang besar dalam mengikuti pelajaran Bahasa Inggris, terutama Listening

Berilah tanda silang pada jawaban yang telah tersedia. Anda boleh menjawab lebih dari satu pada setiap nomor. 1. Suasana sekolah cukup kondusif untuk proses belajar mengajar Listening

a. a. Ya Alasan…………….. b. b. Tidak Alasan……………..

2. Fasilitas di sekolah yang menunjang terselanggaranya kegiatan Listening berupa: a. Lab. Bahasa c. Komputer b. Tape recorder d. Kaset Listening

3. Berapa kali Anda mengajar Listening di kelas? a. Seminggu dua kali d. Sebulan sekali b. Seminggu satu kali e. Dua bulan sekali c. Dua minggu sekali f………………

4. Menurut Anda, bagaimanakah kemampuan Bahasa Inggris peserta didik Anda dalam mempelajari materi Listening? a. Kurang c. Baik b. Cukup d. Sangat Baik

5. Materi Listening yang Anda ajarkan berdasarkan: a. Kurikulum yang digunakan sekolah b. Buku referensi yang Anda anggap sesuai untuk peserta didik Anda c. Minat belajar peserta didik Anda d. Daya tangkap peserta didik Anda e. ……………………..

6. Referensi apa saja yang Anda pakai dalam menyampaikan materi Listening? a. Film d. Buku pegangan listening b. Rekaman berita e. Download dari internet c. Lagu f. Lain-lain:………….

7. Media apa yang Anda pakai untukListening?

a. MP3 d. CD b. Kaset e. VCD c. Video f. Lain-lain:…………….

Page 100: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

83

8. Metode apa saja yang Anda gunakan dalam pembelajaran Listening di kelas Anda? a. Menerangkan pelajaran di kelas d. Permainan b. Latihan soal e. Lainnya:……………… c. Diskusi

Terimakasih

Page 101: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

84

Questionnaire for the Students

KUESIONER

I. Data Diri Jenis Kelamin : Umur : II. Pertanyaan Berilah tanda silang pada jawaban yang telah tersedia. Anda boleh menjawab lebih dari satu pada setiap nomor, kecuali pada nomor 1, 2, 3 dan 5. Jika Anda mempunyai jawaban yang berbeda dari yang ada pada pilihan, silakan mengisi pada kolom yang sudah disediakan. 1. Pada level apakah kemampuan Bahasa Inggris Anda untuk Listening?

a. Dasar c. Maju b. Medium d……………

2. Apa pendapat Anda tentang mata pelajaran Bahasa Inggris untuk Listening?

a. Sulit c. Mudah b. Sedang d. ……………….

3. Menurut Anda, apakah Listening penting untuk koki, pegawai hotel di bagian

dapur, ataupun pegawai di industri fashion tingkat internasional? a. Ya b. Tidak

4. Mengapa Anda belajar Bahasa Inggris, khususnyaListening?

a. Agar dapat berkomunikasi dengan tamu asing bila saya sudah bekerja di tempat yang berstandar internasional (Hotel/restaurant/industri fashion)

b. Agar dapat lulus dari tes Lsitening saat UN nanti c. Agar dapat nilai bagus pada mata pelajaran Bahasa Inggris

5. Faktor apa saja yang membuat pelajaran listening sulit?

a. Kosakata yang terbatas b. Tidak berminat paad pelajaran Bahasa Inggris c. Tidak bisa mngikuti penjelasan guru d. Penjelasan dan suara guru yang tidak jelas e. Pelajaran membosankan dan materi tidak menarik

Page 102: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

85

f. Kurang konsentrasi dan latihan g. …………………….

6. Apakah Anda sering merasa bosan ketika Anda mendapatkan pelajaran

Listening? Berikan alasan Anda. a. Ya b. Tidak

Alasan: 7. Faktor apa sajakah yang membuat Anda merasa bosan?

a. Situasi dan kondisi kelas yang kurang kondusif b. Topik yang kurang menarik c. Cara guru mengajar yang monoton d. Materi Listening yang terlalu sulit e. ………………

8. Teknik belajar seperti apa yang Anda inginkan ketika belajar Listening?

a. Diskusi d. Group work b. Games e. Pair work c. Ceramah f……………………

Terima kasih

Page 103: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

86

GENERAL DESCRIPTION

I. Objectives of the Study

There are two objectives in this study. The first is to increase students’

ability in English listening activities. The second is to present another source of

materials as references for the teachers of Vocational High Schools.

II. Subject Content

The materials were designed based on the current curriculum applied in

SMK Pius X Magelang that is the 2006 School-Based Curriculum. Therefore,

the materials have the same content and theme as which were in the school

curriculum. As additional sources, the materials were arranged by adapting

some English textbooks which were suitable with the content of the materials

itself. The English materials for the eleventh grade students of Vocational

Schools in the second semester consist of three units as follows:

III. Materials Description

These materials were divided into four main sections to help the students

in mastering the listening skill. The activities and tasks given are in the form of

exercises which can be conducted individually or in a group. The activities are

as follows:

a. Pre-Task

The activities involved in this part are in the form of song, images and

some questions to discuss. This part is aimed to brainstorm the students’ prior

knowledge toward the topic given. It describes what the students already

Unit Title

1 I Love It

2 Who is Speaking?

3 Can I Help You?

Page 104: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

87

know about it. It enables the students to comprehend the lesson easier.

Besides, this part is aimed to give the students deeper explanation of the

topics.

b. It’s Your Turn

In this section, the activities are full of listening activities for the students

where they are expected to have more practice in doing the tasks. it is

expected that by doing the tasks, the students can master more language used

in the real dialogue through the recording they hear so that later on they can

use it in the real situation.

c. Language Focus

In this part, the students are given the explanation about the language

focus they can learn from the activities they have during the class. As one of

the Task-Based Instruction characteristics, the language focus is put after the

students pass the task cycle so that they really get the real example from the

previous activities to get what they are studying on.

d. What Did You Get?

The students are asked to have their reflection in this part, after they

finish every unit they have in their listening class. It is aimed to monitor how

well the students follow the activities and how much they learn from the

activities given to keep increasing their English language, especially their

listening ability.

Page 105: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

88

Hal : Permohonan Pengisian Kuesioner

Lampiran : 1. Gambaran Umum (General Dscription) 2. Materi (Student’s Handbook and Evaluation) 3. English Syllabus of SMK Pius X Magelang 4. Lesson Plans 5. Lembar kuesioner (dua halaman)

Kepada:

Bapak/ Ibu……………………………….

di tempat

Dengan hormat,

Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharna Yogyakarta:

Nama : Caecilia Devy Kurniawati

NIM : 051214021

Fakultas : Keguruan dan Ilmu Pendidikan

Jurusan : Pendidikan Bahasa dan Seni

Program Studi : Pendidikan Bahasa Inggris

Hendak menyelesaikan tugas akhir/ skripsi dengan judul “English Listening

Instructional Materials Using Task-Based Instructions for the Eleventh

Grade Students of SMK Pius X Magelang”.

Untuk keperluan penyelesaian tugas akhir tersebut, saya hendak memohon

Bapak/ Ibu untuk memberikan pendapat terhadap materi yang telah saya susun

dengan mengisi kuesioner terlampir.

Demikian surat permohonan ini saya buat. Atas kesediaan Bapak/ Ibu,

saya ucapkan terimakasih.

Yogyakarta, 30 Januari 2010

Hormat saya,

Caecilia Devy K.

Page 106: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

89

QUESTIONNAIRE FOR ENGLISH LECTURERS AND ENGLISH TEACHERS

As a participant of this research, you are expected to state your evaluation toward the designed materials, which are enclosed with the questionnaire. Participant’s Identity Name : __________________________ Sex : Male/Female Educational Background : S1/ S2/ S3 Teaching Experiences : ________ years. You are expected to choose one of the options by ticking (√) the number which indicates your degree of agreement. The number and the degree of agreement can be categorized as follows:

1 : Strongly Disagree 2 : Disagree 3 : Doubt 4 : Agree 5 : Strongly Agree

No The Lecturer’s/ teacher’s evaluation on…. Degree of Agreement

1 2 3 4 5 1 The major goals of the designed materials are well

formulated.

2 The designed materials are able to meet the goals and objectives stated in the Curriculum at the School Level (KTSP).

3 Generally, the contents of the designed materials are well-elaborated.

4 The designed materials are relevant to the students’ knowledge and skills level.

5 The level of difficulty of the designed materials is appropriate with what should be given to the students.

6 The tasks or activities in each unit are relevant to the topic in each unit.

7 The tasks or activities in each unit are well elaborated and can facilitate the students to achieve the goals and objectives.

8 The instruction in each task or activity in each unit is clear enough to be understood by the students.

Page 107: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

90

9 The tasks or activities are interesting and various enough to motivate students to be more active.

10 The tasks or activities given can help the students to understand the lesson taught.

11 Generally, the pictures provided can help the students to understand the lesson more.

12 Generally, the designed materials will enable the students to master English listening skill.

Comments or opinions about the designed materials __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Suggestions and criticism

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Thank You

    

Page 108: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

91

        

  Syllabus Lesson Plans The Designed Materials

                

Page 109: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

92

SYLLABUS ENGLISH LISTENING INSTRUCTIONAL MATERIALS

FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG

School : SMK Pius X Subject : English Grade/Semester : XI / 4 Skill : Listening Standard Competence : The students are able to communicate using English in Elementary Level Time Allocation : 6 X 45 minutes

BASIC COMPETENCE INDICATORS MATERIALS LEARNING

ACTIVITIES

EVALUATION

TIME

ALLOCATION

SOURCES

2.1 Understanding daily conversation both in professional and personal context with native speaker

At the end of the class, the students are able to: • Identify the

expressions used in talking about like and dislike

• Use the expressions of like and dislike correctly

• Likes and dislikes − I love it! − She can’t stand

for it

Listening: - Answering

questions based on recorded materials.

- Dialogues about expressing like and dislike

Written: - completing

the dialogue - arranging the

jumbled dialogue

3X45’

• Speaking Naturally

• www.bbclearningenlish.com

• www.esl-lab.com

• www.eslprintables.com Mainline Beginners B

Page 110: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

93

BASIC COMPETENCE INDICATORS MATERIALS LEARNING

ACTIVITIES

SCORING

TIME

ALLOCATION

SOURCES

2.2. Making a note based on the simple message from the interaction from a real life or a device

At the end of the class, the students are able to: • Identify the message

they hear from the telephone conversation

• Make a note based on the conversation they hear

• Expressions

dealing with telephone conversations − Can I have your

name, please? − I’d like to speak

to Mr. John, please

• Listening: - Listening for

information from recorded materials.

- get the information from the telephone conversations

- Make a note from the dialogue

Oral: - answering the

question based on the recording

Written: - find out the

expressions used in the dialogue

completing the task

3X45’

• Speaking

Naturally • www.bbclearnin

genglish.com • www.esl-

lab.com

Page 111: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

94

BASIC COMPETENCE INDICATORS MATERIALS LEARNING

ACTIVITIES

SCORING

TIME

ALLOCATION

SOURCES

2.5 Expressing wants

At the end of the class, the students are able to: • Identify the

expressions of offering help appropriately.

• Use the expressions of offering help

• Identify the expressions of agreement and disagreement appropriately.

• Respond the expressions of agreement and disagreement

• Identify the expressions of apologizing appropriately.

• Respond the expressions of apologizing appropriatel

• Offering Help - Can I help you,

Sir? - What can I do

for you, Miss? • Expressing

agreement/ disagreement: − You’re right. − I’m afraid

you’ve got wrong information, Sir.

• Apologizing − I’m sorry − I ask for your

apology.

Listening: - Answering

questions based on dialogues about offering help

- expressing agreement and disagreement

- completing the missing lyrics on a song about apologizing

− Written: Students’ work individually and in pairs or group work − Orally:

Students’ participation in answering the

questions and in group discussion

3X45’

2X45’ 2X45’

• Speaking Naturally

• www.bbclearningenglish.com

• www.esl-lab.com www.lyrics.com

Page 112: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

95

   

2.6 Understanding the simple instructions

At the end of the class, the students are able to: • Identify the

expressions of describing process correctly

• Complete the task using the describing process expressions correctly

• Identify the expressions of asking and giving suggestion and advice correctly

• Use the expressions of • asking and giving

suggestion and advice correctly

• Identify the expressions of describing people

• Understand how to describe people correctly

• Expressions used in describing processes: - First, ... - Next, ... - Then... - Finally ...

• Expressions used in asking for and giving suggestions and advice: - What do you

recommend for a

headache? - You’d better

see a doctor. • Expressions

used in describing people

-She is tall, and she has a long black hair.

Listening - Listen to an

information on how things work.

Dialogues about - asking for and

giving suggestions and advice

- Listen to an information of describing people

Written: - Students’

work on the tasks given

- Students’ participation in class activities

2X45’

2X45’ 2X45’

• Speaking Naturally

• www.bbclearningenglish.com

• www.esl-lab.com www.eslprintables.com

Page 113: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

96

LESSON PLAN UNIT 1 ENGLISH INSTRUCTIONAL MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG

Subject : Listening Level : Elementary Unit : 1 Topic : Like and Dislike Time Allocation: 3x45 minutes (135 minutes)

Standard Competence : The students are able to communicate using English in Elementary Level Basic Competence : 2.1 Understanding daily conversation either in professional or personal context with native speaker Indicators : At the end of the class, the students are able to:

1. Identify the expressions used in talking about like and dislike 2. Use the expressions of like and dislike correctly

Learning Strategies : Learning Strategy Materials Time

Allocation Teacher’s Activities Students’ Activities Pre-Task 1. The teacher greets the students 2. The teacher attracts the students’

interests by asking about something they like and dislike

3. The teacher mentions the today’s topic and the goal of the activities they have

4. The teacher asks the students to do the pre-task

Pre-Task 1. The students greet the teacher 2. The students answer the questions

given 3. The students listen to the teacher’s

explanation 4. The students do the pre-task and ask

the teacher if they have difficulties in accomplishing the task

1. Pre-Activities

a. Listening to a song b. Answering the

questions

5 ‘

20’

Page 114: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

97

Main Task 5. The teacher plays the recording 6. The teacher explains the students’ job

for Task 1 7. The teacher check students’ works in

group discussions 8. The teacher asks the students to do Task

2 9. The teacher helps the students to check

their work on Task 2 10. The teacher asks the students to make

their own dialogue using Like and Dislike expressions

11. The teacher explains about the game and starts the game

Main Task 5. The students listen to the recording 6. The students do Task 1individually (A),

and in pairs (B) 7. Group discussion of Task 1 8. The students do Task 2 individually 9. Class discussion to check the students’

work 10. The students make their own dialogue

about something they like or dislike, then submit it to the teacher

11. The students are to take a part in Games on like and dislike

2. It’s Your Turn a. Recording about like and

dislike b. Exercises on like and

dislike from the recording 3. Language Focus

a. The expression of like and dislike

b. Student’s own dialogue using the expressions of like and dislike

c. Games: Yes, I Love It!

30’

25’

25’

15’

Post-Task 12. The teacher asks the students for

difficulties they have 13. The teacher summarize the today’s

lesson 14. The teacher asks the students to write

their reflection on today’s lesson 15. The teacher ends the teaching-learning

activities

Post-Task 12. The students ask about their difficulties

in following the lesson 13. The students listen to the teacher’s

explanation 14. The students write their reflection about

what they have learned 15. The students say goodbye to the teacher

16. What Did You Get? Students’ reflection on today’s lesson

15’

Page 115: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

98

LESSON PLAN UNIT 2 ENGLISH INSTRUCTIONAL MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG

Subject : Listening Level : Elementary Unit : 2 Topic : Telephoning Time Allocation: 3x45 minutes (135 minutes)

Standard Competence : The students are able to communicate using English in Elementary Level Basic Competence : 2.2. Making a note based on the simple message from the interaction from a real life or a device Indicators : At the end of the class, the students are able to:

1. identify the message they hear from the telephone conversation 2. make a note based on the conversation they hear

Learning Strategies : Learning Strategy Materials Time

Allocation Teacher’s Activities Students’ Activities Pre-Task

1. The teacher greets the students 2. The teacher mentions the today’s topic

and the goal of the teaching-learning activities

3. The teacher plays the recording

Pre-Task 1. The students greet the teacher 2. The students listen to the conversation 3. The students answer the questions

individually

1. Pre-Activities

a. Recording on telephoning

b. Exercise on telephoning expressions

5 ‘

20’

Main Task 4. The teacher plays the recording 5. The teacher explains the students’ job

for Task 1 and 2 6. The teacher check students’ works in

Main Task 4. The students listen to the

recording 5. The students do Task

1individually, and Task 2 in

2. It’s Your Turn

a. Recording about telephone conversation

b. Exercises on telephone

25’

Page 116: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

99

group discussions 7. The teacher explains about the

expressions used in telephone conversation

8. Discussions on the telephoning expressions

9. The teacher asks the students to do the task on Get the Point

10. The teacher plays the recording 11. The teacher checks the students’ work

in group discussions 12. The teacher asks the students to make

their sentences using the new words in pairs

13. The teacher collects the students’ work

group 6. Class discussion to check the

students’ works 7. The students listen to the

teacher’s explanation 8. The students listen to the

teacher’s explanation 9. The students do the exercise in

group 10. The students listen to the

recording 11. The students discuss their work 12. The students make their own

sentences 13. The students submit their work

conversation

3. Language Focus a. Expression used in

telephoning conversation b. New words c. The recording on

telephoning conversation d. Exercise on telephoning

conversation

25’

10’

20’

20’

Post-Task 14. The teacher asks the students for

difficulties they have 15. The teacher summarize today’s

lesson 16. The teacher asks the students to

write their reflection on today’s lesson

17. The teacher ends the teaching-learning activities

Post-Task 14. The students ask about their

difficulties in following the lesson 15. The students listen to the teacher’s

explanation 16. The students write their reflection

about what they have learned 17. The students say goodbye to the

teacher

4. What Did You Get?

Students’ reflection on today’s lesson

10’

 

Page 117: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

100

LESSON PLAN UNIT 3 ENGLISH INSTRUCTIONAL MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG

Subject : Listening Level : Elementary Unit : 3 Topic : Offering Help Time Allocation : 3x45 minutes (135 minutes)

Standard Competence : The students are able to communicate using English in Elementary Level Basic Competence : 2.5 Expressing wants Indicators : At the end of the class, the students are able to:

1. identify the expressions of offering help appropriately 2. use the expressions of offering help appropriately

Learning Strategies : Learning Strategy Materials Time

Allocation Teacher’s Activities Students’ Activities

Pre-Task 1. The teacher greets the students 2. The teacher asks the students to analyze

the pictures 3. The teacher mentions the today’s topic

and the goal of the activities they have 4. The teacher asks the students to do the

pre-task

Pre-Task 1. The students greet the teacher 2. The students analyze the pictures given 3. The students listen to the teacher’s

explanation 4. The students do the pre-task in pairs

1. Pre-Activities

a. Analyzing the picture b. Answering and

discussing the question given

5 ‘

20’

Page 118: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

101

Main Task 5. The teacher explains the students’ job for

Task 1 6. The teacher plays the recording 7. The teacher monitor the students’ work 8. The teacher checks students’ works in

group discussions 9. The teacher asks the students to do Task

2 (Part A and B) 10. The teacher asks the students to check the

work in class discussion 11. The teacher explains the expression used

in offering help 12. The teacher asks the students to read

again and ask the difficulty they find 13. The teacher explains about the game and

starts the game

Main Task 5. The students listen to the teacher’s

explanation 6. The students listen to the recording 7. The students do Task 1individually 8. Group discussion of Task 1 9. The students do Task 2(Part A and B)

individually 10. Class discussion to check the work 11. The students listen to the teacher’s

explanation on the expressions of offering help

12. The students read again the expressions and ask the difficulties they found

13. The students are to take a part in games on offering help

2. It’s Your Turn

c. Recording on expressing help

d. Exercises on expressing help from the recording

3. Language Focus

a. Expression used to offering help

b. New vocabularies

30’

30’

10’

25’

Post-Task 15. The teacher asks the students for

difficulties they have 16. The teacher summarize the today’s lesson 17. The teacher asks the students to write

their reflection on today’s lesson 18. The teacher ends the teaching-learning

activities

Post-Task 14. The students ask about their difficulties

in following the lesson 15. The students listen to the teacher’s

explanation 16. The students write their reflection about

what they have learned 17. The students say goodbye to the teacher

4. What Did You Get?

Students’ reflection on today’s lesson

15’

 

Page 119: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 1-I Love It/ 1  

Pre-task

Listen to the song played by your teacher. While listening, complete the lyrics with the words you hear and answer the questions.

It’s your tur 

 

 

I LOVE THE WAY YOU LOVE ME (Eric Martin) I__________ the feel of your name on my lips I__________ the sound of your sweet gentle kiss The way that your fingers run through my hair How your scent linger even when you’re not there I__________ the way your eyes dance when you laugh How you enjoy your two-hour bath The way you convince me to dance in the__________ With everyone watching like we were insane Reff: But I___________ the way you love me

Strong and wild, slow and easy _________ and soul, so completely But I ___________ the way you love me

I like the way that you see sweet love When they’re playing our song on the___________ And I like the innocent way that you cry At old cup__________ you’ve seen hundred of times I could list___________ things that I love to like about you They all come down to one reason That I could ___________ live Live without you baby

Taken from www.elyrics.net

NEW WORDS gentle :soft scent :aroma linger :stay laugh :smile insane :crazy innocent :clear/pure

1. What is the song about? 2. What are the things the singer

likes from his couple? 3. What words do you like the

most from the song? Why?

Page 120: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 1-I Love It/ 2  

A. Listen to the recording about hobbies carefully. While listening, please complete the blanks with the words you hear.

 

 

 

 

 

 

 

B. Now, try to match the statement from Part A with the name of the activities provided in the list below. Number 1 is given as the example for you.

1. I like to ______ in the mountains with my dog.

2. My dad ______ to the city pool twice a week.

3. He rides his______ to work because it is a good way to get exercise.

4. She usually uses _______colors in her artwork.

5. They went to the lake and see if they_________any wild ducks.

6. How about getting out the______ and pieces so we can play?

7. He hit his__________ into the water.

8. She loves to plant flowers and ____________in the spring.

9. I checked out three very interesting ________from the library.

10. You really take beautiful pictures with that_________.

Taken from: www.esl­lab.com 

Reading Hiking Chess Swimming Golf Photography Bicycling Bird watching Gardening Painting

1 Hiking 6 2 7 3 8 4 9 5 10

Task 1

Page 121: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 1-I Love It/ 3  

Look at the jumbled conversation between Hellen and Finn. Arrange it into good conversation based on the recording you hear by giving numbers in the bracket.

Taken from: www.bbclearningenglish.com 

LANGUAGE FOCUS

Ways to Say It

(___) Hellen: Hi, Finn! I’m having a dinner party on Saturday night, Neil’s coming,

would you like to come?

(___) Finn : I’m looking forward to it.

(___) Hellen: Mmmm, what about French?

(___) Finn : Yes, sounds good, what are we having?

(___) Hellen: Great, that’s good news. I’ll do a French meal. See you on Saturday at 7.

(___) Finn : I love it!

(___) Hellen: How do you feel about Chinese food?

(___) Finn : No, I can’t stand for it.

(___) Hellen: Oh, well, do you like Italian food?

(___) Finn : Well, to be honest, I don’t really like it, I had bad experience once.

Task 2

Here are some expressions you can use to talk about how much you like or dislike something:

LIKE + noun LIKE + verb ING

If you love something I love eating ice‐cream.  I adore sun‐bathing. 

If you like something a lot I am fond of chocolate.  I like swimming very much. 

If you like something I quite like going to the cinema.  I like cooking. 

 

Page 122: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 1-I Love It/ 4  

DON' T LIKE + noun / Verb ING If you don't like something I don't like cooking very much.  I am not very fond of doing the gardening.  I dislike wasting time. 

If you really dislike something I don't like sport at all.  I can't stand his boss.  I can't bear cooking in a dirty kitchen.  I hate crowded supermarkets.  I detest being late.  I loathe celery. 

If you neither like nor dislike something  I don't mind doing the housework. 

 

 

LET’S PRACTICE IT!

Game: Yes, I Love It! Make at least 5 statements about something interesting and ask whether your friend like or dislike it. You have to keep asking until you get a positive answer from friends you ask about your statement.   

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 improving your listening skill? 2. Did you find new vocabulary today? What are they? 3. Is there any difficulty you get? What will you do to overcome it?

 (Pictures are taken from: Clip Art, www.ClipProject.info. www.photosearch.com) 

Dislike is quite formal. Fond of is normally used to

talk about food or people. Common mistake:

Be careful where you put very much or a lot. The correct example is, "I like reading very much." NOT "I like very much reading."

Page 123: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

 

Unit 2-Telephoning/ 1

 

 

Pre-task Listen to the conversation in the recording. Answer the questions below based on what you have heard. 1. What is the conversation all about? 2. What does the hotel officer say at the beginning of the conversation? 3. What is the name of the man who reserved the hotel? 4. When will they meet at the hotel? 5. Can you imagine making a phone call in English? What will you say to open the

conversation by phone? (Taken from: www.esl­lab.com) 

It’s your turn

 Listen to the conversation between the secretary and the caller. Complete the conversation using the words you hear. Secretary : Hello, Ultimate Computers.__________________________? Caller : Yes, this is Jack Kordell from Hunter's Office Supplies. May I speak to

Elaine Strong, please? Secretary : I'm sorry, but she's not in right now. Caller : Okay, do you know when she'll be back? Secretary : Uh, yes, she should be here later on this afternoon maybe about 4:30.

____________________________? Caller : Yes. Ms. Strong sent me a brochure detailing your newest line of laptop

computers with a description of other software products, but there wasn't any information about after-sales service.

Secretary : Oh, I'm sorry. ____________________ to fax that to you?

 

Task 1

Page 124: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

 

Unit 2-Telephoning/ 2

 

 

Caller : Yes, but our fax is being repaired at the moment, and it won't be working until around 2:30. Hum . . . could you try sending that information around 3:30? That's should give me time to look over the material before I call Ms. Strong, say, around 5:00.

Secretary : Sure. Could I have your name________, _________, ______________, please?

Caller : Yes. Jack Kordell and the phone number is 560-1287. And the fax number is 560-1288.

Secretary : Okay. Jack Kordell. Is your name spelled C-o-r-d-e-l? Caller : No. It's Kordell with a "K" and two "l's." K-o-r-d-e-l-l." 560-1288.

_______________________? Caller : Yes it is. Secretary : All right. I'll be sure to send you the fax this afternoon. Caller : Okay, bye.

Taken from: www.esl­lab.com     

New words Brochure detailing : explanation from the brochure Spell : read After-sales service : service given after the sales Is not in : out of the office Pardon : sorry Look over : account Conversation : chat Pass : carry

           

 

Page 125: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

 

Unit 2-Telephoning/ 3

 

 

  Listen to some expressions used in telephoning and compare the expression in column A and B. Give (√) symbol to the correct expression.

Taken from: www.esl­lab.com  

A B 1. May I ask who is calling? 1. May I asked who is calling? 2. I'm sorry, but he's out to lunch right

now. 2. I'm sorry, but she's out to lunch right

now.

3. Could I have your telephone number, please?

3. Could I had your telephone number, please?

4. Would you like to leave a message?

4. Would you like to left a message?

5. Could you spell your name, please? 5. Would you spell your name, please?

6. I’ll make sure to give her the message

6. I’ll be sure to give her the message

7. I’m sorry. But he is in a meeting now

7. I’m sorry. But he is on a meeting now

8. I’m sorry but he won’t be back to the office until Thursday afternoon.

8. I’m sorry but he will be back to the office until Thursday afternoon.

9. Mr. Johns would like to schedule Wednesday’s appointment to next Monday at 10 o’clock.

9. Mr. Johns would like to reschedule Wednesday’s appointment to next Monday at 10 o’clock.

10. Should I have to call you back today?

10. Should I have to recall you back today?

Task 2

Page 126: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

 

Unit 2-Telephoning/ 4

 

 

LANGUAGE FOCUS

Ways to Say It

Here is a list of useful telephoning phrases: Introducing yourself Good morning / Hello. This is (name) from (company). My name is…  Saying goodbye Thank you for calling.  

Saying why you are calling 

I'm calling to… / about …. I'm phoning about….  

Offering to take a message• Would you like to leave 

a message? Can I take a message?

• Can I take your name and number?

Asking to speak to someone  

• Could I speak to X please? 

• I'd like to speak to X please. 

• Could you put me through to X please? 

 

Saying that someone is not available 

• I'm sorry, but (name)… • … isn't here at the moment • … is out of the office • … away from his/her desk • …. is in a meeting • I'm sorry, but the line is 

engaged / X is on another call. 

Leaving a message 

• Could you ask X to call me back please? 

• Can I leave a message for X? 

 

Page 127: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

 

Unit 2-Telephoning/ 5

 

 

Asking for caller identification

 • May I say who's calling? • Could I have your name please? 

• Who's calling please?  

Promising action• I'll give X your message as 

soon as he / she comes back 

• I'll pass your message on  

If you don't understand what the other person is

saying • Sorry? / Pardon? • Could you repeat that please? 

• Sorry, I 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?

(Pictures are taken from: Clip Art, www.ClipProject.info, www.photosearch.com) 

Page 128: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 3-Can I Help You?/ 1

 

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)  

Page 129: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 3-Can I Help You?/ 2

 

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

Task 1

Page 130: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 3-Can I Help You?/ 3

 

 

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?

Task 2

Page 131: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 3-Can I Help You?/ 4

 

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 2. Be prepared to make your sentence using the words given by your teacher

Page 132: ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK … PDF/F. Keguruan dan Ilmu Pendidikan... · ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR

 

 

Unit 3-Can I Help You?/ 5

 

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?  

                  

(Pictures are taken from: Clip Art, www.ClipProject.info, www.CartoonStock.com)