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    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

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    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.

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    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 Kemps 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) Its 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.

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    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) Its 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.

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    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

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    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,

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    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 alway

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