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ENGLISH LISTENING MATERIALS USING TASK-BASED

LANGUAGE TEACHING FOR THE SEVENTH GRADE

STUDENTS OF SMPN 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Francisca Hastin Nugraheny

Student Number: 091214057

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2014

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ENGLISH LISTENING MATERIALS USING TASK-BASED

LANGUAGE TEACHING FOR THE SEVENTH GRADE

STUDENTS OF SMPN 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Francisca Hastin Nugraheny

Student Number: 091214057

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2014

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ABSTRACT

Nugraheny, Francisca Hastin. 2014. English Listening Materials Using Task-Based Language Teaching for the Seventh Grade Students of SMP N 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Sanata Dharma University.

This study aims to develop English listening materials using task-based language teaching for the seventh grade students of SMPN 2 Yogyakarta. There is one research problem formulated in this study: what is the designed material using task-based language teaching for the seventh grade students of the first semester of SMPN 2 Yogyakarta like?

In order to answer the research problem, the writer uses Research and Development method which is suited to Kemps design. There are five steps applied in this study. The steps namely: (1) Research and Information Collecting. (2) Planning. (3) Development of Preliminary Form of Product. (4) Preliminary Field Testing. (5) Main Product Revision. The materials are developed based on students characteristics, needs, and interest.

There are four experts to evaluate the designed materials. The result of the evaluation is that the designed materials are already appropriate for the students as seen in the result of preliminary field testing which is in the percentage of 75% for the experts who agree with the opinions asked. However, it still needs revision to improve the materials.

The final version of the designed materials consists of four units, namely, Hello, Friends!; Open Your Book, Please!; Everything around Us; Be Grateful!. Each unit was divided into four sections, namely: Warming Up; Your Turn; Your Focus; What have You Learnt Today?. The materials are developed based on school-based curriculum (KTSP) applied in the school. Therefore, it is expected that the designed materials can motivate the students to learn English especially in listening skill.

Keywords: listening materials, task-based language teaching, seventh grade students

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ABSTRAK

Nugraheny, Francisca Hastin. 2014. English Listening Materials Using Task-Based Language Teaching for the Seventh Grade Students of SMPN 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Sanata Dharma University.

Skripsi ini bertujuan untuk mengembangkan materi mendengarkan Bahasa Inggris menggunakan pengajaran berbasis tugas bagi siswa kelas tujuh SMP N 2 Yogyakarta. Ada satu permasalahan yang dirumuskan dalam skripsi ini: bagaimanakan bentuk materi menggunakan pengajaran berbasis tugas bagi siswa kelas tujuh SMP N 2 Yogyakarta?

Untuk menjawab permasalahan, penulis menggunakan metode penelitian dan pengembangan yang disesuaikan dengan rancangan Kemp. Ada lima tahap yang diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian dan Informasi. (2) Perencanaan. (3) Pengembangan Bentuk Awal Produk. (4) Pengujian Awal di Lapangan. (5) Perbaikan Utama Produk. Materi yang dirancang dikembangkan berdasarkan karakteristik, kebutuhan, dan minat siswa.

Terdapat empat ahli untuk mengevaluasi material yang dirancang. Hasil dari evaluasi yaitu bahwa materi sudah pantas bagi siswa terlihat dari hasil uji awal lapangan yang berada pada persentase 75 % bagi ahli yang setuju dengan opini-opini yang ditanyakan. Walaupun demikian, materi tersebut masih membutuhkan revisi.

Hasil akhir dari materi yang dirancang terdiri dari empat unit, yaitu, Hello, Friends!; Open Your Book, Please!; Everything around Us; Be Grateful!. Setiap unit dibagi menjadi empat bagian, yaitu Warming Up; Your Turn; Your Focus; What have You Learnt Today?. Materi dikembangkan berdasarkan kurikulum berbasis sekolah (KTSP) yang di gunakan di sekolah. Dengan demikian, diharapkan bahwa material yang dirancang dapat memotivasi siswa untuk belajar Bahasa Inggris terutama ketrampilan mendengarkan. Kata kunci: listening materials, task-based language teaching, seventh grade students

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my Father and

my Savior Jesus Christ for life, blessing, and everything during my life

especially during my study and my thesis writing.

My special gratitude goes to my thesis advisor Caecilia Tutyandari,

S.Pd., M.Pd. for her time, patience, guidance, suggestions, and support to finish

this thesis. I would like to express my gratitude to F. Chosa Kastuhandani,

M.Hum and Christina Lhaksmita Anandari, S.Pd., Ed.M. for being great

evaluators to evaluate my materials and giving great advice. I am thankful to all

the lecturers of English Language Education of Sanata Dharma University

for guiding me during my study and all secretariat staffs for helping me with

administrative matters.

I send my gratitude to the Headmaster and the teachers of SMPN 2

Yogyakarta, especially for the English teachers, Ibu Triyani and Ibu Yenny for

giving permission to conduct the study and helping evaluate the materials. I

personally thank to all students of SMPN 2 Yogyakarta especially class 7 F.

I would like to thank my parents, Chatarina Hastini and Ignatius

Sumardiyono, my brother, mas Didit, my sister-in-law, mbak Ana and to my

lovely nephew for their support and prayer during my study until I finished my

thesis.

I send my gratitude to my umbrella research friends, Berta, Shela, and

Bayu for the brilliant idea and support. I would like to thank Ceravika Anggi and

Felicita Devi for helping me check my work.

I would like to thank Yogis, Lice, and Rieska for their amazing voice. My

gratitude goes to Riny Meli, Rosi, Meme, Sinta, and Awang for the great time,

hard work, and unforgettable moments. I thank PBI Class B friends, PBI

badminton friends, and others for always supporting each others during the

study.

Last but not least, my gratitude goes to all PBI students batch 2009, for

the wonderful moments during the study in Sanata Dharma University, and all the

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people whose names cannot be mentioned one by one here. May Lord always be

with us.

Francisca Hastin Nugraheny

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TABLE OF CONTENTS

Page

TITLE PAGE ..

APPROVAL PAGE

STATEMENT OF WORKS ORIGINALITY ...

PERSETUJUAN PUBLIKASI KARYA ILMIAH .........

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES ..

LIST OF FIGURES .

LIST OF APPENDICES .

CHAPTER I. INTRODUCTION

A. Research Background ..

B. Research Problem

C. Problem Limitation ..

D. Research Objective ..

E. Research Benefits

F. Definition of Terms .

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ...

1. Instructional Design ..

2. Listening

3. Task-Based Language Teaching

4. School-Based Curriculum .

B. Theoretical Framework ...

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CHAPTER III. METHODOLOGY

A. Research Meth

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