listening instructi onal materials based on task … filevii abstract astuti, eti. 2009. listening...

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LISTENING INSTRUCTIONAL MATERIALS BASED ON TASK-BASED LEARNING FOR THE NINTH GRADE STUDENTS OF SMP NEGERI 11 YOGYAKARTA

A THESIS

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

In English Language Education

By

Eti Astuti

Student Number: 031214056

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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I dedicate this thesis to Jesus Christ,

My lovely Dad and Mom, and My Family

It’s easy to be pleasant when life flows by like a song.

But the man worth while is the one, who can smile,

When everything goes dead wrong,

For the test of the heart is trouble.

And it always comes with years.

And the smile that worth the praises of earth,

Is the smile that shines through the tears.

Irish


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ABSTRACT Astuti, Eti. 2009. Listening Instructional Materials Based on Task-Based Learning for the Ninth Grade Students of SMP Negeri 11 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research was conducted to design a set of listening instructional

materials based on task-based learning for the ninth grade students of SMP N 11 Yogyakarta. There were two questions formulated in the problem formulation. They were 1) How is a set of listening instructional materials based on task based learning for the ninth grade students of SMP Negeri 11 Yogyakarta designed? and 2) What does the designed materials look like? To answer the first question, the writer adapted Kemp’s instructional design model that consisted of eight steps. The steps were: (1) Determining the goals, the topics, and the general purposes, (2) Observing learners’ characteristics, (3) Determining the learning objectives, (4) Listing the subject content, (5) Developing pre-assessments, (6) Selecting teaching/learning activities and instructional resources, 7) Preparing support services, (8) Conducting the evaluation. As for the methodology, the writer applied five steps of Research & Development theory. They were: (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision. To gather the data the writer used questionnaire, interview and observation.

Having designed the materials, the writer distributed the second questionnaire to an English teacher of SMP Negeri 11 Yogyakarta and two lecturers of the English Education Study Program of Sanata Dharma University to obtain the feedback of the designed materials. The writer used the Central Tendency measurement to analyze that data. From the data analyzed, the result of the Mean was 4.3. The result showed that the score of the Mean was more than 4. Therefore, it could be concluded that most of the respondents agreed that the designed materials were acceptable and appropriate to be implemented. To answer the second question, the writer presented the final version of the designed materials after making some revisions and improvements based on the results of the designed materials evaluation. The materials consisted of eight units. They were Meeting People, How Do You Make It?, All in a Day, Unforgettable Experience, The Magic Story, Holidays and Festivals, Can You Cook?, and Travel to an Island. Each unit consisted of six main parts, which were Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect. Finally, the writer expects that the designed materials will help junior high school students to learn listening effectively in the interesting way. The writer also expects that the designed materials will be useful for the English teachers and the future researchers.


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ABSTRAK

Astuti, Eti. 2009. Listening Instructional Materials Based on Task-Based Learning for the Ninth Grade Students of SMP Negeri 11 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini dilaksanakan untuk merancang seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas. Terdapat dua pertanyaan rumusan masalah yaitu 1) Bagaimana seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas dirancang? dan 2) Bagaimanakah bentuk seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas tersebut? Untuk menjawab pertanyaan rumusan masalah diatas, peneliti menerapkan 5 langkah Research and Development (R & D) yaitu: (1) Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Untuk mengumpulkan data, peneliti menggunakan kuesioner, wawancara dan observasi. Untuk menjawab pertanyaan pertama, peneliti menggunakan langkah-langkah sebuah model perancangan pembelajaran dari Kemp. Langkah-langkah tersebut yaitu: (1) Menentukan tujuan umun pembelajaran, (2) Mengamati pelajar dan keadaan, (3) Menentukan objek pembelajaran, (4) Mendata materi pembelajaran, (5) Mengembangkan evaluasi awal, (6) Menyeleksi aktivitas belajar dan mengajar, 7) Menyiapkan sarana pendukung, (8) Melakukan evaluasi. Setelah materi dirancang kemudian peneliti menyebarkan kuesioner yang kedua kepada guru bahasa Inggris SMP Negeri 11 Yogyakarta dan dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma untuk mendapatkan masukan dan evaluasi mengenai materi tersebut. Untuk menganalisa data yang didapat, peneliti menggunakan rumus Central Tendency. Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata adalah 4,3. Hasil evaluasi tersebut menunjukkan bahwa nilai nilai rata-rata berada di atas 4. Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Untuk menjawab pertanyaan kedua, peneliti menyajikan versi akhir dari materi yang telah dirancang setelah melalui beberapa perbaikan berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan unit tersebut adalah Meeting People, How Do You Make It?, All in a Day, Unforgettable Experience, The Magic Story, Holidays and Festivals, Can You Cook?, and Travel to an Island. Masing-masing unit terdiri dari 6 bagian besar yaitu Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect. Peneliti berharap bahwa materi yang telah dirancang dapat berguna bagi siswa-siswi sekolah menengah pertama, para guru, dan peneliti berikutnya.


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ACKNOWLEDGMENTS

First of all, I would like to give my greatest gratitude to my Lord Jesus

Christ Almighty, for His endless love, blessings, mercy and guidance in every

breath that I take. I thank Him for all the amazing things in my life and for being

beside me everytime and everywhere, especially until I finished my thesis.

I also want to address my sincere gratitude to my major sponsor Christina

Kristiyani, S.Pd, M.Pd. and Made Frida Yulia, S.Pd. M.Pd, my co-sponsor, for

their guidance, suggestions, criticism and patience during my thesis writing.

I am deeply thankful to Drs. Y.B. Gunawan, M.A., and Drs. Concilianus

Laos Mbato, M.A., for their willingness to evaluate my designed materials. I also

thank all PBI lecturers, for the teaching, guidance and support during my study

time, and PBI secretariat staffs. I would like to give my special gratitude to the

Headmaster of SMP Negeri 11 Yogyakarta, Drs. Sardiyanto, for allowing me to

conduct the research in the school and to Ken Marlupi. S.Pd., the English teacher

in SMP Negeri 11 Yogyakarta, for the assistance, guidance and the kindness

during my research.

I would like to address my deepest gratitude to my beloved parents Bapak

Yusuf and Ibu Surti for their endless love, prayers, patience, and financial

support that they give me. I wish I can pay the happiness they have given me.

Besides, I sincerely thank my grandmothers, Simbok Karto and Simbok Mardi,

my brother, Andrea Astoto, my sister in-law, Triana Wulandari, my nephew,

Berhan Putratama, and all of my families, for their support when I was


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finishing my study. I would like to say I am deeply sorry to my family for waiting

such a long time.

Next, I also want to give my gratitude to my family in Top Training

Center, Ms. Endang, Mr.Ajid, Ms. Shinta, Mr. Paryono, Ms. Ita, Mr. Dhani,

Ms. Utik, Ms. Whini, Ms. Suci, Ms. Ayik, Ms. Dhini, Ms. Anggi, Mbak Rina,

Mbak Rini, Mbak Ning, Mbak Cici, and Mas Sukri, for having a great time and

valuable experiences. I would also like to express my sincere gratitude to my best

friends, Ratna, Hepi, Ema, Hening, and Yuli for their help, support and prayer. I

really appreciate the beautiful moments that we have spent together. I also give

my gratitude to all my friends in the English Language Education Study Program,

especially to Melanie, Dian, Prima, Linda and Nina for their help and support.

At last, I thank those people whose names I cannot mention that have

assisted and supported me to finish my thesis. God bless them.

Eti Astuti


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TABLE OF CONTENTS

Page

TITLE PAGE .............................................................................................. i

APPROVAL PAGES .................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ........................................... iv

PAGE OF PUBLICITY .............................................................................. v

DEDICATION PAGE ................................................................................. vi

ABSTRACT ............................................................................................... vii

ABSTRAK ................................................................................................... viii

ACKNOWLEDGMENTS .......................................................................... ix

TABLE OF CONTENTS ............................................................................ xi

LIST OF TABLES ....................................................................................... xiii

LIST OF FIGURES ..................................................................................... xiv

APPENDICES ............................................................................................ xv

CHAPTER I: INTRODUCTION ................................................................ 1

A. Background of the Study ........................................................................ 1

B. Problem Formulation ............................................................................ 4

C. Limitation of the Study ........................................................................ 4

D. Objectives of the Study ......................................................................... 5

E. Benefits of the Study .............................................................................. 5

F. Definition of Terms ................................................................................ 6

CHAPTER II: REVIEW OF RELATED LITERATURE ........................... 9

A. Theoretical Description ......................................................................... 9

1. Kemp’s Instructional Design Model ............................................... 9

2. School-Based Curriculum .............................................................. 12 3. The Nature of Listening .................................................................. 13 4. The Understanding of Task-Based Learning ................................. 17 5. Teaching Listening Using Task-Based Learning ............................. 21


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B. Theoretical Framework ......................................................................... 22

CHAPTER III: METHODOLOGY ............................................................ 24

A. Research Method .................................................................................... 24

B. Research Participants ............................................................................ 26 C. Research Instruments ............................................................................ 28

1. The Questionnaire ............................................................................ 28

2. Interview Guide ................................................................................ 29

D. Data Gathering Techniques ................................................................... 29

E. Data Analysis Techniques ..................................................................... 30

F. Research Procedures ............................................................................. 32

CHAPTER IV: RESULTS AND DISCUSSION ........................................ 34

A. The Steps in Designing the Materials ................................................... 34

1. Research and Information Collecting ................................................ 34

2. Planning ............................................................................................... 39

3. Development of Preliminary Form of Product ................................. 42

4. Preliminary Field Testing .................................................................. 43

5. Main Product Revision ...................................................................... 46

B. The Presentation of the Designed Materials ......................................... 46

CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 50

A. Conclusions ........................................................................................... 50

B. Suggestions ........................................................................................... 52

REFERENCES ............................................................................................ 53


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LIST OF TABLES

Page

Table 3.1 The Format of the Presentation of Students’ Opinions about

Listening Class ............................................................................. 31

Table 4.1 The Results of Interviewing the Teacher .................................... 34

Table 4.2 The Results of Closed-Ended Questionnaire for the Students ..... 35

Table 4.3 The Results of Open-Ended Questionnaire for the Students ....... 36

Table 4.4 The Competence Standard and the Basic Competence of School-

Based Curriculum ........................................................................ 39

Table 4.5 The Indicators ............................................................................. 40

Table 4.6 The Results of Preliminary Field Testing Questionnaire ............ 43

Table 4.7 The Topics, the Titles, the Sections, and the Subsections of the

Designed Materials ...................................................................... 46


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LIST OF FIGURES

Page

Figure 2.1 Kemp’s Model ........................................................................... 12


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APPENDICES

Page

Appendix A: Letter of Permission .............................................................. 54

Appendix B: Questionnaire for Research and Information Collecting for

Students ................................................................................. 55

Appendix C: Interview Guide ...................................................................... 59

Appendix D: Questionnaire for the Design Evaluation .............................. 60

Appendix E: Gambaran Umum Materi ....................................................... 63

Appendix F: Syllabus ................................................................................... 65

Appendix G: Teacher’s Manual .................................................................. 77

Appendix H: Presentation of the Designed Materials ................................. 79


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CHAPTER 1

INTRODUCTION

In this study, the researcher discusses six main parts of this chapter. They

are: 1) background of the study, 2) limitation of the study, 3) problem

formulation, 4) objectives of the study, 5) benefits of the study, and 6) definition

of terms.

A. Background of the Study

Language has a central role in human’s development. Language helps

people to develop their intellectual ability, social ability, and also their emotional

ability. Through a language, people can express their opinions, feelings,

imagination and creativity in their mind.

English is an international language. It is spoken by many people all over

the world where people use it to communicate to other people. English is also the

key which opens door to scientific and technological knowledge. Much

knowledge, science, technology, and other crucial things are presented in English

language. From the fact above, it is obvious that everybody needs to learn English

to encounter the globalization era. Therefore, students in Indonesia today are

required to master English to enter the globalization era.

Learning English means learning all of its elements (pronunciation,

grammar, and vocabulary) and its four English skills (speaking, reading, writing

and listening). Among these four English skills, listening is included as receptive


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skill like reading. For many years, this skill did not receive priority in language

teaching. The language teaching is mostly focused on the productive skills

(speaking and writing). However, Richards and Renandya (2002: 239), as cited by

Rost (1994: 141-142) stated that listening is crucial in the language classroom

which provides input for the learners and it is fundamental to speaking.

Furthermore, listening is considered as the hardest skill to most students (Riddel,

2001: 108). Students must concentrate carefully and must be able to catch

information they listen to.

Gramb and Carr (1991: 247), as cited by Strother (1991: 241), added that

“listening develops more reliably if it is taught directly.” It means that teachers

must consider the important areas for the development of listening skill, including

classroom atmosphere and techniques used in teaching listening. Therefore, task-

based learning is applied in this study as the basic theory to develop the materials

in the communicative learning process. It provides students with a natural context

for language used (Larsen-Freeman, 2000: 144). Besides, task-based learning

gives students many opportunities to interact through the tasks. By giving many

kinds of tasks, it is hoped that students will have opportunities to practice listening

as a receptive skill. Furthermore, giving tasks will strengthen students’ immediate

recall in order to increase their memory. Task-based learning also focuses on the

classroom processes (Richard, 2005: 33), where students practice themselves and

teacher provides feedback. Nunan (1989: 10) added that task-based learning is one

kind of learning through which learners are given many tasks in the target

language. Hence, they can comprehend, manipulate, produce and interact using


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the target language. Those are the main reasons why the writer is interested in

conducting a study, which has a purpose to produce a set of listening instructional

materials based on the task-based learning for the ninth grade students of SMP

Negeri 11 Yogyakarta.

The reasons the writer chooses the ninth grade students of junior high

school of SMP Negeri 11 Yogyakarta are that the students have learned English

for more than three years and are expected to possess the basic theory on English.

In addition, to graduate from the junior high school, the students have to pass the

English test, which one of them is listening test. Whereas, based on the interview

with the English teacher, the students find difficulties in listening because of the

lack of vocabulary and grammar mastery. Therefore, the preparation in dealing

with listening test in order to graduate from junior high school is needed.

Furthermore, listening instructional materials for teaching in SMP Negeri 11

Yogyakarta are not available. Hence, the purposes of designing the materials are

to provide listening materials, to improve students’ ability in listening skill and to

encourage them to communicate in the target language.

According to the previous explanation, it is expected that the materials can

help the ninth grade students of SMP Negeri 11 Yogyakarta to improve their

English listening skill to communicate in the target language and to practice and

to prepare the students to face the National School Examination. Besides, it is also

important for them to prepare themselves for the next level, that is, senior high

school.


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B. Problem Formulation

The problems of this study are formulated as follows.

1. How is a set of listening instructional materials based on task-based principles

for the ninth grade students of SMP Negeri 11 Yogyakarta designed?

2. What does the designed materials look like?

C. Limitation of the Study

In order to limit the scope of the study, the writer divides the study into

three parts. First, the writer focuses the materials more on listening skills.

Although listening skill is included as receptive skill, listening skill is hard to

master for most students. Second, the writer uses the task-based learning as the

theory in developing the materials. Task-based learning provides many tasks for

students to practice in the target language. Task-based learning gives many

opportunities for learners to interact through the tasks. Third, the writer focuses on

the materials for the ninth grade students of SMP Negeri 11 Yogyakarta. There

were two considerations in choosing the students of SMP Negeri 11 Yogyakarta.

First, it deals with the students’ needs, characteristics and abilities. Second, it

deals with the demand of school-based curriculum on listening skill. Therefore,

the writer limits the study on the design of listening instructional materials based

on task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta.


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D. Objectives of the Study

The objectives of this study are to answer the questions formulated in

problem formulation. Those objectives are:

1. To discover how a set of listening instructional materials based on task-based

learning for the ninth grade students of SMP Negeri 11 Yogyakarta is

designed.

2. To present the design of a set of listening instructional materials based on

task-based learning for the ninth grade students of SMP Negeri 11

Yogyakarta.

E. Benefits of the Study

This study is expected to give benefits for:

1. Teachers

Since this study is about listening instructional materials using task-based

learning for the ninth grade students of SMP Negeri 11 Yogyakarta, it can be very

useful instructional materials to teach listening intended for junior high school

students.

2. Students

This can be a good listening instructional materials design for the ninth

grade students of SMP Negeri 11 Yogyakarta. These instructional materials can be

used to practice and develop their listening skill and also to prepare for the

National School Examination. It is hoped that the students who previously


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perceived listening as the difficult and hardest skill to master will enjoy their

listening exercises and tasks.

3. Other Researchers

It is hoped that this study will be beneficial for other researchers who

would conduct similar study. This study can be very helpful for those who will

design similar materials on listening instructional materials for junior high school.

F. Definition of Terms

It is essential to clarify some terms used in this study in order to avoid

confusion, misinterpretation and misunderstanding. Therefore, the writer provides

the definition of terms as follows:

1. Design

Design is “a developed plan to guide educational activities in a situation”

(Houle, 1978: 230). Hutchinson and Water (1994: 106) stated that “designing is as

creating a new set of materials that fit the learning objectives and specific subject

area of particular learners.” In this study, the design is made to supply listening

materials for the ninth grade students of junior high school of SMP Negeri 11

Yogyakarta.


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2. Instructional Materials

Instructional materials mean the material that is used to teach as well as

the existing teaching material. According to Banathy (1976: 76), instruction is

“any interaction between the learner and his environment through which the

learner is making progress toward the attainment of specific and purpose

knowledge, skills, and attitude.” In this study, the instructional listening materials

contain listening exercises that are meant to teach listening for the ninth grade

students of SMP Negeri 11 Yogyakarta.

3. Listening Materials

Listening materials mean a set of materials used to practice and to train

students’ ability in listening skill. In this study, the listening tasks will be in the

form of picture based listening, listening to monologue, listening to dialogue, and

other tasks which have any relation to topics and the students’ needs.

4. Task- Based Learning

Task-based approach is communicative learning process which provides

learners with a natural context for language used. Task-based learning gives many

opportunities for learners to interact through the tasks. As cited by Candlin and

Murphy (1987: 1), the central purpose of task-based approach is that it concerns

the language learning, and tasks present students a problem-solving negotiation

between knowledge that they hold and new knowledge. In this study, task-based


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learning is learning that uses many tasks which consist of students’ real life needs

and activities as learning experiences.

5. SMP Negeri 11 Yogyakarta

Junior High School is an intermediate school between Elementary School

and Senior High School. It is a unit form of basic education, which runs three-

year-education program. The students who have graduated from elementary

school have a right to join this basic education. In this study, the material design is

made for the highest level of Junior High School, that is, the ninth grade students

of SMP Negeri 11 Yogyakarta. SMP Negeri 11 Yogyakarta is located at Jl. Hos

Cokroaminoto 127 Yogyakarta. It has four classes for each level. There are forty

students in each class.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some theories that underlie the

topic of the research. This part is divided into two. First, it deals with the

theoretical description. Second, it deals with the theoretical framework.

A. Theoretical Description

This part is concerned with a discussion on the instructional design model

applied in this study and some theories related to this study. The instructional

design models applied in this study is Kemp’s model and the theories reviewed in

this part are School-Based Curriculum, listening skill which consists of what

listening is, the principles of teaching listening, methodological models of

teaching listening and task-based learning which consists of the definition of task,

types of task, and task-based learning framework.

1. Kemp’s Instructional Design Model

It is important for a designer to know the models of instructional design as

the guideline for designing materials. Besides, the models also tell a designer the

steps or stages in designing instructional materials. In this study, the researcher

uses the instructional design model of Kemp as one of the basic theories and

principles in designing the materials.


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In this book, Kemp (1977: 8) stated that the instructional design model is

designed to supply answers to three questions, which are considered as the

essential elements of instructional technology as follows.

a. What must be learned? (objectives)

b. What procedures and resources will work best to reach the

desired learning levels? (activities and resources)

c. How will we know when the required learning has taken place?

(evaluation)

Kemp’s Instructional Design Model has eight stages. They are:

1) Determining the goals, the topics and the general purposes

To design materials, a designer should determine the goals, the topics, and

the general purposes of the objectives. Kemp stated that there are three sources

for the goals. They are society, learners, and subject areas. Then, after

determining the goals, a designer should select the topics. The topics should

be started from the simple ones to the complex ones. The topics should

represent the goals and the general purposes of the objectives.

2) Observing learners’ characteristics

A designer should know about the learners’ characteristics, needs,

capabilities, and interests for whom the materials are designed.

3) Determining the learning objectives

Since it concerns with the learning, a designer should mention the

objectives of each topic clearly.


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4) Listing the subject content

The subject content comprises the selection and organizing of the specific

knowledge, skills, and attitudinal factors of any topic. These should be

arranged in good order so that it can support the learning. In this study, the

writer not only takes the materials from the materials sources but also adds

some tasks which are suitable for students.

5) Developing the pre-assessments

Pre-assessment should be conducted to know the capabilities that the

learners have achieved. There are two kinds of pre-assessment. They are

prerequisite testing and pretesting. Prerequisite testing is conducted to know

the learners’ background knowledge of the topics. Then, pretesting is

conducted to determine which of the objectives students have achieved.

6) Selecting the teaching/learning activities and instructional resources.

The appropriate teaching and learning activities should be selected by a

designer. They should interest and suit learners to develop their language

skills.

7) Preparing support services

Support services should also be considered in designing materials. Support

services consider about the planned program with other aspects of the

institution, such as funds, facilities, equipments, and personnel.

8) Conducting the evaluation

According to Kemp’s instructional design, conducting the evaluation is the

last step in designing materials. The evaluation is done to evaluate whether the


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topics, the goals, the objectives are appropriate. The evaluation checked all

the steps which were conducted by designer to know whether the whole

materials are well developed.

The relationship of each step in the plan to the other steps based on Kemp’s

Model is described in Figure 2.1.

Figure 2.1 Kemp’s Model (Kemp, 1977: 9)

2. School-Based Curriculum

Richard (2002: 70) states that “curriculum is the specification of content

and ordering of what is to be taught or in the wider sense it refers to all aspects of

the planning, implementation and evaluation of an educational program.” In the

curriculum teachers have had their entire plans what they are going to teach and

implement and also evaluate it and change it if it is necessary and important.

Evaluation

Support Services

Learning Activities, Resources Pre-

Assessment

Subject Content

Learning Objectives

Learner Characteristics

Goals, Topics, and General

Purposes

Revise


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The curriculum applied in this study is school-based curriculum in which

it views that language is a means of communication (Depdiknas, 2006:402). The

school-based curriculum prepares the students to communicate in the target

language to participate in the society who uses the target language.

There are some terms which are often used in the school-based curriculum

as described in the following part.

a. Standard competence

It is an ability which is mastered and implemented by the students in a subject

after the learning process is carried out. Standard competence is the spelling out

from the function and objectives of the national education.

b. Basic Competence

It is the minimum ability mastered by the students. Basic competence is

spelled out directly from the standard competence. The mastery of the standard

competence is achieved through the mastery of the basic competence.

c. Achievement indicator

It is spelled out directly from the basic competence. Achievement indicator is

characteristic, feature, performance, or response shied by the students in relation

to the basic competence.

3. The Nature of Listening

Listening is a skill which is taught and learnt spontaneously in a first

language situation. Listening must be developed because listening is an essential

skill which provides basic input to communicate in a target language. From


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listening, someone can communicate with other people using the target language

without any distraction.

There are two models of listening: bottom-up and top-down. Bottom-up

processing is using incoming data as a source of information about the meaning of

the message. The process of decoding the sounds is in a linear fashion. It begins

with the analyzing of successive levels of organization sounds, words, clause, and

sentences until the intended meaning is conveyed. According to Anderson and

Lynch (1988), as cited by Richard and Renandya (2002: 239), the listener takes

and stores message sequently as the same way as the recorder does, i.e. one

sound, one word, one phrase, and one utterance at a time. Thus, bottom-up

processing should be developed by teachers to practice learners’ listening ability

in the form of exercises. Whereas, in top-down processing listeners use the

background knowledge they have to process the input. Top-down processing

requires the learners to be active in constructing meaning based on expectation,

inferences, intentions and other relevant prior knowledge. In applying this prior

knowledge to particular situation, comprehension proceeds from the top-down.

The actual discourse that is heard is used to confirm expectations and to fill out

the specific details.

Other knowledge that should be known by the teacher in giving listening

exercises is:

a. Principles for Teaching Listening

Morley (1971), as cited by Kristiningrum (2000: 13), provides a general


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set of principles for teaching listening comprehension as described in the

following part.

1) Listening comprehension lesson must have carefully stated goals which

should meet the overall curriculum, and both teacher and students should

understand them.

2) Listening comprehension tasks must be set with step by step planning which

goes from simple to complex in accordance with students’ language

proficiency.

3) Listening comprehension lesson should stimulate active overt students’

participation. Written response to listening comprehension material is the

most overt type.

4) A communicative urgency for remembering should be viewed as the

important aspect in listening comprehension lesson because it develops

concentration. This is done by giving the students the writing assignment

before they listen to the material.

5) Listening comprehension lesson should emphasize the present knowledge.

One of the purposes of listening is to strengthen the students’ immediate

recall in order to increase their memory spans. Listening is receiving;

receiving needs thinking and thinking needs memory.

6) Listening comprehension lesson should “teach” not “test.” Checking the

students’ answer should be viewed only as feedback to let the students

know how they did and how they made progress.


16

b. Methodological Models for Teaching Listening

Hammer (1991), as cited by Kristiningrum (2000: 14), suggested five

basic stages of the methodological model for teaching receptive skill. The stages

are explained as follows.

1) Lead in

In this stage, the students and teacher familiarize themselves with the topic

of the listening exercises. The reason for doing this is to create expectation and

to stimulate the students’ interest in the subject matter.

2) Teacher directs comprehension tasks

In this stage, the teacher makes sure what the students should do whether

they should fill in the blank, give some signs or other things on what they

heard. Here the teacher explains and directs the purpose of listening.

3) Students listen for task

In this stage, the students listen to the utterances and do the task that the

teacher has constructed.

4) Teacher directs feedback

In this stage, the teacher helps the students to see whether they can

perform the task successfully and how well they did the task.

5) Teacher directs related task

In this stage, the teacher organizes some kinds of follow-up tasks related

to the lesson.


17

4. The Understanding of Task-Based Learning

In designing the materials the writer uses task-based learning as the

underlying theory to provide students with various exercises to practice their

listening skill required. The discussion of task-based learning covers the

discussion on the definition of tasks, types of tasks, and task-based learning

framework.

a. Definition of Task

According to Willis (2003: 23), tasks are always activities where the target

language is used by the learner for communication purpose (goal) in order to

achieve an outcome. Prabhu, as cited by Richard and Rodger (2001: 233) added

that “a task is an activity which requires learners to arrive at an outcome from

given information through some processes of thought and teachers hold the

control and the regulation of the process.” From the definitions, the writer

concludes that a task is a piece of classroom activities which involves learners to

comprehend, manipulate, produce and interact to achieve the goal to communicate

in the target language.

b. Types of Task

Willis (2003: 26-27) divides six types of tasks as follows.

1) Listing

There are some processes involved in these tasks. The processes are

described on the following page.


18

a) Brainstorming

In this process, learners draw on their own knowledge and experience either in

class or in pairs/groups.

b) Fact-finding

In this task, learners, by referring to books or any other resources, find out

things by asking each other or other people.

2) Ordering and sorting

There are four main processes in these tasks. First, it is sequencing items,

actions or events in logical or chronological order. Second, it is ranking items

according to personal values or specified criteria. Third, it is categorizing items in

given group or grouping them under given headings. Fourth, it is classifying items

in different ways, where the categories themselves are not given.

3) Comparing

This task involves comparing information of similar nature but from

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

processes involved in this task are matching to identify specific points and relate

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

4) Problem solving

This task makes demand upon people’s intellectual and reasoning power

and they are engaging and often satisfying to solve. The outcome would be

solutions to problem in which it can be evaluated.


19

5) Sharing personal experiences

These tasks encourage learners to talk more freely about themselves and

share their experiences with others. The resulting interaction is closer to casual

social conversation in which it is not goal-oriented as in other tasks. It may be

more difficult to conduct in the classroom.

6) Creative tasks

These are often called projects and involve pairs of learners in some kind

of freer creative work. They also tend to have more stages than other tasks, and

can involve combinations of task type such as listing, ordering and sorting,

comparing, and problem solving.

While Pica, Kanagy, and Falodun (1993) as cited in Richard and Rodgers

(2001: 234) classify tasks as the following.

a) Jigsaw tasks

These tasks involve learners to combine different pieces of information

to form whole or complete information.

b) Information-gap tasks

These tasks involve the exchange of information among participants in

order to complete a task.

c) Problem-solving tasks

In this task, learners are given a problem and a set of information and

they must arrive to the solution to the problem.


20

d) Decision-making tasks

These tasks require learners to choose a number of possible outcomes of

a problem through negotiation and discussion.

e) Opinion exchange tasks

Learners engage in discussion and exchange of ideas. In this activity,

they do not need to reach agreement.

c. Task-Based Learning Framework

Willis (2003: 38) suggests the following components of Task-Based

Learning framework which can be seen as follows.

1) Pre- Task

In this part, the teacher’s jobs are introducing the topic to the class,

highlighting useful words and phrases, and helping students in understanding

task instructions and prepare the students for the tasks.

2) Task Cycle

The task cycle consists of three phases, namely:

a) Task

In this part, students do the tasks in pairs or groups and use the language

they already have to express themselves and say whatever they want to say.

Teachers’ jobs are walking around and monitoring the class activities from a

distance. Teachers also help students to formulate what they want to say using

the target language.


21

b) Planning

In this part, students prepare to report briefly to the whole class (it can be

orally or in written) how they did the task, what they decided or what they

discovered. Teachers help students to polish and correct their language.

c) Report

In this part, teachers ask some pairs or group to present their report to the

whole class and ask students to compare the result.

3) Language Focus

a) Analysis

Teachers set some language-focused tasks, and students examine and

discuss specific features of the text or transcript of the recording they heard.

b) Practice

In this part, teachers conduct practice activities as needed based on the

language analysis.

d. Teaching Listening Using Task-Based Learning

In teaching listening using task-based language learning, the teachers who

act as the facilitator in class should design the listening materials which

emphasize the action in activities and the topic should focus on the real life

situation. In this case, the topic should focus on the students’ needs to be able to

communicate using the target language in the real situation. The teacher should

keep in mind the key conditions to learn, design activities, provide resources, and

give advice for students. Students should complete a task given by the teacher in


22

every teaching learning activity. The purpose of the task-based learning is

language learning. Thus, the students are provided with many tasks to practice

listening skills.

B. Theoretical Framework

The previous theories give clear descriptions about the principles in

teaching listening, methodology in teaching listening, school-based curriculum,

task-based learning, and models of instructional design. In this part, the researcher

will explain the steps in designing the materials which are adapted from the

instructional model by Kemp.

There are some steps involved in the process of designing a set of listening

instructional materials for the ninth grade students of SMP Negeri 11 Yogyakarta.

In designing the materials, the writer refers to an instructional designed model,

that is, Kemp’s instructional designed model. Kemp’s model is chosen since it has

some strengths. First, Kemp’s model focuses on the material resources, goals,

uses, and the choice of learning resources. Next, Kemp’s model can be applied to

all levels of education. Then, Kemp’s model considers instructional program as a

system where the steps are interdependent to each other, which is indicated by the

broken-lined circle in the revision step. It is pretty clear that the revision should be

viewed as a dynamic process. The first step is determining the competence

standard and the basic competence. In this part, the writer adapts the competence

standard and the basic competence based on the school-based curriculum. Second,

the writer conducts the need analysis. The need analysis in this study is gathered


23

by distributing a questionnaire to the students. Third, the writer determines the

indicators that the writer expects the students to achieve. Fourth, the writer selects

the most suitable topics for the students. In this study, the writer selects the topics

based on the school-based curriculum. In addition, the writer also selects the most

interesting topics from the students so that the topics suit the students’ need and

interest. Fifth, the writer develops the teaching and learning activities. The writer

develops the teaching and learning activities based on the task-based learning and

materials resources. In this study, the writer not only takes the teaching and

learning activities from the sources materials only but also adds some more tasks

which suit the students. Next, the writer prepares any needed equipment for

designing the materials. After that, the writer designs the materials. Having

designed the materials, the writer then conducts the last step that is, evaluating the

designed materials. The writer conducts the evaluation by distributing a

questionnaire to the respondents. In carrying out those steps, the writer is allowed

to do some revisions in any steps.


24

CHAPTER III

METHODOLOGY

In this chapter the researcher presents the methodology employed in this

study in order to answer the questions as stated in the problem formulation in

Chapter 1. This chapter covers the description of the research method, the

research participants, the research instruments, the data gathering technique, the

data analysis technique and the research procedures.

A. Research Method

In this study the researcher employed educational research and

development (R & D). Educational research and development is a process used to

develop and validate educational products (Borg and Gall, 1983: 772). The major

purpose of the R & D is to develop effective products to be used in school. The

products include teacher’s materials, teaching methods, and method for organizing

instruction. The establishing and processing of instruction in this research is

designing instructional material to teach listening to the ninth grade students of

SMP Negeri 11 Yogyakarta.

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 cycle contains ten steps,

namely Research and Information Collecting, Planning, Development of

Preliminary Form of Product, Field Testing, Main product Revision, Main Field

Testing, Operational Product Revision, Operational Field Testing, Final Product


25

Revision, and Dissemination and Implementation (Borg and Gall, 1983: 775).

However, because of limitation in time and capacity, the writer would only

employ five steps of the R & D cycle. They are:

1. Research and Information Collecting

In this step, the writer collected as much data as possible which included

gathering supporting references, and preparing a questionnaire and interview list.

These should be undertaken to collect research finding and other information for

the planned materials. In this step, the writer collected the data by distributing a

questionnaire to the ninth grade students of SMP Negeri 11 Yogyakarta and

conducting an interview with the English teacher.

2. Planning

According to Borg and Gall (1983: 779), the most important aspect of

planning is stating the specific objectives to be achieved by the product. Based on

the data gathered in the preceding step, then the writer decided the goals, topics,

general purposes, and objectives to present the designed materials.

3. Development of Preliminary Form of Product

An important principle that should be observed in developing the

preliminary form of instructional materials was to arrange the materials. Thus, the

writer developed the materials based on the data gathered from the Research and

Information Collecting and the Planning. The designed materials were also

developed based on the curriculum demand.


26

4. Preliminary Field Testing

The purpose of Field Testing is to acquire an initial qualitative evaluation

and comments for the designed materials. These would be used to revise and

improve the designed materials. In this step, the designed materials would be

evaluated by an English teacher of SMP Negeri 11 Yogyakarta, and two English

lecturers of the English Education Study Program of Sanata Dharma University.

To collect the data, the writer used a questionnaire.

5. Main product revision

The purpose of this step is to determine whether the designed materials

meet the performance objectives. From the data gathered in the Preliminary Field

Testing, the writer revised and improved the designed materials.

B. Research Participants

In this study, the writer divided the subjects into two groups. The first

group described the participants for the Research and Informational Collecting.

The second group described the participants for the Preliminary Field Testing on

the designed materials.

The participants for the Research and Information Collecting were:

1. The Ninth Grade Students of SMP Negeri 11 Yogyakarta

The ninth grade of SMP Negeri 11 Yogyakarta has four classes and each

class has forty students. The researcher chose the students because they needed

listening materials to practice listening skill and to prepare for National School

Examination. That is why these listening materials were designed to motivate the


27

students to practice listening based on their needs. Therefore, it was also

necessary to know the students’ characteristics and opinions in order to gain the

information about what they needed concerning the designed material. In this

study, the writer chose class B as the sampling. The researcher chose this class

randomly without any specific reason because every individual had the same

probability of being selected.

2. The Ninth Grade English Teacher of SMP Negeri 11 Yogyakarta

The researcher also interviewed an English teacher who taught the ninth

grade students because she is supposed to know better about the students’ ability,

characteristics, and also the classroom condition.

Participants for the Preliminary Field Testing on the designed materials

were:

1. English lecturers of the English Education Study Program of Sanata Dharma

University

There were two English lecturers of the English Education Study Program

of Sanata Dharma University who were chosen to evaluate the designed materials.

They were chosen since they have enough background knowledge and experience

about designing materials and also in language teaching. Therefore, they were

expected to give feedback, evaluations, and comments on the designed materials.

Then, the writer used the feedback, evaluations, and comments to make revisions

and improvement on the designed materials.


28

2. The English Teacher of SMP Negeri 11 Yogyakarta

The English teacher of SMP Negeri 11 Yogyakarta was also being

involved in this research. The teacher was chosen to give feedback, evaluations,

and comments to make revisions and improvement on the designed materials.

C. Research Instruments

In carrying out the survey in this study, the researcher used two kinds of

instruments. They were questionnaire and interview. The questionnaire was used

to gather data from the students whereas the interview was used to obtain

information from the English teacher.

1. Questionnaire Sheet

A questionnaire is a scientific instrument for measurement and for

collection of particular kinds of data. According to Ary (1990: 174), there are two

types of questionnaire. They are structured or closed questionnaire and

constructed or open questionnaire. In formulating the questionnaire, the researcher

used both closed and open questionnaire. The closed-ended questionnaire was

used because it was easier to use and to score since all subjects responded to the

same set of questions. Whereas, the open questionnaire was used to obtain

participants’ opinion, ideas, and thought of the questions. The first questionnaire

was used for the Research and Information Collecting. This questionnaire was

given to the ninth grade students of SMP Negeri 11 Yogyakarta and the data

collected were used to design the materials. The second questionnaire was used

for the Preliminary Field Testing to gain feedback, evaluations and comments on


29

the designed materials. This questionnaire was given to an English teacher of SMP

Negeri 11 Yogyakarta and two English lecturers of the English Education Study

Program of Sanata Dharma University.

2. Interview Guide

Interview is aimed to find out what is in someone’s mind and how does

someone feel about something. Personal interview was used in this research

because it was conducted face to face, interpersonally between the interviewer and

the interviewee to obtain the information needed. In this context, the interview

was conducted between the writer and the English teacher of SMP 11 Negeri

Yogyakarta. The content of the questions in the interview was about the students’

mastery in English especially listening skill, and also the learning process in class.

This interview was aimed to clarify four important questions to design the

material. They were the students’ interests in learning English, the students’

mastery in listening skill, the implementation of School-Based Curriculum for the

ninth grade students in SMP Negeri 11 Yogyakarta, and the appropriateness of

listening material for the ninth grade students of junior high school.

D. Data Gathering Technique

The data gathering technique employed in this study was the questionnaire

and the interview. As part of the Research and Information Collecting, the writer

conducted an interview with the English teacher of SMP Negeri 11 Yogyakarta to

gather the data about learning characteristics and the classroom condition of the

ninth grade classes. Meanwhile, the questionnaire was distributed directly to the


30

participants. The first questionnaire was for the Research and Information

Collecting. It was distributed to the ninth grade students of SMP Negeri 11

Yogyakarta. The second questionnaire was used for the Preliminary Field Testing

on the designed materials. It was distributed to the English teacher of SMP Negeri

11 Yogyakarta and two English lecturers of the English Education Study Program

of Sanata Dharma University.

E. Data Analysis Technique

Data analysis is a process to organize and to sequence the data into

categories in a certain way to find the theme (Moleong, 1988: 88). In this study,

the writer elaborated the process of analyzing the data. The data were obtained

from the questionnaire and the interview. The data was presented in the form of

numerical data and narrative description. The results of the questionnaire and the

interview became the basis for designing the materials.

The researcher obtained the descriptive data by analyzing the data from the

questionnaire. The questionnaire was divided into two. The first questionnaire was

for Research and Information Collecting. It was distributed to the forty students of

the ninth grade students of SMP Negeri 11 Yogyakarta. The data presented the

participants’ statements about listening activities in class. The second

questionnaire was used for Preliminary Field Testing. It was distributed to the

English teacher of SMP Negeri 11 Yogyakarta and the English lecturers of the

English Language Education Study Program of Sanata Dharma University. The


31

writer obtained the data to make improvement and revisions of the designed

materials.

Since this study was to know the tendency of the respondents’ opinions,

the writer processed the data in order to find the theme. The writer used central

tendency since it represented the whole measurements. There were five points of

agreements for the participants’ statements:

1 : strongly disagree with the statement

2 : disagree with the statement

3 : doubt

4 : agree with the statement

5 : strongly agree with the statement

According to Gay (1992: 390), the measurements of central tendency give

a way of describing a set of data. In this study, the central tendency was measured

using mean. Mean is the sum of all values in a distribution divided by the number

of values. The mean was obtained through this following formula:

NX

X ∑=

Where:

X = Mean

∑ X = Sum of scores in a distribution

N = Number of respondents

Then, the table of central tendency is presented in Table 3.1.


32

Table 3.1 The Format of the Presentation of Students’ Opinion about Listening Class

No Respondents’ opinion on N Central Tendency

Mn

Note: N : Number of respondents

Mn : Mean (indicators of central tendency of the sources set)

F. Research Procedures

To gather the valid and reliable data, the researcher conducted some

procedures that contained five steps. Most of the steps were based on the Research

and Development theory by Borg and Gall (1983). The procedures can be

elaborated as follows.

1. Research and Information Collecting

The writer collected theories and information related to the study by

conducting library study, finding some reliable sources from books, articles, and

internet, and interviewing the English teacher of SMP Negeri 11 Yogyakarta. The

writer also observed the students of SMP Negeri 11 Yogyakarta and distributing a

questionnaire to obtain the students characteristics, needs, abilities, and interests

towards listening skill.

2. Planning

Before conducting the research, the writer prepared everything needed for

the research. First, the writer asked permission from the head of the English

Language Education Program and asked permission from the headmaster of SMP


33

Negeri 11 Yogyakarta to conduct the research. The writer then planned the

materials that would be designed. This step included determining the goals, topics,

and the objectives of the materials designed.

3. Developing Preliminary Form of Product

In this step, the writer designed the materials based on the result of needs

analysis and the curriculum demand. The data and information from the interview,

questionnaire and observation were interpreted to be the basis for designing the

material.

4. Field Testing

In this step, the writer distributed the second type of questionnaire to the

English teacher of SMP Negeri 11 Yogyakarta and two lecturers of the English

Language Education of Sanata Dharma University to evaluate the materials

designed. This step aimed to obtain the respondents’ opinion about the designed

materials whether the designed materials were suitable for the students.

5. Main Product Revision

In the last step, the writer improved the designed materials based on the

results of the preceding steps. This step was done until the designed materials

were ready to be published.


34

CHAPTER IV

RESULTS AND DISCUSSION

This chapter elaborated the results and the discussion of the research

processes in this study. The first part presents the steps in designing a set of

listening instructional materials based on task-based learning for the ninth grade

students of SMP Negeri 11 Yogyakarta. The second part is the presentation of the

final design.

A. The Steps in Designing a Set of Listening Instructional Materials Based on

Task-Based Learning for the Ninth Grade Students of SMP Negeri 11

Yogyakarta

This part was aimed to answer the first question stated in the problem

formulation. There were five steps in designing a set of listening instructional

materials based on task-based learning for the ninth grade students of SMP N 11

Yogyakarta. They are the results of the research and information collecting,

planning, development of preliminary form of product, preliminary field testing,

and main product revision.

1. The Results of the Research and Information Collecting

In this step, the writer collected as much information to develop reliable

materials. To gain the data, the writer conducted an interview with the English

teacher of SMP Negeri 11 Yogyakarta, and distributed a questionnaire to the ninth

grade students of SMP Negeri 11 Yogyakarta. The needs analysis aimed to gather


35

as many data as possible about the learners’ characteristics, needs, and interests.

These steps are the same as Kemp’s model, namely observing learner’s

characteristics and carrying out pre-assessment.

a. The Result of Interviewing the English Teacher of SMP Negeri 11

Yogyakarta

The writer interviewed the English teacher of SMP Negeri 11 Yogyakarta.

It was conducted to gain the information about the students’ characteristics,

ability, the teaching method and technique, and also the classroom condition.

There were eleven questions that the writer asked to the teacher. The

summary of the answers is presented in Table 4.1.

Table 4. The Results of Interviewing the Teacher

The Main Objectives of the Questions Responses The characteristics of the ninth grade students of SMP N 11 Yogyakarta.

They were enthusiastic in following the English lesson, but they were not really active and needed to be motivated.

Students’ ability in learning English.

Most of the students found difficulties in understanding English because of the lack of vocabulary and grammar mastery.

Students’ difficulties in comprehending listening skill.

The students had limited knowledge about grammar and vocabulary.

Teacher’s method and technique used in teaching English.

The teacher did not use only one particular method and technique. The teacher adjusted the method and technique with the materials and the classroom condition.

Teacher’s opinion about listening materials based on task-based learning.

The students would be more motivated and challenged to learn English.

From the questions asked, the writer inferred that the teacher did not use

any specific method or technique. She usually adjusted the materials with the

students’ characteristics and classroom condition and used lecturing technique.


36

The writer also observed class B of the ninth grade students of SMP Negeri 11

Yogyakarta. From the observation result, the writer found that the teacher still

used lecturing technique. The students sat down and listened to the teacher. Only

a few of the students were active asking the teacher when they did not understand

the materials.

b. The Results of the Questionnaire for the Students

In order to obtain the information from the ninth grade students on SMP

Negeri 11 Yogyakarta, the writer distributed a questionnaire to the forty students

of class B. There were eleven-closed-ended questions and five-open-ended

questions.

The data gathered of the closed-ended questionnaires is presented in Table

4.2.

Table 4.2 The Results of Closed-Ended Questions for the Students

No Respondents’ opinion on N Central

Tendency Mn

1. The students have learnt English for more than 3 years. 40 4,2 2. The students are enthusiastic in learning English, especially

listening. 40 3.3

3. The students do not find any difficulties in learning listening skill. 40 2.5 4. The students can understand English speaking well. 40 2.6 5. The students are active in answering the questions related to

listening. 40 2.6

6. Listening exercises on the students’ English book are helpful enough to improve their listening skill.

40 3.4

7. Listening materials in the students’ class are taught well. 40 3.4 8. The tasks on the listening materials are interesting. 40 3.2 9. The students are always enthusiastic in listening class. 40 3.1 10. Media used is adequate for supporting listening lesson. 40 2.4 11. By learning listening skill, the students can improve their other

English skills. 40 3.7


37

Based on the data in Table 4.2, the writer revealed some information. The

writer found out that the students had been learning English for more than three

years. From this information, the writer assumed that the students had mastered

the basic grammar and vocabulary. This condition was contradictive with the

students’ mastery. From question numbers 3, 4, and 5, it can be revealed that the

students were quite passive in the class activities. Most of the students were not

active in responding to the teacher. The students found some difficulties in

understanding English sentences. In addition, the teaching media provided to

support the learning of listening was not sufficient enough (no. 10). Whereas, the

students were enthusiastic in learning listening (no. 9). However, the students

believed that by learning listening skill they could improve their English skill.

The data gathered from the open-ended questionnaire is presented in Table

4.3.

Table 4.3 The Results of Open-Ended Questions for the Students

No. Questions Options Number Percentage Information 1. What do the

students think of listening skill?

a. difficult b. ordinary c. easy d. others

25 13 -

2

62,5% 32.5%

- 5%

Quite difficult.

2. What factors make listening skill difficult to comprehend?

a. limited mastery of vocabulary b. unfamiliar English words. c. long materials d. lack of practices

17

16

3 9

42,5%

40%

7,5% 22,5%


38

Table 4.3 Continued No. Questions Options Number Percentage Information

e. less concentration f. nervous and

worried of not being able to follow

g. others

6 4 -

15% 10%

-

3. What do the students do if they find difficult words?

a. asking friends b. asking the teacher c. consult dictionary d. guessing e. ignore it f. others

20 4

25

5 2 -

50% 10%

62,5%

12,5%

5% -

4. What activities do The students do in the listening lesson?

a. drilling b. questioning and answering. c. discussion. d. problem- solving e. completion f. others

5 13

11 11

14 -

12,5% 32,5%

27,5% 27,5%

35%

-

5. From the following list topics, what topics do the students think interesting?

a. Sport b. Flora and Fauna c. Folktales d. Culture e. Travelling f. Funny stories g. Geography h. Holidays i .others

5 2 11 10 15 7 2 12 -

12,5% 5%

27,5% 25%

37,5% 17,5%

5% 30%

-

Based on the data in Table 4.3, the writer revealed that the twenty-five

students (62,5%) assumed that learning listening skill was difficult. Seventeen

students (42,5%) assumed that the lack of grammar and vocabulary mastery was

the crucial factor affecting their difficulties in learning listening.


39

Consulting a dictionary was the first thing they did when they found out

some unfamiliar words. It meant the students were actually had big enthusiasm in

learning listening. From the eight topics provided by the writer, most of the

students chose ‘traveling’ and ‘holiday’. Those topics were used as the topics of

the materials. The writer intentionally chose the two topics due to the students’

interests and chose the rest topics based on the school-based curriculum.

Furthermore, the students needed more interesting tasks and activities in order to

improve their English skill, especially listening skill.

2. Planning

After gathering the information as the needs analysis, the writer decided

the goals, topics, and objectives of the designed materials. It is the same as

Kemp’s model, namely, determining the goals, topics and general purposes,

selecting the learning objectives and preparing the support services.

On determining the goals, the writer focused the materials on listening

skills. However, since each language skill could not be separated from the other

skill, the writer also considered the materials with the other language skill, that is,

speaking skill. In addition, this speaking skill is employed in order to know the

students’ comprehension toward the listening materials.

Based on the results of the Research and Information Collecting, the writer

determined eight topics for the materials. The chosen topics are presented on the

following page.


40

Unit 1 : Describing People

Unit 2 : Origami

Unit 3 : Daily Activities

Unit 4 : Unforgettable Experience

Unit 5 : Fairy Story

Unit 6 : Holiday and Festivals

Unit 7 : Cooking

Unit 8 : Travelling

After determining the topics, the writer determined the general purposes of

each topic. The general purposes are stated as the competence standard and basic

competence. The competence standard and the basic competence are based on the

school based curriculum. The competence standard and the basis competence are

presented in Table 4.4.

Table 4.4 The Competence Standard and the Basic Competence of School Based Curriculum

Competence Standard Basic competence

Listening Comprehend short functional text and monologue in the form of narrative, descriptive, procedure and report genre in a daily life context.

Respond to short transactional and interpersonal accurately and fluently in a daily life context.

Determining the general purposes of the materials, the indicators were formulated.

The presentation of the indicators is presented in Table 4.5.


41

Table 4.5 The Indicators

Unit Topic Indicators

1 Describing People The students are able to point out the people in the picture while listening.

The students are able to carry out a conversation for interpersonal purposes/ social interaction.

The students are able to complete a conversation while listening.

The students are able to describe people’s appearance.

2 Origami English. The students are able to use the ‘imperatives’ and instructions in the form of dialog.

3 Daily Activities The students are able to carry out a conversation for interpersonal purposes/ social interaction.

The students are able to complete the dialogue with adverb of frequencies while listening.

The students are able to tell daily activities using adverb of frequencies The students are able to ask further questions about someone’s activities.

4 Unforgettable Experience The students are able to carry out a conversation for interpersonal purposes/ social interaction. The students are able to arrange events while listening. The students are able to use simple past tense. The students are able to make up sentences using simple past tense to tell a story accurately and fluently.

5 Fairy Story The students are able to point out the right pictures while listening.

The students are able to complete a story with time sequences while listening.

The students are able to tell a story using time sequences. The students are able to carry out a role play of a story.

6 Holiday and Festivals The students are able to carry out transactional conversation involving asking for information

The students are able to carry out a conversation for interpersonal purposes / social interaction The students are able to complete the missing information while listening to the monologue.


42

Table 4.5 Continued Unit Topic Indicators

The students are able to answer the questions while listening to the monologue.

7 Cooking The students are able to carry out a conversation for interpersonal purposes / social interaction The students are able to arrange the jumbled sentences into correct order. The students are able to tell procedure using spoken English.

The students are able to use the functional text of imperatives and instructions in the form of dialog.

8 Travelling The students are able carry out a transactional conversation involving of making suggestions The students are able to carry out a conversation for interpersonal purposes / social interaction. The students are able to give suggestions while listening to the monologue

The students are able to use the ‘imperatives’ and instructions in the form of dialogue.

3. Development of Preliminary Form of Product

This step is the same as the Kemp’s model, namely, listing subject content,

and selecting teaching learning activities and resources. This step was carried out

based on the data of Research and Information Collecting and the result of the

Planning. Based on the concept of task-based learning (Willis, 1996: 38), each

unit of the materials consisted of six components. They are Let’s Start, Let’s

Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect.

a. Let’s Start

The purpose of this section is activating students’ background knowledge,

which led them to brainstorm towards the topic that will be discussed. This

important activity encourages the students to deal with a series of tasks.


43

b. Let’s Listen

This section provides the students with an example of listening activity

contain a monologue or dialogue related to the topic discussed.

c. Let’s Discuss It

This section contains useful expressions, structure or notes related to the

topic.

d. Let’s Do It

This section aims to practice the new knowledge that the students have

acquired from the previous section. Most of the activities ask students to listen to

the CD and complete the dialogue or fill in the gaps.

e. Let’s Practice

This section consists of games and/or role play. The activities provide the

students to develop their language skill, especially listening in the real life

situation.

f. Let’s Reflect

This section offers the students to reflect on what they have learned in

class. The students are asked to write a reflection about learning experiences

during the class.

4. Preliminary Field Testing

Since the writer realized that the designed materials were needed to be

improved, the writer distributed the designed materials and questionnaires to

respondents to gain feedback, comments and evaluation. The respondents were


44

two English lecturers of the English Education Study Program of Sanata Dharma

University and an English teacher of SMP Negeri 11 Yogyakarta. Those

respondents were chosen since they have been teaching for more than ten years so

that they have enough experiences in English language field. The writer used the

feedback, comments, and evaluation to revise and present the final version of the

designed materials. This step consisted of two sections. They are:

a. Data Presentation

In obtaining the evaluations on the designed materials, the writer

distributed a questionnaire to the respondents. The opinions of the respondents

were classified into numbers that indicate their degrees of agreement. The

degrees of agreement are classified as follows.

1 : Strongly disagree

2 : Disagree

3 : Doubt

4 : Agree

5 : Strongly Agree

Table 4.6 is the presentation of the evaluation data.

Table 4.6 The Results of Preliminary Field Testing Questionnaire


Mn 1. The indicators are well formulated. 3 4,3 2. The materials are appropriate with the competencies. 3 4,3 3. The materials are appropriate with the indicators. 3 4,3 4. The materials are appropriate with the needs of the

students. 3 4

5. The materials are interesting for the students. 3 4,7 6. The materials are relevant for the students. 3 4


45

Table 4.6 Continued


Mn 7. The topics are well selected. 3 4,3 8. The pre activities are well developed. 3 4 9. The main activities are well developed. 3 4,3 10. The post activities are well developed. 3 4 11. The recorded material is clear. 3 4,7 12. The implementation of task-based learning is well

developed. 3 4,3

13. The listening materials are able to help the students to develop their listening ability.

3 4,7

Based on the result of the questionnaires, the score were more than 4. It

meant that the respondents agreed that the design materials were good and

acceptable. Thus, based on the result, the writer concluded that the design

materials were appropriate and acceptable, although there were some revisions

that should be conducted.

b. Respondents’ Comments and Suggestions about the Designed Materials

To gain the respondents’ feedback, comments, and suggestions, the writer

also distributed open-ended questionnaires. There were four questions asked. The

questions asked about the comments or opinions, the strengths, the weaknesses,

and the suggestions for the designed materials. The feedback and suggestions of

the designed materials were summarized as follows.

a. The listening materials were good enough and interesting. The tasks on the

materials were interesting.

b. The sections in the materials were classified step by step and coherent.

c. The listening exercises were able to improve students’ exposure to English.

d. The activities in the exercises should be made more various.


46

e. The title of the listening should be considered because it contains not only

listening skill but also speaking skill.

f. It is better to add some more pictures.

g. It is better to describe explicitly the pre activities, main activities, and the post

activities in the general description.

5. Main Product Revision

In the Kemp’s model, this step is named as evaluating the designed

materials. After obtaining the respondents evaluations on the designed materials,

the writer revised the materials to construct better designed materials. Based on

the data of preliminary field testing, the writer took up some suggestions which

were suitable in order to improve the designed materials and then revised the

designed materials. The revisions include two components. First, the writer

changed some activities in the listening exercises in order to make the activities

more various and more interesting for the students. Second, to make the

classification in the designed materials more clear, the writer added the

description on the part of pre activities, main activities, and post activities in the

general description.

B. The Presentation of the Designed Materials

After conducting some revisions and improvements towards the designed

materials, the writer presented the final version of the listening instructional


47

materials based on the task-based learning for the ninth grade students of SMP

Negeri 11 Yogyakarta.

There are eight units developed in this designed materials. Each unit has

six sections, namely Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s

Practice, and Let’s Reflect. Thus, the second question in the research formulation

has been answered. The topics, the titles, the sections, and the subsections can be

seen in Table 4.7.

Table 4.7 The Topics, the Titles, the Sections, and the Subsections of the Materials

Units Topics Titles Sections 1 Describing People Meeting People 1. Let’s Start

Introduction 2. Let’s Listen

Listening dialogue 3. Let’s Discuss It

Describing people’s appearance

4. Let’s Do It Completion

5. Let’s Practice Game

6. Let’s Reflect 2 Origami How Do You Make It? 1. Let’s Start



Sequence Connectors 4. Let’s Do It

Listening CD 5. Let’s Practice

Group activity 6. Let’s Reflect

3 Daily Activities All in a Day 1. Let’s Start Introduction

2. Let’s Listen Listening dialogue

3. Let’s Discuss It Adverb of Frequencies


48

Table 4.7 Continued Units Topics Titles Sections

4. Let’s Do It Completion

5. Let’s Practice Game

6. Let’s Reflect 4 Unforgettable

Experience Guess What Happened 1. Let’s Start



Simple Past Tense 4. Let’s Do It


Game 6. Let’s Reflect

5 Fairy Story The Magic Story 1. Let’s Start Listening monologue

2. Let’s Listen Completion

3. Let’s Discuss It Time sequences

4. Let’s Do It Listening to story

5. Let’s Practice Story telling

6. Let’s Reflect 6 Holiday

and Festivals Holiday and Festivals 1. Let’s Start

Mind-mapping 2. Let’s Listen


Expression of asking for information

4. Let’s Do It Information gap

activity 5. Let’s Practice

Role play 6. Let’s Reflect

7 Cooking Can You Cook? 1. Let’s Start Introduction


3. Let’s Discuss It Imperatives

4. Let’s Do It Listening CD

5. Let’s Practice Pair work activity

6. Let’s Reflect


49

Table 4.7 Continued Units Topics Titles Sections

8 Traveling Travel to an Island 1. Let’s Start Introduction


3. Let’s Discuss It Expression of making

suggestions 4. Let’s Do It


Class activity 6. Let’s Reflect


50

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consisted of two parts. The first part is the conclusions to

answer the questions in the problem formulation. The second part is the

suggestions in using the designed materials.

A. Conclusions

The purpose of this study was to design a set of English listening

instructional materials based on task-based learning for the ninth grade students of

SMP Negeri 11 Yogyakarta. This design focused on the role of task-based

learning in enhancing listening skill. There were two problems in this study. They

were: 1) How is a set of listening instructional materials based on task-based

learning for SMP N 11 Yogyakarta designed? 2) What does a set of listening

instructional materials based on task-based learning for SMP Negeri 11

Yogyakarta look like?

To answer the first question, the writer adapted Kemp’s instructional

design model. They were eight steps: determining the goals, the topics, and the

general purposes; observing learners’ characteristics; determining the learning

objectives; listing the subject content; developing the pre-assessment; selecting

teaching/learning activities and instructional resources; preparing support

services; and conducting the evaluation.


51

After the materials had been developed, the writer conducted evaluation

toward the designed materials by distributing a questionnaire to the respondents.

The respondents were an English teacher of SMP Negeri 11 Yogyakarta and two

lecturers of the English Education Study Program of Sanata Dharma University.

The results of the questionnaire showed that the designed materials were generally

good and acceptable. It can be inferred from the data presentation of the

evaluation questionnaires results where most of the mean were in point 4.

Nevertheless, the writer conducted some revisions based on the feedback,

suggestions, and comments in order to make the better designed materials.

To answer the second question, the writer presented the final version of

the designed materials. The materials consisted of eight units. The eight units of

the designed materials were presented as follows.

Unit 1 : Meeting People

Unit 2 : How Do You Make It?

Unit 3 : All in a Day

Unit 4 : Unforgettable Experience

Unit 5 : The Magic Story

Unit 6 : Holiday and Festivals

Unit 7 : Can You Cook?

Unit 8 : Travel to an Island

In the designed materials, each unit consisted of six sections: Let’s Start,

Let’s listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect.


52

B. Suggestions

There are some suggestions proposed for the English teacher of SMP

Negeri 11 Yogyakarta and future researchers and are stated as follows.

1. For the English Teachers of SMP Negeri 11 Yogyakarta

The writer suggests the teachers to make a good preparation before

teaching. It can be done by understanding each activity in the designed materials.

The teachers can also adapt the suggested activities in the teacher’s manual. It is

also suggested to identify the most appropriate way based on the students’

characteristics in implementing the materials. Furthermore, the writer suggests the

teachers to monitor the students in doing the tasks and provide feedback so that

the materials could be well comprehended by the students.

2. For Future Researchers

Since the writer did not implement the designed materials, it is suggested

for the future researchers to implement the designed materials in order to find out

the weaknesses and the strength of the designed materials. The writer suggests the

future researchers who are interested in designing listening skill materials to

develop and create more interesting and creative learning materials and make

some improvement and revision to the designed materials so that the designed

materials will be more applicable and appropriate to be implemented.


53

REFERENCES

Ary, D., Jacobs, L.C., and Razavieh, A. 2002. Introduction to Research in Education (6th ed.). Belmont: Wadsworth Group.

Banathy, Bella H. 1976. Instructional System. Jakarta: IKIP Negeri Jakarta.

Best, John W. 1970. Research in Education. New Jersey : Prentice Hall, Inc.

Borg, W. R. and Gall, M. D. 1983. Educational Research: An Introduction (4th ed.). London: Longman Incorporation.

Depdiknas. 2006. Standard Kompetensi dan Kompetensi Dasar Bahasa Inggris SMP/MTs. Jakarta: Departemen Pendidikan Nasional.

Direktorat Pendidikan Lanjutan Tingkat Pertama. 2004. Kurikulum 2004 Sekolah Menengah Pertama (SMP). Jakarta : Departemen Pendidikan Nasional.

Fraenkel, J. R., and Wallen, N. E. 1993. How to Design and Evaluate Research in Education (2nd Edition). Singapore: Mcgraw-Hill, Inc.

Gay, L. R. 1992. Educational Research Competencies for Analysis and Application. New York: Mcmillan.

Gramb, J. D. and Carr, J. C. 1991. Modern Methods in Secondary Education (5th Edition). New York: Holt, Reinhalt and Winston, Inc.

Harmer, J. 1991. The Practice of English Language Teaching. London: Longman.

Houle, C. O. 1978. The Design of Education. San Francisco: Jossey-Bass Publisher.

Hutchinson, T. and A. Waters,. 1987. English for Specific Purposes: A Learning Centered Approach. Cambridge: Cambridge University Press.


54

Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course Development. California: Fearon Pitman Publisher, Inc.

Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. (2nd Edition). Oxford: Oxford University Press.

Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. New York, NY: Prentice Hall.

Richard, J. C. and Renandya, W. A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.

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

Riddel, D. 2001. Teaching English as a Foreign/Second Language. London: Hodder Education.

Willis, J. 2003. A Framework for Task-based Learning. London: Longman


APPENDIX A

LETTER OF PERMISSIN


57

APPENDIX B

QUESTIONNAIRE FOR RESEARCH AND INFORMATION COLLECTING FOR STUDENTS


58

KUESIONER

Untuk Siswa

Berilah tanda centang (√) untuk setiap pernyataan yang Anda anggap sesuai.

Setiap nomor menyatakan urutan tingkat kesetujuan Anda.

1 = Sangat Tidak Setuju (STS)

2 = Tidak Setuju (TS)

3 = Ragu-Ragu (R)

4 = Setuju (S)

5 = Sangat Setuju (SS)

No. Pernyataan 1 2 3 4 5

1. Saya sudah belajar Bahasa

Inggris lebih dari 3 tahun.

2. Saya sangat senang mengikuti

pelajaran Bahasa Inggris

terutama “listening.”

3. Saya tidak mengalami

kesulitan dalam memahami

materi “listening” dalam

Bahasa Inggris.

4. Saya bisa menangkap

pembicaraan Bahasa Inggris

dengan baik.

5. Saya aktif dalam menjawab

pertanyaan yang berhububgan

dengan materi “listening”.

6. Latihan-latihan “listening”

dalam Bahasa Inggris dari

buku yang saya gunakan sudah


59

sangat membantu dalam

meningkatkan skill “listening”

saya.

7. Materi “listening di kelas saya

disampaikan dengan baik dan

menarik.

8. Tugas yang diberikan dalam

materi “listening”

menyenangkan.

9. Saya selalu bersemangat dalam

mengikuti pelajaran “listenig”

10. Media yang disediakan untuk

pembelajaran “listening” sudah

memadai.

11. Dengan belajar “listening”,

saya juga dapat meningkatkan

kemampuan Bahasa Inggris

saya yang lain (speaking,

reading,writing).

Berilah tanda silang (x) bila Anda memilih jawaban berikut. Jawaban boleh

lebih dari satu.

1. Bagaimana menurut Anda tentang “listening”? Jika Anda menjawab (a), silakan

lanjutkan ke nomor 2. Jika Anda tidak menjawab (a) silakan lanjutkan ke nomor

3.

a. Sulit

b. Biasa-biasa saja

c. Mudah

d. Lain-lain (sebutkan) ................


60

2. Faktor apa sajakah yang membuat materi “listening” tersebut sulit

dipahami/dimengerti?

a. Penguasaan kosakata saya yang terbatas

b. Kata-kata bahasa Inggris yang terdengar asing

c. Materi yang terlalu panjang

d. Kurang banyak latihan

e. Tidak memperhatikan (tidak konsentrasi)

f. Merasa gugup dan khawatir tidak bisa mengikuti

g. Lain-lain (sebutkan) .................

3. Apa yang Anda lakukan ketika mendapatkan kata-kata yang tidak Anda

mengerti?

a. Bertanya kepada teman

b. Bertanya kepada guru

c. Membuka kamus

d. Guessing (menebak sesuai konteks)

e. Membiarkannya

f. Lain-lain (sebutkan) .............

4. Kegiatan pembelajaran seperti apakah yang Anda lakukan ketika mendapat

materi “listening”?

a. Drills ( latihan lesan dari guru)

b. Tanya jawab

c. Diskusi

d. Problem-solving (pemecahan masalah)

e. Completion (melengkapi informasi yang masih kosong)

f. Lain-lain (sebutkan) ..................


61

5. Dari topik-topik berikut ini, topik-topik apa sajakah yang menurut anda

menarik sebagai topik pembelajaran?

a. Sport

b. Flora and Fauna

c. Funny stories

d. Culture

e. Travelling

f. Love stories

g. Geography

h. Family life

i. Lain-lain (sebutkan) ..........................


62

APPENDIX C

INTERVIEW GUIDE


63

Interview Guide

1. Apakah para siswa selalu berantusias setiap kali mengikuti pelajaran bahasa

Inggris?

2. Apakah anda selalu menggunakan bahasa Inggris sebagai pengantar di kelas?

3. Bagaimana kemampuan bahasa Inggris mereka? Apakah mereka mengalami

kesulitan-kesulitan tertentu?

4. Menurut anda, bagaimana kemampuan “listening”mereka?

5. Kesulitan-kesulitan apa sajakah anda temui dalam mengajar “listening”?

6. Metode/teknik/strategi apa saja yang anda gunakan dalam mengajar

“listening”?

7. Media/referensi apa saja yang anda gunakan selama ini untuk meningkatkan

kemampuan “listening” mereka?

8. Bagaimanakah karakteristik siswa kelas tiga pada umumnya?

9. Menurut anda, materi seperti apa yang dibutuhkan para siswa agar dapat

meningkatkan kemampuan “listening” mereka?

10. Bagaimana pendapat anda mengenai desain materi menyimak dengan

berdasarkan pada teori “Task-Based” learning?

11. Apakah dengan pemberian latihan-latihan menyimak menggunakan teori

tersebut dapat meningkatkan kemampuan mendengar para siswa?


64

APPENDIX D

QUESTIONNAIRE FOR THE DESIGN EVALUATION


65

QUESTIONNAIRE

For lecturers and teachers

As the respondent of this research, you are expected to state your opinion,

comment, and suggestion toward the designed materials which are enclosed with

this questionnaire.

Respondent’s identity

Name : …………………………

Sex : F / M

Educational Background : S1 / S2 / S3

Teaching Experiences : .................. years.

You are supposed to choose only one of the options by putting a tick (√) in the

number in the column which indicates the degree of agreement. The numbers and

the degree of agreement can be classified as follows:

1 : Absolutely Disagree

2 : Disagree

3 : Doubt

4 : Agree

5 : Absolutely Agree

No. Statement 1 2 3 4 5

1. The indicators are well formulated.

2. The materials are appropriate with the

competencies.


indicators.


needs of the students.


66

5. The materials are interesting for the

students.

6. The materials are relevant for the

students.

7. The topics are well selected.

8. The pre activities are well developed.

9. The main activities are well

developed.

10. The post activities are well developed.

11. The recorded material is clear.

12. The implementation of task-based

learning is well developed.

13. The listening materials are able to help

the students to develop their listening

ability.

1. What are your comments or opinions about the overall materials?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

………………………………………………………………………………....

2. What are the strengths of this set of English instructional listening materials?

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................


67

3. What are the weaknesses of the set of English instructional listening

materials?

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

4. What are your suggestions in order to improve the set of English instructional

materials using Task-Based learning for the ninth grade students of SMP 11

Yogyakarta to be better?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

Thank you

Eti Astuti


68

APPENDIX E

GAMBARAN UMUM MATERI


69

GAMBARAN UMUM MATERI

Studi ini berjudul “Listening Instructional Materials Based on Task-Based

Learning for the Ninth Students of SMP N 11 Yogyakarta”. Pada bagian ini,

penulis akan menjelaskan secara singkat latar belakang, isi, dan tujuan dari

pembuatan materi tersebut.

A. LATAR BELAKANG

Bahasa Inggris merupakan bahasa internasional yang digunakan hampir

oleh seluruh orang di dunia. Bahasa Inggris sangat penting untul dikuasai oleh

setiap orang untuk dapat berkomunikasi, khususnya dengan orang asing. Selain

itu, Bahasa Inggris juga merupakan kunci untuk mengerti dan memahami

informasi dan pengetahuan yang tersedia dalam Bahasa Inggris. Dalam

menggunakan Bahasa Inggris, orang sering melupakan satu kemampuan yang

penting untuk dikuasai, yaitu kemampuan “listening”. Kemampuan “listening”

juga sangat penting untuk dikuasai agar komunikasi mengguanakan Bahasa

Inggris dapat berjalan dengan lancar. Bagi siswa-siswi sekolah menengah pertama

(SMP), kemampuan “listening” masih dirasa sulit untuk dikuasai. Dengan alasan

tersebut, penulis ingin membantu mereka untuk belajar Bahasa Inggris dengan

metode tugas (task-based) dengan cara yang menarik dan menyenangkan. Dengan

demikian, para siswa akan lebih banyak berlatih dan diharapkan mereka akan

lebih lancar dalam berkomunikasi menggunakan Bahasa Inggris.

B. ISI

Penyusunan materi ini terdiri dari 8 unit. Di dalam belajar mengajar

“berdasarkan “task-based learning”, ada tiga hal yang utama yaitu pre-task, task-

cycle, dan language focus. Berdasarkan teori tersebut, maka penulis membagi

setiap unit menjadi enam bagian, yaitu Let’s Start, Let’s Listen, Let’s Discuss It,

Let’s Do it, Let’s Practice, dan Let’s Reflect. Let’s Start bertujuan untuk mengajak

para siswa terhadap topik yang akan dipelajari serta merangsang pengetahuan

awal dan mempersiapkan siswa tentang topik materi yang diajarkan. Let’s Listen


70

bertujuan untuk mengenalkan ekspresi-ekspresi atau penggunaan tenses sederhana

yang digunakan dalam percakapan sehari-hari melalui “listening”. Let’s Discuss It

diberikan agar para siswa lebih mengenal dan memahami berbagai jenis

ungkapan-ungkapan baru lainnya. Let’s Do It bertujuan melatih para siswa agar

lebih mamahami dan menguasai kemampuan “listening”. Let’s Practice diberikan

agar para siswa dapat lebih memahami dan memperdalam materi yang diajarkan.

Let’s Reflect bertujuan untuk melihat seberapa jauh pemahaman para siswa

terhadap materi yang diajarkan saat itu.

C. TUJUAN

Penyusunan materi ini bertujuan untuk memberi bahan pengajaran Bahasa

Inggris bagi guru SMP N 11 Yogyakarta untuk dapat digunakan dalam pengajaran

“listening” bagi para siswa kelas 3. Selain itu, diharapkan materi ini dapat

digunakan untuk meningkatkan kemampuan mereka agar lebih lancar lagi dalam

berkomunikasi menggunakan Bahasa Inggris.


APPENDIX F

SYLLABUS


72

THE SYLLABUS

UNIT Competence Standard

Basic Competence

Indicators Materials Learning Experiences

Time Allocations (Minutes)

Evaluation Sources/ Media

1 Meeting People

Listening The students comprehend short functional text in the form of descriptive genre in a daily life context.

Listening The students are able to respond to short transactional and interpersonal accurately and fluently in a daily life context.

Listening The students

are able to point out the people in the picture while listening.

The students are able to carry out a conversa-tion for interper-sonal purposes/ social interaction.

The students are able to complete a conversation while listening.

Let’s Start Pictures of

people.

Let’s Listen

A dialog about describing people.

Let’s Discuss It Explanation of

describing people’s appearance.

The students observe the pictures.

The students point out the people while listening to the description.

The students listen to the dialog.

The students practice the dialog.

The students read the explanation of describing people’s appearance

The students find the features used to describe the people in the dialogue

15 10 10

Group work. Individual assignment.

Doff, Adriana and Becket, Carolyne. Listening 1. Cambridge University Press.


73


Basic Competence




2 How do you make it?

Listening The students comprehend short functional text in the form of procedure genre in a daily life context.


Listening

The students are able to carry out a conversa-tion for interper-sonal purposes/ social interaction.

The students are able to follow the instructions while listening to the tape.

Let’s Do It A dialog for

completion. Let’s Practice

Game

Let’s Reflect

Let’s Start

Pictures of origami.

Questions for students to answer. Let’s Listen

A dialog about the use of sequence connectors.

The students complete the dialog while listening to the description.

The students play a game.

The students write their learning experience on a piece of paper

The students observe the pictures.

The students answer the questions.

The students listen to the dialogue.

The students practice the dialog.

10 25 10 10 15


Doff,

Adriana and Becket, Carolyne. Listening 1. Cambridge. University Press.


74


Basic Competence




The students are able to do the instructions while listening to the tape.

Let’s Discuss It Explanation and examples of sequence connectors.

Let’s Do It Listening for

instructions. Let’s Practice

A task of instructions for the students.

Let’s Reflect

The students read the explanation and examples of sequence connectors.

The students find the sequence connectors used in the dialogue.

The students follow the instructions while listening to the tape.

The students make up the instructions to make an origami to follow.


10 10 25 10


75


Basic Competence




3 All In A Day

Listening The students comprehend short functional text in the form of descriptive genre in a daily life context.


Listening

The students are able to carry out a conver-sation for interper-sonal purposes/ social interact-ion.

The students are able to complete the dialogue with adverb of frequencies while listening.

Let’s Start

Table of routines.

Questions for students to do.

Let’s Listen

An example of dialog about adverbs of frequency.

Let’s Discuss It Explanation and

examples of adverbs of frequency.

Let’s Do It A dialogue for

completion.

The students

fill in the information table.

The students discuss it briefly.


The students find the main idea of the dialogue

The students read the explanation and examples of adverb of frequency

The students find the use of adverb of frequencies in the dialogue.

The students complete the dialogue while listening to the tape.

10 15 10 10


Interchange 1. Cambridge University Press.


76

UNIT Competence

Standard Basic Competence




4 Guess What Happened

Listening The students comprehend short functional text and monologue in the form of narrative genre in a daily life context.

Listening The students are able to respond to short transactional and interpersonal and monologue accurately and fluently in a daily life context.


are able to carry out a conver-sation for interper-sonal purposes/ social interaction.

Let’s Practice

Game. Let’s Reflect

Let’s start A picture of

strange thing. Questions

related to the picture.

Let’s Listen An example

dialogue using simple past tense.

The students play a game based on the provided instructions.

The students

write their learning experience on a piece of paper.

The students observe the picture.

The students discuss it briefly.


25 10 10 15


Interchange 1. Cambridge University Press.


77


Basic Competence




The students are able to arrange events while listening.

Let’s Discuss It Short

explanation of simple past tense.

Let’s Do It Phrases to be sequenced orderly.

Let’s Practice

Game Let’s Reflect

The students find the main idea of the dialogue

The students read the explanation simple past tense.

The students find more example of simple past tense in t he dialogue.

The students sequence the phrases while listening to a monologue.

The students play a game based on the provided instructions.

The students write their learning experience on a piece of paper.

10 15 20 10


78

UNIT Competence





5 The Magic Story

Listening The students comprehend short functional text and monologue in the form of narrative genre in a daily life context.



are able to point out the right pictures while listening.

The students are able to complete a story with time sequences while listening.

Let’s Start Pictures of fairy

tales. Let’s Listen

A story for completion.

Let’s Discuss It Explanation of

time sequences.

Let’s Do It Story telling.

Let’s Practice Role play

The students listen to the story on a tape then point out the right pictures.

The students

listen and then complete the blanks.

The students

read the explanation of time sequences.

The students find the time sequences used in the story

The students summarize a story read by he teacher.

The students create a simple role play based on a story and perform it in from of the class.

10 15 10 15 20


Mukarto, Sujatmiko, Josephine Sri Murweni, and Widya Kiswara. 2004. English on Sky. SMP Book 1. Erlangga.


79

UNIT Competence





6 Holiday and Festivals

Listening The students comprehend short functional text and monologue in the form of report genre in a daily life context.


Listening

The students are able to carry out transact-ional conversa-tion involving asking for information

The students are able to carry out a conversa-tion for interpersonal purposes / social interaction The students are able to complete the missing information while

Let’s Reflect

Let’s Start

Mind-mapping.

Let’s Listen

A dialogue of asking for information.

Let’s Discuss It Example

expressions of asking for information.


The students complete the mind-mapping related to holiday and festivals.


The students find the main idea of the dialogue.

The students read the example expressions of asking for information.

The students find the expressions of asking for information in the dialogue.

10 10 10 10



80


Basic Competence




listening to the monologue The students are able to answer the questions while listening to the monologue.

Let’s Do It Information tables of holidays and festivals for completion. Questions to answer.

Let’s practice

Role play Let’s Reflect

The students complete the information while listening to the monologue.

The students answer the questions while listening to the monologue.

The students create a role-play using the functional text of asking for information.

The students perform the role play in front of the class.

The students write their learning experience on a piece of paper.

15 25 10


81


Basic Competence




7 Can You Cook?

Listening The students comprehend short functional text in the form of procedure genre in a daily life context.


Listening The students are able to carry out a conversation for interper-sonal purposes / social interaction The students are able to arrange the jumbled sentences into correct order.

Let’s Start A picture of a

cook who is cooking.

Some questions related to the pictures.

Let’s Listen An example of

dialog about imperative and instruction.

Let’s Discuss It

Explanation and examples of imperatives.

Let’s Do It Jumbled

sentences to arrange.

The students observe the pictures. The students answer the questions orally.


The students practice the dialogue.

The students

read the explanation and the examples of imperatives.

The students find more examples of imperatives in the dialogue

The students arrange the jumbled sentences into good paragraph.

10 15 10 10

Group work. Individual

assignment.


82


Basic Competence




8 Traveling to an Island

Listening The students comprehend short functional text and monologue in the form of report genre in a daily life context.


Listening

The students are able carry out a transactional conversation involving of making suggestions The students are able to carry out a conversation for interper-sonal

Let’s Practice A task of

instructions for the students.

Let’s Reflect

Let’s Start Fill in the list.

Let’s Listen

A dialogue of making suggestions.

The students make up a dialog in pairs. The students perform the dialogue in front of the class. The students

write their learning experience on a piece of paper.

The students fill in the list related to visiting an island.


The students find the main idea of the dialogue.

25 10 10 10


Doff, Adriana and Becket, Carolyne. Listening 1. Cambridge. University Press.


83


Basic Competence




purposes / social interaction.

The students are able to give suggestions while listening to the monologue

Let’s Discuss It Example

expressions of making suggestions.

Let’s Do It Listening for

suggestions. Statements for

suggestions. Let’s Practice

Giving suggestions.

Let’s Reflect

The students read the example expressions of making suggestions The students find the expressions of making suggestion in the dialogue.

The students listen to the monologue.

The students give suggestions to the statements.

The students list some problems and ask for suggesstions. The students write their learning experience on a piece of paper

10 15 25 10


84

APPENDIX G

TEACHER’S MANUAL


85

TEACHER’S MANUAL

A. INTRODUCTION TO THE MATERIALS The goal of these materials is to teach communicative competence, that is, the ability to communicate in English according to the situation, purpose, and roles of the participants. These materials cover the skill of listening. Therefore, listening materials are designed which consist of listening exercises. The Listening exercises are designed to bridge the gap between the classroom and the real world. When teaching listening, it is important to remind students that in most listening situation the aim is not to remember the specific words or phrases used but to extract the main ideas or information. To help students do this, the Listening exercises usually contain a task that helps students identify a purpose for listening, which encourage them to ignore language that is not related to this purpose. When presenting an exercise, it is also important to prepare students for the task through pre‐listening activities. These include asking questions about the topic, asking students to make prediction, and making use of the context provided by the pictures and the situations. Kinds of activities focusing on listening skill in this course are in the form of conversation, pair work, group work, and role play.

• Conversation These exercises can be used for both in listening and speaking practice. They usually require students to work with one or two partners. Since the conversation exercises model conversational expressions and present new teaching items, accurate the repetition of the tape is important. However, students should not be asked to memorize them.

• Pair work The course makes extensive used of pair work activities. These give students a chance for individual practice and maximize the amount of speaking practice they obtain in each class. Some students may be unfamiliar with pair work tasks and may not think that they can learn from their classmates. If so, remind students that practicing with a partner is a useful way to improve their fluency in English and gives them more opportunity to speak English in class.

• Group work The course also makes frequent use of group work and whole class activities. In the group work activities, students usually work in groups of three to four.

• Role play These fun exercises are important to develop students’ fluency. They focus on the creative use of language and require students to draw on


86

their own language resources to complete a test or to improvise and keep conversation going. In doing these types of speaking activities, the following guidelines are important: a. Make sure students fully understand the test and have the information they need. Assign roles and model the test where necessary. b. Set up pairs or groups so that students of different ability levels and different first languages can work together. This arrangement will encourage students to help and learn from each other. c. Vary the pair or group arrangements so that students do not always work with the same classmates. d. Discourage use of the students’ native languages when doing an activity, and get them to use as much English as possible in class.

Giving Feedback It is important to give clear feedback on students’ performance, but feedback should not inhibit students’ attempts to communicate. It is better to give occasional but focused feedback on one thing to overwhelm a student with too much information. The teacher will have many opportunities to give individual feedback when students are working in pairs or groups. During these activities, the teacher can move around the class giving feedback on grammar, pronunciation, and vocabulary when needed.

B. HOW TO TEACH A TYPICAL UNIT IN THESE LISTENING MATERIALS Introduce the topic of the unit by asking questions and eliciting information from the students related to the theme or topic. Then explain what the students will study in the unit. Next, present the exercises, using the following guidelines. LET’S START Books closed. Introduce the topic by asking questions about it. Use these

questions to elicit or present the key vocabulary and to ask for students’ opinions on the topic they are going to read about.

Books open. Lead the students through the information in the Let’s Start. Go over any problems of comprehension as they arise.

Students complete the task individually or in pairs. Students compare answers with a partner or around the class.

LET’S LISTEN Books closed. Set the scene and explain the situation. Play the tape. Students listen for general comprehension. Point out any

key vocabulary that is essential for the task. Books open. Explain the task. Remind students that they do not have to

understand everything on the tape.


87

Play the tape again once or twice. Students listen and practice the conversation.

Play the tape again once or twice. Students listen and complete the task. Students compare answers in pairs. Check students’ answers. LET’S DISCUSS IT Explain students with the new expressions or grammar. Give students additional examples to illustrate the grammar point where

necessary. Ask students to find more examples on their own. LET’S DO IT Play the tape. Students listen and complete the task. Students compare answers in pairs. Check students’ answers. LET’S PRACTICE Divide the class into pairs, or groups of three to five. Explain the task or roles and clarify the cues. Model it with some of the students and show how to use the cues.

Encourage students to be creative and use their own language resources. Set a time limit. Students do the task (conversation, role play or game). Go around the

class and give help as needed. Call on students to do the task in front of the class. LET’S REFLECT Give students a piece of paper. Let students reflect on their learning at the time. Ask students to write their reflection on a piece of paper and submit it. Check students’ reflection.


APPENDIX H

PRESENTATION OF THE DESIGNED MATERIALS


1

After learning UNIT 1, you will be able to:

• Point out the people in the picture while listening.

• Carry out a conversation for interpersonal purposes/ social interaction.

• Complete a conversation while listening to people’s description.

• Describe people’s physical appearance.


2

A. LET’S START

Observe the photos below!

A B C

(ilustrated by Jampes)

Listen to a monologue. You will hear ten remarks. Which of the men in the photos could each one describes? Then, write the letter on the provided space below. 1. _______________________________ 6. ______________________________

2. _______________________________ 7. ______________________________

3. _______________________________ 8. ______________________________

4. _______________________________ 9. ______________________________

5. _______________________________ 10. _____________________________


3

B. LET’S Listen

Listen to the conversation carefully.

Liza : How did you enjoy the party?

Joan : Oh, it was great, wasn’t it?

Liza : It was lovely. What did you think of Jeff?

Joan : Jeff?

Liza : Um, you can’t remember him? He had thick brown wavy hair and a

beard, a moustache, and spectacles –you don’t remember?

Joan : I don’t think I do, actually.

Liza : He was wearing a check shirt – sort of red and black check, and a blue

scarf. (Joan : Ooohh) He was really nice.

Joan : What does he do?

Liza : He’s a teacher. (Joan : Uuuhhh)

Now, practice the dialogue with your partner.

C. Let’s DISCUSS It

Describing People

Here are some features to describe people’s appearance:

• Build : slim, medium, thin, fat

• Height : short, medium, average, tall

• Hair : long, short, wavy, curly, straight, bald

• Face : round face, oval face, square face

• Eyes : black eyes, brown eyes, blue eyes

• Nose : pointed, flat

• Other features : beard, moustache, mole, wrinkles

• Appearance : pretty, good looking, handsome, attractive, ugly, ordinary


4

Now, find the features used to describe the people in

the dialogue above!

D. LET’S DO IT

Listen to the conversation and complete the dialogue.

Chick : What’s a great party.

Mike : You think so? I thought it was dreadful. I got stuck in the corner with

this bloke.

Chuck : What was he _________________ ?

Mike : What was he _________________ ? Well, he had quite a ___________________ ,

it _______________ rather like unhappy dog. _________________, ___________________, a

sort of ____________________, ... And he ________________ about roads, driving

between his home and his mother‐in‐law’s, which was the best road to take.

Can you _______________? When he wasn’t talking about roads, he was talking

about the weather. I mean, he was so ___________________.

E. LET’s Practice

Let’s play a game!

Take a piece of paper. Describe one of your friends in the

class. Collect the paper together. Then one student takes a

piece of paper and the rest of the students guess who he or

she is.


5

F. Let’s rEFLECT

Write down on a piece of paper your learning experience you got from

the lesson today.

Glossary

Attractive = menarik

Bald = botak

Beard = jenggot

Check shirt = kaos bergaris-

garis

Mole = tahi lalat

Moustache = kumis

Ordinary = biasa

Scarf = syal

Spectacles = kacamata

Thick = tebal

Wrinkles = kerut wajah


6


• Carry out a conversation for interpersonal purposes / social interaction.

• Follow and do the instructions while listening.

• Tell procedure genre using spoken English

• Give instructions using the functional text of sequence connectors.

A. LET’S START


7

Observe the picture below carefully. Then, answer the questions.

1. What do you call it?

2. Can you make it?

3. Can you make anything else from folding paper?

B. LET’S listen


Joan : Hi, Liza! What are you doing?

Liza : Hi, Joan. I’m making a paper toy for my sister.

Joan : Wow... It’s nice.

Liza, can you show me how to make it?

Liza : It’s very simple.


8

Take a piece of paper, please.

Joan : I’ve got it.

Liza : First, fold the paper in a half, and then open it again. Fold it in a half

the other way, and open it again.

Joan : Ok. Then, what’s next?

Liza : Next, fold each of the corners into the center, so that you have a

smaller square. Then, fold them again.

Joan : Do you mean fold each of the corners once again?

Liza : Yeah.. After that, fold the paper in a half and open it again. Do the

other half way and open it. Finally, pull the paper out so that you can

move it. Finish!

Joan : Hey... I can do it. It’s very easy.


C. Let’s discuss it

SEQUENCE CONNECTORS

(FIRST, THEN, NEXT, AFTER THAT, FINALLY)

Sequence connectors are used to connect sentences which show steps

of procedure on doing something. Here are some examples of sequence

connectors:

First, fold the paper. After that, open it again.

Then, open it again. Finally, move it.

Next, fold them again

Find the sequence connectors in the dialogue above

D. LET’S DO IT


9

Get a piece of paper from your teacher, then listen to the cassette and follow

the instruction.

E. Let’s practice

Do you know how to make anything else from folding paper?

If you do:

• Make a group of four

• Take a piece of paper

• One by one, show them what to do. Give the instructions in English.

F. Let’s rEFLECt

Write down on a piece of paper your learning experience you got from the

lesson today.

Glossary

Center = pusat/tengah

Corner = sudut

Fold = melipat

Half = setengah

Pull = tarik

Square = persegi


10



• Complete a dialogue with adverb of frequencies while listening.

• Tell daily activities using adverb of frequencies.

• Ask further questions about someone’s daily activities.


11

A. LET’S START

Activities: Minutes a day:

• Prepare meals

• Eat

• Do house work

• Watch TV

• Talk to friends

• Read

• Play sports

• Walk

• Study

. . . . .

. . . . .

. . . . .

. . . . .

. . . . .

. . . . .

. . . . .

. . . . .

. . . . .

How much time do you spend on the activities above?

Write down your information, and then compare it with a partner.

B. LET’S listen


Marie : What do you usually do on your day off, Chuck?

Chuck : Well, I always get up very early, around 5 o’clock. And I lift weight for

an hour.

Marie : You’re kidding.

Chuck : No, and then I usually run for two hours.

Marie : Wow! You’re really like to stay in shape.

Chuck : And after that, I come home and eat a big breakfast. How about you?

Marie : Oh, on my day off, I just watch TV all day. I’m a real couch potato.

Now, find the main idea of the dialogue above.


12


Adverbs of Frequency

Adverb of frequency is used to express time or frequency. Here are the

examples of adverb of frequency:

What do you usually do on your day off?

I always work out.

I usually go to a gym.

I often do exercise.

I sometimes go downtown in the afternoon.

Sometimes, I just watch TV.

I never go to discos.

The normal position of adverbs of frequency is before the main verb,

though the adverb sometimes can also occur before the subject (i.e. “I some

time just watch TV,” or “Sometimes I just watch TV”).

Now, find the use of adverb of frequencies in the dialogue above.

D. LET’S DO IT

Listen and complete the conversation below with the correct words you

hear.

Liza : What do you ___________________ do on your day off?

Joan : Nothing much. I _________________ sleep until noon.

Liza : Do you _______________ go out on Saturday night?

Joan : Yes, I ______________ do. I _______________________ go roller‐skating or I go

to a movie.

Liza : Do you ________________ drive to school?

Joan : No, I _________________ drive to school. I _____________________ take the bus.


13

Liza : What do you _______________ do after class?

Joan : I _____________________ meet friends for a drink or I ___________________ go

straight home.

Liza : Do you __________________ get much exercise?

Joan : Yes, I ___________________ play tennis after work. And, on Sundays, I

_______________ go to a gym.

E. let’s practice


• Make a group of four students.

• Get five blank cards for each student.

• Each student writes five statements, on each card, using adverb of

frequency (i.e. “I usually stay at home on my day off”.)

• Collect the cards and put them in a pile.

• One student takes one card and another student tries to make a

question (“What do you do on your day off?” or “Do you usually stay

home on your day off?”). If the question correct, the students get a

point. Take turn, the winner is the one who gets the more cards.

F. Let’s rEFLECt


lesson today.

Glossary

Couch potato= penggila TV

Day off = hari libur

Lift weight = angkat beban

To stay in shape = menjaga

bentuk tubuh


14



• Arrange jumbled events while listening.

• Use simple past tense.

• Make sentences using simple past tense to tell a story.


15

A. LET’S START

Observe the picture carefully.

(Illustrated by Jampes)

1. What happened to him?

2. Did you have the same experience like him?

3 Tell your story briefly.

B. LET’S listen


Bill : Do you know what happened on Sunday?

Rose : No, what?

Bill : I went down town to do some shopping. Then, I went to a

restaurant for lunch. I ate lunch and asked for the check. But I found I

didn’t have enough money!

Rose : How embarrassing. So what did you do?

Bill : Well, first I called my parents, but they were out. After that I tried my


16

roommate, but he was out, too. So finally I phoned my boss at home.

He was very nice and brought me some money.

Rose : That was lucky.



Simple Past Tense

Simple past tense is used to tell past event (i.e yesterday, last week, last

month). The pattern of simple past tense is S + V2. Here are the examples:

• I went down town to do some shopping.

• I ate lunch and asked for the check.

• But I found I didn’t have enough money.

• So, what did you do?

• I phoned my boss at home.

• That was lucky.

Now, find more example of simple past tense in the dialogue above.

D. LET’S DO IT

Ken lost a bag with his passport, money, and airplane tickets while he was on

vacation. What did he do? Listen to him and then number the phrase from 1

to 6.

........... called his parents.

........... went to the police station.

........... sold his camera.

........... called the airline company.

........... move to a hostel.


17

........... went to the embassy.

E. let’s practice


• Make groups o four students.

• One student starts to make the first sentence and one by one, the

other students continue the story with interesting and fun ideas.

Example:

S1: Last week a strange thing happened to me.

S2: The phone rang at four o’clock in the morning.

S3: Then, I heard a horrible voice say, “I have your dog! How much do

you want to pay for it?

S4: I answered, “I don’t have a dog.”

S1: ........

• End up the story until the story comes into the interesting end.

F. let’s rEFLECT


lesson today.

Glossary

Check = nota

Embarrassing= memalukan

Embassy = kantor kedutaan

Horrible = mengerikan

Hostel = losmen

Roommate = teman sekamar

Strange = aneh

Vacation = liburan


18


• Point out the correct pictures while listening to a monologue.

• Complete a story with time sequences while listening.

• Tell a story using time sequences.

• Carry out a role play of a story.

A. LET’S START


19

Listen to five short monologues. Choose the right pictures for the

story that you have heard.

A B

C D

E

B. LET’S listen


20

Listen to the cassette and then complete the blanks.

Beauty and the Beast

(1) ___________________ there was a prince. He lived in a castle in France.

One day a woman came to his castle. She was old and ugly. The prince didn’t

like her and sent her away.

(2) ___________________ the prince sent the woman away, she turned into

beautiful fairy. She cursed the prince and his castle. The prince became a

beast. He was very ugly. All his servants became furniture. The prince could

be a human if a woman fell in live with him.

(3) ___________________, on the other side of the mountain, there lived a

girl. Her name was Belle. She lived with her father, Maurice. One day, Maurice

travelled passed the castle. It was raining (4) _______________ he came into the

castle. (5) __________________ the Beast saw him, he captured him.

Belle was so worried (6) ___________________ her father didn’t come back.

She began to look for him. She arrived in the castle and she found her father

there. Belle agreed to stay in the castle so that her father could go home.

(7) ____________________, Belle didn’t like the Beast because he was mean.

(8) ___________________, slowly he changed. He was not mean anymore. Belle

began to like him and (9) _________________ she fell in love with him. She told

her love to the Beast. (10) __________________ the spell was broken. The Beast

and his servants became human again. The beast and Belle got married. They

live happily ever after.

(Taken from: Mukarto, Sujatmiko, Josephine Sri Murweni, and Widya Kiswara.

2004. English on Sky SMP Book 1. Erlangga)


21


Time Sequences

Time sequences are used when you are going to tell a story. You can

begin the story with:

• Once upon a time ...

• One day ....

• Long, long time ago ....

And you can end the story with:

• Finally ....

• So, ....

Now, find the time sequences used in the story above.

D. LET’S DO IT

Listen carefully to a story read by your teacher. Then, using the time

sequences, summarize the story with your own words.

E. Let’s practice

Role play

Make a group of four. Choose one of your favorite stories. Make the role

play of the story. Then, perform the story in front of the class.


22

F. let’s rEFLECT


lesson today.

Glossary

Capture = menangkap

Curse = mengutuk

Castle = istana

Fairy = peri

Mean = buruk

Spell = kutukan

Worried = khawatir


23


• Carry out a transactional conversation involving asking for information


• Complete information while listening.

• Tell report genre.

• Carry out a role play involving asking for information and report text.


24

A. LET’S START

Add some more words related to holidays or festivals that

you know.

B. LET’S listen


Liza : Hi, Joan. When did you come back from Japan?

Joan : Yesterday morning.

Liza : What did you visit?

Joan : There was a ‘Bon’ festival.

Liza : What festival is it? I’ve never heard it before.

Joan : It’s the festival of lanterns. The ‘Bon’ festival honors ancestors.

Japanese people believe that their dead relative visit them every year

for three days.

Liza : When did it start?


25

Joan : It’s celebrated on July 13.

Liza : So, what did the Japanese do?

Joan :Umm..sorry. I don’t really understand. But at night they were dancing

under rows of brightly colored lanterns outside the Buddhist temple.

Liza : Did they wear a special costume?

Joan : Yes, they wore kimonos called yukata. Oh, I’ll see you the photos.



ASKING FOR INFORMATION

You can ask for information using yes/no questions and wh‐

questions. Here are some expressions of asking for and giving information:

1. Using yes/no questions:

• Could you tell me the way to …

• Do you know …?

• Could I ask …?

• Could you find out ….?

• Can you tell me …?

• Could you please show me …

• Would you tell me …?

2. Using wh‐ questions:

• What festival is it?

• When did it start?

• What did the Japanese do?

• Did they wear a special costume?

Now, find the expressions of asking for information in the dialogue above.


26

D. LET’S DO IT!

1. Listen carefully to the story and then complete the information in the

following table.

Name : _________________

Where : _________________

When : _________________

Special things:

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Name : _________________

Where : _________________

When : _________________

Special things:

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Name : _________________

Where : _________________

When : _________________

Special things:

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

2. Listen once again, and then decide whether the following statements are

true or false.

1. ___________ Halloween is celebrated in all America countries.

2. ___________ Jack o’lantern is a watermelon that is carved to resemble an

ugly face.

3. ___________ Traditionally, all people go “Trick and Treat” for some candies

4. ___________ Thanksgiving is a time to gather and sharing.

5. ___________ The corn represents the harvest and the fall season.

6. ___________ Turkey, cranberries, and pumpkin are the symbols of


27

Thanksgiving.

7. ___________ Valentine’s Day is only celebrated by American.

8. ___________ To express their love, people usually send some cards only.

9. ___________ Valentine means a mutual exchange of love.

10. __________ Only a lover can celebrate The Valentine’s day.

E. let’s practice

Role play

Make groups of four. Using the expression of asking and giving opinion, make

a roleplay about some holidays or festivals of your own. Then, act it out in

front of the class.

F. LET’S REFLECT

Write on a piece of paper what learning experience you got from the lesson

today.

Glossary

Ancestors = leluhur

Believe = percaya

Honor = kehormatan

Lanterns = lentera

Rows = jejeran


28



• Arrange jumbled instructions while listening.

• Tell procedure genre using spoken English.

• Use functional text of imperatives to tell procedure.

A. LET’S START


29

Observe the picture below!

(ilustrated by Jampes)

1. What is he doing?

2. What are there in the table?

3. Can you guess what he is going to cook?

4. Can you cook it?

5. What other food can you cook?

B. LET’S listen


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Liza : Look, Mom is away. We have nothing to eat. What are we going to

have for lunch?

Jane : Well, I think I’d like some chicken soup, but I can’t make it. Can you?

Liza : Of course, I can. I’m a good cook, you know.

Jane : Would you like to cook it for me please?

Liza : Yeah.. With my pleasure. Prepare some carrots, potatoes, celery,

and green peas.

Jane : Okay here they are...

Liza : Don’t forget the chicken and sausage.

Jane : Here you are.

Liza : Give me the seasoning, please!

Jane : Oh, okay. Here they are. Well, what should we do with all this

materials?

Liza : First, wash all the vegetables. Put four glasses of water into a pan

and boil it. After that, boil the chicken for fifteen minutes. Then, put

the vegetables together into the boiled chicken for a few minutes.

Jane : Ok. And then?

Liza : Pass me the seasoning and sausages. Stir it slowly. And... Finish!

The soup is ready. Serve it in a bowl.

Jane : Wow.. Delicious! You’re really a good cook.

Liza : Thanks.




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Imperatives

An imperative is statement asking someone to do something. We use

the simple form of the verb. We can also use the word ‘please’.

• Prepare the materials, please!

• Don’t forget the seasoning.

• Give me the seasoning, please!

• Wash all the vegetables.

• Boil the water.

• Peel the onions.

• Pass me the salt, please!

• Stir it slowly.

• Serve it!

• Turn on the stove

Now, find more examples of imperatives in the dialogue above.

D. LET’S DO IT!

Listen carefully to the cassette. Arrange the following jumbled instructions.

A. First, wash some rice in cold water.

B. Cooking rice

C. After that, put the rice to the simmer and steam it for about 45 minutes.

D. Second, put the rice with some water in a pot.

E. Now, the rice is ready to serve.

F. Well, to cook rice you need some rice and water.

G. Then, boil and cool it slowly for about 20 minutes.

H. Now, let me tell you steps of cooking rice.


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I. After 20 minutes, see, there is no more water now.

Then, identify the goal, material(s) needed, and steps. Then, take turns reading it aloud to your partner.

E. let’s practice

Work in pairs. Make a dialogue on how to make some meals. Students A will

show student B how to make the meal and student B will respond to student

A’s instructions. Use the right imperatives and instructions.

F. let’s rEFLECT


today.

Glossary

Boil = merebus

Cook (n) = koki

Delicious = lezat

Pass = memberikan

Prepare = menyiapkan

Seasoning = bumbu

Serve = menyajikan

Stir = mengaduk


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• Carry out a transactional conversation involving making suggestions.


• Give suggestions while listening to a report text.

• Carry out a role play using the functional text of making suggestions.

A. LET’S START


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Make a list of things you want to do if you visit a new wonderful island.

1. relaxing mind and body _ 6. ______________________________

2. _have a fresh air ___________ 7. ______________________________

3. _______________________________ 8. ______________________________

4. _______________________________ 9. ______________________________

5. _______________________________ 10. _____________________________

B. LET’S listen


Liza : Joan, what shall we do in our holiday?

Joan : How about going to the National park? We can see many animals

there.

Liza : I don’t want to. I’ve gone there for several times. And I feel bored.

Joan : How about going around the city. We can stop at a shopping centre

and shop till drop. Or we can go to our favorite cafes or restaurants.

I know that you like eating, don’t you?

Liza : Ohh.. Come on! Can you find another interesting thing so that we can

spend our holiday?

Joan : Why don’t we go to Bali? It’s a beautiful island, isn’t it? We can spend

the time in the beaches and do sunbathing there.

Liza : And at night we can taste the traditional food there. We can see a

good night life there. Good idea!

Joan : All right then. Let’s go to Bali tomorrow.




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Making Suggestions

There are a number of ways of making suggestions to someone to do

something. They are:

• Shall we ... ?

• Why don’t we ... ?

• How about ...

• Let’s ...

You can agree to someone else’s suggestion by using any of these

expressions:

• Ok!

• Good idea!

• All right!

• Why not?

• That’s great!

If you don’t agree to someone else’s suggestions, you can say one of

the following:

• No, thanks

• I don’t really like feel that

• I’d rather do something else

• Let’s do of something else

• Let’s think of something else.

Now, find the expressions of making suggestion in the dialogue above.

D. LET’S DO IT


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Listen to a woman talking about her travel to some islands. Which island

would you suggest to someone who says the following statements?

‐ ‘I want complete peace and quite.’

‐ ‘I’m very interested in birds, animals and plants.’

‐ ‘I want to go snorkeling.’

‐ ‘I want to go somewhere with plenty of shops and a good night life.’

E. let’s practice

List some roblems that you usually face when you are travelling or having

holidays. Then, move around the class, and ask your friends for suggestions.

F. let’s rEFLECT


today.

Glossary

Bored = bosan

Night life = kehidupan

malam

Peace = damai

Shop till drop= belanja sampai

puas

Snorkeling = menyelam

Sunbathing = berjemur

Quiet = tenang


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Tape Script and Answer Key

Unit 1 A. Let’s Start You will hear ten remarks. Which of the men in the photos could each one describe? 1. He has thick, brown wavy hair. 2. He had a beard and a moustache. 3. He had quite a long face. 4. He had spectacles. 5. He had dark hair and a dark pullover. 6. He was wearing a check shirt. 7. He had a sort of whitish shirt. 8. He had a blue scarf. 9. He looked like an unhappy dog. 10. He’s a teacher. D. Let’s Do It Listen to the conversation carefully and then complete the dialogue. Chuck : What’s a great party? Mike : You think so? I thought it was dreadful. I got stuck in the corner with this bloke. Chuck : What was he like? Mike : What was he like? Well, he had quite a long face; it looked rather like unhappy dog. Dark hair, dark pullover, a sort of whitish shirt, ... And he talked about roads, driving between his home and his mother‐in‐law’s, which was the best road to take. Can you imagine? When he wasn’t talking about roads, he was talking about the weather. I mean, he was so boring. Unit 2 D. let’s Do It Listen to the cassette and then follow the instructions.

Origami First of all, you fold the paper in a half, and then open it again. And then

you fold it in half the other way, and open it again. Then you fold each of the corners into the centre, so that you have a smaller square.


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Now you’ve got a smaller square, so then you fold the top two sides into the centre, and that should make the top part look like a triangle. And then if you fold up the bottom, it makes a triangle. And then next you fold in the bottom two corners towards the centre. Then you fold the bottom up, to about half way up the triangle. And then fold half of it back down again, now that should make the frog’s feet. Then you fold the top corner down, just a little way, and that makes his head. Then if you turn the frog over, and you press on the frog’s back with your finger, you can make him jump. Unit 3 D. Let’s Do it Listen and complete the conversation below with the correct words you heard.

Liza : What do you usually do on your day off? Joan : Nothing much. I always sleep until noon. Liza : Do you usually go out on Saturday night? Joan : Yes, I often do. I sometimes go roller‐skating or I go to a movie. Liza : Do you usually drive to school? Joan : No, I never drive to school. I always take the bus. Liza : What do you usually do after class? Joan : I often meet friends for a drink or I sometimes go straight home. Liza : Do you usually get much exercise? Joan : Yes, I sometimes play tennis after work. And, on Sundays, I often go to a gym.

Unit 4

....3.... called his parents. ....2.... went to the police station. ....4.... sold his camera. ....6.... called the air lane company. ....5.... move to a hostel. ....1.... went to the embassy.


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Unit 5 A. Let’s Start Listen to five short monologues. Choose the right pictures for the clues that you have heard. 1. The egg cracked open. Then a gray little duckling came out. She was so ugly that the brothers and sisters didn’t want to play with her. “Go away!!! You’re such an ugly little feature!!! You’re not our sister. 2. A good fairy blessed the princess, saying, “She will not die but sleep for a hundred years.” 3. One day when the queen asked the mirror, “Mirror, mirror on the wall, who’s the fairest of us all?” The mirror replied, “Snow white is the fairest of all.” 4. The fairy told her, “You have to go home by midnight.” 5. The wolf locked the granny in the cupboard, wore her night cap and got into her bed. “The better to eat you with, “said the wolf. He jumped out of bed and ate the little girl. B. Let’s Listen Listen to the cassette and then complete the blanks.

Beauty and the Beast (1)Once upon a time there was a prince. He lived in a castle in France. One day a woman came to his castle. She was old and ugly. The prince didn’t like her and sent her away. (2) After the prince sent the woman away, she turned into beautiful fairy. She cursed the prince and his castle. The prince became a beast. He was very ugly. All his servants became furniture. The prince could be a human if a woman fell in live with him. (3) Meanwhile, on the other said of the mountain, there lived a girl. Her name was Belle. She lived with her father, Maurice. One day, Maurice travelled passed the castle. It was raining (4) so he came into the castle. (5) when the Beast saw him, he captured him. Belle was so worried (6) because her father didn’t come back. She began to look for him. She arrived in the castle and she found her father there. Belle agreed to stay in the castle so that her father could go home. (7) First, Belle didn’t like the Beast because he was mean. (8) After that, slowly he changed. He was not mean anymore. Belle began to like him and (9) then she fell in love with him. She told her love to the Beast. (10) _Finally the spell was broken. The Beast and his servants became human again. The beast and Belle got married. They live happily ever after.


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Unit 6 D. Let’s Do It A. Listen carefully to the story and complete the information on the following box. 1. Halloween is a celebration on the evening of October the thirty‐first in

most areas of North America and in some areas of Western Europe. Halloween is symbolically associated with death and the supernatural.The most Halloween decorations are the Jack‐o‐lantern, a hollowed‐out pumpkin carved to resemble a very ugly face with a candle light placed inside.

Traditional costumes usually represent witches, ghost, vampires and others supernatural beings. Another Halloween tradition is “Trick‐or‐ Treating” in which children go from house to house asking for candies. 2. Thanksgiving is a time for gathering and sharing. In the Unites States, it is celebrated on the fourth Thursday in November. In Canada, Thanksgiving falls on the second Monday in October. Turkey, corn (or maize), pumpkins and cranberry sauce are symbols which represent the Thanksgiving. Now all of these symbols are drawn on holiday decorations and greeting cards. The use of corn represents the harvest and the fall season.

3. Valentine's Day is a holiday celebrated on February 14. In the Americas and Europe, it is the traditional day on which lovers express their love for each other by sending Valentine's cards, presenting flowers, or offering confectionery. The day became associated with romantic love, when the tradition of courtly love flourished. The day is most closely associated with the mutual exchange of love notes in the form of "valentines." Modern Valentine symbols include the heart‐shaped outline and the figure of the winged Cupid. B. Listen once again, and then decide whether these following statements are true or false. Unit 7 D. Let’s Do It Listen carefully to the cassette. Arrange the following jumbled instructions on your text book. A. Cooking rice


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B. Well, to cook rice you need some rice and water. C. Now, let me tell you steps of cooking rice. D. First, wash some rice in cold water. E. Second, put the rice with some water in a pot. F. Then, boil and cool it slowly for about 20 minutes. G. After 20 minutes, see, there is no more water now. H. After that, put the rice to the simmer and steam it for about 45 minutes. I. Now, the rice is ready to serve.

Unit 8 D. Let’s Do It Listen to a woman talking about her travel to some islands.

The Seychelles We flew to Mahe, which is the largest of the islands in the Seycheles,

and immediately got a small plane to the second biggest island, which is called Praslin. It’s pretty small, I think it’s about ten miles in diameter, so a small place. It really was like a perfect story‐book island with coral reefs and white sands and perfect temperature. The other extraordinary thing about Praslin is it has an ancient primeval forest called the valley de Maie. This forest hasn’t been touched for millions of years. And we went to an extraordinary island called Curieuse, which used to be a leper colony, and has a large amount of giant tortoises, and they really are big, a small child could ride on one of these tortoises. We also went to Cousin Island, and that is a bird sanctuary, and has beautiful birds. We then travelled to Denis Island for one week, which is a private island, which just has a hotel and you really feel as if you are Robinson Crusoe on this island, with these beautiful perfect coral reefs, and this blue‐green sea, and the lagoons.


listening instructi onal materials based on task … filevii abstract astuti, eti. 2009. listening...

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