Post on 21-Mar-2019
ENGLISH LISTENING MATERIALS USING TASK-BASED
LANGUAGE TEACHING FOR THE SEVENTH GRADE
STUDENTS OF SMPN 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Francisca Hastin Nugraheny
Student Number: 091214057
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2014
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ENGLISH LISTENING MATERIALS USING TASK-BASED
LANGUAGE TEACHING FOR THE SEVENTH GRADE
STUDENTS OF SMPN 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Francisca Hastin Nugraheny
Student Number: 091214057
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2014
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ABSTRACT
Nugraheny, Francisca Hastin. 2014. English Listening Materials Using Task-Based Language Teaching for the Seventh Grade Students of SMP N 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Sanata Dharma University.
This study aims to develop English listening materials using task-based language teaching for the seventh grade students of SMPN 2 Yogyakarta. There is one research problem formulated in this study: what is the designed material using task-based language teaching for the seventh grade students of the first semester of SMPN 2 Yogyakarta like?
In order to answer the research problem, the writer uses Research and Development method which is suited to Kemp’s design. There are five steps applied in this study. The steps namely: (1) Research and Information Collecting. (2) Planning. (3) Development of Preliminary Form of Product. (4) Preliminary Field Testing. (5) Main Product Revision. The materials are developed based on students’ characteristics, needs, and interest.
There are four experts to evaluate the designed materials. The result of the evaluation is that the designed materials are already appropriate for the students as seen in the result of preliminary field testing which is in the percentage of 75% for the experts who agree with the opinions asked. However, it still needs revision to improve the materials.
The final version of the designed materials consists of four units, namely, “Hello, Friends!”; “Open Your Book, Please!”; “Everything around Us”; “Be Grateful!”. Each unit was divided into four sections, namely: Warming Up; Your Turn; Your Focus; What have You Learnt Today?. The materials are developed based on school-based curriculum (KTSP) applied in the school. Therefore, it is expected that the designed materials can motivate the students to learn English especially in listening skill.
Keywords: listening materials, task-based language teaching, seventh grade students
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ABSTRAK
Nugraheny, Francisca Hastin. 2014. English Listening Materials Using Task-Based Language Teaching for the Seventh Grade Students of SMPN 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Sanata Dharma University.
Skripsi ini bertujuan untuk mengembangkan materi mendengarkan Bahasa Inggris menggunakan pengajaran berbasis tugas bagi siswa kelas tujuh SMP N 2 Yogyakarta. Ada satu permasalahan yang dirumuskan dalam skripsi ini: bagaimanakan bentuk materi menggunakan pengajaran berbasis tugas bagi siswa kelas tujuh SMP N 2 Yogyakarta?
Untuk menjawab permasalahan, penulis menggunakan metode penelitian dan pengembangan yang disesuaikan dengan rancangan Kemp. Ada lima tahap yang diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian dan Informasi. (2) Perencanaan. (3) Pengembangan Bentuk Awal Produk. (4) Pengujian Awal di Lapangan. (5) Perbaikan Utama Produk. Materi yang dirancang dikembangkan berdasarkan karakteristik, kebutuhan, dan minat siswa.
Terdapat empat ahli untuk mengevaluasi material yang dirancang. Hasil dari evaluasi yaitu bahwa materi sudah pantas bagi siswa terlihat dari hasil uji awal lapangan yang berada pada persentase 75 % bagi ahli yang setuju dengan opini-opini yang ditanyakan. Walaupun demikian, materi tersebut masih membutuhkan revisi.
Hasil akhir dari materi yang dirancang terdiri dari empat unit, yaitu, “Hello, Friends!”; “Open Your Book, Please!”; “Everything around Us”; “Be Grateful!”. Setiap unit dibagi menjadi empat bagian, yaitu Warming Up; Your Turn; Your Focus; What have You Learnt Today?. Materi dikembangkan berdasarkan kurikulum berbasis sekolah (KTSP) yang di gunakan di sekolah. Dengan demikian, diharapkan bahwa material yang dirancang dapat memotivasi siswa untuk belajar Bahasa Inggris terutama ketrampilan mendengarkan. Kata kunci: listening materials, task-based language teaching, seventh grade students
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to my Father and
my Savior Jesus Christ for life, blessing, and everything during my life
especially during my study and my thesis writing.
My special gratitude goes to my thesis advisor Caecilia Tutyandari,
S.Pd., M.Pd. for her time, patience, guidance, suggestions, and support to finish
this thesis. I would like to express my gratitude to F. Chosa Kastuhandani,
M.Hum and Christina Lhaksmita Anandari, S.Pd., Ed.M. for being great
evaluators to evaluate my materials and giving great advice. I am thankful to all
the lecturers of English Language Education of Sanata Dharma University
for guiding me during my study and all secretariat staffs for helping me with
administrative matters.
I send my gratitude to the Headmaster and the teachers of SMPN 2
Yogyakarta, especially for the English teachers, Ibu Triyani and Ibu Yenny for
giving permission to conduct the study and helping evaluate the materials. I
personally thank to all students of SMPN 2 Yogyakarta especially class 7 F.
I would like to thank my parents, Chatarina Hastini and Ignatius
Sumardiyono, my brother, mas Didit, my sister-in-law, mbak Ana and to my
lovely nephew for their support and prayer during my study until I finished my
thesis.
I send my gratitude to my umbrella research friends, Berta, Shela, and
Bayu for the brilliant idea and support. I would like to thank Ceravika Anggi and
Felicita Devi for helping me check my work.
I would like to thank Yogis, Lice, and Rieska for their amazing voice. My
gratitude goes to Riny Meli, Rosi, Meme, Sinta, and Awang for the great time,
hard work, and unforgettable moments. I thank PBI Class B friends, PBI
badminton friends, and others for always supporting each others during the
study.
Last but not least, my gratitude goes to all PBI students batch 2009, for
the wonderful moments during the study in Sanata Dharma University, and all the
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people whose names cannot be mentioned one by one here. May Lord always be
with us.
Francisca Hastin Nugraheny
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TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………..
APPROVAL PAGE ……………………………………………………
STATEMENT OF WORK’S ORIGINALITY ………………………...
PERSETUJUAN PUBLIKASI KARYA ILMIAH ………………….........
ABSTRACT ……………………………………………………………
ABSTRAK ………………………………………………………………
ACKNOWLEDGEMENTS ……………………………………………
TABLE OF CONTENTS ………………………………………………
LIST OF TABLES ……………………………………………………..
LIST OF FIGURES …………………………………………………….
LIST OF APPENDICES ……………………………………………….
CHAPTER I. INTRODUCTION
A. Research Background …………………………………………..
B. Research Problem ………………………………………………
C. Problem Limitation ……………………………………………..
D. Research Objective ……………………………………………..
E. Research Benefits ………………………………………………
F. Definition of Terms …………………………………………….
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ………………………………………...
1. Instructional Design ………………………………………..
2. Listening ……………………………………………………
3. Task-Based Language Teaching ……………………………
4. School-Based Curriculum ………………………………….
B. Theoretical Framework ………………………………………...
i
ii
iv
v
vi
vii
viii
x
xii
xiii
xiv
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4
4
5
5
5
7
7
9
14
20
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CHAPTER III. METHODOLOGY
A. Research Method ……………………………………………….
B. Research Participants …………………………………………..
C. Research Instruments …………………………………………..
D. Data Gathering Techniques …………………………………….
E. Data Analysis Technique ……………………………………….
F. Research Procedure …………………………………………….
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Steps in Designing Materials ……………………………...
1. Research and Information Collecting ………………………
2. Planning …………………………………………………….
3. Development of Preliminary Form of Product ……………..
4. Preliminary Field Testing …………………………………..
5. Main Product Revision ……………………………………..
B. The Final Version of the Designed Materials ………………….
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions …………………………………………………….
B. Recommendations …………………………………………….
REFERENCES …………………………………………………………
APENDICES …………………………………………………………...
27
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30
31
32
34
38
38
42
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50
55
56
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62
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LIST OF TABLES
Table Page
3.1
3.2
3.3
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
Degrees of Agreement ............................................................
The Result of the Questionnaire (blank) .................................
The Description of Research Participants ...............................
The Result of the Questionnaire for Students about the
Experience in Listening Class .................................................
The Units and the Topics in the Designed Materials ..............
The Basic Competencies/Goals ..............................................
Learning Objectives ................................................................
The Result of the Questionnaire about Students’ Expectation
in Listening Activities .............................................................
The Description of Research Participants ...............................
Degrees of Agreement ............................................................
The Result of Questionnaire in Preliminary Field
Testing ....................................................................................
The Comparison of the Last Materials and the Revised
Materials .................................................................................
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33
34
40
43
43
44
47
50
51
52
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LIST OF FIGURES
Figure Page
Figure 1
Figure 2
Figure 3
Kemp’s Design ................................................................
The Model of Task Component .......................................
The Steps in Designing English Listening Materials for
the Seventh Grade Students of SMPN 2 Yogyakarta .......
9
19
21
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LIST OF APPENDICES
Page APPENDIX A. OFFICIAL LETTERS.................................................. 66
A.1
A.2
A.3
Letter of Asking Permission to the Headmaster of SMPN 2
Yogyakarta ...................................................................................
Letter of Asking Permission to Walikota Yogyakarta .................
Letter of Official Permission from Dinas Perijinan ....................
67
68
69
APPENDIX B. QUESTIONNAIRES................................................... 70
B.1
B.2
Questionnaire in Research and Information Collecting for
Students ........................................................................................
Questionnaire in Preliminary Field testing for Teachers and
Lecturers .......................................................................................
71
75
APPENDIX C. INTERVIEW................................................................ 80
C.1
C.2
Interview Guideline for Teachers ................................................
Interview Transcript ....................................................................
81
82
APPENDIX D. THE DESIGN OF THE MATERIALS........................ 86
D.1
D.2
D.3
D.4
Syllabus ........................................................................................
Lesson Plans ................................................................................
General Description .....................................................................
The Design of English Listening Materials .................................
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91
111
113
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CHAPTER I
INTRODUCTION
This chapter consists of six sections, namely, the research background, the
research problem, the problem limitation, the research objective, the research
benefits, and the definition of terms.
A. Research Background
Listening is one of four important skills in learning a language. In
learning the English language, listening becomes the basic skill to learn English.
In addition, it is stated that listening comprehension is recognized as a basic skill
(Morley, 2001: 69). Since it is very important, learners should have proper
listening skill in their process of learning English. Listening, however, is making
sense of what is heard and requires the individual to constantly pay attention,
interpret, and remember what is heard (Anonymous, 1998). The listening skill
level must be suitable for the students’ grade because the skills are different in
every level of education. For the students of Junior High School, it is very
important for them to start improving their listening skill so that they can be more
accustomed to English. Through listening, the students are trained to adapt
themselves to face the real situation especially in learning a new language.
According to Brownell (1996: 6), listening is learnt first before other
skills such as speaking, reading, and writing. As shown in the syllabus in the
current curriculum which is school-based curriculum, the listening skill is taught
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first before the other skills. According to Krashen and Terell (1983), listening is
very important and is viewed as the basic skill that will allow speaking, reading,
and writing to develop spontaneously over time, given the right conditions. Since
listening is a basic skill for the students to learn English, schools should have
appropriate materials to support the learning activity because the listening
activities have important role in helping the students to learn the English
language. The students should have more practice in listening skill so that they
can be accustomed to English. According to the English teachers of SMPN 2
Yogyakarta, the students who lack listening skill are caused by the listening skill
exercises that are rarely conducted and the listening materials which are not
suitable for the students.
It was stated by the English teachers of SMPN 2 Yogyakarta that the
school actually had proper media to conduct listening activities in class. One
problem that was recognized by the writer in the school was that the school did
not have enough listening materials for the students. However, the school had
good facilities to deliver listening materials such as good quality speakers in every
class and a language laboratory. The language laboratory aimed for learning
language for the students. There were 30 set of computers with headphones and
microphones. The facilities in the language laboratory were still working well.
From this situation, the teachers of SMPN 2 Yogyakarta suggested the writer
design appropriate English listening materials for the students so that the teachers
could use the materials to teach the students. Moreover, it was suggested adding
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audio visual part in the designed materials since the school had the proper media
to conduct the activity.
It is important for the students to start learning English through listening
from the first year of Junior High School because they have to prepare themselves
to the higher level and to face the National Exam on the listening section of
English subject. In order to make the students feel motivated in learning listening,
teachers should be creative in creating materials so that the students can follow or
understand the materials easily and be active in the learning process. From the
problem faced by the school, the writer designs listening materials based on the
school needs.
Task-based language teaching is the approach for the writer in making
the listening materials for the students. Compared to content-based, task-based
language teaching concerns with communicative and cognitive processes. It could
specify the task carried out by the students to develop their language skills. On the
other hand, content-based concerns the content with the information. The students
focus on the real-world content and the understanding of information through
language.
The writer implements the task-based language teaching principles since
the support the implementation of communicative language teaching. Nunan
(2004) states that the tasks in task-based language teaching involve
communicative language use in which the user’s attention focuses on the meaning
rather than grammatical form (p. 4). Through communicative language teaching,
the students can build their communication competence in English along with the
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tasks and exercises given. Task-Based instructions are used to support the task
given in the classroom activities. They could specify the task carried out by the
students to improve their listening skill. According to Nunan (2004), task-based
language teaching introduces authentic materials to the learning situation, which
make a link between classroom learning with the language use outside the
classroom. It means the listening materials represents the real world to the learners
by listening to the real conversation to make the students familiar with English
and can learn English easily. Crookes and Phrabhu state that teaching and learning
activities under communicative task-based language teaching typically involve
learners as problem solvers who have to fulfill a specified real world task in
relation to the instructional objectives or learning outcomes (as cited in Sidek,
2012).
B. Research Problem
The writer formulates a problem in this study: What are the designed
materials using task-based language teaching for the seventh grade students of the
first semester of SMPN 2 Yogyakarta like?
C. Problem Limitation
This study is limited to the English listening materials for the seventh
grade students of the first semester of SMPN2 Yogyakarta using task-based
language teaching. The materials are designed based on the school needs to
provide listening materials for the students. The materials are designed based on
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the current curriculum applied in the school which is the 2006 school-based
curriculum.
D. Research Objective
This study has an objective in answering the research problem which is to
design an appropriate English listening materials using task-based for the seventh
grade students of SMPN2 Yogyakarta.
E. Research Benefits
The following lists are the research benefits from the research for the
English teachers and the students of SMPN 2 Yogyakarta.
1. For the English Teachers
The English teachers of SMPN2 Yogyakarta can use the materials to teach
the students in practicing listening skills and to help the students to improve their
listening ability.
2. For the seventh grade students of SMPN 2 Yogyakarta
The students could learn English through appropriate listening materials to
help them understand English more. The listening materials which are designed
by the writer aim to improve students’ ability in learning English through
listening.
F. Definition of Terms
The following are the terms used in this study.
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1. Listening Materials
Listening is a demanding process, not only because of the complexity of
the process itself, but also due to factors that characterize the listener, the speaker,
the content of the message, and any visual support that accompany the message
(Brown & Yule, 1983). The listening material is a set of materials which is used
by teachers to teach the English language through listening in order to improve
students’ listening skill.
2. Task-based language teaching
According to Nunan (2004: 1), task based language teaching is a need
based approach which focuses on the content selection and emphasizes on the
learning through interaction in the target language. The writer uses task based as
an approach to develop learning tasks in designing the listening materials.
3. The seventh grade students
The seventh grade students are the first year students of Junior High
school. For some students of this grade, this is the first time they learn English
because they did not get any English materials in elementary school. It is
important for the students to start learning English through listening from the first
year of junior high school to make them accustomed to listening activities.
4. SMPN 2 Yogyakarta
SMP Negeri 2 Yogyakarta is a public school which is located at Jl. P.
Senopati No. 28-30 Yogyakarta. The school applies school-based curriculum
2006. In this school, English is taught 6x40 minutes each week. The school has
proper facilities to support listening in learning language.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with theories related to this study. This chapter consists
of two parts namely, the theoretical description and the theoretical framework.
A. Theoretical Description
This section discusses the theories of the instructional design, the listening
skill, the task-based language teaching, and the school-based curriculum.
1. Instructional Design
Developing a set of listening materials needs a system of instructional
program to be followed. In this study, the writer applies Kemp’s design in
developing the listening materials.
Kemp’s method can be applied in any educational level therefore this is a
suitable method for the writer to develop the listening materials. Kemp offers
instructional technology which means the systematic design of instruction, based
on knowledge of the learning process and on communication theory, taking into
consideration as many factors and variables of the particular situation as possible,
so that successful learning will result (Kemp, 1977, p. 7).
According to Kemp (1977), there are three essential elements of
instructional technology (p. 8). They are what must be learned? (objectives), what
procedures and resources will work best to reach the desired learning levels?
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8 (activities and resources), and how will we know when the required learning has
taken place? (evaluation)
Kemp (1977) states in maintaining the essential elements, there is design
plan which consists of eight parts and shows how each one can be developed in
actual practice (p. 8). The first part is considering goals, and then listing topics,
stating the general purposes for teaching each topic. Second, enumerating the
important characteristics of the learners for whom the instruction is to be
designed. Third, specifying the learning objectives to be achieved in terms of
measure student behavioral outcomes. Fourth, listing the subject content that
supports each objective. Fifth, developing pre-assessments to determine the
student’s background and present level of knowledge about the topic. Sixth,
selecting teaching/learning activities and instructional resources that will treat the
subject content so that students will accomplish the objectives. Seventh,
coordinating such support services as budget, personnel, facilities, equipment, and
schedules to carry out the instructional plan. Eighth, evaluating students’ learning
in terms of their accomplishment of objectives, with a view to revising and
reevaluating any phases of the plan that need improvement.
There is interdependence among the eight elements; decisions relating to
one may affect others. The writer applied Kemp’s design because this is a flexible
process (Kemp, 1977, p. 98). This is the strength of Kemp’s model. The diagram
in Figure 1 illustrates the relationship of each step in the plan to the other steps
which supports the instructional design as a flexible process.
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Figure 1: Kemp’s Design (1977, p. 9)
The diagram shows that Kemp’s instrcutional design model is a cycle. The
writer can start the steps which are suitable and move back and forth to the other
steps. Kemp (1977) reveals that it may be possibe to simplify or reorder phases of
this plan and still improve learning (p. 10). Another strength of Kemp’s design is
that this design could be applied to all level of education.
2. Listening
In this section, the writer discusses listening skill. There are four parts in
this sections namely, listening process, learners’ problems in listening skill,
teaching listening, and types of listening activities.
a. Listening Process
Listening is a demanding process, not only because of the complexity of
the process itself, but also due to factors that characterize the listener, the speaker,
Goals, topics,
and general
purpose Learner
character-
istics
Evaluation
Learning
objectives
Support
Services
Pre-
assessment
Teaching/
learning
activities
Subject
content
Revise
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10 the content of the message, and any visual support that accompanies the message
(Brown & Yule, 1983). According to Goh (2002), in order to comprehend
listening, there are two kinds of listening processes; bottom-up and top-down (p.
5).
1) Bottom-up
According to Goh (2002), bottom-up listening refers to a process by which
sounds are used to build up increasingly larger units of information, such as
words, phrase, clauses, and sentences before the aural input is understood (p. 5).
Richards (1987) (as cited in Nunan, 1989) adds that Bottom-up processes include
scanning the input to identify familiar lexical items, segmenting the stream of
speech constituents, using phonological cues to identify the information focus in
an utterance, and using grammatical cues to organize input into constituents (p.
25).
2) Top down
Top-down listening refers to the use of background knowledge (schema) to
analyze, interpret, and store information for facilitating and enhancing
comprehension (Goh, 2002, p. 6). Richards (1987 as cited in Nunan (1989, p. 26))
provides the examples of Top-down process: assigning an interaction part of a
particular event, assigning places, persons or things to categories, inferring cause
and effect relationships, anticipating outcomes, inferring the topic of a discourse,
inferring the sequence between events, and inferring missing details.
Bottom-up and top-down processes can help the learners find the words’
meaning so that they have a good understanding of the circumstances. Listening
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11 needs bottom-up and top-down processing to comprehend the passage. Eysenck
(1993) (as cited in Goh, 2002, p. 6) states “top-down and bottom-up processing
occur at the same time in what is known as parallel processing”.
b. Learners’ Problems in Listening Skill
According to Brown & Yule (1983) there are listener factors that affect
listening difficulty: what is the listener’s role eavesdropper or participant? What
level of response is required? How interested is the listener in the subject?
Therefore those criteria affect learner’s level of difficulty in learning listening.
There are significant factors in task difficulty. The factors are likely the
organization of the information, the familiarity of the topic, the explicitness and
sufficiency of the information, the type of referring expressions used, and whether
the text describes a static or dynamic relationship.
To overcome the problem, there must be a motivation from the learners.
According to Watson and Smeltzer (1984) (as cited in Nunan, 1999) there are
factors internal to the learner such as attentiveness, motivation, interest in and
knowledge of the topic, can have a marked bearing on listening success.
c. Teaching Listening
According to Nunan (1999), listening exercises provide teachers with the
means for drawing learners’ attention to new forms (vocabulary, grammar, new
interaction patterns) in the language (pp. 141-142). Harmer (2007) states that the
students should be encouraged to listen to various kinds of listening sources as
often as possible (p. 135). In addition, the students need to listen to the audio more
than once to catch the missing things.
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In teaching listening, the teachers should assess the learners on their
progress of learning listening. Anderson and Lynch(1988) states that most
teachers use test tools to teach listening. In addition, Anderson and Lynch state
that listening exercises are designed as the media for practicing aural
comprehension which direct students to learn more. Listening test should not be
used as the assessment to measure students’ understanding but on the other hands,
students should be given more practice and various kinds of listening activities to
deal with other problems.
Harmer (2007) offers six listening principles for the teachers to help the
students in improving listening skill (p. 135). Those principles as follows:
1) Encourage students to listen as often and as much as possible.
The more students listen, the better they get at listening and understand the
pronunciation. It will make the students more familiar to English pronunciation
since they are accustomed to listening to English vocabulary and conversations.
2) Help students prepare to listen.
The students need to be made ready to listen in order to be in position to
predict what kind of topic is coming. It will help the students to have better
listening because of the familiar topic and vocabulary.
3) Once may not be enough.
There are almost no occasions when the teacher will play an audio track
only once. The students will want to listen to it again to pick up the things they
missed the first time.
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13 4) Encourage the students to respond to the content of a listening, not just to the
language.
An important part of listening sequence is for teachers to draw the
meaning of what is being said, discern what is intended and find out what
impression it makes on the students.
5) Different listening stages demand different listening tasks.
The teachers need to set different tasks for different listening stages. The
tasks may need to be fairly straightforward and general. That way, the students’
general understanding and response can be successful.
6) Good teachers exploit listening texts to the full.
If the teachers ask the students to invest time and emotional energy in a
listening text – and if they themselves have spent time choosing and preparing the
listening sequence – then it makes sense to use the audio track or live listening
experience for as many different applications as possible.
d. Types of Listening Activities
Ur (1996) lists four types of listening activities and each type has its own
division (p. 113). They are no overt response, short response, longer response, and
extended response.
1) No Overt Response
In this type, the learners will just listen to the listening materials without
giving any responses. The activities in this type are listening to stories, songs, and
videos.
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14 2) Short Response
In this type, the learners will only give short response to the materials. The
activities are response to the instruction, true/false statement, detecting mistakes,
skimming and scamming.
3) Longer Response
In this type, the learners give longer response / answer or more actions.
The activities are answering questions, note taking, summarizing, and long gap
filling.
4) Extended Response
In this type, the listening activity is only a basic to extend reading,
speaking, or writing. The activities are problem solving and interpretation.
3. Task-Based Language Teaching
This section discusses about task-based language teaching. There are five
parts in this sections namely, the definition of task-based language teaching, the
definition of task, the task-based language teaching framework, the task varieties,
and the task component.
a. Defition of Task-Based Language Teaching
Task-based language teaching is a need-based approach which focuses on
the content selection and emphasizes on the learning through interaction in the
target language (Nunan, 2004). Nunan (2004) states that task-based language
teaching makes a link between classroom learning with the language use outside
the classroom. In learning listening, the students can be helped by this approach to
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15 explore more about listening because learning listening means that the students
learn the real situation for the example how native people speak.
b. Definition of Task
According to Wiilis (1996), task is activity in which the target language is
used by the learner in a communicative purpose to achieve the outcome (p. 23).
Moreover, Nunan (2004) states that task is a piece of classroom work which
involves the learners in comprehending and producing the target learners in
comprehending and producing the target language by activating their grammatical
knowledge to express and convey the meaning (p. 4).
c. Task-Based Language Teaching Framework
Willis (1996) states that task-based language teaching framework consists
of three phases (p. 38). They are pre-task, task cycle, and language focus.
1) Pre-task
The pre-task phase prepares the students to do the tasks. This phase is not
to teach large amounts of new language, and certainly not to teach one particular
grammatical structure, but to encourage the students’ confidence in handling the
task, and give them something to fall back on if necessary. The teacher introduces
the topic and the tasks to the students which are conducted through the
brainstorming ideas, pictures, mime or personal experience to introduce the topic.
This step aims to ensure that the learners understand the task, goal, and result.
This phase can be shorter or longer depending on the learners’ degree of
familiarity with the topic and types of task.
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16 2) Task Cycle
Task cycle offers the learners the opportunity to use whatever language
they already know in order to carry out the task and to improve the language
under the teacher guidance. Task cycle may be based on the reading or listening
text and it may be followed by the students hearing a recording of others doing the
same tasks.
a) Task
In this step, the students are allowed to carry out the activities and task in
pairs or small groups. The main focus of the task is to get on meaning or content
rather than on the form of the target language. The teacher monitors the students
and helps them to formulate what they want to say without intervening to correct
their error form.
b) Planning
In this step, the students prepare to report to the whole class how they did
the task, what they decided or discovered.
c) Report
In this step, the students present their reports to the class, or exchange
written reports, and compare result. The teachers may give feedback to the
students’ reports to improve their understanding.
3) Language Focus
Language focus continues the report phase and provides an opportunity for
explicit language instructions. The purpose is to highlight the specific language
features from the materials used earlier in the task cycle. By this point, the
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17 learners will have already worked with the language and processed it on meaning,
therefore they are already to focus on the specific language form that carries the
meaning.
This phase is divided into analysis and practice activities. In analysis
activity, the students examine and discuss specific features of the text or transcript
of the recording. In practice activity, the teacher conducts practice of new words,
phrases, and pattern occurring in the data, either during or after analysis.
d. Task Varieties
Task-based language teaching has many varieties of task (Willis, 1996, p.
23). There are six types of task as follows:
1) Listing
Listing task tends to generate a lot of talk as learners explain their ideas. It
involves two processes namely, brainstorming and fact-finding. Brainstorming is
the process in which the learners draw on their own knowledge and experience
either as a class or in pairs/groups. Fact-finding is a process in which the learners
find things out by asking each other or other people and referring to books, etc.
2) Ordering and Sorting
These tasks involve four main processes. The first is sequencing items,
actions or events in a logical or chronological order. Second is ranking items
according to personal values or specified criteria. Third is categorizing items in
given groups or grouping them under given headings. Fourth, classifying items in
different ways, where the categories themselves are not given.
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18 3) Comparing
These tasks involve comparing information of a similar nature but from
different sources or version in order to identify common points and/or differences.
The processes involved are matching to identify specific points and relate them to
each other, finding similarities and things in common, and finding differences.
4) Problem Solving
Problem-solving tasks make demands upon people’s intellectual and
reasoning powers, and, though challenging, they are engaging and often satisfying
to solve. The processes and time scale will vary enormously depending on the
type and complexity of the problem.
5) Sharing Personal Experiences
These tasks encourage learners to talk more freely about themselves and
share their experiences with others. The processes could be narrating, describing,
exploring and explaining attitudes, opinions, and reactions. other tasks.
6) Creative Tasks
These are often called projects and involve pairs or groups of learners in
some kind of freer creative work. They tend to have more stages than other tasks
and can involve combinations of task types: listing, ordering and sorting,
comparing and problem solving.
e. Task Component
Nunan (2004) proposes minimum specification of task component. It
includes goals, inputs, procedures, settings, teachers and learners roles.
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19
Figure 2: The Model of Task Component (Nunan, 2004, p. 41)
1) Goals
Goals are general intentions behind any learning task. Goals are the
reasons why the learners carry out a particular task (Nunan, 2004).
2) Input
Input refers to the spoken, written and visual data that learners work with
in the course of completing a task. Input can be made and provided by the
teachers, book, students’ themselves, and any other sources (Nunan, 2004).
3) Procedures
Procedure specifies what learners will actually do with the input that forms
the point of departure for the learning task (Nunan, 2004).
4) Learners and teachers roles
Role refers to the part that learners and teachers are expected to play in
carrying out learning tasks as well as the social and interpersonal relationships
between the participants (Nunan, 2004).
5) Settings
Settings refer to the classroom arrangements specified or implied in the
tasks. They require consideration whether the task is to be carried out wholly or
partly outside the classroom (Nunan, 2004).
Goal Teacher role
Input TASK Learner role
Procedures Settings
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20 4. School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan)
School-based curriculum is the current curriculum used in Indonesia’s
education system. In this curriculum, the schools are able to develop the
components of the curriculum itself from the syllabus. According to Badan
Standar Nasional Pendidikan, as it is quoted in Muslich (2007, p. 10), School-
based curriculum or KTSP (Kurikulum Tingkat Satuan Pendidikan) is an
operational curriculum which is arranged and conducted by each educational
element in each school. According to Muslich (2007), school-cased curriculum
(KTSP) is developed based on some principles (p. 11). First, it focuses on the
potential, developments, needs, and students’ importance and environment. The
second principle is that it is various and integrated. The third principle is that
KTSP is concerned with knowledge, technology, and art. The next principle is that
it is relevant to the life. The fifth principle is total and continual. The sixth
principle is that it is an unstopped learning. And the last principle is that it is
balance in national and local interest.
B. Theoretical Framework
The theoretical framework aims to synthesize the theories which are
explained in theoretical description. It is considered the basis to clarify the
framework as the study. In designing a set of English listening materials for the
seventh grade students of SMPN 2 Yogyakarta, some steps were applied in this
research. The design was developed based on the school-based curriculum 2006.
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21 In designing the materials, the writer adapted Kemp’s design since it has already
provided the steps to develop an effective design of listening materials.
R & D Steps Kemp’s Steps
Figure 3: The Steps in Designing English Listening Materials for the Seventh Grade Students of SMPN 2 Yogyakarta
Research and Information
Collecting
Planning
Development of Preliminary
form of product
Preliminary Field Testing
Main product revision
Listing the students’
characteristic
Stating the Goals and listing
the topics
Specifying the learning
objectives
Listing the subject content
Selecting teaching learning
activities and resources
Designing the materials
Evaluating the designed
materials
Revising the materials
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22
In designing the listening materials, the writer adapted Kemp’s
instructional design model since it provides the steps needed by the writer to
develop the listening materials. The writer chose Kemp’s design because there are
three essential elements of instructional technology that emphasizes on the
problem such as, objectives, activities and resources, and evaluation. The steps
used to develop the materials from Kemp’s design would be suited to R & D
steps. Figure 3 shows the steps from R & D method which has been suited to
Kemp’s design. However, there would be some differences between the steps in
this study and Kemp’s design and R & D steps because the writer adapted the
steps which are suited to the needs in this study. The writer would only revise the
materials once after the preliminary field testing. The writer would consider the
feedback given from preliminary field testing from the experts to revise the
designed materials.
These are the steps used by the writer in designing the materials:
1. Listing the Students’ Characteristics
In this step, the writer does the classroom observation and review of
literature. The writer collects all the students’ characteristics such as the students’
needs, capabilities, and interest in learning English through listening skill. The
writer distributes a questionnaire to the students and conducts an interview with
the English teachers to gain data about the students’ characteristics. The designed
materials will be suited to the students’ characteristics.
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23 2. Stating the Goals and Listing the Topics
This step aims to determine the goal of the designed materials. The term
Goal is stated as Basic Competency in the curriculum. The basic competencies in
every unit in the designed materials were stated as the goals as well as the term
used in the theories. The goals were taken from the current curriculum which is
school-based curriculum (KTSP) 2006. After stating the goals, the writer would
list the topics. The topics would be suited with the school-based curriculum
(KTSP) 2006.
3. Specifying the Learning Objectives
The indicators in every unit in the designed materials are stated as the
learning objectives as well as the term used in the theories. The learning
objectives are listed in order to specify the basic competency of each unit and to
measure the students’ achievement in every meeting of the learning activities.
4. Listing the Subject Content
The subject content of the designed materials is appropriate with the
framework of task-based language teaching since the materials development
adapted the task-Based principles. According to Wiilis (1996), task-based
language teaching framework consists of three phases (p. 38). They are pre-task,
task cycle, and language focus.
1) Pre-Task
The activities in this section are the form of images and questions to be
discussed. In this section, the activities aimed to give warming up for the students
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24 before they jump into the tasks. This section is to find out the students’ knowledge
toward the topic. It will make the students able to prepare themselves to learn.
2) Task-Cycle
In this section, the activities are full of tasks for the students. This part
contained the task cycle of Task-Based principles. There were many different
activities in each topic of the designed materials so that the students could get
various activities. The activities were in form of individual, in pairs, or group
activities.
3) Language Focus
In this section, the students are given an explanation about the language
focus of the topic. This section is put after the task cycle so that the students can
get real examples from the previous activities they have done.
In addition, the students are asked to write down their report and reflection
after they finish every unit given. It aims to find out how much the students learn
through every unit to learn English and improve their listening ability. It aims to
find out how well the students follow the activities.
The content of the materials must be closely related to the objectives and
to the students’ needs. In addition, the writer would consider the content
organizing.
5. Selecting Teaching Learning Activities and Resources
In this step, the writer chooses some teaching-learning activities and
resources which are appropriate for the students’ level. The teaching learning
activities were selected based on the result of research and information collecting.
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25 The writer considers the result from the interview with the English teachers and
the questionnaire for the students about the students’ characteristics and the
activities that the students expected in listening class.
According to Goh (2002), in order to comprehend listening, there are two
kinds of listening processes; bottom-up and top-down. Therefore, the listening
activities reflect those processes. For the pre activities, the writer use bottom-up
process and most of the main activites reflect both processes.
6. Designing the Materials
In this step, the writer used the result of planning step to develop the
materials. The topics of the materials were adapted from the 2006 School-Based
Curriculum (KTSP) and the syllabus of SMPN 2 Yogyakarta. The teaching
learning activities are selected based on the task-based principles. The materials
are developed based on the students’ characteristic. The recording in the designed
materials are made based on the script to match with the students’ listening skill
level. The script will be made based on the materials. Later on, the script will be
given to the English teachers of SMPN 2 Yogyakarta.
7. Evaluating the Designed Materials
This step is conducted to find out whether the materials could meet the
goals and appropriate for the seventh grade students of SMPN2 Yogyakarta. In
gathering the feedback and evaluation of the designed materials, the writer
distributes a questionnaire to the experts. The experts would be two English
teachers and two lecturers to evaluate the designed materials.
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26 8. Revising the Materials
The last step which is main product revision is conducted by revising the
designed materials based on the feedback given from the experts after they
evaluate the designed materials. The writer will consider the result of the
questionnaire from the experts and the feedback to make the designed materials
more appropriate for the students.
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27
CHAPTER III
METHODOLOGY
In this section, the writer would like to present the methodology used in
this study. This chapter consists of six parts, namely, the research method, the
research participants, the research instruments, the data gathering techniques, the
data analysis, and the research procedure.
A. Research Method
In this section, the writer presented the method used to solve the problem
in this study which is “What are the designed materials using task-based for
seventh grade students of SMPN 2 Yogyakarta like?”. The suitable method for this
study is Research and Development which aims to develop a set of English
listening materials. A research was conducted to obtain the data and to develop
the listening materials using this method. “Research and Development (R & D) is
a process to develop and validate educational products" (Borg & Gall, 1983, p.
772).
The reason for using R & D method is that the method provides
instructional steps to develop educational product for the subject of this study.
R&D consists of ten steps, namely, the research and information collecting, the
planning, the development of preliminary form of product, the preliminary field
testing, the operational product revision, the operational field testing, the final
product revision, and the dissemination and implementation (Borg &Gall, 1983, p.
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28 775). However, the writer would apply five steps to solve the problem in this
study because of the limitation of time and the materials. The steps are already
suited with Kemp’s model as shown in Figure 3.
1. Research and Information Collecting
In this step, the writer did research and review of literature. The research
aimed to find out the students’ needs and characteristics. The writer collected the
data from the seventh grade students of SMP N 2 Yogyakarta as well as the
English teachers. The information and feedback from the students and the English
teachers were needed to help the writer to develop the materials. In this study, the
data were collected by distributing a questionnaire to the students and conducting
an interview with the English teachers. The writer did library study or review of
literature to find theories related to this study.
2. Planning
In this step, the writer applied Kemp’s steps which are stating the goals
and listing the topics, stating objectives, listing the subject content, and selecting
teaching learning activities which were adapted from the curriculum implemented
in SMPN 2 Yogyakarta which is school-based curriculum (KTSP) 2006. Goal is
the term used as Basic Competence and objective as indicator. The data from the
first step would be presented in the lesson plan and syllabus.
3. Development of Preliminary Form of Product
In this study, the writer started to develop the materials. This step included
preparation of the instructional materials, handouts, and the activities which are
going to be developed using task-based language teaching. The data from research
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29 and collecting information were used as the basis to develop the materials using
task-based instruction. The writer used the result of planning step to develop the
materials. The topics of the materials were adapted from the 2006 school-based
curriculum (KTSP) and the syllabus of SMPN 2 Yogyakarta. The teaching
learning activities were selected based on the task-based principles.
4. Preliminary Field Testing
Preliminary field testing aimed to acquire the evaluation and the feedback
as well as the criticism of the designed materials from the experts. The designed
materials would be evaluated by two English teachers of SMPN 2 Yogyakarta and
two lecturers of English Language Education Study Program of Sanata Dharma
University who were considered experts. The writer used a questionnaire as the
instrument. The questionnaire was used to acquire the feedback and in order to
revise the designed materials.
5. Main Product Revision
The last step which is main product revision was conducted by revising the
designed materials based on the feedback given by the experts in preliminary field
testing. The result of the questionnaire in preliminary field testing would be the
basis of the revision.
B. Research Participants
In this study, there were two groups of participants which consisted of
different groups of people.
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30 1. Participants of Research and Information Collecting
The participants of the research and information collection were the
seventh grade students of the first semester and two English teachers of SMP
Negeri 2 Yogyakarta. The students were asked about their opinion on listening
activity, their difficulties, their interests, and their expectation on listening skill of
English. The teachers were asked about their opinion about the materials, the
school condition, and the students’ characteristics in order to develop the
appropriate materials.
2. Participants of Preliminary Field Testing
The participants of the preliminary field testing were the English teachers
of SMP Negeri 2 Yogyakarta and certain lecturers of English Language Education
of Sanata Dharma University who were considered experts. They were asked to
give feedback or comments, opinion, and suggestions toward the designed
materials so that the writer could revise the designed materials based on the data
gathered in this step.
C. Research Instruments
In order to collect data for this study, the writer employed some
instruments in the research and information collecting and the preliminary field
testing.
1. Instruments of Research and Information Collecting
For research and information collecting, the writer used a questionnaire
which was distributed to the seventh grade students of the first semester of SMP
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31 Negeri 2 Yogyakarta. In addition, the writer conducted an interview with two
English teachers of SMP Negeri 2 Yogyakarta. The questionnaire and the
interview aimed to gather information about the students’ needs on the materials,
method, and learning activities.
2. Instrument of Preliminary Field Testing
In preliminary field testing, the writer used a questionnaire to gather
information and feedback for the evaluation of the designed materials. The
questionnaire would be given to the English teachers of SMP Negeri 2 Yogyakarta
and certain lecturers of ELESP Sanata Dharma University.
D. Data Gathering Techniques
In this study, the writer applied some techniques to gather data needed in
research and information collecting and preliminary field testing. In research and
information collecting, the writer conducted library study and gathered
information about listening skill, task-based language teaching, and school-based
curriculum. The writer distributed a questionnaire for the seventh grade students
of the first semester. For the English teachers, the writer conducted an interview to
collect information about the students’ needs to develop English listening
materials.
To gather data on preliminary field testing, the writer distributed a
questionnaire to two English teachers of SMP Negeri 2 as well as certain lecturers
of English Language Education Study Program of Sanata Dharma University as
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32 the experts. The questionnaire distributed was related to the materials which
consist of the implementation of task-based language teaching.
E. Data Analysis Technique
In this study, the writer analyzed two kinds of data from the research
information collecting and the preliminary field testing.
1. Research and Information Collecting
In research information collecting, the writer distributed a questionnaire to
111 students of the seventh grade of SMPN 2 Yogyakarta. In addition, the writer
conducted an interview to gather data from the English teachers of SMP N 2
Yogyakarta. The data gathered would be in numerical data and narrative
description. The interview for the English teachers was conducted in May 2013.
The interview was recorded and the data were analyzed from the transcription of
the recorded interview. The interview was conducted using Indonesia language
and the writer translated the Indonesian interview into English.
2. Preliminary Field Testing
The writer distributed a questionnaire to the English teachers of SMP N 2
Yogyakarta and certain lecturers of English Language Education of Sanata
Dharma University. Those participants were considered experts. The
questionnaire would be in the form of Likert scale which has close-ended and
open-ended questions items. Table 3.1 shows the degree of agreements on how
the participants would answer the questions:
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33
Table 3.1: Degrees of Agreement
Degree of agreement
Meaning
1 Strongly disagree 2 Disagree 3 Agree 4 Strongly agree
The writer used four scales instead of five scales, which are 1, 2, 3, 4, and
5 because the writer did not want to the undefined scale to include since it is
difficult to be defined.
The writer used table and percentage to indicate the result of the
questionnaires. The formula to count the result of the students’ questionnaire is
presented below:
The writer would count the result as follows:
P=
P = percentage = the total number of the answer
n = The total number of participants After finishing the calculation, the writer presented the result in the blue
print as presented in following table.
Table 3.2: The Result of the Questionnaire (blank)
No Participants’ opinion Frequency of the Degree of Agreement (%) N
1 2 3 4
The data in the second part of the questionnaire were analyzed by
summarizing and presenting the respondents’ feedback into essay.
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34
However, the description of the participants’ educational background was
needed. The following table shows how the writer presents the participants’
educational background.
Table 3.3: The Description of Research Participants
Group of Participants
No Sex Educational Background
Teaching Experiences (in years)
F M S1 S2 S3 1-5 6-10 11-15 16-20 English Teachers of SMPN 2 Yogyakarta
1. 2.
English Language Education lecturers of Sanata Dharma University
3. 4.
F. Research Procedure
There were 5 steps of research procedures in this study. The steps are
discussed as follows:
1. Research and Information Collecting
In this step, before starting the research, the writer started by asking
permission to do research in SMP Negeri 2 Yogyakarta. The first permission was
given from Dinas Pendidikan Kota Yogyakarta. After that, the following
permission was given from the head master and the English teachers of SMPN 2
Yogyakarta.
The writer conducted library study to find out some related theories. After
that, the writer continued to conduct an interview with the English teachers to find
out the school’s need on the English listening skill. The research and information
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35 collecting questionnaire was distributed to the seventh grade students to find out
the students’ characteristics.
In addition, the writer found out the students’ characteristic from the
school’s profile and the students’ social economical background. From the
school’s profile, the writer described that SMPN 2 Yogyakarta was established on
September 12 1942. It is located in Jl. P. Senopati No. 28-30, Yogyakarta. This
school has goals to form the students’ character to be religious, have good moral,
be discipline, be creative, have good performance, nationalism, and have
international perspective. The accreditation for this school since 2013 is A. In
academic year 2012/2013, SMPN 2 Yogyakarta has 710 students from class
seven, eight, and nine. Each grade has 7 classes. There were 244 students in the
seventh grade, 237 students in the eighth grade, and 229 students in the ninth
grade. Most of the teachers of SMPN 2 Yogyakarta are S1 graduates. Therefore,
they are competent at teaching. There are four English teachers in this school.
Some teachers have responsibilities to teach two different grades of class.
In the national exam in academic year 2011/2012, the mean score of
English exam was 7.96. Compared to other scores of other subjects, this was the
lowest score. The highest score was Bahasa Indonesia subject which was 9.28.
However, all the students passed the National Exam. This school is supported
with many facilities. One of the facilities that supports the teaching learning
activities in the English subject is the language laboratory. The language
laboratory supports the listening activity. In addition, it is stated that it has good
condition.
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36
The average salary of the seventh grade students’ parents is IDR
2,000,000.00, however 96 parents have lower salary than the average, 84 parents
have more salary than the average, 17 parents have the average salary and the rest
are not provided in the data. The highest salary of the students’ parents is IDR
13,000,000.00 who works as private employee and the lowest salary is IDR
120,000.00 who works as labor. Therefore, the writer concludes that the students
have average economical background.
The designed materials will consider the school’s profile and the students’
background. Moreover, for the consideration when the school got low average
score for the English subject in the National Exam. The materials aim to prepare
the students face the National Exam in English subject, especially in listening
section. The economic background of the students is also considered to develop
the materials. For some students who have average and lower economical
background, school will be the only place to learn English and other subjects.
Some students could not achieve to learn outside the school in educational
institution. Therefore, the materials will be suited to the students who have an
average and lower economical background since this school has the majority of
these groups.
2. Planning
In planning, the writer started with stating the goals and listing the topics,
stating objectives, listing the subject content, and selecting teaching learning
activities adapted from the curriculum implemented in SMPN 2 Yogyakarta which
is School-Based Curriculum (KTSP) 2006. The data from Research and
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37 information collecting were used as the basis to state the goal, objectives, topics of
materials, and the activities.
3. Development of preliminary of product
In this step, the writer started to develop the materials using task-based
language teaching. The materials of the design referred to the School-based
curriculum so that it would be appropriate for the seventh grade students of the
first semester of SMPN 2 Yogyakarta.
4. Preliminary field testing
In this step, the writer did the evaluation of the product or designed
materials. The materials were evaluated by the experts who were two lecturers of
English Language Education Study Program and two English teachers of SMPN 2
Yogyakarta. The questionnaires were distributed to obtain feedback and
improvement from the experts to revise the materials.
5. Main product revision
In this step, the writer revised the designed materials based on the
feedback given in the preliminary field testing from the experts who were two
lecturers of English Language Education Study Program and two English teachers
of SMPN 2 Yogyakarta. The feedback and information would be analyzed to be
the basis of revising the product. Therefore, the final version of the materials
would be appropriate to be applied in the learning activities in the class.
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38
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the research findings and discussion of each step in
designing English listening materials using task-based language teaching for
seventh grade students of SMPN 2 Yogyakarta. This chapter answers one research
problem. The discussion is divided into two parts. The first part discusses the
result of the steps in designing materials and the second part presents the final
version of the materials.
A. The Steps in Designing Materials
In this part of discussion, the writer presents the findings of the steps used
in designing materials. The writer uses R & D cycle as the method of this study.
The steps used here are already suited with Kemp’s Design. The steps are
presented as follows:
1. Research and Information Collecting
The first step done in this study was identifying students’ characteristics. It
aimed to find out students’ capabilities, needs, and interests. In this section, the
writer presents the result of the questionnaires distributed to the seventh grade
students and the interview result from the teachers of SMPN 2 Yogyakarta.
Questionnaires distributed are meant to find out the learners’ characteristics, and
the method used in teaching listening activity. The interview for the teachers is
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39 meant to find out the teachers’ opinion about teaching listening activity. The data
were presented as follows:
a. The Results of the Interview with the English Teachers
The writer conducted an interview with the English teachers of SMPN 2
Yogyakarta on May 26, 2013. The interview aimed to find out the listening
activities in the class so that the writer could conclude the students’ needs and
interests in following listening activities. The data obtained were used as the basis
to develop the materials.
From the interview, the writer could find out some facts about the listening
activities. As the results from the interview, the writer found out that the listening
skill was only taught on the beginning of the meeting for each topic based on the
workbook or Buku PR. The teachers in SMPN 2 Yogyakarta integrated the
listening skill with other skills such as speaking and writing. In this case, the
teachers rarely conducted activity which focused on listening skill. Therefore, the
students lack listening practice. The teachers only had one reference for listening
activities from the workbook which they bought from another publisher. The
reference contained four English skills, but it did not focus on listening skill. The
teachers chose the topics based on the current curriculum and from the workbook.
The media in SMPN2 Yogyakarta was appropriate for conducting listening
activities such as speakers in every class and also language laboratory.
The teachers had applied pre-activity for the students to introduce the topic
and post-activity to find out if the students have understood the materials.
However, the students still had difficulties in following the listening activities.
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40 The difficulties were, for example, the students’ lack of vocabulary and the
quality of the audio recording was not good enough. On the other hand, the
teachers had some difficulties in teaching listening such as they did not have
enough references and sometimes the audio in the listening materials was not
appropriate for the students’ level so that the teachers had to read the listening
script by themselves.
The teachers suggested the writer develop interesting listening materials
for the students such as listening with video (audio visual) and pictures to make
the students more interested in learning English through listening skill.
b. The Results of the Questionnaire for Students
The writer distributed a questionnaire to 111 students in 3 classes out of 6
classes. Those 3 classes were chosen because the writer had done teaching
learning activities in there so that it will help the writer to find out the students’
characteristics better.
Table 4.1: The Result of the Questionnaire for Students about the Experience in Listening Class
No Questions Opinion Number Percentage 1 Are the students interested in
learning listening? Yes 87 77% No 24 22%
2. Can the students follow the listening activity well?
Yes 64 58% No 47 42%
3 How often do the students practice listening in the school?
Often 8 7% Sometimes 70 63% Seldom 33 30% Never - -
4. Do students have any references or handbooks for listening activity?
Yes 25 22% No 86 78%
5. Are the listening materials
interesting? Yes 70 63% No 41 37%
6. Is the listening activity fun? Yes 56 50%
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41
No Questions Opinion Number Percentage No 55 50%
7. What do the students think about listening in the class?
Difficult 18 16% Not too easy, not too difficult
89 80%
Easy 4 4% 8.
What factors make the listening difficult for the students?
Many new or difficult vocabulary that students do not know
6 15%
Materials are too long
2 5%
The materilals only repeated once/twice
5 13%
The students do not listen well
4 10%
Seldom be taught
2 5%
The students do not concentrate well when listening to the materials
9 23%
The students need more excercises
11 29%
9. What do the students do if they find new or difficut words?
Asking friends 44 37% Asking teacher 57 48% Ignoring the word
12
9%
Other: Looking it up in the dictionnary
4 3%
10.
What activities do the students do when they get the listening materials?
Drill 14 8% Discussion 24 13% Questions and answers
60 34%
Answering questions
39 22%
Filling the blank
35 20%
Problem solving
5 3%
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42
From the questionnaire, the students’ characteristics are shown by the
items in Table 4.1. By knowing the students’ experiences in listening activity, the
writer could conclude the students’ characteristics. The writer found some facts
about the students’ characteristics that supported the designed materials. First, the
students were interested in learning English through listening skill. 64 students
stated that they could follow the activities well even though the other 47 students
stated that they had difficulty in following the listening activities. Second, as
stated in item number 4 in Table 4.1, the students did not have enough references
or handbooks for listening activity. Third, the writer found out that the students
who found any difficulties in following the listening activity could ask their
teacher whenever they got new or difficult words. Some students had difficulty in
listening activity because the current references did not provide enough exercises
for the students.
The second part of the questionnaire was about the activities that the
students expect in listening class. The results were used in the planning step to
select teaching-learning activities for the students.
2. Planning
In this step, the writer used the data from research and information
collecting as the basis for planning. There were four parts in planning steps. The
first part was stating the goals and listing the topics. The second part was stating
objectives, the third part was listing the subject content, and the fourth part was
selecting teaching learning activities.
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43 a. Stating Goals and Listing the Topics
After obtaining data in research and information collecting, the writer
formulated the goals for designing the English listening materials. The topics for
each unit were also formulated in this step. The topics were developed based on
the English syllabus and the current curriculum applied in SMPN 2 Yogyakarta
which is the 2006 School-Based Curriculum. These are the units and topics:
Table 4.2: The Units and the Topics in the Designed Materials
Unit Title Topics 1 Hello, My Friends! Introduction, Greeting, and Leave
Taking 2 Open Your Book, Please! Giving Instructions and
Prohibitions 3 Everything around Us Asking for and Giving Information 4 Be Grateful! Expressing Gratitude and Apology
In this step, the writer also applied the basic competencies that should be
achieved by the students. The basic competencies in every unit in the designed
materials were stated as the goals as well as the term used in the theories. The
goals were taken from the current curriculum which is School-Based Curriculum
(KTSP) 2006. Here is the table of the goals of the units in the designed materials.
Table 4.3: The Basic Competencies/Goals
Unit Title Goals 1 Hello, My Friends! To respond meaning in
transactional and interpersonal conversation which involves actions and expressions of: greeting others unknown/known, introducing myself/others
2 Open Your Book, Please! To respond meaning in transactional and interpersonal conversation which involves actions and expressions of: giving instruction and prohibition
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44
Unit Title Goals 3 Everything around Us To respond meaning in
transactional and interpersonal conversation which involves actions and expressions of: asking for and giving information,
4 Be Grateful! To respond meaning in transactional and interpersonal conversation which involves actions and expressions of: thanking, apologizing, and expressing politeness.
b. Stating Learning Objectives
In designing the materials, indicators are very important because these are
the goals that the students need to meet in the end of each unit. The indicators in
every unit in the designed materials were stated as the learning objectives as well
as the term used in the theories. The learning objectives were listed in order to
specify the basic competency of each unit and also to measure the students’
achievement in every meeting of the learning activities.
Table 4.4: Learning Objectives
Unit Title Learning Objectives 1 Hello, My Friends! At the end of the class students are to be able to:
1. Identify the expressions of greeting, introducing, and leave takings in the recording they listen to.
2. Mention specific information from the recording they listen to.
3. Introduce themselves and others orally. 2 Open Your Book,
Please! At the end of the class students are to be able to: 1. Identify the expression of giving instruction
and prohibition. 2. Mention specific information from the
recording they listen to. 3. Give instruction and prohibition orally.
3 Everything around
Us At the end of the class students are to be able to: 1. Identify the expression of asking for and
giving information. 2. Mention specific information from the
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45
Unit Title Learning Objectives recording they listen to.
3. Identify preposition of place accurately. 4. Respond to someone who asks for
information. 5. Ask for and giving information orally.
4 Be Grateful! At the end of the class students are to be able to:
1. Identify the expression expressing gratitude and apology.
2. Mention specific information from the recording they listen to.
3. Respond toward the expression of gratitude and apology.
4. Express gratitude and apology orally.
c. Listing the Subject Content
The subject content of the designed materials was appropriate for the
principles in Task-Based Language Teaching since the materials development
adapted the Task-Based principles. There were four sections in the designed
materials, namely Warming Up, Your Turn, Your Focus, What have You Learnt?
1) Pre-Task
The activities in this section were in form of images and also questions to
be discussed. In this section, the activities aimed to give warming up for the
students before they jump into the tasks. This section was to find out the students’
knowledge toward the topic. It would make the students able to prepare
themselves to learn. The students could get more information and explanation
about the topic. The writer named this section Warming Up.
2) Task-Cycle
In this section, the activities were full of tasks for the students. This part
contained the task cycle of Task-Based principles. There were many different
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46 activities in each topic of the designed materials so that the students could get
various activities. The activities were in form of individual, in pairs, or group
activities. The writer named this section Your Turn.
3) Language Focus
In this section, the students were given an explanation about the language
focus of the topic. This section was put after the task cycle so that the students
could get real examples from the previous activities they have done. The writer
named this section Your Focus.
4) Post-Task
In this section, the students were asked to write down their reflection after
they finished every unit given. It aimed to find out how much the students learn
through every unit to learn English and improve their listening ability. It also
aimed to find out how well the students follow the activities. The writer named
this section What have You Learnt Today?.
d. Selecting Teaching Learning Activities
The teaching learning activities were selected based on the result from
research and information collecting. The writer considered the result from
interview with the English teachers and the questionnaire for the students about
the students’ characteristic and also the activities that the students expected in
listening class. Moreover, the listening theories were applied in the materials. The
following table was the second part of the questionnaire for the students in the
research and information gathering step.
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47
Table 4.5: The Result of the Questionnaire about Sstudents’ Expectation in Listening Activities
No Questions Opinion Number Percentage 1 Do the students need pre-
activity before listening to the materials?
Yes 86 77% No 25 23%
2 Before listening to the materials, what kind of pre-activity do the students like?
Sharing 30 24% Question and answer related to the topic
22 17%
Dig up vocabulary related to the topic
70 55%
Other 5 4% 3 What kind of media do the
students want/like in listening activity?
Listening through recording
56 38%
Listening through video
55 37%
Listening through the teachers voice
38 25%
4. Do the students need listening materials which are related to daily life?
Yes 88 80% No 23 20%
5 Do the listening materials which are related to the daily life help the students to understand listening materials clearer?
Yes 99 90% No 12 10%
6 Do the students need post-activity after listening to the materials?
Yes 82 74% No 29 26%
7. After finishing the listening materials, what kind of post activities do the students want?
Sharing 47 29% Question and answer related to the topic
49 30%
Make reflection related to the listening materials
63 38%
Other 4 2%
Table 4.5 shows about the activities that the students expect in the
listening class. From the result of the questionnaire, the writer found some facts
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48 about the activities that the students expect in listening class. First, as shown in
items number 1 and 2 in Table 4.5, the students needed pre-activity before
listening to the materials such as understanding vocabulary related to the topics.
Second, as shown in item number 3 in Table 4.5, the students preferred listening
through audio recording to listening directly to the teachers. Third, as shown in
items number 4 and 5, the students needed listening materials which are related to
daily life because it could help them understand the listening materials better. And
the last one, as shown in items number 6 and 7, the students needed post-activity
such as making reflection related to the listening materials whether they have
understood or not.
From the result from the interview with the English teachers of SMPN 2
Yogyakarta in the research and information collecting, the writer could conclude
that the teachers did not have enough references for listening materials. The only
reference they had was from workbook called Buku PR. According to the
teachers, sometimes the audio from the workbook was not appropriate for the
students’ level so that the teachers have to read the listening script by themselves.
The teachers also confessed that sometimes the students had difficulties in
following the listening activities. The difficulties were: students’ lack of listening
practice which made the students was not accustomed to the listening activities;
students lack vocabulary which made them confused whenever they listened to
some new words; and another difficulty was that the students could not listen to
the materials well because sometimes the recording was not appropriate to the
students’ level.
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49
The teacher stated that the listening activity only conducted on the
beginning of the meeting for each topic. It means that the teachers did not have
materials which focus on listening skill but the teachers had their own way in
teaching by integrating listening skill with other skills. However, there was a
factor that supported the listening activity in the school. It was that the school had
appropriate media such as speakers and language laboratory.
The activities developed by the writer in the designed materials were in
form of individual work, pair work, and also group work. Individual work aimed
to develop the students’ personal thought and idea. The writer applied pair work
and group work so that the students could share their ideas and thought and get
more knowledge from others by their interaction. The writer applied some kinds
of different tasks in the designed materials such as listening for details,
brainstorming based on images and English song by answering questions, and
completing dialogues based on the recording.
3. Development of Preliminary Form of Product
In this step, the writer used the result from planning step to develop the
materials. The topics of the materials were adapted from the 2006 School-Based
Curriculum (KTSP) and the syllabus of SMPN 2 Yogyakarta. The teaching
learning activities were selected based on the task-based principles. The materials
were developed based on the students’ characteristic. The recording in the
designed materials were made to match with the students’ listening skill level. The
listening script was made by the writer based on the listening materials. Later on,
the listening script will be given to the English teachers of SMPN 2 Yogyakarta.
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50 4. Preliminary Field Testing
This step was conducted to find out whether the materials could meet the
goals and appropriate for the seventh grade students of SMPN2 Yogyakarta. In
gathering the feedback and evaluation from the designed materials, the writer
distributed a questionnaire to the English teachers of SMPN 2 Yogyakarta and the
lecturers of English Language Education lecturers of Sanata Dharma University.
There were two English teachers and two lecturers as the experts to evaluate the
designed materials. The data obtained from the questionnaire were presented as
follows:
a. Description of the Participants
The participants in this step were four people who were considered
experts. There were two English teachers and two lecturers as the experts to
evaluate the designed materials.
There were three sections of the questionnaire. The first section was the
participants’ identity including name, sex, educational background, and teaching
experience. The second section was participants’ opinions on the designed
materials. The third section was about the participants’ comments, suggestions
and criticisms on the designed materials. The feedbacks were used for revising the
designed materials.
Table 4.6: The Description of Research Participants
Group of Participants
No Sex Educational Background
Teaching Experiences (in years)
F M S1 S2 S3 1-5 6-10 11-15 16-20 English Teachers of SMPN 2 Yogyakarta
1. √ √ √ 2. √ √ √
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51
English Language Education lecturers of Sanata Dharma University
3. √ √ √ 4. √ √ √
As shown in Table 4.6, the participants were two female English teachers
of SMPN 2 Yogyakarta who were S1 graduates. One teacher has 6-10 years of
teaching experience, while another one has 11-15 years of teaching experience.
The other participants were two lecturers of English Language Education of
Sanata Dharma University who were S2 graduates. One female lecturer has 11-15
years of teaching experience. And one male lecturer has 6-10 years of teaching
experience.
b. Data Presentation and Analysis
The questionnaire was distributed to the respondents to evaluate the
designed materials. The degree of agreements in the questionnaire was presented
in Table 4.7.
Table 4.7: Degrees of Agreement
Degree of agreement
Meaning
1 Strongly disagree 2 Disagree 3 Agree 4 Strongly agree
The evaluation data were presented in the following table:
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52
Table 4.8: The Result of Questionnaire in Preliminary Field Testing
No Participants’ opinion Frequency of the Degree of Agreement
1 2 3 4 1 The major goals of the designed
materials are well formulated. 1 (25%)
3 (75%)
2 The designed materials are able to meet the goals and objectives stated in the Curriculum.
1 (25%)
3 (75%)
3 Generally, the contents of the designed materials are well-elaborated.
1 (25%)
3 (75%)
4 The designed materials are relevant to the students’ knowledge and skills level.
3 (75%)
1 (25%)
5 The tasks or activities in each unit are relevant to the topic in each unit. 1
(25%) 2
(50%) 1
(25%) 6 The tasks or activities in each unit
are well elaborated and can facilitate the students to achieve the goals and objectives.
3 (75%)
1 (25%)
7 The instruction in each task or activity in each unit is clear enough to be understood by the students.
1 (25%)
2 (50%)
1 (25%)
8 The tasks or activities are interesting and various enough to motivate students to be more creative.
1 (25%)
2 (50%)
1 (25%)
9 The tasks or activities given can help the students to understand the lesson. 3
(75%) 1
(25%) 10 Generally, the pictures or
illustrations are helpful for the students to understand the lesson more.
1 (25%)
3 (75%)
11 Generally, the designed materials will enable the students to improve their listening skill.
1 (25%)
2 (50%)
1 (25%)
12 Generally, the designed materials will enable the students to learn English easily.
1 (25%)
2 (50%)
1 (25%)
13 The content of the designed materials are related to the students’ life. 3
(75%) 1
(25%) 14 The designed materials related to
students’ life help the students to understand the content of listening material.
4
(100%)
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53
From Table 4.8, it is shown that all of the total four experts have given
their opinion on the designed materials based on the degrees of agreement. It is
shown by the total percentage of each opinion 100%.
As shown in the result from the questionnaire for preliminary field testing,
mostly, the experts agreed with the opinions asked. The experts who agreed with
the opinions ranged from 75% - 100%. The experts agreed that the designed
materials were able to meet the goals and objectives stated in the curriculum. In
addition, the major goals of the designed materials were well formulated. The
contents of the designed materials were well elaborated and relevant to the
students' skills level. The tasks or activities in each unit were well elaborated and
could motivate the students to achieve the goals and objectives. The activites were
interesting and various enough to motivate the students to be more creative. The
tasks given could help the students understand the lesson. In addition, the
instructions were clear enough to be understood by the students. Generally, the
pictures or illustrations were helpful for the students to understand the lesson
more. The designed materials would enable the students to improve their listening
skill and learn English easily. The content of the designed materials were related
to the students' life and it helped the students to understand the content of listening
materials.
From the result of the preliminary field testing, it means that the designed
materials has been appropriate for the seventh grade students of the first semester
of SMPN2 Yogyakarta. However, the designed materials still needed revisions on
some parts. The writer would use the participants’ feedback and suggestion from
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54 the second part of the questionnaire of preliminary field testing. In addition, the
writer used the first part of the questionnaire which obtained low percentage to
improve the designed materials.
In the second part of the questionnaire, the participants gave feedback
through open-ended questions. There were four questions delivered in the second
part of the questionnaire. The first question was about the participants’ comments
or opinions on the designed materials. The second was about the strength of the
designed materials. The third was about the weakness of the designed materials.
And the last one was about participants’ suggestions to improve the designed
materials.
The participants’ comments or opinions on the questionnaire were that the
activities were interesting to improve students’ listening skill and the materials
were already suitable for the students’ level. The participants’ opinions on the
strength of the designed materials were: that the activities were applicable so that
it could help the students improve their listening skill; the instructions were easy
to be understood by the students. The participants’ opinions on the weakness of
the designed materials were: there was no information on what types of listening
skills for the students to hear; there were some pictures that were not clear
enough; and there were no audio visual materials. The experts suggested the
writer add more vocabulary related to the topic, find another song which is more
suitable with the students’ level, revise some grammatical mistakes, specify the
focus of the activities, and improve the audio quality and transition.
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55
From the suggestions given by the experts, the writer concluded that the
designed materials needed revision. The writer would consider the suggestions
from the experts to revise the designed materials. In addition, the writer would
consider the result from the first part of the questionnaire to revise the designed
materials.
5. Main Product Revision
In this step, the writer would revise the designed materials to be better.
After having some revisions, the designed materials would be ready to be applied
in the school. The revisions were based on the participants’ suggestions from the
questionnaire on the preliminary field testing. The revisions made are stated as
follows:
1) Adding vocabularies related to the unit’s topic
The seventh grade students of the first semester needed more vocabulary
to make them more accustomed to English. Vocabulary also needed to make them
understand the topics. The vocabularies would be put after the task given.
2) Revising some grammatical mistakes in the designed materials
There were some grammatical mistakes on the designed materials especially
in the instruction. The writer would revise some of the instructions to make the
students understand the instruction for each task.
3) Replacing the song in Unit 3 with another song
According to the experts’ opinion, the song in unit 3 was actually
interesting and necessary for the students but the experts suggested that it could be
replaced with another song which is more suitable for the students’ level. The
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56 previous song was a bit difficult for the students because there were too many
difficult vocabularies and the pronunciation in the lyric was a bit too fast for the
students’ level.
4) Improving the quality of the audio recording
Since some parts of the audio recording were not clear enough, the writer
decided to record the listening script again. The writer also considered the
grammar mistakes in the audio recording which also needed to be revised
B. The Final Version of the Designed Materials
After conducting the revision and improvement of the designed materials,
the final version of the English Listening materials based on Task-Based
Language Teaching for the seventh grade students of the first semester of SMPN2
Yogyakarta was presented. There were four units in the materials and each unit
requires 2 x 40 minutes. The units in the materials are presented as follows:
1) Hello, Friends!
2) Open Your Book, Please!
3) Everything around Us
4) Be Grateful!
There were four main parts in each unit as it should be on the task-based
principles. The main parts were Warming Up, Your Turn, Your Focus, and What
have You Learnt Today?. The materials were developed based on the school
syllabus which used 2006 School-Based Curriculum (KTSP). Table 4.9 presents
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57 the differences between the revised materials with the last materials. The
underlined parts are the activities which have been revised.
Table 4.9: The Comparison of the Last Materials and the Revised Materials
Unit Last Materials Revised Materials Unit
I Hello, My Friends!
Introducing, greeting, and leave taking. a. Warming Up
• Greet their friends and introduce themselves.
• Choose the correct picture for each dialogue based on the recording.
b. Your Turn • Task 1
Part A Listen and complete the
dialogue based on the recording.
Part B Answer the question
based on the recording on part A.
• Task 2 Answer the question based on the recording.
c. Your Focus • Listen and repeat after the
teacher. • Match the missing sentences
with the correct pictures. • Let’s Practice
Work in a group of two. Make a conversation
based on one of the situations provided.
d. What have You Learnt Today? Write down their review of today’s lesson.
Hello, Friends! Introducing, greeting, and leave taking. a. Warming Up
• Greet their friends and introduce themselves.
• Choose the correct picture for each dialogue based on the recording.
b. Your Turn • Task 1
Part A Listen and complete the
dialogue based on the recording.
Part B Answer the question
based on the recording on part A.
• Task 2 Answer the question based on the recording.
c. Your Focus • Listen and repeat after the
teacher. • Write the correct greetings
according to the pictures. • Listen to the teacher’s
explanation about time. • Let’s Practice
Work in a group of two. Make a conversation
based on one of the situations provided.
d. What have You Learnt Today? Write down their review of today’s lesson.
Unit II
Open Your Book, Please! Giving Instruction and Prohibitions a. Warming Up
• Listen and do what the
Open Your Book, Please! Giving Instruction and Prohibitions a. Warming Up
• Choose the correct picture for
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58
Unit Last Materials Revised Materials teacher says.
• Differentiate between the instruction and prohibition.
b. Your Turn • Task 1
Part A Listen and complete the
dialogue based on the recording.
Part B Write down the
statements that show giving instruction and prohibition based on the recording on part A.
• Task 2 Listen to the recording and write true or false for each statement.
c. Your Focus • Listen to the teacher’s
explanation • Let’s Practice Work in a group of
three. List at least 5
instructions and prohibitions that can be found in the school.
d. What have You Learnt Today? Write down their review of today’s lesson.
each instruction based on the recording.
b. Your Turn • Task 1
Part A Listen and complete the
dialogue based on the recording.
Find the meaning of the vocabulary.
Part B Write down the
statements that show giving instruction and prohibition based on the recording on part A.
• Task 2 Listen to the recording
and write true or false for each statement.
Find the meaning of the vocabulary.
c. Your Focus • Listen to the teacher’s
explanation • Let’s Practice Work in a group of
three. List at least 5
instructions and prohibitions that can be found in the school.
d. What have You Learnt Today? Write down their review of today’s lesson.
Unit III
Everything Around Us Asking for and Giving Information a. Warming Up
• Listen to the song and fill in the missing part.
• Answer and discuss the questions.
b. Your Turn • Task 1
Listen to the recording and complete the dialogue.
• Task 2 Part A Listen to the recording
Everything Around Us Asking for and Giving Information a. Warming Up
• Watch the video about preposition.
• Find the meaning of the prepositions.
b. Your Turn • Task 1
Listen to the recording and complete the dialogue.
• Task 2 Part A Listen to the recording
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59
Unit Last Materials Revised Materials and choose the right answer.
Part B Find the meaning of the
words. c. Your Focus
• Make a sentence using the preposition provided and discuss it.
• Listen and repeat after the teacher about asking for and giving information expressions.
• Let’s Practice Work in a group of
three. Find information from
their friends. Present it in front of the
class. d. What have You Learnt Today? Write down their review of today’s lesson.
and choose the right answer.
Part B Find the meaning of the
words. c. Your Focus
• Listen and repeat after the teacher about asking for and giving information expressions.
• Let’s Practice Work in a group of
three. Find information from
their friends. Present it in front of the
class. d. What have You Learnt Today? Write down their review of today’s lesson.
Unit IV
Be Grateful! Expressing Gratitude and Apology a. Warming Up
• Answer and discuss the warming up questions
b. Your Turn • Task 1
Listen to the recording and answer the questions.
• Task 2 Listen to the expressions and choose the right response.
c. Your Focus • Listen and repeat after the
teacher about expressions of gratitude.
• Listen to the recording and complete the dialogues.
• Listen and repeat after the teacher about expressions of apology.
• Discuss the question. • Let’s Practice Work in a group of two. Make a conversation
using the situations
Be Grateful! Expressing Gratitude and Apology a. Warming Up
• Answer and discuss the warming up questions
b. Your Turn • Task 1
Listen to the expressions and choose the right response.
• Task 2 Listen to the recording and answer the questions.
c. Your Focus • Listen and repeat after the
teacher about expressions of gratitude.
• Listen to the recording and complete the dialogues.
• Listen and repeat after the teacher about expressions of apology.
• Discuss the question. • Let’s Practice Work in a group of two. Make a conversation
using the situations
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60
Unit Last Materials Revised Materials provided.
Present it in front of the class.
d. What have You Learnt Today? Write down their review of today’s lesson.
provided. Present it in front of the
class. d. What have You Learnt Today? Write down their review of today’s lesson.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of the study and the
recommendations. The conclusions part discuss the problem stated in the research
problem and conclude all the findings in the study. The recommendation part
presents the suggestions for the English teachers of SMPN 2 Yogyakarta and other
researchers.
A. Conclusions
The aim of this study was to develop the appropriate English listening
materials using task-based language teaching for the seventh grade students of the
first semester of SMPN 2 Yogyakarta. This study answered to one research
problem: what are the designed materials using task-based language teaching for
the seventh grade students of the first semester of SMPN 2 Yogyakarta like?
In designing the listening materials, the writer adapted Kemp’s design
which suited to R & D method. The design of the materials was developed based
on students’ characteristics and theories related to this study. The writer
developed the materials based on the basic competences which were stated as
goals from the current curriculum which is School-Based Curriculum 2006.
After being evaluated by the experts in preliminary field testing and being
revised by the writer, there were four units to be presented in final version. Each
unit required 2x40 minutes. The four units that were developed were Unit 1
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62 “Hello, Friends!” which discussed introducing, greeting, and leave taking. Unit 2
“Open Your Book, Please!” discussed giving instruction and prohibitions. Unit 3
“Everything Around Us” discussed asking for and giving information. Unit 4 “Be
Grateful!” discussed expressing gratitude and apology. There were four main
sections in each unit. They were (1) Warming Up, (2) Your Turn, (3) Your Focus,
(4) What have you learnt today?.
The designed materials also provided activities which support the students
to work individually, in pairs, or in group. The writer expected that the designed
materials could motivate the students to learn English especially listening skill.
B. Recommendations
This part presents some recommendations for the English teachers of
SMPN 2 Yogyakarta and for other researchers who are interested in a research at
the same field.
1. For the English teachers of SMPN 2 Yogyakarta
The English teachers are suggested implement the English listening
materials using task-based language teaching for the seventh grade students of the
first semester of SMPN2 Yogyakarta as the listening materials. The materials aim
to give motivation for the students to be more interested in learning English
especially listening skill. In addition, the teachers are suggested applying other
strategies that suit the students’ characteristics.
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63 2. For the other researchers
The other researchers are suggested be more creative in designing the
materials by adding more various activities to improve their listening skill ability.
The other researchers are also suggested develop and modify the materials using
other strategies that are more suitable with the students’ needs and characteristics.
Other methods are to be considered to develop English materials. Since this study
is limited to the English listening materials for the seventh grade students of the
first semester of SMPN2 Yogyakarta, the writer suggested the other researchers
conduct a research in other settings and different participants in different level.
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64
REFERENCES Anderson, A. & Lynch, T. (1988). Listening language teaching. Oxford: Oxford
University Press. Borg, W. R. and Gall, M. D. (1983). Educational research: An introduction (4th
ed). London: Longman. Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge:
Cambridge University Press. Brownell, J. (1996). Listening: Attitudes, principles and skills. Boston: Allyn and
Bacon. Community mentoring for adolescent development. (2004). Retrieved October 17,
2013, from http://www.mentoring.org/downloads/mentoring_436.pdf Goh, C. C. M. (2002). Teaching listening in the language classroom. Singapore:
SEAMEO Regional Language Centre. Harmer, J. (2007). How to teach English. London: Pearson Education. Kemp, J.E. (1977). Instructional design: A plan for unit and course development.
Belmont: Fearon – Pitman Publishers. Krashen, S.D. & Terrel, D.T. (1983). The natural approach: language acquisition
in the classroom.Oxford: Pergoman Press. Morley, J. (2001). Aural comprehension instruction: principles and practices. In
M. C. Muircia (Ed.), Teaching english as a second or foreign language (3rd ed). Boston: Heinle&Heinle.
Muslich, M. (2007). KTSP (Pembelajaran Berbasis Kompetensi dan Konstektual:
Panduan Bagi Guru dan Pengawas Sekolah). Jakarta: PT. Bumi Aksara. Nunan, D. (1999). Second language teaching and learning. Boston: Heinle &
Heinle Publisher. Nunan, D. (2002). Listening in language learning. In methodology in language
teaching, edited by Jack C Richard & Willy A. Renandya. New York: Cambridge University Press
Nunan, D. (2004). Task-based languge teaching. Cambridge: Cambridge
University Press.
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65
Rost, M. (2002). Teaching and researching listening. London: Longman Pearson Education.
Sidek, H.S. (2012). EFL reading instruction: Communication task-based
approach. Retrieved October 3, 2012, from http://www.e-iji.net/dosyalar/iji_2012_2_7.pdf
Ur, P. (1996). A course in language teaching practice and theory. Cambridge:
Cambridge University Press. Willis, J. (1996). A framework for task-based learning. Harlow: Pearson
Education Limited.
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66
APPENDIX A OFFICIAL LETTERS
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67 A.1. Letter of Asking Permission to the Headmaster of SMPN 2 Yogyakarta
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68 A.2. Letter of Asking Permission to Walikota Yogyakarta
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69 A.3. Letter of Official Permission from Dinas Perijinan
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70
APPENDIX B QUESTIONNAIRES
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71 B.1. Questionnaire in Research and Information Collecting for Students
KUESIONER
“English Listening Materials Using Task Based Instruction for 7th Grade
Students of SMPN2 Yogyakarta”
Nama : __________________________ Kelas : _____________
Lingkarilah jawaban yang paling sesuai dengan pendapat Anda!
A. Pengalaman selama mengikuti kelas listening.
1. Apakah Anda tertarik mengikuti pelajaran listening?
a. Ya
b. Tidak
2. Apakah Anda bisa menyimak materi listening dengan baik?
a. Ya
b. Tidak
Saat ini saya sedang mengerjakan tugas akhir tentang pembuatan
materi listening Bahasa Inggris untuk siswa kelas 7 di SMP Negeri 2
Yogyakarta. Oleh karena itu, saya membuat kuesioner ini. Kuesioner ini
dibuat guna untuk mengumpulkan pendapat Anda dan hasilnya akan
digunakan sebagai dasar pembuatan materi pembelajaran. Mengingat
pentingnya data dari kuesioner ini, saya berharap Anda bersedia
mengisinya dengan sungguh-sungguh. Saya menjamin kerahasiaan
identitas dan jawaban Anda atas kuesioner ini. Selamat mengisi.
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72
3. Seberapa sering Anda melatih keterampilan listening di sekolah?
a. Sering
b. Kadang – kadang
c. Jarang
d. Tidak pernah
4. Apakah Anda mempunyai buku acuan atau pegangan untuk pelajaran
listening?
a. Ya
b. Tidak
5. Apakah materi listening yang Anda dapatkan menarik?
a. Ya
b. Tidak
6. Apakah kegiatan dalam pelajaran listening menyenangkan?
a. Ya
b. Tidak
7. Bagaimana pendapat Anda mengenai listening dalam pelajaran Bahasa
Inggris di kelas?
a. Sulit (lanjut ke nomor 8)
b. Biasa saja (lanjut ke nomor 9)
c. Mudah (lanjut ke nomor 9)
8. Faktor apa yang membuat pelajaran listening menjadi sulit?
a. Banyak kosakata Bahasa Inggris yang baru/tidak saya tahu
b. Materi yang disampaikan terlalu panjang
c. Materi hanya diulang satu/dua kali saja
d. Tidak menyimak dengan baik
e. Jarang diajarkan
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73
f. Kurang konsentrasi saat mendengarkan materi
g. Kurang banyak latihan
h. Lainnnya ______________________________
9. Apa yang Anda lakukan ketika mendapakan kata-kata yang sulit?
a. Bertanya kepada guru
b. Bertanya kepada teman
c. Membiarkannya saja
d. ___________________________________________
10. Apa saja kegiatan yang dilakukan di kelas ketika mendapat materi
listening?
a. Drill ( latihan berulang - ulang )
b. Diskusi
c. Tanya jawab
d. Menjawab pertanyaan
e. Mengisi informasi yang kosong
f. Memecahkan masalah
g. ____________________________________________
B. Kegiatan yang diharapkan dalam kelas listening
1. Apakah Anda membutuhkan kegiatan pembuka sebelum mendengarkan
materi listening?
a. Ya
b. Tidak
2. Sebelum mendengarkan materi listening, kegiatan pembuka seperti apa
yang Anda inginkan? Jawaban boleh lebih dari satu.
a. Sharing pengalaman berkaitan dengan topik
b. Tanya jawab berkaitan dengan topik
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74
c. Menggali kosakata berkaitan dengan topik
d. Lainnya ______________________________
3. Jenis media seperti apakah yang Anda inginkan/sukai dalam pelajaran
listening? Jawaban boleh lebih dari satu.
a. Mendengarkan materi melalui rekaman
b. Mendengarkan materi melalui rekaman video
c. Mendengarkan materi yang disampaikan langsung oleh guru
4. Apakah Anda memerlukan materi listening yang berhubungan dengan
kehidupan sehari-hari?
a. Ya
b. Tidak
5. Apakah materi listening yang berhubungan dengan kehidupan sehari-hari
membantu Anda lebih memahami isi materi listening?
a. Ya
b. Tidak
6. Apakah Anda memerlukan kegiatan penutup setelah mendengarkan materi
listening?
a. Ya
b. Tidak
7. Setelah mendengarkan materi listening, kegiatan penutup seperti apa yang
anda inginkan? Jawaban boleh lebih dari satu.
a. Sharing tentang apa yang telah dipelajari
b. Tanya jawab tentang apa yang telah dipelajari
c. Membuat refleksi tentang materi listening yang telah dipelajari
d. Lainnya ________________________________________
☺ TERIMAKASIH ☺
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75 B.2. Questionnaire in Preliminary Field testing for Teachers and Lecturers
Hal : Permohonan Pengisian Kuesioner
Lampiran : 1. Gambaran Umum (General Description)
2. Materi (Students’ Handbook)
3. Silabus (English Syllabus of SMP N 2 Yogyakarta)
4. RPP (Lesson plans)
5. Lembar kuesioner (preliminary field testing questionaire
for english teachers and lectures)
Kepada:
Bapak/Ibu …………………………
Di tempat
Dengan hormat,
Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharma Yogyakarta:
Nama : Fransisca Hastin Nugraheny
NIM : 091214057
Fakultas : Keguruan dan Ilmu Pendidikan
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris
Hendak menyelesaikan tugas akhir / skripsi dengan judul “English Listening
Materials Using Task Based Language Teaching for 7th Grade Students of
SMP N 2 Yogyakarta”. Kurikulum yang digunakan dalam materi ini disesuaikan
dengan kurikulum yang berlaku di SMPN 2 Yogyakarta yaitu Kurikulum Tingkat
Satuan Pendidikan.
Untuk keperluan penyelesaian tugas akhir tersebut, saya hendak memohon
Bapak / Ibu untuk memberikan pendapat terhadap materi yang telas saya susun
dengan mengisi kuesioner terlampir.
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76
Demikian surat permohonan ini saya buat. Atas kesediaan Bapak / Ibu, saya
ucapkan terimakasih.
Yogyakarta, 19 September 2013
Hormat saya,
Fransisca Hastin Nugraheny
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77
PRELIMINARY FIELD TESTING QUESTIONAIRE
FOR ENGLISH TEACHERS AND LECTURES
As a participant of this research, you are expected to state your evaluation toward
the designed materials, which are enclosed with the questionnaire.
Participant’s Identity
Name : _____________________
Sex : Male/Female
Educational Background : S1/S2/S3
Teaching Experiences : _______ year/s.
You are expected to choose one of the options by ticking (√) the number which
indicates your degree of agreement. The number and the degree of agreement can
be categorized as follows:
1: Strongly Disagree
2: Disagree
3: Agree
4: Strongly Agree
No The Lecturer’s / teacher’s evaluation on…
Degree of
Agreement
1 2 3 4
1 The major goals of the designed materials are well
formulated.
2 The designed materials are able to meet the goals and
objectives stated in the Curriculum.
3 Generally, the contents of the designed materials are
well-elaborated.
4 The designed materials are relevant to the students’
knowledge and skills level.
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78
5 The tasks or activities in each unit are relevant to the
topic in each unit.
6 The tasks or activities in each unit are well elaborated
and can facilitate the students to achieve the goals and
objectives.
7 The instruction in each task or activity in each unit is
clear enough to be understood by the students.
8 The tasks or activities are interesting and various
enough to motivate students to be more creative.
9 The tasks or activities given can help the students to
understand the lesson.
10 Generally, the pictures or illustrations are helpful for
the students to understand the lesson more.
11 Generally, the designed materials will enable the
students to improve their listening skill.
12 Generally, the designed materials will enable the
students to learn English easily.
13 The content of the designed materials are related to the
students’ life.
14 The designed materials related to students’ life help
the students to understand the content of listening
material.
Please give feedback about the designed materials! 1. Comments or opinions
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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79 2. The strength of the design of the materials
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. The weakness of the design of the materials
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Suggestions and criticism
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
THANK YOU
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80
APPENDIX C INTERVIEW
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81 C.1. Interview Guideline for Teachers
INTERVIEW GUIDELINE FOR TEACHERS
Name : ______________________ Date : _________ Time : ______
1. Is listening taught in grade seven?
2. How much time is spent on listening section? 3. What are your references to teach listening?
4. How do you choose the topic for listening section?
5. What kind of media do you use to teach listening? 6. What kind of Pre-activities do you give to students before giving listening
materials? 7. What kind of activities do you give to students in listening section? 8. What kind of post activities do you give to students after giving listening
materials?
9. Do the materials and the tasks match with students’ daily life? 10. What kind of difficulties that your students face in listening section? 11. What do you do to overcome the difficulties?
12. Do you face any difficulty in teaching listening section? 13. What activities or materials are needed to improve the students’ listening
skill? 14. What do you suggest to the researcher in designing the listening material?
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82 C.2. Interview Transcript
Transcription of Interview with English Teachers of SMP Negeri 2 Yogyakarta
This interview was conducted in SMP Negeri 2 Yogyakarta on 27 May 2013 Interviewer (I) Participant 1 (P1) I : Selamat siang, Bu. Kita mulai aja ya wawancaranya R : Iya. I : Ibu mengajar di kelas tujuh, ya Bu? R : Iya I : Berapa kali pelajaran listening diajarkan dalam satu semester? R : Gak tentu, ya mbak. Jadi kita kan pakai buku PR jadi listeningya Cuma
di awal-awal aja dan itu pun di setiap topic saja I : Berarti untuk satu topik, satu kali litening? R : menyesuaikan topic dan buku mbak. I : Jadi dalam satu kali pertemuan itu full listening? R : Biasanya listening sama speaking I : Referensinya ibu? Darimana? R : Dari buku PR itu. I : Di buku PR itu biasanya satu kali pertemuan, satu unit itu habis gk, Bu? R : Gak bisa. Tiga kali topik itu, ya. Mbak. Satu unit itu kan, tiga topik kn
speaking-listening reading-writing. I : Satu topik, satu kali pertemuan? R : Tidak tentu juga, jadi misalnya satu topik, bisa empat kali pertemuan
atau justru enam kali pertemuan tergantung pentingnya atau tidaknya. I : Jadi, untuk listening sendiri itu satu kali pertemuan? R :Iya, gak tentu. I : Di buku itu kan ada topiknya, apa ibu memilih topiknya? R : Nggak. Mereka sudah diurutkan sesuai SK-KD. Jadi saya pakai materi
listeningnya. Jadi saya tidak punya referensi yang lain yang memadai, jadi untuk sementara saya pakai buku PR itu semua untuk listening. Jadi karena itu sudah sesuai SK-KD untuk sementara, saya tidak punya referensi listening yang lain, saya sementara pakai buku PR.
I : Terus, media yg ibu pakai untu mengajar listening apa Bu?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83 R : Ya komputer. Ada speaker di sini, kita sudah ada speaker. ada laptop
juga, jadi tinggal setel aja. Dari CD buku PR itu. I : Sekarang ke aktifitasnya ya, Bu. Biasanya pre-aktivity, atau
kegiatan pembukanya yang biasa ibu berikan ke siswa sebelum memulai pelajaran listening itu apa, Bu?
R : Ya, apa yang dibutuhkan siswa. Misalnya, tentang topiknya, misalnya deskriptive text begitu, saya pertama, harus menerangkan dulu apa yang ada dalam topic tersebut. Biasanya misalnya saya berikan dulu, pertama saya memberi contoh, misalnya, mendeskripsikan orang,
I : Itu listening yang ibu kasih diawal-awal itu apa melalui ibu sendiri,suara ibu sendiri? R : Biasanya, pertamanya itu listening dari buku PR, lalu untuk menjelaskan
gambaran textnya itu seperti apa. Tapi ada juga yang pakai suara saya karena sudah mudah.
I : Kalau kegiatan yang dilakukan ketika listening itu sendiri apa yang ibu berikan?
R : mengikuti buku saja. Dibuku sudah ada misalnya menjawab pertanyaan, atau listening yang lain nanti mengisi text rumpang, kemudian menjawab pertanyaan, seperti itu.
I : Kalau kegiatan penutupnya? R : Kalau kegiatan penutupnya, ya itu tadi dibahas dan disimpulkan. Siswa
juga saya beri tugas untuk membuat text mereka sendiri untuk ditampilkan di depan kelas. Kemudian kita bahas bersama-sama apa yang sudah di pelajari hari ini.
I : Apakah materi atau tugas-tugas yang ada di Buku, sudah cocok dengan kehidupan sehari-hari siswa?
R : Iya. Jadi misalnya deskripsinya. Yang mereka deskripsikan nanti, misalnya orang disekitar mereka, atau tokoh idola mereka, seperti itu. Kalau misalnya mereka deskripsikan tempat, ya berarti tempat tinggal mereka, sekolah mereka. Seperti itu.
I : Kalau listening yang bukan text, Bu. Misalnya listening dialogue. Yang selama ini diberikan berhubungan dengan kegiatan sehari-hari tidak?
R : Ya, seperti yang ada di SK-KD, asking and giving. Saya hanya menurut itu saja. Itu sudah sesuai jadi, saya tidak akan keluar dari sana.
I : Kesulitan yang siswa hadapi ketika pelajaran listeing apa bu? R : Jelas pronunciatian. Ketika mendengarkan itu kan mereka kesulitan. “itu
apa sih artinya?”. Karena pronunciationnya berbeda dengan text yang ada jadi, pas mendengar “ini apa?”, biasanya pronunciationnya,
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kemudian yang kedua, apa ya, saya pikir itu. Sementara yang saya lihat pronunciationnya. Saya belum melihat masalah yang lain, selain
I : Pronunciation itu yang bagaimana, Bu? R : Karena mereka kurang familiar. Seperti ketika mengisi text rumpang,
“itu apa sih?”, nah mereka. Kalau mereka bilang, ejaan dan yang ditulis beda. Mereka pikir tidak sesuai dengan telinga mereka.
I : Bagaimana cara ibu mengatasi kesulitan itu? R : Ya drilling, biasanya di awal sebelum mengisi text yang rumpang, saya
akan melakukan drill tentang kata-kata yang muncul di dalam text itu, kemudian drill, mereka harus menirukan, saya cek satu persatu, kalau perlu. Kemudian dari situ kan mereka tahu, oh ternyata yang akan keluar itu kata-katanya ini. Dan ketika mereka mendengar, sama gk dengan itu. Paling tidak seperti itu.
I : Apa ibu sendiri mengalami kesulitan tidak dalam mengajarkan litening? R : Kalau sudah ada materinya tidak, Mbak. Tapi kalau belum ada
materinya, jadi saya membutuhkan materi lain selain dari buku PR itu. Saya butuh materi untuk itu.
I : Materi apa yang dibutuhkan untuk meningkatkan listening siswa? R : Ya itu. Semua materi yang berhubungan dengan SK-KD. Kan mbak, saya
butuh variasi lain. Kalau cuma seperti itu kan, saya hanya tergantung dari itu, dari buku itu saja. Padahal kan listening ada banyak sekali kan? Nah saya butuh sekali itu.
I : Saran ibu untuk designya nanti apa, Bu? R : Yah video..kalau dengan ada video akan jauh lebih bagus karena anak
akan melihat kemudian mendengarnya. Nah sekarang sudah ada viewer, dari kelas satu sampai sembilan sudah terpasang LCD.
Interviewer (I) Participant 2 (P2) I : Siang, Bu. Bagaimana kalau kita mulai interviewnya? P2 : Oke I : Berapa kali pelajaran listening diajarkan dalam satu semester? P2 : Listening diterapkan diawal pertemuan saja. Misalnya fill in the blank. I : Referensinya apa untuk mengajar listening? P2 : Dari buku PR ya itu buku LKS itu dan internet. I : Bagaimana cara Ibu memilih topiknya? P2 : Saya pilih topiknya mulai dari yang gampang dulu atau familiar dengan
anak. Kalau saya listening skill saya gabungkan dengan speaking.
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85 I : Terus, media yg ibu pakai untu mengajar listening apa Bu? P2 : Saya pakai laptop dan speaker. I : Sekarang ke aktifitasnya ya, Bu. Biasanya pre-aktivity, atau
kegiatan pembukanya yang biasa ibu berikan ke siswa sebelum memulai pelajaran listening itu apa, Bu?
P2 : Ya..saya cuma terangkan dulu tentang topiknya dan vocabulary yang berhubungan dengan topik
I : Itu listening yang ibu kasih diawal-awal itu apa melalui ibu sendiri,suara ibu sendiri? P2 : Menggunakan suara saya sendiri agar tidak terlalu cepat saat murid
mendengarkan. I : Kalau kegiatan yang dilakukan ketika listening itu sendiri apa yang
ibu berikan? P2 : Biasanya fill in the blank atau melengkapi dialog. I : Kalau kegiatan penutupnya? P2 : Kalau kegiatan penutupnya menyimpulkan pelajaran hari ini dengan tanya jawab. I : Apakah materi atau tugas-tugas yang ada di Buku, sudah cocok dengan kehidupan sehari-hari siswa? P2 : Yak arena sudah sesuai SK-KD I : Kesulitan yang siswa hadapi ketika pelajaran listening apa bu? P2 : Audionya terlalu cepat dan kurang jelas bagi siswa. kosakata baru juga
menjadi kesulitan siswa jadinya mereka bisa mendengarkan tapi tidak tahu artinya. Siswa juga karena kurang latihan listening jadi kesulitan ketika mendengarkan dan kurang konsentrasi mereka itu.
I : Bagaimana cara ibu mengatasi kesulitan itu? P2 : Saya bacakan lagi textnya sesuai dengan audionya. Jadi kalau pakai
speaker tidak lancer, saya pakai suara saya sendiri. Dan juga diawal saya beri vocabulary yang berhubungan dengan topic agar siswa familiar.
I : Apa ibu sendiri mengalami kesulitan tidak dalam mengajarkan litening? P2 : Kesulitan saya mungkin terdapat pada terbatasnya materi jadi gak bisa
explore lebih banyak. I : Materi apa yang dibutuhkan untuk meningkantkan listening siswa? P2 : Materi yang berhubungan dengan kegiatan sehari-hari siswa agar siswa
familiar dengan materinya dan mudah memahami. I : Saran ibu untuk designya nanti apa, Bu? P2 : Listening dibuat semenarik mungkin bagi anak-anak misal diberi gambar atau lagu agar anak-anak tertarik dan mau memperhatikan sehingga lebih mudah untuk belajar.
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APPENDIX D THE DESIGN OF THE
MATERIALS
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D.1. Syllabus
SYLLABUS
ENGLISH LISTENING MATERIALS
FOR THE SEVENTH GRADE STUDENTS OF THE FIRST SEMESTER OF SMP N 2 YOGYAKARTA
Name of the school : SMP Negeri 2 Yogyakarta
Subject : English
Grade / Semester : VII / I
Time allocation : 2x40’
Skill : Listening
Goals Learning Objectives Materials Learning
Activities Evaluation Time Allocation Sources
1.1 To respond meaning in transactional (to get things done) and interpersonal (socialize) conversation using very simple spoken discourse accurately, fluently, and acceptable to interact
At the end of the class students are to be able to: Identify the
expressions of greeting, introducing, and leave takings in the recording they listen to.
Mention
Greeting, Introducing, and Leave takings: Recordings of
dialogues about greeting, introducing, and leave taking.
Expressions
Listening: Listening to
the dialogues.
Answering questions based on the recording.
Group work: Introducing
Written: Completing
dialogue Answering
questions
Oral: Answering
questions Dialogue
performance
2x40’ Listening module unit 1
Recording www.anglomania
c y.pl/e4learn.pdf
www.mathsisfun.com
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Goals Learning Objectives Materials Learning
Activities Evaluation Time Allocation Sources
with the nearest environment which involves actions and expressions of: greeting others unknown/known, introducing myself/others, and giving instructions and prohibitions.
specific information from the recording they listen to.
Introduce themselves and others orally.
of greetings, introducing, and leave taking.
Some pictures about greeting, introducing, and leave taking.
myself and others.
At the end of the class students are to be able to: Identify the
expression of giving instruction and prohibition.
Mention specific information from the recording they listen to.
Give instruction and prohibition orally.
Giving instruction and prohibition: Recordings of
dialogues about giving instruction and prohibition.
Expressions of giving instruction and prohibition.
Some pictures about giving instruction
Listening: Listening to
the dialogues.
Identifying and classifying the expressions.
Finding the meaning of the vocabulary.
Group work: Listing
Written: Completing
dialogue Classifying
the expressions
Identifying specific information of the recording.
Oral: Answering
questions Presenting
the group
2x40’ Listening module unit 2
Recording 3nglish7.blogspot
.com/2010/02/command-prohibition.html
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Goals Learning Objectives Materials Learning
Activities Evaluation Time Allocation Sources
and prohibition.
instruction and prohibitions.
work
1.2 To respond meaning in transactional (to get things done) and interpersonal (socialize) conversation using very simple spoken discourse accurately, fluently, and acceptable to interact with the nearest environment which involves actions and expressions of: asking for and giving information, thanking, apologizing, and expressing politeness.
At the end of the class students are to be able to: Identify the
expression of asking for and giving information.
Mention specific information from the recording they listen to.
Identify preposition of place accurately.
Respond to someone who asks for information.
Ask for and
Asking for and giving information: A video about
preposition song.
Recordings of dialogues about asking for and giving information.
Expressions of asking for and giving information.
Some pictures about asking for and giving information.
Listening: Listening to
and watching a video about preposition
Listening to the dialogues.
Finding the meaning of the vocabulary.
Group work: Asking for
and giving information.
Written: Completing
dialogue Identifying
specific information of the recording.
Oral: Answering
questions Presenting
the group work
2x40’ Listening module unit 3
Recording www.wearebusyb
eavers.com
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Goals Learning Objectives Materials Learning
Activities Evaluation Time Allocation Sources
give information orally.
At the end of the class students are to be able to: Identify the
expression expressing gratitude and apology
Mention specific information from the recording they listen to.
Respond toward the expression of gratitude and apology.
Express gratitude and apology orally.
Expressing gratitude and apology: Recordings of
dialogues about expressing gratitude and apology.
Expressions of gratitude and apology.
Listening: Listening to
the dialogues.
Answering questions based on the recording.
Group work: Making
dialogue using expressions of gratitude and apology.
Written: Answering
questions Completing
dialogue Identifying
specific information of the recording
Oral: Answering
questions Dialogue
performance
2x40’ Listening module unit 4
Recording
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LESSON PLAN UNIT 1
Subject : English
Skill : Listening
Unit : 1
Topic : Greeting, Introducing, and Leave takings
Title : Hello, Friends!
Time Allocation : 2 x 40’
Competency Standard :
1. Understanding meanings in very simple transactional and interpersonal to
interact with the nearest environment.
Goal :
1.1 To respond meaning in transactional (to get things done) and interpersonal
(socialize) conversation using very simple spoken discourse accurately,
fluently, and acceptable to interact with the nearest environment which
involves actions and expressions of: greeting others unknown/known,
introducing myself/others.
Learning Objectives :
At the end of the class students are to be able to:
• Identify the expressions of greeting, introducing, and leave takings in the
recording they listen to.
• Mention specific information from the recording they listen to.
• Introduce themselves and others orally.
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92 Learning Materials and Strategies:
Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
1. Warming up
a. Greeting
b. Pictures
Pre-Task
1. The teacher
greets the
students.
2. The teacher asks
the students to
greet their
friends and
introduce
themselves to
each other.
3. The teacher
explains today’s
topic and the
learning
objectives of the
lesson.
4. The teacher asks
the students to
do the warming
up task.
5. The teacher asks
the students to
discuss their
answer.
Pre-Task
1. The students
greet the
teacher.
2. The students
greet each other
and introduce
themselves.
3. The students
listen to the
teacher’s
explanation.
4. The students do
the warming up
task.
5. The students
discuss their
answer in a
class
discussion.
5’
10’
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
2. Your Turn
a. Recording
about
greeting,
introducing,
and leave
taking
b. Tasks about
greeting,
introducing,
and leave
taking.
3. Your Focus
a. The
expressions
of greeting,
introducing,
and leave
taking.
Main Task
6. The teacher
explains the
students about
the activity for
Task 1 part A
and B.
7. The teacher
plays the
recording.
8. The teacher
checks the
students’ work in
a class
discussion.
9. The teacher
explains the
students about
the activity for
Task 2.
10. The teacher
plays the
recording
11. The teacher
checks the
Main Task
6. The students
listen to the
teacher’s
explanation.
7. The students
listen to the
recording and
do Task 1.
8. The students
discuss the
answer of Task
1.
9. The students
listen to the
teacher’s
explanation.
10. The students
listen to the
recording and
do Task 2
11. The students
discuss their
15’
15’
25’
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
b. Writing the
correct
greetings
according to
the pictures
c. Students
practice by
their selves
students’ work in
class discussion.
12. The teacher asks
the students to
practice the
language focus
by repeating
after the teacher.
13. The teacher asks
the students to
write a greeting
based on the
picture.
14. The teacher
explains about
“am and pm”.
15. The teacher
explains the
students about
the group work.
16. The teacher asks
some students to
present their
group’s work.
answer in a
class discussion.
12. The students
practice the
language focus.
13. The students
learn language
focus by writing
greeting based
on the picture.
14. The students
listen to the
teacher’s
explanation.
15. The students
listen to the
teacher’s
explanation.
16. The students
present their
group’s work in
front of the
class.
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
4. What have you
learnt?
Students’
reflection about
today’s lesson
Post-Task
17. The teacher asks
the students to
answer the
questions about
the students’
reflection on
today’s lesson.
18. The teacher
summarizes
today’s lesson.
19. The teacher
closes today’s
teaching-
learning
activities.
Post-Task
17. The students
answer the
questions about
their reflection
on today’s
lesson.
18. The students
listen to the
teacher’s
explanation.
19. The students
respond to the
teacher’s
closing.
10’
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LESSON PLAN UNIT 2
Subject : English
Skill : Listening
Unit : 2
Topic : Giving Instructions and Prohibitions
Title : Open Your Book, Please!
Time Allocation : 2 x 40’
Competency Standard :
1. Understanding meanings in very simple transactional and interpersonal to
interact with the nearest environment.
Goal :
1.1 To respond meaning in transactional (to get things done) and interpersonal
(socialize) conversation using very simple spoken discourse accurately,
fluently, and acceptable to interact with the nearest environment which
involves actions and expressions of: giving instructions and prohibitions.
Learning Objectives :
At the end of the class students are to be able to:
• Identify the expression of giving instruction and prohibition.
• Mention specific information from the recording they listen to.
• Give instruction and prohibition orally.
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97 Learning Materials and Strategies:
Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
1. Warming up
a. Greeting
b. Pictures
Pre-Task
1. The teacher
greets the
students.
2. The teacher asks
the students to
do the warming
up task.
3. The teacher asks
the students to
discuss their
answer.
4. The teacher
explains today’s
topic and the
learning
objectives of the
lesson.
Pre-Task
1. The students
greet the
teacher.
2. The students do
the warming up
task.
3. The students
discuss their
answer in a
class
discussion.
4. The students
listen to the
teacher’s
explanation.
5’
10’
2. Your Turn
a. Recording
about giving
instructions
and
prohibitions
Main Task
5. The teacher
explains the
students about
the activity for
Task 1 part A
and B.
6. The teacher
Main Task
5. The students
listen to the
teacher’s
explanation.
6. The students
listen to the
15’
15’
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
b. Tasks about
giving
instructions
and
prohibitions
3. Your Focus
a. The
expressions
about giving
instructions
b. The
expressions
plays the
recording.
7. The teacher asks
the students to
find the meaning
of the
vocabulary.
8. The teacher
checks students’
work in class
discussion.
9. The teacher
explains the
students about
the activity for
Task 2.
10. The teacher
plays the
recording.
11. The teacher asks
the students to
find the meaning
of the
vocabulary.
12. The teacher
recording and
do Task 1.
7. The students
find the
meaning of the
vocabulary in
the dictionary.
8. Discuss the
answer of Task
1.
9. The students
listen to the
teacher’s
explanation.
10. The students
listen to the
recording and
do Task 2.
11. The students
find the
meaning of the
vocabulary in
the dictionary.
12. The students
25’
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
about giving
prohibitions
c. Students
practice by
their selves
checks students’
work in a class
discussion.
13. The teacher
explains the
expressions of
giving
explanations and
how to give
instructions.
14. The teacher
explains the
expressions of
giving
prohibitions and
how to give
prohibitions.
15. The teacher
explains the
students about
the group work.
16. The teacher asks
some students to
present their
group’s work.
discuss their
answer in a
class discussion.
13. The students
listen to the
teacher’s
explanation and
practice how to
give instruction.
14. The students
listen to the
teacher’s
explanation and
practice how to
give
prohibitions.
15. The students
listen to the
teacher’s
explanation.
16. The students
present their
group’s work in
front of the
class.
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
4. What have you
learnt?
Students’
reflection about
today’s lesson
Post-Task
17. The teacher asks
the students to
answer the
questions about
the students’
reflection on
today’s lesson.
18. The teacher
summarizes
today’s lesson.
19. The teacher
closes today’s
teaching-
learning
activities.
Post-Task
17. The students
answer the
questions about
their reflection
on today’s
lesson.
18. The students
listen to the
teacher’s
explanation.
19. The students
respond to the
teacher’s
closing.
10’
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101
LESSON PLAN UNIT 3
Subject : English
Skill : Listening
Unit : 3
Topic : Asking for and Giving Information
Title : Everything around Us
Time Allocation : 2 x 40’
Competency Standard :
1. Understanding meanings in very simple transactional and interpersonal to
interact with the nearest environment.
Goal :
1.2 To respond meaning in transactional (to get things done) and interpersonal
(socialize) conversation using very simple spoken discourse accurately, fluently,
and acceptable to interact with the nearest environment which involves actions
and expressions of: asking for and giving information
Learning Objectives :
At the end of the class students are to be able to:
• Identify the expression of asking for and giving information.
• Mention specific information from the recording they listen to.
• Identify preposition of place accurately.
• Respond to someone who asks for information.
• Ask for and giving information orally.
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102
Learning Materials and Strategies:
Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
1. Warming up
a. Greeting
b. Video:
preposition
Pre-Task
1. The teacher
greets the
students.
2. The teacher asks
the students to
watch a video
about
preposition.
3. The teacher asks
the students to
do the task.
4. The teacher asks
the students to
discuss their
answer.
5. The teacher
explains today’s
topic and the
learning
objectives of the
lesson.
Pre-Task
1. The students
greet the
teacher.
2. The students
watch the
video.
3. The students do
the warming up
task.
4. The students
discuss their
answer in a
class
discussion.
5. The students
listen to the
teacher’s
explanation.
5’
15’
2. Your Turn
a. Recording
Main Task
6. The teacher
Main Task
6. The students
10’
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
about giving
instructions
and
prohibitions
b. Tasks about
giving
instructions
and
prohibitions
3. Your Focus
a. The
expressions
asking for
and giving
explains the
students about
the activity for
Task 1.
7. The teacher
plays the
recording.
8. The teacher
checks students’
work in class
discussion.
9. The teacher
explains the
students about
the activity for
Task 2 part A
and B.
10. The teacher
plays the
recording.
11. The teacher asks
the students to
find the meaning
of the
vocabulary.
listen to the
teacher’s
explanation.
7. The students
listen to the
recording and
do Task 1.
8. Discuss the
answer of Task
1.
9. The students
listen to the
teacher’s
explanation.
10. The students
listen to the
recording and
do Task 2.
11. The students
find the
meaning of the
vocabulary in
the dictionary.
12. The students
15’
25’
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Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
information
b. Students
practice by
their selves
12. The teacher
checks students’
work in a class
discussion.
13. The teacher
explains the
expressions of
asking for and
giving
information.
14. The teacher
explains the
students about
the group work.
15. The teacher asks
some students to
present their
group’s work.
discuss their
answer in a
class discussion.
13. The students
listen to the
teacher’s
explanation.
14. The students
listen to the
teacher’s
explanation.
15. The students
present their
group’s work in
front of the
class.
4. What have you
learnt?
Students’
reflection about
today’s lesson
Post-Task
16. The teacher asks
the students to
answer the
questions about
the students’
reflection on
today’s lesson.
Post-Task
16. The students
answer the
questions about
their reflection
on today’s
lesson.
10’
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105
Materials
Learning Strategy Time
Allocation Teacher’s Activities Students
Activities
17. The teacher
summarizes
today’s lesson.
18. The teacher
closes today’s
teaching-
learning
activities.
17. The students
listen to the
teacher’s
explanation.
18. The students
respond to the
teacher’s
closing.
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LESSON PLAN UNIT 4
Subject : English
Skill : Listening
Unit : 4
Topic : Expressing Gratitude and Apology
Title : Be Grateful!
Time Allocation : 2 x 40’
Competency Standard :
1. Understanding meanings in very simple transactional and interpersonal to
interact with the nearest environment.
Goal :
1.2 To respond meaning in transactional (to get things done) and interpersonal
(socialize) conversation using very simple spoken discourse accurately, fluently,
and acceptable to interact with the nearest environment which involves actions
and expressions of: asking for thanking, apologizing, and expressing politeness.
Learning Objectives :
At the end of the class students are to be able to:
• Identify the expression expressing gratitude and apology.
• Mention specific information from the recording they listen to.
• Respond toward the expression of gratitude and apology.
• Express gratitude and apology orally.
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107 Learning Materials and Strategies:
Materials
Learning Strategy Time
Allocation Teacher’s
Activities
Students
Activities
1. Warming up
a. Greeting
b. Warming up
questions
Pre-Task
1. The teacher
greets the
students.
2. The teacher
asks the
students to do
the warming up
task.
3. The teacher
asks the
students to
discuss their
answer.
4. The teacher
explains today’s
topic and the
indicators of the
lesson.
Pre-Task
1. The students
greet the
teacher.
2. The students
do the warming
up task.
3. The students
discuss their
answer in a
class
discussion.
4. The students
listen to the
teacher’s
explanation.
5’
10’
2. Your Turn
a. Recording
about
expressions of
gratitude and
apology
b. Tasks about
Main Task
5. The teacher
explains the
students about
the activity for
Task 1.
6. The teacher
Main Task
5. The students
listen to
teacher’s
explanation.
6. The students
15’
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108
Materials
Learning Strategy Time
Allocation Teacher’s
Activities
Students
Activities
expressions of
gratitude and
apology
3. Your Focus
a. Explanation
about
expressions of
gratitude
b. Explanation
about
expressions of
plays the
recording.
7. The teacher
checks students’
work in a class
discussion.
8. The teacher
explains the
students about
the activity for
Task 2.
9. The teacher
plays the
recording.
10. The teacher
checks students’
work in a class
discussion.
11. The teacher
explains about
expressions of
gratitude.
12. The teacher
plays a
listen to the
recording and
do Task 1.
7. Discuss the
answer of Task
1.
8. The students
listen to the
teacher’s
explanation.
9. The students
listen to the
recording and
do Task 2.
10. The students
discuss their
answer in a
class
discussion.
11. The students
listen to the
teacher’s
explanation.
12. The students
listen to the
15’
25’
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109
Materials
Learning Strategy Time
Allocation Teacher’s
Activities
Students
Activities
apology
c. Students
practice by
their selves
recording about
the expressions
of gratitude.
13. The teacher
explains the
expressions of
apology.
14. The teacher
explains the
students about
the group work.
15. The teacher
asks some
students to
present their
group’s work.
recording and
do the task.
13. The students
listen to the
teacher’s
explanation.
14. The students
listen to
teacher’s
explanation.
15. The students
present their
group’s work
in front of the
class.
4. What have you
learnt?
Students’
reflection about
today’s lesson
Post-Task
16. The teacher
asks the
students to
answer the
questions about
the students’
reflection on
today’s lesson.
17. The teacher
summarizes
Post-Task
16. The students
answer the
questions about
their reflection
on today’s
lesson
17. The students
listen to the
10’
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Materials
Learning Strategy Time
Allocation Teacher’s
Activities
Students
Activities
today’s lesson.
18. The teacher
closes today’s
teaching-
learning
activities.
teacher’s
explanation.
18. The students
respond to the
teacher’s
closing.
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111 D.3. General Description
GENERAL DESCRIPTION
I. Students Description
It is important for the students to start learning English through listening skill from the
first year of Junior High School. The seventh grade students of SMPN 2 Yogyakarta have
high motivation to learn English through listening activities. Moreover, the school supports
the listening activity by providing enough facilities such as speakers in every class and a
language laboratory. However, so far the listening materials given were not enough for them.
II. Objectives
There are two objectives in this study. The first objective is to improve students’
listening ability in learning English. The second objective is to provide another source of
materials as the references for the teachers of SMPN 2 Yogyakarta.
III. The Materials
The materials were designed based on the current curriculum applied in SMPN 2
Yogyakarta which is the 2006 School-Based Curriculum. Here are 4 units of English listening
materials for seventh grade students in the first semester:
Unit Topic Title
1 Introducing, Greeting, and Leave Taking Hello, Friends!
2 Giving Instructions and Prohibitions Open Your Book, Please!
3 Asking for and Giving Information Everything around Us
4 Expressing Gratitude and Apology Be Grateful!
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112 IV. Materials Description
These materials are divided into four main sections for each unit. Those four main
sections are for helping students in improving listening ability though the designed materials.
The activities and tasks given are in the form of exercises which can be conducted
individually or in a group based on the instruction given.
The activities are as follows:
a. Warming Up
The activities here are the form of images, song, and also questions to be discussed. In
this section, the activities are aimed to give warming up for the students before the jump into
the tasks. This section is to find out the students’ knowledge toward the topic. It will make
the students to be able to prepare themselves to learn. The students can also get more
information and explanation about the topic.
b. Your Turn
In this section, the activities are full of tasks for the students. The tasks are in form of
listening activities. It is aimed to give students more practice by doing the task.
c. Your Focus
In this section, the students are given explanation about the language focus of the topic.
This section is put after the task cycle so that the students can get real example from the
previous activities they have done.
d. What have You Learnt?
In this section, the students are asked to write down their reflection after they finish
every unit given. It is aimed to find out how much the students learn through every unit to
learn English and improve their listening ability. It is also aimed to find out how well the
students follow the activities.
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113 D.5. The Design of English Listening Materials
ENGLISH LISTENING
MATERIALS
FOR THE SEVENTH GRADE
STUDENTS OF
SMP NEGERI 2
YOGYAKARTA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i
PREFACE
It is important for students to start learning English through listening skill
from the first year of Junior High School. English Listening Materials for the
Seventh Grade Students of SMPN 2 Yogyakarta is a material which focuses on
listening skill.
The materials are based on the 2006 School-Based Curriculum (KTSP).
There are two objectives in this study. The first objective is to improve students’
listening ability in learning English. The second objective is to provide another
source of materials as the references for the teachers of SMPN 2 Yogyakarta. This
book provides the students with the activites based on task-based language
teaching which are related to the students' real life.
Finally, the writer is very grateful to the people who have helped her in
developing this listening material. The writer expected that the designed materials
could motivate the students to learn English especially listening skill.
Yogyakarta, 19 December 2013
The Writer
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ii
Table of Contents
Page
Preface ................................................................................................
Table of Contents ................................................................................
Unit 1 Hello, Friends! .......................................................................
Unit 2 Open Your Book, Please! ......................................................
Unit 3 Everything around Us ...........................................................
Unit 4 Be Grateful! ...........................................................................
References ...........................................................................................
i
ii
1
6
11
16
20
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1
UNIT 1 – HELLO, FRIENDS!
UNIT 1
Introduction, Greeting, and Leave Taking
Greet your friend next to you and introduce yourself!
What do you say to him/her?
Listen to the recording carefully and choose the correct picture for each
dialogue!
WARMING UP
A.
(….)
B.
(….)
C.
(….)
http://articles.southbendtribune.com http://www.visualphotos.com/image
http://www.wikihow.com/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 1 – HELLO, FRIENDS!
B. After listening to the recording, answer the questions below!
1. What does Andy say to introduce Thomas?
2. What does Thomas say to Fany to respond her introduction?
3. What does Andy say to show leave taking?
Listen to the recording carefully and choose the correct answer!
1. What is the dialogue about?
a. leave taking
b. self introduction
c. talking to teacher
d. introducing teacher
2. Where does the dialogue take
place?
a. In the canteen.
b. In the café
c. In the classroom
YOUR TURN
A. Listen to the recording carefully and complete the dialogue!
Andy : Good morning, Fany! (1)____________
Fany : Good morning, Andy! I am fine. Thanks. (2)______________
Andy : I am fine too, thank you. Fany,(3) _______________________,
Thomas. He is from England.
Fany : Hello, Thomas! I am Fany.
Thomas : Hello, Fany! (4)______________
Fany : Nice to meet you too, Thomas.
Andy : (5)_________________. We are going to go to Malioboro. Do you
want to join us, Fany?
Fany : I am sorry I can’t, I have to go to the library.
Andy : Okay. (6)________________
Fany : Good bye, Andy. Good bye, Thomas!
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UNIT 1 – HELLO, FRIENDS!
d. In the parking lot
3. Based on the recording which
statement shows leave taking?
a. Nice to meet you!
b. See you later!
c. Hello!
d. I am Mindy.
4. How many people are in the
situation?
a. 1
b. 2
c. 3
d. 4
5. Where is Mindy going to?
a. Library
b. Canteen
c. Classroom
d. Toilet
A. Listen and repeat after your teacher!
Greeting Responses
Hello! Hello!
Good morning! Good morning!
Good afternoon! Good afternoon!
Good evening! Good evening!
How do you do? How do you do?
How are you? I am fine, thank you.
Leave Taking Responses
Good bye! Good bye!
See you later! See you!
Good night! Good night!
Introduction Responses
Hello! I am Cindy! Nice to meet you! Hello! I am Peter. Nice to meet
you too, Cindy!
YOUR FOCUS!
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4
UNIT 1 – HELLO, FRIENDS!
B. Write the correct greetings according to the pictures!
6:00 am - 11:59 am
6:00 pm - 7:59 pm
8:00 pm - 11:59 pm / before going to sleep
12:01 pm - 5:59 pm
Ante Meridiem Latin for "before midday” ; Post Meridiem* Latin for "after midday"
You say:
____________________ !
You say:
____________________ !
You say:
____________________ !
You say:
____________________ !
What are AM and PM ?
http://www.mathsisfun.com
Taken from: http://www.anglomaniacy.pl/e4learn.pdf
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 1 – HELLO, FRIENDS!
Make a group of two and make a conversation based on one of the situations
below!
Answer the following questions!
1. What have you learnt in this lesson?
2. Did the activities help you to improve your listening skill?
3. Did you learn new vocabulary? What are they?
4. Did you find any difficulties? How did you overcome them?
WHAT HAVE YOU LEARNT?
1. You want to introduce your
little brother to your friends.
2. You want to introduce yourself
to your new neighbor in the
morning.
http://www.wikihow.com/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 2 – OPEN YOUR BOOK, PLEASE!
UNIT 2
Giving Instructions and Prohibitions
Listen to the recording carefully and choose the correct picture for each
number!
( …. ) ( …. ) ( …. )
( …. ) ( …. )
WARMING UP
http://www.123rf.com http://www.dreamstime.com
http://www.123rf.com
http://www.tsadvantage.com http://commons.wikimedia.org
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 2 – OPEN YOUR BOOK, PLEASE!
A. Listen to the recording carefully and complete the dialogue!
Find the meaning of these words in your dictionary!
B. Write down the statements that show giving instruction and prohibition
according to the dialogue above!
YOUR TURN
Rudi : Excuse me, Ma’am. May I come in?
Teacher : _____________ Do you know what time it is?
Rudi : It is ________
Teacher : Why are you late?
Rudi : There was a ________ on the way.
Teacher : You should have gone earlier to school. Next time,
_____________
Rudi : I am sorry, Ma’am.
Teacher : It is okay. ________________
Rudi : Thank you, Ma’am.
Prohibition:
_____________________________
_____________________________
_____________________________
Instruction:
_____________________________
_____________________________
_____________________________
late (adj) =
traffic jam (n) =
early (adj) =
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8
UNIT 2 – OPEN YOUR BOOK, PLEASE!
Listen to the recording carefully and write T(true) /F(false) for each statement!
1. Andy is eating in the classroom.
2. The teacher tells Andy not to sleep again next time.
3. The teacher tells Andy to wash his face.
4. Rino wants to go to the park.
5. Mother lets Rino go.
6. Rino wants to meet his friends.
7. Rino wants to play games on the computer.
8. Dian tells Dika to use the computer.
9. Tika is reading a novel.
10. Tono bought the novel yesterday.
Find the meaning of these words in your dictionary!
YOUR FOCUS!
INSTRUCTION
wash (v) =
park (n) =
repair (v) =
borrow (v) =
bought (v) =
Kinds of giving INSTRUCTION : 1. We use as commanding word in the form of
infinitive Example : Stand up !
Clean the write board !
2. We use be + adjective/adverbs Example : Be careful !
Be on time !
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9
UNIT 2 – OPEN YOUR BOOK, PLEASE!
Do the activity below!
PROHIBITION
1. Make a group of 3.
2. List at least 5 instructions and prohibitions that you
find in the school.
3. You may go around the school to do this activity.
We use the word PLEASE at the beginning or at the end of an instruction to make it
sounds more polite.
Example : Please, keep silent!
Don’t be late, please!
Kinds of giving PROHIBITION: 1. We use the word: don’t + infinitive don’t + be + adjective/adverb Example : Don’t go anywhere !
Don’t be noisy ! 2. We use no + V-ing
Example : No smoking ! No parking!
Edited from: http://3nglish7.blogspot.com/2010/02/command-prohibition.html
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UNIT 2 – OPEN YOUR BOOK, PLEASE!
Answer the following questions!
WHAT HAVE YOU LEARNT?
1. What have you learnt in this lesson?
2. Did the activities help you to improve your listening skill?
3. Did you learn new vocabulary? What are they?
4. Did you find any difficulties? How did you overcome them?
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UNIT 3 – EVERYTHING AROUND US
UNIT 3
Asking for and Giving Information
Watch the video about preposition!
Find the meaning of these prepositions!
WARMING UP
in =
on =
under =
in front of =
behind =
next to =
between =
Taken from: www.wearebusybeavers.com
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UNIT 3 – EVERYTHING AROUND US
Listen to the recording carefully and complete the dialogue!
1. Nia : Dad, do you know where
my book is?
Father : _________________
2. Dion : Tya,_______________
Tya : Chiko is sleeping under
the table.
3. Juna : Mom, where are my
shoes?
Mother : __________________
4. Niko : Lisa, _______________
Lisa : I live at Jalan Merapi no.9
5. Father : Lola, do you see my cell
phone?
Lola : It is _______________
6. Andi : Nisa, _______________
Nisa : He is my brother.
YOUR TURN
http://www.city-data.com
http://www.123rf.com
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UNIT 3 – EVERYTHING AROUND US
A. Listen to the recording carefully and choose the correct answer!
1. Where is the bank?
a. Next to the post office
b. Behind the post office
c. In front of the post office
d. Across the post office
2. How does Tina go to school?
a. By bicycle
b. By taxi
c. By bus
d. By train
3. Where is the person going to?
a. park
b. hospital
c. station
d. bus stop
4. Where is the hospital?
a. Next to the park
b. Next to the bus stop
c. In front of the park
d. Behind the park
5. Where does mother put the book?
a. In the room
b. On the table
c. Under the table
d. In the bag
B. Find the meaning of these words in your dictionary!
1. bag = 2. bank = 3. building = 4. post office = 5. go straight = 6. hospital = 7. magazine = 8. park =
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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UNIT 3 – EVERYTHING AROUND US
Listen and repeat after your teacher!
Asking for information Giving information
Who is she?
Can you tell me where you live?
Did you see my pen?
Sorry to trouble you, but do you
know where my bag is?
Excuse me, do you know where the
train station is?
Do you happen to know where Mr.
Anton is?
Could anyone tell me when the test
is?
She is my mother.
I live at Green street no.10
I saw it in under the table.
I think you left it in your room.
Turn left at the T-junction and
the go ahead. It is next to the
supermarket.
He goes to the office.
The test is on June 11th, 2013.
YOUR FOCUS! Asking for and
giving information
expressions
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UNIT 3 – EVERYTHING AROUND US
Do the activity below!
Answer the following questions!
1. Make a group of 3.
2. Ask your friend at least 3 questions what you want
to know from him / her.
3. Present it in front of the class.
4. Other students may also ask more questions to the
presenter!
1. What have you learnt in this lesson?
2. Did the activities help you to improve your listening skill?
3. Did you learn new vocabulary? What are they?
4. Did you find any difficulties? How did you overcome them?
WHAT HAVE YOU LEARNT?
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UNIT 4 – BE GRATEFUL!
UNIT 4
Expressing Gratitude and Apology
Answer the questions!
1. What do you say to express gratitude?
2. What do you say to respond someone’s gratitude?
3. What do you say to express apology?
4. What do you say to respond someone’s apology?
Listen to the expressions carefully and choose the correct response!
1. a. Please don’t mention it.
b. I am fine
c. Definitely.
d. It doesn’t matter.
2. a. Fine, thanks.
b. Nice to see you.
c. That’s all right.
d. You are welcome.
3. a. My pleasure.
b. You are welcome.
c. It doesn’t matter.
d. Of course.
4. a. Don’t mention it.
b. I am fine.
c. Of course.
d. Glad to hear that.
WARMING UP
YOUR TURN
http://www.findinghappiness.com/gratitude/
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UNIT 4 – BE GRATEFUL!
5. a. Of course
b. It’s all right
c. You’re welcome
d. Thank you.
Listen to the dialogue carefully
and answer the questions!
1. Why does Sani ask for Rudy’s help?
2. What does Sani say to express gratitude to Rudy?
3. What does Sani say to express apology to Rudy?
4. What does Rudy say to respond to Sani’s apology?
Listen and repeat after your teacher!
Expressions of Gratitude Responses
Thank you. You are welcome.
Thank you very much. That’s all right.
Thanks a lot. Don’t mention it.
Thanks. It’s ok.
YOUR FOCUS! EXPRESSIONS
OF GRATITUDE
http://floridakeyssheriff.blogspot.com
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UNIT 4 – BE GRATEFUL!
Listen to the dialogue carefully and fill in the blanks!
Listen and repeat after your teacher!
Pay attention to the italic sentences!
Expression of Apology Responses
Sorry. Never mind.
I am very sorry. That’s all right.
I apologize for …. That’s OK.
I’d like to apologize for… Please don’t be sorry.
Please accept my apology. It doesn’t matter.
What makes the italic sentences different?
EXPRESSIONS
OF APOLOGY
Dialogue 1
Mother : Doni, I bought sneakers for you.
Doni : Wow, I like it. __________
Mother : _________________
Dialogue 2
Sam’s sister : Happy birthday, Sam! This is for you.
Sam : ___________. You’re so nice.
Sam’s sister :______________
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UNIT 4 – BE GRATEFUL!
Do the activity below!
Answer the following questions!
1. Find a partner!
2. Make a conversation using the expressions of
gratitude and apology!
3. Choose one of the situations below!
4. Present it in front of the class!
You see your friend
fall down and you
want to help him/her.
You come late to the
class.
1. What have you learn in this lesson?
2. Did the activities help you to improve your listening skill?
3. Did you learn new vocabulary? What are they?
4. Did you find any difficulties? How did you overcome them?
WHAT HAVE YOU LEARNT?
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References
http://articles.southbendtribune.com
http://www.visualphotos.com/image
http://www.wikihow.com/
http://www.anglomaniacy.pl/e4learn.pdf
http://www.mathsisfun.com
http://www.123rf.com
http://www.dreamstime.com
http://www.tsadvantage.com
http://commons.wikimedia.org
http://3nglish7.blogspot.com/2010/02/command-prohibition.html
Taken from: www.wearebusybeavers.com
http://www.city-data.com
http://www.findinghappiness.com/gratitude/
http://floridakeyssheriff.blogspot.com
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