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

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LISTENING INSTRUCTIONAL MATERIALS

BASED ON TASK-BASED LEARNING FOR THE NINTH

GRADE STUDENTS OF

SMP NEGERI 11

YOGYAKARTA

A THESIS

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

In English Language Education

By Eti Astuti

Student Number: 031214056

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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I dedicate this thesis to Jesus Christ,

My lovely Dad and Mom, and My Family

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

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

When everything goes dead wrong,

For the test of the heart is trouble.

And it always comes with years.

And the smile that worth the praises of earth,

Is the smile that shines through the tears

.

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vii ABSTRACT

Astuti, Eti. 2009. Listening Instructional Materials Based on Task-Based Learning for the Ninth Grade Students of SMP Negeri 11 Yogyakarta.

Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research was conducted to design a set of listening instructional materials based on task-based learning for the ninth grade students of SMP N 11 Yogyakarta. There were two questions formulated in the problem formulation. They were 1) How is a set of listening instructional materials based on task based learning for the ninth grade students of SMP Negeri 11 Yogyakarta designed? and 2) What does the designed materials look like?

To answer the first question, the writer adapted Kemp’s instructional design model that consisted of eight steps. The steps were: (1) Determining the goals, the topics, and the general purposes, (2) Observing learners’ characteristics, (3) Determining the learning objectives, (4) Listing the subject content, (5) Developing pre-assessments, (6) Selecting teaching/learning activities and instructional resources, 7) Preparing support services, (8) Conducting the evaluation. As for the methodology, the writer applied five steps of Research & Development theory. They were: (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision. To gather the data the writer used questionnaire, interview and observation.

Having designed the materials, the writer distributed the second questionnaire to an English teacher of SMP Negeri 11 Yogyakarta and two lecturers of the English Education Study Program of Sanata Dharma University to obtain the feedback of the designed materials. The writer used the Central Tendency measurement to analyze that data. From the data analyzed, the result of the Mean was 4.3. The result showed that the score of the Mean was more than 4. Therefore, it could be concluded that most of the respondents agreed that the designed materials were acceptable and appropriate to be implemented.

To answer the second question, the writer presented the final version of the designed materials after making some revisions and improvements based on the results of the designed materials evaluation. The materials consisted of eight units. They were Meeting People, How Do You Make It?, All in a Day, Unforgettable Experience, The Magic Story, Holidays and Festivals, Can You Cook?, and Travel to an Island. Each unit consisted of six main parts, which were Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect.

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ABSTRAK

Astuti, Eti. 2009. Listening Instructional Materials Based on Task-Based Learning for the Ninth Grade Students of SMP Negeri 11 Yogyakarta.

Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini dilaksanakan untuk merancang seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas. Terdapat dua pertanyaan rumusan masalah yaitu 1) Bagaimana seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas dirancang? dan 2) Bagaimanakah bentuk seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas tersebut?

Untuk menjawab pertanyaan rumusan masalah diatas, peneliti menerapkan 5 langkah Research and Development (R & D) yaitu: (1) Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Untuk mengumpulkan data, peneliti menggunakan kuesioner, wawancara dan observasi. Untuk menjawab pertanyaan pertama, peneliti menggunakan langkah-langkah sebuah model perancangan pembelajaran dari Kemp. Langkah-langkah-langkah tersebut yaitu: (1) Menentukan tujuan umun pembelajaran, (2) Mengamati pelajar dan keadaan, (3) Menentukan objek pembelajaran, (4) Mendata materi pembelajaran, (5) Mengembangkan evaluasi awal, (6) Menyeleksi aktivitas belajar dan mengajar, 7) Menyiapkan sarana pendukung, (8) Melakukan evaluasi.

Setelah materi dirancang kemudian peneliti menyebarkan kuesioner yang kedua kepada guru bahasa Inggris SMP Negeri 11 Yogyakarta dan dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma untuk mendapatkan masukan dan evaluasi mengenai materi tersebut. Untuk menganalisa data yang didapat, peneliti menggunakan rumus Central Tendency.

Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata adalah 4,3. Hasil evaluasi tersebut menunjukkan bahwa nilai nilai rata-rata berada di atas 4. Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan.

Untuk menjawab pertanyaan kedua, peneliti menyajikan versi akhir dari materi yang telah dirancang setelah melalui beberapa perbaikan berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan unit tersebut adalah Meeting People, How Do You Make It?, All in a Day, Unforgettable Experience, The Magic Story, Holidays and Festivals, Can You Cook?, and Travel to an Island. Masing-masing unit terdiri dari 6 bagian besar yaitu Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect.

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ACKNOWLEDGMENTS

First of all, I would like to give my greatest gratitude to my Lord Jesus Christ Almighty, for His endless love, blessings, mercy and guidance in every

breath that I take. I thank Him for all the amazing things in my life and for being beside me everytime and everywhere, especially until I finished my thesis.

I also want to address my sincere gratitude to my major sponsor Christina Kristiyani, S.Pd, M.Pd. and Made Frida Yulia, S.Pd. M.Pd, my co-sponsor, for

their guidance, suggestions, criticism and patience during my thesis writing. I am deeply thankful to Drs. Y.B. Gunawan, M.A., and Drs. Concilianus Laos Mbato, M.A., for their willingness to evaluate my designed materials. I also

thank all PBI lecturers, for the teaching, guidance and support during my study time, and PBI secretariat staffs. I would like to give my special gratitude to the Headmaster of SMP Negeri 11 Yogyakarta, Drs. Sardiyanto, for allowing me to conduct the research in the school and to Ken Marlupi. S.Pd., the English teacher in SMP Negeri 11 Yogyakarta, for the assistance, guidance and the kindness during my research.

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

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finishing my study. I would like to say I am deeply sorry to my family for waiting such a long time.

Next, I also want to give my gratitude to my family in Top Training Center, Ms. Endang, Mr.Ajid, Ms. Shinta, Mr. Paryono, Ms. Ita, Mr. Dhani, Ms. Utik, Ms. Whini, Ms. Suci, Ms. Ayik, Ms. Dhini, Ms. Anggi, Mbak Rina,

Mbak Rini, Mbak Ning, Mbak Cici, and Mas Sukri, for having a great time and valuable experiences. I would also like to express my sincere gratitude to my best friends, Ratna, Hepi, Ema, Hening, and Yuli for their help, support and prayer. I really appreciate the beautiful moments that we have spent together. I also give my gratitude to all my friends in the English Language Education Study Program, especially to Melanie, Dian, Prima, Linda and Nina for their help and support.

At last, I thank those people whose names I cannot mention that have assisted and supported me to finish my thesis. God bless them.

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LIST OF TABLES

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

Listening Class ... 31

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

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

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

Table 4.4 The Competence Standard and the Basic Competence of School- Based Curriculum ... 39

Table 4.5 The Indicators ... 40

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

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LIST OF FIGURES

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xv APPENDICES

Page

Appendix A: Letter of Permission ... 54

Appendix B: Questionnaire for Research and Information Collecting for Students ... 55

Appendix C: Interview Guide ... 59

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

Appendix E: Gambaran Umum Materi ... 63

Appendix F: Syllabus ... 65

Appendix G: Teacher’s Manual ... 77

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1 CHAPTER 1

INTRODUCTION

In this study, the researcher discusses six main parts of this chapter. They are: 1) background of the study, 2) limitation of the study, 3) problem formulation, 4) objectives of the study, 5) benefits of the study, and 6) definition of terms.

A. Background of the Study

Language has a central role in human’s development. Language helps people to develop their intellectual ability, social ability, and also their emotional ability. Through a language, people can express their opinions, feelings, imagination and creativity in their mind.

English is an international language. It is spoken by many people all over the world where people use it to communicate to other people. English is also the key which opens door to scientific and technological knowledge. Much knowledge, science, technology, and other crucial things are presented in English language. From the fact above, it is obvious that everybody needs to learn English to encounter the globalization era. Therefore, students in Indonesia today are required to master English to enter the globalization era.

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skill like reading. For many years, this skill did not receive priority in language teaching. The language teaching is mostly focused on the productive skills (speaking and writing). However, Richards and Renandya (2002: 239), as cited by Rost (1994: 141-142) stated that listening is crucial in the language classroom which provides input for the learners and it is fundamental to speaking. Furthermore, listening is considered as the hardest skill to most students (Riddel, 2001: 108). Students must concentrate carefully and must be able to catch information they listen to.

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the target language. Those are the main reasons why the writer is interested in conducting a study, which has a purpose to produce a set of listening instructional materials based on the task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta.

The reasons the writer chooses the ninth grade students of junior high school of SMP Negeri 11 Yogyakarta are that the students have learned English for more than three years and are expected to possess the basic theory on English. In addition, to graduate from the junior high school, the students have to pass the English test, which one of them is listening test. Whereas, based on the interview with the English teacher, the students find difficulties in listening because of the lack of vocabulary and grammar mastery. Therefore, the preparation in dealing with listening test in order to graduate from junior high school is needed. Furthermore, listening instructional materials for teaching in SMP Negeri 11 Yogyakarta are not available. Hence, the purposes of designing the materials are to provide listening materials, to improve students’ ability in listening skill and to encourage them to communicate in the target language.

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B. Problem Formulation

The problems of this study are formulated as follows.

1. How is a set of listening instructional materials based on task-based principles for the ninth grade students of SMP Negeri 11 Yogyakarta designed?

2. What does the designed materials look like?

C. Limitation of the Study

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D. Objectives of the Study

The objectives of this study are to answer the questions formulated in problem formulation. Those objectives are:

1. To discover how a set of listening instructional materials based on task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta is designed.

2. To present the design of a set of listening instructional materials based on task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta.

E. Benefits of the Study

This study is expected to give benefits for: 1. Teachers

Since this study is about listening instructional materials using task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta, it can be very useful instructional materials to teach listening intended for junior high school students.

2. Students

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

3. Other Researchers

It is hoped that this study will be beneficial for other researchers who would conduct similar study. This study can be very helpful for those who will design similar materials on listening instructional materials for junior high school.

F. Definition of Terms

It is essential to clarify some terms used in this study in order to avoid confusion, misinterpretation and misunderstanding. Therefore, the writer provides the definition of terms as follows:

1. Design

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2. Instructional Materials

Instructional materials mean the material that is used to teach as well as the existing teaching material. According to Banathy (1976: 76), instruction is “any interaction between the learner and his environment through which the learner is making progress toward the attainment of specific and purpose knowledge, skills, and attitude.” In this study, the instructional listening materials contain listening exercises that are meant to teach listening for the ninth grade students of SMP Negeri 11 Yogyakarta.

3. Listening Materials

Listening materials mean a set of materials used to practice and to train students’ ability in listening skill. In this study, the listening tasks will be in the form of picture based listening, listening to monologue, listening to dialogue, and other tasks which have any relation to topics and the students’ needs.

4. Task- Based Learning

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learning is learning that uses many tasks which consist of students’ real life needs and activities as learning experiences.

5. SMP Negeri 11 Yogyakarta

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some theories that underlie the topic of the research. This part is divided into two. First, it deals with the theoretical description. Second, it deals with the theoretical framework.

A. Theoretical Description

This part is concerned with a discussion on the instructional design model applied in this study and some theories related to this study. The instructional design models applied in this study is Kemp’s model and the theories reviewed in this part are School-Based Curriculum, listening skill which consists of what listening is, the principles of teaching listening, methodological models of teaching listening and task-based learning which consists of the definition of task, types of task, and task-based learning framework.

1. Kemp’s Instructional Design Model

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In this book, Kemp (1977: 8) stated that the instructional design model is designed to supply answers to three questions, which are considered as the essential elements of instructional technology as follows.

a. What must be learned? (objectives)

b. What procedures and resources will work best to reach the desired learning levels? (activities and resources)

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

Kemp’s Instructional Design Model has eight stages. They are: 1) Determining the goals, the topics and the general purposes

To design materials, a designer should determine the goals, the topics, and the general purposes of the objectives. Kemp stated that there are three sources for the goals. They are society, learners, and subject areas. Then, after determining the goals, a designer should select the topics. The topics should be started from the simple ones to the complex ones. The topics should represent the goals and the general purposes of the objectives.

2) Observing learners’ characteristics

A designer should know about the learners’ characteristics, needs, capabilities, and interests for whom the materials are designed.

3) Determining the learning objectives

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4) Listing the subject content

The subject content comprises the selection and organizing of the specific knowledge, skills, and attitudinal factors of any topic. These should be arranged in good order so that it can support the learning. In this study, the writer not only takes the materials from the materials sources but also adds some tasks which are suitable for students.

5) Developing the pre-assessments

Pre-assessment should be conducted to know the capabilities that the learners have achieved. There are two kinds of pre-assessment. They are prerequisite testing and pretesting. Prerequisite testing is conducted to know the learners’ background knowledge of the topics. Then, pretesting is conducted to determine which of the objectives students have achieved.

6) Selecting the teaching/learning activities and instructional resources. The appropriate teaching and learning activities should be selected by a designer. They should interest and suit learners to develop their language skills.

7) Preparing support services

Support services should also be considered in designing materials. Support services consider about the planned program with other aspects of the institution, such as funds, facilities, equipments, and personnel.

8) Conducting the evaluation

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topics, the goals, the objectives are appropriate. The evaluation checked all the steps which were conducted by designer to know whether the whole materials are well developed.

The relationship of each step in the plan to the other steps based on Kemp’s Model is described in Figure 2.1.

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

2. School-Based Curriculum

Richard (2002: 70) states that “curriculum is the specification of content and ordering of what is to be taught or in the wider sense it refers to all aspects of the planning, implementation and evaluation of an educational program.” In the curriculum teachers have had their entire plans what they are going to teach and implement and also evaluate it and change it if it is necessary and important.

Evaluation

Support Services

Learning Activities,

Resources

Pre-Assessment

Subject Content

Learning Objectives Learner

Characteristics Goals, Topics,

and General Purposes

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The curriculum applied in this study is school-based curriculum in which it views that language is a means of communication (Depdiknas, 2006:402). The school-based curriculum prepares the students to communicate in the target language to participate in the society who uses the target language.

There are some terms which are often used in the school-based curriculum as described in the following part.

a. Standard competence

It is an ability which is mastered and implemented by the students in a subject after the learning process is carried out. Standard competence is the spelling out from the function and objectives of the national education.

b. Basic Competence

It is the minimum ability mastered by the students. Basic competence is spelled out directly from the standard competence. The mastery of the standard competence is achieved through the mastery of the basic competence.

c. Achievement indicator

It is spelled out directly from the basic competence. Achievement indicator is characteristic, feature, performance, or response shied by the students in relation to the basic competence.

3. The Nature of Listening

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listening, someone can communicate with other people using the target language without any distraction.

There are two models of listening: bottom-up and top-down. Bottom-up processing is using incoming data as a source of information about the meaning of the message. The process of decoding the sounds is in a linear fashion. It begins with the analyzing of successive levels of organization sounds, words, clause, and sentences until the intended meaning is conveyed. According to Anderson and Lynch (1988), as cited by Richard and Renandya (2002: 239), the listener takes and stores message sequently as the same way as the recorder does, i.e. one sound, one word, one phrase, and one utterance at a time. Thus, bottom-up processing should be developed by teachers to practice learners’ listening ability in the form of exercises. Whereas, in top-down processing listeners use the background knowledge they have to process the input. Top-down processing requires the learners to be active in constructing meaning based on expectation, inferences, intentions and other relevant prior knowledge. In applying this prior knowledge to particular situation, comprehension proceeds from the top-down. The actual discourse that is heard is used to confirm expectations and to fill out the specific details.

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

a. Principles for Teaching Listening

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set of principles for teaching listening comprehension as described in the following part.

1) Listening comprehension lesson must have carefully stated goals which should meet the overall curriculum, and both teacher and students should understand them.

2) Listening comprehension tasks must be set with step by step planning which goes from simple to complex in accordance with students’ language proficiency.

3) Listening comprehension lesson should stimulate active overt students’ participation. Written response to listening comprehension material is the most overt type.

4) A communicative urgency for remembering should be viewed as the important aspect in listening comprehension lesson because it develops concentration. This is done by giving the students the writing assignment before they listen to the material.

5) Listening comprehension lesson should emphasize the present knowledge. One of the purposes of listening is to strengthen the students’ immediate recall in order to increase their memory spans. Listening is receiving; receiving needs thinking and thinking needs memory.

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b. Methodological Models for Teaching Listening

Hammer (1991), as cited by Kristiningrum (2000: 14), suggested five basic stages of the methodological model for teaching receptive skill. The stages are explained as follows.

1) Lead in

In this stage, the students and teacher familiarize themselves with the topic of the listening exercises. The reason for doing this is to create expectation and to stimulate the students’ interest in the subject matter.

2) Teacher directs comprehension tasks

In this stage, the teacher makes sure what the students should do whether they should fill in the blank, give some signs or other things on what they heard. Here the teacher explains and directs the purpose of listening.

3) Students listen for task

In this stage, the students listen to the utterances and do the task that the teacher has constructed.

4) Teacher directs feedback

In this stage, the teacher helps the students to see whether they can perform the task successfully and how well they did the task.

5) Teacher directs related task

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4. The Understanding of Task-Based Learning

In designing the materials the writer uses task-based learning as the underlying theory to provide students with various exercises to practice their listening skill required. The discussion of task-based learning covers the discussion on the definition of tasks, types of tasks, and task-based learning framework.

a. Definition of Task

According to Willis (2003: 23), tasks are always activities where the target language is used by the learner for communication purpose (goal) in order to achieve an outcome. Prabhu, as cited by Richard and Rodger (2001: 233) added that “a task is an activity which requires learners to arrive at an outcome from given information through some processes of thought and teachers hold the control and the regulation of the process.” From the definitions, the writer concludes that a task is a piece of classroom activities which involves learners to comprehend, manipulate, produce and interact to achieve the goal to communicate in the target language.

b. Types of Task

Willis (2003: 26-27) divides six types of tasks as follows. 1) Listing

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a) Brainstorming

In this process, learners draw on their own knowledge and experience either in class or in pairs/groups.

b) Fact-finding

In this task, learners, by referring to books or any other resources, find out things by asking each other or other people.

2) Ordering and sorting

There are four main processes in these tasks. First, it is sequencing items, actions or events in logical or chronological order. Second, it is ranking items according to personal values or specified criteria. Third, it is categorizing items in given group or grouping them under given headings. Fourth, it is classifying items in different ways, where the categories themselves are not given.

3) Comparing

This task involves comparing information of similar nature but from different sources in order to identify common points and/or differences. The processes involved in this task are matching to identify specific points and relate them to each other, finding similarities in common, and finding differences. 4) Problem solving

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5) Sharing personal experiences

These tasks encourage learners to talk more freely about themselves and share their experiences with others. The resulting interaction is closer to casual social conversation in which it is not goal-oriented as in other tasks. It may be more difficult to conduct in the classroom.

6) Creative tasks

These are often called projects and involve pairs of learners in some kind of freer creative work. They also tend to have more stages than other tasks, and can involve combinations of task type such as listing, ordering and sorting, comparing, and problem solving.

While Pica, Kanagy, and Falodun (1993) as cited in Richard and Rodgers (2001: 234) classify tasks as the following.

a) Jigsaw tasks

These tasks involve learners to combine different pieces of information to form whole or complete information.

b) Information-gap tasks

These tasks involve the exchange of information among participants in order to complete a task.

c) Problem-solving tasks

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d) Decision-making tasks

These tasks require learners to choose a number of possible outcomes of a problem through negotiation and discussion.

e) Opinion exchange tasks

Learners engage in discussion and exchange of ideas. In this activity, they do not need to reach agreement.

c. Task-Based Learning Framework

Willis (2003: 38) suggests the following components of Task-Based Learning framework which can be seen as follows.

1) Pre- Task

In this part, the teacher’s jobs are introducing the topic to the class, highlighting useful words and phrases, and helping students in understanding task instructions and prepare the students for the tasks.

2) Task Cycle

The task cycle consists of three phases, namely: a) Task

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b) Planning

In this part, students prepare to report briefly to the whole class (it can be orally or in written) how they did the task, what they decided or what they discovered. Teachers help students to polish and correct their language.

c) Report

In this part, teachers ask some pairs or group to present their report to the whole class and ask students to compare the result.

3) Language Focus a) Analysis

Teachers set some language-focused tasks, and students examine and discuss specific features of the text or transcript of the recording they heard. b) Practice

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

d. Teaching Listening Using Task-Based Learning

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every teaching learning activity. The purpose of the task-based learning is language learning. Thus, the students are provided with many tasks to practice listening skills.

B. Theoretical Framework

The previous theories give clear descriptions about the principles in teaching listening, methodology in teaching listening, school-based curriculum, task-based learning, and models of instructional design. In this part, the researcher will explain the steps in designing the materials which are adapted from the instructional model by Kemp.

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24 CHAPTER III

METHODOLOGY

In this chapter the researcher presents the methodology employed in this study in order to answer the questions as stated in the problem formulation in Chapter 1. This chapter covers the description of the research method, the research participants, the research instruments, the data gathering technique, the data analysis technique and the research procedures.

A. Research Method

In this study the researcher employed educational research and development (R & D). Educational research and development is a process used to develop and validate educational products (Borg and Gall, 1983: 772). The major purpose of the R & D is to develop effective products to be used in school. The products include teacher’s materials, teaching methods, and method for organizing instruction. The establishing and processing of instruction in this research is designing instructional material to teach listening to the ninth grade students of SMP Negeri 11 Yogyakarta.

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Revision, and Dissemination and Implementation (Borg and Gall, 1983: 775). However, because of limitation in time and capacity, the writer would only employ five steps of the R & D cycle. They are:

1. Research and Information Collecting

In this step, the writer collected as much data as possible which included gathering supporting references, and preparing a questionnaire and interview list. These should be undertaken to collect research finding and other information for the planned materials. In this step, the writer collected the data by distributing a questionnaire to the ninth grade students of SMP Negeri 11 Yogyakarta and conducting an interview with the English teacher.

2. Planning

According to Borg and Gall (1983: 779), the most important aspect of planning is stating the specific objectives to be achieved by the product. Based on the data gathered in the preceding step, then the writer decided the goals, topics, general purposes, and objectives to present the designed materials.

3. Development of Preliminary Form of Product

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4. Preliminary Field Testing

The purpose of Field Testing is to acquire an initial qualitative evaluation and comments for the designed materials. These would be used to revise and improve the designed materials. In this step, the designed materials would be evaluated by an English teacher of SMP Negeri 11 Yogyakarta, and two English lecturers of the English Education Study Program of Sanata Dharma University. To collect the data, the writer used a questionnaire.

5. Main product revision

The purpose of this step is to determine whether the designed materials meet the performance objectives. From the data gathered in the Preliminary Field Testing, the writer revised and improved the designed materials.

B. Research Participants

In this study, the writer divided the subjects into two groups. The first group described the participants for the Research and Informational Collecting. The second group described the participants for the Preliminary Field Testing on the designed materials.

The participants for the Research and Information Collecting were: 1. The Ninth Grade Students of SMP Negeri 11 Yogyakarta

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students to practice listening based on their needs. Therefore, it was also necessary to know the students’ characteristics and opinions in order to gain the information about what they needed concerning the designed material. In this study, the writer chose class B as the sampling. The researcher chose this class randomly without any specific reason because every individual had the same probability of being selected.

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

The researcher also interviewed an English teacher who taught the ninth grade students because she is supposed to know better about the students’ ability, characteristics, and also the classroom condition.

Participants for the Preliminary Field Testing on the designed materials were:

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

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2. The English Teacher of SMP Negeri 11 Yogyakarta

The English teacher of SMP Negeri 11 Yogyakarta was also being involved in this research. The teacher was chosen to give feedback, evaluations, and comments to make revisions and improvement on the designed materials.

C. Research Instruments

In carrying out the survey in this study, the researcher used two kinds of instruments. They were questionnaire and interview. The questionnaire was used to gather data from the students whereas the interview was used to obtain information from the English teacher.

1. Questionnaire Sheet

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the designed materials. This questionnaire was given to an English teacher of SMP Negeri 11 Yogyakarta and two English lecturers of the English Education Study Program of Sanata Dharma University.

2. Interview Guide

Interview is aimed to find out what is in someone’s mind and how does someone feel about something. Personal interview was used in this research because it was conducted face to face, interpersonally between the interviewer and the interviewee to obtain the information needed. In this context, the interview was conducted between the writer and the English teacher of SMP 11 Negeri Yogyakarta. The content of the questions in the interview was about the students’ mastery in English especially listening skill, and also the learning process in class. This interview was aimed to clarify four important questions to design the material. They were the students’ interests in learning English, the students’ mastery in listening skill, the implementation of School-Based Curriculum for the ninth grade students in SMP Negeri 11 Yogyakarta, and the appropriateness of listening material for the ninth grade students of junior high school.

D. Data Gathering Technique

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participants. The first questionnaire was for the Research and Information Collecting. It was distributed to the ninth grade students of SMP Negeri 11 Yogyakarta. The second questionnaire was used for the Preliminary Field Testing on the designed materials. It was distributed to the English teacher of SMP Negeri 11 Yogyakarta and two English lecturers of the English Education Study Program of Sanata Dharma University.

E. Data Analysis Technique

Data analysis is a process to organize and to sequence the data into categories in a certain way to find the theme (Moleong, 1988: 88). In this study, the writer elaborated the process of analyzing the data. The data were obtained from the questionnaire and the interview. The data was presented in the form of numerical data and narrative description. The results of the questionnaire and the interview became the basis for designing the materials.

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

Since this study was to know the tendency of the respondents’ opinions, the writer processed the data in order to find the theme. The writer used central tendency since it represented the whole measurements. There were five points of agreements for the participants’ statements:

1 : strongly disagree with the statement 2 : disagree with the statement

3 : doubt

4 : agree with the statement

5 : strongly agree with the statement

According to Gay (1992: 390), the measurements of central tendency give a way of describing a set of data. In this study, the central tendency was measured using mean. Mean is the sum of all values in a distribution divided by the number of values. The mean was obtained through this following formula:

N X X =

∑

Where:

X = Mean

∑

X = Sum of scores in a distribution

N = Number of respondents

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

No Respondents’ opinion on N

Central Tendency

Mn

Note: N : Number of respondents

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

F. Research Procedures

To gather the valid and reliable data, the researcher conducted some procedures that contained five steps. Most of the steps were based on the Research and Development theory by Borg and Gall (1983). The procedures can be elaborated as follows.

1. Research and Information Collecting

The writer collected theories and information related to the study by conducting library study, finding some reliable sources from books, articles, and internet, and interviewing the English teacher of SMP Negeri 11 Yogyakarta. The writer also observed the students of SMP Negeri 11 Yogyakarta and distributing a questionnaire to obtain the students characteristics, needs, abilities, and interests towards listening skill.

2. Planning

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Negeri 11 Yogyakarta to conduct the research. The writer then planned the materials that would be designed. This step included determining the goals, topics, and the objectives of the materials designed.

3. Developing Preliminary Form of Product

In this step, the writer designed the materials based on the result of needs analysis and the curriculum demand. The data and information from the interview, questionnaire and observation were interpreted to be the basis for designing the material.

4. Field Testing

In this step, the writer distributed the second type of questionnaire to the English teacher of SMP Negeri 11 Yogyakarta and two lecturers of the English Language Education of Sanata Dharma University to evaluate the materials designed. This step aimed to obtain the respondents’ opinion about the designed materials whether the designed materials were suitable for the students.

5. Main Product Revision

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34 CHAPTER IV

RESULTS AND DISCUSSION

This chapter elaborated the results and the discussion of the research processes in this study. The first part presents the steps in designing a set of listening instructional materials based on task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta. The second part is the presentation of the final design.

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

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

Yogyakarta

This part was aimed to answer the first question stated in the problem formulation. There were five steps in designing a set of listening instructional materials based on task-based learning for the ninth grade students of SMP N 11 Yogyakarta. They are the results of the research and information collecting, planning, development of preliminary form of product, preliminary field testing, and main product revision.

1. The Results of the Research and Information Collecting

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as many data as possible about the learners’ characteristics, needs, and interests. These steps are the same as Kemp’s model, namely observing learner’s characteristics and carrying out pre-assessment.

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

Yogyakarta

The writer interviewed the English teacher of SMP Negeri 11 Yogyakarta. It was conducted to gain the information about the students’ characteristics, ability, the teaching method and technique, and also the classroom condition.

There were eleven questions that the writer asked to the teacher. The summary of the answers is presented in Table 4.1.

Table 4. The Results of Interviewing the Teacher The Main Objectives of the Questions Responses

The characteristics of the ninth grade students of SMP N 11 Yogyakarta.

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

Students’ ability in learning English.

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

Students’ difficulties in comprehending listening skill.

The students had limited knowledge about grammar and vocabulary.

Teacher’s method and technique used in teaching English.

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

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

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

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The writer also observed class B of the ninth grade students of SMP Negeri 11 Yogyakarta. From the observation result, the writer found that the teacher still used lecturing technique. The students sat down and listened to the teacher. Only a few of the students were active asking the teacher when they did not understand the materials.

b. The Results of the Questionnaire for the Students

In order to obtain the information from the ninth grade students on SMP Negeri 11 Yogyakarta, the writer distributed a questionnaire to the forty students of class B. There were eleven-closed-ended questions and five-open-ended questions.

The data gathered of the closed-ended questionnaires is presented in Table 4.2.

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

Central Tendency Mn

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

listening.

40 3.3

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

listening.

40 2.6

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

40 3.4

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

English skills.

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Based on the data in Table 4.2, the writer revealed some information. The writer found out that the students had been learning English for more than three years. From this information, the writer assumed that the students had mastered the basic grammar and vocabulary. This condition was contradictive with the students’ mastery. From question numbers 3, 4, and 5, it can be revealed that the students were quite passive in the class activities. Most of the students were not active in responding to the teacher. The students found some difficulties in understanding English sentences. In addition, the teaching media provided to support the learning of listening was not sufficient enough (no. 10). Whereas, the students were enthusiastic in learning listening (no. 9). However, the students believed that by learning listening skill they could improve their English skill.

The data gathered from the open-ended questionnaire is presented in Table 4.3.

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

No. Questions Options Number Percentage Information

1. What do the students think of listening skill? a. difficult b. ordinary c. easy d. others 25 13 - 2 62,5% 32.5% -

5% Quite difficult. 2. What factors make

listening skill difficult to comprehend? a. limited mastery of vocabulary b. unfamiliar English words.

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Table 4.3 Continued

No. Questions Options Number Percentage Information

e. less

concentration f. nervous and

worried of not being able to follow g. others 6 4 - 15% 10% -

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

a. asking friends b. asking the teacher c. consult dictionary d. guessing e. ignore it f. others 20 4 25 5 2 - 50% 10% 62,5% 12,5% 5% - 4. What activities do

The students do in the listening lesson?

a. drilling b. questioning and answering. c. discussion. d. problem- solving e. completion f. others 5 13 11 11 14 - 12,5% 32,5% 27,5% 27,5% 35% - 5. From the following

list topics, what topics do the students think interesting?

a. Sport

b. Flora and Fauna c. Folktales d. Culture e. Travelling f. Funny stories g. Geography h. Holidays i .others 5 2 11 10 15 7 2 12 - 12,5% 5% 27,5% 25% 37,5% 17,5% 5% 30% -

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Consulting a dictionary was the first thing they did when they found out some unfamiliar words. It meant the students were actually had big enthusiasm in learning listening. From the eight topics provided by the writer, most of the students chose ‘traveling’ and ‘holiday’. Those topics were used as the topics of the materials. The writer intentionally chose the two topics due to the students’ interests and chose the rest topics based on the school-based curriculum. Furthermore, the students needed more interesting tasks and activities in order to improve their English skill, especially listening skill.

2. Planning

After gathering the information as the needs analysis, the writer decided the goals, topics, and objectives of the designed materials. It is the same as Kemp’s model, namely, determining the goals, topics and general purposes, selecting the learning objectives and preparing the support services.

On determining the goals, the writer focused the materials on listening skills. However, since each language skill could not be separated from the other skill, the writer also considered the materials with the other language skill, that is, speaking skill. In addition, this speaking skill is employed in order to know the students’ comprehension toward the listening materials.

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Unit 1 : Describing People Unit 2 : Origami

Unit 3 : Daily Activities

Unit 4 : Unforgettable Experience Unit 5 : Fairy Story

Unit 6 : Holiday and Festivals Unit 7 : Cooking

Unit 8 : Travelling

After determining the topics, the writer determined the general purposes of each topic. The general purposes are stated as the competence standard and basic competence. The competence standard and the basic competence are based on the school based curriculum. The competence standard and the basis competence are presented in Table 4.4.

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

Listening

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

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

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Table 4.5 The Indicators

Unit Topic Indicators

1 Describing People ¾ The students are able to point out the people in the picture while listening.

¾ The students are able to carry out a conversation for interpersonal purposes/ social interaction.

¾ The students are able to complete a conversation while listening.

¾The students are able to describe people’s appearance.

2 Origami English.

¾The students are able to use the ‘imperatives’ and instructions in the form of dialog.

3 Daily Activities ¾ The students are able to carry out a conversation for interpersonal purposes/ social interaction.

¾ The students are able to complete the dialogue with adverb of frequencies while listening.

¾The students are able to tell daily activities using adverb of frequencies

¾The students are able to ask further questions about someone’s activities. 4 Unforgettable Experience ¾The students are able to carry out a

conversation for interpersonal purposes/ social interaction.

¾The students are able to arrange events while listening.

¾The students are able to use simple past tense.

¾The students are able to make up sentences using simple past tense to tell a story accurately and fluently.

5 Fairy Story ¾ The students are able to point out the right pictures while listening.

¾ The students are able to complete a story with time sequences while listening.

¾The students are able to tell a story using time sequences.

¾The students are able to carry out a role play of a story.

6 Holiday and Festivals ¾The students are able to carry out transactional conversation involving asking for information

¾The students are able to carry out a conversation for interpersonal purposes / social interaction

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Table 4.5 Continued

Unit Topic Indicators

¾The students are able to answer the questions while listening to the monologue.

7 Cooking ¾The students are able to carry out a conversation for interpersonal purposes / social interaction

¾The students are able to arrange the jumbled sentences into correct order.

¾The students are able to tell procedure using spoken English.

¾The students are able to use the functional text of imperatives and instructions in the form of dialog. 8 Travelling ¾The students are able carry out a

transactional conversation involving of making suggestions

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

The students are able to give suggestions while listening to the monologue

¾The students are able to use the ‘imperatives’ and instructions in the form of dialogue.

3. Development of Preliminary Form of Product

This step is the same as the Kemp’s model, namely, listing subject content, and selecting teaching learning activities and resources. This step was carried out based on the data of Research and Information Collecting and the result of the Planning. Based on the concept of task-based learning (Willis, 1996: 38), each unit of the materials consisted of six components. They are Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect.

a. Let’s Start

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b. Let’s Listen

This section provides the students with an example of listening activity contain a monologue or dialogue related to the topic discussed.

c. Let’s Discuss It

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

d. Let’s Do It

This section aims to practice the new knowledge that the students have acquired from the previous section. Most of the activities ask students to listen to the CD and complete the dialogue or fill in the gaps.

e. Let’s Practice

This section consists of games and/or role play. The activities provide the students to develop their language skill, especially listening in the real life situation.

f. Let’s Reflect

This section offers the students to reflect on what they have learned in class. The students are asked to write a reflection about learning experiences during the class.

4. Preliminary Field Testing

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two English lecturers of the English Education Study Program of Sanata Dharma University and an English teacher of SMP Negeri 11 Yogyakarta. Those respondents were chosen since they have been teaching for more than ten years so that they have enough experiences in English language field. The writer used the feedback, comments, and evaluation to revise and present the final version of the designed materials. This step consisted of two sections. They are:

a. Data Presentation

In obtaining the evaluations on the designed materials, the writer distributed a questionnaire to the respondents. The opinions of the respondents were classified into numbers that indicate their degrees of agreement. The degrees of agreement are classified as follows.

1 : Strongly disagree

2 : Disagree

3 : Doubt

4 : Agree

5 : Strongly Agree

Table 4.6 is the presentation of the evaluation data.

Table 4.6 The Results of Preliminary Field Testing Questionnaire

Central Tendency Mn

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

students.

3 4

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Table 4.6 Continued

Central Tendency Mn

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

developed.

3 4,3

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

3 4,7

Based on the result of the questionnaires, the score were more than 4. It meant that the respondents agreed that the design materials were good and acceptable. Thus, based on the result, the writer concluded that the design materials were appropriate and acceptable, although there were some revisions that should be conducted.

b. Respondents’ Comments and Suggestions about the Designed Materials

To gain the respondents’ feedback, comments, and suggestions, the writer also distributed open-ended questionnaires. There were four questions asked. The questions asked about the comments or opinions, the strengths, the weaknesses, and the suggestions for the designed materials. The feedback and suggestions of the designed materials were summarized as follows.

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

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e. The title of the listening should be considered because it contains not only listening skill but also speaking skill.

f. It is better to add some more pictures.

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

5. Main Product Revision

In the Kemp’s model, this step is named as evaluating the designed materials. After obtaining the respondents evaluations on the designed materials, the writer revised the materials to construct better designed materials. Based on the data of preliminary field testing, the writer took up some suggestions which were suitable in order to improve the designed materials and then revised the designed materials. The revisions include two components. First, the writer changed some activities in the listening exercises in order to make the activities more various and more interesting for the students. Second, to make the classification in the designed materials more clear, the writer added the description on the part of pre activities, main activities, and post activities in the general description.

B. The Presentation of the Designed Materials

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

There are eight units developed in this designed materials. Each unit has six sections, namely Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect. Thus, the second question in the research formulation has been answered. The topics, the titles, the sections, and the subsections can be seen in Table 4.7.

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

Units Topics Titles Sections

1 Describing People Meeting People 1. Let’s Start

Introduction 2. Let’s Listen

Listening dialogue 3. Let’s Discuss It

Describing people’s appearance

4. Let’s Do It

Completion 5. Let’s Practice

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

Listening dialogue

3. Let’s Discuss It

Sequence Connectors 4. Let’s Do It

Listening CD 5. Let’s Practice

Group activity

6. Let’s Reflect

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

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Table 4.7 Continued

Units Topics Titles Sections

4. Let’s Do It

Completion 5. Let’s Practice

Game 6. Let’s Reflect 4 Unforgettable

Experience

Guess What Happened 1. Let’s Start

Simple Past Tense 4. Let’s Do It

Game 6. Let’s Reflect 5 Fairy Story The Magic Story 1. Let’s Start

Listening monologue 2. Let’s Listen

Completion 3. Let’s Discuss It

Time sequences 4. Let’s Do It

Listening to story 5. Let’s Practice

Story telling 6. Let’s Reflect 6 Holiday

and Festivals

Holiday and Festivals 1. Let’s Start

Mind-mapping 2. Let’s Listen

Expression of asking for information

4. Let’s Do It

Information gap activity 5. Let’s Practice

Role play 6. Let’s Reflect 7 Cooking Can You Cook? 1. Let’s Start

Imperatives 4. Let’s Do It

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Table 4.7 Continued

Units Topics Titles Sections

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

Expression of making suggestions

4. Let’s Do It

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consisted of two parts. The first part is the conclusions to answer the questions in the problem formulation. The second part is the suggestions in using the designed materials.

A. Conclusions

The purpose of this study was to design a set of English listening instructional materials based on task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta. This design focused on the role of task-based learning in enhancing listening skill. There were two problems in this study. They were: 1) How is a set of listening instructional materials based on task-based learning for SMP N 11 Yogyakarta designed? 2) What does a set of listening instructional materials based on task-based learning for SMP Negeri 11 Yogyakarta look like?

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After the materials had been developed, the writer conducted evaluation toward the designed materials by distributing a questionnaire to the respondents. The respondents were an English teacher of SMP Negeri 11 Yogyakarta and two lecturers of the English Education Study Program of Sanata Dharma University. The results of the questionnaire showed that the designed materials were generally good and acceptable. It can be inferred from the data presentation of the evaluation questionnaires results where most of the mean were in point 4. Nevertheless, the writer conducted some revisions based on the feedback, suggestions, and comments in order to make the better designed materials.

To answer the second question, the writer presented the final version of the designed materials. The materials consisted of eight units. The eight units of the designed materials were presented as follows.

Unit 1 : Meeting People Unit 2 : How Do You Make It? Unit 3 : All in a Day

Unit 4 : Unforgettable Experience Unit 5 : The Magic Story

Unit 6 : Holiday and Festivals Unit 7 : Can You Cook? Unit 8 : Travel to an Island

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B. Suggestions

There are some suggestions proposed for the English teacher of SMP Negeri 11 Yogyakarta and future researchers and are stated as follows.

1. For the English Teachers of SMP Negeri 11 Yogyakarta

The writer suggests the teachers to make a good preparation before teaching. It can be done by understanding each activity in the designed materials. The teachers can also adapt the suggested activities in the teacher’s manual. It is also suggested to identify the most appropriate way based on the students’ characteristics in implementing the materials. Furthermore, the writer suggests the teachers to monitor the students in doing the tasks and provide feedback so that the materials could be well comprehended by the students.

2. For Future Researchers

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

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

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

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

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

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

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

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APPENDIX A

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APPENDIX B

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58

KUESIONER

Untuk Siswa

Berilah tanda centang (√) untuk setiap pernyataan yang Anda anggap sesuai. Setiap nomor menyatakan urutan tingkat kesetujuan Anda.

1 = Sangat Tidak Setuju (STS) 2 = Tidak Setuju (TS)

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