vi 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.
vii
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.
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
i
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
vi 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.
vii
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.
viii
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.
ix
people whose names cannot be mentioned one by one here. May Lord always be with us.
x
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 ………...
xi 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 ……….
xii
LIST OF TABLES
Table Page
xiii
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
xiv
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 General Description ... The Design of English Listening Materials ...
1 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.
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.
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.
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
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
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
7 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).
(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.
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
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.
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
8. Revising the Materials
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).
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
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
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
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.
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
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
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
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.
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.
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
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 seventhgrade 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
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
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 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 - -
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
The students do not listen well
4 10%
Seldom be taught
2 5%
The students do not concentrate well when listening to the materials find new or difficut words?
Asking friends 44 37%
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
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
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.
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
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
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 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%
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.
