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ENGLISH LISTENING MATERIALS USING TASK

BASED LANGUAGE TEACHING FOR THE SECOND

YEAR STUDENTS OF VISUAL COMMUNICATION

DESIGN PROGRAM IN SMK NEGERI 5 YOGYAKARTA

A THESIS

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

in English Language Education

By

Yohanna Kurnitta Parama Lestari Student Number: 051214133

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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Acknowledgements

First of all, I would like to express my deepest gratitude to my Lord Jesus Christ for His blessing during my study until I can finish my thesis. I thank Him

for giving me a wonderful life, guiding me to step on the brighter way, and helping me to stand up on my own. He always gives me the best thing and encourages me to do the best things for my life.

I am very grateful to my sponsor Mr. Gregorius Punto Aji, S.Pd., M.Hum. for his guidance, opinions, suggestions, and supports during my thesis

accomplishment. I would like to thank the lecturers of English Language Education Study Program, especially Mr. F. Chosa Kastuhandani, S.Pd. and Mr. Antonius Jody, S.Pd. for their willingness to give feedback on my designed

materials. My gratitude also goes to Ms. Laurentia Sumarni, S.Pd. who also gives me supports and advices since I started studying in PBI. I thank Ms. Yuseva A. Iswandari, S.Pd., M.Ed. and Father L. Harjanto, S.J., S.S., B.S.T.,

M.A. for checking and giving feedback on my thesis. I thank also all PBI staffs

who help me especially in administrative needs.

I like to express my special gratitude to Drs. Sutarto, the headmaster of SMKN 5 Yogyakarta for giving me permission to conduct my study in SMKN 5

Yogyakarta and to representative teacher of class DKV A, Drs. Arif Hamid and

Ketua Program Keahlian DKV, Drs. Arief Am Noor for helping me in preparing

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help, advice, support and patience during the process of finishing my thesis. My gratitude also goes to second year students of Visual Communication Design Program both Class A and B for the active and nice cooperation.

I would like to address my great gratitude to my parents, Yohanes Suparmanto and Natalia Kurniati. I thank them for their sincere love, care,

sacrifices, prayers, patience and guidance to me. I would like to thank my grandparents, Mbah Kakung, Mbah Putri, Mbah Somo, and Mbok Yem, for their prayers, unconditional support and encouragement. I am grateful to my uncles, Rm. Supriyono and Br. Giwal Santoso, who help and support my study up to this university level. I like to thank Mr. Mardi for his prayers and advices. I thank Mas Aris Jeber for helping me to record the listening materials. My gratitude also goes to Mas Sigit, Lik Warnie, Lik Warno, Om Hanto, Neng Christin, Bude Santi, Pakde Margono, all my brothers and sisters for their help,

support and prayers.

My special thanks are addressed to my lovely friends: Triast, Delfin, Tarie and Chika, for advice, support, and help during my effort to finish the

thesis. I thank Lianita for helping me solve problem in my thesis writing, Mbak Rini for giving me advice and answering all my questions concerning with my

thesis. I thank Mr. Raymond, Delfin and Itok for being speakers in my recording materials. I also thank Mbak Ika, Anis, and again Delfin for checking my thesis and giving me advice to improve it. I also thank Yoan, Oliv, Epha, Dian, Nancy, Nophe, Yuki (PBI 2006), Hawkeye English Course team and all PBI students

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I like to thank all of my friends in UKMK (Unit Kegiatan Mahasiswa Kerohanian) especially Mbak Ima, Mbak Nitnot, Mbak Nila, Mas Donie; Mudika Gereja Santa Maria Asumpta Babarsari, Lektor Gereja Maria

Asumpta Babarsari; ex- Stero Girls (Martha, Nolen, Sekar, Antik, Prenty). I

also thank my partners of Macro Teaching from UNY (Fenty, Zuhad) for giving me nice friendship, support, help and prayer.

My special gratitude goes to Gaf for supporting and helping me, for giving care and encouragement when I was down especially in finishing my thesis. I thank him for the beautiful moments and lesson I learn so far. I thank him for tears, laughs, and smiles that bring me to be a braver woman.

My gratitude also goes to those whom I cannot mention by names. I would like to thank them for their support, prayer, guidance and encouragement.

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x ABSTRACT

Lestari, Yohanna Kurnitta Parama. 2010. English Listening Materials Using Task Based Language Teaching for the Second Year Students of Visual Communication Design Program in SMK Negeri 5 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Listening becomes a crucial skill in English language learning. However, students often face problems in developing their listening skill. The common problems are limited sources of listening materials and limited exposure to the spoken English. Moreover, vocational students encounter more problems since they need English materials which are closely related to the students’ specialized program.

This study is aimed to design English listening materials using task based language teaching as appropriate as possible with the needs of vocational students who study on Visual Communication Design Program. The problem to be proposed is: What is the appropriate design of English listening materials using task based language teaching for the second year students of visual communication design program in SMKN 5 Yogyakarta?

This study employed Research and Development (R&D) method which is combined with Yalden’s Instructional Design model. The R&D steps utilized in the study are (1) Research and Information Collecting, (2) Preliminary Form of Product Development, (3) Preliminary Product Verification, (4) Preliminary Product Revision, (5) Main Field Testing, and (6) Main Product Revision. Moreover, this study applied theories related to syllabus design, listening, and vocational school, English for Specific Purposes (ESP), material development, and Task Based Language Teaching (TBLT). This study also utilized sources of the learners’ needs and characteristics, and school-based curriculum (KTSP) applied in SMKN 5 Yogyakarta for designing the English listening materials.

The appropriate English listening materials was designed based on the learners’ characteristics and needs, curriculum applied in vocational school, and material sources that were relevant to students’ program and suitable with their competence. Three units were developed as the representative materials. They were Unit 1 “Jobs in Visual Communication Design”, Unit 2 “My Memory”, and unit 3 “How does a Camera Work?” The result of materials feedback indicated that the average point of evaluation was 3.5, which meant that the designed materials were acceptable and good enough to be applied. Unit 1 was implemented to real classroom. The implementation was conducted quite well and the students enjoyed the activities as well as the listening materials.

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ABSTRAK

Lestari, Yohanna Kurnitta Parama. 2010. English Listening Materials Using Task Based Language Teaching for the Second Year Students of Visual Communication Design Program in SMK Negeri 5 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Listening atau mendengarkan menjadi ketrampilan yang penting dalam pembelajaran bahasa Inggris. Akan tetapi, siswa sering menghadapi hambatan dalam pengembangan ketrampilan listening. Hambatan umum yang terjadi antara lain terbatasnya sumber materi dan kesempatan siswa untuk mendengarkan bahasa Inggris secara lisan. Lebih jauh lagi, siswa Sekolah Menengah Kejuruan (SMK) menghadapi lebih banyak hambatan karena mereka membutuhkan materi pembelajaran bahasa Inggris yang terkait dengan program keahlian mereka.

Studi ini bertujuan merancang materi listening bahasa Inggris dengan menggunakan task based language teaching yang sesuai dengan kebutuhan siswa SMK yang mengambil jurusan Design Komunikasi Visual. Terdapat sebuah permasalahan yang diajukan dalam studi ini, yaitu seperti apa design materi listening bahasa Inggris dengan menggunakan task based language teaching yang sesuai untuk siswa kelas dua program design komunikasi visual di SMK Negeri 5 Yogyakarta.

Studi ini menggunakan metode Penelitian and Pengembangan (R&D) yang dikombinasikan dengan model design Intruksi Yalden. Langkah-langkah yang digunakan yaitu (1) Penelitian and pengumpulan informasi, (2) Pengembangan bentuk awal produk, (3) Evaluasi awal produk, (4) Revisi awal produk, (5) Evaluasi lapangan, (6) Revisi utama produk. Studi ini juga mengadaptasi teori yang berkaitan dengan design silabus, listening, Sekolah Menengah Kejuruan (SMK), English for Specific Purposes (ESP), pengembangan materi, dan task based language teaching. Dalam merancang materi listening bahasa Inggris, penulis juga menggunakan sumber tentang ciri-ciri dan kebutuhan siswa serta Kurikulum Satuan Tingkat Pendidikan yang digunakan di SMKN 5 Yogyakarta.

Materi listening bahasa Inggris yang sesuai untuk siswa kelas dua program design komunikasi visual di SMK Negeri 5 Yogyakarta dirancang berdasarkan kebutuhan dan ciri-ciri siswa, kurikulum yang digunakan di SMK, dan sumber materi yang berkaitan dengan program design komunikasi visual dan juga yang sesuai dengan kemampuan siswa. Terdapat tiga unit yang dikembangkan sebagai contoh materi yaitu Unit 1 “Jobs in Visual Communication Design”, Unit 2 “My Memory”, dan unit 3 “How does a Camera Work?” Hasil evaluasi materi menunjukkan bahwa rata-rata nilai 3.5, yang berarti materi yang dirancang dapat diterima dan cukup baik untuk diterapkan di kelas. Materi unit pertama diterapkan di kelas. Penerapan di kelas berjalan cukup baik dan siswa senang dengan kegiatan dan juga materi listening yang diberikan.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK'S ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS... v

PAGE OF DEDICATION ... vi

ACKNOWLEDGEMENTS ... vii

ABSTRACT ... x

ABSTRAK ... xi

TABLE OF CONTENTS ... xii

LIST OF TABLES ... xvii

LIST OF FIGURES ... xviii

CHAPTER I : INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Formulation ... 7

C. Problem Limitation ... 7

D. Research Objective ... 8

E. Research Benefits ... 8

F. Definition of Terms ... 9

CHAPTER II : REVIEW OF RELATED LITERATURE ... 12

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1. Educational Research and Development ... 12

2. Instructional Design Model ... 15

3. Syllabus Design ... 18

a. Factors Affecting Syllabus Choice and Design ... 18

b. Functional Syllabus ... 20

4. Listening ... 21

a. Teaching Listening ... 21

b. Listening Materials ... 23

c. Authentic Materials ... 26

5. Vocational School (Sekolah Menengah Kejuruan /SMK) ... 29

a. Characteristic of Vocational School ... 29

b. English in Vocational School ... 30

c. Visual Communication Design Program (DKV) ... 31

6. English for Specific Purposes (ESP) ... 33

7. Material Development ... 35

a. Defining Objective ... ... 36

b. Material Design Model ... 36

c. Steps of Designing Materials ... 37

8. Task Based Language Teaching (TBLT) ... 39

a. Definition of Task ... 39

b. Component of Task ... 40

c. TBLT Framework ... 41

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CHAPTER III : METHODOLOGY ... 48

A. Research Method ... 48

1. Research and Information Collecting ... 48

2. Preliminary Form of Product Development ... 49

3. Preliminary Product Verification ... 50

4. Preliminary Product Revision ... 50

5. Main Field Testing ... 51

6. Main Product Revision ... 51

B. Research Participants ... 53

C. Data Gathering Techniques and Type of Data ... 54

D. Research Instruments ... 57

1. Instrument for Research and Information Collecting ... 57

2. Instrument for Preliminary Product Verification ... 57

3. Instrument for Main Field Testing ... 58

E. Data Analysis Techniques ... 58

1. Analysis Techniques in Research and Information Collecting ... 58

2. Analysis Techniques in Preliminary Product Verification ... 59

3. Analysis Techniques in Main Field Testing ... 61

F. Research Procedure ... 61

CHAPTER IV : RESEARCH RESULT AND DISCUSSION ... 63

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1. Learners’ Characteristics and Needs ... 64

2. Statement of Purposes ... 72

3. Syllabus ... 73

4. Content Description ... 78

5. Learning Materials and Learning Activities ... 80

6. Materials’ Feedback ... 86

7. Preliminary Materials’ Revision ... 92

8. Feedback from the Classroom Implementation ... 103

9. Final Materials’ Revision ... 112

B. The Final Version of the Designed Materials ... 113

CHAPTER V : CONCLUSIONS AND SUGGESTIONS ... 119

A. Conclusions ... 119

B. Suggestions ... 121

REFERENCES ... 122

APPENDICES A. Appendix A: Letters ... 125

1. Letters of Permission to the Headmaster of SMKN 5 Yogyakarta …126 2. Letters of Permission from Bapeda ………...128

3. Letters of Permission from Dinas Perizinan ………..…….. 130

B. Appendix B: Instruments……….131

1. Questions Outline for Interviewing Teachers ………..….132

2. Transcripts of Interview with Teachers ………...134

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4. Transcript of Interview with Students ………...149

5. Questionnaire for Materials’ Feedback a. Surat Permohonan Pengisian Kuisioner …………..…..…...162

b. General Description ………..163

c. Questionnaire for Materials Feedback ………..165

d. Samples of Filled-instruments ………...168

6. Questionnaire for Classroom implementation a. Questionnaire for the students ………...174

b. Samples of Filled-instruments ………...178

C. Appendix C: English Listening Materials Using Task Based Language Teaching for the Second Years Students of Visual Communication Design Program in SMK N5 Yogyakarta ……….182

1. English Syllabus (First Design) ………183

2. English Syllabus (Final Design) ………...192

3. Lesson Plan ………...201

4. Students’ Handbook ………..210

5. Teacher’s Manual ………..233

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LIST OF TABLES

Table Page

3.1 The Type of Data ……….55

3.2 Points of Agreement ………59

3.3 The Descriptive Statistics of Participants’ Opinions ………...60

4.1 Summary of Learners’ Characteristics ………71

4.2 Summary of Learners’ Needs ………..72

4.3 Basic Competence ………...73

4.4 Topics, Unit Title and Learning Indicators ……….…75

4.5 The Content Description ……….…78

4.6 Learning Activities ………....….83

4.7 The Description of Participants for Materials’ Feedback ………...86

4.8 Descriptive Statistics of the Participants’ Opinion ……….87

4.9 Revision of the Basic Competence ………...……….………. 93

4.10 Revision of the Learning Indicators ……….…….... 93

4.11 Revision on the Framework of the Learning Activities ………97

4.12 Learning Activities after Preliminary Materials’ Revision ……….. 99

4.13 Description of Participants for Classroom Implementation ………….….. 105

4.14 Data Presentation of Students’ Responses on the First Meeting …………106

4.15 Data Presentation of Students’ Responses on the Second Meeting ………107

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LIST OF FIGURES

Figure Page

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1 CHAPTER I

INTRODUCTION

A. Research Background

Listening skill is essential skill in foreign language learning. In fact, it becomes a basic skill. As pointed out in Second AILA (International Association of Applied Linguistics) conference in 1969 which mentioned that listening comprehension is recognized as a basis skill (Morley, 2001:69). Listening becomes important skill in foreign language learning since learners will receive the new language through listening. According to Rost, as cited by Nunan (2002:238), “listening is vital in the language classroom since it provides input for the learner”. Through listening, learners obtain sources of the new language and can start to learn the language.

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obtain learning sources which are appropriate to learners’ need and competence and useful to help learners improving their listening skill.

Common problem which is faced by many schools is that students receive few opportunities to hear the target language. Moreover, in teaching learning activities, students tend to have more time to listen to their teachers. Based on writers’ observation and experience in Macro Teaching Program, the teachers tend to speak in native language rather than in the target language. In addition, some schools have limited and insufficient materials for their students. Another problem is teacher’s difficulties in developing listening activities. Those problems may obstruct students’ learning process in order to develop their English competence.

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also help them in understanding specific terms, features, or procedures in English which are related to visual communication design program. Therefore, English learning materials which are related to the students’ program is needed and will give significant contribution to their work.

One phenomenon which is recognized by the writer happened in SMKN 5 Yogyakarta. SMKN 5 is one of vocational schools in Yogyakarta which has the

specialization program on the art and craft industry. As well as teachers in other schools, the teachers in this school also have problems in developing listening materials and activities. Based on informal interview with some English teachers in SMKN 5 Yogyakarta, there are some factors which influence the problems. The teachers said that they are reluctant to conduct listening activities. In their opinion, listening activities need more time and more preparation rather than other learning activities. They said that they have to prepare the lesson plan, the materials (cassette or CD), and the instrument to play the materials, and also find suitable space to conduct the learning. They added that they also must have more intensive study on the materials and prepare unexpected events when the activities take place. Those reasons make most of the teachers in SMKN 5 Yogyakarta reluctant to conduct listening activities, even to develop listening materials for their students.

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However, according to writer’s observation, the teachers tend to speak Bahasa Indonesia instead of English to deliver the lesson in the class. The teachers said

that they use Bahasa Indonesia since the students have difficulties in understanding spoken English. Furthermore, the budget is one common problem in developing listening activities as well as the materials. On the interview, teachers said that sometimes they have to spend their own money to get other new materials since the school only provides limited listening materials.

Furthermore, although SMKN 5 Yogyakarta does not have a language laboratory, it has multimedia room to carry out listening activities. Unfortunately, some teachers are anxious to use the equipment and media provided in the room. They tend to have listening activities in the classroom using conventional media such as tape recorder. The teachers said that they also have difficulties in finding listening materials which are suitable for vocational students. Most of them only use some sources such as materials provided in the school, materials from practice teachers, and materials from other teachers. Those sources are limited to obtain appropriate listening materials. The internet is one possible source for teachers to get any kinds of learning materials including listening materials. Some teachers are able to work using the internet but they are not able to obtain listening materials. It happens because the teachers may not have sufficient knowledge of ICT (Information and Communication Technology).

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communicate with English in a work environment. The model of this test is adapted on the final exam. Therefore, the teachers are likely to have listening activities for the third year students to prepare the final exam. In 2006, SMKN 5 started using school-based curriculum (KTSP), which requires the teachers to develop materials and activities according to Education Content Standard and Graduates Competence Standard. Since the curriculum model is new, teachers might not have sufficient competence to develop their own learning materials and activities. From the observation, the teachers are likely to use materials and activities they already have, or follow English text book provided in the school. Those conditions cause lack of listening materials which impede the students to develop their listening skill.

In addition, listening materials that have been provided in the school are limited. Most of them are cassettes and the others are in CD format. The existing materials, thoroughly, can not meet the students’ need. Moreover, most of them are TOEIC materials which were intended to prepare the final exam. Some others are materials whose topics discussed in the English textbook. There are no listening materials which focused on students’ specialization program. The existing materials are also lack of variation since they merely discuss on TOEIC. Other materials such as supplementary of text books are old model materials because they mat not follow recent English language learning development.

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exam-based materials. The materials should also have more variety on the activities. The variation will motivate students to enjoy the activities.

Furthermore, vocational students require more specific materials. Besides learning English in general, vocational students also learn practical-used English related to their specialized program. More specific materials will support students’ English development and their preparation for the future profession. Additionally, listening materials should be appropriate with students’ competence. Appropriate listening materials may encourage students to participate actively in the learning process.

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as the research methodology and also applies Yalden’s instructional design model to develop the English listening materials. The designed materials, hopefully, may help the students to improve their listening skill.

B. Problem Formulation

This study proposed a question: What is the appropriate design of English listening materials using task based language teaching for the second year students of Visual Communication Design Program in SMKN 5 Yogyakarta?

C. Problem Limitation

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because the writer had taught its students in Macro Teaching Program (Program Pengalaman Lapangan II). Thus, the writer understood the condition and

characteristics of the school as well as the students. This understanding would help the writer to design suitable listening materials.

D. Research Objectives

The study had an objective in accordance with the problem formulation that is to develop appropriate design of English listening materials using task based language teaching for the second year students of Visual Communication Design Program in SMKN 5 Yogyakarta.

E. Research Benefits

This study was expected to give advantages for the following sides: 1. Students of Visual Communication Design program

The designed materials may help students to become familiar with listening materials as well as the activities which especially related to their program and hopefully may lead them in improving their listening skill.

2. English teacher

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3. School committee

The findings of this study may be used as one source to identify students’ learning progress especially in English subject, so that the school committee can take policies and further actions to improve students’ competence.

F. Definitions of Terms

The following lists are terms which are used in this study, in an attempt to clarify concepts and avoid misinterpretation.

1. Listening Materials

Listening materials means a set of materials that are used to teach listening activities in order to develop students’ ability in listening skill. In this study, listening materials are taken from the internet, books, articles and other relevant sources which can be applied to the designed materials.

2. Task Based Language Teaching (TBLT)

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. In this study, TBLT is utilized as an approach to develop learning task of the designed materials.

3. The Appropriate Design of Materials

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obtained from a research. Second, the designed materials should achieve the goals of the designed materials, should be relevant with the students’ needs and characteristics, should be varied on tasks and media utilized on the designed materials, and the topics of the designed materials should be relevant with the tasks and activities. The designed materials will be considered as appropriate if the materials have met those required consideration.

4. School-based Curriculum (KTSP)

KTSP stands for Kurikulum Tingkat Satuan Pendidikan. The National Education Ministry launched KTSP in the 2006/2007 academic year. The implementation of this curriculum is referred to National Education Minister’s Regulation number 22/2006 on Education Content Standard (Standard Isi) and number 23/2006 on Graduates Competence Standard (SKL). School-based curriculum is operational curriculum, which is established and implemented by each education entity (Mujiran, 2006). In this study, School-based curriculum is one reference on the process of designing English listening materials. The reference will be focused on Education Content Standard and Graduates Competence Standard of English subject and Visual Communication Design program of the second year vocational school students.

5. Second Year Vocational Student

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program who had passed their first year study and had accomplished novice level of English subject.

6. Visual Communication Design

In Bahasa Indonesia, it is called Design Komunikasi Visual (DKV). In this study, Visual Communication Design is one vocational program offered in SMKN 5 Yogyakarta. Visual Communication Design is a program which trains the

students to master visual communication field as well as its visual form elements and features and to apply their competence to produce visual form designs by using either two or three dimension of media.

7. SMKN 5 Yogyakarta

SMKN 5 Yogyakarta, which was called SMIK (Sekolah Menengah Industri

Kerajinan), is located at Jl. Kenari no.71 Yogyakarta. SMKN 5 prepares their

students to enter the job world specialized on the art and craft industry. The school has eight vocational programs namely Kriya kayu, Kriya Keramik, Kriya Logam, Kriya Kulit, Kriya tekstil, Desain busana, Desain Komunikasi visual

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12 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents literature review of the study. It includes two main parts namely theoretical description and theoretical framework.

A. Theoretical description

This part elaborates some theoretical principles which underline the design of the listening materials. It includes discussion of Educational Research and Development (R&D), Instructional Design Material, Syllabus Design, Listening, Vocational School, English for Specific Purposes (ESP), Material Development, and Task Based Language Teaching. Each of them would be further described below:

1. Educational Research and Development (R&D)

According to Borg and Gall (1983:772) Educational Research and Development is a process used to develop and validate educational product which refers to the R&D cycle. The major steps of R&D cycle are described as follows: a. Research and Information Collecting

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of the literature review (Gall, 1983: 777-778). Those all information becomes the basis to develop educational product.

b. Planning

According to Gall (1983: 775), in this step the designer starts to describe the skills, course objectives, course sequence, and small scale testing. The most important aspect of planning is defining the objectives that would to be achieved by the product. The objectives also provide the basis for developing instructional program because the program can be assessed and revised until it meets the objectives. The objectives should be formulated in terms of rank behaviors and evaluated on the basis of their success in bringing about these rank behaviors (Gall, 1983: 779-781).

c. Developing Preliminary Form of Product

This step includes preparation of instructional materials, handbooks, and evaluation devices (Gall, 1983: 775). The procedure of developing the product has many variations depending on the nature of the product. Moreover, Gall (1983: 781) states that one essential point that must be kept is that the developer should attempt from the beginning to develop products that are completely ready to apply in the schools.

d. Preliminary Field Testing

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to gather initial qualitative evaluation of the designed product. He adds that in all stages of R&D cycle requires product evaluation since it is essential to set up similar setting to those where the product will be used.

e. Main Product Revision

In this step, the designer revises the product based on the evaluation and suggestion from the data of Preliminary Field Testing (Gall, 1983: 775).

f. Main Field Testing

Gall (1983: 775) states that in this step the designer conducts the revised product in 5-15 schools with 30-100 subjects of the product. The data of subjects’ course performance are gathered in a form of quantitative data. Furthermore, the aims of main field testing are to verify that the product meets its goals and to obtain information to revise the product (Gall, 1983: 783-784). In this step, the data should be obtained from all participants of the field testing.

g. Operational Product Revision

In this step, the designer revises the product based on the result of the data which is collected from Main Field Testing (Gall, 1983: 775).

h. Operational Field Testing

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questionnaires are used to collect the data. The data, then, is analyzed to determine whether the course package is complete (Gall 1983: 784-786).

i. Final Product Revision

The last revision is conducted based on the result of data analysis in Operational Field Testing. The final version revision for the complete package of product is carried out after the data from the operational field test have been analyzed (Gall, 1983: 786).

j. Dissemination and Implementation

Gall (1983: 786) states that this last step is the technique to adjust the cost of the product developing process by operating effective dissemination and implementation the product to the intended users. Moreover, dissemination is the process of facilitating potential user to be interested in the product, while implementation is the process of helping the user to carry out the product in the means intended by the developer (Gall, 1983: 786).

The R&D cycle theory is included as the methodology of this study. In this study, the writer adapted the six steps of R&D cycle. The detailed description of the six steps can be seen in the theoretical framework.

2. Instructional Design Model

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learners to develop in their own direction”. Moreover, an instruction which is used in the learning process should be planned in an organized way.

Gagne and Briggs (1979:5) add that instructional design should be conducted by the process of a system approach. There are various kinds of approaches which are used to design a set of instruction. One of them is Yalden’s instructional design model. Yalden (1987:88-89) proposes eight stages in developing language program. The stages are:

a. Need Survey

The first step is conducting need survey. Need survey is used to obtain information about the learners as much as possible before developing the program and to decide appropriate objectives of the program (Yalden, 1987:101).

b. Description of purposes

The second step is clarifying the objectives description of the program. In preparing the objectives description, the program designer will work in terms of broad and narrow focused purposes, and occupational or educational purposes. Yalden (1987:105) argues that this step is the basis for the major decision of designing language program.

c. Selection / development of syllabus type

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d. Production of proto syllabus

The fourth step is producing the Porto-syllabus. According to Yalden (1987), in this stage, the designer will work on the content description or content specification of the syllabus. Moreover, the work of the content description includes describing the language and language use that would be covered in the program (Yalden, 1987: 138-141).

e. Production of pedagogical syllabus

The fifth step is producing the pedagogical syllabus. This step includes development of teaching materials, testing sequence and testing instrument which are used in the program (Yalden, 1987:89). Yalden (1987) states that the pedagogical syllabus provides a list of words and phrases that are appropriate with the topics needed by the learners. Furthermore, the words and phrases are also selected as models of function in the language program (Yalden 1987: 144). f. Development and implementation of classroom procedures

According to Yalden (1987:89), this step includes selecting exercise types and teaching techniques, preparing the lesson plans and weekly schedule, and also briefing for teachers.

g. Evaluation

The seventh step is evaluating the program. The evaluation of the program can be obtained from the students, the program itself, and the teaching process (Yalden, 1987:89).

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Need survey Description of purposes Selection /development of syllabus type Production of proto syllabus Development and implementation of classroom procedures Evaluation Production of pedagogical syllabus

Figure 2.1: Language Program Development (Yalden, 1987:88)

In this study, the writer applies Yalden’s instructional design model in designing the listening materials. The writers would use each step of Yaldens’s model in the process of designing and developing listening materials.

3. Syllabus Design

According to Krahnke (1987:73), syllabus is the base for the organization of language courses. Furthermore, he divides six types of syllabus that are classified according to their characteristics, differences, strengths and weaknesses. The six types of syllabus are Structural Syllabus, Functional Syllabus, Situational Syllabus, Skill-based Syllabus, Task-Based Syllabus, and Content-based Syllabus. The following parts would elaborate factors affecting syllabus choice and design and also one type of syllabus which used in this study that is functional syllabus.

a. Factors Affecting Syllabus Choice and Design

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1) Program factors

There are three dominant program factors that affected syllabus choice. The first factor is the goal and objective of the program (Krahnke, 1987:74-75). The types of instructional contents should be most closely matched with the goals of the program. The second factor is instructional resources that are available for the program (Krahnke, 1987:76). The resources include many aspects like textbooks, visual materials, realia, radio or television program, films, etc. The third factor is the need to make the instruction accountable to be measured by external measures tools such as tests (Krahnke, 1987:77). Due to this factor, some instructional programs often teach particular kind of knowledge that will be tested, although students did not really need it.

2) Teacher factors

Krahnke (1987:78) says that with their system and orientation, teachers play a role in deciding the content of language instruction to be used in a program. Teachers also have great influence on the actual learning process in the classroom. Dealing with this factor, it is expected that teachers are able to accept the type of instruction they have chosen before they carry out it (Krahnke, 1987:79).

3) Student factors

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In this study, the description of three factors affecting syllabus choice and design is useful to consider one type of syllabus which would be used to design the listening materials. Moreover, the three factors can help the writer to choose a type of syllabus which is appropriate with the purpose of the study.

b. Functional Syllabus

Functional Syllabus is a syllabus in which the content of the language teaching consists of a set of the functions that are performed when the language is used (Krahnke,1987:9). According to Firth (1957) and Halliday (1973), as stated in Approaches to Syllabus Design, Functionalism develops in linguistic tradition in Britain which emphasizes on adequate description of the language that must consist of information on how the language is used, what is the purpose, and what are the ways when the language is used (Krahnke,1987:30). Krahnke adds that the main important thing of the language teaching movement is the emphasis of language use categories rather than language form categories.

In addition, Krahnke (1987:32) says that functionalism is not part of the content for a syllabus but it is a procedure for designing a syllabus or choosing content of a syllabus. In choosing the specific content of a syllabus, the designer should analyze the type of program which the learners are going to join in, take note of notions, functions and specific forms that are used in the program, and put all together into the syllabus (Krahnke, 1987:32).

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purposes. This approach is appropriate since there is an analysis of specific functions in various types of programs which makes it easier to develop the syllabus with the adequate emphasis.

In the step of selection/development of syllabus type from Yalden’s model, the writer would apply functional syllabus. The theory of functional syllabus is included into this study since it gives deeper understanding of functional syllabus. The information of functional syllabus also helps the writer to choose appropriate topics, learning content, and further syllabus components which reflecting functional discussion.

4. Listening

a. Teaching listening

Michael Rost points out some principles that influence teaching of listening. The following points are the summary of essential principles which are suggested by Rost. First, the teacher should provide listening activities which can help students to minimize their worry toward the foreign learning process (Rost, 2002: 108). The activities also should allow students to negotiate their opinion of the activities and find the meaning by their own effort (Rost, 2002: 109). The activities should aim to help students on building autonomous process of learning the language (Rost, 2002: 108-109).

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readiness (Rost, 2002: 113). Third, teacher should encourage the students in the process of the learning. Teacher should utilize the strategies of language use which facilitate students to solve more difficult tasks and can motivate them to learn more (Rost, 2002:112). In addition, teacher may not force the students to speak since they will speak naturally as the result of work with listening (Rost, 2002:109).

In addition, Harmer (2007:135-136) states six principles use in teaching listening. He says that the students should be encouraged to listen to various kinds of listening sources as often as possible. Furthermore, the teacher should give the students the topic or clues to predict what they will listen and make sure that his/her students are ready to the listening activities. The students also need to listen the audio more than once to catch missing things (Harmer, 2007:135).

Harmer says that the teacher should encourage the students to respond the meaning of what they had listen. The teacher may also use the audio for different application such as learning other things outside the topic which close to students’ daily life. Moreover, the students should be given listening exercise of different levels by using different listening tasks (Harmer, 2007:136).

Anderson (1988: 66) states that most teachers use test tools to teach listening. According to McDonough (1981:74), as stated in Listening Language Teaching, “the technique of asking question after listening activity is a testing

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tools. Listening exercises are designed as the media for practicing aural comprehension which direct students to learn more affectively (Anderson, 1988:67). Teacher should not use listening test as a framework to assess students’ understanding of the spoken information. On the other hand, teacher should give listening practices and various kinds of activities to activate students. For instance, Teacher may use group discussion to express their understanding on listening exercise. Anderson (1988: 67) adds that teacher should also change the principle of question as primary means to assess how much students have understood. Moreover, the students should be given adequate practice and encouraged to deal with other problem in the target language (Anderson, 1988:68).

The principles of teaching listening which are quoted above are useful in the process of designing the listening materials. Understanding the principles of teaching listening will help the writer to determine what kind of activities to be carried out, what kind of input to be utilized, and what kind of techniques to be applied in the design materials.

b. Listening Materials

The selection of material and the creation of tasks are the most important decisions in teaching learning listening. Rost suggests six essential concepts in selecting listening material, they are:

1) Relevance

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2) Authenticity and Genuineness

Materials should have the purpose to be authentic which is appropriate with the needs of the learners and reflecting the real use of the language. Rost (2002:125) says that genuineness can be obtained by involving features of natural language used by the speaker such as speed, intonation, pausing, etc.

3) Genres

Listening materials should have varieties in genres that the learners may meet in the target language. Furthermore, learners should be able to determine genres of the materials to help them focus in essential information they need (Rost, 2002:126).

4) Difficulty

The selection of the materials should consider the level of difficulty of the materials. The level difficulty of the materials is influenced by the framework of the spoken text and also the language used in the spoken text (Rost, 2002:122-129).

5) Simplification

Teachers may use simplified material but they have to keep its natural features. Simplified material will be useful if it helps learners to be more active in responding of what they listen (Rost, 2002:131-134).

6) Teacher talk

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Unplanned Planned

Dialogue Monologue

Aural Texts

Unfamiliar Familiar

Interpersonal Transactional may simplify the language but the genuine features of the language still must be kept (Rost, 2002:134-135).

There are many kinds of listening materials that can be used to improve listening skills. Anderson and Lynch (1988:63) states that listening materials can be divided according to teachers’ view of listening activity. They divide listening materials two types, namely autonomous and ancillary listening materials. Autonomous listening materials are listening materials in a complete session with the published materials which are specially designed to practice the spoken comprehension skill (Anderson and Lynch, 1988:63). While ancillary listening materials are taken from global language course book which include recorded materials that are related with the learning focus (Anderson and Lynch, 1988:63).

Furthermore, Nunan proposes classification of aural texts according to the different purpose of listening. He divides the aural texts into the following diagram below.

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Aural texts are divided into two big categories: Monologue and Dialogue. Brown (2001:251) states “In monologue … the hearer must process long stretches of speech without interruption.” He adds that a dialogue involves two or more speakers which aim to build social relationship or express information (Brown, 2001:251).

Moreover, Rost (2002: 126) argues that the materials should be varied on its types which are suitable for the learners in their interaction with the target language. According to Rost (2002: 127), there are 5 types of texts according to the purpose for listening. The five types of texts are: narrative, descriptive, comparison, causal, and problem/solution.

Information of listening materials is important to be included in this study. The information gives description and explanation in order to select appropriate listening materials. Furthermore, the classification of aural texts is also useful to choose appropriate kinds of aural texts developed in the designing process.

c. Authentic Materials

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learners the rhythm of everyday English. He states that authentic text provides listening experiences much closer to the real life. Furthermore, it also reinforces students to have direct relation between language classroom and the real language use (Gebhard, 1996:102). However, there are some disadvantages of authentic materials that teacher should pay attention to. Gebhard (1996: 101) says that using authentic materials takes more time and effort. Sometimes it is difficult to find or make a material that can be understood by the students.

Goh (2002: 43-47) divides authentic materials into six types, they are: 1) Videos

The use of videos gives many advantages to the learners in improving their listening skill. Using videos, learners can contextualize of what they listen and make inferences about things they do not listen clearly (Goh, 2002: 43-44). Types of video that can be used are TV drama, news program, documentary, game show, advertisement, film, music video, cartoon, interview, and talk show.

2) Songs

Since songs are generally short and use simple daily language, Goh (2002:44) argues that they are excellent listening sources. Songs are also useful model of recount and narrative texts which lead the students to various listening tasks.

3) Literary texts

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tasks. They also have various types which are beneficial to increase different types of listening toward the learners (Goh, 2002: 45).

4) Radio broadcasts

Radio programs can be used to keep up-to-date materials and relevant issues for the learners. Goh (2002: 46) states that radio broadcast provides many examples of transactional and interactional talks that can be applied in different learning objectives.

5) Interactive CD ROMS

CD ROMS offers multimedia experience by combining video, images, sound, animation, and text. The access of CD-ROMS can give the learners useful tools to control language sources (Goh, 2002: 46).

6) World Wide Web

Many websites provide both audio and video clips that can be downloaded for teaching learning material. Teacher may encourage the learners to search their own listening material by browsing many websites and to learn independently. BBC World Service (www.bbc.co.uk) is one of websites which provides variety of programs in written text and real audio (Goh, 2002: 47). Other websites that can be used to search listening materials are www.britishcouncil.org, www.breakingnewsenglish.com, and www.voanews.com.

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5. Vocational school (Sekolah Menengah Kejuruan / SMK)

Based on PP no. 29 tahun 1990, pasal 3 ayat 2, Vocational school aims to prepare students to come into job field and to develop students’ professionalism in the job world. Whereas in Kajian Kebijakan Kurikulum SMK (2007:17), it is mentioned that vocational education is aimed to train students to actively develop their own potential skills; to prepare students working in a specific field; and to educate students to have work ethics both working independently and working in a company.

Furthermore, the educational programs of SMK in Indonesia are divided into 6 broad programs: Agriculture and Forestry, Technology and Industry, Business and Management, Social Welfare, Tourism, Art and Handicraft.

a. Characteristics of Vocational School (SMK)

SMK has some characteristics which are different from SMA (senior high

school). The characteristics mentioned in Pedoman Kurikulum SMK (1993) are: 1) Learning materials are based on the requirement of job competence mastery.

The competence, which should be achieved by the students, is stated in form of profile of skill.

2) The focus of students learning is the mastery of specific required competency standard.

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4) Time learning for achieving expected competences is flexible with the students’ importance. Students’ importance becomes one consideration of the learning process, so that each student can be well-developed on his/her competences.

5) Learning activity emphasizes on “learning by doing”, which supports students not only to know how to do something but also to understand the reason of doing something.

6) Teacher is not the only learning sources. He/she performs as a facilitator for the students. Teacher also tends to focus on developing learning materials rather than presenting the materials.

Moreover, according to Kajian Kebijakan Kurikulum SMK (2007:i), the lesson of vocational school covers 3 specific lesson groups, they are normative, adaptive, and productive lesson. The productive lesson is specialized lesson in a vocational school. This productive lesson is developed referring to Standar Kompetensi Kerja Nasional Indonesia (SKKNI).

b. English in Vocational School

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According to Peraturan Menteri Pendidikan Nasional nomor 22 tahun 2006, English is adaptive lesson which aims to provide learners the ability to

communicate in English which is suitable with their vocational program. This lesson also prepares the learners to communicate in daily activities in accordance with the global development. Referring to Materi Sosialisasi dan Pelatihan Kurikulum Tingkat satuan Pendidikan, the objectives of English lesson in

vocational high school are:

1) Students are able to master basis knowledge and skill of English to support their achievement of vocational competence.

2) Students are able to apply their English competence to communicate in the intermediate level.

English lesson in SMK is divided into 3 levels: novice, elementary, and intermediate. Novice is the beginner level in which students are able to communicate the sentences they had memorized before. Elementary is a level in which students are able to communicate things or information based on certain scope such family, workplace, etc. In the intermediate level, students are able to communicate information that had been anticipated in certain scope or topic.

c. Visual Communication Design Program (DKV)

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visual communication design is a design which conveys information and message in a visual manner.

According to Dikmenjur, Visual communication is the umbrella of any communication activities that utilize visual elements in any various media (such as printing, graphic, product advertising, television, film/ video, the internet, etc) by using either two or three dimension, in a static scope as well as time-based scope.

Furthermore Sachari (2005:9), as cited by Maroe (2009) in http://deskomers01.com/?=122, points out that Visual communication design is a profession to recite and learn design by using various approaches related to the communication, media, image, sign and value. Visual communication design also covers features related to communication and messages, printing technology, the use of multimedia technology, and persuasion techniques. Furthermore, Visual communication design involves several scopes, those are advertising design, animation, corporate identity design, environment graphics design, multimedia design, promotion design, media graphic design, comic, caricature, poster, illustration, and photography.

Based on Dasar Kompetensi Kejuruan Dan Kompetensi Kejuruan Sekolah Menengah Kejuruan, educational program of Visual Communication design aims

to train vocational students to have competence on: 1. Operating and utilizing graphic computer program

2. Preparing, conducting and editing photography and videography

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4. Making communication product for television media.

This study includes the description of Vocational school since it is also important in the process of designing the listening materials. Description of characteristics of vocational school will help the writer in selecting listening materials, activities and also learning techniques applied in the designed materials. Description of English in vocational school is useful to help the writer in defining the purposes of the study. Moreover, the information of Visual Communication Design Program will also help the writer to define the purposes of the study and the learning content, to choose materials and activities which relevant with students’ program.

6. English for Specific Purposes (ESP)

According to Hutchinson and Waters (1994:19), ESP can be divided into two main types: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Furthermore, ESP is one small branch of English Language Teaching (ELT), which means that ESP is not specialized varieties of English. Some characteristics of ESP are:

a. ESP is not a special form of the language and has not differences from other forms. There are some ‘typical’ aspects of particular context of use which make the learner is more possible to meet the target situation (Hutchinson and Waters, 1994:18).

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has many variations, the ESP learning process is not different from general English.

c. ESP is not particular kind of methodology or type of teaching material. Thus, it must be seen as an approach not a product. ESP is an approach to language learning that is based on the leaner needs. Therefore, the foundation of all ESP is a question on why learners need to learn foreign language (Hutchinson and Waters, 1994:19).

From characteristics above, it can be said that ESP is an approach to language teaching which all features of content and methodology are determined by learners’ reason for learning.

In addition, Robinson proposes other characteristics of ESP courses, as follows:

a. ESP is generally goal directed. It means that students learn English because they need it for their study or work purposes (Robinson, 1991:2).

b. ESP course is based on the need analysis which pays attention to students’ needs and learning needs. Therefore, ESP course is usually carried out in specific time period with specific objectives to be achieved (Robinson, 1991:3).

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d. Students of ESP in a class are involved in the same kind of work or specialist studies (Robinson, 1991:4).

In practice, ESP teacher is concerned with designing appropriate courses for different learner groups. Hutchinson and Waters (1994:21) argue that since ESP learning is influenced by learners’ need, the course design for the learning plays important part of the whole work. Furthermore, they point out that the course design is based on the fundamental questions which provide basis of continuous process for designing the syllabus, materials, classroom teaching and evaluation (Hutchinson and Waters, 1994:21). The fundamental questions are like: why does the learner need to learn, who is going to involved in the process, where and when is the learning take place, what does learner need to learn, and how will the learning be achieved (Hutchinson and Waters, 1994:21-22).

This study deals with designing English listening materials for students of particular vocational program, which is Visual Communication Design program. The theory of ESP is included in this study since it is useful in the process of designing listening materials. The foundation and characteristics of ESP will help the writer to determine the purposes of the study and also to select appropriate syllabus, materials, activities, as well as the learning techniques.

7. Material Development

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difficult to obtain in public. Therefore, the teacher should design his/her own materials that are suitable for the learners’ needs (Hutchinson and Waters, 1994: 106-107).

Furthermore, Hutchinson and Waters suggest some techniques to develop and to design ESP materials. The techniques would be elaborated below:

a. Defining Objectives

The first thing that should be done by teachers before designing materials is defining the objectives of the materials. Hutchinson and Waters (1994: 107-108) state some principles which can be used as guidelines to define objectives of the materials. First, the materials should encourage students to learning and help the management of teaching learning process. Second, the materials should represent the nature of language and reveal the nature of the learning task. Third, the materials should provide correct model and appropriate language use for the students.

b. Material Design Model

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Language focus is the involvement of opportunities for the learners to analyze and synthesize the language. While task is a work where the learners use the content and the language knowledge they have learned. The four components are combined in the figure below.

Figure 2.3: Material Design Model from Hutchinson and Waters (1994: 109)

Furthermore, the major focus of designing the unit is the task. The input plays part as a tool which guides the learners to where they are able to perform the task. The language and the content are obtained from the input and are chosen according to what the learners need in order to carry out the task (Hutchinson and Waters, 1994:109). Therefore, it is important to establish the unity of both language and content throughout the unit.

c. Steps of Designing Materials

This part elaborates the steps or stages for developing units of the materials which are proposed by Hutchinson and Waters. The stages consist of seven stages which would be described below:

INPUT

CONTENT

TASK

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1) Stage 1

Teacher starts to select some texts that will be used to develop the unit of the materials. According to Hutchinson and Waters (1994: 121), the texts should match some criteria. They suggest that the texts should naturally exist on the communication in the real world. The texts also should be appropriate with learner’s needs and interest and able to create useful classroom activities.

2) Stage 2

Teacher goes to the end of the unit and considers what kind of tasks that learners can perform at the end of the unit.

3) Stage 3

Teacher reviews the syllabus, analyzes the kind of tasks in stage 2, and makes sure that the tasks will give benefits for the learners.

4) Stage 4:

Teacher decides what language structures, vocabulary, functions, and contents which are included in the input. Then, teacher identifies which aspect of language and content that can be used for the exercises.

5) Stage 5

After identifying aspect of language, teacher starts to make some exercises and activities for practicing the items of the language aspect.

6) Stage 6

Teacher may go back to the input and do some revisions to make the input more useful for the learners.

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7) Stage 7

After doing some revision of the input, teacher may moves back to the stage 1 up to 6 with the revised input to improve the unit.

The information of materials development is important on designing the listening materials. The information is useful to develop sources into learning materials which are appropriate with the purposes of the study. Furthermore, the steps of designing materials are utilized as a guidance to select and develop sources into learning materials.

8. Task Based Language Teaching (TBLT)

a. Definition of Task

According to Nunan, Task Based Language Teaching (TBLT) has some principles which underline the steps and its practices. He states that TBLT is a need-based approach which focuses on the content selection and emphasizes on the learning through interaction in the target language (Nunan, 2004:1). Therefore, students’ personal experience becomes essential aspect on the learning process. The students will focus not only on the language but also on the learning process itself. TBLT also introduces authentic materials to the learning situation, which makes a link between classroom learning with the language use outside the classroom (Nunan, 2004:1).

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Nunan (2004:4) states that task is a piece of classroom work which involves the learners in comprehending and producing the target language by activating their grammatical knowledge to express and convey the meaning.

b. Component of Task

Nunan proposes minimum specification of the task components. They are goals, input, procedures, settings, teachers and learners roles. Each of components will be described as follows:

1) Goals

Goals are general targets on any learning tasks. Goals are reasons on why the learners carry out a particular task (Nunan, 2004:41).

2) Input

Input is any spoken, written and visual data that is performed by the learners in order to complete the task (Nunan, 2004: 47). Input can be made and provided by teachers, books, students’ themselves, and any other sources.

3) Procedures

Procedures will give the details on what learners actually do with the input to achieve the objective of the learning task (Nunan, 2004:52). Moreover, Nunan adds about procedural authenticity. Procedural authenticity is a procedure which aims to imitate and practice, in the classroom, the kinds of things that the learners need to do outside the classroom (Nunan, 2004:54).

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4) Learners and teachers roles

Role is the part which learners and teachers are expected to perform in doing learning task as well as the social and interpersonal relationship between them (Nunan, 2004:64). According to Richard and Rogers (1986), as stated in Task-Based Language Teaching, a method and task will reveal assumption on the learners’ role in the learning process (Nunan, 2004: 64). Moreover, Breen and Candlin (1980), as stated in Task-Based Language Teaching, teacher has three main roles in the communicative classroom: teacher as a facilitator, teachers as a participant, and teacher as an observer and learner Nunan (2004: 67).

5) Settings

‘Settings’ is the classroom arrangement which is specified for the task. Another consideration concerned with settings is whether the task is performed wholly or partly outside the classroom (Nunan, 2002: 70-71). Moreover, it is important to distinguish between ‘mode’ and ‘environment’ in settings for TBLT. Learning mode is whether learners working as an individual or a group basis, while environment is the place where the learning takes places (Nunan, 2004:71-72).

c. TBLT Framework

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1) Schema building

In this step, schema building exercises are developed to introduce the topic, put the context of the task, and introduce some key vocabulary and expressions used to complete the task (Nunan, 2004:31).

2) Controlled Practice

This step provides students controlled practice in applying vocabulary, expressions, and structures within the communicative context. Students may be given brief conversation and asked to practice it in pairs (Nunan, 2004:31-32). 3) Authentic listening practice

This step involves intensive listening practice which exposes students to authentic or simulated conversation of the previous step. The listening practice may integrate the extended language form of the model conversation which is used in step two (Nunan, 2004: 32).

4) Focus on linguistic elements

In this step, students carry out a series of exercises which are focused on the linguistics elements used in the context. Before analyzing linguistic elements, students have seen, listened and spoken the language in the communicative context (Nunan, 2004: 32). Nunan adds that this method will make students easier to notice the relationship between communicative meaning and linguistics forms. 5) Providing freer practice

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6) Introduce the pedagogical task

The last step of the unit is introduction to the pedagogical task which should be accomplished by the students to achieve the goals of the learning (Nunan, 2004: 33).

The theory of TBLT provides further explanation of TBLT which is applied in this study. This study applied TBLT framework on the development of units of design materials. Moreover, the explanation of TBLT will help the writer to develop tasks on each unit of the designed mate

Gambar

Figure 2.1: Language Program Development (Yalden, 1987:88)
Figure 2.2: Classification of Aural Texts (Nunan, 1991:21)
Figure 2.3: Material Design Model from Hutchinson and Waters (1994: 109)
Figure 3.1 : The six steps of R&D cycle combines with Yalden’s Model
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