vii ABSTRACT
Soge, Sophia Anggita Kiwang. 2011. English Instructional Listening Materials Using Task-Based Instructions for the First Semester of the Tenth Grade Students of SMA Dominikus Wonosari. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Among all English skills required by School-Based Curriculum, listening is the basic skill in learning English. The students have problems with listening since the teachers rarely speak English in class. Moreover, the teachers are accustomed to use the textbook or buku paket instead of using other sources of varied listening materials. The problem becomes more serious since listening becomes a part of the National Exam.
This study concerned with the designing of the new and varied English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari. The listening materials were designed based on the Task-Based Instructions which the main purpose was to help the students in improving their English skills, especially listening. The problem formulated in this study was: What does the design of the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus look like?
In order to answer the problem, the writer employed R & D (Research and Development) Method and adapted Kemp’s design. There were five steps applied in this study. The steps were: (1) Research and Information Collecting. This step aimed to obtain the students’ characteristics, needs, and interests. (2) Planning. This step included stating the competency standard, basic competences, and topics, and listing the indicators. (3) Development of Preliminary Form of Product. This step included listing subject content and selecting teaching-learning activities. (4) Preliminary Field Testing. In this step, the evaluation of the design of the materials was done by distributing the questionnaires to the English teachers of SMA Dominikus Wonosari, and the lecturers of the English Language Education of Sanata Dharma University. (5) Main Product Revision. The designed materials were revised based on the result of the Preliminary Field Testing. The result of the Preliminary Field Testing indicated that the designed materials were applicable and ready to use in school.
The design of the materials consisted of four units. Each unit in the design of the materials was divided into four sections, namely: (1) Get Ready!, (2) Your turn…, (3) Learn more about…, (4) What have you learnt today?. Therefore, the writer hopes that this design of the listening materials would be useful for the students and English teachers of SMA Dominikus Wonosari that would apply this design of English instructional listening materials.
viii
ABSTRAK
Soge, Sophia Anggita Kiwang. 2011. English Instructional Listening Materials Using Task-Based Instructions for the First Semester of the Tenth Grade Students of SMA Dominikus Wonosari. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Di antara semua keterampilan berbahasa Inggris yang ada di dalam Kurikulum Satuan Tingkat Pembelajaran, mendengarkan adalah kemampuan yang paling dasar. Siswa-siswa memiliki permasalahan dengan kemampuan mendengarkan dikarenakan para guru jarang berbahasa Inggris di dalam kelas. Terlebih lagi, para guru terbiasa menggunakan buku paket dibandingkan dengan menggunakan materi listening yang beragam dari sumber lainnya. Masalah menjadi lebih berat karena mendengarkan merupakan salah satu keterampilan yang diujikan dalam Ujian Nasional.
Skripsi ini bertujuan untuk menyusun materi yang baru dan bervariasi untuk pengajaran mendengarkan bahasa Inggris menggunakan Task-Based Instructions bagi siswa-siswa semester satu kelas sepuluh SMA Dominikus Wonosari. Materi pelajaran dikembangkan berdasarkan Task-Based Instructions
yang bertujuan untuk meningkatkan kemampuan berbahasa Inggris, khususnya keterampilan mendengarkan. Permasalahan yang dirumuskan dalam skripsi ini adalah bagaimanakah bentuk materi listening untuk siswa semester satu kelas sepuluh tersebut?
Untuk menjawab permasalahan tersebut, penulis menerapkan metode R & D (metode penilitian dan pengembangan) dan mengadaptasi rancangan dari Kemp. Ada lima tahap yang diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah (1) Pengumpulan Penelitian dan Informasi. Tahap ini bertujuan untuk memperoleh karakteristik, kebutuhan dan minat siswa. (2) Perencanaan. Tahap ini meliputi penentuan standar kompetensi, kompetensi dasar, dan topic, serta merumuskan tujuan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Tahap ini meliputi penentuan isi pokok dan pemilihan sumber dan kegiatan pembelajaran. (4) Pengujian Awal di Lapangan. Pada tahap ini, materi dievaluasi dengan cara membagikan kuesioner kepada guru bahasa Inggris SMA Dominikus Wonosari dan dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. (5) Perbaikan Utama Produk Materi. Materi yang dirancang diperbaiki berdasarkan hasil dari Pengujian Awal di Lapangan. Hasil Pengujian Awal di Lapangan menunjukan bahwa materi yang dirancang dapat diterima dan siap untuk digunakan di sekolah.
Materi yang dirancang tersebut terdiri dari empat unit. Setiap unit terbagi menjadi empat bagian utama, yaitu: (1) Get Ready!, (2) Your turn…, (3) Learn more about…, (4) What have you learnt today?. Karena itu, penulis berharap materi ini dapat berguna untuk para siswa dan para guru bahasa Inggris di SMA Dominikus Wonosari yang akan menggunakan materi ini.
EN USING T OF THE T
EN DEP FAC NGLISH IN TASK-BASE TENTH GRA A Presented to O NGLISH LA PARTMEN CULTY OF SA NSTRUCTIO ED INSTRU ADE STUD SARJANA P
as Partial F Obtain the Sa
in English
Sophia An Student N
ANGUAGE E NT OF LAN
F TEACHER ANATA DH
YO
ONAL LIST UCTIONS F DENTS OF S
PENDIDIK Fulfillment arjana Pend Language E By nggita Kiwa Number: 051 EDUCATIO NGUAGE AN RS TRAINI HARMA UN GYAKART 2011 TENING M FOR THE F
SMA DOMI
KAN THESI
of the Requ
didikan Deg Education
ang Soge 1214014
EN USING T OF THE T
EN DEP FAC NGLISH IN TASK-BASE TENTH GRA A Presented to O NGLISH LA PARTMEN CULTY OF SA NSTRUCTIO ED INSTRU ADE STUD SARJANA P
as Partial F Obtain the Sa
in English
Sophia An Student N
ANGUAGE E NT OF LAN
F TEACHER ANATA DH YO i ONAL LIST UCTIONS F DENTS OF S
PENDIDIK Fulfillment arjana Pend Language E By nggita Kiwa Number: 051 EDUCATIO NGUAGE AN RS TRAINI HARMA UN GYAKART 2011 TENING M FOR THE F
SMA DOMI
KAN THESI
of the Requ
didikan Deg Education
ang Soge 1214014
iv
DEDICATION PAGE
Knowing is not enough; we must apply.
Willing is not enough; we must do.
-Johann Wolfgang von Goethe-
To climb steep hills requires a slow pace at first.
-William Shakespeare-
Success is the sum of small efforts,
repeated day in and day out.
-Robert Collier-
This thesis is dedicated to:
Jesus Christ
My beloved family: Papa, Mama, and Tata
My special gift from God: My Bee
My beloved big family, especially Mbah Uti in heaven
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as scientific paper should.
Yogyakarta, September 19, 2011 The Writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Sophia Anggita Kiwang Soge
Nomor Mahasiswa : 051214014
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
English Instructional Listening Materials Using Task-Based Instructions for the First Semester of the Tenth Grade Students of SMA Dominikus Wonosari
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 19 September 2011 Yang menyatakan
vii ABSTRACT
Soge, Sophia Anggita Kiwang. 2011. English Instructional Listening Materials Using Task-Based Instructions for the First Semester of the Tenth Grade Students of SMA Dominikus Wonosari. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Among all English skills required by School-Based Curriculum, listening is the basic skill in learning English. The students have problems with listening since the teachers rarely speak English in class. Moreover, the teachers are accustomed to use the textbook or buku paket instead of using other sources of varied listening materials. The problem becomes more serious since listening becomes a part of the National Exam.
This study concerned with the designing of the new and varied English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari. The listening materials were designed based on the Task-Based Instructions which the main purpose was to help the students in improving their English skills, especially listening. The problem formulated in this study was: What does the design of the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus look like?
In order to answer the problem, the writer employed R & D (Research and Development) Method and adapted Kemp’s design. There were five steps applied in this study. The steps were: (1) Research and Information Collecting. This step aimed to obtain the students’ characteristics, needs, and interests. (2) Planning. This step included stating the competency standard, basic competences, and topics, and listing the indicators. (3) Development of Preliminary Form of Product. This step included listing subject content and selecting teaching-learning activities. (4) Preliminary Field Testing. In this step, the evaluation of the design of the materials was done by distributing the questionnaires to the English teachers of SMA Dominikus Wonosari, and the lecturers of the English Language Education of Sanata Dharma University. (5) Main Product Revision. The designed materials were revised based on the result of the Preliminary Field Testing. The result of the Preliminary Field Testing indicated that the designed materials were applicable and ready to use in school.
The design of the materials consisted of four units. Each unit in the design of the materials was divided into four sections, namely: (1) Get Ready!, (2) Your turn…, (3) Learn more about…, (4) What have you learnt today?. Therefore, the writer hopes that this design of the listening materials would be useful for the students and English teachers of SMA Dominikus Wonosari that would apply this design of English instructional listening materials.
viii
ABSTRAK
Soge, Sophia Anggita Kiwang. 2011. English Instructional Listening Materials Using Task-Based Instructions for the First Semester of the Tenth Grade Students of SMA Dominikus Wonosari. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Di antara semua keterampilan berbahasa Inggris yang ada di dalam Kurikulum Satuan Tingkat Pembelajaran, mendengarkan adalah kemampuan yang paling dasar. Siswa-siswa memiliki permasalahan dengan kemampuan mendengarkan dikarenakan para guru jarang berbahasa Inggris di dalam kelas. Terlebih lagi, para guru terbiasa menggunakan buku paket dibandingkan dengan menggunakan materi listening yang beragam dari sumber lainnya. Masalah menjadi lebih berat karena mendengarkan merupakan salah satu keterampilan yang diujikan dalam Ujian Nasional.
Skripsi ini bertujuan untuk menyusun materi yang baru dan bervariasi untuk pengajaran mendengarkan bahasa Inggris menggunakan Task-Based Instructions bagi siswa-siswa semester satu kelas sepuluh SMA Dominikus Wonosari. Materi pelajaran dikembangkan berdasarkan Task-Based Instructions
yang bertujuan untuk meningkatkan kemampuan berbahasa Inggris, khususnya keterampilan mendengarkan. Permasalahan yang dirumuskan dalam skripsi ini adalah bagaimanakah bentuk materi listening untuk siswa semester satu kelas sepuluh tersebut?
Untuk menjawab permasalahan tersebut, penulis menerapkan metode R & D (metode penilitian dan pengembangan) dan mengadaptasi rancangan dari Kemp. Ada lima tahap yang diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah (1) Pengumpulan Penelitian dan Informasi. Tahap ini bertujuan untuk memperoleh karakteristik, kebutuhan dan minat siswa. (2) Perencanaan. Tahap ini meliputi penentuan standar kompetensi, kompetensi dasar, dan topic, serta merumuskan tujuan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Tahap ini meliputi penentuan isi pokok dan pemilihan sumber dan kegiatan pembelajaran. (4) Pengujian Awal di Lapangan. Pada tahap ini, materi dievaluasi dengan cara membagikan kuesioner kepada guru bahasa Inggris SMA Dominikus Wonosari dan dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. (5) Perbaikan Utama Produk Materi. Materi yang dirancang diperbaiki berdasarkan hasil dari Pengujian Awal di Lapangan. Hasil Pengujian Awal di Lapangan menunjukan bahwa materi yang dirancang dapat diterima dan siap untuk digunakan di sekolah.
Materi yang dirancang tersebut terdiri dari empat unit. Setiap unit terbagi menjadi empat bagian utama, yaitu: (1) Get Ready!, (2) Your turn…, (3) Learn more about…, (4) What have you learnt today?. Karena itu, penulis berharap materi ini dapat berguna untuk para siswa dan para guru bahasa Inggris di SMA Dominikus Wonosari yang akan menggunakan materi ini.
ix
ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to my dear Jesus Christ who is always by my side especially in the hard times during my study and my thesis writing. My special gratitude goes to my thesis advisor Gregorius Punto Aji, S.Pd., M.Hum. for his time, patience, guidance, help, suggestions, and support in finishing my study. I am thankful to all the lecturers of English Language Study Program for guiding me during my study in Sanata Dharma University. I sincerely send my gratefulness to Ag. Hardi Prasetyo, S.Pd., M.A., my academic advisor for his guidance and motivation. I am also very grateful for all secretariat staffs of the English Language Education Study Program, especially MM. Pramudhani and Ch. Artilantari for always helping with the administrative matters.
My deep gratitude also goes to Sister Maria Krisanti Woro Palupi, Op., the headmaster of SMA Dominikus Wonosari for giving me permission to conduct the study in SMA Dominikus Wonosari. I would also like to give my gratitude to the English teachers of SMA Dominikus Wonosari: Dra. V. Ari Wijayanti, Agnes Margi Winarni, S.Pd., Agustinus Putiadi, S.Pd., and Matius Teguh Prasetyo, for their help and guidance during my research, and for their suggestions toward my design of the materials. Furthermore, I would like to express my gratitude to Caecilia Tutyandari,S.Pd., M.Pd. and Drs. Y. B. Gunawan, M.A. for their support and suggestions towards my design of the materials.
x
understanding, and support, advice, patience and everything they have given to strengthen me. Thanks for teaching me not to give up in any situation. My gratitude also goes to my beloved brother, Franciscus Xaverius Kia Wisang Soge for his love, shoulder, and support during my hard time. Hopefully, this thesis would be my present for my family. I also send my special gratitude to Martinus Boby Novianto who always reminds me in his special way; I thank him for being never tired supporting me in finishing my thesis. I would also thank
mbak Wisnu, Atri, Ossie, Getrud, bulbul Yayuk, and all my big familyfor their caring and support.
My gratitude goes to all my beloved best friends, Caecilia Devy, Stefani Adelita, Lia Ardiana, Ayuningtyas Lulu, Ignasius Sapta Waskita, and Alexy Ramano for their support, smile, laugh, friendship and all the moment we spent together. I am also grateful for my lovely friends Anastasia Paliran, Bety Kusumastuty, Rengganis Istikasari, Maria Anggraheni Linda, Ni Putu Nova, Bondan Rachmat, Andreas Jeffry, and Morias Dedy for sharing the beautiful moment of our friendship.
Last but not least, my gratitude also goes to all PBI 2005 students, for the wonderful moments during the study in Sanata Dharma University, and all the people whose names cannot be mentioned one by one here. May Lord be with us always, and may He grant us the best in our life.
xi
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 5
D. Research Objective ... 5
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Description ... 9
1. Instructional Design Model ... 9
2. School-Based Curriculum ... 13
3. Communicative Language Teaching ... 15
4. Task-Based Instructions ... 21
xii
B. Theoretical Framework ... 35
1. Identifying Students’ Characteristics ... 36
2. Stating the Competency Standards, Topics, and Basic Competences 36 3. Listing the Indicators ... 36
4. Listing the Subject Content ... 37
5. Selecting some Teaching-Learning Activities and Resources ... 37
6. Designing the Materials ... 37
7. Evaluating the Design of the Materials ... 38
8. Revising the Design of the Materials ... 38
CHAPTER III. METHODOLOGY ... 39
A. Research Method ... 39
B. Research Setting ... 44
C. Research Participants ... 44
D. Instrument and Data Gathering Technique ... 45
E. Data Analysis Techniques ... 48
F. Research Procedure ... 49
CHAPTER IV. RESEARCH RESULTS AND FINDINGS ... 51
A. Students’ Characteristics ... 51
B. Competency Standard, Basic Competences, and Topics ... 56
C. Indicators ... 59
D. Subject Content ... 61
E. Teaching-Learning Activities ... 64
F. Evaluation on the Design of the Materials ... 71
G. Revision on the Design of the Materials ... 76
CHAPTER V. CONCLUSIONS AND RECOMMENDATION ... 78
A. Conclusions ... 78
xiii
xiv
LIST OF TABLES
Table
3.1 The Description of the Research Participant (blank) ... 45
3.2 Types of Data ... 47
3.3 The Result of the Questionnaire (blank) ... 49
4.1 Data of the Students ... 52
4.2 The Result of Students’ Questionnaire Part A Item Number 1 to 6 ... 52
4.3 The Result of Students’ Questionnaire Part B Item Number 1 and 3 .... 53
4.4 The Result of Teachers’ Questionnaire Part A Item Number 1 to 5 ... 54
4.5 The Result of Teachers’ Questionnaire Part B Item Number 1 ... 54
4.6 The Topics and Titles in the Design of the Materials ... 57
4.7 The Competency Standards, Basic Competence, Topics, and Titles ... 57
4.8 The Indicators ... 60
4.9 The Subject Content ... 61
4.10 The Result of Students’ Questionnaire Part A Item Number 7 to 10 .... 64
4.11 The Result of Students’ Questionnaire Part B Item Number 2 and 4 .... 64
4.12 The Result of Teachers’ Questionnaire Part A Item Number 6 to 10 .... 65
4.13 The Result of Teachers’ Questionnaire Part B Item Number 2 to 7 ... 66
4.14 Teaching-Learning Activities ... 68
4.15 The Description of the Participants ... 72
xv
LIST OF FIGURES
Figure
2.1 Kemp’s Diagram ... 13
2.2 A Framework for Analyzing Communicative Tasks ... 20
2.3 The Components of Task-Based Instructions ... 28
2.4 The Theoretical Framework ... 36
xvi
LIST OF APPENDICES
APPENDIX A. OFFICIAL LETTER ... 84
Letter of Permission to the Headmaster of SMA Dominikus Wonosari ... 85
Letter of Official Statement from SMA Dominikus Wonosari ... 86
APPENDIX B. QUESTIONNAIRE ... 87
Questionnaire in Research and Information Collecting for Teachers ... 88
Questionnaire in Research and Information Collecting for Students ... 91
Questionnaire in Preliminary Field Testing for Teachers and Lecturers ... 93
APPENDIX C. THE DESIGN OF THE MATERIALS ... 96
Syllabus ... 97
Lesson Plans ... 106
General Description ... 119
1
CHAPTER I INTRODUCTION
In this chapter, the writer would like to present six sections which are: research background, problem formulation, problem limitation, research objectives, research benefits, and the definition of terms.
A. Research Background
Since 2006, the government applies the newest curriculum called School-based Curriculum (SBC) or Kurikulum Tingkat Satuan Pembelajaran (KTSP). In this kind of curriculum, every school has its own right to develop the syllabus, which means the schools are to develop the components of the curriculum itself. School-based Curriculum (SBC) of the English Subject for Senior High Schools expects the students to be able to understand and express information, thoughts, and feelings, and develop knowledge, technology, and culture (Diknas, 2006). Those expectations, which are called communicative competences, are realized through the four English skills: listening, speaking, reading, and writing. Although according to Diknas (2006) that the students are to have the ability in producing spoken and written language, the writer believes that the student’s abilities in listening and reading are also demanded.
as clarifies by Brownell (1996: 6) that listening is learnt first before speaking, reading, and writing. Listening skill is the first skill that we receive or train before when we can speak or even before we are born. According to Krashen and Terell (1983), as cited by Celce Murcia (2001: 87), 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. Here, the listening activities hold big role in helping the students to be more accustomed to English. Therefore, the more the students have the listening practice, the more they become familiar with English language.
Listening is a fundamental language skill but it is often ignored by foreign and second language teachers. In many instances or schools, listening is treated like a stepchild. Generally, the students lack of listening skill because the listening exercise are not maximally conducted. In addition, the teachers themselves rarely speak English in class; the teachers focus more on the other three skills instead of listening. Also, the teachers are accustomed to use the textbook or buku paket
decided by the school. Here, the listening materials are not provided so that the teacher should find the listening materials themselves. As a result, the students are not accustomed to the listening activity in their English lesson.
the teachers conveyed the materials were often monotonous so that they were easy to get bored during the class. Therefore, seeing those facts above, the writer would design the suitable listening materials which would attract the students to be more interested at listening. The use of pictures, vocabulary building, games, sounds and music would be used in the materials designed. The listening materials would be recorded in the form of mp3 files burned CD so that it can be used easier. Since the purpose of School-Based Curriculum in English Lesson is to help the students to improve their communicative competence, the writer tried to provide the new and varied listening materials referred to the School-Based Curriculum to help the students achieving the purpose. Also, it is to help the teachers in developing the listening materials.
Listening plays a big role in second language classrooms because of its crucial role to generate other skills in English learning. As it is stated by Nunan (1999: 141-142) that listening exercises provide teachers with the means for drawing learner’s attention to new forms (vocabulary, grammar, new interaction patterns) in the language. This design is intended to provide the English listening materials based on the School-Based Curriculum, using Communicative Language Teaching (CLT) Approach. The CLT is used since it underlines the process of communication rather than the mastery of the language forms (Nunan 1989: 79). Through CLT, students are to build their communication competence in English through this level along with the exercises given.
listening skill as well as to prepare the students to the next higher level and to the National Examination. As Rost (1994: 141-142) points out that listening is vital in language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin. Therefore, the lists of the materials are needed not only to prepare the students to pass the test, but also to help the students mastering English, especially listening skill.
As the method, the writer implements the TBI (Task-Based Instructions) principles since the TBI supports the implementation of Communicative Language Teaching. The TBI is used to support the tasks given in the classroom activities. It could specify the tasks carried out by the students to improve their listening skill. Furthermore, the writer expects that the design of the materials could help the students in improving their listening skill, especially to be more familiar with listening practice so that they could learn how to communicate in English as well as to prepare the National Examination.
B. Problem Formulation
C. Problem Limitation
The study is limited to design the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of senior high school, especially for those of SMA Dominikus Wonosari. The design of the materials were based on the needs of the school to provide more materials for their English learning, especially in listening class. The design of the materials referred to the School-based Curriculum using Communicative Language Teaching as the approach, and Task-Based Instruction as the method. This study focused on the designing of the English instructional listening material. The implementation to see its effectiveness was not conducted. The listening materials itself would be recorded in the form of mp3 files.
D. Research Objective
The study is aimed to design and present the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari.
E. Research Benefits
1. For the English Teachers of SMA Dominikus Wonosari
materials for the following English listening teaching-learning activities. Here, the English teachers are expected to motivate the students to be more familiar with English especially with the listening activities by using the design of the materials. Furthermore, the design of the materials is to motivate the teachers to develop their own listening materials using their own creativity.
2. For the Tenth Grade Students of SMA Dominikus Wonosari
This study is to provide a set of English listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari. By applying this set of English instructional listening materials, hopefully, the students will be easier to improve their English skills especially listening skill.
F. Definition of Terms
There are some terms need to be clarified in order to avoid misunderstanding. Those terms are Listening, Instructional Materials, the tenth grade students, SMA Dominikus Wonosari, School-Based Curriculum, and Task-Based Instructions.
1. Listening
purposeful process of listening, receiving, and responding the information the students obtained from the listening activities they have done.
2. Instructional Materials
Gagne & Briggs (1979: 3) state that Instruction is a set of events, which affect learners in such a way that learning is facilitated. It also includes events that are generated by a pager of print, by a picture, by a television programs, or by a combination of physical objects, among other things. In other words, the materials must be chosen carefully or must be suited with the students’ need so that the teaching-learning process can run smoothly. According to Briggs (1977: 19), instruction is the chosen solution to the educational program. In this study, instructional materials can be simply means all of materials that are used to facilitate the students in learning.
3. The Tenth Grade Students
There were 45 students of the tenth grade. They were divided in two classes. Their listening ability was considered as poor or still in beginner level. 4. SMADominikus Wonosari
5. School-Based Curriculum
In this study, School-Based Curriculum is defined as the curriculum which is used by the school; where the indicators should be achieved through communicative activities in the classroom.
6. Task-Based Instructions
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the study and to formulate the theoretical framework of the study. Therefore, the writer divides this chapter into two major sections; they are Theoretical Description and Theoretical Framework. The Theoretical Description provides the theoretical issues related to the problem, while the Theoretical Framework explains the thread of the theories to formulate the orientation of the study.
A. Theoretical Description
This section presents five major points referring to the related theories used in this study. They are Instructional Design Model, School-Based Curriculum, Communicative Language Teaching, Task-Based Instructions, and Listening.
1. Instructional Design Model
Developing a set of listening materials needs a system of instructional program design to be followed. In this study, the writer referred to Kemp’s model as the main instructional model for the design of the materials.
Kemp’s Model
plan incorporating parts of a process in a sequential pattern (Kemp, 1977: 6). There are three essential elements of instructional technology stated by Kemp (1977: 8) which are, objectives (what to be learned), method (what procedures and resources will work best to reach the learning levels), and evaluation (how will we know the learning we prepared to occur).
In order to maintain those three essential elements, there are eight steps that must be accomplished in the designed plan (Kemp, 1977: 8), they are:
1. Determining goals, topic, and general purposes for teaching eachtopic In determining the instructional design, a designer should decide the goals of the system, choose what topics to be taught, and list the general purposes of each topic. Topics are usually sequenced according to a logical organization; therefore, the topics should be arranged from the simple to the complex level. 2. Enumerating learners’ characteristic
The designer should obtain the information about the learners’ capabilities, needs, and interests. This step is important because learners’ characteristics will affect the emphases in instructional planning including the selection of topics and the level at which topics are introduced, the choice and sequencing of objectives, the depth of treatment, and the variety of learning activities.
3. Specifying learning objectives
4. Listing the subject content
Subject content supports each objective and must closely relate to the objectives and to the students’ needs. Subject content includes the organization of the content and task analysis. By doing task analysis, the designer can make sure that all elements of a procedure are considered in the planning and will therefore be treated properly during instruction.
5. Developing pre-assessment
This step is aimed to determine the student’s background and the present level of knowledge about the topic. Pre-assessment has two kinds of tests; they are pre-requisite testing and pre-testing. A pre-requisite test is to determine whether the students have the appropriate background preparation for the topic. Pre-testing is to determine which of the objective students may have already achieved.
6. Selecting teaching/learning activities and instructional resources
The designer has her own skill and rights to select the activity and methods for the learning activities that will enable the students to master the objectives. Also, the designer is to know the strength and weaknesses of alternative methods and of various materials that suit to the students’ characteristic and needs.
7. Coordinating support services
affect the other elements. This shows that the designer should prepare each element in order to prevent any possible constraints in designing the plan. 8. Evaluating the students’ learning
The last is evaluating the students’ learning in terms of their accomplishment of objectives, with a consideration to revise and reevaluate any phases of the plan that need improvement. The evaluation is conducted to test whether the materials are successfully implemented for the students.
Kemp (1977: 9) states that the development process may start in any level and can move to other steps whenever the designer is ready. Therefore, the steps are independent elements they have a close relationship to another. The broken lines in the diagrams indicate revisions of elements made necessary by evaluation data gathered on students’ accomplishment of objectives.
Kemp offers a flexible model (Kemp, 1977: 9). This is the strength of Kemp’s model. The diagram in Figure 2.1 illustrates the relationship of each step in the plan to the other steps.
[image:32.612.129.480.208.564.2]
In this study, the writer conducted the steps of Kemp’s design in composing the design of the listening materials for the first semester of the tenth grade students of SMA Dominikus Wonosari.
Figure 2.1: Kemp’s Diagram (1977: 9)
2. School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan)
School-Based Curriculum is the latest curriculum used in Indonesia’s education system. In this kind of curriculum, every school has their own right to develop the syllabus, which means the schools themselves should be able to develop the components of the curriculum itself.
Goa ls, Topics, a n d
Ge n e r a l Pu r pose s
Le a r n e r Ch a r a ct e r
-ist ics
Su bj e ct Con t e n t
Te a ch in g/ Le a r n in g Act iv it ie s, Re sou r ce s
Pr e - Asse ssm e n t
Le a r n in g Obj e ct iv e s Su ppor t
Se r v ice s
Ev a lu a t ion
According to Muslich (2007: 10), School-Based Curriculum (SBC), as the completing of the former curriculum used (2004 Curriculum), is an operational curriculum, which is arranged and implemented by each school. The arrangement of the SBC, which is trusted to each school, is almost the same as those principles of Competence-Based Curriculum (CBC) or Kurikulum Berbasis Kompetensi (KBK) implementation. The principles are implemented for each school in planning, conducting, running, and assess the learning, referred to their condition and objective.
School-Based Curriculum is developed based on these principles (Muslich, 2007: 11):
• It is focused on the potentials, developments, needs, and students’ importance and environment.
• It is various and integrated.
• It is concerned on knowledge, technology, and art. • It is relevant to the life.
• It is total and continual. • It is an unstopped learning.
• It is balance in national and local interest.
able to use language to fulfill their needs such as reading newspaper, manuals, or procedures. In informational level, people are able to access knowledge or information with language ability, meanwhile in epistemic level; people are able to express knowledge in the target language (Wells, 1987) as cited in Diknas (2006). However, the aim of the English lesson in the School-Based Curriculum is to help the students obtain the informational level, which aim is to access knowledge with their ability in English language (Diknas: 2006). In short, after learning English language in the classroom, the students are expected to be able to communicate using English language.
3. Communicative Language Teaching
Teaching activities need an approach to be applied in classroom. Being a teacher also means being ready to provide the appropriate materials, teaching style, methods and strategies to conduct the teaching-learning process. In this study, the writer used the Communicative Language Teaching (CLT) Approach since it makes use of real-life situations that are needed in communication. The teacher sets a situation that students are likely to experience in real life.
a. Theory of Language
approach rather than a method,” as stated in Richard & Rodgers (2001: 172). As well, Littlewood (1981) in Richard & Rodgers (2001: 155) says that CLT pays systematic attention to functional as well as structural aspects of language, combining these into a more fully communicative view.
At level of language theory, CLT has a rich theoretical base. Some of the characteristic of this communicative view of language follow (Richard & Rodgers, 2001: 161):
1) Language is a system for the expression of meaning
2) The primary function of language is to allow interaction and communication.
3) The structure of language reflects its functional and communicative uses. 4) The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as exemplified in discourse.
In CLT, learning is the conscious representation of grammatical knowledge that has result from instruction and it cannot lead to acquisition. Acquisition refers to the unconscious development of the target language system as a result of using the language for real communication.
b. Theory of Learning
Johnson (1982) in Richard & Rodger (2001: 161) says three elements of an underlying learning theory that can be recognized in CLT. The first element is
activities where language is used for carrying out meaningful tasks that promotes learning. The third element is the meaningfulness principle, which means that language which is meaningful for the learners that supports the learning process. c. Classroom Activities
The classroom activities and exercise types in CLT can be varied and unlimited. Those exercises and activities are set in communicative situation for the learner to be able to share information, negotiate meaning, and interact with others (Richard & Rodgers, 2001: 165). However, Littlewood (1981) in Richard & Rodgers (2001: 167) distinguishes communicative classroom activities between
functional communication activities and social interaction activities of major types of activities in CLT.
d. Roles of Learners and Teacher
Since CLT underlines the process of communication rather than the mastery of the language forms, the roles of the learners and teachers are different from those in traditional classrooms. 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 participants (Nunan, 1989: 79).
Breen and Candlin (1980) as cited in Richard and Rodgers (2001: 166) say that in CLT, the learners’ roles are as negotiator between the self, the learning process, and the object of learning. Learners should be responsible for their own learning, developing autonomy and skills in learning how to learn. Moreover, the learners are to be able to contribute as much as they gain and learn in independent way.
There are two roles of the teacher. The first is teacher as a facilitator in the communication process between all participants, and between these participants and the various activities and texts. The second role is teacher as an independent participant within the learning-teaching group (2001: 167).
e. Role of Instructional Materials
are:
1. Text-based Material
It can be taken from numerous textbooks which support the CLT approach, such as texts containing dialogues, drills, sentence patterns and uses visual cues, or which consist of a theme, task analysis for thematic development (2001: 169).
2. Task-based Materials
The task-based materials here mean variety games, role plays, simulations, and task-based communication activities. They are typically by the exercise handbooks, cue cards, and pair-communication practice materials (2001: 169).
3. Realia
Some materials required the use of “authentic”, “from-life” materials might be included in language-based realia. They can be found in signs, magazines, advertisements, newspaper and many other materials which are easy to find in the real life (2001: 170).
Communicative Task
Nunan (1989: 10) clarifies communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.” It means that the students can learn and obtain the target language by the existence of communicative tasks. The students can express or give opinion towards what is happening in their surrounding so that they really learn and reach what they need to understand during the class, especially when it is really close to their real-life situation.
[image:39.612.132.510.279.560.2]There are some components in analyzing the communicative task in the classroom. They are teacher’s role, learner’s role, setting, activities, input, and goals. The components are described in Figure 2.2.
Figure 2.2: A Framework for Analyzing Communicative Tasks (Nunan, 1989: 11)
Those components will be used to determine the tasks that will be used in creating communicative exercises in the designed materials.
The communicative tasks are applied in this study since they could afford the components which have to exist in communicative exercises for the listening
Goals
TASK Input
Activities Settings
Learner’s role Teacher’s
materials for the first semester of the tenth grade students of SMA Dominikus Wonosari. Clarke and Silberstein (1977: 51), as cited in Nunan (1989: 59), state that “Classroom activities should be parallel the ‘real-world’ as closely as possible.” Since language is a tool of communication, both methods and materials should concentrate on the message. It is expected that the activities in the designed materials would be closely related to the real-world situation and help the students to be familiar with the language used in the real-life communication.
4. Task-Based Instructions
Willis (1996: 23) defines tasks as “activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. It means that tasks are carried out for the learners to use the target language in the classroom activities. Meanwhile, Richards and Rodgers (2001: 223) define Task-Based Instructions (TBI) as “an approach based on the use of tasks as the core unit of planning and instruction in language teaching.” In fact, Task-Based Instructions represents a particular realization of Communicative Language Teaching in which the approach is applied in this study.
Tasks…are activities which have meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. So task-based instruction takes a fairly strong view of communicative language teaching. (Skehan 1996b, as cited in Richards and Rodgers, 2001: 224)
achieve an objective. Generally, basic pair-work and group work are often used to increase the students’ interaction and collaboration.
There are several characteristics of a task stated by Jack J. Richards (2005, 33-34). First, task is something that learners do or carry out using their existing language resources. The second is that when the learners are carrying out the task, the learning acquisition may occur. Furthermore, the task in Task-Based Instructions involves a focus on meaning, and it involves two or more learners to realize the communication strategies and interactional skills.
Based on the characteristics of tasks from the TBI point of view, there are two kinds of tasks in TBI (Nunan, 2004: 1); they are real-world tasks and
pedagogical tasks. Real-world tasks refer to uses of language in the world beyond the classroom, while pedagogical tasks are usually designed for the classroom, which requires the use of specific interactional strategies and the use of specific types of language (skills, grammar, and vocabulary).
In TBI, the activities used are those that increase the learners’ activities, not the teachers’. The teachers themselves need to produce and supply different tasks which help the learners to experience the target language spontaneously, individually and originally (Willis, 1996: 25). It is expected that the learners would obtain new experience with the target language through the tasks given which is indicated by some errors during the communication practices.
a. Varieties of Tasks
proposed by Willis (1996: 26-27): 1) Listing
Listing tasks tend to generate a lot of talk as learners explain their ideas. It involves two stages, namely brainstorming and fact-finding. In brainstorming, the learners would draw their experiences and knowledge either in class or in group/pairs. Whereas in fact-finding the learners are required to find out things by asking each other or other people and referring to books and many others. 2) Ordering and Sorting
These tasks involve four main processes. First, the students are required to sequence items, events, or actions in a chronological order. Second is ranking
items according to personal values or specified criteria. Third is categorizing
items in groups, and the last is classifying items in different ways, where the categories themselves are not given.
3) Comparing
These tasks involve comparing information of similar nature but from different sources or versions in order to identify common points and/or differences. The processes involved in this task are matching to identify specific points and relate them to each other, finding similarities and things in common, and also finding the differences.
4) Problem solving
5) Sharing personal experiences
These tasks encourage learners to talk more freely about themselves and share their experiences with others. The process could be narrating, describing, exploring and explaining attitudes, opinion, and reactions. Since this task is not goal-oriented as in other tasks, it may be difficult to be carried out in the classroom.
6) Creative tasks
These are often called projects and involve pairs or groups of learners in some kind of freer creative work. These tasks tend to have more stages than other tasks, and could involve combinations of task types. The learners could be more creative using the target language they learn. The process could be brainstorming, fact-finding, ordering and sorting, comparing, problem sorting and many others.
These kinds of tasks involve different cognitive process and support the activities developed in the design. Some of the tasks would be combined and applied since they are appropriate for the needs in this study, and they could support the learners to have their listening activities in the classroom.
b. Learner Roles in Task-Based Instructions
Richards and Rodgers (2001: 235) propose several numbers of specific roles for learners, they are:
1) Group participant
or in pairs, instead of to the whole-class and/or individual work. 2) Monitor
Since the purpose of the tasks given is to facilitating the learners, they have the opportunity to notice how language is used in communication which requires the learners not only to attend the message in task work but also to the form in which the message may emerge.
3) Risk-taker and innovator
In Task-Based Instructions, the learners would have more practice in restating, paraphrasing, using paralinguistic signals. They need to develop their skills of guessing from linguistic and contextual clues, asking for clarification, and consulting with other learners.
c. Teacher Roles in Task-Based Instructions
There are three roles of the teachers in Task-Based Instructions proposed by Willis (1996: 40-41). In the TBI, firstly, the teacher is generally a facilitator. Facilitating learning involves balancing the exposure and use of language, and ensuring the students are both of suitable quality. Secondly, the teacher also acts as a language guide who guides the students focusing on the language form. Last, teacher as a course guide who explains to the learners the objectives of the course and how the components of the tasks framework can achieve the objectives. d. The Components of Task-Based Instructions
1) Pre-task
The point of introductory focus on topic and language is not to teach large amounts of new language, and certainly not to teach one particular grammatical structure, but to boost the students’ confidence in handling the task, and give them something to fall back on if necessary (Willis, 1996: 38). In this stage, the teacher should introduce the topic and the tasks to the students which are conducted through the brainstorming ideas, pictures, mime or personal experience to introduce the topic. It is important that the teacher should create attention and give the learners chance to prepare to do task on the topic given. This step means to ensure that the learners understand about the task, goal, and the result. Therefore, the clear explanation and detail instructions must be given.
2) Task-cycle a) Task
In this phase, the students are allowed to carry out the activities and task in pairs or in small group. The main focus of the task is to get on meaning or content rather than on the form of the target language. The emphasis is on spontaneous, explanatory talk and confidence building. Thus, it is necessary for the teacher to help the students formulate what they want to say without intervening to correct their error of form.
b) Planning
students made and give the suggestion to improve their language. c) Report
This part could be categorized as the conclusion of the task cycle stage. Learners are to report, compare findings or begin to survey what they have done in groups, whole class or in pairs.
3) Language focus
This last stage of the TBI learning process continues the repot phase and provides an opportunity for explicit language instructions. The purpose is to highlight the specific language features from the materials used earlier in the task cycle. The focus is on the learners to the forms of the target language after processing the meaning.
Figure 2.3: The Components of Task-Based Instructions (Willis, 1996: 114)
5. Listening
Since this study concerned with listening material for the tenth grade students, the writer would explain about the listening.
a. The Nature of Listening Comprehension
The nature of listening comprehension means that the learner should be encouraged to engage in active process of listening for meaning, using not only the linguistic cues but also nonlinguistic knowledge (Littlewood, 1981: 67). It means that in the process of listening, the learner used his background knowledge to process the language he wanted to use. Listening comprehension is to make the learners able to communicate.
LANGUAGE FOCUS
Selecting, identifying and classifying common words and phrases
Practice of language and phrases in classroom Building personal dictionaries
TASK CYCLE
Several sets of tasks followed by the teacher walks through of tasks Planning
Report Presentation PRE-TASK
Michael Rost (2001: 7) states that the term listening is used in language teaching to refer to a complex process that allows us to understand spoken language. Listening, also, becomes the basic skills in learning foreign language. Listening is considered as supplement to the speaking skill. We cannot communicate face-to-face unless we use both skills: listening and speaking. Speaking is something we do after listening, rather than while you listen.
Anderson and Lynch (1988) in Nunan (1989: 23) underline the complexity of listening comprehension “by pointing out that the listener must simultaneously integrate the following skills”:
• identify spoken signals from the midst of surrounding sounds; • segment the stream of speech into words;
• grasp the syntax of the utterance(s); • formulate an appropriate response. b. Listening Process
In order to comprehend listening, there are two kinds of listening processes; bottom-up and top-down. The distinction is based on the way learners attempt to understand what they hear or what they read.
1) Bottom-up
• scanning the input to identify familiar lexical items, • segmenting the stream of speech into constituents,
• using phonological cues to identify the information focus in an utterance,
• using grammatical cues to organize the input into constituents. 2) Top down
Top-down listening refers to the use of background knowledge (schema) to analyze, interprets, and store information for facilitating and enhancing comprehension (Goh, 2002: 6). Richards (1987) in Nunan (1989: 26) provides the following examples of Top-down Process:
• assigning an interaction to 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, • inferring missing details.
c. Listening Purpose
There are two listening purposes elaborated by Brown and Yule (1983) as quoted in Richards (1988: 63) which are interactional and transactional function. The first is interactional function which emphasizes the interaction of the participants to create comfortable and not threatening situation. Interactional purpose is listener oriented. The examples of interactional functions are greetings, small talk, jokes, complements, casual chat of the kind in which to use in past time with friends or to make encounters with strangers comfortable (Richards, 1988: 64).
The second purpose is the transactional functions of language. It is used for communicating information and it is usually called “message oriented.” This transactional function concerns with the interaction with other people related to the language, coherence, content, and clarity such as, taking notes or carrying out an instruction (Richards, 1988: 65). Both interactional and transactional functions are needed because interactional is used to interact with other people, while transactional is used to gain new information and skills (Richards, 1988: 66).
d. Learners’ Problem
According to Brown and Yule (1983b) in Nunan (1991: 24) there are four major factors that can affect the difficulty of oral language tasks which related to:
• the speaker; which included how many they are, how quickly they speak, and what kind of accent they have.
• the listener; either they are participant or eavesdropper. Their level of response and individual interest also affect and oral language task.
• the content; how complex the grammar, vocabulary, and information structure is, and what background knowledge is assumed;
• support (whether there are pictures, diagrams or other visuals aids to support the text).
e. Types of Listening
According to Ur (1996: 113), there are four types of listening activities which were used in this study to give various activities to avoid boredom. Those four types of listening activities are stated as follows:
1) No Overt Response
The learners just listen to the listening materials without giving any responses. The activities are stories, songs, and entertainment.
2) Short Responses
3) Longer Responses
The learners give longer answers or more actions. The activities are answering questions, note taking, paraphrasing, and translating, summarizing, and long gap filling.
4) Extended Responses
The listening only function is as a basic step before going to the extended speaking, reading, and writing. In other words, these are ‘combined skills’ activities. The activities are problem solving and interpretation.
f. Listening Materials and Media
Listening material according to Rivers (1980: 18) can be summarized as follows:
1) Fit to the level of students’ difficulties
2) Listening materials should be as natural as possible and fit to the real life of communication.
3) It is the teacher who should be crucial to think about the sounding of the speech, and it affects the students’ ability to comprehend the message. 4) The teacher should consider the length of the recorded materials that
presented to the students.
audio CD, and picture. The media available such as internet, VCD, tape player, OHP, and computer set as in the language lab.
In this study, the design of the listening materials would have several characteristics to differentiate it from other listening materials design. The writers apply CLT as the approach and Task-based Instruction as the method in developing the activities in the teaching learning process. The writer would also use some help corner in the materials, such as picture or images, songs and music, and list of vocabulary. Since there is no language laboratory yet in SMA Dominikus Wonosari, the writer would record the listening materials in the form of mp3. Moreover, the writer would apply understanding and prediction activities in which the students need to understand the certain pictures then select the best corresponds to the listening passage and to predict what is coming next in a lesson (Harmer, 2001: 135).
B. Theoretical Framework
Theoretical Framework is considered as the basis to clarify the framework of the study. In designing the English instructional listening materials using Task-Based Instructions for the first semester of the tenth grade students of SMA Dominikus Wonosari, some steps were applied in this study. The materials were designed based on School-Based Curriculum suited with the teachers’ and students’ needs. Communicative Language Teaching (CLT) was chosen as the approach in this study. While the method applied to underline the implementation of CLT was Task-Based Instruction (TBI).
In order to produce the creative and varied materials, the classroom activities and tasks were developed based on Task-Based principles. Since the TBI underlines the materials development and reflects the characteristics of CLT, each term in the listening activities would refer to the Task-Based principles. The tasks conducted were focused on the teaching-learning process. Therefore, there would be four terms of activities in each unit of the design of the materials which contained Task-Based principles.
1. Identifying Students’ Characteristics
This step was aimed to seek out the students’ capabilities, needs and interests. Students’ characteristics determined the ability that the students had acquired before learning using the design of the materials. In order to obtain those kinds of data, the writer conducted need analysis from the students’ and teachers’ point of view by distributing the questionnaires.
2. Stating the Competency Standards, Basic Competences, and Topics This step is aimed to determine the goal of the design of the materials based on the students’ needs. Stating the Competency Standards and the Basic Competences were the starting points in designing the materials. In this study, the term competency standard was used rather than the term goal because in the School-Based Curriculum (SBC), competency standard was used to mention the performances that students obtain as the end of teaching learning process.
After listing the competency standard, the writer was to state the basic competences which referred to the SBC. In this study, the term basic competences
was used instead of general purposes. Basic competence stated was to guide the teacher about the minimum competencies from the competency standard that must be done or performed by the students. It is also to help the teacher in deciding the activities during the lesson. The topics used in the design of the materials were taken from the basic competences stated in SBC.
3. Listing the Indicators
course and serve as measurement of students’ achievement based on the Standard Competency and Basic Competence. These indicators help the teacher to measure the students’ specific measurable performances.
4. Listing the Subject Content
In this step, the writer listed the subject content which supported each indicator. The writer should make sure that all the elements of procedures were considered in the planning process. The content organizing and the task analysis should be considered.
5. Selecting Some Teaching-learning Activities and Resources
Before designing the listening materials, the writer selected some teaching-learning activities and resources which are appropriate with the theories used in this study and the students’ characteristics. The writer was to dig listening materials and resources as many as possible to create qualified, varied, and creative listening materials. The task and terms used in the activity would refer to the Task-Based principles. Since the design of the materials would be used for the first semester, the topics chosen suited with the curriculum for the first semester. This stage would influence the characteristics of the design of the materials later on.
6. Evaluating the Design of the Materials
Study Program. Their feedbacks, opinions, comments, and suggestions would be the basis for the writer in revising the materials.
7. Revising the Design of the Materials
39
CHAPTER III METHODOLOGY
In this chapter, the writer would like to present the methodology used in the study. This chapter discusses the research method, research setting, research participants, research instruments and data gathering technique, data analysis techniques, and research procedure.
A. Research Method
Since this study was aimed to present a set of instructional listening materials, the writer needed a method to be applied. In this part, the writer explains the method used in the study. The method used was Research and Development (R & D), which means the writer conducted the research and developed the design. According to Borg & Gall (1983: 772), R & D is a process used to develop and validate educational products. In this study, the term “product” referred to the instructional materials, in the specific is instructional listening materials based on Task-Based Instructions.
Testing, (5) Main Product Revision, (6) Main Field Testing, (7) Operational Product Revision, (8) Operational Field testing, (9) Final Product Revision, and (10) Dissemination and Implementation (Borg & Gall, 1983: 775).
From the ten steps of R & D stated above, the writer would apply only five steps, which were:
1. Research and Information Collecting
Research and Information Collection was a starting step in this study and it was important for the writer to get the information and the basis of the design of the materials. In this step, the writer conducted two steps, which were literature review and classroom observation. Literature review was conducted in order to find some references which provided the information concerning the research topic. The writer focused on the theories related to instructional design, communicative language teaching, task-based instructions, and listening. Moreover, the writer reviewed some English textbooks for senior high school, books of exercise, and the curriculum used which is School-based Curriculum.
Classroom observation was conducted in order to gain the information of the subject. The writer distributed questionnaires to the tenth grade students of
2. Planning
In this study, planning included defining skills, stating objectives, and determining course sequence which were developed referred to the curriculum used by SMA Dominikus Wonosari. The data gained from the Research and Information Collecting would be used to decide the suitable listening materials based on the students’ needs and interests. The data were presented in the form of syllabus and lesson plans.
Since the design would be developed based on the School-Based Curriculum which is applied in the school, the terms in the Planning were suited with the school’s syllabus. The most important aspect in Planning is stating the objectives, which should be achieved by the designed materials. Thus, the writer would firstly review the competency standard and the basic competence, and listed the topics of the design of the materials based on the syllabus of SMA Dominilus Wonosari. Then, the writer formulated the indicators for the students to achieve at the end of the lesson. This step included two steps of writer’s model which were (2) Stating competency standard, basic competences, and topics, and (3) Listing Indicators.
3. Development of Preliminary Form of Product
were (4) Listing subject content, and (5) Selecting teaching-learning activities. 4. Preliminary Field Testing
The aim of this step was to obtain evaluation and comments as well as criticism toward the design of the materials. The design of the materials would be evaluated by two English teachers of SMA Dominikus Wonosari and two lecturers of English Language Education of Sanata Dharma University. The feedback would be gathered using questionnaire, and would be used to revise and develop the design of the materials. This step included the sixth step of the writer’s which is (6) Evaluating the design of the materials.
5. Main Product Revision
This is the last step in this study. After evaluating the design of the materials, the writer revised the design of the materials based on the feedback gained in the previous step. This step included the seventh step of the writer which is (7) Revising the design of the materials. The cycle of field-testing and revision would continue until the design of the materials was accepted by the respondents.
R & D Steps Writer’s Model
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