ABSTRACT
Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.
Listening is one of the language skills which should be mastered by students since this skill enables them to communicate with each other. However, listening is considered as the most difficult skill for most English students of non-native speakers. One of the reasons for this is the lack of listening exercises provided by the teachers due to the limitation of the listening materials. The English students of SMP Negeri 2 Yogyakarta experienced this case.
This study aims to design English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta. The materials were designed based on task-based language teaching because the students were actually interested in doing various kinds of tasks related to their daily life. This study is carried out to answer two research problems. The first is about how the English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta are designed. The second is about what the English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta I looks like.
This study was an Educational Research and Development (R&D). In answering the first research question, the writer designed a model which was adapted from five phases of R&D cycle, and the instructional design model of Kemp and Yalden. The writer implemented seven phases of the models. The phases are to gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, and revise the designed materials. Based on the results of the experts’ clarification on the designed materials, the designed materials were acceptable for the eighth graders of SMP Negeri 2 Yogyakarta.
Finally, the writer presented the final version of the designed materials as the answer to the second research question. The look of the designed materials represented the application of task-based framework. There were pre-task, main-task, and post-main-task, followed by some suggested varieties of tasks from listening theory. The complete designed materials are attached in appendix K.
ABSTRAK
Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.
Mendengarkan merupakan salah satu kemampuan yang harus dikuasai oleh siswa karena membantu mereka untuk berkomunikasi satu sama lain Namun, kemampuan mendengarkan dianggap sebagai kemapuan yang paling sulit oleh sebagian besar siswa. Salah satu alasan alasannya adalah siswa jarang berlatih kemampuan mendengarkan. Hal ini diakibatkan karena terbatasnya materi kemampuan mendengarkan yang dimiliki oleh guru. Kasus seperti ini dialami oleh para guru bahasa Inggris di SMP Negeri 2 Yogyakarta.
Penelitian ini bertujuan untuk merancang materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta. Materi dirancang berdasarkan pembelajaran berbasis tugas karena siswa kelas delapan cenderung tertarik dalam mengerjakan tuga yang berhubungan dengan kehidupan sehari-hari. Penelitian ini dilakukan untuk menjawab dua rumusan masalah. Pertama adalah tentang bagaimana materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta dirancang. Kedua adalah tentang seperti apa materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta.
Studi ini adalah Educational Research and Development (R&D). Menjawab rumusan masalah pertama, penulis mendesain sebuah model yang merupakan adaptasi dari kelima langkah dalam siklus R&D beserta kombinasi dari model desain Kemp dan Yalden. Penulis menggunakan tujuh tahap model desain. Tahap-tahap tersebut meliputi gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, dan revise the designed materials. Berdasarkan hasil verifikasi dari para ahli mengenai rancangan materi, rancangan materi dapat diterima oleh siswa kelas delapan SMP Negeri 2 Yogyakarta.
Sebagai proses akhir, penulis merancang versi akhir dari materi. Versi akhir dari materi ini menjawab rumusan masalah yang kedua. Tampilan materi mencerminkan pengaplikasian dari kerangka pembelajaran berbasis tugas. Terdapat pre-task, main-task, dan post-task, yang selanjutnya dilengkapi dengan berbagai variasi tugas berdasarkan teori mendengarkan. Tampilan lengkap materi dapat dilampirkan pada lampiran K.
TASK-BASED ENGLISH LISTENING MATERIALS FOR
THE EIGHTH GRADERS OF
SMP NEGERI 2 YOGYAKARTA
A
SARJANA PENDIDIKAN
THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Shela Novitasari Student Number: 091214027
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
i
TASK-BASED ENGLISH LISTENING MATERIALS FOR
THE EIGHTH GRADERS OF
SMP NEGERI 2 YOGYAKARTA
A
SARJANA PENDIDIKAN
THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Shela Novitasari Student Number: 091214027
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
ASarjana Pendidikan Thesis on
TASK-BASED ENGLISH LISTEI{ING MATERIALS FOR
TIIE EIGIITH
GRADERS
OFSffP
IVEGERI 2 YOGYAKARTAAdvisor
-sb{
Veronica Triprihamrini, S.Pd., M.Hr.mo-,
MA
ll
ffi
g'ru
I?
[9.
b.H
STATEMENT OX' WORK'S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work of parts of the work of other people, except those cited in the.quotations and the refere,nces, as a scie,ntific paper should.
Yograkrta" Januqry I 5, ZAI 4 The writer,
ShelaNovitasari
a9u4a21
LEMBAR PERI\IYATAAN PERSETUJUAI\
PUBLIKASI KARYA
ILMIAH
UNTUK KEPENTINGAN AKADEMISYang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: ShelaNov-itasariNomorMahasiswa :097214027
Derni pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
TASK.BASED ENGLISH LISTENING MATERIALS FOR
TIIE EIGHTII GRADERS
OF SMP NEGERI 2 YOGYAKARTABeserta 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 mencanfumkan nama saya sebagai penulis.Demikian pernyataan ini yang saya buat dengan sebenamya.
Dibuat di Yogyakarta
Pada tanggal: 1 5 Januai 2014
Yang menyatakan
vi
Keep hopes up high and head down low
This thesis is dedicated to:
My Allah SWT
My father, mother, and sister
My close friends
vii ABSTRACT
Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.
Listening is one of the language skills which should be mastered by students since this skill enables them to communicate with each other. However, listening is considered as the most difficult skill for most English students of non-native speakers. One of the reasons for this is the lack of listening exercises provided by the teachers due to the limitation of the listening materials. The English students ofSMP Negeri 2 Yogyakartaexperienced this case.
This study aims to design English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta. The materials were designed based on task-based language teaching because the students were actually interested in doing various kinds of tasks related to their daily life. This study is carried out to answer two research problems. The first is about how the English listening materials based on task-based language teaching for the eighth graders of SMP Negeri 2 Yogyakarta are designed. The second is about what the English listening materials based on task-based language teaching for the eighth graders ofSMP Negeri 2 Yogyakarta Ilooks like.
This study was an Educational Research and Development (R&D). In answering the first research question, the writer designed a model which was adapted from five phases of R&D cycle, and the instructional design model of Kemp and Yalden. The writer implemented seven phases of the models. The phases are to gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, and revise the designed materials. Based on the results of the experts’ clarification on the designed materials, the designed materials were acceptable for the eighth graders of SMP Negeri 2 Yogyakarta.
Finally, the writer presented the final version of the designed materials as the answer to the second research question. The look of the designed materials represented the application of task-based framework. There were pre-task, main-task, and post-main-task, followed by some suggested varieties of tasks from listening theory. The complete designed materials are attached in appendix K.
viii ABSTRAK
Novitasari, Shela. 2014. Task-based English Listening Materials for the Eighth Graders of SMP Negeri 2 Yogyakarta. Yogyakarta: Sanata Dharma University.
Mendengarkan merupakan salah satu kemampuan yang harus dikuasai oleh siswa karena membantu mereka untuk berkomunikasi satu sama lain Namun, kemampuan mendengarkan dianggap sebagai kemapuan yang paling sulit oleh sebagian besar siswa. Salah satu alasan alasannya adalah siswa jarang berlatih kemampuan mendengarkan. Hal ini diakibatkan karena terbatasnya materi kemampuan mendengarkan yang dimiliki oleh guru. Kasus seperti ini dialami oleh para guru bahasa Inggris di SMP Negeri 2 Yogyakarta.
Penelitian ini bertujuan untuk merancang materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta. Materi dirancang berdasarkan pembelajaran berbasis tugas karena siswa kelas delapan cenderung tertarik dalam mengerjakan tuga yang berhubungan dengan kehidupan sehari-hari. Penelitian ini dilakukan untuk menjawab dua rumusan masalah. Pertama adalah tentang bagaimana materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta dirancang. Kedua adalah tentang seperti apa materi mendengarkan bahasa Inggris berdasarkan pembelajaran berbasis tugas untuk siswa kelas delapan SMP Negeri 2 Yogyakarta.
Studi ini adalah Educational Research and Development (R&D). Menjawab rumusan masalah pertama, penulis mendesain sebuah model yang merupakan adaptasi dari kelima langkah dalam siklus R&D beserta kombinasi dari model desain Kemp dan Yalden. Penulis menggunakan tujuh tahap model desain. Tahap-tahap tersebut meliputi gather information, state goals, topics, and general purposes, determine learning objectives, list subject content, select teaching/learning activities and resources, evaluate the designed materials, dan revise the designed materials. Berdasarkan hasil verifikasi dari para ahli mengenai rancangan materi, rancangan materi dapat diterima oleh siswa kelas delapan SMP Negeri 2 Yogyakarta.
Sebagai proses akhir, penulis merancang versi akhir dari materi. Versi akhir dari materi ini menjawab rumusan masalah yang kedua. Tampilan materi mencerminkan pengaplikasian dari kerangka pembelajaran berbasis tugas. Terdapat pre-task, main-task, dan post-task, yang selanjutnya dilengkapi dengan berbagai variasi tugas berdasarkan teori mendengarkan. Tampilan lengkap materi dapat dilampirkan pada lampiran K.
ix
ACKNOWLEDGEMENTS
Firstly, I would like to give my greatest gratitude to Allah SWT for His wonderful blessings and His everlasting love that always strengthen me to live my life. He gives me the strength and support through many great and fabulous people around me. I thank Allah so much for giving me the chances to do my best in finishing this thesis. Thank you for giving me a chance to make people, whom I love, happy and proud of me through the result of this thesis, Allah.
I address my sincere gratitude to my best sponsor, Veronica Triprihatmini, S.Pd., M.Hum., M.A. for her guidance, patience, attention, and encouragement. I really thank her for giving me her time to help me accomplish my thesis. All comments, suggestions, and corrections from her were so valuable for me. My gratitude goes to all the lecturers, staff, and students of ELESP Sanata Dharma University for a lot of worthy things they have done and given to me during my study in this campus. I would also like to say thank you to all librarians who have assisted me during the accomplishment of my thesis. Furthermore, I would like to express my thankfulness to IbuMade Frida Yulia, S.Pd., M.Pd.for being the best academic advisor for ELESP students of Class A batch 2009.
x
sister. They are my greatest motivation and inspiration so that I could completely finish my thesis. I am deeply grateful for having them in my life.
I am going to give my deepest thanks to all my best friends, Angela Kenya Astari, Paskalis Damar Aji Kurnia, Fitriani, Intan Lestari, Yogaku
Puspitarini, M. Qahar Malik, Radinal Akbar, Alvin Gutama, Veronica
Sulistyani, Stella Maris, Margaretha Geraldine Arbella, Elisabet Nindia
Paramita, Sr. Anselina, Romo Anton Waget, Sisilia Endah Lestari, Maria
Evita Sari, Cristina Mariana Ayogyani, Wilda Prandika, Aloysia
Prajnyaningtyas, Wanda Murpriono, Bayu Adi Pamungkas, Berta
Kusumastuti, Henny Franscisca, Maria Sisca Innovani, Pungki Rusmayadi,
Danny Trias Prisnanda, Hermawan Deny Prasetyo, my boarding house
friends(Ida, Imas, Roza, Tere, Venny, Vannie, Fatwa, Putri, Iva, Lia),my family in AZ Dancer Community(MbakMae, Deli,MbakLigolita, Aning),Englicious Jogja (Mas Daniel and Mbak Swanti), and the other best friends whom I cannot mention one by one, for their support, laugh, smile, friendship and all the moments we spent together.
Last but not least, my greatest gratitude also goes to all PBI 2009 students, for the wonderful moments during the study in Sanata Dharma
University, and all the people I know whose names could not mentioned here one by one. Just do your best for people you love while you still have time. Allah grants us the best in our life. May Allah be within us always.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ………...i
APPROVAL PAGES ..………...ii
STATEMENT OF WORK’S ORIGINALITY ………...iv
PERNYATAAN PERSETUJUAN PUBLIKASI………...v
DEDICATION PAGE ………..…...vi
ABSTRACT ………...…………...vii
ABSTRAK……….viii
ACKNOWLEDGEMENT ……….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. Research Problems.……….5
C. Problem Limitation ...……….6
D. Research Objectives………....6
E. Research Benefits.………..6
xii
CHAPTER II: REVIEW OF RELATED LITERATURE ………...9
A. Theoretical Description ……….9
1. Theory of Instructional Design ...9
2. Task – Based Language Teaching ...16
3. Listening ...23
4. School Based Curriculum ...30
B. Review of Related Studies ...31
C. Theoretical Framework ...33
CHAPTER III : METHODOLOGY………..38
A. Reseach Method………....38
B. Research Setting.………..40
C. Research Participants ………...41
D. Instruments and Data Gathering Technique ...42
E. Data Analysis Technique ...45
F. Research Procedures ...47
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION.………...49
A. The Steps in Designing the Materials………...49
1. Students’ Characteristics………...49
2. Goals, Topics, and General Purposes……….………..52
3. Learning Objectives……...………...………...53
xiii
5. Teaching/ Learning Activities………..56
6. Evaluation………...……….57
7. Revision………...……….………...58
B. The Look of the Designed Materials...59
1. Pre-task ...59
2. Main-task ………60
3. Post-task ...60
CHAPTER V : CONCLUSIONS AND SUGGETIONS ……….62
A. Conclusions...62
B. Suggestions……...65
REFERENCES ……….66
xiv
LIST OF TABLES
Table Page
3.1 Participants on the Preliminary Field Testing ………...42
3.2 Degree of Agreement Points………..46
3.3 Evaluators’ Evaluation Description (Blank) ………...46
4.1 Competence Standard, Basic Competence, and Topics ………53
4.2 Indicators ………...54
xv
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Process ……….13
2.2 Yalden’s Design Model ………...16
2.3 Relationship between Task and Its Components ...……….17
xvi
LIST OF APPENDICES
Appendix Page
A. Letter of Permission ………...69
B. Questionnaire to the Students (Bahasa Indonesia)……….70
C. The Result of the Questionnaire to the Students (Sample) ………74
D. Questionnaire’s Result (Percentage Form) ..……….……….86
E. Interview Guideline for the Teachers..………...90
F. Designed Materials Evaluation Questionnaire.………...91
G. The Result of the Designed Materials Evaluation Questionnaire ……...95
H. General Description of the Designed Materials ………...101
I. Syllabus ………...105
J. Lesson Plan ………..113
1
CHAPTER I
INTRODUCTION
This chapter provides the background information dealing with the
research topic. It consists of six sections, namely; the research background,
research problems, problem limitation, research objectives, and research benefits
as well as the definition of terms. They are respectively elaborated as follows.
A. Research Background
Nowadays, according to Seidlhofer (2005), English is stated to be a
global language or international language for English is chosen as “the means of
communication among people from different first language backgrounds” (p.
339). This term is later on known as ‘English as a Lingua Franca’. As supported
by Canagarajah (2007) that “English is used most often as a contact language by
speakers of other languages in the new context of transnational communication (p.
925).” For this reason, terms like ‘English as a Second Language’ (ESL) and
‘English as a Foreign Language’ (EFL) appear.
In Indonesia English is considered as a foreign language and it is used
mostly for specific purposes such as in education, business, and politics; it is not
used in actual daily conversation. In order to be able to use English for business
and politics purposes, English should be taught as one of the compulsory subjects
curriculum during this study, all students in Indonesia should learn from the very
elementary proficiency level in elementary school into more advanced proficiency
level in high school, even more sophisticated in the university level. Since English
is not the first language in Indonesia, the use of English, especially in learning and
teaching activities is sometimes problematic.
Furthermore, since English becomes one of the teaching learning
subjects in Indonesian education’s curriculum, it is obligatory for high school and
university students to learn English as a subject. The expectation of learning
English at school is that the students can master English. However, many of the
students who learn English at school still encounter English as a difficult subject.
This fact can happen because the students have to deal with four skills in learning
English which according to Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 2006 the four skills cover listening, speaking, reading, and writing (p. 280). Hence, it is not easy for Indonesian students to master English.
There are two categorizations of language skills. According to Nunan
(2003, p. 24), speaking and writing are the productive skills while listening and
reading are receptive skill. However, it cannot be said that one of the receptive
and productive skills is important for learning language. Basically, among those
four skills, the basic step for students to learn language is listening skill. It stands
for the accordance with Brownell (1996) that listening is learnt first before
speaking, reading, and writing (p. 6). Brownell adds that effective communication
is started first from listening, not speaking (p. 6). In addition, as stated by Goh
time” (p. 1). Thus, based on the ideas that come up from Brownell and Goh, in
order to be able to communicate effectively, each speaker—in this case, student—
has to listen to each other. Therefore, each student can comprehend what their
partners are saying and know what to do or say then. It is also supported by
Nunan (2003) that listening is a process that actively leads everyone involved in
the interaction to catch the meaning of what is being listened to (p. 24). Based on
above paradigm, it could be concluded that by mastering listening skill or having
a good listening skill, English learners can easily understand the meaning of every
single word they learn, communicate what they have, and know exactly what they
should do or write. Without listening first, there will be no way to know what to
say.
Mastering listening skill is, however, not easy for Indonesian students. It
happens because Indonesian people are not accustomed to communicating in
English. Therefore, they still encounter difficulties in this skill. The eighth graders
of SMP Negeri 2 Yogyakarta experience these difficulties. The writer figured out this fact when doing her Program Pengalaman Lapangan (PPL). Through the study conducted on the eight-grade English teachers and through teaching activity
for the eighth graders of SMP Negeri 2 Yogyakarta, the writer found that the teachers only had a few listening materials in the form of students’ worksheet and
one book as the only textbook or reference used in listening section. There was no
other reference used as the students’ guidance book for listening. Thus, this study
In addition, the writer found that all of the teaching learning media
facilitated by the school in the language laboratory and every classroom were not
utilized properly. This was the reason why the teachers only read the dialogue or
monologue text while teaching listening in class. This caused the students hardly
listen to what the teacher read for them. On the contrary, when the writer
conducted teaching practice of listening in class using recording, the students paid
attention seriously. It showed that the students were interested in getting to know
what the speaker said in the recording. Thus, the lack of the teaching learning media usage leads the writer to propose English listening materials to be used in
the language laboratory as well as in the classroom.
In fact, all students were enthusiastic and interested in doing various
kinds of tasks and listening activities in the classroom, even though, the students
easily felt bored during the listening class. There were two reasons at least,
namely the lack of listening materials used during the listening class and the tasks
given to the students to work in the class or outside the class. Based on these facts,
the writer proposes the use of various English listening materials for eighth
graders ofSMP Negeri 2 Yogyakarta and the use of task-based language teaching as the proper approach to use. The writer believes that task-based language
teaching is one of the best approaches to help the teachers give the students more
listening practices and tasks as well as to support the students having more
chances to improve their listening skill. In accordance with the writer’s
experience, when the students were given some tasks while listening to the
that more listening tasks could attract the students’ attention to enjoy the listening
class. In addition, Nunan (2004) underlines that the very important facet of learning process is the students’ personal experience which is implemented in
several kinds of listening section’s activities and other activities connected to the
skill in which the students’ need becomes its consideration (p. 1). Therefore,
through this approach, various kinds of activities suggested in task-based
language teaching become the consideration in formulating various kinds of
listening activities for the students. In addition, by doing more tasks or exercises
related to the listening, the students can obtain more chances to use the language
in the real world as well as improve their English mastery especially in listening
skill. Moreover, considering the implementation of School-based curriculum in
the school, the writer intends to design the English listening materials design
based on the School-based curriculum.
B. Research Problems
Based on the research background, the problems of this study are
formulated as follows.
1. How are the task-based English listening materials for the eighth graders
ofSMP Negeri 2 Yogyakartadesigned?
2. What does the design of task-based English listening materials for the
C. Problem Limitation
This study focuses on the field of English language teaching. The aim of
this study is to develop English materials for junior high school. This study is
limited to the design of task-based English listening materials for the eighth
graders ofSMP Negeri 2 Yogyakarta.
D. Research Objectives
This study, firstly, aims to explain how the task-based English listening
materials for the eighth graders of SMP Negeri 2 Yogyakarta are designed. Secondly, this study is to present the design of the task-based English listening
materials for the eighth graders ofSMP Negeri 2 Yogyakarta.
E. Research Benefits
This study is expected to contribute benefits to the development of
teaching English for junior high school. The beneficial contributions of this study
are addressed to the teachers, students of SMP Negeri 2 Yogyakarta, and other material designers. The writer illustrates further the benefits as follows.
1. The Teachers
This study gives teachers sufficient, proper, and various listening
materials. The expectation of giving some various listening materials in various
2. The Students ofSMP Negeri 2 Yogyakarta
This study gives students more listening practices. Through some given
interesting listening tasks or exercises, the students will be motivated to enjoy
listening activities. It is also expected to improve the students’ listening skill.
3. The Other Material Designers
This study gives references to other material designers in the same
field. It is expected that the other material designers can explore this design.
Furthermore, they can develop this designed material more in order to fulfill the
students’ needs.
F. Definition of Terms
This section provides the definition of some terms as the keywords used
in this study in order to avoid misunderstanding. The keywords are design,
task-based language teaching, listening, and eighth graders. They are respectively
explicated as follows.
1. Design
Hutchinson and Waters (1987) clarify that designing deals with ways of
producing materials that answers the learning objectives and determines subject
area of certain learners (p. 65). It can be concluded that design is an arrangement
to make something related to learning process based on the goal of specific
purpose in the form of materials or activities that can be implemented and revised.
materials using task-based language teaching in which it can give students more
chances to use the language in the real world and improve their listening skill.
2. Task-based Language Teaching (TBLT)
Nunan (2004) states that “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” (p. 1). In this study,
task-based language teaching (TBLT) is defined as an approach in designing listening
materials for eighth graders of SMP Negeri 2 Yogyakarta which give priority to students to have more chances improving their listening skill through tasks.
3. Listening
Rost (2002) defines listening as a process of getting to know what others
say and making sense or comprehending the meaning in order to give an
appropriate response (pp. 2-3). In this study, listening is defined as a process of
receiving information through what students heard. Besides, the listening material
is also defined as the focus of the items which are going to be taught in order to
develop and improve students’ listening skill.
4. Eighth Graders
The students in this study are the eighth graders of SMP Negeri 2 Yogyakarta. The school is one of the junior high schools in Yogyakarta which is located on Jl. Senopati No. 28 – 30 Yogyakarta. The eighth graders in this study
are students who are learning in the second grade of junior high school. Those
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the literature review of the study. It is divided
into three parts, namely the theoretical description, review of related studies, and
theoretical framework. The theoretical description focuses on the relevant theories
underlying the study. The review of related studies discusses some studies which
are related to the study. Meanwhile, the theoretical framework focuses on
answering the problem formulation of the study based on the theoretical
description which is used as the guideline.
A. Theoretical Description
This part explains some theoretical principles which underline the design
of the listening materials. Those theoretical principles are the theory of
instructional design, task-based language teaching, listening, and school-based
curriculum. The explanation about those theories will be described as follows.
1. Theory of Instructional Design
This study needs a guideline in designing English listening materials for
eighth graders ofSMP Negeri 2 Yogyakarta. Therefore, the theory of instructional
design is needed to support the designing process. According to Reigeluth (1999),
“An instructional design theory is a theory that offers explicit guidance on how to
(1979) state that, “Instruction is a set of events which affects learners in such a
way and support learners to develop in their own direction” (p. 3). Therefore, the
ideas proposed by Reigeluth and Gagne and Briggs about instructional design
theory, strengthens the writer to construct an instructional design model as the
guidance in helping the writer to have a good designing process.
Since the instructional design model is various, the writer applies two of
the models, namely Kemp’s instructional design model and Yalden’s instructional
design model. Those two instructional design models are considered by the writer
having similar phases and completing each other. Thus, both Kemp’s and
Yalden’s design models become the principles of designing the listening
materials. However, although the writer uses Kemp’s and Yalden’s design models
as the principles in designing the listening materials, the writer also uses Kalman,
Kemp, Morrison and Ross’ design model to support Kemp’s and Yalden’s design
models. The writer finds Kalman, Kemp, Morrison and Ross (2011, pp. 14-17)
share the same idea with Kemp and Yalden.
a. Kemp’s Instructional Design Model
Kemp has a concept that the designing process can be started from any
phase and it is possible to go back and forth to the other phases. Besides, Kemp’s
model can be applied in all levels of education (Kemp, 1977: 8-9). The
application of the Kemp’s model can be used in elementary school, secondary
school, or even college. Thus, the writer becomes more confident to use Kemp’s
instructional design model in designing listening materials for junior high school
Kemp (1977: 8) claims that instructional design model has eight phases.
They are: determine the goals, topic, and general purposes, mention learners’
characteristics, specify learning objectives, list the subject content, develop
pre-assessment, select teaching learning activities, coordinate support services,
evaluate learners’ learning. Each of the phases is respectively elaborated as
follows.
The first phase is to determine the goals, topics, and general purposes.
Kemp (1977: 15) says that in this phase the writer should decide the goals which
are going to be achieved. The writer then selects the topics for teaching the
students. After that, list the general purposes is needed as the key to know what
the teachers want to fulfill in the topics.
The second phase is to mention learners’ characteristics. Kemp (1977:
18) states that gaining the information about the learners’ capabilities, needs, and
interests is important in instructional planning. In addition, Kalman, Kemp,
Morrison and Ross (2011) in their design model state that “defining the
characteristics of the target audience” as well as “identifying the need or
performance problem the client wishes to solve” (p. 15) are the important
components of instructional design. Based on the ideas above, it can be concluded
that knowing what is truly needed by the learners is important as the guidance to
design the appropriate materials.
Furthermore, the third phase, namely to specify learning objectives is
needed in order to achieve performances that promote learning as the outcome
learning objectives are used to make sure the students have something to be
mastered through the lesson (p.16). It means the learning objectives specify what
to achieve by the students after studying the lesson.
The next phase is to list subject content. Kemp states that the subject
content can be listed by outlining the information of what to be taught (Kemp,
1977, p. 44). To support Kemp’s idea, Kalman et al. (2011) also suggest this
phase to be used by the designer as this phase enables the designer to “determine
what knowledge and procedures needed to help the learners master the objectives”
(p. 15). It clearly means that subject content has to support the achievement of the
learning objectives.
The fifth phase is to develop pre–assessment. The pre-assessment aims to
know the learners’ background about what they have known. Kemp (1977: 51)
clarifies that pre-assessment will be helpful in determining the exact topic to be
learnt in order to avoid the learners waste their time by studying the topic they
have already mastered. The sixth phase is to select teaching learning activities and
resources. In this phase, the focus must be put on knowing the plus and minus of
various methods and materials to get the best one which is appropriate for the
learners’ needs (Kemp, 1977, p. 55).
The seventh and the eighth phases in Kemp’s model are to coordinate
supporting services and evaluate the learners’ learning. The support services are
budget, facilities, equipment, time and schedule, and even coordinating with other
activities, which should be prepared well to prevent any possible constraints in
Goals, Topics, and
General purposes
Teaching/ Learning Activities, Resources
Learning Objectives Learners
Characteristic
Subject Content
Pre-Assessment Support
Services
Evaluation
REVISE
is conducted to know the achievement of the learners dealing with the learning
outcomes related to the objectives (Kemp, 1977, p. 91). Kemp’s design model is
called a cycle process since it offers an ease to design the materials by letting the
designers free to start designing the materials from any phases. The cycle process
[image:32.595.100.521.235.603.2]of designing materials based on Kemp’s model can be seen in figure 2.1.
Figure 2.1: Kemp’s Instructional Design Process (Kemp, 1977, p. 9)
b. Yalden’s Instructional Design Model
Yalden proposes seven phases as the process in designing materials. The
first phase is to do the needs survey. In this phase, Yalden (1987: 101) clarifies
The information or data collected includes communication requirements, personal
needs and motivations, relevant characteristics of the learners, and even their
teachers. By doing so, the designer will get the idea about what to do next dealing
with the materials to design.
The second phase of Yalden’s model is to describe the purpose. The
purpose which is gained in this phase is the purpose of language program. In
describing the purpose of language program, the data or information collected
through the needs survey will be used. The final result of the purpose described
determines the kind of teaching learning activities related to the materials.
The third phase is to select/develop syllabus type. There are various
kinds of syllabi suggested by Yalden which are structural-functional, structures
and functions, variable focus, functional, and fully national. However, the
selection of syllabus type depends on the learners’ objective. Besides, it is
possible for the instructional designer to combine the several types of syllabi since
there is no single model of syllabus which is universally agreed upon (Yalden,
1987: pp. 108-109). Thus, in selecting or developing syllabus type, the
instructional designer has a space to compile a syllabus which is suitable for the
learners by combining some types of syllabi.
The fourth phase is to produce a proto syllabus. In this phase, Yalden
proposes the designer to work on the content description of the syllabus. The
content description itself consists of topics, language function, rhetorical skills,
variety of language, role-sets, and communicative events as well as grammar and
many components to use in working on the content description. The decision itself
is made by considering the data or information gathered from needs survey.
The fifth phase is to produce the pedagogical syllabus. In this phase,
Yalden suggests that the teacher be creative in bringing out communicative
activities which represent a repertoire in students’ life. As stated by Yalden about
repertoire that, “the pedagogical syllabus provides a repertoire of words and
phrases, chosen as exponents of functions and suitable to the topics identified as
important to the learner” (Yalden, 1987, p. 144). Thus, it is clear that teacher
plays an important role as the guide to let students gain the words in their lives
through the words carried out by the teacher.
The last two phases are to develop and implement classroom procedure
as well as do the evaluation. To implement the classroom procedure, the teacher
should select the exercise types and teaching techniques as well as prepare the
lesson plans and the weekly schedule. After all the requirements are completed, it
is time to implement the materials in the classroom. Furthermore, the evaluation
can be done after implementing the materials in the classroom. The evaluation can
be obtained from the students, the material itself, and the teaching process. It can
happen that these seven phases will be conducted again from the first phase if it is
known that there is something wrong or weak in the materials designed. The
process of designing materials based on Yalden’s model can be seen clearer in the
Figure 2.2: Yalden’s Design Model (Yalden, 1987, p. 88)
2. Task-based Language Teaching a. Task Definitions
In defining the term ‘task’, Nunan (2004) differentiates the term ‘task’
itself; target task and pedagogical task (p. 1). He uses target tasks to point out to
the implementation of language outside the classroom. On other hand,
pedagogical task is pointed as the uses of language in the classroom.
Strengthen the point of defining the term ‘task’ by Nunan, Willis (1996)
defines task as “activities where the target language is used by the learner for a
communication purpose (goal) in order to achieve an outcome” (p. 23). Therefore,
the writer comes up with definition of task as the classroom activity which has the
goal to make the students comprehend the target language and use communicative
language to direct them to reveal and extend the meaning.
b. Task Components
There are some components needed to create a task. As proposed by
Nunan (2004), the components of task cover goals, input and procedures which
Needs
Survey
Description
of purpose
Develop-ment and
implemen-tation of classroom procedures Selection/ Develop-ment of syllabus Evaluation Production
of a
Proto-syllabus
Production
of a
pedagogical
are supported by the roles of teacher and learner as well as settings (p. 41). The
[image:36.595.99.517.172.590.2]relationship between a task and its components can be seen below.
Figure 2.3: Relationship between Task and Its Components (Nunan, 2004, p. 41)
From the diagram, it can be seen that a single task can be created by the
contribution of goals, input, procedures, teacher’s and learner’s role, and settings
working together. The explanation on the task components can be delivered as
follows.
1) Goals
On the back of any task, there are general purposes. The general purposes
themselves are the goals (Nunan, 2004, p. 41). Thus, there must be the purposes
behind any task which are called as the goals. The goals, as noted by Nunan
(2004), may not have a “simple one-to-one relationship” to the tasks (p. 42). It
means one task might have one or more goals.
2) Input
Nunan (2004) notes input as “the spoken, written and visual data that
learners work with in the course of completing a task” (p.47). It means there are
some kinds of data which the learners should deal with when working on a task.
In this input, the use of authentic materials is being considered. Nunan refers Goals
Input
Procedure
TASK
Teacher Role Learner
authenticity to “the use of spoken and written material that has been produced for
purposes of communication not for purposes of language teaching” (2004, p. 49).
Thus, when working on the task, the learners should deal with material which is
have a purpose for the communication.
3) Procedures
Procedures deal with what are going to do by the learners in the
classroom (Nunan, 2004, p.52). The procedure aims to encourage the goals of any
task to be achieved. By planning suitable procedures of task, the learners can
easily gain the input.
4) Teacher and Learner Roles
Nunan (2004) notes the roles of the teacher and learner are aimed at
“carrying out learning tasks as well as the social and interpersonal relationships”
(p. 64) between them. It means the success of learning in the classroom depends
on the cooperation of both teacher and learner in the classroom.
5) Settings
Settings for the task-based learning deal with the mode and environment.
As stated by Nunan (2004), the mode refers to “whether the learner is operating
on an individual or a group basis” while the environment refers to “where the
learning actually takes place” (p. 71-72). It can be concluded that in settings the
c. Task Varieties
There are many varieties of task which can be adapted for delivering the
lesson. According to Willis (1996), there are six types of task which can be
applied (pp. 26-28). The six types of task are elaborated as follows.
1) Listing
Listing type enables the students to come out with their own ideas on the
topic discussed. The students can do the “brainstorming” and “fact-finding”. As
the final result of doing this type of task, the students gain the complete list or a
mind mapping draft on the topic discussed.
2) Ordering and Sorting
These types of tasks cover four process of activity. They are to arrange
items in a good chronological order, rank items based on the particular personal
value and criteria, group items based on the categorization, and classify items in
different ways. Those processes can be used to make ordering and sorting types of
tasks become more interesting.
3) Comparing
In this type, the students are provided task which deals with comparing
information from different sources. There are three processes which are included
in this type. They are to match specific items and find their relation to each other,
to find the similarities of things as well as find the differences.
4) Problem Solving
In problem solving type of task, the students are encouraged to deal with
task due to the problem can be simple or complex. The short puzzles, prediction
on the ending of the story, and case studies can be used to complete the type of
this task.
5) Sharing Personal Experiences
This type of task gives the students more chances to talk. The students
are free to share their ideas or experiences related to the topic discussed. This is
time for the students to communicate with others by doing the sharing. It helps the
students to be accustomed to interacting with others. However, this type of task is
better done outside the classroom due to the chances for students to interact with
their friends to share each other’s experience are more outside the classroom.
6) Creative Tasks
In this type of task, there are chances to combine the other types of tasks
to be done together. The tasks involve the grouping or pairing of the students. The
students work in pairs or groups to do the task. The students can be given the
tasks of predicting what they are going to hear and then share their ideas to other
friends. After that they are asked to listing the answers from other friends and
listen to the recording to know which answers is the closest one to the recording.
d. The Task-based Language Teaching Framework
The framework of task-based language teaching consists of three phases.
The phases are proposed by Willis (1996). The phases of task-based language
1) Pre-task Phase
This phase is aimed at introducing the topic and task. It usually takes a
short time to do the pre-task depending on how deep the students’ knowledge on
the topic discussed (Willis, 1996, p. 42). By doing the pre-task, the students are
encouraged to be interested in doing the following task. There are some activities
in pre-task which can be applied in the classroom. The activities, as proposed by
Willis (1996) are “to classify words and phrases, match phrases to pictures,
challenge the memory, brainstorm, think of questions to ask, and recount a similar
experience” (p. 44). The activities mentioned above can be used to attract the
student’s attention to deal with the topic lesson discussed.
2) Task Cycle
In task cycle, according to Willis (1996), the students are given “the
chance to use whatever language they already know in order to carry out the task”
and using the language in “planning their reports of the task” (p. 40). It means the
students are freely using their own way to understand and do the task. After that,
by the guidance from the teacher, the students work with friends to share what
they already catch on the task to the class.
The cycle is divided into three phase. They are task, planning, and report.
In the task phase, the students start to do the task. The task can be pair task or
group task. The role of the teacher in the task phase is to “monitor and encourage”
the students to do the task. Willis suggests the teacher to “stop the task when most
52). This means that the teacher should be able to control the classroom when the
students do the task.
The next phase in task cycle is the planning. In planning, the students
prepare their report on what the information they get from the task to be shared to
the class. Willis notes the role of the teacher in the planning phase is “as linguistic
adviser, giving feedback” in order to “help students to correct, rephrase, rehearse,
and/or draft a written report” (1996, p. 52). Thus, in this phase, the students work
on the preparation to share what they get to the class by the guidance from the
teacher in using the exact language to present the report.
The last phase in task cycle is the report. This phase requires the students
to present their report to the class in verbal or written. As Willis noted about the
teacher’s role in this phase that “teacher acts as chairperson, linking the
contribution, summing up” and, as the teacher does in the planning phase, giving
the feedback on the report presented (1996, p. 52). The task, planning, and report
phase enable the students to be accustomed to using the target language in
communication.
3) Language Focus
After the task cycle, it is time to apply the language focus. The language
focus is aimed at underlying the specific language features occurred during the
task cycle. Willis suggests two activities to complete the language focus. The
activities are analysis and practice. In analysis activity, Willis (1996) notes the
students “analyze texts, transcripts, and sets of examples taken from familiar data”
recording they hear. Besides, the practice activity is usually conducted by
requiring the students to work on “words, phrases, pattern and sentences from the
analysis activities” (Willis, 1996, p. 100). Thus, the students have a chance to
review what they get after analysis the language focus.
3. Listening
a. The Nature of Listening
According to Nunan (2003, p. 24), listening is a receptive skill that
requires somebody to receive and understand incoming information or input. In
addition, listening refers to a complex process which allows people to understand
the spoken language, as stated by Rost (2002, p. 7). It can be concluded that
listening is one of the skills which should be mastered by people in order to gain
and understand the information which is said by other people. This skill enables
people to communicate with each other by understanding what each other says.
Listening is considered as the most difficult skill to most students
(Riddell, 2001, p. 108). However, there are chances for the teachers to help the
students to improve their listening skill. As stated by Harmer that through a
combination of extensive and intensive listening material and procedures, students
can improve their listening skill (2001, p. 228). The extensive and intensive
listening materials and procedures provide varied teaching-learning activity for
b. Extensive and Intensive Listening 1) Extensive Listening
Extensive listening gives a chance for the students to be active
independently in improving their listening skill. In such a way, the students are
encouraged to freely listen to anything they want. Moreover, the students can do
the listening section whenever they want. They can do it at home or other places
they want as long as it is outside the classroom. In extensive listening, there is no
limitation for the students to choose the materials they want to listen to. They can
find the materials from many sources. The sources can be from the tape of
authentic materials, coursebooks tapes, or even the sources which are
recommended by the teacher (Harmer, 2001: 228).
In addition, the extensive listening gives the students more reasons to
listen. By given some kinds of tasks, the students are supposed to listen more to
complete the tasks. Harmer adds that giving the students some tasks, such as
record their responses to what they have heard in personal journal, summarize the
content of tape, write comments on a student web site, may becomes the reason to
force the students to listen more. This is one kind of effort to encourage extensive
listening (Harmer, 2001, p. 229). Therefore, by applying extensive listening, the
teacher can help the students have more chances to listen freely as well as
improving their listening skill through listening more.
2) Intensive Listening
Hammer notes that intensive listening can be clarified into three
‘live’ listening, and the roles of the teacher in intensive listening (2001, p. 229).
This statement implies that in intensive listening there are three types of activities
which can be applied, namely, using taped material, ‘live’ listening , and the
teachers’ roles. The use of taped material seems common among the teachers
when teaching listening skills. Taped material can be in the form of CD player or
tape recorder. In using the taped material, the teacher indirectly gives the students
a chance to listen to a variety of different voices apart from just their own
teacher’s. Moreover, the taped material is also portable, readily available, and
relatively inexpensive. Besides, taped material can also consists of both audio and
audio visual materials. Thus, music and video can be also used as the materials.
Those can be the bases for teacher to “rely on” taped material in preparing “source
of language input” (Harmer, 2001, p. 229). However, there are some things that
should be the attention for the teacher when using the taped material. Using taped
material means dealing with tape or disk and machine quality. Thus, it would be
good for the teacher to check the tape or disk as well as machine quality before
the listening section is started.
Instead of the use of taped material, the teacher can deliver listening
section by ‘live’ listening. As cited in Harmer (2001, p. 230), live listening
becomes a popular way to make sure that communication is authentic because the
teacher and/or visitors to the class talk to the students. Harmer mentions some
forms of live listening activity which can be used in class. Those are reading
kinds of activities provide the students another option to practice their listening
skill.
Furthermore, intensive listening involves the teacher’s role to encourage
the students in enjoying every activity in listening practices. In accordance with
Harmer (2001, pp. 231-232), there are some roles of teacher which should be the
focus in teaching listening. Those roles are organizer, machine operator, feedback
organizer, and prompter. By being an organizer, the teacher should tell the
students exactly what their listening purpose is and give them clear instructions
about how to achieve it. Besides, the teacher should be wise in deciding when to
stop and start the machine based on the students’ need as well as knowing how to
operate the machine well. Those things are the role of the teacher as a machine
operator. When doing the role as a feedback organizer, the teacher can check
whether the students have completed the task successfully or not. It can be done
by comparing their answer in pairs. The last, after giving the students chances to
listen to the recording on a tape or disk for comprehension purposes, the teacher
can play the role as a prompter. In this case, the teacher offers them the extra
chance to listen again for more specific attention such as the variety of language
used as well as the feature spoken.
c. Listening in the Classroom
There is a structured lesson plan to include listening activities in the
classroom suggested by Nunan (2003, p. 42). The activities consist of a warm-up
activity, a main listening task, and a speaking task related to the previous task.
The explanation of the listening activities in the classroom can be described as
follows.
1) A Warming-up Activity
Before going to the main task of listening, the teacher can guide the
students to do a warming-up activity. The activity itself can be a kind of
pre-listening activity. The pre-pre-listening activity is usually done after they know the
main topic of the recording, but before they begin the main listening task. There
are some ways to do pre-listening activity suggested by Nunan (2003, p.37). The
first is micro-listening which deals with the target items that occur mostly on the
recording. While listening to the recording, the students should pay attention to
the target items. Whenever they caught the items, they should raise their hands.
The second is bits and pieces in which in this type the students have known the
topic. Then they do the brainstorming of vocabulary which likely occurs on the
recording. The students make a list and circle the one they listen from the
recording. The third is “What do I want to know?” In this type the students have
known the topic and are asked to imagine the situations. Then they write some
questions about the information they think will be gotten in pairs or small groups.
2) A Main Listening Task
After doing a warming-up activity, the listening activity can be continued
by the main listening task. Nunan (2003) gives some ways of delivering main
listening task (p. 39). The first is “What is the order?” In this task, the students are
asked to work on ordering some items in the correct order. Then listen to the
students are provided by some pictures and they are asked to identify the one that
goes with what they are hearing.
3) A Speaking Task Related to the Previous Task
Nunan (2003) states that although listening and speaking are different
skills, they can be put in one section in which both skills can work to complete
each other (p.41). In this case, listening can be useful to stimulate a speaking
activity. On the contrary, after listening to something, the students can use their
speaking skill to respond to what they have listened to. Thus, in the classroom
activity, speaking skill is also useful to encourage the students in gaining their
listening skill. The students’ speaking task can be done in pairs or groups in which
they respond to each others’ comprehension and answer on the materials listened
to and tasks they have done.
d. Teaching Listening
In teaching listening in a country where English is a foreign language,
Riddell (2001) suggests the English teachers pay attention to the “value” of
listening lessons (p. 110). It means that there is no excuse to give the students less
practice of listening lessons. On the contrary, the teachers should be aware of the
specific difficulties the students might experience as well as give them kinds of
help to solve the difficulties in listening lessons. Since the students might
experience listening lessons stressful, there should be a plan or stage prepared
before delivering the lesson. By breaking the lesson into stages, the students’
stress levels might be decreased. Therefore, Riddell proposes five stages of
The first stage is to do a pre-teach vocabulary. This stage enables the
students to accommodate them in completing the tasks after listening to the
recording. The second stage is to establish interest in the topic. To increase the
students’ interest in the topic, the teacher can use some pictures related to the
story or recording they will hear and ask the students to predict what the recording
will be about. The third stage is to give “a listening for gist task” or “listening
specific information”. The teacher plays the recording for the first time to get the
students used to the voices and speed of the recording. Then, by asking some easy
questions such as “What are they talking about? How many people are talking?”
the teacher leads the students to gain the gist from the recording. The fourth stage
is to give “a listening for detail”. In this stage, the teacher can ask more questions
to get the more detail of information from the recording. A question such as “How
do you know that they are friends or not?” can be delivered.
Furthermore, the last stage is to give “a follow-up activity” based on the
topic. In this activity the teacher can either ask the students to talk about their
favorite bed time stories or discuss the specific language point used in the
recording. By staging the lesson such as above, the teacher helps the students to
prepare themselves for what is to come as well as building the students’ interest in
enjoying the listening class.
However, there are other things the teachers can do to help the students
enjoy their listening lesson as well as improve their listening skill. The kind of
help would be some tips, which are proposed by Riddell (2001, pp. 112-113).
it should be to the students as well as play the recording for a few second first to
check whether it is audible or not. Before the students listening to the recording,
give the students the task and chance to read the instruction and the questions
first. It is also good for the students to be convinced to not worry if they find it
difficult at first because the teachers will play the recording for the second time or
probably three times. Finally, having a discussion on the task after listening to the
recording will help the students a lot.
4. School-based Curriculum
School-based curriculum is the latest curriculum applied in Indonesia’s
education system. According to Muslich (2007), school-based curriculum is “an
operational curriculum which is arranged and conducted by each school” (p. 17).
This statement means the school is responsible for developing the curriculum. In
school-based curriculum, the study of English in junior high school aims to
encourage the students to reach a functional level which is to communicate
verbally or in written form in order to solve the daily problems.
The school-based curriculum consists of syllabus which at least covers
the competence standard and basic competence. The competence standard of
English listening skill for eighth graders of junior high school semester two
consists of two parts. One part is to understand the meaning of simple
transactional and interpersonal conversation to interact with surroundings. The
competence standard is followed by the basic competence which consists of two
accurately, fluently, and acceptably in order to be able to interact with
surroundings. The second is to respond meanings in simple short monologue
accurately, fluently, and acceptably in order to be able to interact with
surroundings in the form of narrative and recount text.
B. Review of Related Studies
In this part, the writer discusses some related studies on task-based
language teaching. Among many related studies on TBLT, the writer reviews five
of them. The study which was conducted by Jeon and Hahn (2006) studied about
the teachers’ perceptions on the use of TBLT in Korean secondary school
classroom. Their study showed that the teachers were interested in implementing
TBLT as an instructional method to teach their students in the classroom. The
teachers had a higher level of understanding of TBLT concepts which made them
believe TBLT could help them give the students more chances to work in group
rather than being passive learners. Since the students, in the Korean EFL context,
did not have many chances to deal with native speakers, the implementation of
TBLT helped the teachers facilitated the use of target language in the classroom.
However, the study found that some of the teachers still had a lack of confidence
in implementing TBLT. Therefore, John and Hahn recommended the teachers join
teacher education programs, which provide training about language teaching
methodologies.
Izadpanah (2010) introduced TBLT in his study. He discussed the theory
Based on his discussion on the theory of TBLT, he suggested the teachers who
were going to apply TBLT in the classroom to give the students post-task
language analysis activities rather than grammar practice exercises, which were
usually applied when the teachers taught a lesson.
In the context of designing materials, Ariutama (2007) studied about the
use of task-based instruction in designing a set of English listening materials. His
study used the first gr
