ABSTRACT
Kusumastuti, Berta. 2013.English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Listening is a crucial skill in langauge learning. By listening the students can gather information form the others. However, the seventh grade students ofSMP Negeri 2 Yogyakarta have problems with the listening skill. The listening skill is rarely given by the teacher and the listening materials are not varied enough for them.
This study was conducted to design variousinteresting listening materials which are appropriate for the seventh grade students ofSMP Negeri 2 Yogyakarta by using Task-Based Language Teaching. The problems formulated in this study were: (1) how arethe Englishlistening materialsUsing Task-Based Language Teachingfor the seventh grade students of SMP Negeri 2 Yogyakarta designed? and (2) what dothe English listening materialsUsing Task-Based Language Teaching for the seventh grade students ofSMP Negeri 2Yogyakarta look like?
In order to answer the research problems, the writer used Research and
Development (R&D) Method by Borg and Gall (1983) and adapted Kemp’s
Instructional Design Model (1977). There were five steps used by the writer: (1) Research and Information Collecting. The aim of this step wasto obtain the students’
characteristics. (2) Planning. This step consisted of stating the goal and the topics, listing the subject content, and specifying the learning objectives. (3) Preliminary Form of Product. This step was aimed to develop the listening materialsor the teaching/learning activities relatedto the planning step.(4)Preliminary Field Testing. The aim of this step was toevaluate the product. (5) Revision of the Product.
The resultsindicated that the designedlisteningmaterialsusing Task-Based Language Teaching wereacceptable for the seventh grade students of SMP Negeri 2 Yogyakarta. The listening materials consisted of four units and each unit consisted of
four sections namely Warming Up!, Let’s Go!, Your Focus Today, and Cooling
Down. Hence, the writer hopes that the listening materials would be useful for seventh grade students and the English teachers ofSMP Negeri 2Yogykarta.
ABSTRAK
Kusumastuti, Berta. 2013.English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Menyimak merupakan kemampuan penting dalam kegiatan pengajaran bahasa. Dengan menyimak, siswa-siswi dapat memperoleh informasi dari sekitar mereka. Namun, siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta memiliki masalah dengan kemampuan menyimak. Kemampuan menyimak jarang diberikan oleh guru-guru mereka dan materi menyimak tidak cukup bervariasi untuk mereka.
Skripsi ini dilaksanakan untuk merancang materials menyimak yang menarik dan bervariasi yang sesuai untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta dengan menggunakanTask-Based Langauage Teaching. Rumusan masalah di skripsi ini antara lain: (1) bagaimana materi menyimak Bahasa Inggris menggunakan Task-Based Language Teaching untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta dirancang? (2) bagaimana bentuk dari materi menyimak Bahasa Inggris menggunakan Task-Based Language Teaching untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta?
Dalam rangka menjawab rumusan masalah tersebut, penulis menggunakan Metode Penelitian dan Pengembangan (R&D) dari Borg dan Gall (1983) sambil mengadaptasi model rancangan dari Kemp (1977). Ada lima tahap yang digunakan oleh penulis:(1) Pengumpulan Penelitian dan Informasi. Tujuan dari tahap ini adalah untuk mengumpulkan karakteristik siswa. (2) Perencanaan. Tahap ini meliputi penentuan tujuan dan topik, penguruatan isi pokok, dan pengerucutan tujuan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Tahap ini bertujuan untuk mengembangkan materi dan kegiatan pembelajaran berdasarkan bagian perencanaan, (4) Pengujian Awal di Lapangan. Tujuan dari tahap ini adalah untuk mengevaluasi produk. (5) Perbaikan Utama Produk.
Hasil menunjukkan bahwa materi menyimak menggunakan Task-Based Language Teaching yang telah didesain sesuai untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta. Materi menyimak tersebut terdiri dari empat unit yang masing-masing memiliki empat bagian, yakni Warming Up!, Let’s Go!, Your Focus Today, and Cooling Down. Selanjutnya, penulis berharap materi menyimak ini dapat berguna untuk siswa-siswi kelas tujuh dan guru-guru Bahasa Inggris di SMP Negeri 2 Yogyakarta.
ENGLISH LISTENING MATERIALS USING TASK-BASED
LANGUAGE TEACHING FOR SEVENTH GRADE STUDENTS
OF SMP NEGERI 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Berta Kusumastuti Student Number: 091214132
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
ENGLISH LISTENING MATERIALS USING TASK-BASED
LANGUAGE TEACHING FOR SEVENTH GRADE STUDENTS
OF SMP NEGERI 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Berta Kusumastuti Student Number: 091214132
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
iv
DEDICATION PAGE
“There are only two ways to live your life. One is
as though nothing is a miracle. The other is
as though everything is a miracle.”
(Albert Einstein)
“I am a God se
rvant. Let it be to me according to
Your w
ord”
(Luke 1:38)
This thesis is dedicated to: Jesus Christ and Mother Mary
My beloved family:
Mama, Bapak, Mas Bowo, and Dek Tyas, I love you very much My beloved friends who always support me
v
STATEMENT OF WORK 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 a scientific paper should.
Yogyakarta, 10 December 2013
The writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Berta Kusumastuti
Nomer Mahasiswa : 091214132
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta
berserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengolahnya 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 saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 18 November 2013
Yang menyatakan
vii ABSTRACT
Kusumastuti, Berta. 2013. English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Listening is a crucial skill in langauge learning. By listening the students can gather information form the others. However, the seventh grade students of SMP Negeri 2 Yogyakarta have problems with the listening skill. The listening skill is rarely given by the teacher and the listening materials are not varied enough for them.
This study was conducted to design various interesting listening materials which are appropriate for the seventh grade students of SMP Negeri 2 Yogyakarta by using Task-Based Language Teaching. The problems formulated in this study were: (1) how are the English listening materials Using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta designed? and (2) what do the English listening materials Using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta look like?
In order to answer the research problems, the writer used Research and Development (R&D) Method by Borg and Gall (1983) and adapted Kemp’s Instructional Design Model (1977). There were five steps used by the writer: (1) Research and Information Collecting. The aim of this step was to obtain the students’ characteristics. (2) Planning. This step consisted of stating the goal and the topics, listing the subject content, and specifying the learning objectives. (3) Preliminary Form of Product. This step was aimed to develop the listening materials or the teaching/learning activities related to the planning step. (4) Preliminary Field Testing. The aim of this step was to evaluate the product. (5) Revision of the Product.
The results indicated that the designed listening materials using Task-Based Language Teaching were acceptable for the seventh grade students of SMP Negeri 2 Yogyakarta. The listening materials consisted of four units and each unit consisted of
four sections namely Warming Up!, Let’s Go!, Your Focus Today, and Cooling
Down. Hence, the writer hopes that the listening materials would be useful for seventh grade students and the English teachers of SMP Negeri 2 Yogykarta.
viii ABSTRAK
Kusumastuti, Berta. 2013. English Listening Materials Using Task-Based Language Teaching for Seventh Grade Students of SMP Negeri 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Menyimak merupakan kemampuan penting dalam kegiatan pengajaran bahasa. Dengan menyimak, siswa-siswi dapat memperoleh informasi dari sekitar mereka. Namun, siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta memiliki masalah dengan kemampuan menyimak. Kemampuan menyimak jarang diberikan oleh guru-guru mereka dan materi menyimak tidak cukup bervariasi untuk mereka.
Skripsi ini dilaksanakan untuk merancang materials menyimak yang menarik dan bervariasi yang sesuai untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta dengan menggunakan Task-Based Langauage Teaching. Rumusan masalah di skripsi ini antara lain: (1) bagaimana materi menyimak Bahasa Inggris menggunakan Task-Based Language Teaching untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta dirancang? (2) bagaimana bentuk dari materi menyimak Bahasa Inggris menggunakan Task-Based Language Teaching untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta?
Dalam rangka menjawab rumusan masalah tersebut, penulis menggunakan Metode Penelitian dan Pengembangan (R&D) dari Borg dan Gall (1983) sambil mengadaptasi model rancangan dari Kemp (1977). Ada lima tahap yang digunakan oleh penulis: (1) Pengumpulan Penelitian dan Informasi. Tujuan dari tahap ini adalah untuk mengumpulkan karakteristik siswa. (2) Perencanaan. Tahap ini meliputi penentuan tujuan dan topik, penguruatan isi pokok, dan pengerucutan tujuan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Tahap ini bertujuan untuk mengembangkan materi dan kegiatan pembelajaran berdasarkan bagian perencanaan, (4) Pengujian Awal di Lapangan. Tujuan dari tahap ini adalah untuk mengevaluasi produk. (5) Perbaikan Utama Produk.
Hasil menunjukkan bahwa materi menyimak menggunakan Task-Based Language Teaching yang telah didesain sesuai untuk siswa-siswi kelas tujuh SMP Negeri 2 Yogyakarta. Materi menyimak tersebut terdiri dari empat unit yang masing-masing memiliki empat bagian, yakni Warming Up!, Let’s Go!, Your Focus Today, and Cooling Down. Selanjutnya, penulis berharap materi menyimak ini dapat berguna untuk siswa-siswi kelas tujuh dan guru-guru Bahasa Inggris di SMP Negeri 2 Yogyakarta.
ix
ACKNOWLEDGEMENTS
First of all, I would like to express my deeper gratitude to my dear Jesus Christ and Mother Mary, who always bless me whoever and wherever I am, especially in the hard times during my study and my thesis writing. My special gratitude also goes to my thesis advisor, Agustinus Hardi Prasetyo, S.Pd., M.A. for his time, patience, guidance, help, suggestions, criticism, and support in finishing my thesis. I am thankful to all of the lecturers of English Education Study Program for guiding me during my study in Sanata Dharma University, especially in finishing my thesis writing. I sincerely send my gratefulness to Christina Kristiyani, S.Pd., M.Pd, my academic advisor and L. Sumarni, S.Pd., M. Trans.St. for being a very kind evaluator. I am also very grateful to all of the secretariate staff of English Language Education Study Program for always helping me with the administrative matters, especially in the crucial days before the final exam.
My deep gratitude also goes to the headmaster of SMP Negeri 2 Yogyakarta for giving me permission to conduct the study in SMP Negeri 2 Yogyakarta. I would also like to give my gratitude to the English teachers of SMP Negeri 2 Yogyakarta, Triyani, S.Pd. and Yenny Artati, S.Pd. for their help, guidance and suggestions toward the design of the listening materials. I am also very thankful to the seventh grade students of SMP Negeri 2 Yogyakarta who have participated in my thesis and given me support to finish my thesis writing.
x
for teaching me not to give up in any situations. My gratitude also goes to my beloved brother and sister, Vinensius Adhi Setyo Wibowo and Brigita Kusumaningtias, who always support me and give me confidence to finish my thesis.
My gratitude also goes to all my beloved best friends, Helen Marta Sari, Pipiet Dhanayu, Nur Sekar Arum, Brigita Padhangsih Jati, Friska Ayu, Carolina Niken, and Denny Kusuma for being my best friends and giving me support until the end of my study. I am also grateful to my lovely friends in KMPKS, PIMNAS, Natas and in my boarding house for giving me smile and supporting me to finish my thesis writing. My gratitude also goes to my umbrella research friends, Hehen, Shela, and Bayu, who accompanied me when conducting the research in SMP Negeri 2 Yogyakarta and finishing the thesis together. I am also grateful to Dimas and Mbak Sisy for their voices in the recording of the listening materials.
Last but not least, my gratitude also goes to all PBI 2009 students in Sanata Dharma University, especially in Class F and Class D, for the wonderful moments during my study in Sanata Dharma University, and all of the people whose names cannot be mentioned one by one here. May the Lord always be with us and grant us the best in our lives.
xi
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER 1. INTRODUCTION ... 1
A. Research Background ... 1
B. Research Problems ... 5
C. Problem Limitation ... 5
D. Research Objectives ... 5
E. Research Benefits ... 6
F. Definition of Terms ... 7
CHAPTER II. REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Description ... 9
1. Instructional Design Model ... 9
2. Task-Based Language Teaching ... 13
3. Listening Theory ... 22
4. School-Based Curriculum ... 27
xii
CHAPTER III. METHODOLOGY ... 33
A. Research Method ... 33
B. Research Setting ... 36
C. Research Participants ... 37
D. Research Instruments and Data Gathering Technique ... 38
E. Data Analysis Techniques ... 39
F. Research Procedure ... 42
CHAPTER IV. RESULTS AND DISCUSSION ... 46
A. Steps in Designing the English Listening Materials ... 46
1. Students’ Characteristics ... 46
2. Goal and Topics ... 51
3. Subject Content ... 52
4. Learning Objectives ... 55
5. Teaching/Learning Activities and Resources ... 56
6. Evaluation of the Listening Materials ... 61
7. Revision of the Listening Materials ... 65
B. Final Version of the English Listening Materials ... 65
CHAPTER IV. CONCLUSIONS AND RECOMMENDATIONS ... 67
A. Conclusions ... 67
B. Recommendations ... 68
1. The English Teachers of SMP Negeri 2 Yogyakarta ... 69
2. The Other Researchers ... 69
REFERENCES ... 70
xiii
LIST OF TABLE
Table 3.1 Point of Agreeement ... 40
Table 3.2 The Descriptive Statistic of Participants’ Opinions ... 41
Table 3.3 The Description of the Participants ... 42
Table 4.1 The Results of the Questionnaire for the Students Part A ... 47
Table 4.2 The Results of the Questionnaire for the Students Part B ... 49
Table 4.3 Competency Standard, Basic Competences, and Topics ... 52
Table 4.4 The Subject Content ... 52
Table 4.5 The Indicators ... 55
Table 4.6 The Teaching/Learning Activities ... 56
Table 4.7 The Descriptions of Reseach Participants ... 61
xiv
LIST OF FIGURES
Figure 2.1 Diagram of Instructional Design Model (Kemp, 1977, p. 9) ... 13 Figure 2.2 A Diagram of the Relationship Among Task and Its Components (Nunan, 2004, p. 41) ... 17
Figure 2.3 The Writer’s Steps in Designing Listening Materials for Seventh Grade
xv
LIST OF APPENDICES
1 CHAPTER I INTRODUCTION
This chapter consists of the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of terms. The research background explains the reason why the research was conducted. The research problems and the research objectives reveal the problem formulations and the expected outcomes of the study. The focus of the study and the definition of terms are explained in the problem limitation and the definition of terms.
A. Research Background
Listening is a crucial skill in language learning. As stated by Goh (2002), “Listening takes up as much as 50% of our everyday communication time. It is the
main channel of classroom instruction and the most used language skill at work and at home” (p. 1). By listening, the students can obtain information about something. Lack of listening exposure can influence the students’ abilities in receiving the knowledge of the language. If the students are not accustomed to listening, their ability to gather information about the language will be inferior. As Nunan (2002) states, “Listening is vital in the language classroom since it
SMP Negeri 2 Yogyakarta is located at Jl. Senopati 28-30 Yogyakarta and it obtained an A for the accreditation. SMP Negeri 2 Yogyakarta also has many classes, especially for seventh grade students. There are seven classes for the seventh grade students including one acceleration class. Based on the writer’s observation, the seventh grade students of SMP Negeri 2 Yogyakarta lacked listening exposure. They seldom experienced listening materials or used speakers as the media to conduct listening activity. In fact, the school has a loud-speaker in each class and a language laboratory.
Another reason for their lack listening exposure is that their listening materials are monotonous. Actually, the seventh grade students of SMP Negeri 2 Yogyakarta have listening materials for their listening activity, but the materials are monotonous. The listening materials only contain two or three kinds of listening activities, such as filling in the blanks or answering questions. Moreover, all of the materials are in the form of audio recording. Therefore, the students only listen to the dialogue without experiencing audio visual media or videos. They are the reasons why the teachers seldom use loud-speakers and the language laboratory for the listening activity. Most of the time, the teachers also use their own voices to read a monologue or a dialogue.
the speaker said in the recording. The students were also taught using Indonesian most of the time, therefore, the seventh grade students of SMP Negeri 2 Yogyakarta had difficulties in focusing on the English words.
Seeing the difficulties of the students with their listening skills and listening materials, the writer would like to design listening materials which are suitable for the seventh grade students of SMP Negeri 2 Yogyakarta. SMP Negeri 2 Yogyakarta also has a mission to present an active, innovative, creative, effective and fun teaching/learning activity so that, through this study, the writer can provide various interesting listening materials. Since the school uses School-Based Curriculum, the design of the listening materials will refer to School-based Curriculum.
The writer also uses TBLT because the writer observed that the students paid more attention to listening tasks given by their teacher rather than listening to their teachers’ oral explanations. It was proven by the changes of the students’ attention when they listened to the recording and when they were asked to do some tasks while listening to the recording. The students stopped talking and listened to what the speaker said.
TBLT also has a variety of tasks that will help the students not to get bored, such as matching, discussing, comparing, and ordering and sorting. Using the variety of tasks, the students’ listening abilities can be increased and they can enjoy learning English. As stated by Richards and Rodgers (1986) that the use of a variety of different kinds of tasks in language teaching is considered to make the language teaching more active.
The tasks are also adjusted to their levels. Besides audio recording, the writer would also uses videos, pictures and a song to attract the students’ attention. The listening materials would be recorded in the form of MP3 files burned CD so that the teachers can use the listening materials easily. Furthermore, the writer expects that the listening materials using Task-Based Language Teaching can increase the students’ motivation and interest in learning English,
B. Research Problems
Related to the research background, the writer formulates two research questions. They are formulated to address the listening materials for the seventh grade students of SMP Negeri 2 Yogyakarta.
1. How are the English listening materials using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta designed?
2. What do the English listening materials using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta look like?
C. Problem Limitation
The study is limited to the second semester of seventh grade students of SMP Negeri 2 Yogyakarta. The reason for choosing the second semester of seventh grade students was because the writer found that the listening materials that the students got in the second semester were less than the first semester. In order to serve various interesting listening materials in the second semester, the writer referred to the School-Based Curriculum which was used by the school and Task-Based Language Teaching as the approach.
D. Research Objectives
1. To describe how the English listening materials using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta are designed.
2. To present the final version of the English listening materials using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2 Yogyakarta.
E. Research Benefits
There are some benefits related to this study as the contributions from the writer. The benefits of this study are addressed to English Education in Indonesia, English Education Study Program, and SMP Negeri 2 Yogyakarta. The elaborations are presented below.
1. English Education in Indonesia
This study hopefully can provide information about the condition of the seventh grade students and junior high school in Indonesia. Although the condition is only in SMP Negeri 2 Yogyakarta, the writer hopes that the information can give the real picture of all junior high school students in Indonesia in general.
2. English Language Education Study Program
SMP students and can also give inspiration to the other writers who want to create listening materials for SMP students.
3. SMP Negeri 2 Yogyakarta
The listening materials designed by the writer can be one of the vehicles to achieve the mission of SMP Negeri 2 Yogyakarta, which is to provide interesting, motivating, and innovative learning activities. Since the materials provided are in the form of MP3 files burned CD and have clear instructions, the teachers of SMP Negeri 2 Yogyakarta would not have difficulties in managing the task.
F. Definition of Terms
The terms in this study have to be explained in order to avoid misunderstanding. The terms which should be explained are listening skill, the seventh grade junior high school students, Task-Based Language Teaching, and School-Based Curriculum. The definitions are explained as follows:
1. Listening
In this study, listening is one of the skills in learning language that should be learnt by the students in order that the students are able to receive and gain information from what they hear. It is supported by Nunan (2002), “listening is vital in the language classroom since it provides input for the learners” (p. 238).
2. Seventh Grade Students of SMP Negeri 2 Yogyakarta
old and they are categorized as teenagers. As Kartono (1990) states, “people age between 10-19 years old are categorized as teenagers” (p. 133).
3. Task-Based Language Teaching (TBLT)
The writer defines TBLT as the approach that uses tasks as the basis to create the listening materials whether it is in the pre-activity, the task activity or the post-activity. This definition is in line with the definition of Richards and Rodgers (2001) who state, “Task-Based Language Teaching refers to an approach based on the use of task as the core of unit planning and instruction in language teaching” (p. 223).
4. School-Based Curriculum
9 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to explain some theories related to the study. The writer divides this chapter into two parts: Theoretical Description and Theoretical Framework. The Theoretical Description provides the explanation about Instructional Design Model, Task-Based Language Teaching, Listening, and School-Based Curriculum. The Theoretical Framework provides the summary of the theories that has been revealed in the theoretical description.
A. Theoretical Description
The theoretical description is aimed to review the theories which are related to the study. This part consists of Instructional Design Model, Task-Based Language Teaching, Listening, and School-Based Curriculum. The explanations about Instructional Design Model are presented below.
1. Instructional Design Model
designed to support each other (Briggs, 1977). In order to maintain those three essential elements, Kemp (1977) proposes eight steps in developing the unit planning.
a. Determine Goals, Topics, and General Purposes
Goals are related to broad competency that will help the students participate in society. They also become the basis to transmit the understanding and skills that the society expects and to indicate the changes of the students’ needs and interests. After determining the goals, it is important to select the topics as the scope of the course program. The topics can be arranged based on logical organization or teacher preferences. The general purposes are listed to derive objectives that will serve as specific learning outcome. In this case, the teachers have to clarify and translate the general purposes into detailed behavior terms. b. Enumerate Characteristics of the Learners
In order to provide a good design, it is required to obtain the information about the learners’ capabilities, needs and interests. The information should affect instructional planning including the topic, objectives, treatment, and the variety of
learning activity. The information of the learners’ characteristics can be from
students’ cumulative records, consultation with the teachers, the student counselor, and the adviser.
c. Specify the Learning Objectives
become clear only after the subject content has been stated. The learning objectives must mean the same thing for the students and the teachers and they clearly communicate to all students and teachers who will use them. A good objective must possess some essential parts, such as action verb, content reference, performance standard, and conditions.
d. List the Subject Content
The subject content is related to the objectives of the product and students’ needs. Listing subject content means making or preparing an outline of information for a lesson, a speech, or a report. After listing the subject content, it is important to organize the subject content. The organization of the content depends on the topic and what the teacher wants.
e. Develop Pre-Assessment
The purpose of the pre-assessment is to plan earlier learning activities and to ensure that the students do not waste their times on things they already know. There are two kinds of testing: prerequisite testing and pretesting. The aim of the prerequisite testing is to determine whether the students have appropriate background preparations of the topics and the aim of the pretesting is to determine which objective the students may already achieve.
f. Select Teaching/Learning Activities and Instructional Resources
resources which are used in the teaching/learning activities. The selecting of the learning activities and the instructional resources must offer the students to master the objectives at an acceptable level of achievement in a reasonable amount of time.
g. Coordinate Support Services
The services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. If some supports cannot service well, they can restrict the plan that has been made. Kemp (1977) argues that this procedure can limit a new planned program especially if certain supports, like funds or facilities are not available.
h. Evaluate Students’ Learning
If the designer is already at this step, it means that the instructional design is already measured. The measurement of the instructional design is related to the suitability of the objectives, the subject content, the learning method, the materials, the role of personnel, the use of facilities, the schedules and the other factors that affect the optimum performance and the achievement of the objectives. There are two kinds of evaluation: formative evaluation and summative evaluation. The formative evaluation is taken during the development of the product and the summative evaluation is taken when the product is fully used.
The diagram below presents the relationship among the steps in Kemp’s
Figure 2.1 Diagram of Instructional Design Model (Kemp, 1977, p. 9)
Based on the diagram, Kemp’s Instructional Design Model is flexible and it does not have a starting point. The designers can start from whichever step suitable for them and move back and forth to the other steps. Kemp (1977) also reveals that it is possible to simplify or reorder the phases of Kemp’s Instructional Design Model.
The following part is the explanation of Task-Based Language Teaching. It is divided into four parts. They are the definition of task, the component of task, the variety of task, and the Task-Based Language Teaching components.
2. Task-Based Language Teaching (TBLT)
According to Richards and Rodgers (2001), “Task-Based Language Teaching (TBLT) refers to an approach based on the use of task as the core of unit
Goals, Topics, and
General
Purposes Learner' Characte-ristics
Learning Objectives
Subject Content
Pre-Assessement Teaching/
Learning Activities, Resources Support
Services
Evaluation
planning and instruction in language teaching” (p. 223). The Task-Based Language Teaching approach is logically the development of the Communicative Language Teaching approach as it draws on the principles of that approach (Richards & Rodgers, 2001).
Richards and Rodgers (2001) also state that those principles involve activities containing real communication, the activities in which language is used for carrying out meaningful tasks promote learning, and the language that is meaningful to the students supporting the learning process. Based on the definition of TBLT from Richards and Rodgers (2001), the most important element in Task-Based Language Teaching is the task itself. Therefore, in the following part, the writer tries to define the task as follows.
a. Definition of Task
Nunan (2004) defines a task as a piece of classroom work that invokes the students to comprehend, manipulate, produce or interact in the target language. Meanwhile, their attention is focused on carrying out their grammatical knowledge in order to express meaning. The same opinion is stated by Willis (1996) related to the use of the target language. She says that a task is an activity where the target language is used by the learners for communicative purposes (goals) in order to achieve an outcome.
said as the goal. As stated by Richards and Rodgers (2001) that a task is an activity or a goal that is carried out using language.
Nunan (2004) divides tasks into real-world or target tasks and pedagogic tasks. Target tasks are the tasks that refer to the use of language in the world beyond the classroom and pedagogic tasks are those that occur in the classroom. Nunan (2004) also says that if the real-world tasks occur in the classroom, the real-world tasks become pedagogic tasks. However, not all real-world tasks can become pedagogic tasks. The tasks should require communication through language.
Richards and Rodgers (2001) state that a task is a vehicle for applying the principles of the Communicative Language Teaching approach. They also state that involving students in a task serves a better context for the activation of learning processes than form-focused activities, and then it ultimately provides better opportunities for the language learning to take place. It is supported by Nunan (2004) that a task involves communicative language use where the user’s attention is focused on meaning rather than grammatical form. It does not mean that grammatical form is not important, but both grammatical form and meaning are highly related.
b. Component of Task
Nunan (2004) proposes five components which are useful to make up a
task. They are goals, input, procedures, learners and teachers’ roles, and setting.
1) Goals
Goals can be defined as the general intentions behind the learning task. They are more specific than macro skills (interpersonal, transactional, and aesthetic) and more general than performance objectives. Goals can be stated or be inferred from the task itself. One goal can represent one task, but in some cases, like simulation tasks, one goal can represent more than one task.
2) Input
Input is defined as the spoken, written, and visual data provided by teachers, text books or some other sources and from the other wide range of sources. Input also needs authenticity which refers to the use of spoken or written materials for communicative purposes. However, it is not a matter if the authenticity of the input is combined with appropriate written materials. It can serve optimal learning opportunities.
3) Procedures
Procedures are what the learners intend to do with the input to achieve the objective of the learning task. Since procedures relate to the input, the authentic input can affect the authenticity of the procedures. It means that the procedures are authentic if the procedures outside the classroom can be applied in the classroom.
4) Learner and Teacher Roles
Role is a part that is expected to play by the learners and the teachers in order to accomplish the learning tasks. Nunan (2004) says that teacher and learner
active, the teacher should adjust his/her role with the learners’ activeness. Richards and Rodgers (2001) also add that the learners have roles as group participants, monitors, and risk-takers or innovators and the teachers have roles as selectors and consciousness raisers.
5) Setting
Setting refers to the classroom arrangement in which the tasks are being specified. Setting is divided into mode and environment. Mode refers to whether the learners operate the task individually or in groups, while environment refers to where the learning actually takes place.
[image:35.595.115.514.267.574.2]The relationship between a task and its components is presented below.
Figure 2.2 A Diagram of the Relationship Among Task and Its Components
(Nunan, 2004, p. 41)
The diagram indicates that the goals, the input, the procedures, the
teachers’ and learners’ roles, and the setting are the components to compose one single task. In addition, Nunan (2004) states that the goals, input and the procedures are the minimum requirements of tasks supported by the teachers’ and learners’ roles and the setting.
c. Varieties of Task
There are many varieties of task based on an analysis of communicative language use. Pattison (1987) proposes seven types of task: questions and
Goals
Input
Procedure
Task
Teacher Role
Learner Role
answers, dialogues and role plays, matching activities, communication strategies, pictures and picture stories, puzzles and problems, discussion and decisions. On this occasion, the writer would like to explain the other task types according to Willis (1996). There are six task types which can be adapted for almost any topics.
1) Listing
These tasks tend to generate a lot of talks in which learners explain their ideas and the process involving brainstorming and fact-finding. Brainstorming is an activity in which the learners draw on their own knowledge and experience either as an individual or group. Fact-finding is an activity in which the learners find out something by asking each other or other people and referring to books. 2) Ordering and sorting
These tasks involve four main processes. They are sequencing items, actions or event in a logical or chronological order, ranking items based on personal value or specific criteria, categorizing items in given groups or self-grouping under given heading, and classifying items in different ways where the categories are not given. The outcome of these tasks is a set of information that has been ordered and sorted based on specified criteria.
3) Comparing
each other, finding similarities and things in common, and finding differences. The outcome of these tasks is varied according to the individual task/goal.
4) Problem solving
These tasks are conducted based on people’s intellectual and logical
thinking. They are challenging and often satisfying to be solved. The processes of these tasks are analyzing real or hypothetical situations, reasoning and decision making. Those processes are various depending on the type and complexity of the problem.
5) Sharing and personal experience
These tasks encourage the learners to talk more about themselves and share their experiences with others. These tasks are maybe more difficult to be conducted in the classroom. The processes of these tasks are narrating, describing, exploring and explaining attitudes, opinions, and reactions. This task can happen naturally during the other task types.
6) Creative task
These tasks tend to have more stages than the other tasks, and they can involve the combinations of task types, such as listing, ordering and sorting, comparing and problem solving. The processes are brainstorming, fact-finding, ordering and sorting, comparing, problem solving, and many others.
d. Task-Based Language Teaching Components
The components of Task-Based Language Teaching can be adapted to suit
the students’ needs. According to Willis (1996), there are three components of Task-Based Language Teaching. The components are presented as follows.
1) Pre-task
This phase is aimed to introduce the topic and the task. The importance of
introducing the topic is to encourage the students’ confidence and give them something to fall back on. In this phase, while the teacher explores the topic and helps the students understand task instructions, the students note useful words and phrases and prepare the individual tasks. This phase can be shorter or longer depending on the students’ degree of familiarity with the topic and types of task. The activities in the pre-task phase can be classifying words and phrases, matching phrases to pictures, memory challenge, brainstorming and mind-maps, thinking of questions to ask, or teacher recounting a similar experience.
2) Task Cycle
Task cycle offers an opportunity to the students to use whatever language they already know in order to finish the task and improve the language under the teacher guidance. Task cycle is divided into three steps:
a) Task
b) Planning
This step requires the students to report how they do the tasks and what they decided or discovered. The teacher gives feedback, helps the students correct, rephrase, rehearse and/or draft a written report.
c) Report
In this step, the teacher selects some groups to present their reports orally or in writing. The teacher is like a chairperson that links the contribution, and sums it up. After that, the teacher gives necessary feedback on the content and the form.
3) Language Focus
Language focus is aimed to underline the specific language features that the learners used in the task cycle. In this step the students will already have worked with the language and processed it on meaning, so they are ready to focus on the specific language forms that carry the meaning. This phase is divided into analysis and practice activities. In the analysis activity, the students examine and discuss specific features of the text or transcript of the recording. In the practice activity, the teacher conducts some practices of new words, phrases, and pattern occurring in the data, either during or after the analysis.
3. Listening Theory
This part is divided into three sections: the nature of listening, the listening process, and the teaching listening. The nature of listening discusses the definition of the listening skill. The listening process discusses two kinds of listening process, namely bottom up and top-down. The teaching listening discusses how the listening skill is taught in the classroom.
a. The Nature of Listening
Listening is one of four skills in language learning besides speaking, reading, and writing. In daily life communication, the listening skill takes an important part as a way to obtain information from others. Goh (2002) states,
“listening is taken up as much as 50% of our everyday communication time” (p.
1). It means that half of our daily life communication is used for listening and people get much more information by listening rather than using the other skills.
In the teaching/learning activity, the students also obtain the information about something by listening. It is supported by Rost (1994), who states that the listening is a significant skill in the language classroom because it provides input for the learners. Without understanding the input at the right level, any learning activity cannot begin. It means that the listening skill is the basis to learn the other skills, such as reading, speaking, and writing.
Listening is not only a hearing activity but also a process of matching what
they hear with their knowledge. As stated by Marc Helgesen, “listening is very
active because the learners not only hear but also connect what they hear to the
by Hermandez and Campos (2010) that listening is not only a process of receiving and recording aural input, but also interpreting what they hear. They also say that the listeners have to use their own background and linguistic knowledge to understand the information contained in the aural input.
b. Listening Process
According to Goh (2002), there are two kinds of listening process: top-down listening and bottom-up. Buck (2001) revelas that both processes are distinguished based on the different types of knowledge applied during comprehension.
1) Top-down listening
The top-down listening refers to the application of the background knowledge (scheme) to analyze, interpret, and store information for facilitating and hence comprehension (Goh, 2002). He also adds that pre-listening activities in the listening task facilitate the top-down listening. It is because the pre-listening activities provide the activities which are oriented to prepare the students by encouraging them to activate or acquire relevant types of word knowledge (Goh, 2002).
and effect relationships; anticipating outcome; inferring the topic of a discourse; inferring the sequence between events; and inferring missing details.
2) Bottom-up listening
Goh (2002) states that the bottom-up listening refers to a process by which sounds are used to build increasingly larger units of information, such as words, phrase, clause, and sentences before the aural input is understood. It is supported by Buck (2001), who says, “Bottom-up views language comprehension as a process of passing a number of consecutive stages or levels and the output of each
stage as the input for the next higher level” (p. 2). Richards and Rodgers (1986)
also add that the bottom-up listening includes the scanning of the input to identify familiar lexical items, segmenting the stream of speech into constituents, and using phonological cues and grammatical cues to organize the input. The same opinion is stated by Brown (2006) that the bottom-up listening means using information about sounds, word meanings, and discourse market like first, then, and after that to assemble the understanding of what has been heard one step at a time.
comes. At the same time, the students use their background knowledge (top-down listening) to determine the meaning (Brown, 2006).
c. Teaching Listening
According to Hedge (2000), there are three stages in teaching listening: pre-listening, while-listening, and post-listening.
1) Pre-listening
This stage reflects a brief view of the course materials. The activities can include answering a set of questions about the topic, and agreeing or disagreeing with the opinion about the topic. The significant goals of this stage are to contextualize the text and provide any information needed to help the students appreciate the setting and the roles between participants. Marc Helgesen (2003) adds that pre-listening itself can serve the top-down and the bottom-up process because before listening, the students can brainstorm vocabulary related to the topic and then they also base the information on their knowledge (as cited in Nunan, 2003, p. 29).
2) While-listening
This stage is aimed to confirm the students’ expectation and to help them
3) Post-listening
This stage can help the students to do more intensive study. The activity in this step can be summarizing what they have learnt. The post-listening stage can also be useful to involve the integration with other skills, such as reading, speaking, or writing. As supported by Goh (2002) that the aim of the post-task stage is to practice the other language skills, such as speaking, reading, and writing using the same topic.
Although speaking and listening are very different skills, they are related to each other. As stated by Marc Helgesen (2003) that listening is also a good way to preview the listening and speaking activities, in turn, it can be useful to expand on what they have listened to (as cited in Nunan, 2003, p. 41). It is also important to maximize the use of authentic language when teaching listening and vary the materials in terms of speakers, gender, accent, speed, topic, and noise level (Ur, 1996).
The solution is to give them clear recording or pause between phrases or sentences.
4. School-Based Curriculum
School-Based Curriculum is launced in 2006. It is mentioned in Peraturan Pemerintah No 19 Tahun 2005 that School-Based Curriculum is an operational curriculum which is made and conducted by each school in order that the school can adjust the educational program with region’s potentialities and needs. School-Based Curriculum is implemented based on Undang Undang No 20 Tahun 2003 about National Education System and Peraturan Pemerintah Repubik Indonesia No 19 Tahun 2005 about National Education Standard.
Peraturan Pemerintah No 19 Tahun 2005 in article 16 mentions that School-Based Curriculum is composed based on the guideline which is made by Badan Standar Nasional Pendidikan (BSNP). Based on the guideline, BSNP also mentions that a syllabus can be developed by the teachers if the teachers know the characteristics of the students, the school’s conditions, and the surroundings. The syllabus also consists of Competency Standard, Basic Competence, Materials, Learning Activities, Indicators, Evaluation, Time Allocation, and Sources.
interpersonal dialogue to communicate to the environment and/or in the context of academic. Meanwhile, the basic competence are (1) to respond to the environment
and/or students’ surrounding in a simple transactional (to get things done) and interpersonal (socialize) conversation correctly and effectively involving: asking and giving help, asking and giving things, and asking and giving facts and (2) to respond to the environment and/or students’ surrounding in a simple transactional (to get things done) and interpersonal (socialize) conversation correctly and efficiently involving: asking and giving opinion, expressing like and dislike, asking for clarification, and respond interpersonally.
B. Theoretical Framework
The theoretical framework is aimed to summarize and synthesize the theories which are explained in the theoretical description. In order to develop the listening materials for the seventh grade students of SMP Negeri 2, the writer
On this occasion, the writer would like to explain how the writer uses
Kemp’s Instructional Design Model in designing the listening materials. The
writer uses Kemp’s Instructional Design Model as a guideline in planning the
listening materials design. The reason for choosing Kemp’s Instructional Design
Model is because it is a flexible model. It allows the writer to start from whichever step the writer wants and to move back to the other steps. Kemp’s Instructional Design Model also supports the methodology of this study, namely Research and Development (R&D) by Borg and Gall (1983). It is used by the writer in Chapter III. Moreover, Kemps’ Instructional Design Model allows the writer to revise the steps that the writer uses to develop appropriate listening materials for the seventh grades students of SMP Negeri 2 Yogyakarta. The steps in designing the listening materials are as follows.
1. Identifying the Students’ Characteristics
The students’ characteristics are identified in order to develop the design.
In this step, the writer also obtains the students’ needs and interests. In order to
find the students’ characteristics, the writer gives questionnaires to the students and interviews the teachers of SMP Negeri 2 Yogyakarta. This step is the
adaptation of the first step of Kemp’s Instructional Design model.
2. Stating the Goal and the Topics
Based Curriculum. The topics are taken from the Basic Competence of School-Based Curriculum because the school uses School-School-Based Curriculum.
3. Listing the Subject Content
The subject content is the materials that must be included in the listening materials. The organization of the subject content is based on the Task-Based Language Teaching and listening theory. The organized subject content will make the design easier to develop. The Task-Based Language Teaching theory that the writer uses is the framework from Willis (1996) and it is to create the sections of the design. The listening theory is also used to decide the section and the activities of the design. In order to do so, the writer uses the post-listening theory and the example of the tasks or activities in the listening theory.
4. Specifying the Learning Objectives
The learning objectives means the outcomes which have to be achieved by the students at the end of the lesson. The learning objectives have four components: action verb, content reference, performance standard, and condition. In listing the learning objective the writer considers the syllabus used by the school. Since the school uses School-Based Curriculum, the syllabus of the school
contains the term “indicators”. Therefore, the learning objectives are stated as the
indicators in the writer’s syllabus.
5. Selecting the Teaching/Learning Activities and Resources
the indicators and the subject content. In selecting the teaching/learning activities, the writer adapted the variety of task of Task-Based Language Teaching and the listening theory, such as listing, ordering, comparing, question and answer, multiple choice, filling in the blanks, and matching pictures.
6. Evaluating the Listening Materials
This step is aimed to evaluate the designed listening materials. The evaluation is conducted to gather the opinions about the designed listening materials. The data are not only about their opinions, but also their suggestions and criticism. The use of Kemp’s Instructional Design Model, Task-Based Language Teaching and the listening theory is reflected on the use of some terms in the evaluation sheet, such as goal, indicators, objectives, daily life, pre-activities, main pre-activities, and post-activities.
7. Revising the Listening Materials
It is the last step in designing the listening materials for seventh grade students of SMP Negeri 2 Yogyakarta. On the evaluation sheet given in the evaluation step, the evaluators give their opinions, suggestions, and comments to revise the designed listening materials. In this step, the writer revises the designed listening materials based on the results of the evaluation sheet.
Feedback line
Figure 2.3 The Writer’s Steps in Designing Listening Materials for Seventh
Grade Students of SMP Negeri 2 Yogyakarta
In the figure, the writer starts the step with identifying the students’ characteristics. After that, the writer states the goal and the topics, lists the subject content, specifies the learning objectives, selects the teaching/learning activities and resources, evaluates the listening materials, and finally revises the listening materials.
Identifying the Students’ Characteristics
Stating the Goal and the Topics
Specifying the Learning Objectives
Evaluating the Listening Materials Listing the Subject Content
Selecting the Teaching/Learning Activities and Resources
33 CHAPTER III METHODOLOGY
This chapter is divided into six parts: the research method, the research setting, the research participants, the research instruments and data gathering techniques, the data analysis techniques, and the research procedures. The research method explains the method of the study, research setting explains where and when the research was conducted. The research participant elaborates on the participants as well as the method of sampling. The research instrument and data gathering technique explain the research instrument and describe the technique of gathering data. The data analysis technique describes the way the writer analyzes the data. Research procedure summarizes the steps in conducting the study.
A. Research Method
The method of this study was Research and Development (R&D) by Borg and Gall (1983). According to Borg and Gall (1983), there are ten steps in the Reasearch and Development method: research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational fields testing, final product revision, and dissemination. In this study, the term
“product” referred to the English listening materials using Task-Based Language Teaching for the seventh grade students of SMP Negeri 2. The writer adapted ten
Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, (5) Main Product Revision. The reasons for choosing the first five steps were because the writer did not want to burden the school by conducting the Main Field Testing and because the students had already faced the final class exam. However, the writer would evaluate and revise the listening materials using the evaluators’ suggestions, opinions, and comments. The steps of this study were discussed as follows.
1. Research and Information Collecting
According to Borg and Gall (1983), research and information collecting consists of review of literature, classroom observations, and preparation of report of state of art. In this study, the writer reviewed some theories, such as Kemp’s Instructional Design Model, Task-Based Language Teaching, and listening theories to collect the information about the study and how to develop the listening materials for SMP Negeri 2 Yogyakarta. The classroom observations were conducted during the writer’s teaching practice in SMP Negeri 2 Yogyakarta. As Borg and Gall (1983) state, “interview and direct field observations have also been useful supplements to the research literature in providing us with a foundation of knowledge upon which to develop a given
educational product” (p. 777). Besides observations, the writer gave
writer used all of the data and the information in this step to help the writer develop the listening materials.
2. Planning
The planning step consists of defining skill, stating objectives, determining course sequence, and small scale feasibility testing (Borg & Gall, 1983) In this step, the writer employed three steps adapted from Kemp’s Instructional Design Model. They were stating the goal and the topics, listing the subject content, and specifying the learning objectives. In this step, the writer listed the subject content before specifying the learning objectives and changed the terms learning objectives into indicators. The terms learning objectives were replaced by indicators since both of them had the same purpose which was to determine the achievement of the students at the end of the lesson. Moreover, it was because the school uses School-Based Curriculum, therefore, the term learning objectives were replaced by the indicators. After listing the subject content, the writer organized it based on the Task-Based Language Teaching theory (Willis, 1996) and the listening theory (Hedge, 2000).
3. Develop Preliminary Form of Product
teaching/learning activities. The teaching/learning activities were also develop based on the subject content and related to the learning objectives, which had been listed in the planning step.
4. Preliminary Field Testing
In this step, the writer evaluated the listening materials by giving the questionnaires created in the Preliminary Form of Product. The questionnaires were given to the lecturers of English Education Study Program and the English teachers of SMP Negeri 2 Yogyakarta. The lecturers and the English teachers evaluated the listening materials which had been fully developed. The results of their evaluations were used to revise the designed listening materials.
5. Main Product Revision
The purpose of this step was to revise the listening materials based on the evaluation from the lecturers and the English teachers. This step was conducted immediately after the writer obtained all of the data from the questionnaires. The
listening materials were revised based on the lecturers’ and the English teachers’ suggestions, opinions, and comments.
B. Research Setting
C. Research Participants
The participants were divided into two groups: the participants in the research and information collecting and the participants in the preliminary field testing. The reason for dividing them into two groups was because the data were collected for two different purposes. The first purpose was for the research and information collecting and the second purpose was for the preliminary field testing.
1. The Participants of Research and Information Collecting
The participants of the research and information collecting were the seventh grade students and the seventh grade English teachers of SMP Negeri 2 Yogyakarta. There are two seventh grade English teachers of SMP Negeri 2 Yogyakarta and 111 seventh grade students of SMP Negeri 2 Yogyakarta taken from 7C, 7E, and 7F. The reason for choosing 7C, 7E, and 7F was because the observations for this study was conducted in those classes when the writer did her teaching practice.
2. The Participants of Preliminary Field Testing
D. Research Instruments and Data Gathering Technique
In this study, the writer used two instruments: interview and questionnaire. In the research and information collecting the writer used questionnaires and interviews. In the preliminary field testing the writer used questionnaires. The explanations of the instruments and the data gathering technique are presented below.
1. Instruments and Data Gathering Technique for Research and Information Collecting
In this group, the writer used questionnaires and interviews to collect the data of the students’ characteristics. The questionnaires were given to the seventh grade students of SMP Negeri 2 Yogyakarta and the interviews were conducted with the seventh grade English teachers of SMP Negeri 2 Yogyakarta. The questionnaires for the students were close-ended questionnaires consisting of 17 questions. They were 10 questions about the characteristics of the students and 7 questions about the listening materials they needed.
The writer did not only record the interview but also took notes to avoid the missing answers because of the unclear sounds. As stated by Patton (2002),
“the note taking is taken as the backup in the even the recorder is malfunctioned
or erased inadvertently during transcription” (p. 383). The use of recorded
interview is stated by Bell (2010) that it is to allow eye contact with the interviewee, to help the interviewee become interested and to make sure that what the interviewer writes is accurate.
2. Instruments and Data Gathering Technique for Preliminary Field Testing The instrument in the preliminary field testing was questionnaires. The questionnaires were used to obtain the data about the participants’ suggestions, opinions and comments. The questionnaires consisted of three parts. In the first part, the participants were expected to write their identities. In the second part, the participants were expected to give their opinions by choosing one of the options provided. This part consisted of 14 statements related to the designed listening materials. In the third part, the participants were expected to write the strengths and the weaknesses of the design, their opinions and suggestions.
E. Data Analysis Techniques
data of the questionnaires were analyzed in numerical data and also presented in a narrative description.
In order to present the results of the questionnaires, the writer used a table. As stated by Best and Kahn (1986), “Tables enable the reader to comprehend and
interpret the data rapidly and to get significant details and relationship at a glance”
(p. 327). Therefore, in order to present the results of the students’ questionnaires, the writer used a table and expressd them in the form of percentages. The use of a
percentage is stated by Best and Kahn (1986), “it is the simplest way to describe
the opinion to indicate percentage responses for each individual statement” (p.
181). The formula to calculate the result of the students’ questionnaire is presented below.
P=
P = percentage N = the total number of the answer n = number of the answer
[image:58.595.112.514.263.567.2]The questionnaires in the preliminary field testing were designed using Likert Scale. Wiersma (1995) states, “Likert Scale is a scale with anumber of points which represent a set of related responses” (p. 318). In this study, the writer used four points of agreement as presented below.
Table 3.1 Point of Agreement
Point of Agreement
Meaning
1 The participants strongly disagree with the statement 2 The participants disagree with the statement
3 The participants agree with the statement
