english listening materials using task … in listening skill. keywords: listening materials,...

ENGLISH LISTENING MATERIALS USING TASK-BASED

LANGUAGE TEACHING FOR THE SEVENTH GRADE

STUDENTS OF SMPN 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Francisca Hastin Nugraheny

Student Number: 091214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2014

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

ENGLISH LISTENING MATERIALS USING TASK-BASED

LANGUAGE TEACHING FOR THE SEVENTH GRADE

STUDENTS OF SMPN 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By


Student Number: 091214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2014


ii


iii


iv


v


vi

ABSTRACT

Nugraheny, Francisca Hastin. 2014. English Listening Materials Using Task-Based Language Teaching for the Seventh Grade Students of SMP N 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Sanata Dharma University.

This study aims to develop English listening materials using task-based language teaching for the seventh grade students of SMPN 2 Yogyakarta. There is one research problem formulated in this study: what is the designed material using task-based language teaching for the seventh grade students of the first semester of SMPN 2 Yogyakarta like?

In order to answer the research problem, the writer uses Research and Development method which is suited to Kemp’s design. There are five steps applied in this study. The steps namely: (1) Research and Information Collecting. (2) Planning. (3) Development of Preliminary Form of Product. (4) Preliminary Field Testing. (5) Main Product Revision. The materials are developed based on students’ characteristics, needs, and interest.

There are four experts to evaluate the designed materials. The result of the evaluation is that the designed materials are already appropriate for the students as seen in the result of preliminary field testing which is in the percentage of 75% for the experts who agree with the opinions asked. However, it still needs revision to improve the materials.

The final version of the designed materials consists of four units, namely, “Hello, Friends!”; “Open Your Book, Please!”; “Everything around Us”; “Be Grateful!”. Each unit was divided into four sections, namely: Warming Up; Your Turn; Your Focus; What have You Learnt Today?. The materials are developed based on school-based curriculum (KTSP) applied in the school. Therefore, it is expected that the designed materials can motivate the students to learn English especially in listening skill.

Keywords: listening materials, task-based language teaching, seventh grade students


vii

ABSTRAK

Nugraheny, Francisca Hastin. 2014. English Listening Materials Using Task-Based Language Teaching for the Seventh Grade Students of SMPN 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts, Faculty of Teachers Training and Education, Sanata Dharma University.

Skripsi ini bertujuan untuk mengembangkan materi mendengarkan Bahasa Inggris menggunakan pengajaran berbasis tugas bagi siswa kelas tujuh SMP N 2 Yogyakarta. Ada satu permasalahan yang dirumuskan dalam skripsi ini: bagaimanakan bentuk materi menggunakan pengajaran berbasis tugas bagi siswa kelas tujuh SMP N 2 Yogyakarta?

Untuk menjawab permasalahan, penulis menggunakan metode penelitian dan pengembangan yang disesuaikan dengan rancangan Kemp. Ada lima tahap yang diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian dan Informasi. (2) Perencanaan. (3) Pengembangan Bentuk Awal Produk. (4) Pengujian Awal di Lapangan. (5) Perbaikan Utama Produk. Materi yang dirancang dikembangkan berdasarkan karakteristik, kebutuhan, dan minat siswa.

Terdapat empat ahli untuk mengevaluasi material yang dirancang. Hasil dari evaluasi yaitu bahwa materi sudah pantas bagi siswa terlihat dari hasil uji awal lapangan yang berada pada persentase 75 % bagi ahli yang setuju dengan opini-opini yang ditanyakan. Walaupun demikian, materi tersebut masih membutuhkan revisi.

Hasil akhir dari materi yang dirancang terdiri dari empat unit, yaitu, “Hello, Friends!”; “Open Your Book, Please!”; “Everything around Us”; “Be Grateful!”. Setiap unit dibagi menjadi empat bagian, yaitu Warming Up; Your Turn; Your Focus; What have You Learnt Today?. Materi dikembangkan berdasarkan kurikulum berbasis sekolah (KTSP) yang di gunakan di sekolah. Dengan demikian, diharapkan bahwa material yang dirancang dapat memotivasi siswa untuk belajar Bahasa Inggris terutama ketrampilan mendengarkan. Kata kunci: listening materials, task-based language teaching, seventh grade students


viii

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my Father and

my Savior Jesus Christ for life, blessing, and everything during my life

especially during my study and my thesis writing.

My special gratitude goes to my thesis advisor Caecilia Tutyandari,

S.Pd., M.Pd. for her time, patience, guidance, suggestions, and support to finish

this thesis. I would like to express my gratitude to F. Chosa Kastuhandani,

M.Hum and Christina Lhaksmita Anandari, S.Pd., Ed.M. for being great

evaluators to evaluate my materials and giving great advice. I am thankful to all

the lecturers of English Language Education of Sanata Dharma University

for guiding me during my study and all secretariat staffs for helping me with

administrative matters.

I send my gratitude to the Headmaster and the teachers of SMPN 2

Yogyakarta, especially for the English teachers, Ibu Triyani and Ibu Yenny for

giving permission to conduct the study and helping evaluate the materials. I

personally thank to all students of SMPN 2 Yogyakarta especially class 7 F.

I would like to thank my parents, Chatarina Hastini and Ignatius

Sumardiyono, my brother, mas Didit, my sister-in-law, mbak Ana and to my

lovely nephew for their support and prayer during my study until I finished my

thesis.

I send my gratitude to my umbrella research friends, Berta, Shela, and

Bayu for the brilliant idea and support. I would like to thank Ceravika Anggi and

Felicita Devi for helping me check my work.

I would like to thank Yogis, Lice, and Rieska for their amazing voice. My

gratitude goes to Riny Meli, Rosi, Meme, Sinta, and Awang for the great time,

hard work, and unforgettable moments. I thank PBI Class B friends, PBI

badminton friends, and others for always supporting each others during the

study.

Last but not least, my gratitude goes to all PBI students batch 2009, for

the wonderful moments during the study in Sanata Dharma University, and all the


ix

people whose names cannot be mentioned one by one here. May Lord always be

with us.



x

TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………..

APPROVAL PAGE ……………………………………………………

STATEMENT OF WORK’S ORIGINALITY ………………………...

PERSETUJUAN PUBLIKASI KARYA ILMIAH ………………….........

ABSTRACT ……………………………………………………………

ABSTRAK ………………………………………………………………

ACKNOWLEDGEMENTS ……………………………………………

TABLE OF CONTENTS ………………………………………………

LIST OF TABLES ……………………………………………………..

LIST OF FIGURES …………………………………………………….

LIST OF APPENDICES ……………………………………………….

CHAPTER I. INTRODUCTION

A. Research Background …………………………………………..

B. Research Problem ………………………………………………

C. Problem Limitation ……………………………………………..

D. Research Objective ……………………………………………..

E. Research Benefits ………………………………………………

F. Definition of Terms …………………………………………….

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ………………………………………...

1. Instructional Design ………………………………………..

2. Listening ……………………………………………………

3. Task-Based Language Teaching ……………………………

4. School-Based Curriculum ………………………………….

B. Theoretical Framework ………………………………………...

i

ii

iv

v

vi

vii

viii

x

xii

xiii

xiv

1

4

4

5

5

5

7

7

9

14

20

20


xi

CHAPTER III. METHODOLOGY

A. Research Method ……………………………………………….

B. Research Participants …………………………………………..

C. Research Instruments …………………………………………..

D. Data Gathering Techniques …………………………………….

E. Data Analysis Technique ……………………………………….

F. Research Procedure …………………………………………….

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Steps in Designing Materials ……………………………...

1. Research and Information Collecting ………………………

2. Planning …………………………………………………….

3. Development of Preliminary Form of Product ……………..

4. Preliminary Field Testing …………………………………..

5. Main Product Revision ……………………………………..

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

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions …………………………………………………….

B. Recommendations …………………………………………….

REFERENCES …………………………………………………………

APENDICES …………………………………………………………...

27

29

30

31

32

34

38

38

42

49

50

55

56

61

62

64

66


xii

LIST OF TABLES

Table Page

3.1

3.2

3.3

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Degrees of Agreement ............................................................

The Result of the Questionnaire (blank) .................................

The Description of Research Participants ...............................

The Result of the Questionnaire for Students about the

Experience in Listening Class .................................................

The Units and the Topics in the Designed Materials ..............

The Basic Competencies/Goals ..............................................

Learning Objectives ................................................................

The Result of the Questionnaire about Students’ Expectation

in Listening Activities .............................................................

The Description of Research Participants ...............................

Degrees of Agreement ............................................................

The Result of Questionnaire in Preliminary Field

Testing ....................................................................................

The Comparison of the Last Materials and the Revised

Materials .................................................................................

33

33

34

40

43

43

44

47

50

51

52

57


xiii

LIST OF FIGURES

Figure Page

Figure 1

Figure 2

Figure 3

Kemp’s Design ................................................................

The Model of Task Component .......................................

The Steps in Designing English Listening Materials for

the Seventh Grade Students of SMPN 2 Yogyakarta .......

9

19

21


xiv

LIST OF APPENDICES

Page APPENDIX A. OFFICIAL LETTERS.................................................. 66

A.1

A.2

A.3

Letter of Asking Permission to the Headmaster of SMPN 2

Yogyakarta ...................................................................................

Letter of Asking Permission to Walikota Yogyakarta .................

Letter of Official Permission from Dinas Perijinan ....................

67

68

69

APPENDIX B. QUESTIONNAIRES................................................... 70

B.1

B.2

Questionnaire in Research and Information Collecting for

Students ........................................................................................

Questionnaire in Preliminary Field testing for Teachers and

Lecturers .......................................................................................

71

75

APPENDIX C. INTERVIEW................................................................ 80

C.1

C.2

Interview Guideline for Teachers ................................................

Interview Transcript ....................................................................

81

82

APPENDIX D. THE DESIGN OF THE MATERIALS........................ 86

D.1

D.2

D.3

D.4

Syllabus ........................................................................................

Lesson Plans ................................................................................

General Description .....................................................................

The Design of English Listening Materials .................................

87

91

111

113


1

CHAPTER I

INTRODUCTION

This chapter consists of six sections, namely, the research background, the

research problem, the problem limitation, the research objective, the research

benefits, and the definition of terms.

A. Research Background

Listening is one of four important skills in learning a language. In

learning the English language, listening becomes the basic skill to learn English.

In addition, it is stated that listening comprehension is recognized as a basic skill

(Morley, 2001: 69). Since it is very important, learners should have proper

listening skill in their process of learning English. Listening, however, is making

sense of what is heard and requires the individual to constantly pay attention,

interpret, and remember what is heard (Anonymous, 1998). The listening skill

level must be suitable for the students’ grade because the skills are different in

every level of education. For the students of Junior High School, it is very

important for them to start improving their listening skill so that they can be more

accustomed to English. Through listening, the students are trained to adapt

themselves to face the real situation especially in learning a new language.

According to Brownell (1996: 6), listening is learnt first before other

skills such as speaking, reading, and writing. As shown in the syllabus in the

current curriculum which is school-based curriculum, the listening skill is taught


2

first before the other skills. According to Krashen and Terell (1983), listening is

very important and is viewed as the basic skill that will allow speaking, reading,

and writing to develop spontaneously over time, given the right conditions. Since

listening is a basic skill for the students to learn English, schools should have

appropriate materials to support the learning activity because the listening

activities have important role in helping the students to learn the English

language. The students should have more practice in listening skill so that they

can be accustomed to English. According to the English teachers of SMPN 2

Yogyakarta, the students who lack listening skill are caused by the listening skill

exercises that are rarely conducted and the listening materials which are not

suitable for the students.

It was stated by the English teachers of SMPN 2 Yogyakarta that the

school actually had proper media to conduct listening activities in class. One

problem that was recognized by the writer in the school was that the school did

not have enough listening materials for the students. However, the school had

good facilities to deliver listening materials such as good quality speakers in every

class and a language laboratory. The language laboratory aimed for learning

language for the students. There were 30 set of computers with headphones and

microphones. The facilities in the language laboratory were still working well.

From this situation, the teachers of SMPN 2 Yogyakarta suggested the writer

design appropriate English listening materials for the students so that the teachers

could use the materials to teach the students. Moreover, it was suggested adding


3

audio visual part in the designed materials since the school had the proper media

to conduct the activity.

It is important for the students to start learning English through listening

from the first year of Junior High School because they have to prepare themselves

to the higher level and to face the National Exam on the listening section of

English subject. In order to make the students feel motivated in learning listening,

teachers should be creative in creating materials so that the students can follow or

understand the materials easily and be active in the learning process. From the

problem faced by the school, the writer designs listening materials based on the

school needs.

Task-based language teaching is the approach for the writer in making

the listening materials for the students. Compared to content-based, task-based

language teaching concerns with communicative and cognitive processes. It could

specify the task carried out by the students to develop their language skills. On the

other hand, content-based concerns the content with the information. The students

focus on the real-world content and the understanding of information through

language.

The writer implements the task-based language teaching principles since

the support the implementation of communicative language teaching. Nunan

(2004) states that the tasks in task-based language teaching involve

communicative language use in which the user’s attention focuses on the meaning

rather than grammatical form (p. 4). Through communicative language teaching,

the students can build their communication competence in English along with the


4

tasks and exercises given. Task-Based instructions are used to support the task

given in the classroom activities. They could specify the task carried out by the

students to improve their listening skill. According to Nunan (2004), task-based

language teaching introduces authentic materials to the learning situation, which

make a link between classroom learning with the language use outside the

classroom. It means the listening materials represents the real world to the learners

by listening to the real conversation to make the students familiar with English

and can learn English easily. Crookes and Phrabhu state that teaching and learning

activities under communicative task-based language teaching typically involve

learners as problem solvers who have to fulfill a specified real world task in

relation to the instructional objectives or learning outcomes (as cited in Sidek,

2012).

B. Research Problem

The writer formulates a problem in this study: What are the designed

materials using task-based language teaching for the seventh grade students of the

first semester of SMPN 2 Yogyakarta like?

C. Problem Limitation

This study is limited to the English listening materials for the seventh

grade students of the first semester of SMPN2 Yogyakarta using task-based

language teaching. The materials are designed based on the school needs to

provide listening materials for the students. The materials are designed based on


5

the current curriculum applied in the school which is the 2006 school-based

curriculum.

D. Research Objective

This study has an objective in answering the research problem which is to

design an appropriate English listening materials using task-based for the seventh

grade students of SMPN2 Yogyakarta.

E. Research Benefits

The following lists are the research benefits from the research for the

English teachers and the students of SMPN 2 Yogyakarta.

1. For the English Teachers

The English teachers of SMPN2 Yogyakarta can use the materials to teach

the students in practicing listening skills and to help the students to improve their

listening ability.

2. For the seventh grade students of SMPN 2 Yogyakarta

The students could learn English through appropriate listening materials to

help them understand English more. The listening materials which are designed

by the writer aim to improve students’ ability in learning English through

listening.

F. Definition of Terms

The following are the terms used in this study.


6

1. Listening Materials

Listening is a demanding process, not only because of the complexity of

the process itself, but also due to factors that characterize the listener, the speaker,

the content of the message, and any visual support that accompany the message

(Brown & Yule, 1983). The listening material is a set of materials which is used

by teachers to teach the English language through listening in order to improve

students’ listening skill.

2. Task-based language teaching

According to Nunan (2004: 1), task based language teaching is a need

based approach which focuses on the content selection and emphasizes on the

learning through interaction in the target language. The writer uses task based as

an approach to develop learning tasks in designing the listening materials.

3. The seventh grade students

The seventh grade students are the first year students of Junior High

school. For some students of this grade, this is the first time they learn English

because they did not get any English materials in elementary school. It is

important for the students to start learning English through listening from the first

year of junior high school to make them accustomed to listening activities.

4. SMPN 2 Yogyakarta

SMP Negeri 2 Yogyakarta is a public school which is located at Jl. P.

Senopati No. 28-30 Yogyakarta. The school applies school-based curriculum

2006. In this school, English is taught 6x40 minutes each week. The school has

proper facilities to support listening in learning language.


7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with theories related to this study. This chapter consists

of two parts namely, the theoretical description and the theoretical framework.

A. Theoretical Description

This section discusses the theories of the instructional design, the listening

skill, the task-based language teaching, and the school-based curriculum.

1. Instructional Design

Developing a set of listening materials needs a system of instructional

program to be followed. In this study, the writer applies Kemp’s design in

developing the listening materials.

Kemp’s method can be applied in any educational level therefore this is a

suitable method for the writer to develop the listening materials. Kemp offers

instructional technology which means the systematic design of instruction, based

on knowledge of the learning process and on communication theory, taking into

consideration as many factors and variables of the particular situation as possible,

so that successful learning will result (Kemp, 1977, p. 7).

According to Kemp (1977), there are three essential elements of

instructional technology (p. 8). They are what must be learned? (objectives), what

procedures and resources will work best to reach the desired learning levels?


8 (activities and resources), and how will we know when the required learning has

taken place? (evaluation)

Kemp (1977) states in maintaining the essential elements, there is design

plan which consists of eight parts and shows how each one can be developed in

actual practice (p. 8). The first part is considering goals, and then listing topics,

stating the general purposes for teaching each topic. Second, enumerating the

important characteristics of the learners for whom the instruction is to be

designed. Third, specifying the learning objectives to be achieved in terms of

measure student behavioral outcomes. Fourth, listing the subject content that

supports each objective. Fifth, developing pre-assessments to determine the

student’s background and present level of knowledge about the topic. Sixth,

selecting teaching/learning activities and instructional resources that will treat the

subject content so that students will accomplish the objectives. Seventh,

coordinating such support services as budget, personnel, facilities, equipment, and

schedules to carry out the instructional plan. Eighth, evaluating students’ learning

in terms of their accomplishment of objectives, with a view to revising and

reevaluating any phases of the plan that need improvement.

There is interdependence among the eight elements; decisions relating to

one may affect others. The writer applied Kemp’s design because this is a flexible

process (Kemp, 1977, p. 98). This is the strength of Kemp’s model. The diagram

in Figure 1 illustrates the relationship of each step in the plan to the other steps

which supports the instructional design as a flexible process.


9

Figure 1: Kemp’s Design (1977, p. 9)

The diagram shows that Kemp’s instrcutional design model is a cycle. The

writer can start the steps which are suitable and move back and forth to the other

steps. Kemp (1977) reveals that it may be possibe to simplify or reorder phases of

this plan and still improve learning (p. 10). Another strength of Kemp’s design is

that this design could be applied to all level of education.

2. Listening

In this section, the writer discusses listening skill. There are four parts in

this sections namely, listening process, learners’ problems in listening skill,

teaching listening, and types of listening activities.

a. Listening Process

Listening is a demanding process, not only because of the complexity of

the process itself, but also due to factors that characterize the listener, the speaker,

Goals, topics,

and general

purpose Learner

character-

istics

Evaluation

Learning

objectives

Support

Services

Pre-

assessment

Teaching/

learning

activities

Subject

content

Revise


10 the content of the message, and any visual support that accompanies the message

(Brown & Yule, 1983). According to Goh (2002), in order to comprehend

listening, there are two kinds of listening processes; bottom-up and top-down (p.

5).

1) Bottom-up

According to Goh (2002), bottom-up listening refers to a process by which

sounds are used to build up increasingly larger units of information, such as

words, phrase, clauses, and sentences before the aural input is understood (p. 5).

Richards (1987) (as cited in Nunan, 1989) adds that Bottom-up processes include

scanning the input to identify familiar lexical items, segmenting the stream of

speech constituents, using phonological cues to identify the information focus in

an utterance, and using grammatical cues to organize input into constituents (p.

25).

2) Top down

Top-down listening refers to the use of background knowledge (schema) to

analyze, interpret, and store information for facilitating and enhancing

comprehension (Goh, 2002, p. 6). Richards (1987 as cited in Nunan (1989, p. 26))

provides the examples of Top-down process: assigning an interaction part of a

particular event, assigning places, persons or things to categories, inferring cause

and effect relationships, anticipating outcomes, inferring the topic of a discourse,

inferring the sequence between events, and inferring missing details.

Bottom-up and top-down processes can help the learners find the words’

meaning so that they have a good understanding of the circumstances. Listening


11 needs bottom-up and top-down processing to comprehend the passage. Eysenck

(1993) (as cited in Goh, 2002, p. 6) states “top-down and bottom-up processing

occur at the same time in what is known as parallel processing”.

b. Learners’ Problems in Listening Skill

According to Brown & Yule (1983) there are listener factors that affect

listening difficulty: what is the listener’s role eavesdropper or participant? What

level of response is required? How interested is the listener in the subject?

Therefore those criteria affect learner’s level of difficulty in learning listening.

There are significant factors in task difficulty. The factors are likely the

organization of the information, the familiarity of the topic, the explicitness and

sufficiency of the information, the type of referring expressions used, and whether

the text describes a static or dynamic relationship.

To overcome the problem, there must be a motivation from the learners.

According to Watson and Smeltzer (1984) (as cited in Nunan, 1999) there are

factors internal to the learner such as attentiveness, motivation, interest in and

knowledge of the topic, can have a marked bearing on listening success.

c. Teaching Listening

According to Nunan (1999), listening exercises provide teachers with the

means for drawing learners’ attention to new forms (vocabulary, grammar, new

interaction patterns) in the language (pp. 141-142). Harmer (2007) states that the

students should be encouraged to listen to various kinds of listening sources as

often as possible (p. 135). In addition, the students need to listen to the audio more

than once to catch the missing things.


12

In teaching listening, the teachers should assess the learners on their

progress of learning listening. Anderson and Lynch(1988) states that most

teachers use test tools to teach listening. In addition, Anderson and Lynch state

that listening exercises are designed as the media for practicing aural

comprehension which direct students to learn more. Listening test should not be

used as the assessment to measure students’ understanding but on the other hands,

students should be given more practice and various kinds of listening activities to

deal with other problems.

Harmer (2007) offers six listening principles for the teachers to help the

students in improving listening skill (p. 135). Those principles as follows:

1) Encourage students to listen as often and as much as possible.

The more students listen, the better they get at listening and understand the

pronunciation. It will make the students more familiar to English pronunciation

since they are accustomed to listening to English vocabulary and conversations.

2) Help students prepare to listen.

The students need to be made ready to listen in order to be in position to

predict what kind of topic is coming. It will help the students to have better

listening because of the familiar topic and vocabulary.

3) Once may not be enough.

There are almost no occasions when the teacher will play an audio track

only once. The students will want to listen to it again to pick up the things they

missed the first time.


13 4) Encourage the students to respond to the content of a listening, not just to the

language.

An important part of listening sequence is for teachers to draw the

meaning of what is being said, discern what is intended and find out what

impression it makes on the students.

5) Different listening stages demand different listening tasks.

The teachers need to set different tasks for different listening stages. The

tasks may need to be fairly straightforward and general. That way, the students’

general understanding and response can be successful.

6) Good teachers exploit listening texts to the full.

If the teachers ask the students to invest time and emotional energy in a

listening text – and if they themselves have spent time choosing and preparing the

listening sequence – then it makes sense to use the audio track or live listening

experience for as many different applications as possible.

d. Types of Listening Activities

Ur (1996) lists four types of listening activities and each type has its own

division (p. 113). They are no overt response, short response, longer response, and

extended response.

1) No Overt Response

In this type, the learners will just listen to the listening materials without

giving any responses. The activities in this type are listening to stories, songs, and

videos.


14 2) Short Response

In this type, the learners will only give short response to the materials. The

activities are response to the instruction, true/false statement, detecting mistakes,

skimming and scamming.

3) Longer Response

In this type, the learners give longer response / answer or more actions.

The activities are answering questions, note taking, summarizing, and long gap

filling.

4) Extended Response

In this type, the listening activity is only a basic to extend reading,

speaking, or writing. The activities are problem solving and interpretation.

3. Task-Based Language Teaching

This section discusses about task-based language teaching. There are five

parts in this sections namely, the definition of task-based language teaching, the

definition of task, the task-based language teaching framework, the task varieties,

and the task component.

a. Defition of Task-Based Language Teaching

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 (Nunan, 2004). Nunan (2004) states that task-based language

teaching makes a link between classroom learning with the language use outside

the classroom. In learning listening, the students can be helped by this approach to


15 explore more about listening because learning listening means that the students

learn the real situation for the example how native people speak.

b. Definition of Task

According to Wiilis (1996), task is activity in which the target language is

used by the learner in a communicative purpose to achieve the outcome (p. 23).

Moreover, Nunan (2004) states that task is a piece of classroom work which

involves the learners in comprehending and producing the target learners in

comprehending and producing the target language by activating their grammatical

knowledge to express and convey the meaning (p. 4).

c. Task-Based Language Teaching Framework

Willis (1996) states that task-based language teaching framework consists

of three phases (p. 38). They are pre-task, task cycle, and language focus.

1) Pre-task

The pre-task phase prepares the students to do the tasks. This phase is not

to teach large amounts of new language, and certainly not to teach one particular

grammatical structure, but to encourage the students’ confidence in handling the

task, and give them something to fall back on if necessary. The teacher introduces

the topic and the tasks to the students which are conducted through the

brainstorming ideas, pictures, mime or personal experience to introduce the topic.

This step aims to ensure that the learners understand the task, goal, and result.

This phase can be shorter or longer depending on the learners’ degree of

familiarity with the topic and types of task.


16 2) Task Cycle

Task cycle offers the learners the opportunity to use whatever language

they already know in order to carry out the task and to improve the language

under the teacher guidance. Task cycle may be based on the reading or listening

text and it may be followed by the students hearing a recording of others doing the

same tasks.

a) Task

In this step, the students are allowed to carry out the activities and task in

pairs or small groups. The main focus of the task is to get on meaning or content

rather than on the form of the target language. The teacher monitors the students

and helps them to formulate what they want to say without intervening to correct

their error form.

b) Planning

In this step, the students prepare to report to the whole class how they did

the task, what they decided or discovered.

c) Report

In this step, the students present their reports to the class, or exchange

written reports, and compare result. The teachers may give feedback to the

students’ reports to improve their understanding.

3) Language Focus

Language focus continues the report phase and provides an opportunity for

explicit language instructions. The purpose is to highlight the specific language

features from the materials used earlier in the task cycle. By this point, the


17 learners will have already worked with the language and processed it on meaning,

therefore they are already to focus on the specific language form that carries the

meaning.

This phase is divided into analysis and practice activities. In analysis

activity, the students examine and discuss specific features of the text or transcript

of the recording. In practice activity, the teacher conducts practice of new words,

phrases, and pattern occurring in the data, either during or after analysis.

d. Task Varieties

Task-based language teaching has many varieties of task (Willis, 1996, p.

23). There are six types of task as follows:

1) Listing

Listing task tends to generate a lot of talk as learners explain their ideas. It

involves two processes namely, brainstorming and fact-finding. Brainstorming is

the process in which the learners draw on their own knowledge and experience

either as a class or in pairs/groups. Fact-finding is a process in which the learners

find things out by asking each other or other people and referring to books, etc.

2) Ordering and Sorting

These tasks involve four main processes. The first is sequencing items,

actions or events in a logical or chronological order. Second is ranking items

according to personal values or specified criteria. Third is categorizing items in

given groups or grouping them under given headings. Fourth, classifying items in

different ways, where the categories themselves are not given.


18 3) Comparing

These tasks involve comparing information of a similar nature but from

different sources or version in order to identify common points and/or differences.

The processes involved are matching to identify specific points and relate them to

each other, finding similarities and things in common, and finding differences.

4) Problem Solving

Problem-solving tasks make demands upon people’s intellectual and

reasoning powers, and, though challenging, they are engaging and often satisfying

to solve. The processes and time scale will vary enormously depending on the

type and complexity of the problem.

5) Sharing Personal Experiences

These tasks encourage learners to talk more freely about themselves and

share their experiences with others. The processes could be narrating, describing,

exploring and explaining attitudes, opinions, and reactions. other tasks.

6) Creative Tasks

These are often called projects and involve pairs or groups of learners in

some kind of freer creative work. They tend to have more stages than other tasks

and can involve combinations of task types: listing, ordering and sorting,

comparing and problem solving.

e. Task Component

Nunan (2004) proposes minimum specification of task component. It

includes goals, inputs, procedures, settings, teachers and learners roles.


19

Figure 2: The Model of Task Component (Nunan, 2004, p. 41)

1) Goals

Goals are general intentions behind any learning task. Goals are the

reasons why the learners carry out a particular task (Nunan, 2004).

2) Input

Input refers to the spoken, written and visual data that learners work with

in the course of completing a task. Input can be made and provided by the

teachers, book, students’ themselves, and any other sources (Nunan, 2004).

3) Procedures

Procedure specifies what learners will actually do with the input that forms

the point of departure for the learning task (Nunan, 2004).

4) Learners and teachers roles

Role refers to the part that learners and teachers are expected to play in

carrying out learning tasks as well as the social and interpersonal relationships

between the participants (Nunan, 2004).

5) Settings

Settings refer to the classroom arrangements specified or implied in the

tasks. They require consideration whether the task is to be carried out wholly or

partly outside the classroom (Nunan, 2004).

Goal Teacher role

Input TASK Learner role

Procedures Settings


20 4. School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan)

School-based curriculum is the current curriculum used in Indonesia’s

education system. In this curriculum, the schools are able to develop the

components of the curriculum itself from the syllabus. According to Badan

Standar Nasional Pendidikan, as it is quoted in Muslich (2007, p. 10), School-

based curriculum or KTSP (Kurikulum Tingkat Satuan Pendidikan) is an

operational curriculum which is arranged and conducted by each educational

element in each school. According to Muslich (2007), school-cased curriculum

(KTSP) is developed based on some principles (p. 11). First, it focuses on the

potential, developments, needs, and students’ importance and environment. The

second principle is that it is various and integrated. The third principle is that

KTSP is concerned with knowledge, technology, and art. The next principle is that

it is relevant to the life. The fifth principle is total and continual. The sixth

principle is that it is an unstopped learning. And the last principle is that it is

balance in national and local interest.

B. Theoretical Framework

The theoretical framework aims to synthesize the theories which are

explained in theoretical description. It is considered the basis to clarify the

framework as the study. In designing a set of English listening materials for the

seventh grade students of SMPN 2 Yogyakarta, some steps were applied in this

research. The design was developed based on the school-based curriculum 2006.


21 In designing the materials, the writer adapted Kemp’s design since it has already

provided the steps to develop an effective design of listening materials.

R & D Steps Kemp’s Steps

Figure 3: The Steps in Designing English Listening Materials for the Seventh Grade Students of SMPN 2 Yogyakarta

Research and Information

Collecting

Planning

Development of Preliminary

form of product

Preliminary Field Testing

Main product revision

Listing the students’

characteristic

Stating the Goals and listing

the topics

Specifying the learning

objectives

Listing the subject content

Selecting teaching learning

activities and resources

Designing the materials

Evaluating the designed

materials

Revising the materials


22

In designing the listening materials, the writer adapted Kemp’s

instructional design model since it provides the steps needed by the writer to

develop the listening materials. The writer chose Kemp’s design because there are

three essential elements of instructional technology that emphasizes on the

problem such as, objectives, activities and resources, and evaluation. The steps

used to develop the materials from Kemp’s design would be suited to R & D

steps. Figure 3 shows the steps from R & D method which has been suited to

Kemp’s design. However, there would be some differences between the steps in

this study and Kemp’s design and R & D steps because the writer adapted the

steps which are suited to the needs in this study. The writer would only revise the

materials once after the preliminary field testing. The writer would consider the

feedback given from preliminary field testing from the experts to revise the

designed materials.

These are the steps used by the writer in designing the materials:

1. Listing the Students’ Characteristics

In this step, the writer does the classroom observation and review of

literature. The writer collects all the students’ characteristics such as the students’

needs, capabilities, and interest in learning English through listening skill. The

writer distributes a questionnaire to the students and conducts an interview with

the English teachers to gain data about the students’ characteristics. The designed

materials will be suited to the students’ characteristics.


23 2. Stating the Goals and Listing the Topics

This step aims to determine the goal of the designed materials. The term

Goal is stated as Basic Competency in the curriculum. The basic competencies in

every unit in the designed materials were stated as the goals as well as the term

used in the theories. The goals were taken from the current curriculum which is

school-based curriculum (KTSP) 2006. After stating the goals, the writer would

list the topics. The topics would be suited with the school-based curriculum

(KTSP) 2006.

3. Specifying the Learning Objectives

The indicators in every unit in the designed materials are stated as the

learning objectives as well as the term used in the theories. The learning

objectives are listed in order to specify the basic competency of each unit and to

measure the students’ achievement in every meeting of the learning activities.

4. Listing the Subject Content

The subject content of the designed materials is appropriate with the

framework of task-based language teaching since the materials development

adapted the task-Based principles. According to Wiilis (1996), task-based

language teaching framework consists of three phases (p. 38). They are pre-task,

task cycle, and language focus.

1) Pre-Task

The activities in this section are the form of images and questions to be

discussed. In this section, the activities aimed to give warming up for the students


24 before they jump into the tasks. This section is to find out the students’ knowledge

toward the topic. It will make the students able to prepare themselves to learn.

2) Task-Cycle

In this section, the activities are full of tasks for the students. This part

contained the task cycle of Task-Based principles. There were many different

activities in each topic of the designed materials so that the students could get

various activities. The activities were in form of individual, in pairs, or group

activities.

3) Language Focus

In this section, the students are given an explanation about the language

focus of the topic. This section is put after the task cycle so that the students can

get real examples from the previous activities they have done.

In addition, the students are asked to write down their report and reflection

after they finish every unit given. It aims to find out how much the students learn

through every unit to learn English and improve their listening ability. It aims to

find out how well the students follow the activities.

The content of the materials must be closely related to the objectives and

to the students’ needs. In addition, the writer would consider the content

organizing.

5. Selecting Teaching Learning Activities and Resources

In this step, the writer chooses some teaching-learning activities and

resources which are appropriate for the students’ level. The teaching learning

activities were selected based on the result of research and information collecting.


25 The writer considers the result from the interview with the English teachers and

the questionnaire for the students about the students’ characteristics and the

activities that the students expected in listening class.

According to Goh (2002), in order to comprehend listening, there are two

kinds of listening processes; bottom-up and top-down. Therefore, the listening

activities reflect those processes. For the pre activities, the writer use bottom-up

process and most of the main activites reflect both processes.

6. Designing the Materials

In this step, the writer used the result of planning step to develop the

materials. The topics of the materials were adapted from the 2006 School-Based

Curriculum (KTSP) and the syllabus of SMPN 2 Yogyakarta. The teaching

learning activities are selected based on the task-based principles. The materials

are developed based on the students’ characteristic. The recording in the designed

materials are made based on the script to match with the students’ listening skill

level. The script will be made based on the materials. Later on, the script will be

given to the English teachers of SMPN 2 Yogyakarta.

7. Evaluating the Designed Materials

This step is conducted to find out whether the materials could meet the

goals and appropriate for the seventh grade students of SMPN2 Yogyakarta. In

gathering the feedback and evaluation of the designed materials, the writer

distributes a questionnaire to the experts. The experts would be two English

teachers and two lecturers to evaluate the designed materials.


26 8. Revising the Materials

The last step which is main product revision is conducted by revising the

designed materials based on the feedback given from the experts after they

evaluate the designed materials. The writer will consider the result of the

questionnaire from the experts and the feedback to make the designed materials

more appropriate for the students.


27

CHAPTER III

METHODOLOGY

In this section, the writer would like to present the methodology used in

this study. This chapter consists of six parts, namely, the research method, the

research participants, the research instruments, the data gathering techniques, the

data analysis, and the research procedure.

A. Research Method

In this section, the writer presented the method used to solve the problem

in this study which is “What are the designed materials using task-based for

seventh grade students of SMPN 2 Yogyakarta like?”. The suitable method for this

study is Research and Development which aims to develop a set of English

listening materials. A research was conducted to obtain the data and to develop

the listening materials using this method. “Research and Development (R & D) is

a process to develop and validate educational products" (Borg & Gall, 1983, p.

772).

The reason for using R & D method is that the method provides

instructional steps to develop educational product for the subject of this study.

R&D consists of ten steps, namely, the research and information collecting, the

planning, the development of preliminary form of product, the preliminary field

testing, the operational product revision, the operational field testing, the final

product revision, and the dissemination and implementation (Borg &Gall, 1983, p.


28 775). However, the writer would apply five steps to solve the problem in this

study because of the limitation of time and the materials. The steps are already

suited with Kemp’s model as shown in Figure 3.

1. Research and Information Collecting

In this step, the writer did research and review of literature. The research

aimed to find out the students’ needs and characteristics. The writer collected the

data from the seventh grade students of SMP N 2 Yogyakarta as well as the

English teachers. The information and feedback from the students and the English

teachers were needed to help the writer to develop the materials. In this study, the

data were collected by distributing a questionnaire to the students and conducting

an interview with the English teachers. The writer did library study or review of

literature to find theories related to this study.

2. Planning

In this step, the writer applied Kemp’s steps which are stating the goals

and listing the topics, stating objectives, listing the subject content, and selecting

teaching learning activities which were adapted from the curriculum implemented

in SMPN 2 Yogyakarta which is school-based curriculum (KTSP) 2006. Goal is

the term used as Basic Competence and objective as indicator. The data from the

first step would be presented in the lesson plan and syllabus.

3. Development of Preliminary Form of Product

In this study, the writer started to develop the materials. This step included

preparation of the instructional materials, handouts, and the activities which are

going to be developed using task-based language teaching. The data from research


29 and collecting information were used as the basis to develop the materials using

task-based instruction. The writer used the result of planning step to develop the

materials. The topics of the materials were adapted from the 2006 school-based

curriculum (KTSP) and the syllabus of SMPN 2 Yogyakarta. The teaching

learning activities were selected based on the task-based principles.

4. Preliminary Field Testing

Preliminary field testing aimed to acquire the evaluation and the feedback

as well as the criticism of the designed materials from the experts. The designed

materials would be evaluated by two English teachers of SMPN 2 Yogyakarta and

two lecturers of English Language Education Study Program of Sanata Dharma

University who were considered experts. The writer used a questionnaire as the

instrument. The questionnaire was used to acquire the feedback and in order to

revise the designed materials.

5. Main Product Revision

The last step which is main product revision was conducted by revising the

designed materials based on the feedback given by the experts in preliminary field

testing. The result of the questionnaire in preliminary field testing would be the

basis of the revision.

B. Research Participants

In this study, there were two groups of participants which consisted of

different groups of people.


30 1. Participants of Research and Information Collecting

The participants of the research and information collection were the

seventh grade students of the first semester and two English teachers of SMP

Negeri 2 Yogyakarta. The students were asked about their opinion on listening

activity, their difficulties, their interests, and their expectation on listening skill of

English. The teachers were asked about their opinion about the materials, the

school condition, and the students’ characteristics in order to develop the

appropriate materials.

2. Participants of Preliminary Field Testing

The participants of the preliminary field testing were the English teachers

of SMP Negeri 2 Yogyakarta and certain lecturers of English Language Education

of Sanata Dharma University who were considered experts. They were asked to

give feedback or comments, opinion, and suggestions toward the designed

materials so that the writer could revise the designed materials based on the data

gathered in this step.

C. Research Instruments

In order to collect data for this study, the writer employed some

instruments in the research and information collecting and the preliminary field

testing.

1. Instruments of Research and Information Collecting

For research and information collecting, the writer used a questionnaire

which was distributed to the seventh grade students of the first semester of SMP


31 Negeri 2 Yogyakarta. In addition, the writer conducted an interview with two

English teachers of SMP Negeri 2 Yogyakarta. The questionnaire and the

interview aimed to gather information about the students’ needs on the materials,

method, and learning activities.

2. Instrument of Preliminary Field Testing

In preliminary field testing, the writer used a questionnaire to gather

information and feedback for the evaluation of the designed materials. The

questionnaire would be given to the English teachers of SMP Negeri 2 Yogyakarta

and certain lecturers of ELESP Sanata Dharma University.

D. Data Gathering Techniques

In this study, the writer applied some techniques to gather data needed in

research and information collecting and preliminary field testing. In research and

information collecting, the writer conducted library study and gathered

information about listening skill, task-based language teaching, and school-based

curriculum. The writer distributed a questionnaire for the seventh grade students

of the first semester. For the English teachers, the writer conducted an interview to

collect information about the students’ needs to develop English listening

materials.

To gather data on preliminary field testing, the writer distributed a

questionnaire to two English teachers of SMP Negeri 2 as well as certain lecturers

of English Language Education Study Program of Sanata Dharma University as


32 the experts. The questionnaire distributed was related to the materials which

consist of the implementation of task-based language teaching.

E. Data Analysis Technique

In this study, the writer analyzed two kinds of data from the research

information collecting and the preliminary field testing.


In research information collecting, the writer distributed a questionnaire to

111 students of the seventh grade of SMPN 2 Yogyakarta. In addition, the writer

conducted an interview to gather data from the English teachers of SMP N 2

Yogyakarta. The data gathered would be in numerical data and narrative

description. The interview for the English teachers was conducted in May 2013.

The interview was recorded and the data were analyzed from the transcription of

the recorded interview. The interview was conducted using Indonesia language

and the writer translated the Indonesian interview into English.

2. Preliminary Field Testing

The writer distributed a questionnaire to the English teachers of SMP N 2

Yogyakarta and certain lecturers of English Language Education of Sanata

Dharma University. Those participants were considered experts. The

questionnaire would be in the form of Likert scale which has close-ended and

open-ended questions items. Table 3.1 shows the degree of agreements on how

the participants would answer the questions:


33

Table 3.1: Degrees of Agreement

Degree of agreement

Meaning

1 Strongly disagree 2 Disagree 3 Agree 4 Strongly agree

The writer used four scales instead of five scales, which are 1, 2, 3, 4, and

5 because the writer did not want to the undefined scale to include since it is

difficult to be defined.

The writer used table and percentage to indicate the result of the

questionnaires. The formula to count the result of the students’ questionnaire is

presented below:

The writer would count the result as follows:

P=

P = percentage = the total number of the answer

n = The total number of participants After finishing the calculation, the writer presented the result in the blue

print as presented in following table.

Table 3.2: The Result of the Questionnaire (blank)

No Participants’ opinion Frequency of the Degree of Agreement (%) N

1 2 3 4

The data in the second part of the questionnaire were analyzed by

summarizing and presenting the respondents’ feedback into essay.


34

However, the description of the participants’ educational background was

needed. The following table shows how the writer presents the participants’

educational background.

Table 3.3: The Description of Research Participants

Group of Participants

No Sex Educational Background

Teaching Experiences (in years)

F M S1 S2 S3 1-5 6-10 11-15 16-20 English Teachers of SMPN 2 Yogyakarta

1. 2.

English Language Education lecturers of Sanata Dharma University

3. 4.

F. Research Procedure

There were 5 steps of research procedures in this study. The steps are

discussed as follows:


In this step, before starting the research, the writer started by asking

permission to do research in SMP Negeri 2 Yogyakarta. The first permission was

given from Dinas Pendidikan Kota Yogyakarta. After that, the following

permission was given from the head master and the English teachers of SMPN 2

Yogyakarta.

The writer conducted library study to find out some related theories. After

that, the writer continued to conduct an interview with the English teachers to find

out the school’s need on the English listening skill. The research and information


35 collecting questionnaire was distributed to the seventh grade students to find out

the students’ characteristics.

In addition, the writer found out the students’ characteristic from the

school’s profile and the students’ social economical background. From the

school’s profile, the writer described that SMPN 2 Yogyakarta was established on

September 12 1942. It is located in Jl. P. Senopati No. 28-30, Yogyakarta. This

school has goals to form the students’ character to be religious, have good moral,

be discipline, be creative, have good performance, nationalism, and have

international perspective. The accreditation for this school since 2013 is A. In

academic year 2012/2013, SMPN 2 Yogyakarta has 710 students from class

seven, eight, and nine. Each grade has 7 classes. There were 244 students in the

seventh grade, 237 students in the eighth grade, and 229 students in the ninth

grade. Most of the teachers of SMPN 2 Yogyakarta are S1 graduates. Therefore,

they are competent at teaching. There are four English teachers in this school.

Some teachers have responsibilities to teach two different grades of class.

In the national exam in academic year 2011/2012, the mean score of

English exam was 7.96. Compared to other scores of other subjects, this was the

lowest score. The highest score was Bahasa Indonesia subject which was 9.28.

However, all the students passed the National Exam. This school is supported

with many facilities. One of the facilities that supports the teaching learning

activities in the English subject is the language laboratory. The language

laboratory supports the listening activity. In addition, it is stated that it has good

condition.


36

The average salary of the seventh grade students’ parents is IDR

2,000,000.00, however 96 parents have lower salary than the average, 84 parents

have more salary than the average, 17 parents have the average salary and the rest

are not provided in the data. The highest salary of the students’ parents is IDR

13,000,000.00 who works as private employee and the lowest salary is IDR

120,000.00 who works as labor. Therefore, the writer concludes that the students

have average economical background.

The designed materials will consider the school’s profile and the students’

background. Moreover, for the consideration when the school got low average

score for the English subject in the National Exam. The materials aim to prepare

the students face the National Exam in English subject, especially in listening

section. The economic background of the students is also considered to develop

the materials. For some students who have average and lower economical

background, school will be the only place to learn English and other subjects.

Some students could not achieve to learn outside the school in educational

institution. Therefore, the materials will be suited to the students who have an

average and lower economical background since this school has the majority of

these groups.

2. Planning

In planning, the writer started with stating the goals and listing the topics,

stating objectives, listing the subject content, and selecting teaching learning

activities adapted from the curriculum implemented in SMPN 2 Yogyakarta which

is School-Based Curriculum (KTSP) 2006. The data from Research and


37 information collecting were used as the basis to state the goal, objectives, topics of

materials, and the activities.

3. Development of preliminary of product

In this step, the writer started to develop the materials using task-based

language teaching. The materials of the design referred to the School-based

curriculum so that it would be appropriate for the seventh grade students of the

first semester of SMPN 2 Yogyakarta.

4. Preliminary field testing

In this step, the writer did the evaluation of the product or designed

materials. The materials were evaluated by the experts who were two lecturers of

English Language Education Study Program and two English teachers of SMPN 2

Yogyakarta. The questionnaires were distributed to obtain feedback and

improvement from the experts to revise the materials.

5. Main product revision

In this step, the writer revised the designed materials based on the

feedback given in the preliminary field testing from the experts who were two

lecturers of English Language Education Study Program and two English teachers

of SMPN 2 Yogyakarta. The feedback and information would be analyzed to be

the basis of revising the product. Therefore, the final version of the materials

would be appropriate to be applied in the learning activities in the class.


38

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the research findings and discussion of each step in

designing English listening materials using task-based language teaching for

seventh grade students of SMPN 2 Yogyakarta. This chapter answers one research

problem. The discussion is divided into two parts. The first part discusses the

result of the steps in designing materials and the second part presents the final

version of the materials.

A. The Steps in Designing Materials

In this part of discussion, the writer presents the findings of the steps used

in designing materials. The writer uses R & D cycle as the method of this study.

The steps used here are already suited with Kemp’s Design. The steps are

presented as follows:


The first step done in this study was identifying students’ characteristics. It

aimed to find out students’ capabilities, needs, and interests. In this section, the

writer presents the result of the questionnaires distributed to the seventh grade

students and the interview result from the teachers of SMPN 2 Yogyakarta.

Questionnaires distributed are meant to find out the learners’ characteristics, and

the method used in teaching listening activity. The interview for the teachers is


39 meant to find out the teachers’ opinion about teaching listening activity. The data

were presented as follows:

a. The Results of the Interview with the English Teachers

The writer conducted an interview with the English teachers of SMPN 2

Yogyakarta on May 26, 2013. The interview aimed to find out the listening

activities in the class so that the writer could conclude the students’ needs and

interests in following listening activities. The data obtained were used as the basis

to develop the materials.

From the interview, the writer could find out some facts about the listening

activities. As the results from the interview, the writer found out that the listening

skill was only taught on the beginning of the meeting for each topic based on the

workbook or Buku PR. The teachers in SMPN 2 Yogyakarta integrated the

listening skill with other skills such as speaking and writing. In this case, the

teachers rarely conducted activity which focused on listening skill. Therefore, the

students lack listening practice. The teachers only had one reference for listening

activities from the workbook which they bought from another publisher. The

reference contained four English skills, but it did not focus on listening skill. The

teachers chose the topics based on the current curriculum and from the workbook.

The media in SMPN2 Yogyakarta was appropriate for conducting listening

activities such as speakers in every class and also language laboratory.

The teachers had applied pre-activity for the students to introduce the topic

and post-activity to find out if the students have understood the materials.

However, the students still had difficulties in following the listening activities.


40 The difficulties were, for example, the students’ lack of vocabulary and the

quality of the audio recording was not good enough. On the other hand, the

teachers had some difficulties in teaching listening such as they did not have

enough references and sometimes the audio in the listening materials was not

appropriate for the students’ level so that the teachers had to read the listening

script by themselves.

The teachers suggested the writer develop interesting listening materials

for the students such as listening with video (audio visual) and pictures to make

the students more interested in learning English through listening skill.

b. The Results of the Questionnaire for Students

The writer distributed a questionnaire to 111 students in 3 classes out of 6

classes. Those 3 classes were chosen because the writer had done teaching

learning activities in there so that it will help the writer to find out the students’

characteristics better.

Table 4.1: The Result of the Questionnaire for Students about the Experience in Listening Class

No Questions Opinion Number Percentage 1 Are the students interested in

learning listening? Yes 87 77% No 24 22%

2. Can the students follow the listening activity well?

Yes 64 58% No 47 42%

3 How often do the students practice listening in the school?

Often 8 7% Sometimes 70 63% Seldom 33 30% Never - -

4. Do students have any references or handbooks for listening activity?

Yes 25 22% No 86 78%

5. Are the listening materials

interesting? Yes 70 63% No 41 37%

6. Is the listening activity fun? Yes 56 50%


41

No Questions Opinion Number Percentage No 55 50%

7. What do the students think about listening in the class?

Difficult 18 16% Not too easy, not too difficult

89 80%

Easy 4 4% 8.

What factors make the listening difficult for the students?

Many new or difficult vocabulary that students do not know

6 15%

Materials are too long

2 5%

The materilals only repeated once/twice

5 13%

The students do not listen well

4 10%

Seldom be taught

2 5%

The students do not concentrate well when listening to the materials

9 23%

The students need more excercises

11 29%

9. What do the students do if they find new or difficut words?

Asking friends 44 37% Asking teacher 57 48% Ignoring the word

12

9%

Other: Looking it up in the dictionnary

4 3%

10.

What activities do the students do when they get the listening materials?

Drill 14 8% Discussion 24 13% Questions and answers

60 34%

Answering questions

39 22%

Filling the blank

35 20%

Problem solving

5 3%


42

From the questionnaire, the students’ characteristics are shown by the

items in Table 4.1. By knowing the students’ experiences in listening activity, the

writer could conclude the students’ characteristics. The writer found some facts

about the students’ characteristics that supported the designed materials. First, the

students were interested in learning English through listening skill. 64 students

stated that they could follow the activities well even though the other 47 students

stated that they had difficulty in following the listening activities. Second, as

stated in item number 4 in Table 4.1, the students did not have enough references

or handbooks for listening activity. Third, the writer found out that the students

who found any difficulties in following the listening activity could ask their

teacher whenever they got new or difficult words. Some students had difficulty in

listening activity because the current references did not provide enough exercises

for the students.

The second part of the questionnaire was about the activities that the

students expect in listening class. The results were used in the planning step to

select teaching-learning activities for the students.

2. Planning

In this step, the writer used the data from research and information

collecting as the basis for planning. There were four parts in planning steps. The

first part was stating the goals and listing the topics. The second part was stating

objectives, the third part was listing the subject content, and the fourth part was

selecting teaching learning activities.


43 a. Stating Goals and Listing the Topics

After obtaining data in research and information collecting, the writer

formulated the goals for designing the English listening materials. The topics for

each unit were also formulated in this step. The topics were developed based on

the English syllabus and the current curriculum applied in SMPN 2 Yogyakarta

which is the 2006 School-Based Curriculum. These are the units and topics:

Table 4.2: The Units and the Topics in the Designed Materials

Unit Title Topics 1 Hello, My Friends! Introduction, Greeting, and Leave

Taking 2 Open Your Book, Please! Giving Instructions and

Prohibitions 3 Everything around Us Asking for and Giving Information 4 Be Grateful! Expressing Gratitude and Apology

In this step, the writer also applied the basic competencies that should be

achieved by the students. The basic competencies in every unit in the designed

materials were stated as the goals as well as the term used in the theories. The

goals were taken from the current curriculum which is School-Based Curriculum

(KTSP) 2006. Here is the table of the goals of the units in the designed materials.

Table 4.3: The Basic Competencies/Goals

Unit Title Goals 1 Hello, My Friends! To respond meaning in

transactional and interpersonal conversation which involves actions and expressions of: greeting others unknown/known, introducing myself/others

2 Open Your Book, Please! To respond meaning in transactional and interpersonal conversation which involves actions and expressions of: giving instruction and prohibition


44

Unit Title Goals 3 Everything around Us To respond meaning in

transactional and interpersonal conversation which involves actions and expressions of: asking for and giving information,

4 Be Grateful! To respond meaning in transactional and interpersonal conversation which involves actions and expressions of: thanking, apologizing, and expressing politeness.

b. Stating Learning Objectives

In designing the materials, indicators are very important because these are

the goals that the students need to meet in the end of each unit. The indicators in

every unit in the designed materials were stated as the learning objectives as well

as the term used in the theories. The learning objectives were listed in order to

specify the basic competency of each unit and also to measure the students’

achievement in every meeting of the learning activities.

Table 4.4: Learning Objectives

Unit Title Learning Objectives 1 Hello, My Friends! At the end of the class students are to be able to:

1. Identify the expressions of greeting, introducing, and leave takings in the recording they listen to.

2. Mention specific information from the recording they listen to.

3. Introduce themselves and others orally. 2 Open Your Book,

Please! At the end of the class students are to be able to: 1. Identify the expression of giving instruction

and prohibition. 2. Mention specific information from the

recording they listen to. 3. Give instruction and prohibition orally.

3 Everything around

Us At the end of the class students are to be able to: 1. Identify the expression of asking for and

giving information. 2. Mention specific information from the


45

Unit Title Learning Objectives recording they listen to.

3. Identify preposition of place accurately. 4. Respond to someone who asks for

information. 5. Ask for and giving information orally.

4 Be Grateful! At the end of the class students are to be able to:

1. Identify the expression expressing gratitude and apology.

2. Mention specific information from the recording they listen to.

3. Respond toward the expression of gratitude and apology.

4. Express gratitude and apology orally.

c. Listing the Subject Content

The subject content of the designed materials was appropriate for the

principles in Task-Based Language Teaching since the materials development

adapted the Task-Based principles. There were four sections in the designed

materials, namely Warming Up, Your Turn, Your Focus, What have You Learnt?

1) Pre-Task

The activities in this section were in form of images and also questions to

be discussed. In this section, the activities aimed to give warming up for the

students before they jump into the tasks. This section was to find out the students’

knowledge toward the topic. It would make the students able to prepare

themselves to learn. The students could get more information and explanation

about the topic. The writer named this section Warming Up.

2) Task-Cycle

In this section, the activities were full of tasks for the students. This part

contained the task cycle of Task-Based principles. There were many different


46 activities in each topic of the designed materials so that the students could get

various activities. The activities were in form of individual, in pairs, or group

activities. The writer named this section Your Turn.

3) Language Focus

In this section, the students were given an explanation about the language

focus of the topic. This section was put after the task cycle so that the students

could get real examples from the previous activities they have done. The writer

named this section Your Focus.

4) Post-Task

In this section, the students were asked to write down their reflection after

they finished every unit given. It aimed to find out how much the students learn

through every unit to learn English and improve their listening ability. It also

aimed to find out how well the students follow the activities. The writer named

this section What have You Learnt Today?.

d. Selecting Teaching Learning Activities

The teaching learning activities were selected based on the result from

research and information collecting. The writer considered the result from

interview with the English teachers and the questionnaire for the students about

the students’ characteristic and also the activities that the students expected in

listening class. Moreover, the listening theories were applied in the materials. The

following table was the second part of the questionnaire for the students in the

research and information gathering step.


47

Table 4.5: The Result of the Questionnaire about Sstudents’ Expectation in Listening Activities

No Questions Opinion Number Percentage 1 Do the students need pre-

activity before listening to the materials?

Yes 86 77% No 25 23%

2 Before listening to the materials, what kind of pre-activity do the students like?

Sharing 30 24% Question and answer related to the topic

22 17%

Dig up vocabulary related to the topic

70 55%

Other 5 4% 3 What kind of media do the

students want/like in listening activity?

Listening through recording

56 38%

Listening through video

55 37%

Listening through the teachers voice

38 25%

4. Do the students need listening materials which are related to daily life?

Yes 88 80% No 23 20%

5 Do the listening materials which are related to the daily life help the students to understand listening materials clearer?

Yes 99 90% No 12 10%

6 Do the students need post-activity after listening to the materials?

Yes 82 74% No 29 26%

7. After finishing the listening materials, what kind of post activities do the students want?

Sharing 47 29% Question and answer related to the topic

49 30%

Make reflection related to the listening materials

63 38%

Other 4 2%

Table 4.5 shows about the activities that the students expect in the

listening class. From the result of the questionnaire, the writer found some facts


48 about the activities that the students expect in listening class. First, as shown in

items number 1 and 2 in Table 4.5, the students needed pre-activity before

listening to the materials such as understanding vocabulary related to the topics.

Second, as shown in item number 3 in Table 4.5, the students preferred listening

through audio recording to listening directly to the teachers. Third, as shown in

items number 4 and 5, the students needed listening materials which are related to

daily life because it could help them understand the listening materials better. And

the last one, as shown in items number 6 and 7, the students needed post-activity

such as making reflection related to the listening materials whether they have

understood or not.

From the result from the interview with the English teachers of SMPN 2

Yogyakarta in the research and information collecting, the writer could conclude

that the teachers did not have enough references for listening materials. The only

reference they had was from workbook called Buku PR. According to the

teachers, sometimes the audio from the workbook was not appropriate for the

students’ level so that the teachers have to read the listening script by themselves.

The teachers also confessed that sometimes the students had difficulties in

following the listening activities. The difficulties were: students’ lack of listening

practice which made the students was not accustomed to the listening activities;

students lack vocabulary which made them confused whenever they listened to

some new words; and another difficulty was that the students could not listen to

the materials well because sometimes the recording was not appropriate to the

students’ level.


49

The teacher stated that the listening activity only conducted on the

beginning of the meeting for each topic. It means that the teachers did not have

materials which focus on listening skill but the teachers had their own way in

teaching by integrating listening skill with other skills. However, there was a

factor that supported the listening activity in the school. It was that the school had

appropriate media such as speakers and language laboratory.

The activities developed by the writer in the designed materials were in

form of individual work, pair work, and also group work. Individual work aimed

to develop the students’ personal thought and idea. The writer applied pair work

and group work so that the students could share their ideas and thought and get

more knowledge from others by their interaction. The writer applied some kinds

of different tasks in the designed materials such as listening for details,

brainstorming based on images and English song by answering questions, and

completing dialogues based on the recording.

3. Development of Preliminary Form of Product

In this step, the writer used the result from planning step to develop the

materials. The topics of the materials were adapted from the 2006 School-Based

Curriculum (KTSP) and the syllabus of SMPN 2 Yogyakarta. The teaching

learning activities were selected based on the task-based principles. The materials

were developed based on the students’ characteristic. The recording in the

designed materials were made to match with the students’ listening skill level. The

listening script was made by the writer based on the listening materials. Later on,

the listening script will be given to the English teachers of SMPN 2 Yogyakarta.


50 4. Preliminary Field Testing

This step was conducted to find out whether the materials could meet the

goals and appropriate for the seventh grade students of SMPN2 Yogyakarta. In

gathering the feedback and evaluation from the designed materials, the writer

distributed a questionnaire to the English teachers of SMPN 2 Yogyakarta and the

lecturers of English Language Education lecturers of Sanata Dharma University.

There were two English teachers and two lecturers as the experts to evaluate the

designed materials. The data obtained from the questionnaire were presented as

follows:

a. Description of the Participants

The participants in this step were four people who were considered

experts. There were two English teachers and two lecturers as the experts to

evaluate the designed materials.

There were three sections of the questionnaire. The first section was the

participants’ identity including name, sex, educational background, and teaching

experience. The second section was participants’ opinions on the designed

materials. The third section was about the participants’ comments, suggestions

and criticisms on the designed materials. The feedbacks were used for revising the

designed materials.

Table 4.6: The Description of Research Participants

Group of Participants

No Sex Educational Background

Teaching Experiences (in years)

F M S1 S2 S3 1-5 6-10 11-15 16-20 English Teachers of SMPN 2 Yogyakarta

1. √ √ √ 2. √ √ √


51

English Language Education lecturers of Sanata Dharma University

3. √ √ √ 4. √ √ √

As shown in Table 4.6, the participants were two female English teachers

of SMPN 2 Yogyakarta who were S1 graduates. One teacher has 6-10 years of

teaching experience, while another one has 11-15 years of teaching experience.

The other participants were two lecturers of English Language Education of

Sanata Dharma University who were S2 graduates. One female lecturer has 11-15

years of teaching experience. And one male lecturer has 6-10 years of teaching

experience.

b. Data Presentation and Analysis

The questionnaire was distributed to the respondents to evaluate the

designed materials. The degree of agreements in the questionnaire was presented

in Table 4.7.

Table 4.7: Degrees of Agreement

Degree of agreement

Meaning

1 Strongly disagree 2 Disagree 3 Agree 4 Strongly agree

The evaluation data were presented in the following table:


52

Table 4.8: The Result of Questionnaire in Preliminary Field Testing

No Participants’ opinion Frequency of the Degree of Agreement

1 2 3 4 1 The major goals of the designed

materials are well formulated. 1 (25%)

3 (75%)

2 The designed materials are able to meet the goals and objectives stated in the Curriculum.

1 (25%)

3 (75%)

3 Generally, the contents of the designed materials are well-elaborated.

1 (25%)

3 (75%)

4 The designed materials are relevant to the students’ knowledge and skills level.

3 (75%)

1 (25%)

5 The tasks or activities in each unit are relevant to the topic in each unit. 1

(25%) 2

(50%) 1

(25%) 6 The tasks or activities in each unit

are well elaborated and can facilitate the students to achieve the goals and objectives.

3 (75%)

1 (25%)

7 The instruction in each task or activity in each unit is clear enough to be understood by the students.

1 (25%)

2 (50%)

1 (25%)

8 The tasks or activities are interesting and various enough to motivate students to be more creative.

1 (25%)

2 (50%)

1 (25%)

9 The tasks or activities given can help the students to understand the lesson. 3

(75%) 1

(25%) 10 Generally, the pictures or

illustrations are helpful for the students to understand the lesson more.

1 (25%)

3 (75%)

11 Generally, the designed materials will enable the students to improve their listening skill.

1 (25%)

2 (50%)

1 (25%)

12 Generally, the designed materials will enable the students to learn English easily.

1 (25%)

2 (50%)

1 (25%)

13 The content of the designed materials are related to the students’ life. 3

(75%) 1

(25%) 14 The designed materials related to

students’ life help the students to understand the content of listening material.

4

(100%)


53

From Table 4.8, it is shown that all of the total four experts have given

their opinion on the designed materials based on the degrees of agreement. It is

shown by the total percentage of each opinion 100%.

As shown in the result from the questionnaire for preliminary field testing,

mostly, the experts agreed with the opinions asked. The experts who agreed with

the opinions ranged from 75% - 100%. The experts agreed that the designed

materials were able to meet the goals and objectives stated in the curriculum. In

addition, the major goals of the designed materials were well formulated. The

contents of the designed materials were well elaborated and relevant to the

students' skills level. The tasks or activities in each unit were well elaborated and

could motivate the students to achieve the goals and objectives. The activites were

interesting and various enough to motivate the students to be more creative. The

tasks given could help the students understand the lesson. In addition, the

instructions were clear enough to be understood by the students. Generally, the

pictures or illustrations were helpful for the students to understand the lesson

more. The designed materials would enable the students to improve their listening

skill and learn English easily. The content of the designed materials were related

to the students' life and it helped the students to understand the content of listening

materials.

From the result of the preliminary field testing, it means that the designed

materials has been appropriate for the seventh grade students of the first semester

of SMPN2 Yogyakarta. However, the designed materials still needed revisions on

some parts. The writer would use the participants’ feedback and suggestion from


54 the second part of the questionnaire of preliminary field testing. In addition, the

writer used the first part of the questionnaire which obtained low percentage to

improve the designed materials.

In the second part of the questionnaire, the participants gave feedback

through open-ended questions. There were four questions delivered in the second

part of the questionnaire. The first question was about the participants’ comments

or opinions on the designed materials. The second was about the strength of the

designed materials. The third was about the weakness of the designed materials.

And the last one was about participants’ suggestions to improve the designed

materials.

The participants’ comments or opinions on the questionnaire were that the

activities were interesting to improve students’ listening skill and the materials

were already suitable for the students’ level. The participants’ opinions on the

strength of the designed materials were: that the activities were applicable so that

it could help the students improve their listening skill; the instructions were easy

to be understood by the students. The participants’ opinions on the weakness of

the designed materials were: there was no information on what types of listening

skills for the students to hear; there were some pictures that were not clear

enough; and there were no audio visual materials. The experts suggested the

writer add more vocabulary related to the topic, find another song which is more

suitable with the students’ level, revise some grammatical mistakes, specify the

focus of the activities, and improve the audio quality and transition.


55

From the suggestions given by the experts, the writer concluded that the

designed materials needed revision. The writer would consider the suggestions

from the experts to revise the designed materials. In addition, the writer would

consider the result from the first part of the questionnaire to revise the designed

materials.

5. Main Product Revision

In this step, the writer would revise the designed materials to be better.

After having some revisions, the designed materials would be ready to be applied

in the school. The revisions were based on the participants’ suggestions from the

questionnaire on the preliminary field testing. The revisions made are stated as

follows:

1) Adding vocabularies related to the unit’s topic

The seventh grade students of the first semester needed more vocabulary

to make them more accustomed to English. Vocabulary also needed to make them

understand the topics. The vocabularies would be put after the task given.

2) Revising some grammatical mistakes in the designed materials

There were some grammatical mistakes on the designed materials especially

in the instruction. The writer would revise some of the instructions to make the

students understand the instruction for each task.

3) Replacing the song in Unit 3 with another song

According to the experts’ opinion, the song in unit 3 was actually

interesting and necessary for the students but the experts suggested that it could be

replaced with another song which is more suitable for the students’ level. The


56 previous song was a bit difficult for the students because there were too many

difficult vocabularies and the pronunciation in the lyric was a bit too fast for the

students’ level.

4) Improving the quality of the audio recording

Since some parts of the audio recording were not clear enough, the writer

decided to record the listening script again. The writer also considered the

grammar mistakes in the audio recording which also needed to be revised

B. The Final Version of the Designed Materials

After conducting the revision and improvement of the designed materials,

the final version of the English Listening materials based on Task-Based

Language Teaching for the seventh grade students of the first semester of SMPN2

Yogyakarta was presented. There were four units in the materials and each unit

requires 2 x 40 minutes. The units in the materials are presented as follows:

1) Hello, Friends!

2) Open Your Book, Please!

3) Everything around Us

4) Be Grateful!

There were four main parts in each unit as it should be on the task-based

principles. The main parts were Warming Up, Your Turn, Your Focus, and What

have You Learnt Today?. The materials were developed based on the school

syllabus which used 2006 School-Based Curriculum (KTSP). Table 4.9 presents


57 the differences between the revised materials with the last materials. The

underlined parts are the activities which have been revised.

Table 4.9: The Comparison of the Last Materials and the Revised Materials

Unit Last Materials Revised Materials Unit

I Hello, My Friends!

Introducing, greeting, and leave taking. a. Warming Up

• Greet their friends and introduce themselves.

• Choose the correct picture for each dialogue based on the recording.

b. Your Turn • Task 1

Part A Listen and complete the

dialogue based on the recording.

Part B Answer the question

based on the recording on part A.

• Task 2 Answer the question based on the recording.

c. Your Focus • Listen and repeat after the

teacher. • Match the missing sentences

with the correct pictures. • Let’s Practice

Work in a group of two. Make a conversation

based on one of the situations provided.

d. What have You Learnt Today? Write down their review of today’s lesson.

Hello, Friends! Introducing, greeting, and leave taking. a. Warming Up

• Greet their friends and introduce themselves.

• Choose the correct picture for each dialogue based on the recording.




Part B Answer the question

based on the recording on part A.

• Task 2 Answer the question based on the recording.


teacher. • Write the correct greetings

according to the pictures. • Listen to the teacher’s

explanation about time. • Let’s Practice

Work in a group of two. Make a conversation

based on one of the situations provided.


Unit II

Open Your Book, Please! Giving Instruction and Prohibitions a. Warming Up

• Listen and do what the

Open Your Book, Please! Giving Instruction and Prohibitions a. Warming Up

• Choose the correct picture for


58

Unit Last Materials Revised Materials teacher says.

• Differentiate between the instruction and prohibition.




Part B Write down the

statements that show giving instruction and prohibition based on the recording on part A.

• Task 2 Listen to the recording and write true or false for each statement.

c. Your Focus • Listen to the teacher’s

explanation • Let’s Practice Work in a group of

three. List at least 5

instructions and prohibitions that can be found in the school.


each instruction based on the recording.




Find the meaning of the vocabulary.

Part B Write down the

statements that show giving instruction and prohibition based on the recording on part A.

• Task 2 Listen to the recording

and write true or false for each statement.

Find the meaning of the vocabulary.

c. Your Focus • Listen to the teacher’s

explanation • Let’s Practice Work in a group of

three. List at least 5

instructions and prohibitions that can be found in the school.


Unit III

Everything Around Us Asking for and Giving Information a. Warming Up

• Listen to the song and fill in the missing part.

• Answer and discuss the questions.


Listen to the recording and complete the dialogue.

• Task 2 Part A Listen to the recording

Everything Around Us Asking for and Giving Information a. Warming Up

• Watch the video about preposition.

• Find the meaning of the prepositions.


Listen to the recording and complete the dialogue.

• Task 2 Part A Listen to the recording


59

Unit Last Materials Revised Materials and choose the right answer.

Part B Find the meaning of the

words. c. Your Focus

• Make a sentence using the preposition provided and discuss it.

• Listen and repeat after the teacher about asking for and giving information expressions.

• Let’s Practice Work in a group of

three. Find information from

their friends. Present it in front of the

class. d. What have You Learnt Today? Write down their review of today’s lesson.

and choose the right answer.

Part B Find the meaning of the

words. c. Your Focus

• Listen and repeat after the teacher about asking for and giving information expressions.

• Let’s Practice Work in a group of

three. Find information from

their friends. Present it in front of the


Unit IV

Be Grateful! Expressing Gratitude and Apology a. Warming Up

• Answer and discuss the warming up questions


Listen to the recording and answer the questions.

• Task 2 Listen to the expressions and choose the right response.


teacher about expressions of gratitude.

• Listen to the recording and complete the dialogues.

• Listen and repeat after the teacher about expressions of apology.

• Discuss the question. • Let’s Practice Work in a group of two. Make a conversation

using the situations

Be Grateful! Expressing Gratitude and Apology a. Warming Up

• Answer and discuss the warming up questions


Listen to the expressions and choose the right response.

• Task 2 Listen to the recording and answer the questions.


teacher about expressions of gratitude.

• Listen to the recording and complete the dialogues.

• Listen and repeat after the teacher about expressions of apology.

• Discuss the question. • Let’s Practice Work in a group of two. Make a conversation

using the situations


60

Unit Last Materials Revised Materials provided.

Present it in front of the class.


provided. Present it in front of the



61

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the study and the

recommendations. The conclusions part discuss the problem stated in the research

problem and conclude all the findings in the study. The recommendation part

presents the suggestions for the English teachers of SMPN 2 Yogyakarta and other

researchers.

A. Conclusions

The aim of this study was to develop the appropriate English listening


first semester of SMPN 2 Yogyakarta. This study answered to one research

problem: what are the designed materials using task-based language teaching for

the seventh grade students of the first semester of SMPN 2 Yogyakarta like?

In designing the listening materials, the writer adapted Kemp’s design

which suited to R & D method. The design of the materials was developed based

on students’ characteristics and theories related to this study. The writer

developed the materials based on the basic competences which were stated as

goals from the current curriculum which is School-Based Curriculum 2006.

After being evaluated by the experts in preliminary field testing and being

revised by the writer, there were four units to be presented in final version. Each

unit required 2x40 minutes. The four units that were developed were Unit 1


62 “Hello, Friends!” which discussed introducing, greeting, and leave taking. Unit 2

“Open Your Book, Please!” discussed giving instruction and prohibitions. Unit 3

“Everything Around Us” discussed asking for and giving information. Unit 4 “Be

Grateful!” discussed expressing gratitude and apology. There were four main

sections in each unit. They were (1) Warming Up, (2) Your Turn, (3) Your Focus,

(4) What have you learnt today?.

The designed materials also provided activities which support the students

to work individually, in pairs, or in group. The writer expected that the designed

materials could motivate the students to learn English especially listening skill.

B. Recommendations

This part presents some recommendations for the English teachers of

SMPN 2 Yogyakarta and for other researchers who are interested in a research at

the same field.

1. For the English teachers of SMPN 2 Yogyakarta

The English teachers are suggested implement the English listening


first semester of SMPN2 Yogyakarta as the listening materials. The materials aim

to give motivation for the students to be more interested in learning English

especially listening skill. In addition, the teachers are suggested applying other

strategies that suit the students’ characteristics.


63 2. For the other researchers

The other researchers are suggested be more creative in designing the

materials by adding more various activities to improve their listening skill ability.

The other researchers are also suggested develop and modify the materials using

other strategies that are more suitable with the students’ needs and characteristics.

Other methods are to be considered to develop English materials. Since this study

is limited to the English listening materials for the seventh grade students of the

first semester of SMPN2 Yogyakarta, the writer suggested the other researchers

conduct a research in other settings and different participants in different level.


64

REFERENCES Anderson, A. & Lynch, T. (1988). Listening language teaching. Oxford: Oxford

University Press. Borg, W. R. and Gall, M. D. (1983). Educational research: An introduction (4th

ed). London: Longman. Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge:

Cambridge University Press. Brownell, J. (1996). Listening: Attitudes, principles and skills. Boston: Allyn and

Bacon. Community mentoring for adolescent development. (2004). Retrieved October 17,

2013, from http://www.mentoring.org/downloads/mentoring_436.pdf Goh, C. C. M. (2002). Teaching listening in the language classroom. Singapore:

SEAMEO Regional Language Centre. Harmer, J. (2007). How to teach English. London: Pearson Education. Kemp, J.E. (1977). Instructional design: A plan for unit and course development.

Belmont: Fearon – Pitman Publishers. Krashen, S.D. & Terrel, D.T. (1983). The natural approach: language acquisition

in the classroom.Oxford: Pergoman Press. Morley, J. (2001). Aural comprehension instruction: principles and practices. In

M. C. Muircia (Ed.), Teaching english as a second or foreign language (3rd ed). Boston: Heinle&Heinle.

Muslich, M. (2007). KTSP (Pembelajaran Berbasis Kompetensi dan Konstektual:

Panduan Bagi Guru dan Pengawas Sekolah). Jakarta: PT. Bumi Aksara. Nunan, D. (1999). Second language teaching and learning. Boston: Heinle &

Heinle Publisher. Nunan, D. (2002). Listening in language learning. In methodology in language

teaching, edited by Jack C Richard & Willy A. Renandya. New York: Cambridge University Press

Nunan, D. (2004). Task-based languge teaching. Cambridge: Cambridge

University Press.


65

Rost, M. (2002). Teaching and researching listening. London: Longman Pearson Education.

Sidek, H.S. (2012). EFL reading instruction: Communication task-based

approach. Retrieved October 3, 2012, from http://www.e-iji.net/dosyalar/iji_2012_2_7.pdf

Ur, P. (1996). A course in language teaching practice and theory. Cambridge:

Cambridge University Press. Willis, J. (1996). A framework for task-based learning. Harlow: Pearson

Education Limited.


66

APPENDIX A OFFICIAL LETTERS


67 A.1. Letter of Asking Permission to the Headmaster of SMPN 2 Yogyakarta


68 A.2. Letter of Asking Permission to Walikota Yogyakarta


69 A.3. Letter of Official Permission from Dinas Perijinan


70

APPENDIX B QUESTIONNAIRES


71 B.1. Questionnaire in Research and Information Collecting for Students

KUESIONER

“English Listening Materials Using Task Based Instruction for 7th Grade

Students of SMPN2 Yogyakarta”

Nama : __________________________ Kelas : _____________

Lingkarilah jawaban yang paling sesuai dengan pendapat Anda!

A. Pengalaman selama mengikuti kelas listening.

1. Apakah Anda tertarik mengikuti pelajaran listening?

a. Ya

b. Tidak

2. Apakah Anda bisa menyimak materi listening dengan baik?

a. Ya

b. Tidak

Saat ini saya sedang mengerjakan tugas akhir tentang pembuatan

materi listening Bahasa Inggris untuk siswa kelas 7 di SMP Negeri 2

Yogyakarta. Oleh karena itu, saya membuat kuesioner ini. Kuesioner ini

dibuat guna untuk mengumpulkan pendapat Anda dan hasilnya akan

digunakan sebagai dasar pembuatan materi pembelajaran. Mengingat

pentingnya data dari kuesioner ini, saya berharap Anda bersedia

mengisinya dengan sungguh-sungguh. Saya menjamin kerahasiaan

identitas dan jawaban Anda atas kuesioner ini. Selamat mengisi.


72

3. Seberapa sering Anda melatih keterampilan listening di sekolah?

a. Sering

b. Kadang – kadang

c. Jarang

d. Tidak pernah

4. Apakah Anda mempunyai buku acuan atau pegangan untuk pelajaran

listening?

a. Ya

b. Tidak

5. Apakah materi listening yang Anda dapatkan menarik?

a. Ya

b. Tidak

6. Apakah kegiatan dalam pelajaran listening menyenangkan?

a. Ya

b. Tidak

7. Bagaimana pendapat Anda mengenai listening dalam pelajaran Bahasa

Inggris di kelas?

a. Sulit (lanjut ke nomor 8)

b. Biasa saja (lanjut ke nomor 9)

c. Mudah (lanjut ke nomor 9)

8. Faktor apa yang membuat pelajaran listening menjadi sulit?

a. Banyak kosakata Bahasa Inggris yang baru/tidak saya tahu

b. Materi yang disampaikan terlalu panjang

c. Materi hanya diulang satu/dua kali saja

d. Tidak menyimak dengan baik

e. Jarang diajarkan


73

f. Kurang konsentrasi saat mendengarkan materi

g. Kurang banyak latihan

h. Lainnnya ______________________________

9. Apa yang Anda lakukan ketika mendapakan kata-kata yang sulit?

a. Bertanya kepada guru

b. Bertanya kepada teman

c. Membiarkannya saja

d. ___________________________________________

10. Apa saja kegiatan yang dilakukan di kelas ketika mendapat materi

listening?

a. Drill ( latihan berulang - ulang )

b. Diskusi

c. Tanya jawab

d. Menjawab pertanyaan

e. Mengisi informasi yang kosong

f. Memecahkan masalah

g. ____________________________________________

B. Kegiatan yang diharapkan dalam kelas listening

1. Apakah Anda membutuhkan kegiatan pembuka sebelum mendengarkan

materi listening?

a. Ya

b. Tidak

2. Sebelum mendengarkan materi listening, kegiatan pembuka seperti apa

yang Anda inginkan? Jawaban boleh lebih dari satu.

a. Sharing pengalaman berkaitan dengan topik

b. Tanya jawab berkaitan dengan topik


74

c. Menggali kosakata berkaitan dengan topik

d. Lainnya ______________________________

3. Jenis media seperti apakah yang Anda inginkan/sukai dalam pelajaran

listening? Jawaban boleh lebih dari satu.

a. Mendengarkan materi melalui rekaman

b. Mendengarkan materi melalui rekaman video

c. Mendengarkan materi yang disampaikan langsung oleh guru

4. Apakah Anda memerlukan materi listening yang berhubungan dengan

kehidupan sehari-hari?

a. Ya

b. Tidak

5. Apakah materi listening yang berhubungan dengan kehidupan sehari-hari

membantu Anda lebih memahami isi materi listening?

a. Ya

b. Tidak

6. Apakah Anda memerlukan kegiatan penutup setelah mendengarkan materi

listening?

a. Ya

b. Tidak

7. Setelah mendengarkan materi listening, kegiatan penutup seperti apa yang

anda inginkan? Jawaban boleh lebih dari satu.

a. Sharing tentang apa yang telah dipelajari

b. Tanya jawab tentang apa yang telah dipelajari

c. Membuat refleksi tentang materi listening yang telah dipelajari

d. Lainnya ________________________________________

☺ TERIMAKASIH ☺


75 B.2. Questionnaire in Preliminary Field testing for Teachers and Lecturers

Hal : Permohonan Pengisian Kuesioner

Lampiran : 1. Gambaran Umum (General Description)

2. Materi (Students’ Handbook)

3. Silabus (English Syllabus of SMP N 2 Yogyakarta)

4. RPP (Lesson plans)

5. Lembar kuesioner (preliminary field testing questionaire

for english teachers and lectures)

Kepada:

Bapak/Ibu …………………………

Di tempat

Dengan hormat,

Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharma Yogyakarta:

Nama : Fransisca Hastin Nugraheny

NIM : 091214057

Fakultas : Keguruan dan Ilmu Pendidikan

Jurusan : Pendidikan Bahasa dan Seni

Program Studi : Pendidikan Bahasa Inggris

Hendak menyelesaikan tugas akhir / skripsi dengan judul “English Listening

Materials Using Task Based Language Teaching for 7th Grade Students of

SMP N 2 Yogyakarta”. Kurikulum yang digunakan dalam materi ini disesuaikan

dengan kurikulum yang berlaku di SMPN 2 Yogyakarta yaitu Kurikulum Tingkat

Satuan Pendidikan.

Untuk keperluan penyelesaian tugas akhir tersebut, saya hendak memohon

Bapak / Ibu untuk memberikan pendapat terhadap materi yang telas saya susun

dengan mengisi kuesioner terlampir.


76

Demikian surat permohonan ini saya buat. Atas kesediaan Bapak / Ibu, saya

ucapkan terimakasih.

Yogyakarta, 19 September 2013

Hormat saya,

Fransisca Hastin Nugraheny


77

PRELIMINARY FIELD TESTING QUESTIONAIRE

FOR ENGLISH TEACHERS AND LECTURES

As a participant of this research, you are expected to state your evaluation toward

the designed materials, which are enclosed with the questionnaire.

Participant’s Identity

Name : _____________________

Sex : Male/Female

Educational Background : S1/S2/S3

Teaching Experiences : _______ year/s.

You are expected to choose one of the options by ticking (√) the number which

indicates your degree of agreement. The number and the degree of agreement can

be categorized as follows:

1: Strongly Disagree

2: Disagree

3: Agree

4: Strongly Agree

No The Lecturer’s / teacher’s evaluation on…

Degree of

Agreement

1 2 3 4

1 The major goals of the designed materials are well

formulated.

2 The designed materials are able to meet the goals and

objectives stated in the Curriculum.

3 Generally, the contents of the designed materials are

well-elaborated.

4 The designed materials are relevant to the students’

knowledge and skills level.


78

5 The tasks or activities in each unit are relevant to the

topic in each unit.

6 The tasks or activities in each unit are well elaborated

and can facilitate the students to achieve the goals and

objectives.

7 The instruction in each task or activity in each unit is

clear enough to be understood by the students.

8 The tasks or activities are interesting and various

enough to motivate students to be more creative.

9 The tasks or activities given can help the students to

understand the lesson.

10 Generally, the pictures or illustrations are helpful for

the students to understand the lesson more.

11 Generally, the designed materials will enable the

students to improve their listening skill.

12 Generally, the designed materials will enable the

students to learn English easily.

13 The content of the designed materials are related to the

students’ life.

14 The designed materials related to students’ life help

the students to understand the content of listening

material.

Please give feedback about the designed materials! 1. Comments or opinions

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


79 2. The strength of the design of the materials

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. The weakness of the design of the materials

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Suggestions and criticism

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THANK YOU


80

APPENDIX C INTERVIEW


81 C.1. Interview Guideline for Teachers

INTERVIEW GUIDELINE FOR TEACHERS

Name : ______________________ Date : _________ Time : ______

1. Is listening taught in grade seven?

2. How much time is spent on listening section? 3. What are your references to teach listening?

4. How do you choose the topic for listening section?

5. What kind of media do you use to teach listening? 6. What kind of Pre-activities do you give to students before giving listening

materials? 7. What kind of activities do you give to students in listening section? 8. What kind of post activities do you give to students after giving listening

materials?

9. Do the materials and the tasks match with students’ daily life? 10. What kind of difficulties that your students face in listening section? 11. What do you do to overcome the difficulties?

12. Do you face any difficulty in teaching listening section? 13. What activities or materials are needed to improve the students’ listening

skill? 14. What do you suggest to the researcher in designing the listening material?


82 C.2. Interview Transcript

Transcription of Interview with English Teachers of SMP Negeri 2 Yogyakarta

This interview was conducted in SMP Negeri 2 Yogyakarta on 27 May 2013 Interviewer (I) Participant 1 (P1) I : Selamat siang, Bu. Kita mulai aja ya wawancaranya R : Iya. I : Ibu mengajar di kelas tujuh, ya Bu? R : Iya I : Berapa kali pelajaran listening diajarkan dalam satu semester? R : Gak tentu, ya mbak. Jadi kita kan pakai buku PR jadi listeningya Cuma

di awal-awal aja dan itu pun di setiap topic saja I : Berarti untuk satu topik, satu kali litening? R : menyesuaikan topic dan buku mbak. I : Jadi dalam satu kali pertemuan itu full listening? R : Biasanya listening sama speaking I : Referensinya ibu? Darimana? R : Dari buku PR itu. I : Di buku PR itu biasanya satu kali pertemuan, satu unit itu habis gk, Bu? R : Gak bisa. Tiga kali topik itu, ya. Mbak. Satu unit itu kan, tiga topik kn

speaking-listening reading-writing. I : Satu topik, satu kali pertemuan? R : Tidak tentu juga, jadi misalnya satu topik, bisa empat kali pertemuan

atau justru enam kali pertemuan tergantung pentingnya atau tidaknya. I : Jadi, untuk listening sendiri itu satu kali pertemuan? R :Iya, gak tentu. I : Di buku itu kan ada topiknya, apa ibu memilih topiknya? R : Nggak. Mereka sudah diurutkan sesuai SK-KD. Jadi saya pakai materi

listeningnya. Jadi saya tidak punya referensi yang lain yang memadai, jadi untuk sementara saya pakai buku PR itu semua untuk listening. Jadi karena itu sudah sesuai SK-KD untuk sementara, saya tidak punya referensi listening yang lain, saya sementara pakai buku PR.

I : Terus, media yg ibu pakai untu mengajar listening apa Bu?


83 R : Ya komputer. Ada speaker di sini, kita sudah ada speaker. ada laptop

juga, jadi tinggal setel aja. Dari CD buku PR itu. I : Sekarang ke aktifitasnya ya, Bu. Biasanya pre-aktivity, atau

kegiatan pembukanya yang biasa ibu berikan ke siswa sebelum memulai pelajaran listening itu apa, Bu?

R : Ya, apa yang dibutuhkan siswa. Misalnya, tentang topiknya, misalnya deskriptive text begitu, saya pertama, harus menerangkan dulu apa yang ada dalam topic tersebut. Biasanya misalnya saya berikan dulu, pertama saya memberi contoh, misalnya, mendeskripsikan orang,

I : Itu listening yang ibu kasih diawal-awal itu apa melalui ibu sendiri,suara ibu sendiri? R : Biasanya, pertamanya itu listening dari buku PR, lalu untuk menjelaskan

gambaran textnya itu seperti apa. Tapi ada juga yang pakai suara saya karena sudah mudah.

I : Kalau kegiatan yang dilakukan ketika listening itu sendiri apa yang ibu berikan?

R : mengikuti buku saja. Dibuku sudah ada misalnya menjawab pertanyaan, atau listening yang lain nanti mengisi text rumpang, kemudian menjawab pertanyaan, seperti itu.

I : Kalau kegiatan penutupnya? R : Kalau kegiatan penutupnya, ya itu tadi dibahas dan disimpulkan. Siswa

juga saya beri tugas untuk membuat text mereka sendiri untuk ditampilkan di depan kelas. Kemudian kita bahas bersama-sama apa yang sudah di pelajari hari ini.

I : Apakah materi atau tugas-tugas yang ada di Buku, sudah cocok dengan kehidupan sehari-hari siswa?

R : Iya. Jadi misalnya deskripsinya. Yang mereka deskripsikan nanti, misalnya orang disekitar mereka, atau tokoh idola mereka, seperti itu. Kalau misalnya mereka deskripsikan tempat, ya berarti tempat tinggal mereka, sekolah mereka. Seperti itu.

I : Kalau listening yang bukan text, Bu. Misalnya listening dialogue. Yang selama ini diberikan berhubungan dengan kegiatan sehari-hari tidak?

R : Ya, seperti yang ada di SK-KD, asking and giving. Saya hanya menurut itu saja. Itu sudah sesuai jadi, saya tidak akan keluar dari sana.

I : Kesulitan yang siswa hadapi ketika pelajaran listeing apa bu? R : Jelas pronunciatian. Ketika mendengarkan itu kan mereka kesulitan. “itu

apa sih artinya?”. Karena pronunciationnya berbeda dengan text yang ada jadi, pas mendengar “ini apa?”, biasanya pronunciationnya,


84

kemudian yang kedua, apa ya, saya pikir itu. Sementara yang saya lihat pronunciationnya. Saya belum melihat masalah yang lain, selain

I : Pronunciation itu yang bagaimana, Bu? R : Karena mereka kurang familiar. Seperti ketika mengisi text rumpang,

“itu apa sih?”, nah mereka. Kalau mereka bilang, ejaan dan yang ditulis beda. Mereka pikir tidak sesuai dengan telinga mereka.

I : Bagaimana cara ibu mengatasi kesulitan itu? R : Ya drilling, biasanya di awal sebelum mengisi text yang rumpang, saya

akan melakukan drill tentang kata-kata yang muncul di dalam text itu, kemudian drill, mereka harus menirukan, saya cek satu persatu, kalau perlu. Kemudian dari situ kan mereka tahu, oh ternyata yang akan keluar itu kata-katanya ini. Dan ketika mereka mendengar, sama gk dengan itu. Paling tidak seperti itu.

I : Apa ibu sendiri mengalami kesulitan tidak dalam mengajarkan litening? R : Kalau sudah ada materinya tidak, Mbak. Tapi kalau belum ada

materinya, jadi saya membutuhkan materi lain selain dari buku PR itu. Saya butuh materi untuk itu.

I : Materi apa yang dibutuhkan untuk meningkatkan listening siswa? R : Ya itu. Semua materi yang berhubungan dengan SK-KD. Kan mbak, saya

butuh variasi lain. Kalau cuma seperti itu kan, saya hanya tergantung dari itu, dari buku itu saja. Padahal kan listening ada banyak sekali kan? Nah saya butuh sekali itu.

I : Saran ibu untuk designya nanti apa, Bu? R : Yah video..kalau dengan ada video akan jauh lebih bagus karena anak

akan melihat kemudian mendengarnya. Nah sekarang sudah ada viewer, dari kelas satu sampai sembilan sudah terpasang LCD.

Interviewer (I) Participant 2 (P2) I : Siang, Bu. Bagaimana kalau kita mulai interviewnya? P2 : Oke I : Berapa kali pelajaran listening diajarkan dalam satu semester? P2 : Listening diterapkan diawal pertemuan saja. Misalnya fill in the blank. I : Referensinya apa untuk mengajar listening? P2 : Dari buku PR ya itu buku LKS itu dan internet. I : Bagaimana cara Ibu memilih topiknya? P2 : Saya pilih topiknya mulai dari yang gampang dulu atau familiar dengan

anak. Kalau saya listening skill saya gabungkan dengan speaking.


85 I : Terus, media yg ibu pakai untu mengajar listening apa Bu? P2 : Saya pakai laptop dan speaker. I : Sekarang ke aktifitasnya ya, Bu. Biasanya pre-aktivity, atau

kegiatan pembukanya yang biasa ibu berikan ke siswa sebelum memulai pelajaran listening itu apa, Bu?

P2 : Ya..saya cuma terangkan dulu tentang topiknya dan vocabulary yang berhubungan dengan topik

I : Itu listening yang ibu kasih diawal-awal itu apa melalui ibu sendiri,suara ibu sendiri? P2 : Menggunakan suara saya sendiri agar tidak terlalu cepat saat murid

mendengarkan. I : Kalau kegiatan yang dilakukan ketika listening itu sendiri apa yang

ibu berikan? P2 : Biasanya fill in the blank atau melengkapi dialog. I : Kalau kegiatan penutupnya? P2 : Kalau kegiatan penutupnya menyimpulkan pelajaran hari ini dengan tanya jawab. I : Apakah materi atau tugas-tugas yang ada di Buku, sudah cocok dengan kehidupan sehari-hari siswa? P2 : Yak arena sudah sesuai SK-KD I : Kesulitan yang siswa hadapi ketika pelajaran listening apa bu? P2 : Audionya terlalu cepat dan kurang jelas bagi siswa. kosakata baru juga

menjadi kesulitan siswa jadinya mereka bisa mendengarkan tapi tidak tahu artinya. Siswa juga karena kurang latihan listening jadi kesulitan ketika mendengarkan dan kurang konsentrasi mereka itu.

I : Bagaimana cara ibu mengatasi kesulitan itu? P2 : Saya bacakan lagi textnya sesuai dengan audionya. Jadi kalau pakai

speaker tidak lancer, saya pakai suara saya sendiri. Dan juga diawal saya beri vocabulary yang berhubungan dengan topic agar siswa familiar.

I : Apa ibu sendiri mengalami kesulitan tidak dalam mengajarkan litening? P2 : Kesulitan saya mungkin terdapat pada terbatasnya materi jadi gak bisa

explore lebih banyak. I : Materi apa yang dibutuhkan untuk meningkantkan listening siswa? P2 : Materi yang berhubungan dengan kegiatan sehari-hari siswa agar siswa

familiar dengan materinya dan mudah memahami. I : Saran ibu untuk designya nanti apa, Bu? P2 : Listening dibuat semenarik mungkin bagi anak-anak misal diberi gambar atau lagu agar anak-anak tertarik dan mau memperhatikan sehingga lebih mudah untuk belajar.


86

APPENDIX D THE DESIGN OF THE

MATERIALS


87

D.1. Syllabus

SYLLABUS

ENGLISH LISTENING MATERIALS

FOR THE SEVENTH GRADE STUDENTS OF THE FIRST SEMESTER OF SMP N 2 YOGYAKARTA

Name of the school : SMP Negeri 2 Yogyakarta

Subject : English

Grade / Semester : VII / I

Time allocation : 2x40’

Skill : Listening

Goals Learning Objectives Materials Learning

Activities Evaluation Time Allocation Sources

1.1 To respond meaning in transactional (to get things done) and interpersonal (socialize) conversation using very simple spoken discourse accurately, fluently, and acceptable to interact

At the end of the class students are to be able to: Identify the

expressions of greeting, introducing, and leave takings in the recording they listen to.

Mention

Greeting, Introducing, and Leave takings: Recordings of

dialogues about greeting, introducing, and leave taking.

Expressions

Listening: Listening to

the dialogues.

Answering questions based on the recording.

Group work: Introducing

Written: Completing

dialogue Answering

questions

Oral: Answering

questions Dialogue

performance

2x40’ Listening module unit 1

Recording www.anglomania

c y.pl/e4learn.pdf

www.mathsisfun.com


88



with the nearest environment which involves actions and expressions of: greeting others unknown/known, introducing myself/others, and giving instructions and prohibitions.

specific information from the recording they listen to.

Introduce themselves and others orally.

of greetings, introducing, and leave taking.

Some pictures about greeting, introducing, and leave taking.

myself and others.


expression of giving instruction and prohibition.

Mention specific information from the recording they listen to.

Give instruction and prohibition orally.

Giving instruction and prohibition: Recordings of

dialogues about giving instruction and prohibition.

Expressions of giving instruction and prohibition.

Some pictures about giving instruction


the dialogues.

Identifying and classifying the expressions.

Finding the meaning of the vocabulary.

Group work: Listing

Written: Completing

dialogue Classifying

the expressions

Identifying specific information of the recording.

Oral: Answering

questions Presenting

the group


Recording 3nglish7.blogspot

.com/2010/02/command-prohibition.html


89



and prohibition.

instruction and prohibitions.

work

1.2 To respond meaning in transactional (to get things done) and interpersonal (socialize) conversation using very simple spoken discourse accurately, fluently, and acceptable to interact with the nearest environment which involves actions and expressions of: asking for and giving information, thanking, apologizing, and expressing politeness.


expression of asking for and giving information.


Identify preposition of place accurately.

Respond to someone who asks for information.

Ask for and

Asking for and giving information: A video about

preposition song.

Recordings of dialogues about asking for and giving information.

Expressions of asking for and giving information.

Some pictures about asking for and giving information.


and watching a video about preposition

Listening to the dialogues.

Finding the meaning of the vocabulary.

Group work: Asking for

and giving information.

Written: Completing

dialogue Identifying

specific information of the recording.

Oral: Answering

questions Presenting

the group work


Recording www.wearebusyb

eavers.com


90



give information orally.


expression expressing gratitude and apology


Respond toward the expression of gratitude and apology.

Express gratitude and apology orally.

Expressing gratitude and apology: Recordings of

dialogues about expressing gratitude and apology.

Expressions of gratitude and apology.


the dialogues.

Answering questions based on the recording.

Group work: Making

dialogue using expressions of gratitude and apology.

Written: Answering

questions Completing

dialogue Identifying

specific information of the recording

Oral: Answering

questions Dialogue

performance


Recording


91 D.2. Lesson Plans

LESSON PLAN UNIT 1

Subject : English

Skill : Listening

Unit : 1

Topic : Greeting, Introducing, and Leave takings

Title : Hello, Friends!

Time Allocation : 2 x 40’

Competency Standard :

1. Understanding meanings in very simple transactional and interpersonal to

interact with the nearest environment.

Goal :

1.1 To respond meaning in transactional (to get things done) and interpersonal

(socialize) conversation using very simple spoken discourse accurately,

fluently, and acceptable to interact with the nearest environment which

involves actions and expressions of: greeting others unknown/known,

introducing myself/others.

Learning Objectives :

At the end of the class students are to be able to:

• Identify the expressions of greeting, introducing, and leave takings in the

recording they listen to.

• Mention specific information from the recording they listen to.

• Introduce themselves and others orally.


92 Learning Materials and Strategies:

Materials

Learning Strategy Time

Allocation Teacher’s Activities Students

Activities

1. Warming up

a. Greeting

b. Pictures

Pre-Task

1. The teacher

greets the

students.

2. The teacher asks

the students to

greet their

friends and

introduce

themselves to

each other.

3. The teacher

explains today’s

topic and the

learning

objectives of the

lesson.

4. The teacher asks

the students to

do the warming

up task.

5. The teacher asks

the students to

discuss their

answer.

Pre-Task

1. The students

greet the

teacher.

2. The students

greet each other

and introduce

themselves.

3. The students

listen to the

teacher’s

explanation.

4. The students do

the warming up

task.

5. The students

discuss their

answer in a

class

discussion.

5’

10’


93

Materials



Activities

2. Your Turn

a. Recording

about

greeting,

introducing,

and leave

taking

b. Tasks about

greeting,

introducing,

and leave

taking.

3. Your Focus

a. The

expressions

of greeting,

introducing,

and leave

taking.

Main Task

6. The teacher

explains the

students about

the activity for

Task 1 part A

and B.

7. The teacher

plays the

recording.

8. The teacher

checks the

students’ work in

a class

discussion.

9. The teacher

explains the

students about

the activity for

Task 2.

10. The teacher

plays the

recording

11. The teacher

checks the

Main Task

6. The students

listen to the

teacher’s

explanation.

7. The students

listen to the

recording and

do Task 1.

8. The students

discuss the

answer of Task

1.

9. The students

listen to the

teacher’s

explanation.

10. The students

listen to the

recording and

do Task 2

11. The students

discuss their

15’

15’

25’


94

Materials



Activities

b. Writing the

correct

greetings

according to

the pictures

c. Students

practice by

their selves

students’ work in

class discussion.

12. The teacher asks

the students to

practice the

language focus

by repeating

after the teacher.


the students to

write a greeting

based on the

picture.

14. The teacher

explains about

“am and pm”.

15. The teacher

explains the

students about

the group work.


some students to

present their

group’s work.

answer in a

class discussion.

12. The students

practice the

language focus.

13. The students

learn language

focus by writing

greeting based

on the picture.

14. The students

listen to the

teacher’s

explanation.

15. The students

listen to the

teacher’s

explanation.

16. The students

present their

group’s work in

front of the

class.


95

Materials



Activities

4. What have you

learnt?

Students’

reflection about

today’s lesson

Post-Task


the students to

answer the

questions about

the students’

reflection on

today’s lesson.

18. The teacher

summarizes

today’s lesson.

19. The teacher

closes today’s

teaching-

learning

activities.

Post-Task

17. The students

answer the

questions about

their reflection

on today’s

lesson.

18. The students

listen to the

teacher’s

explanation.

19. The students

respond to the

teacher’s

closing.

10’


96

LESSON PLAN UNIT 2

Subject : English

Skill : Listening

Unit : 2

Topic : Giving Instructions and Prohibitions

Title : Open Your Book, Please!





Goal :


(socialize) conversation using very simple spoken discourse accurately,

fluently, and acceptable to interact with the nearest environment which

involves actions and expressions of: giving instructions and prohibitions.



• Identify the expression of giving instruction and prohibition.


• Give instruction and prohibition orally.



Materials



Activities

1. Warming up

a. Greeting

b. Pictures

Pre-Task

1. The teacher

greets the

students.

2. The teacher asks

the students to

do the warming

up task.

3. The teacher asks

the students to

discuss their

answer.

4. The teacher

explains today’s

topic and the

learning

objectives of the

lesson.

Pre-Task

1. The students

greet the

teacher.

2. The students do

the warming up

task.

3. The students

discuss their

answer in a

class

discussion.

4. The students

listen to the

teacher’s

explanation.

5’

10’

2. Your Turn

a. Recording

about giving

instructions

and

prohibitions

Main Task

5. The teacher

explains the

students about

the activity for

Task 1 part A

and B.

6. The teacher

Main Task

5. The students

listen to the

teacher’s

explanation.

6. The students

listen to the

15’

15’


98

Materials



Activities

b. Tasks about

giving

instructions

and

prohibitions

3. Your Focus

a. The

expressions

about giving

instructions

b. The

expressions

plays the

recording.

7. The teacher asks

the students to

find the meaning

of the

vocabulary.

8. The teacher

checks students’

work in class

discussion.

9. The teacher

explains the

students about

the activity for

Task 2.

10. The teacher

plays the

recording.


the students to

find the meaning

of the

vocabulary.

12. The teacher

recording and

do Task 1.

7. The students

find the

meaning of the

vocabulary in

the dictionary.

8. Discuss the

answer of Task

1.

9. The students

listen to the

teacher’s

explanation.

10. The students

listen to the

recording and

do Task 2.

11. The students

find the

meaning of the

vocabulary in

the dictionary.

12. The students

25’


99

Materials



Activities

about giving

prohibitions

c. Students

practice by

their selves

checks students’

work in a class

discussion.

13. The teacher

explains the

expressions of

giving

explanations and

how to give

instructions.

14. The teacher

explains the

expressions of

giving

prohibitions and

how to give

prohibitions.

15. The teacher

explains the

students about

the group work.


some students to

present their

group’s work.

discuss their

answer in a

class discussion.

13. The students

listen to the

teacher’s

explanation and

practice how to

give instruction.

14. The students

listen to the

teacher’s

explanation and

practice how to

give

prohibitions.

15. The students

listen to the

teacher’s

explanation.

16. The students

present their

group’s work in

front of the

class.


100

Materials



Activities

4. What have you

learnt?

Students’

reflection about

today’s lesson

Post-Task


the students to

answer the

questions about

the students’

reflection on

today’s lesson.

18. The teacher

summarizes

today’s lesson.

19. The teacher

closes today’s

teaching-

learning

activities.

Post-Task

17. The students

answer the

questions about

their reflection

on today’s

lesson.

18. The students

listen to the

teacher’s

explanation.

19. The students

respond to the

teacher’s

closing.

10’


101

LESSON PLAN UNIT 3

Subject : English

Skill : Listening

Unit : 3

Topic : Asking for and Giving Information

Title : Everything around Us





Goal :


(socialize) conversation using very simple spoken discourse accurately, fluently,

and acceptable to interact with the nearest environment which involves actions

and expressions of: asking for and giving information



• Identify the expression of asking for and giving information.


• Identify preposition of place accurately.

• Respond to someone who asks for information.

• Ask for and giving information orally.


102

Learning Materials and Strategies:

Materials



Activities

1. Warming up

a. Greeting

b. Video:

preposition

Pre-Task

1. The teacher

greets the

students.

2. The teacher asks

the students to

watch a video

about

preposition.

3. The teacher asks

the students to

do the task.

4. The teacher asks

the students to

discuss their

answer.

5. The teacher

explains today’s

topic and the

learning

objectives of the

lesson.

Pre-Task

1. The students

greet the

teacher.

2. The students

watch the

video.

3. The students do

the warming up

task.

4. The students

discuss their

answer in a

class

discussion.

5. The students

listen to the

teacher’s

explanation.

5’

15’

2. Your Turn

a. Recording

Main Task

6. The teacher

Main Task

6. The students

10’


103

Materials



Activities

about giving

instructions

and

prohibitions

b. Tasks about

giving

instructions

and

prohibitions

3. Your Focus

a. The

expressions

asking for

and giving

explains the

students about

the activity for

Task 1.

7. The teacher

plays the

recording.

8. The teacher

checks students’

work in class

discussion.

9. The teacher

explains the

students about

the activity for

Task 2 part A

and B.

10. The teacher

plays the

recording.


the students to

find the meaning

of the

vocabulary.

listen to the

teacher’s

explanation.

7. The students

listen to the

recording and

do Task 1.

8. Discuss the

answer of Task

1.

9. The students

listen to the

teacher’s

explanation.

10. The students

listen to the

recording and

do Task 2.

11. The students

find the

meaning of the

vocabulary in

the dictionary.

12. The students

15’

25’


104

Materials



Activities

information

b. Students

practice by

their selves

12. The teacher

checks students’

work in a class

discussion.

13. The teacher

explains the

expressions of

asking for and

giving

information.

14. The teacher

explains the

students about

the group work.


some students to

present their

group’s work.

discuss their

answer in a

class discussion.

13. The students

listen to the

teacher’s

explanation.

14. The students

listen to the

teacher’s

explanation.

15. The students

present their

group’s work in

front of the

class.

4. What have you

learnt?

Students’

reflection about

today’s lesson

Post-Task


the students to

answer the

questions about

the students’

reflection on

today’s lesson.

Post-Task

16. The students

answer the

questions about

their reflection

on today’s

lesson.

10’


105

Materials



Activities

17. The teacher

summarizes

today’s lesson.

18. The teacher

closes today’s

teaching-

learning

activities.

17. The students

listen to the

teacher’s

explanation.

18. The students

respond to the

teacher’s

closing.


106

LESSON PLAN UNIT 4

Subject : English

Skill : Listening

Unit : 4

Topic : Expressing Gratitude and Apology

Title : Be Grateful!





Goal :


(socialize) conversation using very simple spoken discourse accurately, fluently,

and acceptable to interact with the nearest environment which involves actions

and expressions of: asking for thanking, apologizing, and expressing politeness.



• Identify the expression expressing gratitude and apology.


• Respond toward the expression of gratitude and apology.

• Express gratitude and apology orally.



Materials


Allocation Teacher’s

Activities

Students

Activities

1. Warming up

a. Greeting

b. Warming up

questions

Pre-Task

1. The teacher

greets the

students.

2. The teacher

asks the

students to do

the warming up

task.

3. The teacher

asks the

students to

discuss their

answer.

4. The teacher

explains today’s

topic and the

indicators of the

lesson.

Pre-Task

1. The students

greet the

teacher.

2. The students

do the warming

up task.

3. The students

discuss their

answer in a

class

discussion.

4. The students

listen to the

teacher’s

explanation.

5’

10’

2. Your Turn

a. Recording

about

expressions of

gratitude and

apology

b. Tasks about

Main Task

5. The teacher

explains the

students about

the activity for

Task 1.

6. The teacher

Main Task

5. The students

listen to

teacher’s

explanation.

6. The students

15’


108

Materials



Activities

Students

Activities

expressions of

gratitude and

apology

3. Your Focus

a. Explanation

about

expressions of

gratitude

b. Explanation

about

expressions of

plays the

recording.

7. The teacher

checks students’

work in a class

discussion.

8. The teacher

explains the

students about

the activity for

Task 2.

9. The teacher

plays the

recording.

10. The teacher

checks students’

work in a class

discussion.

11. The teacher

explains about

expressions of

gratitude.

12. The teacher

plays a

listen to the

recording and

do Task 1.

7. Discuss the

answer of Task

1.

8. The students

listen to the

teacher’s

explanation.

9. The students

listen to the

recording and

do Task 2.

10. The students

discuss their

answer in a

class

discussion.

11. The students

listen to the

teacher’s

explanation.

12. The students

listen to the

15’

25’


109

Materials



Activities

Students

Activities

apology

c. Students

practice by

their selves

recording about

the expressions

of gratitude.

13. The teacher

explains the

expressions of

apology.

14. The teacher

explains the

students about

the group work.

15. The teacher

asks some

students to

present their

group’s work.

recording and

do the task.

13. The students

listen to the

teacher’s

explanation.

14. The students

listen to

teacher’s

explanation.

15. The students

present their

group’s work

in front of the

class.

4. What have you

learnt?

Students’

reflection about

today’s lesson

Post-Task

16. The teacher

asks the

students to

answer the

questions about

the students’

reflection on

today’s lesson.

17. The teacher

summarizes

Post-Task

16. The students

answer the

questions about

their reflection

on today’s

lesson

17. The students

listen to the

10’


110

Materials



Activities

Students

Activities

today’s lesson.

18. The teacher

closes today’s

teaching-

learning

activities.

teacher’s

explanation.

18. The students

respond to the

teacher’s

closing.


111 D.3. General Description

GENERAL DESCRIPTION

I. Students Description

It is important for the students to start learning English through listening skill from the

first year of Junior High School. The seventh grade students of SMPN 2 Yogyakarta have

high motivation to learn English through listening activities. Moreover, the school supports

the listening activity by providing enough facilities such as speakers in every class and a

language laboratory. However, so far the listening materials given were not enough for them.

II. Objectives

There are two objectives in this study. The first objective is to improve students’

listening ability in learning English. The second objective is to provide another source of

materials as the references for the teachers of SMPN 2 Yogyakarta.

III. The Materials

The materials were designed based on the current curriculum applied in SMPN 2

Yogyakarta which is the 2006 School-Based Curriculum. Here are 4 units of English listening

materials for seventh grade students in the first semester:

Unit Topic Title

1 Introducing, Greeting, and Leave Taking Hello, Friends!

2 Giving Instructions and Prohibitions Open Your Book, Please!

3 Asking for and Giving Information Everything around Us

4 Expressing Gratitude and Apology Be Grateful!


112 IV. Materials Description

These materials are divided into four main sections for each unit. Those four main

sections are for helping students in improving listening ability though the designed materials.

The activities and tasks given are in the form of exercises which can be conducted

individually or in a group based on the instruction given.

The activities are as follows:

a. Warming Up

The activities here are the form of images, song, and also questions to be discussed. In

this section, the activities are aimed to give warming up for the students before the jump into

the tasks. This section is to find out the students’ knowledge toward the topic. It will make

the students to be able to prepare themselves to learn. The students can also get more

information and explanation about the topic.

b. Your Turn

In this section, the activities are full of tasks for the students. The tasks are in form of

listening activities. It is aimed to give students more practice by doing the task.

c. Your Focus

In this section, the students are given explanation about the language focus of the topic.

This section is put after the task cycle so that the students can get real example from the

previous activities they have done.

d. What have You Learnt?

In this section, the students are asked to write down their reflection after they finish

every unit given. It is aimed to find out how much the students learn through every unit to

learn English and improve their listening ability. It is also aimed to find out how well the

students follow the activities.


113 D.5. The Design of English Listening Materials

ENGLISH LISTENING

MATERIALS

FOR THE SEVENTH GRADE

STUDENTS OF

SMP NEGERI 2

YOGYAKARTA


i

PREFACE

It is important for students to start learning English through listening skill

from the first year of Junior High School. English Listening Materials for the

Seventh Grade Students of SMPN 2 Yogyakarta is a material which focuses on

listening skill.

The materials are based on the 2006 School-Based Curriculum (KTSP).

There are two objectives in this study. The first objective is to improve students’

listening ability in learning English. The second objective is to provide another

source of materials as the references for the teachers of SMPN 2 Yogyakarta. This

book provides the students with the activites based on task-based language

teaching which are related to the students' real life.

Finally, the writer is very grateful to the people who have helped her in

developing this listening material. The writer expected that the designed materials

could motivate the students to learn English especially listening skill.

Yogyakarta, 19 December 2013

The Writer


ii

Table of Contents

Page

Preface ................................................................................................

Table of Contents ................................................................................

Unit 1 Hello, Friends! .......................................................................

Unit 2 Open Your Book, Please! ......................................................

Unit 3 Everything around Us ...........................................................

Unit 4 Be Grateful! ...........................................................................

References ...........................................................................................

i

ii

1

6

11

16

20


1

UNIT 1 – HELLO, FRIENDS!

UNIT 1

Introduction, Greeting, and Leave Taking

Greet your friend next to you and introduce yourself!

What do you say to him/her?

Listen to the recording carefully and choose the correct picture for each

dialogue!

WARMING UP

A.

(….)

B.

(….)

C.

(….)

http://articles.southbendtribune.com http://www.visualphotos.com/image

http://www.wikihow.com/


2


B. After listening to the recording, answer the questions below!

1. What does Andy say to introduce Thomas?

2. What does Thomas say to Fany to respond her introduction?

3. What does Andy say to show leave taking?

Listen to the recording carefully and choose the correct answer!

1. What is the dialogue about?

a. leave taking

b. self introduction

c. talking to teacher

d. introducing teacher

2. Where does the dialogue take

place?

a. In the canteen.

b. In the café

c. In the classroom

YOUR TURN

A. Listen to the recording carefully and complete the dialogue!

Andy : Good morning, Fany! (1)____________

Fany : Good morning, Andy! I am fine. Thanks. (2)______________

Andy : I am fine too, thank you. Fany,(3) _______________________,

Thomas. He is from England.

Fany : Hello, Thomas! I am Fany.

Thomas : Hello, Fany! (4)______________

Fany : Nice to meet you too, Thomas.

Andy : (5)_________________. We are going to go to Malioboro. Do you

want to join us, Fany?

Fany : I am sorry I can’t, I have to go to the library.

Andy : Okay. (6)________________

Fany : Good bye, Andy. Good bye, Thomas!


3


d. In the parking lot

3. Based on the recording which

statement shows leave taking?

a. Nice to meet you!

b. See you later!

c. Hello!

d. I am Mindy.

4. How many people are in the

situation?

a. 1

b. 2

c. 3

d. 4

5. Where is Mindy going to?

a. Library

b. Canteen

c. Classroom

d. Toilet

A. Listen and repeat after your teacher!

Greeting Responses

Hello! Hello!

Good morning! Good morning!

Good afternoon! Good afternoon!

Good evening! Good evening!

How do you do? How do you do?

How are you? I am fine, thank you.

Leave Taking Responses

Good bye! Good bye!

See you later! See you!

Good night! Good night!

Introduction Responses

Hello! I am Cindy! Nice to meet you! Hello! I am Peter. Nice to meet

you too, Cindy!

YOUR FOCUS!


4


B. Write the correct greetings according to the pictures!

6:00 am - 11:59 am

6:00 pm - 7:59 pm

8:00 pm - 11:59 pm / before going to sleep

12:01 pm - 5:59 pm

Ante Meridiem Latin for "before midday” ; Post Meridiem* Latin for "after midday"

You say:

____________________ !

You say:

____________________ !

You say:

____________________ !

You say:

____________________ !

What are AM and PM ?

http://www.mathsisfun.com

Taken from: http://www.anglomaniacy.pl/e4learn.pdf


5


Make a group of two and make a conversation based on one of the situations

below!

Answer the following questions!

1. What have you learnt in this lesson?

2. Did the activities help you to improve your listening skill?

3. Did you learn new vocabulary? What are they?

4. Did you find any difficulties? How did you overcome them?

WHAT HAVE YOU LEARNT?

1. You want to introduce your

little brother to your friends.

2. You want to introduce yourself

to your new neighbor in the

morning.



6

UNIT 2 – OPEN YOUR BOOK, PLEASE!

UNIT 2

Giving Instructions and Prohibitions

Listen to the recording carefully and choose the correct picture for each

number!

( …. ) ( …. ) ( …. )

( …. ) ( …. )

WARMING UP

http://www.123rf.com http://www.dreamstime.com

http://www.123rf.com

http://www.tsadvantage.com http://commons.wikimedia.org


7


A. Listen to the recording carefully and complete the dialogue!

Find the meaning of these words in your dictionary!

B. Write down the statements that show giving instruction and prohibition

according to the dialogue above!

YOUR TURN

Rudi : Excuse me, Ma’am. May I come in?

Teacher : _____________ Do you know what time it is?

Rudi : It is ________

Teacher : Why are you late?

Rudi : There was a ________ on the way.

Teacher : You should have gone earlier to school. Next time,

_____________

Rudi : I am sorry, Ma’am.

Teacher : It is okay. ________________

Rudi : Thank you, Ma’am.

Prohibition:

_____________________________

_____________________________

_____________________________

Instruction:

_____________________________

_____________________________

_____________________________

late (adj) =

traffic jam (n) =

early (adj) =


8


Listen to the recording carefully and write T(true) /F(false) for each statement!

1. Andy is eating in the classroom.

2. The teacher tells Andy not to sleep again next time.

3. The teacher tells Andy to wash his face.

4. Rino wants to go to the park.

5. Mother lets Rino go.

6. Rino wants to meet his friends.

7. Rino wants to play games on the computer.

8. Dian tells Dika to use the computer.

9. Tika is reading a novel.

10. Tono bought the novel yesterday.

Find the meaning of these words in your dictionary!

YOUR FOCUS!

INSTRUCTION

wash (v) =

park (n) =

repair (v) =

borrow (v) =

bought (v) =

Kinds of giving INSTRUCTION : 1. We use as commanding word in the form of

infinitive Example : Stand up !

Clean the write board !

2. We use be + adjective/adverbs Example : Be careful !

Be on time !


9


Do the activity below!

PROHIBITION

1. Make a group of 3.

2. List at least 5 instructions and prohibitions that you

find in the school.

3. You may go around the school to do this activity.

We use the word PLEASE at the beginning or at the end of an instruction to make it

sounds more polite.

Example : Please, keep silent!

Don’t be late, please!

Kinds of giving PROHIBITION: 1. We use the word: don’t + infinitive don’t + be + adjective/adverb Example : Don’t go anywhere !

Don’t be noisy ! 2. We use no + V-ing

Example : No smoking ! No parking!

Edited from: http://3nglish7.blogspot.com/2010/02/command-prohibition.html


10









11

UNIT 3 – EVERYTHING AROUND US

UNIT 3

Asking for and Giving Information

Watch the video about preposition!

Find the meaning of these prepositions!

WARMING UP

in =

on =

under =

in front of =

behind =

next to =

between =

Taken from: www.wearebusybeavers.com


12


Listen to the recording carefully and complete the dialogue!

1. Nia : Dad, do you know where

my book is?

Father : _________________

2. Dion : Tya,_______________

Tya : Chiko is sleeping under

the table.

3. Juna : Mom, where are my

shoes?

Mother : __________________

4. Niko : Lisa, _______________

Lisa : I live at Jalan Merapi no.9

5. Father : Lola, do you see my cell

phone?

Lola : It is _______________

6. Andi : Nisa, _______________

Nisa : He is my brother.

YOUR TURN

http://www.city-data.com



13


A. Listen to the recording carefully and choose the correct answer!

1. Where is the bank?

a. Next to the post office

b. Behind the post office

c. In front of the post office

d. Across the post office

2. How does Tina go to school?

a. By bicycle

b. By taxi

c. By bus

d. By train

3. Where is the person going to?

a. park

b. hospital

c. station

d. bus stop

4. Where is the hospital?

a. Next to the park

b. Next to the bus stop

c. In front of the park

d. Behind the park

5. Where does mother put the book?

a. In the room

b. On the table

c. Under the table

d. In the bag

B. Find the meaning of these words in your dictionary!

1. bag = 2. bank = 3. building = 4. post office = 5. go straight = 6. hospital = 7. magazine = 8. park =


14


Listen and repeat after your teacher!

Asking for information Giving information

Who is she?

Can you tell me where you live?

Did you see my pen?

Sorry to trouble you, but do you

know where my bag is?

Excuse me, do you know where the

train station is?

Do you happen to know where Mr.

Anton is?

Could anyone tell me when the test

is?

She is my mother.

I live at Green street no.10

I saw it in under the table.

I think you left it in your room.

Turn left at the T-junction and

the go ahead. It is next to the

supermarket.

He goes to the office.

The test is on June 11th, 2013.

YOUR FOCUS! Asking for and

giving information

expressions


15




1. Make a group of 3.

2. Ask your friend at least 3 questions what you want

to know from him / her.

3. Present it in front of the class.

4. Other students may also ask more questions to the

presenter!







16

UNIT 4 – BE GRATEFUL!

UNIT 4

Expressing Gratitude and Apology

Answer the questions!

1. What do you say to express gratitude?

2. What do you say to respond someone’s gratitude?

3. What do you say to express apology?

4. What do you say to respond someone’s apology?

Listen to the expressions carefully and choose the correct response!

1. a. Please don’t mention it.

b. I am fine

c. Definitely.

d. It doesn’t matter.

2. a. Fine, thanks.

b. Nice to see you.

c. That’s all right.

d. You are welcome.

3. a. My pleasure.

b. You are welcome.

c. It doesn’t matter.

d. Of course.

4. a. Don’t mention it.

b. I am fine.

c. Of course.

d. Glad to hear that.

WARMING UP

YOUR TURN

http://www.findinghappiness.com/gratitude/


17


5. a. Of course

b. It’s all right

c. You’re welcome

d. Thank you.

Listen to the dialogue carefully

and answer the questions!

1. Why does Sani ask for Rudy’s help?

2. What does Sani say to express gratitude to Rudy?

3. What does Sani say to express apology to Rudy?

4. What does Rudy say to respond to Sani’s apology?


Expressions of Gratitude Responses

Thank you. You are welcome.

Thank you very much. That’s all right.

Thanks a lot. Don’t mention it.

Thanks. It’s ok.

YOUR FOCUS! EXPRESSIONS

OF GRATITUDE

http://floridakeyssheriff.blogspot.com


18


Listen to the dialogue carefully and fill in the blanks!


Pay attention to the italic sentences!

Expression of Apology Responses

Sorry. Never mind.

I am very sorry. That’s all right.

I apologize for …. That’s OK.

I’d like to apologize for… Please don’t be sorry.

Please accept my apology. It doesn’t matter.

What makes the italic sentences different?

EXPRESSIONS

OF APOLOGY

Dialogue 1

Mother : Doni, I bought sneakers for you.

Doni : Wow, I like it. __________

Mother : _________________

Dialogue 2

Sam’s sister : Happy birthday, Sam! This is for you.

Sam : ___________. You’re so nice.

Sam’s sister :______________


19




1. Find a partner!

2. Make a conversation using the expressions of

gratitude and apology!

3. Choose one of the situations below!

4. Present it in front of the class!

You see your friend

fall down and you

want to help him/her.

You come late to the

class.

1. What have you learn in this lesson?






20

References

http://articles.southbendtribune.com

http://www.visualphotos.com/image


http://www.anglomaniacy.pl/e4learn.pdf

http://www.mathsisfun.com


http://www.dreamstime.com

http://www.tsadvantage.com

http://commons.wikimedia.org

http://3nglish7.blogspot.com/2010/02/command-prohibition.html

Taken from: www.wearebusybeavers.com

http://www.city-data.com

http://www.findinghappiness.com/gratitude/

http://floridakeyssheriff.blogspot.com


english listening materials using task … in listening skill. keywords: listening materials,...

Documents