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ENGLISH LISTENING INSTRUCTIONAL MATERIALS USING TASK-BASED INSTRUCTIONS FOR THE ELEVENTH GRADE
STUDENTS OF SMK PIUS X MAGELANG
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
Disusun oleh:
SUSI SULASTRI
041334039
By
Caecilia Devy Kurniawati
Student Number: 051214021
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2010
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DEDICATION PAGE
This thesis is dedicated to:
My Jesus Christ, who will never leave me nor forsake me (Hebrews 13: 5),
my beloved family: father, mother, and my beloved sisters,
and all my best friends who always support me during my good and bad times.
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ABSTRACT
Devy, Caecilia. 2010. English Listening Instructional Materials Using Tasks-Based Instructions for the Eleventh Grade Students of SMK Pius X Magelang. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This study aimed to design the new and varied English listening instructional materials for the eleventh grade students of SMK Pius X Magelang either the students of Food Science or Clothes Science Departments. The materials were designed based on the Task-Based Instructions which the main purpose was to help the students to improve their English skills, especially listening. There were two problems formulated in this study. First, how is a set of English listening materials for the eleventh grade students of SMK Pius X Magelang designed? Second, what do the English listening materials for the eleventh grade students of SMK Pius X Magelang look like?
In order to answer the first problem, the writer adapted Kemp’s design and employed R & D (Research and Development Method). There were five steps applied in this study. The steps were: (1) Research and Information Collecting. This step aimed to obtain the students’ characteristics, needs and interests. (2) Planning. This step included stating the goals and listing the topics, specifying the learning objectives, listing the subject content, selecting some teaching-learning activities and resources. (3) Development of Preliminary Form of product. In this step, the materials were designed based on the result of Planning. (4) Preliminary Field Testing. An implementation of the designed materials was conducted and the questionnaires were distributed to the English teachers of SMK Pius X Magelang, and English Language Education lecturer of Sanata Dharma University. (5) Main Product Revision. The designed materials were revised based on the result of the Preliminary Field Testing. The result of the Preliminary Field Testing indicated that the designed materials were applicable and ready to use in school since the mean reached 3.6 up to 4.2.
In answering the second problem, the writer presented the final version of the designed materials. It consists of three units. Each unit in the designed materials is divided into four main sections, namely: (1) Pre-task, (2) It’s Your Turn, (3) Language Focus, (4) What did You Get. Thus, it is expected that the designed materials could be applied in the school to facilitate the students to improve their abilities in English as well as to face the National Examination before entering the real working world.
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ABSTRAK
Devy, Caecilia. 2010. English Listening Instructional Materials Using Tasks-Based Instructions for the Eleventh Grade Students of SMK Pius X Magelang. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Skripsi ini bertujuan untuk menyusun materi yang baru dan bervariasi untuk pengajaran mendengarkan bahasa Inggris menggunakan Task-Based Instructions bagi siswa-siswa kelas sebelas SMK Pius X Magelang baik jurusan Tata Boga maupun Tata Busana. Materi pelajaran dikembangkan berdasarkan Task-Based Instructions yang bertujuan untuk meningkatkan kemampuan bahasa Inggris siswa, terutama kemampuan mendengarkan. Ada dua permasalahan yang dirumuskan dalam skripsi ini. Pertama, bagaimana materi pengajaran ,mendengarkan bahasa Inggris menggunakan Task-Based Instructions bagi siswa-siswa kelas sebelas SMK Pius X Magelang dirancang? Kedua, Bagaimanakah bentuk materi bahasa Inggris tersebut?
Untuk menjawab permasalahan pertama, penulis mengadaptasi rancangan dari Kemp dan juga menerapkan metode R & D (metode penelitian dan pengembangan). Ada lima tahap diterapkan dalam skripsi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian dan Informasi. Tahap ini bertujuan untuk memperoleh karakterisitk, kebutuhan, dan minat siswa. (2) Perencanaan. Tahap ini meliputi penentuan tujuan pembelajaran, topik, merincikan tujuan pembelajaran, menetapkan isi pokok, menentukan sumber dan kegiatan pembelajaran. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini, materi dirancang berdasarkan hasil Perencanaan. (4) Pengujian Awal di Lapangan. Pelaksanaan dari materi dilaksanakan dan kuesioner dibagikan bagi guru bahasa Inggris SMK Pius X Magelang dan dosen Pendidikan Bahasa Inggris universitas Sanata Dharma. (5) Perbaikan Utama produk. Materi yang dirancang diperbaiki berdasarkan hasil Pengujian Awal di Lapangan. Hasil Pengujian Awal di Lapangan menunjukkan bahwa materi dapat diterima dan siap untuk diguanakan di sekolah karena nilai rata-rata mencapai 3.6 sampai 4.2.
Dalam menjawab permasalahan kedua, penulis menyajikan hasil akhir dari materi. Materi tersebut terdiri dari tiga unit. Setiap unit terbagi menjadi empat bagian utama, yaitu: (1) Pre-task, (2) It’s Your Turn, (3) Language Focus, (4) What did You Get. Karena itu, materi ini diharapkan dapat diterapkan di sekolah untuk memfasilitasi siswa-siswa untuk mengembangkan kemampuan berbahasa Inggris mereka dan juga mempersiapkan untuk menhadapi Ujian Nasinal sebelum memasuki dunia kerja yang sesungguhnya.
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to my dearest Jesus
Christ who has always been my Companion especially in the hard times during my
study and my thesis writing. My special gratitude goes to my major sponsor Caecilia
Tutyandari, SPd., M.Pd. for her patience, guidance, help, suggestions, and support
to finish this thesis. I am deeply thankful to all the lecturers of English Language
Education Study Program for guiding and teaching me during my study in Sanata
Dharma University. I sincerely send my gratefulness to Dr. Retno Muljani, M.Pd.,
my academic advisor, for her guidance and motivation. I am very much grateful for
all secretariat staff of the English Language Education Study Program,
especially MM. Pramudhani and Ch. Artilantari for always helping with the
administrative matters.
My deep gratitude also goes to Sister Lidwiana, CB., the headmaster of SMK
Pius X Magelang for giving me permission and support to conduct the study in SMK
Pius X. I would also like to give my gratitude to Anastasius Krismanto, S.Pd., and
Hastu Paramita Rahayu, S.Pd., the English teachers of SMK Pius X Magelang,
Antar Riyanto, S.Pd., and Agustina Wikansih, S.Pd. for their help, guidance, and
suggestions toward my designed materials. My gratitude goes to the eleventh grade
students of SMK Pius X Magelang, especially for class XI/1 Food Science
Department, and class XI/I Clothes Science Department, for their help and
cooperation during the implementation of my designed materials. Furthermore, I
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would like to express my gratitude to Fidelis Chosa Kastuhandani, S.Pd. for his
support and comments toward my designed materials.
My deepest gratitude goes to my beloved parents, Paulus Paidjan and
Deonisia Erniati, my Mama, Eustachia Dwi Budiningsih, and my grandmother,
Mariana Sumiyem. I thank them for their prayer, love, support, advice, patience,
hug and kiss they have given to strengthen me. I am deeply thankful to Father
Hendaryono, Pr. and Father Endra Wijayanta, Pr. for always supporting me and
motivating me during my thesis writing. My gratitude also goes to my lovely sisters,
Yohanita Dian Kurniawati and Inosencia Dini Pramudiana for their love, support
and cheerful they shared during my hard time. I love them very much, and hopefully
this thesis would be my present for them. I send my regard for my grandfather,
Christophorus Zaenalidi, who has rest in heaven, for his advice and love I would
never forget.
My gratitude goes to all my lovely best friends: Sophia Anggita, Stephani
Adelita, Lia Ardiana, Ignasius Saptawaskita, Alexi Ramano, and Lulu from
Dilligenia Seven, and also Lizanzuzip team of “Love Her Still” for their cheerful,
support, friendship and all the moment we spent together. I am grateful for my
beloved friends in Dahlia: Anasatsia Tata Emy, Siegfrieda Alberti, Carolina
Adien, Patricia Yutika, Stephani, Margaretha, and Rika for their support, care,
love, and togetherness. I wish this friendship would never end. I send my special
gratefulness for my Community Service group, Fidelis Windyawan, Frederikus,
Henny Indriani, Arum Kusumawardani, Jeane Vika, Ika Marlinah, Lia Eko,
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and Filian Papi Perdana for giving me chance to learn what love is. I thank them all
for being my family and my best friends until now. My gratefulness also belongs to
all my friends who always being a friend in need: Bernadeta Susie, Eska Dwi
Palupi, Eva, Agustinus Wahyu, Brother Laurentius Merdi, Dominikus,
Kristophorus, Turibius Isdianto, Father Agustinus Pr., and all of them who
always be there for me.
My gratitude also goes to all “EME’s friends”, especially Mr. Aga
Nugroho, Melly Ateng, Grace Adeline, Yulie Ityani, Anyta Susanti and Alexius
Dharmawan for their kindness and support. Last but not least, my gratitude also goes
to all PBI 2005 students, for the wonderful moments during the study in Sanata
Dharma University, and all the people whose names cannot be mentioned one by one
here. May Lord be with us always, and may He grant us the best in our life.
Caecilia Devy Kurniawati
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TABLE OF CONTENTS
TITLE PAGE ....................................................................................................... i
APPROVAL PAGES ........................................................................................... ii
DEDICATION PAGE .......................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY .................................................... v
ABSTRACT ......................................................................................................... vi
ABSTRAK ............................................................................................................. vii
ACKNOWLEDGEMENTS ................................................................................. ix
TABLE OF CONTENTS ..................................................................................... xi
LIST OF TABLES ............................................................................................... xiv
LIST OF FIGURES ............................................................................................. xv
LIST OF APPENDICES ...................................................................................... xvi
CHAPTER I. INTRODUCTION
A. Research Background .............................................................................. 1
B. Problem Formulation ............................................................................... 4
C. Problem Limitation .................................................................................. 4
D. Research Objectives ................................................................................. 4
E. Research Benefits .................................................................................... 5
F. Definition of Terms ................................................................................. 6
CHAPTER II. REVIEW OF RELATED LITERATURE ................................... 8
A. Review of Related Theories ..................................................................... 8
1. Instructional Design ........................................................................... 8
2. 2006 School-Based Curriculum ......................................................... 11
3. Communicative Tasks ........................................................................ 12
4. Communicative Language Teaching ................................................. 14
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5. Task-Based Instructions ..................................................................... 18
6. Listening ............................................................................................. 25
B. Theoretical Framework ............................................................................ 32
1. Listing the Students’ Characteristics .................................................. 33
2. Stating the Goals and Listing the Topics ........................................... 34
3. Specifying the Learning Objectives ................................................... 34
4. Listing the Subject Content ................................................................ 34
5. Selecting some Teaching-Learning Activities and Resources ........... 34
6. Designing the Materials ..................................................................... 34
7. Evaluating the Designed Materials .................................................... 35
8. Revising the Materials........................................................................ 35
CHAPTER III. METHODOLOGY ..................................................................... 37
A. Research Method ...................................................................................... 37
B. Research Participants ............................................................................... 41
C. Research Instruments ............................................................................... 41
D. Data Gathering Technique ....................................................................... 43
E. Data Analysis Technique ......................................................................... 43
F. Research Procedure .................................................................................. 47
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS ....................... 50
A. The Steps of Designing the Materials ...................................................... 50
1. Research and Information Collecting Materials................................ 50
2. Planning ............................................................................................. 58
3. Development of preliminary Form Product ...................................... 63
4. Preliminary Field Testing .................................................................. 63
5. Main Product Revision ...................................................................... 68
B. The Final Version of the Designed Listening Materials .......................... 70
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CHAPTER V. CONCLUSIONS AND SUGGESTIONS .................................... 71
A. Conclusions .............................................................................................. 71
B. Suggestions .............................................................................................. 72
REFERENCES ..................................................................................................... 74
APPENDICES ..................................................................................................... 76
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LIST OF TABLES
Table
1. Degrees of Agreements ...................................................................................... 44
2. The Descriptive Statistics of Participants’ Opinion ........................................... 45 3. The Assessment of the Mean ............................................................................. 46 4. The Description of the Research Participants .................................................... 46 5. The Result of the Questionnaire for English Teachers Part 1 ............................. 51 6. The Result of the Questionnaire for English Teachers Part 2 ............................. 52 7. The Result of the Questionnaire for the Students ............................................... 55 8. The Units and Topics in the Designed Materials ............................................... 59 9. The Basic Competencies ..................................................................................... 59 10. The Indicators...................................................................................................... 60 11. The Description of Research Participants ........................................................... 65 12. Degrees of Agreements ....................................................................................... 65 13. The Result of the Preliminary Field Testing ....................................................... 66
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LIST OF FIGURES
Figure
1. Kemp’s Instructional Design............................................................................... 10
2. A Framework for Analyzing Communicative Tasks ......................................... 13 3. The Components of Task-based Instructions ..................................................... 25 4. The Theoretical Framework ............................................................................... 36 5. The Procedural Steps in Designing the Materials .............................................. 49
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LIST OF APPENDICES
Appendix
Appendix A .................................................................................................................... 77
Letter of Permission to the Headmaster of SMK Pius X Magelang ...................... 78
Letter of official statement from SMK Pius X Magelang ...................................... 79
Appendix B ..................................................................................................................... 80
Questionnaire Research and Information Collecting for teachers ......................... 81
Questionnaire Research and Information Collecting for students ......................... 84
General Description .............................................................................................. 86
Questionnaire for Feedback Gathering ................................................................. 89
Appendix C ..................................................................................................................... 91
Syllabus ................................................................................................................. 92
Lesson Plans .......................................................................................................... 96
The Designed Materials ......................................................................................... 102
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CHAPTER I
INTRODUCTION
This chapter consists of seven sections, namely, research background, problem
formulation, problem limitation, research objectives, research benefits, and definition
of terms.
A. Research Background
In this globalization era, competition in the real life is tough. Since the beginning
of 2006, the government has promoted vocational schools as one of the alternatives to
equip the students to face the competitive work fields through the existence of KTSP
or School-Based Curriculum. As a matter of fact, students in vocational schools are
demanded to be qualified in their English proficiency level because English is
regarded as the universal language in the real world.
According to Krashen and Terell (1983), as cited by Celce Murcia in Teaching
English as a Second Language or Foreign Language, listening is very important and
is viewed as the basic skill that would allow speaking, reading, and writing to develop
spontaneously over time, given the right conditions (2001: 87). SMK Pius X is one of
the vocational schools in Magelang whose two programs, Food Science and Clothing
Science Departments, are qualified to achieve an international standard.
The Food Science Department itself has two sub-majors, Patisserie and Food
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Processing Departments. During the interview conducted with the headmaster of
SMK Pius X, it was stated that most of the graduates achieve good positions in work
fields, such as international hotels and restaurants, or clothes industries in many
places around Indonesia. The writer selects this vocational school since there are
some difficulties faced in learning listening activities in the classroom, such as the
lack of vocabulary, the lack of teaching learning activities and facilities to support the
teaching learning process, the level of the students themselves, and also the
implementation of School-Based Curriculum which has not been conducted
optimally.
Besides, the students also need to prepare themselves to face the National
Examination which consists of listening and reading tests. Considering this situation,
the English teachers are demanded to be more creative in creating English listening
materials to motivate the students to be active during their learning activities. Based
on these difficulties, the materials would be designed using taped materials which
could be easily used by the teachers. The use of pictures, games, sound of music, and
also vocabulary building would be applied to attract the students’ interest and
attention during their listening activities.
Since one of the purposes of School-Based Curriculum is to help the vocational
students to improve their ability in the working world, the writer tries to present the
new and varied listening materials which are developed based on the School-Based
Curriculum to help the students in achieving their purpose, and also to help the
teacher in developing the materials. Moreover, the writer agrees that the students
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could not acquire English language in a short period of learning. Instead, they have to
learn the language systematically.
As it is stated by Nunan (1999: 141-142) that listening exercises provide teachers
with the means for drawing learner’s attention to new forms (vocabulary, grammar,
new interaction patterns) in the language. It is very clear that listening holds
important roles in second language classrooms because of its crucial role to generate
other skills in English learning. This condition brings the writer to design the new
listening materials which are developed based on the School-Based Curriculum. The
approach used in this study was Communicative Language Teaching since CLT
underlines the process of communication rather than the mastery of the language
forms (Nunan, 1989:79).
The Task-Based Instruction is used to support the tasks given in the classroom
activities. The writer implements the TBI principles since TBI is the appropriate
method which supports the implementation of Communicative Language Teaching.
Moreover, TBI could specify the tasks carried out by the students to improve their
listening skill. Furthermore, the writer expects that the materials developed based on
the 2006 School-Based Curriculum could help the students improve their listening
skill, especially to be more familiar with listening practice so that they could learn
how to communicate in English as well as to prepare the National Examination.
B. Problem Formulation
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Based on the condition described previously, the writer formulates two problems
addressed in this study.
1. How is a set of English Listening instructional materials for the Eleventh grade
students of SMK Pius X designed?
2. What do the English Listening instructional materials for the eleventh grade
students of SMK Pius X look like?
C. Problem Limitation
This study is limited only to the English listening materials for the eleventh grade
students of elementary level in SMK Pius X Magelang. The materials are designed
based on the need of the school to provide more various and complete materials for
their English learning, particularly in listening class.
D. Research Objectives
Based on the questions in the problem formulation, the writer formulates two
objectives of the study.
1. To describe how a set of English listening materials for the eleventh grade
students of SMK Pius X is designed.
2. To present the English listening materials for the eleventh grade students of SMK
Pius X Magelang.
E. Research Benefits
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1. For the English Teachers
Teachers are expected not only to drill the students without knowing the
students’ needs and ability, but also to help them optimally with new and varied
listening materials. Furthermore, teachers could select better and more appropriate
materials for their following teaching-learning activities to gain the students’
motivation and help them to be more familiar with listening activities. Consequently,
the students are expected to overcome their anxiety in facing English listening
activities. Besides, teachers could develop new materials, as the school expectation in
developing the students’ ability in listening by having more listening practice
activities. In other words, the instructional materials could be used as guidance in the
students’ learning activities in listening class.
2. For the Eleventh Grade Students of SMK Pius X
The study would provide a set of English listening instructional materials which
are well developed to teach the eleventh grade students of SMK Pius X Magelang. By
applying the materials, students could learn and practice their English appropriately
especially in listening skill. Besides, the materials could provide more facilities to
support both the teachers and the students to develop their quality in preparing the
eleventh grade students to face the National Examination in the following year.
F. Definition of Terms
In this section, the writer discusses some important items, which are used in this
study so that the reader would be able to catch the idea of the study clearly.
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1. Listening
To listen means an activity to pay attention to somebody or something that can
we hear (Oxford Advanced Learner’s Dictionary, 2002: 782). Listening as a process
of receiving what the speaker actually says, constructing and representing meaning,
negotiating meaning with the speaker and responding, and creating meaning through
involvement, imagination and empathy (Rost, 2002). In this study, listening activity
means to hear, to receive and to respond the information the students achieve form
the recording they hear.
2. Instructional Materials
Instructional materials simply mean the materials planned or designed by the
teacher for instruction. It can be the form of printed materials, computer assisted
instruction, and television instruction (Walter and Reisser, 1983:3). In this study, the
instructional materials mean the acceptable and workable materials which help the
students achieve the listening purposes which are closer to a real-life.
3. Eleventh Grade Students of Vocational School
In this study, there are three classifications of students in vocational school
(based on Vocational School Curriculum) namely Novice, Elementary, and
Intermediate. Students in the eleventh grade of vocational school are considered as
the Elementary level students. In this case, it is expected that the students are able to
describe what kind of condition and activities they want to have in class to be more
relaxed in studying English listening materials.
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4. SMK Pius X Magelang
SMK Pius X is one of the vocational schools in Magelang, which has good
quality and it is prepared to obtain the international standard based on the local
government decision. There are two main departments in this school; they are Food
Science and Clothing Science Departments. The Food Science Department is divided
into two sub-major departments, namely, Patisserie and Food Processing.
5. 2006 School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan)
According to Badan Standar Nasional Pendidikan, School-Based Curriculum for
Vocational High School is the curriculum that includes the overall teaching
competencies for all subjects applied in Vocational High Schools. The purpose of this
curriculum is to facilitate students in order to communicate using English in real-life
situation.
6. Task-Based Instruction
Tasks are activities that can stand alone as fundamental units and that require
comprehending, producing, manipulating, or interacting in authentic language while
attention is principally paid to meaning rather than form (Nunan, 1989: 10).
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with theories concerning to the study, and it is divided into
two major parts. The first section, review on related theories would discuss
Instructional Design, School-Based Curriculum, the theory of teaching listening,
Communicative Language Teaching, and Task-Based Instructions. The second
section would discuss the theoretical framework used in this study.
A. Review of Related Theories
This section discusses the Instructional Design, School-Based Curriculum, and
the theory of teaching listening.
1. Instructional Design
In this study, the writer employs Kemp’s design to follow in developing the
listening instructional materials since this design provides the steps needed by the
writer. Here is the explanation of Kemp’s design:
Kemp’s Design
Kemp offers a flexible design. It lies on the existence of the concept that design
or development process may start form any step and move back and forth to the other
step whenever the designer is ready. Therefore, the steps are independent elements
they have a close relationship to one other. Kemp in Instructional Design: A Plan for
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Unit and Course Development (1977) stated that there are three essential elements of
instructional technology, that is, objectives (what to be learned), method (what
procedures and resources will work best to reach the learning levels), and evaluation
(how will we know the learning we prepared to occur). Furthermore, Kemp’s design
emphasizes the contribution of each step in the process, shows the importance of
evaluation, and recognizes more environmental factors in an educational setting, i.e.
the resources and the support such as time, equipment, personnel, and materials
(Kemp, 1985: 8).
In order to maintain the three essential elements, there are eight steps that must
be accomplished in the design plan (Kemp, 1977), they are:
1) Consider goal(s), list of topics, and state the general purposes for each topic
2) List the important characteristics of the students
3) Specify the learning objectives in terms of behavioral outcomes
4) List the subject content that supports each objective
5) Conduct a pre-assessment to know the students’ background of knowledge
6) Choose some teaching-learning activities and resources
7) Determine some supports services such as budget, facilities, personnel,
equipment, and schedule to implement the instructional plan
8) Evaluate the students’ achievements to do some revising and re-evaluating in
the instructional plan that needs to be improved
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Goals, Topics and General Purpose
Learner Characteristic
Learning Objectives
Subject Content
Pre‐Assess
ment
Teaching/Learnin
g Activities, Resources
Support Services
Evaluation
Revise
In this study, the writer conducts the steps of Kemp’s design in composing the
listening materials for the Eleventh grade students of SMK Pius X Magelang. The
goals and purposes of Kemp’s design refer to a system that controls the particular
process of educational program. The objectives are aimed to specify how the learner
is expected to learn and perform as a result of the instruction.
Figure 1: Kemp’s Design ( Kemp’s: 1977)
The strength of Kemp’s design is that the process could be started at any steps
wherever the designers are ready. This means that the designer could select the steps
and place them as their own creativity in designing the materials. This design also
focuses on the materials resources, goals, uses, and the choice of learning resources
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(Soekamto, 1993: 22-28). Another strength of Kemp’s design is that this design
could be applied to all level of education which could be used as the design system
for a small unit and as a whole subject for university (Soekamto, 1993: 21).
2. 2006 School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan)
According to Oxford Advanced Learners, it is mentioned that curriculum is “the
subject included in a course of study or taught at a particular school, college, etc
(1995: 287)”. Allen, as quoted by Nunan defines curriculum as “the general concept
which includes philosophical, social, and administrative factors that influence the
planning of educational program. (1988: 70)” Based on the explanations above,
curriculum, then, is defined as an overall educational program which states the
educational objective of the program; the content, teaching procedures and learning
experiences, which will be necessary to achieve.
According to Badan Standar Nasional Pendidikan, as it is quoted in Muslich
(2007: 17), 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. It consists of content, process, graduation
competency, educational employee, facilities, management, fee and evaluation of
education. The School-Based Curriculum development is based on Peraturan
Pemerintah No:20, tahun 2003 about National Educational System and Peraturan
Pemerintah No: 10, tahun 2005 about International Educational Standard. One of the
important principles in the development of KTSP or SBC in the vocational school is
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that it has to help the students in the real working field demand. It means that all of
the activities in the teaching learning process must support the characteristic of the
learners.
However, the goal of a vocational school is to develop cognitive, affective, and
psychomotoric domains to help the students to be an autonomous learner later on
(Depdiknas 2006: 7). There are several literal levels in School-Based Curriculum,
namely performative, functional, informational, and epictemic. However, the aim of
the English lesson in the School-Based Curriculum is to help the students obtain the
informational level, which aim is to access knowledge with their ability in English
language (Wells: 1987).
3. Communicative Tasks
Nunan (1989: 10) defines communicative task as “a piece of classroom work
which involves learners in comprehending, manipulating, producing or interacting in
the target language while their attention is principally focused on meaning rather than
form.” The students could learn and obtain the target language by the existence of
communicative tasks. The students can express or give opinion towards what is
happening in their surrounding so that they really learn and reach what they need to
understand during the class, especially when it is really close to their real-life
situation.
a. The Component of the Tasks
Nunan states that “tasks will contain some form of input data which might be
13
verbal or non-verbal and an activity which is in some way derived from the input and
which sets out what learners are to do in relation to the input (1989: 10).”
Figure 2: A Framework for Analyzing Communicative Tasks (Nunan, 1989: 11)
These components, then, would be used to analyze the communicative tasks in
the design of the listening instructuonal materials for the Eleventh grade students of
SMK Pius X Magelang.
b. Activities
In this study, the writer selects and combines several activites from Prabhu
because they are suitable to develop the workable and quailified design in this study.
Here are the first principle activities proposed by Prabhu (as cited in Nunan, 1989:
66):
1) Information-gap activity
This activity involves a transfer of given information from one person to another.
One example is pairwork in which each member of the pair has part of total
information and attempts to convey it verbally to the other.
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2) Reasoning-gap activity
In this activity, the learners are demmanded to derive some new information
through process of inference, deduction, practical reasoning, or a perception of
relationships or patterns.
3) Opinion-gap activity
This activity involves identifying and articulating a personal preference, feeling,
or attitude in response to a given situation.
In this study, the communicative tasks are applied since they could provide
components which have to exist in communicative exercise of the listening materials
for the Eleventh grade students of SMK Pius X Magelang. It is stated by Clarke and
Silberstein (as cited in Nunan, 1989: 59) that classroom activities should be parallel
the ‘real-world’ as closely as possible. Since language is a tool of communication,
methods and materials should concentrate on the message. It is expected that the
listening activities designed would closely relate to the real-world and help the
students to be familiar with the language used in the real-life communication.
4. Communicative Language Teaching
Teaching activities need an appropriate approach to be applied in the classroom.
Being a teacher also means being ready for providing the appropriate materials,
selecting the teaching style, methods and strategies to conduct the effective teaching-
learning process. In this study, the writer selects Communicative Language Teaching
(CLT) as the approach since it is considered as the appropriate approach to be applied
15
in the vocational school in this study.
CLT is an approach which refers to the process on language teaching in which
the students are expected to experience and improve their ability to communicate in
the target language. CLT focuses on the language use and production especially in the
real life situations. It means when we teach materials in context, we move beyond
language as a set of sentences example to language as it is situated in the world.
Furthermore, there are two aims of CLT stated by Richards and Rodgers (1986:
66). They are:
1) to make communicative competence the goal of language teaching,
2) to develop procedure for teaching of four language skills that acknowledge the
interdependence of language and communication
In order to achieve those two aims, Littlewood (1981: 1) states that CLT pays
attention to functional communication (e.g. apologizing, describing, and promoting,
inviting, etc.).
a. The Characteristics of CLT
It is stated in Richard and Rodgers (1986: 69) that the characteristics of CLT are
learner-centered and experienced-based view of second language learning. Hilgard
and Bower (1966) also agree that CLT is the process of “learning by doing”. Another
important point is that CLT emphasizes on pair work and group work. Thus, it is
expected that the learners would obtain several benefits by completing the classroom
activities, such as learning from hearing the other students, the learners would
produce a greater amount of language rather than what they learn from the teacher-
16
fronted activities. (Jack J. Richards, 2005: 21). Those characteristics of CLT, then,
are considered by the writer as the important reason of the CLT implementation in the
vocational school selected in this study.
b. Theory of Language
Richard and Rodgers (1986: 71) assumed that language is a system for the
expression of meaning. The primary function of language is for interaction and
communication. The functional and communicative dimensions are considered the
grammatical features. In other words, it is very important for the students to receive
suitable materials in their listening activities which really help them understand the
nature of the real communication later on. The students should understand the
language as a means of communication. It is used in the working world to
communicate with others so that there would be no more misunderstanding, as it is
stated by Richard and Rodgers (1986: 70).
c. Theory of Language Learning
Richard and Rodgers (1986: 19) stated that “learning theory concerns with an
account of the central process of learning and an account of the condition believed to
promote successful language learning.” Moreover, Johnson (in Richard and Rodgers,
1986: 72) promotes three elements of an underlying learning theory that could be
recognized in CLT practices. The first element is communication principle that means
activities and involves real communication to promote learning. The second element
is task principle that means activities where language is used for carrying out
meaningful task to promote learning, and the last element is the meaningfulness
17
principles. In this last principle, language that considered as meaningful element
would support the learning process (Richard and Rodgers, 2001: 161).
d. Types of Activities in CLT
Since the emphasis of CLT is on the processes of communication rather than
mastery of language form, the range of exercise and activities is unlimited. However,
Littlewood (in Richards and Rodgers, 2003: 166) distinguishes between functional
communication activities and social interaction activities as major activity types in
CLT. The purpose of functional communication activities is to direct the students to
get involved in the communication in which they have to get the meaning of the
language as effectively as they could.
Some examples of functional communication activities are comparing sets of
pictures and noting similarities and differences, working out a likely sequence of
events in sets of pictures, discovering missing features in a map, giving and
performing instruction how to do something, solving problems. On the other hand,
the main purpose of social interaction activities is to give the learners chance to use
the target language in the social context. The activities include conversation and
discussion, dialogues and role-plays, simulations, skits, improvisation, and debates.
e. Teacher’s and Learners’ Role in CLT
It is stated by Breen and Candlin (quoted in Richard and Rodgers, 1986: 77),
CLT emphasizes on the process of communication rather than the mastery of
language focus. The role of learners is as negotiator between the self, the learning
process and the object of learning. On the other hand, the two main roles for the
18
teacher are as facilitator in the communication process and as participant in the
classroom. Other teachers’ roles are as needs analyst, counselor, and group process
manager.
To sum up, the writer applies CLT as an approach of the study after considering
the characteristics of CLT which are suitable to apply in the vocational school of this
study. However, it is important to select the method which supports the CLT
approach in designing the materials. Thus, the writer implements Task-Based
Instructions as the method of this study since TASK-BASED INSTRUCTIONS could
support and reflect the implementation of CLT through the tasks and the classroom
activities.
5. Task-Based Instructions
Nunan (1989: 10) defined tasks as “activities that can stand alone as fundamental
units and that require comprehending, producing, manipulating, or interacting in
authentic language while attention is principally paid to meaning rather than form.”
Meanwhile, Richards and Rodgers defined Task-Based Instructions as “an approach
based on the use of tasks as the core unit of planning and instruction in language
teaching” (2001: 223). In fact, Task-Based Instructions represents a particular
realization of Communicative Language Teaching in which the approach is applied in
this study.
Tasks…are activities which have meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use. So task-based
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instruction takes a fairly strong view of communicative language teaching. (Skehan 1996b, as cited in Richards and Rodgers, 2001: 224)
It is clearly stated that in Task-Based Instructions learners need to participate
in communicative tasks in English. It is important for the learners to have the
communicative purpose which indicates that they use the language by means to
achieve an objective. Generally, basic pair-work and group work are often used to
increase the students’ interaction and collaboration.
There are several characteristics of a task stated by Jack J. Richards (2005, 33-
34). First, task is something that learners do or carry out using their existing
language resources. The second is that when the learners are carrying out the task,
the learning acquisition may occur. Furthermore, the task in Task-Based Instructions
involves a focus on meaning, and it involves two or more learners to realize the
communication strategies and interactional skills.
Based on the characteristics of tasks from the Task-Based Instructions point of
view, there are two kinds of tasks in Task-Based Instructions; they are pedagogical
tasks and real-world tasks. Pedagogical tasks are usually designed for the classroom
which requires the use of specific interactional strategies and the use of specific types
of language (skills, grammar, and vocabulary). The task would normally appear in
the real world.
In Task-Based Instructions, the activities used are those that increase the
learners’ activities, not the teachers’. The teachers themselves need to produce and
supply different tasks which help the learners to experience the target language
20
spontaneously, individually and originally (Willis, 1996: 25). It is expected that the
learners would obtain new experience with the target language through the tasks
given which is indicated by some errors during the communication practices.
a. Varieties of Tasks
Many of the activities in CLT could be described as tasks according to the
understanding of the characteristic of the task itself. There are six types of tasks
proposed by Willis (1996: 26-27):
1) Listing
Listing tasks tend to generate a lot of talk as learners explain their ideas. It
involves two stages, namely brainstorming and fact-finding. In brainstorming, the
learners would employ their experiences and knowledge either in class or in
group/pairs. Whereas in fact-finding the learners are required to find out things by
asking each other or other people and referring to books and many others.
2) Ordering and Sorting
These tasks involve four main processes. First, the students are to sequencing
items, actions or events in a logical or chronological order. The second process is
ranking the items in groups, and in the third process the learners have to classifying
the items in different ways, in which the categories are not given.
3) Comparing
This task involves comparing information of similar nature but from different
sources or versions in order to identify common points and/or differences. The
processes involved in this task are matching to identify specific points and relate
21
them to each other, finding similarities and things in common, and also finding the
differences.
4) Problem solving
This task involves people’s reasoning power and intellectual and though
challenging they are engaging and often satisfying to solve. The process would
depend 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. This task is not goal-oriented as in other task, and it
may be difficult to be carried out in the classroom.
6) Creative tasks
These tasks tend to have more stages than other tasks, and could involve
combinations of task types. The learners could be more creative using the target
language they learn.
These kinds of tasks involve different cognitive process and support the
activities developed in the design. Some of the tasks would be combined and applied
since they are appropriate for the needs in this study, and they could support the
learners to have their listening activities in the classroom.
b. Learner’s Roles in Task-Based Instructions
According to Richards and Rodgers (2001:235), there are several numbers of
specific roles for learners.
22
1) Group participant
It is very common for the learners to do the task in small groups or in pairs. The
learners are expected to be accustomed to participating in small group or in pairs,
instead of to the whole-class and/or individual work.
2) Monitor
Since the purpose of the tasks given is to facilitating the learners, they have the
opportunity to notice how language is used in communication which requires the
learners not only to attend the message in task work but also to the form in which the
message may emerge.
3) Risk-taker and innovator
In Task-Based Instructions, the learners would have more practice in restating,
paraphrasing, using paralinguistic signals. They need to develop their skills of
guessing from linguistic and contextual clues, asking for clarification, and consulting
with other learners.
c. Teacher Roles in Task-Based Instructions
There are some additional roles for the teachers in Task-Based Instructions
proposed by Richards and Rodgers. First, teacher as selector and sequencer of the
task. must form the tasks into an instructional sequence in keeping with the learner
needs, interests, and language skill level. Whereas selecting, adapting, and/or
creating the task themselves are the central roles. Secondly, a teacher must prepare
learners for the task. These activities include topic introduction, clarifying task
instructions, helping students learn or recall useful words and phrases to facilitate
23
task accomplishment, and providing partial demonstration of task procedures. The
last, teacher as a consciousness-raising is where the teacher here must help the
students to employ a variety of form-focusing techniques, including attention-
focusing pre-task activities, text exploration, guided exposure to parallel tasks, and
use of highlighted materials.
d. The Components of Task-Based Instructions
Willis (1996: 38) stated that the learning process in Task-Based Instructions
consists of three phases: pre-task, task cycle, and language focus.
1) Pre-task
In this stage, the teacher should introduce the topic and the tasks to the
students which are conducted through the brainstorming ideas, pictures, mime or
personal experience to introduce the topic. It is important that the teacher should
create attention and give the learners chance to prepare to do task on the topic given.
This step means to ensure that the learners understand about the task, goal, and the
result. Therefore, the clear explanation and detail instructions must be given.
2) Task-cycle
a) Task
In this phase, the students are allowed to carry out the activities and task in pairs
or in small group. The main focus of the task is to get on meaning or content rather
than on the form of the target language. The emphasis is on spontaneous, explanatory
talk and confidence building. Thus, it is necessary for the teacher to help the students
formulate what they want to say without intervening to correct their error of form.
24
b) Planning
Planning is the essential part of task cycle because it prepares the next stage
where the students are asked to report how they did the task and what the outcome
was. I this part, the teacher may correct the errors that the students made and give the
suggestion to improve their language.
c) Report
This part could be categorized as the conclusion of the task cycle stage. Learners
are to report, compare findings or begin to survey what they have done in groups,
whole class or in pairs.
3) Language focus
This last stage of the Task-Based Instructional learning process continues the
repot phase and provides an opportunity for explicit language instructions. The
purpose is to highlight the specific language features from the materials used earlier
in the task cycle. The focus is on the learners to the forms of the target language after
processing the meaning.
This stage consists of two steps namely analysis and practice activities. The aim
of the analysis activities is to get the students to identify particular features of
language form and language use in their own time. On the other hand, practice
activities could be naturally combined with analysis work and are useful for
consolidation and modification. After identifying the language for and use, the
learners have to practice it through some exercises like repetition, memory challenge,
and dictionary exercise.
25
Figure 3: The Components of Task-Based Instructions (Willis, 1996: 114)
6. Listening
a. The Nature of the Listening Process
Nida (1982, as cited by Wijayasuriya and Gaudart, 1992: 63) in an article entitled
“Learning by Listening” says, “Learning to speak a language is very largely a task of
learning to hear it.” However, hearing is only the first part of listening. The activities
in listening involve high concentration. It is not only about hearing but also
concentrating on what we listen and know how to respond it. As Rost in Teaching
and Researching Listening (1994: 141-142) points out that listening is vital in the
language classroom because it provides input for the learner. Without understanding
Task cycle Several sets of tasks followed by the teacher walks through of tasks
Planning Report
Presentation
Pre-task
Introduction to subject and task
Language focus Selecting, identifying and classifying common
words and phrases Practice of language and phrases in classroom
Building personal dictionaries
26
input at the right level, any learning simply could not begin. In other words, listening
becomes the basic skill in learning foreign language since it is usually used in other
skills: reading, writing, and speaking.
Moreover, Rost (2001: 11) states that making listening materials needs a good
understanding of effective teaching that includes careful selection of sources, creative
listening materials design, continuous assistance, and integration of listening with
other skills. In teaching listening those aspects are the most important key to hold to
create purposeful class activities. Basically, the problem is that many students could
hear but have not learned how to listen and process the information well.
According to Nunan, the top-down view suggests that the listener actively
constructs (or more accurately, reconstructs) the original meaning of the speaker
using incoming sounds as clues (2002: 239). It means that we know certain things
about certain topics and situations and use that information to understand. On the
other hands, bottom-up processing model assumes that listening is a process of
decoding the sounds that one hears in linear fashion, form the smallest meaningful
units (phonemes) to complete texts (2002: 239). We could say that this model uses
the information we have about sounds, word meanings, and discourse markers (like
first, then and after that) to gather our understanding of what we read or hear one step
at time.
Listening requires both bottom-up and top-down processing to comprehend the
passage. In this study, the writer would like to present listening materials that
combine bottom-up and top-down processing so that the materials could really help
27
the students to be able to apply the real-life communication well.
b. Listening Purpose
There are two listening purposes which need to be discussed in this part. Brown
and Yule (1983), as quoted in Richards (1988: 63), elaborates two listening purposes.
The first is interactional functions of language which emphasizes the interaction of
the participants to create comfortable and not threatening situation. Brown and Yule
explain that interactional purpose is listener oriented (Richards, 1988: 63).
The second purpose is the transactional functions of language. It is used for
communicating information and usually called “message oriented”. This function
concerns with the interaction with other people related to the language, coherence,
content, and clarity such as, taking notes or carrying out an instruction (Richards,
1988: 65).
Both interactional and transactional functions are needed because interactional is
used to interact with people, while transactional is used to gain new information and
skills (Richards, 1988: 66). In this study, a set of instructional materials would be
designed by considering the listening process and purposes in order to help the
students really comprehend real-life listening activities later on.
c. The Importance of Listening
Listening is our primary activity. According to experts, adults spend most of their
time listening when they are communicating, college students spend about 45 % of
their time listening and in classroom, they spend 57.5 % of time (Wijayasuriya and
Gaudart, 1992: 63). In fact, effective listening is extremely important for students as
28
they spend most of their time listening to lectures they have in class. Although
listening is an important aspect in second language proficiency, it is often neglected
in English teaching. Therefore, the writer intends to design a set of instructional
design materials to help the teacher facilitates their students in listening proficiency
of second language acquisition process.
d. The Principles of Listening
According to Morley (as cited by Wijayasuriya and Gaudart, 1992: 73) the recent
popular listening design is suggested to follow some principles.
1) The design has to be presented using intrinsically-motivating technique, which
refers to the appeal of listeners’ personal interest and goals.
2) The use of authentic language and context in order to enable the learners to see
the relevance of the classroom activities and the real communication activities.
3) The listening design should also consider the form of listeners’ response to
monitor their understanding to the spoken language.
4) Developing learners’ strategic competence by encouraging the development of
listening strategies.
5) To include both bottoms-up and top down listening technique.
e. Learners’ Problems
There are various things that cause the students do not focus in their listening
class. According to Ur (1996: 112), the students face some problems in having
listening skill.
29
1) The students have problem with sound
The students are used to dealing with written exercises and rarely listen to
foreign speech which causes them to have limited information about correct
pronunciation.
2) The students have to understand every word
The students think that they have to understand every word in order to
understand the whole information. The teachers also support this mistake by
demanding the students to understand word by word that causes fatigue towards the
students comes easily. However, the teacher should explain the correct method in
listening activity.
3) The students could not understand fast, natural native speech
The students usually ask their teacher to speak slowly and repeat the information
when they could not get the main point of the talk. The teacher is supposed to help
the students by the nature of native speaking so that they would be more familiar to
listen the teacher properly.
4) The students need to hear things more than once
The students tend to ask repetition when listening to particular information. In
contrast, listening occurs only once in real life situation. Ur (1996: 112) suggests that
the teacher uses redundancy text that contains repetition in the important information.
5) The students find it difficult to keep up
The learners feel overloaded with the incoming information (Ur, 1996: 112). The
solution is not to slow down the discourse, but to encourage the students not to relax,
30
and select the important information.
6) The students get tired
Since it is easy for the students to get tired after listening long conversations, the
teacher should be creative in giving variations of the speakers’ voice, given pauses
and not to make listening comprehension too long.
f. Teaching Listening
Ur (1996: 105) says, “The objective of listening comprehension practice in the
classroom is that students should learn to function successfully in real life listening
situation.” Ur clarifies that the students are expected to understand the utterances
using natural speech of speaking, proper diction, and pronunciation so that whenever
they listen to the conversation in English, they would be able to understand it. In
addition, they could respond to the daily conversation well.
The teacher’s role is important in creating such supporting situation so that the
students experience real-life conversations. The materials should be close to the
students’ daily activities so that they would be able to really apply what they have
obtained in their classroom to the real situation.
g. Types of Listening Activities
Ur (1996: 113) proposes four types of listening activities and each type has its
own division.
1) No Overt Response
The learners just listen to the listening materials without giving any responses.
The activities are stories, songs, and entertainment which could be movie, theater,
31
and videos.
2) Short Response
The learners only give short answers or actions towards listening materials. The
activities are obeying instructions, ticking off items, true/false, detecting mistakes,
cloze, guessing definitions, skimming and scanning.
3) Longer Response
The listeners give longer answers or more actions. The activities are answering
questions, note taking, paraphrasing and translating, summarizing, and long gap
filling.
4) Extended Response
The listening activity is only a basic to extend reading, speaking, or writing. The
activities included are problem solving and interpretation.
h. Listening Materials and Media
There are some aids used in this design such as pictures and images, vocabulary
building, and also the use of music in the designed materials. Since there is no
language laboratory in SMK Pius X Magelang, the writer uses taped materials in this
design. Taped materials would help the students to be familiar with the varied sounds
in different characters, situations and voices. Taped materials are also portable and
readily available, the tapes are extremely cheap and the machines to play them are
relatively inexpensive (Harmer, 2001: 229).
The next aids used are pictures. Pictures could vary the materials in the learning
process, including listening. In this study, the writer would apply understanding and
32
prediction activities in which the students need to understand the certain pictures then
select the best corresponds to the listening passage, and to predict what is coming
next in a lesson (Harmer, 2001: 135) .
The use of music also takes part in this study since music is powerful stimulus
for students and it could change the atmosphere in the classroom, or prepare students
for new activities (Harmer, 2001: 242). Students could learn by completing the
missing lyrics, since many students like to listen to music. Another characteristic used
is the vocabulary building. Pre-teaching vocabulary could reduce the language
difficulty problem in the listening class. Besides, it could attract the students’ interest
on the topic given.
B. Theoretical Framework
In designing a set of instructional material for the Eleventh grade students of
SMK Pius X Magelang, some steps were applied in this study. The design is
developed based on the School-Based Curriculum 2006 which is suited with the
teachers’ and students’ needs. The approach used to develop the design is
Communicative Language Teaching, and the method applied to underline the
implementation of CLT is Task-Based Instructions. The materials would be designed
for the second semester period as the teachers’ needs and the curriculum applied in
SMK Pius X Magelang.
In order to produce the creative and varied design, the classroom activities and
tasks are developed using Task-Based principles. Since the Task-Based Instructions
33
principle underlies the materials development and reflects the characteristics of CLT
as the approach of this study, each term in the listening activities is developed based
on the Task-Based principles. The task would be the focus on the teaching-learning
process. Thus, there would be six terms of activities in each chapter of the design
which contains the Task-Based principles.
In designing the listening materials, the writer adapted Kemp’s design since it
has already provided the steps needed by the writer to develop effective design of
listening materials. Kemp’s design is selected since it emphasizes on the problems,
such as objectives, activities and resources, and also the evaluation. The steps used to
develop the materials are adapted from Kemp’s design which would be suited with
R & D steps in the next stage of this study.
However, there would be some differences between the steps in this study and
Kemp’s since the writer developed and adapted the steps which are suited with the
needs in this study. In this study, the revision part would be applied for several steps
in designing the materials, not the whole process. The dotted lines shows the
feedback of the revision part for the steps which could be revised in this study. These
are the steps used by the writer in designing the materials:
1. Listing the Students’ Characteristics
In this step, the writer collects all information about the students’ needs,
capabilities, and interests. Listing the students’ characteristic is conducted before
designing the materials since the activities of the materials would be suited with the
students’ needs and interests. The questionnaires would be distributed for the students
34
to gain the data of the students’ characteristics.
2. Stating the Goals and Listing the Topics
This step aims to determine the goals of the materials design based on students’
needs. The topic would be suited with the School-Based Curriculum which facilitates
the students to achieve the goals of the study.
3. Specifying the Learning Objectives
It is important to state the objectives before selecting the learning activities
because the writer needs to know the measurable objectives which should be
accomplished later. In this study, the indicators would present the learning objectives
of the materials.
4. Listing the Subject Content
The content of the materials must closely relate to the objectives and to the
students’ needs (Kemp, 1977: 43). In this step, the writer needs to consider the
content organizing, and also task analysis. It aims to ensure that each element of the
materials development procedures is included in the planning process.
5. Selecting some Teaching-Learning Activities and Resources
Before designing the listening materials, the writer would choose some teaching-
learning activities and resources which are appropriate for the theories used in this
study. The writer needs to dig listening materials and resources as many as possible
to create qualified and creative listening materials. This stage would influence the
characteristic of the design later on.
35
6. Designing the Materials
The materials are here designed based on the School-Based Curriculum 2006
which are suited with the teachers’ and students’ needs, School-Based Curriculum,
the principles of Task-Based Instructions, the theory of teaching listening, and
Kemp’s model. The tasks and the terms used in each activity would be developed
using Task-Based principles since the tasks hold the crucial role in the teaching-
learning process. Since the design would be used for the second semester, the topics
in the design are suited with the curriculum for the second semester.
7. Evaluating the Designed Materials
The revision aims to help the writer develop her works optimally, and selects the
correct step in the design. The revision of the designed materials occurs in every step
to help the writer monitor her design. The evaluation is conducted by the help of the
lecturers of English Language Education Study Program and also the English
teachers of SMK Pius X Magelang.
8. Revising the Materials
After evaluating the designed materials, the writer would revise the instructions
and the materials. The revision would depend on the evaluation from the previous
step of this study that is evaluation of the design materials by the lecturers of English
Language Education and the English teachers of SMK Pius X Magelang. Since not
the whole process in designing the materials can be revised, this step is showed by the
feedback lines for the steps which could be revised.
36
Figure 4: The Steps in Designing the English Listening Instructional Materials for the
Eleventh Grade Students of SMK Pius X Magelang
37
CHAPTER III
METHODOLOGY
In this section, the writer would like to present the methodology used in this
study. It will mainly discuss the research method, research participants, research
instruments, data gathering techniques, data analysis technique, and research
procedure.
A. Research Method
It is mentioned in Problem Formulation in the first chapter that there are two
research questions needed to answer as follows: 1). How is a set of English Listening
materials for the Eleventh grade students of SMK Pius X designed? 2). What does the
English Listening materials for the Eleventh grade students of SMK Pius X look like?
Those two questions need to be answered, and in this section the writer discussed the
method used to solve the problem in this study. Since this study is aimed to present a
set of English listening instructional materials, a research was conducted to obtain the
data using a method namely Research and Development.
In this study, the writer applied Research and Development method (R & D),
which according to Borg and Gall (1983: 772), R & D is a process used to develop
and validate educational products, such as teaching materials teaching methods and
38
method for organizing instruction. Furthermore, the goal of R & D is to develop the
research knowledge and incorporate it into a product that combines educational
research and educational practice rather than discover new knowledge (Borg and
Gall: 771).
The writer decided to use R & D method because it facilitated the writer to create
tested and applicable educational products for the subject of the study, which was
SMK Pius X Magelang. R & D consists of a cycle where a product will be
developed, field tested, and improved on the basis of field-test data. R & D contains
ten steps, namely, Research and Information Collecting, Planning, Development of
Preliminary Form of Product, Preliminary Field Testing, Main Product Revision,
Main Field Testing, Operational Product Revision, Operational Field Testing, Final
Product Revision, and dissemination and Implementation (Borg and Gall, 1983: 775).
However, the writer would apply only five steps to solve the problems in this
study because of the limitation of time and capacity.
1. Research and Information Collecting
This step included review of literature, classroom observations in this study. The
library study was conducted since November 2008. The importance of this step was
to help the writer design the qualified educational product as needed by the students
of the SMK Pius X. Therefore, in this step the writer collected the data from the
Eleventh grade students of SMK Pius X Magelang as well as the English teachers.
The data would gather the information about the conditions and characteristics of the
students which influenced the materials development.
39
In this study, the data were collected by distributing the questionnaires and
interview. The data gathered consisted of the importance of English listening skills,
students’ perceptions and experiences toward English listening class. Moreover, the
information and opinion from the English teachers were needed to help the writer to
develop the materials design.
2. Planning
In this study, Planning included defining skills, stating objectives, and
determining course sequence which was developed based on the curriculum applied
in SMK Pius X Magelang. The writer would use the data from Research and
Information Collecting to determine the appropriate materials based on the students’
needs and the school’s curriculum. The data would be presented in the form of
syllabus and lesson plans.
Since the design would be developed based on the School-Based Curriculum
which is applied in the school, the terms in the Planning were suited with school’s
syllabus. The most important aspect in Planning is stating the objectives which
should be achieved by the product. Thus, the writer firstly reviewed the Competence
Standard and the Basic Competence, and listed the topics of the designed materials
based on the syllabus of SMK Pius X Magelang. After that, the indicators were
specified before listing the subject content to select some teaching learning activities
and resources which would be used in the design.
40
3. Development of Preliminary Form of Product
In this study, this step included all preparation of the instructional materials,
handouts, and the activities which are going to be developed using Task-Based
principles. This study aimed to design the materials which are really appropriate with
the needs of the Eleventh grade students of SMK Pius X Magelang. Thus, the data
from Research and Information Collecting were used as the basis of designing the
materials based on the Task-Based principles. Organizing the materials and obtaining
feedback as much as possible were important aspects of designing the qualified
materials. Subsequently, the feedback would be the basis to revise and improve the
materials so that the materials would be ready and complete to be used by the English
teachers of the school.
4. Preliminary Field Testing
The aim of this step in this study was to acquire evaluation and comments as well
as criticism of the designed materials. The designed materials would be evaluated by
two English teachers of SMK Pius X Magelang and lecturers of English Language
Education of Sanata Dharma University. The feedback would be gathered using
questionnaire, and would be used to revise and develop the designed materials.
5. Main Product Revision
In this study, this step was conducted by revising the designed materials as
suggested by the Preliminary Field Testing results. The result of the Preliminary Field
Testing would be the basis of the product revision.
41
B. Research Participants
In this study, there were two groups of participants in this section and they were
consisted of different group of people.
1. Participants of Research and Information Collecting
There were two group of participants of Research and Information Collecting.
They were the eleventh grade students of SMK Pius X Magelang, both Food Science
and Clothing Science departments, and the English teachers of SMK Pius X
Magelang. The students were asked about their opinion on the listening activities
they had so far, their difficulties and their expectation on their English lesson,
especially listening. Meanwhile, the teachers were asked to give opinion about the
materials, method, and also their students’ characteristics which were useful for the
materials development process in this study.
2. Participants of Preliminary Field Testing
In Research and Information Collecting, the participants were the English
teachers of SMK Pius X Magelang and the lecturers of English Language Education
Study Program of Sanata Dharma University. In this section, they were asked to give
feedback, opinion, comments, and suggestions toward the designed materials for
helping the writer to revise the materials.
C. Research Instruments
In order to obtain the data for this study, the writer employed some instruments
in Research and Information Collecting and Preliminary Field Testing.
42
1. Instruments of Research and Information Collecting
For Research and Information Collecting, the writer used questionnaires small
interview to gain the data and information on teachers and students’ needs about the
materials, method, and activities in listening class. The subjects of the interview were
the English teachers of SMK Pius X Magelang, while the questionnaires were given
for the English teachers and the students who were going to have the activities using
the designed materials later on. The interview was conducted using open-ended
questions.
2. Instruments of Preliminary Field Testing
In Preliminary Field Testing, the questionnaire was used to obtain the data for the
evaluation of the designed materials. Ary, Jacobs, and Razavieh (2002: 421) state
that “questionnaire is designed for self-administration and it is possible to include a
large number of subjects as well as subjects in more-diverse locations. Respondents
also feel free to give their opinions and do not feel reluctant to express points of
view”.
The questionnaire would be given to the English teachers of SMK Pius X who
would use the materials, and the lecturers of English Language Education Sanata
Dharma University. The questions were in Likert scale item (close-ended questions
and open-ended questions). A Likert scale assesses attitudes toward a topic by asking
respondents to indicate whether they strongly disagree, disagree, undecided/doubt,
agree, or strongly agree, with each series of statements about the topic (Ary, Jacobs
and Razavieh, 1990: 234).
43
D. Data Gathering Technique
In this study, some techniques were applied to gather two kinds of data needed
from Research and Information Collecting and Preliminary Field Testing. In Research
and Information Collecting, the writer conducted the library studies and gathered
more information about School-based Curriculum, instructional designs, listening
theories, Task-Based Instruction and also listening materials related to SBC. Such
literature such as books, documents, journals, articles, and web sites related to the
materials used were used.
After that, the writer distributed the questionnaires for the English teachers and
the Eleventh grade students of SMK Pius X Magelang both from Food and Clothing
Science. The interview with the English teachers was also conducted to gather the
information about the needs for the listening materials which would be developed in
this study. In Preliminary Field Testing, questionnaires were distributed to two
English teachers of SMK Pius X Magelang and some lecturers of English Language
Education of Sanata Dharma University for the materials evaluation. The materials
were revised based on the feedback, opinions, comments, and suggestions from the
research participants.
E. Data Analysis Technique
In this study, there were two kinds of data obtained from Research and
Information Collecting and Preliminary Field Testing. They were analyzed in order to
find out the central tendency of the respondents’ opinions about the listening
44
activities during the class and presented in the form of narrative description and
numerical data. In Research and Information Collecting, the questionnaires were
distributed to two English teachers of SMK Pius X Magelang and also the students of
the Eleventh grade both Food and Clothing Science departments. The data gathered
from the Research and Information Collecting would be analyzed in numerical data
and narrative description. The data gathered would be presented as follows:
In Preliminary Field Testing, the questionnaire was distributed to the English
teachers of SMK Pius X Magelang and lecturers of English Language Education of
Sanata Dharma University. The questionnaire would be in the form of Likert scale
which has close-ended and open-ended questions items. Table 1 shows the five
degree of agreements on how the participants would answer the questions:
Table 1: Degrees of Agreements
Degree of agreement
Meaning
1 Strongly disagree with the statement 2 Disagree with the statement 3 Undecided/doubt 4 Agree with the statement 5 Strongly agree with the statement
The central tendency used and regarded as the proper way to present the data
since it shows the whole set of measurement (Ary, Jacobs, and Razavieh, 1990: 127).
The measurement of the average was known as mean, median, and mode.
45
Table 2: The Descriptive Statistics of Participants’ Opinion
No. Participant’s Opinion on… Frequency of the Degree of Agreement
Central Tendency
1 2 3 4 5 N Mn Mdn Md Note:
N : Number of participants Mdn : Median M : Mean Md : Mode
According to Ary, Jacobs, and Razvieh (1990: 127-132), mean is the average
point that was counted by adding all points and divided by the number of the
questions. The median is the middle point of the odd ordered data from the smallest
point into the biggest one. The mode is the point that frequently appears in the data.
Here is the formulation of mean:
X =
∑X
N
X = the mean/average point
∑ X = the sum of
N = the total number of the participants
In the questionnaires distributed to the English teachers of SMK Pius X and the
lecturers of English Language Education, the data about teacher’s opinions and
comments about the designed materials were presented. The data for the open-ended
questions were analyzed in narrative description, and the data interpretation for the
46
central tendencies was based on the mean assessment. The data would be used to
improve the designed materials.
Since the data from Preliminary Field Testing showed whether or not the
designed materials were good and acceptable, the assessment of the mean was needed
to interpret the data. The assessment of the mean is classified in the Table 3.
Table 3: The Assessment of the Mean
0-1 : The designed materials were poorly designed. 1,1-2 : The designed materials were fairly designed. 2,1-3 : The designed materials were fairly good designed. 3,1-4 : The designed materials were good but need some revisions. 4,1-5 : The designed materials were well designed and acceptable.
However, the description of the participants’ educational background was also
needed. Thus, the writer also gained the data about the participants’ educational
background.
Table 4: The Description of the 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 SMK Pius X Magelang
1.
2.
English Language Education lecturers of Sanata Dharma University
1.
2.
Total
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F. Research Procedure
Research procedures presented in this part were adapted from the theoretical
framework in Chapter II and five steps of R & D method used in this study. The steps
are discussed as follows:
1. Research and Information Collecting
In this step, identifying entry behavior was conducted in order to gain the data
needed in this study. Therefore, the writer started with asking permission to the
headmaster of SMK Pius X Magelang before conducting the research in the
vocational school. After asking the permission, the writer continued with conducting
the small interview and distributing the questionnaire to the students and the English
teachers of SMK Pius X Magelang to obtain the data about the students’
characteristics and needs. Besides, a review of related literature was conducted to find
out some theories related to the study. Some relevant books, documents, journals,
articles, web site and any information about School-based Curriculum were read to
broad the writer’s knowledge about the theories applied in this study.
2. Planning
In Planning step, the writer started with stating the goals and listing the topics,
specifying the learning objectives, and listing the subject content according to the
curriculum applied in the vocational school of this study. Since the materials would
be developed based on the School-Based Curriculum, the terms used were Standard
Competence and Basic Competence instead of goals, and indicators instead of
learning objectives. The data from Research and Information Collecting were used as
48
the basis to define the goals, topics, the indicators, and also select the teaching-
learning activities and resources in this study.
3. Development of Preliminary Form of Product
In this step, the materials of the design referred to the School-Based Curriculum
and the materials developed using Task-Based Instruction were adapted from many
sources which supported the materials to be proper designed set of English listening
instructional materials for the Eleventh grade students of SMK Pius X Magelang. The
terms applied in the activities and tasks were developed based on the principles of
Task-Based Instruction.
4. Preliminary Field Testing
The materials evaluation in this study was conducted in this step to obtain the
teachers and lecturers’ feedback, opinions, comments, and suggestions toward the
materials designed by the writer. The questionnaire would be distributed to two
English teachers of SMK Pius X Magelang and the lecturers of English Language
Education of Sanata Dharma University.
5. Main Product Revision
Revising the designed materials was required in Main Product Revision step in
order to present the better materials. The feedback and comments obtained from the
English teachers of SMK Pius X Magelang and the lecturers of English Language
Education of Sanata Dharma University would be used to revise the designed
materials. The data gathered from the materials evaluation would be analyzed to
obtain the central tendency of the participants’ opinions about the designed materials.
49
Finally, the final version of the materials would be ready to use in the school where
the study was conducted.
Figure 5: The Steps in Designing A Set of Instructional Listening Materials for the Eleventh Grade Students of SMK Pius X Magelang
R & D Steps Kemp’s Steps
50
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion of each step in
designing and evaluating the English listening instructional materials using Task-
Based principles for the Eleventh grade students of SMK Pius X Magelang. This
chapter answers the two research questions stated in the problem formulation. The
discussions are divided into two parts. The first part discusses the findings of the
steps in designing the materials. The second part presents the final version of the
designed materials using Task-Based principles for the Eleventh grade students of
SMK Pius X Magelang.
A. The Steps in Designing the Materials
The writer adapted Kemp’s Design in designing the materials. R & D cycle
was a method employed in this study. There were five steps conducted in
designing the listening materials. These steps were also used to answer the first
question in the problem formulation about how to design a set of English
instructional materials for the Eleventh grade students of SMK Pius X. The steps
are presented as follows:
1. Research and Information Collecting
In this section, the writer presents the results of the questionnaires distributed
to the English teachers and the Eleventh grade students of SMK Pius X Magelang.
Questionnaires were used to consider the learners’ characteristics and to gain the
51
information about the teacher’s opinion, materials and methods used in teaching
listening. On the other hands, questionnaires for the students aimed to gain
information about the students’ opinion, needs, and technique they want to have in
their listening class. The data were presented as follows:
a. The Results of the Questionnaire for the English Teachers
The writer distributed questionnaires to two English teachers of SMK Pius X
Magelang on November 10, 2009. The data obtained were used as the basis to
develop the materials. The data were presented in percentage to show the result of
the teachers’ opinion in teaching listening. The questionnaire was divided into two
parts, and the presentation below was the first part of the questionnaire.
Table 5: The Results of the Questionnaire for English Teachers Part)
No
Respondents’ Opinion
Number and Percentage 1 2 3 4 5
1. I do not have any difficulty in teaching listening
1 (50 %)
1 (50 %)
2. I have a lot of materials references to teach listening
1 (50 %)
1 (50 %)
3. I have a lot teaching media, which support the process of teaching listening
2 (100 %)
4. I have my own strategy in teaching listening
2 (100 %)
5. I teach English by integrating several skills in one activity
1 (50 %)
1 (50 %)
6. I often use the media which support the listening activity
2 (100 %)
52
The data from the first part of the questionnaire presented the teachers’
opinions about their teaching strategies and students’ condition. The item number
1 to 6 showed that the English teachers of SMK Pius X Magelang did not have any
difficulties in teaching listening since they had a lot of materials references to
teach listening in class. The teachers already had strategy in teaching listening,
and they often combined several skills in one activity they conducted in class. In
fact, one of the teachers’ opinions showed that some students have difficulties in
obtaining and understanding the materials, and they are afraid of having listening
activities. However, both of the teachers agree if the students actually have big
interest and enthusiasm in learning listening.
Table 6: The Results of the Questionnaire for English Teachers Part 2
No Questions Opinion Number and Percentage
Information
1 The school atmosphere is conducive to teach listening
a. Yes 2 (100 %) The teaching facilities support the listening activities
No
Respondents’ Opinion
Number and Percentage 1 2 3 4 5
7. The students participate actively in the learning process, especially listening
1 (50 %)
1 (50 %)
9. The students are afraid of having listening activities
1 (50 %)
1 (50 %)
10. The students have big interest and enthusiasm in learning listening
2 (100 %)
53
No Questions Opinion
Number and Percentage
Information
b. No -
2 The school facilities support the listening activities are:
a. Language laboratory
Both of the teachers answered two options
b. Tape recorder 2 (100 %) c. Computer d. Listening cassettes 2 (100 %)
3 How many times do you teach listening in class?
a. Twice a week 1 (50 %) b. Once a week c. Once two weeks d. Once a month e. Twice a month f. Uncertain 1 (50 %)
4 In your opinion, how is the level of your students in learning listening?
a. Weak 1 (50 %) b. Enough 1 (50 %) c. Good d. Very good
5 The listening materials you use to teach are based on:
a. The school curriculum
1 (50 %) There was one teacher answered two options (students’ interest and ability in learning the materials)
b. Reference book which appropriate for the students
1 (50 %)
c. Students’ interest 1 (50 %) d. Students’ ability in learning the materials
1 (50 %)
6 What references do you use in teaching listening?
a. Film There was one teacher answered two options (songs and listening handbook)
b. News recording c. Songs 1 (50 %) d. Listening handbook
1 (50 %)
e. Downloading from the internet
1 (50 %)
7 What media do you use in teaching listening?
a. MP3 There was one teacher answered three options
b. Cassettes 2 (100 %) c. Video d. CD 1 (50 %)
54
No Questions Opinion
Number and Percentage
Information
e. VCD 1 (50 %) (cassettes, CD, and VCD)
8 What method do you apply in teaching listening in your class?
a. Lecturing in front of the class
1 (50 %) One teacher applied filling the missing words for the activity
b. Exercise 2 (100 %) c. Discussion d. Games e. Others 1 (50 %)
The second part of the questionnaire aimed to obtain the data about the
condition, facilities and the media of the teaching learning activities in class.
Based on the teachers’ answers, the school condition was conducive to teach
listening. Moreover, the school’s facilities to teach listening such as tape recorder
and listening cassettes supported the teaching learning activities. There were two
different answers of the teachers’ answers in teaching listening. One teacher
taught listening twice a week while the other taught listening uncertainly. For the
level of the students itself, one teacher mentioned that the students were weak in
following the listening activities, and the other answered that the level of the
students was enough to follow the activities.
Based on the result, the teachers used all of the items provided in the
questionnaire to select the materials to teach listening. They were the school
curriculum, the reference book and sources which were appropriate for the
students, the interest of the students themselves, and also the students’ ability in
learning the materials. The references used by the teachers were songs, listening
handbook, and the materials downloaded from the internet, and they used
55
cassettes, CD, and VCD as the media to teach listening. Meanwhile, the English
teachers selected lecturing in front of the class, giving exercise, and filling the
missing words as the method of teaching listening.
b. The Results of the Questionnaire for Students
The writer distributed questionnaires to 76 students, 41 from the Food
Science department, and 35 students from Clothing Science department who were
present when the writer conducted the research.
Table 7: The Result of the Questionnaire for the Students
No Questions Students’ Opinion Number and Percentage
1 In what level is your English?
a. Beginner 33 (44 %) b. Intermediate 41 (55 %) c. Advanced -
2 What is your opinion about listening?
a. Difficult 30 (39 %) b. Average 41 (53 %) c. Easy d. Depend on the
materials 5 (6 %)
3 Is listening is important in helping you in the real work field?
a. Yes 76 (100 %)
b. No -
4 Why do you learn English especially listening?
a. To be able to communicate with the foreign guests when I work in place with international level
74 (73 %)
b. To pass the English test for the UN
18 (17 %)
c. To obtain a good score in English lesson
10 (9 %)
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No Questions Students’ Opinion Number and Percentage
5 What factor that makes listening difficult?
a. Lack of vocabularies 36 (47 %) b. There is no interest in English lesson
c. Cannot follow the teacher’s explanation
9 (11 %)
d. Unclear explanation and voices from the teacher
7 (9 %)
e. Boring materials and activities
f. Lack of practice and concentration
18 (23 %)
6 Do you often feel bored during your listening class?
a. Yes 49 (68 %)
b. No 23 (31 %)
7 What makes you feel bored?
a. Not conducive classroom situation and condition
17 (21 %)
b. Uninteresting topic 15 ( 18 %) c. Monotonous teaching 8 (10 %)
d. Difficult listening materials
29 (36 %)
e. Others (time and students condition)
11 (13 %)
8 What technique do you want to use in listening?
a. Discussion 20 (23 %)
b. Games 33 ( 38%)
c. Speech - d. Group work 23 (27 %) e. Pair work 4 (4 %) f. Others 5 (5 %)
The data provided significant information for the writer since the students’
interest and difficulties in learning English were obtained easily. Based on the
table above, the writer gained the information that more students considered their
57
level of listening were in intermediate level. Furthermore, in giving opinion about
listening, most students stated that the difficulty of the listening they often had in
class was in average although there were still some students stated that the level
was difficult, and the rest stated that it depended on the topic they had. In
answering question related to the importance of listening, all students agreed that
listening was important for them in real work field. Moreover, most students also
stated that they studied English, especially listening because they wanted to be
able to communicate with the foreign people if they work in international level
work place, while some students stated to pass the National Exam, and some
others stated because they wanted to get good score in English lesson.
The data from the students provided a fact that lack of vocabulary was the
main cause of most students considered listening as difficult lesson. The second
cause was that the students were lack of practice and concentration. The others
stated that they could not follow the teacher’s explanation, and also because of the
unclear explanation and teacher’s voice. The solution to this problem was that the
writer developed the materials which provided some exercise and new words from
every topic that could help the students understand the lesson well. The following
problem that the writer obtained from the research was that most students felt
bored in following the listening activities in class, and it was caused by the
difficult listening materials which made them unable to follow the lesson well.
The other causes were the classroom situation and condition which was not
conducive, uninteresting topic, and because of the time and students condition,
and also the monotonous teaching.
58
The last fact obtained from the research was interesting because it proved that
the students enjoyed some enjoyable and fun teaching techniques. They liked
having games, group work and discussion more than having pair work and other
old teaching technique. Thus, the writer would design the materials by applying
some teaching techniques which could help the students to be motivated in
listening activities such as games, group discussion, and listen to the songs.
Hopefully, the designed materials provided by the writer could lessen the
students’ boredom in following the English lesson, especially listening, and could
help the students improve their English ability well.
2. Planning
In Planning step, the writer used the data from Research Information and
Collecting as the basis. There were four parts in Planning step. The first part was
stating the goals and listing the topic. The second part was specifying the learning
objectives. The third part was listing the subject content. The last part was
selecting some teaching learning activities and resources. Each part would be
discussed further.
a. Stating Goals and Listing the Topics
The goals of designing the English listening materials were formulated after
conducting the Research and Information Collecting. Hence, the goal of designing
the materials was to make the students more familiar and interested in learning
English, especially for the listening activities. Moreover, it was aimed to prepare
the students to be able to work in many work places with international level as
well as they could pass the National Exam.
59
Therefore, the topics of each unit were also formulated in this step. The topics
were developed based on the 2006 School-Based Curriculum for Vocational High
Schools and the English Syllabus of SMK Pius X Magelang which were
developed from the school curriculum. Hence, the materials had the same topics
as which were in the school syllabus, and there were three units in the designed
materials. Here were the units and topics:
Table 8: The Units and the Topics in the Designed Materials
Unit Title Topics
1 I Love It! Like and Dislike
2 Who Is Speaking? Telephoning
3 Can I Help You? Expression of Offering Help
Besides listing the topics, the goals of the materials which should be achieved
by the students from the activities in the designed materials were formulated in
this part. Since the writer used the 2006 School-Based Curriculum as the basis to
develop the materials, the goals of the whole units in the design were stated as the
basic competencies as well as the term used in the curriculum. Table 9 presents
the basic competencies of the whole units in the designed materials.
Table 9: the Basic Competencies
Unit Title Basic Competencies 1 I Love It! Understanding daily conversation either in
professional or personal context with native speaker
2 Who Is Speaking? Making a note based on the simple message from the interaction from real life or device
3 Can I Help You? Expressing wants
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b. Specifying the Learning Objectives
In designing the good materials, it was necessary to state the learning
objectives. In the term used in 2006 School-Based Curriculum, the learning
objectives of each unit in the design were stated as the indicators. The indicators
were listed in order to specify the basic competency of each unit. The indicators
would be the measurement of what students’ achievement in every meeting of the
learning activities.
Table 10: the Indicators
Unit Title Basic Competencies
1 I Love It! At the end of the class, the students are able to: 1. Identify the expressions used in talking about
like and dislike Unit Title Basic Competencies
2. Use the expressions of like and dislike correctly
2 Who Is Speaking?
At the end of the class, the students are able to: 1. Identify the message they hear from the
interaction from the telephone conversation 2. Make a note based on the conversation they
hear 3 Can I Help
You? At the end of the class, the students are able to: 1. Identify the expressions of offering help
appropriately 2. Use the expressions of offering help
appropriately
c. Listing the Subject Content
Listing the Subject Content was conducted in order to ensure that each
element of the materials development procedures was included in the planning
process. Since the materials development adapted the Task-Based principles, the
content of the designed materials was appropriated with the principles in Task-
61
Based. There were four sections in the designed materials, namely Pre-Task, It’s
Your Turn, Language Focus, and What did You Get.
1) Pre-Task
Pre-Task consisted of the brainstorming activities from images or pictures,
discussing some questions based on the song or the short recording students
listened to. This part aimed to introduce the subject and tasks given. It is expected
that the students would show their prior knowledge they already knew about the
topic before they had the whole activities and materials in class. Thus, this part
would help the students to prepare and comprehend the lesson easier.
2) It’s Your Turn
This part contained the task cycle of Task-Based principles. Thus, the center
of this activity is the students themselves. There were many different activities in
each topic of the design which aimed to give various activities for the students. In
this part, the students should take a part in the activities given either individually,
in pairs, or in a group. After finishing the tasks given, the students should report
the result of their work to the teacher so that the teacher could monitor what the
students have learned from the activities.
3) Language Focus
In this section, the students would obtain more explanation on what they are
studying. Thus, the language focus highlights the specific language features from
the materials used in the previous part of the classroom activities in the designed
materials. In order to apply what the students have learned from the language
focus, the practice of language was needed. Therefore, there would be some
62
games following the language focus in order to facilitate the students in
understanding the language they learned from the listening activities in class.
4) What did You Get?
In this section, the students’ reflection was expected to be obtained. The
reflection would be the indicator of how well the students achieved the learning
objectives. The students were expected to know the difficulty they have and how
they would solve it to improve their English skill.
d. Selecting some Teaching-learning Activities and Resources
In this study, the teaching learning activities were selected based on the result
of Research and Information Collecting. The activities in instructional materials
were accomplished in the form of teamwork, such as pair work and group work
without ignoring the individual task. Although individual task could generate the
students’ ideas and thought, the writer minimized it since in communicative task
the learners should have communicative purpose. Thus, the writer implied pair
work and group work to increase the students’ interaction. The more the students
share their ideas to the different partners, the more they learn how to comprehend
and produce language by doing tasks with different partners.
Besides, the tasks given were developed from those in Task-Based principles.
There were several different tasks in the designed materials such as brainstorming
based on the images or pictures, answering questions from songs and short
recording. Then, the students were given more listening activities by completing
the dialogue, matching the specific points to the correct answer, ordering and
arranging the jumbled dialogues into proper dialogue or sentences, selecting the
63
correct answer and answering the comprehension questions. Moreover, the
students were given games to help them understand the language they were
studying, and also to have the reflection to know how well the students followed
the learning activities.
3. Development of Preliminary Form of Product
In this section, the materials were designed based on the result of Planning
step. The topics in the designed materials were adapted from the 2006 School-
Based Curriculum and the English syllabus of SMK Pius X Magelang. Hence, the
materials had the same topics as in the school curriculum and syllabus. The
teaching learning activities were selected based on the Task-Based Principles
which implied the designed materials. The materials themselves were developed
from many sources and textbook which could support the materials development.
The pictures and the recording in the design were taken from the internet. The
writer did so in order to present the proper designed materials.
4. Preliminary Field Testing
The writer combined the Preliminary Field Testing from R&D step with
Instructional Design step. This step was conducted to know whether the materials
were interesting, appropriate, and applicable for the eleventh grade students of
SMK Pius X Magelang and to meet the goals and the learning objectives of
English curriculum used to develop the materials.
64
In obtaining the evaluation of the designed materials, the writer distributed
the questionnaire to four English teachers and one English Language Education
lecturer of Sanata Dharma University. Since there were only two English teachers
in SMK Pius X Magelang, the writer asked two competent English teachers from
other schools to give feedback. The implementation of the designed materials was
conducted for four meetings in Unit 1 for two classes (class XI Food Science and
XI Clothing Science departments) on January 18, 2010, January 19, 2010, January
21, 2010 and January 25, 2010. The data obtained from the questionnaire were
presented as follows:
a. Descriptions of the Participants
The respondents of this step were five people who were considered as expert
in giving feedback toward the designed materials. There were four English
teachers who participated in giving the feedback. They were the two English
teachers of SMK Pius X and two English teachers from other school who had
qualified experience and knowledge in teaching. The last participant was one
lecturer of English Language Education of Sanata Dharma University.
There were three sections of the questionnaire. The first section was the
participants’ identity which consisted of name, sex, educational background, and
the teaching learning experiences. The second section described the teachers’ and
lecturer’s opinions toward the designed materials. The last section was the
teachers’ and lecturer’s comments, opinions, suggestions or criticism toward the
designed materials. The feedbacks were used for revising and improving the
materials.
65
Table 11: 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 SMK Pius X Magelang
1. √ √ √
2. √ √ √ 3. √ √ √ 4. √ √ √
English Language Education lecturer of Sanata Dharma University
1.
√
√
√
Total 2 3
b. Data Presentation and Analysis
The questionnaires were distributed to the respondents in order to obtain the
evaluation on the designed materials. The feedback of the questionnaires was
aimed to obtain the appropriateness of the materials for the eleventh grade
students of SMK Pius X Magelang. The degree of agreements was presented in
table 12.
Table 12: Degrees of Agreement
Degree of
agreement
Meaning
1 Strongly disagree with the statement
2 Disagree with the statement
3 Undecided/doubt
4 Agree with the statement
5 Strongly agree with the statement
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The evaluation data were presented in the following table:
Table 13: The Result of the Preliminary Field Testing Questionnaire
No Participant’s Opinion
on….
Frequency of the Degree of Agreement Central Tendency
1 2 3 4 5 N Mn Mdn Md 1. The major goals of the
designed materials are well formulated.
1 4 5 3.8 4 4
2. The designed materials are able to meet the goals and objectives stated in the Curriculum at the School Level (KTSP).
5 5 4 4 4
3. Generally, the contents of the designed materials are well-elaborated.
5 5 4 4 4
4. The designed materials are relevant to the students’ knowledge and skills level.
4 1 5 4.2 4 4
5. The level of difficulty of the designed materials is appropriate with what should be given to the students.
1 3 1 5 4 4 4
6. The tasks or activities in each unit are relevant to the topic in each unit.
1 3 1 5 4 4 4
7. The tasks or activities in each unit are well elaborated and can facilitate the students to achieve the goals and objectives.
1 3 1 5 4 4 4
8. The instruction in each task or activity in each unit is clear enough to be understood by the students.
2 3 5 3.6 4 4
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No Participant’s Opinion
on….
Frequency of the Degree of Agreement
Central Tendency 1 2 3 4 5 N Mn Mdn Md
10. The tasks or activities given can help the students to understand the lesson taught.
4 1 5 4.2 4 4
11. Generally, the pictures provided can help the students to understand the lesson more.
2 3 5 3.6 4 4
12. Generally, the designed materials will enable the students to master English listening skill.
5 5 4 4 4
Note:
Here, the result of the descriptive statistics indicated that the degree of
agreement on the evaluation of the designed materials was from 3.6 up to 4.2.
Thus, it could be concluded that the designed materials are acceptable and
applicable to be taught in school. However, there were still some revisions as
suggested by the participants of Preliminary Field Testing. The participants also
gave suggestions and criticism toward the designed materials. The participants’
comments or opinions based on the questionnaire were described as follows:
1. Generally, the designed materials were interesting, easily applicable so that
the materials could motivate the students to be more active, to improve their
listening skill, and to achieve the goals and the learning objectives.
N : Number of participants Mdn : Median M : Mean Md : Mode
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2. The pictures in the materials were interesting and could attract the students’
attention and motivation in following the lesson.
3. There were some parts that should be changed to improve the design
Here were the participants’ suggestions and criticism based on the questionnaires:
1. It would be better if the new vocabulary items are put after the words appear
in the tasks to help the students read them easily.
2. It would be better if there are more pictures in the materials especially in
brainstorming part. It would be more interesting and challenging for the
students.
3. It would be better to pick some pictures that are more relevant or appropriate
with the topic given to help the students understand the lesson more.
4. It would be better if the instructions are made clearer and simpler, and some
examples could be provided if needed for some parts to help the students
understand the activities well.
5. Main Product Revision
In this step, the designed materials would be revised to improve the materials
and to produce the better materials. After revising the designed materials, the
design would be presented and ready to be applied in school. The revisions
themselves were based on the participants’ suggestions and criticism.
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1. Putting the new vocabulary items after the words appear in the tasks given
The new vocabularies for each unit would be put after the words appear
instead of putting them in the Language Focus.
2. Adding some pictures for the brainstorming part
The pictures for brainstorming in Unit 3 would be added in order to help the
students to identify the pictures and discuss the questions given in group.
3. Picking some pictures that are more relevant to the topic
Since the pictures in the designed were considered less relevant with the
topics, some pictures would be added to help students understand the materials
easily.
4. Revising the instructions to help the students understand the task easier
Based on the questionnaire result, the instructions in each task would be made
simpler and clearer. Those for the games instructions, there would be some
examples given in order to help the students understand the role of the game
easily.
5. Changing the time allocation in the lesson plan
Since the designed materials have been implemented in school, the time
allocation was not appropriate with those in the lesson plan. As a result, the time
allocation in the lesson plan which was written 2 x 45 minutes for each unit would
be changed into 3 x 45 minutes.
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B. The Final Version of the Designed Listening Materials
This section was intended to answer the second question in the problem
formulation. After conducting the revision and improvement of the materials, the
final version of the English listening materials based on Task-Based Instructions
was presented. There were three units in the materials and each unit requires 3 x
45 minutes. The designed materials consisted of three units as follows:
1. I Love It!
2. Who is Speaking?
3. Can I Help You?
There would be four main parts in each unit. They are Pre-Task, It’s your
Turn, Language Focus, and What did you Get?. The materials were designed for
the second semester of the eleventh grade students in SMK Pius X Magelang. The
materials were designed based on the school syllabus which based on the 2006
School-Based Curriculum. Therefore, the topics in the designed materials were
the same as those in the school syllabus. However, based on the result of the
materials implementation and the Preliminary Field Testing, the time allocation
would be changed since it was not suitable to teach Unit 1 with the time allocation
in the syllabus. Hence, the time allocation was added to provide the English
teachers with adequate time to teach the materials.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of then study and the suggestions. The
conclusion part discusses the two problems stated in the problem formulation and
also concludes all the findings in the study. The suggestions part presents the
recommendation for the English teachers of SMK Pius X Magelang, and for the other
researchers.
A. Conclusions
Since this study aims to design the English listening instructional materials using
Task-Based principles for the eleventh grade students of SMK Pius X Magelang, there
were two problems stated in problem formulation. First, how a set of English
listening instructional materials using Task-Based principles for the eleventh grade
students of SMK Pius X Magelang are designed. Second, how the English listening
instructional materials look like.
In this study, the writer adapted Kemp’s design and R & D method to answer the
first problem. The design was developed based on eight stages. The first step is
Research and Information Collecting. In this step, the information about the students’
characteristics was conducted. The second step is Planning. Here, the goals were
stated and the topics were listed before designing the materials. Besides, the step
72
conducted was specifying the learning objectives, listing the subject content, and also
selecting some teaching learning activities and resources. The third step is
Development of Preliminary Form Product whereas the materials were designed
based on the result of the Planning step. The fourth step is Preliminary Field Testing
where the materials evaluation was conducted. The last step is Main Product
Revision. In this step, the revised materials which became the final version would be
presented and ready to apply in SMK Pius X Magelang.
In order to answer the second question, the writer described the final version of
the designed materials. There were three units in the designed materials, and each unit
consisted of four sections which referred to Task-Based principles. They are Pre-
Activities, It’s Your Turn, Language Focus, and What did You Get. The full
presentation of the designed materials is attached in the Appendix C.
It is expected that the designed materials could motivate the students to follow
and take a part during the listening class. The designed materials provided various
activities to minimize the students’ boredom. Moreover, the design would provide the
students with activities which supported the students to work individually, in pairs, or
in group. Thus, the students could learn from their partner to gain more information.
B. Suggestions
In this part, some suggestions for the English teachers of SMK Pius X Magelang,
for the students of SMK Pius X Magelang, and for the other researchers were
presented.
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1. For the English teachers of SMK Pius X Magelang
The English teachers are suggested to implement the listening instructional
materials for the eleventh grade students of SMK Pius X Magelang as the alternative
materials to the students in order to motivate the students to be familiar and
interested to the English lesson, especially listening. The teachers should realize that
the interesting materials would also motivate the students even if there are some
difficulties the students might face during the class.
2. For the other researchers
The other researchers are suggested to design more various English materials for
the Vocational School students to improve their English skills ability. The various
and fun activities could be developed to provide the teachers with more sources to
teach English lesson and to develop the students knowledge especially for the new
vocabulary items since they would need it in the real work field.
74
REFERENCES
Ary, D., Lucy C. J, and Razavieh A. 2002. Introduction to Research in Education
(6th Edition). New York: Wadsworth Thomson Learning. Borg, W. R. and Gall, M. D. 1983. Educational Research: An Introduction (4th ed).
London: Longman. Celce-Murcia, M. 2001. Teaching English as a Second Language or Foreign
Language (3rd ed). Boston: Heinle & Heinle Publisher. Departemen Pendidikan Nasional. 2006. Kurikulum SMK: Garis-Garis Besar
Program Pendidikan Adaptif. Jakarta: Depdiknas. Harmer, J. 2001. The Practice of English Language Teaching (3rd ed). Harlow:
Pearson Education Limited. Hornby, A. S. 2002. Oxford Advanced Learner’s Dictionary of Current English (6th
ed). New York: Oxford University Press. Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course Development.
California: Fearon-Pitman Publishers. Littlewood, W. 1977. Communicative Language Teaching: An Introduction. New
York: Cambridge University Press. Muslich, M. 2007. KTSP (Pembelajaran Berbasis Kompetensi dan Kontekstual;
Panduan Bagi Guru dan Pengawas Sekolah). Jakarta: PT. Bumi Aksara. Nunan, D. 1988. Syllabus Design. New York: Oxford University. Nunan, D. 1988. Principles of Communicative Task Design. Singapore: SEAMEO
Regional Language Center. Nunan, D. 1989. Designing the Tasks for Communicative Classroom. Cambridge:
Cambridge University Press. Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle
Publisher.
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Reisser and Walter. 1983. Instructional planning: A Guide for Teachers. New Jersey: Alline and Bacon.
Richard, J. C. 1986. Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press. Richard, J. C. 2001. Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press. Richard, J. C. 2003. Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press. Richard, J. C. 2005. Communicative Language Teaching Today: RELC Portfolio
Series 13. Singapore: SEAMEO Regional Language Center. Rost, M. 2002. Teaching and Researching Listening. London: Longman Pearson
Education. Soekamto, T. 1993. Perancangan dan Pengembangan Instruksional. Jakarta:
Intermedia. Ur, P. 1996. A Course in Language Teaching Practice and Theory. Cambridge:
Cambridge University Press. Wijasuriya, B. and Gaudart, H. 1992. Teaching and Learning English in Challenging
Situations. Selangor: Malaysian English Language Teaching Association. Willis, J. 1996. A Framework for Task-Based Learning. London: Longman. Internet Sources www.esl-lab.com, accessed on September 5th 2009 www.bbclearningenglish.com, accessed on September 5th, 2009 www.google-image.com, accessed on September 5th, 2009 www.ClipProject.info, accessed on November 23rd, 2009 www.elyirics.net. Accessed on December 2nd, 2009 www.photosearch.com, accessed on February 23rd, 2010 www.CartoonStock.com, accessed on February 23rd, 2010
76
77
Letter of Permission to the Headmaster of SMK Pius X
Magelang Letter of Official Statement from SMK Pius X Magelang
78
79
80
Questionnaire Research and Information Collecting for
Teachers Questionnaire Research and Information Collecting for
Students General Description Questionnaire for Feedback Gathering
81
Questionnaire for the English Teachers
KUESIONER
I. Data Diri
1. Jenis Kelamin : 2. Pendidikan Terakhir : 3. Lama Mengajar : 4. Umur :
II. Pernyataan
Berilah tanda (√) untuk tiap pernyataan yang Anda anggap sesuai. Tiap angka di bawah ini menyatakan urutan tingkat kesetujuan Anda.
1 : sangat tidak setuju 2 : tidak setuju 3 : ragu-ragu 4 : setuju 5 : sangat setuju
No Pernyataan 1 2 3 4 5
1 Saya tidak mengalami kesulitan dalam menyampaikan materi Listening
2 Saya mempunyai banyak referensi materi untuk mengajar Listening
3 Saya mempunyai banyak media pengajaran (cd, kaset, video, buku, dll.) yang mendukung proses belajar mengajar Listening
4 Saya mempunyai strategi tersendiri dalam menyampaikan materi Listening
5 Saya mengajar Bahasa Inggris dengan mengintegrasikan beberapa kemampuan dalam satu aktivitas, misalnya mengajar speaking, listening, dan writing mejadi satu
6 Saya sering memanfaatkan media yang mendukung kegiatan Listening
7 Siswa aktif dalam mengikuti pelajaran Bahasa Inggris, terutama Listening
8 Siswa mengalami kesulitan dalam menerima dan memahami materi Listening
82
9 Siswa merasa tertekan/takut ketika mendapat materi Listening
10 Siswa mempunyai minat dan antusiasme yang besar dalam mengikuti pelajaran Bahasa Inggris, terutama Listening
Berilah tanda silang pada jawaban yang telah tersedia. Anda boleh menjawab lebih dari satu pada setiap nomor. 1. Suasana sekolah cukup kondusif untuk proses belajar mengajar Listening
a. a. Ya Alasan…………….. b. b. Tidak Alasan……………..
2. Fasilitas di sekolah yang menunjang terselanggaranya kegiatan Listening berupa: a. Lab. Bahasa c. Komputer b. Tape recorder d. Kaset Listening
3. Berapa kali Anda mengajar Listening di kelas? a. Seminggu dua kali d. Sebulan sekali b. Seminggu satu kali e. Dua bulan sekali c. Dua minggu sekali f………………
4. Menurut Anda, bagaimanakah kemampuan Bahasa Inggris peserta didik Anda dalam mempelajari materi Listening? a. Kurang c. Baik b. Cukup d. Sangat Baik
5. Materi Listening yang Anda ajarkan berdasarkan: a. Kurikulum yang digunakan sekolah b. Buku referensi yang Anda anggap sesuai untuk peserta didik Anda c. Minat belajar peserta didik Anda d. Daya tangkap peserta didik Anda e. ……………………..
6. Referensi apa saja yang Anda pakai dalam menyampaikan materi Listening? a. Film d. Buku pegangan listening b. Rekaman berita e. Download dari internet c. Lagu f. Lain-lain:………….
7. Media apa yang Anda pakai untukListening?
a. MP3 d. CD b. Kaset e. VCD c. Video f. Lain-lain:…………….
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8. Metode apa saja yang Anda gunakan dalam pembelajaran Listening di kelas Anda? a. Menerangkan pelajaran di kelas d. Permainan b. Latihan soal e. Lainnya:……………… c. Diskusi
Terimakasih
84
Questionnaire for the Students
KUESIONER
I. Data Diri Jenis Kelamin : Umur : II. Pertanyaan Berilah tanda silang pada jawaban yang telah tersedia. Anda boleh menjawab lebih dari satu pada setiap nomor, kecuali pada nomor 1, 2, 3 dan 5. Jika Anda mempunyai jawaban yang berbeda dari yang ada pada pilihan, silakan mengisi pada kolom yang sudah disediakan. 1. Pada level apakah kemampuan Bahasa Inggris Anda untuk Listening?
a. Dasar c. Maju b. Medium d……………
2. Apa pendapat Anda tentang mata pelajaran Bahasa Inggris untuk Listening?
a. Sulit c. Mudah b. Sedang d. ……………….
3. Menurut Anda, apakah Listening penting untuk koki, pegawai hotel di bagian
dapur, ataupun pegawai di industri fashion tingkat internasional? a. Ya b. Tidak
4. Mengapa Anda belajar Bahasa Inggris, khususnyaListening?
a. Agar dapat berkomunikasi dengan tamu asing bila saya sudah bekerja di tempat yang berstandar internasional (Hotel/restaurant/industri fashion)
b. Agar dapat lulus dari tes Lsitening saat UN nanti c. Agar dapat nilai bagus pada mata pelajaran Bahasa Inggris
5. Faktor apa saja yang membuat pelajaran listening sulit?
a. Kosakata yang terbatas b. Tidak berminat paad pelajaran Bahasa Inggris c. Tidak bisa mngikuti penjelasan guru d. Penjelasan dan suara guru yang tidak jelas e. Pelajaran membosankan dan materi tidak menarik
85
f. Kurang konsentrasi dan latihan g. …………………….
6. Apakah Anda sering merasa bosan ketika Anda mendapatkan pelajaran
Listening? Berikan alasan Anda. a. Ya b. Tidak
Alasan: 7. Faktor apa sajakah yang membuat Anda merasa bosan?
a. Situasi dan kondisi kelas yang kurang kondusif b. Topik yang kurang menarik c. Cara guru mengajar yang monoton d. Materi Listening yang terlalu sulit e. ………………
8. Teknik belajar seperti apa yang Anda inginkan ketika belajar Listening?
a. Diskusi d. Group work b. Games e. Pair work c. Ceramah f……………………
Terima kasih
86
GENERAL DESCRIPTION
I. Objectives of the Study
There are two objectives in this study. The first is to increase students’
ability in English listening activities. The second is to present another source of
materials as references for the teachers of Vocational High Schools.
II. Subject Content
The materials were designed based on the current curriculum applied in
SMK Pius X Magelang that is the 2006 School-Based Curriculum. Therefore,
the materials have the same content and theme as which were in the school
curriculum. As additional sources, the materials were arranged by adapting
some English textbooks which were suitable with the content of the materials
itself. The English materials for the eleventh grade students of Vocational
Schools in the second semester consist of three units as follows:
III. Materials Description
These materials were divided into four main sections to help the students
in mastering the listening skill. The activities and tasks given are in the form of
exercises which can be conducted individually or in a group. The activities are
as follows:
a. Pre-Task
The activities involved in this part are in the form of song, images and
some questions to discuss. This part is aimed to brainstorm the students’ prior
knowledge toward the topic given. It describes what the students already
Unit Title
1 I Love It
2 Who is Speaking?
3 Can I Help You?
87
know about it. It enables the students to comprehend the lesson easier.
Besides, this part is aimed to give the students deeper explanation of the
topics.
b. It’s Your Turn
In this section, the activities are full of listening activities for the students
where they are expected to have more practice in doing the tasks. it is
expected that by doing the tasks, the students can master more language used
in the real dialogue through the recording they hear so that later on they can
use it in the real situation.
c. Language Focus
In this part, the students are given the explanation about the language
focus they can learn from the activities they have during the class. As one of
the Task-Based Instruction characteristics, the language focus is put after the
students pass the task cycle so that they really get the real example from the
previous activities to get what they are studying on.
d. What Did You Get?
The students are asked to have their reflection in this part, after they
finish every unit they have in their listening class. It is aimed to monitor how
well the students follow the activities and how much they learn from the
activities given to keep increasing their English language, especially their
listening ability.
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Hal : Permohonan Pengisian Kuesioner
Lampiran : 1. Gambaran Umum (General Dscription) 2. Materi (Student’s Handbook and Evaluation) 3. English Syllabus of SMK Pius X Magelang 4. Lesson Plans 5. Lembar kuesioner (dua halaman)
Kepada:
Bapak/ Ibu……………………………….
di tempat
Dengan hormat,
Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharna Yogyakarta:
Nama : Caecilia Devy Kurniawati
NIM : 051214021
Fakultas : Keguruan dan Ilmu Pendidikan
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris
Hendak menyelesaikan tugas akhir/ skripsi dengan judul “English Listening
Instructional Materials Using Task-Based Instructions for the Eleventh
Grade Students of SMK Pius X Magelang”.
Untuk keperluan penyelesaian tugas akhir tersebut, saya hendak memohon
Bapak/ Ibu untuk memberikan pendapat terhadap materi yang telah saya susun
dengan mengisi kuesioner terlampir.
Demikian surat permohonan ini saya buat. Atas kesediaan Bapak/ Ibu,
saya ucapkan terimakasih.
Yogyakarta, 30 Januari 2010
Hormat saya,
Caecilia Devy K.
89
QUESTIONNAIRE FOR ENGLISH LECTURERS AND ENGLISH TEACHERS
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 : ________ years. 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 : Doubt 4 : Agree 5 : Strongly Agree
No The Lecturer’s/ teacher’s evaluation on…. Degree of Agreement
1 2 3 4 5 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 at the School Level (KTSP).
3 Generally, the contents of the designed materials are well-elaborated.
4 The designed materials are relevant to the students’ knowledge and skills level.
5 The level of difficulty of the designed materials is appropriate with what should be given to the students.
6 The tasks or activities in each unit are relevant to the topic in each unit.
7 The tasks or activities in each unit are well elaborated and can facilitate the students to achieve the goals and objectives.
8 The instruction in each task or activity in each unit is clear enough to be understood by the students.
90
9 The tasks or activities are interesting and various enough to motivate students to be more active.
10 The tasks or activities given can help the students to understand the lesson taught.
11 Generally, the pictures provided can help the students to understand the lesson more.
12 Generally, the designed materials will enable the students to master English listening skill.
Comments or opinions about the designed materials __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Suggestions and criticism
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Thank You
91
Syllabus Lesson Plans The Designed Materials
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SYLLABUS ENGLISH LISTENING INSTRUCTIONAL MATERIALS
FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG
School : SMK Pius X Subject : English Grade/Semester : XI / 4 Skill : Listening Standard Competence : The students are able to communicate using English in Elementary Level Time Allocation : 6 X 45 minutes
BASIC COMPETENCE INDICATORS MATERIALS LEARNING
ACTIVITIES
EVALUATION
TIME
ALLOCATION
SOURCES
2.1 Understanding daily conversation both in professional and personal context with native speaker
At the end of the class, the students are able to: • Identify the
expressions used in talking about like and dislike
• Use the expressions of like and dislike correctly
• Likes and dislikes − I love it! − She can’t stand
for it
Listening: - Answering
questions based on recorded materials.
- Dialogues about expressing like and dislike
Written: - completing
the dialogue - arranging the
jumbled dialogue
3X45’
• Speaking Naturally
• www.bbclearningenlish.com
• www.esl-lab.com
• www.eslprintables.com Mainline Beginners B
93
BASIC COMPETENCE INDICATORS MATERIALS LEARNING
ACTIVITIES
SCORING
TIME
ALLOCATION
SOURCES
2.2. Making a note based on the simple message from the interaction from a real life or a device
At the end of the class, the students are able to: • Identify the message
they hear from the telephone conversation
• Make a note based on the conversation they hear
• Expressions
dealing with telephone conversations − Can I have your
name, please? − I’d like to speak
to Mr. John, please
• Listening: - Listening for
information from recorded materials.
- get the information from the telephone conversations
- Make a note from the dialogue
Oral: - answering the
question based on the recording
Written: - find out the
expressions used in the dialogue
completing the task
3X45’
• Speaking
Naturally • www.bbclearnin
genglish.com • www.esl-
lab.com
94
BASIC COMPETENCE INDICATORS MATERIALS LEARNING
ACTIVITIES
SCORING
TIME
ALLOCATION
SOURCES
2.5 Expressing wants
At the end of the class, the students are able to: • Identify the
expressions of offering help appropriately.
• Use the expressions of offering help
• Identify the expressions of agreement and disagreement appropriately.
• Respond the expressions of agreement and disagreement
• Identify the expressions of apologizing appropriately.
• Respond the expressions of apologizing appropriatel
• Offering Help - Can I help you,
Sir? - What can I do
for you, Miss? • Expressing
agreement/ disagreement: − You’re right. − I’m afraid
you’ve got wrong information, Sir.
• Apologizing − I’m sorry − I ask for your
apology.
Listening: - Answering
questions based on dialogues about offering help
- expressing agreement and disagreement
- completing the missing lyrics on a song about apologizing
− Written: Students’ work individually and in pairs or group work − Orally:
Students’ participation in answering the
questions and in group discussion
3X45’
2X45’ 2X45’
• Speaking Naturally
• www.bbclearningenglish.com
• www.esl-lab.com www.lyrics.com
95
2.6 Understanding the simple instructions
At the end of the class, the students are able to: • Identify the
expressions of describing process correctly
• Complete the task using the describing process expressions correctly
• Identify the expressions of asking and giving suggestion and advice correctly
• Use the expressions of • asking and giving
suggestion and advice correctly
• Identify the expressions of describing people
• Understand how to describe people correctly
• Expressions used in describing processes: - First, ... - Next, ... - Then... - Finally ...
• Expressions used in asking for and giving suggestions and advice: - What do you
recommend for a
headache? - You’d better
see a doctor. • Expressions
used in describing people
-She is tall, and she has a long black hair.
Listening - Listen to an
information on how things work.
Dialogues about - asking for and
giving suggestions and advice
- Listen to an information of describing people
Written: - Students’
work on the tasks given
- Students’ participation in class activities
2X45’
2X45’ 2X45’
• Speaking Naturally
• www.bbclearningenglish.com
• www.esl-lab.com www.eslprintables.com
96
LESSON PLAN UNIT 1 ENGLISH INSTRUCTIONAL MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG
Subject : Listening Level : Elementary Unit : 1 Topic : Like and Dislike Time Allocation: 3x45 minutes (135 minutes)
Standard Competence : The students are able to communicate using English in Elementary Level Basic Competence : 2.1 Understanding daily conversation either in professional or personal context with native speaker Indicators : At the end of the class, the students are able to:
1. Identify the expressions used in talking about like and dislike 2. Use the expressions of like and dislike correctly
Learning Strategies : Learning Strategy Materials Time
Allocation Teacher’s Activities Students’ Activities Pre-Task 1. The teacher greets the students 2. The teacher attracts the students’
interests by asking about something they like and dislike
3. The teacher mentions the today’s topic and the goal of the activities they have
4. The teacher asks the students to do the pre-task
Pre-Task 1. The students greet the teacher 2. The students answer the questions
given 3. The students listen to the teacher’s
explanation 4. The students do the pre-task and ask
the teacher if they have difficulties in accomplishing the task
1. Pre-Activities
a. Listening to a song b. Answering the
questions
5 ‘
20’
97
Main Task 5. The teacher plays the recording 6. The teacher explains the students’ job
for Task 1 7. The teacher check students’ works in
group discussions 8. The teacher asks the students to do Task
2 9. The teacher helps the students to check
their work on Task 2 10. The teacher asks the students to make
their own dialogue using Like and Dislike expressions
11. The teacher explains about the game and starts the game
Main Task 5. The students listen to the recording 6. The students do Task 1individually (A),
and in pairs (B) 7. Group discussion of Task 1 8. The students do Task 2 individually 9. Class discussion to check the students’
work 10. The students make their own dialogue
about something they like or dislike, then submit it to the teacher
11. The students are to take a part in Games on like and dislike
2. It’s Your Turn a. Recording about like and
dislike b. Exercises on like and
dislike from the recording 3. Language Focus
a. The expression of like and dislike
b. Student’s own dialogue using the expressions of like and dislike
c. Games: Yes, I Love It!
30’
25’
25’
15’
Post-Task 12. The teacher asks the students for
difficulties they have 13. The teacher summarize the today’s
lesson 14. The teacher asks the students to write
their reflection on today’s lesson 15. The teacher ends the teaching-learning
activities
Post-Task 12. The students ask about their difficulties
in following the lesson 13. The students listen to the teacher’s
explanation 14. The students write their reflection about
what they have learned 15. The students say goodbye to the teacher
16. What Did You Get? Students’ reflection on today’s lesson
15’
98
LESSON PLAN UNIT 2 ENGLISH INSTRUCTIONAL MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG
Subject : Listening Level : Elementary Unit : 2 Topic : Telephoning Time Allocation: 3x45 minutes (135 minutes)
Standard Competence : The students are able to communicate using English in Elementary Level Basic Competence : 2.2. Making a note based on the simple message from the interaction from a real life or a device Indicators : At the end of the class, the students are able to:
1. identify the message they hear from the telephone conversation 2. make a note based on the conversation they hear
Learning Strategies : Learning Strategy Materials Time
Allocation Teacher’s Activities Students’ Activities Pre-Task
1. The teacher greets the students 2. The teacher mentions the today’s topic
and the goal of the teaching-learning activities
3. The teacher plays the recording
Pre-Task 1. The students greet the teacher 2. The students listen to the conversation 3. The students answer the questions
individually
1. Pre-Activities
a. Recording on telephoning
b. Exercise on telephoning expressions
5 ‘
20’
Main Task 4. The teacher plays the recording 5. The teacher explains the students’ job
for Task 1 and 2 6. The teacher check students’ works in
Main Task 4. The students listen to the
recording 5. The students do Task
1individually, and Task 2 in
2. It’s Your Turn
a. Recording about telephone conversation
b. Exercises on telephone
25’
99
group discussions 7. The teacher explains about the
expressions used in telephone conversation
8. Discussions on the telephoning expressions
9. The teacher asks the students to do the task on Get the Point
10. The teacher plays the recording 11. The teacher checks the students’ work
in group discussions 12. The teacher asks the students to make
their sentences using the new words in pairs
13. The teacher collects the students’ work
group 6. Class discussion to check the
students’ works 7. The students listen to the
teacher’s explanation 8. The students listen to the
teacher’s explanation 9. The students do the exercise in
group 10. The students listen to the
recording 11. The students discuss their work 12. The students make their own
sentences 13. The students submit their work
conversation
3. Language Focus a. Expression used in
telephoning conversation b. New words c. The recording on
telephoning conversation d. Exercise on telephoning
conversation
25’
10’
20’
20’
Post-Task 14. The teacher asks the students for
difficulties they have 15. The teacher summarize today’s
lesson 16. The teacher asks the students to
write their reflection on today’s lesson
17. The teacher ends the teaching-learning activities
Post-Task 14. The students ask about their
difficulties in following the lesson 15. The students listen to the teacher’s
explanation 16. The students write their reflection
about what they have learned 17. The students say goodbye to the
teacher
4. What Did You Get?
Students’ reflection on today’s lesson
10’
100
LESSON PLAN UNIT 3 ENGLISH INSTRUCTIONAL MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SMK PIUS X MAGELANG
Subject : Listening Level : Elementary Unit : 3 Topic : Offering Help Time Allocation : 3x45 minutes (135 minutes)
Standard Competence : The students are able to communicate using English in Elementary Level Basic Competence : 2.5 Expressing wants Indicators : At the end of the class, the students are able to:
1. identify the expressions of offering help appropriately 2. use the expressions of offering help appropriately
Learning Strategies : Learning Strategy Materials Time
Allocation Teacher’s Activities Students’ Activities
Pre-Task 1. The teacher greets the students 2. The teacher asks the students to analyze
the pictures 3. The teacher mentions the today’s topic
and the goal of the activities they have 4. The teacher asks the students to do the
pre-task
Pre-Task 1. The students greet the teacher 2. The students analyze the pictures given 3. The students listen to the teacher’s
explanation 4. The students do the pre-task in pairs
1. Pre-Activities
a. Analyzing the picture b. Answering and
discussing the question given
5 ‘
20’
101
Main Task 5. The teacher explains the students’ job for
Task 1 6. The teacher plays the recording 7. The teacher monitor the students’ work 8. The teacher checks students’ works in
group discussions 9. The teacher asks the students to do Task
2 (Part A and B) 10. The teacher asks the students to check the
work in class discussion 11. The teacher explains the expression used
in offering help 12. The teacher asks the students to read
again and ask the difficulty they find 13. The teacher explains about the game and
starts the game
Main Task 5. The students listen to the teacher’s
explanation 6. The students listen to the recording 7. The students do Task 1individually 8. Group discussion of Task 1 9. The students do Task 2(Part A and B)
individually 10. Class discussion to check the work 11. The students listen to the teacher’s
explanation on the expressions of offering help
12. The students read again the expressions and ask the difficulties they found
13. The students are to take a part in games on offering help
2. It’s Your Turn
c. Recording on expressing help
d. Exercises on expressing help from the recording
3. Language Focus
a. Expression used to offering help
b. New vocabularies
30’
30’
10’
25’
Post-Task 15. The teacher asks the students for
difficulties they have 16. The teacher summarize the today’s lesson 17. The teacher asks the students to write
their reflection on today’s lesson 18. The teacher ends the teaching-learning
activities
Post-Task 14. The students ask about their difficulties
in following the lesson 15. The students listen to the teacher’s
explanation 16. The students write their reflection about
what they have learned 17. The students say goodbye to the teacher
4. What Did You Get?
Students’ reflection on today’s lesson
15’
Unit 1-I Love It/ 1
Pre-task
Listen to the song played by your teacher. While listening, complete the lyrics with the words you hear and answer the questions.
It’s your tur
I LOVE THE WAY YOU LOVE ME (Eric Martin) I__________ the feel of your name on my lips I__________ the sound of your sweet gentle kiss The way that your fingers run through my hair How your scent linger even when you’re not there I__________ the way your eyes dance when you laugh How you enjoy your two-hour bath The way you convince me to dance in the__________ With everyone watching like we were insane Reff: But I___________ the way you love me
Strong and wild, slow and easy _________ and soul, so completely But I ___________ the way you love me
I like the way that you see sweet love When they’re playing our song on the___________ And I like the innocent way that you cry At old cup__________ you’ve seen hundred of times I could list___________ things that I love to like about you They all come down to one reason That I could ___________ live Live without you baby
Taken from www.elyrics.net
NEW WORDS gentle :soft scent :aroma linger :stay laugh :smile insane :crazy innocent :clear/pure
1. What is the song about? 2. What are the things the singer
likes from his couple? 3. What words do you like the
most from the song? Why?
Unit 1-I Love It/ 2
A. Listen to the recording about hobbies carefully. While listening, please complete the blanks with the words you hear.
B. Now, try to match the statement from Part A with the name of the activities provided in the list below. Number 1 is given as the example for you.
1. I like to ______ in the mountains with my dog.
2. My dad ______ to the city pool twice a week.
3. He rides his______ to work because it is a good way to get exercise.
4. She usually uses _______colors in her artwork.
5. They went to the lake and see if they_________any wild ducks.
6. How about getting out the______ and pieces so we can play?
7. He hit his__________ into the water.
8. She loves to plant flowers and ____________in the spring.
9. I checked out three very interesting ________from the library.
10. You really take beautiful pictures with that_________.
Taken from: www.esllab.com
Reading Hiking Chess Swimming Golf Photography Bicycling Bird watching Gardening Painting
1 Hiking 6 2 7 3 8 4 9 5 10
Task 1
Unit 1-I Love It/ 3
Look at the jumbled conversation between Hellen and Finn. Arrange it into good conversation based on the recording you hear by giving numbers in the bracket.
Taken from: www.bbclearningenglish.com
LANGUAGE FOCUS
Ways to Say It
(___) Hellen: Hi, Finn! I’m having a dinner party on Saturday night, Neil’s coming,
would you like to come?
(___) Finn : I’m looking forward to it.
(___) Hellen: Mmmm, what about French?
(___) Finn : Yes, sounds good, what are we having?
(___) Hellen: Great, that’s good news. I’ll do a French meal. See you on Saturday at 7.
(___) Finn : I love it!
(___) Hellen: How do you feel about Chinese food?
(___) Finn : No, I can’t stand for it.
(___) Hellen: Oh, well, do you like Italian food?
(___) Finn : Well, to be honest, I don’t really like it, I had bad experience once.
Task 2
Here are some expressions you can use to talk about how much you like or dislike something:
LIKE + noun LIKE + verb ING
If you love something I love eating ice‐cream. I adore sun‐bathing.
If you like something a lot I am fond of chocolate. I like swimming very much.
If you like something I quite like going to the cinema. I like cooking.
Unit 1-I Love It/ 4
DON' T LIKE + noun / Verb ING If you don't like something I don't like cooking very much. I am not very fond of doing the gardening. I dislike wasting time.
If you really dislike something I don't like sport at all. I can't stand his boss. I can't bear cooking in a dirty kitchen. I hate crowded supermarkets. I detest being late. I loathe celery.
If you neither like nor dislike something I don't mind doing the housework.
LET’S PRACTICE IT!
Game: Yes, I Love It! Make at least 5 statements about something interesting and ask whether your friend like or dislike it. You have to keep asking until you get a positive answer from friends you ask about your statement.
What Did You Get? Answer the questions below to reflect what you have learned from today’s class activities.
1. What did you learn today? Are they useful for improving your listening skill? 2. Did you find new vocabulary today? What are they? 3. Is there any difficulty you get? What will you do to overcome it?
(Pictures are taken from: Clip Art, www.ClipProject.info. www.photosearch.com)
Dislike is quite formal. Fond of is normally used to
talk about food or people. Common mistake:
Be careful where you put very much or a lot. The correct example is, "I like reading very much." NOT "I like very much reading."
Unit 2-Telephoning/ 1
Pre-task Listen to the conversation in the recording. Answer the questions below based on what you have heard. 1. What is the conversation all about? 2. What does the hotel officer say at the beginning of the conversation? 3. What is the name of the man who reserved the hotel? 4. When will they meet at the hotel? 5. Can you imagine making a phone call in English? What will you say to open the
conversation by phone? (Taken from: www.esllab.com)
It’s your turn
Listen to the conversation between the secretary and the caller. Complete the conversation using the words you hear. Secretary : Hello, Ultimate Computers.__________________________? Caller : Yes, this is Jack Kordell from Hunter's Office Supplies. May I speak to
Elaine Strong, please? Secretary : I'm sorry, but she's not in right now. Caller : Okay, do you know when she'll be back? Secretary : Uh, yes, she should be here later on this afternoon maybe about 4:30.
____________________________? Caller : Yes. Ms. Strong sent me a brochure detailing your newest line of laptop
computers with a description of other software products, but there wasn't any information about after-sales service.
Secretary : Oh, I'm sorry. ____________________ to fax that to you?
Task 1
Unit 2-Telephoning/ 2
Caller : Yes, but our fax is being repaired at the moment, and it won't be working until around 2:30. Hum . . . could you try sending that information around 3:30? That's should give me time to look over the material before I call Ms. Strong, say, around 5:00.
Secretary : Sure. Could I have your name________, _________, ______________, please?
Caller : Yes. Jack Kordell and the phone number is 560-1287. And the fax number is 560-1288.
Secretary : Okay. Jack Kordell. Is your name spelled C-o-r-d-e-l? Caller : No. It's Kordell with a "K" and two "l's." K-o-r-d-e-l-l." 560-1288.
_______________________? Caller : Yes it is. Secretary : All right. I'll be sure to send you the fax this afternoon. Caller : Okay, bye.
Taken from: www.esllab.com
New words Brochure detailing : explanation from the brochure Spell : read After-sales service : service given after the sales Is not in : out of the office Pardon : sorry Look over : account Conversation : chat Pass : carry
Unit 2-Telephoning/ 3
Listen to some expressions used in telephoning and compare the expression in column A and B. Give (√) symbol to the correct expression.
Taken from: www.esllab.com
A B 1. May I ask who is calling? 1. May I asked who is calling? 2. I'm sorry, but he's out to lunch right
now. 2. I'm sorry, but she's out to lunch right
now.
3. Could I have your telephone number, please?
3. Could I had your telephone number, please?
4. Would you like to leave a message?
4. Would you like to left a message?
5. Could you spell your name, please? 5. Would you spell your name, please?
6. I’ll make sure to give her the message
6. I’ll be sure to give her the message
7. I’m sorry. But he is in a meeting now
7. I’m sorry. But he is on a meeting now
8. I’m sorry but he won’t be back to the office until Thursday afternoon.
8. I’m sorry but he will be back to the office until Thursday afternoon.
9. Mr. Johns would like to schedule Wednesday’s appointment to next Monday at 10 o’clock.
9. Mr. Johns would like to reschedule Wednesday’s appointment to next Monday at 10 o’clock.
10. Should I have to call you back today?
10. Should I have to recall you back today?
Task 2
Unit 2-Telephoning/ 4
LANGUAGE FOCUS
Ways to Say It
Here is a list of useful telephoning phrases: Introducing yourself Good morning / Hello. This is (name) from (company). My name is… Saying goodbye Thank you for calling.
Saying why you are calling
I'm calling to… / about …. I'm phoning about….
Offering to take a message• Would you like to leave
a message? Can I take a message?
• Can I take your name and number?
Asking to speak to someone
• Could I speak to X please?
• I'd like to speak to X please.
• Could you put me through to X please?
Saying that someone is not available
• I'm sorry, but (name)… • … isn't here at the moment • … is out of the office • … away from his/her desk • …. is in a meeting • I'm sorry, but the line is
engaged / X is on another call.
Leaving a message
• Could you ask X to call me back please?
• Can I leave a message for X?
Unit 2-Telephoning/ 5
Asking for caller identification
• May I say who's calling? • Could I have your name please?
• Who's calling please?
Promising action• I'll give X your message as
soon as he / she comes back
• I'll pass your message on
If you don't understand what the other person is
saying • Sorry? / Pardon? • Could you repeat that please?
• Sorry, I can't hear you. Can you spell that please?
LET’S PRACTICE IT!
Work in pairs and make short dialogues using the expressions in telephoning. Try to use the new words you get from today’s lesson and submit your work.
What Did You Get? Answer the questions below to reflect what you have learned from today’s class activities. 1. What have you learned today? What is your opinion about the today’s lesson? 2. Did you get something new? What are they? Are they useful for you? 3. What is your expectation from the materials you get for your study in the future?
(Pictures are taken from: Clip Art, www.ClipProject.info, www.photosearch.com)
Unit 3-Can I Help You?/ 1
Pre-task
Look at the pictures below. Work in pairs and try to find out what you will say if you meet people who need your help. a. Getting lost
b. Missing the bus
c. Bringing heavy package d. Getting on the strike
(Pictures are taken from www.google-image.com, www.photosearch.com)
Unit 3-Can I Help You?/ 2
It’s your turn
Listen to the recording carefully. While you are listening, please complete the blank with the words you hear.
Taken from: www.esllab.com
New words
Man : Uh, where am I? Tsk, hum . . . Woman : Excuse me. Do you need __________________________________? Man : Nah, I . . . I'm just looking . . . well . . . [Okay . . .] Uh, well, actually . . . yeah.
Um . . . I _____________________________________________ the science museum, but I've been lost for the past few hours, and I can't make heads or tails of these ticket machines.
Woman : Ah, well, just ______________ this button. [Oh, yeah] And from here, it's a dollar fifty.
Man : Okay. Woman : Then, get on the train at platform number 4. Man : Alright. Oh, and how often do the trains come around
__________________________ of day? Woman : Usually, they come about every six minutes. Man : Okay. And where do I get off the train? Woman : Get off at State Street __________________, three stops from here. Man : Okay. I got it. Thanks for_______________________________. Woman : No problem. Good luck.
Actually : in fact Science : pure Past few hours : several hours ago Make heads or tail : do not understand at all Platform : a long flat raised area at the railway station Get on : to go on a certain vehicle (bus, train) Get off : remove
Task 1
Unit 3-Can I Help You?/ 3
B. Listen to some expressions used to offer something to the restaurant guest. Decide whether the statements are true (T) or false (F) based on the recording you hear. Underline the incorrect words you find.
1. May I take your order please?
2. Would you care for something to eat?
3. How would you like your steak?
4. Would you like bread or potatoes with your meal?
5. Would you like something else?
6. How many peoples are in your party?
7. What kind of dressing do you want on your salad?
8. Is everything okay with your meal?
9. Would you like to carryout container for the rest of your meal?
10. Do you accept personal checks?
Taken from: www.esllab.com
C. Listen again to the recording. Choose the correct answer for the questions you hear by crossing one of the options below.
1. A. No. We're not ready yet B. Yes. We can pay them now C. No. We want to eat now. D. No. Don’t disturb us, please.
2. A. I want to eat some pizza. B. I'll take a large Sprite. C. I’ll eat a hamburger D. I’ll take my own drink.
3. A. Sprite, please. B. All of them, please. C. Is there any juice here? D. Medium, please.
4. A. Nothing. B. Yes, please. C. Bread, please. D. What do you think?
Task 2
Unit 3-Can I Help You?/ 4
5. A. Yes. I'd like more water. B. Yes, can you help me? C. No, you don’t need to do that. D. Wow, you’re so kind.
6. A. I don’t know. B. Why do you ask me that? C. Three. D. Ups, we forget it.
7. A. It’s up to you. B. How about a pizza? C. What do you mean? D. What kinds do you have?
8. A. So far, so good. B. Awful C. What’s that? D. Is it written in the menu?
9. A. No. I think I'm done. B. How dare you? C. How come? D. When?
10. A. Thank you. B. Would you please take it for me? C. Oh, I’m sorry. D. No. Only cash or credit cards.
LANGUAGE FOCUS
Ways to Say It
These are the expressions used to offer, accept, and refuse help:
Offering Help Accepting Help Refusing Help Offering services: May I help you, Miss? Can I help you, Madam/Sir? Is there anything else I can do for you? What can I do for you, Madam/Sir? Do you need any help?
Certainly. Yes, sure. I’d like to ….
No, thank you. No, it’s fine
LET’S PRACTICE IT!
Now it’s time for you to practice what you have learned. Just do the activities below and listen to your teacher’s instruction:
1. Find partners to work with 2. Be prepared to make your sentence using the words given by your teacher
Unit 3-Can I Help You?/ 5
3. The succeed group may choose one of the groups and punish them if they can’t finish their turn
What Did You Get? Answer the questions below to reflect what you have learned from today’s class activities. 1. What did you learn today? Are they useful for you? 2. What difficulties you find during the lesson? 3. What will you do to overcome your difficulties and improve your English? 4. Which activities do you like and which one you dislike? Why? 5. Are there any new vocabulary items you find? What are they?
(Pictures are taken from: Clip Art, www.ClipProject.info, www.CartoonStock.com)