Post on 15-Apr-2019
i
LISTENING INSTRUCTIONAL MATERIALS BASED ON TASK-BASED LEARNING FOR THE NINTH GRADE STUDENTS OF SMP NEGERI 11 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
In English Language Education
By
Eti Astuti
Student Number: 031214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2009
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
L
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
I dedicate this thesis to Jesus Christ,
My lovely Dad and Mom, and My Family
It’s easy to be pleasant when life flows by like a song.
But the man worth while is the one, who can smile,
When everything goes dead wrong,
For the test of the heart is trouble.
And it always comes with years.
And the smile that worth the praises of earth,
Is the smile that shines through the tears.
Irish
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
ABSTRACT Astuti, Eti. 2009. Listening Instructional Materials Based on Task-Based Learning for the Ninth Grade Students of SMP Negeri 11 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This research was conducted to design a set of listening instructional
materials based on task-based learning for the ninth grade students of SMP N 11 Yogyakarta. There were two questions formulated in the problem formulation. They were 1) How is a set of listening instructional materials based on task based learning for the ninth grade students of SMP Negeri 11 Yogyakarta designed? and 2) What does the designed materials look like? To answer the first question, the writer adapted Kemp’s instructional design model that consisted of eight steps. The steps were: (1) Determining the goals, the topics, and the general purposes, (2) Observing learners’ characteristics, (3) Determining the learning objectives, (4) Listing the subject content, (5) Developing pre-assessments, (6) Selecting teaching/learning activities and instructional resources, 7) Preparing support services, (8) Conducting the evaluation. As for the methodology, the writer applied five steps of Research & Development theory. They were: (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision. To gather the data the writer used questionnaire, interview and observation.
Having designed the materials, the writer distributed the second questionnaire to an English teacher of SMP Negeri 11 Yogyakarta and two lecturers of the English Education Study Program of Sanata Dharma University to obtain the feedback of the designed materials. The writer used the Central Tendency measurement to analyze that data. From the data analyzed, the result of the Mean was 4.3. The result showed that the score of the Mean was more than 4. Therefore, it could be concluded that most of the respondents agreed that the designed materials were acceptable and appropriate to be implemented. To answer the second question, the writer presented the final version of the designed materials after making some revisions and improvements based on the results of the designed materials evaluation. The materials consisted of eight units. They were Meeting People, How Do You Make It?, All in a Day, Unforgettable Experience, The Magic Story, Holidays and Festivals, Can You Cook?, and Travel to an Island. Each unit consisted of six main parts, which were Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect. Finally, the writer expects that the designed materials will help junior high school students to learn listening effectively in the interesting way. The writer also expects that the designed materials will be useful for the English teachers and the future researchers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
ABSTRAK
Astuti, Eti. 2009. Listening Instructional Materials Based on Task-Based Learning for the Ninth Grade Students of SMP Negeri 11 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini dilaksanakan untuk merancang seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas. Terdapat dua pertanyaan rumusan masalah yaitu 1) Bagaimana seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas dirancang? dan 2) Bagaimanakah bentuk seperangkat materi menyimak dalam bahasa Inggris untuk siswa-siswi kelas 9 SMP Negeri 11 Yogyakarta berdasarkan metode tugas tersebut? Untuk menjawab pertanyaan rumusan masalah diatas, peneliti menerapkan 5 langkah Research and Development (R & D) yaitu: (1) Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Untuk mengumpulkan data, peneliti menggunakan kuesioner, wawancara dan observasi. Untuk menjawab pertanyaan pertama, peneliti menggunakan langkah-langkah sebuah model perancangan pembelajaran dari Kemp. Langkah-langkah tersebut yaitu: (1) Menentukan tujuan umun pembelajaran, (2) Mengamati pelajar dan keadaan, (3) Menentukan objek pembelajaran, (4) Mendata materi pembelajaran, (5) Mengembangkan evaluasi awal, (6) Menyeleksi aktivitas belajar dan mengajar, 7) Menyiapkan sarana pendukung, (8) Melakukan evaluasi. Setelah materi dirancang kemudian peneliti menyebarkan kuesioner yang kedua kepada guru bahasa Inggris SMP Negeri 11 Yogyakarta dan dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma untuk mendapatkan masukan dan evaluasi mengenai materi tersebut. Untuk menganalisa data yang didapat, peneliti menggunakan rumus Central Tendency. Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata adalah 4,3. Hasil evaluasi tersebut menunjukkan bahwa nilai nilai rata-rata berada di atas 4. Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Untuk menjawab pertanyaan kedua, peneliti menyajikan versi akhir dari materi yang telah dirancang setelah melalui beberapa perbaikan berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan unit tersebut adalah Meeting People, How Do You Make It?, All in a Day, Unforgettable Experience, The Magic Story, Holidays and Festivals, Can You Cook?, and Travel to an Island. Masing-masing unit terdiri dari 6 bagian besar yaitu Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect. Peneliti berharap bahwa materi yang telah dirancang dapat berguna bagi siswa-siswi sekolah menengah pertama, para guru, dan peneliti berikutnya.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
ACKNOWLEDGMENTS
First of all, I would like to give my greatest gratitude to my Lord Jesus
Christ Almighty, for His endless love, blessings, mercy and guidance in every
breath that I take. I thank Him for all the amazing things in my life and for being
beside me everytime and everywhere, especially until I finished my thesis.
I also want to address my sincere gratitude to my major sponsor Christina
Kristiyani, S.Pd, M.Pd. and Made Frida Yulia, S.Pd. M.Pd, my co-sponsor, for
their guidance, suggestions, criticism and patience during my thesis writing.
I am deeply thankful to Drs. Y.B. Gunawan, M.A., and Drs. Concilianus
Laos Mbato, M.A., for their willingness to evaluate my designed materials. I also
thank all PBI lecturers, for the teaching, guidance and support during my study
time, and PBI secretariat staffs. I would like to give my special gratitude to the
Headmaster of SMP Negeri 11 Yogyakarta, Drs. Sardiyanto, for allowing me to
conduct the research in the school and to Ken Marlupi. S.Pd., the English teacher
in SMP Negeri 11 Yogyakarta, for the assistance, guidance and the kindness
during my research.
I would like to address my deepest gratitude to my beloved parents Bapak
Yusuf and Ibu Surti for their endless love, prayers, patience, and financial
support that they give me. I wish I can pay the happiness they have given me.
Besides, I sincerely thank my grandmothers, Simbok Karto and Simbok Mardi,
my brother, Andrea Astoto, my sister in-law, Triana Wulandari, my nephew,
Berhan Putratama, and all of my families, for their support when I was
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
finishing my study. I would like to say I am deeply sorry to my family for waiting
such a long time.
Next, I also want to give my gratitude to my family in Top Training
Center, Ms. Endang, Mr.Ajid, Ms. Shinta, Mr. Paryono, Ms. Ita, Mr. Dhani,
Ms. Utik, Ms. Whini, Ms. Suci, Ms. Ayik, Ms. Dhini, Ms. Anggi, Mbak Rina,
Mbak Rini, Mbak Ning, Mbak Cici, and Mas Sukri, for having a great time and
valuable experiences. I would also like to express my sincere gratitude to my best
friends, Ratna, Hepi, Ema, Hening, and Yuli for their help, support and prayer. I
really appreciate the beautiful moments that we have spent together. I also give
my gratitude to all my friends in the English Language Education Study Program,
especially to Melanie, Dian, Prima, Linda and Nina for their help and support.
At last, I thank those people whose names I cannot mention that have
assisted and supported me to finish my thesis. God bless them.
Eti Astuti
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................. i
APPROVAL PAGES .................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY ........................................... iv
PAGE OF PUBLICITY .............................................................................. v
DEDICATION PAGE ................................................................................. vi
ABSTRACT ............................................................................................... vii
ABSTRAK ................................................................................................... viii
ACKNOWLEDGMENTS .......................................................................... ix
TABLE OF CONTENTS ............................................................................ xi
LIST OF TABLES ....................................................................................... xiii
LIST OF FIGURES ..................................................................................... xiv
APPENDICES ............................................................................................ xv
CHAPTER I: INTRODUCTION ................................................................ 1
A. Background of the Study ........................................................................ 1
B. Problem Formulation ............................................................................ 4
C. Limitation of the Study ........................................................................ 4
D. Objectives of the Study ......................................................................... 5
E. Benefits of the Study .............................................................................. 5
F. Definition of Terms ................................................................................ 6
CHAPTER II: REVIEW OF RELATED LITERATURE ........................... 9
A. Theoretical Description ......................................................................... 9
1. Kemp’s Instructional Design Model ............................................... 9
2. School-Based Curriculum .............................................................. 12 3. The Nature of Listening .................................................................. 13 4. The Understanding of Task-Based Learning ................................. 17 5. Teaching Listening Using Task-Based Learning ............................. 21
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
B. Theoretical Framework ......................................................................... 22
CHAPTER III: METHODOLOGY ............................................................ 24
A. Research Method .................................................................................... 24
B. Research Participants ............................................................................ 26 C. Research Instruments ............................................................................ 28
1. The Questionnaire ............................................................................ 28
2. Interview Guide ................................................................................ 29
D. Data Gathering Techniques ................................................................... 29
E. Data Analysis Techniques ..................................................................... 30
F. Research Procedures ............................................................................. 32
CHAPTER IV: RESULTS AND DISCUSSION ........................................ 34
A. The Steps in Designing the Materials ................................................... 34
1. Research and Information Collecting ................................................ 34
2. Planning ............................................................................................... 39
3. Development of Preliminary Form of Product ................................. 42
4. Preliminary Field Testing .................................................................. 43
5. Main Product Revision ...................................................................... 46
B. The Presentation of the Designed Materials ......................................... 46
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 50
A. Conclusions ........................................................................................... 50
B. Suggestions ........................................................................................... 52
REFERENCES ............................................................................................ 53
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
LIST OF TABLES
Page
Table 3.1 The Format of the Presentation of Students’ Opinions about
Listening Class ............................................................................. 31
Table 4.1 The Results of Interviewing the Teacher .................................... 34
Table 4.2 The Results of Closed-Ended Questionnaire for the Students ..... 35
Table 4.3 The Results of Open-Ended Questionnaire for the Students ....... 36
Table 4.4 The Competence Standard and the Basic Competence of School-
Based Curriculum ........................................................................ 39
Table 4.5 The Indicators ............................................................................. 40
Table 4.6 The Results of Preliminary Field Testing Questionnaire ............ 43
Table 4.7 The Topics, the Titles, the Sections, and the Subsections of the
Designed Materials ...................................................................... 46
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
LIST OF FIGURES
Page
Figure 2.1 Kemp’s Model ........................................................................... 12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv
APPENDICES
Page
Appendix A: Letter of Permission .............................................................. 54
Appendix B: Questionnaire for Research and Information Collecting for
Students ................................................................................. 55
Appendix C: Interview Guide ...................................................................... 59
Appendix D: Questionnaire for the Design Evaluation .............................. 60
Appendix E: Gambaran Umum Materi ....................................................... 63
Appendix F: Syllabus ................................................................................... 65
Appendix G: Teacher’s Manual .................................................................. 77
Appendix H: Presentation of the Designed Materials ................................. 79
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER 1
INTRODUCTION
In this study, the researcher discusses six main parts of this chapter. They
are: 1) background of the study, 2) limitation of the study, 3) problem
formulation, 4) objectives of the study, 5) benefits of the study, and 6) definition
of terms.
A. Background of the Study
Language has a central role in human’s development. Language helps
people to develop their intellectual ability, social ability, and also their emotional
ability. Through a language, people can express their opinions, feelings,
imagination and creativity in their mind.
English is an international language. It is spoken by many people all over
the world where people use it to communicate to other people. English is also the
key which opens door to scientific and technological knowledge. Much
knowledge, science, technology, and other crucial things are presented in English
language. From the fact above, it is obvious that everybody needs to learn English
to encounter the globalization era. Therefore, students in Indonesia today are
required to master English to enter the globalization era.
Learning English means learning all of its elements (pronunciation,
grammar, and vocabulary) and its four English skills (speaking, reading, writing
and listening). Among these four English skills, listening is included as receptive
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
skill like reading. For many years, this skill did not receive priority in language
teaching. The language teaching is mostly focused on the productive skills
(speaking and writing). However, Richards and Renandya (2002: 239), as cited by
Rost (1994: 141-142) stated that listening is crucial in the language classroom
which provides input for the learners and it is fundamental to speaking.
Furthermore, listening is considered as the hardest skill to most students (Riddel,
2001: 108). Students must concentrate carefully and must be able to catch
information they listen to.
Gramb and Carr (1991: 247), as cited by Strother (1991: 241), added that
“listening develops more reliably if it is taught directly.” It means that teachers
must consider the important areas for the development of listening skill, including
classroom atmosphere and techniques used in teaching listening. Therefore, task-
based learning is applied in this study as the basic theory to develop the materials
in the communicative learning process. It provides students with a natural context
for language used (Larsen-Freeman, 2000: 144). Besides, task-based learning
gives students many opportunities to interact through the tasks. By giving many
kinds of tasks, it is hoped that students will have opportunities to practice listening
as a receptive skill. Furthermore, giving tasks will strengthen students’ immediate
recall in order to increase their memory. Task-based learning also focuses on the
classroom processes (Richard, 2005: 33), where students practice themselves and
teacher provides feedback. Nunan (1989: 10) added that task-based learning is one
kind of learning through which learners are given many tasks in the target
language. Hence, they can comprehend, manipulate, produce and interact using
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
the target language. Those are the main reasons why the writer is interested in
conducting a study, which has a purpose to produce a set of listening instructional
materials based on the task-based learning for the ninth grade students of SMP
Negeri 11 Yogyakarta.
The reasons the writer chooses the ninth grade students of junior high
school of SMP Negeri 11 Yogyakarta are that the students have learned English
for more than three years and are expected to possess the basic theory on English.
In addition, to graduate from the junior high school, the students have to pass the
English test, which one of them is listening test. Whereas, based on the interview
with the English teacher, the students find difficulties in listening because of the
lack of vocabulary and grammar mastery. Therefore, the preparation in dealing
with listening test in order to graduate from junior high school is needed.
Furthermore, listening instructional materials for teaching in SMP Negeri 11
Yogyakarta are not available. Hence, the purposes of designing the materials are
to provide listening materials, to improve students’ ability in listening skill and to
encourage them to communicate in the target language.
According to the previous explanation, it is expected that the materials can
help the ninth grade students of SMP Negeri 11 Yogyakarta to improve their
English listening skill to communicate in the target language and to practice and
to prepare the students to face the National School Examination. Besides, it is also
important for them to prepare themselves for the next level, that is, senior high
school.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
B. Problem Formulation
The problems of this study are formulated as follows.
1. How is a set of listening instructional materials based on task-based principles
for the ninth grade students of SMP Negeri 11 Yogyakarta designed?
2. What does the designed materials look like?
C. Limitation of the Study
In order to limit the scope of the study, the writer divides the study into
three parts. First, the writer focuses the materials more on listening skills.
Although listening skill is included as receptive skill, listening skill is hard to
master for most students. Second, the writer uses the task-based learning as the
theory in developing the materials. Task-based learning provides many tasks for
students to practice in the target language. Task-based learning gives many
opportunities for learners to interact through the tasks. Third, the writer focuses on
the materials for the ninth grade students of SMP Negeri 11 Yogyakarta. There
were two considerations in choosing the students of SMP Negeri 11 Yogyakarta.
First, it deals with the students’ needs, characteristics and abilities. Second, it
deals with the demand of school-based curriculum on listening skill. Therefore,
the writer limits the study on the design of listening instructional materials based
on task-based learning for the ninth grade students of SMP Negeri 11 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
D. Objectives of the Study
The objectives of this study are to answer the questions formulated in
problem formulation. Those objectives are:
1. To discover how a set of listening instructional materials based on task-based
learning for the ninth grade students of SMP Negeri 11 Yogyakarta is
designed.
2. To present the design of a set of listening instructional materials based on
task-based learning for the ninth grade students of SMP Negeri 11
Yogyakarta.
E. Benefits of the Study
This study is expected to give benefits for:
1. Teachers
Since this study is about listening instructional materials using task-based
learning for the ninth grade students of SMP Negeri 11 Yogyakarta, it can be very
useful instructional materials to teach listening intended for junior high school
students.
2. Students
This can be a good listening instructional materials design for the ninth
grade students of SMP Negeri 11 Yogyakarta. These instructional materials can be
used to practice and develop their listening skill and also to prepare for the
National School Examination. It is hoped that the students who previously
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
perceived listening as the difficult and hardest skill to master will enjoy their
listening exercises and tasks.
3. Other Researchers
It is hoped that this study will be beneficial for other researchers who
would conduct similar study. This study can be very helpful for those who will
design similar materials on listening instructional materials for junior high school.
F. Definition of Terms
It is essential to clarify some terms used in this study in order to avoid
confusion, misinterpretation and misunderstanding. Therefore, the writer provides
the definition of terms as follows:
1. Design
Design is “a developed plan to guide educational activities in a situation”
(Houle, 1978: 230). Hutchinson and Water (1994: 106) stated that “designing is as
creating a new set of materials that fit the learning objectives and specific subject
area of particular learners.” In this study, the design is made to supply listening
materials for the ninth grade students of junior high school of SMP Negeri 11
Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
2. Instructional Materials
Instructional materials mean the material that is used to teach as well as
the existing teaching material. According to Banathy (1976: 76), instruction is
“any interaction between the learner and his environment through which the
learner is making progress toward the attainment of specific and purpose
knowledge, skills, and attitude.” In this study, the instructional listening materials
contain listening exercises that are meant to teach listening for the ninth grade
students of SMP Negeri 11 Yogyakarta.
3. Listening Materials
Listening materials mean a set of materials used to practice and to train
students’ ability in listening skill. In this study, the listening tasks will be in the
form of picture based listening, listening to monologue, listening to dialogue, and
other tasks which have any relation to topics and the students’ needs.
4. Task- Based Learning
Task-based approach is communicative learning process which provides
learners with a natural context for language used. Task-based learning gives many
opportunities for learners to interact through the tasks. As cited by Candlin and
Murphy (1987: 1), the central purpose of task-based approach is that it concerns
the language learning, and tasks present students a problem-solving negotiation
between knowledge that they hold and new knowledge. In this study, task-based
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
learning is learning that uses many tasks which consist of students’ real life needs
and activities as learning experiences.
5. SMP Negeri 11 Yogyakarta
Junior High School is an intermediate school between Elementary School
and Senior High School. It is a unit form of basic education, which runs three-
year-education program. The students who have graduated from elementary
school have a right to join this basic education. In this study, the material design is
made for the highest level of Junior High School, that is, the ninth grade students
of SMP Negeri 11 Yogyakarta. SMP Negeri 11 Yogyakarta is located at Jl. Hos
Cokroaminoto 127 Yogyakarta. It has four classes for each level. There are forty
students in each class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher discusses some theories that underlie the
topic of the research. This part is divided into two. First, it deals with the
theoretical description. Second, it deals with the theoretical framework.
A. Theoretical Description
This part is concerned with a discussion on the instructional design model
applied in this study and some theories related to this study. The instructional
design models applied in this study is Kemp’s model and the theories reviewed in
this part are School-Based Curriculum, listening skill which consists of what
listening is, the principles of teaching listening, methodological models of
teaching listening and task-based learning which consists of the definition of task,
types of task, and task-based learning framework.
1. Kemp’s Instructional Design Model
It is important for a designer to know the models of instructional design as
the guideline for designing materials. Besides, the models also tell a designer the
steps or stages in designing instructional materials. In this study, the researcher
uses the instructional design model of Kemp as one of the basic theories and
principles in designing the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
In this book, Kemp (1977: 8) stated that the instructional design model is
designed to supply answers to three questions, which are considered as the
essential elements of instructional technology as follows.
a. What must be learned? (objectives)
b. What procedures and resources will work best to reach the
desired learning levels? (activities and resources)
c. How will we know when the required learning has taken place?
(evaluation)
Kemp’s Instructional Design Model has eight stages. They are:
1) Determining the goals, the topics and the general purposes
To design materials, a designer should determine the goals, the topics, and
the general purposes of the objectives. Kemp stated that there are three sources
for the goals. They are society, learners, and subject areas. Then, after
determining the goals, a designer should select the topics. The topics should
be started from the simple ones to the complex ones. The topics should
represent the goals and the general purposes of the objectives.
2) Observing learners’ characteristics
A designer should know about the learners’ characteristics, needs,
capabilities, and interests for whom the materials are designed.
3) Determining the learning objectives
Since it concerns with the learning, a designer should mention the
objectives of each topic clearly.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
4) Listing the subject content
The subject content comprises the selection and organizing of the specific
knowledge, skills, and attitudinal factors of any topic. These should be
arranged in good order so that it can support the learning. In this study, the
writer not only takes the materials from the materials sources but also adds
some tasks which are suitable for students.
5) Developing the pre-assessments
Pre-assessment should be conducted to know the capabilities that the
learners have achieved. There are two kinds of pre-assessment. They are
prerequisite testing and pretesting. Prerequisite testing is conducted to know
the learners’ background knowledge of the topics. Then, pretesting is
conducted to determine which of the objectives students have achieved.
6) Selecting the teaching/learning activities and instructional resources.
The appropriate teaching and learning activities should be selected by a
designer. They should interest and suit learners to develop their language
skills.
7) Preparing support services
Support services should also be considered in designing materials. Support
services consider about the planned program with other aspects of the
institution, such as funds, facilities, equipments, and personnel.
8) Conducting the evaluation
According to Kemp’s instructional design, conducting the evaluation is the
last step in designing materials. The evaluation is done to evaluate whether the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
topics, the goals, the objectives are appropriate. The evaluation checked all
the steps which were conducted by designer to know whether the whole
materials are well developed.
The relationship of each step in the plan to the other steps based on Kemp’s
Model is described in Figure 2.1.
Figure 2.1 Kemp’s Model (Kemp, 1977: 9)
2. School-Based Curriculum
Richard (2002: 70) states that “curriculum is the specification of content
and ordering of what is to be taught or in the wider sense it refers to all aspects of
the planning, implementation and evaluation of an educational program.” In the
curriculum teachers have had their entire plans what they are going to teach and
implement and also evaluate it and change it if it is necessary and important.
Evaluation
Support Services
Learning Activities, Resources Pre-
Assessment
Subject Content
Learning Objectives
Learner Characteristics
Goals, Topics, and General
Purposes
Revise
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
The curriculum applied in this study is school-based curriculum in which
it views that language is a means of communication (Depdiknas, 2006:402). The
school-based curriculum prepares the students to communicate in the target
language to participate in the society who uses the target language.
There are some terms which are often used in the school-based curriculum
as described in the following part.
a. Standard competence
It is an ability which is mastered and implemented by the students in a subject
after the learning process is carried out. Standard competence is the spelling out
from the function and objectives of the national education.
b. Basic Competence
It is the minimum ability mastered by the students. Basic competence is
spelled out directly from the standard competence. The mastery of the standard
competence is achieved through the mastery of the basic competence.
c. Achievement indicator
It is spelled out directly from the basic competence. Achievement indicator is
characteristic, feature, performance, or response shied by the students in relation
to the basic competence.
3. The Nature of Listening
Listening is a skill which is taught and learnt spontaneously in a first
language situation. Listening must be developed because listening is an essential
skill which provides basic input to communicate in a target language. From
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
listening, someone can communicate with other people using the target language
without any distraction.
There are two models of listening: bottom-up and top-down. Bottom-up
processing is using incoming data as a source of information about the meaning of
the message. The process of decoding the sounds is in a linear fashion. It begins
with the analyzing of successive levels of organization sounds, words, clause, and
sentences until the intended meaning is conveyed. According to Anderson and
Lynch (1988), as cited by Richard and Renandya (2002: 239), the listener takes
and stores message sequently as the same way as the recorder does, i.e. one
sound, one word, one phrase, and one utterance at a time. Thus, bottom-up
processing should be developed by teachers to practice learners’ listening ability
in the form of exercises. Whereas, in top-down processing listeners use the
background knowledge they have to process the input. Top-down processing
requires the learners to be active in constructing meaning based on expectation,
inferences, intentions and other relevant prior knowledge. In applying this prior
knowledge to particular situation, comprehension proceeds from the top-down.
The actual discourse that is heard is used to confirm expectations and to fill out
the specific details.
Other knowledge that should be known by the teacher in giving listening
exercises is:
a. Principles for Teaching Listening
Morley (1971), as cited by Kristiningrum (2000: 13), provides a general
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
set of principles for teaching listening comprehension as described in the
following part.
1) Listening comprehension lesson must have carefully stated goals which
should meet the overall curriculum, and both teacher and students should
understand them.
2) Listening comprehension tasks must be set with step by step planning which
goes from simple to complex in accordance with students’ language
proficiency.
3) Listening comprehension lesson should stimulate active overt students’
participation. Written response to listening comprehension material is the
most overt type.
4) A communicative urgency for remembering should be viewed as the
important aspect in listening comprehension lesson because it develops
concentration. This is done by giving the students the writing assignment
before they listen to the material.
5) Listening comprehension lesson should emphasize the present knowledge.
One of the purposes of listening is to strengthen the students’ immediate
recall in order to increase their memory spans. Listening is receiving;
receiving needs thinking and thinking needs memory.
6) Listening comprehension lesson should “teach” not “test.” Checking the
students’ answer should be viewed only as feedback to let the students
know how they did and how they made progress.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
b. Methodological Models for Teaching Listening
Hammer (1991), as cited by Kristiningrum (2000: 14), suggested five
basic stages of the methodological model for teaching receptive skill. The stages
are explained as follows.
1) Lead in
In this stage, the students and teacher familiarize themselves with the topic
of the listening exercises. The reason for doing this is to create expectation and
to stimulate the students’ interest in the subject matter.
2) Teacher directs comprehension tasks
In this stage, the teacher makes sure what the students should do whether
they should fill in the blank, give some signs or other things on what they
heard. Here the teacher explains and directs the purpose of listening.
3) Students listen for task
In this stage, the students listen to the utterances and do the task that the
teacher has constructed.
4) Teacher directs feedback
In this stage, the teacher helps the students to see whether they can
perform the task successfully and how well they did the task.
5) Teacher directs related task
In this stage, the teacher organizes some kinds of follow-up tasks related
to the lesson.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
4. The Understanding of Task-Based Learning
In designing the materials the writer uses task-based learning as the
underlying theory to provide students with various exercises to practice their
listening skill required. The discussion of task-based learning covers the
discussion on the definition of tasks, types of tasks, and task-based learning
framework.
a. Definition of Task
According to Willis (2003: 23), tasks are always activities where the target
language is used by the learner for communication purpose (goal) in order to
achieve an outcome. Prabhu, as cited by Richard and Rodger (2001: 233) added
that “a task is an activity which requires learners to arrive at an outcome from
given information through some processes of thought and teachers hold the
control and the regulation of the process.” From the definitions, the writer
concludes that a task is a piece of classroom activities which involves learners to
comprehend, manipulate, produce and interact to achieve the goal to communicate
in the target language.
b. Types of Task
Willis (2003: 26-27) divides six types of tasks as follows.
1) Listing
There are some processes involved in these tasks. The processes are
described on the following page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
a) Brainstorming
In this process, learners draw on their own knowledge and experience either in
class or in pairs/groups.
b) Fact-finding
In this task, learners, by referring to books or any other resources, find out
things by asking each other or other people.
2) Ordering and sorting
There are four main processes in these tasks. First, it is sequencing items,
actions or events in logical or chronological order. Second, it is ranking items
according to personal values or specified criteria. Third, it is categorizing items in
given group or grouping them under given headings. Fourth, it is classifying items
in different ways, where the categories themselves are not given.
3) Comparing
This task involves comparing information of similar nature but from
different sources in order to identify common points and/or differences. The
processes involved in this task are matching to identify specific points and relate
them to each other, finding similarities in common, and finding differences.
4) Problem solving
This task makes demand upon people’s intellectual and reasoning power
and they are engaging and often satisfying to solve. The outcome would be
solutions to problem in which it can be evaluated.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
5) Sharing personal experiences
These tasks encourage learners to talk more freely about themselves and
share their experiences with others. The resulting interaction is closer to casual
social conversation in which it is not goal-oriented as in other tasks. It may be
more difficult to conduct in the classroom.
6) Creative tasks
These are often called projects and involve pairs of learners in some kind
of freer creative work. They also tend to have more stages than other tasks, and
can involve combinations of task type such as listing, ordering and sorting,
comparing, and problem solving.
While Pica, Kanagy, and Falodun (1993) as cited in Richard and Rodgers
(2001: 234) classify tasks as the following.
a) Jigsaw tasks
These tasks involve learners to combine different pieces of information
to form whole or complete information.
b) Information-gap tasks
These tasks involve the exchange of information among participants in
order to complete a task.
c) Problem-solving tasks
In this task, learners are given a problem and a set of information and
they must arrive to the solution to the problem.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
d) Decision-making tasks
These tasks require learners to choose a number of possible outcomes of
a problem through negotiation and discussion.
e) Opinion exchange tasks
Learners engage in discussion and exchange of ideas. In this activity,
they do not need to reach agreement.
c. Task-Based Learning Framework
Willis (2003: 38) suggests the following components of Task-Based
Learning framework which can be seen as follows.
1) Pre- Task
In this part, the teacher’s jobs are introducing the topic to the class,
highlighting useful words and phrases, and helping students in understanding
task instructions and prepare the students for the tasks.
2) Task Cycle
The task cycle consists of three phases, namely:
a) Task
In this part, students do the tasks in pairs or groups and use the language
they already have to express themselves and say whatever they want to say.
Teachers’ jobs are walking around and monitoring the class activities from a
distance. Teachers also help students to formulate what they want to say using
the target language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
b) Planning
In this part, students prepare to report briefly to the whole class (it can be
orally or in written) how they did the task, what they decided or what they
discovered. Teachers help students to polish and correct their language.
c) Report
In this part, teachers ask some pairs or group to present their report to the
whole class and ask students to compare the result.
3) Language Focus
a) Analysis
Teachers set some language-focused tasks, and students examine and
discuss specific features of the text or transcript of the recording they heard.
b) Practice
In this part, teachers conduct practice activities as needed based on the
language analysis.
d. Teaching Listening Using Task-Based Learning
In teaching listening using task-based language learning, the teachers who
act as the facilitator in class should design the listening materials which
emphasize the action in activities and the topic should focus on the real life
situation. In this case, the topic should focus on the students’ needs to be able to
communicate using the target language in the real situation. The teacher should
keep in mind the key conditions to learn, design activities, provide resources, and
give advice for students. Students should complete a task given by the teacher in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
every teaching learning activity. The purpose of the task-based learning is
language learning. Thus, the students are provided with many tasks to practice
listening skills.
B. Theoretical Framework
The previous theories give clear descriptions about the principles in
teaching listening, methodology in teaching listening, school-based curriculum,
task-based learning, and models of instructional design. In this part, the researcher
will explain the steps in designing the materials which are adapted from the
instructional model by Kemp.
There are some steps involved in the process of designing a set of listening
instructional materials for the ninth grade students of SMP Negeri 11 Yogyakarta.
In designing the materials, the writer refers to an instructional designed model,
that is, Kemp’s instructional designed model. Kemp’s model is chosen since it has
some strengths. First, Kemp’s model focuses on the material resources, goals,
uses, and the choice of learning resources. Next, Kemp’s model can be applied to
all levels of education. Then, Kemp’s model considers instructional program as a
system where the steps are interdependent to each other, which is indicated by the
broken-lined circle in the revision step. It is pretty clear that the revision should be
viewed as a dynamic process. The first step is determining the competence
standard and the basic competence. In this part, the writer adapts the competence
standard and the basic competence based on the school-based curriculum. Second,
the writer conducts the need analysis. The need analysis in this study is gathered
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
by distributing a questionnaire to the students. Third, the writer determines the
indicators that the writer expects the students to achieve. Fourth, the writer selects
the most suitable topics for the students. In this study, the writer selects the topics
based on the school-based curriculum. In addition, the writer also selects the most
interesting topics from the students so that the topics suit the students’ need and
interest. Fifth, the writer develops the teaching and learning activities. The writer
develops the teaching and learning activities based on the task-based learning and
materials resources. In this study, the writer not only takes the teaching and
learning activities from the sources materials only but also adds some more tasks
which suit the students. Next, the writer prepares any needed equipment for
designing the materials. After that, the writer designs the materials. Having
designed the materials, the writer then conducts the last step that is, evaluating the
designed materials. The writer conducts the evaluation by distributing a
questionnaire to the respondents. In carrying out those steps, the writer is allowed
to do some revisions in any steps.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
CHAPTER III
METHODOLOGY
In this chapter the researcher presents the methodology employed in this
study in order to answer the questions as stated in the problem formulation in
Chapter 1. This chapter covers the description of the research method, the
research participants, the research instruments, the data gathering technique, the
data analysis technique and the research procedures.
A. Research Method
In this study the researcher employed educational research and
development (R & D). Educational research and development is a process used to
develop and validate educational products (Borg and Gall, 1983: 772). The major
purpose of the R & D is to develop effective products to be used in school. The
products include teacher’s materials, teaching methods, and method for organizing
instruction. The establishing and processing of instruction in this research is
designing instructional material to teach listening to the ninth grade students of
SMP Negeri 11 Yogyakarta.
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 cycle contains ten steps,
namely Research and Information Collecting, Planning, Development of
Preliminary Form of Product, Field Testing, Main product Revision, Main Field
Testing, Operational Product Revision, Operational Field Testing, Final Product
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
Revision, and Dissemination and Implementation (Borg and Gall, 1983: 775).
However, because of limitation in time and capacity, the writer would only
employ five steps of the R & D cycle. They are:
1. Research and Information Collecting
In this step, the writer collected as much data as possible which included
gathering supporting references, and preparing a questionnaire and interview list.
These should be undertaken to collect research finding and other information for
the planned materials. In this step, the writer collected the data by distributing a
questionnaire to the ninth grade students of SMP Negeri 11 Yogyakarta and
conducting an interview with the English teacher.
2. Planning
According to Borg and Gall (1983: 779), the most important aspect of
planning is stating the specific objectives to be achieved by the product. Based on
the data gathered in the preceding step, then the writer decided the goals, topics,
general purposes, and objectives to present the designed materials.
3. Development of Preliminary Form of Product
An important principle that should be observed in developing the
preliminary form of instructional materials was to arrange the materials. Thus, the
writer developed the materials based on the data gathered from the Research and
Information Collecting and the Planning. The designed materials were also
developed based on the curriculum demand.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
4. Preliminary Field Testing
The purpose of Field Testing is to acquire an initial qualitative evaluation
and comments for the designed materials. These would be used to revise and
improve the designed materials. In this step, the designed materials would be
evaluated by an English teacher of SMP Negeri 11 Yogyakarta, and two English
lecturers of the English Education Study Program of Sanata Dharma University.
To collect the data, the writer used a questionnaire.
5. Main product revision
The purpose of this step is to determine whether the designed materials
meet the performance objectives. From the data gathered in the Preliminary Field
Testing, the writer revised and improved the designed materials.
B. Research Participants
In this study, the writer divided the subjects into two groups. The first
group described the participants for the Research and Informational Collecting.
The second group described the participants for the Preliminary Field Testing on
the designed materials.
The participants for the Research and Information Collecting were:
1. The Ninth Grade Students of SMP Negeri 11 Yogyakarta
The ninth grade of SMP Negeri 11 Yogyakarta has four classes and each
class has forty students. The researcher chose the students because they needed
listening materials to practice listening skill and to prepare for National School
Examination. That is why these listening materials were designed to motivate the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
students to practice listening based on their needs. Therefore, it was also
necessary to know the students’ characteristics and opinions in order to gain the
information about what they needed concerning the designed material. In this
study, the writer chose class B as the sampling. The researcher chose this class
randomly without any specific reason because every individual had the same
probability of being selected.
2. The Ninth Grade English Teacher of SMP Negeri 11 Yogyakarta
The researcher also interviewed an English teacher who taught the ninth
grade students because she is supposed to know better about the students’ ability,
characteristics, and also the classroom condition.
Participants for the Preliminary Field Testing on the designed materials
were:
1. English lecturers of the English Education Study Program of Sanata Dharma
University
There were two English lecturers of the English Education Study Program
of Sanata Dharma University who were chosen to evaluate the designed materials.
They were chosen since they have enough background knowledge and experience
about designing materials and also in language teaching. Therefore, they were
expected to give feedback, evaluations, and comments on the designed materials.
Then, the writer used the feedback, evaluations, and comments to make revisions
and improvement on the designed materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
2. The English Teacher of SMP Negeri 11 Yogyakarta
The English teacher of SMP Negeri 11 Yogyakarta was also being
involved in this research. The teacher was chosen to give feedback, evaluations,
and comments to make revisions and improvement on the designed materials.
C. Research Instruments
In carrying out the survey in this study, the researcher used two kinds of
instruments. They were questionnaire and interview. The questionnaire was used
to gather data from the students whereas the interview was used to obtain
information from the English teacher.
1. Questionnaire Sheet
A questionnaire is a scientific instrument for measurement and for
collection of particular kinds of data. According to Ary (1990: 174), there are two
types of questionnaire. They are structured or closed questionnaire and
constructed or open questionnaire. In formulating the questionnaire, the researcher
used both closed and open questionnaire. The closed-ended questionnaire was
used because it was easier to use and to score since all subjects responded to the
same set of questions. Whereas, the open questionnaire was used to obtain
participants’ opinion, ideas, and thought of the questions. The first questionnaire
was used for the Research and Information Collecting. This questionnaire was
given to the ninth grade students of SMP Negeri 11 Yogyakarta and the data
collected were used to design the materials. The second questionnaire was used
for the Preliminary Field Testing to gain feedback, evaluations and comments on
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
the designed materials. This questionnaire was given to an English teacher of SMP
Negeri 11 Yogyakarta and two English lecturers of the English Education Study
Program of Sanata Dharma University.
2. Interview Guide
Interview is aimed to find out what is in someone’s mind and how does
someone feel about something. Personal interview was used in this research
because it was conducted face to face, interpersonally between the interviewer and
the interviewee to obtain the information needed. In this context, the interview
was conducted between the writer and the English teacher of SMP 11 Negeri
Yogyakarta. The content of the questions in the interview was about the students’
mastery in English especially listening skill, and also the learning process in class.
This interview was aimed to clarify four important questions to design the
material. They were the students’ interests in learning English, the students’
mastery in listening skill, the implementation of School-Based Curriculum for the
ninth grade students in SMP Negeri 11 Yogyakarta, and the appropriateness of
listening material for the ninth grade students of junior high school.
D. Data Gathering Technique
The data gathering technique employed in this study was the questionnaire
and the interview. As part of the Research and Information Collecting, the writer
conducted an interview with the English teacher of SMP Negeri 11 Yogyakarta to
gather the data about learning characteristics and the classroom condition of the
ninth grade classes. Meanwhile, the questionnaire was distributed directly to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
participants. The first questionnaire was for the Research and Information
Collecting. It was distributed to the ninth grade students of SMP Negeri 11
Yogyakarta. The second questionnaire was used for the Preliminary Field Testing
on the designed materials. It was distributed to the English teacher of SMP Negeri
11 Yogyakarta and two English lecturers of the English Education Study Program
of Sanata Dharma University.
E. Data Analysis Technique
Data analysis is a process to organize and to sequence the data into
categories in a certain way to find the theme (Moleong, 1988: 88). In this study,
the writer elaborated the process of analyzing the data. The data were obtained
from the questionnaire and the interview. The data was presented in the form of
numerical data and narrative description. The results of the questionnaire and the
interview became the basis for designing the materials.
The researcher obtained the descriptive data by analyzing the data from the
questionnaire. The questionnaire was divided into two. The first questionnaire was
for Research and Information Collecting. It was distributed to the forty students of
the ninth grade students of SMP Negeri 11 Yogyakarta. The data presented the
participants’ statements about listening activities in class. The second
questionnaire was used for Preliminary Field Testing. It was distributed to the
English teacher of SMP Negeri 11 Yogyakarta and the English lecturers of the
English Language Education Study Program of Sanata Dharma University. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
writer obtained the data to make improvement and revisions of the designed
materials.
Since this study was to know the tendency of the respondents’ opinions,
the writer processed the data in order to find the theme. The writer used central
tendency since it represented the whole measurements. There were five points of
agreements for the participants’ statements:
1 : strongly disagree with the statement
2 : disagree with the statement
3 : doubt
4 : agree with the statement
5 : strongly agree with the statement
According to Gay (1992: 390), the measurements of central tendency give
a way of describing a set of data. In this study, the central tendency was measured
using mean. Mean is the sum of all values in a distribution divided by the number
of values. The mean was obtained through this following formula:
NX
X ∑=
Where:
X = Mean
∑ X = Sum of scores in a distribution
N = Number of respondents
Then, the table of central tendency is presented in Table 3.1.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
Table 3.1 The Format of the Presentation of Students’ Opinion about Listening Class
No Respondents’ opinion on N Central Tendency
Mn
Note: N : Number of respondents
Mn : Mean (indicators of central tendency of the sources set)
F. Research Procedures
To gather the valid and reliable data, the researcher conducted some
procedures that contained five steps. Most of the steps were based on the Research
and Development theory by Borg and Gall (1983). The procedures can be
elaborated as follows.
1. Research and Information Collecting
The writer collected theories and information related to the study by
conducting library study, finding some reliable sources from books, articles, and
internet, and interviewing the English teacher of SMP Negeri 11 Yogyakarta. The
writer also observed the students of SMP Negeri 11 Yogyakarta and distributing a
questionnaire to obtain the students characteristics, needs, abilities, and interests
towards listening skill.
2. Planning
Before conducting the research, the writer prepared everything needed for
the research. First, the writer asked permission from the head of the English
Language Education Program and asked permission from the headmaster of SMP
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
Negeri 11 Yogyakarta to conduct the research. The writer then planned the
materials that would be designed. This step included determining the goals, topics,
and the objectives of the materials designed.
3. Developing Preliminary Form of Product
In this step, the writer designed the materials based on the result of needs
analysis and the curriculum demand. The data and information from the interview,
questionnaire and observation were interpreted to be the basis for designing the
material.
4. Field Testing
In this step, the writer distributed the second type of questionnaire to the
English teacher of SMP Negeri 11 Yogyakarta and two lecturers of the English
Language Education of Sanata Dharma University to evaluate the materials
designed. This step aimed to obtain the respondents’ opinion about the designed
materials whether the designed materials were suitable for the students.
5. Main Product Revision
In the last step, the writer improved the designed materials based on the
results of the preceding steps. This step was done until the designed materials
were ready to be published.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
CHAPTER IV
RESULTS AND DISCUSSION
This chapter elaborated the results and the discussion of the research
processes in this study. The first part presents the steps in designing a set of
listening instructional materials based on task-based learning for the ninth grade
students of SMP Negeri 11 Yogyakarta. The second part is the presentation of the
final design.
A. The Steps in Designing a Set of Listening Instructional Materials Based on
Task-Based Learning for the Ninth Grade Students of SMP Negeri 11
Yogyakarta
This part was aimed to answer the first question stated in the problem
formulation. There were five steps in designing a set of listening instructional
materials based on task-based learning for the ninth grade students of SMP N 11
Yogyakarta. They are the results of the research and information collecting,
planning, development of preliminary form of product, preliminary field testing,
and main product revision.
1. The Results of the Research and Information Collecting
In this step, the writer collected as much information to develop reliable
materials. To gain the data, the writer conducted an interview with the English
teacher of SMP Negeri 11 Yogyakarta, and distributed a questionnaire to the ninth
grade students of SMP Negeri 11 Yogyakarta. The needs analysis aimed to gather
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
as many data as possible about the learners’ characteristics, needs, and interests.
These steps are the same as Kemp’s model, namely observing learner’s
characteristics and carrying out pre-assessment.
a. The Result of Interviewing the English Teacher of SMP Negeri 11
Yogyakarta
The writer interviewed the English teacher of SMP Negeri 11 Yogyakarta.
It was conducted to gain the information about the students’ characteristics,
ability, the teaching method and technique, and also the classroom condition.
There were eleven questions that the writer asked to the teacher. The
summary of the answers is presented in Table 4.1.
Table 4. The Results of Interviewing the Teacher
The Main Objectives of the Questions Responses The characteristics of the ninth grade students of SMP N 11 Yogyakarta.
They were enthusiastic in following the English lesson, but they were not really active and needed to be motivated.
Students’ ability in learning English.
Most of the students found difficulties in understanding English because of the lack of vocabulary and grammar mastery.
Students’ difficulties in comprehending listening skill.
The students had limited knowledge about grammar and vocabulary.
Teacher’s method and technique used in teaching English.
The teacher did not use only one particular method and technique. The teacher adjusted the method and technique with the materials and the classroom condition.
Teacher’s opinion about listening materials based on task-based learning.
The students would be more motivated and challenged to learn English.
From the questions asked, the writer inferred that the teacher did not use
any specific method or technique. She usually adjusted the materials with the
students’ characteristics and classroom condition and used lecturing technique.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
The writer also observed class B of the ninth grade students of SMP Negeri 11
Yogyakarta. From the observation result, the writer found that the teacher still
used lecturing technique. The students sat down and listened to the teacher. Only
a few of the students were active asking the teacher when they did not understand
the materials.
b. The Results of the Questionnaire for the Students
In order to obtain the information from the ninth grade students on SMP
Negeri 11 Yogyakarta, the writer distributed a questionnaire to the forty students
of class B. There were eleven-closed-ended questions and five-open-ended
questions.
The data gathered of the closed-ended questionnaires is presented in Table
4.2.
Table 4.2 The Results of Closed-Ended Questions for the Students
No Respondents’ opinion on N Central
Tendency Mn
1. The students have learnt English for more than 3 years. 40 4,2 2. The students are enthusiastic in learning English, especially
listening. 40 3.3
3. The students do not find any difficulties in learning listening skill. 40 2.5 4. The students can understand English speaking well. 40 2.6 5. The students are active in answering the questions related to
listening. 40 2.6
6. Listening exercises on the students’ English book are helpful enough to improve their listening skill.
40 3.4
7. Listening materials in the students’ class are taught well. 40 3.4 8. The tasks on the listening materials are interesting. 40 3.2 9. The students are always enthusiastic in listening class. 40 3.1 10. Media used is adequate for supporting listening lesson. 40 2.4 11. By learning listening skill, the students can improve their other
English skills. 40 3.7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Based on the data in Table 4.2, the writer revealed some information. The
writer found out that the students had been learning English for more than three
years. From this information, the writer assumed that the students had mastered
the basic grammar and vocabulary. This condition was contradictive with the
students’ mastery. From question numbers 3, 4, and 5, it can be revealed that the
students were quite passive in the class activities. Most of the students were not
active in responding to the teacher. The students found some difficulties in
understanding English sentences. In addition, the teaching media provided to
support the learning of listening was not sufficient enough (no. 10). Whereas, the
students were enthusiastic in learning listening (no. 9). However, the students
believed that by learning listening skill they could improve their English skill.
The data gathered from the open-ended questionnaire is presented in Table
4.3.
Table 4.3 The Results of Open-Ended Questions for the Students
No. Questions Options Number Percentage Information 1. What do the
students think of listening skill?
a. difficult b. ordinary c. easy d. others
25 13 -
2
62,5% 32.5%
- 5%
Quite difficult.
2. What factors make listening skill difficult to comprehend?
a. limited mastery of vocabulary b. unfamiliar English words. c. long materials d. lack of practices
17
16
3 9
42,5%
40%
7,5% 22,5%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
Table 4.3 Continued No. Questions Options Number Percentage Information
e. less concentration f. nervous and
worried of not being able to follow
g. others
6 4 -
15% 10%
-
3. What do the students do if they find difficult words?
a. asking friends b. asking the teacher c. consult dictionary d. guessing e. ignore it f. others
20 4
25
5 2 -
50% 10%
62,5%
12,5%
5% -
4. What activities do The students do in the listening lesson?
a. drilling b. questioning and answering. c. discussion. d. problem- solving e. completion f. others
5 13
11 11
14 -
12,5% 32,5%
27,5% 27,5%
35%
-
5. From the following list topics, what topics do the students think interesting?
a. Sport b. Flora and Fauna c. Folktales d. Culture e. Travelling f. Funny stories g. Geography h. Holidays i .others
5 2 11 10 15 7 2 12 -
12,5% 5%
27,5% 25%
37,5% 17,5%
5% 30%
-
Based on the data in Table 4.3, the writer revealed that the twenty-five
students (62,5%) assumed that learning listening skill was difficult. Seventeen
students (42,5%) assumed that the lack of grammar and vocabulary mastery was
the crucial factor affecting their difficulties in learning listening.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
Consulting a dictionary was the first thing they did when they found out
some unfamiliar words. It meant the students were actually had big enthusiasm in
learning listening. From the eight topics provided by the writer, most of the
students chose ‘traveling’ and ‘holiday’. Those topics were used as the topics of
the materials. The writer intentionally chose the two topics due to the students’
interests and chose the rest topics based on the school-based curriculum.
Furthermore, the students needed more interesting tasks and activities in order to
improve their English skill, especially listening skill.
2. Planning
After gathering the information as the needs analysis, the writer decided
the goals, topics, and objectives of the designed materials. It is the same as
Kemp’s model, namely, determining the goals, topics and general purposes,
selecting the learning objectives and preparing the support services.
On determining the goals, the writer focused the materials on listening
skills. However, since each language skill could not be separated from the other
skill, the writer also considered the materials with the other language skill, that is,
speaking skill. In addition, this speaking skill is employed in order to know the
students’ comprehension toward the listening materials.
Based on the results of the Research and Information Collecting, the writer
determined eight topics for the materials. The chosen topics are presented on the
following page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
Unit 1 : Describing People
Unit 2 : Origami
Unit 3 : Daily Activities
Unit 4 : Unforgettable Experience
Unit 5 : Fairy Story
Unit 6 : Holiday and Festivals
Unit 7 : Cooking
Unit 8 : Travelling
After determining the topics, the writer determined the general purposes of
each topic. The general purposes are stated as the competence standard and basic
competence. The competence standard and the basic competence are based on the
school based curriculum. The competence standard and the basis competence are
presented in Table 4.4.
Table 4.4 The Competence Standard and the Basic Competence of School Based Curriculum
Competence Standard Basic competence
Listening Comprehend short functional text and monologue in the form of narrative, descriptive, procedure and report genre in a daily life context.
Respond to short transactional and interpersonal accurately and fluently in a daily life context.
Determining the general purposes of the materials, the indicators were formulated.
The presentation of the indicators is presented in Table 4.5.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
Table 4.5 The Indicators
Unit Topic Indicators
1 Describing People The students are able to point out the people in the picture while listening.
The students are able to carry out a conversation for interpersonal purposes/ social interaction.
The students are able to complete a conversation while listening.
The students are able to describe people’s appearance.
2 Origami English. The students are able to use the ‘imperatives’ and instructions in the form of dialog.
3 Daily Activities The students are able to carry out a conversation for interpersonal purposes/ social interaction.
The students are able to complete the dialogue with adverb of frequencies while listening.
The students are able to tell daily activities using adverb of frequencies The students are able to ask further questions about someone’s activities.
4 Unforgettable Experience The students are able to carry out a conversation for interpersonal purposes/ social interaction. The students are able to arrange events while listening. The students are able to use simple past tense. The students are able to make up sentences using simple past tense to tell a story accurately and fluently.
5 Fairy Story The students are able to point out the right pictures while listening.
The students are able to complete a story with time sequences while listening.
The students are able to tell a story using time sequences. The students are able to carry out a role play of a story.
6 Holiday and Festivals The students are able to carry out transactional conversation involving asking for information
The students are able to carry out a conversation for interpersonal purposes / social interaction The students are able to complete the missing information while listening to the monologue.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
Table 4.5 Continued Unit Topic Indicators
The students are able to answer the questions while listening to the monologue.
7 Cooking The students are able to carry out a conversation for interpersonal purposes / social interaction The students are able to arrange the jumbled sentences into correct order. The students are able to tell procedure using spoken English.
The students are able to use the functional text of imperatives and instructions in the form of dialog.
8 Travelling The students are able carry out a transactional conversation involving of making suggestions The students are able to carry out a conversation for interpersonal purposes / social interaction. The students are able to give suggestions while listening to the monologue
The students are able to use the ‘imperatives’ and instructions in the form of dialogue.
3. Development of Preliminary Form of Product
This step is the same as the Kemp’s model, namely, listing subject content,
and selecting teaching learning activities and resources. This step was carried out
based on the data of Research and Information Collecting and the result of the
Planning. Based on the concept of task-based learning (Willis, 1996: 38), each
unit of the materials consisted of six components. They are Let’s Start, Let’s
Listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect.
a. Let’s Start
The purpose of this section is activating students’ background knowledge,
which led them to brainstorm towards the topic that will be discussed. This
important activity encourages the students to deal with a series of tasks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
b. Let’s Listen
This section provides the students with an example of listening activity
contain a monologue or dialogue related to the topic discussed.
c. Let’s Discuss It
This section contains useful expressions, structure or notes related to the
topic.
d. Let’s Do It
This section aims to practice the new knowledge that the students have
acquired from the previous section. Most of the activities ask students to listen to
the CD and complete the dialogue or fill in the gaps.
e. Let’s Practice
This section consists of games and/or role play. The activities provide the
students to develop their language skill, especially listening in the real life
situation.
f. Let’s Reflect
This section offers the students to reflect on what they have learned in
class. The students are asked to write a reflection about learning experiences
during the class.
4. Preliminary Field Testing
Since the writer realized that the designed materials were needed to be
improved, the writer distributed the designed materials and questionnaires to
respondents to gain feedback, comments and evaluation. The respondents were
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
two English lecturers of the English Education Study Program of Sanata Dharma
University and an English teacher of SMP Negeri 11 Yogyakarta. Those
respondents were chosen since they have been teaching for more than ten years so
that they have enough experiences in English language field. The writer used the
feedback, comments, and evaluation to revise and present the final version of the
designed materials. This step consisted of two sections. They are:
a. Data Presentation
In obtaining the evaluations on the designed materials, the writer
distributed a questionnaire to the respondents. The opinions of the respondents
were classified into numbers that indicate their degrees of agreement. The
degrees of agreement are classified as follows.
1 : Strongly disagree
2 : Disagree
3 : Doubt
4 : Agree
5 : Strongly Agree
Table 4.6 is the presentation of the evaluation data.
Table 4.6 The Results of Preliminary Field Testing Questionnaire
No Respondents’ opinion on N Central Tendency
Mn 1. The indicators are well formulated. 3 4,3 2. The materials are appropriate with the competencies. 3 4,3 3. The materials are appropriate with the indicators. 3 4,3 4. The materials are appropriate with the needs of the
students. 3 4
5. The materials are interesting for the students. 3 4,7 6. The materials are relevant for the students. 3 4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
Table 4.6 Continued
No Respondents’ opinion on N Central Tendency
Mn 7. The topics are well selected. 3 4,3 8. The pre activities are well developed. 3 4 9. The main activities are well developed. 3 4,3 10. The post activities are well developed. 3 4 11. The recorded material is clear. 3 4,7 12. The implementation of task-based learning is well
developed. 3 4,3
13. The listening materials are able to help the students to develop their listening ability.
3 4,7
Based on the result of the questionnaires, the score were more than 4. It
meant that the respondents agreed that the design materials were good and
acceptable. Thus, based on the result, the writer concluded that the design
materials were appropriate and acceptable, although there were some revisions
that should be conducted.
b. Respondents’ Comments and Suggestions about the Designed Materials
To gain the respondents’ feedback, comments, and suggestions, the writer
also distributed open-ended questionnaires. There were four questions asked. The
questions asked about the comments or opinions, the strengths, the weaknesses,
and the suggestions for the designed materials. The feedback and suggestions of
the designed materials were summarized as follows.
a. The listening materials were good enough and interesting. The tasks on the
materials were interesting.
b. The sections in the materials were classified step by step and coherent.
c. The listening exercises were able to improve students’ exposure to English.
d. The activities in the exercises should be made more various.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
e. The title of the listening should be considered because it contains not only
listening skill but also speaking skill.
f. It is better to add some more pictures.
g. It is better to describe explicitly the pre activities, main activities, and the post
activities in the general description.
5. Main Product Revision
In the Kemp’s model, this step is named as evaluating the designed
materials. After obtaining the respondents evaluations on the designed materials,
the writer revised the materials to construct better designed materials. Based on
the data of preliminary field testing, the writer took up some suggestions which
were suitable in order to improve the designed materials and then revised the
designed materials. The revisions include two components. First, the writer
changed some activities in the listening exercises in order to make the activities
more various and more interesting for the students. Second, to make the
classification in the designed materials more clear, the writer added the
description on the part of pre activities, main activities, and post activities in the
general description.
B. The Presentation of the Designed Materials
After conducting some revisions and improvements towards the designed
materials, the writer presented the final version of the listening instructional
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
materials based on the task-based learning for the ninth grade students of SMP
Negeri 11 Yogyakarta.
There are eight units developed in this designed materials. Each unit has
six sections, namely Let’s Start, Let’s Listen, Let’s Discuss It, Let’s Do It, Let’s
Practice, and Let’s Reflect. Thus, the second question in the research formulation
has been answered. The topics, the titles, the sections, and the subsections can be
seen in Table 4.7.
Table 4.7 The Topics, the Titles, the Sections, and the Subsections of the Materials
Units Topics Titles Sections 1 Describing People Meeting People 1. Let’s Start
Introduction 2. Let’s Listen
Listening dialogue 3. Let’s Discuss It
Describing people’s appearance
4. Let’s Do It Completion
5. Let’s Practice Game
6. Let’s Reflect 2 Origami How Do You Make It? 1. Let’s Start
Introduction 2. Let’s Listen
Listening dialogue 3. Let’s Discuss It
Sequence Connectors 4. Let’s Do It
Listening CD 5. Let’s Practice
Group activity 6. Let’s Reflect
3 Daily Activities All in a Day 1. Let’s Start Introduction
2. Let’s Listen Listening dialogue
3. Let’s Discuss It Adverb of Frequencies
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
Table 4.7 Continued Units Topics Titles Sections
4. Let’s Do It Completion
5. Let’s Practice Game
6. Let’s Reflect 4 Unforgettable
Experience Guess What Happened 1. Let’s Start
Introduction 2. Let’s Listen
Listening dialogue 3. Let’s Discuss It
Simple Past Tense 4. Let’s Do It
Listening CD 5. Let’s Practice
Game 6. Let’s Reflect
5 Fairy Story The Magic Story 1. Let’s Start Listening monologue
2. Let’s Listen Completion
3. Let’s Discuss It Time sequences
4. Let’s Do It Listening to story
5. Let’s Practice Story telling
6. Let’s Reflect 6 Holiday
and Festivals Holiday and Festivals 1. Let’s Start
Mind-mapping 2. Let’s Listen
Listening dialogue 3. Let’s Discuss It
Expression of asking for information
4. Let’s Do It Information gap
activity 5. Let’s Practice
Role play 6. Let’s Reflect
7 Cooking Can You Cook? 1. Let’s Start Introduction
2. Let’s Listen Listening dialogue
3. Let’s Discuss It Imperatives
4. Let’s Do It Listening CD
5. Let’s Practice Pair work activity
6. Let’s Reflect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
Table 4.7 Continued Units Topics Titles Sections
8 Traveling Travel to an Island 1. Let’s Start Introduction
2. Let’s Listen Listening dialogue
3. Let’s Discuss It Expression of making
suggestions 4. Let’s Do It
Listening CD 5. Let’s Practice
Class activity 6. Let’s Reflect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consisted of two parts. The first part is the conclusions to
answer the questions in the problem formulation. The second part is the
suggestions in using the designed materials.
A. Conclusions
The purpose of this study was to design a set of English listening
instructional materials based on task-based learning for the ninth grade students of
SMP Negeri 11 Yogyakarta. This design focused on the role of task-based
learning in enhancing listening skill. There were two problems in this study. They
were: 1) How is a set of listening instructional materials based on task-based
learning for SMP N 11 Yogyakarta designed? 2) What does a set of listening
instructional materials based on task-based learning for SMP Negeri 11
Yogyakarta look like?
To answer the first question, the writer adapted Kemp’s instructional
design model. They were eight steps: determining the goals, the topics, and the
general purposes; observing learners’ characteristics; determining the learning
objectives; listing the subject content; developing the pre-assessment; selecting
teaching/learning activities and instructional resources; preparing support
services; and conducting the evaluation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
After the materials had been developed, the writer conducted evaluation
toward the designed materials by distributing a questionnaire to the respondents.
The respondents were an English teacher of SMP Negeri 11 Yogyakarta and two
lecturers of the English Education Study Program of Sanata Dharma University.
The results of the questionnaire showed that the designed materials were generally
good and acceptable. It can be inferred from the data presentation of the
evaluation questionnaires results where most of the mean were in point 4.
Nevertheless, the writer conducted some revisions based on the feedback,
suggestions, and comments in order to make the better designed materials.
To answer the second question, the writer presented the final version of
the designed materials. The materials consisted of eight units. The eight units of
the designed materials were presented as follows.
Unit 1 : Meeting People
Unit 2 : How Do You Make It?
Unit 3 : All in a Day
Unit 4 : Unforgettable Experience
Unit 5 : The Magic Story
Unit 6 : Holiday and Festivals
Unit 7 : Can You Cook?
Unit 8 : Travel to an Island
In the designed materials, each unit consisted of six sections: Let’s Start,
Let’s listen, Let’s Discuss It, Let’s Do It, Let’s Practice, and Let’s Reflect.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
B. Suggestions
There are some suggestions proposed for the English teacher of SMP
Negeri 11 Yogyakarta and future researchers and are stated as follows.
1. For the English Teachers of SMP Negeri 11 Yogyakarta
The writer suggests the teachers to make a good preparation before
teaching. It can be done by understanding each activity in the designed materials.
The teachers can also adapt the suggested activities in the teacher’s manual. It is
also suggested to identify the most appropriate way based on the students’
characteristics in implementing the materials. Furthermore, the writer suggests the
teachers to monitor the students in doing the tasks and provide feedback so that
the materials could be well comprehended by the students.
2. For Future Researchers
Since the writer did not implement the designed materials, it is suggested
for the future researchers to implement the designed materials in order to find out
the weaknesses and the strength of the designed materials. The writer suggests the
future researchers who are interested in designing listening skill materials to
develop and create more interesting and creative learning materials and make
some improvement and revision to the designed materials so that the designed
materials will be more applicable and appropriate to be implemented.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
REFERENCES
Ary, D., Jacobs, L.C., and Razavieh, A. 2002. Introduction to Research in Education (6th ed.). Belmont: Wadsworth Group.
Banathy, Bella H. 1976. Instructional System. Jakarta: IKIP Negeri Jakarta.
Best, John W. 1970. Research in Education. New Jersey : Prentice Hall, Inc.
Borg, W. R. and Gall, M. D. 1983. Educational Research: An Introduction (4th ed.). London: Longman Incorporation.
Depdiknas. 2006. Standard Kompetensi dan Kompetensi Dasar Bahasa Inggris SMP/MTs. Jakarta: Departemen Pendidikan Nasional.
Direktorat Pendidikan Lanjutan Tingkat Pertama. 2004. Kurikulum 2004 Sekolah Menengah Pertama (SMP). Jakarta : Departemen Pendidikan Nasional.
Fraenkel, J. R., and Wallen, N. E. 1993. How to Design and Evaluate Research in Education (2nd Edition). Singapore: Mcgraw-Hill, Inc.
Gay, L. R. 1992. Educational Research Competencies for Analysis and Application. New York: Mcmillan.
Gramb, J. D. and Carr, J. C. 1991. Modern Methods in Secondary Education (5th Edition). New York: Holt, Reinhalt and Winston, Inc.
Harmer, J. 1991. The Practice of English Language Teaching. London: Longman.
Houle, C. O. 1978. The Design of Education. San Francisco: Jossey-Bass Publisher.
Hutchinson, T. and A. Waters,. 1987. English for Specific Purposes: A Learning Centered Approach. Cambridge: Cambridge University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course Development. California: Fearon Pitman Publisher, Inc.
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. (2nd Edition). Oxford: Oxford University Press.
Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. New York, NY: Prentice Hall.
Richard, J. C. and Renandya, W. A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
Richard, J. C. and Rodgers, T. S. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Riddel, D. 2001. Teaching English as a Foreign/Second Language. London: Hodder Education.
Willis, J. 2003. A Framework for Task-based Learning. London: Longman
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX A
LETTER OF PERMISSIN
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
APPENDIX B
QUESTIONNAIRE FOR RESEARCH AND INFORMATION COLLECTING FOR STUDENTS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
KUESIONER
Untuk Siswa
Berilah tanda centang (√) untuk setiap pernyataan yang Anda anggap sesuai.
Setiap nomor menyatakan urutan tingkat kesetujuan Anda.
1 = Sangat Tidak Setuju (STS)
2 = Tidak Setuju (TS)
3 = Ragu-Ragu (R)
4 = Setuju (S)
5 = Sangat Setuju (SS)
No. Pernyataan 1 2 3 4 5
1. Saya sudah belajar Bahasa
Inggris lebih dari 3 tahun.
2. Saya sangat senang mengikuti
pelajaran Bahasa Inggris
terutama “listening.”
3. Saya tidak mengalami
kesulitan dalam memahami
materi “listening” dalam
Bahasa Inggris.
4. Saya bisa menangkap
pembicaraan Bahasa Inggris
dengan baik.
5. Saya aktif dalam menjawab
pertanyaan yang berhububgan
dengan materi “listening”.
6. Latihan-latihan “listening”
dalam Bahasa Inggris dari
buku yang saya gunakan sudah
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
sangat membantu dalam
meningkatkan skill “listening”
saya.
7. Materi “listening di kelas saya
disampaikan dengan baik dan
menarik.
8. Tugas yang diberikan dalam
materi “listening”
menyenangkan.
9. Saya selalu bersemangat dalam
mengikuti pelajaran “listenig”
10. Media yang disediakan untuk
pembelajaran “listening” sudah
memadai.
11. Dengan belajar “listening”,
saya juga dapat meningkatkan
kemampuan Bahasa Inggris
saya yang lain (speaking,
reading,writing).
Berilah tanda silang (x) bila Anda memilih jawaban berikut. Jawaban boleh
lebih dari satu.
1. Bagaimana menurut Anda tentang “listening”? Jika Anda menjawab (a), silakan
lanjutkan ke nomor 2. Jika Anda tidak menjawab (a) silakan lanjutkan ke nomor
3.
a. Sulit
b. Biasa-biasa saja
c. Mudah
d. Lain-lain (sebutkan) ................
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
2. Faktor apa sajakah yang membuat materi “listening” tersebut sulit
dipahami/dimengerti?
a. Penguasaan kosakata saya yang terbatas
b. Kata-kata bahasa Inggris yang terdengar asing
c. Materi yang terlalu panjang
d. Kurang banyak latihan
e. Tidak memperhatikan (tidak konsentrasi)
f. Merasa gugup dan khawatir tidak bisa mengikuti
g. Lain-lain (sebutkan) .................
3. Apa yang Anda lakukan ketika mendapatkan kata-kata yang tidak Anda
mengerti?
a. Bertanya kepada teman
b. Bertanya kepada guru
c. Membuka kamus
d. Guessing (menebak sesuai konteks)
e. Membiarkannya
f. Lain-lain (sebutkan) .............
4. Kegiatan pembelajaran seperti apakah yang Anda lakukan ketika mendapat
materi “listening”?
a. Drills ( latihan lesan dari guru)
b. Tanya jawab
c. Diskusi
d. Problem-solving (pemecahan masalah)
e. Completion (melengkapi informasi yang masih kosong)
f. Lain-lain (sebutkan) ..................
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
5. Dari topik-topik berikut ini, topik-topik apa sajakah yang menurut anda
menarik sebagai topik pembelajaran?
a. Sport
b. Flora and Fauna
c. Funny stories
d. Culture
e. Travelling
f. Love stories
g. Geography
h. Family life
i. Lain-lain (sebutkan) ..........................
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
APPENDIX C
INTERVIEW GUIDE
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
Interview Guide
1. Apakah para siswa selalu berantusias setiap kali mengikuti pelajaran bahasa
Inggris?
2. Apakah anda selalu menggunakan bahasa Inggris sebagai pengantar di kelas?
3. Bagaimana kemampuan bahasa Inggris mereka? Apakah mereka mengalami
kesulitan-kesulitan tertentu?
4. Menurut anda, bagaimana kemampuan “listening”mereka?
5. Kesulitan-kesulitan apa sajakah anda temui dalam mengajar “listening”?
6. Metode/teknik/strategi apa saja yang anda gunakan dalam mengajar
“listening”?
7. Media/referensi apa saja yang anda gunakan selama ini untuk meningkatkan
kemampuan “listening” mereka?
8. Bagaimanakah karakteristik siswa kelas tiga pada umumnya?
9. Menurut anda, materi seperti apa yang dibutuhkan para siswa agar dapat
meningkatkan kemampuan “listening” mereka?
10. Bagaimana pendapat anda mengenai desain materi menyimak dengan
berdasarkan pada teori “Task-Based” learning?
11. Apakah dengan pemberian latihan-latihan menyimak menggunakan teori
tersebut dapat meningkatkan kemampuan mendengar para siswa?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
APPENDIX D
QUESTIONNAIRE FOR THE DESIGN EVALUATION
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
QUESTIONNAIRE
For lecturers and teachers
As the respondent of this research, you are expected to state your opinion,
comment, and suggestion toward the designed materials which are enclosed with
this questionnaire.
Respondent’s identity
Name : …………………………
Sex : F / M
Educational Background : S1 / S2 / S3
Teaching Experiences : .................. years.
You are supposed to choose only one of the options by putting a tick (√) in the
number in the column which indicates the degree of agreement. The numbers and
the degree of agreement can be classified as follows:
1 : Absolutely Disagree
2 : Disagree
3 : Doubt
4 : Agree
5 : Absolutely Agree
No. Statement 1 2 3 4 5
1. The indicators are well formulated.
2. The materials are appropriate with the
competencies.
3. The materials are appropriate with the
indicators.
4. The materials are appropriate with the
needs of the students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
5. The materials are interesting for the
students.
6. The materials are relevant for the
students.
7. The topics are well selected.
8. The pre activities are well developed.
9. The main activities are well
developed.
10. The post activities are well developed.
11. The recorded material is clear.
12. The implementation of task-based
learning is well developed.
13. The listening materials are able to help
the students to develop their listening
ability.
1. What are your comments or opinions about the overall materials?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
………………………………………………………………………………....
2. What are the strengths of this set of English instructional listening materials?
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
3. What are the weaknesses of the set of English instructional listening
materials?
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
4. What are your suggestions in order to improve the set of English instructional
materials using Task-Based learning for the ninth grade students of SMP 11
Yogyakarta to be better?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Thank you
Eti Astuti
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
APPENDIX E
GAMBARAN UMUM MATERI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
GAMBARAN UMUM MATERI
Studi ini berjudul “Listening Instructional Materials Based on Task-Based
Learning for the Ninth Students of SMP N 11 Yogyakarta”. Pada bagian ini,
penulis akan menjelaskan secara singkat latar belakang, isi, dan tujuan dari
pembuatan materi tersebut.
A. LATAR BELAKANG
Bahasa Inggris merupakan bahasa internasional yang digunakan hampir
oleh seluruh orang di dunia. Bahasa Inggris sangat penting untul dikuasai oleh
setiap orang untuk dapat berkomunikasi, khususnya dengan orang asing. Selain
itu, Bahasa Inggris juga merupakan kunci untuk mengerti dan memahami
informasi dan pengetahuan yang tersedia dalam Bahasa Inggris. Dalam
menggunakan Bahasa Inggris, orang sering melupakan satu kemampuan yang
penting untuk dikuasai, yaitu kemampuan “listening”. Kemampuan “listening”
juga sangat penting untuk dikuasai agar komunikasi mengguanakan Bahasa
Inggris dapat berjalan dengan lancar. Bagi siswa-siswi sekolah menengah pertama
(SMP), kemampuan “listening” masih dirasa sulit untuk dikuasai. Dengan alasan
tersebut, penulis ingin membantu mereka untuk belajar Bahasa Inggris dengan
metode tugas (task-based) dengan cara yang menarik dan menyenangkan. Dengan
demikian, para siswa akan lebih banyak berlatih dan diharapkan mereka akan
lebih lancar dalam berkomunikasi menggunakan Bahasa Inggris.
B. ISI
Penyusunan materi ini terdiri dari 8 unit. Di dalam belajar mengajar
“berdasarkan “task-based learning”, ada tiga hal yang utama yaitu pre-task, task-
cycle, dan language focus. Berdasarkan teori tersebut, maka penulis membagi
setiap unit menjadi enam bagian, yaitu Let’s Start, Let’s Listen, Let’s Discuss It,
Let’s Do it, Let’s Practice, dan Let’s Reflect. Let’s Start bertujuan untuk mengajak
para siswa terhadap topik yang akan dipelajari serta merangsang pengetahuan
awal dan mempersiapkan siswa tentang topik materi yang diajarkan. Let’s Listen
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
bertujuan untuk mengenalkan ekspresi-ekspresi atau penggunaan tenses sederhana
yang digunakan dalam percakapan sehari-hari melalui “listening”. Let’s Discuss It
diberikan agar para siswa lebih mengenal dan memahami berbagai jenis
ungkapan-ungkapan baru lainnya. Let’s Do It bertujuan melatih para siswa agar
lebih mamahami dan menguasai kemampuan “listening”. Let’s Practice diberikan
agar para siswa dapat lebih memahami dan memperdalam materi yang diajarkan.
Let’s Reflect bertujuan untuk melihat seberapa jauh pemahaman para siswa
terhadap materi yang diajarkan saat itu.
C. TUJUAN
Penyusunan materi ini bertujuan untuk memberi bahan pengajaran Bahasa
Inggris bagi guru SMP N 11 Yogyakarta untuk dapat digunakan dalam pengajaran
“listening” bagi para siswa kelas 3. Selain itu, diharapkan materi ini dapat
digunakan untuk meningkatkan kemampuan mereka agar lebih lancar lagi dalam
berkomunikasi menggunakan Bahasa Inggris.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX F
SYLLABUS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
THE SYLLABUS
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
1 Meeting People
Listening The students comprehend short functional text in the form of descriptive genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal accurately and fluently in a daily life context.
Listening The students
are able to point out the people in the picture while listening.
The students are able to carry out a conversa-tion for interper-sonal purposes/ social interaction.
The students are able to complete a conversation while listening.
Let’s Start Pictures of
people.
Let’s Listen
A dialog about describing people.
Let’s Discuss It Explanation of
describing people’s appearance.
The students observe the pictures.
The students point out the people while listening to the description.
The students listen to the dialog.
The students practice the dialog.
The students read the explanation of describing people’s appearance
The students find the features used to describe the people in the dialogue
15 10 10
Group work. Individual assignment.
Doff, Adriana and Becket, Carolyne. Listening 1. Cambridge University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
2 How do you make it?
Listening The students comprehend short functional text in the form of procedure genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal accurately and fluently in a daily life context.
Listening
The students are able to carry out a conversa-tion for interper-sonal purposes/ social interaction.
The students are able to follow the instructions while listening to the tape.
Let’s Do It A dialog for
completion. Let’s Practice
Game
Let’s Reflect
Let’s Start
Pictures of origami.
Questions for students to answer. Let’s Listen
A dialog about the use of sequence connectors.
The students complete the dialog while listening to the description.
The students play a game.
The students write their learning experience on a piece of paper
The students observe the pictures.
The students answer the questions.
The students listen to the dialogue.
The students practice the dialog.
10 25 10 10 15
Group work. Individual assignment.
Doff,
Adriana and Becket, Carolyne. Listening 1. Cambridge. University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
The students are able to do the instructions while listening to the tape.
Let’s Discuss It Explanation and examples of sequence connectors.
Let’s Do It Listening for
instructions. Let’s Practice
A task of instructions for the students.
Let’s Reflect
The students read the explanation and examples of sequence connectors.
The students find the sequence connectors used in the dialogue.
The students follow the instructions while listening to the tape.
The students make up the instructions to make an origami to follow.
The students write their learning experience on a piece of paper
10 10 25 10
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
3 All In A Day
Listening The students comprehend short functional text in the form of descriptive genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal accurately and fluently in a daily life context.
Listening
The students are able to carry out a conver-sation for interper-sonal purposes/ social interact-ion.
The students are able to complete the dialogue with adverb of frequencies while listening.
Let’s Start
Table of routines.
Questions for students to do.
Let’s Listen
An example of dialog about adverbs of frequency.
Let’s Discuss It Explanation and
examples of adverbs of frequency.
Let’s Do It A dialogue for
completion.
The students
fill in the information table.
The students discuss it briefly.
The students listen to the dialogue.
The students find the main idea of the dialogue
The students read the explanation and examples of adverb of frequency
The students find the use of adverb of frequencies in the dialogue.
The students complete the dialogue while listening to the tape.
10 15 10 10
Group work. Individual assignment.
Interchange 1. Cambridge University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
UNIT Competence
Standard Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
4 Guess What Happened
Listening The students comprehend short functional text and monologue in the form of narrative genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal and monologue accurately and fluently in a daily life context.
Listening The students
are able to carry out a conver-sation for interper-sonal purposes/ social interaction.
Let’s Practice
Game. Let’s Reflect
Let’s start A picture of
strange thing. Questions
related to the picture.
Let’s Listen An example
dialogue using simple past tense.
The students play a game based on the provided instructions.
The students
write their learning experience on a piece of paper.
The students observe the picture.
The students discuss it briefly.
The students listen to the dialogue.
25 10 10 15
Group work. Individual assignment.
Interchange 1. Cambridge University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
The students are able to arrange events while listening.
Let’s Discuss It Short
explanation of simple past tense.
Let’s Do It Phrases to be sequenced orderly.
Let’s Practice
Game Let’s Reflect
The students find the main idea of the dialogue
The students read the explanation simple past tense.
The students find more example of simple past tense in t he dialogue.
The students sequence the phrases while listening to a monologue.
The students play a game based on the provided instructions.
The students write their learning experience on a piece of paper.
10 15 20 10
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
UNIT Competence
Standard Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
5 The Magic Story
Listening The students comprehend short functional text and monologue in the form of narrative genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal and monologue accurately and fluently in a daily life context.
Listening The students
are able to point out the right pictures while listening.
The students are able to complete a story with time sequences while listening.
Let’s Start Pictures of fairy
tales. Let’s Listen
A story for completion.
Let’s Discuss It Explanation of
time sequences.
Let’s Do It Story telling.
Let’s Practice Role play
The students listen to the story on a tape then point out the right pictures.
The students
listen and then complete the blanks.
The students
read the explanation of time sequences.
The students find the time sequences used in the story
The students summarize a story read by he teacher.
The students create a simple role play based on a story and perform it in from of the class.
10 15 10 15 20
Group work. Individual assignment.
Mukarto, Sujatmiko, Josephine Sri Murweni, and Widya Kiswara. 2004. English on Sky. SMP Book 1. Erlangga.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
UNIT Competence
Standard Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
6 Holiday and Festivals
Listening The students comprehend short functional text and monologue in the form of report genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal and monologue accurately and fluently in a daily life context.
Listening
The students are able to carry out transact-ional conversa-tion involving asking for information
The students are able to carry out a conversa-tion for interper- sonal purposes / social interaction The students are able to complete the missing information while
Let’s Reflect
Let’s Start
Mind-mapping.
Let’s Listen
A dialogue of asking for information.
Let’s Discuss It Example
expressions of asking for information.
The students write their learning experience on a piece of paper
The students complete the mind-mapping related to holiday and festivals.
The students listen to the dialogue.
The students find the main idea of the dialogue.
The students read the example expressions of asking for information.
The students find the expressions of asking for information in the dialogue.
10 10 10 10
Group work. Individual assignment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
listening to the monologue The students are able to answer the questions while listening to the monologue.
Let’s Do It Information tables of holidays and festivals for completion. Questions to answer.
Let’s practice
Role play Let’s Reflect
The students complete the information while listening to the monologue.
The students answer the questions while listening to the monologue.
The students create a role-play using the functional text of asking for information.
The students perform the role play in front of the class.
The students write their learning experience on a piece of paper.
15 25 10
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
7 Can You Cook?
Listening The students comprehend short functional text in the form of procedure genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal accurately and fluently in a daily life context.
Listening The students are able to carry out a conversation for interper-sonal purposes / social interaction The students are able to arrange the jumbled sentences into correct order.
Let’s Start A picture of a
cook who is cooking.
Some questions related to the pictures.
Let’s Listen An example of
dialog about imperative and instruction.
Let’s Discuss It
Explanation and examples of imperatives.
Let’s Do It Jumbled
sentences to arrange.
The students observe the pictures. The students answer the questions orally.
The students listen to the dialogue.
The students practice the dialogue.
The students
read the explanation and the examples of imperatives.
The students find more examples of imperatives in the dialogue
The students arrange the jumbled sentences into good paragraph.
10 15 10 10
Group work. Individual
assignment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
8 Traveling to an Island
Listening The students comprehend short functional text and monologue in the form of report genre in a daily life context.
Listening The students are able to respond to short transactional and interpersonal and monologue accurately and fluently in a daily life context.
Listening
The students are able carry out a transactional conversation involving of making suggestions The students are able to carry out a conversation for interper-sonal
Let’s Practice A task of
instructions for the students.
Let’s Reflect
Let’s Start Fill in the list.
Let’s Listen
A dialogue of making suggestions.
The students make up a dialog in pairs. The students perform the dialogue in front of the class. The students
write their learning experience on a piece of paper.
The students fill in the list related to visiting an island.
The students listen to the dialogue.
The students find the main idea of the dialogue.
25 10 10 10
Group work. Individual assignment.
Doff, Adriana and Becket, Carolyne. Listening 1. Cambridge. University Press.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
UNIT Competence Standard
Basic Competence
Indicators Materials Learning Experiences
Time Allocations (Minutes)
Evaluation Sources/ Media
purposes / social interaction.
The students are able to give suggestions while listening to the monologue
Let’s Discuss It Example
expressions of making suggestions.
Let’s Do It Listening for
suggestions. Statements for
suggestions. Let’s Practice
Giving suggestions.
Let’s Reflect
The students read the example expressions of making suggestions The students find the expressions of making suggestion in the dialogue.
The students listen to the monologue.
The students give suggestions to the statements.
The students list some problems and ask for suggesstions. The students write their learning experience on a piece of paper
10 15 25 10
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
APPENDIX G
TEACHER’S MANUAL
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
TEACHER’S MANUAL
A. INTRODUCTION TO THE MATERIALS The goal of these materials is to teach communicative competence, that is, the ability to communicate in English according to the situation, purpose, and roles of the participants. These materials cover the skill of listening. Therefore, listening materials are designed which consist of listening exercises. The Listening exercises are designed to bridge the gap between the classroom and the real world. When teaching listening, it is important to remind students that in most listening situation the aim is not to remember the specific words or phrases used but to extract the main ideas or information. To help students do this, the Listening exercises usually contain a task that helps students identify a purpose for listening, which encourage them to ignore language that is not related to this purpose. When presenting an exercise, it is also important to prepare students for the task through pre‐listening activities. These include asking questions about the topic, asking students to make prediction, and making use of the context provided by the pictures and the situations. Kinds of activities focusing on listening skill in this course are in the form of conversation, pair work, group work, and role play.
• Conversation These exercises can be used for both in listening and speaking practice. They usually require students to work with one or two partners. Since the conversation exercises model conversational expressions and present new teaching items, accurate the repetition of the tape is important. However, students should not be asked to memorize them.
• Pair work The course makes extensive used of pair work activities. These give students a chance for individual practice and maximize the amount of speaking practice they obtain in each class. Some students may be unfamiliar with pair work tasks and may not think that they can learn from their classmates. If so, remind students that practicing with a partner is a useful way to improve their fluency in English and gives them more opportunity to speak English in class.
• Group work The course also makes frequent use of group work and whole class activities. In the group work activities, students usually work in groups of three to four.
• Role play These fun exercises are important to develop students’ fluency. They focus on the creative use of language and require students to draw on
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
their own language resources to complete a test or to improvise and keep conversation going. In doing these types of speaking activities, the following guidelines are important: a. Make sure students fully understand the test and have the information they need. Assign roles and model the test where necessary. b. Set up pairs or groups so that students of different ability levels and different first languages can work together. This arrangement will encourage students to help and learn from each other. c. Vary the pair or group arrangements so that students do not always work with the same classmates. d. Discourage use of the students’ native languages when doing an activity, and get them to use as much English as possible in class.
Giving Feedback It is important to give clear feedback on students’ performance, but feedback should not inhibit students’ attempts to communicate. It is better to give occasional but focused feedback on one thing to overwhelm a student with too much information. The teacher will have many opportunities to give individual feedback when students are working in pairs or groups. During these activities, the teacher can move around the class giving feedback on grammar, pronunciation, and vocabulary when needed.
B. HOW TO TEACH A TYPICAL UNIT IN THESE LISTENING MATERIALS Introduce the topic of the unit by asking questions and eliciting information from the students related to the theme or topic. Then explain what the students will study in the unit. Next, present the exercises, using the following guidelines. LET’S START Books closed. Introduce the topic by asking questions about it. Use these
questions to elicit or present the key vocabulary and to ask for students’ opinions on the topic they are going to read about.
Books open. Lead the students through the information in the Let’s Start. Go over any problems of comprehension as they arise.
Students complete the task individually or in pairs. Students compare answers with a partner or around the class.
LET’S LISTEN Books closed. Set the scene and explain the situation. Play the tape. Students listen for general comprehension. Point out any
key vocabulary that is essential for the task. Books open. Explain the task. Remind students that they do not have to
understand everything on the tape.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
Play the tape again once or twice. Students listen and practice the conversation.
Play the tape again once or twice. Students listen and complete the task. Students compare answers in pairs. Check students’ answers. LET’S DISCUSS IT Explain students with the new expressions or grammar. Give students additional examples to illustrate the grammar point where
necessary. Ask students to find more examples on their own. LET’S DO IT Play the tape. Students listen and complete the task. Students compare answers in pairs. Check students’ answers. LET’S PRACTICE Divide the class into pairs, or groups of three to five. Explain the task or roles and clarify the cues. Model it with some of the students and show how to use the cues.
Encourage students to be creative and use their own language resources. Set a time limit. Students do the task (conversation, role play or game). Go around the
class and give help as needed. Call on students to do the task in front of the class. LET’S REFLECT Give students a piece of paper. Let students reflect on their learning at the time. Ask students to write their reflection on a piece of paper and submit it. Check students’ reflection.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX H
PRESENTATION OF THE DESIGNED MATERIALS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
After learning UNIT 1, you will be able to:
• Point out the people in the picture while listening.
• Carry out a conversation for interpersonal purposes/ social interaction.
• Complete a conversation while listening to people’s description.
• Describe people’s physical appearance.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
A. LET’S START
Observe the photos below!
A B C
(ilustrated by Jampes)
Listen to a monologue. You will hear ten remarks. Which of the men in the photos could each one describes? Then, write the letter on the provided space below. 1. _______________________________ 6. ______________________________
2. _______________________________ 7. ______________________________
3. _______________________________ 8. ______________________________
4. _______________________________ 9. ______________________________
5. _______________________________ 10. _____________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
B. LET’S Listen
Listen to the conversation carefully.
Liza : How did you enjoy the party?
Joan : Oh, it was great, wasn’t it?
Liza : It was lovely. What did you think of Jeff?
Joan : Jeff?
Liza : Um, you can’t remember him? He had thick brown wavy hair and a
beard, a moustache, and spectacles –you don’t remember?
Joan : I don’t think I do, actually.
Liza : He was wearing a check shirt – sort of red and black check, and a blue
scarf. (Joan : Ooohh) He was really nice.
Joan : What does he do?
Liza : He’s a teacher. (Joan : Uuuhhh)
Now, practice the dialogue with your partner.
C. Let’s DISCUSS It
Describing People
Here are some features to describe people’s appearance:
• Build : slim, medium, thin, fat
• Height : short, medium, average, tall
• Hair : long, short, wavy, curly, straight, bald
• Face : round face, oval face, square face
• Eyes : black eyes, brown eyes, blue eyes
• Nose : pointed, flat
• Other features : beard, moustache, mole, wrinkles
• Appearance : pretty, good looking, handsome, attractive, ugly, ordinary
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
Now, find the features used to describe the people in
the dialogue above!
D. LET’S DO IT
Listen to the conversation and complete the dialogue.
Chick : What’s a great party.
Mike : You think so? I thought it was dreadful. I got stuck in the corner with
this bloke.
Chuck : What was he _________________ ?
Mike : What was he _________________ ? Well, he had quite a ___________________ ,
it _______________ rather like unhappy dog. _________________, ___________________, a
sort of ____________________, ... And he ________________ about roads, driving
between his home and his mother‐in‐law’s, which was the best road to take.
Can you _______________? When he wasn’t talking about roads, he was talking
about the weather. I mean, he was so ___________________.
E. LET’s Practice
Let’s play a game!
Take a piece of paper. Describe one of your friends in the
class. Collect the paper together. Then one student takes a
piece of paper and the rest of the students guess who he or
she is.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
F. Let’s rEFLECT
Write down on a piece of paper your learning experience you got from
the lesson today.
Glossary
Attractive = menarik
Bald = botak
Beard = jenggot
Check shirt = kaos bergaris-
garis
Mole = tahi lalat
Moustache = kumis
Ordinary = biasa
Scarf = syal
Spectacles = kacamata
Thick = tebal
Wrinkles = kerut wajah
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
After learning UNIT 2, you will be able to:
• Carry out a conversation for interpersonal purposes / social interaction.
• Follow and do the instructions while listening.
• Tell procedure genre using spoken English
• Give instructions using the functional text of sequence connectors.
A. LET’S START
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
Observe the picture below carefully. Then, answer the questions.
1. What do you call it?
2. Can you make it?
3. Can you make anything else from folding paper?
B. LET’S listen
Listen to the conversation carefully.
Joan : Hi, Liza! What are you doing?
Liza : Hi, Joan. I’m making a paper toy for my sister.
Joan : Wow... It’s nice.
Liza, can you show me how to make it?
Liza : It’s very simple.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
Take a piece of paper, please.
Joan : I’ve got it.
Liza : First, fold the paper in a half, and then open it again. Fold it in a half
the other way, and open it again.
Joan : Ok. Then, what’s next?
Liza : Next, fold each of the corners into the center, so that you have a
smaller square. Then, fold them again.
Joan : Do you mean fold each of the corners once again?
Liza : Yeah.. After that, fold the paper in a half and open it again. Do the
other half way and open it. Finally, pull the paper out so that you can
move it. Finish!
Joan : Hey... I can do it. It’s very easy.
Now, practice the dialogue with your partner.
C. Let’s discuss it
SEQUENCE CONNECTORS
(FIRST, THEN, NEXT, AFTER THAT, FINALLY)
Sequence connectors are used to connect sentences which show steps
of procedure on doing something. Here are some examples of sequence
connectors:
First, fold the paper. After that, open it again.
Then, open it again. Finally, move it.
Next, fold them again
Find the sequence connectors in the dialogue above
D. LET’S DO IT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
Get a piece of paper from your teacher, then listen to the cassette and follow
the instruction.
E. Let’s practice
Do you know how to make anything else from folding paper?
If you do:
• Make a group of four
• Take a piece of paper
• One by one, show them what to do. Give the instructions in English.
F. Let’s rEFLECt
Write down on a piece of paper your learning experience you got from the
lesson today.
Glossary
Center = pusat/tengah
Corner = sudut
Fold = melipat
Half = setengah
Pull = tarik
Square = persegi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
After learning UNIT 3, you will be able to:
• Carry out a conversation for interpersonal purposes / social interaction.
• Complete a dialogue with adverb of frequencies while listening.
• Tell daily activities using adverb of frequencies.
• Ask further questions about someone’s daily activities.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
A. LET’S START
Activities: Minutes a day:
• Prepare meals
• Eat
• Do house work
• Watch TV
• Talk to friends
• Read
• Play sports
• Walk
• Study
. . . . .
. . . . .
. . . . .
. . . . .
. . . . .
. . . . .
. . . . .
. . . . .
. . . . .
How much time do you spend on the activities above?
Write down your information, and then compare it with a partner.
B. LET’S listen
Listen to the conversation carefully.
Marie : What do you usually do on your day off, Chuck?
Chuck : Well, I always get up very early, around 5 o’clock. And I lift weight for
an hour.
Marie : You’re kidding.
Chuck : No, and then I usually run for two hours.
Marie : Wow! You’re really like to stay in shape.
Chuck : And after that, I come home and eat a big breakfast. How about you?
Marie : Oh, on my day off, I just watch TV all day. I’m a real couch potato.
Now, find the main idea of the dialogue above.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
C. Let’s discuss it
Adverbs of Frequency
Adverb of frequency is used to express time or frequency. Here are the
examples of adverb of frequency:
What do you usually do on your day off?
I always work out.
I usually go to a gym.
I often do exercise.
I sometimes go downtown in the afternoon.
Sometimes, I just watch TV.
I never go to discos.
The normal position of adverbs of frequency is before the main verb,
though the adverb sometimes can also occur before the subject (i.e. “I some
time just watch TV,” or “Sometimes I just watch TV”).
Now, find the use of adverb of frequencies in the dialogue above.
D. LET’S DO IT
Listen and complete the conversation below with the correct words you
hear.
Liza : What do you ___________________ do on your day off?
Joan : Nothing much. I _________________ sleep until noon.
Liza : Do you _______________ go out on Saturday night?
Joan : Yes, I ______________ do. I _______________________ go roller‐skating or I go
to a movie.
Liza : Do you ________________ drive to school?
Joan : No, I _________________ drive to school. I _____________________ take the bus.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
Liza : What do you _______________ do after class?
Joan : I _____________________ meet friends for a drink or I ___________________ go
straight home.
Liza : Do you __________________ get much exercise?
Joan : Yes, I ___________________ play tennis after work. And, on Sundays, I
_______________ go to a gym.
E. let’s practice
Let’s play a game!
• Make a group of four students.
• Get five blank cards for each student.
• Each student writes five statements, on each card, using adverb of
frequency (i.e. “I usually stay at home on my day off”.)
• Collect the cards and put them in a pile.
• One student takes one card and another student tries to make a
question (“What do you do on your day off?” or “Do you usually stay
home on your day off?”). If the question correct, the students get a
point. Take turn, the winner is the one who gets the more cards.
F. Let’s rEFLECt
Write down on a piece of paper your learning experience you got from the
lesson today.
Glossary
Couch potato= penggila TV
Day off = hari libur
Lift weight = angkat beban
To stay in shape = menjaga
bentuk tubuh
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
After learning UNIT 4, you will be able to:
• Carry out a conversation for interpersonal purposes / social interaction.
• Arrange jumbled events while listening.
• Use simple past tense.
• Make sentences using simple past tense to tell a story.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
A. LET’S START
Observe the picture carefully.
(Illustrated by Jampes)
1. What happened to him?
2. Did you have the same experience like him?
3 Tell your story briefly.
B. LET’S listen
Listen to the conversation carefully.
Bill : Do you know what happened on Sunday?
Rose : No, what?
Bill : I went down town to do some shopping. Then, I went to a
restaurant for lunch. I ate lunch and asked for the check. But I found I
didn’t have enough money!
Rose : How embarrassing. So what did you do?
Bill : Well, first I called my parents, but they were out. After that I tried my
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
roommate, but he was out, too. So finally I phoned my boss at home.
He was very nice and brought me some money.
Rose : That was lucky.
Now, find the main idea of the dialogue above.
C. Let’s discuss it
Simple Past Tense
Simple past tense is used to tell past event (i.e yesterday, last week, last
month). The pattern of simple past tense is S + V2. Here are the examples:
• I went down town to do some shopping.
• I ate lunch and asked for the check.
• But I found I didn’t have enough money.
• So, what did you do?
• I phoned my boss at home.
• That was lucky.
Now, find more example of simple past tense in the dialogue above.
D. LET’S DO IT
Ken lost a bag with his passport, money, and airplane tickets while he was on
vacation. What did he do? Listen to him and then number the phrase from 1
to 6.
........... called his parents.
........... went to the police station.
........... sold his camera.
........... called the airline company.
........... move to a hostel.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
........... went to the embassy.
E. let’s practice
Let’s play a game!
• Make groups o four students.
• One student starts to make the first sentence and one by one, the
other students continue the story with interesting and fun ideas.
Example:
S1: Last week a strange thing happened to me.
S2: The phone rang at four o’clock in the morning.
S3: Then, I heard a horrible voice say, “I have your dog! How much do
you want to pay for it?
S4: I answered, “I don’t have a dog.”
S1: ........
• End up the story until the story comes into the interesting end.
F. let’s rEFLECT
Write down on a piece of paper your learning experience you got from the
lesson today.
Glossary
Check = nota
Embarrassing= memalukan
Embassy = kantor kedutaan
Horrible = mengerikan
Hostel = losmen
Roommate = teman sekamar
Strange = aneh
Vacation = liburan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
After learning UNIT 5, you will be able to:
• Point out the correct pictures while listening to a monologue.
• Complete a story with time sequences while listening.
• Tell a story using time sequences.
• Carry out a role play of a story.
A. LET’S START
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
Listen to five short monologues. Choose the right pictures for the
story that you have heard.
A B
C D
E
B. LET’S listen
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
Listen to the cassette and then complete the blanks.
Beauty and the Beast
(1) ___________________ there was a prince. He lived in a castle in France.
One day a woman came to his castle. She was old and ugly. The prince didn’t
like her and sent her away.
(2) ___________________ the prince sent the woman away, she turned into
beautiful fairy. She cursed the prince and his castle. The prince became a
beast. He was very ugly. All his servants became furniture. The prince could
be a human if a woman fell in live with him.
(3) ___________________, on the other side of the mountain, there lived a
girl. Her name was Belle. She lived with her father, Maurice. One day, Maurice
travelled passed the castle. It was raining (4) _______________ he came into the
castle. (5) __________________ the Beast saw him, he captured him.
Belle was so worried (6) ___________________ her father didn’t come back.
She began to look for him. She arrived in the castle and she found her father
there. Belle agreed to stay in the castle so that her father could go home.
(7) ____________________, Belle didn’t like the Beast because he was mean.
(8) ___________________, slowly he changed. He was not mean anymore. Belle
began to like him and (9) _________________ she fell in love with him. She told
her love to the Beast. (10) __________________ the spell was broken. The Beast
and his servants became human again. The beast and Belle got married. They
live happily ever after.
(Taken from: Mukarto, Sujatmiko, Josephine Sri Murweni, and Widya Kiswara.
2004. English on Sky SMP Book 1. Erlangga)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
C. Let’s discuss it
Time Sequences
Time sequences are used when you are going to tell a story. You can
begin the story with:
• Once upon a time ...
• One day ....
• Long, long time ago ....
And you can end the story with:
• Finally ....
• So, ....
Now, find the time sequences used in the story above.
D. LET’S DO IT
Listen carefully to a story read by your teacher. Then, using the time
sequences, summarize the story with your own words.
E. Let’s practice
Role play
Make a group of four. Choose one of your favorite stories. Make the role
play of the story. Then, perform the story in front of the class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
F. let’s rEFLECT
Write down on a piece of paper your learning experience you got from the
lesson today.
Glossary
Capture = menangkap
Curse = mengutuk
Castle = istana
Fairy = peri
Mean = buruk
Spell = kutukan
Worried = khawatir
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
After learning UNIT 6, you will be able to:
• Carry out a transactional conversation involving asking for information
• Carry out a conversation for interpersonal purposes / social interaction.
• Complete information while listening.
• Tell report genre.
• Carry out a role play involving asking for information and report text.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
A. LET’S START
Add some more words related to holidays or festivals that
you know.
B. LET’S listen
Listen to the conversation carefully.
Liza : Hi, Joan. When did you come back from Japan?
Joan : Yesterday morning.
Liza : What did you visit?
Joan : There was a ‘Bon’ festival.
Liza : What festival is it? I’ve never heard it before.
Joan : It’s the festival of lanterns. The ‘Bon’ festival honors ancestors.
Japanese people believe that their dead relative visit them every year
for three days.
Liza : When did it start?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
Joan : It’s celebrated on July 13.
Liza : So, what did the Japanese do?
Joan :Umm..sorry. I don’t really understand. But at night they were dancing
under rows of brightly colored lanterns outside the Buddhist temple.
Liza : Did they wear a special costume?
Joan : Yes, they wore kimonos called yukata. Oh, I’ll see you the photos.
Now, find the main idea of the dialogue above.
C. Let’s discuss it
ASKING FOR INFORMATION
You can ask for information using yes/no questions and wh‐
questions. Here are some expressions of asking for and giving information:
1. Using yes/no questions:
• Could you tell me the way to …
• Do you know …?
• Could I ask …?
• Could you find out ….?
• Can you tell me …?
• Could you please show me …
• Would you tell me …?
2. Using wh‐ questions:
• What festival is it?
• When did it start?
• What did the Japanese do?
• Did they wear a special costume?
Now, find the expressions of asking for information in the dialogue above.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
D. LET’S DO IT!
1. Listen carefully to the story and then complete the information in the
following table.
Name : _________________
Where : _________________
When : _________________
Special things:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Name : _________________
Where : _________________
When : _________________
Special things:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Name : _________________
Where : _________________
When : _________________
Special things:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
2. Listen once again, and then decide whether the following statements are
true or false.
1. ___________ Halloween is celebrated in all America countries.
2. ___________ Jack o’lantern is a watermelon that is carved to resemble an
ugly face.
3. ___________ Traditionally, all people go “Trick and Treat” for some candies
4. ___________ Thanksgiving is a time to gather and sharing.
5. ___________ The corn represents the harvest and the fall season.
6. ___________ Turkey, cranberries, and pumpkin are the symbols of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
Thanksgiving.
7. ___________ Valentine’s Day is only celebrated by American.
8. ___________ To express their love, people usually send some cards only.
9. ___________ Valentine means a mutual exchange of love.
10. __________ Only a lover can celebrate The Valentine’s day.
E. let’s practice
Role play
Make groups of four. Using the expression of asking and giving opinion, make
a roleplay about some holidays or festivals of your own. Then, act it out in
front of the class.
F. LET’S REFLECT
Write on a piece of paper what learning experience you got from the lesson
today.
Glossary
Ancestors = leluhur
Believe = percaya
Honor = kehormatan
Lanterns = lentera
Rows = jejeran
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
After learning UNIT 7, you will be able to:
• Carry out a conversation for interpersonal purposes / social interaction.
• Arrange jumbled instructions while listening.
• Tell procedure genre using spoken English.
• Use functional text of imperatives to tell procedure.
A. LET’S START
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
Observe the picture below!
(ilustrated by Jampes)
1. What is he doing?
2. What are there in the table?
3. Can you guess what he is going to cook?
4. Can you cook it?
5. What other food can you cook?
B. LET’S listen
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
Listen to the conversation carefully.
Liza : Look, Mom is away. We have nothing to eat. What are we going to
have for lunch?
Jane : Well, I think I’d like some chicken soup, but I can’t make it. Can you?
Liza : Of course, I can. I’m a good cook, you know.
Jane : Would you like to cook it for me please?
Liza : Yeah.. With my pleasure. Prepare some carrots, potatoes, celery,
and green peas.
Jane : Okay here they are...
Liza : Don’t forget the chicken and sausage.
Jane : Here you are.
Liza : Give me the seasoning, please!
Jane : Oh, okay. Here they are. Well, what should we do with all this
materials?
Liza : First, wash all the vegetables. Put four glasses of water into a pan
and boil it. After that, boil the chicken for fifteen minutes. Then, put
the vegetables together into the boiled chicken for a few minutes.
Jane : Ok. And then?
Liza : Pass me the seasoning and sausages. Stir it slowly. And... Finish!
The soup is ready. Serve it in a bowl.
Jane : Wow.. Delicious! You’re really a good cook.
Liza : Thanks.
Now, practice the dialogue with your partner.
C. Let’s discuss it
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
Imperatives
An imperative is statement asking someone to do something. We use
the simple form of the verb. We can also use the word ‘please’.
• Prepare the materials, please!
• Don’t forget the seasoning.
• Give me the seasoning, please!
• Wash all the vegetables.
• Boil the water.
• Peel the onions.
• Pass me the salt, please!
• Stir it slowly.
• Serve it!
• Turn on the stove
Now, find more examples of imperatives in the dialogue above.
D. LET’S DO IT!
Listen carefully to the cassette. Arrange the following jumbled instructions.
A. First, wash some rice in cold water.
B. Cooking rice
C. After that, put the rice to the simmer and steam it for about 45 minutes.
D. Second, put the rice with some water in a pot.
E. Now, the rice is ready to serve.
F. Well, to cook rice you need some rice and water.
G. Then, boil and cool it slowly for about 20 minutes.
H. Now, let me tell you steps of cooking rice.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
I. After 20 minutes, see, there is no more water now.
Then, identify the goal, material(s) needed, and steps. Then, take turns reading it aloud to your partner.
E. let’s practice
Work in pairs. Make a dialogue on how to make some meals. Students A will
show student B how to make the meal and student B will respond to student
A’s instructions. Use the right imperatives and instructions.
F. let’s rEFLECT
Write on a piece of paper what learning experience you got from the lesson
today.
Glossary
Boil = merebus
Cook (n) = koki
Delicious = lezat
Pass = memberikan
Prepare = menyiapkan
Seasoning = bumbu
Serve = menyajikan
Stir = mengaduk
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
After learning UNIT 8, you will be able to:
• Carry out a transactional conversation involving making suggestions.
• Carry out a conversation for interpersonal purposes / social interaction.
• Give suggestions while listening to a report text.
• Carry out a role play using the functional text of making suggestions.
A. LET’S START
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
Make a list of things you want to do if you visit a new wonderful island.
1. relaxing mind and body _ 6. ______________________________
2. _have a fresh air ___________ 7. ______________________________
3. _______________________________ 8. ______________________________
4. _______________________________ 9. ______________________________
5. _______________________________ 10. _____________________________
B. LET’S listen
Listen to the conversation carefully.
Liza : Joan, what shall we do in our holiday?
Joan : How about going to the National park? We can see many animals
there.
Liza : I don’t want to. I’ve gone there for several times. And I feel bored.
Joan : How about going around the city. We can stop at a shopping centre
and shop till drop. Or we can go to our favorite cafes or restaurants.
I know that you like eating, don’t you?
Liza : Ohh.. Come on! Can you find another interesting thing so that we can
spend our holiday?
Joan : Why don’t we go to Bali? It’s a beautiful island, isn’t it? We can spend
the time in the beaches and do sunbathing there.
Liza : And at night we can taste the traditional food there. We can see a
good night life there. Good idea!
Joan : All right then. Let’s go to Bali tomorrow.
Now, find the main idea of the dialogue above.
C. Let’s discuss it
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
Making Suggestions
There are a number of ways of making suggestions to someone to do
something. They are:
• Shall we ... ?
• Why don’t we ... ?
• How about ...
• Let’s ...
You can agree to someone else’s suggestion by using any of these
expressions:
• Ok!
• Good idea!
• All right!
• Why not?
• That’s great!
If you don’t agree to someone else’s suggestions, you can say one of
the following:
• No, thanks
• I don’t really like feel that
• I’d rather do something else
• Let’s do of something else
• Let’s think of something else.
Now, find the expressions of making suggestion in the dialogue above.
D. LET’S DO IT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
Listen to a woman talking about her travel to some islands. Which island
would you suggest to someone who says the following statements?
‐ ‘I want complete peace and quite.’
‐ ‘I’m very interested in birds, animals and plants.’
‐ ‘I want to go snorkeling.’
‐ ‘I want to go somewhere with plenty of shops and a good night life.’
E. let’s practice
List some roblems that you usually face when you are travelling or having
holidays. Then, move around the class, and ask your friends for suggestions.
F. let’s rEFLECT
Write on a piece of paper what learning experience you got from the lesson
today.
Glossary
Bored = bosan
Night life = kehidupan
malam
Peace = damai
Shop till drop= belanja sampai
puas
Snorkeling = menyelam
Sunbathing = berjemur
Quiet = tenang
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
Tape Script and Answer Key
Unit 1 A. Let’s Start You will hear ten remarks. Which of the men in the photos could each one describe? 1. He has thick, brown wavy hair. 2. He had a beard and a moustache. 3. He had quite a long face. 4. He had spectacles. 5. He had dark hair and a dark pullover. 6. He was wearing a check shirt. 7. He had a sort of whitish shirt. 8. He had a blue scarf. 9. He looked like an unhappy dog. 10. He’s a teacher. D. Let’s Do It Listen to the conversation carefully and then complete the dialogue. Chuck : What’s a great party? Mike : You think so? I thought it was dreadful. I got stuck in the corner with this bloke. Chuck : What was he like? Mike : What was he like? Well, he had quite a long face; it looked rather like unhappy dog. Dark hair, dark pullover, a sort of whitish shirt, ... And he talked about roads, driving between his home and his mother‐in‐law’s, which was the best road to take. Can you imagine? When he wasn’t talking about roads, he was talking about the weather. I mean, he was so boring. Unit 2 D. let’s Do It Listen to the cassette and then follow the instructions.
Origami First of all, you fold the paper in a half, and then open it again. And then
you fold it in half the other way, and open it again. Then you fold each of the corners into the centre, so that you have a smaller square.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
Now you’ve got a smaller square, so then you fold the top two sides into the centre, and that should make the top part look like a triangle. And then if you fold up the bottom, it makes a triangle. And then next you fold in the bottom two corners towards the centre. Then you fold the bottom up, to about half way up the triangle. And then fold half of it back down again, now that should make the frog’s feet. Then you fold the top corner down, just a little way, and that makes his head. Then if you turn the frog over, and you press on the frog’s back with your finger, you can make him jump. Unit 3 D. Let’s Do it Listen and complete the conversation below with the correct words you heard.
Liza : What do you usually do on your day off? Joan : Nothing much. I always sleep until noon. Liza : Do you usually go out on Saturday night? Joan : Yes, I often do. I sometimes go roller‐skating or I go to a movie. Liza : Do you usually drive to school? Joan : No, I never drive to school. I always take the bus. Liza : What do you usually do after class? Joan : I often meet friends for a drink or I sometimes go straight home. Liza : Do you usually get much exercise? Joan : Yes, I sometimes play tennis after work. And, on Sundays, I often go to a gym.
Unit 4
....3.... called his parents. ....2.... went to the police station. ....4.... sold his camera. ....6.... called the air lane company. ....5.... move to a hostel. ....1.... went to the embassy.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
126
Unit 5 A. Let’s Start Listen to five short monologues. Choose the right pictures for the clues that you have heard. 1. The egg cracked open. Then a gray little duckling came out. She was so ugly that the brothers and sisters didn’t want to play with her. “Go away!!! You’re such an ugly little feature!!! You’re not our sister. 2. A good fairy blessed the princess, saying, “She will not die but sleep for a hundred years.” 3. One day when the queen asked the mirror, “Mirror, mirror on the wall, who’s the fairest of us all?” The mirror replied, “Snow white is the fairest of all.” 4. The fairy told her, “You have to go home by midnight.” 5. The wolf locked the granny in the cupboard, wore her night cap and got into her bed. “The better to eat you with, “said the wolf. He jumped out of bed and ate the little girl. B. Let’s Listen Listen to the cassette and then complete the blanks.
Beauty and the Beast (1)Once upon a time there was a prince. He lived in a castle in France. One day a woman came to his castle. She was old and ugly. The prince didn’t like her and sent her away. (2) After the prince sent the woman away, she turned into beautiful fairy. She cursed the prince and his castle. The prince became a beast. He was very ugly. All his servants became furniture. The prince could be a human if a woman fell in live with him. (3) Meanwhile, on the other said of the mountain, there lived a girl. Her name was Belle. She lived with her father, Maurice. One day, Maurice travelled passed the castle. It was raining (4) so he came into the castle. (5) when the Beast saw him, he captured him. Belle was so worried (6) because her father didn’t come back. She began to look for him. She arrived in the castle and she found her father there. Belle agreed to stay in the castle so that her father could go home. (7) First, Belle didn’t like the Beast because he was mean. (8) After that, slowly he changed. He was not mean anymore. Belle began to like him and (9) then she fell in love with him. She told her love to the Beast. (10) _Finally the spell was broken. The Beast and his servants became human again. The beast and Belle got married. They live happily ever after.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
127
Unit 6 D. Let’s Do It A. Listen carefully to the story and complete the information on the following box. 1. Halloween is a celebration on the evening of October the thirty‐first in
most areas of North America and in some areas of Western Europe. Halloween is symbolically associated with death and the supernatural.The most Halloween decorations are the Jack‐o‐lantern, a hollowed‐out pumpkin carved to resemble a very ugly face with a candle light placed inside.
Traditional costumes usually represent witches, ghost, vampires and others supernatural beings. Another Halloween tradition is “Trick‐or‐ Treating” in which children go from house to house asking for candies. 2. Thanksgiving is a time for gathering and sharing. In the Unites States, it is celebrated on the fourth Thursday in November. In Canada, Thanksgiving falls on the second Monday in October. Turkey, corn (or maize), pumpkins and cranberry sauce are symbols which represent the Thanksgiving. Now all of these symbols are drawn on holiday decorations and greeting cards. The use of corn represents the harvest and the fall season.
3. Valentine's Day is a holiday celebrated on February 14. In the Americas and Europe, it is the traditional day on which lovers express their love for each other by sending Valentine's cards, presenting flowers, or offering confectionery. The day became associated with romantic love, when the tradition of courtly love flourished. The day is most closely associated with the mutual exchange of love notes in the form of "valentines." Modern Valentine symbols include the heart‐shaped outline and the figure of the winged Cupid. B. Listen once again, and then decide whether these following statements are true or false. Unit 7 D. Let’s Do It Listen carefully to the cassette. Arrange the following jumbled instructions on your text book. A. Cooking rice
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
128
B. Well, to cook rice you need some rice and water. C. Now, let me tell you steps of cooking rice. D. First, wash some rice in cold water. E. Second, put the rice with some water in a pot. F. Then, boil and cool it slowly for about 20 minutes. G. After 20 minutes, see, there is no more water now. H. After that, put the rice to the simmer and steam it for about 45 minutes. I. Now, the rice is ready to serve.
Unit 8 D. Let’s Do It Listen to a woman talking about her travel to some islands.
The Seychelles We flew to Mahe, which is the largest of the islands in the Seycheles,
and immediately got a small plane to the second biggest island, which is called Praslin. It’s pretty small, I think it’s about ten miles in diameter, so a small place. It really was like a perfect story‐book island with coral reefs and white sands and perfect temperature. The other extraordinary thing about Praslin is it has an ancient primeval forest called the valley de Maie. This forest hasn’t been touched for millions of years. And we went to an extraordinary island called Curieuse, which used to be a leper colony, and has a large amount of giant tortoises, and they really are big, a small child could ride on one of these tortoises. We also went to Cousin Island, and that is a bird sanctuary, and has beautiful birds. We then travelled to Denis Island for one week, which is a private island, which just has a hotel and you really feel as if you are Robinson Crusoe on this island, with these beautiful perfect coral reefs, and this blue‐green sea, and the lagoons.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI