ENGLISH LISTENING MATERIALS USING TASK
BASED LANGUAGE TEACHING FOR THE SECOND
YEAR STUDENTS OF VISUAL COMMUNICATION
DESIGN PROGRAM IN SMK NEGERI 5 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree in English Language Education
By
Yohanna Kurnitta Parama Lestari
Student Number: 051214133
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2010
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
~~~~God is in every tomorrowGod is in every tomorrowGod is in every tomorrowGod is in every tomorrow~~~~
God is in every tomorrowGod is in every tomorrowGod is in every tomorrowGod is in every tomorrow
Therefore I live for todayTherefore I live for todayTherefore I live for todayTherefore I live for today
Certain of finding at sunriseCertain of finding at sunriseCertain of finding at sunriseCertain of finding at sunrise
Guidance and strength for the dayGuidance and strength for the dayGuidance and strength for the dayGuidance and strength for the day
Power for each moment of weaknessPower for each moment of weaknessPower for each moment of weaknessPower for each moment of weakness
Hope for each moment of painHope for each moment of painHope for each moment of painHope for each moment of pain
Comfort for every sorrowComfort for every sorrowComfort for every sorrowComfort for every sorrow
Sunshine and joy after Sunshine and joy after Sunshine and joy after Sunshine and joy after rainrainrainrain
God is in every tomorrowGod is in every tomorrowGod is in every tomorrowGod is in every tomorrow
Planning for you and for mePlanning for you and for mePlanning for you and for mePlanning for you and for me
Even in the Even in the Even in the Even in the dark I will followdark I will followdark I will followdark I will follow
Trust where my eyes Trust where my eyes Trust where my eyes Trust where my eyes ccccannot seeannot seeannot seeannot see
Stilled by His promise of blessingStilled by His promise of blessingStilled by His promise of blessingStilled by His promise of blessing
Soothed by Soothed by Soothed by Soothed by the the the the touch of His handtouch of His handtouch of His handtouch of His hand
Confident in His protectionConfident in His protectionConfident in His protectionConfident in His protection
Knowing my lifeKnowing my lifeKnowing my lifeKnowing my life----path is plannedpath is plannedpath is plannedpath is planned
- Al BryanAl BryanAl BryanAl Bryantttt----
I dedicate this thesisI dedicate this thesisI dedicate this thesisI dedicate this thesis tttto the o the o the o the gggglory of Christ,lory of Christ,lory of Christ,lory of Christ,
tttto my parents and grandparents,o my parents and grandparents,o my parents and grandparents,o my parents and grandparents,
to all teachers,to all teachers,to all teachers,to all teachers, to all to all to all to all of of of of my lovely friends, my lovely friends, my lovely friends, my lovely friends,
andandandand to to to to Gaf.Gaf.Gaf.Gaf.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
Acknowledgements
First of all, I would like to express my deepest gratitude to my Lord Jesus
Christ for His blessing during my study until I can finish my thesis. I thank Him
for giving me a wonderful life, guiding me to step on the brighter way, and
helping me to stand up on my own. He always gives me the best thing and
encourages me to do the best things for my life.
I am very grateful to my sponsor Mr. Gregorius Punto Aji, S.Pd.,
M.Hum. for his guidance, opinions, suggestions, and supports during my thesis
accomplishment. I would like to thank the lecturers of English Language
Education Study Program, especially Mr. F. Chosa Kastuhandani, S.Pd. and
Mr. Antonius Jody, S.Pd. for their willingness to give feedback on my designed
materials. My gratitude also goes to Ms. Laurentia Sumarni, S.Pd. who also
gives me supports and advices since I started studying in PBI. I thank Ms.
Yuseva A. Iswandari, S.Pd., M.Ed. and Father L. Harjanto, S.J., S.S., B.S.T.,
M.A. for checking and giving feedback on my thesis. I thank also all PBI staffs
who help me especially in administrative needs.
I like to express my special gratitude to Drs. Sutarto, the headmaster of
SMKN 5 Yogyakarta for giving me permission to conduct my study in SMKN 5
Yogyakarta and to representative teacher of class DKV A, Drs. Arif Hamid and
Ketua Program Keahlian DKV, Drs. Arief Am Noor for helping me in preparing
the implementation of the designed materials. I like to thank English teachers in
SMKN 5, Ms. Nuryanti, Ms. Tiwi, Ms. Nungki, and Ms. Arnita for their time,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
help, advice, support and patience during the process of finishing my thesis. My
gratitude also goes to second year students of Visual Communication Design
Program both Class A and B for the active and nice cooperation.
I would like to address my great gratitude to my parents, Yohanes
Suparmanto and Natalia Kurniati. I thank them for their sincere love, care,
sacrifices, prayers, patience and guidance to me. I would like to thank my
grandparents, Mbah Kakung, Mbah Putri, Mbah Somo, and Mbok Yem, for
their prayers, unconditional support and encouragement. I am grateful to my
uncles, Rm. Supriyono and Br. Giwal Santoso, who help and support my study
up to this university level. I like to thank Mr. Mardi for his prayers and advices. I
thank Mas Aris Jeber for helping me to record the listening materials. My
gratitude also goes to Mas Sigit, Lik Warnie, Lik Warno, Om Hanto, Neng
Christin, Bude Santi, Pakde Margono, all my brothers and sisters for their help,
support and prayers.
My special thanks are addressed to my lovely friends: Triast, Delfin,
Tarie and Chika, for advice, support, and help during my effort to finish the
thesis. I thank Lianita for helping me solve problem in my thesis writing, Mbak
Rini for giving me advice and answering all my questions concerning with my
thesis. I thank Mr. Raymond, Delfin and Itok for being speakers in my recording
materials. I also thank Mbak Ika, Anis, and again Delfin for checking my thesis
and giving me advice to improve it. I also thank Yoan, Oliv, Epha, Dian, Nancy,
Nophe, Yuki (PBI 2006), Hawkeye English Course team and all PBI students
2005. I am grateful for nice friendship and great moments in PBI.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
I like to thank all of my friends in UKMK (Unit Kegiatan Mahasiswa
Kerohanian) especially Mbak Ima, Mbak Nitnot, Mbak Nila, Mas Donie;
Mudika Gereja Santa Maria Asumpta Babarsari, Lektor Gereja Maria
Asumpta Babarsari; ex- Stero Girls (Martha, Nolen, Sekar, Antik, Prenty). I
also thank my partners of Macro Teaching from UNY (Fenty, Zuhad) for giving
me nice friendship, support, help and prayer.
My special gratitude goes to Gaf for supporting and helping me, for giving
care and encouragement when I was down especially in finishing my thesis. I
thank him for the beautiful moments and lesson I learn so far. I thank him for
tears, laughs, and smiles that bring me to be a braver woman.
My gratitude also goes to those whom I cannot mention by names. I would
like to thank them for their support, prayer, guidance and encouragement.
Yohanna Kurnitta Parama Lestari
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
ABSTRACT
Lestari, Yohanna Kurnitta Parama. 2010. English Listening Materials Using Task Based Language Teaching for the Second Year Students of Visual Communication Design Program in SMK Negeri 5 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Listening becomes a crucial skill in English language learning. However, students often face problems in developing their listening skill. The common problems are limited sources of listening materials and limited exposure to the spoken English. Moreover, vocational students encounter more problems since they need English materials which are closely related to the students’ specialized program. This study is aimed to design English listening materials using task based language teaching as appropriate as possible with the needs of vocational students who study on Visual Communication Design Program. The problem to be proposed is: What is the appropriate design of English listening materials using task based language teaching for the second year students of visual communication design program in SMKN 5 Yogyakarta? This study employed Research and Development (R&D) method which is combined with Yalden’s Instructional Design model. The R&D steps utilized in the study are (1) Research and Information Collecting, (2) Preliminary Form of Product Development, (3) Preliminary Product Verification, (4) Preliminary Product Revision, (5) Main Field Testing, and (6) Main Product Revision. Moreover, this study applied theories related to syllabus design, listening, and vocational school, English for Specific Purposes (ESP), material development, and Task Based Language Teaching (TBLT). This study also utilized sources of the learners’ needs and characteristics, and school-based curriculum (KTSP) applied in SMKN 5 Yogyakarta for designing the English listening materials. The appropriate English listening materials was designed based on the learners’ characteristics and needs, curriculum applied in vocational school, and material sources that were relevant to students’ program and suitable with their competence. Three units were developed as the representative materials. They were Unit 1 “Jobs in Visual Communication Design”, Unit 2 “My Memory”, and unit 3 “How does a Camera Work?” The result of materials feedback indicated that the average point of evaluation was 3.5, which meant that the designed materials were acceptable and good enough to be applied. Unit 1 was implemented to real classroom. The implementation was conducted quite well and the students enjoyed the activities as well as the listening materials. In conclusion, the representative of the designed materials was appropriate and acceptable. The implementation result strengthens the designed materials as appropriate listening materials using task based language teaching for second year students of visual communication design program.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
ABSTRAK Lestari, Yohanna Kurnitta Parama. 2010. English Listening Materials Using Task Based Language Teaching for the Second Year Students of Visual Communication Design Program in SMK Negeri 5 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Listening atau mendengarkan menjadi ketrampilan yang penting dalam pembelajaran bahasa Inggris. Akan tetapi, siswa sering menghadapi hambatan dalam pengembangan ketrampilan listening. Hambatan umum yang terjadi antara lain terbatasnya sumber materi dan kesempatan siswa untuk mendengarkan bahasa Inggris secara lisan. Lebih jauh lagi, siswa Sekolah Menengah Kejuruan (SMK) menghadapi lebih banyak hambatan karena mereka membutuhkan materi pembelajaran bahasa Inggris yang terkait dengan program keahlian mereka. Studi ini bertujuan merancang materi listening bahasa Inggris dengan menggunakan task based language teaching yang sesuai dengan kebutuhan siswa SMK yang mengambil jurusan Design Komunikasi Visual. Terdapat sebuah permasalahan yang diajukan dalam studi ini, yaitu seperti apa design materi listening bahasa Inggris dengan menggunakan task based language teaching yang sesuai untuk siswa kelas dua program design komunikasi visual di SMK Negeri 5 Yogyakarta. Studi ini menggunakan metode Penelitian and Pengembangan (R&D) yang dikombinasikan dengan model design Intruksi Yalden. Langkah-langkah yang digunakan yaitu (1) Penelitian and pengumpulan informasi, (2) Pengembangan bentuk awal produk, (3) Evaluasi awal produk, (4) Revisi awal produk, (5) Evaluasi lapangan, (6) Revisi utama produk. Studi ini juga mengadaptasi teori yang berkaitan dengan design silabus, listening, Sekolah Menengah Kejuruan (SMK), English for Specific Purposes (ESP), pengembangan materi, dan task based language teaching. Dalam merancang materi listening bahasa Inggris, penulis juga menggunakan sumber tentang ciri-ciri dan kebutuhan siswa serta Kurikulum Satuan Tingkat Pendidikan yang digunakan di SMKN 5 Yogyakarta. Materi listening bahasa Inggris yang sesuai untuk siswa kelas dua program design komunikasi visual di SMK Negeri 5 Yogyakarta dirancang berdasarkan kebutuhan dan ciri-ciri siswa, kurikulum yang digunakan di SMK, dan sumber materi yang berkaitan dengan program design komunikasi visual dan juga yang sesuai dengan kemampuan siswa. Terdapat tiga unit yang dikembangkan sebagai contoh materi yaitu Unit 1 “Jobs in Visual Communication Design”, Unit 2 “My Memory”, dan unit 3 “How does a Camera Work?” Hasil evaluasi materi menunjukkan bahwa rata-rata nilai 3.5, yang berarti materi yang dirancang dapat diterima dan cukup baik untuk diterapkan di kelas. Materi unit pertama diterapkan di kelas. Penerapan di kelas berjalan cukup baik dan siswa senang dengan kegiatan dan juga materi listening yang diberikan. Kesimpulan yang dapat diambil yaitu contoh dari materi yang dirancang sudah sesuai dan dapat diterima. Hasil penerapan di kelas memperkuat materi sebagai materi listening dengan menggunakan task based language teaching yang sesuai untuk siswa kelas dua program design komunikasi visual.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
TABLE OF CONTENTS
Page
TITLE PAGE ...................................................................................................... i
APPROVAL PAGES .......................................................................................... ii
STATEMENT OF WORK'S ORIGINALITY ..................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK
KEPENTINGAN AKADEMIS.............................................................................. v
PAGE OF DEDICATION .................................................................................. vi
ACKNOWLEDGEMENTS ............................................................................... vii
ABSTRACT ...................................................................................................... x
ABSTRAK ......................................................................................................... xi
TABLE OF CONTENTS ................................................................................. xii
LIST OF TABLES .......................................................................................... xvii
LIST OF FIGURES ....................................................................................... xviii
CHAPTER I : INTRODUCTION ....................................................................... 1
A. Research Background ............................................................................ 1
B. Problem Formulation ............................................................................. 7
C. Problem Limitation ................................................................................ 7
D. Research Objective ................................................................................ 8
E. Research Benefits .................................................................................. 8
F. Definition of Terms ................................................................................ 9
CHAPTER II : REVIEW OF RELATED LITERATURE .................................. 12
A. Theoretical Description ....................................................................... 12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
1. Educational Research and Development ......................................... 12
2. Instructional Design Model ............................................................. 15
3. Syllabus Design .............................................................................. 18
a. Factors Affecting Syllabus Choice and Design .............................. 18
b. Functional Syllabus ..................................................................... 20
4. Listening ........................................................................................ 21
a. Teaching Listening ...................................................................... 21
b. Listening Materials ...................................................................... 23
c. Authentic Materials ...................................................................... 26
5. Vocational School (Sekolah Menengah Kejuruan /SMK) ................ 29
a. Characteristic of Vocational School ............................................. 29
b. English in Vocational School ....................................................... 30
c. Visual Communication Design Program (DKV) ........................... 31
6. English for Specific Purposes (ESP) ............................................... 33
7. Material Development .................................................................... 35
a. Defining Objective ...................... ................................................. 36
b. Material Design Model ................................................................ 36
c. Steps of Designing Materials ....................................................... 37
8. Task Based Language Teaching (TBLT) ......................................... 39
a. Definition of Task ........................................................................ 39
b. Component of Task ...................................................................... 40
c. TBLT Framework ........................................................................ 41
B. Theoretical Framework ......................................................................... 43
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
CHAPTER III : METHODOLOGY .................................................................. 48
A. Research Method .................................................................................. 48
1. Research and Information Collecting .............................................. 48
2. Preliminary Form of Product Development ..................................... 49
3. Preliminary Product Verification .................................................... 50
4. Preliminary Product Revision ......................................................... 50
5. Main Field Testing ......................................................................... 51
6. Main Product Revision ................................................................... 51
B. Research Participants ............................................................................ 53
C. Data Gathering Techniques and Type of Data ....................................... 54
D. Research Instruments ............................................................................ 57
1. Instrument for Research and Information Collecting ....................... 57
2. Instrument for Preliminary Product Verification ............................. 57
3. Instrument for Main Field Testing .................................................. 58
E. Data Analysis Techniques ..................................................................... 58
1. Analysis Techniques in Research and Information Collecting ......... 58
2. Analysis Techniques in Preliminary Product Verification ............... 59
3. Analysis Techniques in Main Field Testing .................................... 61
F. Research Procedure .............................................................................. 61
CHAPTER IV : RESEARCH RESULT AND DISCUSSION ........................... 63
A. The Appropriate Design of English Listening Materials Using Task
Based Language Teaching for the Second Year Students of Visual
Communication Design Program in SMKN 5 Yogyakarta ......................... 63
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv
1. Learners’ Characteristics and Needs ................................................. 64
2. Statement of Purposes ...................................................................... 72
3. Syllabus ........................................................................................... 73
4. Content Description .......................................................................... 78
5. Learning Materials and Learning Activities ...................................... 80
6. Materials’ Feedback ......................................................................... 86
7. Preliminary Materials’ Revision ....................................................... 92
8. Feedback from the Classroom Implementation ............................... 103
9. Final Materials’ Revision ............................................................... 112
B. The Final Version of the Designed Materials ....................................... 113
CHAPTER V : CONCLUSIONS AND SUGGESTIONS ............................... 119
A. Conclusions ........................................................................................ 119
B. Suggestions ......................................................................................... 121
REFERENCES ............................................................................................... 122
APPENDICES
A. Appendix A: Letters .................................................................................... 125
1. Letters of Permission to the Headmaster of SMKN 5 Yogyakarta …126
2. Letters of Permission from Bapeda ………………………………...128
3. Letters of Permission from Dinas Perizinan ………………..…….. 130
B. Appendix B: Instruments…………………………………………………….131
1. Questions Outline for Interviewing Teachers …………………..….132
2. Transcripts of Interview with Teachers ………………………........134
3. Questions Outline for Interviewing Students ……………………....146
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xvi
4. Transcript of Interview with Students ……………………………...149
5. Questionnaire for Materials’ Feedback
a. Surat Permohonan Pengisian Kuisioner …………..…..…...162
b. General Description ………………………………………..163
c. Questionnaire for Materials Feedback ……………………..165
d. Samples of Filled-instruments ……………………………...168
6. Questionnaire for Classroom implementation
a. Questionnaire for the students ……………………………...174
b. Samples of Filled-instruments ……………………………...178
C. Appendix C: English Listening Materials Using Task Based Language
Teaching for the Second Years Students of Visual Communication Design
Program in SMK N5 Yogyakarta ……………………………………………….182
1. English Syllabus (First Design) ……………………………………183
2. English Syllabus (Final Design) …………………………………...192
3. Lesson Plan ………………………………………………………...201
4. Students’ Handbook ………………………………………………..210
5. Teacher’s Manual …………………………………………………..233
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xvii
LIST OF TABLES
Table Page
3.1 The Type of Data …………………………………………………………….55
3.2 Points of Agreement …………………………………………………………59
3.3 The Descriptive Statistics of Participants’ Opinions ………………………...60
4.1 Summary of Learners’ Characteristics ………………………………………71
4.2 Summary of Learners’ Needs ………………………………………………..72
4.3 Basic Competence …………………………………………………………...73
4.4 Topics, Unit Title and Learning Indicators ……………………………….…75
4.5 The Content Description ………………………………………………….…78
4.6 Learning Activities ……………………………………………………....….83
4.7 The Description of Participants for Materials’ Feedback …………………...86
4.8 Descriptive Statistics of the Participants’ Opinion ………………………….87
4.9 Revision of the Basic Competence ……………...………………….………. 93
4.10 Revision of the Learning Indicators ……………………………….…….... 93
4.11 Revision on the Framework of the Learning Activities ……………………97
4.12 Learning Activities after Preliminary Materials’ Revision ……………….. 99
4.13 Description of Participants for Classroom Implementation ………….….. 105
4.14 Data Presentation of Students’ Responses on the First Meeting …………106
4.15 Data Presentation of Students’ Responses on the Second Meeting ………107
4.16 Final Version of the Learning Activities ………………………………… 114
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xviii
LIST OF FIGURES
Figure Page
2.1 Language Program Development (Yalden, 1987:88) ………………….… 18
2.2 Classification of Aural Texts (Nunan, 1991:21)……………………….…. 25
2.3 Material Design Model from Hutchinson and Waters (1994: 109) …….… 37
3.1 R&D Combining with Yalden’s Model …………………………………... 52
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
A. Research Background
Listening skill is essential skill in foreign language learning. In fact, it
becomes a basic skill. As pointed out in Second AILA (International Association
of Applied Linguistics) conference in 1969 which mentioned that listening
comprehension is recognized as a basis skill (Morley, 2001:69). Listening
becomes important skill in foreign language learning since learners will receive
the new language through listening. According to Rost, as cited by Nunan
(2002:238), “listening is vital in the language classroom since it provides input for
the learner”. Through listening, learners obtain sources of the new language and
can start to learn the language.
Since listening skill is important in language learning, learners should
have proper listening skill on their language learning process. However, problems
arise in the effort of developing listening skill. Anne Anderson and Tony Lynch
(1988:68) state that the lack exposure to the target language is the main problem
which is faced by foreign listeners. The lack exposure to the target language
occurs because of some factors. One factor is that learners do not use the foreign
language in their daily life. They may only use the language in the school area or
when the learning activities are carried out. Another factor which causes the lack
exposure is limited sources of the target language. Sometimes, it is difficult to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
obtain learning sources which are appropriate to learners’ need and competence
and useful to help learners improving their listening skill.
Common problem which is faced by many schools is that students receive
few opportunities to hear the target language. Moreover, in teaching learning
activities, students tend to have more time to listen to their teachers. Based on
writers’ observation and experience in Macro Teaching Program, the teachers
tend to speak in native language rather than in the target language. In addition,
some schools have limited and insufficient materials for their students. Another
problem is teacher’s difficulties in developing listening activities. Those problems
may obstruct students’ learning process in order to develop their English
competence.
Furthermore, vocational school (SMK) faces more problems related to
English learning materials. Vocational school students require learning materials
which focused on their specialized program. One vocational program that had
been developed rapidly in the following decade is Visual Communication Design
program. As stated by Bing Bedjo Tanudjaja, lecturer of Visual Communication
Design in Art and Design Faculty, Kristen Petra University (2003), Visual
communication design is developed rapidly due to the communication sector
progress. Moreover, the communication sector progress is increased by the
development of media industries such as newspaper, magazine, television,
advertising, etc. (Sunarto, 2008). Due to the rapid development of visual
communication design program, the students of this program need proper skills to
communicate in English especially in their program area. Proper English skills
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
also help them in understanding specific terms, features, or procedures in English
which are related to visual communication design program. Therefore, English
learning materials which are related to the students’ program is needed and will
give significant contribution to their work.
One phenomenon which is recognized by the writer happened in SMKN 5
Yogyakarta. SMKN 5 is one of vocational schools in Yogyakarta which has the
specialization program on the art and craft industry. As well as teachers in other
schools, the teachers in this school also have problems in developing listening
materials and activities. Based on informal interview with some English teachers
in SMKN 5 Yogyakarta, there are some factors which influence the problems. The
teachers said that they are reluctant to conduct listening activities. In their opinion,
listening activities need more time and more preparation rather than other learning
activities. They said that they have to prepare the lesson plan, the materials
(cassette or CD), and the instrument to play the materials, and also find suitable
space to conduct the learning. They added that they also must have more intensive
study on the materials and prepare unexpected events when the activities take
place. Those reasons make most of the teachers in SMKN 5 Yogyakarta reluctant
to conduct listening activities, even to develop listening materials for their
students.
Another factor which influences students’ listening skill development is
teacher talk. Rost (2002:134) says that teacher talk is one vital source of listening
materials for students. It means that teachers must speak English as often as
possible to give many opportunities for their students to listen to English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
However, according to writer’s observation, the teachers tend to speak Bahasa
Indonesia instead of English to deliver the lesson in the class. The teachers said
that they use Bahasa Indonesia since the students have difficulties in
understanding spoken English. Furthermore, the budget is one common problem
in developing listening activities as well as the materials. On the interview,
teachers said that sometimes they have to spend their own money to get other new
materials since the school only provides limited listening materials.
Furthermore, although SMKN 5 Yogyakarta does not have a language
laboratory, it has multimedia room to carry out listening activities. Unfortunately,
some teachers are anxious to use the equipment and media provided in the room.
They tend to have listening activities in the classroom using conventional media
such as tape recorder. The teachers said that they also have difficulties in finding
listening materials which are suitable for vocational students. Most of them only
use some sources such as materials provided in the school, materials from practice
teachers, and materials from other teachers. Those sources are limited to obtain
appropriate listening materials. The internet is one possible source for teachers to
get any kinds of learning materials including listening materials. Some teachers
are able to work using the internet but they are not able to obtain listening
materials. It happens because the teachers may not have sufficient knowledge of
ICT (Information and Communication Technology).
Furthermore, the teachers tend to give listening activities focusing on
materials related to TOEIC. It stands for Test of English for International
Communication. TOEIC measures the ability of non-native English speaker to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
communicate with English in a work environment. The model of this test is
adapted on the final exam. Therefore, the teachers are likely to have listening
activities for the third year students to prepare the final exam. In 2006, SMKN 5
started using school-based curriculum (KTSP), which requires the teachers to
develop materials and activities according to Education Content Standard and
Graduates Competence Standard. Since the curriculum model is new, teachers
might not have sufficient competence to develop their own learning materials and
activities. From the observation, the teachers are likely to use materials and
activities they already have, or follow English text book provided in the school.
Those conditions cause lack of listening materials which impede the students to
develop their listening skill.
In addition, listening materials that have been provided in the school are
limited. Most of them are cassettes and the others are in CD format. The existing
materials, thoroughly, can not meet the students’ need. Moreover, most of them
are TOEIC materials which were intended to prepare the final exam. Some others
are materials whose topics discussed in the English textbook. There are no
listening materials which focused on students’ specialization program. The
existing materials are also lack of variation since they merely discuss on TOEIC.
Other materials such as supplementary of text books are old model materials
because they mat not follow recent English language learning development.
Moreover, students need to obtain more listening practices not only when
they have preparation for the final exam. In order to develop listening skill,
students also require more qualified listening materials rather than final exam-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
based materials. The materials should also have more variety on the activities. The
variation will motivate students to enjoy the activities.
Furthermore, vocational students require more specific materials. Besides
learning English in general, vocational students also learn practical-used English
related to their specialized program. More specific materials will support students’
English development and their preparation for the future profession. Additionally,
listening materials should be appropriate with students’ competence. Appropriate
listening materials may encourage students to participate actively in the learning
process.
Realizing the conditions of limited English listening materials and also
the teachers’ difficulties in developing listening materials and activities, the writer
is interested in designing English listening materials using task based language
teaching for specific vocational program that is Visual Communication Design
program. This study aims to design English listening materials as appropriate as
possible with the needs of the students of Visual Communication Design Program
in accordance with required English competence of vocational school. The writer
would like to conduct preliminary study both the related literatures and
observation in the field. Based on the preliminary study, the materials can be more
relevant to students’ program and more varied in kinds of listening activities. The
materials are designed according to the school-based curriculum (KTSP) and
referring to the competence standard of Visual Communication Design Program.
The writer also considers the situation and needs of the students by conducting
need analysis. Furthermore, the writer utilizes Research and Development (R&D)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
as the research methodology and also applies Yalden’s instructional design model
to develop the English listening materials. The designed materials, hopefully, may
help the students to improve their listening skill.
B. Problem Formulation
This study proposed a question: What is the appropriate design of English
listening materials using task based language teaching for the second year
students of Visual Communication Design Program in SMKN 5 Yogyakarta?
C. Problem Limitation
This study was limited on the discussion of English Language Teaching
which specified on designing learning materials. The designed materials utilized
task based language teaching and focused on developing English listening skill for
vocational high school students. Due to limited time and budget, the study was
concentrated on designing English listening materials particularly for vocational
students of Visual Communication Design program. The participants of this study
were second year students of Visual Communication Design program because
they were assumed to have accomplished novice level in the first year which can
support students’ learning process in the next level. They already had the basic
knowledge of their program which can help them to understand the designed
materials better. Another consideration was that the second year students had
made adjustment toward lesson techniques and environment situation in the
school during the first year. The research was conducted in SMK N 5 Yogyakarta
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
because the writer had taught its students in Macro Teaching Program (Program
Pengalaman Lapangan II). Thus, the writer understood the condition and
characteristics of the school as well as the students. This understanding would
help the writer to design suitable listening materials.
D. Research Objectives
The study had an objective in accordance with the problem formulation
that is to develop appropriate design of English listening materials using task
based language teaching for the second year students of Visual Communication
Design Program in SMKN 5 Yogyakarta.
E. Research Benefits
This study was expected to give advantages for the following sides:
1. Students of Visual Communication Design program
The designed materials may help students to become familiar with
listening materials as well as the activities which especially related to their
program and hopefully may lead them in improving their listening skill.
2. English teacher
Teacher may use the designed materials to teach listening and help
students in improving their listening skill. Furthermore, teacher can use these
materials as a model to develop other listening activities.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
3. School committee
The findings of this study may be used as one source to identify students’
learning progress especially in English subject, so that the school committee can
take policies and further actions to improve students’ competence.
F. Definitions of Terms
The following lists are terms which are used in this study, in an attempt to
clarify concepts and avoid misinterpretation.
1. Listening Materials
Listening materials means a set of materials that are used to teach listening
activities in order to develop students’ ability in listening skill. In this study,
listening materials are taken from the internet, books, articles and other relevant
sources which can be applied to the designed materials.
2. Task Based Language Teaching (TBLT)
According to Nunan (2004:1), Task Based Language Teaching is a need-
based approach which focuses on the content selection and emphasizes on the
learning through interaction in the target language. In this study, TBLT is utilized
as an approach to develop learning task of the designed materials.
3. The Appropriate Design of Materials
The appropriate design of materials means that the design of materials has
met the required considerations. In this study, the required considerations involve
two requirements. First, the materials should be designed step by step according to
the Research and Development cycle (R&D) and developed based on data
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
obtained from a research. Second, the designed materials should achieve the goals
of the designed materials, should be relevant with the students’ needs and
characteristics, should be varied on tasks and media utilized on the designed
materials, and the topics of the designed materials should be relevant with the
tasks and activities. The designed materials will be considered as appropriate if
the materials have met those required consideration.
4. School-based Curriculum (KTSP)
KTSP stands for Kurikulum Tingkat Satuan Pendidikan. The National
Education Ministry launched KTSP in the 2006/2007 academic year. The
implementation of this curriculum is referred to National Education Minister’s
Regulation number 22/2006 on Education Content Standard (Standard Isi) and
number 23/2006 on Graduates Competence Standard (SKL). School-based
curriculum is operational curriculum, which is established and implemented by
each education entity (Mujiran, 2006). In this study, School-based curriculum is
one reference on the process of designing English listening materials. The
reference will be focused on Education Content Standard and Graduates
Competence Standard of English subject and Visual Communication Design
program of the second year vocational school students.
5. Second Year Vocational Student
Second year vocational student is the student who has finished his/her first
year study in the school. Referring to Graduates Competence Standard, second
year student is the student who involves in elementary level of English subject. In
this study, the participant refers to the students of Visual Communication Design
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
program who had passed their first year study and had accomplished novice level
of English subject.
6. Visual Communication Design
In Bahasa Indonesia, it is called Design Komunikasi Visual (DKV). In this
study, Visual Communication Design is one vocational program offered in SMKN
5 Yogyakarta. Visual Communication Design is a program which trains the
students to master visual communication field as well as its visual form elements
and features and to apply their competence to produce visual form designs by
using either two or three dimension of media.
7. SMKN 5 Yogyakarta
SMKN 5 Yogyakarta, which was called SMIK (Sekolah Menengah Industri
Kerajinan), is located at Jl. Kenari no.71 Yogyakarta. SMKN 5 prepares their
students to enter the job world specialized on the art and craft industry. The
school has eight vocational programs namely Kriya kayu, Kriya Keramik, Kriya
Logam, Kriya Kulit, Kriya tekstil, Desain busana, Desain Komunikasi visual
(DKV)- Grafis Komunikasi and DKV Animasi.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents literature review of the study. It includes two main
parts namely theoretical description and theoretical framework.
A. Theoretical description
This part elaborates some theoretical principles which underline the
design of the listening materials. It includes discussion of Educational Research
and Development (R&D), Instructional Design Material, Syllabus Design,
Listening, Vocational School, English for Specific Purposes (ESP), Material
Development, and Task Based Language Teaching. Each of them would be further
described below:
1. Educational Research and Development (R&D)
According to Borg and Gall (1983:772) Educational Research and
Development is a process used to develop and validate educational product which
refers to the R&D cycle. The major steps of R&D cycle are described as follows:
a. Research and Information Collecting
This step includes reviewing literatures, conducting classrooms
observations, and preparing the report (Gall, 1983: 775). The review of literatures
aims to collect findings and other information relevant to the plan of designing the
product. Whereas direct observation or interview are used to complete information
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
of the literature review (Gall, 1983: 777-778). Those all information becomes the
basis to develop educational product.
b. Planning
According to Gall (1983: 775), in this step the designer starts to describe
the skills, course objectives, course sequence, and small scale testing. The most
important aspect of planning is defining the objectives that would to be achieved
by the product. The objectives also provide the basis for developing instructional
program because the program can be assessed and revised until it meets the
objectives. The objectives should be formulated in terms of rank behaviors and
evaluated on the basis of their success in bringing about these rank behaviors
(Gall, 1983: 779-781).
c. Developing Preliminary Form of Product
This step includes preparation of instructional materials, handbooks, and
evaluation devices (Gall, 1983: 775). The procedure of developing the product has
many variations depending on the nature of the product. Moreover, Gall (1983:
781) states that one essential point that must be kept is that the developer should
attempt from the beginning to develop products that are completely ready to apply
in the schools.
d. Preliminary Field Testing
In the fourth step, the designer conducts the product in 1-3 schools by
using 6-12 subjects of the product. The designer also collects the data through
interview, observation, or questionnaires and then analyzes them (Gall, 1983:
775). Moreover, Gall (1983: 782) states that the aim of preliminary field testing is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
to gather initial qualitative evaluation of the designed product. He adds that in all
stages of R&D cycle requires product evaluation since it is essential to set up
similar setting to those where the product will be used.
e. Main Product Revision
In this step, the designer revises the product based on the evaluation and
suggestion from the data of Preliminary Field Testing (Gall, 1983: 775).
f. Main Field Testing
Gall (1983: 775) states that in this step the designer conducts the revised
product in 5-15 schools with 30-100 subjects of the product. The data of subjects’
course performance are gathered in a form of quantitative data. Furthermore, the
aims of main field testing are to verify that the product meets its goals and to
obtain information to revise the product (Gall, 1983: 783-784). In this step, the
data should be obtained from all participants of the field testing.
g. Operational Product Revision
In this step, the designer revises the product based on the result of the data
which is collected from Main Field Testing (Gall, 1983: 775).
h. Operational Field Testing
According to Gall (1983: 775), this step involves conducting the revised
product in 10-30 schools with 40-200 subjects. The aim of this step is to make
sure that the product is completely ready to use in the schools by teachers
themselves. Therefore, Gall (1983: 784) states that the package of product must
be completed and tested in every part. The interview, observation and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
questionnaires are used to collect the data. The data, then, is analyzed to
determine whether the course package is complete (Gall 1983: 784-786).
i. Final Product Revision
The last revision is conducted based on the result of data analysis in
Operational Field Testing. The final version revision for the complete package of
product is carried out after the data from the operational field test have been
analyzed (Gall, 1983: 786).
j. Dissemination and Implementation
Gall (1983: 786) states that this last step is the technique to adjust the cost
of the product developing process by operating effective dissemination and
implementation the product to the intended users. Moreover, dissemination is the
process of facilitating potential user to be interested in the product, while
implementation is the process of helping the user to carry out the product in the
means intended by the developer (Gall, 1983: 786).
The R&D cycle theory is included as the methodology of this study. In this
study, the writer adapted the six steps of R&D cycle. The detailed description of
the six steps can be seen in the theoretical framework.
2. Instructional Design Model
In this study, the theory of Instructional design is needed as a guideline in
designing the listening materials. According to Gagne and Briggs (1979:3)
“instruction is a set of events which affects learners in such way and support
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
learners to develop in their own direction”. Moreover, an instruction which is used
in the learning process should be planned in an organized way.
Gagne and Briggs (1979:5) add that instructional design should be
conducted by the process of a system approach. There are various kinds of
approaches which are used to design a set of instruction. One of them is Yalden’s
instructional design model. Yalden (1987:88-89) proposes eight stages in
developing language program. The stages are:
a. Need Survey
The first step is conducting need survey. Need survey is used to obtain
information about the learners as much as possible before developing the program
and to decide appropriate objectives of the program (Yalden, 1987:101).
b. Description of purposes
The second step is clarifying the objectives description of the program. In
preparing the objectives description, the program designer will work in terms of
broad and narrow focused purposes, and occupational or educational purposes.
Yalden (1987:105) argues that this step is the basis for the major decision of
designing language program.
c. Selection / development of syllabus type
The third step is choosing the syllabus types. There are several kinds of
communicative syllabus which can be chosen based on the learners’ or language
programs’ objectives.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
d. Production of proto syllabus
The fourth step is producing the Porto-syllabus. According to Yalden
(1987), in this stage, the designer will work on the content description or content
specification of the syllabus. Moreover, the work of the content description
includes describing the language and language use that would be covered in the
program (Yalden, 1987: 138-141).
e. Production of pedagogical syllabus
The fifth step is producing the pedagogical syllabus. This step includes
development of teaching materials, testing sequence and testing instrument which
are used in the program (Yalden, 1987:89). Yalden (1987) states that the
pedagogical syllabus provides a list of words and phrases that are appropriate with
the topics needed by the learners. Furthermore, the words and phrases are also
selected as models of function in the language program (Yalden 1987: 144).
f. Development and implementation of classroom procedures
According to Yalden (1987:89), this step includes selecting exercise types
and teaching techniques, preparing the lesson plans and weekly schedule, and also
briefing for teachers.
g. Evaluation
The seventh step is evaluating the program. The evaluation of the program
can be obtained from the students, the program itself, and the teaching process
(Yalden, 1987:89).
Yalden’s model is described in the figure at the next page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
Need survey
Description of purposes
Selection /development of syllabus
type
Production of proto syllabus
Development and implementation of
classroom procedures
Evaluation Production of
pedagogical syllabus
Figure 2.1: Language Program Development (Yalden, 1987:88)
In this study, the writer applies Yalden’s instructional design model in
designing the listening materials. The writers would use each step of Yaldens’s
model in the process of designing and developing listening materials.
3. Syllabus Design
According to Krahnke (1987:73), syllabus is the base for the organization
of language courses. Furthermore, he divides six types of syllabus that are
classified according to their characteristics, differences, strengths and weaknesses.
The six types of syllabus are Structural Syllabus, Functional Syllabus, Situational
Syllabus, Skill-based Syllabus, Task-Based Syllabus, and Content-based Syllabus.
The following parts would elaborate factors affecting syllabus choice and
design and also one type of syllabus which used in this study that is functional
syllabus.
a. Factors Affecting Syllabus Choice and Design
The three major factors that influence the syllabus choice and design are
Program factors, Teachers factors, and Students factors. Each factor would be
described at the next page:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
1) Program factors
There are three dominant program factors that affected syllabus choice.
The first factor is the goal and objective of the program (Krahnke, 1987:74-75).
The types of instructional contents should be most closely matched with the goals
of the program. The second factor is instructional resources that are available for
the program (Krahnke, 1987:76). The resources include many aspects like
textbooks, visual materials, realia, radio or television program, films, etc. The
third factor is the need to make the instruction accountable to be measured by
external measures tools such as tests (Krahnke, 1987:77). Due to this factor, some
instructional programs often teach particular kind of knowledge that will be tested,
although students did not really need it.
2) Teacher factors
Krahnke (1987:78) says that with their system and orientation, teachers
play a role in deciding the content of language instruction to be used in a program.
Teachers also have great influence on the actual learning process in the classroom.
Dealing with this factor, it is expected that teachers are able to accept the type of
instruction they have chosen before they carry out it (Krahnke, 1987:79).
3) Student factors
Students also affect the choice of instructional program. The major
influences are the goals of the students, students’ experience and expectations,
students’ prior knowledge, students’ social and personality types, and the number
of student in a class (Krahnke, 1987:79).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
In this study, the description of three factors affecting syllabus choice and
design is useful to consider one type of syllabus which would be used to design
the listening materials. Moreover, the three factors can help the writer to choose a
type of syllabus which is appropriate with the purpose of the study.
b. Functional Syllabus
Functional Syllabus is a syllabus in which the content of the language
teaching consists of a set of the functions that are performed when the language is
used (Krahnke,1987:9). According to Firth (1957) and Halliday (1973), as stated
in Approaches to Syllabus Design, Functionalism develops in linguistic tradition
in Britain which emphasizes on adequate description of the language that must
consist of information on how the language is used, what is the purpose, and what
are the ways when the language is used (Krahnke,1987:30). Krahnke adds that the
main important thing of the language teaching movement is the emphasis of
language use categories rather than language form categories.
In addition, Krahnke (1987:32) says that functionalism is not part of the
content for a syllabus but it is a procedure for designing a syllabus or choosing
content of a syllabus. In choosing the specific content of a syllabus, the designer
should analyze the type of program which the learners are going to join in, take
note of notions, functions and specific forms that are used in the program, and put
all together into the syllabus (Krahnke, 1987:32).
Krahnke (1987:38) states that functional approach could be appropriately
used to define the content of a syllabus for specific programs for specific
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
purposes. This approach is appropriate since there is an analysis of specific
functions in various types of programs which makes it easier to develop the
syllabus with the adequate emphasis.
In the step of selection/development of syllabus type from Yalden’s
model, the writer would apply functional syllabus. The theory of functional
syllabus is included into this study since it gives deeper understanding of
functional syllabus. The information of functional syllabus also helps the writer to
choose appropriate topics, learning content, and further syllabus components
which reflecting functional discussion.
4. Listening
a. Teaching listening
Michael Rost points out some principles that influence teaching of
listening. The following points are the summary of essential principles which are
suggested by Rost. First, the teacher should provide listening activities which can
help students to minimize their worry toward the foreign learning process (Rost,
2002: 108). The activities also should allow students to negotiate their opinion of
the activities and find the meaning by their own effort (Rost, 2002: 109). The
activities should aim to help students on building autonomous process of learning
the language (Rost, 2002: 108-109).
Second, the input of the learning should be appropriate with students’
motivation and their attitudes toward listening (Rost, 2002: 108). Moreover, the
different grammatical features of the input should be given according to students’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
readiness (Rost, 2002: 113). Third, teacher should encourage the students in the
process of the learning. Teacher should utilize the strategies of language use
which facilitate students to solve more difficult tasks and can motivate them to
learn more (Rost, 2002:112). In addition, teacher may not force the students to
speak since they will speak naturally as the result of work with listening (Rost,
2002:109).
In addition, Harmer (2007:135-136) states six principles use in teaching
listening. He says that the students should be encouraged to listen to various kinds
of listening sources as often as possible. Furthermore, the teacher should give the
students the topic or clues to predict what they will listen and make sure that
his/her students are ready to the listening activities. The students also need to
listen the audio more than once to catch missing things (Harmer, 2007:135).
Harmer says that the teacher should encourage the students to respond the
meaning of what they had listen. The teacher may also use the audio for different
application such as learning other things outside the topic which close to students’
daily life. Moreover, the students should be given listening exercise of different
levels by using different listening tasks (Harmer, 2007:136).
Anderson (1988: 66) states that most teachers use test tools to teach
listening. According to McDonough (1981:74), as stated in Listening Language
Teaching, “the technique of asking question after listening activity is a testing
technique, not a teaching technique” (Anderson,1988: 66). Teacher tends to give
test to measure students’ comprehension of the listening material. Anderson also
points out from Underwood (1979:4) that exercises should not be treated as test
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
tools. Listening exercises are designed as the media for practicing aural
comprehension which direct students to learn more affectively (Anderson,
1988:67). Teacher should not use listening test as a framework to assess students’
understanding of the spoken information. On the other hand, teacher should give
listening practices and various kinds of activities to activate students. For instance,
Teacher may use group discussion to express their understanding on listening
exercise. Anderson (1988: 67) adds that teacher should also change the principle
of question as primary means to assess how much students have understood.
Moreover, the students should be given adequate practice and encouraged to deal
with other problem in the target language (Anderson, 1988:68).
The principles of teaching listening which are quoted above are useful in the
process of designing the listening materials. Understanding the principles of
teaching listening will help the writer to determine what kind of activities to be
carried out, what kind of input to be utilized, and what kind of techniques to be
applied in the design materials.
b. Listening Materials
The selection of material and the creation of tasks are the most important
decisions in teaching learning listening. Rost suggests six essential concepts in
selecting listening material, they are:
1) Relevance
Listening materials are relevant if they have relation with the purposes and
interest of the learners (Rost, 2002:123).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
2) Authenticity and Genuineness
Materials should have the purpose to be authentic which is appropriate
with the needs of the learners and reflecting the real use of the language. Rost
(2002:125) says that genuineness can be obtained by involving features of natural
language used by the speaker such as speed, intonation, pausing, etc.
3) Genres
Listening materials should have varieties in genres that the learners may
meet in the target language. Furthermore, learners should be able to determine
genres of the materials to help them focus in essential information they need
(Rost, 2002:126).
4) Difficulty
The selection of the materials should consider the level of difficulty of the
materials. The level difficulty of the materials is influenced by the framework of
the spoken text and also the language used in the spoken text (Rost, 2002:122-
129).
5) Simplification
Teachers may use simplified material but they have to keep its natural
features. Simplified material will be useful if it helps learners to be more active in
responding of what they listen (Rost, 2002:131-134).
6) Teacher talk
Rost states that teacher talk is one vital source of listening material for
learners. Teacher should talk using target language as much as possible. Teacher
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
Unplanned Planned
Dialogue Monologue
Aural Texts
Unfamiliar Familiar
Interpersonal Transactional
may simplify the language but the genuine features of the language still must be
kept (Rost, 2002:134-135).
There are many kinds of listening materials that can be used to improve
listening skills. Anderson and Lynch (1988:63) states that listening materials can
be divided according to teachers’ view of listening activity. They divide listening
materials two types, namely autonomous and ancillary listening materials.
Autonomous listening materials are listening materials in a complete session with
the published materials which are specially designed to practice the spoken
comprehension skill (Anderson and Lynch, 1988:63). While ancillary listening
materials are taken from global language course book which include recorded
materials that are related with the learning focus (Anderson and Lynch, 1988:63).
Furthermore, Nunan proposes classification of aural texts according to the
different purpose of listening. He divides the aural texts into the following
diagram below.
Figure 2.2: Classification of Aural Texts (Nunan, 1991:21)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
Aural texts are divided into two big categories: Monologue and Dialogue.
Brown (2001:251) states “In monologue … the hearer must process long stretches
of speech without interruption.” He adds that a dialogue involves two or more
speakers which aim to build social relationship or express information (Brown,
2001:251).
Moreover, Rost (2002: 126) argues that the materials should be varied on its
types which are suitable for the learners in their interaction with the target
language. According to Rost (2002: 127), there are 5 types of texts according to
the purpose for listening. The five types of texts are: narrative, descriptive,
comparison, causal, and problem/solution.
Information of listening materials is important to be included in this study.
The information gives description and explanation in order to select appropriate
listening materials. Furthermore, the classification of aural texts is also useful to
choose appropriate kinds of aural texts developed in the designing process.
c. Authentic Materials
Authentic material is one prominent material that is chosen and used in
teaching and learning listening. Authentic materials are any speeches that have not
been produced for the purpose of language teaching (Goh, 2002:43). According to
Rost (2002:123), authentic materials are any languages that have been actually
used by native speakers for any real purposes. Authentic materials are used
because they have more advantages than scripted oral texts or produced materials.
Field (2002: 244) argues that the recordings of spontaneous speech provide
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
learners the rhythm of everyday English. He states that authentic text provides
listening experiences much closer to the real life. Furthermore, it also reinforces
students to have direct relation between language classroom and the real language
use (Gebhard, 1996:102). However, there are some disadvantages of authentic
materials that teacher should pay attention to. Gebhard (1996: 101) says that using
authentic materials takes more time and effort. Sometimes it is difficult to find or
make a material that can be understood by the students.
Goh (2002: 43-47) divides authentic materials into six types, they are:
1) Videos
The use of videos gives many advantages to the learners in improving their
listening skill. Using videos, learners can contextualize of what they listen and
make inferences about things they do not listen clearly (Goh, 2002: 43-44). Types
of video that can be used are TV drama, news program, documentary, game show,
advertisement, film, music video, cartoon, interview, and talk show.
2) Songs
Since songs are generally short and use simple daily language, Goh
(2002:44) argues that they are excellent listening sources. Songs are also useful
model of recount and narrative texts which lead the students to various listening
tasks.
3) Literary texts
Short poems and short stories can be used in listening activities. Both of
them are effective texts to develop learners’ critical thinking through listening
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
tasks. They also have various types which are beneficial to increase different types
of listening toward the learners (Goh, 2002: 45).
4) Radio broadcasts
Radio programs can be used to keep up-to-date materials and relevant
issues for the learners. Goh (2002: 46) states that radio broadcast provides many
examples of transactional and interactional talks that can be applied in different
learning objectives.
5) Interactive CD ROMS
CD ROMS offers multimedia experience by combining video, images,
sound, animation, and text. The access of CD-ROMS can give the learners useful
tools to control language sources (Goh, 2002: 46).
6) World Wide Web
Many websites provide both audio and video clips that can be downloaded
for teaching learning material. Teacher may encourage the learners to search their
own listening material by browsing many websites and to learn independently.
BBC World Service (www.bbc.co.uk) is one of websites which provides variety of
programs in written text and real audio (Goh, 2002: 47). Other websites that can
be used to search listening materials are www.britishcouncil.org,
www.breakingnewsenglish.com, and www.voanews.com.
The explanation of authentic materials is useful in this study. It will help the
writer to select authentic materials which are suitable to be applied in the designed
materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
5. Vocational school (Sekolah Menengah Kejuruan / SMK)
Based on PP no. 29 tahun 1990, pasal 3 ayat 2, Vocational school aims to
prepare students to come into job field and to develop students’ professionalism in
the job world. Whereas in Kajian Kebijakan Kurikulum SMK (2007:17), it is
mentioned that vocational education is aimed to train students to actively develop
their own potential skills; to prepare students working in a specific field; and to
educate students to have work ethics both working independently and working in
a company.
Furthermore, the educational programs of SMK in Indonesia are divided into
6 broad programs: Agriculture and Forestry, Technology and Industry, Business
and Management, Social Welfare, Tourism, Art and Handicraft.
a. Characteristics of Vocational School (SMK)
SMK has some characteristics which are different from SMA (senior high
school). The characteristics mentioned in Pedoman Kurikulum SMK (1993) are:
1) Learning materials are based on the requirement of job competence mastery.
The competence, which should be achieved by the students, is stated in form of
profile of skill.
2) The focus of students learning is the mastery of specific required competency
standard.
3) The learning is combination process between learning theories and functional
practices. It occurs not only in the classroom but also in the job field or industries.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
4) Time learning for achieving expected competences is flexible with the
students’ importance. Students’ importance becomes one consideration of the
learning process, so that each student can be well-developed on his/her
competences.
5) Learning activity emphasizes on “learning by doing”, which supports students
not only to know how to do something but also to understand the reason of doing
something.
6) Teacher is not the only learning sources. He/she performs as a facilitator for
the students. Teacher also tends to focus on developing learning materials rather
than presenting the materials.
Moreover, according to Kajian Kebijakan Kurikulum SMK (2007:i), the lesson
of vocational school covers 3 specific lesson groups, they are normative, adaptive,
and productive lesson. The productive lesson is specialized lesson in a vocational
school. This productive lesson is developed referring to Standar Kompetensi
Kerja Nasional Indonesia (SKKNI).
b. English in Vocational School
In Peraturan menteri pendidikan Nasional no 23 tahun 2006, it is stated
about Graduates Competence Standard (SKL). One standard that should be
achieved by vocational students is able to perform skills on listening, reading,
writing, and speaking in Indonesian and English. Referring to the standard,
English competence becomes essential skill for the vocational students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
According to Peraturan Menteri Pendidikan Nasional nomor 22 tahun
2006, English is adaptive lesson which aims to provide learners the ability to
communicate in English which is suitable with their vocational program. This
lesson also prepares the learners to communicate in daily activities in accordance
with the global development. Referring to Materi Sosialisasi dan Pelatihan
Kurikulum Tingkat satuan Pendidikan, the objectives of English lesson in
vocational high school are:
1) Students are able to master basis knowledge and skill of English to support
their achievement of vocational competence.
2) Students are able to apply their English competence to communicate in the
intermediate level.
English lesson in SMK is divided into 3 levels: novice, elementary, and
intermediate. Novice is the beginner level in which students are able to
communicate the sentences they had memorized before. Elementary is a level in
which students are able to communicate things or information based on certain
scope such family, workplace, etc. In the intermediate level, students are able to
communicate information that had been anticipated in certain scope or topic.
c. Visual Communication Design Program (DKV)
Visual communication design or Design Komunikasi Visual (DKV) can be
described as arts of communication by using visual language which is conveyed
through design media, as cited from http://gogorbangsa.wordpress.com. Cenadi
(199:4), as cited by Maroe (2009) in http://deskomers01.com/?=122, explains that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
visual communication design is a design which conveys information and message
in a visual manner.
According to Dikmenjur, Visual communication is the umbrella of any
communication activities that utilize visual elements in any various media (such
as printing, graphic, product advertising, television, film/ video, the internet, etc)
by using either two or three dimension, in a static scope as well as time-based
scope.
Furthermore Sachari (2005:9), as cited by Maroe (2009) in
http://deskomers01.com/?=122, points out that Visual communication design is a
profession to recite and learn design by using various approaches related to the
communication, media, image, sign and value. Visual communication design also
covers features related to communication and messages, printing technology, the
use of multimedia technology, and persuasion techniques. Furthermore, Visual
communication design involves several scopes, those are advertising design,
animation, corporate identity design, environment graphics design, multimedia
design, promotion design, media graphic design, comic, caricature, poster,
illustration, and photography.
Based on Dasar Kompetensi Kejuruan Dan Kompetensi Kejuruan Sekolah
Menengah Kejuruan, educational program of Visual Communication design aims
to train vocational students to have competence on:
1. Operating and utilizing graphic computer program
2. Preparing, conducting and editing photography and videography
3. Designing visual communication product both in-door and out-door media
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
4. Making communication product for television media.
This study includes the description of Vocational school since it is also
important in the process of designing the listening materials. Description of
characteristics of vocational school will help the writer in selecting listening
materials, activities and also learning techniques applied in the designed materials.
Description of English in vocational school is useful to help the writer in defining
the purposes of the study. Moreover, the information of Visual Communication
Design Program will also help the writer to define the purposes of the study and
the learning content, to choose materials and activities which relevant with
students’ program.
6. English for Specific Purposes (ESP)
According to Hutchinson and Waters (1994:19), ESP can be divided into
two main types: English for Academic Purposes (EAP) and English for
Occupational Purposes (EOP). Furthermore, ESP is one small branch of English
Language Teaching (ELT), which means that ESP is not specialized varieties of
English. Some characteristics of ESP are:
a. ESP is not a special form of the language and has not differences from other
forms. There are some ‘typical’ aspects of particular context of use which
make the learner is more possible to meet the target situation (Hutchinson and
Waters, 1994:18).
b. Hutchinson and Waters (1994:18) states that ESP should be based on the
principles of effective and efficient learning. Although the content of learning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
has many variations, the ESP learning process is not different from general
English.
c. ESP is not particular kind of methodology or type of teaching material. Thus,
it must be seen as an approach not a product. ESP is an approach to language
learning that is based on the leaner needs. Therefore, the foundation of all ESP
is a question on why learners need to learn foreign language (Hutchinson and
Waters, 1994:19).
From characteristics above, it can be said that ESP is an approach to
language teaching which all features of content and methodology are determined
by learners’ reason for learning.
In addition, Robinson proposes other characteristics of ESP courses, as
follows:
a. ESP is generally goal directed. It means that students learn English because
they need it for their study or work purposes (Robinson, 1991:2).
b. ESP course is based on the need analysis which pays attention to students’
needs and learning needs. Therefore, ESP course is usually carried out in
specific time period with specific objectives to be achieved (Robinson,
1991:3).
c. Generally, students of ESP course are adults rather than children. Moreover,
the students are mostly have specific education or experienced members of the
workforce. It is usually assumed that ESP students are not the beginners but
already studied general English for some years (Robinson, 1991:3).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
d. Students of ESP in a class are involved in the same kind of work or specialist
studies (Robinson, 1991:4).
In practice, ESP teacher is concerned with designing appropriate courses
for different learner groups. Hutchinson and Waters (1994:21) argue that since
ESP learning is influenced by learners’ need, the course design for the learning
plays important part of the whole work. Furthermore, they point out that the
course design is based on the fundamental questions which provide basis of
continuous process for designing the syllabus, materials, classroom teaching and
evaluation (Hutchinson and Waters, 1994:21). The fundamental questions are like:
why does the learner need to learn, who is going to involved in the process, where
and when is the learning take place, what does learner need to learn, and how will
the learning be achieved (Hutchinson and Waters, 1994:21-22).
This study deals with designing English listening materials for students of
particular vocational program, which is Visual Communication Design program.
The theory of ESP is included in this study since it is useful in the process of
designing listening materials. The foundation and characteristics of ESP will help
the writer to determine the purposes of the study and also to select appropriate
syllabus, materials, activities, as well as the learning techniques.
7. Material Development
Material development becomes an essential characteristic aspect in ESP.
In the teaching learning process, teacher expects types of materials that are
appropriate with the learners’ specific subject area. However, such materials are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
difficult to obtain in public. Therefore, the teacher should design his/her own
materials that are suitable for the learners’ needs (Hutchinson and Waters, 1994:
106-107).
Furthermore, Hutchinson and Waters suggest some techniques to develop
and to design ESP materials. The techniques would be elaborated below:
a. Defining Objectives
The first thing that should be done by teachers before designing materials
is defining the objectives of the materials. Hutchinson and Waters (1994: 107-108)
state some principles which can be used as guidelines to define objectives of the
materials. First, the materials should encourage students to learning and help the
management of teaching learning process. Second, the materials should represent
the nature of language and reveal the nature of the learning task. Third, the
materials should provide correct model and appropriate language use for the
students.
b. Material Design Model
Hutchinson and Waters offer a model which help materials developers on
developing learning materials. According to Hutchinson and Waters (1994: 108-
109), material design model consists of four components, there are input, content
focus, language focus, and task. Input is any text, recording and other
communicative data which is based on the needs of the learners. Content focus
refers to the language as means of conveying information about something.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Language focus is the involvement of opportunities for the learners to analyze and
synthesize the language. While task is a work where the learners use the content
and the language knowledge they have learned. The four components are
combined in the figure below.
Figure 2.3: Material Design Model from Hutchinson and Waters (1994: 109)
Furthermore, the major focus of designing the unit is the task. The input
plays part as a tool which guides the learners to where they are able to perform the
task. The language and the content are obtained from the input and are chosen
according to what the learners need in order to carry out the task (Hutchinson and
Waters, 1994:109). Therefore, it is important to establish the unity of both
language and content throughout the unit.
c. Steps of Designing Materials
This part elaborates the steps or stages for developing units of the
materials which are proposed by Hutchinson and Waters. The stages consist of
seven stages which would be described below:
INPUT
CONTENT
TASK
LANGUAGE
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
1) Stage 1
Teacher starts to select some texts that will be used to develop the unit of
the materials. According to Hutchinson and Waters (1994: 121), the texts should
match some criteria. They suggest that the texts should naturally exist on the
communication in the real world. The texts also should be appropriate with
learner’s needs and interest and able to create useful classroom activities.
2) Stage 2
Teacher goes to the end of the unit and considers what kind of tasks that
learners can perform at the end of the unit.
3) Stage 3
Teacher reviews the syllabus, analyzes the kind of tasks in stage 2, and
makes sure that the tasks will give benefits for the learners.
4) Stage 4:
Teacher decides what language structures, vocabulary, functions, and
contents which are included in the input. Then, teacher identifies which aspect of
language and content that can be used for the exercises.
5) Stage 5
After identifying aspect of language, teacher starts to make some exercises
and activities for practicing the items of the language aspect.
6) Stage 6
Teacher may go back to the input and do some revisions to make the input
more useful for the learners.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
7) Stage 7
After doing some revision of the input, teacher may moves back to the
stage 1 up to 6 with the revised input to improve the unit.
The information of materials development is important on designing the
listening materials. The information is useful to develop sources into learning
materials which are appropriate with the purposes of the study. Furthermore, the
steps of designing materials are utilized as a guidance to select and develop
sources into learning materials.
8. Task Based Language Teaching (TBLT)
a. Definition of Task
According to Nunan, Task Based Language Teaching (TBLT) has some
principles which underline the steps and its practices. He states that TBLT is a
need-based approach which focuses on the content selection and emphasizes on
the learning through interaction in the target language (Nunan, 2004:1). Therefore,
students’ personal experience becomes essential aspect on the learning process.
The students will focus not only on the language but also on the learning process
itself. TBLT also introduces authentic materials to the learning situation, which
makes a link between classroom learning with the language use outside the
classroom (Nunan, 2004:1).
A task becomes important element on the teaching learning process.
According to Willis (1996:23), task is activity in which the target language is used
by the learner in a communicative purpose to achieve the outcome. Moreover,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
Nunan (2004:4) states that task is a piece of classroom work which involves the
learners in comprehending and producing the target language by activating their
grammatical knowledge to express and convey the meaning.
b. Component of Task
Nunan proposes minimum specification of the task components. They are
goals, input, procedures, settings, teachers and learners roles. Each of components
will be described as follows:
1) Goals
Goals are general targets on any learning tasks. Goals are reasons on why
the learners carry out a particular task (Nunan, 2004:41).
2) Input
Input is any spoken, written and visual data that is performed by the
learners in order to complete the task (Nunan, 2004: 47). Input can be made and
provided by teachers, books, students’ themselves, and any other sources.
3) Procedures
Procedures will give the details on what learners actually do with the input
to achieve the objective of the learning task (Nunan, 2004:52). Moreover, Nunan
adds about procedural authenticity. Procedural authenticity is a procedure which
aims to imitate and practice, in the classroom, the kinds of things that the learners
need to do outside the classroom (Nunan, 2004:54).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
4) Learners and teachers roles
Role is the part which learners and teachers are expected to perform in
doing learning task as well as the social and interpersonal relationship between
them (Nunan, 2004:64). According to Richard and Rogers (1986), as stated in
Task-Based Language Teaching, a method and task will reveal assumption on the
learners’ role in the learning process (Nunan, 2004: 64). Moreover, Breen and
Candlin (1980), as stated in Task-Based Language Teaching, teacher has three
main roles in the communicative classroom: teacher as a facilitator, teachers as a
participant, and teacher as an observer and learner Nunan (2004: 67).
5) Settings
‘Settings’ is the classroom arrangement which is specified for the task.
Another consideration concerned with settings is whether the task is performed
wholly or partly outside the classroom (Nunan, 2002: 70-71). Moreover, it is
important to distinguish between ‘mode’ and ‘environment’ in settings for TBLT.
Learning mode is whether learners working as an individual or a group basis,
while environment is the place where the learning takes places (Nunan, 2004:71-
72).
c. TBLT Framework
Nunan proposes six steps of TBLT framework. The six steps for developing
units of work would be described at the next page:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
1) Schema building
In this step, schema building exercises are developed to introduce the
topic, put the context of the task, and introduce some key vocabulary and
expressions used to complete the task (Nunan, 2004:31).
2) Controlled Practice
This step provides students controlled practice in applying vocabulary,
expressions, and structures within the communicative context. Students may be
given brief conversation and asked to practice it in pairs (Nunan, 2004:31-32).
3) Authentic listening practice
This step involves intensive listening practice which exposes students to
authentic or simulated conversation of the previous step. The listening practice
may integrate the extended language form of the model conversation which is
used in step two (Nunan, 2004: 32).
4) Focus on linguistic elements
In this step, students carry out a series of exercises which are focused on
the linguistics elements used in the context. Before analyzing linguistic elements,
students have seen, listened and spoken the language in the communicative
context (Nunan, 2004: 32). Nunan adds that this method will make students easier
to notice the relationship between communicative meaning and linguistics forms.
5) Providing freer practice
This step offers students to involve in a freer practice by doing some tasks.
Here, students should be encouraged to make up whatever language they had
learnt to complete the task (Nunan, 2004:32-33).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
6) Introduce the pedagogical task
The last step of the unit is introduction to the pedagogical task which
should be accomplished by the students to achieve the goals of the learning
(Nunan, 2004: 33).
The theory of TBLT provides further explanation of TBLT which is applied in
this study. This study applied TBLT framework on the development of units of
design materials. Moreover, the explanation of TBLT will help the writer to
develop tasks on each unit of the designed materials.
B. Theoretical Framework
This part elaborates theoretical framework which consist of steps to
conduct this study. It is consist of six steps which adapted from R&D cycle and
Yalden’s instructional design model. In addition, this study considers theories of
listening, syllabus design, material development, task based language teaching,
and also information of vocational school and school-based curriculum (KTSP).
Yalden’s instructional design model is chosen because it has some
strengths which supporting the process of designing listening materials. Yalden’s
model has recycling process in the evaluation stage. This recycling process would
determine the appropriateness between the purposes of the study with the final
performance of the program. It involves revisions and adjustments which can be
started at any stages based on the feedback. Other strength is that the Yalden’s
model provides need analysis. Need analysis plays important role in developing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
materials specify to particular program. The six steps of this study are presented
as follows:
1. Research and Information Collecting
This step is carried out based on Research and Information Collecting of
R&D cycle. It aims to gain information about students’ need and other relevant
information which can support the designing of the materials. In this step, the
writer also adapts the first step of Yalden’s model that is Need survey. The need
survey is carried out by conducting interviews and reviewing relevant
information. The interviews aim to gather information about students’
characteristics and needs, learning techniques, the existing materials, and also
expectation of this study. Moreover, the writer also reviews school-based
curriculum and information about vocational school, its characteristics, and visual
communication design program.
2. Preliminary Form of Product Development
This step is a combination of planning step and developing preliminary
form of product from R&D cycle. This step aims to develop listening materials
based on the data of the need survey conducted on Research and information
collecting step. The writer also utilizes several steps of Yalden’s model and
relevant theories in developing the materials. The description of the steps would
be presented as follows:
a. Determining the Purposes
The writer determines the purposes of the study based on the second step
of Yalden’s model that is Description of Purposes. In determining the purposes,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
the writer utilizes information of vocational school characteristics, English subject
in vocational school, and also reviews school-based curriculum and characteristics
of ESP.
b. Selecting the Syllabus Type
This step aims to select type of syllabus and develop the syllabus which is
appropriate with the purposes of the study. It is carried out by adapting
Selection/Development of Syllabus Type from Yalden’s model. In this step, the
writer makes use of the factors affecting syllabus choice and design proposed by
Krahnke (1987) on choosing the type of syllabus. Moreover, theory of functional
syllabus is utilized in this step to provide deeper explanation and description of
functional syllabus.
c. Arranging the Content Description
This step is carried out according to the fourth step of Yalden’s model that
is Production of Proto Syllabus. It is aims to develop learning contents which are
included into the syllabus. In arranging the content description, the writer reviews
information of content description from Yalden (1987) and also material design
model from Hutchinson and Waters (1994).
d. Developing Listening materials and Activities
The writer develops listening materials and activities based on Production
of pedagogical step of Yalden’s model. This step aims to develop listening
materials and activities for second year students of visual communication design
program in SMK N5 Yogyakarta. In addition, the writer reviews related theories
that support the process of developing learning materials and activities. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
theories utilized in this step are theories and principles of teaching listening,
listening materials, authentic materials, and ESP. The writer also reviews school-
based curriculum and information about characteristics of vocational school visual
communication design program.
Specifically, in developing the learning materials, the writer utilizes
material design model and applied steps of designing materials proposed by
Hutchinson and Waters (1994). Furthermore, the writer also reviews theories of
task based language teaching (TBLT) and applied TBLT framework from Nunan
(2004) in developing framework of the learning activities.
3. Preliminary Product Verification
This step is carried out according to the third step of R&D cycle that is
Preliminary Field Testing. This third step aims to obtain qualitative evaluation
toward the designed materials. Qualitative evaluations are gathered by distributing
questionnaires and conducting interviews to participants who are expert on the
field.
4. Preliminary Product Revision
This step is conducted based on Main Product Revision step of R&D
cycle. It aims to revise the designed materials by utilizing evaluations from
Preliminary Product Verification step. This step includes analyzing the data from
questionnaires and the result of interviews. Then, the writer revises the designed
material based on the data of evaluations, opinions, and suggestions from the
participants.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
5. Main Field Testing
In this study, it is a combination of Main Field Testing and Operational
Field Testing from R&D cycle. This step aims to obtain quantitative data of the
designed materials’ verification and gather information to revise the designed
materials. It is also aims to make sure that the designed materials are ready to be
used in the school. In addition, the writer also applies the sixth step of Yalden’s
model that is Development and Implementation of Classroom Procedures. The
Yalden’s sixth step is carried out by preparing the classroom procedures, students’
handbook, media and equipments which will be used for conducting the
implementation. This step is carried out by implementing the designed materials
to second year student of visual communication design program in SMKN 5
Yogyakarta.
6. Main Product Revision
This last step is based on Final Product Revision of R&D cycle. It aims to
revise the designed materials according to the data and information obtained from
Main Field Testing step. This step also applies the last step of Yalden’s model that
is Evaluation step. Evaluation step is carried out by evaluating and revising
components of the designed materials based on the data from classroom
implementation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
CHAPTER III
METHODOLOGY
This chapter discusses the method used to design English listening
materials using task based language teaching for the second year Visual
Communication Design students of SMK N5 Yogyakarta.
A. Research Method
This study employs Research and Development (R&D) method in the
process of designing English listening materials. According to Borg and Gall
(1983:772), educational research and development is a process which referred to
R&D cycle to develop and validate educational product. The process includes ten
steps which are mainly consist of analyzing relevant research findings to the
developed product, improving the product based on the findings, testing the
product in the setting field where it will be used and revising the product from the
evaluation found in the field-testing. In this study, the writer adapts the ten steps
in R&D cycle into six steps. Those six steps are (1) Research and Information
Collecting, (2) Preliminary Form of Product Development, (3) Preliminary
Product Verification, (4) Preliminary Product Revision (5) Main Field Testing,
and (6) Main Product Revision.
1. Research and Information Collecting
According to Borg and Gall (1983:775), Research and Information
Collecting includes review of literatures, classroom observations and preparation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
of the report. In this step, the writer conducted study of related literatures and
interviews as the instrument to obtain the data. The essential thing of this step was
to describe as specifically as possible the product that would be developed in this
study (Borg & Gall, 1983:776).
Research and Information Collecting step aims to obtain the data of
description of people, opinions and situations. Need survey was conducted to
gather those relevant data and carried out by studying related literatures and
conducting interviews. Study of related literatures consisted of reviewing theories
related to instructional design model, syllabus design, listening, material
development, task based language teaching, recent school curriculum, and visual
communication design program. The interviews involved gathering information
about students’ characteristics, learning techniques and the existing materials, and
also expectation toward this study. The information gathered in this step was used
to plan and develop English listening materials using task based language teaching
for second year students of Visual Communication Design Program in SMKN 5
Yogyakarta.
2. Preliminary Form of Product Development
After conducting Research and Information Collecting, the writer carried
out the second steps, which was Preliminary Form of Product Development. In
this step, the writer determined the skills, set the purposes of the designed
materials, stated the learning objectives that were expected to be achieved and
decided the topics which were suitable for the intended students. The following
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
step was developing the syllabus. The writer utilized the data from Research and
Information Collecting and applied Yalden’s model to develop the syllabus. Based
on selected topic and the syllabus, the writer developed the materials. The
developing of materials included preparing set of English listening materials,
developing handbooks, and creating the learning activities. The process also
referred to the data gathered from the Research and Information Collecting.
3. Preliminary Product Verification
After the designed materials had completed, it came to Preliminary
Product Verification. In this step, the writer distributed the designed materials and
the questionnaire to English teachers of SMKN 5 Yogyakarta and English Lectures
of English Language Education Study Program in Sanata Dharma University.
They were expected to evaluate the designed materials by filling the
questionnaire. The writer also conducted interviews to the participants to obtain
opinions and suggestions toward the designed materials.
4. Preliminary Product Revision
In the fourth step, the writer would analyze the data from the
questionnaires and also the interviews. The data from preliminary product
verification step were evaluations, opinions, and suggestions toward the designed
materials. The writer utilized the data to revise the designed materials and also to
prepare the implementation of the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
5. Main Field Testing
After revising the designed materials, the writer conducted Main Field
Testing. The writer implemented the product to the second year students of Visual
Communication Design Program in SMKN 5 Yogyakarta. The writer also gathered
feedback of the designed materials and its implementation by distributing the
questionnaires to the students.
6. Main Product Revision
During the implementation of the designed materials, the writer did part of
Main Product Revision step. The writer distributed the questionnaires to the
students for gaining opinion, suggestion and evaluation about the designed
materials. The data from the questionnaires would be analyzed and used as the
basis to improve the designed materials into the final version.
The figure on the next page is figure of Research and Development
process which is used in this study combining with Yalden’s model.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
(The six steps of R&D Cycle) (Yalden’s Instructional Design Model)
Figure 3.1 : The six steps of R&D cycle combines with Yalden’s Model
Research and Information
Collecting
Preliminary Form of Product
Development
Preliminary Product
Revision
Preliminary Product
Verification
Main Field Testing
Main Product Revision
Need Survey
Description of Purpose
Production of
a Proto Syllabus
Selection / Development of
Syllabus Type
Production of pedagogical
syllabus
Evaluation
Development and
implementation of Classroom
procedures
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
B. Research Participants
In order to conduct this study, the writer required three groups of
participants who became the sources of data gathering in Research and
Information step, Product Testing step, and Main Product Revision step. Each
group of participant would be explained on the following paragraphs.
The first group was participant in Research and Information collecting.
They were three English teachers of SMKN 5 Yogyakarta and four second year
students of Visual Communication Design Program. They were sources for the
data of strength and weakness of the students, learning techniques, the existing
materials, topic choices, teaching media and also their expectation toward this
study.
The second group was three English teachers of SMKN 5 Yogyakarta and
two English Lecturers of English Language Education Study Program in Sanata
Dharma University. They were participants for the feedback of the designed
materials in Product Testing step. The feedback included evaluations, suggestions,
and opinions to improve the designed materials.
The third group was participant for the last step taken in this study that
was Main Product Revision. They were second year students of Visual
Communication Design Program in SMKN 5 Yogyakarta. They were expected to
provide opinions and feedbacks of the designed materials and its implementation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
C. Data Gathering Techniques and Type of Data
This part elaborated the data gathering techniques and the type of data
which were used in this study. This study applied three types of data gathering
techniques, in which employed in Research Information Collecting step,
Preliminary Product Verification step and Main Field Testing step.
The first data gathering technique was conducted in Research and
Information Collecting step to obtain data for the need analysis before designing
the listening materials. The data of Research and Information Collecting step were
gathered throughout interviews to five English teachers and two second year
students of Visual Communication Design Program in SMKN 5 Yogyakarta.
The second data gathering technique was applied in Preliminary Product
Verification step after the writer had designed the listening materials. The data of
Preliminary Product Verification step was collected through the questionnaire and
interview in order to gain feedback toward the designed materials. The
questionnaire was distributed to three English teachers of SMKN 5 Yogyakarta
and two English lectures of English Language Education study Program in Sanata
Dharma University. It was intended to obtain evaluation toward the designed
materials. The interview was conducted to the same participants for gathering
opinions and suggestions of the designed materials.
The third data gathering technique was conducted in Main Field Testing
step. The data of Main Field Testing step was gathered from the students by
distributing the questionnaires. This was aimed to gain evaluation of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
implementation of the designed materials. The evaluation, then, was used to revise
the designed materials into final version.
The type of data would be described in the following table. The table
covers the summary of steps in which the writer gathered data; the type of data
that would be obtained; the instruments that would be used; and the sources of the
data.
Table 3.1 : The Type of Data
Step Type of Data Instrument Sources
Research and
Information
Collecting
1. Students’ characteristics
2. Students’ needs
3. Students’ motivation
4. Students’ strength and weakness
5. Basis of listening activities
6. Listening activities in class
7. Learning techniques and activities
8. Materials, media and topic choice
9. Learning difficulties
10. Expectation toward this study
Interview - Teachers
- Students
Preliminary
Product
Verification
1. Evaluation of the designed
materials:
a. Major goals of the designed
materials
b. Explanation of the content,
tasks and activities
c. Relevance between the
designed materials with
students’ level and students’
program
d. Concordance between the level
of difficulty with what should
a. Closed-form
Questionnaire
b. Interview
- Teachers
- Lectures
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
Step Type of Data Instrument Sources
be given to students
e. Relevance between activities
and the topic
f. Effectiveness of tasks and
activities to facilitate students
in achieving the goals
g. The instruction of each task in
the designed materials
h. Variety of task
i. Effectiveness of media and
another additional materials
2. Opinion and suggestion toward the
designed materials
Main Field
Testing
a. evaluation on the designed
materials and the implementation
a. Students’ interest of the
materials
b. comprehension of the materials
c. clearness of the listening
materials and the instruction
d. relation between materials and
students’ vocational program
e. the most interesting part
f. the most difficult part
2. Opinion and suggestion toward the
designed materials and the
implementation
Questionnaire:
- open form
- closed form
Students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
D. Research Instruments
This study applied two types of instruments to gather data. There were
interviews and questionnaires. The interviews were used in Research and
Information Collecting and Preliminary Product Testing, while the questionnaires
were used in Preliminary Product Testing and Main Field Testing.
1. Instrument for Research and Information Collecting
The writer conducted interviews for obtaining the data in Research and
Information Collecting step. Interviews were intended to English teachers and
second year students of Visual Communication Design Program in SMKN 5
Yogyakarta. The interviews were conducted in informal way to create familiarity
among the writer and the participants. The interviews were aimed to gain
information about students’ characteristics, needs, and problems, the learning
techniques, the existing materials, teaching media and expectation toward this
study.
2. Instrument for Preliminary Product Verification
The questionnaire was used in Preliminary Product Verification to obtain
feedback of the designed materials. It was distributed to English teachers of
SMKN 5 Yogyakarta and English Lecturers of English Language Education Study
Program in Sanata Dharma University. The questionnaire was closed form type in
which the participants were expected to choose the alternative statements which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
were provided in each question. Moreover, interview also conducted in this step
to gain the data about opinion and suggestion toward the designed materials.
3. Instrument for Main Field Testing
In Main Field Testing, the writer gathered the data during the
implementation of the designed materials. The data was obtained by distributing
questionnaire to the second year students of Visual Communication Design
program. The questionnaire was combination of open and closed form questions.
It was aimed to gather the data of students’ understanding and opinion toward the
designed materials. This questionnaire was made in Bahasa Indonesia to avoid
misinterpretation. The data of the questionnaire, then, would be used to revise the
designed materials into the final version.
E. Data Analysis Techniques
Data analysis techniques were applied on the three steps of the overall steps
used in this study. The three steps were Research and Information Collecting step,
Preliminary Product Verification step, and Main Field Testing step. The specific
technique of the data analysis would be presented below.
1. Analysis Techniques in Research and Information Collecting
In this step, the writer utilized interview as the instrument to gather the data.
The data of interviews were analyzed from the recording of interviews. The data,
then, were presented in forms of narrative description and developed as one basis
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
in designing English listening materials using task based language teaching for the
second year students of Visual Communication Design Program in SMKN 5
Yogyakarta.
2. Analysis Techniques in Preliminary Product Verification
In Preliminary Product Verification step, the data were collected through
questionnaire and interviews. The questionnaire was in form of close-form
questions in which the responses were presented in form of Likert scale items.
According to Wiersma (1995:318), Likert scale is a scale with number of points
that represent a set of related responses, one for each point. The participants had
to choose one of the five statements from each question, which reflecting their
opinion toward the designed materials. The participants’ opinions were measured
using 5 points of agreement, as follow:
Table 3.2 : Points of Agreement
Points of
Agreement
Meaning
1 The participants strongly disagree with the statements
2 The participants disagree with the statements
3 The participants doubt the statements
4 The participants agree with the statements
5 The participants strongly agree with the statements
The data from closed form questions, then, were analyzed to find out the
central tendency of the participant’s statements toward the designed materials.
The measurement of central tendency, which is commonly known as averages, is
a suitable way to find single index which can represent a whole set of measures
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
(Ary, Jacobs, and Razavieh, 1979:99). The most commonly used indices are the
mean, median, and mode. The mean is the sum of all scores divided by the
number of scores, while the median is the middle point of all the scores and the
mode is the score with the greatest frequency (Wiersma, 1995:340). In this study,
the three indices were presented as follow:
Table 3.3 : The Descriptive Statistics of Participants’ Opinions
No Participant’ statement
on…
Frequency of the degree
of agreement
Central Tendency
1 2 3 4 5 N Mn Mdn Md
Note:
N : Number of participants
Mn : Mean
Mdn : Median
Md : Mode
Furthermore, the mean was counted using the formulation below:
Note:
X : the range point; Σ X : the sum of all score; N: the number of participants
X = Σ X N
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
In addition, the interview was conducted to find out participants’ opinions,
suggestions, and/or recommendations to the designed materials. The data from the
interview would be analyzed from the recording of interview and presented in
narrative description.
3. Analysis Techniques in Main Field Testing
In Main Field Testing step, the data was obtained by distributing the
questionnaire. The questionnaire was combination of two forms of questions,
open and closed form questions. The data of open-form questions involved
participants’ understanding of the designed material and also their opinion toward
the implementation of the designed materials. Those data were analyzed and
presented in narrative description. While the data of closed-form questions were
presented in the form of table.
F. Research Procedure
This part summarizes the six R&D steps that would be conducted in this
study. The procedural step of each step of R&D would be described as follow:
1. Research and Information Collecting
� Studying the related literatures, curriculum, syllabus
� Conducting interviews
2. Preliminary Form of Product Development
� Analyzing the interview
� Stating the purposes of the learning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
� Developing the syllabus
� Gathering sources for the listening materials
� Developing the lesson plan
� Developing handbook and classroom procedure
3. Preliminary Product Verification
� Distributing questionnaires
� Conducting interviews
4. Preliminary Product Revision
� Analyzing the questionnaires
� Revising the designed-materials
� Preparing the classroom implementation
5. Main Field Testing
� Implementing the designed-materials
� Distributing questionnaires
6. Main Product Revision
� Analyzing the questionnaires
� Revising the designed materials
� Writing the report
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
CHAPTER IV
RESEARCH RESULT AND DISCUSSION
This chapter presents the result and discussion of the designing English
listening materials for the second year students of Visual Communication Design
Program in SMK Negeri 5 Yogyakarta in which answers the question in the
Problem Formulation. This chapter is divided into two main parts namely
discussion on the appropriate design of English listening materials using task
based language teaching for the second year students of Visual Communication
Design Program in SMKN 5 Yogyakarta and presentation of the final version of
the designed materials.
A. The Appropriate Design of English Listening Materials Using Task Based
Language Teaching for the Second Year Students of Visual
Communication Design Program in SMKN 5 Yogyakarta
The appropriate English listening materials using task based language
teaching was designed based on learners’ characteristics and needs, current
curriculum used in Vocational school, materials that were relevant to Visual
Communication Design Program and suitable with students’ competence.
Moreover, in designing the listening materials, the writer employed R&D cycle,
which was combined with Yalden’s instructional model. The design of English
listening materials consisted of nine components namely: Learners’
Characteristics and Needs, Statement of Purposes, Syllabus, Content Description,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
Learning Materials and Activities, Materials’ Feedback, Preliminary Materials
Revision, Feedback from the Classroom Implementation, and Final Materials’
Revision. The detailed components of the designed listening materials are
presented as follows:
1. Learners’ Characteristics and Needs
The learning materials should be appropriate with learners’ characteristics
and needs. In order to obtain the data of learners’ characteristics and needs, the
writer conducted interview and observed materials and references that support the
process of designing the materials. The data of the interview and the observations
would be useful in designing appropriate and relevant materials for the intended
students.
The interview was conducted to three English teachers of SMKN5
Yogyakarta and four students of second grade from Visual Communication
Design Program. The interviews of teachers were conducted on October 7-9,
2009; while the interviews of students were carried out on October 14-15, 2009.
The result of the interview would be described below:
a. The result of interview with teachers
The interview was carried out to three English teachers of SMK Negeri 5
Yogyakarta. From the result of the interview, all teachers admitted that they rarely
conducted listening activities for their students. Furthermore, listening activities
were not well organized. One teacher said that from one Basic Competence listed
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
in the syllabus, they only conducted at least one meeting for the listening activity.
Two others mentioned that listening activity was only for additional activity of the
lesson. There were some reasons on why teachers seldom carried out listening
activities. First, teachers should teach a lot of materials for the second grade
students. It made them difficult to arrange time for the listening activities. Second,
conducting listening activities needed more time and work to prepare the
materials, the media, and the students themselves.
However, although teachers in SMKN 5 Yogyakarta seldom conducted
listening activities, they usually integrated them with speaking activities. The
teachers said that they used some kinds of listening activities such as listening to
dialogues, songs, and stories, filling the missing words and retelling a story. One
teacher mentioned that she once used a movie for the listening activity.
Moreover, teachers also used some kinds of media in conducting listening. They
usually used simple media that were provided in the school such as tape recording
and VCD player. Some teachers shared that they also used other materials beside
those that were provided in the school such as films, and recordings of speech.
Furthermore, teachers stated that the students have some characteristics as
mentioned below:
1) Generally, the second year students in SMK Negeri 5 Yogyakarta do not have
proper English skill yet especially listening skill. However, the students of
Visual Communication Design Program have better competence than the
students of other vocational programs. Moreover, most of the students of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
Visual Communication Design Program have had proper basic English
obtained from junior high school.
2) Students have high motivation to learn and to give attention to the lesson.
They are also enthusiastic and actively take part in the lesson.
3) Students are more interested in listening activity since it is fun.
From the interview result with the teachers, it was also found that the
second year’s students faced some difficulties in listening. The following are
some students’ difficulties on listening, which mentioned by the teachers:
1) The students accustomed to hear Javanese and Indonesian accents, so they
have problem in catching and understanding spoken English, especially from
the native speakers.
2) The students did not accustom to hear English since they get lack of exposure
to the spoken English. One teacher admitted that the teachers seldom speak
English during the lesson. They tend to use Indonesian mostly in the class.
3) Students only recognize limited vocabulary. As a result, they are not able to
guess English words or phrases they heard.
4) Since listening activities are not carried out regularly, some students are upset
when they have listening activities. One teacher said that students usually
heard spoken English from the teachers and rarely heard from the native
speaker speech. Moreover, when students listen to the spoken English,
students should pay more attention and think twice for understanding the
speech they heard. This situation usually makes the lesson run slower than the
teacher’s expectation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
Additionally, teachers also found difficulties in conducting listening
activities. They admitted that they had limited sources to find suitable materials
for their students. When teacher planned to give listening activities, they had to
prepare more intensively especially if they used native speaker recordings or
authentic sources.
Furthermore, all teachers said that English materials and its lessons should
meet standard competence listed on the school based curriculum. Unfortunately,
the English standard competence on the curriculum is the general English
competence, which also applied in senior high school. The teachers provided
materials based on the general English standard competence applied in their
school. As a result, students only obtained general English materials. However,
teachers argued that it would be better if the students obtained English materials
related to their vocational program. The materials, which are closer to students’
program, will make them easier to understand the lesson and can help them in
studying their program. Nevertheless, teachers did not have English materials
which are specified for Visual Communication Design program. They said that
they found other problems if they want to have specific English materials. In
giving specific materials, they should consult with the vocational program teacher
about the materials in vocational program. Then, they should have made some
adjustments and modifications of the materials so that the materials can be used
for English lesson.
This study is aimed to design English listening materials using task based
language teaching which is intended for the second year students of Visual
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
Communication Design Program. The study is also aimed to help the teachers in
developing listening materials and to make the students interested in English
lesson, especially listening. From the result of the interview, teachers expected
that this study would be beneficial and give more information about listening
materials which are intended for particular vocational program. They also hoped
that the result of the study can be a model to develop and create suitable listening
materials.
b. The result of interview with students
The interview was carried out to four students from the second grade of
Visual Communication Design Program in SMK Negeri 5 Yogyakarta. Based on
the result of the interview, students said that they rarely obtained listening
activities. One student explained that there was no fixed schedule for particular
meeting which was intended to listening activities. Some others said that listening
activities were usually integrated with speaking activities. The students shared that
they got listening activities two or three time from their teachers.
The activities that students performed when they had listening activities
are listening and drilling difficult words, listening to a song and filling the missing
lyric, listening to recording of conversation and then doing exercises, watching
movies and analyzing the film. Moreover, the students said that teachers had used
different kinds of media such as VCD player and tape recorder.
Dealing with the media provided to support the listening activities, three
students said that their school had provided sufficient media to carry out listening
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
activities. Only one student argued that the facilities in the school were not
adequate enough. The students mentioned some media that had provided in the
school. They are tape recorder, VCD player, and LCD projector. In addition, the
school does not provide a facility such as language laboratory but they can have
listening activities in the multimedia room. The media, such as VCD player and
LCD Projector, are provided in the multimedia room. However, all students said
that not all classes were lucky to use the multimedia room effectively for the
listening activities. It was happen because the school only has two multimedia
rooms for students of all vocational programs.
Furthermore, three students said that they were interested in English
lesson, as well as listening. They were quite active in taking part on the listening
activities. All students agreed that listening skill is important in mastering English
competence. Three students added that all skills in English are important to learn
but they said that listening is the basic skill before they learn to speak in English
and learn other skills.
From the result of the interview, students also shared their difficulties in
listening. The following are some difficulties they have faced:
1) They could not understand the spoken materials because of the unclear
pronunciations.
2) They were not accustomed to English accent.
3) The recordings materials were not clear enough or too fast
4) The listening materials provided were not sufficient enough.
5) They have limited vocabulary so they were difficult to guess what they heard.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
In order to develop listening skill, some improvements can be performed
by both teachers and students. The students themselves argued that the listening
activities should be carried out regularly. For instance, if they have three meetings
each week for the English subject, one meeting can be used specifically to carry
out listening activities. One student added that if the students had regular meeting
for listening, students might have better preparation before the meeting. All
students mentioned that the teachers should give more interesting materials, so the
students will not get bored. One student shared that he usually got bored when
teachers merely gave structure and grammar lesson. Another student also argued
that there were some teachers who could not give effective techniques and
activities to students. It would be more enjoyable if teachers can give alternative
techniques and more activities such as speaking or listening activities.
This study presented English listening materials using task based language
teaching which are intended for the students of Visual Communication Design
Program. All students agreed that specific materials of Visual Communication
Design Program will help them in developing their listening skill and also help
them in learning their program. One student added that learning listening with
those kinds of materials seemed to be more interesting for the students since they
could apply the learning to their own program.
In addition, the students also gave some suggestions and expectation on
this study. Most of them wished that this study would design simple listening
materials that can be understood by all students of Visual Communication Design
Program. In addition, all students expected that the designed materials would use
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
interesting sources such as films, stories, or songs which were related to Visual
Communication Design Program.
Besides conducting the interview, the data was also obtained from
observing the English syllabus, English books, other existing materials, media and
facilities provided in the school. The English syllabus for the second grade was
used for all vocational programs. It could be said that there was no specific
English guidelines for particular vocational program. The English book provided
in the school was based on current school based curriculum. Furthermore, the
school did not provide a language laboratory. Instead, there was a multimedia
room which can be used to conduct listening activities. The school had provided
listening materials in form of CD and cassette, but only in limited amount. In
addition, the listening materials mostly related to TOEIC and exercise preparation
for the final exam.
Based on the interview results, the writer concluded some points of
learners’ needs and characteristics that were considered for designing the listening
materials. The summary are divided into two parts, they are:
Table 4.1: Summary of Learners’ Characteristics
Learners’ Characteristics
a. Most students of Visual Communication Design Program have proper basic
English from junior high school and they have better competences
comparing to students from other vocational programs.
b. Students have high motivation to learn so that they are enthusiastic and
actively take part in the lesson.
c. Students are more interested in listening activity since it is fun.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
d. Students have problem in understanding spoken English. They get lack of
exposure to English.
e. Students recognized limited vocabulary that makes them difficult to guess
of what they heard.
f. Students were not accustomed to listening activities. Students might upset
and it caused the lesson run slower.
Table 4.2: Summary of Learners’ Needs
Learners’ Needs
a. Students need more listening activities and they are expected to get the
activities regularly.
b. Students need more interesting sources and materials which are related to
visual communication design program.
c. Students need simple listening materials that can be understood by all
students.
d. Students need proper preparation before having listening activities so that
they can follow the lesson well.
2. Statement of Purposes
After gathering and analyzing learners’ characteristics and needs, the
writer started to state the purposes of the study. In Research and Information
Collecting, the writer reviewed and observed the curriculum implemented in SMK
Negeri 5 Yogyakarta. The writers examined the recent curriculum of English
subject for Vocational High School. It was aimed to determine the purposes of the
study. The goal in which stated on the competence standard is “to master
knowledge and basic skill of English to support the achievement of vocational
program competence and to communicate using English in elementary level.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
The goal of the competence standard was applied on the purpose of this study.
Therefore, the purpose of this study is to achieve English basic skill to support
students’ specific competence related to their vocational program that is Visual
Communication Design Program.
Furthermore, the purpose of this study was elaborated in the basic
competence. The basic competence covered all objectives of all the topics. In
addition, the basic competence was adapted from the recent curriculum applied in
SMK Negeri 5 Yogyakarta. The basic competence was presented below.
Table 4.3: Basic Competence
No Basic Competence
1
Understanding interpersonal conversation and transactional
spoken text in daily context related to describing people’s
job and educational background.
2
Understanding interpersonal conversation and transactional
spoken text in form of narrative and descriptive expositions
related to past events and future plans.
3
Understanding interpersonal conversation and transactional
spoken text in daily context that involves expressions about
invitations and opinions.
4
Understanding interpersonal conversation and transactional
spoken text in daily context that involves expression about
describing process and announcement.
3. Syllabus
Before working on the syllabus, the writer chose a type of syllabus that is
suitable with the purposes of the study and also the situation described on the
learners’ characteristics and needs. Here, the writer employed functional syllabus
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
design. According to Krahnke (1987: 10), functional syllabus is a syllabus in
which the content of the language teaching is a set of functions that are performed
when language is used. Functional syllabus design was chosen since it is
appropriately used to define specific content of materials that are related to
students’ vocational program.
Using the type of functional syllabus, the writer then chose the topics
which reflecting functional discussion. The topics were also chosen based on the
basic competence of this study. In deciding the topics, the writer referred to the
following considerations:
1) The learners’ characteristics and needs
From the learners’ characteristics and needs, students need simple and
interesting listening materials related to their vocational programs. Therefore, the
writer should choose topics that are simple and interesting for the students.
Furthermore, students need to have listening activities regularly. Listening
activities can be carried out regularly if it is involved in the English lesson.
Therefore, the topics chosen should be relevant or similar to the English syllabus
applied in the school so that listening activities can be carried out regularly.
2) The result of observation and study of related literatures
In the study of related literatures, the writer examined the curriculum
including the English syllabus, books, and any existing materials used in the
school. This study applied the schools standard competence as the purposes of the
study. Therefore, the writer considered the topics and materials listed in the
English syllabus to determine the topics of the designed materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
3) The situation mostly faced by the students in their vocational program.
Referring to the topics listed in English syllabus and materials used in the
school, the writer adapted the topics that are mostly faced by the students in
Visual Communication Design Program field. The adapted topics and materials,
which are related to students’ vocational program, hopefully can fulfill the
learners’ needs.
From the three considerations above, there were eight topics chosen. The
time allocation for each topic was 90 minutes. Each topic had the learning
objectives that hopefully are achieved by the students at the end of the program.
The learning objectives were stated as the learning indicators. The topic, unit title
and the learning indicators are listed in the table below.
Table 4.4: Topics, Unit Title, and Learning Indicators
No Topic Unit Title Learning Indicators
1 Describing
People’s job
Jobs in Visual
Communication
Design
Program.
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify language features used in the
spoken text accurately.
3. Pronounce some words related to the
spoken text accurately.
4. Retell the spoken text.
5. Describe people’s job accurately.
2
Describing
People’s
Educational
background
She graduated
from…
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify language features used in the
spoken text accurately.
3. Pronounce some words related to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
No Topic Unit Title Learning Indicators
spoken text accurately.
4. Retell the spoken text.
5. Describe people’s educational
background accurately.
3 Talking about
Past Events
Childhood
Moments
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify language features used in
narrative and descriptive expositions
related to past events accurately.
3. Pronounce some words related to the
spoken text accurately.
4. Retell the spoken text.
5. Present narrative or/and descriptive
exposition related to past events.
4 Talking about
Future Plans I’m going to ….
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify language features used in
narrative and descriptive expositions
related to future plans accurately.
3. Pronounce some words related to the
spoken text accurately.
4. Retell the spoken text.
5. Present narrative or/and descriptive
exposition related to future plans.
5 Inviting
Someone Join us!
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify and mention expressions used in
inviting, accepting and refusing
invitation accurately.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
No Topic Unit Title Learning Indicators
3. Pronounce some words related to the
spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of inviting, and
accepting or refusing invitations
accurately.
6
Giving
Opinions,
Agreement
and/or
Disagreement
You’re right!
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify and mention expressions used in
giving opinion, agreement and
disagreement accurately.
3. Pronounce some words related to the
spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of giving opinions,
agreement and disagreement accurately
7 Describing
Process
How does a
camera work?
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify and mention expressions used in
describing process accurately.
3. Pronounce some words related to the
spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of describing
process accurately
8 Telling
Announcement
Attention
please!
Students are able to:
1. Answer the questions related to the
spoken text correctly.
2. Identify and mention expressions used in
announcement accurately.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
No Topic Unit Title Learning Indicators
3. Pronounce some words related to the
spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of giving
announcement accurately.
In designing the syllabus, the writer also referred to the Yalden’s syllabus
design, which is consist of topics, learning indicators, learning materials, learning
activities, time allocation, and learning sources. The complete syllabus can be
seen in the appendix C on page 183.
4. Content Description
After composing the syllabus, the writer arranged the learning content of
the designed materials, namely content description. According to Yalden
(1987:89), content description is included into production of proto syllabus. The
description of the content that the syllabus will have is the description of language
and language use to be covered on the designed materials. In this study, the
developing of the content description was based on the data from learners’
characteristics and needs, the purposes of the study, the basic competence, the
topics chosen and also the learning indicators. The content description of each
topic can be seen in the table 4.5 below.
Table 4.5: The Content Description
No Topic Content Description
1 Describing People’s job a. Describing the job of graphic designer.
b. Describing the job of illustrator.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
c. Describing the job of photographer.
d. Listening to the jobs descriptions.
2 Describing People’s
Educational background
a. Describing educational background from
people’s CV.
b. Describing educational background from
people’s biography.
c. Listening to the descriptions of people’s
educational background.
3 Talking about Past Events a. Talking about childhood moments.
b. Talking about memorable experiences.
c. Listening to the childhood experiences.
4 Talking about Future Plans a. Talking about planning after graduation from
school.
b. Talking about future professions.
c. Listening to people planning.
5 Inviting Someone a. Inviting someone to visit an exhibition.
b. Accepting and/or refusing invitation.
c. Listening to conversation about invitation.
6 Giving Opinions,
Agreement and/or
Disagreement
a. Giving opinions on someone’s art designs
(poster, advertisement, photography, etc).
b. Expressing agreement and or disagreement
about someone’s opinions.
c. Listening to conversation about giving
opinions, agreement and disagreement.
7 Describing Process a. Describing the work of a camera.
b. Describing essential parts of the camera.
c. Listening to the description of the work of a
camera.
8 Telling Announcement a. Telling announcement of an art design contest.
b. Telling announcement of an art design
exhibition.
c. Listening to announcement of an exhibition.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
5. Learning Materials and Learning Activities
Based on the content description and the syllabus, the writer then chose
and selected appropriate and relevant materials. The materials were obtained from
several sources such as books and articles from the internet. The writer selected
sources that were suitable with the topics and relevant to visual communication
design program. After getting appropriate sources, the writer combined and
modified the materials into several texts. The texts, then, were read and recorded
into recording materials.
Besides composing the recording texts, the writer utilized additional
materials such as videos and pictures to support the designed materials. Relevant
and suitable videos and pictures were mostly obtained from the internet.
After selecting the materials, the writer was ready to design the learning
activities. The writer utilized the six steps concept of TBLT Framework proposed
by Nunan in arranging the learning activities. The six steps of TBLT framework
were simplified into 5 steps or sections. There were five sections of the learning
activities namely Introduction, Pre task, Language Focus, Main Task, and Post
Task.
In the students’ handbook, Introduction and Pre task sections were called
“Get Ready”, Language focus was called “Let’s See”, Main Task was called
“Work It ”; and Post task was called “Show Time”. Each section of the learning
activities will be described further in the next page:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
1) Introduction and Pre task
This section involves introducing the topic, putting the context of the task
that students will do, and introducing some key vocabulary and expressions
needed to complete the task. This section also provides students an example of
listening practice related to the topic and exercises to apply vocabulary and
expressions that students had been introduced to. This section consists of activities
such as discussing recent news or information, pictures or figures, listening or
watching video related to the topic. The listening sources were taken from
recordings materials or videos. The activities will be followed by answering some
questions, filling the missing words and identifying expressions used in the
recordings. In the handbook, this section is called “Get Ready”.
2) Language Focus
This section comprises further explanation and discussion about
expressions and language structure used in the previous activities. It also gives the
students some other expression or words that can be used within the context.
Beside explaining and discussing the expressions, this section provides exercises
for the students. This section is named “Let’s See”.
3) Main Task
This section lets the students to do some tasks related to what they had
learnt. The students will listen to the recording or watch the video related to the
topic. The students are asked to answer questions, retell the story, discuss the
recording or respond the expressions after listening the recording. The activities
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
on this step can be used to check whether students had already understood the
topic. Main task section, in the handbook, is called “Work It” .
4) Post Task
This section is the last task that should be accomplished by the students to
achieve the objectives of the learning. Students are given opportunities to apply
expressions and words they had learnt in real life situations and to present it in
form of role play, simulation, monologue, and other kinds of tasks. This last
section is called “Show Time” .
As stated in the syllabus, there were 8 units in which each unit was
planned for one meeting (90 minutes). Three units would be developed as
representative materials, those were: Unit 1 “Jobs in Visual Communication
Design”; Unit 3 “My Memory”; and Unit 7 “How does a Camera Work?”
Furthermore, the designed materials would be presented in a form of students’
handbook which consisted of three units: Unit 1 “Jobs in Visual Communication
Design”; unit 2 “My memory”, and unit 3 “How does Camera Work?” The
detailed description of learning activities in each unit of the handbook can be seen
in the table learning activities on the next page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
Table 4.6: Learning Activities
Unit Sub-unit Title
Section Aims activity Techniques
Unit 1 Jobs in visual Communication Design
Get Ready Introduction and Pre task
Introduce kinds of jobs in DKV
- mentioning kinds of jobs in Visual Communication Design
- completing vocabulary
- Students discuss their partner to mention jobs/professions in Visual Communication Design.
- Students complete the vocabulary then discuss their work.
Prepare students by providing an example of listening practice
- listening the recording or watching the video
- completing the missing words of the paragraph
- Students complete the paragraph while listen to the recording.
- Students and teacher discuss the paragraph.
Let’s See Language Focus Explain the expressions and/or the language used in the topic
- discussing the expressions and the language used to describe the jobs
- doing exercise
- Teacher explains the expressions and the language used to describe the jobs.
- Students do the exercise then discuss it together.
Work It Main task Exposure to the listening task
- listening the recording - taking notes of the
important information
- Students take notes of the important information while listen to the recording.
- Students share their information to the other.
Show Time Post task Apply what students have leant in the real situation
- describing a job/profession in group
- Students make a group consist of 3-4 members.
- In group, students describe a job/profession in visual communication design
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Unit Sub-unit Title
Section Aims activity Techniques
Unit 2 My Memory
Get Ready Introduction and Pre task
Introduce the childhood moments
Sharing opinions about some pictures of childhood moments
- Students are divided into several groups.
- In group, students share their opinion about the pictures of childhood moments.
Prepare students by providing an example of listening practice
- listening the recording - completing the missing
words of the paragraph - answering questions
related to the paragraph
- Students complete the missing words while listen to the recording.
- Students answer the questions then discuss their work.
Let’s See Language Focus Explain the expressions and/or the language used in the topic
- discussing the expressions and the language used to describe past moments
- doing exercise
- Teacher explains the expressions and the language used to describe past moments.
- Students do exercise then discuss it together.
Work It Main task Exposure to the listening task
- listening the recording - taking notes of the
important information
- Students take notes of the important information while listen to the recording.
- Students share their information to the other.
Show Time Post task Apply what students have learnt in the real situation
- sharing memorable childhood moments
- Students make group consist of 3-4 members.
- In group, students share their childhood moments.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
Unit Sub-unit Title
Section Aims activity Techniques
Unit 3 How does a camera work?
Get Ready Introduction and Pre task
Introduce a camera and terms of photography
- sharing information related to a camera and photography
- completing vocabulary
- Students share information related to a camera with their partner.
- Students complete the vocabulary then discuss their work.
Prepare students by providing an example of listening practice
- listening the recording - completing the missing
words of the paragraph - answering questions
related to the paragraph
- Students complete the missing words while listen to the recording.
- Students answer the questions then discuss their work.
Let’s See Language Focus Explain the expressions and/or the language used in the topic
- discussing the expressions and the language used to describe a process
- doing exercise
- Teacher explains the expressions and the language used to describe a process.
- Students do exercise then discuss their work.
Work It Main task Exposure to the listening task
- listening the recording - completing the missing
words
- Students complete the missing words while listen to the recording.
- Students and teacher discuss the result.
Show Time Post task Apply what students have learnt in the real situation
- conducting a role play or simulation about describing a process related to photography
- Students make a group consists of 3-4 members
- In group, students make a short role play or simulation about describing process related to photography.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
6. Materials’ Feedback
After the designed materials was finished and completed, the writer
validated and verified the designed materials through Preliminary Product
verification. The product verification was conducted by distributing
questionnaires and conducting interview to the participants. It was aimed to gain
feedback toward the designed materials which included evaluations, opinions and
suggestions for the material’s improvement. The participants were three English
teachers of SMK Negeri 5 Yogyakarta and two lecturers of English Education
Study Program of Sanata Dharma University. The description of the participants
was described in the following table:
Table 4.7: The Description of Participants for Materials’ Feedback
No Group of participants
Sex Educational
background
Teaching
Experiences
M F S1 S2 S3 1-5 6-10 11-15
1 English Teachers of SMKN 5
Yogyakarta
√ √ √
2 √ √ √
3 √ √ √
4 English Lectures of English
Language Education Study
Program of Sanata Dharma
University
√ √ √
5 √ √ √
Total 2 3 5 4 1
The questionnaires were distributed on 1st – 6th of February, 2010. The
interviews were conducted on 8th – 17th of February, 2010 when the writer
received the feedback of the questionnaires. The result of the questionnaires and
interviews were presented as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
a. Data Presentation and Analysis
The writer distributed the questionnaires to the participants to obtain
feedback of the designed materials. The result of the questionnaires revealed
participants’ opinion and evaluation toward the designed materials. Their opinions
were indicated using five points of agreement. The descriptive statistics of the
participants’ opinion were presented on the table below:
Table 4.8: Descriptive Statistics of the Participants’ Opinion
No Participant’ statement on…
Frequency of
the degree of
agreement
Central Tendency
1 2 3 4 5 N Mn Mdn Md
1 The standard competencies of the
designed materials are well formulated
1 4 5 3.6 4 4
2 The indicators are well formulated 1 4 5 3.8 4 4
3 The listening materials are match with
the competencies and indicators
1 1 3 5 3.4 4 4
4 The materials are relevant to visual
communication design program.
3 2 5 3.4 3 3
5 The materials are relevant to the
students’ knowledge and skill level.
1 2 3 5 3.2 3 4
6 The level of difficulty of the designed
material is appropriate with what should
be given to the students.
4 1
5 3.2 3 3
7 The materials are able to help the
students develop their listening skill.
1 1 3 5 3.4 4 4
8 The tasks or activities in each unit are
relevant to topic in each unit.
1 1 3 5 3.4 4 4
9 The tasks or activities in each unit are
well-elaborated
3 2 5 2.8 2 2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
No Participant’ statement on…
Frequency of
the degree of
agreement
Central Tendency
1 2 3 4 5 N Mn Mdn Md
10 The tasks or activities in each unit can
facilitate the students to achieve the goals
and objectives.
2 1 2
5 3 3 2 ; 4
11 The instruction in each task or activity is
clear enough to be understood by the
students
2 1 2
5 3 3 2 ; 4
12 The tasks and activities are interesting
and various enough to motivate students.
3 2 5 3.4 3 3
13 The tasks and activities can help students
to understand the topic
3 2 5 3.4 3 3
14 The recording and spoken text are clear 2 2 1 5 2.8 3 2 ; 3
15 Generally, the pictures and lay out
provided can help students to understand
the lesson more
1 4
5 3.8 4 4
16 Generally, the content of the designed
materials is well elaborated
1 1 3 5 3.4 4 4
Note:
N : Number of participants Mn : Mean
Mdn : Median Md : Mode
The result of the descriptive statistics of the participants’ opinions
indicated that the average point of agreement on the evaluation was 3,5 . From the
result, it can be said that the designed materials was good enough and acceptable
to be applied. However, the designed materials needed to have some revisions and
improvements as suggested by the participants.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
b. Participants’ comments and suggestions
In obtaining comments and suggestions of the designed materials, the
writer conducted interview to the participants whom were asked to fill in the
questionnaires. The participants were asked to give opinions, strengths,
weaknesses of the designed materials and also suggestions to the materials’
improvement.
Four participants stated that generally the designed materials were good
enough. One participant said that the designed materials were an innovation in
developing materials which specialized to one vocational school program.
Furthermore, the following list is a summary of the strengths of the designed
materials:
1) The designed materials had enough variety on listening materials, activities,
and media.
2) The designed materials had level of difficulties that was appropriate with
students’ ability.
3) Some units were already good and well developed, such as in Unit 3.
4) The layout and pictures provided on the handbook could support the topic of
the materials and attract students’ attention.
5) Teacher’s manual was good and clear enough.
Although the designed materials were overall good, they still had some
weaknesses that should be improved. The list in the next page is weaknesses
mentioned on the interviews:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
1) Some of the types of listening materials were not appropriate with the types of
materials stated in the Basic Competence of the syllabus.
2) Some learning indicators were not appropriate in developing listening skill
and did not support the basic competence.
3) The framework of the learning activities was complicated and confusing.
Some activities on the materials did not have connection with the previous or
the following activities.
4) Some of the instructions on the handbook were too long and some the other
was difficult to understand.
5) Some of the recordings were not clear enough.
6) Some materials were not necessary to be included on the designed materials
since they were not intended to develop listening skill, such as: materials
about tenses and grammar. One participant said that the students will get
confused if they should also pay attention to the sentence grammar when they
have to concentrate to understand the spoken text.
7) Some activities were too difficult for the students, such as an activity on the
Main task of Unit 1.
8) The tasks after listening activity were mostly activities which asked students
to fill in the missing words. This kind of task did not guarantee that the
students had understood the spoken texts.
9) There are some grammatical mistakes both in the instructions and in the
materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
The participants also gave some suggestions toward the designed
materials. The suggestions are presented as follows:
1) Since some of the materials did not match with the syllabus, it would be better
to revise the Basic Competence and also the learning indicators of the
syllabus. One participant suggested that the writer removed some learning
indicators that did not support the listening purpose.
2) Two participants said that the activities were complicated and not well
elaborated. Thus, they suggested that the framework of the learning activities
should be revised.
3) Four participants argued that the recordings were not clear enough. It would
be better if the writer re- record the spoken texts. Moreover, three participants
suggested the writer to add spoken instruction on the recordings so that the
recordings can be easily used together with the handbook.
4) There were some unclear and complicated instructions in some parts of the
unit. The instructions needed to be changed into clearer and simpler
instructions.
5) One participant suggested that the writer needed to add more stimulus
questions and activities in the introduction part to prepare the students and get
students’ attention on the topic.
6) One participant stated that the topic on Unit 2 was too general. It would be
better if the writer change the topic and activities that more relate to the
students’ program.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
7) Two participants suggested the writer to have more variation on the activities
which can help students to understand the topic.
8) There were some activities that seemed too difficult for the students. One
participant suggested the writer to add clues or more instructions for the
activities.
9) The writer still made grammatical mistakes in designing the materials. It
would be better if the writer review all the materials and correct the mistakes.
10) Two participants stated that the grammar review was not really needed on the
listening activities. They suggested the writer not to include the grammar
review on the designed materials.
7. Preliminary Materials’ Revision
The data of Preliminary Product Verification was used to revise and
improve the designed materials to make the materials better. The writer utilized
feedback and suggestions from the participants as the basis to revise the designed
materials. The revisions of the materials would be presented as follows:
a. Revising the syllabus and the lesson plans
Since the basic competence and the learning indicators did not matched
with the materials, the writer revised the basic competence, the learning
indicators, as well as the lesson plans to make them in concordance with the
materials. The tables at the next page were the revision of basic competence and
of the learning indicators.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
Table 4.9: Revision of the Basic Competence
No Basic Competence on the fist design Basic Competence after revision
1 Understanding interpersonal
conversation and transactional spoken
text in daily context related to
describing people’s job and
educational background.
Understanding meaning in short spoken
functional text and monolog in the form
of simple narrative, descriptive and news
item about describing people’s job and
educational background.
2 Understanding interpersonal
conversation and transactional spoken
text in form of narrative and
descriptive expositions related to past
events and future plans.
Understanding meaning in short spoken
functional text and monolog in the form
of simple narrative, descriptive and news
item about past events and future plans.
3 Understanding interpersonal
conversation and transactional spoken
text in daily context that involves
expressions about invitations and
opinions.
Understanding interpersonal and
transactional conversation in daily
context that involves expressions about
invitations and opinions.
4 Understanding interpersonal
conversation and transactional spoken
text in daily context that involves
expression about describing process
and announcement.
Understanding meaning in short spoken
functional text and monolog in the form
of simple narrative, descriptive and news
item about announcement and describing
process.
Table 4.10: Revision of the Learning Indicators
Topic Learning Indicators on the first
design
Learning Indicators after revision
Describing
People’s job
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify language features used in
the spoken text accurately.
3. pronounce some words related to
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify the main idea of the
spoken text.
3. Identify detailed information
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
Topic Learning Indicators on the first
design
Learning Indicators after revision
the spoken text accurately
4. Retell the spoken text
5. describe people’s job accurately
from the spoken text.
People’s
Educational
background
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify language features used in
the spoken text accurately.
3. Pronounce some words related to
the spoken text accurately
4. Retell the spoken text
5. Describe people’s educational
background accurately
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify the main idea of the
spoken text.
3. Identify detailed information
from the spoken text.
Past Events Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify language features used in
narrative and descriptive
expositions related to past events
accurately.
3. Pronounce some words related to
the spoken text accurately.
4. Retell the spoken text.
5. Present narrative or/and
descriptive exposition related to
past events.
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify the main idea of the
spoken text.
3. Identify detailed information
from the spoken text.
Future Plans Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify language features used in
narrative and descriptive
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify the main idea of the
spoken text.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
Topic Learning Indicators on the first
design
Learning Indicators after revision
expositions related to future plans
accurately.
3. Pronounce some words related to
the spoken text accurately.
4. Retell the spoken text.
5. Present narrative or/and
descriptive exposition related to
future plans.
3. Identify detailed information
from the spoken text.
Invitation Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify and mention expressions
used in inviting, accepting and
refusing invitation accurately.
3. Pronounce some words related to
the spoken text accurately.
4. Respond the expressions
accurately.
5. Use the expressions of inviting,
and accepting or refusing
invitations accurately
Students are able to:
1. Answer the questions related to
the conversation correctly.
2. Identify expressions used to
invite, accept and refuse
invitation accurately.
3. Identify the meaning of the
expressions used to invite, accept
and refuse invitation.
4. Respond the invitations
accurately.
Opinions and
Agreement/
Disagreement
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify and mention expressions
used in giving opinion, agreement
and disagreement accurately.
3. Pronounce some words related to
the spoken text accurately.
4. Respond the expressions
accurately.
Students are able to:
1. Answer the questions related to
the conversation correctly.
2. Identify expressions used to give
opinion, to express agreement
and disagreement accurately.
3. Identify the meaning of the
expressions used to give opinion,
to express agreement and
disagreement accurately.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
Topic Learning Indicators on the first
design
Learning Indicators after revision
5. Use the expressions of giving
opinions, agreement and
disagreement accurately
4. Respond the opinions accurately.
Describing
Process
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify and mention expressions
used in describing process
accurately.
3. Pronounce some words related to
the spoken text accurately.
4. Respond the expressions
accurately.
5. Use the expressions of describing
process accurately.
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify the main idea of the
spoken text.
3. Identify detailed information
from the spoken text
Announcement Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify and mention expressions
used in announcement accurately.
3. Pronounce some words related to
the spoken text accurately.
4. Respond the expressions
accurately.
5. Use the expressions of giving
announcement accurately
Students are able to:
1. Answer the questions related to
the spoken text correctly.
2. Identify the main idea of the
spoken text.
3. Identify detailed information
from the spoken text
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
b. Revising the framework of the learning activities
Based on the material’s feedback, the framework of the learning activities
was complicated and not well elaborated. Therefore, the framework was re-
arranged and simplified into the better one.
Table 4.11: Revision on the Framework of the Learning Activities
Sections of the first designed
materials
Sections of the design materials after
revision
Get Ready Introduction Get Ready Introduction + Pre task
Pre task
Let’s See Language Focus Work It Main task
Work It Main task
Show Time Post Task Let’s Do It Post task
c. Revising parts of the handbook
The writer also revised some parts of learning materials and activities in
the handbook. The following are the revisions of the handbook:
1) Revising the instructions on some activities in the handbook.
Since there were some complicated and unclear instructions in the
activities, the writer revised them into simple and clear instructions.
2) Re-recording the spoken texts
Some of the recordings of the spoken texts were not clear enough. For that
reason, the spoken texts were re-recorded and added by oral instructions for each
spoken text.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
3) Removing and changing some materials sources and activities
There were materials sources which were not appropriate with the
syllabus. Some sources were removed since they were irrelevant with the basic
competence. Some others were modified to make them more appropriate. Some
learning activities were also revised along with the materials sources. The
complete learning activities after preliminary materials’ revision can be seen on
the table in the next page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99
Table 4.12: Learning Activities after Preliminary Materials’ Revision
Unit Sub-unit Title Section Aims Activity Techniques
Unit 1 Jobs in visual Communication Design
Get Ready Introduction and Pre task
Introduce and prepare students to learn about professions in visual communication design
- Activity 1 : completing the mind maps of professions
- Activity 2 :
describing the professions using the mind maps
- Activity 3:
matching the vocabulary used in the main task
- Activity 1 : 1. Students complete the mind maps of
professions. 2. Teacher and students discuss the mind
maps. - Activity 2 :
1. Using the mind maps, students describe the professions.
2. Some students share their descriptions. 3. Teacher and students discuss the
descriptions. - Activity 3:
1. Students match the vocabulary. 2. Teacher and students discuss the result. 3. Students practice the pronunciations of the
vocabulary. Work It Main task Give exposure
to the listening sources and provide tasks related to the listening sources.
- Activity 4 1. Listening the
recording and completing the missing words
2. Matching the descriptions
- Activity 5 Listening the recording and completing the paragraph.
- Activity 4 1. Students listen to the recording and
complete the missing words. 2. Students match the descriptions with the
correct pictures. 3. Teacher and students discuss the
descriptions. - Activity 5
1. Students listen to the recording and complete the paragraph.
2. Teacher and students discuss the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
Unit Sub-unit Title Section Aims Activity Techniques
- Activity 6
Answering questions related to the paragraph.
paragraph. - Activity 6
1. Students answer the comprehension questions.
2. Teacher and students discuss the students’ work.
Let’s Do It Post task Give opportunity to apply what students have learnt in the real life situation
Activity 7 Making a description of profession in a group
Activity 7 1. Students make a group consist of 3-4
members. 2. In group, students make a description of
profession. 3. Some groups present their descriptions.
Unit 2 Popular Logos
Get Ready Introduction and Pre task
Introduce and prepare students to learn about popular logos
- Activity 1 Mentioning the logos
- Activity 2 Matching the vocabulary used in the main task
- Activity 1 1. Students find out the products or
companies that used the logos provided in the pictures.
2. Teacher and students discuss the students’ work.
- Activity 2
1. Students match the vocabulary. 2. Teacher and students discuss the result. 3. Students practice the pronunciations of
the vocabulary. Work It Main task Give exposure
to the listening sources and provide tasks
- Activity 3 Listening the recording and completing the information table
- Activity 3 1. Students listen to the recording and
complete the table information. 2. Teacher and students discuss the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
Unit Sub-unit Title Section Aims Activity Techniques
related to the listening sources.
- Activity 4
Listening the recording and completing the paragraph
- Activity 5
Working on the comprehension practice
information table. - Activity 4
1. Students listen to the recording and complete the paragraph.
2. Teacher and students discuss the paragraph.
- Activity 5 1. Students work on the exercise related to
the paragraph. 2. Teacher and students discuss the
students’ work. Let’s Do It Post task Give
opportunity to apply what students have learnt in the real life situation
Activity 6 Answering questions in a pairs.
Activity 6 1. Students choose a partner. 2. In pairs, students answer the questions. 3. Students compare their answer to the
others. 4. Some students present their answer in
front of the class. Unit 3 How does a camera work?
Get Ready Introduction Introduce and prepare students to learn about a camera and its work
- Activity 1 Answering question about a camera
- Activity 2
Completing parts of a camera
- Activity 3
- Activity 1 1. Students answer the questions about a
camera and share it to the others. 2. Teacher and students discuss the answers
briefly. - Activity 2
1. Students complete parts of a camera by using picture provided in the handbook.
2. Students share their work to the others then discuss it with teacher.
- Activity 3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
Unit Sub-unit Title Section Aims Activity Techniques
Matching the vocabulary used in the main task
1. Students match the vocabulary. 2. Teacher and students discuss the
students’ work. 3. Students practice the pronunciations of
the vocabulary. Work It Main task Give exposure
to the listening sources and provide tasks related to the listening sources
- Activity 4 1. Listening the
recording and choosing the correct words
2. Arranging the jumbled paragraph
- Activity 5
Working on the comprehension practice
- Activity 4 1. Students listen to the recording then
choose the correct words to complete the paragraph.
2. Students re-arrange the jumble paragraph. 3. Teacher and students discuss the
paragraph. - Activity 5
1. Students work on the comprehension practice.
2. Teacher and students discuss the students’ work.
Let’s Do It Post task Give opportunity to apply what students have learnt in the real life situation
Activity 6 Discussing about the work of a camera in a group.
Activity 6 1. Students make group consist of 3-4
members. 2. In group, students discuss the work of a
camera. 3. Students write the process using their own
words. 4. Some groups present their work in front of
the class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
4) Checking the grammar and correcting the grammatical mistakes
There were some grammatical mistakes found in the handbook. Hence, the
writer checked and corrected the grammatical mistakes.
5) Adding more stimulus questions and activities in the introduction parts
The introduction part of the designed materials was improved by adding
more questions to attract students’ attentions and more activities to prepare the
students to the topic.
6) Revising unit 2
There was a suggestion to revise the topic on unit 2 since the topic was too
general for the intended students. Therefore, the writer changed the topic on unit 2
“My Memory” with more related topic for the student that was “Popular Logos”.
Along with the topic, the writer revised the materials as well as the activities on
unit 2.
8. Feedback from the Classroom Implementation
This study employs the R&D last step that is Main Field Testing by
implementing the designed materials to the real classroom. The implementation
was carried out to the second year students of Visual Communication Design
Program in SMKN 5 Yogyakarta. The classroom implementation was aimed to
make sure that the designed materials were appropriate with students’ need and
ready to be used. Furthermore, the writer could find out students’ opinion toward
the designed materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
104
The classroom implementation was carried out on April 21 and 22, 2010 to
the students of Visual communication Design class A in SMKN 5 Yogyakarta. The
writer planned to implement two units of the materials, in which each unit would
be performed in 90 minutes. The first meeting would be carried out for unit 1
“Jobs in Visual Communication Design”, while the second meeting would be for
unit 2 ”Popular Logos”. However, the implementation was done out of plan. On
the first meeting (April 21, 2010), the writer could perform only the half part of
the unit one. On the second meeting (April 22, 2010), the writer continued the rest
of the activities on unit one. It can be said that one unit of the designed materials
required more than one meeting (90 minutes). Therefore, the writer carried out
only one unit which was finished on two meetings (2 x 90 minutes).
Furthermore, the writer also gathered evaluation and feedback of the
designed materials by distributing the questionnaires to the students at the end of
each meeting. The feedback would be useful to find out whether the materials
were appropriate to the students. It was also be used to revise and improve the
designed materials into the final version. The presentation of the participants and
questionnaires’ result would be presented as follow:
a. Description of the participants for Classroom Implementation
The participants of classroom implementation were second year students
of Visual Communication Design Program from class A. There was 37 students of
class A, 20 students was male while 17 students was female. All students were on
the second grade, which is assumed to have accomplished the novice level of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
English subject in the first grade. The following table summarizes students’
amount which attended the meetings of classroom implementation.
Table 4.13: Description of the Participants for Classroom Implementation
Meeting Sex Number of students Total
Meeting 1 Male 15 31
Female 16
Meeting 2 Male 16 32
Female 16
b. The Data Presentation from the Result of Classroom Implementation
The writer gathered evaluation and feedback of the designed materials by
distributing the questionnaire at the end of the two meetings. The questionnaire
was combination of close-form and open-form questions. The questions deal with
students’ opinion about the designed materials and its implementation and also
their understanding of what they have learnt. The questionnaires were distributed
twice, on the first and second meeting. Since there were some weaknesses from
the questionnaires distributed on the first meeting, the writer revised them to
obtain more valid data of the second meeting.
On the first meeting, the writer distributed 31 questionnaires and received
30 questionnaires. On the second meeting, the writer distributed 32 questionnaires
and received 30 questionnaires. It seemed that not all the participants submitted
the questionnaires. The result of the close-form questions can be seen on the table
at the next page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
106
Table 4.14 : Data Presentation of Students’ Responses on the First Meeting
No Question Response Total Yes No
Number of students
% Number of students
% Number of
students
%
1 Are the listening activities enjoyable?
27 90 % 3 10 % 30 100%
2 Are the listening materials enjoyable?
25 83 % 5 17 % 30 100%
3 Are the listening materials easy to understand?
26 87 % 4 13 % 30 100%
4 Are the recordings clear?
7 23 % 23 77 % 30 100%
5 Are the instructions in each activity clear?
30 100 % - - 30 100%
6 Are the materials related to Visual communication Design Program?
28 93 % 2 7 % 30 100%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
Table 4.15 : Data Presentation of Students’ Responses on the Second Meeting
No Question Response Total
Absolutely Yes Yes Fair No Number of
students
% Number
of students
% Number of
students
% Number of
students
% Number of
students
%
1 Are the listening activities enjoyable?
3 10 % 19 63 % 8 27 % - - 30 100%
2 Are the listening materials enjoyable?
3 10 % 20 67 % 7 23 % - - 30 100%
3 Are the listening materials easy to understand?
6 20 % 24 80 % - - - - 30 100%
4 Are the recordings clear?
8 27 % 18 60 % 4 13 % - - 30 100%
5 Are the instructions in each activity clear?
11 37 % 19 63 % - - - - 30 100%
6 Are the materials related to Visual communication Design Program?
27 90 % - - - - 3 10 % 30 100%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Based on the result of the first questionnaires, 90% students answered they
enjoyed with the activities, and 83% students answered they enjoyed with the
materials. It showed that most of the students were enjoyed the listening activities
and the materials. Twenty six students (87%) agreed that the listening materials
were easy to understand. Furthermore, all participants answered that the
instruction in each activity were clear. About 93% participants agreed that the
listening materials were related to visual communication design. However, twenty
three students (77%) answered that recording was not clear. Only seven students
(23%) argued that the recording were clear.
As mentioned before, the questionnaire for the second meeting was
revised. The alternative answered was changed from two options into four
options. From the second questionnaire, more than 50% of the participants agreed
that the listening and its materials were enjoyable. About 63% students answered
the listening activities were enjoyable and 67% of them stated that the listening
materials were enjoyable. All participants also argued that listening materials were
easy to understand. It was showed from the result that 80% students answered yes
and another 20% answered absolutely yes. Moreover, 60% students argued that
the recording was clear, and another 20% students stated that the recording was
very clear. About 63% students stated that the instructions in each activity was
quite clear, while 37% students that the instructions were very clear. Most of the
participants, about 90% students, agreed that the materials for second meeting
were related to Visual Communication Design Program. Only 10% students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
answered that the materials were not related to Visual Communication Design
Program.
Furthermore, the students’ responses from the open-form questions of the
questionnaires can show their understanding of what they have learnt. On the first
meeting, 30 students have written the topic and also kinds activities which they
done on the first meeting. It means that all students whom fill in the
questionnaires have known what they learnt and what activities they got. The
students also mentioned the most interesting and difficult parts of all activities on
the first meeting. Nineteen students mentioned that the most interesting activity
was listening activity. They wrote that the listening activity was easy to
understand and it was fun activity. Nine students mentioned that vocabulary
activity was the most interesting part. They argued that in this activity they got
new words and English terms of their vocational program. Moreover, some
students also wrote some parts that they found difficult. Listening activity was one
of the difficult activities. Twelve students said that listening activity was difficult
because the recording was not clear. Another difficult part of the activities was the
questions part. Seven students mentioned that some questions were confusing.
On the second meeting, the writer conducted the rest of activities on unit
one. Based on the result of the open-form questions, 30 students wrote the topic
and also the activities they got on the second meeting. It can be said that all
students recognized what they have learnt as well as on the first meeting. In
addition, 19 students mentioned that listening activity was the most interesting
part. The students also wrote difficult part of the activities on the second meeting.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
Eleven students mentioned that the comprehension practice was the most difficult
part. It was difficult because some of the students were not understood the
questions given on the activity. Moreover, eight students stated that there was no
difficult part from the activities since the teacher helped them to understand the
recording as well as the practice. From 30 students, there were 6 students whom
did not fill in the most difficult part of the activities. Based on the responses of
open-form questions both from the first and second meeting, it can be concluded
that most of the students knew what they have learnt and understood the materials.
In addition, the questionnaires provided spaces for the participants to write
down their reasons or explanation about their answers. There were some reasons
on why students enjoyed and actively took part on the listening activities. Most of
the students agreed that the listening activities were enjoyable both on the first and
the second meetings of classroom implementation. Some of them stated that it was
fun because they learnt English materials related to their programs. They enjoyed
it because the activities were carried out in a simple and relax way. Some other
argued they enjoyed it because they seldom have this kind of activities. On the
second meeting, some students stated that they enjoyed with the listening
materials since it was clearer than the first meeting’s materials. Some other
mentioned that the materials were easy to understand since it was still related to
their vocational program.
The students also gave some comments and suggestions for the designed
materials. On the first meeting, most of them stated that the recording was not
really clear. They suggested providing clearer recording. Some others suggested
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
adding listening to the music. From the second meeting, some students suggested
that the activities can be carried out in more fun and attractive one. Other
participants suggested that the activities can be added by games or listening to the
music.
During the classroom implementation, the writer also found some
weaknesses that were not recognized by the students. The writer realized that the
activities were not done according to the lesson plan. According to the lesson
plan, one unit was planned for one meeting (90 minutes). However, since the
lesson run slower, only one unit can be implemented on two meetings. For the
recording materials, the writer recognized that some parts of the recordings were
not clear. Therefore, it needed to be re-edited into clearer recordings. Moreover,
the writer recognized that there were some parts on the handbook that should be
revised. The vocabulary activity on the pre-task section did not show TBLT
techniques. The writer also found in unit 1 activity 5, one alternative answer was
missing so that the students were confused to find the correct word. In addition,
there was a question on unit 1, activity 6 that was not well arranged.
In a conclusion, it can be said that the classroom implementation run quite
well. Students were enjoyed the activities as well as the listening materials. It
means that the representative of the designed materials was appropriate and
acceptable. Nevertheless, since there were some weaknesses and suggestions of
the designed materials and it’s implementation, revision needed to be performed
to get much better materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
9. Final Materials’ Revision
Based on the result of questionnaires and writer’s experiences during the
implementation, the designed materials were revised into the final version. The
following are the revisions of the designed materials:
a. Revising the lesson plans
From the experience of classroom implementation, it needed longer time
to finish all activities on one unit. Therefore, each unit of the designed materials
would be managed for two meetings (2 x 90 minutes). The revision result of the
lesson plan can be seen in the appendix.
b. Editing the recording materials
The writer realized that some of the recordings were not clear. To make
them clearer, the writer edited some of the recording files.
c. Revising some parts of the handbook
Some parts of the handbook should be revised as in the vocabulary activity
and some activities on Unit 1. The writer improved the vocabulary activity into
activity which exposes TBLT and also revised activities 5 and 6 on Unit 1 into the
better ones.
d. Adding listening to music
Since each unit of the designed materials will be used for two meetings,
the writer added one activity on two units. From suggestion of classroom
implementation, many students suggested to add listening to music. Therefore, the
writer included listening to music on unit two and unit three.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
B. The Final Version of the Designed Materials
This part elaborates the final version of the designed materials after
undertaking some revisions based on the Materials’ feedback and the Classroom
Implementation. The designed materials were designed for the second year
students of Visual Communication Design Program in SMKN 5 Yogyakarta. There
are 8 units or topics, in which each unit is allocated for two meetings (each
meeting 90 minutes). Each unit consisted of 3 sub sections namely Get Ready
(Introduction and Pre task), Work It (Main task), and Let’s Do It (Post task). From
the 8 units, three units were chosen as the representative materials, there were
Unit 1 “Jobs in Visual Communication Design”; Unit 3 “Popular Logos”; and
Unit 7 “How does a Camera Work?” The final version of the learning activities is
described on the next page, while the final version of the handbook can be seen in
the appendix C page 210. Moreover, the final design of syllabus can be seen in the
appendix C on page 192.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
Table 4.16: Final Version of the Learning Activities
Unit Sub-unit Title
Section Aims activity Techniques
Unit 1 Jobs in visual Communication Design
Get Ready Introduction and Pre task
Introduce and prepare students to learn about professions in visual communication design
- Activity 1 : completing the mind maps of professions
- Activity 2 :
describing the professions using the mind maps
- Activity 3:
matching words used in the main task with their synonym
- Activity 1 : 1. Students complete the mind maps of
professions. 2. Teacher and students discuss the mind
maps.
- Activity 2 : 1. Using the mind maps, students describe
the professions. 2. Some students share their descriptions. 3. Teacher and students discuss the
descriptions.
- Activity 3: 1. Students match the words with the
synonyms. 2. Teacher and students discuss the result. 3. Students practice pronunciations of the
words.
Work It Main task Give exposure to the listening sources and provide tasks related to the listening sources.
- Activity 4 1. Listening the recording
and the completing missing words
2. Matching the descriptions
- Activity 4 1. Students listen to the recording and
complete the missing words. 2. Students match the descriptions with the
correct pictures. 3. Teacher and students discuss the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
115
Unit Sub-unit Title
Section Aims activity Techniques
- Activity 5
Listening the recording and completing the paragraph.
- Activity 6
Answering questions related to the paragraph.
descriptions. - Activity 5
1. Students listen to the recording and complete the paragraph.
2. Teacher and students discuss the paragraph - Activity 6
1. Students answer the comprehension questions.
2. Teacher and students discuss the students’ work.
Let’s Do It Post task Give opportunity to
apply what students have learnt in the real life situation
Activity 7 Making a description of one profession in a group
Activity 7 1. Students make a group consist of 3-4
members. 2. In group, students make a description of
profession. 3. Some groups present their descriptions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
116
Unit Sub-unit Title
Section Aims activity Techniques
Unit 2 Popular Logos
Get Ready Introduction and Pre task
Introduce and prepare students to learn about popular logos
- Activity 1 Mentioning the logos
- Activity 2
matching words used in the main task with their synonym
- Activity 1 1. Students find out the products or
companies that used the logos provided in the pictures.
2. Teacher and students discuss the students’ work.
- Activity 2 1. Students match the words with the
synonyms. 2. Teacher and students discuss the result. 3. Students practice pronunciations of the
words.
Work It Main task Give exposure to the listening sources and provide tasks related to the listening sources.
- Activity 3 Listening the recording and completing the information table
- Activity 4 Listening the song and completing its lyric
- Activity 5 Listening the recording and completing the missing
- Activity 3 1. Students listen to the recording and
complete the information table. 2. Teacher and students discuss the table
information.
- Activity 4 1. Students listen to the song and complete
the missing lyric. 2. Teacher and students discuss the students’
work.
- Activity 5 1. Students listen to the recording and
complete the missing words.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
Unit Sub-unit Title
Section Aims activity Techniques
words
- Activity 6 Working on the comprehension practice
2. Teacher and students discuss the paragraph.
- Activity 6 1. Students work on the exercise related to
the paragraph. 2. Teacher and students discuss the
students’ work. Let’s Do It Post task Give opportunity to
apply what students have learnt in the real life situation
Activity 7 Answering questions in a pairs.
Activity 7 1. Students choose a partner. 2. In pairs, students answer the questions. 3. Students compare their answer to the
other. 4. Some students present their answer in
front of the class. Unit 3 How does a camera work?
Get Ready Introduction Introduce and prepare students to learn about a camera and its work
- Activity 1 Answering questions about camera
- Activity 2
Completing parts of a camera
- Activity 3 matching words used in the main task with their synonym
- Activity 1 1. Students answer the questions about a
camera and share it to the others. 2. Teacher and students discuss the answers
briefly. - Activity 2
1. Students complete parts of a camera by using picture provided in the handbook.
2. Students share their work to the others then discuss it with teacher.
- Activity 3 1. Students match the words with the
synonyms. 2. Teacher and students discuss the result.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
118
Unit Sub-unit Title
Section Aims activity Techniques
3. Students practice pronunciations of the words.
Work It Main task Give exposure to the listening sources and provide tasks related to listening sources
- Activity 4 1. Listening the recording
and choosing the correct words
2. Arranging jumbled paragraph
- Activity 5
Working on the comprehension practice
- Activity 4 1. Students listen to the recording then
choose the correct words to complete paragraph.
2. Students re-arrange the jumble paragraph. 3. Teacher and students discuss the
paragraph. - Activity 5
1. Students work on the comprehension practice.
2. Teacher and students discuss the students’ work.
Let’s Do It Post task Give opportunity to apply what students have learnt in the real life situation
- Activity 6 Listening the song and completing its lyric
- Activity 7 Discussing about the work of a camera in a group.
- Activity 6 1. Students listen to the song and complete the
missing lyric. 2. Teacher and students discuss the work.
- Activity 7
1. Students make a group consist of 3-4 members.
2. In group, students discus the work of a camera.
3. Students write the process using their own words.
4. Some groups present their work in front of the class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions of the study and suggestions for English
teachers and also for further researchers who like to use this design.
A. Conclusions
The aim of this study is to develop appropriate design of English listening
materials using task based language teaching for the second year students of
Visual Communication Design Program in SMKN 5 Yogyakarta. In designing the
listening materials, the writer employed Research and Development (R&D) cycle
which was combined with Yalden’s instructional design model. Moreover, the
writer also utilized other relevant theories related to material development, task
based language teaching, teaching learning listening, recent school curriculum,
and visual communication design program.
The appropriate design of English listening materials using task based
language teaching for the second year students of Visual Communication Design
Program is materials design which has met the two required requirements. The
first requirement is that the materials design is developed according to the data
obtained from a research and is performed step by step according to the R&D
cycle. The second requirement is that the designed materials should achieve the
purposes of the study, should be relevant with the students’ needs and
characteristics, should be varied on tasks and media utilized on the designed
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
120
materials, and the topics of the designed materials should be relevant with the
tasks and activities. The data utilized for designing the materials was gathered
from the need analysis of the students and the current curriculum, the result of
preliminary field testing and also the result of classroom implementation. Based
on those data, the designed materials was revised and improved to make it
appropriate as possible for the intended students.
The designed materials consisted of 8 units or topics, in which three units
were selected as the representative materials. The three units that were developed
are Unit 1 “Jobs in Visual Communication Design”, Unit 3 “Popular Logos”, and
Unit 7 “How does a Camera Work?” Based on the data of preliminary product
verification, the representative materials were good and acceptable enough.
Before implementing the materials, the writer revised the designed materials by
utilizing the feedback of preliminary product verification. Furthermore, the
implementation was carried out to the second year students of Visual
Communication Design program in SMKN5 Yogyakarta. The classroom
implementation was well conducted and the result was satisfied enough. The
students enjoyed the listening materials and its activities. The result of classroom
implementation strengthen the designed materials as appropriate design of
listening materials using task based language teaching for the second year students
of visual communication design program. Based on the result of preliminary
product verification and classroom implementation, it can be concluded that the
designed materials have met the required requirements as appropriate design of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
121
English listening materials using task based language teaching for the second year
students of visual communication design program in SMK Negeri 5 Yogyakarta.
B. Suggestions
The writer would like to give suggestions for those who are going to use
this designed listening materials and who are interested in a research at the same
field.
1. For English teachers
a. Teachers can use the designed materials as a model to develop other topics
of the materials and use them for teaching learning activities.
b. Teachers can apply other techniques and strategies that suits with the
students’ needs and characteristics.
c. It is expected that teachers can appropriately prepare the materials and the
media before conducting the learning activities.
d. It is also expected that teachers can carry out listening activities regularly
to help students in developing their listening skill.
2. For further researchers
a. Further researchers can develop and design listening materials which are
intended for other vocational high school program.
b. Further researchers can develop and modify the materials using other
techniques and strategies that are more suitable for the students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122
REFERENCES
Anderson, A. & Lynch, T. 1988. Listening Language Teaching. Oxford: Oxford University Press. Ary, D., Jacobs, L. C., and Razavieh, A. 1979. Introduction to Research in
Education. New York: Holt, Rinehart and Winston. Borg, W. R & Gall, M. D. 1983. Educational Research: An Introduction. London: Longman Inc. Brown, H. D. 2001. Teaching by Principles. London: Addison Wesley Longman.
Field, J. 2002. The Changing Face of Listening. In Methodology in Language Teaching, edited by Jack C Richard & Willy A. Renandya. New York: Cambridge University Press. Gagne, R. M. & Briggs, L. J. 1979. Principles of Instructional Design. New York:
Holt, Rinehart and Winston. Gebhard, J. G. 1996. Teaching English as a Foreign or Second Language: A
Teacher Self-development and Methodology Guide. Ann Arbor: The University of Michigan Press.
Goh, Christine C. M. 2002. Teaching Listening in the Language Classroom. RELC Portfolio Series 4. Singapore: SEAMEO Regional Language Centre Harmer, J. 2007. How to Teach English. London: Pearson Education.
Hutchinson, T & Waters, A. 1994. English for Specific Purposes: A Learning- Centred Approach. Cambridge: Cambridge University Press. Krahnke, K. 1987. Approaches to Syllabus Design. London: Prentice-Hall Inc.
McKean, E. 2005. The New Oxford American Dictionary, 2nd edition. New York: Oxford University Press. Morley, J. 2001. Aural Comprehension Instruction: Principles and Practices. In Teaching English as a Second or Foreign Language, 3rd edition, edited by Marianne Celce-Muircia. Boston: Heinle&Heinle. Nunan, D. 1991. Language Teaching Methodology. London: Prentice Hall International.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123
Nunan, D. 2002. Listening in Language Learning. In Methodology in Language Teaching, edited by Jack C Richard & Willy A. Renandya. New York: Cambridge University Press. Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge University Press. Priharini, A. W. 2008. Authentic Listening Materials Based on Principled
Eclecticism for Seventh Graders. Unpublished Thesis. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Robinson, P. C. 1991. ESP Today: A Practitioner’s Guide. London: Prentice Hall International. Rost, M. 2002. Teaching and Researching Listening. London: Pearson Education
Wiersma, W. 1995. Research Methods in Education: An Introduction. Boston: Allyn&Bacon. Willis, J. 1996. A Framework for Task-Based Learning. London: Addison Wesley Longman. Yalden, J. 1987. The Communicative Syllabus; Evolution, Design and Implementation. London: Prentice-Hall International. _______________________. 1993. Kurikulum Sekolah Menengah Kejuruan. Departemen Pendidikan dan Kebudayaan. _______________________.2004. Materi Sosialisasi Kurikulum SMK 2004 Mata Diklat Bahasa Inggris.Jakarta: P3G Kejuruan Bisnis dan Pariwisata Jakarta. _______________________.2006. Peraturan Menteri Pendidikan Nasional Republik Indonesia nomor 22 tahun 2006 Tentang Standar ISI. Jakarta. _______________________.2006. Peraturan Menteri Pendidikan Nasional Republik Indonesia nomor 23 tahun Tentang Standar Kompetensi Lulusan Untuk Satuan Pendidikan Dasar dan Menengah. Jakarta. _______________________.2007. Materi Sosialisasi dan Pelatihan Kurikulum Tingkat satuan Pendidikan (KTSP) SMK. Jakarta. Departemen Pendidikan Nasional.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
_______________________.2007. Naskah Akademik Kajian Kebijakan Kurikulum SMK. Pusat Kurikulum Badan Penelitian dan Pengembangan. Departemen Pendidikan Nasional.
Internet Sources
Maroe, Dani. 2009. Desain Komunikasi Visual. (http://deskomers01.com/?p=122 , accessed on April 27, 2009)
Mujiran, P. Critical remarks on 2006 Curriculum. (http://www.sampoernafoundation.org/content/view/508/48/lang,en/, accessed on September 23, 2008) Sunarto, P. 2008. Peta Masalah Pendidikan DKV. Galeri Nasional 23 Agustus 2006. (http://desaingrafisindonesia.wordpress.com/2008/02/19/peta- masalah-pendidikan-dkv/, accessed on July 9, 2009) Tanudjaja, B. B. 2003. Pentingnya Lembaga Penelitian dan Pengembangan pada Pendidikan Desain Komunikasi Visual di Indonesia. NIRMANA Vol. 5, No. 2, July 2003: 191 – 200. (http://puslit.petra.ac.id/journals/design/, accessed on April 27, 2009) ______.2009.Dasar Kompetensi Kejuruan Dan Kompetensi Kejuruan Sekolah Menengah Kejuruan. (http://www.ihsmakassar.com/2009/PUSKUR/MK%2007.%20SKKD%20 SMK%20(%20Lampiran%20PERMENDIKNAS)/SKKD/082- 085%20SKKD%20Seni%20Rupa.doc, Accessed on July 9, 2009)
______2008. Mengenal Desain Komunikasi Visual. (http://gogorbangsa.wordpress.com/2008/09/15/mengenal-desain- komunikasi-visual/, accessed on April 27, 2009)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
APPENDIX A
Letters
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
126
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
127
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
128
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
129
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
130
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
131
APPENDIX B
Instruments
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
132
Questions Outline for Interviewing Teachers
1. General questions
• Berapa tahun anda mengajar di SMK 5?
• Untuk kelas XI DKV, berapa kelas yang anda ajar?
• Berapa lama anda telah mengajar kls XI DKV?
2. Question about listening activities in class
• Dalam seminggu, berapa kali pertemuan / jam pelajaran untuk bhs
Inggris?
• Berapa kali anda mengadakan kegiatan listening untuk siswa?
3. Question about basis of listening activities
Kegiatan mengajar listening anda berdasarkan/mengacu pada? (kurikulum
sekolah, buku pegangan, students’ ability / interest)
4. Question about learning techniques/strategies and activities
• Strategi / teknik apa saja yang dipakai dalam menyampaikan materi
• Kegiatan apa saja yang dipakai dalam pembelajaran listening
5. Question about choice of :
• Material
Apa saja referensi/materi yang anda gunakan untuk kegiatan listening
(film, buku listening, rekaman berita,lagu)
• Media
- berapa media yang dipakai untuk mendukung kegiatan listening?
- Media apa saja yang di pakai? ( gambar, foto, kaset, VCD, mp3)
- Fasilitas apa saja yang mendukung kegiatan listening (yang tersedia di
sekolah)?
• Topic
Bagaimana anda memilih topic untuk kegiatan listening?
6. Question about students’ characteristics
• Menurut anda, secara umum bagaimana kemampuan bhs. Inggris siswa
terutama listening skill? (Baik, cukup, kurang)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
133
• Apakah siswa berada dlm Level of competence yang sama? (beginner)
7. Question about students’ motivation
• Bagaimana minat and antusias siswa dalam mengikuti kegiatan
listening?
• Apakah siswa aktif mengikuti kegiatan listening?
• Kalau minatnya kurang, apa penyebabnya?
• Kalau minat bagus, alasannya?
• Solusi terhadap kurangnya minat?
• Apakah kelas kondusif (mendukung kegiatan pembelajaran / kegiatan
listening)?
8. Question about students’ strength
Kekuatan / kelebihan siswa dalam pelajaran bhs inggris terutama listening
9. Question about students’ weakness
Kelemahan siswa dalam listening activities
10. Question about learning difficulties
• Ada kesulitan menyampaikan materi? Apa saja?
• Apakah siswa kesulitan menerima materi?
11. Question about students’ needs
• Aktivitas dan materi seperti apa yang diperlukan untuk meningkatkan
listening skill siswa?
• Menurut anda, apakah materi ESP yang spesifik dgn program keahlian
mereka akan membantu siswa? Ya / tidak, kenapa?
12. Question about expectation toward this study
Harapan anda terhadap penelitian ini?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
134
Transcript Recording of Interview with Teacher
(Respondent 1)
1. General questions
• Berapa tahun anda mengajar di SMK 5?
R: Sudah 4 tahun
• Untuk kelas XI DKV, berapa kelas yang anda ajar?
R: untuk tahun ini 1 kelas
• Berapa lama anda telah mengajar k;ls XI DKV?
R: karena tiap tahun saya dapat kls DKV, maka sampai sekarang saya
sudah 4 tahun mengajar di kelas DKV
2. Question about listening activities in class
• Dalam seminggu, berapa kali pertemuan / jam pelajaran untuk bhs
inggris?
R: seminggu, ada 2 kali tatap muka untuk pelajaran bahasa inggris
• Berapa kali anda mengadakan kegiatan listening untuk siswa? Jumlah
pertemuan keg listening dalam 1 minggu / I semester
R: Sejauh ini, saya belum merencanakan. Tapi bisa dikatakan, satu
Kompetensi Dasar ada minimal satu kali kegiatan listening. Tergantung
materinya juga, karena tidak semua materi memfokuskan pada listening.
3. Question about basis of listening activities
• Kegiatan mengajar listening anda berdasarkan/mengacu pada? (KTSP
sekolah, Buku pegangan, students’ ability / interest)
R: semua kegiatan berdasarkan dari silabus
4. Question about learning techniques/strategies and activities
• Strategi / teknik apa saja yang dipakai dlm menyampaikan materi
(conversation, krj kelp/individu, listening kaset/film, reading, etc)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
135
R: yang pernah saya lakukan listening dengan film, lalu siswa retell the
story by their own words
• Kegiatan apa saja yang dipakai dlm pembelajaran listening?
R: Fill in the blanks dan completing missing lyrics.
5. Question about choice of :
• Material
apa saja referensi yg anda gunakan untuk kegiatan listening
(film, buku listening, rekaman berita,lagu)
R: Sejauh ini saya ambil dari buku yang sudah tersedia, yang sudah
dilengkapi dengan kaset atau VCD. Atau ambil dari luar, misalnya song,
ringkasan cerita dari film. Tahun lalu saya memberikan film untuk DKV
animasi, materi tentang reported speech.
• Media
- berapa media yang dipakai untuk mendukung kegiatan listening?
- Media apa yang di pakai ( gambar, foto, kaset, VCD, mp3)
- Fasilitas apa saja yang mendukung keg listening (yang tersedia: lab,
tape, kaset)?
R: Fasilitas sudah ada. Saya pernah pakai kaset, VCD, dan lab
multimedia
• Topic
Bagaimana anda memilih topic untuk kegiatan listening?
(Syllabus, menyesuaikan buku, atau media yang tersedia)
R: dari silabus
6. Question about students’ characteristics
• Menurut anda, secara umum bagaimana kemampuan bhs. Inggris siswa
terutama listening skill? (Baik, cukup, kurang)
R: Sejauh ini saya lihat kemampuan mereka belum terasah, kususnya
untuk listening. Kalau untuk kemampuan lain … ya standard.
• Apakah siswa berada dlm Level of competence yang sama? (beginner)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
136
R: tidak
7. Question about students’ motivation
• Bagaimana minat and antusias siswa dalam mengikuti keg. Listening?
R: Minat nya cukup besar (ketika saya mengajar), siswa antusias belajar
• Apakah siswa aktif mengikuti kegiatan listening?
R: aktif
• Kalau minat bagus, alasannya?
R: kebanyakan siswa punya kepribadian yang baik
• Apakah kelas kondusif (mendukung kegiatan pembelajaran) dlm kegiatan
listening?
R: cukup kondusif
8. Question about students’ strength and weakness
• Kekuatan / kelebihan siswa dalam pelajaran bhs inggris terutama
listening
R: Minat siswa besar, siswa juga kemampuannya sudah lumayan,
sehingga guru tinggal membantu mereka untuk meningkatkan
kemampuan.
9. Question about learning difficulties
• Ada kesulitan menyampaikan materi? Apa saja?
R: Ada, apalagi ketika siswa belum pernah diberi listening. Mereka bisa
kaget, dan pelajaran bisa berjalan tidak sesuai rencana (lambat).Ada
beberapa alasan:
1. Karena mereka kurang mendapat listening, kerutinitasnya belum ada.
Selama ini keseringan mereka mendengar secara lisan dari guru, jarang
memakai media seperti kaset.
2. Kendala bahasa. Kalau mendengar English, mereka harus berpikir dua
kali
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
137
3. Siswa harus berkonsentrasi lebih banyak ketika listening untuk bisa
menangkap pelajaran.
4. Kadang siswa juga kaget, ketika harus konsentrasi penuh untuk listening
(biasanya santai ketika mengikuti pelajaran)
10. Question about students’ needs
• Aktivitas dan materi seperti apa yang diperlukan untuk meningkatkan
listening skill siswa?
R: Menurut saya materi yang diperlukan ya materi yang memang harus
memenuhi standard kelulusan.
• Menurut anda, apakah materi ESP yang spesifik dgn program keahlian
mereka akan membantu siswa? Ya / tidak, kenapa?
R: Saya melihat siswa DKV ketika nantinya di dunia kerja, mereka bekerja
bagaimana cara membuah brosur, undangan, mencetak. Nanti materi
listening bisa berkaitan dengan periklanan, cara membuat undangan,
vocabulary, terms istilah-istilah, atau instruction
11. Question about expectation toward this study
Harapan anda terhadap penelitian ini…
R: Saya lihat bagus, karena mbak akan mendesign listening tapi
mempersempit ruang lingkupnya, DKV saja. Ketika mbak nanti bisa
mengapresiasikan dan menghasilkan materi listening, saya harap bisa
menjadi contoh dan gambaran materi listening yang khusus untuk satu
jurusan saja. Saya harap nantinya materi yang mbak design bisa lebih
spesifik ke jurusan, lebih bermanfaat, dan bisa membantu kami, guru-guru di
sini.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
138
Transcript Recording of Interview with Teacher
(Respondent 2)
1. General questions
• Berapa tahun anda mengajar di smk 5?
R: Saya mulai mengajar 2006, jadi sudah sekitar 3 tahun
• untuk kelas XI DKV, berapa kelas yang anda ajar?
R: Untuk kls 2 DKV, saya mengajar 2 kls
• Berapa lama anda telah mengajar kls XI DKV?
R: Tiap tahun kebetulan saya dapat kelas DKV. Jadi ya sudah 3
tahun.Untuk sekarang ini saya mengajar satu kelas 2 DKV
2. Question about listening activities in class
• Dalam seminggu, berapa kali pertemuan / jam pelajaran untuk bhs
inggris?
R: Untuk tahun ini, Kelas 1 4 jam, kelas 2 6 jam, kelas 3 6 jam.
Kelas dua ditambah jamnya, karena materi teori banyak, sehingga
dikelas tiga nanti siswa tinggal mempelajari pengayaan.
• Berapa kali anda mengadakan kegiatan listening untuk siswa? Jumlah
pertemuan keg listening dalam 1 minggu / I semester?
R: Disini jarang melatih listening, biasanya listening hanya untuk
selingan ketika siswa bosan. Bukannya guru tidak mau mengajarkan
tetapi karena kitaharus mengajarkan materi yang terlalu banyak, sulit
untuk mencari waktu untuk kegiatan listening. Sebenarnya disini ada
ruang multimedia, tapi kadang harus rebutan dengan guru mata
pelajaranl lain, dan biasanya sudah dijadwal.
3. Question about basis of listening activities
• Kegiatan mengajar listening anda berdasarkan/mengacu pada? (KTSP
sekolah, Buku pegangan, students’ ability / interest)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
139
R: Yang jelas harus melihat materi yang di ajarkan pada hari itu,
mengacu pada syllabus. Apa saja Standar kompetensi yang harus
diajarkan, dari situ saya mencari bahan listening dari luar supaya ada
variasi bahan.
4. Question about learning techniques/strategies and activities
• Strategi / teknik apa saja yang dipakai dlm menyampaikan materi
(conversation, krj kelp/individu, listening kaset/film, reading, etc)
R: biasanya dintegrasi dengan speaking, memakai media tape atau
laptop, atau di ruang multimedia. Kegiatan listening kan bisa
dimasukkan dalam speaking, walapun fokusnya speaking tapi siswa juga
sudah melatih listening. Tapi kalau khusus pelajaran listening, berarti
kita harus memakai media seperti tape, kaset, atau belajar di ruang
multimedia.
5. Question about choice of :
• Material
apa saja referensi yg anda gunakan untuk kegiatan listening
(film, buku listening, rekaman berita,lagu)
R:Selain textbook, saya biasanya mengambil materi listening dari
TOEIC, kadang pakai lagu. kalau film saya minim sumber. Kita harus
cari film yang percakapannya pas dengan kemampuan siswa. Kalau
sampai sekarang saya belum pernah memakai film.Untuk SMK arah
fokusnya memang ke TOEIC. Jadi mulai kelas dua, kegiatan listening
siswa mulai dikenalkan dengan TOEIC secara umum, supaya di kelas
tiga anak-anak tidak blank dengan TOEIC. Tujuannya hanya test-
oriented saja
• Media
- berapa media yang dipakai untuk mendukung kegiatan listening?
- Media apa yang di pakai ( gambar, foto, kaset, VCD, mp3)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
140
- Fasilitas apa saja yang mendukung keg listening (yang tersedia: lab,
tape, kaset)?
R: Ada ruang multimedia, tape ada, kaset, VCD
6. Question about students’ characteristics
• Menurut anda, secara umum bagaimana kemampuan bhs. Inggris siswa
terutama listening skill? (Baik, cukup, kurang)
R: Kalau untuk kelas dua kemampuannya bisa dikatakan sama dengan
kelas 1. Kalau untuk anak DKV dan animasi kemampuan di atas rata-rata,
sehingga kegiatan belajar bisa berjalan lancar. Paling setengah dari
jumlah seluruh siswa yang kemampuannya di atas rata-rata, sedangkan
yang lain kurang karena bekal dari SMP mereka kurang menguasai.
• Apakah siswa berada dlm Level of competence yang sama? (beginner)
R:Tidak, dalam satu kelas kemampuan anak berbeda-beda. Misalnya
dalam satu kelas, bisa digolongkan jadi 3 tingkat : anak yang bisa,
sedang-sedang saja, dan anak yang di bawah.
7. Question about learning difficulties
• Ada kesulitan menyampaikan materi? Apa saja?
R: Karena anak-anak terbiasa dengan logat jawa dan Indonesia, mereka
kesulitan memahami English yang berbeda intonasinya, pelafalan yang
yang simple-simple saja terkadang siswa tidak bisa memahami. Siswa
tidak terbiasa mendengar English. Kalau untuk media sudah
memenuhi/cukup. Dari gurunya sendiri yang kurang menggunakan
bahasa Inggris di kelas.
• Apakah siswa kesulitan menerima materi?
R: Iya, mereka kurang paham
8. Question about students’ needs
• Aktivitas dan materi seperti apa yang diperlukan untuk meningkatkan
listening skill siswa?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
141
• Menurut anda, apakah materi ESP yang spesifik dgn program keahlian
mereka akan membantu siswa? Ya / tidak, kenapa?
R: Sebenarnya kalau menurut silabus, bahasa Inggris di SMK hanya
general English saja. Tapi akan lebih baik bila dimasukkan term ato istilah,
kosa kata yang berhubungan dengan jurusan siswa.Kalau mau mengajarkan
English yang spesifik, belum ada referensi yang khusus mengajarakn ESP.
Kalau kita mau mengajarkan yang spesifik, kita harus pinjam buku dari
kejuruan lalu menerjemahkan dulu, yang artinya dua kali kerja.
9. Question about expectation toward this study
Harapan anda terhadap penelitian ini…
R:Saya senang dengan penelitian ini karena mau mendesign materi listening.
Harapan saya, kami bisa mendapat informasi baru tentang materi-materi
yang spesifik. Saya berharap orang-orang muda itu lebih fokus ke ESP,
jangan ke general English, karena SMK ingin mengembangkan kejuruannya.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
142
Transcript Recording of Interview with Teacher
(Respondent 3)
1. General questions
• berapa tahun anda mengajar di smk 5?
R: sudah 3 tahun
• untuk kelas XI DKV, berapa kelas yang anda ajar?
R: untuk tahun ini ada 1 kelas
• Berapa lama anda telah mengajar kls XI DKV?
R: sudah 2 tahun
2. Listening activities in class
• Dalam seminggu, berapa kali pertemuan / jam pelajaran untuk bhs
inggris?
R: Karena disini team teaching, ngajarnya dibagi-bagi dengan guru lain.
Saya mengajar dapat seminggu 1 kali
• Berapa kali anda mengadakan kegiatan listening untuk siswa? Jumlah
pertemuan keg listening dalam 1 minggu / I semester
R: Untuk listening, jadwal atau programnya tidak terprogram dengan
baik, karena listening membutuhkan media dsb, ruang multimedia harus
antri. Jadi kegiatan listening belum bisa terencana. Kegiatannya tidak
tentu.
3. Basis of listening activities
• Kegiatan mengajar listening anda berdasarkan/mengacu pada? (KTSP
sekolah, Buku pegangan, students’ ability / interest)
R: dari silabus
4. Learning techniques/strategies and activities
• Strategi / teknik apa saja yang dipakai dlm menyampaikan materi
(conversation, krj kelp/individu, listening kaset/film, reading, etc)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
143
• Kegiatan apa saja yang dipakai dlm pembelajaran listening
(drills, tny-jwb, diskusi, pemecahan masalah, fill in te blank, respond
problem)
R: Siswa mendengarkan lagu lalu melengkapi missing lyrics. Keseringan
saya pakai Old songs, karena kalau lagu baru cenderung susah.
5. Choice of :
• Material
apa saja referensi yg anda gunakan untuk kegiatan listening
(film, buku listening, rekaman berita,lagu)
R: saya pernah pakai lagu dan rekaman dialogue.Untuk kelas 1 dan 2,
listening orally dari guru mereka, jarang memakai media. Karena
materi kelas 2 susah, membuat materi sendiri juga susah, medianya
juga terbatas. Jadi biasanya untuk listening hanya untuk intermezo,
misalnya listening to songs. Memang agak susah dikaitkan dengan
materi. Listening hanya untuk additional material.
• Media
- berapa media yang dipakai untuk mendukung kegiatan listening?
- Media apa yang di pakai ( gambar, foto, kaset, VCD, mp3)
- Fasilitas apa saja yang mendukung keg listening (yang tersedia: lab,
tape, kaset)?
R: fasilitas ada. misalnya ada tape tapi kondisinya kurang. Kaset ada
tapi ketersediaannya kurang dan hanya materi untuk kelas tiga. Kalau
buku yang khusus listening belum ada. Biasanya yang ada paketan
misalnya TOEIC. Kegiatan listening utk kelas 1 dan 2 jarang, listening
seringnya diberikan di kelas tiga untuk persiapan UAN.
6. Students’ characteristics
• Menurut anda, secara umum bagaimana kemampuan bhs. Inggris siswa
terutama listening skill? (Baik, cukup, kurang)
R: Dibanding jurusan yang lain, kemampuan mereka lumayan baik.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
144
• Apakah siswa berada dlm Level of competence yang sama? (beginner)
R: Tidak
7. Students’ motivation
• Bagaimana minat and antusias siswa dalam mengikuti keg. Listening?
R: Siswa ada kepedulian untuk memperhatikan pelajaran.Sebernarnya
ketika listening, mereka lebih tertarik, karena jarang dilakukan. Siswa
merasa lebih fun ketika pelajaran listening, misalnya sing a song.
Minatnya lumayan besar.
8. Learning difficulties
• Ada kesulitan menyampaikan materi? Apa saja?
R: Ada beberapa:
1. listening benar-benar butuh persiapan. Kalau sumber secara orally
atau rekaman suara sendiri, kita harus bisa tahu apa yang kita katakan.
Tapi kalau rekaman native speaker, kita harus benar-benar tahu apa
yang mereka ucapkan.
2. kata-kata simple-pun siswa masih kesulitan untuk menangkap. Native
speaker omongannya kurang jelas. Siswa tidak terbiasa mendengarkan
omongan native speaker, vocabulary siswa kurang jadinya mereka tidak
bisa menebak atau mengira-ngira apa yang di ucapkan.
Perbendaharaan kata siswa juga kurang.
• Apakah siswa kesulitan menerima materi?
R: Iya
9. Students’ needs
• Aktivitas dan materi seperti apa yang diperlukan untuk meningkatkan
listening skill siswa?
• Menurut anda, apakah materi ESP yang spesifik dgn program keahlian
mereka akan membantu siswa? Ya / tidak, kenapa?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
145
R: Kendala di sini adalah English di sini masih general english. Kalau
untuk materi yang lebih spesifik, mungkin mbak akan lebih tahu bila
tanya ke guru jurusan, mereka lebih tahu apa yang dipelajari siswa.
10. Expectation toward this study
Harapan anda terhadap penelitian ini…
R: Saya harap hasil penelitian mbak bisa bermanfaat
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
146
Questions Outline for Interviewing Students
1. Questions about listening activities in class
• Dalam seminggu, berapa kali mendapat pelajaran listening?
• Kegiatan apa saja yang kamu dapat ketika pelajaran listening?
(drilling, tanya-jwb, diskusi, fill in the blanks, listen to
teacher/kaset/others)
• Apakah kamu merasa enjoy dengan kegiatan listening?
• Apa yang membuat kamu merasa enjoy / tidak enjoy dengan kegiatan
listening? (materinya sesuai dengan kemampuan, ada game, song,
kegiatannya menarik, materi & penyampaiannya jelas,gurunya
menarik)
• Bagaimana dengan kegiatan atau tugas2 yang diberikan guru?
Menyenangkan/mudah?
• Ketika kegiatan listening, cara atau teknik apa yang lebih kamu suka?
(materi sesuai buku, ada game, songs)
• Menurut kamu, kegiatan listening apa saja yang kamu butuhkan untuk
meningkatkan kemampuanmu?
2. Questions about material, media and topic choice
• Materi apa saja yang diberikan guru ketika kegiatan listening?
• Materi di dapat dari ...
• Apakah materi listening yang diberikan menarik?
• Menurut kamu, apakah materi listening yang diberikan cocok dengan
kebutuhan / kemampuan siswa? (sudah, terlalu sulit /gampang, tdk
cocok)
• Apakah kamu punya buku pegangan atau materi lain untuk menunjang
pelajaran listening?
• Menurut kamu, materi seperti apa yang kamu butuhkan?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
147
• Apakah kamu membutuhkan materi listening yg spesifik ke program
DKV? Iya / tidak, kenapa?
• Apakah guru menggunakan media saat kegiatan listening?
Apa saja media yang dipakai?
• Apakah media yang tersedia atau yang sudah diberikan sudah
mendukung? kegiatan pembelajaran listening? Cukup / kurang?
• Apakah topic materi yang diberikan guru sudah sesuai dengan
kebutuhan siswa?
3. Questions about learning techniques and activities
Apakah materi listening di kelas sudah disampaikan dengan baik?
4. Questions about students’ strength and weakness
• Apakah kamu bisa menangkap pelajaran listening dengan baik?
• Kalau iya/ tidak, kenapa?
5. Questions about learning difficulties
• Menurut kamu, listening itu.... mudah/biasa saja/sulit?
• kalo sulit, kenapa?
(kurang konsentrasi kelas tidak kondusif, kosa kata terbatas, english
terdengar asing, penyampaian materi terlalu cepat/panjang, kurang
latihan, gugup tidak bisa mengikuti, malas, tidak mengerti, guru yang
membosankan)
• Apa yang kamu lakukan saat menemui kesulitan di pelajaran listening?
( tanya teman, guru, buka kamus, membiarkan, nebak)
• Apakah kamu melatih kemampuan listening kamu di luar jam sekolah?
Apa saja kegiatan & media yang dipakai? ( listening songs, films,
english news, recordings)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
148
6. Questions about students’ motivation
a. Apakah kamu bersemangat / minat saat mengikuti pelajaran bahasa
inggris?
b. Bagaimana dengan kegiatan listening?
c. Apakah kamu aktif dalam mengikuti pelajaran bhs inggris, terutama
saat pelajaran listening?
d. menurut kamu, apakah listening itu penting dalam penguasaan bhs
inggris? Kenapa?
7. Questions about expectation toward this study
Harapan kamu terhadap penelitian ini
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
149
Recording Transcript of Interview with students
(Student 1)
1. Questions about listening activities in class
• Dalam seminggu, berapa kali mendapat pelajaran listening?
R: tidak tentu. Kalau untuk listening tergantung dengan materinya.
• Kegiatan apa saja yang kamu dapat ketika pelajaran listening?
R: sampai sekarang baru 1 kali listening, kegiatannya drilling. Kalau
yang memakai media seperti tape belum pernah. Kelas satu dulu
pernah, itupun mahasiswa PPL yang kasih kegiatan listening.
Kegiatannya mendengarkan lagu, dan recording telephone.
• Apakah kamu merasa enjoy dengan kegiatan listening?
R: enjoy saja. Kegiatan yang diberikan sampai sekarang sudah beri
manfaat, misalnya drilling. Dengan drilling kita jadi tahu cara
pelafalan kata yang tepat, kita bisa mengingat-ingat karena
penyampaiannya jelas.
• Apa yang membuat kamu merasa enjoy / tidak enjoy dengan kegiatan
listening?
R: Untuk pelajaran bhs inggris, saya meras enjoy karena saya suka
dengan pelajaran bahasa Inggris.
• Bagaimana dengan kegiatan atau tugas2 yang diberikan guru?
Menyenangkan/mudah?
R: Selama ini kegiatannya cukup menyenangkan. Lalu juga sudah
sesuai, kitanya juga bisa paham.
• Ketika kegiatan listening, cara atau teknik apa yang lebih kamu suka?
R: kalau saya lebih suka listening to story, karena kalau ada bagian-
bagian yang kurang jelas kita bisa ngira-ngira dari kata-kata yang
sebelumnya kita dengar. Listening songs juga lumayan suka, tapi
mungkin kadang lagunya tidak jelas.
• Menurut kamu, kegiatan listening apa saja yang kamu butuhkan untuk
meningkatkan kemampuanmu?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
150
R: Kalau disini (SMKN 5), pelajaran bahasa Inggris masih kurang.
Skil-skil dalam bahasa Inggris saling melengkapi. Kalau satu nggak
bisa, yang lain juga nggak bisa. Pnginnya nggak cuma belajar materi
(teori /grammar aja) tapi juga belajar speaking dan listening.
Seharusnya, tiap pertemuan kegiatannya diganti-ganti, jangan hanya
materi(teori/grammar saja). Kita bisa melatih speaking atau listening
yang masih berkaitan dengan topik, malah lebih asyik. Kalau
belajarnya begini terus lama-lama bosen.
2. Questions about material, media and topic choice
• Menurut kamu, apakah materi listening yang diberikan cocok dengan
kebutuhan / kemampuan siswa?
R: Menurutku ada beberapa guru yang masih kurang efektif memilih
materi dan teknik mengajarnya. Tapi ada juga guru yang yang
tekniknya enak. Kita bisa ngedonk. Sebelum ngajar mereka kasih tahu
dulu kita mau belajar apa, lalu langkah-langkahnya, lalu dikasih
contoh detail, baru diberi latihan.
• Apakah kamu punya buku pegangan atau materi lain untuk menunjang
pelajaran listening?
R: enggak
• Apakah kamu membutuhkan materi listening yg spesifik ke program
DKV? Iya / tidak, kenapa?
R: Menurut aku, kayaknya enak kalau pelajaran listening berkaitan
dengan pelajaran DKV. Materi kayak gitu juga bantu kita dan seru
• Apakah guru menggunakan media saat kegiatan listening?
Apa saja media yang dipakai?
R: biasanya pakai tape recorder.
• Apakah media yang tersedia atau yang sudah diberikan sudah
mendukung? kegiatan pembelajaran listening? Cukup / kurang?
R: kalau menurut aku belum.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
151
3. Questions about learning techniques and activities
Apakah materi listening di kelas sudah disampaikan dengan baik?
R: untuk penyampaian materi sudah lumayan.
4. Questions about students’ strengh and weakness
• Apakah kamu bisa menangkap pelajaran listening dengan baik?
R: bisa
5. Questions about learning difficulties
• Menurut kamu, listening itu.... mudah/biasa saja/sulit?
R: Kadang sulit, kadang mudah
• kalo sulit, kenapa?
R: Medianya nggak jelas suaranya, logat yang kita dengar beda, lalu
kosa kata yang kita tahu juga kurang.
• Apa yang kamu lakukan saat menemui kesulitan di pelajaran listening?
R: Tanya teman. Kalau mereka nggak tau, paling ya ngawur.
• Apakah kamu melatih kemampuan listening kamu di luar jam sekolah?
Apa saja kegiatan & media yang dipakai?
R: enggak
6. Questions about students’ motivation
a. Apakah kamu bersemangat / minat saat mengikuti pelajaran bahasa
inggris?
R: iya
b. Bagaimana dengan kegiatan listening?
R: iya, aku semanagt kalau listening.
c. Apakah kamu aktif dalam mengikuti pelajaran bhs inggris, terutama
saat pelajaran listening?
R: lumayan aktif
d. menurut kamu, apakah listening itu penting dalam penguasaan bhs
inggris? Kenapa?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
152
R: menurutku penting. Karena kalau kita mau ngomong pakai English
(percakapan), kita mesti ngerti dulu yang di omongin tu apa. Kalau
nggak biasa mendengar native, kan jadi aneh kalau mau percakapan.
Biar kita bisa ngomong.
7. Questions about expectation toward this study
Harapan kamu terhadap penelitian ini
R: Semoga materi yang nanti dibuat simple saja, biar semuanya bisa
ngerti dan bisa paham, biar nggak ada protes. Trus juga nggak
ngebosenin.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
153
Recording Transcript of Interview with students
(Student 2)
1. Listening activities in class
• Dalam seminggu, berapa kali mendapat pelajaran listening?
R: Bahasa Inggris ada 3 kali seminggu. Kalau listening tergantung
materi yang dikasih sama guru.
• Kegiatan apa saja yang kamu dapat ketika pelajaran listening?
R: waktu kelas satu kita dapat kegiatan listening lagu dan
conversation lewat telepon.
• Apakah kamu merasa enjoy dengan kegiatan listening?
R: lumayan enjoy
• Apa yang membuat kamu merasa enjoy / tidak enjoy dengan kegiatan
listening?
R: listening bisa untuk selingan, jadi tidak bosan
• Bagaimana dengan kegiatan atau tugas2 yang diberikan guru?
Menyenangkan/mudah?
R: ada yang mudah, ada yang susah.
• Menurut kamu, kegiatan listening apa saja yang kamu butuhkan untuk
meningkatkan kemampuanmu?
R: kegiatan yang memakai media, misalnya film.
2. Material, media and topic choice
• Materi apa saja yang diberikan guru ketika kegiatan listening?
R: listening lagu, conversation
• Menurut kamu, apakah materi listening yang diberikan cocok dengan
kebutuhan / kemampuan siswa? (sudah, terlalu sulit /gampang, tdk
cocok)
R: ada yang cocok tapi ada juga yang susah.
• Apakah kamu punya buku pegangan atau materi lain untuk menunjang
pelajaran listening?
R: tidak
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
154
• Apakah kamu membutuhkan materi listening yg spesifik ke program
DKV? Iya / tidak, kenapa?
R: Menurut aku bisa bantu kita belajar karena sesuai dengan jurusan
kita.
• Apakah guru menggunakan media saat kegiatan listening?
Apa saja media yang dipakai?
R: pakai tape
• Apakah media yang tersedia atau yang sudah diberikan sudah
mendukung? kegiatan pembelajaran listening? Cukup / kurang?
R: sudah memadai, cuma kalau untuk pelajaran bhs inggris belum
pernah memanfaatkan secara maksimal. Guru biasanya pakai tape,
tapi sepertinya kurang jelas.
3. Learning techniques and activities
Apakah materi listening di kelas sudah disampaikan dengan baik?
R: sudah lumayan
4. Students’ strength and weakness
Apakah kamu bisa menangkap pelajaran listening dengan baik?
R: lumayan bisa.
5. Learning difficulties
• Menurut kamu, listening itu.... mudah/biasa saja/sulit?
R: sedang-sedang saja
• kenapa?
R: Mudahnya kalau waktu menyusun kalimat, atau mendengarkan
omongan guru. Kita masih bisa paham. Susahnya kalau dengar orang
asing ngomong. Ngomongnya cepat banget, kadang ada yg
disambung-sambung, kita susah ngertinya.
• Apa yang kamu lakukan saat menemui kesulitan di pelajaran listening?
R: cari sendiri jawabannya.
• Apakah kamu melatih kemampuan listening kamu di luar jam sekolah?
Apa saja kegiatan & media yang dipakai?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
155
R: Ya. Biasanya dari nonton film dan main game. Itu bisa bantu, aku
bisa nambah kosa kata baru
6. Students’ motivation
a. Apakah kamu bersemangat / minat saat mengikuti pelajaran bahasa
inggris?
R: Iya.senang saja dengan bahasa Inggris.
b. Bagaimana dengan kegiatan listening?
R: Iya, Listening juga suka juga.
c. Apakah kamu aktif dalam mengikuti pelajaran bhs inggris, terutama
saat pelajaran listening?
R: lumayan aktif
d. menurut kamu, apakah listening itu penting dalam penguasaan bhs
inggris? Kenapa?
R: Penting. Karena listening itu dasar dari bahasa Inggris, dasar kita
buat speaking
7. Expectation toward this study
Harapan kamu terhadap penelitian ini
R: lebih baik materinya dibuat simple saja mbak.Bisa ditambah film biar
kita bisa dibantu dengan gambar visual.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
156
Recording Transcript of Interview with students
(Student 3)
1. Listening activities in class
• Dalam seminggu, berapa kali mendapat pelajaran listening?
R: untuk Bahasa Inggris seminggu 3 kali, gurunya beda-beda. Kalau
listening tidak tentu. Belum ada pertemuan khusus buat listening.
Paling kalau ada, yang beri mahasiswa PPL. Sampai sekarang si
belum ada hari khusus untuk listening. Paling kegiatan listening
digabung dengan skill-skil lain yang sesuai dengan materi pada hari
itu.
• Kegiatan apa saja yang kamu dapat ketika pelajaran listening?
R: mendengarkan rekaman percakapan, sama lagu.
• Apakah kamu merasa enjoy dengan kegiatan listening?
R: Enjoy, saya senang sekali dengan listening
• Bagaimana dengan kegiatan atau tugas2 yang diberikan guru?
Menyenangkan/mudah?
R: Menyenangkan. Tiap guru kasih skill yang berbeda.
• Ketika kegiatan listening, cara atau teknik apa yang lebih kamu suka?
(materi sesuai buku, ada game, songs)
R: Bermain dan belajar. Lalu pakai media misalnya pakai tape ato
film.
• Menurut kamu, kegiatan listening apa saja yang kamu butuhkan untuk
meningkatkan kemampuanmu?
R: Buat aku, mungkin kegiatannya perlu dirutinkan. Misalnya dari 3
kali pertemuan, ada 1 kali pertemuan khusus buat listening. Materinya
juga yang asyik, nggak bikin jenuh. Kalau rutin, siswa juga bisa
persiapan sebelum kegiatan.
2. Material, media and topic choice
• Materi apa saja yang diberikan guru ketika kegiatan listening?
R: Songs, rekaman percapakan, film
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
157
• Apakah materi listening yang diberikan menarik?
R: iya
• Menurut kamu, apakah materi listening yang diberikan cocok dengan
kebutuhan / kemampuan siswa?
R: Sudah sesuai karena sudah ada standarnya.
• Apakah kamu punya buku pegangan atau materi lain untuk menunjang
pelajaran listening?
R: tidak.
• Apakah kamu membutuhkan materi listening yg spesifik ke program
DKV? Iya / tidak, kenapa?
R: menurutku iya. Bisa membantu skill listening,sekaligus bantu
pelajaran di jurusan kita.
• Apakah media yang tersedia atau yang sudah diberikan sudah
mendukung? kegiatan pembelajaran listening? Cukup / kurang?
R: Sudah cukup,memadai, cuma kesempatan untuk bisa belajar disitu
(ruang multimedia) kurang. Tiap jurusan bisa beda-beda
kesempatannya. Ada yang sering pakai ruang multimedia, ada yang
tidak.
3. Learning techniques and activities
Apakah materi listening di kelas sudah disampaikan dengan baik?
R: Sudah. Gurunya enak, materinya juga gampang dipahami
4. Students’ strength and weakness
Apakah kamu bisa menangkap pelajaran listening dengan baik?
R: bisa
5. Learning difficulties
• Menurut kamu, listening itu.... mudah/biasa saja/sulit?
R: gampang-gampang susah mbak
• kalo sulit, kenapa?
R: Kadang pelafalannya yang susah dimengerti, tapi ketika di ulang-
ulang akhirnya bisa tahu juga. Jadi nggak ada kesulitan khusus sih.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
158
• Apakah kamu melatih kemampuan listening kamu di luar jam sekolah?
Apa saja kegiatan & media yang dipakai?
R: iya. Biasanya nonton film, atau mendengarkan musik.
6. Students’ motivation
a. Apakah kamu bersemangat / minat saat mengikuti pelajaran bahasa
inggris?
R: iya
b. Bagaimana dengan kegiatan listening?
R: iya
c. Apakah kamu aktif dalam mengikuti pelajaran bhs inggris, terutama
saat pelajaran listening?
R: iya
d. menurut kamu, apakah listening itu penting dalam penguasaan bhs
inggris? Kenapa?
R: iya. Menurutku semua skill itu penting. Tapi kalau listening yang
paling penting. Dari kita nggak tahu sama sekali, kita dengar terus-
menerus dan akhirnya paham arti sama cara pengucapannya.
Listening yang terus-menerus bisa sangat bantu kita supaya lancar
memakai bahasa Inggris.
7. Expectation toward this study
Harapan kamu terhadap penelitian ini
R: materinya bisa pakai film, misalnya film-film fotografi. Atau pakai
video clip yang bisa bantu kita paham dengan materinya.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
159
Recording Transcript of Interview with students
(Student 4)
1. Listening activities in class
• Dalam seminggu, berapa kali mendapat pelajaran listening?
R:pelajaran listening biasanya digabung dengan skill lain.
• Kegiatan apa saja yang kamu dapat ketika pelajaran listening?
R: mendengarkan rekaman percakapan, song, drilling kata-kata
biasanya digabung dengan kegiatan speaking.
• Apakah kamu merasa enjoy dengan kegiatan listening?
R: Enjoy aja. Sayangnnya listening jarang. Paling sering pelajaran
teori (grammar) atau speaking.
• Bagaimana dengan kegiatan atau tugas2 yang diberikan guru?
Menyenangkan/mudah?
R: cukup menyenangkan.
• Ketika kegiatan listening, cara atau teknik apa yang lebih kamu suka?
R: kegiatan yang ada gamenya. Kalau untuk listening, aku suka
listening song,atau film biar lebih seru dan nggak bosen. Klo yang
udah pernah dan asyik, kegiatan listening sekaligus speaking.
2. Material, media and topic choice
• Materi apa saja yang diberikan guru ketika kegiatan listening?
R: materi hapalan, lagu
• Apakah materi listening yang diberikan menarik?
R: Menarik
• Menurut kamu, apakah materi listening yang diberikan cocok dengan
kebutuhan / kemampuan siswa?
R: Sudah sesuai,karena materinyasudah dipelajari waktu SMP, jadi di
SMK cuma mengulang untuk lebih memperdalam lagi.
• Apakah kamu punya buku pegangan atau materi lain untuk menunjang
pelajaran listening?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
160
R: nggak
• Apakah kamu membutuhkan materi listening yg spesifik ke program
DKV? Iya / tidak, kenapa?
R: menurutku butuh, karena bisa bantu kita.
• Apakah media yang tersedia atau yang sudah diberikan sudah
mendukung? kegiatan pembelajaran listening? Cukup / kurang?
R: menurutku sudah cukup
• Apakah topic materi yang diberikan guru sudah sesuai dengan
kebutuhan siswa?
R: sudah sesuai karena memang listeningnya disesuaikan dengan
topik. Klo song hanya untuk selingan.
3. Learning techniques and activities
Apakah materi listening di kelas sudah disampaikan dengan baik?
R: sudah
4. Students’ strength and weakness
Apakah kamu bisa menangkap pelajaran listening dengan baik?
R: Sedikit-sedikit, banyak susahnya.
5. Learning difficulties
• Menurut kamu, listening itu.... mudah/biasa saja/sulit?
R: susah
• kalo sulit, kenapa?
R: kalau ada listening, suaranya ada yg nggak jelas, logatnya juga
beda,pelafalannya beda.
• Apa yang kamu lakukan saat menemui kesulitan di pelajaran listening?
( tanya teman, guru, buka kamus, membiarkan, nebak)
R: Tanya teman
• Apakah kamu melatih kemampuan listening kamu di luar jam sekolah?
Apa saja kegiatan & media yang dipakai?
R: enggak
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
161
6. Students’ motivation
a. Apakah kamu bersemangat / minat saat mengikuti pelajaran bahasa
inggris?
R: Lumayan. Kadang guru dengan teknik ngajarnya yang kurang sreg.
Kadang ada juga yang penyampaiannya terlalu cepat.
b. Bagaimana dengan kegiatan listening?
R: lumayan
c. Apakah kamu aktif dalam mengikuti pelajaran bhs inggris, terutama
saat pelajaran listening?
R: lumayan
d. menurut kamu, apakah listening itu penting dalam penguasaan bhs
inggris? Kenapa?
R: menurutku semuanya penting.. Listening bantu kita supaya bisa
lancar speaking
7. Expectation toward this study
Harapan kamu terhadap penelitian ini
R: mbak bisa buat materi yang ada percakapan, story, atau lagu
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
162
Hal : Permohonan Pengisian Kuisioner Lampiran : 1. Gambaran Umum (General Description) 2. Modul Materi Siswa 3. Silabus Bahasa Inggris 4. RPP (Lesson Plan) 5. Lembar kuisioner
Yth.
Bapak/Ibu ........................
Di tempat
Dengan hormat, Saya di bawah ini sebagai mahasiswa Universitas Sanata Dharma Yogyakarta Nama : Yohanna Kurnitta Parama Lestari
NIM : 051214133
Fakultas : Keguruan and Ilmu Pendidikan
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris
hendak menyelesaikan skipsi/tugas akhir dengan judul
“Designing English Listening Material for the Second Year Students of Visual
Communication Design Program in SMK Negeri 5 Yogyakarta”.
Untuk keperluan penyelesaian tugas akhir tersebut, saya memohon Bapak/Ibu untuk
menilai dan memberikan pendapat terhadap materi yang telah saya susun dengan
mengisi lembar kuisioner terlampir.
Demikian surat permohonan ini saya buat. Atas kesediaan bapak/ibu, saya ucapkan
terima kasih.
Yogyakarta, Januari 2010
Mengetahui, Hormat saya, Gregorius Punto Aji, S.Pd., M. Hum. Yohanna Kurnitta PL
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
163
GAMBARAN UMUM
Studi ini berjudul “Designing English Listening Material for the Second Year
Students of Visual Communication Design Program in SMK Negeri 5
Yogyakarta”. Inti dari studi ini adalah menyusun materi listening untuk siswa kelas
2 / XI program Design Komunikasi Visual (DKV) SMK Negeri 5 Yogyakarta.
A. TUJUAN
Tujuan yang ingin dicapai dalam penyusunan materi ini yaitu:
1. membantu siswa agar semakin familiar dengan kegiatan listening terutama
materi-materi yang berkaitan dengan program DKV
2. membantu siswa meningkatkan kemampuan mendengarkan percakapan
maupun text lisan dalam bahasa Inggris.
3. membantu guru bahasa Inggris SMK N5 Yogyakarta untuk menyediakan
materi listening yang sesuai dengan kemampuan para siswa.
B. ISI
Design materi disusun berdasarkan kurikulum yang digunakan oleh SMKN 5
Yogyakarta yaitu KTSP 2006 dan juga Silabus Bahasa Inggris yang telah dissun
oleh penulis. Penulis menyusun Silabus Bahasa Inggris yang terdiri dari 8 unit
atau topik dengan alokasi waktu 90 menit untuk setiap unit (Silabus dapat dilihat
pada lampiran silabus). Untuk studi ini, penulis menyusun materi listening yang
terdiri dari 3 unit. Berikut adalah 3 topik yang disusun:
Unit Topik Judul
1 People’s Job Jobs in Visual Communication design Program
2 Past Events Childhood Memory
3 Describing Process How does a Camera Work?
Setiap unit terdiri dari beberapa sub unit kegiatan, yaitu: Introduction, Pre-
Task, Language Focus, Main Task, dan Post task.
Introduction merupakan bagian pengantar materi yang mengajak siswa masuk
ke dalam topik bahasan serta mengenalkan kosakata dan ekspresi yang akan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
164
digunakan dalam topik tersebut. Pengantar bisa berbentuk kegiatan tanya –
jawab,menonton video, atau mebrikan pendapat mengenai gambar yang berkaitan
dengan topik. Pre Task merupakan kegiatan yang menyediakan contoh rekaman
atau text lisan dan juga latihan untuk menerapkan kosakata dan ekspresi yang
telah didapat dari bagian pengantar. Latihan berupa kegiatan menjawab
pertanyaan, mengisi kata yang hilang, atau mengidentifikasi ekspresi yang
digunakan dalam rekaman/text lisan.
Language Focus bertujuan menyampaikan lebih detail tentang ekspresi
maupun tata bahasa (grammar) yang digunakan dalam setiap topik. Bagian ini
juga menyediakan latihan (grammar excercies) untuk siswa. Main Task
merupakan kegiatan utama di setiap topik. Pada bagian ini, siswa akan
mendengarkan rekaman atau menonton video, kemudian siswa diminta menjawab
pertanyaan atau menceritakan kembali cerita dalam rekaman. Kegiatan ini
bertujuan untuk mengetahui seberapa jauh siswa memahami topik yang sudah
diberikan. Post Task adalah kegiatan terakhir yang memberikan kesempatan pada
siswa untuk menerapkan apa yang telah mereka pelajari dalam konteks hidup
sehari-hari. Siswa dapat menampilkan role play, simulasi, monolog, atau kegiatan
yang lain.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
165
QUESTIONNAIRE
Evaluation of Listening Materials for the Second Year Students of visual
Communication Design Program in SMK Negeri 5 Yogyakarta
Participant’s Identity
Name : ……………………………………………………..
Sex : Male / Female
Educational background : S1 / S2 / S3
Teaching Experiences : ……… years
Direction:
The questionnaire consists of two parts: Part I and Part II.
Part I is the section where you are expected to state your evaluation toward the designed
materials by choosing one of the opinions.
Part II is interview section where the designer would ask some questions and you are
expected to give opinion and/or suggestions orally.
Part I
You are expected to choose one of the opinions by putting a tick (√ ) the number
which indicates your degree of agreement. The number and the degree of agreement
can be categorized as follows:
1 Strongly Disagree
2 Disagree
3 Doubt
4 Agree
5 Strongly Agree
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
166
No Lecture’s / teacher’s evaluation on … Degree of Agreement
1 2 3 4 5
1 The standard competencies of the designed
materials are well formulated
2 The indicators are well formulated
3 The listening materials are match with the
competencies and indicators
4 The materials are relevant to visual
communication design program.
5 The materials are relevant to the students’
knowledge and skill level.
6 The level of difficulty of the designed
material is appropriate with what should be
given to the students.
7 The materials are able to help the students
develop their listening skill.
8 The tasks or activities in each unit are
relevant to topic in each unit.
9 The tasks or activities in each unit are well-
elaborated
10 The tasks or activities in each unit can
facilitate the students to achieve the goals
and objectives.
11 The instruction in each task or activity is
clear enough to be understood by the
students
12 The tasks and activities are interesting and
various enough to motivate students.
13 The tasks and activities can help students to
understand the topic
14 The recording and spoken text are clear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
167
No Lecture’s / teacher’s evaluation on … Degree of Agreement
1 2 3 4 5
15 Generally, the pictures and lay out provided
can help students to understand the lesson
more
16 Generally, the content of the designed
material is well elaborated
Part II
The following list is interview questions which will asked by the designer. You are
expected to give opinions and/or suggestions of the listening material orally.
1. What is/are comment(s) and opinion(s) about the overall designed listening
materials?
2. What are the strengths of the designed listening materials?
3. What are the weaknesses of the designed listening materials?
4. What are your suggestions and/or critics toward the designed listening materials?
~THANK YOU~
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
168
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
169
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
170
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
171
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
172
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
173
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
174
Questionnaire for the second year students of Visual Communication Design Program in SMKN 5 Yogyakarta
Nama : Kelas : Tanggal :
1. Topik apa yang kamu pelajari hari ini?
...............................................................................................
...............................................................................................
2. Kegiatan apa saja yang kamu dapatkan?
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
3. Apakah kegiatan listening hari ini menyenangkan?
a. Ya Alasannya: ............................................................................. ......................................................................................................................................................................................
b. Tidak Alasannya:.............................................................................. ......................................................................................................................................................................................
4. Apakah materi listening hari ini menyenangkan?
a. Ya Alasannya: ............................................................................. ......................................................................................................................................................................................
b. Tidak Alasannya:.............................................................................. ......................................................................................................................................................................................
5. Apakah materi listening hari ini mudah dipahami?
a. Ya b. Tidak
6. Apakah rekaman suara materinya jelas? a. Ya b. Tidak
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
175
7. Apakah instruksi / perintah /petunjuk di setiap kegiatan sudah jelas? a. Ya b. Tidak
8. Menurut kamu, apakah materi listening hari ini berkaitan dengan program DKV?
a. Ya
Alasannya: ............................................................................. ......................................................................................................................................................................................
b. Tidak Alasannya:.............................................................................. ......................................................................................................................................................................................
9. Dari semua kegiatan (vocabulary activities, listening, questions part, dll)
yang kamu dapat, bagian mana yang paling menarik? Alasannya?
...............................................................................................
...............................................................................................
...............................................................................................
10. Dari semua kegiatan (vocabulary activities, listening, questions part, dll) yang kamu dapat, bagian mana yang paling sulit? Alasannya?
.............................................................................................................................................................................................................................................................................................
11. Tuliskan saran, komentar, dan/atau kritik atas kegiatan listening hari ini!
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
~~ Terima Kasih ~~
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
176
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
177
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
178
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
179
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
180
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
181
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
182
APPENDIX C
English Listening Materials Using
Task Based Language Teaching for the Second
Years Students of Visual Communication Design
Program in SMK N5 Yogyakarta
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
183
English Syllabus (First Design)
English Listening Materials Using Task Based Language Teaching for the Second Year Students
of Visual Communication Design Program in SMK Negeri 5 Yogyakarta.
School : SMK Negeri 5 Yogyakarta
Subject : English
Grade : XI
Semester : 2
Standard competence : communicate using English in elementary level
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
184
Unit 1 : Jobs in Visual Communication Design Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials Learning Activities T ime allocation
Sources and/or media
Understanding interpersonal conversation and transactional spoken text in daily context related to describing people’s job and educational background.
Students are able to:
1. Answer the questions related to the spoken text correctly.
2. Identify language features used in the spoken text accurately.
3. Pronounce some words related to the spoken text accurately.
4. Retell the spoken text.
5. Describe people’s job accurately.
- vocabulary: jobs and profession from DKV field
- related pictures - Recording materials - Video - Related text - Grammar : simple
present
1. Introduction - Introduce topic - Introduce vocabulary
2. Pre task - Listening or watching
video - Completing missing
words
3. Language focus - Grammar review: Simple present - Exercises
4. Main task - Listening to recording
of jobs description - Retell the recording
5. Post task - Make description of job (in group)
2 x 45’
Video: - www.youtube.com Recorded text from: - www.collegegrad.com - www.prospects.ac.uk Books: - Understanding and
Using English Grammar by Betty Schrampfer Azar.
- New interchange by Jack C Richards
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
185
Unit 2 : She graduated from… Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials Learning Activities Time allocation
Sources and/or media
Understanding interpersonal conversation and transactional spoken text in daily context related to describing people’s job and educational background.
Students are able to:
1. Answer the questions related to the spoken text correctly.
2. Identify language features used in the spoken text accurately.
3. pronounce some words related to the spoken text accurately
4. Retell the spoken text
5. describe people’s educational background accurately
- Vocabulary: related to educational background
- Related pictures - Sample of CV, job
advertisement, biography
- Recording
conversations - Movies, video - Grammar : past tense
1. Introduction - showing CV - introduce vocabulary and expressions
2. Pre task - listening to dialogue - answering questions
3. Language focus - Grammar review : Past tense - Exercise
4. Main task - listening recordings or
videos related to educational backgrounds of DKV
- retell the recordings 5. Post task
- make a biography and present it orally
2 x 45’
- video: youtube.com - recording text - Books: English for life, Pelajaran Bahasa
Inggris SMK kls 3, penerbit Kanisius, New Interchange
- Sample of CV and biography
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
186
Unit 3 : Childhood Moments Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding interpersonal conversation and transactional spoken text in form of narrative and descriptive expositions related to past events and future plans.
Students are able to: 1. Answer the
questions related to the spoken text correctly.
2. Identify language features used in narrative and descriptive expositions related to past events accurately.
3. Pronounce some words related to the spoken text accurately.
4. Retell the spoken text.
5. Present narrative or/and descriptive exposition related to past events.
- Vocabularies and expressions related to past events
- Related texts
and pictures - Recordings of
childhood experience
- Movies, video - Grammar : simple past
1. Introduction - watch video /showing
picture - introduce vocabularies
2. Pre task - listening to recording - answering questions
related to events in the recording
3. Language focus: - Grammar review:
Past tense - Exercises
4. Main task - listening recording or
watching video - retell the letter or film
5. Post task Share memorable childhood moments.
2 x 45’
Video: - www.youtube.com Recording text from:
www.anglaisfacile.com www.nyun.wordpress.com
Books: - General basic 2 from
Yayasan LIA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
187
Unit 4 : I’m going to … Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding interpersonal conversation and transactional spoken text in form of narrative and descriptive expositions related to past events and future plans.
Students are able to: 1. Answer the
questions related to the spoken text correctly.
2. Identify language features used in narrative and descriptive expositions related to future plans accurately.
3. Pronounce some words related to the spoken text accurately.
4. Retell the spoken text.
5. Present narrative or/and descriptive exposition related to future plans.
- Related vocabularies and expressions
- Recording of
dialogue, news, etc
- Movie, songs - Grammar:
future tense
1. Introduction - asking students to make
brief planning - introducing vocabularies
2. Pre task - listening or watching video
about future plans - answering questions /
discussion 3. Language focus
- Grammar : future tense - exercise
4. Main task - listening to dialogue or
watching film - retell the dialogue or films
5. Post task Make dialogue or role play about future plans after graduating from school
2 x 45’
- Video or film - Recording text http://www.brokegradstudent.com/10-things-to-do-after-you-graduate/ http://www.englishclub.com/grammar/verb-tenses_future.htm Books: - Pelajaran Bahasa Inggris SMK kls 2& 3 penerbit Kanisius; - Window on the world; English First 3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
188
Unit 5 : Join us! Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding interpersonal conversation and transactional spoken text in daily context that involves expressions about invitations and opinions.
Students are able to: 1. Answer the
questions related to the spoken text correctly.
2. Identify and mention expressions used in inviting, accepting and refusing invitation accurately.
3. Pronounce some words related to the spoken text accurately.
4. respond the expressions accurately
5. Use the expressions of inviting, and accepting or refusing invitations accurately
- Expressions used to invite someone, to accept and refuse invitation
- Related vocabularies
- Recording dialogue, video, movie
- Example of invitation card
- Grammar: related expressions
1. Introduction - Asking how to invite - Introduce vocabularies
2. Pre task - Listening to a conversation - Answering questions
3. Language focus - Grammar review: Expressions use to invite, accept, and refuse - Exercises
4. Main task - Listening dialogue / watching movie or video - Retell or respond the dialogue or movie
5. Post task Make role play about invitations
2 x 45’
- video - recording text - invitation cards -books: Pelajaran Bahasa Inggris SMK kls 3, penerbit Kanisius, Pathway to English, New interchange, General Basic two from Yayasan LIA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
189
Unit 6 : You’re right! Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding interpersonal conversation and transactional spoken text in daily context that involves expressions about invitations and opinions.
Students are able to: 1. Answer the questions
related to the spoken text correctly.
2. Identify and mention expressions used in giving opinion, agreement and disagreement accurately.
3. Pronounce some words related to the spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of giving opinions, agreement and disagreement accurately
- Expressions used to give opinions, express agreement and disagreement
- Related vocabulary and pictures
- Grammar : related expressions
- Recording dialogue, video
1. Introduction - Asking opinion about
someone’s art design - introduce vocabulary
and expressions 2. Pre task
- listening to dialogue - answering questions or discussing opinion from the dialogue
3. Language focus - Grammar review: Expressions use to give opinion, to agree or disagree -Exercises
4. Main task - listening to recordings - give respond about opinions on the recordings or video
5. Post task - Make role play of giving
opinions
2 x 45’
- video - recording text -books: Task Reading, The Brigde English Competence 2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
190
Unit 7 : “How does a camera work?” Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding interpersonal conversation and transactional spoken text in daily context that involves expression about describing process and announcement.
Students are able to: 1. Answer the
questions related to the spoken text correctly.
2. Identify and mention expressions used in describing process accurately.
3. Pronounce some words related to the spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of describing process accurately
- expressions used to describe process
- vocabulary: part of camera and terms in photography
- related text and picture about camera
- video, recording
1. Introduction - Showing pictures or
watching short video - Introducing vocabulary
and expressions 2. Pre task
- Listening to recording - Answering questions
3. Language focus - Grammar review:
Expression used to describe process
- Exercises 4. Main task
- Listening to recording - Retell the process
5. Post task Make role play or simulation to describe a process
2 x 45’
Video: - www.youtube.com Recording text from: - library.thinkquest.org - howstuffworks.com - explorephotography.co.
uk Books: - Pelajaran Bahasa Inggris SMK kls 2, penerbit Kanisius
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
191
Unit 8 : Attention please! Time allocation : 2 x 45’ (90 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
interpersonal
conversation and
transactional
spoken text in
daily context
that involves
expression about
describing
process and
announcement.
Students are able to: 1. Answer the
questions related to the spoken text correctly.
2. Identify and mention expressions used in the announcement accurately.
3. Pronounce some words related to the spoken text accurately.
4. Respond the expressions accurately.
5. Use the expressions of making announcement accurately
- expressions used
in the announcement
- recording dialogue or video
- related pictures - related
vocabulary - example of
announcement
1. Introduction - Example of announcement - Introduce the vocabulary
and expressions
2. Pre task - listening a dialogue or watching a video - answering questions
3. Language focus
- Grammar review : Expressions used in the announcement
- exercise
4. Main task - listening the recordings or
watching a film - respond the announcement
5. Post task
- make a role play about announcement
2 x 45’
- video - recording of a dialogue
- Samples of announcement, taken from http://www.williamhoart.com/images/cover.jpg
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
192
English Syllabus (The Final Design)
English Listening Materials Using Task Based Language Teaching for the Second Year Students
of Visual Communication Design Program in SMK Negeri 5 Yogyakarta.
School : SMK Negeri 5 Yogyakarta
Subject : English
Grade : XI
Semester : 2
Standard competence : communicate using English in elementary level
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
193
Unit 1 : Jobs in Visual Communication Design Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
meaning in short
spoken functional
text and monolog
in the form of
simple narrative,
descriptive and
news item about
describing
people’s job and
educational
background.
Students are able to:
1. Answer the questions related to the spoken text correctly.
2. Identify the
main idea of the spoken text.
3. Identify
detailed information from the spoken text.
1. Terms related to the professions in visual communication design
2. Words, terms
used in the recording texts.
3. Related texts
about description of professions in visual communication design program
4. Mind maps
1.Greetings+ introduction 2.Get Ready
- Activity 1: Completing the mind maps of professions
- Activity 2: Describing the professions - Activity 3: Matching words with their
synonyms 3.Work It
- Activity 4: Listening the recording, choose the correct words and matching the descriptions with correct professions.
- Activity 5: Listening the recording and completing the paragraph.
- Activity 6: Answering the questions and discussing the result
4.Let’s Do It - Activity 7: Describing one of the
professions 5.Closing
2 x 90’
Recorded text from: 1. http://www.collegegrad.com/careers/proft22.shtml, 2. http://www.prospects.ac.uk/p/types_of_job/illustrator_job_description.jsp 3. http://www.prospects.ac.uk/p/types_of_job/photographer_job_description.jsp
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
194
Unit 2 : Educational Background Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
meaning in short
spoken functional
text and monolog
in the form of
simple narrative,
descriptive and
news item about
describing
people’s job and
educational
background.
Students are able to:
1. Answer the questions related to the spoken text correctly.
2. Identify the
main idea of the spoken text
3. Identify
detailed information from the spoken text
1. Words, terms related to educational background
2. Related pictures 3. Sample of CV,
job vacancies, biography
4. Recording
monolog 5. Movies or video
1. Greetings+ introduction
2. Get Ready - Activity 1: Mentioning educational
background from sample of CV or biography
- Activity 3: Matching words with their synonyms
3. Work It
- Activity 4: Listening the recording of biography
- Activity 6: Answering the questions and discussing the result
4. Let’s Do
- Activity 7: Listing educational background from the recording text
5. Closing
2 x 90’
- recording text - Books: English for life, Pelajaran Bahasa Inggris
SMK kls 3, penerbit Kanisius, New Interchange
- samples of CV
http://www.paul.novak.h
k/images/CV.jpg http://www.fabiodemarchi.com/img/cv.jpg http://slrobertson.com/bio.htm
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
195
Unit 3 : Popular Logos Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
meaning in short
spoken functional
text and monolog
in the form of
simple narrative,
descriptive and
news item about
past events and
future plans.
Students are able to: 1.Answer the
questions related to the spoken text correctly.
2.Identify the main
idea of the spoken text.
3.Identify detailed
information from the spoken text
- Pictures of Logos
- Words,
terms used in the recording texts
- Related texts
about history of some logos
- Recording
texts - Related song
or video
1. Greetings+ introduction 2. Get Ready
- Activity 1: Answering questions and mentioning logos
- Activity 2: Matching words with their synonyms.
3. Work It - Activity 3: Listening the
brief information of logos and completing the information table
- Activity 4: Listening the song and completing its lyric.
- Activity 5: Listening the recording and completing the missing words.
- Activity 6: Answering comprehension questions
4. Let’s Do It - Activity 7: Answering the
questions in pairs 5. Closing
2 x 90’
http://www.famouslogos.org http://www.logoorange.com http://www.logoblog.org http://www.dinesh.com/history_of_logos http://www.spiritus-temporis.com/mtv/history.html
http://stevewilkison.com/hogdblog/?p=369
http://www.writingfordesigners.com/?p=45
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
196
Unit 4 : I’m going to … Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
meaning in short
spoken functional
text and monolog
in the form of
simple narrative,
descriptive and
news item about
past events and
future plans.
Students are able to: 1.Answer the
questions related to the spoken text correctly.
2.Identify the main
idea of the spoken text.
3.Identify detailed
information from the spoken text
- Recording of
monolog - Related texts
about future plans
- Movie, video
or songs - Related words,
terms and pictures
1. Greetings+ introduction
2. Get Ready • Activity 1: making future
plans • Activity 2: matching
words with their synonyms
3. Work It
• Activity 3: Listening the recording about future plans
• Activity 4: Answering comprehension questions
4. Let’s Do It
Activity 5: Listing future plans based on the recording
5. Closing
2 x 90’
- Video or film
- Recording text http://www.brokegradstudent.com/10-things-to-do-after-you-graduate/ http://www.englishclub.com/grammar/verb-tenses_future.htm
Books: - Pelajaran Bahasa Inggris SMK kls 2& 3 penerbit Kanisius; - Window on the world; English First 3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
197
Unit 5 : Would you like to come… Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
interpersonal
and
transactional
conversation in
daily context
that involves
expressions
about
invitations and
opinions.
Students are able to: 1. answer the questions
related to the conversation correctly
2. Identify expressions used to invite, accept and refuse invitation accurately.
3. Identify the meaning of the expressions used to invite, accept and refuse invitation.
4. Respond the invitations accurately
- Expressions used to invite someone, to accept and refuse invitation
- Related
words, terms and pictures
- Recording of
dialogue or video
- Example of
invitation card
1.Greetings+ introduction 2.Get Ready
- Activity 1: Using expressions to invite someone, to accept and refuse an invitation.
- Activity 2: matching words with their synonyms
3.Work It - Activity 3: Listening the dialogue
and completing with appropriate expressions.
- Activity 4: Answering the questions related to the dialogues.
- Activity 5: identifying expressions used in the dialogues and their meaning
4.Let’s Do It - Activity 6: practicing the dialogue
with partner 5.Closing
2 x 90’
Video and recording of dialogues Invitation cards taken from: http://th03.deviantart.net/fs43/300W/i/2009/087/b/5/Birthday_invitation_card_by_Matt_X_Design.jpg http://nmi.gov.in/images/invitation_card.gif Books: - Pelajaran Bahasa
Inggris SMK kls 3, penerbit Kanisius,
- Pathway to English, New interchange,
- General Basic two from Yayasan LIA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
198
Unit 6 : You’re right! Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
interpersonal
and
transactional
conversation
in daily
context that
involves
expressions
about
invitations and
opinions.
Students are able to: 1. Answer the
questions related to the conversation correctly.
2. Identify expressions used to give opinion, to express agreement and disagreement accurately.
3. Identify the meaning of the expressions used to give opinion, to express agreement and disagreement accurately.
4. Respond the opinions accurately.
- Expressions used to give opinions, express agreement and disagreement
- Related words,
terms and pictures
- Recording of
dialogue or video
1. Greetings+ introduction 2. Get Ready
- Activity 1: Using expressions used to give opinion, to express agreement and disagreement
- Activity 2: Matching words with their synonyms
3. Work It - Activity 4: Listening the dialogue
and choosing appropriate expressions
- Activity 5: Answering the questions related to the dialogues
- Activity 6: identifying expressions used in the dialogues and their meaning
4. Let’s Do It - Activity 7: practice the dialogue
with partner 5. Closing
2 x 90’
- video - recording of dialogue http://www.ecenglish.com/learnenglish/lessons/giving-your-opinion http://www.esl-lab.com/trip1/trip1.htm Books: - Task Reading - The Brigde English Competence 2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
199
Unit 7 : “How does a camera work?” Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
meaning in short
spoken
functional text
and monolog in
the form of
simple narrative,
descriptive and
news item about
announcement
and describing
process
Students are able to: 1.Answer the
questions related to the spoken text correctly.
2.Identify the main idea of the spoken text.
3.Identify detailed information from the spoken text
1. Pictures of camera and its part
2. related terms of
camera and photography
3. Words, terms used
in the recording texts
4. Related texts
about camera 5. Recording texts
1.Greetings+ introduction 2.Get Ready
- Activity 1: Answering the questions
- Activity 2: Completing parts of a camera.
- Activity 3: Matching words with their synonyms
3.Work It - Activity 4: Listening the
recording; re- arranging the jumbled paragraph; and completing the passage.
- Activity 5: Answering comprehension questions
4. Let’s Do It - Activity 6: listening to a song
and completing its lyric - Activity 7: describing the
work of a camera 5.Closing
2 x 45’
Recording text from:
http://www.explorephot
ography.co.uk/HowDoe
sCameraWork.html
http://www.howstuffworks.com/camera.htm Books: - Pelajaran Bahasa Inggris SMK kls 2, penerbit Kanisius
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
200
Unit 8 : Attention Please! Time allocation : 2 x 90’ (180 minutes)
Basic Competence
Indicators Learning Materials
Learning Activities Time allocation
Sources and/or media
Understanding
meaning in short
spoken
functional text
and monolog in
the form of
simple narrative,
descriptive and
news item about
announcement
and describing
process
Students are able to: 1. Answer the questions
related to the spoken text correctly.
2. Identify the main
idea of the spoken text.
3. Identify detailed
information from the spoken text
- recording of monolog or video
- related pictures - related words
and terms - example of
announcement
1. Greetings+ introduction 2. Get Ready
- Activity 1: mentioning kinds of announcement and information included in the announcement
- Activity 2: Matching words with their synonyms
3. Work It - Activity 3: Listening the
recording and completing the table
- Activity 4: listening the recording and completing the announcement
- Activity 5: Answering the questions related to the recording
4. Let’s Do It Activity 6: listing down detailed information from activity 4
5. Closing
2 x 90’
- video - recording text - Samples of announcement, taken from
http://www.williamhoart.com/images/cover.jpg http://web.pace.edu/dyson/wfo/images/majors/finearts/facultyexhibits/louiscameron_recentvideosexhibit.jpg http://www.westlane.com/user-assets/Documents/pdf/articles/2440-Sale-Announcement%2010.18.05.jpg
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
201
Lesson Plan
Institution : SMK N 5 Yogyakarta
Subject matter : English
Class : XI DKV Program
Standard Competence : Communicate using English in elementary level
Basic competence : Understanding meaning in short spoken functional text
and monolog in the form of simple narrative, descriptive
and news item about describing people’s job and
educational background.
Unit : 1
Topic : People’s Job
Title : Jobs in Visual Communication Design
Time allocation : 2 x 90’
A. Learning objective
Students are able to:
1. Answer the questions related to the spoken text correctly.
2. Identify the main idea of the spoken text
3. Identify detailed information from the spoken text
B. Materials
1. Terms related to the professions in visual communication design
2. Words, terms used in the recording texts.
3. Related texts about description of professions in visual communication
design program.
4. Recording texts.
5. Mind maps.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
202
C. Sources
Recording texts were compiled and adapted from: http://www.collegegrad.com/careers/proft22.shtml, http://www.prospects.ac.uk/p/types_of_job/illustrator_job_description.jsp http://www.prospects.ac.uk/p/types_of_job/photographer_job_description
(The articles were accessed on November 28, 2009)
D. Learning process
Meeting 1
Section Activity Time allocation
Greeting + Introduction
- Teacher greets the students. - Teacher introduces the topic.
5’ 10’
Get Ready
Activity 1 - Students complete the mind maps.
15’
Activity 2 - Using the mind maps, students describe
the three professions (in pairs). - Some students shared their descriptions in
front of the class.
15’
Activity 3 - Students match the words with their
synonyms. - Teacher discusses the result with students. - Students practice to pronounce the words.
15’
Work It
Activity 4 - Students listen to the recording. - Students choose the correct words. - Students match the descriptions with the
correct professions. - Teacher discusses the result with students.
20’
Closing - Teacher concludes the lesson. - Teacher closes the meeting.
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
203
Meeting 2
Section Activity Time allocation
Greeting + Review - Teacher greets the students. - Teacher reviews activity 2 and 3 (briefly).
5’ 15’
Work It
Activity 5 - Students listen to the recording. - Students complete the missing words. - Teacher discusses the result with students.
15’
Activity 6 - Students answer the questions related to
the passage (in pairs) - Teacher discusses the result with students.
20’
Let’s Do It
Activity 7 - Students make group consist of 3-4
persons. - In group, students describe one of the three
professions using their own words. - Some groups come in front the class to
share their description
25’
Closing - Teacher concludes the lesson - Teacher closes the meeting
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
204
Lesson Plan
Institution : SMK N 5 Yogyakarta
Subject matter : English
Class : XI DKV Program
Standard Competence : Communicate using English in elementary level
Basic competence : Understanding meaning in short spoken functional text
and monolog in the form of simple narrative, descriptive
and news item about past events and future plans.
Unit : 2
Topic : Past events
Title : Popular Logos
Time allocation : 2 x 90’
A. Learning objective
Students are able to:
1. Answer the questions related to the spoken text correctly.
2. Identify the main idea of the spoken text
3. Identify detailed information from the spoken text
B. Materials
1. Pictures of logos
2. Words, terms used in the recording texts
3. Related texts about history of some logos
4. Recording texts
C. Sources
1.Recording texts were compiled and adapted from: - Articles assessed on February 11, 2010 http://www.famouslogos.org/coca-cola-logo http://www.logoorange.com/logodesign-C.php http://www.logoblog.org/coca_cola_logo.php http://www.logoorange.com/logodesign-N.php
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
205
http://www.logoorange.com/logodesign-M.php http://www.logoorange.com/logodesign-A.php http://www.dinesh.com/history_of_logos/miscellaneous_logos_-_design_and_history/nike_logo_-_design_and_history.html http://xroads.virginia.edu/~CLASS/am483_97/projects/hincker/nikhist.html http://shoes.about.com/od/athleticshoes/a/nike.htm http://www.spiritus-temporis.com/mtv/history.html
- Articles accessed on February 12, 2010 http://stevewilkison.com/hogdblog/?p=369 http://www.writingfordesigners.com/?p=45
- Articles accessed on Mach 1, 2010 http://www.logoblog.org/apple_logo.php
D. Learning process
Meeting 1
Section Activity Time allocation
Greeting + Introduction
- Teacher greets the students. - Teacher introduces the topic.
5’ 10’
Get Ready Activity 1 - Students answer the questions. - Students mention companies/product that
used the logos. - Teacher discusses the result with students.
15’
Activity 2 - Students match the words with their
synonyms. - Teacher discusses the result with students. - Students practice to pronounce the words.
15’
Work It Activity 3 - Students listen to the recording. - Students complete the information table. - Teacher discusses the result with students.
20’
Activity 4 - Students listen to the song. - Students complete the lyric of the song - Teacher discusses the result.
15’
Closing - Teacher concludes the lesson. - Teacher closes the meeting.
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
206
Meeting 2 Section Activity Time
allocation Greeting +
Review - Teacher greets the students. - Teacher reviews activity 2 and 3 (briefly).
5’ 15’
Work It
Activity 5 - Students listen to the recording. - Students complete the missing words of the
passage. - Teacher discusses the result with students.
25’
Activity 6 - Students answer the questions related to
the passage (in pairs). - Teacher discusses the result with students
10’
Let’s Do It
Activity 7 - Students make group consist of 3-4
persons. - In group, students answer the questions. - Some groups come in front of class to
share result.
25’
Closing - Teacher concludes the lesson. - Teacher closes the meeting.
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
207
Lesson Plan
Institution : SMK N 5 Yogyakarta
Subject matter : English
Class : XI DKV Program
Standard Competence : Communicate using English in elementary level
Basic competence : Understanding meaning in short spoken functional text
and monolog in the form of simple narrative, descriptive
and news item about announcement and describing process
Unit : 3
Topic : Describing Process
Title : How does a Camera Work?
Time allocation : 2 x 90’
A. Learning objective
Students are able to:
1. Answer the questions related to the spoken text correctly.
2. Identify the main idea of the spoken text
3. Identify detailed information from the spoken text
B. Materials
1. Pictures of camera and its parts
2. Related terms of camera and photography
3. Words, terms used in the recording texts
4. Related texts about camera
5. Recording texts
C. Sources
1. Recording texts were compiled and adapted from:
- http://www.explorephotography.co.uk/HowDoesCameraWork.html
- http://www.howstuffworks.com/camera.htm
(Accessed on December 2, 2009)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
208
D. Learning process
Meeting 1
Section Activity Time allocation
Greeting + Introduction
- Teacher greets the students. - Teacher introduces the topic.
5’ 10’
Get Ready
Activity 1 - Students answer the questions. - Students share their answer with friends.
10’
Activity 2 - Students complete the parts of a camera
(in pairs). - Teacher discusses the result with students.
15’
Activity 3 - Students match the words with their
synonyms. - Teacher discusses the result with students. - Students practice to pronounce the words.
15’
Work It
Activity 4 - Students listen to the recording. - Students complete the passage. - Students re-arrange the paragraph. - Teacher discusses the result with students.
25’
Closing - Teacher concludes the lesson. - Teacher closes the meeting.
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
209
Meeting 2
Section Activity Time allocation
Greeting + Review - Teacher greets the students. - Teacher review activity 4 (briefly).
5’ 15’
Work It
Activity 5 - Students answer the questions related to
the passage (in pairs). - Teacher discusses the result with students
20’
Let’s Do It
Activity 6 - Students listen to the song. - Students complete the lyric of the song. - Teacher discusses the result with students.
20’
Activity 7 - Students make group consist of 3-4
persons. - In group, students describe the work of
the camera. - Some groups come in front of the class to
share their description.
20’
Closing - Teacher concludes the lesson. - Teacher closes the meeting.
10’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
211
Preface
This Handbook was designed for the second year students of Visual
Communication Design Program in SMK N5 Yogyakarta. This book is the product
of second revision of the previous book. The material of this book was redesigned
based on evaluation, feedback, and suggestions from the expertise that was
obtained from the preliminary field testing and also from classroom
implementation.
This handbook consists of three units. Each unit is divided into three
sections: “Get Ready”, “Work It”, and “Let’s Do It”.
“Get Ready” is the introduction and pre-task section to prepare students
for the main task/ main activity. This section consists of activities to introduce the
topic and exercises of vocabulary used in the topic. “Work It” is the main section
or the main task of the unit. In this section, students will listen to the recordings
and do some activities related to the recordings. “Let’s Do It” is the last section
of this handbook. In this section, there are activities where the students can apply
materials/information they have learnt to do the last task. “Work It” and “Let’s
Do” sections can be used as evaluation devices to measure students’ achievement
toward the lesson in each unit.
This book also provides Teacher’s Manual for each unit which gives
directions for the teachers and helps the teachers to use the handbook together
with the CD.
Hopefully, this handbook can be useful to improve students’ skills
especially listening skill and to help teachers conducting listening activities. I
open any comments or suggestions for the improvement of this handbook. Thank
you.
Yohanna Kurnitta PL
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
212
Cover ………………………………………………………...…… 210
Preface …………………………………………………….…....... 211
Table of Contents ..………………………………………..…....... 212
Unit 1 ………………………………………………………..…… 213
Unit 2 ……………………………………………………….……. 219
Unit 3 ……………………………………………………….……. 226
Teacher’s Manual …………………………...………………..…...233
Teacher’s Manual for Unit 1 ………………………………..…….234
Teacher’s Manual for Unit 2 ………………………………...……238
Teacher’s Manual for Unit 3 ………………………………...……244
References …………………………………………………...……250
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
213
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
214
A. Get Ready • Activity 1
Here are some clues you can use: - what he/she does - things or equipment s/he uses to work - what course or educational program she/he should meet - what he/she makes
Complete the mind maps below with everything that you know related to the professions.
Graphic designer
…………………
…………………
………………… …………………
…………………
………………… …………………
…………………
Illustrator
…………………
………………… …………………
…………………
………………… …………………
…………………
Photographer
…………………
…………………
………………… …………………
…………………
………………… …………………
…………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
215
• Activity 2
Based on the mind maps, describe these three professions using your own words
• Activity 3
- Match the underlined words in the sentences with their synonym in the box. - Practice to pronounce the underlined words correctly.
1. A self-employed
2. Students have
person is an independent worker, who works
independently of an employer.
duty
3. Mr. John is a
to keep the school’s environment clean.
wage and salary
4. He has
worker in R&B Company. He gets monthly
salary from its company.
sophisticated
5. I have
plan to design the advertisement for the next
exhibition. Two weeks ago, he has prepared the detailed theme for his
project.
master
6. After several part-time jobs, he is now got a
the technical skill of painting. I am able to draw using
hands skills and specialized computer software.
stable
No
job in a house
production.
Synonym Salaried (adj) Get, Pick up (v) Freelance (adj) Steady (adj) Responsibility (n) Complicated, Fancy (adj)
a. Graphic Designer ………………………………………………………………………………
……………………………………………………………………………… b. Illustrator ………………………………………………………………………………
……………………………………………………………………………… c. Photographer ………………………………………………………………………………
………………………………………………………………………………
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
216
B. Work It! • Activity 4
- Listen to the recording and choose the correct words in the brackets. - Match the descriptions with the correct pictures of professions
Description 1 I use (image / images), typography and page (layouts / lie out) to promote a message. I create visual design, such as (advertisements / advertising), logos and other forms of materials. I should have skills on (digital design / graphic design), visual art, drawing and photography. I can work as a (freeman / freelance) or work in a company.
Description 2 I use my creativity and technical skills of (planting / painting) and drawing to communicate ideas, facts, and feelings. Mostly, I work as a freelance that’s work on the market such as for (magazines / magistracy), newspaper, and on commercial work like (brooch / brochures) and catalogue. I create the design using (land skills / hands skills) and also use (computer aided design / computer ails design) (CAD).
Description 3 I produce images that express specific message to the (pure / viewer). I should have both (ethical skill / technical skill) and creativity to created commercial and qualified (pictures / picker) with the (camp area / camera). I work in a specialized area such as in fashion, (wedding / welding), social importance, but not the general one. Usually, I work as a freelance.
Illustrator (Description … )
Graphic Designer (Description … )
Photographer (Description … )
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
217
• Activity 5 Complete the passage by choosing the words in the right column based on the recording you hear!
• Activity 6
Answer the following questions
1. What does the recording tell about? ………………………………………………………………………..…… 2. What is graphic designer? …………………………………………………………………………….. 3. How do graphic designers work? …………………………………………………………………………….. 4. What are the differences between self-employed and wage-and-salary
graphic design? …………………………………………………………………………..… 5. What kinds of course work that graphic designer should meet? …………………………………………………………………………..… 6. What kinds of other subjects that can give good point for graphic
designer? ………………………………………………………………………..……
What is a graphic designer?
Graphic designers are those who use ……………… levels of design to create ………………, illustration, logos, websites, and other visual materials for their clients.
Graphic designers can work alone or in a team. Their ……… depend on their job descriptions.
For those who are …………………, the job will depend on the orders they get. For …………………… graphic designers, they generally have more ………….. work.
Graphic designers should meet some required course work, which includes graphic design, …………, digital design, …………, and graphic form.
It is a good point if they can also …………… related subject such as illustration, 3-D design, fine art, …………………, photography, and film or television.
Adapted from (http://www.collegegrad.com/careers/proft22.shtml,28 November 2009)
fine art advertisement master self-employed advertising sophisticated wage-and salary painting visual art typography duties drawing stable
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
218
C. Let’s Do It • Activity 7
• Glossary
Visual design : Design visual Images : gambar Typography : Tipografi; seni cetak tata huruf Layouts : Susunan ; tata ruang Advertising : periklanan Visual art : Seni rupa Fine art : Seni; seni murni Painting : Lukisan Drawing : gambaran Brochure : Brosur Catalogue : Catalog Hands skill : Keahlian tangan Computer aided Design (CAD)
: teknologi untuk membuat rencana gambar (merancang) dengan bantuan komputer
Viewer : penonton Technical skill : Keahlian teknis Graphic design : Design grafis Digital design : Design digital Graphic form : Bentuk grafis
• Make a group of 3-4 students • Make description of one of the three professions using your
own words • Use information you had got from the previous activities • Present or share your definition with the whole class
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
220
A. Get Ready • Activity 1
Which logos that you can recognize easily? Why?
Mention companies /products that use the logos below!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
221
• Activity 2
1. The University of Health Sciences (UHS) organized a seminar on Saturday to commemorate
the World Mental Health Day.
2. Telephone instrument was invented by Alexander Graham Bell 1876. Bell announced his discovery
, first in lectures to Boston scientists.
3. The nelson Mandela International Day is a tribute
to South African anti-apartheid fighter.
4. The visitors of the exhibition can move on to enjoy snack and beverage
at Buzz Restaurant.
5. Class size will increase under the new scheme
.
6. You can recognize Doraemon easily, because he has distinctive
voice.
7. The supermarket tries to lure
customers with price discounts.
8. Students have to register
for the final exam by the end of May.
9. Paseo is a trademark
for a cleansing tissue.
no Synonym brand (n) celebrate, admire, remember (v) arrangement, pattern, layout (n) distinct, unique, special (adj) list, record, enlist (v) drink (n) salutation, appreciation, compliment (n) lead on, attract, catch (v) finding (n)
Match the underlined words in the sentences with their synonym in the table then practice to pronounce the underlined words correctly.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
222
B. Work It! • Activity 3
Listen to the recording and complete the table by choosing the correct information.
Logo
1. 2. 3.
Company
a. Shoes company b. Clothing
company
a. Fruit company b. Computer and
gadget company
a. TV channel b. Delivery channel
Created in
a. 1972 b. 1971
a. 1976 b. 1967
a. 1981 b. 1991
Creator
a. Caroline Davidson
b. John Davidson
a. Bob Janoff b. Rob Janoff
a. Frank Olinsky b. Prank Olinsky
The logo’s meaning
a. the wing of the
Greek Goodness
b. the swing of
Greek Goodness
a. to tribute the fruit
of the knowledge tree
b. to tribute the truth
of the three knowledge
a. flexible treatment
represent various genre of music
b. flexible judgment of
genre of music
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
223
Coca cola is one of the famous trademarks for soda drinks. Beside its popular logo, coca cola is also well-known for its jingle song. “Always Coca cola” was popularized by Joey Diggs and broadcasted in 1993.
Always Coca-Cola Joey Diggs "do do do do dood, do do do ,do do do do do do dood, always coca-cola (2x) Wherever there's a _______, there's always a flirt whenever there's school, there'll always be _______ wherever there's a beat, there's always a ______ whenever there's fun there's ________ coca-cola... yeah. "do do do do dood, do do do ,do do do do do do dood, always coca-cola (2x) The ______ will always shine, the birds will always ________ As long as there is thirst, there's always the real thing Coca-cola is always ________ Whenever there is fun, there's__________ coca-cola do do do do dood, do do do ,do do (coca-cola) do do do do dood, always coca-cola (ooh, ooh, oooh) do do do do dood, do do do ,do do (doo dood do do doooh) do do do do dood, always coca-cola (hey eh) taken from http://www.elyrics.net/read/j/joey-diggs-lyrics/Cola-lyrics.html
• Activity 4
Listen to the song then fill in the missing words on the lyric below
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
224
• Activity 5
Listen to a recording and complete the blanks by choosing suitable words in the box.
1950 letters created famous
trademark beverage handwriting 1915
pure invented leather display
scheme lure medicine scene
Coca Cola’s Logo
It is one of the most …………… soft drink, but in the beginning,
it was not kind of ……………. It was …………… by John Pemberton as
a patent ……………. in 1885. He took his medicine to Jacob’s Pharmacy
and they judged the formula as excellent.
Pemberton’s partner and bookkeeper, Frank Mason Robinson,
………. its logo. The logo used the ……….. of Spencerian script that
was dominant form of formal …………….. in the United States during
the era. The red and white colored ………….. in the logo was kept
simple and distinctive to ……… young minds.
It got registered as a ………………. in 1887 and then become the
brand’s corporate identity. In …………., the logo was first advertised in
the Atlanta Journal and also appeared on the ………….. of Pemberton’s
Pharmacy.
Complied and adapted from http://www.famouslogos.org/coca-cola-logo ; http://www.logoorange.com/logodesign-C.php ; and http://www.logoblog.org/coca_cola_logo.php
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
225
1. Coca cola was invented as a drink. (…) 2. Coca cola logo was created by John Pemberton (…) 3. The logo became a trademark in 1987. (…) 4. The logo used handwriting letters that was usually used in that period. (…) 5. John Pemberton was a pharmacist. (…) 6. The passage talked about the invention of coca cola (…)
• Activity 6
Decide these statements whether it is true (T) or false (F)
C. Let’s Do It • Activity 7
Answer the questions below in pairs!
• Glossary
Represent (v) : Menggambarkan / melambangkan Wing (n) : Sayap Greek Goodness (n) : Dewa Yunani Knowledge (n) : Pengetahuan Announce (v) : mengumumkan Channel (n) : Saluran (tv/radio) Treatment (n) : perlakuan made up (v) : Terbuat dari Flexible (adj) : Mudah disesuaikan Genre (n) : Aliran /macam famous/Well-know (adj) : Terkenal Invent / Create (v) : menciptakan Medicine (n) : obat Pharmacist (n) : Ahli farmasi Excellent (adj) : sempurna Letter (n) : Tulisan Handwriting (n) : Tulisan tangan Display (n) : pameran
1. Based on activity 3 and 4, which is the oldest logo? 2. In your opinion, what is the most interesting logo?
Give reasons and share them to your friend
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
227
A. Get Ready • Activity 1
Look at the picture and share the answers of the following questions with your friends.
• Activity 2
Look at the part of camera below and complete the statements below.
1. Optical element is ………………………………………….……………..
2. Chemical element is ………………………………....................................
3. Mechanical element is ……….……………………………………………
• What is this?
• Can you operate it?
• Mention essential parts of this camera!
Optical element
Mechanical element
Chemical element
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
228
• Activity 3
- Match the underlined words in the sentences with their synonym on the table.
- Practice to pronounce the underlined words correctly
1. A camera uses a piece curved
of lens.
2. A ray
of sunshine comes through the window.
3. The ball bounced off
the pot into the net.
4. The road bends
to the left after the first traffic light.
5. The company undergoes
rearrangement of the staffs.
6. A roll film should be developed
in a dark room.
7. He dyes
his white T-shirt into a black one.
8. She reserved
the car into parking area.
no Synonym undertake, experience(v) color, change the color of (v) to make photographs from a film(v) overturn, turn around (v) arched, curled, rounded(adj) glance off, reflect(v) beam of light(n) turn, curve(v)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
229
How does a Camera Work?
(…) The (light / night) travels at different speeds, in different substances and for
this reason; the light slows down when it enters the lens. As a result, the light
(bands/ bends) when it enters the lens. The light bends again when it exits the
lens because parts of the light (weight/ wave) enter the (ail/ air) at different
places on the lens.
(…) The film is (dyed/ died) by the chemicals reaction and the negative image is
formed. When the image is printed, the negative image is (reserved/
reversed) to create a true positive printed image.
(…) In this illustration, we will use SLR (Single-lens reflex camera) because this
camera also (from/ forms) the basis for today’s digital models. Essentially, a
camera consists of three basic parts: an optical element - (the length / the
lens), a chemical element - (the filth /the film) and a mechanical element -
(the camera body itself).
(…) When the light exits the lens, it is projected onto the film (surface/ surfeit)
- that is the chemical element. The film is made up of minute light-sensitive
elements in which each element (undergo/ undergoes) a chemical reaction
when it is (expound /exposed) to light. When the roll film is developed, the
film undergoes another chemicals reaction that depends on the type of the
film.
(…) The optical element is the lens. This is generally a (curbed /curved) piece
of glass or plastic. Its job is to take the (rays / reign) of light bouncing off an
object and redirect them so they come together to form a real image - that
looks just like the (scene / scheme) in front of the lens.
B. Work It
• Activity 4
Listen to the recording, and rearrange the jumbled paragraphs. On the second listening, complete the paragraph by choosing the correct words in brackets.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
230
• Activity 5
Answer these following questions based on the passage in activity 4!
1. What does the passage tell about?
…………………………………………………………………………………………………………………………………………………………
2. Mention three basic part of camera! …………………………………………………………………………………………………………………………………………………………
3. What is/are the jobs of the lens? …………………………………………………………………………………………………………………………………………………………
4. Why does the light slow down when it enters the lens? ................................................................................................................................................................................................................................................
5. When does the light bend? ………………………………………………………………………………………………………………………………………………………..…
6. What happen when the light exits the lens? ………………………………………………………………………………………………………………………………………………………….
7. Mention chemical reactions that happen in the process! …………………………………………………………………………………………………………………………………………………………
• Activity 7
Listen to the song then complete the missing words of the lyric at the next page.
A Photograph may keep long lasting memories in our life. The song you will listen is
a song about photographs which can play back sweet memories in the past.
“Photograph” is one single from Nicelback, a Canadian band. This song was
nominated as the best single in Juno Award 2006.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
231
Photograph By Nickelback
Look at this photograph Every time I do it makes me …………. How did our eyes get so red And what the hell is on Joey's head And this is where I grew up I think the ………….. owner fixed it up I never knew we'd ever went without The second …………. is hard for sneaking out And this is where I went to …………… Most of the ………….. I had better things to do Criminal records says I've broke in twice I must have done it half a dozen times I ……………. if it's too late Should I go back and try to graduate Last …….. and now that it was back then If I was them I wouldn't let me in Oh oh oh oh God I....I Chorus: Every ………… of looking out the back door I have a photo ………… spread out on my bedroom floor It's hard to say, time to say it Goodbye, goodbye Every …………… of walking out the ………. door I found the photo of the …………..
Remember the old arcade Blew every
that I was looking for It's hard to say, time to say it Goodbye, goodbye
…………. that we ever made The cops seeing us hanging out They said somebody went and burned it down We used to listen to the ……… And sing along with every ……. we know We said someday we'd find out how it feels To ……. to more than just the steering wheel Kim's the first …….. I kissed I was so nervous that I nearly missed She's had a couple of ……. since then I haven't seen her since God knows when Oh oh oh oh God I...I Back to chorus I miss that ……., I miss the faces You can't erase it, you can't …………. it I miss it now, I can't believe it So hard to …………, So hard to leave it If I could I relive those days I know the one thing that would never change...... back to chorus Look at this photograph Every time I do it makes me ………… Every time I do it makes me taken from ALLYRICS.NET
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
232
C. Let’s Do It • Activity 7
• Glossary
Optical element (n) : Elemen optik Chemical element (n) : Elemen kimia Mechanical element (n) : Elemen mekanis Lens (n) : Lensa Form (v) : membentuk Speed (n) : Kecepatan Substances (n) : Zat / bahan Slow down (v) : Melambat Exit (v) : Keluar Wave (n) : gelombang Air (n) : Udara Project (v) : memproyeksikan Surface (n) : Permukaan Light-sensitive element (n) : Elemen yang sensitif terhadap cahaya Expose (v) : Menyingkap terhadap cahaya Depend on (v) : Tergantung dari Print (v) : Mencetak
• Make a group consisting of 3-4 students
• Discuss in your group on how a camera works
then write the process using your own words
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
234
Unit 1 Jobs in Visual Communication Design
A. Get Ready • Activity 1
1. Ask students to complete the mind maps with everything that they know related to the professions.
2. Ask students to use clues provided in the module
3. The following are terms can be used to complete the mind maps
4. Ask students to share their mind maps • Activity 2
1. Ask students to describe the three professions based on the minds maps 2. Students may work in pairs or group. Students may have different
definitions. • Activity 3
1. Ask students to match the underlined words in the sentences below with their synonym on the box.
2. Discuss the result and then practice to pronounce them. 3. The answer keys are on the next page.
No Synonym 3 Salaried (adj) 5 Get, Pick up (v) 1 Freelance (adj) 6 Steady (adj) 2 Responsibility (n) 4 Complicated, Fancy (adj)
a. Graphic Designer : design, graphic form, typography, art, concept, visual, communicate, process, etc
b. Illustrator : painting, drawing, computer, images, print, imagination, etc c. Photographer: camera, picture, view, lighting, scene, studio, etc
Clues for the mind maps - what he/she does - things or equipment s/he uses to work - what course or educational program s/he should meet - what he/she makes
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
235
1. A self-employed
2. Students have
person is an independent worker, who works independently
of an employer.
duty
3. Mr. John is a
to keep the school’s environment clean.
wage and salary
4. He has
worker in R&B Company. He gets monthly
salary from its company.
sophisticated
5. I have
plan to design the advertisement for the next exhibition.
Two weeks ago, he has prepared the detailed theme for his project.
master
6. After several part-time jobs, he is now got a
the technical skill of painting. I am able to draw using hands
skills and specialized computer software.
stable
job in a house production.
B. Work It! • Activity 4
1. Ask students to listen to the recording and choose the correct words in the brackets
2. Play the recording two times. 3. After that, ask students to match the descriptions with the correct picture of
profession 4. Discus the result
Here is the transcript of the recordings
Description 1 I use (image / images), typography and page (layouts / lie out) to promote a message. I create visual design, such as (advertisements / advertising), logos and other forms of materials. I should have skills on (digital design / graphic design), visual art, drawing and photography. I can work as a (freeman / freelance) or work in a company.
Description 2 I use my creativity and technical skills of (planting / painting) and drawing to communicate ideas, facts, and feelings. Mostly, I work as a freelance that’s work on the market such as for (magazines / magistracy), newspaper, and on commercial work like (brooch / brochures) and catalogue. I create the design using (land skills / hands skills) and also use (computer aided design / computer ails design) (CAD).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
236
• Activity 5
1. Ask students to listen to the recording and complete the passage by choosing
the words in the right column. 2. Play the recording two times. 3. Discuss the result.
Here is the transcript of the recording.
• Activity 6
1. After students have understood the passage in activity 5, ask them to answer
the following questions. 2. Students may be divided into groups consisting of 3-4 students.
What is a graphic designer?
Graphic designers are those who use sophisticated levels of design to create advertising, illustration, logos, websites, and other visual materials for their clients.
Graphic designers can work alone or in a team. Their duties depend on their job descriptions.
For those who are self-employed, the job will depend on the orders they get. For wage-and-salary graphic designers, they generally have more stable work.
Graphic designers should meet some required course work, which includes graphic design, typography, digital design, drawing, and graphic form.
It’s a good point if they can also master related subject such as illustration, 3-D design, fine art, visual art, photography, and film or television.
Adapted from (http://www.collegegrad.com/careers/proft22.shtml,28 November 2009)
Description 3 I produce images that express specific message to the (pure / viewer). I should have both (ethical skill / technical skill) and creativity to created commercial and qualified (pictures / picker) with the (camp area / camera). I work in a specialized area such as in fashion, (wedding / welding), social importance, but not the general one. Usually, I work as a freelance.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
237
3. Discuss the answers (all the answers are provided in the passage).
C. Let’s Do It • Activity 7
Here are the possible answers 1. What does the recording tell about?
The recording tells about the description of graphic designer or what graphic designer is.
2. What is graphic designer? (Par 1) Graphic designers are those who use sophisticated levels of design to create advertising, illustration, logos, websites, and other visual materials for their clients.
3. How do graphic designers work? (Par 2) They both can work together (in a team) and work alone (as a freelance)
4. What are the differences between self-employed and wage-and-salary graphic design? (Par 3) For self employed graphic designers, they job will depend on the orders they get. While for wage-and-salary graphic designers, they have more stable work
5. What kinds of course work that graphic designer should meet? (Par 4) Graphic designers should meet some required course work, which includes graphic design, typography, digital design, drawing, and graphic form.
6. What kinds of other subjects that can give good point for graphic designer? (Par 5) subject that can give good point for graphic designer: illustration, 3-D design, fine art, visual art, photography, and film or television.
- Ask students to make a group consisting of 3-4 students. - Ask them to make description of one of the three professions using their own
words. - Ask 2 or 3 groups to present or share their definition to the whole class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
238
Unit 2 Popular Logos
A. Get Ready • Activity 1 Ask students to choose which logo they can recognize easily and ask the reason Ask students to mention companies / products that use the logos below
• Activity 2
Federal Express (Delivering packages company) Nike (shoes company) the coca cola company
Sony Erricson Warner Bross Apple Inc. (Mobile phone Company) Entertainment incorporated (Computer Company)
Roxy (clothing distro) Nestle (Food Company) Garuda Indonesia (flight company)
Mc Donald’s Philips (lamp company) Walt Disney (fast food restaurant) (Entertainment incorporated)
Ford (car) MTV (Music Television) Red bull Kratingdaeng (drink supplement)
United Parcel Service Microsoft Starbucks Coffee (Package Delivery Company)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
239
1. The University of Health Sciences (UHS) organized a seminar on Saturday to commemorate
2. Telephone instrument was invented by Alexander Graham Bell 1876. Bell announced his
the World Mental Health Day.
discovery3. The nelson Mandela International Day is a
, first in lectures to Boston scientists. tribute
4. The visitors of the exhibition can move on to enjoy snack and
to South African anti-apartheid fighter.
beverage
5. Class size will increase under the new
at Buzz Restaurant.
scheme6. You can recognize Doraemon easily, because he has
. distinctive
7. The supermarket tries to voice.
lure8. Students have to
customers with price discounts. register
9. Paseo is a for the final exam by the end of May.
trademark
for a cleansing tissue.
B. Work It! • Activity 3
no Synonym 9 brand (n) 1 celebrate, admire, remember (v) 4 arrangement, pattern, layout (n) 6 distinct, unique, special (adj) 8 list, record, enlist (v) 4 drink (n) 3 salutation, appreciation, compliment (n) 7 lead on, attract, catch (v) 2 finding (n)
- Ask students to match the underlined words with their synonym. - Discus the result and practice to pronounce them - Here is the answer keys
- Ask students to complete the table by choosing correct alternative information based on the recording.
- Play the recording one or two times and discuss the result. - The table and the transcript are in the next page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
240
Logo
1. 2. 3.
Company
a.
Shoes company
b. Clothing company
a. Fruit company b.
a.
Computer and gadget company
TV channel
b.Delivery channel
Created in
a. 1972 b.
a.
1971
a. 1976
b. 1967
1981 b. 1991
Creator
a. a. Bob Janoff b.
Caroline Davidson
b. John Davidson
a. Prank Olinsky b. Rob Janoff Frank Olinsky
The logo’s meaning
a.
a. to tribute the truth
of the three knowledge
b.
the wing of the Greek Goodness
b. the swing of
Greek Goodness
a.
to tribute the fruit of the knowledge tree
flexible treatment represent various genre of music
b. flexible judgment
of genre of music
1. The Swoosh Nike was designed by Caroline Davidson in June 1971. The logo represents the wing of the Greek Goodness and becomes well-know symbol for Running Shoes Company.
2. The apple logo was re-designed by Rob Janoff to change the previous symbol. It was created in 1976 to commemorate the discoveries of gravity and to tribute the fruit of the tree of knowledge in Adam and Eve’s story.
3. MTV logo was created by Frank Olinsky with his team of Manhattan design. This logo was announced together with the channel in 1981.The logo was made up from a large capital letter “M” and lower-case “tv”. The various treatments of this logo made it so flexible that represent various genre of music.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
241
Waving Flag By K’naan Ooooooh Wooooooh Give me freedom, give me fire, give me reason, take me higher See the champions, take the field now, unify us, make us feel proud In the streets our head are lifting’, as we lose our inhibition, Celebration it surrounds us, every nations, all around us # Singing forever young, singing songs underneath that sun Let’s rejoice in the beautiful game And together at the end of the day. We all say Chorus: When I get older I will be stronger They’ll call me freedom Just like a waving flag And then it goes back And then it goes back And then it goes back And then it goes back (2x) Oooooooooooooh woooooooooohh hohoho Give you freedom, give you fire, give you reason, take you higher See the champions, take the field now, unify us, make us feel proud In the streets our head are lifting, as we lose our inhibition, Celebration, it surrounds us, every nations, all around us Back to # then chorus Wooooooooo Ohohohoooooooo ! OOOoooooh Wooooooooo We all say! Back to chorus 2x Wooo hooooo hohohohoooooo And everybody will be singing it Wooooooooo ohohohooooo And we are all singing it Taken from http://aphie3.wordpress.com
Always Coca-Cola Joey Diggs "do do do do dood, do do do ,do do do do do do dood, always coca-cola (2x) Wherever there's a pool, there's always a flirt whenever there's school, there'll always be homework wherever there's a beat, there's always a drum whenever there's fun there's always coca-cola... yeah. "do do do do dood, do do do ,do do do do do do dood, always coca-cola (2x) The stars will always shine, the birds will always sing As long as there is thirst, there's always the real thing Coca-cola is always the one Whenever there is fun, there's always coca-cola do do do do dood, do do do ,do do (coca-cola) do do do do dood, always coca-cola (ooh, ooh, oooh) do do do do dood, do do do ,do do (doo dood do do doooh) do do do do dood, always coca-cola (hey eh) taken from http://www.elyrics.net/read/j/joey-diggs-lyrics/Cola-lyrics.html
• Activity 4
- Ask students to listen to the song and complete the missing lyric. - Play the song then discuss the result. - Here is the complete lyric.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
242
• Activity 5
1950 letters Created Famous
trademark Beverage handwriting 1915
pure Invented leather display
scheme lure medicine scene
Coca Cola’s Logo
It is one of the most famous soft drink, but in the beginning, it
was not kind of beverage. It was invented by John Pemberton as a patent
medicine in 1885. He took his medicine to Jacob’s Pharmacy and they
judged the formula as excellent.
Pemberton’s partner and bookkeeper, Frank Mason Robinson,
created its logo. The logo used the letters of Spencerian script that was
dominant form of formal handwriting in the United States during the era.
The red and white colored scheme in the logo was kept simple and
distinctive to lure young minds.
It got registered as a trademark in 1887 and then become the
brand’s corporate identity. In 1915, the logo was first advertised in the
Atlanta Journal and also appeared on the display of Pemberton’s
Pharmacy.
Complied and adapted from http://www.famouslogos.org/coca-cola-logo ; http://www.logoorange.com/logodesign-C.php ; and http://www.logoblog.org/coca_cola_logo.php
- Ask students to listen to the recording and complete the missing words by choosing appropriate words provided in the box.
- Play the recording two times then discuss the result. - Here is the transcript of recording.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
243
• Activity 6
1. Coca cola was invented as a drink. ( F )
2. Coca cola logo was created by John Pemberton ( F )
3. The logo became a trademark in 1987. ( F )
4. The logo used handwriting letters that was usually used
in that period. ( T )
5. John Pemberton was a pharmacist. ( T )
6. The passage talked about the invention of coca cola ( F )
C. Let’s Do It • Activity 7
- Ask students to answer these questions in pairs.
- Teacher may discuss the result together. - Teacher also can ask two or three pairs to share their answer in front of the
class.
1. Based on activity 3 and 4, which is the oldest logo? 2. In your opinion, what is the most interesting logo? Give reasons
and share them to your friend
- Ask students to decide the statements whether it is true (T) or false (F) based on the passage in the previous activity.
- Discuss the result briefly.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
244
Unit 3 How does a Camera Work?
A. Get Ready • Activity 1
• Activity 2
Here are the possible answers 1. Optical element is the lens
2. Chemical element is the film
3. Mechanical element is/are the camera body / parts of camera body
(Teacher can see the parts of camera body in the next page)
1. Ask students to look at the camera picture then answer the questions. 2. Discuss the students’ answer briefly.
1. Ask students to look at the picture of part of camera 2. Ask students to answer the questions in pair.
The lens
Camera body / parts of camera body
The films
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
245
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
246
• Activity 3
1. A camera uses a piece curved
of lens.
2. A ray
of sunshine comes through the window.
3. The ball bounced off
the pot into the net.
4. The road bends
to the left after the first traffic light.
5. The company undergoes
rearrangement of the staffs.
6. A roll film should be developed
in a dark room.
7. He dyes
his white T-shirt into a black one.
8. She reserved
the car into parking area.
B. Work It
• Activity 4
The transcript of the recording is on the next page.
no Synonym 5 undertake, experience(v) 7 color, change the color of (v) 6 to make photographs from a film(v) 8 overturn, turn around (v) 1 arched, curled, rounded(adj) 3 glance off, reflect(v) 2 beam of light(n) 4 turn, curve(v)
1. Ask students to match the underlined words in the sentences with their synonym on the table.
2. Discuss the result and then practice to pronounce them.
1. Ask students to listen to the recording and re-arrange the jumbled paragraphs.
2. On the second listening, ask them to complete the paragraphs by choosing the correct words in the brackets.
3. Discuss the result.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
247
How does a Camera Work? (3) The (light / night) travels at different speeds, in different substances and for this
reason; the light slows down when it enters the lens. As a result, the light (bands/ bends) when it enters the lens. The light bends again when it exits the lens because parts of the light (weight/ wave) enter the (ail/ air) at different places on the lens.
(5) The film is (dyed/ died) by the chemicals reaction and the negative image is formed.
When the image is printed, the negative image is (reserved/ reversed) to create a true positive printed image.
(1) In this illustration, we will use SLR (Single-lens reflex camera) because this camera
also (from/ forms) the basis for today’s digital models. Essentially, a camera consists of three basic parts: an optical element - (the length / the lens), a chemical element - (the filth /the film) and a mechanical element - (the camera body itself).
(4) When the light exits the lens, it is projected onto the film (surface/ surfeit) - that is
the chemical element. The film is made up of minute light-sensitive elements in which each element (undergo/ undergoes) a chemical reaction when it is (expound /exposed) to light. When the roll film is developed, the film undergoes another chemicals reaction that depends on the type of the film.
(2) The optical element is the lens. This is generally a (curbed /curved) piece of glass
or plastic. Its job is to take the (rays / reign) of light bouncing off an object and redirect them so they come together to form a real image - that looks just like the (scene / scheme) in front of the lens.
• Activity 5
1. Ask students to answer the following questions based on the passage in activity 4 (in group).
2. Discuss the result. 3. The answer can be seen in the next page
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
248
Here are the possible answers
1. What does the passage tell about?
The passage tells about the work of the camera / the process on how camera works.
2. Mention three basic part of camera! - the optical element : the lens - the chemical element : the film - the mechanical element : the camera body
2. What is/are the jobs of the lens? Its jobs are: • to take the rays of light bouncing off an object • to redirect the rays of light so they come together to form a real
image.
3. Why does the light slow down when it enters the lens? The light slow down when it enters the lens because the light will travel/move at different speeds when it enters different substances.
4. When does the light bend? The light bends when it enters the lens and it bends again when it exits the lens.
5. What happen when the light exits the lens? When the light exits the lens, it is projected onto the film surface (the chemical element)
6. Mention chemical reactions that happen in the process! - the film undergoes chemical reaction when it is exposed to light - the film undergoes another chemical reaction when it is developed - the film is dyed by the chemical reaction.
• Activity 6
1. Ask students to listen to the song and fill in the missing lyric. 2. Play the song then discuss the result. 3. The complete lyric is on the next page
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
249
Photograph by Nickelback
C. Let’s Do It • Activity 7
Look at this photograph Every time I do it makes me laugh How did our eyes get so red And what the hell is on Joey's head And this is where I grew up I think the present owner fixed it up I never knew we'd ever went without The second floor is hard for sneaking out And this is where I went to school Most of the time I had better things to do Criminal records says I've broke in twice I must have done it half a dozen times I wonder if it's too late Should I go back and try to graduate Last man and now that it was back then If I was them I wouldn't let me in Oh oh oh oh God I....I Chorus: Every memory of looking out the back door I have a photo album spread out on my bedroom floor It's hard to say, time to say it Goodbye, goodbye Every memory of walking out the front door I found the photo of the friend
Remember the old arcade Blew every
that I was looking for It's hard to say, time to say it Goodbye, goodbye
dollar that we ever made The cops seeing us hanging out They said somebody went and burned it down We used to listen to the radio And sing along with every song we know We said someday we'd find out how it feels To sing to more than just the steering wheel Kim's the first girl I kissed I was so nervous that I nearly missed She's had a couple of kids since then I haven't seen her since God knows when Oh oh oh oh God I...I Back to chorus I miss that town, I miss the faces You can't erase it, you can't replace it I miss it now, I can't believe it So hard to stay, So hard to leave it If I could I relive those days I know the one thing that would never change...... back to chorus Look at this photograph Every time I do it makes me laugh Every time I do it makes me...... lyrics from ALLYRICS.NET
1. Ask students to make groups consisting of 3-4 students. 2. Ask students to discuss in their group on how camera works. 3. Ask students to write down the process using their own words and collect their
work
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
250
References
Books:
- Azar, Betty Schramfer. Understanding and Using English Grammar (1989).
New Jersey: Prentice Hall Regents.
- General basic 2 (2002). Jakarta: Yayasan LIA
- Wiyono, Drs. Tri Suko Bambang, dkk. Pelajaran Bahasa Inggris SMK Untuk
kelas 2 (2001). Yogyakarta: Kanisius.
- __________. Cambridge Advanced Learner’s Dictionary (2008). Cambridge:
Cambridge University Press.
Internet sources: http://www.thefreedictionary.com/ http://www.collegegrad.com/careers/proft30.shtml http://www.collegegrad.com/careers/proft22.shtml, http://www.prospects.ac.uk http://www.prospects.ac.uk/p/types_of_job/press_photographer_job_description.jsp http://www.prospects.ac.uk/p/types_of_job/illustrator_job_description.jsp http://www.famouslogos.org/coca-cola-logo http://www.logoorange.com/logodesign-C.php http://www.logoblog.org/coca_cola_logo.php http://www.logoorange.com/logodesign-N.php http://www.logoorange.com/logodesign-M.php http://www.logoorange.com/logodesign-A.php http://www.dinesh.com/history_of_logos/miscellaneous_logos__design_and_history/nik
e_logo_-_design_and_history.html http://xroads.virginia.edu/~CLASS/am483_97/projects/hincker/nikhist.html http://shoes.about.com/od/athleticshoes/a/nike.htm http://www.spiritus-temporis.com/mtv/history.html http://stevewilkison.com/hogdblog/?p=369 http://www.writingfordesigners.com/?p=45 http://www.logoblog.org/apple_logo.php http://www.howstuffworks.com/camera.htm http://www.explorephotography.co.uk/HowDoesCameraWork.html http://www.allyrics.net http://www.eurofound.europa.eu/areas/industrialrelations/dictionary/definitions/selfempl
oyedperson.htm http://www.dailytimes.com.pk) http://www.corp.att.com/history/inventing.html http://www.referatele.com/referate/engleza/online19/The-discovery-of-the-telephone-
referatele-com.php http://www.thejakartapost.com/news/.html) http://www.elyrics.net/read/j/joey-diggs-lyrics/always-coca,,Cola-lyrics.html
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI