DEVELOPING LISTENING TASKS FOR GRADE VIII STUDENTS IN THE FIRST SEMESTER AT SMP NEGERI 2 GRABAG IN THE ACADEMIC YEAR OF 2012/2013

Abstrak / Ringkasan

The objectives of this study are to identify the target needs and learning needs of Grade VIII students of SMP Negeri 2 Grabag in teaching and learning process of listening and to develop the appropriate listening tasks for Grade VIII students of SMP Negeri 2 Grabag in the academic year of 2012/2013.
This study was classified as a research and development (R & D) study. The instruments used in this study were interview guidelines and questionnaires. The data from the need analysis and evaluation were analyzed quantitatively, while the data from the interviews were analyzed qualitatively. Meanwhile, the development procedure comprised of identification of needs for materials (needs analysis), exploration of needs, production of materials, student use of the materials (try-out), evaluation of materials, revision of the materials, and production of the final draft.
The results of the research were as follows. The average scores obtained from the evaluation questionnaires ranging from 3.04 to 4.37 show the students’ agreements on the developed tasks. Based on the try-out and evaluations results, listening tasks that are suitable for Grade VIII students of SMP Negeri 2 Grabag are those which help them explore their listening skills. Meanwhile, the characteristics of listening tasks that are suitable for Grade VIII students of SMP Negeri 2 Grabag are that: (1) the goals of the tasks should be feasible and appropriate to the indicators stated in the course grids; (2) the inputs should be comprehensible, not be too long, be in interesting and familiar topics, use brief and motivating explanations, and use simple vocabulary which might help the students to accomplish the tasks and improve their vocabulary mastery; (3) the activities should be varied, interesting, challenging, simple, motivating, sequenced from guided to free, and from easy to difficult; (4) the teacher should play roles as a prompter, a resource, a tutor, an instructor, a facilitator, and a monitor; (5) the students should play roles as active and responsive participants; (6) the setting should be varied from individual, pairs, small groups, or whole class works; and (7) the instruction should be clear, the vocabulary should be simple and understandable, the illustration should be clear, interesting, and understandable, and the recording should be clear.

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