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This chapter is presents findings of the analyzing for listening task and the
explanation derived from the analysis. Workbook (LKS) Aspirasi has three chapters,
each chapter has different quantity of listening tasks which are the total number of tasks
are nine tasks. Every tasks of listening in the workbook (LKS) Aspirasi are made based
on syllabus and also has indicators for each task as the learning objective. This chapter
presents the relevancy between syllabus and listening task in the workbook (LKS)
Aspirasi. Therefore, listening task in the workbook (LKS) Aspirasi has different types
of listening and it is found that there are two types of listening, there are focused
4.1 Findings
Workbook (LKS) Aspirasi of KTSP for senior high school at tenth grade in
odd semester.
Chapter 1 of workbook (LKS) Aspirasi has four listening tasks which were each
of listening task has different task activities and types. The analysis of listening tasks
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Table 4.1.1
(The analysis of listening tasks in chapter one)
The relevancy
Chapter Indicator Listening task Type of listening
X
Task 1 Attentive
(listen to your listening
teacher and
repeat)
Task 4 Attentive
(listen to your listening
teacher and
repeat)
Mengidentifikasi X
makna tindak
tutur menyetujui
tawaran/undanga
n/ajakan.
Merespon tindak X
tutur menyetujui
tawaran/undanga
n/ajakan.
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Mengidentifikasi (The task is in
makna tindak chapter 3)
tutur menerima
janji
Based on the table above, in the chapter 1 of the workbook (LKS) Aspirasi the
researcher only found some tasks about the expression of greeting which were each of
the task has different listening task activities and instructions of the task. There were
Task 1, the instruction of the task was to listen and to repeat the teacher about
expression of greeting someone. Task 2, the instruction of the task in this chapter were
to listen the dialogue and fill in the blank space and answer the questions about
expression of greeting someone. Task 4, the instruction of the task was listen and repeat
your teacher about self-introduction. Task 6, the instruction of the task was work with
your partner, listen to the short text then answer the questions about the expression of
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self-introduction. The last one, task 10, the instruction was listen and answer the
competence 1.1 about response the expression of greeting, introducing, accepting and
declining the invitation, and accepting and cancelling appointment. Task 1 and 4 have
the same activities which were the students expected to reach the indicator to response
the expression of greeting and introducing. Afterwards, task 2, 6 and 10 also refers to
competence standard number 1 and basic competence 1.1 about response the
accepting and cancelling appointment. Task 2, 6 and 10 have the same activities which
were the students expected to reach the indicator to identify the expression of greeting
and introducing.
The type of listening in task 1 and 4 were attentive listening because in these
tasks, the students were required to response and to repeat the teacher’s talk about
expression of greeting and introducing and this kind of tasks were suitable with
attentive listening type. Meanwhile, the type of listening in tasks 2, 6 and 10 were
focused listening because the students were required to listen the dialogue, fill in the
blank space, listen to the short text and also answer the questions which were the
students have to find specific information about the text that they have heard.
Furthermore, there was no task about accepting and declining invitation. It implies that
only four tasks were relevant with the indicator of basic competence 1.1 in the syllabus.
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Chapter 2 of the workbook (LKS) Aspirasi has two listening tasks which were
Table 4.1.2
(The analysis of listening tasks in chapter two)
The relevancy
Listening
Chapter Indicator Type of listening
task X
2 Mengidentifikasi X
makna tindak tutur
mengungkapkan
perasaan bahagia.
Merespon tindak X
tutur
mengungkapkan
perasaan bahagia.
Mengidentifikasi
X
makna tindak tutur
menunjukkan
simpati
Merespon tindak
X
tutur menunjukkan
simpati.
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question
orally)
Mengidentifikasi
X
makna tindak tutur
memberi instruksi.
Merespon tindak
tutur memberi X
instruksi.
Based on the table above, in the chapter 2 of the workbook (LKS) Aspirasi the
researcher only found two tasks about the expression of showing concern/unconcern
which were each of the task has different listening task activities and instructions of
the task. Task 1, the instruction of the task was to listen and to answer the questions
orally about showing concern/unconcern. The students were required to answer the
questions orally. Task 3, the instruction of the task in this chapter was to listen and
competence standard number 1 and basic competence 1.2 about showing expression of
happiness, concern, sympathy, and giving instruction. In the task 1 the students were
Whereas, in the task 3 the students were expected to reach the indicator to identify the
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The type of listening in task 1 is attentive listening because the students were
have to response and answer the questions by the teacher orally. Subsequently, the
listening type in task 3 was focused listening because the students were required to
grasp the specific information by listening to the dialogue and then answer the
questions. Furthermore, the researcher only found the task about expression of showing
sympathy, and giving instruction. It implies that only two tasks were relevant with the
workbook. It has three listening tasks which were each of listening tasks has different
Table 4.1.3
(The analysis of listening tasks in chapter three)
The relevancy
Chapter Indicator Listening task Type of listening
X
Mengidentifikasi X
makna tindak
tutur menyetujui
36
tawaran/undanga
n/ajakan.
Merespon tindak X
tutur menyetujui
tawaran/undanga
n/ajakan.
Based on the table above, in the chapter 3 of the workbook (LKS) Aspirasi the
researcher found out two tasks about the expression of accepting and cancelling
appointment and a task about procedure text which were each of the task has different
listening task activities and instructions of the task. Task 1, the instruction of the task
is listen to the dialog and then fill in the blank space about how to make
something/procedure text. Task 6, the instruction is listen to the dialog and answer the
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questions. The last one, Task 4, the instruction of the task in this chapter was listen and
repeat after the teacher and the material was about expression of accepting and
cancelling appointment.
competence 1.1 about response the expression of greeting, introducing, accepting and
declining the invitation, and accepting and cancelling appointment. In the task 6 the
students were expected to reach the indicator to identify the expression of accepting
number 1 and basic competence 1.1 about response the expression of greeting,
introducing, accepting and declining the invitation, and accepting and cancelling
appointment. In the task 4 the students were expected to reach the indicator to response
competence standard number 2 and basic competence 2.2 about response the meaning
in a simple monologue text of recount, narrative, and procedure text. In the task 1 the
students were expected to reach the indicator to identify the ingredients which is used
The type of listening in task 1 and 6 were focused listening because the
students are required to listen the dialogue, fill in the blank space and also answer the
questions which were the students have to find specific information about the text that
they have heard. Meanwhile, the type of listening in tasks 4 was attentive listening
because in the task the students were required to response and repeat the teacher’s talk
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about expression of accepting and cancelling appointment and this kind of tasks were
suitable with attentive listening type. Furthermore, the researcher only found the task
about expression of accepting and cancelling appointment while there was no task
about expression of accepting and declining invitation and a task about procedure text
while there were no single task about recount and narrative text. It implies that there
are two task (task 4 and 6) were relevant with the indicator of basic competence 1.1
and a task (task 1) relevant with the indicator of basic competence 2.2 about procedure
text.
4.2 Discussion
Based on the data above, the researcher tried to analyze the relevancy between
According to the analysis in the chapter 1, the researcher only found some
tasks about the expression of greeting. For the example, in chapter one, the students
were given an activity about expression of greeting and this task was relevant with
basic competence 1.1 and indicators 1.1 “Merespon makna yang terdapat dalam
percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi
dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat,
lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur:
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dan membatalkan janji.” mentioned in the syllabus. However, the researcher did not
found any listening task of expression of accepting and declining invitation. It means
that the chapter one of workbook (LKS) Aspirasi cannot be reach the competence
In the chapter 2, the researcher only found two tasks about the expression of
showing concern/unconcern. For the example, in chapter one, the students were given
an activity about the expression showing concern/unconcern and this task was relevant
with basic competence 1.2 and indicator which are: 1.2 “Merespon makna dalam
percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi
dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan
there were no tasks about expression of showing happiness, sympathy, and giving
instruction. It means that the chapter two of workbook (LKS) Aspirasi cannot be reach
Based on the analysis in the last chapter three, the researcher found out
indicators mentioned in syllabus. For the example, in the chapter three, the students
were given an activity about the expression of accepting and cancelling appointment
and this task was relevant with basic competence 1.1 and indicator which are: 1.1
“Merespon makna yang terdapat dalam percakapan transaksional (to get things done)
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dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam
bahasa lisan sederhana secara akurat, lancar, dan berterima menggunakan ragam
syllabus. On the other hand, there was a task which was relevant with basic competence
2.2 and indicator which are: 2.2 Merespon makna dalam teks monolog sederhana yang
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam
procedure. Whereas, there were no task about expression of accepting and declining
invitation in basic competence 1.1 and also there were no task about recount and
narrative text in basic competence 2.2. It implies that two tasks in this chapter were
relevant with the indicator of basic competence 1.1 in the syllabus and a task which
Therefore, it can be concluded that from chapter 1 until chapter 3 there are ten
listening tasks in workbook (LKS) Aspirasi were relevant with the syllabus while there
were some tasks related to syllabus did not include in the workbook (LKS) Aspirasi.
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