2 Short Responses
The students are to give short answers or actions toward listening passages they are listening to. The examples of this activity are obeying instructions,
ticking off items, true false statements, detecting identifying mistakes, cloze dictations, and guessing definitions.
3 Longer Responses
The students are to give longer answers or more actions. The activities are answering the questions, note taking, paraphrasing and translating,
summarizing, and long gap filling. 4
Extended Responses It is a kind of ‘combined skills’ activities. The activities are problem solving
and interpretation. To design appropriate listening materials, there should be some
considerations on the problems students frequently face in listening, types of listening activities, and the strategies to construct the effective listening lessons.
For the purpose of this study, therefore, the theories mentioned above are very important in developing effective listening materials to develop students’ listening
ability, especially the framework of constructing a listening skills lesson.
6. Material Development
There are three strategies in constructing instructional materials, namely adopting, developing, and adapting materials. Adopting materials involves a
process of deciding the type of required materials, locating as many different sets of the material types as possible, evaluating the materials, using the materials, and
reviewing the materials on an ongoing basis. Developing materials includes a process of developing, field-testing, and evaluating the materials. Adapting
materials involves all steps necessary in adopting materials, but must additionally incorporate phases that allow the analysis of what is worth keeping in the
materials, classifying the remaining materials, filling gaps from other sources, and reorganizing all of this to fit the program in question Brown, 1995: 139-140.
According to Tomlinson and Masuhara 2004: 11, the process of material adaptation includes adjusting or changing the existing materials into the suitable
one depend on the needs of the students and situation. Techniques for material adaptation can be classified into three main
categories, namely Plus +, Minus -, and Zero 0 Tomlinson and Masuhara, 2004: 15. In the Plus Category, there are two techniques for materials adaptation
i.e. addition and expansion. The addition technique means that teachers may add different texts and or activities, whereas in the expansion technique teachers may
expand texts and activities by increasing the length, difficulty, and depth. In the Minus Category, there are three techniques for materials adaptation,
namely deletion, subtraction, and reduction. In the deletion technique, teachers may delete some texts andor activities altogether. In the subtraction technique,
teachers may decrease the number of sentences in a text or parts of an activity. Meanwhile, in the reduction technique, teachers may reduce texts and activities by
decreasing the length, difficulty, and depth. In the Zero Category, there are five techniques for materials adaptation i.e.
modification, replacement, reorganization, re-sequencing, and conversion. In the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
modification technique, teachers can make changes to instructions. Teachers may swap one activity with another in the replacement technique. In the reorganization
technique, teachers can change the positions of texts and illustrations. In the re- sequencing technique, teachers may change the sequence of the activities.
Meanwhile, in the conversion technique, teachers can change the genre of a text or move the content from one medium to another.
For the purpose of this study, the Plus, Minus, and Zero Category are used as the techniques for constructing the instructional listening materials. In
particular, these techniques are necessary for the process of listening texts adaptation. Through the employment of these three techniques, it is expected that
the writer can develop instructional listening materials which can meet the needs of the students.
7. Syllabus
