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.
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
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 selectiondevelopment 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’
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
hisher 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
