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B. Theoretical Framework
The study is concerned with designing a set of English instructional listening materials using authentic materials for the first grade students of tourism department
in vocational high school. The materials are adapted from the authentic sources such as television programs, CDs, Internet, radio programs and also any written media,
such as books or newspapers. The materials are designed according to the need analysis of the students’ needs and want.
In order to design the materials, the writer applies some strategies of teaching listening according to the theory of listening. The writer also considers any aspect
considered as problems for students in comprehending spoken English. Therefore, the instructional materials designed are expected to be interesting and be able to
fulfill the students’ needs and want without forgetting the main objectives of the lesson.
Therefore, the writer adapts two models promoted by Yalden and Kemp to design the instructional materials because Kemp’s model emphasizes on three major
problems, i.e. objectives, activities and resources and evaluation. While, Yalden’s model completes Kemp’s model by emphasizing on syllabus design.
1. Needs Survey Yalden’s
Needs survey is conducted to know the characteristics of the students before designing the materials. Need survey is important because the writer can find out the
students’ needs and interests. Need survey is conducted by distributing questionnaires to the first year students on tourism division of vocational high
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2. Goal, Topics, and Objectives Formulation Kemp’s and Yalden’s
After conducting a needs survey, the writer will set the goal; decide the topics which are suitable for the students’ needs and interests; and formulate the objectives
that the students are expected to accomplish. This step is adapted from both Kemp’s model and Banathy’s initial step.
3. Syllabus Yalden’s
After formulating the goal, topics and objectives, the writer chooses the most appropriate syllabus type. As Richard suggests, syllabus consists of the selection of
content, organization of content and selection of learning experiences in which the theory of listening is applied.
4. Materials Design Kemp’s
This step is adapted from Kemp’s step. The writer designs the instructional materials based on the characteristics of the students. The materials are taken from
authentic sources and the topics used are chosen based on the curriculum and the students’ interests.
5. Evaluation Kemp’s and Yalden’s
Both Kemp and Yalden suggest doing evaluation after designing materials. In this study the writer conducts evaluation on the materials designed. Evaluation is
conducted by distributing questionnaires to English lectures and the English teachers of vocational high school in order o get feedback of the materials designed by the
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6. Revising Kemp’s and Yalden’s
According to Kemp’s and Yalden’s model, any revision is needed to improve the materials designed. Based on the feedback obtained from the questionnaires, the
writer will find out which improvement needed to attain the best materials.
Figure 2.3: Overall Steps Needs Survey Yalden’s
Goals, Topics, and Objectives Formulation Kemp’s and Yalden’s
Syllabus Yalden’s
Revising Kemp’s and Yalden’s
Evaluation Kemp’s and Yalden’s
Materials Design Kemp’s PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER III METHODOLOGY
In this chapter, the writer would discuss the method used in order to design a set of English instructional listening materials for the first grade students of tourism
department in vocational high school. This chapter would be divided into six basic points: method, respondents, setting, instruments, data gathering technique, and data
analysis.
A. Method of Study
This study employed research and development R D method since it consisted of a cycle process of designing a set of instructional materials in which a
version of the product is developed, field-tested, and revised on the basis of field-test data Borg, 1983. The writer adapted four of ten major steps and modified one of ten
major steps in the R D cycle promoted by Borg 1983 in order to design the materials. Those four steps were research and information collecting step 1,
planning step 2, developing preliminary form of product step 3, and main product revision step 5. The writer modified the preliminary field testing into evaluation as
the step 5. Thus, there were five steps done in order to design a set of materials, i.e. research and information collecting, planning, developing preliminary form of
product, evaluation, and main product revision. Research and information collecting was intended to derive data in order to
know the description of the people, events, opinions, attitudes and environment. It
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