Language learning in Senior High School is expected to reach informational level, because the learners are prepared to continue their study to university.
2 Purpose
English subject in Senior High School has purposes for students to acquire ability as follows.
1. Developing communication competence in the form of written and spoken to reach informational literacy level.
2. Having awareness of the essence and the importance of English to improve national competence capacity in the global society.
3. Developing students’ understanding about the country’s relation to the culture.
3 Scope
The scope of English subject in Senior High School covers: 1. Ability of expression that is ability to understand andor produce spoken
andor written text that is accomplished in four language skills i.e. listening, speaking, reading and writing in an integrated form to reach informational
literacy level. 2. Ability
to understand and create various short functional texts and monologues and also essays in the form of procedure, descriptive, recount,
narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. The gradation of
additional material occurs in the use of vocabulary, structure and rhetorical steps.
3. Supporting competence, namely linguistic competence using structure and vocabulary, phonetics, morpheme, socio-cultural competence using terms
and language act in thanking in various communication contexts, strategy competence overcoming problems in communication with various ways in
order to make the communication keep going well, and discourse maker competence using discourse maker device.
B. Theoretical Framework
In the view of the importance of listening in the communication and in the language learning, and in accordance with the students’ needs in the needs survey, a
set of appropriate listening materials design is required to fulfil the needs and the communicative language teaching is the approach in designing the materials. The
Communicative Language Teaching provides authentic materials and enables students to interact and communicate in the target language.
Since the CLT approach requires authentic texts, the materials sources for designing listening
materials are using authentic sources. To accomplish the theories in the real teaching learning interaction fitted
with students’ needs, the researcher began designing materials to realise them. In this stage, the researcher took some theories of language learning into one
instructional design. The researcher chose communicative approach as the approach in this research. For the Instructional Design model, Yalden’s and Kemp’s models
are chosen. The approach and models are composed in the steps of Education Research and Development cycle. Those two models are chosen with consideration
that they are appropriate in the steps of Education Research and Development cycle.
The combination of Yalden’s and Kemp’s was initiated with some reasons. Yalden’s model has needs survey to gather data about students’ needs. The needs
survey is very reasonable for this study, because the first stage in Research and Development methodology is research and information collecting. Needs survey
and research and information collecting are considered equal. While the reason for using Kemp’s model is that developing an instructional system is a continuous
process. Every single step in the diagram always requires revision. Therefore, the changes made in one element will influence other elements because they are
interdependent. However, developing an instructional system Kemp’s model begins with the objective as a starting point and evaluation as the end.
The steps taken are reasonable to be appropriate for designing listening materials, and the following will be the steps in designing materials: The model is
more flexible to be applied and the material is chosen selectively based on the learners’ needs and interest.
1. Conducting Needs Survey
This is the very beginning step in order to collect information. This stage is to gather information about what is needed, what is wanted and what is not
available. In other words, this stage is to find information about lacks, necessities, and wants. The gathered information will be the basis for selecting topics, materials
and appropriate goals. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Specifying Standard Competency, Basic Competence and Topics After analyzing the results of needs survey, the next step to do is
determining goals, topics and general purposes. In identifying goals, the goals in educational programs may be derived from three sources – society, students’
subject areas. In addition, statement of goals should recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institution.
After recognizing or establishing its goals, a topic must be selected. Topics are usually sequenced according to a logical organization. Mostly the sequence is from
simple levels to complex levels or from concrete levels to more abstract levels. In determining the general purposes, the designer viewed the subject area, students’
needs and the results of needs analysis. Since the design concerns about the 2006 English Curriculum for senior high school, the terms of general purposes, goals and
topics are adjusted to be standard competency, basic competence and topics as used in the curriculum.
3. Determining Indicators
Learning objective is the branch of general purposes. Learning objective is also called indicators, and this is actually what students might achieve in every
topic under discussion. Whether or not the students have achieved the understanding of the materials, indicators are used to determine the students’
achievement towards materials. 4. Listing Subject Content
This is the stage where the designer considered the relation between students’ needs and objectives. The content, in turn, must relate to the objectives
and to the student’s needs. Subject content comprises the selection and organization PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
