which the content of the language teaching is organized around the specific abilities that play roles in using the language Krahnke, 1987: 11.
3. Developing Preliminary Form of Product
After the primary planning was completed, the next step to do was to structure the preliminary form of instructional materials Borg and Gall, 1983:
781. Dealing with that, the writer employed adapted Kemp’s instructional design step ‘Developing Instructional Materials’.
In this stage, the writer determined the most effective and efficient methods and then selected materials to provide learning experiences that could
support the attainment of the objectives. In so doing, the writer decided the appropriate teaching-learning activities and instructional resources that could
support the learners to achieve the objectives and then constructed the instructional listening materials.
Considering the principle of Content-Based Instruction CBI that emphasizes learning the language through the exposure of the content, the writer
developed the listening materials in which students’ attention is mainly directed to understand the meanings or massages contained in the text presented.
Nevertheless, to fulfil the demand for comprehending the linguistic features or language functions of the discourse, as what had been stated in School-Based
Curriculum, some modifications were made. There were some language-focused follow-up exercises included to draw students’ attention to linguistic features and
any difficult vocabulary within the materials Peachey, 2002, ¶ 6. Therefore, through employing this approach, there is an opportunity for the students to gain
wider knowledge while studying English. Consequently, listening could be more meaningful for them.
Besides, in CBI students are involved in deciding the topic of learning. It obviously reflects an appreciation to the students’ interests. Considering this, it is
expected that students could be motivated and never feel bored to learn since they feel that what they are learning is interesting. In this design, there were 8 topics
selected based on the students’ interest. These 8 topics were Special Event, Environment, Entertainment, Folktale, Relationship, Health, Animals, and
Technology. The arrangement of the topics presented was not based on the students’ preference but based on the level of difficulty of the text andor task
presented. To encourage cooperation among the students so that they could help each
other to learn, Cooperative Learning is also employed as the basis in designing materials. Through the use of Cooperative Learning CL, it is believed that
students could be encouraged to develop communicative competence, to appreciate others, to help each other, and to develop other social skills needed in
the working world Richard and Rodgers, 2003: 195. By helping each other to learn in pairs or small groups, it is believed that the lower-achieving students
could feel safe and confident to learn. Furthermore, through the use of CL, the achievements of all students, including those who are academically handicapped
could be raised. Considering this, informal cooperative learning group was then employed as the group type in accomplishing the tasks. In particular, solve-pair
share, think-pair share, and round-robin were the type of the activities utilized. In PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
addition, the consideration of the size of the groups was also made. In each activity, the size of the groups ranged from 2 to 4 students.
In designing the materials, instructional resources were selected to obtain supporting materials that could motivate the students to learn and could
effectively explain and illustrate the subject content. Based on such consideration, some textbooks and websites in the internet were selected as the resources to
obtain some texts or data which further were employed to develop the materials. The instructional resources were selected to obtain some listening texts,
recordings, and some theories on the language and text structure. The selected listening texts provided the learners with the opportunity to learn not only the
language features within the texts but also the meanings or messages contained in the texts. Therefore, it is hoped that the learners could gain more knowledge while
studying English. The obtained listening texts were then adapted to suit the needs of the
students. Some techniques i.e. Plus, Minus, and Zero Category were used as the basis for listening texts adaptation. Employing Plus Category technique, the writer
expanded the chosen texts by increasing the length, difficulty, and depth. To meet the objectives of the course, the writer decided to adapt some texts by changing
the genre of the texts Zero Category technique. Besides, the writer also adapted some texts to suit the students’ proficiency level by decreasing the length of the
texts Minus Category technique. In this design, each topicsubtopic was developed into one unit.
Considering the basic framework of designing a listening skills lesson, each unit PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
of the listening materials was divided into three main stages, namely pre-listening activity, whilst-listening activity, and post-listening activity Peachey, 2002, ¶ 3.
In the pre-listening activity, there was an attempt to help the students overcome their problems in relation to their vocabulary deficiency and their
inability to recognize the words they hear in the spoken texts. Their being rarely exposed to the pronunciation of some words was considered as the cause of their
inability to recognize the words they hear in the spoken texts. Considering this, in this activity, there were some exercises on vocabularies and pronunciation of
some words related to the spoken texts included. Besides, before such activities, there was also an activity aimed at activating the background knowledge of the
students’. In brief, there was an attempt to help the students to be successful in listening by combining both bottom-up and top-down processing Nunan, 2003:
28. In the whilst-listening activity, students were directed to focus their
attention on the text and were guided to develop their understanding of the text. There were some questions that demanded both short and long responses from the
students. In particular, truefalse statements, gap filling, multiple-choice and Wh- questions were employed as students’ listening tasks Ur, 1996: 113-114.
Besides, there was an opportunity for the students to share their answers with their friends before they listen again. It was aimed at giving them a chance not only to
have some break from the listening, but also to check their understanding with their peers and reconsider before listening again Peachey, 2002, ¶ 5.
In the post-listening activity, there was an attempt to develop students’ knowledge of the target language, especially on the linguistic features and the
structure of the text. In addition, here, the students were also expected to be able to review the lessons or materials they acquired.
In detail, each unit of the instructional materials was divided into four main sections, namely, Before you listen, Vocabulary focus, Comprehension
check , and Text exploration.
a. Before you listen This section served as lead-in of the unit. Through this activity, the students
were encouraged to explore their background knowledge and related it to the topic being discussed. This segment also provided the students with a general
context of overall topic. b. Vocabulary focus
This section served as pre-learning vocabulary. The activity in this section was aimed at preparing the students to deal with the listening passage they are
going to listen. It provided the students with the activity that enabled them to become familiar with know the meanings of some vocabularies andor
certain expressions related to the listening passage. Therefore, it was expected that the students could understand the text better and easier.
c. Comprehension check This section provided the activities that were aimed at developing students’
understanding of the listening passage. In this section, truefalse exercise, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
multiple-choice exercise, filling the gap, and answering some questions based on the aural text were employed as students’ listening tasks.
d. Text exploration This section provided the students with the activities to develop their
knowledge of language. In this activity, the students were to identify the language features andor the structure of the listening passage they hear.
Besides those four sections, there were also some subsections included in each unit i.e. Repeat after your teacher, Language focus, Listen up, and
Reflection .
a. Repeat after your teacher This subsection was the part of Vocabulary focus section. It served as an
activity that could enable the students to be familiar with the pronunciation of some words they are going to listen in the spoken text. Therefore, it was
expected that the students could understand the listening passage better. b. Language focus
This subsection was the part of Text exploration section. It provided the students with the theory of the structures of the text or the language features of
certain expressions that were used in the text. It was aimed at helping the students to develop their knowledge of language.
c. Listen up Actually, this subsection could come either before or after Text exploration
section. Meaning to say, at one time it could be the part of Comprehension PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
check section, but at another time it was the part of Text Exploration section.
This activity was useful to test whether the students could identify some words and language expressions in the aural text, which had been pronounced andor
learnt before. It was also intended to help the students reconsider or check their answers in the previous task.
d. Reflection This subsection served as the part of Text Exploration section. This subsection
provided a chance for the students to do some review on today’s lesson. Therefore, through this activity, the teacher could monitor students’
comprehension on today’s lesson. In other word, this section served as an evaluation to know the strengths and weaknesses of the students’ especially
in relation to today’s materials.
4. Preliminary Field Testing
