7
3. Documentary video The term documentary in Oxford Advanced Learner’s Dictionary 2003, p.
342, means “something consists of documents and gives a record or report of the facts of something, especially by using pictures, recordings, etc.” While video
means “any moving images that have sound and story recorded on the videotape or video discs” Oxford, 2003, p. 1327. Video here is closely related to audio – visual
aids in learning listening, in which the video produces sound and has a particular plot of a story. Video in this research is close to definition by Skerritt 1984, p. 8:
Video is not a vacuum, detached from the learning task and the learner. It is seen as a medium by which specific
educational objectives can be achieved under certain appropriate condition in which video provides a realistic
setting for language activity together with the opportunity of responding to the many non – verbal stimuli occurring in
normal face-to-face communication.
Here, in this study, the term video refers to the recording that provides information of facts in the form of moving images. Therefore, documentary video means the
documents given as the report and record of the facts that is presented in the form of moving images. The documentary videos contains realistic setting and
information, is
therefore, useful
for the
educational purposes.
8
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, there are two important parts, namely the theoretical description and theoretical framework. Since the study is discussing English
listening materials using documentary videos, in the theoretical description, there are some related theories concerning listening, media, materials and motivation.
The theoretical framework discusses the significance of theories to the designed materials using such media.
A. Theoretical Description
This sub chapter reviews some theories to be the basics of the research.
1. Communicative Approach a. Communicative Tasks
Nunan 1989, p. 18 states that a communicative task is a piece of
classroom work which involves learners in comprehending, manipulating, producing or interacting in target language while their attention principally focuses
on meaning rather than form. This communicative task supports the students to be able to grasp the target language and perform it in the real life situation. The
students can express their idea and feeling or to give response towards something happening in their surroundings. Nunan 1989, p. 18 mentions some components
in analyzing communicative tasks. They are teacher’s role, learner’s role, settings, activities, inputs and goals. Inputs and activities are different. Inputs are data for the
learner to do, whereas the activities are the job of the learner to perform. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
components of analyzing communicative tasks can be summarised in a diagram or a model, as Figure 2.1 illustrates.
Figure 2.1: The Framework for Analyzing Communicative Tasks Nunan, 1989, p. 11
The term task in the communicative task refers to the basic planning tool as result of changing attitudes towards language and language learning Nunan, 1989,
p. 20. Furthermore, the changers manifest themselves in the language learning and teaching known as Communicative Language Teaching CLT. Therefore, the
teacher’s and the learner’s roles in this study refer to Communicative Language Teaching CLT.
b. Communicative Language Teaching
Teaching means facilitating and directing the students to learn the materials and provide a good condition for learning process. A teacher is expected to be able
to provide the materials, select teaching style, methods, strategies, and approaches as a purpose of providing good teaching. Approach is considered as the general
opinions about what the language is and how the language is. In this study the writer would like to elaborate one approach underlying second and foreign
Goals Input
Activities
Teacher’s role Learner’s role
Settings
TASKS PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
language learning namely Communicative Language Teaching CLT. This approach is selected because it is appropriate for learning listening.
CLT is an approach to the second and foreign language teaching that involves more than simply learning grammatical pattern and rules. It gives the
students chances to improve their ability to communicate in the target language. CLT provides real-life situations that need communication. According to Richards
and Rodgers 1986, p. 66, there are two aims of CLT. They are 1 to make communicative competence the goal of the language teaching, 2 to develop
procedure for the teaching of four language skills that acknowledge the interdependence of language and communication.
In short, the main purpose of learning English activity is to improve students’ ability to communicate in target language in daily activity based on the
real life interaction. Therefore, the appropriate approach for the condition required is CLT.
1 Characteristics of CLT
According to Richards and Rodgers 1986, p. 69, the characteristics of CLT are learner-centred and experience based as the views of second language learning.
The students are given a chance to develop their knowledge and then interact using the target language so that their experiences would be internalized in their mind.
The characteristics will be the bases in developing listening materials for students in SMA N 1 Depok, Sleman.
2 Types of Classroom Activities in CLT
Littlewood 1983 divides communicative activities into two types; they are functional communication activities and social interaction activities.
