x 3. Developing Preliminary Form of Product…………………………. 83
4. Preliminary Field Testing………………………………………… 89 5. Main Product Revision……………………………………………. 97
B. Presentation of the Designed Set of the Materials……………………… 99
CHAPTER V. CONCLUSION AND SUGGESTIONS 102
A. Conclusion…………………………………………………………….. 102 B. Suggestions……………………………………………………………. 104
REFERENCES………………………………………………………………... 106 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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LIST OF TABLES
Table 2.1: Problems in Listening Comprehension……………………………. 30 Table 3.1: Description of the Respondents Blank…………………………… 49
Table 3.2: Points of Agreement……………………………………………….. 53 Table 3.3: The Descriptive Statistics of Respondents’ Opinions Blank……... 54
Table 3.4: The Assessment of Central Tendency……………………………… 55 Table 4.1: Summary of the Results of the Questionnaires…………………….. 64
Table 4.2: Topics and Subtopics of the Designed Set of the Materials……….. 73 Table 4.3: Basic Competence………………………………………………… 74
Table 4.4: Learning Indicators………………………………………………… 77 Table 4.5: Subject Contents of All Topics…………………………………….. 81
Table 4.6: The Description of the Respondents……………………………….. 90 Table 4.7: The Descriptive Statistics of Respondents’ Opinions……………… 91
Table 4.8: Presentation of the Designed Set of the Materials………………… 100 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
LIST OF FIGURES
Figure 2.1: Kemp’s Instructional Design Model……………………………… 15 Figure 3.1: Relationship of R D and Kemp’s Instructional Design Steps...... 57
xiii
LIST OF APPENDICES
Appendix 1: Letters of Permission…………………………………………… 108 Appendix 2: Interview Guideline and Transcript…………………………….. 112
Appendix 3: Observation Form………………………………………………. 115 Appendix 4: Needs Survey Questionnaire……………………………………. 117
Appendix 5: Designed Materials Evaluation Questionnaire………………….. 121 Appendix 6: Overview of the Designed Set of the Materials…………………. 124
Appendix 7: Syllabus and Lesson Plans………………………………………. 129 Appendix 8: Presentation of the Designed Set of the Materials
xiv
ABSTRACT
Utami, Agnes Nora Eko Wahyu. 2008. Designing a Set of Supplementary Instructional Listening Materials Incorporating Content-Based Instruction and
Cooperative Learning for the Eleventh Grade Students of SMA 9 Yogyakarta .
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Listening is one of the most challenging and important skills for learners to develop. Unfortunately, the teaching of listening is still frequently ignored and
problematic, particularly in SMA 9 Yogyakarta. The limitation of the instructional materials available, improper facility and learning media, and inefficient learning
activities are believed to be the obstacles of the implementation of proper listening teaching-learning activities. Considering that, this study is then aimed at
developing a set of supplementary listening materials for the 11
th
grade students of SMA 9 Yogyakarta
which are expected to solve the problems they encountered and further improve the listening skills of the students.
There were two questions formulated in the problem formulation i. e. 1 How is a set of supplementary instructional listening materials incorporating
Content-Based Instruction and Cooperative Learning for the 11
th
grade students of SMA 9 Yogyakarta
designed? and 2 What does the designed set of the materials look like?.
Some steps of Educational Research and Development R D method were employed to solve the problems identified this study. These steps were 1
Research and Information Collecting, 2 Planning, 3 Development of Preliminary Form of Product, 4 Preliminary Field Testing, and 5 Main Product
Revision.
To answer the first question, the writer employed the adaptation of Kemp’s instructional design model as the realization of Research and
Development R D method. There were nine instructional design steps employed in this study i.e. 1 Identifying learners’ characteristics, 2 Pre-
assessment, 3 Coordinating support service, 4 Determining goals, topics, and general objectives, 5 Specifying learning objectives, 6 Listing subject content,
7 Developing instructional materials, 8 Evaluating the designed set of the materials, and 9 Revising the designed set of the materials.
In this study, the data obtained through needs survey was served as the basis to develop the materials. Once being completed, the designed set of the
materials were evaluated by some English teachers and lecturers. The evaluation was described in terms of central tendency. The data showed that the means
ranged from 4 to 4.25, indicating that the designed set of the materials was acceptable and well-developed, although some revisions were necessary. The
evaluation was then employed as the basis for revisions.
The presentation of the final version of the designed set of the materials served as the answer to the second question. The designed set of the materials
consists of eight units i.e. Special Event unit 1, Environment unit 2, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv Entertainment
unit 3, Folktale unit 4, Relationship unit 5, Health unit 6, Animals
unit 7, and Technology unit 8. Each unit of the design is divided into five sections i.e. Before you listen, Vocabulary focus, Comprehension check, Text
Exploration , and Reflection and three subsections i.e. Repeat after your teacher,
Language focus , and Listen up.
At last, the writer hopes that the implementation of the designed set of the materials could benefit both the teachers and the students.
xvi
ABSTRAK
Utami, Agnes Nora Eko Wahyu. 2008. Designing a Set of Supplementary Instructional Listening Materials Incorporating Content-Based Instruction and
Cooperative Learning for the Eleventh Grade Students of SMA 9 Yogyakarta .
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Listening merupakan salah satu kemampuan yang paling sulit namun
penting untuk dikembangkan. Namun demikian, sangat disayangkan bahwa pengajaran listening masih sering diabaikan dan menjumpai banyak kendala,
khususnya seperti yang terjadi di SMA 9 Yogyakarta. Sangat minimnya materi pembelajaran listening, ketidaklayakan fasilitas dan media pembelajaran yang
tersedia, dan ketidakefisienan kegiatan belajar mengajar yang diterapkan diyakini sebagai faktor-faktor penghalang penerapan kegiatan pembelajaran listening yang
layak bagi para siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan seperangkat materi listening tambahan untuk siswa kelas XI SMA 9 Yogyakarta
yang diharapkan dapat membantu memecahkan masalah dalam penyelenggaraan pembelajaran listening yang mereka hadapi dan lebih lanjut dapat meningkatkan
kemampuan listening siswa.
Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu 1 Bagaimanakah seperangkat materi listening tambahan berdasarkan
Content-Based Instruction dan Cooperative Learning untuk siswa kelas XI SMA
9 Yogyakarta dirancang? dan 2 Bagaimanakah penyajian materi listening yang telah disusun tersebut?.
Beberapa langkah
dalam metode Educational Research and Development
R D digunakan untuk menjawab pertanyaan dalam penelitian ini. Langkah-
langkah tersebut adalah 1 Penelitian dan pengumpulan informasi, 2 Perencanaan, 3 Pengembangan bentuk awal produk, 4 Pengujian awal di
lapangan, dan 5 Revisi produk.
Untuk menjawab pertanyaan yang pertama dalam perumusan masalah, penulis mengadaptasi model perancangan instruksional yang dikembangkan oleh
Kemp sebagai realisasi metode Educational Research and Development R D. Terdapat sembilan langkah perancangan instruksional dalam penelitian ini.
Langkah-langkah tersebut adalah 1 Pengidentifikasian karakteristik siswa, 2 Pra-evaluasi, 3 Pengkoordinasian peralatan pendukung, 4 Perumusan tujuan,
topic, dan tujuan umum, 5 Perumusan tujuan khusus, 6 Perincian isi materi, 7 Pengembangan materi pembelajaran, 8 Pengevaluasian materi, dan 9
PerevisianPerbaikan materi.
Dalam penelitian ini, data yang diperoleh melalui survei analisa kebutuhan siswa digunakan sebagai dasar pengembangan materi. Materi yang telah selesai
dirancang kemudian dievaluasi oleh para guru dan dosen Bahasa Inggris. Hasil analisa data tersebut menunjukkan bahwa nilai rata-rata berkisar antara 4 – 4,25
dalam skala 1 – 5. Berdasarkan data tersebut, dapat disimpulkan bahwa materi yang dirancang telah dikembangkan dengan baik dan dapat diterima. Meskipun
xvii demikian, revisi masih perlu dilaksanakan. Data yang diperoleh dari evaluasi
kemudian digunakan sebagai acuan untuk revisi. Untuk menjawab pertanyaan yang kedua, penulis menyajikan hasil akhir
dari materi yang dirancang. Materi tersebut terdiri dari 8 unit yaitu Special Event unit 1, Environment unit 2, Entertainment unit 3, Folktale unit 4,
Relationship unit 5, Health unit 6, Animals unit 7, and Technology unit 8.
Masing-masing unit dibagi menjadi 5 bagian utama yaitu Before you listen
, Vocabulary focus
, Comprehension check, Text Exploration, dan Reflection dan tiga bagian tambahan yaitu Repeat after your teacher, Language focus, dan Listen
up .
Akhir kata, penulis berharap bahwa pengimplementasian materi tersebut dapat memberikan manfaat baik bagi guru maupun siswa.
1
CHAPTER I INTRODUCTION
