24 c Textbooks often do not include incidental or improper English, while authentic
materials do. e The same piece of material can be used under different circumstances if the task
is different. f Language change is reflected in the materials so that students and teachers can
keep abreast of such changes. g The teacher can have students practice some of the micro-skills Richards, 1983,
e.g. basic students listen to news reports and they are asked to identify the names of countries, famous people, etc. ability to detect key words.
2 Disadvantages
Although using authentic materials have disadvantages, there are very strong reasons to use them. The disadvantages taken from several sources are:
a They may be too culturally biased, so unnecessarily difficult to understand outside the language community.
b The vocabulary might not be relevant to the students immediate needs. c Too many structures are mixed so lower levels have a hard time decoding the
texts. d Special preparation is necessary which can be time consuming.
e With listening: too many different accents. f The material can become outdated easily, e.g. news.
d. Authentic Materials for Teaching Listening
Despite the disadvantages, authentic materials might provide the students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 needs of dealing with the issue of authentic text due to the advantages. Listening
materials developed from authentic sources are interesting and motivating because they are relevant to the learners’ lives and work. Gebhard 2000 promotes about
how to use authentic materials in classroom. Based on the understanding of students’ needs and interests, authentic
materials are located, as well as create additional activities that make use of them. There are many ways in which the teachers of English as foreign language can make
use of authentic materials in listening classes. Radio, for example, offers songs, advertisements, talk show, and drama Gebhard, 2000. Likewise, television offers
an abundance of materials, such as quiz shows, situation comedies, soaps, cartoons, documentaries, educational programs, news, weather forecasts, movies, award show,
and commercials Gebhard, 2000. Folk, rock, and popular songs offer students exposure to one form of
authentic English though the media, and many students, young and old, enjoy listening to and singing songs Gebhard, 2000. Teachers can use a variety of
different songs. The activity can be conducted by providing short lesson on vocabulary and grammar, followed up with different listening activities. For
example, a teacher has students listen to “Thank God I Found You” by Mariah Carey as a part of a lesson on the past tense. The teacher has students listen to the song to
get the gist, for example, that it is a song about love. The teacher then plays the song again, having students perform a fill-in-the-blank task with the past tense verbs they
heard. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
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
school. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
