Unplanned Planned
Dialogue Monologue
Aural Texts
Unfamiliar Familiar
Interpersonal Transactional
may simplify the language but the genuine features of the language still must be kept Rost, 2002:134-135.
There are many kinds of listening materials that can be used to improve listening skills. Anderson and Lynch 1988:63 states that listening materials can
be divided according to teachers’ view of listening activity. They divide listening materials two types, namely autonomous and ancillary listening materials.
Autonomous listening materials are listening materials in a complete session with the published materials which are specially designed to practice the spoken
comprehension skill Anderson and Lynch, 1988:63. While ancillary listening materials are taken from global language course book which include recorded
materials that are related with the learning focus Anderson and Lynch, 1988:63. Furthermore, Nunan proposes classification of aural texts according to the
different purpose of listening. He divides the aural texts into the following diagram below.
Figure 2.2: Classification of Aural Texts Nunan, 1991:21
Aural texts are divided into two big categories: Monologue and Dialogue. Brown 2001:251 states “In monologue … the hearer must process long stretches
of speech without interruption.” He adds that a dialogue involves two or more speakers which aim to build social relationship or express information Brown,
2001:251. Moreover, Rost 2002: 126 argues that the materials should be varied on its
types which are suitable for the learners in their interaction with the target language. According to Rost 2002: 127, there are 5 types of texts according to
the purpose for listening. The five types of texts are: narrative, descriptive, comparison, causal, and problemsolution.
Information of listening materials is important to be included in this study. The information gives description and explanation in order to select appropriate
listening materials. Furthermore, the classification of aural texts is also useful to choose appropriate kinds of aural texts developed in the designing process.
c. Authentic Materials
Authentic material is one prominent material that is chosen and used in teaching and learning listening. Authentic materials are any speeches that have not
been produced for the purpose of language teaching Goh, 2002:43. According to Rost 2002:123, authentic materials are any languages that have been actually
used by native speakers for any real purposes. Authentic materials are used because they have more advantages than scripted oral texts or produced materials.
Field 2002: 244 argues that the recordings of spontaneous speech provide
learners the rhythm of everyday English. He states that authentic text provides listening experiences much closer to the real life. Furthermore, it also reinforces
students to have direct relation between language classroom and the real language use Gebhard, 1996:102. However, there are some disadvantages of authentic
materials that teacher should pay attention to. Gebhard 1996: 101 says that using authentic materials takes more time and effort. Sometimes it is difficult to find or
make a material that can be understood by the students. Goh 2002: 43-47 divides authentic materials into six types, they are:
1 Videos
The use of videos gives many advantages to the learners in improving their listening skill. Using videos, learners can contextualize of what they listen and
make inferences about things they do not listen clearly Goh, 2002: 43-44. Types of video that can be used are TV drama, news program, documentary, game show,
advertisement, film, music video, cartoon, interview, and talk show. 2
Songs Since songs are generally short and use simple daily language, Goh
2002:44 argues that they are excellent listening sources. Songs are also useful model of recount and narrative texts which lead the students to various listening
tasks. 3
Literary texts Short poems and short stories can be used in listening activities. Both of
them are effective texts to develop learners’ critical thinking through listening
tasks. They also have various types which are beneficial to increase different types of listening toward the learners Goh, 2002: 45.
4 Radio broadcasts
Radio programs can be used to keep up-to-date materials and relevant issues for the learners. Goh 2002: 46 states that radio broadcast provides many
examples of transactional and interactional talks that can be applied in different learning objectives.
5 Interactive CD ROMS
CD ROMS offers multimedia experience by combining video, images, sound, animation, and text. The access of CD-ROMS can give the learners useful
tools to control language sources Goh, 2002: 46. 6
World Wide Web Many websites provide both audio and video clips that can be downloaded
for teaching learning material. Teacher may encourage the learners to search their own listening material by browsing many websites and to learn independently.
BBC World Service www.bbc.co.uk is one of websites which provides variety of programs in written text and real audio Goh, 2002: 47. Other websites that can
be used
to search
listening materials
are www.britishcouncil.org,
www.breakingnewsenglish.com, and www.voanews.com. The explanation of authentic materials is useful in this study. It will help the
writer to select authentic materials which are suitable to be applied in the designed materials.
5. Vocational school Sekolah Menengah Kejuruan SMK
Based on PP no. 29 tahun 1990, pasal 3 ayat 2, Vocational school aims to prepare students to come into job field and to develop students’ professionalism in
the job world. Whereas in Kajian Kebijakan Kurikulum SMK 2007:17, it is mentioned that vocational education is aimed to train students to actively develop
their own potential skills; to prepare students working in a specific field; and to educate students to have work ethics both working independently and working in
a company. Furthermore, the educational programs of SMK in Indonesia are divided into
6 broad programs: Agriculture and Forestry, Technology and Industry, Business and Management, Social Welfare, Tourism, Art and Handicraft.
a. Characteristics of Vocational School SMK
SMK has some characteristics which are different from SMA senior high school. The characteristics mentioned in Pedoman Kurikulum SMK 1993 are:
1 Learning materials are based on the requirement of job competence mastery.
The competence, which should be achieved by the students, is stated in form of profile of skill.
2 The focus of students learning is the mastery of specific required competency
standard. 3
The learning is combination process between learning theories and functional practices. It occurs not only in the classroom but also in the job field or industries.
4 Time learning for achieving expected competences is flexible with the
students’ importance. Students’ importance becomes one consideration of the learning process, so that each student can be well-developed on hisher
competences. 5
Learning activity emphasizes on “learning by doing”, which supports students not only to know how to do something but also to understand the reason of doing
something. 6
Teacher is not the only learning sources. Heshe performs as a facilitator for the students. Teacher also tends to focus on developing learning materials rather
than presenting the materials. Moreover, according to Kajian Kebijakan Kurikulum SMK 2007:i, the lesson
of vocational school covers 3 specific lesson groups, they are normative, adaptive, and productive lesson. The productive lesson is specialized lesson in a vocational
school. This productive lesson is developed referring to Standar Kompetensi Kerja Nasional Indonesia SKKNI.
b. English in Vocational School
In Peraturan menteri pendidikan Nasional no 23 tahun 2006, it is stated about Graduates Competence Standard SKL. One standard that should be
achieved by vocational students is able to perform skills on listening, reading, writing, and speaking in Indonesian and English. Referring to the standard,
English competence becomes essential skill for the vocational students.
According to Peraturan Menteri Pendidikan Nasional nomor 22 tahun 2006, English is adaptive lesson which aims to provide learners the ability to
communicate in English which is suitable with their vocational program. This lesson also prepares the learners to communicate in daily activities in accordance
with the global development. Referring to Materi Sosialisasi dan Pelatihan Kurikulum Tingkat satuan Pendidikan, the objectives of English lesson in
vocational high school are: 1
Students are able to master basis knowledge and skill of English to support their achievement of vocational competence.
2 Students are able to apply their English competence to communicate in the
intermediate level. English lesson in SMK is divided into 3 levels: novice, elementary, and
intermediate. Novice is the beginner level in which students are able to communicate the sentences they had memorized before. Elementary is a level in
which students are able to communicate things or information based on certain scope such family, workplace, etc. In the intermediate level, students are able to
communicate information that had been anticipated in certain scope or topic.
c. Visual Communication Design Program DKV
Visual communication design or Design Komunikasi Visual DKV can be described as arts of communication by using visual language which is conveyed
through design media, as cited from http:gogorbangsa.wordpress.com. Cenadi 199:4, as cited by Maroe 2009 in http:deskomers01.com?=122, explains that
visual communication design is a design which conveys information and message in a visual manner.
According to Dikmenjur, Visual communication is the umbrella of any communication activities that utilize visual elements in any various media such
as printing, graphic, product advertising, television, film video, the internet, etc by using either two or three dimension, in a static scope as well as time-based
scope. Furthermore Sachari 2005:9, as cited by Maroe 2009 in
http:deskomers01.com?=122, points out that Visual communication design is a profession to recite and learn design by using various approaches related to the
communication, media, image, sign and value. Visual communication design also covers features related to communication and messages, printing technology, the
use of multimedia technology, and persuasion techniques. Furthermore, Visual communication design involves several scopes, those are advertising design,
animation, corporate identity design, environment graphics design, multimedia design, promotion design, media graphic design, comic, caricature, poster,
illustration, and photography. Based on Dasar Kompetensi Kejuruan Dan Kompetensi Kejuruan Sekolah
Menengah Kejuruan, educational program of Visual Communication design aims to train vocational students to have competence on:
1. Operating and utilizing graphic computer program
2. Preparing, conducting and editing photography and videography
3. Designing visual communication product both in-door and out-door media
4. Making communication product for television media.
This study includes the description of Vocational school since it is also important in the process of designing the listening materials. Description of
characteristics of vocational school will help the writer in selecting listening materials, activities and also learning techniques applied in the designed materials.
Description of English in vocational school is useful to help the writer in defining the purposes of the study. Moreover, the information of Visual Communication
Design Program will also help the writer to define the purposes of the study and the learning content, to choose materials and activities which relevant with
students’ program.
6. English for Specific Purposes ESP
According to Hutchinson and Waters 1994:19, ESP can be divided into two main types: English for Academic Purposes EAP and English for
Occupational Purposes EOP. Furthermore, ESP is one small branch of English Language Teaching ELT, which means that ESP is not specialized varieties of
English. Some characteristics of ESP are: a.
ESP is not a special form of the language and has not differences from other forms. There are some ‘typical’ aspects of particular context of use which
make the learner is more possible to meet the target situation Hutchinson and Waters, 1994:18.
b. Hutchinson and Waters 1994:18 states that ESP should be based on the
principles of effective and efficient learning. Although the content of learning
