DEVELOPING LISTENING SUPPLEMENTARY MATERIALS FOR THE SEVENTH GRADE STUDENTS BASED ON CURRICULUM 2013.
DEVELOPING LISTENING SUPPLEMENTARY MATERIALS FOR THE SEVENTH GRADE
STUDENTS BASED ON CURRICULUM 2013
Mokhamad Sabil Abdul Aziz
Sebelas Maret University
Graduate School of Faculty of Education and Teacher Training
abdulaziz_msa@hotmail.com
Abstract: Curriculum 2013 strongly suggests teachers and students to use the textbooks which have been
developed by the government (the Ministry of Education and Culture law number 71 year 2013). It is seen that
the English textbook for the seventh grade students which is entitled “When English Rings a Bell” (WERB) does
not have adequate listening materials. Listening plays a critical important role in language learning,
communication, academic pursuit, and current English curriculum (Rost, 2002; Vandergrifft, 2004 in Li and
Renandya, 2012). Therefore, there should be adequate listening materials for English language learners. This
paper presents the theories underpinning the development of listening supplementary materials for the seventh
grade students based on Curriculum 2013. The theories presented in this paper are about (1) teaching listening,
(2) supplementary materials, and (3) how to develop listening supplementary materials. By considering these
theories, it is hoped that scholars, teachers, and material developers can have theoretical insights in developing
listening supplementary materials.
Key words: listening supplementary materials, Curriculum 2013
In the academic year of 2014/2015, Curriculum 2013 has been implemented to the schools Indonesia.
However, Curriculum 2013 is not yet a fix product. It still needs evaluation and improvement. Vividly, the
curriculum development involves the process to determine the needs of learners, to determine an appropriate
syllabus, course structure, teaching methods, and materials, and to design a program evaluation (Richards, 2001:
2). Dealing with English subject seventh grade, Curriculum 2013 employs development of material which is in
line with the idea of the curriculum. The material itself is in term of a textbook for the English subject. The
Ministry of Education (MOE) urges the teacher to use the textbook developed by the MOE. That is “When
English Rings a Bell” (WERB) textbook for seventh grade students. It consists of 11 (eleven) chapters. Each
chapter has different themes. Each provides integrated four-language-skills materials as well. The WERB
textbook also has colourful pictures and figures. Moreover, it provides the students with many materials that they
can use in daily communication. Therefore, this textbook is assigned as the primary source of materials in the
class.
The WERB textbook is only the primary textbook. The teacher may use the other materials to support
the teaching and learning process. Another reason is the WERB textbook has some weaknesses. The WERB
textbook is not accompanied by audio recordings. Audio recordings are important indeed to help the teacher to
conduct listening activities in the class. In addition, the listening materials in the WERB textbook are not
sufficient. The dominant material is only repetition. Thus, the material does not promote communication both for
the teachers and for the students.
Considering that the WERB textbook still has limited listening materials, teachers need additional
listening materials. Therefore, listening supplementary materials should be developed. In order to provide a
theoretical guideline for developing listening supplementary materials, there will be some theories presented in
this paper. Those theories include are (1) teaching listening, (2) supplementary materials, and (3) how to develop
listening supplementary materials.
Teaching Listening
Historically, listening was neglected in the teaching of English as a second or a foreign language
(Helgesen, 2003; Nunan, 2002), viewed as a passive process (Lynch and Mandelsohn, 2002 in Al-Qaraghooly
and Al-Bermani, 2010: 15), and considered as secondary skill (Nunan, 2002: 238). On the other hand, form the
late 1960s, practitioners recognised the importance of listening, and began to set aside time for practicing the
skill (Field, 2002: 242). Listening plays a critical important role in both language learning, communication,
academic pursuit and current English curriculum (Rost, 2002; Vandergrifft, 2004 in Li and Renandya, 2012).
Listening also has been regarded as the most widely used language skill in day-to-day life (Morley, 2001; Rost,
2001 in Batova, 2013: 1). In another words, teaching listening cannot be neglected because it is an important
skill which is needed in real-life and academic contexts.
st
The 61 TEFLIN International Conference, UNS Solo 2014
321
Briefly speaking, the approach acquired in the present language teaching, including teaching listening,
is Communicative Language Teaching (CLT) (Richards, 2006: 6). The emphasis of teaching listening in CLT is
the need to teach listening for effective oral communication (Goh, 2008: 189). Consequently, the learner-centred
is adopted in teaching listening (Jacobs and Farell, 2003: 8; Nunan, 2002: 240). Nunan (2002) suggests that there
are two ways in implementing the learner-centred in teaching listening. Firstly, tasks have to focus on activating
the students’ participation i.e. the students can be engaged in the task activity actively. Secondly, teaching
materials have to be able to involve learners in their learning, and make the learners active in giving contribution
in learning process.
Through a checklist of micro skills, the teachers can get a good idea of what techniques need to cover in
the domain of listening comprehension (Brown, 2001: 255). Table 1 explains the micro skills proposed by
Richards (1983 as cited in Brown, 2001: 256).
No.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
Table 1 Micro skills of listening comprehension
Micro skills
Discriminate among the distinctive sounds of English.
Retain chunks of language of different lengths in short term memory.
Recognise English stress patterns, words in stressed and unstressed positions, rhythmic structures,
intonation contourse, and their roles in signalling information.
Recognise reduced forms of words.
Distinguish word boundaries, recognise a core of words, and interpret word order patterns and their
significance.
Process speech at different rate of delivery.
Process speech containing pauses, errors, corrections, and other performance variables.
Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation),
patterns, rules, and elliptical forms.
Detect sentence constituents and distinguish between major and minor constituents.
Recognise that a particular meaning may be expressed in different grammatical forms.
Recognise cohesive devices in spoken discourse.
Supplementary Materials
As mentioned earlier, the curriculum in Indonesia is changing. The changing affects the development of
teaching materials. The teaching materials are very crucial because it serves as one of the learning sources. In
addition, materials are defined as any systematic description of the techniques and exercises to be used in
classroom teaching (Brown, 1995: 139). In other words, it can also be defined as anything which is used to help
to teach language learners (Tomlinson, 1998: xi). Moreover, the materials are used to facilitate the learning of a
language (Tomlinson, 2012: 143). Therefore, teaching materials are considered as an important tool for the
success of foreign language learning. The one that is commonly used in classroom context is in the form of
textbook. Moreover, textbook should cover the materials to teach English skills which are listening, speaking,
reading, and writing.
However, many textbooks are not accompanied by listening materials such as mentioned earlier.
Especially, the WERB textbook for seventh grade students is not accompanied by listening materials as well.
Therefore, the WERB textbook needs to be accompanied by listening supplementary materials. Why it is called
as supplementary materials because it is used in addition to the textbook (Spratt, Pulverness, and Willliams,
2005: 114). In other words, anything used to accompany the textbook which is not available in the textbook, and
comes from other sources, it can be called as supplementary materials.
Since listening materials is not available in the WERB textbook, the following discussion about
listening materials is considered as supplementary materials for the WERB textbook. To begin with, there are
many kinds of listening materials that can be used in the classroom, which are recorded materials in the form of
tapes and videotapes, and ‘live’ listening (Harmer, 2001: 229). Specifically, listening materials or sources can be
in the form of teacher talk, student talk, guest speakers, textbook recordings, television, video, DVD and radio,
songs, and the internet (Wilson, 2008: 40). One thing that should be considered is listening materials include the
input materials, accompanying tasks and means of assessment and feedback (Rost, 2011: 281).
From the explanations of the criteria of good materials from Robinett as cited in Brown (2001: 142);
Cunningsworth (1995 as cited in Richards, 2001: 274-276); Bell and Gower (1998: 122-125); Tomlinson (1998:
7-21); and Graves (2000: 156), the researcher concludes that the criteria of good materials as seen in Table 2.
322
st
The 61 TEFLIN International Conference, UNS Solo 2014
Table 2 The Criteria of Good Materials
No. Criteria
Aims and Approaches
1.
Materials should correspond closely with the aims of the teaching programme and with the needs and
objectives of the learners.
2.
Materials should be suitable to the learning/teaching situation.
Design and Organization
3.
Materials should have a clear layout by using attractive, usable, and durable format.
4.
Materials should have students’ books, teachers’ books, workbooks, and recordings
5.
Materials should have a clear sequence
Learning
6.
Materials should engage in discovery, problem solving, analysis.
7.
Materials should develop specific skills and strategies.
Language
8.
Materials should target relevant aspects (grammar, functions, vocabulary, etc.).
9.
Materials should integrate four skills of speaking, listening, reading, and writing.
10.
Materials should use/understand authentic texts.
Social Context
11.
Materials should provide intercultural focus.
12.
Materials should develop critical social awareness.
Activity/Task types
13.
Materials should aim for authentic tasks.
14.
Materials should vary activities and purposes.
How to Develop Listening Supplementary Materials
In order to develop listening supplementary materials, we can adopt R & D design by Borg and Gall
(1983: 775) which purposes 10 (ten) stages in developing a new product, which are:
1. Research and information collecting – Includes review of literature, classroom observations, and preparation
of report of state of the art.
2. Planning – Includes defining skills, stating objectives determining course sequence, and small scale
feasibility testing.
3. Develop preliminary form of product – Includes preparation of instructional materials, handbooks, and
evaluation devices.
4. Preliminary field testing – Conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational
and questionnaire data collected and analysed.
5. Main product revision – Revision of product as suggested by the preliminary field-test result.
6. Main field testing – Conducted in 5 to 15 schools with 30 to 100 subjects.
7. Operational product revision – Revision of product as suggested by main field-test result.
8. Operational field testing – Conducted in 10 to 30 schools involving 40 to 200 subjects.
9. Final product revision – Revision of product as suggested by operational field-test results.
10. Dissemination and implementation – Report on product at professional meetings and in journals. Work with
publisher who assumes commercial distribution. Monitor distribution to provide quality control.
Conclusion
The WERB textbook for seventh grade students is clearly not accompanied by listening materials, such
as audio recordings, video, textbook recording, and so forth. As a matter of fact, listening plays an important role
in learning English. Through listening, the students get the input language which carries a message, and can be a
model of spoken discourse. Therefore, there should be listening supplementary materials, which can accompany
the WERB textbook and become the teaching and learning sources for the teachers and the students. The
discussion of the theories as mentioned earlier can be a theoretical insight in developing listening supplementary
materials for seventh grade students.
Bibliography
Al-Qaraghooly, D.A. & Al-Bermani, H.K.K. (2010). The Effect of Top-down and Bottom-up Processing on
Developing EFL Students’ Listening Comprehension. Al-Fatih Journal, (45), 15-40.
Batova, Natalia. (2013). Academic Listening: Is There A Place for Bottom-up Processing?. International Journal
of Education and Research, 1(4), 1-10.
st
The 61 TEFLIN International Conference, UNS Solo 2014
323
Bell, J. & Gower, R. (1998). Writing Course Materials for the World: A Great Compromise. In Tomlinson, B.
(Ed.). Material Development in Language Teaching (pp. 116-129). New York, NY: Cambridge
University Press.
Borg, W.R. & Gall, M.D. (1983). Educational Research: An Introduction (4th Ed.). New York, NY: Longman.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach (3rd Ed.). New York, NY: Longman.
Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development.
Massachusetts: Heinle & Heinle Publishers.
Brown, Steven. (2006). Teaching Listening. New York: Cambridge University Press.
Field, J. (2002). The Changing Face of Listening. In Richards, J.C. & Renandya, W.A. (Ed.), Methodology in
Language Teaching: An Anthology of Current Practice (pp. 242-247). New York, NY: Cambridge
University Press.
Flowerdew, J. & Miller, L. (2005). Second Language Listening: Theory and Practice. New York: Cambridge
University Press.
Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development: Theory, Practice and
Research Implications. RELC Journal, 39 (2), 188-213. DOI: 10.1177/0033688208092184. Los Angles:
Sage Publications.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston, MA: Heinle & Heinle
Publishers.
Harmer, J. (2001). The Practice of English Language Teaching (3rd Ed.). New York: Longman.
Jacobs, G.M. & Farell, T.S.C. (2003). Understanding and Implementing the CLT (Communicative Language
Teaching) Paradigm. RELC Journal, 34 (5), 5-30.
Li, Wang. & Renandya, W.A. (2012). Effective Approaches to Teaching Listening: Chinese EFL Teachers’
Perspectives. The Journal of Asia TEFL, 9 (4), 79-111.
Nunan, D. (2002). Listening in Language Learning. In Richards, J.C. & Renandya, W.A. (Ed.), Methodology in
Language Teaching: An Anthology of Current Practice (pp. 238-241). New York, NY: Cambridge
University Press.
Richards, J.C. (2001). Curriculum development in language teaching. New York, NY: Cambridge University
Press.
___________. (2006). Communicative Language Teaching Today. New York, NY: Cambridge University Press.
Rost, M. (2011). Teaching and Researching Listening (2nd ed.). Harlow: Pearson Education Limited.
Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT (Teaching Knowledge Test) Course. New York,
NY: Cambridge ESOL & University of Cambridge.
Tomlinson, B.(1998). Glossary of Basic Terms for Materials Development in Language Teaching. In Tomlinson,
B. (Ed.), Materials Development in Language Teaching (pp. viii-xiv). New York, NY: Cambridge
University Press.
___________. (1998). Introduction. In Tomlinson, B. (Ed.), Materials Development in Language Teaching (pp.
1-24). New York, NY: Cambridge University Press.
Tomlinson, B. (2012). State-of-the-Art Article: Materials Development for Language Learning and Teaching.
Lang. Teach., 45(2), 143-179.
Wilson, JJ. (2008). How to Teach Listening. Essex: Pearson Education Limited.
324
st
The 61 TEFLIN International Conference, UNS Solo 2014
STUDENTS BASED ON CURRICULUM 2013
Mokhamad Sabil Abdul Aziz
Sebelas Maret University
Graduate School of Faculty of Education and Teacher Training
abdulaziz_msa@hotmail.com
Abstract: Curriculum 2013 strongly suggests teachers and students to use the textbooks which have been
developed by the government (the Ministry of Education and Culture law number 71 year 2013). It is seen that
the English textbook for the seventh grade students which is entitled “When English Rings a Bell” (WERB) does
not have adequate listening materials. Listening plays a critical important role in language learning,
communication, academic pursuit, and current English curriculum (Rost, 2002; Vandergrifft, 2004 in Li and
Renandya, 2012). Therefore, there should be adequate listening materials for English language learners. This
paper presents the theories underpinning the development of listening supplementary materials for the seventh
grade students based on Curriculum 2013. The theories presented in this paper are about (1) teaching listening,
(2) supplementary materials, and (3) how to develop listening supplementary materials. By considering these
theories, it is hoped that scholars, teachers, and material developers can have theoretical insights in developing
listening supplementary materials.
Key words: listening supplementary materials, Curriculum 2013
In the academic year of 2014/2015, Curriculum 2013 has been implemented to the schools Indonesia.
However, Curriculum 2013 is not yet a fix product. It still needs evaluation and improvement. Vividly, the
curriculum development involves the process to determine the needs of learners, to determine an appropriate
syllabus, course structure, teaching methods, and materials, and to design a program evaluation (Richards, 2001:
2). Dealing with English subject seventh grade, Curriculum 2013 employs development of material which is in
line with the idea of the curriculum. The material itself is in term of a textbook for the English subject. The
Ministry of Education (MOE) urges the teacher to use the textbook developed by the MOE. That is “When
English Rings a Bell” (WERB) textbook for seventh grade students. It consists of 11 (eleven) chapters. Each
chapter has different themes. Each provides integrated four-language-skills materials as well. The WERB
textbook also has colourful pictures and figures. Moreover, it provides the students with many materials that they
can use in daily communication. Therefore, this textbook is assigned as the primary source of materials in the
class.
The WERB textbook is only the primary textbook. The teacher may use the other materials to support
the teaching and learning process. Another reason is the WERB textbook has some weaknesses. The WERB
textbook is not accompanied by audio recordings. Audio recordings are important indeed to help the teacher to
conduct listening activities in the class. In addition, the listening materials in the WERB textbook are not
sufficient. The dominant material is only repetition. Thus, the material does not promote communication both for
the teachers and for the students.
Considering that the WERB textbook still has limited listening materials, teachers need additional
listening materials. Therefore, listening supplementary materials should be developed. In order to provide a
theoretical guideline for developing listening supplementary materials, there will be some theories presented in
this paper. Those theories include are (1) teaching listening, (2) supplementary materials, and (3) how to develop
listening supplementary materials.
Teaching Listening
Historically, listening was neglected in the teaching of English as a second or a foreign language
(Helgesen, 2003; Nunan, 2002), viewed as a passive process (Lynch and Mandelsohn, 2002 in Al-Qaraghooly
and Al-Bermani, 2010: 15), and considered as secondary skill (Nunan, 2002: 238). On the other hand, form the
late 1960s, practitioners recognised the importance of listening, and began to set aside time for practicing the
skill (Field, 2002: 242). Listening plays a critical important role in both language learning, communication,
academic pursuit and current English curriculum (Rost, 2002; Vandergrifft, 2004 in Li and Renandya, 2012).
Listening also has been regarded as the most widely used language skill in day-to-day life (Morley, 2001; Rost,
2001 in Batova, 2013: 1). In another words, teaching listening cannot be neglected because it is an important
skill which is needed in real-life and academic contexts.
st
The 61 TEFLIN International Conference, UNS Solo 2014
321
Briefly speaking, the approach acquired in the present language teaching, including teaching listening,
is Communicative Language Teaching (CLT) (Richards, 2006: 6). The emphasis of teaching listening in CLT is
the need to teach listening for effective oral communication (Goh, 2008: 189). Consequently, the learner-centred
is adopted in teaching listening (Jacobs and Farell, 2003: 8; Nunan, 2002: 240). Nunan (2002) suggests that there
are two ways in implementing the learner-centred in teaching listening. Firstly, tasks have to focus on activating
the students’ participation i.e. the students can be engaged in the task activity actively. Secondly, teaching
materials have to be able to involve learners in their learning, and make the learners active in giving contribution
in learning process.
Through a checklist of micro skills, the teachers can get a good idea of what techniques need to cover in
the domain of listening comprehension (Brown, 2001: 255). Table 1 explains the micro skills proposed by
Richards (1983 as cited in Brown, 2001: 256).
No.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
Table 1 Micro skills of listening comprehension
Micro skills
Discriminate among the distinctive sounds of English.
Retain chunks of language of different lengths in short term memory.
Recognise English stress patterns, words in stressed and unstressed positions, rhythmic structures,
intonation contourse, and their roles in signalling information.
Recognise reduced forms of words.
Distinguish word boundaries, recognise a core of words, and interpret word order patterns and their
significance.
Process speech at different rate of delivery.
Process speech containing pauses, errors, corrections, and other performance variables.
Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation),
patterns, rules, and elliptical forms.
Detect sentence constituents and distinguish between major and minor constituents.
Recognise that a particular meaning may be expressed in different grammatical forms.
Recognise cohesive devices in spoken discourse.
Supplementary Materials
As mentioned earlier, the curriculum in Indonesia is changing. The changing affects the development of
teaching materials. The teaching materials are very crucial because it serves as one of the learning sources. In
addition, materials are defined as any systematic description of the techniques and exercises to be used in
classroom teaching (Brown, 1995: 139). In other words, it can also be defined as anything which is used to help
to teach language learners (Tomlinson, 1998: xi). Moreover, the materials are used to facilitate the learning of a
language (Tomlinson, 2012: 143). Therefore, teaching materials are considered as an important tool for the
success of foreign language learning. The one that is commonly used in classroom context is in the form of
textbook. Moreover, textbook should cover the materials to teach English skills which are listening, speaking,
reading, and writing.
However, many textbooks are not accompanied by listening materials such as mentioned earlier.
Especially, the WERB textbook for seventh grade students is not accompanied by listening materials as well.
Therefore, the WERB textbook needs to be accompanied by listening supplementary materials. Why it is called
as supplementary materials because it is used in addition to the textbook (Spratt, Pulverness, and Willliams,
2005: 114). In other words, anything used to accompany the textbook which is not available in the textbook, and
comes from other sources, it can be called as supplementary materials.
Since listening materials is not available in the WERB textbook, the following discussion about
listening materials is considered as supplementary materials for the WERB textbook. To begin with, there are
many kinds of listening materials that can be used in the classroom, which are recorded materials in the form of
tapes and videotapes, and ‘live’ listening (Harmer, 2001: 229). Specifically, listening materials or sources can be
in the form of teacher talk, student talk, guest speakers, textbook recordings, television, video, DVD and radio,
songs, and the internet (Wilson, 2008: 40). One thing that should be considered is listening materials include the
input materials, accompanying tasks and means of assessment and feedback (Rost, 2011: 281).
From the explanations of the criteria of good materials from Robinett as cited in Brown (2001: 142);
Cunningsworth (1995 as cited in Richards, 2001: 274-276); Bell and Gower (1998: 122-125); Tomlinson (1998:
7-21); and Graves (2000: 156), the researcher concludes that the criteria of good materials as seen in Table 2.
322
st
The 61 TEFLIN International Conference, UNS Solo 2014
Table 2 The Criteria of Good Materials
No. Criteria
Aims and Approaches
1.
Materials should correspond closely with the aims of the teaching programme and with the needs and
objectives of the learners.
2.
Materials should be suitable to the learning/teaching situation.
Design and Organization
3.
Materials should have a clear layout by using attractive, usable, and durable format.
4.
Materials should have students’ books, teachers’ books, workbooks, and recordings
5.
Materials should have a clear sequence
Learning
6.
Materials should engage in discovery, problem solving, analysis.
7.
Materials should develop specific skills and strategies.
Language
8.
Materials should target relevant aspects (grammar, functions, vocabulary, etc.).
9.
Materials should integrate four skills of speaking, listening, reading, and writing.
10.
Materials should use/understand authentic texts.
Social Context
11.
Materials should provide intercultural focus.
12.
Materials should develop critical social awareness.
Activity/Task types
13.
Materials should aim for authentic tasks.
14.
Materials should vary activities and purposes.
How to Develop Listening Supplementary Materials
In order to develop listening supplementary materials, we can adopt R & D design by Borg and Gall
(1983: 775) which purposes 10 (ten) stages in developing a new product, which are:
1. Research and information collecting – Includes review of literature, classroom observations, and preparation
of report of state of the art.
2. Planning – Includes defining skills, stating objectives determining course sequence, and small scale
feasibility testing.
3. Develop preliminary form of product – Includes preparation of instructional materials, handbooks, and
evaluation devices.
4. Preliminary field testing – Conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational
and questionnaire data collected and analysed.
5. Main product revision – Revision of product as suggested by the preliminary field-test result.
6. Main field testing – Conducted in 5 to 15 schools with 30 to 100 subjects.
7. Operational product revision – Revision of product as suggested by main field-test result.
8. Operational field testing – Conducted in 10 to 30 schools involving 40 to 200 subjects.
9. Final product revision – Revision of product as suggested by operational field-test results.
10. Dissemination and implementation – Report on product at professional meetings and in journals. Work with
publisher who assumes commercial distribution. Monitor distribution to provide quality control.
Conclusion
The WERB textbook for seventh grade students is clearly not accompanied by listening materials, such
as audio recordings, video, textbook recording, and so forth. As a matter of fact, listening plays an important role
in learning English. Through listening, the students get the input language which carries a message, and can be a
model of spoken discourse. Therefore, there should be listening supplementary materials, which can accompany
the WERB textbook and become the teaching and learning sources for the teachers and the students. The
discussion of the theories as mentioned earlier can be a theoretical insight in developing listening supplementary
materials for seventh grade students.
Bibliography
Al-Qaraghooly, D.A. & Al-Bermani, H.K.K. (2010). The Effect of Top-down and Bottom-up Processing on
Developing EFL Students’ Listening Comprehension. Al-Fatih Journal, (45), 15-40.
Batova, Natalia. (2013). Academic Listening: Is There A Place for Bottom-up Processing?. International Journal
of Education and Research, 1(4), 1-10.
st
The 61 TEFLIN International Conference, UNS Solo 2014
323
Bell, J. & Gower, R. (1998). Writing Course Materials for the World: A Great Compromise. In Tomlinson, B.
(Ed.). Material Development in Language Teaching (pp. 116-129). New York, NY: Cambridge
University Press.
Borg, W.R. & Gall, M.D. (1983). Educational Research: An Introduction (4th Ed.). New York, NY: Longman.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach (3rd Ed.). New York, NY: Longman.
Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development.
Massachusetts: Heinle & Heinle Publishers.
Brown, Steven. (2006). Teaching Listening. New York: Cambridge University Press.
Field, J. (2002). The Changing Face of Listening. In Richards, J.C. & Renandya, W.A. (Ed.), Methodology in
Language Teaching: An Anthology of Current Practice (pp. 242-247). New York, NY: Cambridge
University Press.
Flowerdew, J. & Miller, L. (2005). Second Language Listening: Theory and Practice. New York: Cambridge
University Press.
Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development: Theory, Practice and
Research Implications. RELC Journal, 39 (2), 188-213. DOI: 10.1177/0033688208092184. Los Angles:
Sage Publications.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston, MA: Heinle & Heinle
Publishers.
Harmer, J. (2001). The Practice of English Language Teaching (3rd Ed.). New York: Longman.
Jacobs, G.M. & Farell, T.S.C. (2003). Understanding and Implementing the CLT (Communicative Language
Teaching) Paradigm. RELC Journal, 34 (5), 5-30.
Li, Wang. & Renandya, W.A. (2012). Effective Approaches to Teaching Listening: Chinese EFL Teachers’
Perspectives. The Journal of Asia TEFL, 9 (4), 79-111.
Nunan, D. (2002). Listening in Language Learning. In Richards, J.C. & Renandya, W.A. (Ed.), Methodology in
Language Teaching: An Anthology of Current Practice (pp. 238-241). New York, NY: Cambridge
University Press.
Richards, J.C. (2001). Curriculum development in language teaching. New York, NY: Cambridge University
Press.
___________. (2006). Communicative Language Teaching Today. New York, NY: Cambridge University Press.
Rost, M. (2011). Teaching and Researching Listening (2nd ed.). Harlow: Pearson Education Limited.
Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT (Teaching Knowledge Test) Course. New York,
NY: Cambridge ESOL & University of Cambridge.
Tomlinson, B.(1998). Glossary of Basic Terms for Materials Development in Language Teaching. In Tomlinson,
B. (Ed.), Materials Development in Language Teaching (pp. viii-xiv). New York, NY: Cambridge
University Press.
___________. (1998). Introduction. In Tomlinson, B. (Ed.), Materials Development in Language Teaching (pp.
1-24). New York, NY: Cambridge University Press.
Tomlinson, B. (2012). State-of-the-Art Article: Materials Development for Language Learning and Teaching.
Lang. Teach., 45(2), 143-179.
Wilson, JJ. (2008). How to Teach Listening. Essex: Pearson Education Limited.
324
st
The 61 TEFLIN International Conference, UNS Solo 2014