Humanistic education on academic listening classroom in regard to authentic materials in content-based English learning.

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HUMANISTIC EDUCATIONON ACADEMIC LISTENING
CLASSROOMIN REGARD TO AUTHENTIC MATERIALS
IN CONTENT-BASED ENGLISH LEARNING
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By

By
Annisa Septipanindya Sari
Student Number: 111214085
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY
2015

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HUMANISTIC EDUCATIONON ACADEMIC LISTENING
CLASSROOMIN REGARD TO AUTHENTIC MATERIALS
IN CONTENT-BASED ENGLISH LEARNING
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By

By
Annisa Septipanindya Sari
Student Number: 111214085
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
2015

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STATEMENT OF WORKS ORIGINALITY
I honesty declare that the thesis, which I wrote, does not contain the
work or parts or the work of other people, except those cited in the
quotations and the references, as a scientific paper should.

Yogyakarta, April 24, 2015
The Writer,

Annisa Septipanindya Sari
111214085

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

Nomor Mahasiswa

: Annisa Septipanindya Sari
: 111214085

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
HUMANISTIC EDUCATION ON ACADEMIC LISTENING
CLASSROOM IN REGARD TO AUTHENTIC MATERIALS
IN CONTENT-BASED ENGLISH LEARNING
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikan di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama teteap mencantumkan nama
saya sebagai penulis.
Dengan demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada Tanggal 24 April 2015

Yang menyatakan

Annisa Septipanindya Sari

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ACKNOWLEDGEMENTS
First and Foremost, my greatest gratitude goes to Allah SWT, who has made all
things possible. His love and care can bring me into this far so that I can finish my study
in Sanata Dharma University.
I am heartily thankful to my sponsor Mr. Markus Budiraharjo, M.A, M.Pd,
Ed.D for his limitless patience, support, guidance during thesis writing process. I
appreciate his time and knowledge in my thesis accomplishment. I would like to thank to
Mr. Fidelis Chosa and all English Language Education Study Program lecturers for
their guidance and patience in educating the learners including me.

My special gratitude also goes to my beloved parents, Mr. Patuh Sugiyarso and
Mrs. Tatik Sutarsih for their guidance and loving care in their inexplicable ways. They
have also given me financial support during studying in Sanata Dharma University and
taught me life values. Then, my beloved brother Arikh, who had been entertained me
with their jokes and songs. I would like to give my sincerest thank to my fiancé, Artha
Nindya Utama, who accompanies me in ups and downs. Furthermore, I would like to
give special gratitude to Idola, Adrianus, Bre Royals members: Riri, Roza, Denyk,
Leo, and Michael for the endless friendship and positive encouragement. Then also
Gaiety who had been a great partner in thesis writing. I will never forget our struggle in
PBI.
Last but not least, I would like to extend my gratitude to any other individuals
who in one way or another have contributed their valuable assistance in the preparation
and completion of this thesis. I also wish to apologize if I have unintentionally failed to
mention anyone who has helped me during the thesis writing process.

Annisa Septipanindya Sari

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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i
APPROVAL PAGES .............................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY ......................................................iv
PERSETUJUAN PUBLIKASI KARYA ILMIAH ................................................. v
ABSTRACT ............................................................................................................vi
ABSTRAK .............................................................................................................. vii
ACKNOWLEDGEMENTS ................................................................................. viii
TABLE OF CONTENTS ........................................................................................ix
LIST OF APPENDICES.........................................................................................xi
LIST OF TABLES ................................................................................................ xii
CHAPTER I: INTRODUCTION ............................................................................ 1
A. Research Background ................................................................................. 1
B. Research Problem ........................................................................................ 4

C. Research Limitation .................................................................................... 4
D. Research Objectives .................................................................................... 5
E. Research Benefits ........................................................................................ 5
F. Definition of Terms ..................................................................................... 7
CHAPTER II: REVIEW OF RELATED LITERATURE ................................... 10
A. Theoretical Description ............................................................................. 10
1. Academic Listening .......................................................................... 10
2. Authentic Materials .......................................................................... 11
3. Humanistic Education ....................................................................... 12
4. Content-Based Instruction................................................................. 14
a. Theme-Based Instruction ............................................................ 15
b. Principle of Content-Based Instruction ........................................ 15
5. Teaching Listening ........................................................................... 18
B. Theoretical Framework.............................................................................. 21
CHAPTER III: METHODOLOGY ...................................................................... 22
A. Research Method ....................................................................................... 22
B. Research Participants................................................................................. 23
C. Research Instruments and Data Gathering Techniques ............................... 24
1. Observation ...................................................................................... 24
2. Questionnaire.................................................................................... 25
3. Interview .......................................................................................... 27
4. Reflective Journal ............................................................................. 28
D. Data Analysis Technique ........................................................................... 29
E. Research Procedure ................................................................................... 31
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ............................ 33
A. Presentation of Data .................................................................................. 33
1. The Application of Instructional Materials ........................................ 33
2. The Application of Teaching Instruction Instructional Materials ....... 38
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B. Discussion ................................................................................................. 47
1. The Implementation of Instructional Materials .................................. 47
a. Academic Model Design ............................................................. 47
b. Students’ Attitude of the Academic Listening Module ................ 51
1) Increasing Motivation ................................................................ 52
2) Enlarge Knowledge ................................................................... 53
3) Developing Learning Autonomy................................................ 55
2. The Implementation of Teaching Instructions ................................... 58
a. Humanistic Education................................................................ 59
b. Content-Based Instruction ........................................................ 67
c. Students’ Attitude of the Teaching Instructions.......................... 76
1) Enlarging Perspective in Learning ............................................. 76
2) Lowering Affective Filters ......................................................... 77
3) Increasing Self-Reliance/Autonomy .......................................... 77
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ........................ 80
A. Conclusions ............................................................................................... 80
B. Recommendations ..................................................................................... 81
1. Teachers ................................................................................................ 81
2. Other Researchers.................................................................................. 82
REFERENCES ........................................................................................................ 83
APPENDICES ......................................................................................................... 84

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APPENDICES

APPENDIX 1: Academic Listening Module ............................................................ 84
APPENDIX 2: Reflective journal of the Students..................................................... 89
APPENDIX 3: The Transcript of the Interview ........................................................ 93
APPENDIX 4: Questionnaires ............................................................................... 113
APPENDIX 5: Observation Notes.......................................................................... 115

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LIST OF TABLES
Table 3.1 Scale Score of Agreement ........................................................................ 26
Table 4.1 Instructional Materials .............................................................................. 34
Table 4.2 Teaching Instruction ................................................................................. 39

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CHAPTER I
INTRODUCTION

This chapter consists of six sections. They are background of the study,
problem formulation, objectives of the study, benefits of the study, and definition of
terms. The first section of this chapter, which is the background of the study, contains
the topic of the discussion and the reason why the topic was chosen. The next section
presents the problems identified in this study. The problem limitation is set to define
the scope of the study. In the objectives of the study, the writer states the purposes of
why the study was conducted. The next section of this chapter is the benefits of the
study. The last section of this chapter is the definition of the terms. In the section, the
writer elaborates some key words that are used in this study in order to avoid
misunderstanding and misinterpretation.

A. Research Background
There is no teaching and learning situation that is really static. Educational
circumstances change, as do resources which are available for teachers. Views of
teaching methodology also change, as does the language itself. Meanwhile, much
research is gradually disseminated, and teachers develop; learners’ expectations
change and it is seen dramatic changes in terms of English as a lingua franca
(Graddol, 2006, 2010; Kirkpatrick, 2010; Jenkins, 2011). In a listening class, a
particular teacher may have their own version in terms of instructional materials and

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teaching methods. With regards to teaching, it is true that many educational
institutions still operate within a systemic orientation, where the teaching and
learning activities are viewed as a delivery system that involve both behavioral and
cognitive psychologizing (Taubman, 2007). Bevis (1993) claims that these traditional
educational philosophies stifle creativity, and produce immature students. Writing
within a more updated nursing curriculum, it is imperative for higher education
instructors to embrace a caring attitude, upon which humanistic in nature is nurtured.
In the other words, the educational institutions need “the curriculum revolution”
which shifts from the behaviorist paradigm to a more care-centered model.
Humanistic orientation focuses on developing individuals open to change and
continued learning and to enhance personal growth and development, facilitate selfactualization and reform society. As stated in Billings and Halstead (2009), “The
primary concern with humanism as an educational theory is the autonomy and dignity
of human beings.” (p.112). It means that the education focuses on the human
potentials rather than human deficits.
English Extension Course (EEC) is one of the programs which is provided by
Sanata Dharma University to facilitate the learners to be able to improve their English
for Second Language (ESL). This program is established to help college, universities
or working adults to improve their English by institutional flexibility in curriculum to
overcome barriers of time in order to create a lifelong access to educational
opportunities, to be academic and motivational advising supportive of their life and
career goals, and obtain experience and work-based learning. In this research, the

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researcher focuses on the Academic Listening class which is the part of EEC. The
researcher chooses EEC as the subject of this thesis because Sanata Dharma
University is one of the universities that holds a humanistic orientation since 1955. In
this orientation, the humanistic philosophy necessitates the implementation of
humanistic values, such as educations serving as facilitators, value-based learning,
and potential-based rather than deficit-based learning.
This study was done in a listening class called the Academic Listening (No.
EEC 211). To make a meaningful and effective listening classroom environment in
Academic Listening class, in its daily implementation, the class also asserts the
principle of Content-Based instruction (CBI) in order to expose integrated-skills class
and the integration of content learning with language teaching aims. Principally, CBI
allows students to learn English through maximum exposure to content that is
interesting and relevant to them. It is based on the assumption that by using English
as the means of delivering materials in classes, the process of mastering English
would be accelerated.
To encourage learning for the learners in listening classroom, the authentic
material is also crucial in the learning process. Since the aim of English listening
instruction is to train the learners to be an active listener, it is necessary for instructors
to use authentic materials in language teaching. It is because of the fact that authentic
materials introduce the learners to the language use in the real setting. Authentic
materials are the materials which are not created and edited for language learners
(Nunan and Miler, 1995). The form of oral language, music, literature, radio

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programs, podcast and internet websites also can be used as the sources for listening
class. It means that every object in the target language can be qualified as authentic
materials such as music, news, advertisement, radio and TV program: weather
forecast, horoscope and editorials (Gebhard, 1996, p.100). The authentic materials are
significant since it increases students' motivation for learning, makes the adult
learners are exposed to the 'real' language as discussed by Guariento & Morley (2001,
p. 347). Hence, the implementation of humanistic education and Content-Based
Instruction and the use of authentic material can be a complete facilitation toward the
adult learners in improving their listening skill.

B. Research Problems
Two research problems are proposed in this study. They are as follows:
1. To what extent did the authentic listening materials as a medium of
academic listening instruction facilitate the learners in their perceived
learning growth?
2. To what extent did learning experiences using the humanistic orientation
and Content-Based instruction lead to a perceived growth on the part of
learners' learning?

C. Research Limitation
This study is a small scale research which will be focused on the extent of the
implementation of authentic materials and teaching instructions such as humanistic

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orientation and Content-Based Instruction (CBI) principles in teaching the learners in
the Academic Listening class of the English Extension Course. To make a clear
boundary of the research, the researcher makes some limitations.
First, the type of the research is a case study which is commonly used in
academic efforts to explain and describe how and/or why a specific event occurs.
Second, the researcher is concerned with the extent of the authentic listening
materialsas a medium for academic listening to facilitate the learners. Third, the study
seeks to describe theextent to which learning experiences using Content – Based
Instruction and humanistic education lead to a perceived learning growth on the part
of learners.

D. Research Objectives
There are two objectives of the research. The first objective is to know how
the authentic materials facilitate the learners in their perceived learning growth. The
second is to find out how the humanistic orientation and Content-Based Instruction
affect the learning growth of the students.

E. Research Benefits
This section deals with the benefits of the study. It is expected that this
research can give valuable contribution to any individuals who are concerned about
the improvement of the quality of English education in Indonesia. The expected
benefits are as follows:

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1. For English Extension Course
After learning about listening class at English Extension Course in improving
the learners’ skill through the research, this educational institution hopefully will
know what steps towards development to take later on. It is expected that the educator
will be able to teach based on the 21st Century model of teaching in order to improve
the listening skill of the learners into meaningful interaction to maximize the teaching
and learning activities. So, they have a good quality in English to survive in the
globalization era.
2. For English Educators
This study is expected to help English educators understand more about
humanistic education and Content-Based Instruction which are related to the method
of teaching in Academic Listening class of English Extension Course. Several facts
proposed in the study may also give the educator a new perspective in teaching 21st
learners as well as the used of authentic materials as the means of improving the
listening skill.
3. For further studies
This inquiry is presented to support other related studies in revealing the
precision of any current trends in education. It is supposed that some research done in
this field will bring about positive development to the country’s education which may
lead Indonesia to have better quality of education.

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F. Definition of Terms
In analyzing the research in this thesis, there are some key terms that will be
explained it this section. The objective is to avoid any misinterpretation and
misunderstanding that might happen when the reader reads this thesis. Therefore,
carefully define each concept that will be used in this thesis. The following key terms
are described in general way.

1. Case Study
This study is categorized as a case study because it emphasizes on a specific
event in terms of the relationship between the authentic material and the method used
by the educator in teaching. Based on three main types of case studies identified by
Stake (2005), this case study is an intrinsic case study. The intrinsic case study is
undertaken when the researcher is interested in the particular case itself — it is
intrinsically interesting, for example, this particular child, clinic, conference, or
curriculum” (Stake, 2005 p. 445).

2. English Extension Course
The researcher purposes the description of English Extension Course as it is
shown on (https://www.usd.ac.id/lembaga/lb/eec/) it describes generally about
English Extension Course (EEC). EEC is kind of ESP which is designed for four
semesters which means one period is divided into two semester. This program is
handled by the educators who come from English Language Education Study

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Program and English Literature of Sanata Dharma University. They have already had
many experiences in teaching English as a second language and also had a high
professionalism in teaching English as second language.

3. Authentic Materials
In accordance to Nunan (1989, p. 54) authentic materials are any material
which has not been specifically produced for the purpose of language teaching. The
authentic materials are the means of genuine communication.

4. Humanistic Education
Based on Maslow and Roger as cited in Underhill, (1989) that Education
which focuses on helping well-adjusted people to move towards realizing their own
individual and unique potential, towards becoming what he called ‘fully functioning
persons’. In which it means that the student is the director of learning, while the
educator serves as a facilitator or “guide”. The educator seeks to maximize the
students’ personal growth and support the student in becoming “self-actualized”
which Maslow presents “the full use and exploitation of talents, capacities,
potentialities, etc.” (Maslow, 1954, p.150). The goal of the humanistic education
philosophy is to assist the learner in realizing and maximizing their true potential
(Billing & Halstead, 2009).

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5. Content- Based Instruction (CBI)
According to Briton (2003), CBI refers to “the teaching of language through
exposure to content that is interesting and relevant to learners.” The educator asserts
that the listening class in the course implements CBI in the sense authentic materials
is used as means of improving listening skill. Therefore, the researcher aims to
analyze how CBI principles are implemented in reality and connect the authentic
material used to improve the learners’ skill in listening.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter gives some explanation on the related literature upon the study that
had been introduced in the previous chapter. This section shows about the related
literature which suited the research and the contribution of the theories in solving the
problem.

A. Theoretical Description
The discussion is divided into five major parts. The first part is concerned
with Academic Listening class, the second part will address authentic materials while
the third is about Humanistic Education. The fourth part concerns with ContentBased Instruction and the fifth is about Teaching Listening.

1. Academic Listening
Academic Listening is the class at the English Extension Course which is
developed to fulfill the learners’ need in listening skill. The researcher proposes the
theory of Academic Listening Based on the course description in Academic Listening
Module (2014, p.2). Academic Listening course is set to train learners to develop a
broader knowledge based on a variety of issues, such as politics, history, biology,
chemistry, and other disciplinary orientations. Most materials are taken from
downloadable podcasts. While in class activities are to establish listening habits, the

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actual development of listening skill is interdependently determined by students’
habits of accessing resources outside of the class. Instructional strategies include selfquestioning generations, summarization, reporting, and debating.

2. Authentic Materials
There are some definitions about authentic materials. The first definition comes
from Nunan (1999, p.79). Nunan states that authentic materials are the products of
genuine communication. It is not intended for language teaching purposes. The
students can experience the real communication of the target language in the
classroom. Nunan also notifies that by using authentic materials, the teacher and the
students can generate a great deal of language. Lie (1992, p.85, ass cited in Herawati,
1996, p.82) describes authentic materials as “original sources materials specially
designed for use outside the language classroom”. Gebhard (1996, p.100) also states
the same by defining authentic materials as “anything that is used as a part of
communication.” Based on the definition above, the researcher believes that it is
crucial to define authentic materials that are used in this study. Authentic materials
are genuine materials which exposed natural language and it aims for communication
other than language learning processes.
The role of instructional materials within a functional/communicative
methodology might be specified in the following terms:
1) Materials will focus on the communicative abilities of interpretation, expression
and negotiation.

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2) Materials will focus on understandable, relevant, and interesting exchanges of
information, rather than on the presentation of grammatical form.
3) Materials will involve different kinds of text and different kinds of media, which
the learners can use to develop their competence through a variety (Richard and
Rogers, 1986, p.25).

3. Humanistic Education
Humanistic approach focuses on developing individuals open to change and
continued learning and to enhance personal growth and development, facilitate selfactualization and reform society as stated by humanistic approach. This approach is
applied by Sanata Dharma University regarding to the motto that mentioned “Cerdas
dan Humanis” which refers to the combination of affective and cognitive domain.
Based on the motto, it gives affect toward the educator to combine the academic
intelligent to the value of humanism in teaching and learning process. Thus, Based on
Brown humanistic education refers to affective and cognitive domain; affective
domain refers to the feeling or emotional aspect of experience and learning; cognitive
domain is the activity of the mind in knowing an object, to intellectual functioning.
Therefore, Humanistic education is when affective and cognitive domain are
integrated in individual and group learning (Brown, 1970 as cited in Lyon, 1971,
p.71).
In addition, education is as a matter of uplifting the place of the individual’s
role of personal choice and commitment” (Billings & Halstead, 2009, p.112).

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Humanistic learning emphasizes human needs and interests with providing some
basis for personal growth and development, so that learning may go on throughout
life in a self-directed manner. Gage and Berliner (as cited in Huitt, 2001) discuss five
humanistic objectives to education as described by which are to promote autonomy,
develop responsibility for learned material, develop creativity and curiosity, and
finally, expressing an interest in artistic endeavors.
Therefore, in order for learning to take place, learners must reconstruct the
skills and knowledge for themselves; they cannot simply “receive” these from
external sources such as the educator (Nunan, 1999, p. 5), in which leaners are
involved in making choices about what and how to learn, but in which learners are
actively involved in the learning process (Nunan, 1999, p. 14). Regarding to that,
learners are at the center of the learning process, and that learning is a process of selfdiscovery, grew experiential learning. Nunan (1999, p.6 as cited in Kohenen, 1992)
argues that “experiential learning facilitates personal growth, that it helps learners
adapt to social changes, that it takes into account differences in learning ability…”.
This theory emphasizes how the educator gives the opportunity to the students to
receive the knowledge by participating actively in the class and to be more learnercentered.
Experiential Model is known as Constructivism (Nunan, 1999, p.7 as cited in
Kohenen, 1992) offers
1. Viewing learning as transformation of knowledge,
2.

The power of relation is teacher as learners among learners,

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3. Teacher’s role is facilitating learning; collaborative professionalism,
4. Learner’s role is active participation; largely in collaborative
5. Viewing knowledge as construction of personal knowledge,
6. Viewing curriculum dynamic; looser organization of subject matter, including
integration,
7. Learning experiences is on process; learning skill, self-inquiry, social and
communication skills,
8. Control of process is on learner’s hand; self-directed learning,
9. Motivation comes from intrinsic mainly
10. The Evaluation is based on process-oriented, reflection on process, selfassessment; criterion-referencing
It is concluded that humanistic education is to provide a foundation for personal
growth and development so that learning will continue throughout life in a selfdirected manner.

4. Content-Based Instruction (CBI)
The orientation of communicative competence can bring the classroom activity
in a meaningful and contextualized interaction among the learners. Content-Based
Instruction is one of models of integrated-skill approach. Language teaching
integrates the learning of some specific subject-matter content with the learning of a
second language (Brown, 2001, p.234). The use of Content-Based Instruction not
only gives a good atmosphere in classroom activity in a meaningful way but also give

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the double function of learning; language learning and content learning. Tim
Murphey (1996) presents that Content-Based Instruction has double function in
language learning, “Meaningful language” and “Meaningful content”. In addition,
Curtain, (1995) and Met, (1991), Cited in Hardman (2009 p. 22) stated that “second
language acquisition increases with Content-Based language instruction, because
students learn language best when there is an emphasis on relevant, meaningful
content rather than on the language itself”.

a. Theme based Language Instruction
In this kind of instruction, courses tend to focus on topic situations or “theme”
as one of their organizing parameters (Brown, 2007, p.288). The teacher first sets a
certain theme for the students to work on. He implements the theme as the starting
point for instruction in the teaching of various skills. He subsequently continues the
exercises on the selected theme over several weeks. This might help the students get
rich input for either language-based or skills-based lesson which might lead them to
be successful in language acquisition because of its equal value on content and
language objectives

b. Principles for Content-Based Instruction
Brinton (2001) notifies some principles for Content-Based Instruction. The first
is to base instructional decisions on content rather than language criteria. It means

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that Content-Based Instruction requires material designer to choose appropriate
content in which will influence the selection and sequencing of language items.
The teachers want the student to master both language and content. The content can
be themes of general interest to students such as current event or their hobbies, or it
can be an academic subject, which provides natural content for the study of language.
Teachers do not want to delay students’ academic study or language study, so teacher
encourages the development of both simultaneously (Anderson & Freeman, 2011,
p.139).
The second, the integrated-skill is implemented in the class. Integration of four
skills do not diminish the importance of the rules of listening, speaking, reading and
writing. Thus, Content-Based Instruction covers all four language skills (Listening,
Reading, Speaking, Writing) as well as three language elements (Grammar,
Vocabulary, and Pronunciation). Proponents of the whole language approach have
shown that in the real world of language use, most of our natural performance
involves not only the integration of one or more skills, but connections between
language and the way we think, feel and act. (Brown, 2001, p.234). Then, it also
gives students greater motivation that converts to better retention of principles of
effective speaking, listening, reading and writing (Brown, 2001, p.233). Based on the
details above, it may be concluded that the integrated-skills do not limit the learners
to one skill but the learners are given an opportunity to divert their effort to improve
the language learning into more meaningful task that also can be applied in the real
life situation.

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The third principle is when the teacher involves the students actively in all
phases of the learning process. Littlewood (1981) said that Content-Based Instruction
classroom is a learner-centered orientation because the students are actively engaged
in the class activities. It means that the students not only learn from the teachers’
input but they also improve their skill from the interactions with their peers. The
fourth is to choose content for its relevance to students’ lives, interest, and goals so
that in will be increase their motivation in learning. Dornyei (2001) states that high
motivation will lead to successful in learning.

The selection in Content-Based

Instruction course depends on the students and instructional setting.
The fifth principle is to select authentic texts and tasks. Brinton, Snow and
Wesche (1989) describe authentic texts as written or oral texts which are created for a
purpose other than language teaching. Then, Brinton (2001) states that authentic tasks
as the one that resemble the real-life tasks that learners are going to perform. By
facilitating the learners with the authentic materials, it can keep the learners
motivated and interested toward both content and language so that they can learn the
relation between what they have studied and the language study. They understand the
relevance of what they are studying and that language is means to an end (Anderson
& Freeman 2011, p.140). The last principle is drawing overt attention to language
feature so that although Content-Based Instruction focuses on giving sufficient
comprehensible input which often comes from the teacher and peers, building
awareness and drawing attention to specific language feature that is found in
authentic texts are also crucial.

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It is concluded that Content-Based Instruction is a good strategy for teaching
English as integrated-skills. Content-Based Instruction allows learners to acquire
knowledge and skills in the same time which learners’ prior knowledge, interests and
needs are involved in order to teach another language. In addition, if the teacher gives
the meaningful input toward the learners, they will produce meaningful input which
can improve communicative competence that helps not only the listening skill, but
also foreign language development.

5. Teaching Listening
Listening is a receptive skill, the learners listen to receipt and understand the
input (information). However, listening is not a passive process by which the listener
receives information sent by a speaker. (Nation & Newton, 2009, p.39). The view of
listening are more active and it needs interpretative process in which the information
is not fixed but it is created by the interaction between listeners. When people listen,
they relate the input information to the other information that they have already got.
They combine the information that they have already known with the new ideas to
create meaning (Buck 1995, as cited in Helgesen, 2003, p.24) stated that the listener
do not grasp the meaning from the text given but they construct the meaning from
many different sources. Meanings are shaped by context and constructed by the
listener through the act of interpreting meaning rather than receiving it intact (Lynch
and Mendelsohn, 2002, p.194)

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The listening performance of Academic Listening class requires the learners to
have a global understanding of spoken language (Extensive performance). The
extensive performance as the requirement of Academic Listening class could range
from listening to lengthy lectures, listening to a conversation and deriving a
comprehensive message or purpose (Brown, 2001, p.257).
According to the purpose of Academic listening, the description of listening
skill is to support the learners in understanding the communication in public or the
workplace. This view of listening is based on the assumption that the main function
of listening in second language learning is to facilitate understanding of spoken
discourse (Richards, 2008, p.3), which is divided into two parts; interpersonal which
refers to social relationship and transactional which have purpose to convey
propositional or factual information.
There are also some strategies used in listening. According to Buck (2006,
p.104), the strategies in listening classroom are divided into two strategies, there are
cognitive and metacognitive strategies

Cognitive strategies refers to mental activities related to comprehending and storing
input in working memory or long-term memory for later retrieval
a. Comprehension processes: Associated with the processing of linguistic and
nonlinguistic input
b.

Storing and memory processes: Associated with the storing of linguistic and
nonlinguistic input in working memory or long-term memory

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c.

Using and retrieval processes: Associated with accessing memory, to be
readied for output

Metacognitive strategies refers to those conscious or unconscious mental activities
that perform an executive function in the management of cognitive strategies
a. Assessing the situation: Taking stock of conditions surrounding a language
task by assessing one’s own knowledge, one’s available internal and external
resources, and the constraints of the situation before engaging in a task
b. Monitoring: Determining the effectiveness of one’s own or another’s
performance while engaged in a task
c. Self-evaluating: Determining the effectiveness of one’s own or another’s
performance after engaging in the activity
d. Self-testing: Testing oneself to determine the effectiveness of one’s own
language use or the lack thereof

The Social affective strategies that suggested by Goh (2002, p.53) also affect
the learners in listening. Goh notifies two strategies, there are cooperation and
confidence building. The first strategy is cooperation in which gives the students a
chance to ask for repletion, explanation or clarification or verifying the interpretation
to the speaker. In the other strategy, the students may tell themselves to be relax in
listening and use positive self-talk to facilitate better learning.

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B. Theoretical Framework
In this section, the researcher will show all major relevant theories mentioned
in the previous chapter to answer the research questions. The questions addressed are
related to the extent of the implementation of authentic materials used in Academic
Listening class and the extent of the implementation of teaching instruction to lead to
a perceived learning growth on the part of learners.
The researcher proposed the English language learning in Indonesia as the broad
major topic of this research. It is aimed to analyze the extent of the implementation of
Humanistic orientation and Content-Based Instruction and then relate to the exposure
of authentic materials used in the class in order to see to what extent the use of
authentic materials and teaching instruction was translated within today's
contemporary generation . The principle of humanistic orientation and Content-Based
Instruction may also contribute some important points in the study and teaching
listening is also supported in solving the research problem.
In short, the researcher will use the theories of authentic materials, humanistic
education and Content-Based Instruction to reveal the activities done in the teaching
learning process as well as to see if the implementation of authentic materials,
Humanistic education and Content-Based Instruction will affect the students to be
more learner-centered in learning especially for Academic Listening class.

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CHAPTER III
METHODOLOGY
In this chapter, the writer discuss the methodology which was used in the
study. This chapter is organized into five sections. They are the research method,
research participants, research instruments and data gathering techniques, data
analysis techniques and the research procedure.

A. Research Method
To answer the questions stated in the problem formulation in Chapter I, the
writer conducted mixed methods. Creswell and Plano (2007) defined as a research
design with both philosophical assumptions and methods inquiry. The methodology
involves collecting, analyzing and mixing qualitative and quantitative approach.
According to Hancock, Ockleford, Windridge (2009), Qualitative research attempts
to broaden and/ or deepen our understanding of how things came to be the way they
are in our social world. (p.4) and quantitative research is used to discovery a new
understanding (Salehi & Golafshani, 2010, p.140). Based on Salehi & Golafshani
(2010) quantitative method includes numerical data and qualitative method includes
words as the data of the research (Salehi & Golafshani, 2010, p.187).
The type of research chosen to address the research question is a case study.
According to Creswell (2007), a case study research is a qualitative approach in
which the investigator explores a bounded system (a case) or multiple bounded

22

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systems (cases) over a period of time, through detailed, in-depth data collection and
reports a case description as well as case-based themes. In this case, the researcher
studied the English Extension Course in Academic Listening class. The phenomenon
being studied is the use of authentic materials and Content-Based Instruction in
humanistic education classroom. In the research, the unit of analysis of this case
focuses on the classroom which includes a teacher and his students. Thus, the focus
of this research is the development of the students in perceived learning growth
related to the integration of authentic materials Content-Based Instruction in
humanistic education classroom.

B. Research Participants
A population was defined as all members of any well-defined class of people,
events, or objects (Ary, Jacobs & Razavieh, 2005, p.163). The population of this
research was all learners involved in Academic Listening class. The researcher would
distribute the questionnaires for all students of Academic Listening class who
attended the class in the last meeting.
The number of the students who attended the Academic Listening class was
19 people. Then, the researcher distributed 19 questionnaires in order to look their
experience entirely about the use of authentic material in the class and the
implementation of teaching instructions Academic Listening class. After distributing
the questionnaires to the students, the researcher also held interview. The researcher

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chose 5 interviewee in order to gain more data information to answer both research
questions.

C. Research Instruments and Data Gathering Technique
To gather the data needed, the researcher used a number of instrument such as
interviews, collection of existing information in the form of the student’s reflection,
and observation. The researcher collect “the data through sustained contact with
people in settings where subject normally spend their time, (Bodgan & Biklen, 2003,
p.2)” such as classroom. The observations and students’ journals were chosen as an
effort to give an accessible picture of the real teaching and learning activities in the
Academic listening class of the English Extension Course. Multiple data collection
instruments were used to make sure the reliability of the research to find out the why
and how the reality happening, in this case the implementation of the authentic
material and CBI regarding to humanistic education took place. They were expected
to provide a clear and comprehensive result.
1. Observations
To obtain the data directly from research participants, the researcher made
observation in the classroom. Such observation provides more accurate data than that
obtained from research participants, which often were biased by the set to give
socially desirable response (Gall, M., Gall, J., & Borg, W, 2007, p.263). The focus of
the research is on the Academic Listening class which included the teacher and the
students about the implementation of authentic materials, humanistic education and

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Content-Based instruction. These observations occurred in the real-life context
because the research participants which involve the teacher and the students knew
that they were being observed.
The research instruments of this paper were naturalistic observation which
observed the subjects’ behaviors in their natural environment, without intervention of
the researcher. The observation was done every Monday in Lab 1 of Sanata Dharma
University. There were two Academic Listening classes. Each class had more or less
25 students. The study focused on the implementation of authentic material used in
the class and the implementation humanistic education and Content-Based
Instruction. Here, the researcher observed the Academic Listening class in every
meeting however the researcher only made some notes about the things that occurred
in the class, in the first meeting, in the seventh meeting and the last meeting. The
observation was only made in Sunday class because the other Academic Listening
class was held in different time and date so that the researcher could have time to
observe the class.
2. Questi