English supplementary listening materials using films for the students of SMA Bopkri 2 Yogyakarta.

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

A Thesis On

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

By

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

Approved by:

Major sponsor

Made Frida Yulia, S.Pd., M.Pd. January 7, 2008

Co-sponsor

Yohana Veniranda, S.Pd., M.Hum. January 7, 2008

A Thesis On

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

By

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

Defended before the Board of Examiners on January 24, 2008

and Declared Acceptable

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. Secretary : Made Frida Yulia, S.Pd., M.Pd.

Member : Made Frida Yulia, S.Pd., M.Pd. Member : Yohana Veniranda, S.Pd., M.Hum.

Member : Ch. Kristiyani, S.Pd., M.Pd.

Yogyakarta, January 24, 2008

I dedicate this thesis to

my family, Liebe

and

friends

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I wrote, does not contain the works or part of the works of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, January 7, 2008 The writer,

Putri Ayu Kesumo Wardhani

SURAT PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH DEMI KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : PUTRI AYU KESUMO WARDHANI

Nomor Mahasiswa : 021214069

Demi kepentingan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

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 mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang Saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal : 04 Februari 2008 Yang menyatakan

(PUTRI AYU KESUMO WARDHANI)

ACKNOWLEDGEMENTS

I would like to dedicate my greatest gratitude to God for His love, mercy, blessing and guidance all along my life so that I finally accomplished my thesis. He always gives me strength whenever I fall and the courage to move on.

I would like to address my sincere gratitude to my major sponsor Made Frida Yulia, S.Pd., M.Pd. and my co-sponsor Laurentia Sumarni, S.Pd. for always encouraging me with their invaluable guidance, criticism, supports, suggestions and detailed corrections as well as careful revision to improve my thesis.

Next, I would like to thank the English teachers in SMA BOPKRI 2 Yogyakarta, Ariatmi S.Pd., Ita Hermayanti S.Pd., and Sunu Nugraha S.Pd. M.Hum., andthe eleventh grade students of Language Department. I thank them for helping and guiding me as well as giving precious suggestions for my designed materials.

I am deeply grateful to all lecturers of the English Language Education Study Program for their guidance, patience, and kindness. They have made my study in this university easier. I also thank PBI Secretariat staff, Mbak Danik and Mbak Tari, for their special service when I need help.

My great gratitude goes to my beloved parents, Papah R. Wisnu Wardhana and Mamah Suprapti, S.Pd., for their sincere love, care, guidance, and prayers. The same goes to my younger sister, Laras.

My next special appreciation goes to my adored ‘sista’: Dita, Monica and

Maria for their everlasting friendship. I thank them for their support and advice and I will never forget our faithful companionship.

With all my grateful heart, I thank I Gede Agus Ariutama for his love and for being my Liebe. He is the greatest inspiration that encourages me to be a better and responsible person. He is the one who is always there for me. I thank him for his patience in facing my egoism every time whenever I felt stressed and depressed during the process. I thank him for being everything for me. The same also goes to Bapak, Ibu, Nana and Ema for their love, support and warmth.

I am very happy to have an opportunity to give my appreciation to all my “comrades” of ‘02: Ajeng, Rina, Shinta, Daru, Deddy, Dani, Woro, Shanti, Arin, Tyas, Adesti, Linda, Alakok, Lisa, Rumi, Galih, Wieda, Cecil, Taufik,

Reni, and Chiko. These people have always been encouraging me during my thesis completion and giving me valuable experiences in my life. I will never forget their contribution in improving the quality of my life. I hope our friendship will be everlasting. I also thank Gabo and Ratri ‘03 for sharing valuable information. I would also like to thank Sr. Maureen for her time and kindness.

Putri Ayu Kesumo Wardhani

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

THESIS PUBLICATION AGREEMENT PAGE FOR ACADEMIC PURPOSE ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF FIGURES ... xiii

LIST OF TABLES ... xiv

ABSTRACT ... xv

ABSTRAK ... xvi

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Objectives of the Study ... 5

E. Benefits of the Study ... 5

F. Definition of Terms ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1. Instructional Design Models ... 9

a. Taba’s model ... 9

b. Kemp’s model ... 11

2. Content-based Instruction ... 13

a. The Rationale for Content-based Instruction ... 13

b. The Characteristics of Content-based Instruction ... 14

c. The Advantages of Content-based Instruction ... 15

d. Models of Content-based Instruction ... 16

1) Immersion Education ... 17

2) Content Enriched Foreign Language in the Elementary School ... 18

3) Theme-based Model ... 18

a) Six T’s Approach ... 18

b) The Six T’s Components ... 19

4) Sheltered Model ... 20

5) Adjunct Model ... 21

3. Listening ... 21

a. The Nature of Listening ... 22

b. Listening Processes ... 22

c. Types of Listening Comprehension Task ... 23

d. Listening Stages ... 24

1) Pre-listening ... 24

2) Whilst-listening ... 25

3) Post-listening ... 25

e. Listening Media ... 26

1) Films or Videotapes ... 27

a) DVD Films ... 27

(1) Captioned Films ... 27

(2) Non-captioned Films ... 28

b) Types of Film Viewing Approaches ... 29

(1) Short Sequence Approach ... 30

(2) Whole Film Approach ... 30

2) Audiotapes ... 31

f. Teaching Listening Using Films ... 31

g. Learners’ Problems in Listening ... 32

B. Theoretical Framework ... 34

CHAPTER III: METHODOLOGY ... 40

A. Method ... 40

1. Pre-design Study ... 41

2. Materials Development ... 42

3. Post-design Study ... 42

B. Research Participants ... 43

1. Participants of the Pre-design Study ... 43

2. Participants of the Post-design Study ... 43

a. The Description of the Participants ... 43

C. Research Instruments ... 44

1. Pre-design Study ... 44

2. Post-design Study ... 46

D. Data Gathering Technique ... 47

1. Pre-design Study ... 47

2. Post-design Study ... 57

E. Data Analysis Technique ... 48

1. Pre-design Study ... 48

2. Post-design Study ... 48

F. Research Procedures ... 50

1. Pre-design Study ... 50

2. Materials Development ... 51

3. Post-design Study ... 51

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ... 52

A. Pre-design Study ... 52

1. Diagnosis of Needs ... 52

a. The Results of the Interview with the English Teachers ... 53

b. The Results of the Pre-design Questionnaire ... 54

B. Materials Development ... 56

1. Determining Competency Standard, Basic Competencies and the Topics ... 56

2. Formulating the Indicators ... 59

3. Selecting and Organizing Contents ... 59

4. Selecting and Organizing Learning Experiences ... 61

5. Designing the Materials ... 61

6. Determining What to Evaluate, the Ways and Means of Doing It ... 62

C. Post-design Study ... 62

1. Evaluating the Materials ... 62

a. The Results of the Post-design Questionnaire ... 63

b. Participants’ Comments and Suggestions on the Materials Design ... 64

2. Revising the Materials ... 65

a. Responses to the Participants’ Evaluation ... 65

b. The Presentation of the Designed Materials ... 66

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 67

A. Conclusions ... 67

B. Suggestions ... 69

REFERENCES ... 71

APPENDICES ... 73

Appendix A : Letters of Permission ... 74

Appendix B : Interview Guideline, Pre-design and Post-design Questionnaires ... 77

Appendix C : The Results of the Pre-design Questionnaire ... 86

Appendix D : The Selection of Themes, Topics, Texts and Threads ... 89

Appendix E : The Competency Standard and the Basic Competencies ... 91

Appendix F : The Indicators ... 94

Appendix G : The Themes, the Topics, the Sections and Sub-sections of the Designed Materials ... 97

Appendix H : The Syllabus ... 100 Appendix I : The English Supplementary Listening Materials Using

Films for the Eleventh Grade Students of Language

Department... 121

LIST OF FIGURES

Page Figure 2.1 The Eight Steps of Kemp’s Instructional Design Plan ... 13 Figure 2.2 The Content - Language Continuum ... 17 Figure 2.3 Steps in Conducting the Study ... 39

LIST OF TABLES

Page Table 3.1 The Description of the Post-design Participants ... 44 Table 3.2 The Blue Print of Participants’ Opinion on the Designed Materials 49 Table 3.3 The Criteria of The Mean of the Evaluation Analysis Results ... 50 Table 4.1 The Sample of the Selection of Themes, Topics, Texts and

Threads ... 57 Table 4.2 The Sample of the Competency Standard and the Basic

Competencies ... 58 Table 4.3 The Sample of the Indicators ... 59 Table 4.4 The Results of the Post-design Questionnaire ... 63 Table 4.5 The Sample of the Themes, the Topics, the Sections and the

Sub-sections of the Designed Materials ... 66

ABSTRACT

Wardhani, Putri Ayu Kesumo. 2008. English Supplementary Listening Materials Using Films for the Students of SMA BOPKRI2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Listening in both its theory and practice has become an essential part of language learning. In Indonesia, listening takes an important place in senior high school. SMA BOPKRI 2 Yogyakarta is one of the senior high schools that has introduced listening lessons to the students. The preparation dealing with listening test is principally needed since the mastery of listening skill is one of the requirements that should be accomplished in order to pass National Examination and to graduate from senior high school. However, the students rarely have exercise on listening skills and the availability of listening materials and teaching media in this school is limited to the use of cassettes. On the contrary, the use of films offers an excellent opportunity for intermediate-level students to develop fluency in English.

This study was conducted to design English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. This study was concerned with two research questions; that is, 1) How are English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta designed? and 2) What do English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta look like? To answer the research questions above, five steps of R & D cycle were applied. They were: (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

To answer the first research question, the writer adapted Taba and Kemp’s instructional design models. There were nine steps applied by the writer: (1) Conducting diagnosis of needs; (2) Determining the competency standard, the basic competencies, and the topics; (3) Formulating the indicators; (4) Selecting and Organizing contents; (5) Selecting and organizing learning experiences; (6) Designing the materials; (7) Determining what to evaluate, the ways and means of doing the evaluation; (8) Evaluating the materials; and (9) Revising the materials. The results of the evaluation analysis indicated that the mean was 4.02 on a scale of 1 to 5. It is concluded that the designed materials are suitable and acceptable. To answer the second research question, the writer presented the final version of the designed materials after doing some revisions based on the comments, criticisms, and suggestions from the post-design participants. The designed materials consist of eight units and each unit contains three sections, namely Pre-listening, Whilst-listening and Post-listening.

Finally, the writer hopes that the English supplementary listening materials will inspire other researchers to conduct a further study on other aspects of this study.

ABSTRAK

Wardhani, Putri Ayu Kesumo. 2008. English Supplementary Listening Materials Using Films for the Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Listening telah menjadi bagian penting dalam pembelajaran bahasa baik secara teori maupun praktek. Listening memiliki peranan penting di SMA di Indonesia. SMA BOPKRI 2 Yogyakarta adalah salah satu SMA yang telah memperkenalkan pelajaran listening kepada siswa-siswanya. Persiapan dalam menghadapi ujian listening sangat diperlukan karena penguasaan kemampuan

listening adalah salah satu syarat yang harus dipenuhi agar dapat lulus Ujian Nasional dan SMA. Akan tetapi, siswa jarang melatih kemampuan listening

mereka dan ketersediaan materi dan media pengajaran listening di sekolah tersebut sangat terbatas pada penggunaan kaset. Di lain pihak, penggunaan film memberikan kesempatan yang baik bagi siswa di level menengah untuk mengembangkan kelancaran dalam berbahasa Inggris.

Studi ini dilaksanakan untuk merancang seperangkat materi listening

tambahan dengan menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) bagaimana materi pembelajaran listening tambahan bahasa Inggris menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta dirancang? dan 2) bagaimanakah bentuk materi listening

tambahan bahasa Inggris menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta tersebut? Untuk menjawab pertanyaan penelitian di atas lima langkah dari metode siklus R & D (Research and Development) digunakan. Langkah-langkah itu adalah: (1) Mengumpulkan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pengajaran dari Taba dan Kemp. Terdapat sembilan langkah yang diterapkan oleh penulis: (1) Mengadakan diagnosis kebutuhan; (2) Menentukan standard kompetensi, kompetensi dasar, dan topik; (3) Merumuskan indikator; (4) Memilih dan mengatur isi materi; (5) Memilih dan mengatur kegiatan pembelajaran; (6) Merancang materi; (7) Menentukan apa yang dievaluasi, cara dan alat untuk mengevalusi; (8) Mengevaluasi materi; dan (9) Memperbaiki materi. Hasil dari analisa data evaluasi menunjukkan bahwa nilai rata-ratanya adalah 4,02 pada skala 1 - 5. Dapat disimpulkan bahwa materi yang dirancang ini sudah baik dan dapat diterima. Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir materi yang dirancang setelah melakukan beberapa revisi berdasarkan komentar, kritik, dan saran responden. Materi yang didesain terdiri dari delapan unit dan setiap unit terdiri dari tiga bagian, yaitu Pre-listening, Whilst-listening, dan Post-listening.

Akhirnya, penulis berharap desain ini dapat menginspirasi peneliti lain untuk mengadakan penelitian pada aspek lain dari penelitian ini.

CHAPTER I INTRODUCTION

In this chapter, the writer explains the background of the study, the problem formulation, the problem limitation, the objectives, benefits of the study and the definition of terms.

A. Background of the Study

In learning English, there are four skills that should be mastered by the students. They are listening, speaking, reading and writing. In the past, listening was regarded as the least important skill, as Brown (cited in Morley, 2001: 69) noticed that there are a limited number of published courses on listening comprehension and classroom practice in many schools across countries. Nonetheless, listening is now an essential part of language learning in both its theory and practice. In reality, listening is used more often than any other language skills in daily life. River and Weaver (as cited in Morley, 2001: 70) stated that we listen twice as much as we speak, four times more than we read, and five times more than we write on average.

Denes and Pinson (as cited in Morley, 2001: 70) noted that listening establishes a foundation for the development of oral language within the “speech chain” of listening and speaking. In the bounds of a unit of communicative discourse, listening is a means for teaching elements of grammatical structure and allows new vocabulary items to be contextualized. Besides, according to Peterson (2001: 87), learners can build an awareness of the inter-workings of language

systems at various levels and thus establish a base for more fluent productive skills through listening. For example, in intermediate level, listening can be used to stimulate awareness of details and promote accuracy when students are improving their understanding of the grammatical systems of their second or foreign languages.

Nowadays, in addition to the importance of listening in language learning, listening also takes an important place in senior high school. The mastery of listening skill is a requirement that should be accomplished in order to pass the National Examination and to graduate from senior high school in Indonesia. Therefore, the preparation dealing with listening test in order to graduate from senior high school is principally needed.

The preparation for listening tests in many schools in Indonesia is still limited to the use of recording in the form of cassettes. Until recently, the use of films in foreign language teaching has been disparaged because teachers feel they are time-consuming. Yet, with the spread of video equipment and audiovisual resources into educational institutions, the use of films is becoming more common. Giving visual messages a place in the foreign language curriculum offers an excellent opportunity for intermediate-level students to develop fluency in English. It is an interesting and entertaining way to enhance the learner's motivation in learning the target language. Besides, the messages available through films offer a refreshing change of routine in the classroom.

Furthermore, Massi and Merino (1996: 20) suggested that films are able to illustrate clearly situations which are unfamiliar or inaccessible. Films also provide the learners with a stimulus which serves as a link for further discussion

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of an issue. Besides, the practicality of films offers a richness of classroom listening comprehension, contextualized linguistics, paralinguistics and authentic cross-cultural information, and fluency practice (Braddock, Mejia, Stempleski, & Wood as cited in King, 2002 from http://www.eltnewsletter.com/back/February 2002/art882002.htm).

SMA BOPKRI 2 Yogyakarta is one of the senior high schools that has introduced listening lessons to the students in order to prepare them to face the National Examination. However, the availability of listening materials and teaching media in this school is very limited. The teaching media used are only cassettes. Furthermore, the students have some weaknesses in listening. For example, the students cannot catch the speaker’s utterances, are not familiar with the expressions used in the recordings, lack vocabulary mastery, and the recordings do not give them the illustration of the situation where the dialogue takes place. Moreover, the students rarely have exercise on listening skills. Those are the main reasons why the writer is interested to conduct the study. Therefore, this study is aimed to construct a set of English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

The reason why the writer chose the eleventh grade students of senior high school is that they are more flexible to be given any kinds of materials than the twelfth grade students, who have to concentrate on the examination. It is expected that the students will have strong basics of English as well as high motivation in learning English. Moreover, the students cannot instantly acquire English well. They have to learn it continually.

B. Problem Formulation

Based on the problems presented in the background of the study, the questions are formulated as follows:

1. How are English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta designed?

2. What do English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta look like?

C. Problem Limitation

This study was conducted to design suitable English supplementary listening materials for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. Based on the writer’s observations while conducting the macro teaching (PPL II), it has good teaching facilities, such as listening laboratory, multimedia laboratory, and computer laboratory. However, the teaching media are limited to the use of cassettes. Therefore, the writer intended to design listening materials in SMA BOPKRI 2 Yogyakarta. This study was limited to the development of materials and was not concerned with the implementation or the verification of the effectiveness of the materials. The study was also limited to developing supplementary materials only.

In order to achieve the objectives of this study as well as to create an enjoyable atmosphere in teaching learning process, the writer employed theme-based model, one of the Content-theme-based Instruction models. For the arrangement of

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content resources and the selection of suitable language learning activities, the writer employed Six T’s Approach. Six T’s approach, proposed by Stoller and Grabe, is the first systematic framework for theme-based model (Snow, 2001: 307).

Based on that, the writer would present English supplementary listening materials using films that can improve the students’ listening ability without neglecting vocabulary mastery and other skills. Considering the main purpose of this study, the contents of the materials design are limited to the English listening skills needed by the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

D. Objectives of the Study

Based on the questions in the problem formulation, the writer presents two objectives of this study. They are as follows:

1. To develop English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

2. To present English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

E. Benefits of the Study

The writer hopes that the study may give some benefits to the teaching/learning process. The benefits of this study are as follows:

1. For English teachers of SMA BOPKRI 2 Yogyakarta

It is hoped that the English teachers use the supplementary materials to complement the existing materials for students in the Language Department. Furthermore, the English teachers can employ these supplementary materials to assist the students to deal with the English listening test in the National Examination (UN). The designed materials can also be used as guidance in the students’ learning activities especially in listening.

2. For the eleventh grade students of Language Department

This study will provide them with a set of well-developed English supplementary listening materials that match their needs to improve their listening skills. By applying this design, it will help them to learn and practice English correctly especially in listening skill.

3. For other researchers

The study will also benefit the future researchers. This is because there are possibilities that another problem will arise after the results of this study are presented. This problem can be the basis to conduct further research that is more specific. It is hoped that other researchers conduct a further study on other aspects of this study, for example verifying the effectiveness of the designed materials or implementing the designed materials.

F. Definition of Terms

In this section, the writer intends to discuss some terms used in this study to avoid misinterpretation. The terms are as follows:

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1. Design

Kemp (1977: 6-8) defined design as “a plan which is applied in any educational level involving the essential element, namely objective of learning, the activities and resources, and evaluation.” In this study, design means a set of plans to organize English supplementary listening materials using films for eleventhgrade students of Language Department of SMA BOPKRI2 Yogyakarta. The materials used for the teaching learning process are in accordance with the learners’ needs and interests.

2. Listening

Listening is the ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning (Howatt and Dakin as cited in Yagang, 1993: 16). In this study, the writer intends to develop students’ listening skills in order to prepare them to face the National Examination in order to graduate from senior high school and help them to learn and practice English correctly.

3. Supplementary

In Longman Dictionary of Contemporary English (Gadsby, 2001: 1449), the word supplementary is defined as “provided in addition to what already exists.” In this study English supplementary listening materials will be the results of this study. It can be used by English teachers to supplement or complete the existing materials for teaching learning activities. In other words, in this study the writer

intends to develop English supplementary listening materials for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

4. Language Department

Language Department is one Department in senior high school that the students are focused mainly to learn languages, for example English, Arabic, and German, without neglecting other subjects. Language Department students are students in their second and third years of senior high school. In order to develop their English skills intensively, they have more time for English learning practice than those in the Science Department (IPA) and the Social Department (IPS) (Depdiknas, 2003: 55). In this study, the designed materials are intended for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

5. Films

In Longman Dictionary of Contemporary English (Gadsby, 2001: 519), the word film is defined as “a story that is told using sound and moving pictures, shown at a cinema or television for entertainment.” In this study, the films used are in the forms of DVD and VCD. DVD films provide special features including language and subtitles and immediate scene access (King, 2002 from http://www. eltnewsletter.com/back/February2002/art882002.htm). VCD films are utilized since some of the films are not available in DVD. The films used mostly are action, drama and documentary films.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer reviews the basic theories underlying this study and discusses the framework of this study. This chapter is divided into two main parts; those are theoretical description and theoretical framework.

A. Theoretical Description

This section discusses the instructional design models, Content-based Instruction (CBI), and the theory of teaching listening.

1. Instructional Design Models

In this study, two models of instructional design are discussed; that is, Taba and Kemp’s models.

a. Taba’s Model

Taba’s instructional model is systematic and has a significant organizing power. It emphasizes the formulation of behavioral objectives by providing a clear concept of the outcome. Thus, content and method in this design are well organized and the result is evaluated. Taba’s instructional model has seven steps. 1) Diagnosis of Need

This step is conducted to analyze the students’ problems, conditions and difficulties in learning English specifically listening. This step consists of illustrating and analyzing the collected data to design the appropriate listening

materials for the eleventh grade students of Language Program of SMU BOPKRI 2 Yogyakarta.

2) Formulation of Objectives

In this step the specific objective is formulated from the general objectives of the school and from the results of diagnosis of needs.

3) Selection of Content

In this step, selecting content carefully is needed. Things to be consider is the central topic and its aspects, the specific facts and details which will be applied to develop the central topic.

4) Organizing of Content

The content needs to be arranged so that the topics and the ideas are in a sequential order according to a feasible learning sequence; from the unknown to the known, from the concrete to the abstract, from the easy to the difficult. 5) Selection of Learning Experiences

After the content is organized, it is time to plan the learning experiences or learning activities. The achievement of the formulated objectives depends on the type of learning experiences which are employed in this study.

6) Organizing of Learning Experiences

After selecting the learning experiences, it is necessary to organize the learning experiences. The most important requirement for the organization of learning experiences is that they follow a sequence that encourages continuous and accumulative learning.

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7) Determination of what to evaluate and of the ways and means of doing it This step consists of the determination the elements that will be evaluated, the techniques used in gathering the data for the evaluation and the evaluation devices. By determining the appropriate aspects and the means to evaluate, it is possible to develop a suitable set of designed materials in this study.

b. Kemp’s Instructional Model

The second instructional design model used in this study is Kemp’s model. Kemp (1977: 8) stated that there are three essential elements of instructional technology. They are:

1. What must be learned? (Objectives)

2. What procedures and resources will work best to reach desired learning levels? (Method)

3. How will we know the desired learning occurs? (Evaluation)

In addition, Kemp’s model emphasizes the interdependence among the eight steps in the process, highlights the importance of the evaluation, and acknowledges more environmental factors in an educational setting, for example, the resources such as time, equipment, personnel, and materials and the support (Kemp, 1985).

In order to maintain the three essential elements, there are eight steps that must be accomplished in the design plan. The eight steps are:

1) Consider goal(s), list the topics, and state the general purposes for each topic 2) List the important characteristics of the students

3) Specify the learning objectives in terms of behavioral outcomes 4) List the subject content that supports each objective

5) Conduct a pre-assessment to know the students’ background of knowledge. 6) Choose some teaching-learning activities and resources

7) Determine some supports services such as budget, facilities, personnel, equipment, and schedule to implement the instructional plan

8) Evaluate the students’ achievements, the learning experiences and the program to do some revision and re-evaluation in the instructional plan that needs to be improved

Goals, Topics, and

General Purposes

Learning Objectives Evaluation

Teaching/ Learning Activities, Resources

Pre-assessment Revise

Subject content Support

Service

Learners Characteristics

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The strength of Kemp’s model is that the design and the development process is a continuous cycle that requires constant planning, design, development and assessment to assure effective teaching learning activities. Furthermore, there is also an emphasis on the materials and objectives, as well as on the selection of learning materials. The eight steps of Kemp’s model can be seen in Figure 2.1.

2. Content-Based Instruction

The term Content-based Instruction (CBI) refers to an approach that integrates language instruction with content instruction (Brinton, Snow & Wesche as cited in Chapple & Curtis, 2000: 420). In the history of second and foreign language teaching, the word “content” has had many different interpretations. Content, in CBI, according to Snow (2001: 303) is the use of subject matter for second or foreign language teaching purposes. Subject matter may consist of topics or themes based on the students’ interests and needs. CBI provides a meaningful context for language development, as it not only builds on students' previous learning experiences and current needs and interests, but also takes account of the eventual purpose for which students learn the language. CBI can be found in both the second and the foreign language settings.

a. The Rationale for Content-Based Instruction

There are five rationales supporting the implementation of CBI. The rationale for CBI can be derived from a variety of sources. First, successful language acquisition development is when the students acquire comprehensible input rather than memorize vocabulary or completing grammar exercises. Krashen

(as cited in Snow, 2001: 304) stated that “comprehensible subject-matter teaching is language teaching since learners acquire language when they understand messages in that language.” Therefore, CBI focuses students to learn English on what is being said or the meaning of the language rather than on the form of the language. Second, in addition to receiving comprehensible input, learners must produce comprehensible output as well. Swain (as cited in Snow, 2001: 304) stated that “learners need to be pushed to deliver the message precisely, coherently, and appropriately.” CBI can provide this ‘push’ since the learners learn to produce language appropriately in terms of both content and language. Third, there is a wide opportunity to negotiate language and content in CBI (Snow, 2001: 304). CBI is a very appropriate method to learn language since it emphasizes learning language through content. Fourth, Mohan and Tang (as cited in Snow, 2001: 304) stated that “CBI promotes extended practice with coherent content coupled with relevant language learning activities.” Fifth, CBI can increase knowledge on the field learnt. Bereiter & Scardamalia (as cited in Snow, 2001: 304) stated that “CBI can provide chances to reinvest knowledge, use it through problem-solving task, and increase intrinsic motivation to learn more.” As the students are exposed to more complex learning activities, they will improve their learning and their intrinsic motivation as well as their knowledge on the subject learnt.

b. The Characteristics of Content-Based Instruction

CBI has a wide range of characteristics since it can be applied in many subjects. Jourdenais and Shaw (2005: 2) stated that certain defining characteristics

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of CBI are shared among its various forms. CBI can vary widely in its implementation; however, it has certain defining characteristics among them. They are:

1) Learners are exposed to language while learning about other content areas. 2) Content areas are relevant to learners’ academic and/or professional needs. 3) Language is contextualized through these relevant content areas, and thus is

also relevant to learner needs.

4) Support is provided for learners’ linguistic development.

5) A focus is placed on developing academic and/or professional language proficiency.

6) Authentic materials are used to present content matter.

7) The use of authentic materials lends itself to the integration of skills, to increased motivation, and to increased cognitive and linguistic complexity.

c. The Advantages of Content-based Instruction

According to Peachey (in http://www.teachingenglish.org.uk/think/ methodology/content.shtml), there are five advantages of CBI. Those are:

1) CBI can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make students both more independent and confident.

2) Students can also develop a much wider knowledge of the world through CBI, which can give feedback into improving and supporting their general educational needs.

3) CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts.

4) Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

5) The addition of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

d. Models of Content-based Instruction

Several different instruments can differentiate models of CBI from each other. Those can be classified depending upon the objectives of the program, its target on the student’s number, and the demand of the instructional setting. Met (as cited in Snow, 2001: 305) stated a way to distinguish Content-based models from one another by looking at the degree of emphasis on language and content, which underlie a particular program. She visualized a continuum by setting “content-driven” models at one end and “language-driven” models at the other end.

Figure 2.2 indicates some of the different ways in which language and content are integrated and organized according to the relative weighting of the two components. To the left, content is dominant and to the right, language is dominant. As discussed by van Lier (cited in Jourdenais & Shaw, 2005: 4), all second language courses involve both language and content and there are cases

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where language and content are in roughly equal weight as in Sheltered and Adjunct models. In other cases, content is the more significant as in total or partial immersion, whereas Theme-based model is principally based on language and language-related skills.

Theme-based Model

Content-Driven Language-Driven

Total Partial Sheltered Adjunct Theme-based Language Classes

Immersion Immersion Model Model Model with Frequent Use of Content for Language Practice

Figure 2.2 The Content - Language Continuum (Snow, 2001: 305)

The most common three Content-based models described by Brinton, Snow and Wesche (as cited in Brinton in http://www.humnet.ucla.edu/flr/content-based/general-models/d-brinton.htm) are Theme-based model, Adjunct model, and Sheltered model. Each of the three content-based models shares the same and different features. For example, content as a point of difference, relation to student interests and needs, authenticity of materials and task, and place of language to L2 learner proficiency levels. Through time, CBI has been developed into five models (Snow, 2001: 305-309). Those five Content-based models are discussed as follows.

1) Immersion Education

Immersion education is where the students receive most of their lesson in their second language. Immersion education is divided into two. They are total

immersion and partial immersion. In total immersion, the learners receive the majority of their schooling through the medium of their second language (Snow, 2001: 305). Whereas in partial immersion, 50% of the study time allocation is for the learners to use their first language and the other 50% is to use the second language on learning the subject.

2) Content-Enriched Foreign Language in the Elementary School

According to Snow (2001: 306), this model finds points of coincidence with the standard school curriculum which can be paired with the objectives of the foreign language curriculum. For example, terms and structure for describing plant are linked to a science unit on biology, rather than being presented in isolation.

3) Theme-based Model

Theme-based model is usually found in EFL contexts. Theme-based model integrates the language skills into the study of themes or topics. Topics in theme-based model are chosen theme-based on students’ interests and needs. The teacher presents topics of themes as a vehicle for language development. The main goal of Theme-based model is teaching language rather than teaching the content.

a) The Six T’s Approach

Stoller and Grabe (as cited in Snow, 2001: 307) offered the Six T’s Approach, the first systematic framework for Theme-based model. The Six T’s Approach is a basic approach to the arrangement of content resources and the selection of suitable language learning activities. The Six T’s components are

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Themes, Texts, Topics, Threads, Tasks, and Transitions. This approach assumes that the first consideration must be given to an arrangement of students’ needs, students’ goals, institutional expectations, available resources, teacher’s abilities, and expected final performance outcomes. When these criteria are specified, informed decisions can be made about those six curricular components.

b) The Six T’s Components

Further discussion of each component of the Six-T’s Approach proposed by Stoller and Grabe (1997) is presented as follows.

1) Theme

Themes are the main ideas that arrange selected major curricular units for its appropriateness to the students’ needs and interests, teacher’s abilities and interest, program resources, and institutional expectation. For example, insects theme might include in elementary school theme, whereas violence might be chosen for advanced students.

2) Topic

Topics are the sub-units of content which explore more detailed part of the theme. For example, a theme unit of violence might include topics around violence in family, violence at work and more.

3) Texts

Texts are defined as content resources which guide the basis planning of theme units. Text selection will depend on a number of criteria: students’ interest, relevance, and instructional appropriateness provide a first set of guidelines for determining text selection; format appeal, length, coherence, connection to other materials, accessibility, availability, and cost represent secondary criteria. There are four types of texts as follows.

ƒ Instructor-compiled content resources (readings of various genres, videos, audiotapes, maps, tables, graphs, software)

ƒ Instructor-generated content resources (lectures, worksheet, graphic representations, bulletin board displays)

ƒ Task-generated content resources (student’s free writing, discussions, problem-solving activities, graphic representations, library searches, debates, surveys/questionnaires)

ƒ External content resources (guest speakers, field trips) 4) Threads

Threads are the linkage among units that create greater curricular coherence. Threads are relatively abstract concepts that provide a means of linking themes. For example, the thread responsibility might be used to link the unit developed around the themes of civil right and Native Americans.

5) Tasks

Tasks are daily instructional activities used to teach content, language, and strategy instruction. In this approach, tasks are planned based on the texts being used.

6) Transitions

Transitions are explicitly planned actions which provide coherence among the topics in a thematic unit and among tasks within topics.

4) Sheltered Model

Sheltered and Adjunct CBI models usually occur at universities in English L1 contexts. The main focus of sheltered model is on the content rather than on

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the language. Students study the content through a second language with the assistance of the content instructor. The content instructor is sensitized to the language acquisition process and to students' language needs and abilities.

5) Adjunct Model

In Adjunct model, students are at the same time joined in a language class and a content class. The linked classes are taught by content and language teachers respectively. The purpose of the content class is content mastery; in the language class, the purpose is for students to master elements of the second language which are necessary for success in the content area. Coordination between content and language teachers is essential. Language teacher needs to be familiar with the content material, i.e., read the content textbook and attend content lectures whenever possible. Snow (2001: 307) stated that a key feature of the Adjunct model is the coordination of objectives and assignments between language and content teachers. The language class becomes content based meaning that the students’ needs in the content class influence the activities of language class.

3. Listening

This section discusses the nature of listening, the processes of listening, the types of listening comprehension tasks, and the stages of listening. Then, it is followed by teaching listening, listening media, and learners’ problems in listening.

a. The Nature of Listening

Listening is one of the skills that become the basic skill in learning the foreign language. In language teaching, listening refers to a complex process that allows us to understand spoken language (Rost, 2001: 7). Rost (2001: 11) added that “making listening materials needs a good understanding of effective teaching that includes careful selection of sources, creative listening materials design, continuous assistance, and integration of listening with other skills.”

As stated by Rost, listening should be integrated with other skills in the real life. For example, we must have a basic knowledge of pronunciation obtained from listening to the dialogue so that we can produce good sentences when we want to read. Moreover, we must be able to listen to someone if we want to write his/her speech. Furthermore, in order to develop suitable listening materials, the designer should consider the selection of the materials including the difficulties and the materials’ authenticity.

b. Listening Processes

There are two kinds of listening processes. They are bottom up and top down processes. Bottom-up processing refers to “a process by which sounds are used to build increasing larger units of information” (Goh, 2002: 5). In this process, listeners start with words, clauses, sentences before the aural input is understood.

Top-down processing is the opposite of bottom-up processing. Top-down processing refers to “the use of background knowledge in understanding the meaning of a message” (Richards as cited in Martalinova, 2002: 29). In this process, the listeners start from their background knowledge, such as general

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information based on previous learning and life experience. The listeners use the background knowledge to analyze, interpret, and store information.

Eysenck (as cited in Goh, 2002: 6) stated that both bottom-up and top-down processing now occur at the same time. Listening does not always use top-down or bottom-up processing only, but one type of processing might take precedence over the other. It depends on the amount of practice an individual has had on a particular task. As an example, in listening to a speech about HIV/AIDS, students will use their background knowledge to analyze the speech and catch the meaning of words and sentences to obtain new information about HIV/AIDS. By using top-down and bottom-up processing together at the same time, learners will get more benefits in improving their listening skill.

c. Types of Listening Comprehension Task

The term ‘task’ in types of listening comprehension task refers to activities where the students listen to input in English for communicative purpose (Willis as cited in Goh, 2002: 11). There are two types of listening comprehension tasks. They are one-way (transactional) listening task and two-way (interactional) listening task.

One-way listening task involves the students only in listening and responding through different ways. Students concern mainly with gaining information and knowledge (Goh, 2002: 13). They do not have to interact with the speaker while listening, for example, listening to the radio, watching television and performance and more.

Different from one-way listening task, two-way listening task involves various amount of oral interaction with the speaker (Goh, 2002: 20). The listener has to interact with the speaker, such as asking questions, offering information, expressing opinions and more. Both one-way and two-way listening tasks are needed since one-way listening task is used to interact with others and two-way listening task is used to gain information (Richards as cited in Martalinova, 2002: 29).

In this study, a set of supplementary listening materials will be designed using listening processes and comprehension tasks that help the students comprehend the real-life listening activities.

d. Listening Stages

Miller (in http://www.eslmag.com/modules.php?Name=News&file=article& sid=20) stated “one of the main advancements to come out of research into listening strategies was the understanding that listening exercises could be divided into three main parts: Pre-listening, Whilst-listening, Post-listening activities.” To divide the stages in listening activities into three stages is very fruitful. This format has proved useful in taking the attention off continually testing listening and has allowed learners to do other things with the information that they listen to.

1) Pre-listening Stage

In pre-listening stage, “a teacher can initiate a short discussion with the learners in the pre-listening stage as to what they think of the topic before they listen to the text (activating world and personal knowledge)” (Miller in

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http://www.eslmag.com/modules.php?name=News&file=article&sid=20). As in real life again, when we listen to something on TV, we are usually in the position where we know the subject area and can predict a lot of what is going to be said. In the class, we must try and prepare our students similarly. Students should be given a reason to listen, a chance to discuss and predict what they are going to hear.

2) Whilst-listening Stage

In whilst-listening stage, “learners can be helped to focus on their listening by careful selection of tasks that are meaningful and that provide to developing specific listening skills rather than on constantly measuring performance through test-like exercises” (Miller in http://www.eslmag.com/modules.php?name=News &file=article&sid=20). In this stage the students gain classroom listening practices. The tasks should be set so as to aid and encourage effective listening, not to set traps for students to fall into which will only be harmful for their motivation.

3) Post-listening Stage

In post-listening stage, “the learners can be asked to use whatever information they gathered from a text to have an extended discussion in a post-listening stage (allowing for more individualization and critical comments to be developed)” (Miller in http://www.eslmag.com/modules.php?name=News& file = article&sid=20). It is better if students first check answers to any comprehension tasks in pairs or groups which are less demotivating for the many students who find listening difficult. The feedback to a listening activity in general is important.

It is good for the students to realize they have been doing something useful and interesting.

In addition, Goh (2002: 29) added that “post listening activities should be an extension of communicative outcomes and listening materials.” Those activities have several aims that can be achieved concurrently or separately. The aims include helping the students to:

1. practice other language skills; speaking, reading, writing, using the same theme or topic

2. examine and reinforce language points; e.g. grammar, vocabulary, useful expressions

3. personalize contents of listening materials; e.g. literary texts

4. acquire further content knowledge related to the theme or topic of the listening materials

In this study, a set of supplementary listening materials will be designed using those stages that help the students comprehend the real-life listening activities.

e. Listening Media

Candlin (as cited in Martalinova, 2002: 33) suggested that if the language teaching is to facilitate students to understand in all types of requiring their own utterances, the written texts are no longer sufficient. Therefore, teachers may use other media in giving language exposure to the students. The following are the listening media used in this study.

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1) Films or Videotapes

Films or videotapes offer dynamics of communication among people. It gives visualization to students in order that they can learn how people interact with each other, how they behave, dress, look, and their gesture are. Films are varying in form of VHS, VCD and DVD.

a) DVD Films

DVD has enormously replaced traditional VHS as the movie medium of the new millennium. In addition to its efficiency, duality, ease of use, and audio-visualquality, there are a variety of special features offered on DVD. DVD films provide special features including interactive menus, theatrical trailer, behind the scenes commentary, language and subtitles and immediate scene access (King, 2002 in http://www.eltnewsletter.com/back/February2002/art882002.htm). In educational settings, many classrooms and language labs have been upgraded from VHS to this most popular movie medium. There are some of the special features offered on DVD films that are very useful in language class. They are:

(1) Captioned Films

English-captioned films are a rich source of instructional materials that provide examples and content in oral communication. Research in the field indicates that captioned films are more effective than non-captioned films in terms of improving overall listening comprehension and helping EFL students’ comprehension ability (Kikuchi as cited in King, 2002 in http://www.eltnews

letter.com/back/February2002/art882002.htm). King summarized the value and benefits of using captioned films for language learners as follows.

1. Captioned films motivate students to learn English, especially to listen to the dialogs in movies

2. Captioned films bridge the gap between reading skills and listening skills

3. Captioned films reinforce students' understanding of English context-bound expressions

4. Captioned films make students follow a plot easily

5. Students learn new vocabulary and idioms

6. It develops students' concentration in following lines

7. Students learn how to pronounce certain words

8. It develops word recognition

9. Process a text rapidly and improve rapid reading

10. It enables students to keep up with the captions that accompany the spoken dialogs

11. It helps students comprehend jokes and have a few hearty laughs

12. Students learn different strategies and styles for processing information

13. Students easily obtain a clear image of related dynamic verbs and sound

effects words in brackets appear on the screen, synchronized with corresponding actions and sounds such as slam the door and giggle

(2) Non-captioned Films

EFL learners, who are eager to comprehend spoken materials intended for native speakers of English, but, at the same time, have doubt their own

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proficiency levels, experience mixed feelings about non-captioned films. Several obvious difficulties of watching non-captioned films arise mainly from language difficulty, such as the rapid pace of speech, unclear speech and accents, technical or specialized terminology, overload of old-fashioned slang and idioms, unfamiliarity of cultural background or knowledge, culturally specific humor, and more. However, exposing learners to authentic materials is a necessary stage in the learning process to help the learners master listening strategies. King (2002 in http://www.eltnewsletter.com/back/February2002/art882002.htm) suggested some compelling reasons for using non-captioned movies for listening comprehension and fluency practice that should not be ignored. First, non-captioned films help students develop a high tolerance for ambiguities. Second, it enhances students' listening strategies such as guessing meaning from context and inferring strategies by visual clues, facial expressions, voice, and sound track. Third, it promotes active viewing and listening for key words and main ideas. Fourth, it motivates students to make use of authentic English material on their own. Finally, it provides students with the opportunity to experience a great sense of accomplishment and self-assurance. King added that non-captioned English films are challenging and can be exploited for listening comprehension practice, even if the comprehension is limited to advanced students.

b) Type of Film Viewing Approaches

While presenting films, some structurally-driven approaches have been widely adapted by classroom teachers. When selecting approaches, teacher should consider that all the approaches are feasible depending on the teaching objectives

and target groups. The approaches, the short sequence approach and whole film approach, are discussed as follows.

(1) Short Sequence Approach

Many proponents of short sequences suggest that a two-hour feature film has the problem of overload and length for less advanced learners, so the teacher needs to provide bite-sized chunks for them to understand. There are three types of approaches in short sequence approach. They are:

a. a sequential approach in which teaching by showing the film scene-by-scene or one segment at a time

b. a single-scene approach in which only one scene or segment from the entire film is used

c. a selective approach featuring only a few scenes from different parts of the film

(2) Whole Film Approach

The whole film approach is an approach in which a feature film is shown in its entirety and studied as a whole. It usually takes one or two hours rather than the typical video-teaching techniques such as sound off/vision on, sound on/vision off, pause/freeze-frame control, jumbling sequence and split viewing, among others (Stempleski as cited in King, 2002 in http://www.eltnewsletter.com /back /February2002/art882002.htm). Whole film approach with rich exposure to authentic listening not only facilitates learners' listening strategy training, but also

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achieves awareness of pragmatics which is an essential component of communicative competence.

2) Audiotapes

Audiotapes bring in communication in action though without visualization. Students can only imagine the actual setting of the conversation when the illustration of the background situation is given. The audiotapes can be made in the original format such as news, advertisement, and school announcement.

In this study, the use of films is important since the purpose of this study is to design a set of supplementary listening materials using films and SMA BOPKRI 2 Yogyakarta has supported facilities for the teaching learning activities. Furthermore, the use of audiotapes will be considered as the follow-up activities so that students can practice English listening skills well.

f. Teaching Listening Using Films

Ur (1996: 105) said that students should learn to perform successfully in real-life listening situations is the objective of listening comprehension practice in the classroom. Students are expected to understand the utterances using natural speech of speaking, proper diction, and pronunciation so that whenever they listen to English conversation, they will be able to understand it. Besides, they can respond to the daily conversation well. Moreover, the teacher’s role is important to create such supporting situation with the intention that the students experience real-life conversations. Learning English by use of films compensates for all the inadequacies in the EFL learning experience by bringing language to life. It is a

refreshing learning experience for students who need to take a break from rote learning of endless English vocabulary and drill practices, and replace it with something realistic, a dimension that is missing in textbook-oriented teaching.

g. Learners’ Problems in Listening

According to Ur (1996: 112), students meet some problems in listening. Those problems are:

1. The students have problems with sound

The students rarely listen to foreign speech and used to dealing with written exercise. This causes them to acquire limited information about correct pronunciation.

2. The students have to understand every word

Students think that while listening they have to understand every single word in order to understand the whole information. This wrong perception will make them tired and confused easily. To manage this situation, teacher should explain to the students that they do not need to pay attention to the whole text, but they have to search the important information.

3. The students cannot understand fast and natural native speech

The students tend to ask the teacher to speak slowly and repeat the information if they cannot catch the idea or the message of the information. In other words, students cannot understand natural native speech. On the contrary, teacher has to speak in native speech in order to give the students listening exposure. However, this will make them become used to the fast and natural speech.

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4. The students need to hear things more than once

Students tend to ask repetition when listening the particular information, whereas listening occurs only once in real-life situation.

5. The students find it difficult to keep up

Students feel overloaded with the received information. They cannot follow and understand the information given.

Goh (2000: 59) added some problems experienced by the students related to the different phase of listening comprehension. There are three phases in listening comprehension, that is, perception, parsing, and utilization. Problems experienced at the perception stage have mainly to do with recognizing sounds as distinct words or groups of words. Perception problems also include difficulties with attention. Parsing problems include various difficulties with developing a coherent mental representation of words heard. In the utilization stage, some learners have difficulty with understanding the intended message of the speaker. Difficulties also arise at this stage when the listener is unable to process the text further due to either a lack of prior knowledge or inappropriate application of prior knowledge.

Goh (2000: 60) identified five most common problems related to the three different phases. They are:

1. Quickly forget what is heard

One of the most common problems is that, although listeners can understand what is said when they heard it, they will forget it as soon as they begin listening to another part of the message.

2. Do not recognize words they know

Although some words sound familiar, listeners are unable to recall their meanings immediately. Consequently, they are unable to process the message using those words.

3. Understand words but not the intended message

They are unable to gain the full meaning of the message even though they have understood the literal meaning of the words.

4. Neglect the next part when thinking about meaning

The listeners miss the next part of a text when they stop to think about unfamiliar words or the interpretation of a segment of text.

5. Unable to form a mental representation from words heard

Listener fails to derive a reasonable mental representation of the input by connecting the words they heard.

These difficulties will be considered in designing supplementary listening materials for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

B. Theoretical Framework

The framework of this study will be further discussed in this section. This study focuses on designing a set of listening supplementary materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. There are some steps involved in the process of designing a set of listening supplementary materials.

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The writer employed CBI since it provides a meaningful context for language development, as it does not only build on students' previous learning experiences and current needs and interests, but also take account of the eventual purpose for which students learn the language. As the basis for teaching the students and for selecting the teaching-learning activities, the writer employed Theme-based model. Theme-based model is one of the CBI models. In Theme-based model, the students are trying to learn the target language or the foreign language, in which selected topics or themes are based on the students’ interests and needs.

In this study the writer employed Six T’s Approach, a new approach to Theme-based model, as the basis for designing the materials. The Six T’s Approach is a basic approach to the arrangement of content resources and the selection of suitable language learning activities. In dealing with the students’ problems in listening, listening skills and strategies are practiced to help them with their problems in listening.

In each topic or unit, there will be three sections of listening activities. They are pre-listening, whilst-listening and post-listening. In each of these three sections of listening activities, the students will practice different types of listening skills, listening strategies, listening responses and listening comprehension task.

In designing a set of listening supplementary materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta, the writer adapted Taba and Kemp’s instructional design models. Taba’s model is chosen because it emphasizes the formulation of behavioral objectives by providing a clear notion of outcome so that content and method are well organized

and the result is evaluated. However, Taba’s model does not pay enough attention to the goals, topics and the general purposes for each topic, and the revision process after the designed materials were evaluated. To overcome the weaknesses of Taba’s model, the writer employs Kemp’s instructional design model. Kemp’s model is chosen since it provides steps to determine the goals and topics that are appropriate in developing the materials, to revise the designed materials, and because the design and the development process of Kemp’s model is a continuous cycle. This framework will be used as a guideline in conducting the study. The steps in the model are described as follows.

1. Diagnosis of Need (adapted from Taba’s instructional design model)

This step is conducted to analyze the students’ needs and interests and to find out the problems faced by the students especially with listening in class and to present the solution by using films in the listening lesson. Firstly, the writer conducted preliminary study; interviewed two English teachers of SMU BOPKRI 2 Yogyakarta. Then, the writer distributed questionnaire to the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. It aimed to find out the students’ interests, needs and problems in learning English listening skills.

2. Determining the competency standard, the basic competence, and the topics (adapted from Kemp’s model)

In this step, the competency standard and basic competence are formulated in accordance with the goal of teaching learning English stated in the 2006 Curriculum (Kurikulum Tingkat Satuan Pendidikan). After determining the competency standard and basic competence, the topics are selected in order to be

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able to facilitate students to achieve the formulated competency standard and basic competence.

3. Formulating the Indicators (adapted from Taba’s model)

The specific objectives are formulated based on the basic competence of the 2006 Curriculum (KTSP) and in light of what the diagnosis needs indicates. In this study the specific objectives are stated as the indicators.

4. Selecting and Organizing Contents (adapted from Taba’s model)

In this step, the writer selects and organizes the contents. Careful selection and well organization of contents is needed in designing the materials. In this study, the writer applied three stages of listening proposed by Miller; that is, pre-listening, whilst-pre-listening, and post-listening.

5. Selecting and organizing learning experiences (adapted from Taba’s model)

In this step, the writer plans the learning experiences or learning activities. Firstly, the writer selects the learning experiences which can motivate the students and can effectively explain and the subject content. Secondly, the writer organizes the learning experiences to help the students to achieve the objectives.

6. Designing the materials

After selecting the teaching learning activities as well as resources, the writer designs the materials. The materials are designed based on the results of diagnosis of need and the principles of Six T’s Approach, the theory of teaching listening, and the materials design models (Kemp and Taba’s model), which have been discussed in the previous section.

7. Determining what to evaluate, the ways and means of doing the evaluation (adapted from Taba’s model)

In this step the writer developed an evaluation device; that is, post-design questionnaire. The writer determined that the designed materials should be evaluated by the user and the expert. The evaluation was done by distributing the designed materials and post-design questionnaire to the user and the expert. The users were three English teachers of SMA BOPKRI 2 Yogyakarta and the experts were two lecturers of the English Language Education Study Program of Sanata Dharma University.

8. Evaluating the Materials (adapted from Kemp’s model)

After designing the materials and developing the evaluation device, the writer evaluated the listening supplementary materials. The writer distributed the questionnaire to the English teachers of SMA BOPKRI 2 Yogyakarta and the lecturers of the English Language Education Study Program of Sanata Dharma University. It is expected that the writer obtained feedback, comments and suggestion about the appropriateness of the materials for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta and the grammar accuracy in the designed materials. The results of the questionnaires will be used to improve the instructional materials.

9. Revising the materials (adapted from Kemp’s model)

After evaluating the designed materials, the writer revised the materials. The revision was based on the evaluation from three English teachers of SMA BOPKRI 2 Yogyakarta and two lecturers of the English Language Education Study Program of Sanata Dharma University.

39

Figure 2.3 Steps in Conducting the Study

Determining the competency standard,

the basic competence, and the topics Formulating the indicators

Selecting and organizing contents

Selecting and organizing learning experiences

Designing the materials

Determining what to evaluate, the ways and means of doing the evaluation

Evaluating the materials

Revising the materials Conducting diagnosis of needs

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196 Worksheet A

The Battle of Stirling Bridge

Right, so there’s the castle and the church, but I sense you want more. Therefore I’ll also tell you that Stirling was the site of one of the most famous battles in Scottish history – The Battle of Stirling Bridge. Now many of you will be familiar with William Wallace. If that name doesn’t ring any bells, then maybe ‘Braveheart’ does. Remember the film with Mel Gibson playing a Scottish warrior? Well, that’s the story of William Wallace.

Wallace was fighting for Scottish independence and had a lot of success against the English armies. Stirling was, as mentioned before, The ________ to the Highlands, so whoever controlled Stirling also controlled the lands to the north. On the _________ 1297 the English advanced on Stirling but Wallace was waiting for them. He had significantly fewer men than the English commander, The Earl of _______, but his tactics were better and he won a famous battle very easily. After this he became Sir William Wallace and had the title of ‘Guardian of Scotland and Leader of its armies’. King Edward of England was furious.

However, Edward had his revenge a year later and Wallace escaped to France to ask for __________ in their war of independence. He even stayed there for a while and fought for the French in a couple of battles, again against the English.

When he returned to Scotland the English were desperate to capture him. Finally, in _____, he was betrayed by a Scottish knight who was loyal to Edward. They took him to London and gave him a trial, where he was obviously found guilty. He famously said “I could not be a ______ to Edward, for I was never his subject.”

He was executed on 23rd August _____. First they hung him until he was nearly dead. Then they cut off his head and his limbs, arms and legs. They put his _____ on a pole on London Bridge and sent his limbs to Newcastle, _______, Stirling, and Aberdeen.

In 2005 it was the _____ anniversary of his death. There were many events to commemorate this, including an exhibition in New York. Here there was Wallace’s sword, which was the first time it had ever left Scotland.

The text is adapted from www.eslpodcards.com

197 Worksheet B

The Battle of Stirling Bridge

Right, so there's the castle and the church, but I sense you want more. Therefore I'll also tell you that Stirling was the site of one of the most famous battles in Scottish history - The Battle of Stirling Bridge. Now many of you will be familiar with William Wallace. If that name doesn't ring any bells, then maybe 'Braveheart' does. Remember the film with Mel Gibson playing a Scottish warrior? Well, that's the story of William Wallace.

Wallace was fighting for Scottish independence and had a lot of success against the English armies. Stirling was, as mentioned before, The Gateway to the _______, so whoever controlled Stirling also controlled the lands to the north. On the 11th September _____ the English advanced on Stirling but Wallace was waiting for them. He had significantly fewer men than the English commander, The Earl of Surrey, but his tactics were better and he won a famous battle very easily. After this he became Sir William Wallace and had the title of 'Guardian of Scotland and Leader of its armies'. King ______ of England was furious.

However, Edward had his revenge a year later and Wallace escaped to ______ to ask for King Phillip's help in their war of independence. He even stayed there for a while and fought for the French in a couple of battles, again against the English.

When he returned to Scotland the English were desperate to capture him. Finally, in 1305, he was betrayed by a Scottish knight who was loyal to Edward. They took him to _______ and gave him a trial, where he was obviously found guilty. He famously said "I could not be a traitor to Edward, for I was never his _______."

He was executed on _________ 1305. First they hung him until he was nearly dead. Then they cut off his head and his limbs, arms and legs. They put his head on a pole on London Bridge and sent his _____ to Newcastle, Berwick, Stirling, and ________.

In _____ it was the 700th anniversary of his death. There were many events to commemorate this, including an exhibition in New York. Here there was Wallace's sword, which was the first time it had ever left Scotland.

The text is adapted from www.eslpodcards.com

198

Animals’ Fur

Fur Industry is an area of (1)__________ that encompasses farming or trapping certain (2)________, processing their skins for sale to manufacturers of (3)_______, and marketing finished garments to retail outlets. The term fur refers to any animal skin or part that has (4)________, (5)________, or fur fibers attached, either in a raw or processed state. Skins of furbearing animals are also called peltries or pelts.

Several groups of people, concerned that certain animal species are threatened with (6)____________ or that using furs as wearing apparel represents cruelty to animals, have sought to protect them. Efforts by such organizations as the World Wildlife Fund, Friends of Animals, and the Fur Conservation Institute of America have resulted in the (7)______________ of the Endangered Species Conservation Act of (8)____________ and its added convention in 1977 by which the U.S. and nearly (9)_____________other nations established procedures to control and monitor the import and export of imperiled species covered by (10)____________.

The (11)________ and (12)_____________ define as endangered any species that is in danger of extinction, and as threatened any species that is likely to become endangered within the foreseeable future. Covered by the act and convention are some (13)_____________, many cats, (14)______________, badgers, kangaroos, Colobus monkeys, some rabbits, non-fur-farmed chinchilla, flying squirrels, and (15)___________________. The agreement with other countries and within the U.S. is that furs will not move in inter-country or interstate commerce unless proof is provided that the species is not threatened or endangered.

The text is adapted from Microsoft Encarta Reference Library 2006.

ABSTRACT

Wardhani, Putri Ayu Kesumo. 2008. English Supplementary Listening Materials Using Films for the Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Listening in both its theory and practice has become an essential part of language learning. In Indonesia, listening takes an important place in senior high school. SMA BOPKRI 2 Yogyakarta is one of the senior high schools that has introduced listening lessons to the students. The preparation dealing with listening test is principally needed since the mastery of listening skill is one of the requirements that should be accomplished in order to pass National Examination and to graduate from senior high school. However, the students rarely have exercise on listening skills and the availability of listening materials and teaching media in this school is limited to the use of cassettes. On the contrary, the use of films offers an excellent opportunity for intermediate-level students to develop fluency in English.

This study was conducted to design English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. This study was concerned with two research questions; that is, 1) How are English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta designed? and 2) What do English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta look like? To answer the research questions above, five steps of R & D cycle were applied. They were: (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

To answer the first research question, the writer adapted Taba and Kemp’s instructional design models. There were nine steps applied by the writer: (1) Conducting diagnosis of needs; (2) Determining the competency standard, the basic competencies, and the topics; (3) Formulating the indicators; (4) Selecting and Organizing contents; (5) Selecting and organizing learning experiences; (6) Designing the materials; (7) Determining what to evaluate, the ways and means of doing the evaluation; (8) Evaluating the materials; and (9) Revising the materials. The results of the evaluation analysis indicated that the mean was 4.02 on a scale of 1 to 5. It is concluded that the designed materials are suitable and acceptable. To answer the second research question, the writer presented the final version of the designed materials after doing some revisions based on the comments, criticisms, and suggestions from the post-design participants. The designed materials consist of eight units and each unit contains three sections, namely Pre-listening, Whilst-listening and Post-listening.

Finally, the writer hopes that the English supplementary listening materials will inspire other researchers to conduct a further study on other aspects of this study.

ABSTRAK

Wardhani, Putri Ayu Kesumo. 2008. English Supplementary Listening Materials Using Films for the Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Listening telah menjadi bagian penting dalam pembelajaran bahasa baik secara teori maupun praktek. Listening memiliki peranan penting di SMA di Indonesia. SMA BOPKRI 2 Yogyakarta adalah salah satu SMA yang telah memperkenalkan pelajaran listening kepada siswa-siswanya. Persiapan dalam menghadapi ujian listening sangat diperlukan karena penguasaan kemampuan listening adalah salah satu syarat yang harus dipenuhi agar dapat lulus Ujian Nasional dan SMA. Akan tetapi, siswa jarang melatih kemampuan listening mereka dan ketersediaan materi dan media pengajaran listening di sekolah tersebut sangat terbatas pada penggunaan kaset. Di lain pihak, penggunaan film memberikan kesempatan yang baik bagi siswa di level menengah untuk mengembangkan kelancaran dalam berbahasa Inggris.

Studi ini dilaksanakan untuk merancang seperangkat materi listening tambahan dengan menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) bagaimana materi pembelajaran listening tambahan bahasa Inggris menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta dirancang? dan 2) bagaimanakah bentuk materi listening tambahan bahasa Inggris menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta tersebut? Untuk menjawab pertanyaan penelitian di atas lima langkah dari metode siklus R & D (Research and Development) digunakan. Langkah-langkah itu adalah: (1) Mengumpulkan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pengajaran dari Taba dan Kemp. Terdapat sembilan langkah yang diterapkan oleh penulis: (1) Mengadakan diagnosis kebutuhan; (2) Menentukan standard kompetensi, kompetensi dasar, dan topik; (3) Merumuskan indikator; (4) Memilih dan mengatur isi materi; (5) Memilih dan mengatur kegiatan pembelajaran; (6) Merancang materi; (7) Menentukan apa yang dievaluasi, cara dan alat untuk mengevalusi; (8) Mengevaluasi materi; dan (9) Memperbaiki materi. Hasil dari analisa data evaluasi menunjukkan bahwa nilai rata-ratanya adalah 4,02 pada skala 1 - 5. Dapat disimpulkan bahwa materi yang dirancang ini sudah baik dan dapat diterima. Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir materi yang dirancang setelah melakukan beberapa revisi berdasarkan komentar, kritik, dan saran responden. Materi yang didesain terdiri dari delapan unit dan setiap unit terdiri dari tiga bagian, yaitu Pre-listening, Whilst-listening, dan Post-listening.

Akhirnya, penulis berharap desain ini dapat menginspirasi peneliti lain untuk mengadakan penelitian pada aspek lain dari penelitian ini.