English listening materials using documentary videos for students of SMA N 1 Depok Sleman - USD Repository

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ENGLISH LISTENING MATERIALS USING DOCUMENTARY

VIDEOS FOR STUDENTS OF SMA N 1 DEPOK SLEMAN

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By TIMUR PAMENANG

Student Number: 031214133 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

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“Lord, I am not proud and haughty. I don’t

think myself better than others. I don’t pretend to,

“know it all.” I am quiet now before the Lord,

just as a child who is weaned from the breast. Yes

my begging has been stilled.

Psalm 131: 1-2

I dedicate this thesis to:

My Mom, Dad, Brothers and Sister, Girlfriend, Friends and Myself

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STATEMENT OF WORK’S ORIGINALITY

I honestly declared that the 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, August 23, 2008 Timur Pamenang

031214133

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Timur Pamenang Nomor Mahasiswa : 031214133 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul : ENGLISH LISTENING MATERIALS USING DOCUMENTARY VIDEOS FOR STUDENTS OF SMA N 1 DEPOK SLEMAN beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistri- busikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan roy- alti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 30 Agustus 2008 Yang menyatakan ( Timur Pamenang )

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ACKNOWLEDGEMENTS

First and foremost, I would like to thank my almighty God, Jesus Christ who leads me to the place that He has planned, who shores me up when I am down, and who keeps me alive in such a hard struggle. His love is sometimes unseen but it is realized when He is with me, in me, to obtain the Sarjana

Pendidikan Degree .

My deepest gratitude goes to C. Tutyandari, S.Pd., M.Pd., my major sponsor, for her patience, kindness, ideas, supports, suggestions, and time. I owe her so much, and these words will never pay. My thankfulness also goes to my co- sponsor Made Frida Yulia, S.Pd., M.Pd., who has shared her time, ideas, suggestion, criticism, even when it is almost no time for herself.

I would like to thank Dr. Retno Muljani, M. Pd., my academic advisor, who helps me to pass my time in PBI. I would like to thank all PBI lecturers, especially Drs. Y.B. Gunawan, M.A., and F. Chosa Kastuhandani, S.Pd., for their willingness to evaluate my thesis. Furthermore, thank for guiding me and giving me their knowledge. My thankfulness also goes to Mbak Dani and Mbak Tari as the PBI secretariat staff, for helping me during my study in PBI.

I would also like to thank the English teachers of SMA N 1 Depok

Sleman for helping me finish my thesis by giving suggestions and evaluating my

design. I would like to thank the eleventh grade students of SMA N 1 Depok Sleman for being my thesis participants for the needs survey.

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My deepest sincerest gratefulness goes to my parents, the late Anwas

Hendrosumantri and Ch. Sukatri for having great times with them, for their

inspiring life to survive, for their affection that much is bigger than their financial supports. My thankfulness and regards go to my eldest brother Drs. Yudi

Rahayu, who loves me and supports me in his unique way, to my second brother

Agus Priyono Jatmiko for helping me do my jobs at home, my gratitude and

tightest hug go to my beloved sister Antriska Marantyas, S.E., for her love and support, for being a good sister and friend. My gratitude goes to Mbak Narti, my sister in law, also to Dinar, Seto and Adista. My special gratitude goes to Anita

Devi Ariesnawati, S. Farm., for her support, affection, love, laughter and all

moment we have shared.

My highest appreciation goes to my best friends, Cipok, Dudung,

Gendut, Melanie (for being a nice thesis partner), Mrinong and Cherly. My

gratitude is extended to the PBI fellows, Winny A, Galih, Christine, Lukas, Ji’i,

Kiyer, Dono, Kiki, Atik, Nina, Priska, Ema, Uri, Titik, Tika, Bunga, Dera,

Boy, Lexi, Patrick, Datu, Winny and those that I cannot mention here, those

who pray for me all the times, those who are supposed to be written here but not.

Timur Pamenang

TABLE OF CONTENTS

8 A. Theoretical Description .........................................................

11 4) The Students’ Role in CLT ..............................

10 3) Teacher’s Role in CLT ....................................

10 2) Types of Classroom Activities in CLT ...........

9 1) Characteristics of CLT ....................................

8 b. Communicative Language Teaching ......................

8 a. Communication Tasks ............................................

8 1. Communication Approach ..........................................

6 CHAPTER II: REVIEW OF RELATED LITERATURE........................

Page TITLE PAGE .................................................................................................. i APPROVAL PAGES ...................................................................................... ii DEDICATION PAGE ..................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ............................................... v ACKNOWLEDGMENTS .............................................................................. vi TABLE OF CONTENTS ................................................................................ viii LIST OF FIGURES ........................................................................................ xi LIST OF TABLES .......................................................................................... xii ABSTRACT .................................................................................................... xiii

5 G. Definition of Terms ...............................................................

4 F. Research Benefits ...................................................................

4 E. Research Objectives ...............................................................

4 D. Problem Limitation.................................................................

3 C. Problem Formulation .............................................................

1 B. Problem Identification ...........................................................

1 A. Research Background .............................................................

ABSTRAK ........................................................................................................ xiv

CHAPTER I: INTRODUCTION ................................................................

12 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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5) The Role of Materials in CLT .......................

12 2. The Nature of Listening .............................................

12 a. Learning Listening ..................................................

14 b. The Role of Media in Learning Listening ..............

15 3. Material Design ...........................................................

16 a. Defining Objectives ................................................

16 b. A Material Model Design .......................................

17 4. Instructional Design Models .......................................

19 a. Yalden’s Model ......................................................

19 b. Kemp’s Model ........................................................

21 5. 2006 English Curriculum for Senior High School..........

25 B. Theoretical Framework ..........................................................

28 CHAPTER III: METHODOLOGY ............................................................

34 A. Methods .................................................................................

34 1. Research and Information Collecting ............................

35 2. Planning .........................................................................

35 3. Developing Preliminary Form of Product ......................

35 4. Product Evaluation .........................................................

36 5. Main Product Revision ...................................................

37 B. Setting ..................................................................................

37 C. Participants ...........................................................................

38 1. Participants of Research and Information Collecting ....

38 2. Participants of Product Evaluation .................................

38 D. Instruments ...........................................................................

38 E. Data Gathering Techniques ..................................................

39 1. Research and Information Collecting .........................

39 2. Product Evaluation ......................................................

40 F. Data Analysis Techniques ....................................................

41 G. Research Procedures ............................................................

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION .................

62 B. Suggestions ..........................................................................

84 Appendix F: Presentation of the Materials ..................................... 101

79 Appendix E : Lesson Plans .............................................................

73 Appendix D: The Indicators ...........................................................

70 Appendix C: Questionnaire for Feedback Gathering .....................

68 Appendix B: Questionnaire of Research and Information Collecting..................................................................

67 Appendix A: Letter of Permission ..................................................

65 APPENDICES ...............................................................................................

64 REFERENCES ..............................................................................................

62 A. Conclusions ..........................................................................

45 A. Conducting Needs Survey ....................................................

55 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ..........................

52 H. Revising ...............................................................................

52 G. Evaluating ............................................................................

52 F. Selecting Teaching Learning Activities and Resources .......

51 E. Designing the Materials .......................................................

50 D. Listing Subject Contents ......................................................

49 C. Determining Indicators .........................................................

45 B. Specifying Competency Standard, Basic Competence, and Topics ...................................................................................

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LIST OF FIGURES

Page Figure 2.1 The Framework for Analyzing Communication Tasks ..................

9 Figure 2.2 Water & Hutchinson’s Material Model Design .............................

18 Figure 2.3 Yalden’s Language Program Development ...................................

21 Figure 2.4 Kemp’s Instructional Design Model ..............................................

25 Figure 2.5 The Writer’s Materials Design Model ............................................

LIST OF TABLES

Page Table 3.1. Priority Scale .................................................................................

41 Table 3.2. Priority Scale for Optional/ Open Questions .................................

41 Table 4.1. The Results of the Questionnaire for Students ...............................

45 Table 4.2. The Basic Competences and Topics ..............................................

50 Table 4.3. The Indicators ................................................................................

79 Table 4.4. The Presentation of Product Evaluation Data ................................

53 Table 4.5. The Final Presentation of the Materials ............................................... 57

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ABSTRACT

Pamenang, Timur. 2008. English Listening Materials Using Documentary Videos

for Students of SMA N 1 Depok Sleman Yogyakarta. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

English is one of the subjects to be mastered in senior high school. There are four skills in learning English: Listening, Speaking, Reading and Writing. Listening is the first stage in language acquisition which means the first stage in language learning as well. Therefore, listening is the main concern of this study.

This study was intended to design English listening materials using documentary videos for students of SMA N 1 Depok Sleman, Yogyakarta. The objectives of this study were to answer two questions which were stated in the problem formulation. The questions were (1) How are English listening materials using documentary videos for students of SMA N 1 Depok Sleman designed? (2) What do English listening materials using documentary videos for students of SMA N 1 Depok Sleman look like?

In this study, the writer adapted Research and Development method (R&D) cycle to answer the research questions above. The writer employed five out of ten steps of R&D cycle. They were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Product Evaluation, and (5) Main Product Revision.

To answer the first question, the writer adapted R&D. Since the study was in education field and required the applicable instructional design that appropriate for the R&D steps, the writer adapted Kemp’s model which was combined with Yalden’s model. Those models are modified into seven steps, namely, (1) Conducting Needs Survey, (2) Specifying Standard Competency, Basic Competence and Topics, (3) Determining Indicators, (4) Listing Subject Content, (5) Designing Material, (6) Selecting the Teaching Learning Activities, and (7) Evaluating.

The writer distributed a questionnaire to the research participants to obtain opinions, suggestions, and comments toward the materials. The participants consist of three English teachers of SMA N 1 Depok Sleman, Yogyakarta and two English lecturers of Sanata Dharma University. After conducting the evaluation on the materials designed, the writer analyzed the data. The results of the analysis indicated that the mean ranged from 3.4 to 4.4 on five point scale. This result showed that the designed materials were generally acceptable and appropriate for the students of SMA N 1 Depok Sleman with some revisions.

To answer the second question, the writer presented the final version of the designed materials after making some revisions based on the comments, evaluation, and suggestions. The materials which were composed based on R&D steps consist of eight topics. Each topic consists of four sections they are pre- listening, while-listening, post-listening, and reflection.

The final presentation of the materials were hoped to be able to improve students’ motivation to learn listening and to ease them in learning. The study was hoped to give an alternative to teach listening for senior high school teachers.

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ABSTRAK

Pamenang, Timur. 2008. English Listening Materials Using Documentary Videos

for Students of SMA N 1 Depok Sleman Yogyakarta. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris merupakan salah satu mata pelajaran wajib pada tingat sekolah menengah atas. Terdapat empat kecakapan dalam bahasa Inggris, yaitu Mendengarkan, Berbicara, Membaca dan Menulis. Mendengarkan merupakan tahap awal dalam penerimaan bahasa dan pambelajaran bahasa. Maka, mendengarkan adalah pokok pemikiran dalam studi ini.

Studi ini di lakukan untuk merancang materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman, Yogyakarta. Tujuan studi ini untuk menjawab dua pertanyaan pada rumusan masalah yaitu (1) Bagaimanakah materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman dirancang? (2) Seperti apakah materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman?

Dalam studi ini penulis mengadaptasi siklus R&D (metode Riset dan Pengembangan) untuk menjawab rumusan masalah diatas. Penulis menggunakan lima dari sepuluh siklus R&D. Yaitu (1) Riset dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Produk Awal, (4)Evaluasi Produk, dan (5) Revisi Produk Utama.

Untuk menjawab pertanyaan pertama, digunakan langkah- langkah dalam R&D (metode Riset dan Pengembangan). Selama studi ini dalam lingkup pendidikan yang menuntut model rancangan instruksional yang mendukung tahapan R&D, penulis menggabungkan model rancangan instruksional Kemp dan Yalden. Kedua model digabung menjadi tujuh tahap yaitu (1) Melakukan Survei Kebutuhan, (2) Menspesifikan Kompetensi Standar, Kompetensi Dasar dan Topik, (3) Menentukan Indikator, (4) Mendaftar Muatan Subyek, (5) Merancang Materi, (6) Memilih Aktifitas Belajar Mengajar, dan (7) Evaluasi.

Penulis membagikan angket kepada partisipan untuk mendapatkan opini, saran dan komentar atas materi. Partisipan terdiri tiga guru SMA N 1 Depok Sleman, Yogyakarta dan dua dosen bahasa Inggris di Universitas Sanata Dharma. Dilakukan evaluasi dan analisis pada materi terancang, Hasilnya menunjukkan nilai mean adalah 3.4 hingga 4.4 yang menunjukkan materi terancang dapat diterima dan layak bagi siswa SMA N 1 Depok Sleman dengan perbaikan.

Untuk menjawab pertanyaan kedua, versi akhir dari materi terancang disajikan setelah adanya perbaikan berdasar komentar, evaluasi, dan saran dari partisipa. Materi yang dirancang berdasar tahapan R&D, terdiri atas delapan topik. Tiap topik terdiri tiga bagian. Yaitu pra-mendengarkan, saat-mendengarkan, pasca-mendengarkan, dan refleksi.

Hasil akhir materi diharapkan mampu meningkatkan motivasi siswa untuk belajar mendengarkan dan memudahkan mereka dalam belajar. Studi ini diharapkan dapat memberikan sebuah alternatif untuk mengajar mendengarkan bagi para guru sekolah menengah atas.

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CHAPTER I INTRODUCTION This chapter is divided into seven parts. In this chapter, the writer discusses

the background of the study, problem identification, problem formulation, problem limitation, objectives of the study, benefits of the study, and the definition of terms used in this study.

A. Background

In language acquisition, children are said to master their mother tongue by imitating utterances produced by adults and having their efforts at using language either rewarded or corrected (Ellis, 2004, p. 21). From the explanation about language acquisition, to produce spoken language the acquirer must listen first and then imitate. It is clearly defined that listening plays an important role in the language acquisition and learning. In the language learning, there is a certain pattern in the development of the language mastery. In other words, there is a sequence in learning a language. The sequence in learning a language is listening – speaking – reading – writing. Understanding of listening always precedes speaking it happens in every child’s speech development, in that listening is acquired before any speaking or speech-like symptom appears. Therefore, this might be the right order to present the skills in language learning.

Listening is an important part in learning other skills because it is standing on the first stage of learning and it is prerequisite for other skills to be successfully acquired. Therefore, learning listening plays an important role in the language

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2 learning because learning listening will influence other language skills.

Nevertheless, in learning there must be some elements provided; they are teachers, learners, materials, techniques and media. Each element plays its role and the elements influence each other. This research deals with those elements as presented in the listening comprehension materials.

In the learning process, motivation is important. If the learners are not motivated to learn they will possibly fail in mastering the learning materials. Every learner has a different motivation to learn a second or a foreign language. The motivation to learn can derive from the learners themselves. It is called intrinsic motivation. In the intrinsic motivation, learners motivate themselves to learn and to master a target language in order to be able to communicate in the target language.

Another motivation can derive from other factors whose origins are not from the learners; the motivation may come from other people or outside. These types of motivation are considered as integrative and instrumental motivation. It is said that someone has an integrative motivation when he learns the foreign language through a desire to learn more about the culture, its language and people to ‘integrate’ more within the target language society. Instrumental motivation involves learning in order to achieve other goals (Johnson, 2001, p. 129). Either case, motivation is very important in learning process.

In this study, medium is considered as the major issue to enhance learning process, and video is chosen as the medium to enhance learning process. Video provides pictures and moving images of the story. Such a medium is hoped to make students interested in learning and to make students feel easier in comprehending meaning of the spoken words in the movie by knowing what is in the listening

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3 through the plot of the story. When learners feel easy to learn and have interest in learning, learners will have high motivation to learn and the learning process will reach its goal.

For comprehension of the spoken language, video brings us all kinds of voices in all kinds of situations, with full contextual backup. One obvious advantage for comprehension is the visual dimension, particularly for the pragmatic understanding in the dialogue; also important is the success to a variety of recognizable genres in the long term contextual understanding built up as the programme develops (Sherman, 2003, p. 2).

Considering the importance of listening in communication, listening in language learning, learners’ motivation and the media in the learning process, appropriate listening materials are needed. Therefore, this study aims at designing a set of listening materials using documentary video in order to overcome problems related to learning listening.

B. Problem Identification

In the teaching learning process, especially in learning listening, students have difficulties to understand and comprehend listening materials if they are not motivated to learn the materials or to join the learning process. The students’ motivation to learn is influenced by the elements in teaching learning they are; teachers, learners, materials, method and media. Here the researcher will focus on the use of the media, which is called video. If the students are interested in media provided, they will focus more on the learning process because they feel

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4 comfortable to learn. In addition, the students who focus on the learning process will gain benefits of learning.

C. Problem Formulation

The problems can be formulated as follows:

1. How are English listening materials using documentary videos for students of SMA N 1 Depok Sleman designed?

2. What do English listening materials using documentary videos for students of SMA N 1 Depok Sleman look like?

D. Problem Limitation

Problems are so wide and need abundant solution to answer them. The Research and Development methodology is employed to gather data about students’ lacks, needs and wants and then to develop them. Not all of the problems would be covered in the research but the coverage is about the students’ performance in comprehending listening materials.

It would be about the presentation of listening materials using documentary videos as a medium to help students comprehend materials. The presentation of the materials is intended for the students of SMA N 1 Depok Sleman Class XI. It would not, however, seek to implement the materials using such a medium in teaching learning process.

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5 E. Research Objectives The objectives of the research are:

1. To find out how English listening materials using documentary videos for students of SMA N 1 Depok Sleman are designed.

2. To find out what the designed English listening materials using documentary videos for students of SMA N 1 Depok Sleman look like.

F. Research Benefits

The research will benefit students of SMA N 1 Depok Sleman, teachers at SMA N 1 Depok Sleman and English Education policy makers in Education department at Sleman regency.

As for students, because the listening media are interesting, they have better motivation in learning English. They may also understand the meaning of spoken language by knowing the images presented in the video. The designed materials will help students comprehend materials in communicative activity.

For teachers, they will know how to make their students understand what they learn by implementing such interesting media in learning. Teachers will also understand how to make a new strategy to enable students to learn listening. The teachers will be aware of students’ motivation towards the media and strategy used in teaching English. The teacher will also be aware of any possibility of making environment to improve students’ learning comprehension. Not less important, this research will give teachers a model in designing materials using new media in the communicative approach.

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6 For policy makers, they will develop new mind sets; at least they are urged to provide learning aids that will encourage students to have high motivation in learning and to pay attention to the students’ motivation and needs. Along with wise decisions, such mindsets will transform into wider practice beneficial for the students.

G. Definition of Terms There are some definitions that the writer clarified in order to make the study understandable. The terms are as follows:

1. Design Design is defined as “a developed plan to guide educational activity in a situation” (Houle, 1978, p. 230). The plan refers to an instructional material design that will be used before one is doing something. In education, a teacher has to make a lesson plan in order to facilitate the teaching learning process. By doing this, the teacher helps the students to achieve the learning objectives, because the teacher will be able to reduce any difficulties that probably arise during the teaching learning process. In this study, designing means an activity of making some strategies, materials, and teaching-learning activities in the target language using documentary videos as media.

2. Listening The definition of listening, according to Brownell (1985, p. 45), is a process that includes hearing, attending to evaluating and responding to spoken messages.

In this study, the term listening refers to the listening learning activity, where the listeners of the utterances focus on the spoken message conveyed through the implemented media.

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3. Documentary video The term documentary in Oxford Advanced Learner’s Dictionary (2003, p.

342), means “something consists of documents and gives a record or report of the facts of something, especially by using pictures, recordings, etc.” While video means “any moving images that have sound and story recorded on the videotape or video discs” (Oxford, 2003, p. 1327). Video here is closely related to audio – visual aids in learning listening, in which the video produces sound and has a particular plot of a story. Video in this research is close to definition by Skerritt (1984, p. 8):

Video is not a vacuum, detached from the learning task and the learner. It is seen as a medium by which specific educational objectives can be achieved under certain appropriate condition in which video provides a realistic setting for language activity together with the opportunity of responding to the many non – verbal stimuli occurring in normal face-to-face communication. Here, in this study, the term video refers to the recording that provides information of facts in the form of moving images. Therefore, documentary video means the documents given as the report and record of the facts that is presented in the form of moving images. The documentary videos contains realistic setting and information, is therefore, useful for the educational purposes.

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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, there are two important parts, namely the theoretical

description and theoretical framework. Since the study is discussing English listening materials using documentary videos, in the theoretical description, there are some related theories concerning listening, media, materials and motivation. The theoretical framework discusses the significance of theories to the designed materials using such media.

A. Theoretical Description This sub chapter reviews some theories to be the basics of the research.

1. Communicative Approach

a. Communicative Tasks

Nunan (1989, p. 18) states that a communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in target language while their attention principally focuses on meaning rather than form. This communicative task supports the students to be able to grasp the target language and perform it in the real life situation. The students can express their idea and feeling or to give response towards something happening in their surroundings. Nunan (1989, p. 18) mentions some components in analyzing communicative tasks. They are teacher’s role, learner’s role, settings, activities, inputs and goals. Inputs and activities are different. Inputs are data for the learner to do, whereas the activities are the job of the learner to perform. The

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components of analyzing communicative tasks can be summarised in a diagram or a model, as Figure 2.1 illustrates.

Teacher’s role

Goals

TASKS Learner’s role

Input

Settings

Activities

Figure 2.1: The Framework for Analyzing Communicative Tasks

(Nunan, 1989, p. 11)

The term task in the communicative task refers to the basic planning tool as result of changing attitudes towards language and language learning (Nunan, 1989, p. 20). Furthermore, the changers manifest themselves in the language learning and teaching known as Communicative Language Teaching (CLT). Therefore, the teacher’s and the learner’s roles in this study refer to Communicative Language Teaching (CLT).

b. Communicative Language Teaching

Teaching means facilitating and directing the students to learn the materials and provide a good condition for learning process. A teacher is expected to be able to provide the materials, select teaching style, methods, strategies, and approaches as a purpose of providing good teaching. Approach is considered as the general opinions about what the language is and how the language is. In this study the writer would like to elaborate one approach underlying second and foreign

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language learning namely Communicative Language Teaching (CLT). This approach is selected because it is appropriate for learning listening.

CLT is an approach to the second and foreign language teaching that involves more than simply learning grammatical pattern and rules. It gives the students chances to improve their ability to communicate in the target language. CLT provides real-life situations that need communication. According to Richards and Rodgers (1986, p. 66), there are two aims of CLT. They are (1) to make communicative competence the goal of the language teaching, (2) to develop procedure for the teaching of four language skills that acknowledge the interdependence of language and communication.

In short, the main purpose of learning English activity is to improve students’ ability to communicate in target language in daily activity based on the real life interaction. Therefore, the appropriate approach for the condition required is CLT.

1) Characteristics of CLT

According to Richards and Rodgers (1986, p. 69), the characteristics of CLT are learner-centred and experience based as the views of second language learning.

The students are given a chance to develop their knowledge and then interact using the target language so that their experiences would be internalized in their mind.

The characteristics will be the bases in developing listening materials for students in SMA N 1 Depok, Sleman.

2) Types of Classroom Activities in CLT

Littlewood (1983) divides communicative activities into two types; they are functional communication activities and social interaction activities.

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1. Functional Communication Activities The objective of communication activities is to direct the students to be involved in the communication, in which they have to understand the meaning of language as effective as possible. These activities are used to develop certain language functions. The activities include comparing sets of pictures, recognizing similarities and differences, sequencing events in a set of pictures, discovering missing features in a map, giving and performing instruction how to do something, and solving problems from shared clues.

2. Social Interaction Activities The main purpose of these activities is to give learners a chance to use the target language in the social context. The activities are conversations and discussion, dialogues and role plays, simulations, skits, improvisations, and debates. These two types of communicative activities in CLT are the bases in designing a set of English instructional listening materials for the students of SMA N 1 Depok, Sleman.

3) The Teacher’s Role in CLT

The goal of a teacher who uses CLT is to enable the students to communicate in the target language. In order to attain the goal, the teacher plays an important role to be responsible for establishing situations likely to promote communication. During the activities, the teacher acts as an adviser by answering students’ questions and monitoring their performance. A teacher might take a note of their errors to be worked on at a later time during more accuracy-based activities.

At other times a teacher might be a communicator engaging in the communicative activity along with students (Littlewood, 1983).

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4) The Students’ Role in CLT According to Freeman (2000, pp. 129, 130), students are all communicators.

They are all actively engaged in negotiating meaning, in trying to make them understood, and in understanding others even when their knowledge of the target language is incomplete. Also, since the teacher’s role is less dominant, students are seen as more responsible managers of their own learning. In short, the roles of students in CLT, according to Freeman (2000, pp 129, 130), are negotiator, interactor, giving as well as taking.

5) The Role of Materials in CLT

To overcome typical problems, that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of CLT advocate the use of language materials authentic to native speakers of the target language (Freeman, 2000, p. 32). Besides the authentic materials, CLT is promoting communicative language use, and the CLT is dealing with task-based materials. In short, the materials are to promote the communicative language use, task based materials and authentic materials.

2. The Nature of Listening

Language is seen as a major device in the communication both in spoken or written. Speakers can share knowledge and information in the communication using a similar language it can be mother tongue, but problems might happen when there are a speaker and a listener who have different mother tongues. This rationale draws a conclusion that language learning is important. Language learning happens when it is deliberate. As what had proposed by Krashen (1982, p. 10), that is

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Language acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication. The result of language acquisition, acquired competence, is also subconscious. We are generally no consciously aware of the rules of the languages we acquired. Instead, we have a “feel” for correctness.

Language acquisition is different from language learning. As stated by Krashen (1982, p. 10), the term “learning” henceforth refers to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. The review is clear to explain that language learning happens when a speaker and a listener consciously find a difficulty.

Acquisition and learning do not start with speaking or writing, because a language learner or a language acquirer needs to imitate something first. This means that there should be a model first; it is listening for speaking, and reading for writing. In that case, receptive skills are followed by productive skills. Therefore, an appropriate sequence to present language learning is needed, as appropriate as a child speaks first before he writes. It implies that listening is a major skill in language acquisition. When a child starts to speak, he will not speak something without listening first. It means that listening always precedes speaking. In other words, listening is an active, purposeful process of making sense of what we hear, listening is very important in language learning process, because listening provides input for the learners. Without understanding input at the right level, any learning simply cannot begin. When a learner has input, then he processes the input in the brain to imitate the language features of input and sets the rule of language, so that the learners will produce language at least the same as what they intake from the

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input. Listening is seen as a major source of comprehensible input. Language learning textbooks begins including listening activities that are not simply presentation of language to be produced (Helgesen cited in Nunan, 2003, p. 26).

a. Learning Listening

Usually the student is mainly listening during the class period, and is mainly reading and writing during the study period. On this basis alone, it is evident that efficient listening is a keystone in learning (Lancaster, 1974, p. 79). Listening is to start other learning skills, but listening is not considered as an essential learning skill.

As cited in Richards and Renandya (2002, p. 238), David Nunan in the introduction proposed, listening is Cinderella skill in second language learning. All too often, it has been overlooked by its elder sister – speaking. For most people, being able to claim knowledge of second language means being able to speak and write in that language. Listening and reading are therefore secondary skills. In fact, these secondary skills are the basic skills to learn in order to enhance the productive skills namely speaking and writing. Nevertheless, the emphasis is on the very basic sequence of language learning as seen in language acquisition when a baby speaks first and then writes. This means that learning listening is the basic learning in language learning.

The views of bottom-up processing and top-down processing listening have dominated since early 1980’s. The bottom up processing model assumes that listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units (phonemes) to complete texts (Hegelsen cited in

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Nunan, 2003, p. 28). According to the views of bottom–up, phonemic units are decoded and linked together to form words, and words are linked together to form phrases, phrases are linked together to form utterances, and utterances are linked together to form complete, meaningful texts. In other words, the process is linear one, where the meaning itself comes at the last step of the process. According to Anderson and Lynch (1988, p. 9), listeners are as tape recorder view of listening because it assumes that the listener takes in and stores messages sequentially, the same way as a tape recorder – one sound, one word, one phrase, and one utterance at a time.

In top–down processing model, listener actively constructs the original meaning of the speaker using incoming sounds as clues. In this process, the listener uses prior knowledge of the context and situation, to make sense of what the listener actually hears.

b. The Role of Media in Learning Listening

Learning is nothing effective without being supported by good environment; learning will smoothly run when elements of learning are supporting the learning itself to become a good environment. Learning is much dependent on the environment, which is a situation where learning requires good environment as stated by Brown and Mamkjare (1996). Media is one of supporting elements in learning. Media will create the process better when the media give advantages in learning and enable learning to reach goal of learning.

Effective use of the most basic piece of classroom equipment, the board, requires organizational skills as well as adequate writing and drawing. Board

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drawing can be supplemented by other visual materials and by real objects and mime (Davies, 2000, p. 153). Learning allows visual material and real object and mime. Visual material will give a broader explanation on how to create background knowledge that enhances learning. In short, media provided will influence learning or in other words. Media take a big part to smooth learning listening process.

3. Material Design

In developing materials, according to Waters & Hutchinson (1994, pp. 107, 108), two elements should be considered well. They are (1) Defining Objectives and (2) Materials Design Model.

a. Defining Objectives

English listening materials using documentary videos for students of SMA N 1 Depok Sleman - USD Repository

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