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

  

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 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

  

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

  

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.

  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

  

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., and the 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

  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.

  

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

  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

  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

  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

  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 .................... 13Figure 2.2 The Content - Language Continuum ............................................... 17Figure 2.3 Steps in Conducting the Study ......................................................... 39

  

LIST OF TABLES

  Page

Table 3.1 The Description of the Post-design Participants ............................... 44Table 3.2 The Blue Print of Participants’ Opinion on the Designed Materials 49Table 3.3 The Criteria of The Mean of the Evaluation Analysis Results ......... 50Table 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 ............................................................. 59Table 4.4 The Results of the Post-design Questionnaire .................................. 63Table 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 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

  

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)

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, 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 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

  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 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.

  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

  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 eleventh grade students of Language Department of SMA BOPKRI 2 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. 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

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 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

  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

  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 Learners

General Characteristics Purposes

  Learning Evaluation Objectives Revise

  Support Subject Service content 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

  (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 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:

  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 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.

  Content-Driven Language-Driven

  Theme-based Model 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 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 based on students’ interests and needs. The teacher presents topics of themes as a vehicle for language development. The main goal of 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.

  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. 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.

  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 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.