Institutional Repository | Satya Wacana Christian University: Reviewing Listening Materials Through The Lens of World Englishes: a case study in an English language teacher education program
APPENDIX A
THE CRITERIA THEORY TABLE
Week …
Analyst
No.
Criteria
A
1.
To what extent do the materials provide exposure to the diversity of
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for c ultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
APPENDIX B
23
B
SCORING RUBRIC
Score
Description
For number 1-9
5
The materials exceed the expectation of the criteria.
4
The materials meet the expectation of the criteria.
3
The materials adequately match the criteria.
2
The materials need a little improvement to match the criteria.
1
The materials are inadequate to fulfill the expectation of the criteria.
For number 10
5
The materials use at least one English variety from both outer and
expanding circle (do not need to be in one recording).
3
The materials use at least one English variety from either outer or
expanding circle.
1
The materials only use English from the inner circle.
24
APPENDIX C
RECORDING ANALYSIS TABLE
Week 1
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
RECORDING ANALYSIS TABLE
25
Week 5
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
3
3
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
26
RECORDING ANALYSIS TABLE
Week 7
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
2
3
3
3
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
27
RECORDING ANALYSIS TABLE
Week 11
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
2
3
3
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
28
THE CRITERIA THEORY TABLE
Week …
Analyst
No.
Criteria
A
1.
To what extent do the materials provide exposure to the diversity of
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for c ultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
APPENDIX B
23
B
SCORING RUBRIC
Score
Description
For number 1-9
5
The materials exceed the expectation of the criteria.
4
The materials meet the expectation of the criteria.
3
The materials adequately match the criteria.
2
The materials need a little improvement to match the criteria.
1
The materials are inadequate to fulfill the expectation of the criteria.
For number 10
5
The materials use at least one English variety from both outer and
expanding circle (do not need to be in one recording).
3
The materials use at least one English variety from either outer or
expanding circle.
1
The materials only use English from the inner circle.
24
APPENDIX C
RECORDING ANALYSIS TABLE
Week 1
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
RECORDING ANALYSIS TABLE
25
Week 5
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
3
3
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
26
RECORDING ANALYSIS TABLE
Week 7
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
2
2
3
3
3
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
27
RECORDING ANALYSIS TABLE
Week 11
Analyst
No.
Criteria
A
B
1.
To what extent do the materials provide exposure to the diversity of
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
2
3
3
English in authentic use?
2.
To what extent is the exposure to World Englishes likely to be
meaningful to the target learners?
3.
To what extent do the materials provide opportunities for learners to
make discoveries about how World Englishes are used?
4.
To what extent do the materials provide opportunities for
meaningful use of World Englishes?
5.
To what extent do the materials provide opportunities for the
learners to gain feedback on the effectiveness of their use of World
Englishes?
6.
To what extent are the materials likely to sustain positive impact
toward mutual intelligibility and mutual understanding of WEs?
7.
To what extent do the materials help the learners to make use of the
English-speaking environment in the era of World Englishes outside
the classroom?
8.
To what extent do the materials help the learners to operate
effectively in the English-speaking environment in the era of World
Englishes outside the classroom?
9.
To what extent do the materials provide opportunities for cultural
awareness in the learners’ multilingualism?
10.
In which circle do the materials belong to according to the three
concentric circles?
28