DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Ed

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING
MATERIALS BY USING LITERATURE TEXTS
FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

A Thesis

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

By
Theresia Vina Indriyani
Student Number: 041214023

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

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING
MATERIALS BY USING LITERATURE TEXTS
FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

A Thesis

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

By
Theresia Vina Indriyani
Student Number: 041214023

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Thesis on

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING
MATERIALS BY USING LITERATURE TEXTS
FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

By
Theresia Vina Indriyani
Student Number: 041214023

Approved by:

Dr. Retno Muljani, M.Pd.
Sponsor

23 January 2009

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING
MATERIALS BY USING LITERATURE TEXTS
FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

By
Theresia Vina Indriyani
Student Number: 041214023

Defended before the Board of Examiners
on 5 February 2009

and Declared Acceptable

Board of Examiners

Chairperson

: A. Hardi Prasetyo, S.Pd., M.A.

Secretary

: Made Frida Yulia, S.Pd., M.Pd.

Member

: Dr. Retno Muljani, M.Pd.

Member

: Yohana Veniranda, S.Pd., M.Hum.

Member

: Made Frida Yulia, S.Pd., M.Pd.

_

Yogyakarta, 5 February 2009
Faculty of Teachers Training and Education
Sanata Dharma University
Dean,

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 23 January 2009
The Writer

Theresia Vina Indriyani
041214023

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Theresia Vina Indriyani

Nomor Mahasiswa

: 041214023

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

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING
MATERIALS BY USING LITERATURE TEXTS
FOR XI GRADE STUDENTS OF SMA N 3 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 saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 28 Februari 2009

Yang menyatakan,

Theresia Vina Indriyani

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Ca use I’m a yo ung he a rt living
in a wo rld fille d with lo ve ,
so whe n te a r dro ps fa ll fro m me
like ra in fro m a bo ve ,
I c a n brush my tro uble s a wa y,
kno w tha t de e p do wn inside ,
I g o t sun shining in my life .
I’m c a ug ht living in a wo rld fille d with lo ve ,
so whe n te a r dro ps fa ll fro m me
like ra in fro m a bo ve ,
I c a n brush my tro uble s a wa y,
kno w tha t de e p do wn inside ,

I g o t sun shining in my life .
Cra ig Da vid –Wo rld Fille d With Lo ve -

Fo r me , myse lf, a nd I
Fo r tho se who m I lo ve
Fo r tho se who lo ve me the wa y I a m…

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ACKNOWLEDGEMENTS

First and foremost, I would like to express my gratitude to my Lord, Jesus
Christ for His helps, mercy, blessings, guidance, and friendships so that I was
able to finish my thesis. He always makes everything right and possible when I
feel everything is going wrong and distressed.
Next, I would like to address my sincere gratitude to my sponsor, Dr.
Retno Muljani, M.Pd. for her willingness to share her knowledge and expertise.
She has been great in her invaluable supports, criticism, and suggestions to my

thesis. In addition, I am very grateful to Mrs. Laurentia Sumarni, S.Pd., Mrs.
Caecilia Tutyandari, S.Pd., M.Pd., and Mr. Muh. Shofyan Tsauri Lalu, S.Pd.,
M.Pd. for willingly spending their time evaluating my designed materials and
proofreading my thesis.
I warmly thank the English teachers of SMA N 3 Yogyakarta, Ms. Cherry
Antiek, S.Pd. and Mrs. Sri Lestari, S.Pd. for their help, kindness, guidance, and
suggestions to my designed materials.
I am deeply grateful to all lecturers of the English Language Education
Study Program of Sanata Dharma University for their guidance, dedication, and
knowledge they have shared for the past four years. I am very grateful to Mr.
Markus Budi Raharjo, S.Pd., M.Ed. for the inspiration of this thesis. I also
thank Mbak Danik and Mbak Tari for their countless service and help during
my study.

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I wish to thank all my classmates for willingly sharing the joy and spirit
during my study in this university. I warmly thank the following for their help in

accomplishing my thesis: Agustina Budi Pratiwi, Elisabeth Aditya, Agnes
Nora E.W., and Chrysogonus Siddha M.
I am very grateful to my Mom for her irreplaceable love, care, support,
patience, and guidance. She teaches me and inspires me not to give up easily. I
deeply thank my Dad, mbak Nining, pak Mono, mbak Evy, mas Budi, and my
little sister Visi for their love, patience, advice, and support in accomplishing my
thesis. They always brighten my days. I also thank Lee, Icha, Mita, and Riri for
their friendships through years passing pains, laughs, and tears. In addition, I
warmly thank Nunu for his love and encouraging me to be a better person.
Lastly, I would like to apologize if I have inadvertently omitted anyone to
whom the appreciation is due.

Theresia Vina Indriyani

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TABLE OF CONTENTS

TITLE PAGE ..................................................................................................

i

APPROVAL PAGES ......................................................................................

ii

STATEMENT OF WORK’S ORIGINALITY .............................................

iv

DEDICATION PAGE .....................................................................................

vi

ACKNOWLEDGEMENTS ............................................................................ vii
TABLE OF CONTENTS ................................................................................

ix

LIST OF TABLES .......................................................................................... xiv
LIST OF FIGURES ........................................................................................ xv
LIST OF APPENDICES ................................................................................ xvi
ABSTRACT ..................................................................................................... xvii
ABSTRAK ......................................................................................................... xviii

CHAPTER I. INTRODUCTION

1

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

1

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

6

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

7

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

7

E. Objectives of the Study ......................................................................

7

F. Benefits of the Study ..........................................................................

8

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

8

1. Instructional Design .....................................................................

9

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2. Materials .......................................................................................

9

3. Listening ....................................................................................... 10
4. Literature ...................................................................................... 10

CHAPTER II. REVIEW OF RELATED LITERATURE

11

A. Theoretical Description ...................................................................... 11
1. Listening ....................................................................................... 11
a. The Nature of Listening ......................................................... 11
b. The Principles for Teaching Listening ................................... 12
c. Types of Classroom Listening Performance .......................... 14
d. Listening Tasks ...................................................................... 15
2. Literature ...................................................................................... 18
a. Literature in KTSP or School Based Curriculum (SBC) ....... 18
b. Literature in CIE .................................................................... 19
c. Literature in Language Teaching ........................................... 20
3. Instructional Design ..................................................................... 21
4. Content Based Instruction ............................................................ 24
a. The Nature of Content Based Instruction ............................... 24
b. The Principles of Content Based Instruction ......................... 25
c. Types of Classroom Activities in Content Based
Instruction .............................................................................. 27
d. Teaching Listening by Using Literature Based on Content
Based Instruction .................................................................... 28

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5. Materials Development ................................................................ 29
a. Materials Adaptation .............................................................. 30
b. Principles of Materials Adaptation ......................................... 30
c. Techniques for Materials Adaptation ..................................... 30
6. Integrated Materials and Focus on Listening ............................... 31
7. Syllabus ........................................................................................ 32
8. Eleventh Grade Characteristics .................................................... 33
B. Theoretical Framework ...................................................................... 35

CHAPTER III. METHODOLOGY

39

A. Research Method ................................................................................ 39
B. Research Participants ......................................................................... 46
1. The Eleventh Grade English Teachers of SMA N 3
Yogyakarta ................................................................................... 46
2. The Students of XI Science 1 Class of SMA N 3 Yogyakarta .. 46
3. The Lecturers of English Language Education Study Program ... 47
C. Research Setting ................................................................................. 47
D. Research Instruments ......................................................................... 47
1. Interview ...................................................................................... 47
2. Questionnaire ............................................................................... 48
E. Data Gathering Technique ................................................................. 52
F. Data Analysis Technique ................................................................... 52
G. Research Procedures .......................................................................... 53

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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

55

A. The Step of Designing the Set of English Instructional Materials
by Using Literature Texts .................................................................. 55
1. Research and Information Collecting ........................................... 55
2. Planning ....................................................................................... 59
a. Formulating Goal, General Purposes, and Topics ................. 59
b. Formulating General Objectives and Specific Objectives ..... 61
3. Developing Preliminary Form of Product .................................... 66
a. Choosing Appropriate Subject Content ................................. 66
b. Designing Materials ............................................................... 67
4. Preliminary Field-testing .............................................................. 69
a. Expert Validation .................................................................... 70
b. Materials Try Out.................................................................... 75
5. Main Product Revision ................................................................. 81
B. The Presentation of the Designed Materials ..................................... 83

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

88

A. Conclusions ........................................................................................ 88
B. Suggestions ........................................................................................ 90
1. For English Teachers of SMA N 3 Yogyakarta ........................... 90
2. For Material Developers .............................................................. 91
3. For Future Researchers ................................................................ 91

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REFERENCES ................................................................................................ 92
APPENDICES ................................................................................................. 95

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LIST OF TABLES

Table 3.1 : Product Specification .................................................................... 44
Table 3.2 : The Writer’s Data Collection ....................................................... 50
Table 3.3 : The Writer’s Data Gathering Technique ...................................... 52
Table 4.1 : The Results of Teacher Interviews ............................................... 56
Table 4.2 : The Results of Need Questionnaires ............................................ 57
Table 4.3 : The Lists of Topics ....................................................................... 60
Table 4.4 : Table of General Objectives and Specific Objectives .................. 61
Table 4.5 : Topics and Indicators in the Preliminary Designed Materials ..... 63
Table 4.6 : The List of Subject Contents ....................................................... 66
Table 4.7 : Results of Expert Validation Interviews ...................................... 70
Table 4.8 : Students’ Responses in Evaluation Questionnaires
(in percentage) .............................................................................. 76
Table 4.9 : Teachers’ Responses in Evaluation Questionnaires
(in percentage) .............................................................................. 78
Table 4.10 : Presentation of the Final Designed Materials .............................. 83

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LIST OF FIGURES

Figure 2.1 : The Diagram of Kemp’s Model (Kemp, 1977: 9) ....................... 23
Figure 2.2 : The Writer’s Theoretical Framework Chart ................................. 38
Figure 3.1 : The Writer’s R & D Adopted Cycle Elaborated
with Kemp’s Adapted Model ....................................................... 45

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LIST OF APPENDICES

Appendix 1 : Letters of Permission ................................................................ 95
Appendix 2 : Needs Survey Interview Guideline ........................................... 97
Appendix 3 : Needs Survey Interview Transcript ........................................... 98
Appendix 4 : Needs Survey Questionnaire ..................................................... 100
Appendix 5 : Interview Guideline for Expert Validation ............................... 103
Appendix 6 : Evaluation Questionnaire for Teachers ..................................... 104
Appendix 7 : Evaluation Questionnaire for Students ...................................... 106
Appendix 8 : Overview of the Designed Set of the Materials ........................ 108
Appendix 9 : Syllabus and Lesson Plans ........................................................ 111
Appendix 10 : Presentation of the Designed Set of the Materials .................... 135

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ABSTRACT

Indriyani, Theresia Vina. 2009. Designing a Set of English Instructional Listening
Materials by Using Literature Texts for XI Grade Students of SMA N 3
Yogyakarta. Yogyakarta : English Language Education Study Program, Sanata
Dharma University.
Listening is one of the important skills for learners to be developed.
Unfortunately, listening seems to be the most neglected skill among others,
particularly in SMA N 3 Yogyakarta. The neglected listening might be caused by
the difficulties in developing interesting listening materials and techniques, and
the lack of facilities. In terms of listening material techniques, literature is one of
the materials that is difficult to be developed by the teachers since it is newly
introduced.
Considering the problems, this study is then aimed at designing a set of
English instructional listening materials by using literature texts for XI grade
students of SMA N 3 Yogyakarta. There were two questions formulated in the
problem formulation, namely, (1) how is a set of listening materials by using
literature texts for XI grade students in SMA N 3 Yogyakarta designed? and (2)
what does a set of listening materials by using literature texts look like?
To address the first question, the writer employed the adaptation of
Kemp’s instructional design model combined with R&D model. There were seven
instructional design steps employed in this study i.e. (1) identifying learners’
characteristics, (2) formulating goals and general purposes, (3) formulating
general objectives and specific objectives, (4) choosing appropriate subject
contents, (5) designing materials, (6) evaluating designed materials, and (7)
changing to improve.
In this study, needs survey was conducted as the basis to develop the
materials. After creating the materials, the evaluation of the designed materials
was conducted through expert validation and evaluation questionnaires. Once
being revised, the writer applied four units of the designed materials. The data
showed that the results of the evaluation questionnaires mostly reached 80% in the
range of agree and strongly agree. The results of expert validation revealed that
the designed materials were quite interesting, applicable and acceptable.
Nevertheless, some parts still needed to be revised related to the topics
arrangements, recorded materials, the layout, and material instructions.
The presentation of the final version of the designed set of the materials
served as the answer to the second question. The designed set of the materials
consists of eight units, namely, Song Appreciation, Short Story “The Adventure of
Tom Sawyer”, Short Story “Robin Hood”, Watching Movie “Perfume”Introduction to Prose, Watching Movie “The Hours”, Introduction to Poem
“Ozymandiaz”, Poem “The Rainbow”, and Poem “There Will Come Soft Rain”.
Each unit of the design is divided into three sections i.e. Warming Up, Listening
and Discussion, and Review.

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ABSTRAK

Indriyani, Theresia Vina. 2009. Designing a Set of English Instructional Listening
Materials by Using Literature Texts for XI Grade Students of SMA N 3
Yogyakarta. Yogyakarta : Program Studi Pendidikan Bahasa Inggris , Universitas
Sanata Dharma.
Mendengarkan adalah salah satu kemampuan yang penting untuk
dikembangkan. Sayangnya, mendengarkan merupakan kemampuan yang paling
diabaikan dibandingkan yang lain, khususnya di SMA N 3 Yogyakarta. Hal ini
disebabkan oleh kesulitan dalam mengembangkan materi dan teknik
mendengarkan yang menarik, dan kurangnya fasilitas. Dalam teknik penyusunan
materi, salah satu materi yang sulit untuk dikembangkan adalah literatur karena
baru diperkenalkan.
Penelitian ini bertujuan untuk mengembangkan seperangkat materi
mendengarkan dengan mengunakan teks literatur untuk siswa kelas XI SMA N 3
Yogyakarta. Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan
masalah yaitu (1) bagaimanakah seperangkat materi mendengarkan dengan
menggunakan teks literatur untuk siswa kelas XI SMA N 3 Yogyakarta
dirancang? dan (2) bagaimanakah penyajian materi mendengarkan dengan
menggunakan teks literatur yang telah disusun tersebut?.
Untuk menjawab pertanyaan yang pertama dalam perumusan masalah,
penulis menerapkan adaptasi model perancangan instruksional yang
dikembangkan oleh Kemp yang dikombinasikan dengan model R&D. Terdapat
tuju langkah perancangan instruksional dalam penelitian ini. Langkah-langkah
tersebut adalah (1) Pengidentifikasian karakteristik dan kebutuhan siswa, (2)
Perumusan tujuan umum dan maksud umum, (3) Perumusan sasaran umum dan
sasaran khusus, (4) Pemilihan sumber pembelajaran, (5) Pengembangan materi,
(6) Pengevaluasian materi, (7) Perbaikan materi.
Dalam penelitian ini, survey kebutuhan dilakukan sebagai dasar untuk
mengembangkan. Setelah mendesain materi, evaluasi materi kemudian
dilaksanakan melalui penyebaran kuesioner evaluasi dan selanjutnya mengadakan
validasi ahli. Setelah merevisi materi, penulis menerapkan empat unit dari
rancangan materi. Data menunjukkan bahwa hasil dari kuesioner evaluasi
kebanyakan mencapai 80% dikisaran pernyataan setuju dan sangat setuju. Dapat
disimpulkan dari hasil validasi ahli bahwa rancangan materi cukup menarik, dapat
diterapkan dan diterima. Walaupun begitu beberapa bagian masih perlu diperbaiki
berkaitan dengan penyusunan topik, rekaman materi, tampilan, dan instruksi.
Untuk menjawab pertanyaan yang kedua, penulis menyajikan hasil akhir
dari materi yang dirancang dalam 8 unit, yaitu, Song Appreciation, Short Story
“The Adventure of Tom Sawyer”, Short Story “Robin Hood”, Watching Movie
“Perfume”-Introduction to Prose, Watching Movie “The Hours”, Introduction to
Poem “Ozymandiaz”, Poem “The Rainbow”, dan Poem “There Will Come Soft
Rain”. Masing-masing unit dibagi menjadi 3 bagian utama yaitu Warming Up,
Listening and Discussion, dan Review.

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CHAPTER I
INTRODUCTION

A. Research Background
English has been widely used as a main language or ‘lingua franca’ in
international communication today. It is used in the fields of education, social,
economic, culture, politic, and many more (Harmer, 1991: 1). That is why in
Indonesia, English becomes an essential learning subject. According to the Peraturan
Menteri Pendidikan Nasional Nomor 22 Tahun 2006 (Peraturan Menteri, 2006: 9),
English has become one of the main school subjects which is taught from Junior High
School level.
The Department of National Education started to apply a new curriculum
namely the School Based Curriculum (SBC) or Kurikulum Tingkat Satuan
Pendidikan (KTSP) in 2006. SBC only provides a main teaching guideline and
requires every school to develop its own curriculum based on it in every subject
including English. In English subject, the learning materials are divided into some
basic topics like analytical exposition, recount, procedure, report, hortatory
exposition, and narrative. English subject is taught by covering four skills; speaking,
listening, reading, and writing (Pusat Kurikulum, 2008).
Listening, as one of the four skills, is an active and purposeful process of
making sense of what we hear. Language skills are categorized as receptive or

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2

productive. Speaking and writing are productive skills; on the other side, listening
and reading are receptive skills. In listening, people are required to comprehend the
incoming information by processing what they hear and connecting it to their
schemata or previous information they have already known (Nunan, 2003: 24).
“The importance of listening in language learning can
hardly be overestimated. Through reception, we
interealize linguistic information without which we could
not produce language. In classroom, students always do
more listening than speaking. Listening competence is
universally ‘larger’ than speaking competence.” (Brown,
2001 : 247)
Listening is also important because the process of listening is more than
merely hearing words. Listening is an active process by which students receive,
construct meaning from, and respond to spoken and or nonverbal messages (Emmert,
1994: 51 (6)). The statement is strengthened by Brown (2001: 249) that stated
listening is not only one way process but it is also a continuous process from
receiving information until finally giving response to the information involving a
complicated process by brain. Students usually do listening first to obtain information
before they are able to respond to the given information.
Unfortunately, listening seems to be the most neglected skills among others,
as stated in the following quotation:
“One might assume, then, that the development of
listening skills gets considerable attention in our
schools; but that does not appear to be the case. BurleyAllen (1982) found the classroom emphasis on
language modes to be inversely related to the time
people use them: students get 12 years of formal
training in writing, 6-8 years in reading, 1-2 years in

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3

speaking, and from 0-1/2 year in listening.” (Digest,
1988)
The neglected listening may be caused by the difficulties in developing interesting
listening materials and techniques, and the lack of facilities such as language
laboratory to support listening activities (RSI, 2005).
One of the difficulties with listening materials for teachers and learners is that
the design of listening exercises is not always fully thought through. Good materials
should be clear and cover all information needed to both students and teachers. In
addition, good materials are those covering the pre-listening, whilst, and postlistening activities that can be completed in reasonable time. Listening needs to be
clearly defined, carefully managed, interesting, and quite short in order to develop
listening activities into many lessons. Unfortunately, not all listening materials take
full account of these constraints with the inevitable result that is not withstanding
many teachers’ best effort. In practice, therefore, most people who prepare listening
materials have realized that it is not just the format or the structure of the text and
task, but also the lack of interest that their content actually generates among learners
(Spolsky, 2001: 639-644).
In terms of listening material technique, literature is one of the materials that
is difficult to develop by the teachers since it is newly introduced. Narrative is used to
teach listening by using literature in SBC because narrative provides an organization
borrowed from literature i.e. the plot, language and thought (cognitive reflection and
understanding), and life events (Garaway, 1996). Narrative in SBC is taught usually

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4

in the form of short story that describes a sequence of fictional or non-fictional
events. Up to now, teachers just use narrative to complete the requirements in SBC
without considering the importance of learning literature and pleasure. They just give
the students narrative texts through reading. As a result, students get bored. The
students have no interest in learning literature even though literature is important to
develop students’ ability in understanding English language.
“Literature is a social experience and is especially
rewarding when shared with others. Literature gives
students the opportunity to read for pleasure, and students
will surely enjoy the story for its own sake. It is the
enjoyment that makes literature study so valuable in an
English class, for literature is the stuff upon which
language skills can be built. Using literature, teachers
have the added benefit of capitalizing on the interest
generated from the story to teach not only about reading
and language arts, but about history, social issues, and
human behaviour.” (Balance Publishing Company, 1994)

Through literature, students learn not only the rules but also the style and
culture because literature is taken from every day’s life or is creative production from
every day’s life. Since teaching literature is important, it is necessary for teachers to
teach literature in such a way to motivate students in learning it so that the students
not only obtain more understanding and knowledge in literature, but also get pleasure
and enjoyment in learning it.
Accordingly, considering the problems and the importance of listening skill
and literature materials, this study aims to design the appropriate and interesting way
to develop a set of instructional listening materials by using literature texts for XI

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5

grade of SMA. SMA students are selected considering their better ability and
experiences in English subjects that enable them to explore more knowledge
especially in listening and literature.
The focus of the study is on designing a set of English Instructional materials
by using literature texts and it is conducted for XI grade of SMA N 3 Yogyakarta.
There are two reasons why the study is conducted in SMA N 3. First, based on the
interview with teachers on March 7th 2008, listening skill is taught in small portion in
the SMA. That is because in the past, the teachers mainly focused on grammar and
structure. However, since SMA 3 is one of the reputable SMA in Yogyakarta, the
school wants to improve the students’ English ability by having speaking and
listening class program. To support the program, the school provides multimedia and
language laboratory. Based on this reason, the writer sees possibilities to conduct
research on listening in SMA N 3. The writer can provide more listening materials to
the students through the supporting facilities and use the facilities to conduct listening
activities.
The second reason why the focus of the study is SMA N 3 is that, as the
central learning of University of Cambridge, SMA N 3 applies both SBC and the
Cambridge curriculum called Cambridge International Examination or CIE in
Advance level or A Level.
“International A Level is recognised worldwide as a
requirement for entry into higher education. Study and
examination at A Level give students
in-depth
knowledge and lifelong skills that prepare them for

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6

success in higher education and employment.” (University
of Cambridge International Examination, 2008)
Implementing CIE, SMA N 3 Yogyakarta requires their students to know and
learn about literature. Yet, the students who prefer to continue their studies abroad are
required to take the A level certificate. To complete the A level and get the A level
certificate, the students have to pass a test. In the test, literature is clearly stated as
one of the materials to be tested. In this study, SMA N 3 Yogyakarta becomes the
focus of the study because besides implementing SBC, it also implements CIE which
requires their students to learn and know about literature.
Based on the data gathered by conducting interviews and distributing need
analysis questionnaires to the teachers and the students, the writer found the difficulty
in learning listening and literature. The difficulty is that the students have not
accustomed in learning listening and literature because they are newly introduced. As
the result, the students demand interesting materials and activities to learn listening
and literature. In this case, they want to learn literature not only by reading or by
writing but also mainly through listening activities such as, watching movies, song,
and discussion.

B. Problem Identification
Based on the elaboration above, the writer identifies two problems in the
study. First, English teachers have difficulties in developing interesting listening
materials and techniques. Second, the students have low interest in learning literature

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7

if it is only conducted by reading and writing. Therefore, the study focuses on
designing listening materials by using literature texts so that in learning English the
students get both the knowledge and the enjoyment in learning literature.

C. Problem Formulation
The thesis addresses the following problems:
1. How is a set of listening materials by using literature texts for XI grade
students in SMAN 3 Yogyakarta designed?
2. What does a set of listening materials by using literature texts look like?

D. Problem Limitation
Referring back to the problems formulation, the writer would like to limit the
study in designing the activity of a set of instructional listening materials by using
literature texts for XI grade students in SMAN 3 Yogyakarta. The set of instructional
listening materials will be developed based on literature in the SBC and CIE.

E. Objectives of the Study
The objectives of the study are specified as follows:
1. To design a set of listening instructional materials by using literature texts for
XI grade students in SMAN 3 Yogyakarta.
2. To present a set of listening instructional materials by using literature texts for
XI grade students in SMAN 3 Yogyakarta.

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8

F. Benefits of the Study
This study is expected to bring benefits for students, teacher, and other
material researchers.
1. For Students
The writer expects that the designed materials enriched with literature
materials will be beneficial for the XI grade students especially in developing
listening abilities.
2. For Teachers
The teachers could have alternative materials to develop the listening skills of
the students. The materials will help the teachers not only to teach student in
understandable and interesting ways, but also to motivate students in learning
literature.
3. For Other Material Researchers
The writer expects that the result of this study will be beneficial for the other
material researchers in giving contribution to enrich materials collection
especially in listening materials. The study could be used as one of the sources
or references for further research.

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9

G. Definition of Terms
The definition of terms will discuss about instructional design, materials,
listening, and literature.

1. Instructional Design
Instructional Design is the systematic development of instructional
specifications using learning and instructional theory to ensure the quality of
instruction. It is the entire process of analysis of learning needs and goals and the
development of a delivery system to meet those needs. It includes development of
instructional materials and activities; and tryout and evaluation of all instruction and
learner activities (Srinivas, 2008). In this study, the term instuctional design is
defined as the process of analyzing needs and goals and developing materials and
activity in a practical way to help both teachers and learners in the process of
transfering knowledge effectively.
2. Materials
Materials are defined as any systematic description of the techniques and
exercises to be used in classroom teaching. Such definition is broad enough to
encompass lesson plan and yet can accommodate books, packets of audiovisual aids,
games, of any of the other myriad types of activities that go on in language classroom
(Brown, 1995: 139). The materials should be described and organized well in order
to avoid confusion in handling the lesson content in classroom. In this study, the term

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10

materials is defined as all topics, technique, activities, and exercises to be used and
arranged in classroom teaching in systematic ways.
3. Listening
Listening is an active and purposeful process of making sense of what we
hear. (Nunan, 2003: 24). In this study, the term listening is defined as a process of
understanding what we hear actively and purposely.
4. Literature Texts
Literature is literally "acquaintance with letters" as in the first sense given in
the Oxford English Dictionary (from the Latin littera meaning "an individual written
character (letter)"). The term has generally come to identify a collection of texts or
works of art, which in Western culture are mainly prose, both fiction and non-fiction,
drama and poetry (Annonymous, 2008b). In this study, literature texts are defined as
a collection of texts or works of art, which is mainly prose, both fiction and nonfiction, drama and poetry.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE

A. Theoretical Description
This chapter presents some meaningful reviews from many sources to help
developing the writing process of the thesis and dealing with the study conducted.
This chapter will include first, listening, literature, the review of instructional design,
CBI, material development, syllabus, and students’ characteristic. Second is the
theoretical framework of the study.

1. Listening
a. The Nature of Listening
Listening, as one among other skills, is an active and purposeful process of
making sense of what we hear. Language skills are often categorized with as
receptive or productive. Speaking and writing are productive skills, whereas listening
and reading are receptive skills. Listening and reading require a person to receive and
understand incoming information (input). While people do listening, they process not
only what they hear but also connect it to their previous information they have
already known (Nunan, 2003 : 24).
Listening is vital in the language classroom because it provides input for the
learner. Without understanding input at the right level, any learning simply cannot
begin (Rost, 1994). Listening is a vital skill, because in listening, students get

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12

information more in studying things. Without comprehending it, they simply cannot
understand what they have learned.
b. The Principles for Teaching Listening
There are five principles for teaching listening as stated by Nunan (2003: 26-35) as
follows:
1) Expose students to different ways of processing information: bottom-up and topdown
Successful listening involves information encoded in the messages we hear
combined with a broader knowledge of the world. This process involves two types of
listening, top-down and bottom-up (Nunan, 1989a). The two strategies can be used
together or separately.

“Bottom-up refers to process by which sounds are used
to build up increasingly larger units of information such
as words, phrases, clusters, and sentences before input is
understood…Top- down processing is used to refer to
this application of background knowledge for facilitating
and enhancing comprehension” Goh (2002: 5-6)
According to Eysenck (Goh, 2002 : 6), it is generally believed now that both
top-down and bottom-up processing occur at the same time in what is known as
parallel processing, In some instances, one type of processing might take precedence
over the other, depending on the amount of practice an individual has had on a
particular task.

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13

2) Expose students to different types of listening
There are three types of listening as stated by Nunan (2003: 30-31) as follows:
a) Listening for specific information
This type usually includes getting information as names, time, specific
language forms, etc.
b) Global or gist listening
This type often involves tasks such as identifying main ideas, noting a
sequence of events, and so forth.
c) Inference or listening between the lines
This is listening for meaning that is implied but not stated directly. In the
other hand, students have to look for the hidden meaning or implied meaning
behind the sentence.
d) Teach a variety of tasks
Students need to work with a variety of tasks since they need experience with
different types of listening texts (Nunan, 2003: 31).
e) Consider text, difficulty, and authenticity
According to Nunan (2003: 32), the text itself determines how easy or
difficult something is to understand. Spoken language is more redundant, full
of false starts, rephrasing, and elaborations if compared to written language.
f) Teach listening strategies
There are three listening strategies, i.e., cognitive, metacognitive, and socialaffective strategies. Cognitive: a process of interpreting, storing, and recalling

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14

information

Metacognitive:

cover

managing

and

facilitating

mental

processing, coping with difficulties during listening Social-affective strategies
include comprehension evaluation, checking interpretation for accuracy,
completeness and acceptability for listening (Goh, 2002: 7). The example of
cognitive strategy is through visualisation and the example of metacognitive
strategy is pre-listening activity.
Rost (2002: 155) as cited in Nunan (2003) identifies strategies that are used by
successful listeners as follows:
a) Predicting: thinking about what they will hear.
b) Inferring: listening between the lines.
c) Monitoring: noticing what they do and do not understand.
d) Clarifying: asking questions and give feedback to the speaker.
e) Responding: reacting to what they hear.
f) Evaluating: checking on how well they have understood.
c. Types of Classroom Listening Performance
Types of classroom listening performance means what the students do in
listening technique. According to Brown (2002 : 255-258), there are six types of
classroom listening performance :
1) Reactive

: repeating the passage, the key word or number.

2) Intensive

: focusing on the components like phoneme, words, intonation,
etc.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15

3) Responsive

: Eliciting short stretches of teacher language designed
immediate responses, such as questioning how are you, what
was the word you said, etc.

4) Selective

: Scanning for certain information

5) Extensive

: Invoking interactive skills like note taking and discussion for
full comprehension.

6) Interactive

: actively participating in discussion, debate, conversation, etc.

The students listening performance must be intricately integrated with
speaking or other skills in authentic give and take of communicative interchange
as stated in (Brown, 2002: 260):
“But in a communicative interactive context, you do not
want to dwell to heavily on the bottom up, for to do so
many hamper the development of a learner’s allimportant automatically in processing speech.”
d. Listening Tasks
According to Goh (2002: 12), there are two kinds of listening tasks. They are
one-way listening tasks and two-way (interactional) tasks. As stated by Goh (2002:
13), one-way listening tasks involve students only in listening and responding
through different ways to achieve outcomes. It is concerned mainly with obtaining
information and knowledge. According to Goh (2002: 14), there are ten types of oneway listening task as follows:
1) Restoration
Includes omitted words or phrases, delete extra information.

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16

2) Reconstruction
Involves creating original message with words heard or noted down.
3) Comparison
Includes comparing information of a similar nature for similarities and
differences.
4) Prediction
Includes extending contents based on clues from part of the text.
5) Sorting
Involves sequencing, ranking, and categorising items.
6) Elaboration
Includes elaborating using numbers, words, and pictures.
7) Evaluation
Includes identifying inconsistencies and contradictions, and rank information.
8) Jigsaw
Includes creating a whole text from different parts.
9) Matching
Includes matching information from listening to pictures or written texts.
10) Problem-solving
Conducting by offering solution to real-life problems.

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17

Next, there are five types of two-way (interactional) listening tasks (Goh,
2002: 21). They are as follows:
1) Creative dictation
Includes dictating to each other to complete a text.
2) Description
Includes sequencing, reproducing, or completing pictures or diagrams.
3) Simulation
Includes listening to and expressing opinion in simulated situations.
4) Discussion
Includes listening to and expressing opinion on specified topics.
5) Presentation
Includes listening and responding to formal and informal presentations.

According to Goh (2002: 27) and Pekin, it is important for teacher to involve
the students actively in listening tasks. There are some points to consider in
developing lessons in listening comprehension tasks, namely, pre-listening, during
listening, and-post listening.
1) Pre Listening
This activity aims to activate the student’s background of knowledge. There
are two categories of pre-listening. First, language-oriented that focuses on
building specific words or type of language. This activity facilitates bottomup process. Second, knowledge-oriented that focuses on acquire relevant types

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18

of knowledge. This activity facilitates top-down process. Kind of activities
used in pre- listening are: brainstorming, mind-mapping, having discussion,
conducting games, guiding questions, using pictures, creating questions,
predicting, eliminating, skimming, and quick-writing.
2) During Listening
In this activity, the students are encouraged to develop their ability in
understanding the passages. In this activity, the teacher can facilitate the
students with visual images, details, or descriptive.
3) Post-Listening
The students need to review and give response to what they have learnt.
Through this activity, the teacher can monitor the students’ achievements in
learning process. In this activity, the students are possibly helped to practice
other language skills (speaking, reading, writing), examine and reinforce
language points (e.g. grammar, vocabulary), personalise contents of the
listening materials (in literary texts), and acquire further content knowledge
related to the topic of the listening material.

2. Literature
a. Literature in KTSP or School Based Curriculum (SBC)
Since the learning activities are designed for SMA grade XI, according to
SBC, there are some competencies need to be noticed in the curriculum.

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Standard Competence in Listening for first and second semester:
Understanding meanings in short functional and monologue texts in form of
narrative, spoof and hortatory exposition.
Basic Competence in Listening for first and second semester:
1) Understanding meanings in formal and informal short functional texts using
oral language accurately and fluently in daily contexts.
2) Responding meanings in monologue texts in form of narrative, spoof and
hortatory exposition using oral language accurately and fluently in daily
contexts.

In the XI grade as written above, literature is not mentioned specifically as a
topic to be learned in curriculum. Instead, narrative is one topic to be learnt and
narrative in SMA and it is usually taught using short stories as a branch of literature.
So, actually, in SBC, literature is taught in SMA through narrative.
b. Literature in CIE (Cambridge International Examination)
Literature in CIE is stated in the CIE syllabus development. In the syllabus,
the branch of literature being learnt is short story, poem, song appreciation, and
drama. (University of Cambridge International Examination Syllabus 9596, 2009).
Aim in A level :
An appreciation of and an informed personal response to literature in English in a
range of text s in different forms, and from different period and culture.

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20

Objectives in A level :
1) Responding texts in the three main forms (Prose, Poetry and Drama) of
different types and from different cultures.
2) Understanding of the ways in which writers’ choices of form, structure and
language shape meanings.
3) Producing informed independent opinions and judgments on literary texts.
4) Appreciating and discussing varying opinions of literary works.
c. Literature in Language Teaching
The study of a language can be completed without a proper appreciation of the
literatures in that language (Chatodayay, 1983: 37). Therefore, if the students are
hoped to master or fluent in a language, they should learn literature. That is because
by learning literatures students can understand the vocabulary items and the sty