A Thesis on DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON THE COMPETENCY BASED CURRICULUM By SHERLY DIAN PUSPITA Student Number: 981214038

  

DESIGNING A SET OF ENGLISH INSTRUCTIONAL

LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS

OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON

THE COMPETENCY BASED CURRICULUM

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

  By: Sherly Dian Puspita

  Student number : 981214038

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE TEACHING AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

A Thesis on

DESIGNING A SET OF ENGLISH INSTRUCTIONAL

LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS

OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON

THE COMPETENCY BASED CURRICULUM

  By

  

SHERLY DIAN PUSPITA

Student Number: 981214038

  Approved by: Drs. J.B. Gunawan, M.A.

  January 12, 2004

   Major sponsor

Ch. Lhaksmita Anandari, S.Pd. January 12, 2004

Co - sponsor

  

A Thesis on

DESIGNING A SET OF ENGLISH INSTRUCTIONAL

LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS

OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON

THE COMPETENCY BASED CURRICULUM

  

Prepared and Presented by

SHERLY DIAN PUSPITA

Student Number: 981214038

Defended before the Board of Examiners

on January 27, 2004

and Declared Acceptable

Board of Examiners

Chairman : Dr. A.M. Slamet Soewandi, M.Pd.

  Secretary : Drs. P.G. Purba, M.Pd. Member : Drs. J.B. Gunawan, M.A. Member : Henny Herawati, S.Pd., M.Hum. Member : C. Tutyandari, S.Pd., M.Pd. Yogyakarta, January 27, 2004 Faculty of Teachers Training and Education Sanata Dharma University Dean, Dr. A.M. Slamet Soewandi, M.Pd.

  I ASK FOR … I asked for strength, and God gave me difficulties to make me strong.

  I asked for wisdom, and God gave me new problems to learn to solve.

  I asked for property, and God gave me brain and brawn to work.

  I asked for courage, and God gave me danger to overcome.

  I asked for love, and God gave me difficult people to deal with.

  I asked for favours, and God gave me opportunities.

  I received nothing I wanted… but I receive everything I needed.

  My prayer has been answered.

  Source: Anonymous

  With the great of love, I dedicate this thesis to: The Holy God and Holy Mary, for giving me everything I needed My amazing family, for the everlasting love My lovely friends, for coloring my life

  

Statement of Work’s Originality

  I honestly declare that the thesis I wrote does not contain the works or parts of the works of other people, except cited in the quotations and bibliography, as a scientific paper should.

  Yogyakarta, January 12, 2004 The writer,

  Sherly Dian Puspita

  

ACKNOWLEDGEMENTS

  First of all, I would like to thank Jesus Christ for His marvelous grace, everlasting love, blessing and guidance throughout the completion of this thesis. I also thank Blessed Virgin Mary for giving me everything I needed. Without Her kindness, beauty, and strength I could not have passed the very hard days during the writing of this thesis.

  I am particularly indebted to Drs. J. B. Gunawan, M.A., as my major sponsor, and Ch. Lhaksmita Anandari, S.Pd., as my co-sponsor, for always willing to help me. This thesis could not have been finished without their guidance, patience, advice, criticism, correction, and encouragement.

  My greatest gratitude goes to my respected father and my beloved mother, who have always taken care of me, given me love, attention, spirit and prayer. I thank them for their protection and support, both spiritually and financially. They also have shown me that life is full of struggle and I should fight by myself for my own future. I would like to let them know that I love them very much with my own ways.

  My sincere thanks go to my elder sisters and brothers, Elizabeth Ervina, Didik, Lucy Febri Saptani, Donny Santoso and to my fiancé, Adrianus David. I thank them for their support, attention, love and care during their busy time. For David, I thank him for his entertainment whenever I am a little bit depressed and for everything that we have shared together. I thank my sweetest nephews and my cute nieces, Devan, Shania, Kezia, Sen-Sen for being a part of my life. My prayer

  My special thanks go to my lovely friends, Tze-Tze, Suyenti, Yesica, Septi, Lia, Meiliyana, Vio, Herlina and Mila for treating me nicely, for their wonderful friendship, for their support and kindness and the moments that we have shared together. I would like them to know that they have colored my days with smiles, joys and laughter. I would like to thank them as they have made my life comfortable. I hope our warm relationship will still remain the same forever and ever.

  I am really grateful to Sr. Maryrose Dennehy FCJ, Yuseva S.Pd., Totok (’01) for their willingness to become the speakers in my designed listening materials, and Mas Yoyok (SAC) for helping me in making the recorded materials. Not forgetting Andreas Ronggo (’98) as the illustrator in my designed listening materials. I thank them for giving me the time among their valuable time.

  I would also like to thank all members of PBI lecturers and secretariat staff of Sanata Dharma University, PBI students ’98, respondents and other people whom I could not mention individually. Surely, this thesis could not have been completed without their help.

  Sherly Dian Puspita

  

TABLE OF CONTENTS

  PAGE OF TITLE .............................................................................................. i PAGE OF APPROVAL .................................................................................... ii PAGE OF ACCEPTANCE ............................................................................... iii PAGE OF DEDICATION ................................................................................ iv STATEMENT OF WORK ORIGINALITY .................................................... vi ACKNOWLEDGEMENTS .............................................................................. vii TABLE OF CONTENTS ................................................................................ ix LIST OF TABLES ............................................................................................ xii LIST OF FIGURES .......................................................................................... xiii LIST OF APPENDICES ................................................................................... xiv ABSTRACT ..................................................................................................... xv ABSTRAK ........................................................................................................ xvi

  CHAPTER I : INTRODUCTION A. Background of the Study ................................................................

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

  4 C. Problem Limitation .........................................................................

  4 D. Problem Formulation ......................................................................

  5 E. Aim of the Study .............................................................................

  5 F. Research Benefits ...........................................................................

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

  7 CHAPTER II : REVIEW OF THE RELATED LITERATURE A. Theoretical Description ..................................................................

  9

  1. The Senior High School Competency

  Based Curriculum ...............................................................

  9

  2. The Characteristics of Senior High School Students: Physical, Intellectual, and Personality Development in Adolescence ........................................................................ 11

  3. Listening Comprehension ................................................... 12

  a. Stages of Development of Listening Comprehension .... 15

  b. Teaching Listening Comprehension ............................... 16

  c. Designing of Exercises for Listening Comprehension ... 17

  d. Materials ......................................................................... 21

  4. Instructional Materials Design Models .............................. 22

  a. Banathy’s Instructional Model ....................................... 22

  b. Kemp’s Instructional Model ........................................... 25

  c. Yalden’s Instructional Model ......................................... 28

  5. The Communicative Approach ........................................... 33

  6. Syllabus .............................................................................. 35

  B. Theoretical Framework .................................................................... 38

  CHAPTER III : METHODOLOGY A. Research Methods ........................................................................... 43 B. Research Setting ............................................................................. 44 C. Research Respondents .................................................................... 44 D. Data Gathering ................................................................................ 45 E. Data Analysis .................................................................................. 46 F. Procedures ...................................................................................... 47

  A. Results of Review of Related Literature ......................................... 49

  1. Conducting Needs Survey ........................................................ 50

  2. Formulate Goal, Topics, and General Purposes ....................... 50

  3. Formulate the Specific Objectives ............................................ 51

  4. Selecting Syllabus Types and List of Subject Content ............. 52

  5. Select Teaching and Learning Activities Resources ................ 52

  6. Coordinate Support Services .................................................... 52

  7. Developing A Set of Instructional Listening Materials ............ 53

  8. Evaluating the Designed Materials ........................................... 55

  9. Revision .................................................................................... 55

  B. Survey Results ................................................................................ 55

  1. Description of the Respondents on the Needs Analysis ........... 55

  2. Description of the Respondents on the Designed Materials Evaluation .................................................................. 57

  a. Descriptive Statistics of the Respondents’ Opinions on the Designed Materials .................................................. 58 b. Respondents’ Suggestions and Recommendations ............. 61

  C. Discussion ....................................................................................... 63

  D. Presentation of the Instructional Materials Design ........................ 64

  CHAPTER V : CONCLUSION AND SUGGESTIONS A. Conclusion ...................................................................................... 68 B. Suggestions ..................................................................................... 72 BIBLIOGRAPHY ............................................................................................. 73

  

LIST OF TABLES

  Table 1 Senior High School Students Basic Competencies .................. 10 Table 2 Respondents of Survey Study ................................................... 45 Table 3 Description of Respondents’ Choices on the Topics Offered .. 57 Table 4 Description of the Respondents ................................................ 58 Table 5 Descriptive Statistics of Respondent’s Opinion ....................... 59

  

LIST OF FIGURES

  Figure 1 Banathy’s Instructional Model ................................................. 24 Figure 2 Kemp’s Instructional Model ..................................................... 27 Figure 3 Yalden’s Instructional Model ................................................... 32 Figure 4 The Designed Model ................................................................ 43

LIST OF APPENDICES

  Appendix 1 Questionnaires Appendix 2 Syllabus Appendix 3 Lesson Plan Appendix 4 Presentation of the Lesson Units

  

ABSTRACT

  Puspita, Sherly Dian. 2004. Designing a Set of English Instructional Listening

  

Materials for the First Semester Students of the First Grade of Senior High

School based on the Competency Based Curriculum. Yogyakarta : Sanata

  Dharma University.

  Listening skill is a skill which needs to be developed. Listening skill could be developed by training it regularly and continuously in order to obtain a perfect listening skill. Unfortunately, sometimes listening skill receives less attention from the English instructors than the other skills – one of the reasons is because of the limitation of media. This case could be proven through the information which is gained by the writer from a number of English instructors of many Senior High Schools by interviewing them informally. Besides that, we can also see that there are still limited books which present the listening exercises for the Senior High School students which are based on the Competency Based Curriculum. Based on the consideration above, the writer is encouraged to find out the appropriate instructional model to design a set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum and try to present the listening instructional materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum.

  In this instructional material design, the writer applied an instructional model was adapted from Kemp’s, Banathy’s and Yalden’s instructional models. There were nine steps conducted by the writer. Those steps are the following: 1) Conducting Needs Survey; 2) Formulating Goal, Topics, and General Purposes; 3) Formulating the Specific Objectives; 4) Selecting Syllabus Types and List of Subject Content; 5) Selecting Teaching and Learning Activities Resources; 6) Coordinating Support Services; 7) Developing A Set of Instructional Listening Materials; 8) Evaluating the Designed Materials; 9) Revising (Change to improve). Besides applying the instructional models, the writer also applied some listening theories and Communicative Approach in those steps. There were eight units developed in this study, which emphasized on the development of the learners' listening skill. In principle, each unit consists of three main sections, namely Warming Up as pre-listening, Listening for Meaning which consists of

  Listening for Main Ideas and Listening for Details, and the last is Post Listening.

  The study found that the English instructional materials for the first semester students of first grade of Senior High School were positively acceptable by the English instructors. The results could be seen from the average point, above 3.5. It is hoped that the appropriate instructional models which are chosen by the writer could be used to present a set of English listening instructional materials for the first semester students of the first grade of Senior High School and will be useful for them to improve their English listening skill through this

  

ABSTRAK

  Puspita, Sherly Dian. 2004. Designing A Set of English Instructional Listening

  

Materials for the first semester students of first grade of Senior High School

based on the Competency Based Curriculum. Yogyakarta : Universitas Sanata

  Dharma.

  Ketrampilan menyimak adalah sebuah ketrampilan yang perlu untuk dikembangkan. Ketrampilan menyimak dapat dikembangkan dengan melatihnya secara teratur dan terus menerus untuk memperoleh ketrampilan menyimak yang sempurna. Sayangnya, kadang-kadang ketrampilan menyimak kurang mendapat perhatian dari para pengajar bahasa Inggris dibandingkan dengan ketrampilan- ketrampilan yang lain –salah satunya karena keterbatasan media. Hal ini dapat dibuktikan melalui informasi-informasi yang diperoleh penulis dari sejumlah guru yang tersebar di beberapa Sekolah Menengah Umum melalui wawancara secara informal. Selain itu kita juga dapat melihat masih sedikitnya buku-buku yang menyajikan latihan-latihan yang memberi fokus pada ketrampilan menyimak/ mendengarkan untuk para siswa SMU dengan berbasis kompetensi. Berdasarkan pemikiran tersebut diatas, penulis terdorong untuk menemukan model instruksional yang sesuai untuk menyusun seperangkat materi listening untuk siswa SMU kelas I semester I dan mencoba menyajikan materi instruksional

  

listening untuk siswa SMU khususnya kelas I semester I berdasarkan Kurikulum

Berbasis Kompetensi.

  Dalam perancangan materi instruksional ini, penulis mengaplikasikan model instruksional dari Kemp, yang diadaptasikan dengan model instruksional dari Banathy dan Yalden. Adapun beberapa langkah yang dilakukan oleh penulis. Langkah-langkah tersebut adalah: 1) Melaksanakan survey; 2) Menentukan sasaran, topik-topik dan tujuan umum; 3) Menentukan tujuan-tujuan khusus; 4) Membuat silabus dan menentukan daftar isi dalam setiap unitnya; 5) Memilih sumber-sumber materi yang akan dikembangkan menjadi latihan-latihan yang akan digunakan dalam proses belajar mengajar; 6) Menentukan fasilitas-fasilitas yang digunakan dalam proses belajar mengajar; 7) Mengembangkan materi pengajaran; 8) Mengevaluasi materi; 9) Mengubah/ memperbaiki materi dengan mempertimbangkan saran-saran dan kritikan-kritikan dari responden. Disamping menerapkan model-model instruksional, penulis juga menerapkan teori-teori

  listening dan pendekatan komunikatif (communicative approach) pada langkah-

  langkah tersebut. Ada delapan unit yang dihasilkan dalam studi ini yang menekankan pada pengembangan ketrampilan menyimak /mendengarkan pada siswa. Pada prinsipnya setiap unit terdiri dari tiga bagian pokok yaitu: Warming

  

Up sebagai pre-listening; Listening for Meaning, yang terdiri dari listening for

main ideas dan listening for details; dan yang terakhir Post Listening.

  Studi ini menemukan bahwa materi pengajaran ketrampilan menyimak/ mendengarkan dapat diterima secara baik oleh siswa SMU khususnya kelas I semester 1 dan para pengajar bahasa Inggris. Hal ini ditunjukkan dari hasil rata- menemukan model instruksional yang sesuai untuk menyusun seperangkat materi instruksional listening bagi siswa SMU kelas I semester I berdasarkan Kurikulum Berbasis Kompetensi. Penulis juga berharap bahwa materi pengajaran ketrampilan menyimak/mendengarkan ini dapat bermanfaat bagi siswa SMU khususnya kelas I semester 1, sehingga dapat meningkatkan ketrampilan menyimak/ mendengarkan mereka.

CHAPTER I INTRODUCTION Indeed, many of us, Indonesians, who are learning English have a similar

  complaint: listening is terribly difficult. Listening is very important in our life, especially in communication and as the main channel of classroom instruction (Goh, 2002 : 1). Above all, in this chapter the writer formulates the first problem, that is: what the appropriate instructional design model to design a set of English instructional listening materials is for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum. The second problem that is discussed in this thesis is: what the designed set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum look like. The problems will be discussed in detail in the background of the problem, problem identification, problem limitation, problem formulation, aim of the study, research benefits, and also definition of terms in this chapter.

A. Background of the Study

  Language is one of the important factors in human life that is used as a means of communication among people. Through communication, people could build a relationship with others. English is called as an international language because English has been used by most of the population in this world. Therefore, to have a good communication, people need to master how to use English well.

  In many communications, it is neither possible nor desirable to separate the speaking skills from the listening skills. Clearly, in normal speech situations the two skills are interdependent. It is impossible to hold any meaningful conversation without understanding what is said and without making oneself understood at the same time (Heaton, 1979 : 84). In learning English, there are generally four skills which are inseparable. The Indonesian government shifted the four skills priority to Listening, Speaking,

  

Reading , Writing. Listening skill is the first skill that we receive or train even

  before we are born or even we can say a word. In fact, “listening takes up as much as 50% of our everyday communication time” (Goh, 2002 : 1).

  As mentioned before, listening skill is closely related to speaking skill in normal speech situations. However, it is possible to develop listening ability beyond the range of speaking ability because in real situations there are some occasions when we listen and do not have to give oral responses. Listening to railway station announcements, listening to lecture, listening to radio reports, etc. are examples of practice material that does not require spoken responses. Mostly, listening is a receptive skill.

  According to the Competency Based Curriculum, English is taught to absorb and expand the knowledge, technology, culture and art. On the other hand, English has a main role in maintaining the relationship between Indonesia and other nations such as; social, politics, economy, and also the world trade. In other words, English has been regarded as an instrument to accelerate the reconstruction of our country and nation.

  Looking at it from the purposes or the intended competencies point of view, the teaching of English language emphasizes on the language skill aspect, learning is shown by the achievement of a competency, includes cognitive aspect, affective, and psychomotor. The Senior High School students are expected to master the language functions, such as heuristic function, manipulative function, imaginative function, and idealistic function. This ability to use the language for social interaction is the final goal of the language learning process (Depdikbud, 2002 : 4).

  “English competency standard is a sequence of ability to use the English language for both social interaction and interpersonal” (Depdikbud, 2002 : 5) .

  The English language competency must be able to be performed by the students as a result of learning. Therefore, in order to achieve a certain competency standard, it is necessary to have a minimum basic competence.

  There are some competencies standard that must be mastered by the graduates of Senior High Schools that are decided by the National Education Department.

  Especially for the receptive skill, that is listening. Those are: (1) recognizing English stress patterns, (2) recognizing/discriminating English intonation patterns and tones, (3) demonstrating knowledge of basic vocabulary in aural texts as determined by a specified word list, (4) demonstrating aural skills in comprehending a variety of aural texts (Depdikbud, 2002 : 6).

  In this thesis, the writer concerns on the one of the competency standard decided by the National Education Department, that is, demonstrating aural skills in comprehending a variety of aural texts. By providing a set of interested aural texts and some exercises based on the aural text given, the writer tries to present the designed set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum. With any considerations, this activity can help the English language learners to develop their ability in comprehending the English language as a means of communication among one another.

  B. Problem Identification

  The changing of the curriculum from 1994 Curriculum into Competency Based Curriculum 2002 (still the last draft- it has not been signed by the ministry of education yet) causes the teachers to be selective in choosing the textbook that will be used as the handbook or main textbook in teaching language.

  In learning English, there are generally four skills which are inseparable. These four skills are Listening, Speaking, Reading and Writing. The 1994 Curriculum shifted the four skills priority to Reading-Listening-Speaking-and- Writing (R-L-S-W) instead of Listening-Speaking-Reading-Writing. However, the Competency Based Curriculum 2002 shifted the four skills priority to Listening- Speaking-Reading-Writing (L-S-R-W) than Reading-Listening-Speaking-Writing.

  C. Problem Limitation

  In this paper, the writer emphasizes the English language, especially in teaching listening skill, when the listening skill is the first skill that we receive or train even before we are born. Another consideration is the English instructional listening materials that the writer designs are based on the Competency Based Curriculum.

  The designer made an effort to design a set of English instructional listening materials for the first semester students of the first grade of Senior High School. This program was designed based on the Competency Based Curriculum of English for the first semester students of the first grade of Senior High School.

  D. Problem Formulation

  As the research is concerned with the designed set of English instructional listening materials, the problems of the research are formulated as follows:

  1. What is the appropriate instructional design model to design a set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum?

  2. What does the designed set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum look like?

  E. Aim of the Study

  In general, the aim of the study is to design a set of instructional listening materials for the first semester students of the first grade of Senior High School.

  Particularly, this study has some objectives, among others:

  1. To find out the appropriate instructional design model to design a set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum.

  2. a) To construct a set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum.

  b) To present the designed set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum. The result will be a set of English instructional listening materials that are suitable for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum.

F. Research Benefits

  The expected result for this study is in the form of listening instructional materials. The results, hopefully, will facilitate English teachers, the students of the first semester of the first grade of Senior High School, the researcher, and anybody who is interested in learning listening program.

  1. English teachers Considering that this thesis designs a set of English instructional listening materials based on the Competency Based Curriculum, it is expected that the

  English teachers can apply this instructional listening materials to their students as an alternative in teaching listening skill in the class.

  2. The students This research can broaden their knowledge by learning listening skill, so that it can motivate learners to learn and improve their English through listening ability. As listening is the base for other skills, it can encourage students to master the other skills: speaking, reading, and writing.

  3. The researcher It is hoped that the research will encourage the researcher to be creative in designing the instructional listening materials. The researcher can develop her creativity in designing suitable English instructional listening materials.

  4. To both the course’s developers and the next researchers who do the same study, hopefully, this research can give helpful information. It is also expected that this preliminary study can activate other people to do related research in this field and the next designer can design the more accurate and sufficient model of English instructional listening materials for the first semester students of the first grade of Senior High School.

G. Definition of Terms

  The following is the definition of the important words used in this study:

  1. Instructional Materials “Instructional materials simply mean the materials planned or designed by the teacher for instruction. It can be the form of printed materials, computer assisted instruction and television instruction” (Dick Walter and Robert Reisser, 1983:3).

  2. Instructional Materials Design Instructional Material Design is a part of an instructional program design, that is the beginning of instructional process. Instructional program design is instructional materials is also based on the instructional objective (Kemp, 1977)

  3. Competency Based Curriculum The Competency Based Curriculum is designed to achieve the national goals of education by attending the developmental steps of the students to be compatible with the international environment, develop their social and cognitive compatibility, the needs of national development, the development of science and technology and art, the compatibility with type and level of each instructional unit (Depdikbud, 2002 : 6).

CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with theories concerning the study. The theories are: (1) The Senior High School Competency Based Curriculum, (2) The Characteristics

  of Senior High School students, (3) Listening Comprehension, (4) Instructional Materials Design Models, (5) The Communicative Approach and (6) Syllabus.

A. Theoretical Description In this part, five theories mentioned above are discussed in detail.

1. The Senior High School Competency Based Curriculum

  According to the Competency Based Curriculum, the Senior High School students have to master vocabulary at least 4,000 words and the correct grammatical features with some themes provided (Depdikbud, 2002 : 14).

  Curriculum is designed to achieve the National goal on education with attending to the development steps of the students and to the compatibility with the environment, the needs of national development, the development of science and technology and art, the compatibility with type and level of each instrument (Depdikbud, 2002 : 1).

  The Competency Based Curriculum is to motivate the students in order to: (1) develop their communicative potential in English language, (2) develop their understanding about English language and the work of the system, (3) develop their understanding about culture and their personal identity, (4) develop their capacity to apply the English language learning in wider social environment and education (Depdikbud, 2002 : 9).

  The table below is the competency standards and basic competence of the English language subject which have to be mastered by the graduates of Senior High School, especially in listening skill:

  Listening

  With a mastery of receptive vocabulary within a specified word level and relevant grammatical structures and notions, in the context of the specified themes (to be enclosed) Senior High School (SMU) students will achieve the basic competencies (kemampuan dasar) as determined in the following table:

  Competency Standard Basic Competency

1. Recognizing English stress patterns

  1.2.Recognizing variation of accentual patterns for meaningful prominence e.g.

  3.2 Identifying cardinal and ordinal numbers heard in an aural text.

  (Depdikbud, 2002 : 21)

  4.5 Transforming information by presenting it in a different form.

  4. Demonstrating aural skills in comprehending a variety of aural texts

  4.4 Recognizing interpersonal relation in an aural text.

  4.3 Extracting detailed information from aural text.

  4.2 Carrying out a sequence of instructions.

  4.1 Grasping the gist of aural simple text.

  3.Demonstrating knowledge of basic vocabulary in aural texts as determined by a specified word list

  ‘I don’t 'live in London.’ Vs ’I don’t live 'in London.’

  3.1 Identifying core vocabulary items when heard in a variety of aural texts.

  2.4 Interpreting attitudinal meaning through variation of tones.

  1.1.Discriminating English accentual patterns, e.g. strong on the first syllable as in nouns (such as ‘table’), and strong stress on the second syllable as in verbs (such as ‘contain’)

  2.3Recognizing falling/raising with any clause type.

  2.2 Recognizing tones with question tags.

  2.1 Recognizing English intonation patterns.

  1.4 Manipulating the use of English stress for indicating information units (content words and form words, and rhythmic patterning).

  1.3 Identifying unstressed pronouns in aural texts.

  2. Recognizing English intonation patterns and tones

  In this study, the writer develops the instructional listening materials based on the third and fourth list of competency standard, especially based on the points 1.1; 2.3; 3.1; 3.2; 4.1; 4.3 and 4.5. The detailed information can be seen in the table above.

  

2. The Characteristics of Senior High School Students: Physical,

Intellectual, and The Educational Psychology in Adolescence

  The Senior High School students are around 16 to 18 years old. Therefore, the first semester students of the first grade of Senior High School included in the adolescence instead of advanced level.

  Adolescence is considered to be a stage in the life cycle and a period of rapid psychological change. We believe that the period of adolescence begins with physical changes and social development, and ends when the individual has assumed adult roles (Medinnus and Johnson, 1969 : 653-656).

  “Many experts in developmental psychology would argue that most of the intellectual growth of a child occurs in early childhood” (Medinnus and Johnson, 1969 : 675). In opposition to the position presented above, Jean Piaget posits the occurrence of qualitative changes in mental activity during adolescence.

  Adolescents may manifest symptoms of defective ego functioning: rebellion, low self-esteem, feeling of inferiority, excessive fear and anxiety, or emotional instability. What is so often described as laziness, a lack of willpower, social rejection or unfair treatment at school which cause such feeling of rebellion that the adolescent refuses to do anything demanded by authority (Rice, 1975 : 501)

  The importance of teachers in the lives of adolescents cannot be abandoned. In their cognitive development the teacher should help the adolescents enrich their intellectual ability (Djiwandono, 2002 : 108). Related to this listening instructional material design, the writer supports her design by providing list of key vocabularies in each unit. While in order to encourage the adolescents’ socio- emotional development, the teacher should enrich and stimulate their brain (Djiwandono, 2002 : 109). Related to this listening instructional design, the writer provides some aural texts and conversations, which are aimed to develop the learner’s ability to infer the main ideas of the aural texts, identify detailed information of the aural texts, and respond and discuss the related topic orally or in written. Through these listening comprehension activities, the adolescents are trained to enrich and stimulate their brain by doing the challenging and interesting activities provided in each unit.

3. Listening Comprehension

  Listening comprehension plays a meaningful capacity for us as a human being to be able to communicate. When a child tries to acquire his first language, we can see that first he listens then he speaks. Listening is also considered as a supplement to the speaking skill. “Teaching the comprehension of spoken language is therefore of primary importance if the communication aim is to be achieved” (River, 1968 : 135).

  Listening is a creative skill and needs to be developed. It needs for the Senior High School students when they learn English as their foreign language.

  The capability to listen needs along and continue practices. “Listening comprehension has its peculiar problems which arise from the fleeting, immaterial there is a reducing amount of information conveyed in anyone’s utterance because the human organism has a limited capacity for reception of information.

  In order to reduce to manageable proportions the amount of information in any one sound sequence each language has develop a certain amount of redundancy. It has been estimated, for instance, that the English language is fifty percent redundant. Redundancy in languages is to be found in elements of sound and in morphological and syntactical formations which reinforce each other in the conveying of meaning. Both of these features are conveying the same element of meaning and there is, therefore, redundancy (Rivers, 1968 : 138).

  When a foreign language is being learned many sequences of sounds have low probability of occurrence for the inexperienced listener, and will therefore be misinterpreted, while others which he has never before encountered provide an accompaniment of “noise.” The panic decreases their ability to discriminate sounds and word groupings (Rivers, 1968 : 140).

  Listening comprehension exercises should contain a certain amount of repetitious material. Teachers should be aware of certain emotional problems which may arise in connection with listening comprehension exercises. Above all, it must be clearly borne in mind by the teacher and student alike that listening comprehension is not a skill which can be mastered once and for all and then ignored while other skills are develop. There must be regular practice with increasingly difficult material.

  In order to listen to and understand a spoken text, pupils must be familiar not only with the grammatical features and vocabulary found in the text, but also the text type so that they will understand the purpose and structure of the text. Information transfer activities are useful to use in building listening skills. In this sort of activity, while listening to a text, pupils have to complete a task, for example, they may be asked to complete a diagram (Poedjosoedarmo, 2001 : 5). The writer agrees and support her opinion by applying this kind of activity which can be seen in the students’ worksheet.

  Of course, misunderstanding may occur if pupils have difficulty in distinguishing English sounds. For this reason, the writer suggests the teacher might give some brief practice before the listening lesson in listening, if it is possible, for example, two pairs of words (minimal pairs) occurring the text might be useful.

  The teaching of listening may be planned around a stimulus which pupils view, such as a TV show or film. This is a good way to introduce new vocabulary and other language elements because the visual stimuli will help to clarify the meaning of unfamiliar language items. Pupils may be given a task to do while or after viewing, for example, they may be asked to create a simple review of the film, using a review form which they must fill in (Poedjosoedarmo, 2001 : 5).

  Facility in understanding what one hears increases with growing familiarity with the vocabulary and structures of the language. Systematically developed, listening comprehension can provide one of the most enjoyable activities associated with the language program and one which the student continues to enjoy after he has left the classroom.

  In this part, the writer discusses about: (a) Stages of Development of Listening Comprehension, (b) Teaching Listening Comprehension (c) Designing of Exercises for Listening Comprehension according to Goh (d) Materials.

a. Stages of Development of Listening Comprehension

  The student learning a foreign language passes through several stages in the comprehension of speech. Those stages according to Rivers (1968 : 140-141) are the following: (1) On first contact, the foreign language utterances strike his ears as a stream of undifferentiated noises.

  (2) As he listens, he gradually perceives some order in the noise: a regularity in the rise and fall of the voice and in the breath groups.

  (3) As he learns some of the arbitrary associations of the particular language (i.e. vocabulary, verb groups, simple expressions) he begins to distinguish the phonic and syntactic patterning: the recurring elements which give form to segments of speech. (4) The student next passes through a stage when he recognizes familiar elements in the mass of speech but is unable to recognize the interrelationships within the whole stream of sound; this again is not full comprehension. At this more advanced stage, he may recognize the essentials of the message, but not be able to remember what he has recognized. This is because he is unable to concentrate his attention on the crucial elements of the message long enough to rehearse them sub-vocally before moving on with the continuing voice.

  All his attention is taken up with recognition (Rivers, 1968 : 140-141).

  Comprehension of speech requires the retaining of information from a whole sequence of sounds, not just from the last sound heard. This stage, when the student understands everything as he hears it but is unable to remember what he understood, must be recognized as a legitimate and inevitable phase of the learning process (Rivers, 1968 : 142).

b. Teaching Listening Comprehension

  The teaching of listening skill is not simply a teaching but much more on giving the students much practice and learn to comprehend the new language. The teacher should introduce it like showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. Teaching can not be defined apart from learning.

  There are four skills in English that are needed to be developed. They are Listening, Speaking, Reading, and Writing. The teacher teaches these four skills together and completely because they are inseparable. But sometimes the teacher can not deny that most of the students have difficulties to understand the spoken language in English. It can be understood that the tape recorder is not good enough or the cassette is not clear enough, and even they are not familiar enough to hear and use English as a foreign language.

  In teaching listening skill to the advanced level, the teacher might state a transparent goal of his teaching. He is allowed to use the existed curriculum of the syllabus of instructional as the basic reference to decide the goals of his teaching.

  According to Goh (2002 : 27), teaching listening means the teacher should be able to make the students to take part actively, “support and motivating them at every step of the listening lesson. By doing this, the teacher will be teaching listening not testing it.”