Designing a set of authentic listening materials for teaching listening for the tenth grade students of SMAN 7 Yogyakarta using cooperative learning.

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Putra, Candra Cahya. 2008. Designing a Set of Authentic Listening Materials for Teaching Listening for the Tenth Grade Students of SMAN 7 Yogyakarta Using Cooperative Learning. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.

Among the four skills required by school based curriculum, listening is the basic skill in learning the English Language. The students have problem with the listening exercises because they rarely get the exercises. Moreover, the teachers rarely speak English to the students and there are only few listening materials for the students. The problem becomes more serious when listening becomes a part of the final examination.

This study concerns with the designing a set of English listening materials based on School Based curriculum for the tenth grade students of SMUN 7 Yogyakarta. There were two questions to answer in this study. They are: 1) How is a set of authentic English Instructional listening materials based on Kurikulum Satuan Tingkat Pendidikan for the tenth grade students of SMU Negeri 7 designed? 2) What does the designed set of English Instructional listening materials based on KTSP look like?

To answer the first question, the writer conducted a study to gain the data about factual condition about the students and the teachers in the SMUN 7 Yogyakarta, the instruments used were questionnaires and interviews. The questionnaires were given to the tenth grade students and the interviews were conducted with the teachers of SMUN 7 Yogyakarta. The results then developed and the author tried to find suitable materials for the teachers and students. The writer also applied Kemp’s Instructional Design Processes for designing the materials. This model consisted of six steps namely, Identifying the Entry Behaviors, Stating the Standard Competencies and Listing the Topic, Stating Basic Competency, Listing the Indicators, Developing and Selecting Instructional Materials, as well as Evaluating the Designed materials.

To answer the second question, the writer presented the final version of the designed set materials on appendices. There are eight units. The contents of each unit are Brain storming, Vocabulary Enforcement, Group Discussions and Sharing, Listening Activities, Topic Development, and Reflection.

The materials were arranged in accordance with the Listening Processes namely Bottom up and Top Down processes. To evaluate and revise the designed materials, the writer conducted a post-design research. This feedback was done to gather data from qualified and appropriate respondents to gain opinions and suggestions on the designed set of materials. The writer used questionnaires and informal interviews to gain the data. The respondents were three one lecturers

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analyzed the data. The mean of the evaluation survey result was 3.8. from maximum score 4. It means that the materials were well elaborated and appropriate, interesting, challenging thus applicable for the tenth grade of SMU Negeri 7 Yogyakarta

Finally, the writer hopes that this designed set of materials will be useful for the students and teachers who would like to apply these materials. Hopefully, this set of materials can inspire other designers to make better set of materials in the future.

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Putra, Candra Cahya. 2008. Designing a Set of Authentic Listening Materials for Teaching Listening for the Tenth Grade Students of SMAN 7 Yogyakarta Using Cooperative Learning.Yogyakarta. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma

Di antara kesemua keterampilan berbahasa Inggris yang ada di dalam kurikulum, mendengarkan adalah kemampuan yang paling dasar. Siswa-siswa memiliki permasalahan dengan latihan mendengarkan dikarenakan mereka jarang mendapatkan latihan mendengarkan. Terlebih lagi, guru-guru dikelas jarang memakai bahasa Inggris di dalam kelas dan hanya terdapat sedikit materi latihan untuk mendengarkan. Masalah menjadi lebih berat karena mendengarkan adalah salah satu keterampilan yang diujikan didalam Ujian Akhir Nasional.

Oleh karena itu, didalam penelitian ini, penulis menyusun seperangkat materi pembelajaran mendengarkan bahasa Inggris berdasarkan Kurikulum Satuan Tingkat Pengajaran untuk siswa-siswa kelas X SMU Negeri 7 Yogyakarta. Ada dua pertanyaan yang akan dijawab didalam penelitian ini. Yaitu: 1. Bagaimanakah seperangkat otentik materi pembelajaran mendengarkan bahasa Inggris disusun? 2. Bagaimanakah penyajian seperangkat materi materi pembelajaran mendengarkan bahasa Inggris tersebut?

Untuk menjawab pertanyaan pertama, penulis melakukan sebuah penelitian untuk mendapatkan data tentang kondisi sebenarnya dari para guru dan siswa di SMU Negeri 7 Yogyakarta. Didalam penelitian tersebut penulis menggunakan kuisioner dan wawancara tak resmi. Kuisioner dibagikan kepada para siswa kelas X/ 4 dan wawancara tidak resmi dilakukan dengan para guru SMU Negeri 7 Yogyakarta. Hasil dari penelitian tersebut kemudian dikembangkan dan penulis mencari materi yang sesuai dengan data penelitian dan yang diperlukan oleh para guru dan siswa. Penulis juga mengadopsi model perancangan materi yang dikembangkan oleh Kemp. Didalam model ini terdapat enam langkah dalam perancangan materi, yaitu, mengidentifikasi kebutuhan murid, menentukan standar kompetensi dan menyusun topik-topik, menentukan kompetensi dasar, menentukan indikator-indikator, mengembangkan dan memilih materi pembelajaran, serta mengevaluasi dan memperbaiki materi yang disusun.

Untuk menjawab pertanyaan yang kedua, penulis menyajikan bentuk akhir dari seperangkat materi pembelajaran mendengarkan di dalam apendiks. Terdapat delapan unit dan setiap unit terdiri dari Brain storming, Vocabulary Enforcement, Group Discussions and Sharing, Listening Activities, Topic Development, dan Reflection.

Materi-materi dalam seperangkat materi pembelajaran mendengarkan disusun berdasarkan proses-proses mendengarkan yaitu Bottom Up dan Top Down proses. Untuk mengevaluasi dan memperbaiki materi yang disusun, penulis

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pendapat, masukan dan koreksi atas materi pembelajaran mendengarkan dari narasumber yang tepat dan berkompeten. Untuk mendapatkan data, penulis menggunakan kuisioner dan wawancara tak resmi. Para responden adalah seorang dosen dari Pendidikan Bahasa Inggris dan dua guru bahasa Inggris dari SMU Negeri 7 Yogyakarta. Setelah melakukan penelitian, penulis menganalisa data untuk meningkatkan seperangkat materi pembelajaran mendengarkan. Hasil dari Rerata atau Rata-rata dari kuesioner adalah 3.8 dari nilai maksimal 4. Ini berarti bahwa seperangkat materi pembelajaran mendengarkan dikembangkan secara baik, sesuai dengan kondisi siswa, menarik, menantang dan juga dapat di aplikasikan untuk kelas X di SMU Negeri 7 Yogyakarta.

Akhirnya, penulis berharap seperangkat materi pembelajaran mendengarkan ini akan bermanfaat untuk para siswa dan guru yang akan memakai materi pembelajaran ini. Semoga seperangkat materi pembelajaran ini dapat menjadi acuan atau pertimbangan bagi para penulis lainnya untuk membuat materi pembelajaran yang lebih baik.

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DESIGNING A SET OF AUTHENTIC LISTENING MATERIALS FOR TEACHING LISTENING FOR THE TENTH GRADE STUDENTS

OF SMAN 7 YOGYAKARTA USING COOPERATIVE LEARNING

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

CANDRA CAHYA PUTRA Student Number: 031214118

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

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Be Thankful

Be thankful for the difficult times

During those times you grow

Be thankful for your limitations

Because they give you opportunities for improvement

Be thankful for each new challenge

Because it will build your strength and character

Be thankful for your mistakes

They will teach you valuable lessons

“Nothing will become something meaningful

through a process, hard work, and a good purpose”

This thesis is dedicated to:

My Lord, Jesus Christ

My Mother & Father

My Biggest Gift from God

My Brothers, Nephews & Nieces

My Beloved Best Friends

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I would like to give my deepest gratitude to Jesus Christ. Because of His mercy and guidance, I finally could finish my thesis. I thank Jesus Christ because He never leaves me all alone. He fills all of my days with His Love. He fills me with His love through my suffering and happiness and especially from the beginning until the end of the process of making my thesis.

I would like to give my sincere gratitude to my sponsor, Yohana Veniranda, S.Pd., M.Hum. for her guidance, feedback, and patience in guiding me in completing my thesis. I would like to thank her very much for her understanding when I was in difficult times and had problems during making the thesis.

Next, I would like to thank the English teachers in SMUN 7 Yogyakarta, Dra. Zululana, Dra. Widya Astuti, Dra. Rahayu Budi, and Dra. A. Wihartati. I would like to thank them for guiding me and giving me an opportunity and chance, advice, guidance, suggestions and time in finishing the designed materials. My thanks go to the Headmaster, Drs. Mawardi, the staff, and the students of SMUN 7 Yogyakarta. I would like to thank them for giving me the chance to make the design. I thank them for all their cooperation.

I would also like to thank all the lecturers and the staff of Sanata Dharma University. My gratitude goes to Drs. Concillianus Laos Mbato, M.A., Drs. Y.B. Gunawan, M.A., Markus Budiraharjo S.Pd., M.Ed., G. Punto Aji, S.Pd., M. Hum., and V. Triprihatmini, S.Pd., M. Hum., M.A. who had given comments and suggestions toward my designed materials in order to improve the

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viii their assistance and supports in these five years.

My special gratitude goes to Maria Stephani Taju, who always reminds me in her special way. She always fills my day with her smile, never tired to support me in finishing the thesis, giving spirit, energy, motivation for me. I thank her so much. “Bakpao, you are the best for me.”

My special gratitude goes to my family. I thank my mother, Magdalena Suwarti for her love, support, understanding, patience, and encouragement. I would also like to thank my father, Songo Wibowo for teaching me not to give up in every situation. I would also like to thank my brothers, Deni, Erik, and Bowo for reminding me to work harder and never give up.

I would like to thank Dera, Willi, Bunga, Melani, Timur, Tika, Wini, Dono, and all my friends for helping and giving me support in finishing the thesis. For the last, I would like to thank those who I cannot mention the names that help me and support me in finishing my thesis. God bless them all.

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Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

DEDICATION PAGE ... v

SURAT IJIN PUBLIKASI KARYA ILMIAH ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF FIGURES ... xiii

LIST OF TABLES ... xiv

ABSTRACT ... xv

ABSTRAK ... xvii

CHAPTER I: INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Identification ... 7

C. Problem Formulation ... 7

D. Problem Limitation ... 7

E. Objectives of the Study ... 8

F. Research Benefits ... 8

G. Definition of Terms ... 9

CHAPTER II: REVIEW OF RELATED LITERATURE ... 12

A. Review of Related Theories ... 12

1. Models of Instructional Design ... 12

a. Kemp’s Model ... 12

2. Kurikulum Tingkat Satuan Pendidikan ... 17

3. Communicative Task ... 18

4. Cooperative Learning ... 19

a. The Principles of Cooperative Learning ... 20

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b. Types of Cooperative Learning ... 20

5. Listening ... 22

a. The Nature of Listening ... 22

b. Listening Processes ... 22

c. Listening Functions ... 24

d. Learners’ Problems ... 25

e. Teaching Listening ... 25

f. Types of Listening Activities ... 27

g. Developing the English Listening Activities ... 28

h. Listening Media ... 28

B. Theoretical Framework ... 29

1. Further Discussion of Cooperative Learning ... 29

2. Further Discussion toward Adaptation from R & D and Kemp’s Model and Processes in Designing the Materials ... 33

1. Identifying the Entry Behavior ... 33

2. Stating the Standard Competencies and Listing the Topics ... 34

3. Stating the Basic Competencies ... 35

4. Listing the Indicators ... 36

5. Developing and Selecting Instructional Materials ... 37

6. Evaluating the Designed Materials ... 37

CHAPTER III: METHODOLOGY ... 39

A. Research Methods ... 39

B. Research Respondents ... 41

C. Research Instruments ... 42

D. Data Gathering Techniques ... 42

E. Data Analysis Technique ... 43

F. Procedures ... 45

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CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ... 47

A. The Steps Involved in Designing a Set of Listening Instructional Materials ... 47

1. Identifying the Entry Behavior ... 48

2. Stating the Standard Competencies and Listing the Topics ... 63

3. Stating the Basic Competencies ... 64

4. Listing the Indicators ... 66

5. Developing and Selecting Instructional Materials ... 68

6. Evaluating the Designed Materials ... 72

B. The Results of the Survey Study Administered to Evaluate The Overall Designed Set of Listening Materials ... 73

1. The Description of the Respondents ... 73

2. Data Presentation in the Form of Descriptive Statistics... 74

3. Respondents’ Comments on the Designed Set of English Listening Materials... 76

4. The Strengths of the Designed Set of English Listening Materials ... 77

5. The Weaknesses of the Designed Set of English Listening Materials ... 78

6. The Respondents’ Suggestions on the Designed Set of English Listening Materials ... 78

C. Discussions on the Designed Set of Listening Materials ... 78

D. Presentation of the Designed Set of English Listening Materials ... 70

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 81

A. CONCLUSIONS ... 81

a. The Answer to the First Question ... 81

b. The Answer to the Second Question ... 82

B. SUGGESTIONS ... 83

1. The English Teachers and Lecturers ... 83

2. Future Researchers ... 84 xi

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REFERENCES ... 85

APPENDICES ... 87 Appendix A: Questionnaires for the Needs Analysis and Data Gathering . 88

Appendix B: Gambaran Umum Materi ... 91 Appendix C: Surat Permohonan Pengisian Kuesioner ... 93 Appendix D: Questionnaire for the Designed Set Listening Materials

Evaluation ... 94 Appendix E: Surat Ijin Mengadakan Penelitian dari Universitas Sanata

Dharma ... 97 Appendix F: Surat Ijin Mengadakan Penelitian dari Pemerintah Kota

Yogyakarta ... 98 Appendix G: Syllabus of the Designed Set Listening Materials... 99 Appendix H: The Lesson Plans of the Designed Set Listening Materials ... 104 Appendix I: Presentation of the Designed Set Listening Materials ... 134

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Page

Figure 2.1 Kemp’ Instructional Design Process ... 15

Figure 2.2 The Adaptation of R & D Process and Kemp’s Model ... 16

Figure 2.3 Outcomes of Cooperation ... 32

Figure 3.1 Procedure of the Study ... 46

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Page Table 3.1: Points of Agreement ... 43 Table 3.2: The Results of Descriptive Statistics of Needs Analysis ... 44 Table 4.1: The Results of the Questionnaire . ... 48 Table 4.2: The Results of the Questionnaire in the Form of Percentage ... 49 Table 4.3: The Results of the Questionnaire in the Form of

Central Tendency ... 50 Table 4.4: The Results of Questionnaire Part Two ... 53 Table 4.5: The Topic and Standard Competencies of Designed Materials . 63 Table 4.6: The Basic Competencies of Each Unit ... 65 Table 4.7 : The Indicators of Each Unit ... 66 Table 4.8: The Unit, Standard Competencies, Basic Competencies, and

Indicators ... 68 Table 4.9 : Points of Agreements ... 74 Table 4.10: The Results of Evaluation Questionnaire in the Form of

Descriptive Statistics ... 74

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Putra, Candra Cahya. 2008. Designing a Set of Authentic Listening Materials for Teaching Listening for the Tenth Grade Students of SMAN 7 Yogyakarta Using Cooperative Learning.Yogyakarta. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma

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1 CHAPTER I INTRODUCTION

This chapter explains the background of this research, problem identification, problem formulation, problem limitation, research objectives, and research benefits as well as the definition on terms.

A. Research Background

Listening is a fundamental language skill but it is often ignored by foreign and second language teachers. The skill of listening should be a major area of concern to teachers and students of second or foreign language (L2). In retrospect, the four themes that dominated the Second AILA (International Association of Applied Linguistics) Conference in 1969 (Cambridge, England) seem to have been prophetic in pointing the way toward trends in second/foreign language (S/FL) education during the last quarter of the twentieth century (Morley, 2001). Two of the themes that they heralded were, first, listening and reading as

non-passive and very complex receptive processes and second listening

comprehension is being recognized as fundamental skills (Morley, 2001).

In accordance with Morley and AILA Conference, Scarcella and Oxford (1992) in Oxford (1993) agreed that listening is fundamental language skill that typically develops faster than speaking and that often influences the development of reading and writing ability in the new language. Then as Brown (1987) observed, a significant number of published courses on listening comprehension

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and classroom practices in many schools in many countries continue to demonstrate that listening is still regarded as the least important skill. In many instances or schools, listening is treated as a neglected stepchild. It is “an overlooked dimension in language acquisition” (Feyten, 1991: p. 173) in Oxford (1993).

While the other three language skills receive direct instructional attention, teachers frequently expect students to develop their listening capability by osmosis and without help (Mendehlsohn, 1984) as cited in Oxford (1993). “We have to teach our students HOW to listen,” argues Mendehlsohn (p.63) (Oxford, 1993). Listening can no longer be relegated to the status of an enabling skill that simply helps students to speak (Nord, 1981) as cited in Oxford (1993). The reasons for nearly total neglect of listening are difficult to assess, but as Morley (2001) notes,

“Perhaps an assumption that listening is a reflex, a little like breathing – listening seldom receives overt teaching attention in one’s native language-has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

It has taken many years to bring the language teaching profession around the world to realize the importance of listening in second and foreign language learning (Morley, 2001). After learning English whether as a second or a foreign language, the students, hopefully, can understand oral or spoken English conversation. In this study, the writer uses authentic listening materials. Authentic listening materials are materials for learning English. In this study, authentic listening materials are especially listening materials that are made by native speaker of English or genuine made by English speaker. By using authentic

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listening materials, students will be familiar with native pronunciation and get used to listening authentic English conversation. The writer believes even though teachers can record the sound of Indonesian English, English that is spoken by Indonesian people; it will be very different from hearing authentic materials. The more students get exposure of authentic materials the better their learning will be. For the students to understand English in everyday oral communication, it is important that they have exposure to spoken English outside the classroom. To this moment, the source of the spoken or listening materials is recordings of authentic speech produced in different situations (Goh, 2001).

The weaknesses of authentic materials are, first the pace of the conversation is very fast for some students and in the conversation, there are many ellipsis, and inflections. This characteristic, authenticity becomes a problem in the new curriculum that is School Based Curriculum or KTSP. Because in KTSP, teachers are expected to be able to teach listening effectively, so they have to find authentic materials. KTSP demands teachers to be creative in teaching as well as designing the listening materials. KTSP also demands students to be active too. Teachers and students are not ready with such demands. Teachers and students are accustomed to be stiff. They usually do similar activities such as fill in blank and listening to the song. Teachers and students only do monotonous activities in learning listening. Students merely listen for filling songs and doing TOEIC exercises.

For many years, teachers depend on the materials in books that are produced by the government or if the writer may say, textbooks or “buku paket”

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and students merely learn from these books too. Teachers are not creative enough to design their own listening materials. They have difficulties in finding the materials. Students have difficulties in learning listening because they are rarely taught listening in the school. Students have limited vocabulary and they are not used to listening conversation in English. To overcome such problems teachers should use authentic listening materials so that the students can get used to hearing conversation or spoken text in native English language.

Seeing the explanations above about the factual condition of teaching listening in those recent years, the government gave less attention to the teaching of listening in the books. Seeing the concept of listening as the process of receiving, attending to, and assigning meaning to aural stimuli (Wolvin and Coakley, 1985: p. 74) as cited in Oxford (1993), teachers have to give stimuli to the students in the classroom in order to make their listening skills develop. However in the classroom especially the tenth grade, teachers rarely use English in the classroom. All aspects of listening involve a transformation of “input” into “intake”- a change from the whirling buzz of noise into a meaningful subset that is internalized by the learner (Cohen, 1990; Larsen-Freeman and Long, 1991; Ellis, 1986; Scarcella and Oxford, 1992) in Oxford (1993).

This distinction between input and intake is very important. Not everything to which a student is exposed becomes “intake”, only the part that is significant and to which student is paying attention (Oxford, 1993). Rivers as cited in Morley (2001) stated the importance of listening by saying

“Speaking does not of itself constitute communication unless what is said is comprehended by another person…Teaching the comprehension

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of spoken speech is therefore of primary importance if the communication aimed is to be reached” (1966, pp. 196, 204).

The importance of listening is that people will comprehend if they can listen to the message which is delivered by the conversation or the speaker and understand the conveyed meaning. People listen first then comprehend the message. In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read and five times more than we write (Rivers 1981; Weaver 1972) as cited in Morley (2001).

In the real or factual condition in the classroom, there are some problems that the writer found through the interview and questionnaire. First, there is seldom learning experience especially in listening. Teachers in teaching English in the classroom rarely use English; they more often use the native language, such as Indonesian and Javanese language than use English in the classroom. Second, the students especially in the tenth grade have lack of knowledge in English especially in the Vocabulary mastery. Therefore, students easily get confused when listening to the listening passage. Third, they are passive in the class room. It is hard to make them active in class discussion. Fourth, teachers also have few listening materials. Teachers have difficulties in searching the listening materials. After having the materials, teachers face another problem that is how they will deliver or teach the materials. Those problems are faced by the teachers and students especially in the tenth in SMA Negeri 7 Yogyakarta. The budget also becomes a problem. Teachers do not have sufficient budget for developing the listening materials.

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Those problems occur because teaching listening is considered a new method of teaching English in the classroom. These conditions are appropriate with the explanation that listening is still considered as neglected skill among the four skills. In SMA Negeri 7 Yogyakarta, the writer wants to help the teachers especially English language teachers by designing a set of authentic listening materials based on KTSP for the tenth grade and teach listening by using Cooperative Learning. The writer chose this public senior high school because in this high school there are sufficient facilities that support the teaching learning process. For teaching learning English there is a language lab that is used for teaching listening and the first school in Yogyakarta that implemented the CBC, former curriculum before KTSP. The teachers of this school are also very supportive and enthusiastic helping the writer in the process of the study. In the SMA Negeri 7, students have difficulties in learning listening. The writer designs a set of listening materials based on KTSP to help the teachers and the students as well by using the Cooperative Learning so that the students can develop their English skill better.

In this study, the writer had also studied previous study that has similar

concept and idea. The writer studied the thesis of Designing a Set of English

Listening Materials Based on CBC for the X Grade Students of SMK Kristen I

Surakarta by Putri Dina Martalinova, 011214079. This thesis is the main

reference in this study. The writer designed a similar study with a similar concept but not merely copy or quote. For some parts the writer found the same references and theory. The writer used some references that are alike but developed the study

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by finding other relevant references. The writer also used R &D as the research methodology and compared with Martalinova then used the naming of the steps done by her.

B. Problem Identification

The problems that the writer finds in SMAN 7 Yogyakarta are the teachers have difficulties in searching the listening materials and how they will teach listening or the methodology. Teachers have difficulties in creating or designing listening communicative task integrated with the other skills to encourage the students to be able to use their logical thinking and communicative competence. In this study the writer designs a set of authentic materials and proposes methodologies to teach listening such as Cooperative Learning to help teachers in teaching listening for the tenth grade students.

C. Problem Limitation

The problem is limited on how the writer will design the listening materials for tenth grade students of SMA Negeri 7 Yogyakarta. The design was limited for the tenth grade students. The process of designing will be based on the KTSP, interview, and questionnaire from the students. In the design, from the 4 skills, the focus is on the listening skill.

D. Problem Formulation

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1. How is a set of authentic English Instructional listening materials based on

Kurikulum Satuan Tingkat Pendidikan for the tenth grade students of SMA

Negeri 7 designed?

2. What does the designed set of English Instructional listening materials based on KTSP look like?

E. Objectives of the Study

This study is aimed to design a set of authentic listening materials based on students’ needs that also appropriate with KTSP for tenth grade of senior high school students. Hopefully, through these materials the tenth grade students can learn listening easily and effectively. By providing sufficient materials for teachers and proposing a methodology that is Cooperative Learning to teach listening, teachers in SMA Negeri 7 can overcome the problems that both students and teachers have in teaching learning listening in SMA Negeri 7 Yogyakarta.

F. Research Benefits

This study will give benefit for teachers, future teachers, students, as well as material designers. This study will give teachers sufficient, proper and various listening materials. These listening materials are designed based on the needs analysis that had been conducted previously. Therefore these listening materials will be very helpful for the teachers and provide certain methodology that hopefully beneficial for both teachers and future teachers.

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For the students, this study will help them to learn listening easily and effectively. The writer had conducted the need analysis before by asking the students to fill in the questionnaires. It is obvious that these listening materials really suit their needs. The materials also designed based on KTSP. Hopefully, the materials can help students to develop their listening skill in particular and English in general and help them to be more active in the classroom. By using Cooperative Learning, students can be more familiar and having better understanding and knowledge of English language.

For other material designers, hopefully this study about designing authentic listening materials can be a reference to develop and to design better authentic listening materials.

G. Definition of Terms

Some terms needed to be clarified to avoid misunderstanding. The terms

that would be defined are the Instructional design, Kurikulum Tingkat Satuan

Pendidikan, Communicative Task, Cooperative Learning and Listening Materials.

1. Instructional Design

Kemp (1977: 6) defined an instructional design ‘as the development of the overall plan incorporating the interrelated parts of an instructional process in sequential pattern’. Moreover, Banathy (1976: 16) explains that instructional design is ‘the interaction between the learners and his environment through with the learner is making progress toward the attainment of specific and proposed knowledge, skill, and attitude’. In this study, the instructional design is defined as the whole process

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of designing the instructional materials and all the activities presented on the instructional materials.

2. Kurikulum Tingkat Satuan Pendidikan

In this study, Kurikulum Tingkat Satuan Pendidikan is defined as the curriculum where the indicators should be achieved through communicative activities in the classroom.

3.Communicative Task

Communicative task is the piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meanings rather than form (Nunan 1988: 18). In this study the term communicative task is similar with Nunan’s definition. Communicative task is a task that is used for activities, exercises and materials that encourages the students to understand, comprehend and to be able to apply it in the real conversation.

4. Cooperative Learning.

Cooperative Learning is the instructional strategy use of small groups so that students work together to maximize their own and each other’s learning (Johnson, Johnson, and Holubec, 1994). Cooperative Learning refers to a method of instruction whereby student work together in groups to reach common goals. 5. Listening

In this study, listening is defined as an active and purposeful process of what we hear, and listening materials are defined as the activities, content, subject, and the focus of the items that are going to be discussed and taught so that the students can develop their listening in order to be able to communicate actively

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6. Authentic

Authentic in this study is defined genuine and original, as opposed to being a fake or reproduction (Microsoft Encarta Dictionary, 2006).

7.Authentic listening materials

Authentic listening materials in this study are defined as materials that have been produced by native speakers especially from England and USA, for example radio programs and video recordings. Listening materials drawn from authentic materials or sources are interesting and motivating because they are relevant to the students’ lives and works (Goh, 2001).

8.SMA Negeri 7 Yogyakarta

SMAN 7 Yogyakarta is located in South part of Yogyakarta. Its address is MT. Haryono Street Number 47 Yogyakarta 55141 Indonesia, phone number

62274377740 Email:info@seveners.com. Based on SK Mendikbud RI

No.0473/0/1983 that stipulated about the opening of new high school, on the 1stof July 1983 SMA Negeri 7 Yogyakarta officially opened. There are 18 classrooms for the overall grades starting from the X grade to XI grade and XII grade. Each grade is divided into six classes. The facilities are Multimedia Lab, Physic Lab, Biology Lab, Chemistry Lab, Canteen, Praying room, and Language lab, Library with Internet connection and Audio Visual Room.

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12 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some relevant theories that serve as basis for the discussion. The purpose of this chapter is to obtain the understanding of what the basic principles of the study, so the problems in the previous chapter can be answered.

In this chapter, there will be two major sections. First section is the review of related theories about the studies, and second section is theoretical framework that focuses on the steps in developing a set of English listening materials

A. Review of Related Theories

In this section, the writer will explain relevant theories accordance with the title of this study. They are Theories of Instructional Design, the KTSP, Communicative Task, Cooperative Learning, and Listening.

1. Models of Instructional Design

In this part, the writer explains about the process of designing an Instructional Design by Kemp. The writer will elaborate more about the process of stating purpose until the design. The theories and the principles that underlie the design in this model will also be the principle of designing the listening materials. a. Kemp’s Model

In this model, Kemp followed the system approach where the goal and evaluation are used to adjust and to improve the design. So, in this model, the goal

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and the evaluation are important in making the design effective. System approach is the overall plan of the instructional design compiled in order (Kemp, 1977: 6). In this model, the design is flexible so the teachers can adjust the design according to the needs. The designer can start from everywhere or any steps as long as the whole elements are done and used.

This model can also be applied in all levels of education. Kemp (1977: 8-9) stated that this model can solve three important problems in instructional design namely objectives, activities, and resources, as well as evaluations.

Those three components, objectives, activities, and resources, should be the basis of the instructional design. If the designer misses one element or doesn’t have thorough or comprehensive understanding, the designer will fail to design a good instructional design. Kemp’s design (1977:19-91) consists of eight parts. They are as follow

1) Determining the Goals, Topics, and General Purposes for Teaching Each Topic.

In determining the instructional design, a designer should decide the goals first that serve as the things to be achieved. Then select the topics to be taught for the students, and then specify the general purposes of each topic. The topics should be suitable with the learners. Beside that, the selection of the topic should consider the items from the simple or basic one to complex level, the correlation with the subject content and the students’ characteristics and needs

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The designer has to find information about the students’ needs, interest, and ability. This step is crucial because students’ characteristics and needs influence the emphasis in deciding instructional design.

3) Specifying the Learning Objectives

The designer determines the learning objectives in order to achieve certain students’ performance based on the goals. The objectives should be able to measure and are not ambiguous so that the students are able to do the objectives. 4) Listing the Subject Content

The subject content supports each objective. Subject content includes the organization of the content and task analysis. Organizing the content is preparing the outline of the information that will be taught. Meanwhile the task analysis is the list of all procedural elements that will be taught.

5) Developing Pre-Assessment

It aims to know the students’ background and present knowledge about the topic. Pre-assessment has two kinds of test. They are requisite testing and pre-testing. Pre-requisite testing aims to determine whether the learners have already had the basic knowledge of the topic, whereas pre-testing aims to find which of the objectives the students have mastered.

6) Selecting the Teaching/ Learning Activities and Instructional Resources The teaching/ learning activities and all instructional resources that will treat the subject content should be done, so that the students will accomplish the objectives.

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The support se schedules to carry out will affect the other e well to prevent any poss 8) Evaluating the Stude

The last is accomplishment of obj phases of the plan t whether the material The overall proc writer also develope their similarity and di writer compared the naming developed b Kemp’ adaptation as

Figure 2.1

services are budget, personnel, facilities, out the instructional plan. If one of the element r elements. This shows that those elements have

possible constraints in designing the plan. Students’ Learning

s evaluating the students’ learning in t

of objectives, with a consideration to revise and n that need improvement. The evaluation is c ials are successfully implemented for the student process is cycle process as can be seen in the fi oped Kemp’s model with the R & D steps. Th nd difference in the process of designing the ma the models with Martalinova models and the by Martalinova but the process itself was base as can be seen in the figure 2.

1: Kemp’s Instructional Design Process (Ke

s, equipment, and ents is missing, it have to be prepared

terms of their nd re-evaluate any conducted to test udents.

figure below. The he writer studied aterials. Then the he writer used the sed on R & D and

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From the figure, the designer can start from whichever step that is prepared well or have sufficient knowledge. Treatment into one step can affect other steps. The reason is that there is interdependence relationship among the steps. The process can undergo forward or backward depending on the needs and situation.

From the figure above, the writer found similarities with R & D steps as can be seen in the figure below

Figure 2.2: the Adaptation of R & D and Kemp’s Model Research and information collecting Planning Develop preliminary form of product Preliminary field testing Main product revision Learners’ characteristics Goals, Topics, and General Purposes Learning Objectives Subject Content Teaching/ Learning Activities, Resources Evaluation Support Services Identifying Entry Behavior Stating the Standard Competencies and Listing the Topics

Stating the Basic Competencies Listing the Indicators Developing and Selecting Instructional Materials Evaluating the Designed Materials

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2.Kurikulum Satuan Tingkat Pendidikan

The School Based Curriculum orKurikulum Tingkat Satuan Pendidikanis

a curriculum that demands the creativity of the teachers and students. This curriculum is the development of the previous curriculum but more or less has a similar concept with the previous curriculum, Competencies Based Curriculum. The students are expected to be able to communicate using English language. In this curriculum, students are expected to be to achieve certain literacy level related to the English Language Learning. The literacy level included performative, functional, informational, and epistemic. In the performative level, people are able to read, write, listen, and speak with symbols that are used. In functional level, people are able to use the language to fulfil their needs such as reading newspapers, manuals or procedures. In informational level, people are able to access knowledge or information with language ability, meanwhile in the epistemic level, people are able to express knowledge in the target language (Wells, 1987) as cited in Depdiknas (2006).

The students are expected to be able to communicate using English language after learning English language in the classroom. This curriculum lists some indicators and requirements that students should have in order to be able to communicate. So this curriculum serves as the guidance of the teaching learning activities but in this design the students’ needs itself play the role of the design should be all about based on to the KTSP. Through this curriculum students are expected to have knowledge or competence about

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1. Developing communication competencies in the written or spoken conversation to achieve informational literacy level

2. Having awareness about the nature and the importance of English language to increase the nation competition level in the global society

3. Developing students understanding about the relevance of language and culture.

Seeing the purpose and the nature of KTSP, it is understandable that students and teachers are demanded to be able to be creative so that they can develop their knowledge about English language. After having sufficient knowledge and skill, they can, especially students, have better future.

3. Communicative Task

A Communicative Task is the piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meanings rather than form (Nunan 1988: 18). Communicative task is the guidance of how students can communicate by learning in the classroom. There are some components in analyzing the communicative task in the classroom. They are teacher’s role, learner’s role, setting, activities, input, and goals.

The writer uses those components to determine the tasks that will be used in creating communicative exercises of instructional listening materials for the

tenth grade students of SMA Negeri 7 Yogyakarta. The term task is defined by

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changing attitudes toward language and language learning. To achieve the changes or to manifest the changes the writer will use Cooperative Learning as the methodology. Because the writer believes students will learn effectively if they work in a group.

4. Cooperative Learning.

Teaching means facilitating and directing the students to learn the materials and provide a good condition for learning process. A teacher is expected to be able to find the materials, teaching strategies or approaches, and provide a good teaching. Approach is considered as the general opinions about what language is and how language is. The writer wants to elaborate one of the approaches that underlie the second or foreign language learning that is Cooperative Learning.

In this study, the writer tries to search the possibility of implementing Cooperative Learning in senior high school in Indonesia, specifically in teaching listening. Knowing the principles and kinds of Cooperative Learning which are appropriate to be implemented, teacher and students can use it correctly and get optimal result. Because in Cooperative Learning, students can develop their potential and helping as well as fulfilling one to another to accomplish the task given in order to make students have responsibility toward others in this context is teaching listening. Through the Cooperative Learning students will get many benefits. The writer has conducted a research to prove the statement that Cooperative Learning can maximize students’ learning to achieve a good result.

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The listening materials are required to be developed by the students and the situation of the classroom is designed by using the Cooperative Learning.

a. The Principles of Cooperative Learning

Johnson and Johnson (1994) point out that each lesson in Cooperative Learning should include five basic elements:

a. Positive interdependence- students must feel they are responsible for their own learning and that of the other members of the group.

b. Face- to-face interaction- students must have the opportunity to explain what they are learning to each other.

c. Individual accountability- each student must be held accountable for mastery of the assigned work.

d. Social skills- each student must communicate effectively maintain respect among group members, and work together to resolve conflicts.

e. Group processing- groups must be assessed to see how well they are working together and how they can improve.

b. Types of Cooperative Learning

There are several common types of Cooperative Learning techniques. The first four were developed by Robert Slavin and his associates (1983). They are :

a. Student Teams- Achievement Divisions (STAD)

It involves four- member learning teams that are mixed in performance level, sex, and ethnicity. After the teacher presents a lesson, students work within their teams to make sure that all members have mastered the lesson. Students then individually take a quiz. The points are totalled to form team scores.

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b. Teams- Games- Tournament (TGT)

Students of similar ability play academic games to show their individual mastery of the subject matter.

c. Team Accelerated Instruction (TAI)

It is combination of individualized instruction and team learning. Students work in heterogeneous teams, but students study individualized academic materials. Team mates check each others’ work from answer sheets and team scores are based on the average number of units completed each week by team members.

d. Cooperative Integrated reading and Composition (CIRC)

It is a comprehensive program for teaching reading and writing in the upper elementary grades.

e. Jigsaw

It involves six students working on academic material that has been broken down in sections. Each student read his or her section. Then, members of different teams who have studied the same sections meet in “expert group” to discuss their section. Next, the students return to their teams and take turns teaching teammates about their section.

f. Learning Together

It is a cooperative approach in which students are organized into teams that include a cross- section of ability levels. Each team is given a task or project to complete, and each team member works on a part of the project that is compatible with his or her own interests and abilities. Each team is responsible for gathering

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information and materials needed to complete the task. Final assessment is based on the quality of the team’s performance (Burden and Byrd, 1999).

5. Listening

Listening is one of the importance skills that students need to be mastered. Because the study is related to the listening, the writer will explain about the listening

a. The Nature of Listening

Michael Rost (2002: 7) states that the term of listening is used in language teaching to refer to a complex process that allows us to understand the spoken language. Listening is used in others skills. For examples, when we read we will be familiarized with words because we often hear the word in television or daily activities. We know the phonetic sound of the words. When we want to communicate, we had to be able to understand the meaning of the spoken language. By seeing those examples, it is obvious that listening is important for all language skills but it’s strange seeing listening is the neglected skill.

b. Listening Processes

To understand how we can make sense what we hear or listen there are two processes proposed by Rumelhart and Ortony (1977) and expanded upon Chaudron and Richards (1986), Richards (1990) as cited in Hegelsen (2001) which are Bottom Up and Top Down processes. The distinction is based on the

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way learners attempt to understand what they hear or read. With Bottom Up processing, students start with component parts: words, grammar, and the like. The Top Down processing is the opposite. Learners start from their background knowledge, either content schema (general information based on previous learning and life experience) or textual schema (awareness of the kinds information used in a given situation) (See Long, 1989) cited in Hegelsen (2001).

In many cases, the Top Down and Bottom Up processes work in integration. This Top Down and Bottom Up integration happened by accident. In the classroom, pre listening activities are good way to make sure it happens. Before listening, learners can, for example, brainstorm vocabulary related to the topic or invent short dialog relevant to function such as giving direction or apologizing. In the process, they base their information on their knowledge of life (Top Down information) as they generate vocabulary and sentences (Bottom Up data). The result is a more integrated attempt at processing. The learners are activating their previous knowledge. This use of combination of Top Down and bottom data is also called interactive processing (Peterson, 2001) as cited in Hegelsen (2001).

As Buck (1995) points out, the assumption that the listener simply decodes messages is mistaken. “Meaning is not in the text (text = what ever is being listened to)- but is something that is constructed by the listeners based on a number of different knowledge source.” Among those sources are the knowledge of language, of what has already been said, of context, and general background

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knowledge. From the discussion above the writer will say listening is meaning based. When we listen, we are normally doing so for a purpose (Hegelsen, 2001).

c. Listening Functions

Besides recognizing the difference between Bottom Up and Top Down processing, there are two listening function which need to be discussed. Brown and Yule (1983a) as cited in Morley (2001) suggest dividing language functions into two major divisions: language for transactional purposes and language for interactional purposes. They note that transactional language corresponds to Halliday’s notion of ideational, while interactional language corresponds to his term interpersonal (Halliday 1970, p. 143).

Transactional language is message oriented and can be viewed as “business-type” talk with the focus on content and conveying factual or propositional information. Transactional language is used for giving instructions, explaining, describing, giving directions, ordering, inquiring, requesting, relating, checking on the correctness of details, and verifying understanding. The premium is on message clarity and precision.

Interactional language is person oriented (social-type). Its objective is the establishment and maintenance of cordial social relationships. Brown and Yule comment that great deal of casual information contains phrases or echoes of phrases which appear to be intended more as contributions to a conversation than as instances of information giving. Important feature of this type are those of

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identifying with other person’s concerns, being nice to the other person and maintaining and respecting face

d. Learner’s Problems

The problems that students have are how to understand the spoken language, the vocabulary. The real problems that students have are they lack of knowledge in English especially the Vocabulary mastery. This implies the confusion in listening and understanding the listening passage. Students spend more time in understanding several difficult words then they do not pay attention to the forthcoming words. This situation makes them confused to get the meaning of the whole listening passage.

Students are also very passive. It is difficult to make them active participating in the class especially classroom discussion. Through Cooperative Learning, each member will support the rest of the group so that all the members master and active in the classroom.

e. Teaching Listening

In teaching listening, the writer will expose students to different way of processing information: Bottom Up and Top Down. The distinction is based on the way learners attempt to understand what they hear. Learners start from their background knowledge and use in the given situation. The type of listening will also be various. Listening to detail information and global information will be the

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activities. Hegelsen (2001) proposes some principles for teaching listening as follow:

1. Expose students to different ways of processing information: bottom-up vs top-down. This is called interactive processing (Peterson, 2001). The way to integrate is by using pre-listening activities. Pre listening activities can in the form of; brainstorm vocabulary, related to a topic or invent a short dialogue relevant to functions. In this process, students base their information on their knowledge of life (top-down information) as they generate vocabulary and sentences (bottom-up data). The result is a more integrated attempt at processing.

2. Expose students to different types of listening. Students need to consider the purpose and they also need to experience listening for different purposes. Common type of listening in the textbook is listening for specific information. At other times students need to listen or try to understand in a more general way. This called global or gist listening. Listening for specific information and listening for a gist do not come out in isolation. They go along simultaneously. Students listen to the main idea of conversation and also pay attention to its specific information. The third is “listening between lines” (Hegelsen, 2001). Listening for implied information that does not directly stated. Even tough it need inference, this kind of listening, is done at the beginning level when students lack much vocabulary, grammar, and functional routines that students tend to infer the most. 3. Teach variety of task. Ask students to do various task based on the listening such as make a summary, make a respond or to developed some materials.

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4. Consider, text, difficulty, and authenticity. Teachers should teach listening appropriately based on the students.

5. Teach listening strategies, Rost (2002, p. 155) identifies as strategies that are used by successful listeners:

1. Predicting: effective learners think about what they will hear. This fits into the ideas about pre-listening mentioned earlier.

2. Monitoring: Good listeners notice what they do and do not understand. 3. Clarifying: Efficient learners ask questions (What does____mean? You

mean___) and give back

4. Responding: learners react to what they hear.

5. Evaluating: they check on how well they understood.

f. Types of listening Activities

The listening activities will be derived from the needs analysis and the indicators that should be obtained. The listening activities also based on the Top Down and Bottom Up processes. The students will have four models of listening activity and instruction, namely:

1. Listening and repeating

2. Listening and answering comprehension questions 3. Task listening

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g. Developing the English Listening Activities

The types of designing a set of instructional material in this study can support the students’ communicative ability by developing activities with different tasks and activities. The first function is to prepare for communication that includes introduction of the vocabulary and structural pattern (Candlin, 1983: 20). The second is exercises and tasks that develop communication. The sequences of different discourse help the learners to understand the tasks gradually. The third is exercises and tasks that construct communication. The teachers know the discourse of the topic, so the teachers can easily apply the activities in the classroom so that students can fulfill the speech act function and intention.

The fourth function is to stimulate the communication. This can be in the forms of role-play, projects, and action plan that make students use the materials for communicate actively. The last function is the exercises and tasks that are communicative themselves. The teachers and students maintain the English conversation so that the situation directs students in the real communication.

h. Listening Media

Written text and reading passages are the common material presentation in the classroom. Teachers need other media to give more exposure for the students, such as movie, song, audio CD, and picture. The media that are available such as, internet, VCD, tape player, over head projection, and computer set in the language lab as well as LCD.

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B. Theoretical Framework

The writer will elaborate the Kemp’ instructional design to design the listening material in this section and in what way Cooperative Learning suits with the teaching learning process of listening.

1. Further Discussion of Cooperative Learning.

By using certain instructional strategies for example Cooperative Learning, teachers have a goal to ease the learning activities in the classroom. Teachers’ teaching or instructional strategies that are used sometimes are not suitable for all students. The students will learn best when they feel comfortable with the situation and motivated to learn or study English in the classroom.

In the previous section, the writer has discussed about the principles of Cooperative Learning. They are positive interdependence, face- to- face interaction, individual accountability, social skills, and group processing. In Cooperative Learning group, all of these principles are included.

In Indonesia, it is very possible to implement some kinds of Cooperative Learning for senior high school students who are learning English. It is more likely because Indonesian students come from different performance level, ability, sex, and ethnicity. The diversity can be used to get positive benefit from others. The writer suggests some kinds of Cooperative Learning which can be implemented for senior high school students who are learning English, they are Students Teams- Achievement Divisions (STAD), Jigsaw, and Learning Together.

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The reason the writer chooses STAD are because its efficiency and effectiveness. When the teacher finishes with the material, students work in group to make sure all of the members have understood the lesson. They help each other and each member has the opportunity to present his or her understanding. Then, they will take small quiz and the scores are based on team scores. It can make the students are encouraged to help their friends. Individual accountability is maintained since the quiz is taken individually. For example, in learning reported speech. Students may feel bored when they have to listen to long explanation from the teacher about reported speech. Instead of it, the teacher can only explain the general guidelines of reported speech and then the students can learn by themselves in group. It can make the students more interested and be active.

The second is Jigsaw. The writer has discussed the rules of jigsaw previously. Since the only way students can find the whole information is from their friends, they are motivated to pay attention to others. Jigsaw can be implemented in various activities, for example in learning about description. The students are given the pieces of information about the characteristics of the missing person. They have to find the whole information from their friends to find the missing person. It is more challenging than only listening to the teacher explanation about description.

The last one is Learning Together. It can be implemented for project or report task. Students work on part of subject which fit with their interests and abilities. For example, students are assigned to make analysis of English short stories in the form of essay. They can choose which elements they like such as the

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theme, tone, character, symbol, plot, point of view, etc. each member chooses one element to be discussed or analysed then share his or her understanding in the group meeting

On the contrary, the writer does not suggest TGT because it needs much time in which it demands weekly tournament where they play academic games to show their subject mastery. However, it can be done when there is extra time. The writer also does not suggest TAI because the writer considers it not effective in which TAI only scores the number of units completed each week by team members. The last one is CIRC. The writer does not suggest this kind of Cooperative Learning for senior high school students because it is used for teaching reading and writing in the upper elementary grades.

In Cooperative Learning, the teacher is suggested to form the group in which it consists of different competence level students so that high competence level student can help other students. The distribution of groups can be adapted with the total number of students in class and their diversity in competence level, gender, and abilities.

There are many benefits of Cooperative Learning. The first is to make the students learn how to deal with other people and their uniqueness. In one group, there are different persons with different characteristics, competence levels, abilities, gender, learning styles and so on. Through cooperation, students are expected to be able to adapt him self or herself in the society later on.

The second is to teach them to be responsible to others. They cannot be ignorant because their results will affect the groups’ result. The smart students

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also have to be willing scores. Cooperative L than being selfish.

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Figure 2.3: Outco

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2. Further Discussions toward Adaptation from R & D and Kemp’s Model and Processes in Designing the Materials

Based on Kemp’s model, the writer compared processes done by Martalinova in designing her listening materials with the R & D steps. She developed a process of designing a set listening materials based on Kemp and Dick and Carrey model. The process consists of six parts which the writer used it as well, because the thesis made by Martalinova is the main reference in this thesis. The reasons were the concept and the theory were similar with the concept and the theory in this thesis although there are different methodology and learning theory proposed. The other reason was because the steps involved in designing the materials were thorough and easy to follow by the writer. In this study, the writer used the same framework in designing the materials with Martalinova’ framework in designing her materials. The process is also similar with Research and Development study used in this thesis. Processes in designing materials adopted from Kemp’s model are as follow (Martalinova, 2006):

1. Identifying the Entry Behavior.

Identifying entry behavior is same as learners’ characteristics in Kemp’s model and planning in the R&D steps. This section deals with about the explanation of the students’ characteristics and students’ need. For knowing the students’ characteristics and needs the writer had conducted survey and questionnaire to obtain the needed data as well as read related literature about listening and Cooperative Learning. These studies were important or useful to find

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the learners’ need and teachers’ expectations toward the designed set of authentic listening materials and appropriate implementation of Cooperative Learning. After knowing the data or the real condition, the writer designed the materials based on the students or the needs analysis. By seeing the explanation above, the listening materials should be suitable with the students.

The design starts with stating the goal what we want to achieve seeing the condition of the students. After knowing the goals, then the writer chooses materials that are suitable with the students need. The writer also proposes an approach and assessment. By using the entry behavior, the writer knows the skills that the students have acquired or obtained before learning the designed listening materials and the skills that they have to obtain or gain through or after having the listening materials.

2 . Stating the Standard Competencies and Listing the Topics

The Standard Competencies and the topics are the starting points in designing a set of instructional material. The terms Standard Competencies used rather than the term ‘goal’ because in the school based curriculum the Standard Competencies is used to mention the performances that students obtain at the end of teaching learning process and in planning this step done to state objectives of the materials. The purpose of stating the Standard Competencies is that to decide what kind of performances students should be able to perform at the end of the instruction. From the Standard Competencies, teachers can decide steps that can

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be used to achieve the goals. From the school-based curriculum of the SMA Negeri 7 Yogyakarta, below are the Standard Competencies:

1. To understand meaning in transactional and interpersonal conversation in the context daily life.

2. To understand meaning in short functional text and monolog in the form of simple narrative, descriptive, and news item in the context of daily life. From the Standard Competencies the writer had decided the topics listening for tenth grade of SMAN 7 as follow:

1. Bad Day, 2. Expressing Thank You, Compliment, and Congratulation, 3. Expressing Surprise and Invitation, 4. Expressing Agreement and Disagreement, 5. Announcement, 6. Narrative, 7. Descriptive, and 8. News Item

3 . Stating the Basic Competencies

After deciding the topics, the writer decided what the goals of each topic are. In Kemp, the process of designing the Instructional design explains that the designer should decide first the topics then he or she decides the goal of each topic in accordance with the goal or the Standard Competencies. Each goal of the each topic should guide students in the teaching learning process so that they can achieve the Standard Competencies at the end of the teaching learning process. The basic competencies stated to guide the teachers about the minimum competencies from the Standard Competencies that must be done or performed by the students. The basic competencies help the teacher to conduct or to arrange the

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Read

and re

_ad!

These long-lasting advertising elements may therefore be said to have taken a place in the no history of the demographic to which they have appeared. One such example is the enduring phrase, "Oh no, Mrs. Burke! I thought you were Laura!", from the 1968 through 1970 Post Grape-Nuts cereal advertisements, as well as "Winston tastes good like a cigarette should," from the eighteen-year advertising campaign for Winston cigarettes from the 1950s to the 1970s.

Variations of this catchy dialogue and direct references to it appeared media forms even as long as two decades after the ad campaign expired. Another is, "Where's the Beef?", which grew so popular that it was used in the 1984 presidential election by Walter Mondale. And yet another popular catch-phrase is "I've fallen and I want you to pick me up", which still appears occasionally, more than a decade after its first use.

For catching attention of consumers, communication agencies make wide use of hu-mor. In fact, many psychological studies tried to demonstrate the effect of humor and indicate the way to empower advertising persuasion.

To previous page

1. What is the new knowledge that you get from the text?

____________________________________________________

3. What can you learn from the text?

____________________________________________________

4. Write down new words that you do not know their meanings before!!

____________________________________________________

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What

have

you r

_ead?

Now, answer

these questions

below !

III

1. What is “advertisement”?

2. Who did make the advertisement?

3. When did the first advertisement in United States broadcasted?

4. What kind advertisement was it?

5. What is the importance of using television advertising for political campaign?

6. Why do many advertisement use catchy jingles or catch phrases?

7. What are the results of those kind jingles or phrases?

8. Mention some catchy jingles or catchy phrases?

9. Is it the same, advertisement in US with here in Indonesia? How?

10. Mention some catchy phrases from advertisement in Indonesia?

_____________________________________________________________________________ _____________________________________________________________________________

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a What was the most important thing you find in the reading text?

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

b Do you find differences between your answer before and after you read the text?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

c What do you think about the text? Is it too difficult? Why / why not?

REFLECTION!

Answer these questions!

IV

Listen Carefully

You will hear three advertisements. Make a note about what you

hear then answer the questions below

V

. Answer these questions based on the recording that you hear!

1.What is the name of the Department Store?

2.When does it open?

3.When does it close?

4.How many hours does the Department store open each day?

5.What is the name of the fitness center?

6.When does it open?

7.When does it close?

8.What are the sports that visitors can do in this fitness center?

9.What is the name of the theatre?

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Listen Carefully

You will hear three advertisements.

Now complete these

sen-tences and the script based on the recording that you hear!

Barker’s Department Store

Greenwood Fitness Center

Opens at ....am

Next to ……….

Closes at ....pm

Opens at ……..am

Closed on....

Closet at ……… pm

Open Monday - ...day

Club 100 Movie Theater

Movie title ...

Starts at ....pm on ...day

Should you listen to the recording and complete the missing words from this

tran-script!

1. Shopping, shopping, shopping! ______ Department Store is now !

Go ____ at Barker’s Department Store. It opens at and closes at

______.

That’s __ to _, Monday to Saturday. Shopping, shopping, shopping.

At Barker’s Department Store!

2. Play ___? _? Go ? Then come to the ___

____ , _ _______ Station. The Greenwood Fitness Center

is open 7am to 8.30pm, _______ to _. So get _____ . Come to

the Greenwood Fitness Center, 7am to 8.30pm, _ to _.

3. _________

. Only at the Club 100 ---________ Theater.

__________

_____ at _pm, . See you at the Club 100 ___

_, at ___pm.

Your turn!!

(group discussion)

VI

1. Made a product, place or anything that you think is

in-teresting and sellable.

2. Describe it as complete as possible. If you make a

cer-tain place, don’t forget to write down when it open and

when it close in a week.

3. Make an advertisement to promote your product. Come in the front of class and sell

your product. Each member must have certain time to speak in the front of class.

Notes are not allowed.

4. Submit your advertisement’s notes to your teacher. Your teacher will decide which

one is the best, interesting and sellable.

(5)

REFLECTION!

Answer these questions!

VI

a What was the most important thing you learned during the discussion?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

b What was something you already knew or had learned but it was reinforced?

c What do you think about today’s activities and materials?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

d What do you think about your group?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

e What do you like the most about the discussion?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

f What do you like the least about the discussion?

g What are your expectations about next activities?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

(6)

References

Unit 1

Bad Day by Daniel Powter

Unit 2 www.esl-lab.com

Unit 3

http://www.ehow.com/how_ 2 187563 _birthday-invitation.html www.esl-lab.com

Unit 4 www.esl-lab.com

staff.georgianc.on.ca/ctl/docs/Critical _Scaffold10 _Agreement _Disagreement.doc

Unit 5 www.esl-lab.com

www.daily.com

http://www.theanswerbank.co.uk/Travel/Question282875.html

Unit 6 www.esl-lab.com

http://en.wikipedia.org/wiki/Summer _camp Unit 7

http://www.onestopenglish.com/section.asp?catid=59394&docid=146222 http://www.onestopenglish.com/section.asp?catid=59394&docid=146226

Unit 8

http://www.onestopenglish.com/section.asp?catid=59394&docid=146223 http://.wikipedia.com/advertisement.

Designing a set of authentic listening materials for teaching listening for the tenth grade students of SMAN 7 Yogyakarta using cooperative learning.

Be Thankful

Be thankful for the difficult times

During those times you grow

Be thankful for your limitations

Because they give you opportunities for improvement

Be thankful for each new challenge

Because it will build your strength and character

Be thankful for your mistakes

They will teach you valuable lessons

“Nothing will become something meaningful

through a process, hard work, and a good purpose”

This thesis is dedicated to:

My Lord, Jesus Christ

My Mother & Father

My Biggest Gift from God

My Brothers, Nephews & Nieces

My Beloved Best Friends

Read

and re

ad!

To previous page

1. What is the new knowledge that you get from the text?

____________________________________________________

____________________________________________________

____________________________________________________

3. What can you learn from the text?

____________________________________________________

____________________________________________________

____________________________________________________

4. Write down new words that you do not know their meanings before!!

____________________________________________________

____________________________________________________

____________________________________________________

What

have

you r

ead?

Now, answer

these questions

below !

III

REFLECTION!

Answer these questions!

IV

Listen Carefully

You will hear three advertisements. Make a note about what you

hear then answer the questions below

V

. Answer these questions based on the recording that you hear!

1.What is the name of the Department Store?

2.When does it open?

3.When does it close?

4.How many hours does the Department store open each day?

5.What is the name of the fitness center?

6.When does it open?

7.When does it close?

8.What are the sports that visitors can do in this fitness center?

9.What is the name of the theatre?

Listen Carefully

You will hear three advertisements.

Now complete these

sen-tences and the script based on the recording that you hear!

Barker’s Department Store

Greenwood Fitness Center

Opens at ....am

Next to ……….

Closes at ....pm

Opens at ……..am

Closed on....

Closet at ……… pm

Open Monday - ...day

Club 100 Movie Theater

Movie title ...

Starts at ....pm on ...day

Should you listen to the recording and complete the missing words from this

tran-script!

1. Shopping, shopping, shopping! ____________ Department Store is now ______!

Go __________ at Barker’s Department Store. It opens at ______ and closes at

______.

_ad!

_ead?

1. Shopping, shopping, shopping! ______ Department Store is now !

Go ____ at Barker’s Department Store. It opens at and closes at

That’s __ to _, Monday to Saturday. Shopping, shopping, shopping.

2. Play ___? _? Go ? Then come to the ___

____ , _ _______ Station. The Greenwood Fitness Center

is open 7am to 8.30pm, _______ to _. So get _____ . Come to

the Greenwood Fitness Center, 7am to 8.30pm, _ to _.

_____ at _pm, . See you at the Club 100 ___

_, at ___pm.