Designing a set of integrated listening and speaking materials based on collaborative learning for the eleventh grade students of SMA Negeri 1 Depok - USD Repository

  DESIGNING A SET OF INTEGRATED LISTENING AND SPEAKING MATERIALS BASED ON COLLABORATIVE LEARNING FOR THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 DEPOK A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Agustina Budi Pratiwi

  Student Number: 041214027

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

  When things go wrong, as they sometimes will, When the road you’re trudging seems all up hill, When the funds are low and the debts are high, And you want to smile, but you have to sigh,

  When care is pressing you down a bit, Rest, if you must, but don’t you quit To my family, my beloved, and my friends

  

ACKNOWLEDGEMENTS

  First of all, I would like to express my gratitude to my Lord, Jesus Christ, for His blessings and guidance so that I was able to finish my thesis.

  Next, I am very grateful to Ag. Hardi Prasetyo, S.Pd., M.A., the head of English Language Education Study Program for giving me permission to conduct the study. I would like to address my sincere gratitude to my sponsor, Dr. Retno

  

Muljani, M.Pd. for her willingness to share her knowledge, give correction, advice,

  and support throughout the development of my thesis. In addition, I would like to thank Mrs. Ndari and Mrs. Marni for willingly spending their time evaluating my designed materials. I would like to thank Mbak Danik, Mbak Tari, and Mas Andi for always being pleased to provide any information needed.

  I am deeply grateful to all lecturers of the English Language Education Study Program of Sanata Dharma University for their guidance and knowledge they have shared for the past four years. I would also like to address my sincere gratitude to the English teachers of SMAN 1 Depok, Mr. Subiyadi and Mrs. Sri Suryanti, for their help, advice, guidance, and suggestions to my designed materials.

  Furthermore, I would like to express my gratitude to the best people in my life. I would like to thank my family: my father – Budiyanto, my mother – S.

  

Rahayu, my sisters and brother, for their great love and prayer. My great

  I wish to thank all my classmates: Elisabeth Aditya, Theresia Vina I.,

  

Agnes Nora E.W., Yosepha Rini, Retno Sukesi, and Agnes Woro Dwi Priharini

  for willingly sharing the joy and spirit during my study in this university. In addition, I warmly thank Ms. Emy, for kindly spending her precious hours proofreading my thesis.

  Lastly, I would like to apologize if I have inadvertently omitted anyone to whom the appreciation is due.

  Agustina Budi Pratiwi

  

TABLE OF CONTENTS

TITLE PAGE………………………………………………………………… i APPROVAL PAGES……………………………………………………….. ii STATEMENT OF WORK’S ORIGINALITY…………………………….. iv DEDICATION PAGE……………………………………………………….. vi ACKNOWLEDGEMENTS………………………………………………… vii TABLE OF CONTENTS……………………………………………………. ix LIST OF TABLES…………………………………………………………… xiii LIST OF FIGURES………………………………………………………….. xiv LIST OF APPENDICES…………………………………………………….. xv

ABSTRACT…………………………………………………………………. xvi

ABSTRAK…………………………………………………………………… xvii

CHAPTER I. INTRODUCTION

  1 A. Research Background…………………………………………………... 1

  B. Problem Formulation…………………………………………………… 5

  C. Problem Limitation……………………………………………………... 6

  D. Research Objectives…………………………………………………….. 6

  E. Research Benefits……………………………………………………….. 7

  2. Listening Skill ……………………………………………………… 9

  3. Speaking Skill ……………………………………………………….9

  4. Collaborative Learning ……………………………………………. 10

  5. The Eleventh Grade Students of Senior High School …………….. 10

CHAPTER II. REVIEW OF RELATED LITERATURE 12 A. Theoretical Description………………………………………………… 12

  a. The Nature of Listening ……………………………………… 13

  b. Background to Teaching Listening ………………………….. 13

  c. Listening Tasks ………………………………………………. 13

  2. Speaking …………………………………………………………… 16

  1. Listening …………………………………………………………… 13

  b. Background to Teaching Speaking …………………………… 17

  3. Integrated Listening and Speaking Materials ……………………… 17

  4. Instructional Design Model …………………………………………18

  5. Syllabus ……………………………………………......................... 23

  6. Material Development……………………………………………… 25

  a. Materials Adaptation …………………………………………. 26

  b. Techniques for Materials Adaptation ………………………… 26

  a. The Nature of Speaking ………………………………………. 16 b. The Principles of Collaborative Learning ……………………. 28

  c. Types of Classroom Activities in Collaborative Learning …… 30

  d. Teaching Listening and Speaking Based on CL Approach ….. 32

  8. Kurikulum Tingkat Satuan Pendidikan for Senior High School ……..33

  9. The Characteristics of Senior High School Students ……………… 33

  B. Theoretical Framework………………………………………………… 36

CHAPTER III. METHODOLOGY 42 A. Research Method………………………………………………………. 42

  2. Planning ………………………………………………………….. 44

  3. Developing Preliminary Form of Product ……………………….. 44

  1. Research and Information Collecting ……………………………. 43

  5. Main Product Revision …………………………………………… 46

  B. Research Participants…………………………………………………. 50

  C. Research Setting …………………………………………………........ 52

  D. Research Instruments ……………………………………………....... 52 1. Interview ………………………………………………………..

  52

  2. Questionnaire …………………………………………………… 53

  E. Data Collection ………………………………………………………. 55

  4. Preliminary Field Testing ………………………………………… 45

  CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 63 A. The Steps in Designing the Set of Integrated Listening and Speaking Materials……………………………………………………………….. 63

  1. Research and Information Collecting……………………………… 63

  2. Planning……………………………………………………………. 70

  3. Developing Preliminary Form of Product…………………………. 78

  a. Choosing the Subject Contents ………………………………. 78

  b. Selecting Teaching-Learning Activities and Instructional resources ……………………………………………………… 79 c. Designing the Materials ………………………………………. 80

  4. Preliminary Field Testing ………………………………………….. 82

  a. Expert Validation …………………………………………….. 82

  b. Materials Try Out …………………………………………….. 92

  5. Changes to Improve the Materials ………………………………… 95

  B. Presentation of the Designed Set of the Materials……………………… 96

  

CHAPTER V. CONCLUSION AND SUGGESTIONS 100

A. Conclusions…………………………………………………………….. 100 B. Suggestions……………………………………………………………. 102

  LIST OF TABLES

  Table 3.1: Product Specification ……………………………………………… 47 Table 3.2: Data Collection ……………………………………………………. 58 Table 4.1: Summary of Teacher Interviews ………………………………….. 64 Table 4.2: Summary of Students Needs Analysis Questionnaires …………… 68 Table 4.3: Data of Students Questionnaires ………………………………….. 69 Table 4.4: List of Topics ……………………………………………………… 73 Table 4.5: The Specific Learning Objectives of the Designed Materials…………………………………………………………… 75 Table 4.6: Description of the Respondents…………………………………… 83 Table 4.7: The Results of the Expert Validation Questionnaires …………….. 84 Table 4.8: Students Evaluation Questionnaires……………………………….. 93 Table 4.9: Presentation of the Designed Set of the Materials………………… 97

  LIST OF FIGURES

  Figure 2.1: Kemp’s Instructional Design Model………………………………. 22 Figure 2.2: Theoretical Framework Chart …………………………………….. 41 Figure 3.1: Relationship of R & D and Kemp’s Instructional Design Steps...... 49

LIST OF APPENDICES

  Appendix 1: Letters of Permission…………………………………………… 107 Appendix 2: Interview Guideline …………………………………………….. 110 Appendix 3: Interview Transcript ……………………………………………. 111 Appendix 4: Needs Survey Questionnaire……………………………………. 113 Appendix 5: Designed Materials Evaluation Questionnaire………………….. 116 Appendix 6: Overview of the Designed Set of the Materials…………………. 127 Appendix 7: Syllabus and Lesson Plans………………………………………. 130 Appendix 8: Presentation of the Designed Set of the Materials ………………. 160

  

ABSTRACT

  Pratiwi, Agustina Budi Pratiwi. 2009. Designing a Set of Integrated Listening and

  

Speaking Materials Based on Collaborative Learning for the Eleventh Grade

Students of SMA Negeri 1 Depok . Yogyakarta: English Language Education Study

  Program, Sanata Dharma University. Listening and speaking are important language skills for learners to develop. Unfortunately, the teaching of listening and speaking is still frequently problematic, particularly in SMA Negeri 1 Depok. The limitation of instructional materials and learning media is believed to be one of the obstacles of the implementation of effective listening and speaking teaching-learning activities. Considering that, this study is then aimed at developing a set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1

  Depok .

  There were two questions formulated in the problem formulation, namely, (1) how is a set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok designed? and (2) what does the designed set of the materials look like?.

  To answer the first question, the writer employed the adaptation of Kemp’s instructional design model as the realization of Educational Research and Development (R & D) method. There were nine instructional design steps employed in this study, namely, (1) enumerating learners’ characteristics, (2) formulating goals and general purposes, (3) formulating topics, (4) specifying learning objectives, (5) listing subject contents, (6) selecting teaching or learning activities and instructional resources, (7) coordinating support services (budget, personnel, and equipment), (8) evaluating the designed set of the materials, and (9) revising the designed set of the materials.

  In this study, the data obtained through needs survey served as the basis to develop the materials. Whereas, the data obtained by conducting evaluation and expert validation served as the basis for revisions. The data gathered from conducting evaluation and expert validation showed that the designed set of the materials was well-developed, although some revisions were necessary. Based on the comments and suggestions from the evaluators, the writer improved the materials related to subject contents and learning activities.

  The presentation of the final version of the designed set of the materials served as the answer to the second question. The designed set of the materials consists of six units, namely, Environment (unit 1), Education (unit 2), Legend (unit 3), Porquoi Tale (unit 4), Digital Library (unit 5), and Health (unit 6). Each unit

  

ABSTRAK

  Pratiwi, Agustina Budi. 2009. Designing a Set of Integrated Listening and Speaking

  

Materials Based on Collaborative Learning for the Eleventh Grade Students of SMA

Negeri 1 Depok . Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas

  Sanata Dharma.

  Mendengarkan dan berbicara merupakan keterampilan berbahasa yang

  penting untuk dikembangkan. Namun demikian, pengajaran mendengarkan dan

  

berbicara masih sering menjumpai banyak kendala, khususnya seperti yang terjadi di

  SMA Negeri 1 Depok. Sangat terbatasnya materi pembelajaran listening dan speaking serta kurangnya media pembelajaran diyakini sebagai salah satu penghambat penerapan kegiatan pembelajaran mendengarkan dan berbicara yang efektif bagi para siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan seperangkat materi

  

mendengarkan dan berbicara berdasarkan Collaborative Learning untuk kelas XI

SMA Negeri 1 Depok.

  Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu (1) bagaimanakah seperangkat materi mendengarkan dan berbicara berdasarkan untuk siswa kelas XI SMA Negeri 1 Depok dirancang? dan

  Collaborative Learning

  (2) bagaimanakah penyajian materi mendengarkan dan berbicara yang telah disusun tersebut?.

  Untuk menjawab pertanyaan yang pertama dalam perumusan masalah, penulis mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp sebagai realisasi metode Educational Research and Development (R & D). Terdapat sembilan langkah perancangan instruksional dalam penelitian ini. Langkah-langkah tersebut adalah (1) pengidentifikasian karakteristik siswa, (2) perumusan tujuan dan tujuan umum, (3) perumusan topik, (4) perumusan tujuan khusus, (5) perincian isi materi, (6) pemilihan dan pengembangan kegiatan pembelajaran (pengembangan materi pembelajaran), (7)pengkoordinasian peralatan pendukung (anggaran dan perlengkapan), (8) pengevaluasian materi, dan (9) perevisian/perbaikan materi.

  Dalam penelitian ini, data yang diperoleh melalui survei analisa kebutuhan siswa digunakan sebagai dasar pengembangan Sedangkan, data yang diperoleh dari evaluasi kemudian digunakan sebagai acuan untuk revisi. Data yang diperoleh dari melaksanakan evaluasi dan validasi ahli menunjukkan bahwa seperangkat materi telah dikembangkan dengan baik, meskipun masih diperlukan beberapa revisi. Berdasarkan saran yang diperoleh dari penilai, penulis memperbaiki materi yang berkaitan dengan isi materi dan aktivitas pembelajaran.

  Untuk menjawab pertanyaan yang kedua, penulis menyajikan hasil akhir dari materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu Environment (unit 1),

CHAPTER I INTRODUCTION This chapter presents the introduction of this study which can be elaborated

  into six main parts. They are the research background, problem formulation, problem limitation, research objectives, research benefits, and clarification of terms.

A. Research Background

  English now becomes an essential school subject to learn since it is an international language which is widely used in the world. Strevens (1980: 61) states that “English language is vastly more used nowadays than it was in the past, and that the expansion of its use continuous rapidly.” The fact shows that English is now broadly used in many fields like education, economics, culture, and so on. In addition, according to Harmer (1991:1), English has become a lingua franca, which is widely accepted as a means of communication between speakers who have different native languages. He adds that English is one of the main languages of international communication (Harmer, 1991: 1). It is clear that English is mostly used by people from various countries for communication. Considering the importance of English, people are required to learn and master English whether it is as their second language or as foreign language.

  2 Research and practice in English language teaching as cited by Brown (2001:

  232) has identified the four skills in language teaching, namely, listening, speaking, reading, and writing as of paramount importance. This statement implies that in language teaching, teachers shall teach those language skills as interrelated skills instead of focusing only on teaching one of those skills as separated skills. Hence, there are interconnection among learning activities from each of the language skill teaching.

  In this study, the writer is challenged to design a set of integrated materials that can facilitate the students in mastering English skills. The writer focuses her study on designing a set of integrated listening and speaking materials for senior high school. She integrates listening and speaking skills since they are closely intertwined (Brown, 2001: 267). Listening and speaking are interrelated skills that can be conducted simultaneously in oral communication and can be taught all together as well. In addition, listening activities mostly have speaking as the follow-up activities.

  The writer focuses her study on designing a set of integrated listening and speaking materials by considering two standard competences stated in Kurikulum

  

Tingkat Satuan Pendidikan (KTSP) for senior high school level and the goal of

  teaching English in senior high school. The two standard competences in KTSP require students to understand meaning and to express meaning both in formal transactional and interpersonal conversation and sustained in daily life contexts

  3 level (Depdiknas, 2006: 307). The achievement of informational literacy level means that the students are expected to be able to access knowledge with their ability to use the language. Hence, the target of learning English in senior high school is to help the students achieve their ability to use English for communication and access knowledge since they are prepared to continue their study in higher levels (Depdiknas, 2006: 307).

  In addition, the writer considers some common problems which are experienced by students when they are learning listening and speaking skills such as lack of self confidence, disability to make sentences, fear of making mistakes, and lack of vocabulary mastery. Based on informal observations conducted by the writer while conducting teaching practice in senior high school, it seemed that students could not speak English well and found many difficulties in responding to meanings in transactional and interpersonal conversations. Therefore, the writer considers that it is necessary to find solutions in order to solve those problems.

  Considering the common problems experienced by students when they are learning listening and speaking skills, the writer implements various listening and speaking activities based on Collaborative Learning principles. In order to solve students’ problems in learning listening and speaking skills, the writer adapts several learning activities based on Collaborative Learning principles that enable the students to get involved in groups to share their ideas, as well as listen to their partners, and

  4 discussion the students can learn from each other to find out the meaning of new vocabulary items and learn how to make sentences. They also have to be responsible to encourage each other to speak actively after listening to their members’ opinions. By learning in small groups or teams, the students will be accustomed to do conversations so that they will be more confident in uttering ideas and listening to their partners as well as giving responses to them.

  The writer designs the materials based on the Collaborative Learning approach by referring to the principles of teaching-learning activities based on

  

Kurikulum Tingkat Satuan Pendidikan (KTSP) . One of those principles states that the

  teaching-learning activities should provide the students with the opportunity to learn individually. At the same time, the learning activities should also provide the students with several assignments which encourage them to work in groups so that they can enhance their solidarity, sympathy, and empathy towards others (KTSP, 2006: 51).

  Based on this principle, the writer considers that Collaborative Learning can be a suitable approach to conduct teaching-learning activities based on the Kurikulum

  

Tingkat Satuan Pendidikan (KTSP) since Cooperative or Collaborative Learning

  essentially involves students learning from each other in groups (Larsen-Freeman, 2000: 164). Hence, classroom activities in Collaborative Learning mostly involve the students to work in groups.

  The writer will design the materials by using several learning activities which

  5 share, and so on. These learning activities facilitate the students in practicing listening to their group members’ ideas and information. After listening to their group members’ ideas and information, each student can practice speaking to utter his or her own information and to give responses to other group members actively using the target language. The implementation of those learning activities can appropriately motivate students in achieving the ability to use English in conversation, to access knowledge, and to overcome their problems in learning listening and speaking skills. It is because they enable the students to get involved in the learning process by providing the students with interesting classroom activities.

  There were other researchers who designed English materials based on Collaborative Learning or Cooperative Learning. The designed materials were mostly intended for specific purposes such as for teaching speaking to street children (Wulandari, 2005), for tourist Andong drivers (Astuti, 2005), and for the extracurricular activities in the second year students of senior high school (Rumjati, 2006). The writer will also apply Collaborative Learning approach as the basis to design a set of integrated listening and speaking materials for the eleventh grade students of senior high school.

B. Problem Formulation

  Based on the discussion in the research background above, the problems of

  6

1. How is a set of integrated listening and speaking materials based on

  Collaborative Learning for the eleventh grade students of SMA Negeri 1

  Depok designed? 2. What do the integrated listening and speaking materials based on

  Collaborative Learning for the eleventh grade students of SMA Negeri 1

  Depok look like?

  C. Problem Limitation

  Referring to the problems formulation, the writer limits the discussion to the designing integrated listening and speaking materials based on Collaborative Learning approach for senior high school students. To limit the problem, the writer will focus only on designing a one - semester - set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok. More specifically, the designed materials are intended for the Science class at SMA Negeri 1 Depok.

  D. Research Objectives

  In this part, the writer elaborates the research objectives of this study. The research objectives of this study are specified as follows:

1. To design a set of integrated listening and speaking materials based on

  7

2. To present the designed set of integrated listening and speaking materials

  based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok.

E. Research Benefits Hopefully, the result of this study can bring about benefits for many people.

  The research benefits are specified as follows:

  1. For students The writer expects that the designed materials will bring about benefits for the students especially in establishing their ability in interpersonal skill by conducting Collaborative Learning in listening and speaking activities. In addition, the writer expects that the designed materials will help the students improve their listening and speaking abilities through learning activities which enable them to get involved in each activity so that they can obtain enjoyment as well.

  2. For English teachers This paper is aimed to provide the teachers with some classroom listening and speaking activities which apply the principles of Collaborative Learning to reinforce their students to work together in groups in listening and speaking

  8 learn listening as well. Moreover, the designed materials can also be a model for the teachers.

  3. For other material developers The writer expects that the result of this paper will bring about benefit for the other material developers in developing their English materials, particularly using certain teaching-learning approach and method. In addition, the writer expects that the other material developers can improve their approaches and methods in developing the materials.

F. Clarification of Terms

  The writer uses some specific terms related to the study. In order to avoid misinterpretation, there are several terms to define as follows.

1. Integrated Material

  In dictionary (1995: 620), integrated means to be

  Oxford Advanced Learner’s united into a body or system, where each of the parts in relationship with other.

  Materials are the content to be learned in learning process, written in textbooks or papers. In addition, Richard and Rodgers (1988: 64) state that integrated material is material that focuses on the mastery of the integrated communicative skills rather than a mere mastery of the rules in the target language. According to the writer,

  9 including the language elements to facilitate the students in acquiring their language skills. In this study, integrated listening and speaking materials are a set of materials comprising both listening and speaking skills, which are incorporated into interdependence learning activities.

  2. Listening Skill

  According to Nunan (2003:24), listening is an active, purposeful process of making sense of what we hear. In addition, Widdowson (1978: 60) states listening is the receptive counterpart of saying and depends on the visual as well as the aural medium. In this study, listening is a receptive skill which includes an active process of receiving new ideas and information with the use of aural and visual media. Listening is called an active process since the mind actively engages in making meaning. Therefore, the listeners do not only listen to the listening passages, but they also interpret the content of those listening passages.

  3. Speaking Skill

  Speaking is the productive aural or oral skill. It consists of producing systematic verbal utterances to convey meaning as cited by Nunan (2003:48).

  Widdowson (1978:59) adds that speaking as an instance of use, therefore, is part of reciprocal exchange in which both reception and production play a part. In this study,

  10 utterances or statements, but also the activities to listen to other speakers’ utterances.

  4. Collaborative Learning

  Slavin (1990:2) states “Collaborative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content.” Evolving from a humanist view of education propounded by Dewey and others (Kessler, 1992:129), Collaborative Learning or Cooperative Learning is an approach to education based on the philosophy that education should be learner centred and learner directed, that learners can be teachers, and that teachers are guides and facilitators rather than the source of all knowledge and direction. Hence, the students are responsible for one another’s learning as well as their own. In this study, Collaborative Learning is defined as a teaching approach where the learning activities are conducted by grouping the students of different levels of ability into small teams.

  Each team uses a variety of learning activities to learn the academic content and get better understanding of the subject. In addition, Collaborative Learning enables the students to learn from each other in groups.

  5. The Eleventh Grade Students of Senior High School

  The eleventh grade students of senior high school are mostly at the age of sixteen to seventeen. They are considered as adolescents. According to Hamacheck

  11 participants’ primary motivation is not necessarily to know others, but to know themselves through feedback from others. In this adolescence period, students have already attained their background knowledge since their elementary school and junior high school as the basis for learning in senior high school. In this study, the students of SMAN 1 Depok grade eleven are the research participants.

  12

CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents a review of related literature and it is divided into two

  parts. They are the theoretical description and theoretical framework. The theoretical description consists of the discussions of basic theories of listening, speaking, integrated listening and speaking materials, instructional design model, syllabus, materials development, Collaborative Learning, Kurikulum Tingkat Satuan

  

Pendidikan for senior high school, and characteristics of senior high school students.

  The theoretical framework discusses the relevant supporting theories in designing the materials.

A. Theoretical Description

  In this part, the writer discusses the basic theories which are applied as the base line in developing the materials. The writer firstly discusses the theory of listening and speaking, and integrated listening and speaking materials since she focuses her study on designing a set of integrated listening and speaking materials.

  Subsequently, the writer elaborates the theories of instructional design model, materials development, Collaborative Learning, Kurikulum Tingkat Satuan

  13

1. Listening

  a. The Nature of Listening

  As stated by Nunan (2003: 24), “listening is an active, purposeful process of making sense what we hear.” Listening is a receptive skill since it requires a person to receive and understand the incoming information.

  b. Background to Teaching Listening

  According to Nunan (2003: 25), listening was virtually ignored. Subsequently, direct method promoted the teaching of listening comprehension and the idea that new teaching points should be introduced orally (Nunan, 2003: 25).

  In the years following World War II, the audiolingual method came to dominate foreign language teaching. This method emphasized memorization of new structures. The popularity of the audiolingual method paralleled the establishment of language laboratories for dialogue and pattern practice drills (Nunan, 2003: 25).

  Nunan (2003: 25) adds that in the 1970s and early 1980s, the introduction of communicative language teaching that is the idea the student learns through the act of communication increased the role of listening. In addition, listening was seen as a major source of comprehensible input (Nunan, 2003:26).

  c. Listening Tasks

  14 13), one-way listening tasks involve students only in listening and responding through different ways to achieve outcomes. It is concerned mainly to obtain information and knowledge. According to Goh (2002: 14), there are ten types of one- way listening tasks as follows:

  1) Restoration The listening activity includes omitted words or phrases, and deleted extra information.

  2) Reconstruction

  This type of listening activity involves creating original message with words heard or noted down.

  3) Comparison

  This listening activity includes comparing information of a similar nature for similarities and differences.

  4) Prediction This listening activity includes extending contents based on clues from part of the text.

  5) Sorting This listening activity involves sequencing, ranking, and categorizing items.

  6) Elaboration

  15 7)

  Evaluation This listening activity includes identifying inconsistencies and contradictions, and rank information.

  8) Jigsaw This listening activity includes creating a whole text from different parts.

  9) Matching

  This listening activity includes matching information from listening to pictures or written texts.

  10) Problem-solving This listening activity is conducted by offering solution to real-life problems.

  In addition, there are five types of two-way (interactional) listening tasks (Goh, 2002: 21). They are as follows:

  1) Creative dictation This listening activity is conducted by dictating to each other to complete a text.

  2) Description This listening activity is conducted by sequencing, reproducing, or completing pictures or diagrams.

  3) Simulation

  16 4)

  Discussion This listening activity is conducted by listening to and expressing opinion on specified topics.

  5) Presentation This listening activity is conducted by listening and responding to formal and informal presentations.

2. Speaking

a. The Nature of Speaking

  Speaking is the productive aural or oral skill. It consists of producing systematic verbal utterances to convey meaning as cited by Nunan (2003:48).

  According to Davies (1981:145), spoken English is not the same as written English. Nothing sounds worse than an instructor reading aloud. The way words and sentences are put together depends upon whether they are going to be read or spoken.

  Bailey (1994), as cited by Nunan (2003:48) states that many people feel that speaking in a new language is harder than reading, writing, or listening for two reasons. First, unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when you speak, you cannot edit and reverse what you wish to say, as you can if you are writing. We must make ourselves understood by the people we are speaking with, and

  17

b. Background to Teaching Speaking

  For many years, people taught speaking by having students repeat sentences and recite memorized textbook dialogues. Audiolingual repetition drills were designed to familiarize students with the sounds and structured patterns of the target language as cited by Nunan (2003:49). During the late twentieth century, language acquisition research made us reconsider some long-standing beliefs about how people learn to speak. People do not learn the pieces of the language and then put them together to make conversations. According to Nunan (2003:50), this realization has several interesting implications. If we believe that people learn languages by interacting, then learners should interact during lessons. As a result, a method called Communicative Language Teaching arose.

3. Integrated Listening and Speaking Materials

  According to Widdowson (1978:57), speaking and listening are said to relate to language expressed through the aural medium. Moreover, an act of communication through speaking is commonly performed in face to face interaction and occurs as part of dialogue or other form of verbal exchange, so it is dependent on an understanding of what else has been said in the interaction (Widdowson, 1978:59). In other words, it is clear that the act of speaking occurs after listening to the one we are speaking to. Widdowson (1978:59) adds that “speaking is part of reciprocal

  18 As stated by Widdowson (1978:60), “listening is the activity of recognizing what function sentences have in an interaction, what communicative value they take on as instances of use.” According to Nunan (1989:23), there are two types of listening, namely, reciprocal listening and non-reciprocal listening.

  

“Reciprocal listening refers to those listening tasks where there is

the opportunity for the listener to interact with the speaker, while

non-reciprocal listening refers to tasks such as listening to the radio

or a formal lecture where the transfer of information is in one

direction only that is from the speaker to the listener.”

  The writer, in this study, concerns more on the reciprocal listening in which the listeners could give responses directly to what they have already listened in the form of act of speaking.