Designing a set of integrated listening speaking materials for grade XI science program of SMA N 9 Yogyakarta using content based instruction

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING A SET OF INTEGRATED LISTENINGSPEAKING MATERIALS FOR GRADE XI SCIENCE
PROGRAM OF SMA N 9 YOGYAKARTA USING CONTENTBASED INSTRUCTION
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anisa Agustin
Student Number: 081214148

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING A SET OF INTEGRATED LISTENINGSPEAKING MATERIALS FOR GRADE XI SCIENCE
PROGRAM OF SMA N 9 YOGYAKARTA USING CONTENTBASED INSTRUCTION
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fullfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anisa Agustin
Student Number: 081214148

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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DEDICATION PAGE

I dedicate this thesis to my Mom and Dad,
my friends, and those who love me...

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, January 14, 2013
The writer

Anisa Agustin
081214148

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Anisa Agustin

Nomor Mahasiswa

: 081214148

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“Designing a Set of Integrated Listening-Speaking Materials
for Grade XI Science Program of SMA N 9 Yogyakarta Using
Content-Based Instruction”
beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada
perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk ain, mengelolanya dlam bentuk pangkalan data, mendistribusikan
secara terbatas, dan mempblikasikannya di Internet atau media lain untuk
kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberu
royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis,
demikian pernyataan ini yang saya buat dengan sebernarnya.
Dibuat di Yogyakarta
Pada tanggal: 14 Januari 2013
Yang menyatakan

Anisa Agustin

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ABSTRACT
Agustin, Anisa. 2013. Designing a Set of Integrated Listening-Speaking Materials
for Grade XI Science Program of SMA N 9 Yogyakarta Using Content-Based
Instruction. Yogyakarta: English Education Study Program, Sanata Dharma
University.
In facilitating the students to learn English, the teacher should provide
interesting and relevant materials. However, there might be some problems faced
by the teacher in providing the materials. This caused the students feel bored
during learning process. Moreover, teaching listening cannot be separated from
other skills such as speaking because these two skills are closely related.
This study deals with designing a set of integrated listening-speaking
materials for grade XI science program of SMA N 9 Yogyakarta using ContentBased Instruction. There were two problem formulations in this study: 1). How is
a set of integrated listening speaking materials for grade XI Science Program of

SMA N 9 Yogyakarta designed? 2). What does a set of integrated listening
speaking materials for grade XI Science Program of SMA N 9 Yogyakarta look
like? The objectives of this study were to design and to present a set of integrated
listening-speaking materials using Content-Based Instruction.
This study was a Research and Development (R & D) study in which the
writer applied five steps which were collecting information, planning, developing
preliminary product, preliminary filed testing, and revising main product. The
writer also adapted Kemp’s instructional design model and combined it with
Yalden’s. The writer applied eight steps of instructional design which were: 1).
conducting needs survey, 2). considering the goals, choosing the topics, and
stating the general purposes, 3). stating the learning objectives, 4). choosing the
subject content, 5). designing teaching and learning activities, 6). designing the
materials, 7). conducting the evaluation, and 8). doing the revision. In designing
the materials, the writer also applied the principles of Content-Based Instruction.
Based on the formative evaluation, it can be concluded that the designed
materials were good. It can be seen from the median of each statement which was
4. However, the writer revised some parts based on the comments and suggestion
from the teacher and lecturers. Then, the writer presented the final version of the
materials in four units. Each unit consisted of three main parts which were preactivity, whilst-activity, and post-activity. The pre-activity was used to activate
students’ pre-existing knowledge about the topic. The whilst-activity was the

main listening and speaking activity in each meeting. In the post-activity the
students were asked to reflect what they had done during the meeting.
Finally, the writer hopes that these materials could motivate the students in
learning listening and speaking. Moreover, it could make them to be accustomed
to listening to information and expressing ideas in English.
Keywords: design, integrated listening-speaking materials, grade XI, ContentBased Instruction
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ABSTRAK
Agustin, Anisa. 2013. Designing a Set of Integrated Listening-Speaking Materials
for Grade XI Science Program of SMA N 9 Yogyakarta Using Content-Based
Instruction. Yogyakarta: English Education Study Program, Sanata Dharma
University.
Dalam memfasilitasi siswa dalam belajar, guru harus menyiapkan materi
yang menarik dan relevan dalam pengajaran. Namun, guru mungkin mengalami
kesulitan dalam hal tersebut. Terlebih lagi dalam mengajarkan ketrampilan
mendengarkan karena guru tidak dapat memisahkannya dengan ketrampilan yang
lain seperti berbicara. Kedua ketrampilan ini sangat berhubungan.

Studi ini bertujuan untuk merancang materi mendengarkan dan berbicara
untuk siswa kelas XI program Ilmu Alam dari SMA N 9 Yogyakarta menggunakan
Content-Based Instruction. Ada dua pertanyaan yang akan dijawab dalam studi
ini, yaitu: 1). Bagaimanakah seperangkat pembelajaran mendengarkan dan
berbicara disusun menggukan Content-Based Instruction? 2). Bagaimanakah
bentuk dari seperangkat materi tersebut?
Studi ini merupakan Research and Development dimana penulis
menerapkan lima langkah yaitu pengumpulan data, perencanaan, penyusunan
materi, pengujian materi dan perbaikan materi. Penulis juga mengkombinasi dan
mengadaptasi model pengajaran dari Kemp dan Yalden. Penulis menerapkan
delapan langkah, yaitu: 1). Mengadakan Analisis Kebutuhan, 2). Menentukan,
tujuan utama, topik, dan tujuan umum pembelajaran, 3). Menentukan tujuan
khusus, 4). Merinci isi materi, 5). Menentukan kegiatan belajar mengajar,
6).Menyusun materi, 7). Melakukan evaluasi, 8). Melakukan revisi.
Berdasarkan evaluasi yang dilakukan dapat disimpulkan bahwa materi
yang disusun sudah baik. Hal ini dapat dilihat dari nilai tengah dari setiap
pernyataan yang mencapai nilai 4 bahkan 5 untuk beberapa pernyataan. Namun,
penulis masih perlu melakukan perbaikan berdasarkan saran dari responden.
Kemudian, penulis menyajikan versi akhir dari materi dalam empat unit. Dalam
setiap unit, terdapat tiga bagian utama pembelajaran yaitu: Pre-activity, Whilstactivity dan Post-activity. Dalam pre-activity, siswa diharapkan dapat mengingat

pengetahuan yang telah merka pelajari. Sedangkan whilst-activity merupakan
kegiatan utama dalam mempelajari ketrampilan mendengarkan dan berbicara.
Dalam post-activity siswa diminta untuk merefleksikan apa yang telah dapatkan
dalam pertemuan tersebut.
Akhirnya, penulis berharap materi ini dapat memotivasi siswa dalam
belajar ketrampilan mendengarkan dan berbicara. Selain itu, siswa dapat
terbiasa untuk mendengrakan informasi berbahasa Inggris maupun
mengungkapkan ide dalam Bahasa Inggris.
Kata kunci: desain, materi mendengarkan dan berbicara integratif, kelas XI,
Content-Based Instruction

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ACKNOWLEDGEMENTS

I would like to give my first greatest gratitude to Allah SWT for His bless
and guidance so that I could finish writing my thesis. He is the only one who can
help me whenever I fall.

I am also grateful to Mrs. V. Triprihatmini, S.Pd., M.Hum., M.A. as my
sponsor who is always willing to help and guide me to finish my thesis. I would
like to thank her very much for her understanding, patience, support, critics and
suggestion in accomplishing my thesis.
I would like to thank Mr. F. Chosa Kastuhandahi, S. Pd., M.Hum and
Mrs. Siska Revianti, S. Pd. for their willingness to evaluate, give feedback and
suggestion for my design. I would also thank all PBI lecturers for their patience
and guidance during my study in PBI. My thanks also go to Mbak Danik and
Mbak Tari, the PBI secretariat staff, for their help during my study.
I would also thank the English teacher of SMA N 9 Yogyakarta, Mr. Tri
Raharjo, S. Pd. for letting me doing the research in his class. I also thank him for
his time, guidance, feedback and suggestion in completing my thesis.
My great gratitude goes to my beloved parents, Mr. Sugiyono and Mrs.
Kasiyah for their endless love, care, support, and prayers so that I can finish my
study. I thank them very much for understanding me and being so patience. I
would also thank all of my family for their support during my study.
My special thanks also go to my best friends, AYAM family, Ayuk, Yeni,
and Meita for the beautiful friendship. They always support and help me during
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my study. They are the one who always motivate me whenever I feel down. Then,
I would like to thank to my SPD friends, Ika, Franky, Siana and Toro for their
sharing and support. My thanks also go to all PBI-ers 2008 for their supports and
friendship. I would also thank my new friends, Mitra-Mitri PUSD, for their
support in finishing my thesis.
Last but not least, I would like to thank those whom I cannot mention by
names who have helped me in accomplishing my thesis.

Anisa Agustin

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TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................. i
APPROVAL PAGE .................................................................................... ii
DEDICATION PAGE ............................................................................... iv
STATEMENT OF WORK’S ORIGINALITY ............................................ v
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................ vi
ABSTRACT ............................................................................................. vii
ABSTRAK ................................................................................................ viii
ACKNOWLEDGEMENTS ....................................................................... ix
TABLE OF CONTENTS ........................................................................... xi
LIST OF TABLES ................................................................................... xiv
LIST OF APPENDICES ........................................................................... xv
CHAPTER I. INTRODUCTION
A. Research Background ...................................................................... 1
B. Research Problem............................................................................ 4
C. Problem Limitation ......................................................................... 4
D. Research Objectives ........................................................................ 4
E. Research Benefit ............................................................................. 4
F. Definition of Terms ......................................................................... 5
CHAPTER II
A. Theoretical Description ................................................................... 8
1. Instructional Design................................................................... 8
2. The Nature of Listening ........................................................... 14
3. The Nature of Speaking ........................................................... 21
4. Integrated Skills....................................................................... 23
5. Report Text ............................................................................. 23
6. Content-Based Instruction ....................................................... 24
7. Kurikulum Tingkat Satuan Pendidikan..................................... 26
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B. Theoretical Framework ................................................................. 27
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method........................................................................... 29
B. Research Setting............................................................................ 31
C. Research Participants/Subject ........................................................ 32
D. Research Instrument ...................................................................... 32
E. Data Gathering .............................................................................. 34
F. Data Analysis Techniques ............................................................. 34
G. Research Procedure ....................................................................... 35
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. The Materials Development Process ............................................. 37
1. Conducting Needs Survey ....................................................... 37
2. Considering Goals, Choosing Topics, and Stating General
Purposes of Learning ............................................................... 51
3. Stating Learning Objective ...................................................... 52
4. Choosing Subject Content ....................................................... 52
5. Designing Teaching and Learning Activities and Finding
Resources ................................................................................ 52
6. Designing the Materials ........................................................... 53
7. Conducting Formative Evaluation............................................ 53
8. Revising .................................................................................. 53
B. The Designed Materials............................................................... 54
1. Standard Competences, Basic Competences and Topics.......... 54
2. The Learning Objectives ......................................................... 55
3. The Contents .......................................................................... 56
4. The Teaching and Learning Activities and the Resources........ 58
5. The Evaluation ....................................................................... 58
6. The Revision .......................................................................... 62
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CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................... 66
B. Suggestion..................................................................................... 68
REFERENCES ......................................................................................... 69
APPENDECES ......................................................................................... 71

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LIST OF TABLES
Table 4.1 Pre-Design Questionnaire Result ............................................... 38
Table 4.2 Interview Result ........................................................................ 48
Table 4.3 Indicators .................................................................................. 55
Table 4.4 Post-Design Questionnaire Result.............................................. 60
Table 4.5 Final Presentation of the Materials ............................................ 64

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LIST OF APPENDICES
Appendix 1: Letters of Permission ............................................................ 73
Appendix 2: Interview Guidelines ............................................................. 76
Appendix 3: Pre-Design Questionnaire ..................................................... 78
Appendix 4: Post-Design Questionnaire .................................................... 83
Appendix 5: Syllabus ................................................................................ 91
Appendix 6: Lesson Plans ......................................................................... 96
Appendix 7: Teacher’s Guide.................................................................. 116
Appendix 8: Listening Text Transcript .................................................... 132
Appendix 9: Materials............................................................................. 145
Appendix 10: CD of the Listening Materials .......................................... 173

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CHAPTER I
INTRODUCTION

In this chapter, the writer is going to discuss the reasons why the writer
conducted the study. This will be the background of this research. Moreover, the
writer will also present the research problems, problem limitation, research
objectives, research benefits, and definition of terms.
A. Research Background
English has become an important language in this world. Many people try
to learn this language whether as a second language or a foreign language. They
want to learn it because of many reasons. Adults learn English because they want
to be able to communicate with other people. When children and teenagers go to
school, they deal with English since it is an obligatory subject in the school. They
start to learn English when they are in the Elementary School and even some of
them since they are in Kindergarten.
In formal education, students usually learn the four skills of languages.
The four skills are listening, speaking, reading and writing. These four skills are
inter-connected. It means that actually the students cannot learn it separately. For
example, if they want to learn the listening skill, it must be correlated with other
skills such as speaking.
In the learning process, teachers and students might find some problems
concerning with the materials. One of these problems is the limited amount of the
teaching materials. Some teachers find that developing good materials is difficult
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because there are many aspects that should be considered. One of these aspects is
how to find materials which are appropriate to the students’ interest. This
consideration makes teachers tend to use the previous materials rather than
developing the new one which is more related to the students’ condition
nowadays.
In this study, the writer intended to design materials for SMA N 9
Yogyakarta. The writer had done PPL (teaching practice) in SMA N 9 Yogyakarta.
The writer had taught the students of grade XI for several meetings. When the
writer did PPL in that school, the writer found that the students did not have high
interest in listening class. Many students did not join the class seriously. Some of
them did other things rather than listening to the materials being delivered. From
this PPL the writer also knew the students’ level, interest, and difficulties in
learning English.
The writer also had done observation during the listening class. From the
observation, the writer found that the students of grade XI Science Program of
SMA N 9 Yogyakarta had problems in listening class. The main problem was that
they were lack of concentration when having the listening section. They seemed
not interested in listening. Besides, at that time, the teacher did not provide
interesting materials for the listening section. The activities were monotonous or
not various for the whole meeting. That was why the students got bored easily and
tended to do other things.
Teaching certain skill however, cannot easily be separated from other
skills. For that reason, in this study the writer integrated listening and speaking

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skills. These listening and speaking skills are also closely related. People usually
can speak or pronounce some words after they listen it from other people. Asher
states that “children develop listening skill before they develop the ability to speak
(as cited in Richards and Rodgers, 2003, p. 74).
In addition, the writer also found that the students were quite active in
speaking class. They also quite enjoyed the speaking activities. Most of them were
willing to express their opinions during the discussion. They were able to speak
spontaneously during the class. That is why, the writer hopes that the combination
of listening and speaking can help the students to enjoy learning both listening
and speaking skills.
In this study, the writer used Content-Based Instruction (CBI) as the
approach to design the integrated listening-speaking materials. Oxford (2001)
states that “In Content-Based Instruction, students practice all the language skills
in a highly integrated, communicative fashion while learning content such as
science, mathematics, and social studies” (p. 2). Another reason why the writer
chose CBI was that CBI could help them to learn other subject matters while they
are practicing the listening and speaking skills. CBI can help them to get deeper
understanding in the other subject matters. CBI can also help the students to be
accustomed to listening to information or expressing their ideas in English. In
addition, there are many sources that are developed in English so that they
students will be able to access those sources.

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B. Research Problem
There are two questions which are formulated in this study. The two
problem formulations are:
1. How is a set of integrated listening speaking materials for grade XI
Science Program of SMA N 9 Yogyakarta designed?
2. What does a set of integrated listening speaking materials for grade XI
Science Program of SMA N 9 Yogyakarta look like?

C. Problem Limitation
The writer limited this study by focusing on designing a set of integrated
listening-speaking materials for grade XI Science Program of SMA N 9
Yogyakarta. The type of texts used in this study was report texts. The approach
used to design the materials in this study was Content-Based Instruction.

D. Research Objectives
The writer sets two objectives for this study.
1. To design a set of integrated listening speaking materials for grade XI
Science Program of SMA N 9 Yogyakarta
2. To present a set of integrated listening speaking materials s for grade XI
Science Program of SMA N 9 Yogyakarta

E. Research Benefits
The writer hopes that this study will benefit three parties, namely:

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1. For students
The writer hopes that this study can improve students’ ability in listening
and speaking skills by providing new and interesting materials. The materials
designed in this study can also motivate students to learn both listening and
speaking skills. Moreover, the materials hopefully can make the students
accustomed to listening and speaking about other subject matters in English.
2. For teachers
The writer hopes that this study can provide more collections of materials
for the teachers. The writer also hopes that these integrated listening-speaking
materials can also help the teachers to have interesting teaching and learning
activities.
3. For other material researchers
The writer hopes that this study can give reference for further research in
the similar fields. Moreover, it can also enrich the collection of integrated
listening-speaking materials.

F. Definition of Terms
There are some terms that are used in this study. Here, the writer provided
the definition of some important terms based on some experts and what the terms
mean in this study.
1.

Design
Gagne and Briggs (1974) states “Design in long-range is a set of lessons

organized into topics, a set of topics constituting a course or course sequence, or

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perhaps with an entire instructional system” (p. 4). In this study, the writer
designed a set of integrated listening-speaking materials. It meant that the writer
made a set of lessons which were organized into topics for listening and speaking
class.
2. Listening
There are many definitions of listening proposed by some experts. Nunan
(2003) states “Listening is an active and purposeful process of making sense of
what we hear” (p. 24). Then, according to Rost (2002) “listening, in its broadest
sense, as a process of receiving what the speaker actually says (receptive
orientation); constructing and representing meaning (constructive orientation);
negotiating meaning with the speaker and responding (collaborative orientation);
and, creating meaning through involvement, imagination and empathy
(transformative orientation)” (as cited in Vandergrift, n.d). In this study, listening
is an activity which requires the students to hear certain recorded passage in order
to get certain information.
3. Speaking
People consider speaking as productive oral skill since it is generated by
the students. Nunan (2003) also states that “It consists of producing systematic
verbal utterance to convey meaning” (p. 48). In this study, speaking refers to an
activity in which the students have to express their ideas orally based on the
given topic or materials.

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4. Integrated Skills
The word integrate refers to “to combine two or more things so that they
work together” (Hornby, 2000, p. 706). In this study, the writer combined two
skills which were listening and speaking in order to achieve the learning goals. It
means that there were listening and speaking practices in each meeting.
5. SMA N 9 Yogyakarta
SMA N 9 Yogyakarta is a Senior High School which is located at Jalan
Sagan 1, Yogyakarta. It is a public school which is applying Kurikulum Tingkat
Satuan Pendidikan or the School-Based Curriculum. There are three grades in this
school which are grade X, XI, and XII. Grade XI and XII consist of two programs
that are Ilmu Alam (Science Program) and Ilmu Sosial (Social Program). The
focus of this study was on grade XI Science Program. In this study, SMA N 9
Yogyakarta was the place where the study was conducted. The students of Science
Program of SMA N 9 Yogyakarta were the participants of this study.
6. Content-Based Instruction
Krahnke (1987) states that Content-Based Instructions (CBI) is “the
teaching of content or information in the language being learned with little or no
direct or explicit effort to teach the language itself separately from the content
being taught” (as cited in Richards and Rodgers 2001 p. 204). In this study, CBI
was the approach used to design the integrated listening-speaking materials in
which the materials were related to other subject matters.

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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer is going to present some reviews of literature
which are related to the study. The writer divides this chapter into two subheadings which are theoretical description and theoretical framework. In
theoretical description, the writer is going to discuss some theories which are
relevant to this study. Then, the writer will summarize and synthesis the theories
to answer to problems in theoretical framework.

A. Theoretical Description
In theoretical description, the writer will review some literatures that can
be used to help the writer to conduct the study. In this study, the reviews of
literature are related to instructional design, listening, speaking, integrated skills,
report text, Content-Based Instruction and Kurikulum Tingkat Satuan Pendidikan.

1.

Instructional Design
In this study, the writer intended to design integrated listening-speaking

materials for Senior High School students. Therefore, theories of instructional
design were needed to help the writer to design the materials. There are many
experts that propose the instructional design theories. Each theory has its own
strengths and weaknesses. People can choose any model which is appropriate to
achieve their goals. They can even combine some models to get the best model to
meet their goals.
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a.

Kemp’s Instructional Design Model
Kemp (1977) proposes a design which consists of eight parts or elements.

These eight elements are interdependence which means one element will
influence the other elements. Something which makes Kemp’s model different
from other models is its flexibility. In this design, the designer can start with any
element. There is no rule that says the designer must start from certain element.
The designer can also do the revision or evaluation of the product anytime when
he feels that the design is not appropriate or does not work well. The designer
does not need to wait until all the steps are done to do the revision in certain parts.
Kemp (1977) proposes eight elements of the instructional design.
1.

Consider the goals, choose the topics, and state the general purposes
In this part the designers state what they want to accomplish in teaching

the topic. Then, the designers choose some topics which usually sequenced from
the simple one to the complex one. From each topic the designers formulate
general purposes from which the objectives of the learning can be derived (Kemp,
1977, pp. 13-16).
2.

Consider the learners’ characteristics
In this part, the designer should collect information from the learners about

their capability, needs and interest. This also includes the learning condition for
the teaching learning process. The designer should also consider the learning
styles of the learners (Kemp, 1977, pp. 18-20).

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3.

State the learning objectives
In this part, the designers state the learning objectives of the learning. The

objectives should be measurable so that the designers know what should be taught
and whether or not they are accomplished. The objectives are usually set based on
Bloom taxonomy which is from simple knowledge to higher levels (Kemp, 1977,
pp. 23-25).
4.

Choose the subject content
“Subject content should comprise the selection and organizing of specific

knowledge (facts and information), skills (step by step procedures, conditions and
requirements), and attitudinal factors of any topic” (Kemp, 1977, p. 44).
5.

Design the pre-assessment for the learners
The pre-assessment is used to collect the information about “to what

extend the students has acquired the necessary prerequisites for studying the
topic” and to know “what the students have already mastered about the subject to
be studied” (Kemp, 1977, p. 51).
6.

Design teaching and learning activities and find resources
In this part the designers should choose carefully the teaching learning

activity because it should be appropriate with the students’ characteristics.
Besides, the designers should also find resources for the teaching which is reliable
(Kemp, 1977, pp. 57-58).
7.

Coordinate the support services
In the design, the designer will need supporting services which should be

considered. The support services include “funds, facilities, equipment, and

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11
personnel whose time must be scheduled for participation in the instructional
plan” (Kemp, 1977, p. 84).
8.

Conduct the evaluation
In this part the designers evaluate whether or not each students has

accomplished the learning objectives. The way the designer evaluate the students
should be in line with the learning objectives which are already stated (Kemp,
1977, pp. 91-92).

b. Yalden’s Language Program Development
Yalden (1987) also proposes some stages in developing the planning for
second-language program. The language program development consists of eight
stages. Here, the stages should be done as they are designed. In other words, the
designer cannot rearrange the stages and should finish the stage before he could
start the next stage. The reason is the information or data obtained in the previous
stage will be used in the next stage. The stages of this program are needs survey,
description of purpose, selection/development of syllabus type, production of a
proto-syllabus,

production

of

pedagogical

syllabus,

development

and

implementation of classroom procedures, evaluation and recycling the stages.
During the needs survey the designer should find out not only the communicative
needs of the learners but also the physical resources (Yalden, 1987, pp. 88-89).
The needs survey includes “the identification of the communication
requirements, personal needs, motivations, relevant characteristics and resources
of the learners” and also the learner’s “partners of learning” for examples the

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teachers (Yalden, 1987, p. 90). It means that during the needs survey, the
designer not only can collect data from the students but also from the teachers.
The designer should also find the information about the physical resources as
facilities that can support the teaching learning process.
c. Principles of Instructional Design
In order to apply the Instructional Design, the writer also needed some
principles to follow. There are some principles of instructional design proposed by
Rost (2002 pp. 10-11) which are:
1) Aptitude specific instruction
To make the learning more effective and successful for the learners, the
instruction should be based on specific aptitudes, interest, abilities, and
preferred learning styles of learners (Snow, 1989; Gardner, 1993 as cited in
Rost, 2002 p. 10). It is very helpful if the learners are interested in the
teaching learning process because they will pay enough attention to the
materials.
2) Cognitive flexibility
The input of the learning process should be multimodal such as using video,
audio, text, and graphics. This kind of input is easily processed and
memorized by the learners (Clark and Pavio, 1991 as cited in Rost, 2002 p.
10).
3) Coordination of teaching and learning
To have more effective teaching, the teacher should be able to provide
different “learning events”. This “learning events” can help the learners to

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have long term retention of the materials (Gagne and Driscoll, 1988; Gagne et
al., 1992 as cited in Rost, 2002 p. 10).
4) Positives climate for learning
The role of the teacher is only as a facilitator in learning process. That is why
the teacher should develop conducive atmosphere for the learners, state the
goal of the learning clearly, manage the learning resources, make both the
intellectual and emotional aspect of learning balance and share thoughts and
feelings with the learners. The instruction is an interactive process that is why
there is open two-way communication, teacher and learners, in it (Rodgers
and Freiberg, 1994; Combs, 1982; Vallet, 1977 as cited in Rost, 2002 p. 11).
5) Course structure
In order to achieve certain goal, the teacher can provide or design certain
combination of presentation, for example readings, interviews, and
discussions which allows the learners to experience the learning so that the
learning is effective (Merrill, 1994 as cited in Rost, 2002 p. 11).
6) Elaborative sequencing
The sequence of the learning should be increased in terms of level of
complexity. The reason is it can create ‘stable cognitive structures’ for the
learners (Reiguth, 1987; Reiguth and Stein, 1983 as cited in Rost, 2002 p.
11).
7) Criterion referencing
The goals of the learning should show the competencies that the learners
should achieve. The learners can have time to measure their ability then

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14
receive clear feedback from their performance (Marger and Pipe, 1984;
Merger, 1988 as cited in Rost, 2002 p. 10).

2. The Nature of Listening
In this study, the writer intended to design integrated listening-speaking
materials. That was why some theories of listening were needed to help the writer
get deeper understanding on the nature of listening. Besides, the writer also
needed some principles of how to teach listening to the learners.
a. Definition of Listening
Sounds cannot be separated from human life. There are many kinds of
sounds that are created in every single second and enter human auditory system.
However, the way human respond to the sound can be different depending on how
much attention they give to the sound. In that case, people can be hearing or
listening to the sound. These two activities are similar, but they also have
significant difference. Listening is considered active activity since people put
much attention to the sound. They are consciously willing to listen or pay
attention to the sound in order to get something from it. They consciously focus
their attention to the sound (Rost, 2002 p. 8).
b. The Bottom-Up and Top-Down Views
Teaching listening cannot be separated from the bottom-up and top-down
views. These two views are different. The difference lies on the order of the
listening materials which are delivered to the learners (Buck, 2001, p. 2). “The
bottom-up view sees language comprehension as a process of passing through a

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number of consecutive stages, or levels, and the output of each stage becomes the
input for the next higher stage” (Buck, 2001, p. 2). It means that the materials
used in the listening are already arranged in such a way and cannot be changed in
terms of the order of delivering the materials. The learners should learn the
previous materials before they can learn the next materials.
On the other hand, “listening comprehension is a top-down process in the
sense that various types of knowledge involved in understanding language are not
applied in any fixed order-they can be used in any order, or even simultaneously,
and they are all capable of interacting and influencing each other” (Buck, 2001, p.
3). This view is more flexible than the bottom-up view. In this view, all materials
are considered equal so that it can be delivered to the learners any time based on
the learners’ need.
c.

Krashen’s Input Hypothesis
Learners’ achievement is also influenced by the input that they get. There

are many kinds of input that the teacher can give to the students. Krashen has
pointed out the input that the teacher should give to the learners. “Input must be
comprehensible to the learners (at or just above the learners’ level) and be offered
in such a way as to allow multiple opportunities to understand and use the
language” (as cited in Crandall, 1987, p. 5). It means that the teacher should
consider the learners’ level first before giving the input. The input must not be too
easy or difficult for the learners. If it is too easy, the learners will not pay enough
attention to it. The learners will not improve their ability if the complexity of the

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materials is under their level. However, if it is too difficult, the learners will get
frustrated rather than feel challenged.
d. Factors Influencing Listening
Someone’s ability in listening can be various. This can happen because of
the influence of many factors which come from inside or outside the listener.
Rubin (1994) proposes some factor that may influence the process of listening (as
cited in Goh, 2002, pp. 8-9):
1) Text
There are three types of text features that influence the listening. The first
type is acoustic features. The examples of this feature are phonological
modifications and speech rate. The second type consists of discourse
features. This feature includes macro- and micro-markers, linear and nonlinear organization of information, difficult vocabulary, colloquialism,
sentence length and complexity, visual support, and explicitness of
information. The last feature is the type of the text. The examples of this
feature include news broadcast, lectures and conversation, abstract versus
non-abstract topics, static versus dynamic relationship.
2) Task
There are two things that can affect the complexities of listening tasks.
The first is the time available for processing the information. The second
is the ability of the listener to get the information repeated during the
listening.

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3) Speaker
Speaker in the listening comprehension does have effect on the degree
and quality of comprehension. There are speaker’ characteristics such as
accent, fluency, standard or non-standard usage, and gender that usually
influence the listener to understand the listening passage.
4) Listener
The listener themselves also have characteristics that can affect their
ability to get the information. These characteristics are language
proficiency, gender, memory, interest, purpose, prior knowledge,
attention, concentration, accuracy of pronunciation, physical and
psychological states, knowledge of context, topic familiarity, and
establish listening habits.
5) Process
The types of processing also affect listening comprehension. These types
of processing can be top down, bottom up, or an effective combination of
both. Besides the listening process, listening strategy can also influence
listening. Moreover, someone’s ability in choosing tactics to understand
the strategy will also affect the success of applying the listening strategy.
e.

General Principles of Teaching Listening
Another factor that may influence someone’s ability in listening

comprehension is the way listening is taught. A teacher cannot just ask the
students to listen to certain listening passage and do the task. However, he/she has
to consider some principles in teaching listening. Morley states some general

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principles in teaching listening comprehension (as cited in Paulston & Bruder,
1976, p. 129):
1) The goals in a listening class should be stated clearly so that both teacher
and learners really undertand their roles.

The goals should also be

appropriate with the curriculum being applied.
2) The steps in the listening class should be developed carefully. The tasks
should be designed from the simple one to the complex one. It can also
help the learners to understand what the learners have to do.
3) The listening process should give more opportunity for the learners to
participate. The teacher can also give feedback on the students to make
them motivated in the learning.
4) Before the listening, the teacher can give written task in order to help the
learners gain their concentration. Concentration is very important since it
help the learners to memorize something.
5) During the listening process, the learners have to use the memory
consciously. The aim of listening is to prepare the learners with better
memory spans. Morley states “listening is receiving; receiving requires
thinking, and thinking requires memory; there is no way to separate
listening, thinking, remembering.
6) There is no test in listening. The score of the listening tasks is considered
as feedback for the learners of how far they progresses during the
listening class. There is no failure due to the score of the tasks.

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In teaching listening, the teacher should also consider the background
knowledge of the students about the topic. This kind of knowledge can help the
student to better understand the listening text. Cook (1989) states that “in order to
make sense of any text we need to have pre-existent knowledge of the world” (as
cited in Harmer, 2001). This kind of knowledge is called “schema” which can
stimulate our mind about the topic. If they students have known what they are
dealing with, it will be easier for them to understand.
Then, the teacher can also pre-teach vocabulary to the students. The
teacher can provide some difficult words that will be found in the text. By doing
so, the teacher can help the students to predict what they will listen to. In other
words, the teacher can activate students’ schemata related to the topic (Harmer,
2001, pp. 203-204).
f.

Principles of Listening Exercise
Beside the principles of teaching, a teacher should also think about

developing exercises for the students. These exercises should be well arranged
based on students’ ability and need. Before a teacher enters the class to teach
listening, he/she has to decide the topic of today’s lesson and what point they will
teach to the students. After that, he/she has to think about the way they will get
students’ attention. Students’ attention is very important in listening class because
if the students cannot concentrate well, they will not get the idea of the passage. If
the teacher has got students’ attention, he/she may start on the listening and give
some tasks for the students. The teacher could invite the students to do the tasks
he/she has prepared as the indicators that the students understand the listening

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passage. The last step is giving feedback on the students’ performance (Paulston
& Bruder, 1976, p. 131). There are some kinds of listening task that can be done
in class which are:
a. Listening for general understanding
In this kind of listening task the students do not need to pay much attention to
the detailed information, but for general understanding of the text. The
students do not need to analyze everything the speaker said in the passage
(Harmer, 2001, p. 202).
b. Listening for specific information
In this kind of listening, the students can ignore some detail until they come
to specific information they are looking for (Harmer, 2001, p. 202).
c. Listening for detailed information
In this kind of listening task, the students have to pay enough attention to
every detail of the text (Harmer, 2001, p. 202).

3.

The Nature of Speaking
This study dealt with integrated listening-speaking materials. That was

why the writer needed the definition of speaking and some theories of speaking.
a.

Definition of Speaking
Speaking is considered as productive oral skill since it is generated by the

learners. “It consists of producing systematic verbal utterance to convey meaning”
(Nunan, 2003, p. 48). In other word, speaking is an activity which requires people
to express what are in their mind orally. In speaking, people cannot edit and revise

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what they wish to say and other people whom they are talking to wait for the
reaction.
b. Principles for Teaching Speaking
In order to be able to teach speaking, teacher should know some principles
of teaching speaking so that the goals of the learning can be achieved. The
principles of teaching speaking are presented as follow:
1) Give students practice with both fluency and accuracy
Nunan (2003) states that “accuracy is the extent to which students’ speech
matches what people actually say when they use the target language” (p. 55).
“Fluency is the extent to which speakers use the target language quickly and
confidently, with few hesitations or unnatural pauses, false starts, words searches,
etc” (Nunan, 2003, p. 55).
2) Provide opportunities for students to talk by using group work or pair work.
Pair work or group work really provides more opportunities for the
students to increase their speaking in the target language. “The learners take on
diverse speaking roles that are normally filled by the teacher” (Nunan, 2003, p.
55).
3) Supply Key Language
In order to help the students to speak, the teacher can provide key
vocabulary before the speaking activities. This can help the students deal with the
difficult words, terms or phrases (Harmer, 2001, p. 252).

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c.

Classroom Techniques and Tasks
There are also some classroom techniques and tasks that the teacher should

consider. The consideration is made based on students’ characteristics. The
teacher should choose carefully the classroom techniques and tasks so that they
can conduct effective teaching and learning.
1) Information gap
In information gap the students are expected to share information the
other student lacks. It means that one student has informtion the other
student needs to know. That is why the should exhange information in
target language so that they can complete the task (Harmer, 2001, p. 56)
2) Role-plays
Role-plays give opportunities for the students to speak in the target
language before the really do it in the real life. In role-plays, the students
are given roles and situation. They have to act based on the roles that they
get (Nunan, 2003, p. 57).
3) Simulation
In simulation, the students can practice the target language in more real
situation. The teacher can provide properties to create such situation so
that the students feel they are in the real place and