Designing a set of English instructional listening materials using communicative language teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta.

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS USING COMMUNICATIVE LANGUAGE TEACHING FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A THESIS

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

in English Language Education

By

Ezra Anggara Yuniarta Student Number: 051214032

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010

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ABSTRACT

Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening Materials Using Communicative Language Teaching for the Tenth Grade Students of Sekolah Menengah Atas (SMA) BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Listening skill is a skill that needs to be developed in order to achieve good communication in real life. Listening skill could be developed by training it regularly and continuously in order to obtain a perfect communicative listening skill. Unfortunately, sometimes listening skill receives less attention from the English instructors than the other skills. One of the reasons is because of the limitation of the materials, especially audio materials. This case could be proven through the information which is gained by the writer from questionnaires and informal interview with the English teachers of SMA BOPKRI 2 Yogyakarta. Based on the consideration above, the writer is encouraged to design a set of English instructional listening materials using Communicative Language Teaching for the first semester of the tenth grade students of SMA BOPKRI 2 Yogyakarta and try to present the designed set of English instructional listening materials using Communicative Language Teaching for the first semester students of the first grade of SMA BOPKRI 2 Yogyakarta. There were two problems to be solved in this study. They are: 1) How is a set of English instructional listening materials using Communicative Langugae Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed? 2) What does the designed set of English instructional listening materials using Communicative Language Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta look like?

The writer adapted Kemp’s and Yalden’s instructional design models to answer the first question. There were six steps employed. They were: (1) Conducting Need Survey, (2) Stating the Competency Standard and Listing the Topics, (3) Stating Basic Competency, (4) Listing the Indicators, (5) Selecting Teaching and Learning Activities, (6) Conducting an Evaluation Survey and Revision.

The writer employed five steps of Research and Development method based on Borg and Gall. The steps were: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main product Revision.

The result of the materials evaluation, based on Preliminary Field Testing questionnaire, ranged from 3.75 up to 4.6. This showed that the designed materials were good and acceptable. The writer presented the final version of the designed materials after conducting some revisions based on the comments and suggestion to answer the second question. There are eight units in the designed materials. Each unit

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consists of five sections, namely ‘Brainstorming’ as pre-listening, ‘Small Talk’, ‘Language Focus’ and ‘Listening for Meaning’ as the while-listening activities, and ’Speak Out’ as the post-listening activities.

It is hoped that this designed materials encourages other researchers to conduct a further study and can be used by the teacher to improve students’ listening mastery. Keywords: design, listening, instructional materials, Communicative Language Teaching

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ABSTRAK

Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening Materials Using Communicative Language Teaching for the Tenth Grade Students of Sekolah Menengah Atas (SMA) BOPKRI 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Kemampuan/Skill mendengarkan adalah kemampuan yang perlu dikembangkan dalam rangka untuk mencapai komunikasi yang baik dalam kehidupan nyata. Kemampuan mendengarkan dapat dikembangkan dengan pelatihan secara teratur dan berkesinambungan dalam rangka untuk mendapatkan Kemampuan mendengarkan komunikatif yang sempurna. Sayangnya, kadang-kadang Kemampuan mendengarkan mendapatkan perhatian yang kurang dari instruktur bahasa Inggris dibanding dengan kemampuan/skill lainnya. Salah satu alasannya adalah karena keterbatasan bahan, terutama bahan-bahan audio. Kasus ini bisa dibuktikan melalui informasi yang diperoleh oleh penulis dari kuesioner dan wawancara informal dengan guru bahasa Inggris dari SMA BOPKRI 2 Yogyakarta. Berdasarkan pertimbangan di atas, penulis terdorong untuk merancang serangkaian materi mendengarkan/listening pelajaran bahasa Inggris untuk siswa semester pertama kelas sepuluh SMA BOPKRI 2 Yogyakarta menggunakan Communicative Language Teaching dan mencoba untuk menyajikan bahan pengajaran mendengarkan untuk siswa semester pertama kelas sepuluh SMA BOPKRI 2 Yogyakarta menggunakan Communicative Language Teaching. Ada dua masalah yang harus diselesaikan dalam kajian ini. Masalah tersebut adalah: 1) Bagaimana seperangkat bahan-bahan pengajaran listening bahasa Inggris menggunakan Communicative Language Teaching untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta dirancang? 2) Seperti apakah seperangkat bahan-bahan pengajaran listening bahasa Inggris menggunakan Communicative Language Teaching untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta tersebut?

Penulis mengadaptasi model desain pembelajaran dari Kemp dan Yalden untuk menjawab pertanyaan yang pertama. Ada enam langkah yang digunakan. Langkah-langkah tersebut meliputi: (1) Melaksanakan Survei Kebutuhan, (2) Menentukan Kompetensi Standard dan Topik-Topik, (3) Menentukan Kompetensi Dasar, (4) Menentukan Indikator-Indikator, (5) Memilih Kegiatan Pembelajaran, (6) Melakukan Survei Evaluasi dan Revisi.

Penulis menggunakan lima langkah dari R & D. Langkah-langkah tersebut adalah: (1) Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal dari Produk, (4) Pengujian Awal Lapangan, dan (5) Perbaikan Produk Utama.

Berdasarkan hasil kuesioner Pengujian Awal Lapangan, hasil dari evaluasi materi berkisar antara 3.75 sampai 4.6. Ini menunjukan bahwa materi yang didesain bagus dan dapat diterima. Penulis mempresentasikan versi akhir dari materi, setelah

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melakukan perbaikan berdasarkan pendapat dan saran, untuk menjawab pertanyaan kedua. Ada delapan unit dalam materi. Masing-masing unit terdiri dari 5 bagian, yaitu ‘Brainstorming’ sebagai kegiatan sebelum mendengarkan, ‘Small Talk’, ‘Language Focus’ and ‘Listening for Meaning’ sebagai kegiatan inti mendengarkan, dan ’Speak Out’ sebagai kegiatan setelah mendengarkan.

Diharapkan bahwa desain material ini dapat mendorong para peneliti lain untuk melakukan studi lebih lanjut dan selanjutnya dapat digunakan oleh guru-guru untuk meningkatkan penguasaan listening para siswa.

Kata kunci: desain, mendengarkan, materi pembelajaran, Communicative Language Teaching

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ACKNOWLEDGMENTS

Firstly, I would like to give my best gratitude to my Almighty Lord Jesus Christ who had died to save my life. Without His love for me, I will not be able to finish this thesis and live in delight. I would like to thank my beloved sponsor Drs. Y. B. Gunawan, M.A. who always patiently guide me to finish my thesis. Even though sometimes I wanted to give up, he always encouraged me. My gratitude to all of the big family of Sanata Dharma University (C. Tutyandari, S.Pd., M.Pd., M. Frida Yulia S.Pd., M.Pd., Maria Martarina Pramudani, Chatarina Artilantari, Antonius Jody, S. Pd., F. Chosa Kastuhandani, S.Pd.) for supporting me to complete my thesis and for teaching me a lot of worthy things along my study.

I would like to give my gratitude to my beloved mother, my beloved father and my lovely sister “Priska Febrina Y.”, who always support and give me spirit to finish my study. I might give up without them. I give my gratitude to my girlfriend ‘Devita M.’ and her family (Mr. Ronny H., Mrs. N. Yulie H. and Desna R.), who always support me to finish my thesis soon.

I would like to say thanks to the big family of SMA BOPKRI 2 Yogyakarta (Didik Prasetyo, Ita Hermayanti A., S.Pd, Dra. D. Sri Ismayawati, Sri Lestari Etik K., S. Sunu Nugroho, S.Pd., S. H., M. Hum., IGT. Mujiyono, S.Pd.) who have given me opportunities to do research to complete my thesis. I would like to say

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Thanks to Mawut Gang of PBI (Fidelis Windiawan, S.Pd., A. Wahyu W.P., S.Pd., Andres Jeffri, Y. Bondan, Fandi Herbayu and Agatha Pepy Y., S.Pd.) who always support and cheer my life with crazy and interesting things. I would like to give my gratitude for my beloved Rock The world Band (C. Panggih, Daniel A., Anto S., Romelo A. and Kunto A.) for always walk together to serve Jesus with our Rock Music. They are the best God’s musicians I never met before.

I would like to say thanks for all big family of Domby Kid’s hope in Code River, who have made me learn to love and care about children’s life. I have learnt a lot of things about poor children and how to treat them as our family. I would like to say thanks to the inhabitants of Grinjing 9C boardinghouse (Fajar A., A. Toro, Eka N., Wahyu N., Antok S., Findi A. and Agus E.) who always make the atmosphere become alive in our boardinghouse. Finally, I would like to thank all of my friends that I cannot mention one by one. Their friendship means a lot to me.

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TABLE OF CONTENTS

TITLE PAGE……... i

APPROVAL PAGES... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vii

ABSTRAK ... ix

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS ... xiii

LIST OF TABLES ... xvii

LIST OF FIGURES ... xviii

LIST OF APPENDICES ...xix

CHAPTER I : INTRODUCTION………..………1

A. Research Background ...1

B. Problem Formulation...4

C. Problem Limitation...4

D. Research Objectives...5

E. Research Benefits...5

F. Definition of Terms...6

CHAPTER II : REVIEW OF RELATED LITERATURE………...……….8

A. Theoretical Description ...8

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a. Kemp’s model………...9

b. Yalden’s Model………...11

2. Teaching Listening……….13

a. The Nature of Teaching Listening………..14

b. Principles for Teaching Listening………...15

c. Types of Communicative Listening Activities………16

1) Pre-Listening Activities………...………16

2) While-Listening Activities………..……18

3) Post-Listening Activities………..…....…...20

3. Communicative Language Teaching………...23

a. The Nature of Communicative Language Teaching………...23

b. The Goal of Communicative Language Teaching………..24

c. Type of Activities in CLT………...25

4. Kurikulum Tingkat Satuan Pendidikan (KTSP)………27

B. Theoretical Framework...28

CHAPTER III : METHODOLOGY A. Research Method………...33

B. Research Participants...35

C. Research Instruments...37

D. Data Gathering Techniques...38

E. Data Analysis Techniques... 39

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CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS……….…...43

A. Elaboration of the Steps Conducted in Designing a Set of English Instructional Listening Materials... 43

1. Conducting Need Survey………... 43

2. Stating the Competence Standard and Listing the Topics... 55

3. Stating the Basic Competence... 56

4. Listing the Indicators... 58

5. Selecting teaching and learning activities...60

6. Evaluating the Designed Materials...63

B. The Result of the Evaluation Survey Administered to Evaluate the Designed Set of Materials...63

1. The Description of the Respondents………..………...63

2. Data Presentation in the Form of Descriptive Statistics………...64

3. Respondents' Comments on the Designed Set of English Listening Materials……….……….67

4. The Strengths of the Designed Set of English Listening Materials…………...68

5. The weaknesses of the Designed Set of English Listening Materials…………69

6. The Respondents' Suggestions on the Designed Set of Listening Materials………69

C. Discussion on the Designed Set of Materials Evaluation ...70

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CHAPTER V : CONCLUSIONS AND SUGGESTIONS………...………74

A. Conclusions...74

B. Suggestions ...75

REFERENCES ...77

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LIST OF TABLES

Table Page

Table 3.1: Points of Agreement………...….39

Table 3.2: The Descriptive Statistic of Respondents’ Opinions (Blank)……….39

Table 4.1: Summary of the Students’ Questionnaires Part 1……..………..…...…44

Table 4.2: Summary of the Students’ Questionnaire Part 2……….…47

Table 4.3: Summary of the Teachers' Questionnaires Part 1…….………..………..………..50

Table 4.4: Summary of the Teachers' Questionnaires Part 2…….………..51

Table 4.5: The Development of the topics and the themes in the Designed Set of English Instructional Listening Materials………...55

Table 4.6: The Basic Competence………57

Table 4.7: The Indicators……….………59

Table 4.8: The Description of the Respondents………..….64

Table 4.9: The Descriptive Statistics of Respondents' Opinions………..…...65

Table 4.10: The Topics……….……72

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LIST OF FIGURES

Figure Page

Figure 2.1: Kemp's model………...…….10

Figure 2.2: Yalden’s Language Program Development……….……..11

Figure 2.3: The Writer’s Model………...…32

Figure 3.1: Comparison between R & D and The six steps of the writer’s model…………..36

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LIST OF APPENDICES

Appendix Page

Appendix A : Letter of Permission ………...…….80

Appendix B : Students’ Questionnaire for Need Analysis ………...…….82

Appendix C : Teachers’ Questionnaire for Need Analysis ………....…...86

Appendix D : Materials Evaluation Questionnaire ……….………..….90

Appendix E : Syllabus ………..………....…….94

Appendix F : Lesson Plan ………..………...……111

1

CHAPTER 1

INTRODUCTION

In this chapter, the writer would like to present six major points, namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms. This introduction is intended to build the main foundation for conducting the research.

A. Research Background

Nowadays, the development in the education field is advancing, especially dealing with the materials used for the teaching learning activities in the classroom. These days many second language teachers have changed their paradigm in teaching. They develop the approach, methods and teaching strategies that are used in the class. Many teachers have been very creative in preparing materials. They creatively develop the materials so that the second language students feel that learning is fun.

That fun learning can be implemented in various skills, especially listening skill. However, until now there is still a paradigm in students’ mind that joining a listening class is a boring activity. This can be affected by both the teachers’ method and the materials presented in the teaching learning activity. However, listening is an important activity if someone wants to learn a second language. It becomes the focus to be considered in the learning process, because it precedes the other three skills.

Listening is a receptive skill. The listener receives and understands the input (information). Because listening is receptive, people can receive and understand the input higher than when they produce in speaking or writing. It is more complex than speaking or writing. When people listen, they combine the information that they have already known with the new ideas to create meaning. Those are the important reasons for the writer to focus on developing listening materials for senior high school students.

There are so many methodologies and approaches that also become the basis of the education field, especially in the teaching and learning activities. Each of them has its own strengths and its own weaknesses to be implemented in the classroom. Many researchers tell in their books about its implementation and analyze them to obtain their advantages and disadvantages of the condition of the students, teachers and the atmospheres in the classrooms. Teachers should be aware of using the method or approach that is appropriate with the condition in their teaching learning environment. There is no reference to say that this or that is the best method or approach to be implemented in the classroom. Those depend on the condition of the students and classroom including the facilities and the existing media.

One approach that will be used in this study is Communicative Language Teaching (CLT). The development of the teaching learning strategies nowadays is directed with communicative instructions. Thus, this approach becomes a favorite approach used by many educators in teaching their students in order to advance their students’ communication skill in the daily life. “CLT can be understood as a

set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning and the roles of teachers and learners in the classroom” (Richards, 2005: 1). Moreover, communicative teaching and learning are appropriate to be implemented in SMA BOPKRI 2 Yogyakarta since the students need to have a good ability to communicate communicatively in English when they are in university or in the real working world.

Usually, CLT is often related to a speaking class. However, in this study the writer wants to elaborate communicative strategy in the listening class. Naturally students study language firstly from listening skill, then followed by speaking skill, and then followed by reading and writing. Thus, learning listening is the basis to learn other skills. When students listen to the listening materials, they make a basic learning of a language and understand the speech pattern of the native speaker, including the pronunciation, stress and intonation.

However, in BOPKRI 2 Senior High School Yogyakarta, the examination for listening is done using audio recording device. Meanwhile, there are still not enough listening materials that can be taught especially to the tenth grade students. The students are taught listening using audio and video recording in the language laboratory when they are in the eleventh and twelfth grade. Of course this will increase students’ listening comprehension if the first grade students are also taught listening using recorded audios that are spoken by the native speaker. Moreover, they will be accustomed to native speaker’s accent and pronunciation.

listening materials using CLT for the tenth (first) grade students of SMA BOPKRI 2 Yogyakarta. The writer intends to help the English teachers of this school by providing applicable listening materials. Moreover, the first grade students of this school will study listening more effectively using Communicative Language Approach designed in this study.

B. Problem Formulation

The problems in this study are stated as follows.

1. How is a set of English instructional listening materials using communicative language teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta developed?

2. What does a set of English instructional listening materials using Communicative Language Teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta look like?

C. Problem Limitation

This study is limited to designing a set of English instructional listening materials using communicative language teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta. In addition, it is limited to only the first semester of the tenth grade, in order to specify the research. The writer chooses the topic and makes the set of instructional listening materials using materials which are provided in some sources, like educational books and internet. The media used in designing this set of listening materials is compact disc (CD).

D. Research Objectives

This research is intended to answer the questions stated in the problem formulation. The research objectives are to know how a set of instructional listening materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta using Communicative Language Teaching is developed and to find out what does it look like.

E. Research Benefits

The writer hopes that this study will give a lot of benefits for the English teachers, tenth grade students of SMA BOPKRI 2 Yogyakarta, and for the future researchers. First, the benefit for the English teacher is to provide them with a set of listening materials using communicative approach so they can improve themselves to encourage students’ listening ability related to the real communication. This study will become a model for the teachers to produce listening materials more, which are appropriate to the needs of the curriculum and the students. Second, the benefit for the students is that it will be easier to improve their listening skill using the appropriate materials provided. They will be richer, especially in the listening comprehension and communication ability. Third, the benefit for the future researches of English Education Study Program is that they can do a research to analyze whether this instructional listening materials design will be effective to be implemented in the English teaching and learning activities in SMA BOPKRI 2 Yogyakarta or not.

F. Definition of Terms

Some specific terms will be used in this research. In order to avoid misunderstanding and obtain the same idea during this research, the following terms will represent some definitions of terms which are used in this research:

1. Instructional design

According to Kemp (1977:6), instructional design is the development of an overall plan incorporating the interrelated parts in sequential pattern. Moreover, Gagne and Briggs (1979:1-2) define instructional design as a systematic framework of designing instruction which will activate and support learning. In this study, instructional design is a systematic plan that will be used as the steps in designing a set of instructional listening materials.

2. Communicative Language Teaching (CLT)

Communicative Language Teaching is an approach to the teaching of second and foreign language that emphasizes interaction as both the means and the goal of learning a language. According to Richards and Rodgers (2001: 159), the communication approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1979) as cited by Richards and Rodgers (2001: 159) referred to as “communicative competence.” Therefore, in this study CLT is an approach that will be the reference to construct the listening material design for the tenth grade students of SMA BOPKRI 2 Yogyakarta.

3. Listening

Listening is an activity where someone has to pay attention to something or somebody. Goh (2002: 1) says that listening takes up as much as 50% of our everyday communication time. It is the main channel of classroom instruction and the most used language skill at work and at home. In this study, listening will become the English learning skill that will be studied to design an instructional design for the tenth grade students of SMA BOPKRI 2 Yogyakarta.

4. SMA BOPKRI 2 Yogyakarta

SMA BOPKRI 2 Yogyakarta is one of private senior high schools in Yogyakarta. It is located on Jenderal Sudirman street number 87, Yogyakarta. In this study, this school becomes the subject where the research for designing the listening materials be conducted.

5.Kurikulum Tingkat Satuan Pendidikan (KTSP)

Kurikulum Tingkat Satuan Pendidikan (KTSP) is an operational curriculum that developed and implemented in each educational unit under the coordination and supervision of educational department (Kunandar, 2007: 125). In this study, KTSP becomes the guideline for the writer to design the listening materials in order to keep up with the currently used curriculum in Indonesia.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories that can support this research. The writer divides this chapter into two subheadings: theoretical description and theoretical framework. In the theoretical description, the writer discusses some related theories, while in the theoretical framework, the writer summarizes and synthesizes them to help to solve the problems.

A. Theoretical Description

In the theoretical description, the writer reviews four main theories. They are instructional design, teaching listening, Communicative Language Teaching andKurikulum Tingkat Satuan Pendidikan (KTSP).

1. Instructional Design

In this section, the writer discusses two instructional design models. They are very important in this study, because the theories are used as the framework of the study. According to Kemp (1977:6), instructional design involves the development of an overall plan incorporating the interrelated parts of an instructional process in a sequential pattern. Kemp (1977: 6) also says that it is composed of many interrelated parts and functions that might operate in a coherent manner in order to achieve success. From the explanation, instructional design is a systematic plan in designing a set of lessons.

this study, the writer employes two instructional design models written by Kemp and Yalden. Those instructional models are combined in order to design a set of instructional materials.

a. Kemp’s Model

The first instructional design model is Kemp’s model. Kemp’s model is derived from three essential elements. “They are the objectives (what must be learnt), the activities and resources (what procedures and resources will work best to reach the desired learning levels), and the evaluation (how we will know when the required learning has taken place)” (Kemp, 1977:8).

Those three elements have been developed into eight important parts in instructional design (Kemp, 1977: 8-9). They are as follows.

1. Consider goals, and then list topics, stating the general purposes for teaching each topic.

2. Enumerate the important characteristics of the learners for whom the instruction is to be designed.

3. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.

4. List the subjects content that supports each objectives

5. Develop pre-assessment to determine the student’s background and present level of knowledge about the topic.

6. Select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

7. Coordinate such support services as budget, personnel, facilities, equipment and schedules to carry out the instructional plan.

8. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

Figure 2.1 Kemp's Model (Kemp, 1977: 9)

From the perspective of teacher, the main strength of Kemp’s model is that there is a concept that the process of designing and developing can be started from any step. Another strength of it is that there is an emphasis on the materials, objectives and application, and also the choosing of the learning resources.

Evaluation

Learner’s Characte-ristics

Learning Objective

s Support

Services

Pre-Assessment

Goals, Topics and

General Purposes

Teaching/ Learning Activities, Resource

Subject Content

Descripti-on of Purpose

Production of a proto-syllabus

b. Yalden's Model

The instructional design model proposed by Yalden, which is called Language Program Developmet has step as the Figure 2.2 drawn below:

Figure 2.2 Yalden’s Language Program Development (Yalden, 1987: 88)

In the Yalden’s instructional design model, there are eight steps that must be considered before a designer designs an instructional material of any subject. The eight steps will be discussed one by one by the writer as follows.

1. Need Survey

A survey is conducted to know the learners’ needs and to analyze it, so the instructional design will exactly fulfill the right needs of the learners. It must include the identification of the communication requirements, personal needs, motivations, relevant characteristics and resources of the learner. 2. Description of Purpose

In this stage the designer should clarify the purpose of the course based on the information gathered during the first stage of program development. All the information in the first stage is incorporated in this stage. In some cases, the description of purpose is entirely dictated by the need assessment. Therefore, in certain situation the syllabus designer might be constrained to add other elements (such as study of the culture associated with the target language)

Selection/ development of syllabus type Need Survey Producti-on of a pedagog-ical syllabus Developm-ent and implementa-tion of classroom Evalu-ation

which might not come out of the needs survey quite directly (Yalden, 1987: 93).

3. Selection/Development of Syllabus Type

In this part, the language program designer will choose the most appropriate syllabus for the instructional design. The choice of the syllabus type should be based on the learners’ needs and characteristics, so it will work maximally to support the teaching learning activities in the classroom.

4. Production of a Proto-Syllabus

The syllabus designer, at this stage, specifies the content derived from a description of the purposes the learners have to acquire the target language. This is a production of syllabus, which describe the language itself, and language use to be covered in a certain program, which is developed.

5. Production of a Pedagogical Syllabus

Pedagogical syllabus represents a plan to implement the content of the language teaching/learning at the classroom level. The language program designer, in this step, should realize the syllabus in the form of teaching-learning materials and testing approach.

6. Development and Implementation of classroom Procedures

In this step, the designer organizes the learning activities within the lesson plan. Then, develop the teaching materials. Yalden (1987: 151) suggests that, at this stage, the teacher should deal with the teaching techniques and realize the syllabus in the form of teaching materials.

7. Evaluation

This step is intended to evaluate all components in the language program, i.e. the students, the instructional program and the teaching.

8. Recycling stage

This step is intended to fit between goals set and the final performance of the learners. The content is reassessed; the materials and the teaching approaches are revised.

There are two strengths of Yalden’s model can be stated here. The first is that Yalden’s model contains a needs analysis to know the needs of the students in learning English. Based on the need analysis, the designer will establish the foundation of the language program. Second, the evaluation contains recycling stage in which the congruence or ‘fit’ between goals set and student performance is determined, the content is reassessed, and the materials and the methodological procedures are revised (Yalden, 1987: 96).

In this study, the writer combined the two design models stated by both Kemp and Yalden. The two models support each other to construct a framework of the instructional design. The writer took several steps in each models based on the need of the study. Therefore, the weaknesses of one model are fixed by another model.

2. Teaching Listening

The art of teaching listening is very important for teachers to learn and understand in order to achieve the best result of the students' comprehension.

Here, some important points in teaching listening will be discussed, which are the nature of teaching listening, principles for teaching listening, type of listening activities and characteristics of the listening process. The discussions are as follows:

a. The Nature of Teaching Listening

Listening is a receptive skill. In this case, the listener receives and understands the input (information). Because listening is receptive, we can receive and understand the input higher than when we produce in speaking or writing. It is more complex than speaking or writing. When people listen, they combine the information that they have already known with the new ideas to create meaning.

Rost (1994: 141-142), as cited in Nunan (1999:200) says that listening in the second language teaching and learning is important. It provides input for the learner. If the learner does not understand the input in the right level, the learning process will be blocked. He also gives other three important reasons of focusing listening in the second language learning. They are as follows.

1) In spoken language, e.g. conversation, the learner can interact with others. 2) The learner is challenged to understand language as the native speakers are

when authentic spoken language is used.

3) Listening exercises help the teachers to draw learners’ attention to new forms (vocabulary, grammar, new interaction, patterns) in the language.

Listening plays an important role in the learners’ development in learning other language. In the intermediate level, listening can stimulate the awareness of

details and learn accuracy, since the learners are studying and understanding grammar.

b. Principles for Teaching Listening

Morley (1971), as cited in Paulston and Bruder, (1976: 129-130) provides a general set of principles for teaching listening comprehension. They are stated as follows:

1) Listening comprehension lesson must have carefully stated goals that should meet the overall curriculum, and both teacher and students should understand what they are.

2) Listening comprehension tasks must be set with systematic planning which goes from simple to complex in accordance with students’ language proficiency.

3) Listening comprehension lesson should stimulate active obvious students’ participation. Written response to listening comprehension material is the most overt type.

4) A communicative urgency for remembering should be viewed as the important aspect in listening comprehension lesson because it develops concentration. This is done by giving the students the writing assignment or reading the vocabulary before they listen to the material.

5) Listening comprehension lesson should emphasize the present knowledge. One of the purposes of listening is to strengthen the students’ immediate recall in order to increase their memory spans. Listening is receiving,

receiving needs thinking and thinking needs memory.

c. Types of Communicative Listening Activities

There are three stages in listening activities for language learners: pre-listening, while-pre-listening, and post-pre-listening, which will be discussed in detail in this section.

1) Pre-Listening Activities

According to Goh (2002: 28), pre-listening activities can be differentiated into two main categories, which are language-oriented and knowledge-oriented. Language-oriented of pre-listening aims to introduce the students about the type of language including the specific words and pronunciation that are used in the while-listening activities later. This is to facilitate the perception and parsing phases of comprehension (Goh, 2002: 28). Knowledge-oriented, on the other hand, prepares the students by encouraging them to activate or acquire relevant types of their general knowledge. This will facilitate top-down processing (Goh, 2002: 28). According to Goh (2002: 28), there are several examples of types of activities in pre-listening section that will be discussed by the writer as follows.

The first example of activities in pre-listening is called brainstorming. In this method, the students are asked by the teacher to call out words or phrases that are related to the topic to be put on the board or OHP. It is conducted to all of students in that class. Brainstorming is very important to either activate students’ general knowledge related to the topic or prepare the students about the language that will be used in the listening passage.

The second is called Mind-mapping. To recall the students’ world knowledge about related topic and to recognize the language use in the listening, mind mapping is doing well. It can cover the both categories language-oriented and knowledge oriented of pre-listening activities. In this method, the teacher asks the students to write down words or draw simple pictures in a web individually.

Discussion is going to be the third types of pre-listening activities. It’s usually conducted by students in a group or in pairs. The students are asked to discuss similar or related issues based on prompt questions or pictures. This method contains both aspects of language-oriented and knowledge-oriented that will be beneficial for the students’ comprehension to the listening passages.

The fourth type of activities in the pre-listening section is games. Both language-oriented and knowledge oriented exist in this method. There are a lot of games to be conducted for the students, and they depend on the creativity of the teacher to fit with the topic. It is usually simple word or information-gap games. The game can be conducted in pairs, in group or whole class.

Pictures/diagrams also can be used as the media of pre-listening activities. The students are asked to complete illustrations with simple drawing or words, for example. This method can be implemented in pairs or individually in listening class. It is important to activate students’ general knowledge related to the topic or prepare the students about the language that will be used in the listening passage later.

The sixth type is prediction. The students can be asked to predict the contents, characters, or setting dealing with the listening passage played in the

while-listening activities later. It can be conducted in pairs or individually by the students. Language-oriented and knowledge oriented aspect are included in this prediction method.

The last type is skimming. In this method, the students individually read a related short text for gist that has been prepared by the teacher. This will help the students to understand more about the listening passage that will be played in the while-listening activities. Recognizing the language, specific words and pronunciation will be the aim in this activity. Moreover, the students will activate their world knowledge related to the topic.

2) While-Listening Activities

There are many different kinds of tasks for students to do while they are listening to a passage. The while-listening stage is the most difficult for the teacher to control, because this is where the student needs to pay attention and process the information actively. However, if the teacher provides a reason, goal, or task for the learner, this can encourage and help the listener to focus. Below are just a few examples of type of activities cited from swust.net.cn (2009).

The first is called No specific responses. Many researchers in the education field recently research about listening activities in the classroom. It has shown that by not giving students any task the first time they listen to a passage, it can take the anxiety out of listening. The teacher can make encouraging activities for the students, such as with stories or with any kind of material that is interesting, humorous, or dramatic, because learners are likely to pay attention and try to understand in order to enjoy it.

The second is listen and sequence. In this type, the students are asked by the teacher to find out the order of things based on what they hear in the listening passage. Through this activity, the students will learn to complete a task even when they do not understand every word they hear. This will builds up their ability to comprehend something by understand, not by memorize it. It will also help them to prepare for the real world where they certainly will not be able to memorize everything they hear, but understand it.

The third is listen and act. It is just like total physical response, which concentrates on learning language by listening and responding physically to commands or directions. There are many variations of how this can be carried out in a classroom, depends on the teacher’s creativity to manage the class.

The fourth is listen and draw. In this type of activities, the students are asked to draw pictures, diagrams, etc. on paper based on what they have listened in the recording. It works very well as an information gap activity between pairs of students.

The fifth is listen and fill. This is a kind of activity that teachers are probably very familiar with. The students read along while they listen to something and fill in the blanks with the words that they hear. It is easy to design this type of tasks. All teacher needs to do is to decide which words to take out and replace with blanks. Note that it is important not to overdo this type of tasks, since it gives students the impression that they need to understand every word and it will bore them.

provide real descriptions of a person, place, thing, action, etc. Learners write down what they think it is. Games can be implemented in this type of activity, such as the students listen to the descriptions of something, and then they guess it and write down what they think is being described.

The advantage of doing these types of listening activities in the while-listening section is that it personalizes the lesson so the students are more interested in listening, especially if a game element is involved where the class can be divided into teams. Competition in the class activity increases the students’ motivation. This type of activity also integrates listening skill with the other skills, especially speaking. Therefore, it helps prepare students for listening situations in real life where often several skills need to be used simultaneously.

3) Post-Listening Activities

In the post-listening stage the teacher can determine how well the students have understood what they listen. “Post-listening activities should be an extension of communicative outcomes and listening materials” (Goh, 2002: 29). However, it is important to design the tasks well.

One important point to keep in mind is whether the teachers are testing the students’ listening comprehension or their memory as mentioned in the “Principles for teaching listening” section. If the listening text is too long or complicated, students can forget what they have heard even in their native language. It is also possible for the students to remember and repeat things they heard, even if they did not understand them. But, it is more common for people to understand more than they can remember exactly what words were said.

In her book, Goh (2002: 29) writes about the aims that can be achieved in the post-listening activities. These aims include helping the students to practice other language skills (Speaking, reading and writing) using the same theme/topic. Post-listening activities also can help the students to examine and reinforce language points (e.g. grammar, vocabulary, useful expression). Moreover, it can help the students to personalize the contents of the listening material (e.g. literary texts). The last aim is to help the students in acquiring further content knowledge related to the theme/topic of the listening material.

There are several types of activities in this post-listening activity, as mentioned in the Goh’s book (2002: 30):

1. Short written texts (individual)

-Write letters, postcards, messages, diaries, dialogues, poems based on the listening text or to extend it.

2. Summaries (individual/pair)

-Summarizes the whole text or a pre-selected part orally or in writing. 3. Oral presentation (Individual/pair/whole class)

-Short informal presentations or listening outcomes. 4. Dramatization (pair/group)

-Dramatize the whole texts or a portion of it. 5. Role play (group/pair)

-Continue the story or situation by assuming the roles of people in the text. 6. Language analysis (pair/whole class)

selected phonological modifications in the listening materials. 7. Language work (Individual)

-Modify the listening text by transforming tenses of verbs, changing nouns and pronouns from singular to plural forms, or male to female, or vice versa.

8. Vocabulary work (individual/pair)

-use selected vocabulary items in further writing or speaking tasks. 9. Recording (pair/group)

-Make an audio or video recording based on listening outcomes or as an extension of the listening text.

10. Group sharing (group/pair)

-One member of each group circulates among other groups to share listening outcomes.

11. Publication (group)

-The findings from simulation and discussion tasks on contemporary issues are published in print or on-line.

12. Reading (individual/pair)

-Read related texts for comprehension and further information. 13. Oral practice (individual/pair)

-Use the listening text (e.g. poem, transcripts of dialogues) to practice pronunciation/ reading aloud.

The writer combined all the explanations about the nature of teaching listening, principles for teaching listening and types of communicative listening

activities to support the making of listening instructional design later. Those theories above are used by the writer in order to achieve the most effective teaching and learning activities when it is applied in the classroom. Moreover, by following the theories, the writer wishes to complete the objectives of the lesson and also can encourage the students’ motivation through attractive communicative listening activities.

3. Communicative Language Teaching

In this sub topic the writer would like to elaborate some theories dealing with communicative language teaching and its implementation in the classroom. This would cover some discussion about the nature of communicative language teaching, goal of communicative language teaching and type of activities in CLT.

a. The Nature of Communicative Language Teaching

Basically there are a lot of definitions of CLT proposed by scientists in this last decade. Therefore the writer would like to take some definitions that are suitable and clear enough to be understood both by the writer and the readers. According to Richards (2005: 2), CLT can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of activities that best facilitate learning, and the roles of teachers and learners in the classroom that all of them set the goals to the communicative competence. Meanwhile, Martalinova (2006: 37) defines CLT as an approach to the second and foreign language teaching that involves more than simply learning grammatical

pattern and rules. It gives the students chances to improve their ability to communicate in the target language.

The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning. The teacher still sets up exercises and gives direction to the class, but the students do much more communication than in a traditional classroom. These types of model can often lead the students to an increased sense of confidence in using the language. Richards and Rodgers (1986: 66) defines that CLT has two aims. They are:

1) to make communicative competence the goal of the language teaching, and 2) to develop procedure for the teaching of four language skills that acknowledge the interdependence of language and communication.

b. The Goal of Communicative Language Teaching

Communicative language teaching has its goals of communicative competence. Therefore, all of the activities in the classroom conducted by the teacher should be aimed to achieve the communicative competence that can be applied by the students in the real communication. Richards (2005: 2) also write the aspects of language knowledge included in the communicative competence. Those aspects were elaborated as follows.

1. Knowing how to use language for a range of different purposes and functions. 2. Knowing how to vary our use of language according to the setting and the

participants (e.g. knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication). 3. Knowing to produce and understand different types of texts (e.g. narratives,

reports, interviews and conversations).

4. Knowing how to maintain communication despite having limitations in one's language knowledge (e.g. through using different kinds of communication strategies).

c. Type of Activities in CLT

There are a lot of types of activities in CLT. Richards (2005: 21) in his book mentions some kind of activities in the CLT, which are as follows.

1. Task-completion activities: puzzle, games, map-reading and other kinds of classroom task in which the focus was on using one's language resources to complete a task.

2. Information gathering activities: students conducted surveys, interviews and searches in which students were required to use their linguistic recourses to collect information.

3. Opinion-sharing activities: activities where students compare values, opinions, beliefs, such as a ranking task in which students list six qualities in order of importance which they might consider in choosing a date or spouse. 4. Information-transfer activities: these require learners to take information that

is presented in one form, and represent it in different form. For example, they may read instructions on how to achieve from A to B, and then draw a map

showing the sequence, or they may read information about a subject and then represent it as a graph.

5. Reasoning-gap activities: these involve deriving some new information from given information through the process of inference, practical reasoning, etc. for example, working out a teacher's timetable on the basis of given class timetables.

6. Role-plays: activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.

A lot of important aspects of CLT are reflected from the example of activities discussed above. We can see from the examples above that usually the activities in CLT conducted in pairs or a small group. Therefore there are a lot of benefits will be obtained by the students in these kinds of class model. The students can learn from listening the language used by other members of the group. The students can also produce a greater amount of language then they would use in the teacher-fronted activities. Their motivational level is likely increase because the activities can encourage the student not to be bored. The last benefit is the students will have the chance to develop their fluency.

The writer combined all the explanations about the nature of communicative language teaching, the goal of communicative language teaching and type of activities in CLT to support the making of instructional listening materials design later on. Those theories above were used in order to achieve the most effective teaching and learning activities when it is applied in the classroom.

4. Kurikulum Tingkat Satuan Pendidikan (KTSP)

Every country needs curriculum in its educational field in order to achieve the goal of the teaching and learning activities. Based on oxford advanced learners’ dictionary (1995: 287), curriculum is defined as the subjects included in a course of study or taught at a particular school, college, etc. Moreover, Lewis and Miel as cited by Sailor, Alexander and Lewis (1981: 3) in their book, defines curriculum as a set of intentions about opportunities for engagement of persons-to-be-educated with other persons and with things in certain arrangements of time and space.

Recently, the curriculum that is implemented in Indonesia is Educational Unit Level Curriculum (KTSP). KTSP is an operational curriculum that is developed and implemented in each educational unit under the coordination and supervision of educational department (Kunandar, 2008: 125). Kunandar also states that it emphasizes on the development of ability to do the tasks with certain performance standard, in which the result can be felt by the students, in the form of mastery toward the certain sets of competency. Every educational unit (school) is given chance to develop its own curriculum for the learning process, while the central government (Depdiknas) only gives the assistance that will be considered in the development of the curriculum. Muhaimin, sutiah and sugeng (2008: 2) in their book states that the autonomy given to school is referred to the development of the curriculum, known as KTSP, which is operational curriculum constructed and implemented by each educational unit/school.

The writer adopted the syllabus from SMA BOPKRI 2 Yogyakarta which is basically taken from the syllabus of Depdiknas to analyze the competence standard and the basic competence that later become the guideline to make the indicators and materials.

B. Theoretical Framework

To answer the questions in the problem formulation, the writer will combine and synchronize the combination of Kemp’s (1977: 9) and Yalden’s (1987: 88) instructional design models, since they can support and complete each other. Kemp’s instructional design model was adapted in this study because it is flexible. The writer can start from any step in the instructional design model. Meanwhile, Yalden’s instructional design model strengthens and supports the important steps existing in Kemps’s model. Yalden’s model contains a needs analysis to know the needs of the students in learning English. Based on the need analysis, the designer will establish the foundation of the language program. Moreover, the evaluation in Yalden’s model contains a recycling stage in which the fit between goals set and student performance is determined, the content is reevaluated, and the materials and the methodological procedures are revised. Moreover, the writer also synthesized the instructional design models with the theory of listening, theory of Communicative Language Teaching and the Syllabus of KTSP to construct a proper set of English instructional listening materials.

Language Teaching approach for the tenth grade students of SMA BOPKRI 2 Yogyakarta are conducting need survey, stating the competence standard and listing the topics, stating basic competence, listing the indicators, selecting teaching and learning activities, and conducting an evaluation survey and revision. The steps will be discussed further as follows.

1. Conducting Need Survey (adapted from Yalden’s model)

This step is adapted from Yalden’s model. One of the important things in designing instructional material is knowing the learners’ condition and the learners’ needs specifically. This will influence a lot the content of the language teaching. By conducting a needs survey, it can also determine the goal of the course that wants to be achieved. It will be conducted by the writer through questionnaires and interviews.

2. Stating the Competence Standard and Listing the Topics (adapted from Kemp's model)

The starting point of the instructional design is stating the competency standard and the topics that are taken from KTSP syllabus. The purpose of stating the competency standard is to determine the goals of what the students will be able to perform at the end of the whole instruction. “All educational programs are based on broadly stated goals” (Kemps, 1977: 14). After stating the competency standard, listing the topics will be the next step. “Those topics, or unit headings, would become the scope of the course or program, the basis for the instruction” (Kemp, 1977: 14). Moreover, Kemp also states that topics are usually sequenced according to a logical organization, most often from the simple to the complex

level.

3. Stating Basic Competence (adapted from Kemp's model)

Kemp (1977: 16) explains that identifying the goals of each topic should be done after listing the topics. It is used for guiding the teacher and the students to achieve the goal of each topic.

Nevertheless, this study intends to formulate the goal of each topic called `basic competency'. This basic competency helps the teachers conduct teaching learning process and the students are able to follow the lessons because the competencies to be learned are well organized.

4. Listing the Indicators (adapted from Kemp's model)

Kemp (1977: 23) uses words learning objectives instead of indicators. Kemp also suggests this step as determining the learning objectives in order to achieve certain students' measurable performances. “Learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that will best promote learning” (Kemp, 1977: 23).

5. Selecting Teaching and Learning Activities (adapted from Kemp’s model) Producing a set English listening materials design for first grade students of BOPKRI 2 Yogyakarta Senior High School become the focus in this study. The materials are designed based on the principles in the communicative language teaching (CLT) and the theory and principles in teaching listening.

Basically, the writer intends to design a set of listening instructional materials, which enable students not only merely listen, but also give them opportunity to communicate in the target language. The writer applies the

methods and techniques existing in Communicative Language Teaching, which promote communicative classroom activities. Role-play and group discussion will be some examples of the activities during the listening class. Any other kinds of interesting activities will be applied in the material, so the student will be motivated and encouraged to follow the lesson.

6. Conducting an Evaluation Survey and Revision (adapted from Kemp’s and Yalden’s model)

After designing the materials, the writer conducts an evaluation survey. The main purpose of the survey is to acquire some feedback and comments from the teachers and the lecturers related to the materials design. Thus, the writer acknowledged the weaknesses and the strengths of the materials design that are presented. After knowing the weaknesses of the materials design, the writer conducted revisions, so the materials design will become more appropriate and suitable to be implemented for the first grade students of BOPKRI 2 Yogyakarta Senior High School. Since the materials are not implemented, the evaluation will be gained by distributing questionnaires to the English teachers of BOPKRI 2 Yogyakarta Senior High School and some lectures of Sanata dharma who are in charge in examining the materials design. The result of the questionnaire is used to improve the materials design. The revising and improving the materials design will be conducted after the writer got the revision and suggestions from the teachers and the lectures through the questionnaires. This step is taken in order to make the instructional design becomes perfect to be implemented by the teacher later in the classroom.

The following figure shows the writer’s instructional model to design the set of English instructional listening materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta.

Figure 2.3: The Writer’s Model Conducting Need Survey

Stating the Competency Standard and Listing the

Topics

Conducting an evaluation survey and revision Selecting teaching and

learning activities Listing the Indicators Stating Basic Competency

R

evi

33

CHAPTER III

METHODOLOGY

In this chapter, the writer discussed the methodology used for obtaining the data needed. It would be used to answer the research problems; first, how a set of listening instructional materials using Communicative Language Teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta is developed, and second, what a set of listening instructional materials using Communicative Language Teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta look like.

This chapter was divided into six sections. They were research method, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedure in implementing the methodology.

A. Research Method

The steps in the writer’s model are based on educational Research and Development (R&D). It is used to answer the questions in the problem formulation. Moreover, it is the most appropriate research method, because it develops and validates educational products. Educational research and development is different from basic research, which aims to discover new knowledge, and applied research, which aims to answer some specific questions about practical problems. “Research and development can translate the basic and applied research findings into usable educational products” (Borg, 1963:772). There are 10 stages in R & D which will make sure that the design (product) will

meet its objective and also can be applied in the real classroom.

The writer, in this section, compared his model with the ten steps of R & D in order to make the design become valid and be able to be implemented in the classroom activities. The first step in R & D is research and information collecting, which includes the literature review, classroom observation, and preparation of report of state of the art. This step fits with the writer’s model, which is conducting need survey. The second step in R & D is the planning, where it is similar to the steps adapted from the writers’ model, which are stating the competency standard and listing the topics, stating the basic competency, and listing the indicators. The third step of R & D is develop preliminary form of product, where the designer builds the product so it will gain feedback from the test. This step is similar to writer’s model, which is selecting teaching and learning activities. The next steps are preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and the last is dissemination and implementation. Moreover, the preliminary field testing step and main product revision in R & D have similar form to the last step in the writer’s model, which is conducting an evaluation survey.

From the explanation above, it is clear that the writer’s model and R & D share the same features. Therefore, it can be said that the writer’s model adapted from Kemp’s model and Yalden’s model can be considered as valid, because it matches the R & D. In this study, the writer used the conducting need survey, stating the competency standard and listing the topics, stating basic competency,

listing the indicators, selecting teaching and learning activities, conducting an evaluation survey and revision for the materials design from the writer’s model. Those six steps will be the basis to design the materials, while R & D will supply the procedure to test and revise the design. In other words, R & D is the “umbrella” for the seven steps in the writer’s model. Further explanation of comparison between both procedures, is shown in Figure 3.1 on page 36.

B. Research Participants

In this study, the research participants were divided into two groups. The first group was chosen to contribute the data for needs analysis. They were the tenth grade students and two English teachers of SMA BOPKRI 2 Yogyakarta. The writer chose the students randomly from the tenth grade and chose the teachers who had been teaching in the first grade for minimum 5 years.

The second group was chosen for the post-design research. The writer distributed the instructional materials and the questionnaires to three teachers of SMA BOPKRI 2 Yogyakarta who had been teaching for minimum 5 years and two lecturers of Sanata Dharma University who were expert in teaching listening. The writer expected that the respondents could evaluate the instructional materials and gave comments and suggestions on the instructional material. By gaining comments, the writer could make necessary changes in the instructional material. After knowing the research participants, in the next section the writer discussed the instruments applied in this research. The instruments themselves were used to collect the data from the research participants.

Figure 3.1 Comparison between R & D and The six steps of the Writer’s Model

Planning

Stating Basic Competency

Main field testing

Selecting teaching and learning activities

collecting

Main product revision

Listing the Indicators Preliminary field testing

Develop preliminary form of product

Stating the Competency Standard and Listing the

Topics

Operational product revision

Dissemination and implementation Final product revision Operational field testing

Conducting an evaluation survey and revision

C. Research Instruments

In order to gain the data in Research and Development, the writer used questionnaire as the instrument. There are two forms of questionnaires. The first one is the open form (Best, 1970:163). The open form gives the respondents the opportunity to answer in their own words, since the questions are open-ended. The open form gives the freedom in giving a response. In this case, the respondents may reveal the information or feeling that will not appear in the close form (Wiersma, 1995:181). The second one is the closed form (Best, 1970:162). It has selected response or forced-choice items for which the respondents select from two or more options (Wiersma, 1995:181). The closed form was used in this research, because of its advantages. The closed form questionnaire enhances consistency of response across the respondents.

In this research, the writer conducted the research twice. The first research or pre-design research was used to gain the information from the respondents. In the pre-design research, the writer combined two kinds of questions in one questionnaire. The first nine questions were close-ended. The participants simply checked the answer. The last four questions were open-ended. The writer provided many alternatives and a blank if the answer was not available. The participants could answer more than one based on their opinion. The participants of pre-design research were first grade students and two teachers of SMA BOPKRI 2 Yogyakarta.

The second research was conducted to gain the information on material that had been designed by the writer, so that the writer could make necessary

changes in the instructional material. The post-design research was conducted to evaluate the product. The questionnaire was attached to the product. In the first part, there were eight close-ended questions. In the next part, there were four open ended questions.

Therefore, after the discussing the instrument of the research, the discussion moves on to how the writer gathered the data from the participants.

D. Data Gathering Techniques

The data gathering technique that was used to collect the data was distributing the questionnaire sheets to the participants. It was conducted twice. In the pre-design survey, the questionnaire was distributed to know the response of the students toward listening class, their difficulties and favorite activities. To conduct this research, the writer joined the class and observed the class. The writer distributed the questionnaire at the end of the class. The students had to answer the questions in the questionnaire, and at that time, they submitted the questionnaires.

The second one was in the post-design survey. It was distributed to three English teachers of SMA BOPKRI 2 Yogyakarta and two lecturers of Sanata Dharma University. This questionnaire aimed to evaluate the instructional material that had been developed by the writer. The feedback was gained to revise the design materials.

E. Data Analysis Techniques

The data were analyzed in order to find out the central tendency of the respondents’ opinions about needs analysis and the designed materials. At the end, the writer made some revisions on the designed materials based on the questionnaires.

The judgment of the participants’ statements on the questionnaires used five points of agreement. They are presented as follows.

Table 3.1 Points of Agreement

Points of agreement Meaning

1 If the respondents strongly disagree with the statements. 2 If the respondents disagree with the statements.

3 If the respondents feel uncertain about the statements. 4 If the respondents agree with the statements.

5 If the respondents strongly agree with the statements.

In this study, the writer used the data survey to find out the validation of the data. Central tendency is regarded as the proper way of concluding the data because it represents the whole sets of measurement. The measurement of central tendency or averages is known as mean. It is presented as follows.

Table 3.2 The Descriptive Statistic of Respondents’ Opinions (Blank)

No Statements Central tendency

Mean is the average point that is counted by adding all the points and divided them by the number of questions. The formulation of mean is presented as follows.

Where

= the mean = the sum

X = each values in the distribution N = number of respondents

F. Research Procedure

In this section, the writer wanted to picture the steps to conduct the research for developing the instructional material. There were seven procedural steps in finishing this study. The first was that writer searched the curriculum for the tenth grade students of public senior high school and identified it in order to know the materials given to the students based on their level and the goal for each material. Some books about instructional designs, listening theories, Communicative Language Teaching, and listening materials were studied to create interesting materials related to KTSP.

The second step was to gain the data for needs analysis in identifying entry behavior by giving questionnaires to the students and teachers. These data helped the writer determining suitable listening materials for the tenth grade students of

X

N X





X



SMA BOPKRI 2 Yogyakarta.

The third step was designing a set of instructional listening material. The writer developed listening materials by referring to KTSP for public senior high school and adapted many listening materials in order to make a proper designed set of listening materials. The design involved communicative tasks to encourage students to be able to communicate in the real-life situation.

Since this study is about listening, the fourth step was recording and collecting the listening materials to provide the students with listening exercises and make them to be accustomed to English conversation. There were some persons involved in this step. Besides, the writer also searched the materials from the educational website in the internet. The result of the recording and the searching were in the form of CD.

The fifth step was distributing questionnaires to English teachers and lectures. The purpose was to know the teachers’ and lectures’ opinion about the designed materials whether the design was suitable for the tenth grade students of SMA BOPKRI 2 Yogyakarta. The respondents gave their inputs and suggestions to the designed materials to make them better.

After having the feedback from the teachers and the lectures, the next step was analyzing the data. The writer concluded the comments from the English teachers and lectures. This conclusion helped the writer in revising the design.

The last steps were revising and evaluating the material design based on the teachers’ and the lectures’ feedback in order to make the materials better.

The steps are represented in the Figure 3.2 below.

Figure 3.2 Research Procedures Conducting a Needs Survey

Designing Materials

Searching and Making the Materials

Revising the Designed Materials Analyzing the Data Distributing Questionnaires

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the writer wanted to present the result and discussions of designing a set of listening instructional materials using CLT for the tenth grade students of SMU BOPKRI 2 Yogyakarta. This chapter answers the two questions stated in the problem formulation. The discussions are divided into four parts. The first part is the discussion about the steps in designing the set of materials. The second part discusses the results of the evaluation of the designed set of listening materials. The third presents the discussion of the evaluation of the designed set of materials. The last part presents the designed set of English instructional listening materials.

A. Elaboration of the Steps Conducted in Designing a Set of English Instructional Listening Materials

There were seven steps in designing a set of English instructional listening materials for tenth grade students of SMA BOPKRI 2 Yogyakarta. Those steps were to answer the first question about how to design a set of English instructional listening materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta. The steps were elaborated as follows:

1. Conducting Need Survey

characteristics so that the result of it could help the writer to design the listening materials. In this step, the writer elaborated the general characteristics based on the students’ needs and the teacher’s expectation of the listening materials. General characteristics of the students are age, grade, Interest, motivation, and abilities. Moreover, the writer also determined the skills that the students have acquired and the materials they have to gain after experiencing listening exercises. In identifying the learners’ characteristics, a need survey was conducted to gain the data. The writer distributed the questionnaires to two teachers and 40 tenth grade students of SMA BOPKRI 2 Yogyakarta. There were 40 students divided into two classes. Both of class XD and class XE has 20 students. The writer distributed 40 questionnaires and received 40 questionnaires back. The reason of taking the whole population was to know exactly the students’ problems and needs. The result is shown in Table 4.1 as follows.

Table 4.1 Summary of the Students’ Questionnaires Part I

No. Statements

Central Tendency

N Mean

1. The students are happy to follow English listening lesson.

40 3,85

2. The students can understand the conversation well.

40 3,5

3. The students do not need listening. 40 1,975 4. The students have listening handbook. 40 3,325 5. The students are active answering

listening comprehension questions.

No. Statements

Central Tendency

N Mean

6. Listening materials are well and interestingly presented by the teachers.

40 3,2

7. The listening task is fun. 40 3,4 8. The students get interesting materials. 40 3,425 9. There are a lot of supporting listening

medias.

40 3,9

Note:

N : Number of respondents Mean : Average point

Median : Middle point

Mode : Point that frequently appears in the data

From the summary of the students’ questionnaires part I above, the conclusion could be drawn that the respondents said they were quite happy to follow English listening and they felt that they needed listening. It can be seen from statements 1 and 3. However, unfortunately the respondents felt that they experienced difficulty in understanding the conversation well (statement 2). Many of the respondents did not have a listening handbook and they were not really active in answering the listening comprehension questions (statement 4 and 5). In additional, the respondents also stated that the listening materials were not really well and interestingly presented by the teachers. It could be seen from their answers in statement 6, 7 and 8. Nevertheless, they said that there were a lot of

was lowered into the ground and covered, and then a headstone was placed over the grave with an inscription of my father's name, date of birth and death, and his favorite short poem. My mom's name was also inscribed on the headstone because she will eventually be buried next to my father. Today, we often go to the cemetery and clean the headstone, leave freshly cut flowers, and recount stories about his life. No one is ever really gone as long as their memory lives on within you.

1. When did the speaker’s father pass away? a. 2 years ago

b. 3 years ago c. 4 years ago

2. Who did offer a prayer at the cemetery? a. The speaker’s friend

b. The church leader c. The speaker’s mom

3. When was the casket lowered into the ground? a. After the service

b. After the burial c. After the viewing

4. Why was the name of the speaker’s mom also inscribed on the headstone?

a. Because she will eventually be buried next to the speaker’s father.

b. Because she wants to accompany her husband. c. Because the speaker’s dad asked.

5. What is the value of the recount the speaker wants to tell? a. We all will die soon or late.

b. No one is ever really gone as long as their memory lives on within you.

References

Google. 2009. Google images. (http://images.google.com, accessed on December 2, 2009).

Pietquin, C. 2005-2010.Lyric Spirit Carries on. (http://Dreamtheater.com/Lyrics/, accessed on November 3, 2009).

Randall. 1998-2010.ESL Cyber Listening Lab. (http://esl-lab.com/, accessed on December 1, 2009).

Richards, J. C. & Hull, J. & Proctor, S. 2005.Interchange, English for

International Communication. Cambridge: Cambridge University Press. Roger, T. 2005.Informational English. Jakarta: PT Dian Rakyat.

Talk English. 2005-2010.Talk English. (http://talkenglish.com/, accessed on December 3, 2009).

White, M. & Campbell, A. 2007-2010.English Conversation.

(http://englishconversation.org/, accessed on November 5, 2009).

4shared. 2005-2010.Lyrics. (http://4shared.com/lyrics/, accessed on November 4, 2009).

vii  

ABSTRACT

Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening Materials Using Communicative Language Teaching for the Tenth Grade Students of

Sekolah Menengah Atas (SMA) BOPKRI 2 Yogyakarta. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

Listening skill is a skill that needs to be developed in order to achieve good communication in real life. Listening skill could be developed by training it regularly and continuously in order to obtain a perfect communicative listening skill. Unfortunately, sometimes listening skill receives less attention from the English instructors than the other skills. One of the reasons is because of the limitation of the materials, especially audio materials. This case could be proven through the information which is gained by the writer from questionnaires and informal interview with the English teachers of SMA BOPKRI 2 Yogyakarta. Based on the consideration above, the writer is encouraged to design a set of English instructional listening materials using Communicative Language Teaching for the first semester of the tenth grade students of SMA BOPKRI 2 Yogyakarta and try to present the designed set of English instructional listening materials using Communicative Language Teaching for the first semester students of the first grade of SMA BOPKRI 2 Yogyakarta. There were two problems to be solved in this study. They are: 1) How is a set of English instructional listening materials using Communicative Langugae Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed? 2) What does the designed set of English instructional listening materials using Communicative Language Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta look like?

The writer adapted Kemp’s and Yalden’s instructional design models to answer the first question. There were six steps employed. They were: (1) Conducting Need Survey, (2) Stating the Competency Standard and Listing the Topics, (3) Stating Basic Competency, (4) Listing the Indicators, (5) Selecting Teaching and Learning Activities, (6) Conducting an Evaluation Survey and Revision.

The writer employed five steps of Research and Development method based on Borg and Gall. The steps were: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main product Revision.

The result of the materials evaluation, based on Preliminary Field Testing questionnaire, ranged from 3.75 up to 4.6. This showed that the designed materials were good and acceptable. The writer presented the final version of the designed materials after conducting some revisions based on the comments and suggestion to answer the second question. There are eight units in the designed materials. Each unit

viii

consists of five sections, namely ‘Brainstorming’ as pre-listening, ‘Small Talk’, ‘Language Focus’ and ‘Listening for Meaning’ as the while-listening activities, and ’Speak Out’ as the post-listening activities.

It is hoped that this designed materials encourages other researchers to conduct a further study and can be used by the teacher to improve students’ listening mastery. Keywords: design, listening, instructional materials, Communicative Language Teaching

ix  

ABSTRAK

Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening Materials Using Communicative Language Teaching for the Tenth Grade Students of

Sekolah Menengah Atas (SMA) BOPKRI 2 Yogyakarta. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Kemampuan/Skill mendengarkan adalah kemampuan yang perlu dikembangkan dalam rangka untuk mencapai komunikasi yang baik dalam kehidupan nyata. Kemampuan mendengarkan dapat dikembangkan dengan pelatihan secara teratur dan berkesinambungan dalam rangka untuk mendapatkan Kemampuan mendengarkan komunikatif yang sempurna. Sayangnya, kadang-kadang Kemampuan mendengarkan mendapatkan perhatian yang kurang dari instruktur bahasa Inggris dibanding dengan kemampuan/skill lainnya. Salah satu alasannya adalah karena keterbatasan bahan, terutama bahan-bahan audio. Kasus ini bisa dibuktikan melalui informasi yang diperoleh oleh penulis dari kuesioner dan wawancara informal dengan guru bahasa Inggris dari SMA BOPKRI 2 Yogyakarta. Berdasarkan pertimbangan di atas, penulis terdorong untuk merancang serangkaian materi mendengarkan/listening pelajaran bahasa Inggris untuk siswa semester pertama kelas sepuluh SMA BOPKRI 2 Yogyakarta menggunakan Communicative Language Teaching dan mencoba untuk menyajikan bahan pengajaran mendengarkan untuk siswa semester pertama kelas sepuluh SMA BOPKRI 2 Yogyakarta menggunakan Communicative Language

Teaching. Ada dua masalah yang harus diselesaikan dalam kajian ini. Masalah

tersebut adalah: 1) Bagaimana seperangkat bahan-bahan pengajaran listening bahasa Inggris menggunakan Communicative Language Teaching untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta dirancang? 2) Seperti apakah seperangkat bahan-bahan pengajaran listening bahasa Inggris menggunakan Communicative Language

Teaching untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta tersebut?

Penulis mengadaptasi model desain pembelajaran dari Kemp dan Yalden untuk menjawab pertanyaan yang pertama. Ada enam langkah yang digunakan. Langkah-langkah tersebut meliputi: (1) Melaksanakan Survei Kebutuhan, (2) Menentukan Kompetensi Standard dan Topik-Topik, (3) Menentukan Kompetensi Dasar, (4) Menentukan Indikator-Indikator, (5) Memilih Kegiatan Pembelajaran, (6) Melakukan Survei Evaluasi dan Revisi.

Penulis menggunakan lima langkah dari R & D. Langkah-langkah tersebut adalah: (1) Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk

Awal dari Produk, (4) Pengujian Awal Lapangan, dan (5) Perbaikan Produk Utama.

Berdasarkan hasil kuesioner Pengujian Awal Lapangan, hasil dari evaluasi materi berkisar antara 3.75 sampai 4.6. Ini menunjukan bahwa materi yang didesain bagus dan dapat diterima. Penulis mempresentasikan versi akhir dari materi, setelah

x

melakukan perbaikan berdasarkan pendapat dan saran, untuk menjawab pertanyaan kedua. Ada delapan unit dalam materi. Masing-masing unit terdiri dari 5 bagian, yaitu

‘Brainstorming’ sebagai kegiatan sebelum mendengarkan, ‘Small Talk’, ‘Language

Focus’ and ‘Listening for Meaning’ sebagai kegiatan inti mendengarkan, dan ’Speak

Out’ sebagai kegiatan setelah mendengarkan.

Diharapkan bahwa desain material ini dapat mendorong para peneliti lain untuk melakukan studi lebih lanjut dan selanjutnya dapat digunakan oleh guru-guru untuk meningkatkan penguasaan listening para siswa.

Kata kunci: desain, mendengarkan, materi pembelajaran, Communicative Language Teaching