AUTHENTIC LISTENING MATERIALS BASED ON PRINCIPLED ECLECTICISM FOR SEVENTH GRADERS

  

AUTHENTIC LISTENING MATERIALS

BASED ON PRINCIPLED ECLECTICISM FOR SEVENTH GRADERS

A THESIS

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

  

By:

Agnes Woro Dwi P.

041214031

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

  A Sarjana Pendidikan Thesis On

AUTHENTIC LISTENING MATERIALS BASED ON PRINCIPLED ECLECTICISM FOR SEVENTH GRADERS

  Prepared and Presented by Agnes Woro Dwi P.

  041214031 Defended before the Board of Examiners on September 25, 2008 and Declared Acceptable

  Board of Examiners

  Faculty of Teachers Training and Education Sanata Dharma University Dean,

  Agnes Woro Dwi P.

  041214031

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Agnes Woro Dwi Priharini Nomor Mahasiswa : 041214031

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

  

“AUTHENTIC LISTENING MATERIALS

BASED ON PRINCIPLED ECLECTICISM FOR SEVENTH GRADERS”

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me- ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya.

  Dibuat di Yogyakarta Pada tanggal : 11 Oktober 2008 Yang menyatakan, Agnes Woro Dwi Priharini

  

I asked the LORD to comfort me when things weren’t going my way,

HE said to me, “I will comfort you and lift your cares away.”

I asked the LORD to walk with me when darkness was all that I knew,

HE said to me, “Never be afraid for I will see you through.”

  When I cried a tear, HE wiped it dry When I was confused, HE cleared my mind When I was cold, HE hugged me tight When I was lost, HE took me home When I was at the end, HE gave me hope When I was weak, HE held my hand and gave me strength to stand alone again, HE gave me wealth unfold for the riches I didn’t ask HE came to me when I needed HIM HE guided my way to this beautiful moment I thank the LORD for everything And I count my blessings each day……

  

[adapted from song ‘I Asked the , lyric by Johnny Lange &

Lord’ ]

  

Jimmy Duncan and song “You Needed Me” by Randy Goodrum

I dedicate this thesis to those whom I love much,

  Jesus Christ, who always cares about me My Mom and My Dad, who always love me My Sisters, who always cheer me up All of my friends, who are always there to give me a hand

  

And to all teachers who have dedicated themselves in educational field

  

ACKNOWLEDGEMENTS

  Praise be to God, my Lord Jesus Christ who never leaves me alone. I am so grateful for the gift of life, marvelous blessings, amazing miracles, miraculous grace, everlasting love, friendship and for everything granted for me. I thank Him for giving me the chance to shape my dreams and for bringing me to this wonderful moment. Be with Him I will never be afraid. I also thank Virgin Mary for her kindness, love and strength that lead me to every step I take and guide me pass the hard path.

  I thank the great people in my life from whom I can learn many things,

  

bapak Matheus Poniman and ibu Fransisca Christina Sri Suharni for the care,

  love, prayer, understanding, patience, financial and spiritual support and for being with me in my ups and downs. I also thank my beloved sisters, Rina and Esti for caring, loving, supporting, and praying. I am pleased to have them be willing to listen to me and push me to do my best. I appreciate them for giving me joy and spirit and for cheering me up when I seem to give up. I thank them endlessly for the warm home and for every single beautiful moment.

  I deeply thank my advisor, Mr. Gregorius Punto Aji, S.Pd., M.Hum. for the clear step by step guidance, valuable feedback, advice, support and patience. I am very grateful to Mr. Ag. Hardi Prasetyo, S.Pd., M.A., the head of English Language Education Study Program and Drs. Tarsisius Sarkim, M.Ed., Ph.D., the dean of Teachers Training and Education Faculty for giving me permission to conduct the study. I would also express my appreciation to Ms. Made Frida Yulia,

  

S.Pd., M.Pd. and Ms. Yohana Veniranda, S.Pd., M.Hum. for the suggestions and

criticisms and to all lecturers and staff of PBI and of Sanata Dharma University.

  My gratitude also goes to Bruder Agustinus Mardjito, the headmaster of SMP Pangudi Luhur 1 Klaten and Bp. Heru Sumarso, S.Pd., the headmaster of SMPN 1 Depok, who have permitted me to do a research and have allowed me to use the available media. Special gratitude is directed to mbak Herning Retnowati,

  

S.Pd. and Ibu Ratna Purwanti, S.Pd. who have helped me during my research. I

  thank them for the time, guidance, suggestions and chance to implement my materials. Students of SMP Pangudi Luhur 1 Klaten class D and of SMPN 1

  

Depok class A and B also deserve my appreciation for being the subjects of the field

testing and for the participation and cooperation.

  I would also express my gratitude to all of my relatives for the encouragement and inspiration, especially to Nova for the help and media and Potter for the free consultation dealing with media. Gratitude also goes to those who have colored my life and have supported me, my wonderful friends, PBI 2004 (Tya, Tiwi,

  

Retno, Sita, Rini, Chris, Fajar, Riri and many others), Basic Elements (Yosan,

Icha, Mitha, Vina, Adit), KKN (Unang, Suksma, Felly, Budi, Alek, Eka, Paul,

Rafael, Probo), UKMK (Melon, Tami, Agnes, Angga, Fidel, Ge, Yophie, Shinta,

Nita, Tista, Gustin, Maria, Zie, Prima), mudika St. Vinsensius a Paulo and

mudika St. Bonaventura specially to Vera, Yoeli, Yudi and Jaya. I would also

  express my appreciation to team of Intensive English Course especially to mbak

  

Nina. I thank them for the support, help, strength, laugh, friendship, togetherness and

understanding. I also need to appreciate Ayoe on 7 for the help, discussion and stuff.

  I am so lucky to have them in my life. I owe gratitude to Stephanus Tulus for helping me transfer the listening passage to cassette.

  I am indebted sincere thank to all people and parties, who are too many to mention. I deeply thank anyone who has contributed their help and support from the beginning to the end of my study physically, spiritually and/or financially.

  Yogyakarta, September 25, 2008 The writer

  TABLE OF CONTENTS page TITLE PAGE . …………………………………………………………….. i PAGES OF APPROVAL …………………………………………............. ii STATEMENT OF WORK’S ORIGINALITY ………………………….. iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ………………. v

PAGE OF DEDICATION ………………………………………………… vi

ACKNOWLEDGEMENTS ………………………………………………. vii

TABLE OF CONTENTS …………………………………………………. x

LIST OF TABLES ………………………………………………………… xiv

LIST OF FIGURES ……………………………………………….………. xv

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

ABSTRAK …………………………………………………………..………. xvii

CHAPTER I: INTRODUCTION ………………………………………....

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

  Problem Formulation ……………………………………………….. 5 C. Problem Limitation …………………………………………………. 6 D. Research Objectives ……………………………………………….... 6 E. Research Benefits …………………………………………………… 7 F. Definition of the Terms ……………………………………………... 8 1.

  School-based Curriculum ………………………………………. 8 2. Authentic Listening Materials ………………………………….. 8 3. Principled Eclecticism ………………………………………….. 9

  CHAPTER II: REVIEW OF RELATED LITERATURE ………………. 10 A. Theoretical Description ……………………………………………… 10 1. Instructional Design …………………………………………….. 10 2. Teaching Listening ……………………………………………… 12 a. The Nature of Listening …………………………………….. 12 b. Principles for Teaching Listening …………………………... 13 c. Media in Listening Classes …………………………………. 19 d. Teaching Listening in Classroom …………………………… 20 3. Authentic Materials ……………………………………………... 22 a. Types of Authentic Materials ……………………………….. 22 b. The Importance of Authentic Materials …………………….. 23 c. Authentic Materials Selection ………………………………. 24 4. Principled Eclecticism …………………………………………... 26 5. Learners’ Characteristics ………………………………………... 29 a. Social Development …………………………………………. 30 b. Cognitive Development ……………………………………... 31 c. Emotional Development …………………………………….. 32 6. School-based Curriculum ……………………………………….. 32 B. Theoretical Framework ……………………………………………… 34 1. Identifying Learners’ Characteristics …………………………… 35 2. Considering Goals, Topics, and General Purposes ………………. 35 3. Formulating Objectives …………………………………………. 36 4. Designing and Developing Materials …………………………… 37

  6. Revision …………………………………………………………. 39 7.

  Classroom Implementation ……………………………………… 39

  

CHAPTER III: RESEARCH METHODOLOGY ……………………….. 41

A. Research Method ……………………………………………………. 41 B. Research Participants ………………………………………………... 43 C. Research Instruments ………………………………………………... 46 D. Data Gathering Technique …………………………………………... 48 E. Data Analysis Technique ……………………………………………. 49 F. Research Procedures ………………………………………………… 50

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ………….. 54

A. The Ideal Design of Authentic Listening Materials Based on Principled Eclecticism for Seventh Graders ……………… 54 1. Learners’ Characteristics and Needs ……………………………. 56 2. Goals, General Purposes and Topics ……………………………. 63 3. Authentic Listening Materials and Tasks ……………………….. 66 4. The Designed Authentic Listening Materials Based on Principled Eclecticism for Seventh Graders ………….. 68 5. Preliminary Testing ……………………………………………… 76 6. Evaluation and Revision ………………………………………… 81 7. Classroom Implementation ……………………………………… 82 B. The Effects of the Designed Authentic Listening Materials Based on Principled Eclecticism on Seventh Graders ……………… 83 1. Field Testing-Classroom Implementation ………………………. 83

  3. Data Presentation ……………………………………………….. 87 4.

  Discussion on the Effects ……………………………………….. 90 5. Evaluation of the Field Testing …………………………………. 92

  

CHAPTER V: CONCLUSION AND SUGGESTIONS ………………... 94

A. Conclusion …………………………………………………………… 94 B. Suggestions ………………………………………………………….. 96

REFERENCES ……………………………………………………………... 98

APPENDICES A. Appendix 1: Letters 1. Letter of Permission to the Headmaster of SMP Pangudi Luhur 1 Klaten ...................................................….. 101 2. Letter of Permission to the Headmaster of SMP Negeri 1 Depok ................................................................….. 102 3. Letter of Permission from Bappeda ………………………….. . ..... 103 B. Appendix 2: Instruments 1. List of Questions for Interviewing the Teachers …………………... 105 2. Raw Data of the Result of Interview …………………………. . ..... 107 3. Open Questionnaires for Materials Evaluation ………………….... 111 4. Questionnaires for Field Testing (Reflection for Students) ….. . ..... 116 5. Samples of Filled-Instruments .................................................…... 119 C. Appendix 3: Materials’ Outline ....................................................... ..... 128 D. Appendix 4: Lesson Plan ................................................................. ..... 144 E. Appendix 5: Authentic Listening Materials Based

  on Principled Eclecticism for Seventh Graders .......... ..... 159

  LIST OF TABLES page

Table 4.1 Summary of Interview of Learners’ Characteristics ......................... 61Table 4.2 Summary of Interview of Learners’ Needs (Part 1)........................... 62Table 4.3 Summary of Interview of Learners’ Needs (Part 2)........................... 63Table 4.4 Competency Standards and Basic Competences ............................... 65Table 4.5 List of Authentic Materials Used....................................................... 67Table 4.6 List of Listening Tasks Used ............................................................. 68Table 4.7 Major Section, Main Activities and Purpose (Part 1) ........................ 72Table 4.8 Major Section, Main Activities and Purpose (Part 2) ........................ 73Table 4.9 Variety of Activities in Each Unit (Part 1) ........................................ 74Table 4.10 Variety of Activities in Each Unit (Part 2) ...................................... 75Table 4.11 Topics and Units to be Developed ................................................... 76Table 4.12 Description of Respondents of Preliminary Testing ....................... 77Table 4.13 Strengths and Weaknesses of the Designed Materials .................... 80Table 4.14 Section Revised and the Revision (Part1)........................................ 81Table 4.15 Section Revised and the Revision (Part 2)....................................... 82Table 4.16 Students’ Personal Data of SMP Pangudi Luhur 1(Class VII D) .... 85Table 4.17 Students’ Personal Data of SMPN 1 Depok (Class VII B).............. 85Table 4.18 Students’ Personal Data of SMPN 1 Depok (Class VII A) ............. 86Table 4.19 Data Presentation of Students’ Reflection ...................................... 88

  LIST OF FIGURES page

Figure 2.1 Kemp’s Instructional Design Model .........................................12Figure 2.2 Children’s Stages according to Hurlock ....................................32Figure 2.3 The Writer’s Theoretical Framework ........................................40

  

ABSTRACT

  Priharini, Agnes Woro. 2008. Authentic Listening Materials Based on Principled

  

Eclecticism for Seventh Graders. Yogyakarta: English Language Education Study

Program, Sanata Dharma University.

  Listening is an important skill. Yet, it is probably the most difficult one to learn and teach since it depends on many factors such as unfamiliar topic, unclear voice, complicated language, classroom atmosphere, unavailability of supporting media and materials. However, both teachers and students cannot neglect the teaching and learning of listening since School-based Curriculum, curriculum recently used, expects the teaching of English in Junior High School should involve four skills including listening.

  This study was aimed at helping Junior High School teachers provide interesting materials and improve students’ listening ability by designing authentic listening materials based on principled eclecticism for seventh graders. The materials were taken from authentic materials (movie clips, songs, comic strips or recording materials of native speeches) and were presented in various activities and tasks to avoid students’ boredom. There were two problems to be discussed: 1) what is the ideal design of authentic listening materials based on principled eclecticism for seventh graders? and 2) how do the designed authentic listening materials based on principled eclecticism affect the seventh graders?

  This study utilized Educational Research and Development (R & D) which was adopted into five steps namely research and information collecting, planning and developing product, preliminary testing, product revision, and field-testing. This study also adapted Kemp’s instructional design model and considered relevant theories related to teaching listening, authentic materials, principled eclecticism, learner’s characteristics and School-based Curriculum to design the authentic listening materials based on principled eclecticism for seventh graders.

  Having designed and implemented the materials, conclusions could be drawn. First, the ideal design of authentic listening materials based on principled eclecticism for seventh graders was materials design which was based on data of learners’ needs, current curriculum, relevant and suitable authentic materials, variety of tasks that reflected principled eclecticism, materials’ evaluation and revision. More important, this design is ideal since it was developed through a research in which it was implemented in real classroom. This design was conducted step by step.

  Second, through field-testing it could be known how the designed materials affected the seventh graders. From the three units (My Name is, Do & Don’t and Thank You) tried out to 3 different classes of Junior High School (class D of SMP Pangudi Luhur 1 Klaten, class A and B of SMPN 1 Depok), it could be concluded that the materials brought positive effects to the students. The materials motivated more than 80% of the students to learn English enjoyably. Using authentic materials (especially movie clips and songs) and different tasks and activities, the designed materials made the students actively participate in the teaching learning processes. Finally, the writer hopes that the designed materials would inspire English teachers and further researchers to provide attractive listening materials and apply them in

  ABSTRAK

  Priharini, Agnes Woro. 2008. Authentic Listening Materials Based on Principled

  

Eclecticism for Seventh Graders. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris, Universitas Sanata Dharma.

  atau mendengarkan adalah salah satu ketrampilan berbahasa yang

  Listening

  penting tetapi juga sulit untuk dipelajari dan diajarkan karena tergantung pada beberapa faktor misalnya topik, suara, bahasa, suasana kelas, media dan materi mendengarkan. Namun demikian, guru dan siswa tidak dapat meniadakan pengajaran ketrampilan mendengarkan di kelas mengingat bahwa Kurikulum Tingkat Satuan Pendidikan, kurikulum yang digunakan saat ini, menyatakan bahwa pengajaran Bahasa Inggris untuk siswa Sekolah Menengah Pertama (SMP) juga harus mencakup empat ketrampilan berbahasa termasuk ketrampilan mendengarkan.

  Studi ini bertujuan untuk membantu guru SMP menyediakan materi mendengarkan yang menarik dan membantu meningkatkan ketrampilan mendengarkan siswa dengan membuat materi mendengarkan yang autentik berdasarkan principled eclecticism untuk siswa SMP kelas VII. Materi yang digunakan adalah materi autentik yang dipresentasikan dalam aktivitas dan tugas yang bervariasi untuk menghindari kebosanan siswa. Ada dua permasalahan dalam studi ini: 1) Seperti apa desain materi mendengarkan yang autentik berdasarkan

  principled eclecticism untuk siswa SMP kelas VII yang ideal itu? dan 2) Bagaimana

  materi yang telah dibuat mempengaruhi siswa SMP kelas VII? Studi ini menggunakan metode penelitian dan pengembangan (R & D) yang diadopsi menjadi 5 langkah yaitu penelitian dan pengumpulan informasi, perencanaan dan pembuatan materi, evaluasi, revisi dan penerapan materi di kelas. Dalam membuat materi, penulis mengadaptasi model desain materi Kemp dan mempertimbangkan teori yang berhubungan dengan pengajaran ketrampilan mendengarkan, materi autentik, principled eclecticism, karakteristik siswa dan Kurikulum Tingkat Satuan Pendidikan.

  Setelah membuat dan menerapkan materi, ada dua kesimpulan. Pertama, desain materi mendengarkan yang autentik berdasarkan principled eclecticism untuk siswa SMP kelas VII yang ideal adalah desain materi yang berdasarkan kebutuhan siswa, kurikulum yang sedang digunakan, materi autentik yang sesuai, aktivitas yang bervariasi, evaluasi materi dan revisi. Terlebih lagi, desain ini dikembangkan berdasarkan data yang diperoleh melalui penelitian dan telah diterapkan di kelas.

  Kedua, melalui penerapan materi di kelas, dapat diketahui bahwa materi yang telah dibuat membawa dampak positif bagi siswa SMP kelas VII. Dari tiga unit yang diterapkan (My Name is, Do & Don’t, Thank You) di tiga kelas yang berbeda (kelas D SMP Pangudi Luhur 1 Klaten, kelas A dan B SMPN 1 Depok) dapat disimpulkan bahwa materi tersebut memotivasi lebih dari 80% siswa untuk belajar bahasa Inggris dengan lebih menyenangkan. Dengan menggunakan materi yang autentik dan aktivitas yang bervariasi, materi tersebut dapat membuat siswa untuk berpartisipasi aktif dalam proses belajar mengajar. Akhirnya, penulis berharap agar studi ini menginspirasi para guru dan peneliti yang akan datang untuk menyediakan materi mendengarkan yang menarik bagi siswa dan menerapkannya dengan teknik

CHAPTER I INTRODUCTION This chapter presents detailed information about the research background

  that leads to the study, the problem formulation in a form of questions and the limitation of the problem that will make this study more specific. Besides, this chapter also presents the research objectives that are the aims of the study, the research benefits which are about the contributions of this study, and definition of the terms which includes some terms related to the study.

A. Research Background

  Listening is very important. It is the language modality that is most frequently used as what Goh (2002: 1) said in the following quotation, "Listening takes up as much as 50% of our everyday communication time". In addition, listening becomes the basis for the other skills. Through listening a base for more fluent productive skills can be established (Peterson, 2001: 87). It is through listening that people are able to communicate with others.

  Although listening is an important skill, it is probably the most difficult one to learn and teach. “Listening is the main channel of communication between teachers and students but it is the most neglected of the four language skills,” wrote Brownell (1996: 314). Basically, listening is the language skill that is first learned and used, followed by speaking, reading and writing. Yet, it is the language skill that is last taught after writing, reading and speaking (Brownell, 1996: 6).

  For the teachers, listening is difficult to apply in classroom. “The teachers may be interested in helping the students improve their ability, but they do not know exactly where to begin” (Brownell, 1996: 6). The teachers do not know what and how to teach in listening classroom. The teachers are confused what materials and methods should be used to teach listening. In addition, it takes more time to make interesting listening materials that are suitable and relevant for the students. Besides, such factors as lack of proficiency and skill to make own materials and to use media and unavailability of supporting facilities make the teachers find it difficult to teach listening.

  For some students, listening is difficult to learn since it depends on many factors. According to Brownell (1996: 6), the students may be reluctant to learn listening because it takes time. They need some more time to process the message they have just heard. Brownell further wrote that there may be such factors as anxiety, stress, personal style, motivation, willingness to learn and classroom atmosphere that affect the students’ concentration in listening practices. Complex and unfamiliar topic, unpredictable content, not understandable language, unclear voice and accent of the speakers and inadequate effort of the students to remember the details of what is said in the listening passage may also make the students think that listening is difficult (Anderson and Lynch, 1988: 46).

  However, both teachers and students cannot neglect the teaching and learning of listening considering that School-based Curriculum (Kurikulum Tingkat

  

Satuan Pendidikan/KTSP ), curriculum having been applied since 2006 by all level of

  education, intends that English taught should involve the four skills including four skills (listening, speaking, reading, writing). Unfortunately, based on the writer's teaching experience in two junior high schools in Yogyakarta, the English teachers only give less time allotment for listening than other skills. Most of the time allotment is directed to teach grammar or language focus and reading comprehension following the handbook used.

  Generally, the teachers depend on handbooks or provided materials used in previous semesters. They rarely make their own materials for teaching English in classroom especially for teaching listening considering the lack of experience and skill in designing listening materials. Investigating handbooks for junior high school students recently used, the listening exercises are less varied. Most of them deal with recorded conversation. This can make the students bored and less interested in comprehending the listening passage.

  Dealing with the problems stated above, the writer wants to give contribution for both teachers and students by designing authentic listening materials based on principled eclecticism for seventh graders. According to Martinez, in his article Authentic Materials: An Overview, using authentic materials can arouse students' motivation and make them feel fun with listening because authentic materials may contain topics of interest to the students. Additionally, authentic materials present students with actual everyday language, just as it appears in real life. It means that the students can be exposed to the language used in daily life context. The materials can be taught based on principled eclecticism in which the teachers can employ various methods, strategies and techniques. By using principled eclecticism, the students are presented with variety of teaching learning activities and

  This study may not be a new study in designing authentic listening materials since there was previous study dealing with the same topic. However, this study is different from the previous one. The previous study Designing a Set of

  

English Instructional Listening Materials Using Authentic Materials for the First

Grade Students of Tourism Department in SMK Negeri 4 Yogyakarta was aimed at

  helping the students of tourism department improve their spoken English skills by giving listening drills. The study also used authentic materials to expose the students who would come to the tourism industry with everyday language. Therefore, the tourism department students would have enough input to communicate using English with foreigners or tourists.

  Different from the previous study, this study is aimed at helping junior high school students grade VII improve their listening skill. This study concerns with seventh graders considering that generally, they are not accustomed to listening practices since mostly they only learn vocabulary and grammar in the elementary school. The students may only have listening practices by listening to the teachers' instructions and English songs. Therefore, the students will find difficulties to process longer information they listen to. They also easily feel uninterested and bored as they are listening to the passages which require a deep concentration. As a result, they have to take a great effort to concentrate and focus on the listening passage. The problems become more serious when listening is included in the final examination, besides reading. That will be hard for junior high school students to process the information of the listening if they have little input and are not accustomed to listening practices. Therefore, the students should be introduced and

  The designed materials are intended to help the students have listening input before they come to the productive skills and finally are able to communicate well orally and in a written way as what the School-based Curriculum expects to. In addition, the seventh graders are introduced to the authentic listening materials and prepared to the Final Examination which involves reading and listening from the first grade of junior high school level as so they will be accustomed to listening practices and have enough input for the listening part in the examination.

  This study is also aimed at helping junior high school teachers provide interesting listening materials. It is expected that the designed authentic listening materials will give a new idea for the teachers in providing listening materials and presenting the materials using principled eclecticism. In this way, the teachers can apply different teaching methods, strategies or techniques to help the students comprehend the listening passages and enable them to actively involve in the interpretation of what they hear and come to the understanding on the listening passage.

B. Problem Formulation

  Considering the background presented above, the writer formulates the problems of the study as follows:

  1. What is the ideal design of authentic listening materials based on principled eclecticism for seventh graders?

  2. How do the designed authentic listening materials based on principled eclecticism affect seventh graders?

  C. Problem Limitation

  This study limits the discussion on English language teaching by working on instructional design area. This study is to design and develop authentic listening materials based on principled eclecticism for seventh graders. The use of authentic materials can expose the students to daily life context and everyday language. It enables the students to comprehend and use the language that is commonly used in real situations. In addition, using authentic materials for listening practices can make the students more motivated since the materials can be selected based on the students’ interest.

  This study also limits the discussion on language teaching methodology which is focused on principled eclecticism. It is such language teaching methodology that allows the teachers to apply different teaching methods, strategies or techniques in classroom to present variety of listening teaching learning activities. Using principled eclecticism can also avoid students’ boredom in listening activities. This study concerns with seventh graders who have no enough experience in the listening practices. They, however, are supposed to be able to listen and comprehend the information in the listening exercises and expose it to their daily life context in order to prepare themselves in the Final Examination. The students are in the first grade of junior high school that they are given more exposure of listening practices as so they can be accustomed to listening.

  D. Research Objectives

  This study is to bring about some objectives that are presented as the

  1. To develop the ideal design of authentic listening materials based on principled eclecticism for seventh graders.

  2. To find out the effects of the designed authentic listening materials on seventh graders.

E. Research Benefits

  This study is expected to be able to give several contributions. The contributions are formulated as follows:

  1. For the material designers The results of the study can give a reference to the material designers to guide them in selecting and designing authentic listening materials based on certain language teaching methodology for seventh graders.

  2. For the teachers This study is expected to help the English teachers provide enjoyable listening activities using authentic materials. It will also enable the teachers to use the designed materials as their teaching-listening materials in classroom by employing various teaching methods, strategies and techniques which are applicable for the students.

  3. For the seventh graders This study is to present authentic listening materials which can help the learners in listening practice. It is supposed to give opportunities for the learners to

F. Definition of the Terms

  There are some important terms related to the study. Those are:

  1. School-based Curriculum

  According to Pusat Kurikulum Badan Penelitian dan Pengembangan

  

Pendidikan Departemen Pendidikan Nasional, School-based Curriculum is the latest

  curriculum in Indonesia which is developed and carried out by each level of education under the coordination and supervision of Department of Education. The curriculum gives opportunity to teachers to make their own teaching materials based on the competency standards and basic competences. It aims at developing the teachers' role in making teaching materials suitable to the students' needs and interest. It is also supposed that the materials used in learning process deal with daily life context as so the knowledge will be applicable to students' real life. In relation to School-based Curriculum, the authentic listening materials in this study are designed by considering the Competency Standards and Basic Competences.

  2. Authentic Listening Materials

  Authentic listening materials are materials designed for listening practices that are selected from everyday materials or passages which are not originally constructed for language purposes (Lynch and Mendelsohn, 2002; Martinez, 2002). The materials are originally produced to fulfill some social purposes in the language community such as for entertaining, advertising or giving information. This study will use authentic listening materials whether directly downloaded or recorded from the internet, native speeches or any other sources, while the materials used can be movie clips, TV programs, songs, comics, or narrative (short story) which are selected in accordance with Basic Competences of School-Based Curriculum.

  3. Principled Eclecticism

  Kenneth Beare (2008: 1) in his article Teaching Technique: Principled

  

Eclecticism-How to Teach ESL states that principled eclecticism refers to the use of

various teaching styles, methods or strategies as required by learners’ needs or style.

  It involves the use of variety of language learning activities (Mellow, 2002; Xiao- Yun et al, 2007). In this study, principled eclecticism deals with various teaching methods, strategies or techniques used in classroom by presenting variety of teaching learning activities and tasks.

  4. Seventh Graders

  Seventh graders are students who are in the first grade of junior high school. They are the students of seventh school year after elementary school who are usually 12-13 years old (http://en.wikipedia.org/wiki/Seventh_grade). In this study, seventh graders are students who are in the seventh years of formal education held in Indonesia.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two main parts, namely theoretical description

  and theoretical framework. In the theoretical description, the writer reviews some theories used as the references of the study. Then, the writer draws a theoretical framework based on the theoretical description which is used as the guideline to answer the problems of this study.

A. Theoretical Description

  In the theoretical description, the writer discusses some theories which will be used as the guidance to the development of the listening materials. They are instructional design, teaching listening, authentic materials, principled eclecticism, learners’ characteristics and School-based Curriculum.

1. Instructional Design

  Briggs (1977: xx) states that instructional design can be defined as “the entire process of analysis of learning needs and goals and the development of a delivery system to meet the needs; includes development of instructional materials and activities; and tryout and revision of all instruction and learner assessment activities”. In this study, the theory of instructional design is needed as the guidance to design the materials. Knowing the theory of instructional design will help the writer conduct some steps in order to design and develop the materials.

  In this study, the writer would consider Kemp’s instructional design model to design and develop the authentic listening materials. Kemp follows the system approach where the goal and evaluation are used for adjustment and improvement. “System approach is the overall plan of the instructional design compiled in order” (Kemp, 1977). Kemp’s model of instructional design is a flexible one. The designer can start from any steps as long as the whole elements are done.

  Kemp (1977: 8-9) states that the designer should consider three elements that are objectives, activities and resources, and evaluation as the basic of creating an instructional design. If one of them is missing, then the designer fails to make a good design.