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

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xvi ABSTRACT

Pratiwi, Agustina Budi Pratiwi. 2009. Designing a Set of Integrated Listening and Speaking Materials Based on Collaborative Learning for the Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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

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

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

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

The presentation of the final version of the designed set of the materials served as the answer to the second question. The designed set of the materials consists of six units, namely, Environment (unit 1), Education (unit 2), Legend (unit 3), Porquoi Tale (unit 4), Digital Library (unit 5), and Health (unit 6). Each unit consists of ‘Building Knowledge’, ‘Let’s Listen’, ‘Let’s Speak’, and ‘Let’s Wrap Up’ sections.

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xvii ABSTRAK

Pratiwi, Agustina Budi. 2009. Designing a Set of Integrated Listening and Speaking Materials Based on Collaborative Learning for the Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Mendengarkan dan berbicara merupakan keterampilan berbahasa yang penting untuk dikembangkan. Namun demikian, pengajaran mendengarkan dan berbicara masih sering menjumpai banyak kendala, khususnya seperti yang terjadi di SMA Negeri 1 Depok. Sangat terbatasnya materi pembelajaran listening dan speaking serta kurangnya media pembelajaran diyakini sebagai salah satu penghambat penerapan kegiatan pembelajaran mendengarkan dan berbicara yang efektif bagi para siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan seperangkat materi mendengarkan dan berbicara berdasarkan Collaborative Learning untuk kelas XI SMA Negeri 1 Depok.

Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu (1) bagaimanakah seperangkat materi mendengarkan dan berbicara berdasarkan Collaborative Learning untuk siswa kelas XI SMA Negeri 1 Depok dirancang? dan (2) bagaimanakah penyajian materi mendengarkan dan berbicara yang telah disusun tersebut?.

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

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

Untuk menjawab pertanyaan yang kedua, penulis menyajikan hasil akhir dari materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu Environment (unit 1), Education (unit 2), Legend (unit 3), Pourquoi tale (unit 4), Digital Library (unit 5), and Health (unit 6). Masing-masing unit terdiri bagian utama yaitu: ‘Building Knowledge’, ‘Let’s Listen’, ‘Let’s Speak’, dan ‘Let’s Wrap Up’.

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DESIGNING A SET OF INTEGRATED LISTENING AND SPEAKING MATERIALS BASED ON COLLABORATIVE LEARNING

FOR THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 DEPOK

A Thesis

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

in English Language Education

Agustina Budi Pratiwi Student Number: 041214027

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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When things go wrong, as they sometimes will,

When the road you’re trudging seems all up hill,

When the funds are low and the debts are high,

And you want to smile, but you have to sigh,

When care is pressing you down a bit,

Rest, if you must, but don’t you quit

To my family, my beloved, and my friends

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ACKNOWLEDGEMENTS

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

Next, I am very grateful to Ag. Hardi Prasetyo, S.Pd., M.A., the head of English Language Education Study Program for giving me permission to conduct the study. I would like to address my sincere gratitude to my sponsor, Dr. Retno Muljani, M.Pd. for her willingness to share her knowledge, give correction, advice, and support throughout the development of my thesis. In addition, I would like to thank Mrs. Ndari and Mrs. Marni for willingly spending their time evaluating my designed materials. I would like to thank Mbak Danik, Mbak Tari, and Mas Andi for always being pleased to provide any information needed.

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

Furthermore, I would like to express my gratitude to the best people in my life. I would like to thank my family: my father – Budiyanto, my mother – S. Rahayu, my sisters and brother, for their great love and prayer. My great appreciation goes to Agus Ramadhan for his great love and patience in supporting and encouraging me to accomplish my study and to undergo my life.

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I wish to thank all my classmates: Elisabeth Aditya, Theresia Vina I., Agnes Nora E.W., Yosepha Rini, Retno Sukesi, and Agnes Woro Dwi Priharini for willingly sharing the joy and spirit during my study in this university. In addition, I warmly thank Ms. Emy, for kindly spending her precious hours proofreading my thesis.

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

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TABLE OF CONTENTS

TITLE PAGE……… i

APPROVAL PAGES……….. ii

STATEMENT OF WORK’S ORIGINALITY……….. iv

DEDICATION PAGE……….. vi

ACKNOWLEDGEMENTS……… vii

TABLE OF CONTENTS………. ix

LIST OF TABLES……… xiii

LIST OF FIGURES……….. xiv

LIST OF APPENDICES……….. xv

ABSTRACT………. xvi

ABSTRAK……… xvii

CHAPTER I. INTRODUCTION 1

A. Research Background………... 1

B. Problem Formulation……… 5

C. Problem Limitation………... 6

D. Research Objectives……….. 6

E. Research Benefits……….. 7

F. Clarification of Terms……… 8

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2. Listening Skill ……… 9

3. Speaking Skill ……….9

4. Collaborative Learning ………. 10

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

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

1. Listening ……… 13

a. The Nature of Listening ……… 13

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

c. Listening Tasks ………. 13

2. Speaking ……… 16

a. The Nature of Speaking ………. 16

b. Background to Teaching Speaking ……… 17

3. Integrated Listening and Speaking Materials ……… 17

4. Instructional Design Model ………18

5. Syllabus ………... 23

6. Material Development……… 25

a. Materials Adaptation ………. 26

b. Techniques for Materials Adaptation ……… 26

7. Collaborative Learning ………. 27

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b. The Principles of Collaborative Learning ………. 28

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

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

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

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

B. Theoretical Framework……… 36

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

1. Research and Information Collecting ………. 43

2. Planning ……….. 44

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

4. Preliminary Field Testing ……… 45

5. Main Product Revision ……… 46

B. Research Participants………. 50

C. Research Setting ………... 52

D. Research Instruments ………... 52

1. Interview ……….. 52

2. Questionnaire ……… 53

E. Data Collection ………. 55

F. Data Analysis Technique ……….. 60

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

Materials……….. 63

1. Research and Information Collecting……… 63

2. Planning………. 70

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

a. Choosing the Subject Contents ………. 78

b. Selecting Teaching-Learning Activities and Instructional resources ……… 79

c. Designing the Materials ………. 80

4. Preliminary Field Testing ……….. 82

a. Expert Validation ……….. 82

b. Materials Try Out ……….. 92

5. Changes to Improve the Materials ……… 95

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

CHAPTER V. CONCLUSION AND SUGGESTIONS 100 A. Conclusions……….. 100

B. Suggestions………. 102

REFERENCES………... 104

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LIST OF TABLES

Table 3.1: Product Specification ……… 47

Table 3.2: Data Collection ………. 58

Table 4.1: Summary of Teacher Interviews ……….. 64

Table 4.2: Summary of Students Needs Analysis Questionnaires ……… 68

Table 4.3: Data of Students Questionnaires ……….. 69

Table 4.4: List of Topics ……… 73

Table 4.5: The Specific Learning Objectives of the Designed Materials……… 75

Table 4.6: Description of the Respondents……… 83

Table 4.7: The Results of the Expert Validation Questionnaires ……….. 84

Table 4.8: Students Evaluation Questionnaires……….. 93

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LIST OF FIGURES

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

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LIST OF APPENDICES

Appendix 1: Letters of Permission……… 107

Appendix 2: Interview Guideline ……….. 110

Appendix 3: Interview Transcript ………. 111

Appendix 4: Needs Survey Questionnaire………. 113

Appendix 5: Designed Materials Evaluation Questionnaire……….. 116

Appendix 6: Overview of the Designed Set of the Materials………. 127

Appendix 7: Syllabus and Lesson Plans………. 130

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xvi ABSTRACT

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xvii ABSTRAK

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1 CHAPTER I INTRODUCTION

This chapter presents the introduction of this study which can be elaborated into six main parts. They are the research background, problem formulation, problem limitation, research objectives, research benefits, and clarification of terms.

A. Research Background

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

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Research and practice in English language teaching as cited by Brown (2001: 232) has identified the four skills in language teaching, namely, listening, speaking, reading, and writing as of paramount importance. This statement implies that in language teaching, teachers shall teach those language skills as interrelated skills instead of focusing only on teaching one of those skills as separated skills. Hence, there are interconnection among learning activities from each of the language skill teaching.

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

The writer focuses her study on designing a set of integrated listening and speaking materials by considering two standard competences stated in Kurikulum Tingkat Satuan Pendidikan (KTSP) for senior high school level and the goal of teaching English in senior high school. The two standard competences in KTSP require students to understand meaning and to express meaning both in formal transactional and interpersonal conversation and sustained in daily life contexts (Depdiknas, 2006: 315 – 316). In addition, the goal of teaching English in senior high school is to assist the students to acquire both functional and informational literacy

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

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

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

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

The writer designs the materials based on the Collaborative Learning approach by referring to the principles of teaching-learning activities based on Kurikulum Tingkat Satuan Pendidikan (KTSP). One of those principles states that the teaching-learning activities should provide the students with the opportunity to learn individually. At the same time, the learning activities should also provide the students with several assignments which encourage them to work in groups so that they can enhance their solidarity, sympathy, and empathy towards others (KTSP, 2006: 51). Based on this principle, the writer considers that Collaborative Learning can be a suitable approach to conduct teaching-learning activities based on the Kurikulum Tingkat Satuan Pendidikan (KTSP) since Cooperative or Collaborative Learning essentially involves students learning from each other in groups (Larsen-Freeman, 2000: 164). Hence, classroom activities in Collaborative Learning mostly involve the students to work in groups.

The writer will design the materials by using several learning activities which are in accordance with the principles of Collaborative Learning that enable the students to learn within groups like jigsaw activities, information gap,

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

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

B. Problem Formulation

Based on the discussion in the research background above, the problems of this research can be formulated on the following page.

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1. How is a set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok designed?

2. What do the integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok look like?

C. Problem Limitation

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

D. Research Objectives

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

1. To design a set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok.

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2. To present the designed set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok.

E. Research Benefits

Hopefully, the result of this study can bring about benefits for many people. The research benefits are specified as follows:

1. For students

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

2. For English teachers

This paper is aimed to provide the teachers with some classroom listening and speaking activities which apply the principles of Collaborative Learning to reinforce their students to work together in groups in listening and speaking class. The writer also expects that the designed materials will assist the teachers to build students’ ability to speak using the target language and to

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

3. For other material developers

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

F. Clarification of Terms

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

1. Integrated Material

In Oxford Advanced Learner’s dictionary (1995: 620), integrated means to be united into a body or system, where each of the parts in relationship with other. Materials are the content to be learned in learning process, written in textbooks or papers. In addition, Richard and Rodgers (1988: 64) state that integrated material is material that focuses on the mastery of the integrated communicative skills rather than a mere mastery of the rules in the target language. According to the writer, integrated materials are defined as a set of learning materials that comprises two language skills and incorporates the learning topics from each language skill

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

2. Listening Skill

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

3. Speaking Skill

Speaking is the productive aural or oral skill. It consists of producing systematic verbal utterances to convey meaning as cited by Nunan (2003:48). Widdowson (1978:59) adds that speaking as an instance of use, therefore, is part of reciprocal exchange in which both reception and production play a part. In this study, speaking is a language skill that incorporates both speech production and speech interpretation. The act of speaking involves not only the activities of producing

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

4. Collaborative Learning

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

5. The Eleventh Grade Students of Senior High School

The eleventh grade students of senior high school are mostly at the age of sixteen to seventeen. They are considered as adolescents. According to Hamacheck (1985:106), adolescence is an intensely social period on the developmental continuum. Many activities are done in pairs and even more are done in groups. The

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

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literature and it is divided into two parts. They are the theoretical description and theoretical framework. The theoretical description consists of the discussions of basic theories of listening, speaking, integrated listening and speaking materials, instructional design model, syllabus, materials development, Collaborative Learning, Kurikulum Tingkat Satuan Pendidikan for senior high school, and characteristics of senior high school students. The theoretical framework discusses the relevant supporting theories in designing the materials.

A. Theoretical Description

In this part, the writer discusses the basic theories which are applied as the base line in developing the materials. The writer firstly discusses the theory of listening and speaking, and integrated listening and speaking materials since she focuses her study on designing a set of integrated listening and speaking materials. Subsequently, the writer elaborates the theories of instructional design model, materials development, Collaborative Learning, Kurikulum Tingkat Satuan Pendidikan for senior high school, and the characteristics of senior high school students.

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1. Listening

a. The Nature of Listening

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

b. Background to Teaching Listening

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

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

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

c. Listening Tasks

According to Goh (2002: 12), there are two kinds of listening tasks. They are one-way listening tasks and two-way (interactional) tasks. As stated by Goh (2002:

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

1) Restoration

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

2) Reconstruction

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

3) Comparison

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

4) Prediction

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

5) Sorting

This listening activity involves sequencing, ranking, and categorizing items.

6) Elaboration

This listening activity includes elaborating using numbers, words, and pictures.

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7) Evaluation

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

8) Jigsaw

This listening activity includes creating a whole text from different parts. 9) Matching

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

10)Problem-solving

This listening activity is conducted by offering solution to real-life problems.

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

1) Creative dictation

This listening activity is conducted by dictating to each other to complete a text.

2) Description

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

3) Simulation

This listening activity is conducted by listening to and expressing opinion in simulated situations.

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4) Discussion

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

5) Presentation

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

2. Speaking

a. The Nature of Speaking

Speaking is the productive aural or oral skill. It consists of producing systematic verbal utterances to convey meaning as cited by Nunan (2003:48). According to Davies (1981:145), spoken English is not the same as written English. Nothing sounds worse than an instructor reading aloud. The way words and sentences are put together depends upon whether they are going to be read or spoken.

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

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b. Background to Teaching Speaking

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

3. Integrated Listening and Speaking Materials

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

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

“Reciprocal listening refers to those listening tasks where there is the opportunity for the listener to interact with the speaker, while non-reciprocal listening refers to tasks such as listening to the radio or a formal lecture where the transfer of information is in one direction only that is from the speaker to the listener.”

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

Hence, the writer aims at designing a set of integrated listening and speaking materials in order to facilitate the English learners, specifically the senior high school students in learning the two skills, namely listening and speaking, at one time. The integrated listening and speaking materials itself means a set of materials which combines both skills together into interdependence learning activities. In other words, the learning activities in the materials can enable the students to develop their listening and speaking skills all together.

4. Instructional Design Model

There are several instructional design models. However, in this study the writer refers to instructional design model specified by Jerrold E. Kemp. According

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to Kemp (1977:8), the approach and procedures which are called an instructional design plan can be applied on any educational levels like elementary, secondary, or college. The plan is designed to supply answers to three questions, which may be considered the essential elements of instructional technology as follows:

a. What must be learned? (objectives)

b. What procedures and resources will work best to reach the desired learning levels? (activities and resources)

c. How will we know when the required learning has taken place? (evaluation)

In addition, Kemp (1977:8) states that the plan consists of eight parts as follows:

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

According to Kemp (1977: 14), all educational programs are based on broadly stated goals. Those goals may be derived from society, students, and subject areas. Material designers consider the goals for teaching each topic in order to fulfill the society needs and demands.

After considering and establishing the goals, material designers should list the main topics of learning that will become the scope of the course and the basis for the instruction. Subsequently, material designers state the general purposes for teaching each topic as the basis for deciding the learning objectives.

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

Referring to Kemp (1977: 19), material designers must very early decide the characteristics of their students for themselves such as the academic factors including number of students, academic background, level of intelligence, motivation for studying the subject, and so on. Moreover, the material designers must also consider the social factors including age, maturity, special talents, relation among students, and so forth.

c. Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes

Material designers shall specify the learning objectives to be achieved in the form of students’ behavioral outcomes. As stated by Kemp (1977: 23), learning objectives are what students should know or be able to do, or in what ways they should behave differently, after studying the topics.

d. Choose the subject contents that support each objective

Material designers choose the subject contents that support each objective. According to Kemp (1977: 43), a student’s learning experiences must involve subject contents. The contents, in turn, must closely relate to the objectives and to the students’ needs. In other words, the subject contents have a purpose to assist the accomplishment of each learning objective.

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

As stated by Kemp (1977: 51), in order to plan learning activities for which students are prepared and to ensure that learners do not waste their time on things they already know, material designers should apply pre-assessment. The pre-assessment aims at finding out whether the students are prepared to study the topic and whether they are already competent in some of the stated objectives (Kemp, 1977: 50).

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

In addition, material designers also select teaching or learning activities and instructional resources that can motivate students and effectively explain and illustrate the subject content (Kemp, 1977: 73).

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

As stated by Kemp (1977: 85), “support services must be considered at the same time instructional plans are being made and materials, being selected”.

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

The evaluation is conducted to measure the learning outcomes based on the learning objectives. Revision is done after getting the evaluation outcome from the students’ performance. The revision itself is as the feedback for the designed materials and as the essential thing to improve the designed materials.

The writer illustrates the plan in Kemp’s model as follows: Goals,

Topics,and General Purposes

Learner

characteristics

Learning

Objectives

Revision

Evaluation

Support

Services

Te a c h in g L e a rn in g A c tiv itie s

Pre-Assessment

Subject

Content

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Kemp (1977:9) states that the plan is a flexible process. The instructional designers have freedom to start with whichever element they are ready to start with and then move back to the other steps. There is also interdependence among the elements. Therefore, each element is interrelated one another.

5. Syllabus

Syllabus is a document which says what will (or at least what should) be learnt (Hutchinson & Waters, 1987: 80). According to Brown (1995: 141-142), syllabus are concerned with the choices necessary to organize the language content of a course or program. The procedures involved in developing a syllabus include examining instructional objectives, arranging instructional objectives in terms of priorities, and then determining what kinds of techniques and exercises which are required to accomplish the objectives.

According to Krahnke (1987: 9-11), there are six types of language teaching syllabus as follows.

a. A structural (formal) syllabus

A structural (formal) syllabus is one of which the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught such as nouns, verbs, adjectives, and so on.

b. A notional or functional syllabus

A notional (functional) syllabus is one in which the content of the language teaching is a collection of the functions that are performed when language is used, or

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of the notions that language is used to express. Examples of functions include: informing, agreeing, apologizing, and so on. Examples of notions include: size, age, color, and so on.

c. A situational syllabus

A situational syllabus is one in which the content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific setting. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples of situations include: seeing the dentist, buying a book at the bookstore, and so forth.

d. A skill-based syllabus

A skill – based syllabus is one in which the content of the language teaching is a collection of specific abilities that may play a part in using language. The primary purpose of skill-based instruction is to learn the specific language skill. The secondary purpose is to develop more general competence in the language, learning only incidentally any information that may be available while applying the language skills.

e. A task-based syllabus

A task-based syllabus and a content-based syllabus are similar in that in both the teaching is not organized around linguistic features of the language being learned but according to some other organizing principles. In the task-based instruction, the

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content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning.

f. A content-based syllabus

A content-based syllabus is not really a language teaching syllabus at all. In the content-based language teaching, the primary purpose of the instruction is to teach some contents or information using the language that the students are also learning.

6. Materials Development

According to Tomlinson (1998: 2), materials development refers to anything which is done by writers, teachers or learners to provide sources of language input and to exploit those sources in ways which maximize the likelihood of intake. Brown states that “there are three strategies in creating materials including adopting, developing, and adapting materials (Brown, 1995: 139-140).” Adopting materials involves deciding on the types of materials that are needed, locating as many different sets of the material types as possible, evaluating the materials, making use of the materials, and reviewing the materials on an ongoing basis. Developing materials includes developing, teaching (field testing), and evaluating the materials. Adapting materials includes all steps necessary in adopting materials, but must additionally incorporate phases that allow for analyzing what is worth keeping in the materials, classifying that remaining materials, filling gaps from other sources, and reorganizing all of this to fit the program in question.

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a. Materials Adaptation

According to Tomlinson and Masuhara (2004: 11), “materials adaptation involves changing existing materials so that they become more suitable for specific learners, teachers or situations.” In addition, they state that in preparation for a particular lesson, teachers may decide to use only part of a unit, add or delete texts or activities, and replace or supplement texts or activities with ones from other sources.

b. Techniques for Materials Adaptation

The various techniques for materials adaptation can be divided into three main categories in terms of quantity, they are Plus (+), Minus (-) or Zero (0) (Tomlinson and Masuhara, 2004: 15).

In Plus Category, there are two techniques for materials adaptation, they are addition and expansion. The addition technique means that teachers may add different texts and/ or activities, whereas in the expansion technique teachers may expand texts and activities by increasing the length, difficulty, depth, and so on.

In Minus Category, there are three techniques for materials adaptation, namely, deletion, subtraction, and reduction. In deletion technique, teachers may delete some texts and/or activities altogether. Subtraction technique means that teachers may decrease the number of sentences in a text or part of an activity, whereas reduction technique means that teachers may reduce texts and activities by decreasing the length, difficulty, depth, and so on.

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The last technique for material adaptation is Zero Category that has five techniques for materials adaptation. The first technique is modification that is the teachers may make changes to instructions. The second is replacement that is teachers may swap one activity with another. The third is reorganization that is teachers may change the positions of texts and illustrations. The fourth is resequencing that is teachers may change the sequence of the activities. The fifth is conversion that is teachers may change the genre of a text or move the content from one medium to another.

7. Collaborative Learning

In this part, the writer discusses some supporting and essential information about Collaborative Learning such as the nature of Collaborative Learning, the principles of Collaborative Learning, types of classroom activities in Collaborative Learning, and teaching listening and speaking based on Collaborative Learning. a. The Nature of Collaborative Learning

Slavin (1990:2) states that “Collaborative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content.” According to Jacobs as cited by Larsen and Freeman (2000: 164), in Collaborative Learning teachers teach the students collaborative or social skills so that they can work together more effectively. In this study, Collaborative Leaning is a learning strategy that makes the students work together to achieve learning goals. It essentially involves students learning from each other in groups. The students are

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responsible for one another’s learning as well as their own. Thus, the success of one student helps other students to be successful. In the classroom, students are expected to cooperate with their peers in the learning process. Accordingly, the students are expected to help each other, to discuss and argue with each other, and to assess each other’s current knowledge.

In addition, according to Slavin (1990:15), the most important goal of Collaborative Learning is to provide students with the knowledge, concepts, skills, and understandings they need to become happy and contributing members of our society.

b. The Principles of Collaborative Learning

Larsen (1991: 167-168) states that there are some principles in Collaborative Learning which underlie the implementation of Collaborative Learning classroom as follows:

1) Language acquisition is facilitated by students interacting in the target language

In Collaborative Learning classroom, the students are expected to communicate using the target language whether it is communication between teachers – students or between students-students. During the learning activities, the students appear to be busy working in their groups and there is much talking in the groups to discuss certain topics given by the teacher using the target language.

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2) The teacher assigns students to the groups so that the groups are mixed-males and females, different ethnic groups, and different proficiency levels

This allows students to learn from each other and gives them practice in how to get along with people different from themselves by using the target language. It enables the students to encourage themselves to cooperate with others, to solve the problems together in a form of group discussions, and they will improve themselves by learning from others who have different proficiency levels.

3) Social skills such as acknowledging another’s contribution, asking others to contribute, and keeping the conversation calm need to be explicitly taught

Teacher takes an important role to teach explicitly some social skills such as acknowledging another’s ideas or views, asking others to share their opinion and argument, and keeping the conversation. Teacher also has to try to structure the tasks so that each group member can make an equal contribution and has the same opportunity to converse in order to demonstrate his or her opinion.

4) Each group member should be encouraged to feel responsible for actively participating and for learning

Since Collaborative Learning classroom emphasizes on activities which involves group discussions, each group member should actively

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participate in the process of problem solving, to share their views, opinion or argument, and students must have their awareness for actively get involved in the learning process.

c. Types of Classroom Activities in Collaborative Learning

According to Johnson (2001), many activities can be conducted in Cooperative Learning or Collaborative Learning as follows:

1) Jigsaw activities

Jigsaw activities usually consist of groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his or her group members. To help in the learning process, students across the class working on the same sub-section get together to decide what is important and how to teach it.

2) Think-Pair-Share

Think-Pair-Share usually involves three steps cooperative structure. During the first step, individuals think silently a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

3) Three-Step-Interview

In this activity, each member of a team chooses another member to be a partner. During the first step, individuals interview their partners by asking

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clarifying questions. During the second step, partners reverse the roles. For the final step, members share their partners’ responses with the team.

4) Team Pair-Solo

In team Pair-Solo, student do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability.

5) Information gap

Information gap is a useful activity in which one person has information that the other lacks. They must use the target language to share that information.

6) Partners

In this activity, the class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult to other partners working on the same materials. Teams go back together with each set of partners teaching the other set.

7) Three - minute review

In three - minute review, teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.

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d. Teaching Listening and Speaking Based on the Collaborative Learning Approach

As the principles of Cooperative Learning (Collaborative Learning), teaching listening and speaking are conducted by assigning the students to work in groups to converse and share their opinions and arguments toward particular topics given. Therefore, the teacher can make use of study teams in which the students are given a case or assignments that must be completed within group discussion. During the process of problem solving, students must communicate with others by using the target language. They have to encourage each member to actively participate in discussing some cases, to have courage to speak, to share their opinion, and to learn from other who have different level of proficiency.

In this study, the writer adopts several types of classroom activities in Collaborative Learning which involves the learning activities in the form of study teams. The classroom activities are jigsaw activities, information gap, think-pair-share, three-step-interview, partners, three-minute review, discussions, and presentations (Johnson, 2001). These kinds of classroom activities can facilitate the students in learning listening and speaking skills since they reinforce the students to be actively participated in listening as well as responding to other students’ ideas and information.

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8. Kurikulum Tingkat Satuan Pendidikan for Senior High School

Based on Kurikulum Tingkat Satuan Pendidikan, the goal of teaching English for senior high school is to assist the learners acquire both functional and informational abilities since they are prepared to continue their study in University (KTSP, 2006: 307). The English lesson is then aimed at developing the learners’ competence in communicating both in spoken and written forms to achieve informational literacy level. Thus, the important goal of teaching English in senior high school is not merely to assist the students to use English in daily communication both in spoken and written forms, but it also provides the learners with the ability to access knowledge by using the language.

9. The Characteristics of Senior High School Students

In designing the materials, the writer considers also the characteristic of senior high school students. The eleventh grade students of senior high school are mostly at the age of sixteen to seventeen. They are considered as the adolescents. According to Hamacheck (1985: 106), adolescence is an intensely social period on the developmental continuum. Many activities are done in pairs and even more are done in groups. The participants’ primary motivation is not necessarily to know others, but to know themselves through feedback from others. For that reason, the teacher must apply the learning activities that lead the students to develop their ability in working in pairs and groups in order that they can learn from each other, and get the feedback as well.

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More specifically, the writer identifies the students’ level of socio and cognitive development so that the designed materials are appropriate to their basic characteristic particularly to their socio and cognitive development.

To identify the students’ level of socio and cognitive development, the writer refers to the theory of adolescents’ basic characteristics stated by Hamacheck (1985: 105) in which it covers physical development, social development, emotional development, and cognitive development. In this study, the writer only refers to two of those four basic characteristics during adolescence period that relates directly to the approach of the designed materials. The two factors are social and cognitive development. The explanations about those two factors are stated as follows.

1) Social development

In his book entitled Psychology in Teaching, Learning, and Growth, Hamacheck states that peer group relationships become increasingly important during the junior high and high school years. In the senior high school level, in particular, students are expected to work in groups and pairs to share their views and opinions, to exchange thoughts, and to respond to others’ opinions. They have already been able to think more abstractly.

According to Hamacheck (1985: 106-107), there are at least six important functions that are most directly associated with peer group involvement. First, to some extent, the peer group takes place of the family. Second, peer group membership is a useful stabilizer during a period of rapid transition. Third, the peer group can be an important source of self-esteem in

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the sense of being important to someone outside the primary family unit. Fourth, the peer group insulates and protects adolescent to some extent from the coercions that adults are likely to impose on young people. Fifth, the peer group provides an opportunity to practice by doing. The last one is that the peer group offers a psychosocial model that many parents simply cannot provide.

2) Cognitive development

According to Piaget as cited by Hamacheck (1985: 114), in the lengthy and impressive research of the late Swiss biologist-psychologist, adolescents at about eleven or twelve years old alter their way of thinking from the concrete, specific, black-and-white thinking of the preadolescent years into the more mature abstract reasoning skills associated with adult problem solving.

The ability to conceive of “what might be” is an essential characteristic of the formal operational thought processes that emerge in adolescences. Formal operational adolescents are more able of thinking not only about the reality they can see, but also about the reality they can imagine if circumstances were changed. This frequently leads to a fair amount of idealistic thoughts, so characteristics of adolescent as a group. Adolescents like to think about things, to imagine beyond the moment.

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Adolescent egocentrism sometimes takes the form of zealous idealism (Hamacheck, 1985: 115). In their thinking about the world and a perfect society, adolescents may arrive at what they see as ultimate solutions to inequality and social injustice. It means that sometimes they frustrate when they find that not everyone shares their view of the same perfect reality.

B. Theoretical Framework

In order to design the materials, the writer adapts the instructional design model promoted by Kemp (1977). In addition, some theories related to listening and speaking (Nunan, 2003), integrated listening and speaking materials (Widdowson, 1978), syllabus (Brown, 1995 and Hutchinson & Waters, 1987), materials development (Tomlinson, 1998), Collaborative Learning (Slavin, 1990 and Larsen & Freeman, 2000), Kurikulum Tingkat Satuan Pendidikan (KTSP: 2007), and characteristics of senior high school students (Hamacheck, 1985) are used in the model. The elaboration of each step in the model is presented as follows.

1) Enumerating the important characteristics of the learners for whom the instruction is to be designed

The writer considers the learners’ characteristics which include two major characteristics as the basis for constructing the materials. The first major characteristics include some academic factors like students’ academic background and level of intelligence. The second major characteristics are the social factors such as age and relation among students. The writer finds out

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the learners’ characteristics by interviewing the English teachers of SMAN 1 Depok and conducts needs analysis by distributing questionnaires to one Science class grade eleven of SMAN 1 Depok. In addition, she also conducts library study by reading some sources such as books or articles which provide the explanation about senior high school students’ characteristics. The needs analysis and library study are conducted in order that the designed materials will be suitable for the students and appropriate to their needs.

2) Formulating goals, general purposes, and topics

After gathering the information about the learners’ characteristics, the writer decides the goals of teaching and learning based on the society’s and students’ needs, and the subject areas. The goals were adapted from the regulation of Education Minister of Indonesia No. 22/ 2006 (Depdiknas, 2006: 307). In addition, the writer formulated the general purposes by considering the standard competences in KTSP. Subsequently, the writer listed some learning topics by distributing questionnaires to one science class grade eleven of SMAN 1 Depok and referring to the curriculum.

3) Specifying learning objectives to be achieved in terms of measurable students’ behavioral outcomes

The next step is specifying the learning objectives as the base line for the writer to measure students’ behavioral outcomes. In this study, the writer

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determines the learning objectives after deciding the learning goals and the general purposes.

The writer categorized the learning objectives into general learning objectives and specific learning objectives. The general objectives were the objectives that were not measurable. Whereas, the specific objectives were the objectives that were measurable, as stated by Kemp (1977: 24) that objectives should be measurable.

4) Choosing the subject contents that support each objective

The writer lists and selects the subject contents (materials selection) and then develops the materials by referring to the topics chosen after gathering the data from the respondents. This materials selection aims at providing learning experiences in order to achieve the learning objectives.

In this step, the writer develops syllabus and lesson plans, chooses some learning activities, and selects some exercises which support each objective. The writer uses functional syllabus since the purpose of this study is to design a set of materials which emphasizes on communicative function which integrates both listening and speaking skills. Hence, the designed materials focus on teaching language functions which are performed when language is used, and they are integrated with some genres based on the KTSP.

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The writer adapts some techniques for materials development. Specifically, the writer makes use of the Plus Category; they are addition technique and expansion technique, and Zero Category which includes modification technique (Tomlinson & Masuhara, 2004: 15).

In addition, the writer conducts two stages in developing the materials; they are preparing for materials development which includes text collection and text selection, and developing the materials. In the first stage, the writer collects the listening and speaking texts from several English textbooks and international networks as the teaching-learning materials. Then, the writer selects those texts which are relevant to the learning topics to be applied for teaching-learning activities based on Collaborative Learning.

In the second stage, the writer reads and listens to the texts in order to re-engage with the text. After that, the writer gives the students an instruction to articulate their views, to share their knowledge, and to think of connections about the topics discussed in the designed materials.

5) Selecting teaching or learning activities and instructional resources that will treat the subject contents so students will accomplish the objectives

In this step, the writer determines the most effective teaching or learning activities and instructional resources. The writer applies several learning activities based on the Collaborative Learning principles like jigsaw activities, information gap, think-pair-share, team pair-solo, three minute

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review, partners, and three-step-interview to facilitate the achievement of the learning objectives. The instructional resources include printed integrated listening and speaking materials using Collaborative Learning, tape recorder or audiovisual media, and other items for individual learning and group discussions.

6) Coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan

In this study, the writer considers also the support services like facilities such as language laboratory and the teaching media, and the teaching-learning equipment. She arranges a schedule in the form of syllabus of the implementation of the materials that shows the order of time when to use the materials.

7) Evaluating students’ learning in terms of their accomplishment of objectives, with a view to revise and re-evaluate any phases of the plan that need improvement

This step aims to improve the designed materials by revising any phases of the plan that need improvement. It implies that revisions can be implemented in any previous steps. However, the results of expert validation and materials try-out will provide feedback for necessary revisions. The writer carries out the evaluation by distributing questionnaires to some English

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teachers in SMAN 1 Depok and some English lecturers at Sanata Dharma University.

The writer’s theoretical framework steps figure is presented as follows.

Figure 2.2: The Writer’s Theoretical Framework Chart Theoretical Framework

Enumerating learner characteristics

Formulating goals, general purposes, and topics

Specifying learning objectives

Choosing appropriate subject contents

Selecting teaching or learning activities and instructional resources

Coordinating support services

Evaluating designed materials

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CHAPTER III METHODOLOGY

This chapter elaborates the methodology which was applied by the writer in this research. It included the research method, research participants, research setting, research instruments, data collection, data analysis technique, and research procedures.

A. Research Method

The writer applied research and development (R & D) method for designing the materials. According to Borg and Gall (1998:772), “educational research and development (R & D) is a process used to develop and validate educational products such as material objects including textbooks and methods for teaching-learning process.” The writer applied the educational research and development (R&D) method since this research attempted to develop a set of materials for senior high school students and the theoretical steps in designing materials as described in Chapter II matched the steps in R & D study.

This research and development study consists of a cycle covering ten steps for designing the set of integrated listening and speaking materials. Those steps are research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing,

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operational product revision, operational field testing, final product revision, dissemination, and implementation (Borg and Gall, 1998: 772).

Nevertheless, this research did not use all of the steps as described by Borg and Gall (1998: 772). Because of the limitation of time, this study only applied step one to five. The steps were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision. The writer classified the research and information collecting, and planning steps into pre-designing processes. The step on developing preliminary form of product was classified into designing process. Whereas, the preliminary field testing and main product revision steps were classified into post-designing processes.

1. Research and Information Collecting

This research and information collecting step was classified into the pre-designing process. The writer conducted two steps in this research and information collecting stage. The first step was review of literature. The review of literature was intended to gather the underlying theories which supported the study in relation to Collaborative Learning, nature of integrated materials, instruction design models, materials development, nature of listening and speaking, and KTSP.

The second step was learners’ needs analysis. The learners’ needs analysis was intended to gather information about senior high school students’ characteristics, learning topics that students liked most, and kinds of learning materials the students needed and expected. This research and information collecting was conducted by

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interviewing the English teacher of SMAN 1 Depok grade eleven and distributing questionnaires to the eleventh grade students of Science class of SMAN 1 Depok.

This research and information collecting step was intended to carry out the first stage in designing materials adapted from Kemp’s model, namely, enumerating learners’ characteristics and needs.

2. Planning

In this step, the writer formulated goals and general purposes, decided topics, and specified learning objectives based on KTSP. This planning step as the pre-designing process was intended to carry out the second and the third steps of the adapted Kemp’s model, namely, formulating goals, topics, and general purposes, and specifying the learning objectives.

3. Developing preliminary form of product

Developing preliminary form of product functioned as the designing process. In this step, the writer began developing the materials based on the data gathered in the research and information collecting step. The writer listed and chose the subject contents, selected the teaching - learning activities, instructional resources, then designed the materials.

The writer applied the Plus Category of materials adaptation included addition and expansion techniques (Tomlinson and Masuhara, 2004: 15) by adding different listening passages to expand listening and speaking activities. The writer also applied

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the Zero Category, specifically modification technique by changing the instructions and layout of the materials.

The writer also considered some support services such as equipments and facilities in selecting the learning activities. The developing preliminary form of product step was in accordance with steps four, five, and six adapted from Kemp’s model, namely, choosing appropriate subject contents, selecting teaching- learning activities and instructional resources, and coordinating support services (facilities, equipments, and so on).

4. Preliminary Field Testing

The preliminary field testing step was combined with evaluating the designed materials as stated in step seven of the adapted Kemp’s model.

In this step, the writer also conducted other step in research and development study, namely, expert validation. This step was based on the result of a seminar on development research methodology held by the National Education Department in 2008. The term validation was defined as an effort to make the designed materials accepted to apply in the teaching-learning process. This expert validation process was intended to gain some feedback and evaluation from people who were considered as the experts in designing materials.

In this study, the expert validation process was conducted by interviewing some English teachers of SMAN 1 Depok and English Language Education Study Program lecturers of Sanata Dharma University. The writer also distributed

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questionnaires to the eleventh grade students of Science class at SMAN 1 Depok to gain feedback for the designed materials.

5. Main Product Revision

This step functioned as the post-designing process. In this step, the writer revised and improved the designed materials based on the evaluation and feedback gained in the previous step. This step was in accordance with step eight of the adapted Kemp’s model, namely, revising the designed materials.

After gaining some feedback and evaluation from the experts, the writer then specified the products (the designed materials), which was called product specification process. This process was intended to elaborate the specific characteristics of the designed set of materials. The writer presented the product specification on the next page.

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Table 3.1 Product Specification

Aspects Specifications Name A Set of Integrated Listening and Speaking Materials Based

on Collaborative Learning for the Eleventh Grade Students of SMA Negeri 1 Depok

Purpose To present the designed set of integrated listening and speaking materials based on Collaborative Learning for the purpose of assisting the eleventh grade students of SMA Negeri 1 Depok in learning listening and speaking skills User The eleventh grade students of SMA Negeri 1 Depok for

intracurricular activity Teaching/ learning

approach

Collaborative Learning

Syllabus type Functional syllabus

Curriculum source Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 Materials Integrated listening and speaking materials

Time allotment 6 (six) units in 16 (sixteen) x 45’ total meetings

Type of product Recorded short stories, recorded analytical exposition texts, news, videos on environmental cases, and printed materials (handouts)

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Aspects Specifications

The use of materials Supplementary materials used in class with teacher’s guide Activities Listening to the recording passages, watching videos, think-pair share, jigsaw activities, prediction tasks, creative dictation, three-step-interview, matching, finding the meaning of vocabulary items, filling in the blanks, answering comprehension questions, simulation task, discussion, pair works, presentation, and three minutes review

Evaluation tools Group presentation, simulation task, individual work, pair work, group work, written assignment, and three-step-interview

Facilities Language laboratory

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To summarize all of the five steps of the R&D above, the followings are the chart of the adopted R&D model.

R & D steps

Steps in Kemp’s adopted model

Figure 3.1: The Writer’s R & D Adopted Cycle Elaborated with Kemp’s Adapted Model

Research and information collecting

Enumerating learner characteristics

Planning

Formulating goals, general purposes, and topics

Specifying learning objectives (general objectives and specific objectives)

Developing preliminary form of product

Choosing appropriate subject contents

Preliminary field testing

Main product revision

Evaluating the designed materials

Revising the designed materials Selecting teaching-learning activities

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B. Research participants

The participants in this study were divided into two groups, the first group was the participants in the needs analysis or the research and information collecting step, and the second group was the participants for data collection to evaluate the designed materials. The research participants could be described as follows.

1. Participants in the needs analysis

a. The Eleventh Grade English Teachers of SMAN 1 Depok

The writer conducted interviews to one English teacher of the eleventh grade students of SMAN 1 Depok considering that the teacher knew more about his students’ needs and characteristics. The writer applied a purposive sampling technique to determine the English teacher of grade eleven to be interviewed. As stated by Ary, Jacobs, and Razavieh (2002:170), “purposive sampling has been useful in attitude and opinion surveys”. Therefore, purposive sampling was considered as a suitable method for gathering information since the writer aimed at investigating participant’s opinion, and the English teacher was considered to be the interviewee in the needs analysis.

b. The Students of SMAN 1 Depok Grade Eleven

The writer distributed questionnaires to the eleventh grade students of Science class of SMAN 1 Depok as the main participants in this study. The writer gathered information about students’ needs in learning listening and speaking based on Collaborative Learning activities and the difficulties they

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usually faced in learning listening and speaking skills. The writer applied a cluster sampling technique because the students were “group of individuals who were naturally together” (Ary, Jacobs, and Razavieh, 2002:168). The writer applied the cluster sampling by choosing one Science class grade eleven consisting of forty students and then distributed the questionnaires directly to the chosen class.

2. Participants for Evaluating the Designed Materials

a. The English Teachers of SMAN 1 Depok Grade Eleven

The writer distributed questionnaires and conducted interviews to the English teachers of SMAN 1 Depok in order to collect data for evaluating the designed materials. They were required to evaluate whether the materials were suitable for the students.

b. The Lecturers of English Language Education Study Program of Sanata Dharma University

The writer also needed feedback and evaluation for the designed materials from the lecturers of English Language Education Study Program of Sanata Dharma University since they are the experts in English language teaching. The writer interviewed two lecturers at Sanata Dharma University to give evaluation and to carry out expert validation process for the designed set of materials.

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c. The Eleventh Grade Students of SMAN 1 Depok

The writer distributed questionnaires to the eleventh grade students of Science class at SMAN 1 Depok in order to gain feedback for the designed materials. They were required to give their opinion whether the materials were interesting and whether the level of difficulty of the materials was suitable for them.

C. Research Setting

This study was conducted in one science class of SMAN 1 Depok grade eleven. The study was conducted on active days from May 2008 until October 2008.

D. Research Instruments

There were two research instruments used in this study. They were interview guidelines and questionnaires.

1. Interview

The writer considered interview was a better instrument to obtain deep answers from the research participants and to obtain clarity of the participants’ answers. Accoding to Ary, Jacob, and Razavieh (2002:146), there are three broad categories of interviews, namely structured, unstructured, and semi-structured.

In this study, the writer used unstructured type of interviews to interview the English teachers of SMAN 1 Depok. The interviews were

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

When things go wrong, as they sometimes will,

When the road you’re trudging seems all up hill,

When the funds are low and the debts are high,

And you want to smile, but you have to sigh,

When care is pressing you down a bit,

Rest, if you must, but don’t you quit

To my family, my beloved, and my friends

Learner

characteristics

Learning

Objectives

Revision

Evaluation

Support

Services

Pre-Assessment

Subject

Content

Parts

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Dukungan

Links

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

When things go wrong, as they sometimes will,

When the road you’re trudging seems all up hill,

When the funds are low and the debts are high,

And you want to smile, but you have to sigh,

When care is pressing you down a bit,

Rest, if you must, but don’t you quit

To my family, my beloved, and my friends

Learner

characteristics

Learning

Objectives

Revision

Evaluation

Support

Services

Pre-Assessment

Subject

Content

Parts

Dokumen yang terkait

Designing a set of reading instructional materials based on cognitive learning strategies for the 10th grade students of SMK Negeri 1 Depok.

Designing a set of reading materials based on cooperative learning for the eleventh grade students of SMA Santo Bernardus Pekalongan.

Designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta.

Designing a set of authentic reading materials for the eleventh grade students of SMA Negeri 1 Depok.

Designing a set of instructional materials using cooperative integrated reading and composition [CIRC] for the eleventh grade students of SMA Negeri 4 Yogyakarta.

Designing a set of supplementary instructional listening materials incorporating content-based instruction and cooperative learning for the eleventh grade students of SMA 9 Yogyakarta.

Designing a set of reading materials based on cooperative learning for the eleventh grade students of SMA Santo Bernardus Pekalongan

Designing a set of supplementary instructional listening materials incorporating content-based instruction and cooperative learning for the eleventh grade students of SMA 9 Yogyakarta - USD Repository

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

Designing a set of authentic reading materials for the eleventh grade students of SMA Negeri 1 Depok - USD Repository

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