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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING
CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS
OF SMA 9 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Nora Eko Wahyu Utami
Student Number: 041214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
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A Sarjana Pendidikan Thesis on
DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING
CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS
OF SMA 9 YOGYAKARTA
Prepared and Presented by Agnes Nora Eko Wahyu Utami
Student Number: 041214006 Approved by:
Drs. J.B. Gunawan, M.A. 12 November 2008 Sponsor
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DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING
CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS
OF SMA 9 YOGYAKARTA
By AGNES NORA EKO WAHYU UTAMI
Student Number: 041214006 Defended before the Board of Examiners on 26 November 2008 and Declared Acceptable
Board of Examiners
Chairperson : A. Hardi Prasetyo, S.Pd., M.A.Secretary : Made Frida Yulia, S.Pd., M.Pd. Member : Drs. J.B. Gunawan, M.A. Member : Dr. Retno Muljani, M.Pd. Member : C. Tutyandari, S.Pd., M.Pd.
Yogyakarta, 26 November 2008 Faculty of Teachers Training and Education
Sanata Dharma University
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 12 November 2008 The Writer
Agnes Nora E.W.U 041214006
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Agnes Nora Eko Wahyu Utami Nomor Mahasiswa : 041214006 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING
CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS
OF SMA 9 YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan 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 saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 17 Desember 2008 Yang menyatakan, Agnes Nora Eko Wahyu Utami
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To my family, my beloved , my little angels, and all my lovely friends, with af fection
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ACKNOWLEDGEMENTS
First and foremost, I would like to express my gratitude to my Lord, Jesus
Christ, for His mercy, guidance, and blessings so that I was able to finish my
thesis. He always makes a way when there seems to be no way. There is nothing impossible in Him.
Next, I would like to address my sincere gratitude to my sponsor, Drs.
J.B. Gunawan, M.A., for his willingness to share his knowledge and expertise.
He has been extraordinary in his invaluable supports, criticism, and suggestions to my thesis. In addition, I am very grateful to Ms. Mita and Ms. Yuseva for willingly spending their time evaluating my designed materials.
My great appreciation goes to Mr. Yosua Darmawan for sponsoring my study in this university and for always encouraging me not only to accomplish my study but also to achieve a better life.
I warmly thank the English teachers of SMA 9 Yogyakarta, Mr. Tri
Raharjo and Mrs. Lucia Wirastuti, for their help, guidance, as well as useful
suggestions to my designed materials.I am deeply grateful to all lecturers of the English Language Education Study Program of Sanata Dharma University for their guidance, dedication, and knowledge they have shared for the past four years. I also thank Mbak Danik and
Mbak Tari for their countless service and help during my study.
I wish to thank all my classmates for willingly sharing the joy and spirit during my study in this university. I am very grateful to the following for their
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help in accomplishing my thesis: Patricia Angelina, Antonius Jody, Elizabeth
Bara C., and Chrysogonus Sidha M. In addition, I warmly thank my senior,
Priyatno Ardi, for kindly spending his precious hours proofreading my thesis.I am very grateful to my mother for her irreplaceable care and advice. She always inspires me to live this life sincerely and grow through the pain.
Lastly, I would like to apologize if I have inadvertently omitted anyone to whom the appreciation is due.
Agnes Nora E.W.U
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TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………. i APPROVAL PAGES…………………………………………………………. ii STATEMENT OF WORK’S ORIGINALITY………………………………... iv DEDICATION PAGE………………………………………………………… v ACKNOWLEDGEMENTS…………………………………………………… vi TABLE OF CONTENTS……………………………………………………… viii LIST OF TABLES…………………………………………………………….. xi LIST OF FIGURES……………………………………………………………. xii LIST OF APPENDICES………………………………………………………..xiii ABSTRACT…………………………………………………………………… xiv
ABSTRAK ……………………………………………………………………… xvi
CHAPTER I. INTRODUCTION
1 A. Research Background…………………………………………………... 1
B. Problem Formulation…………………………………………………… 6
C. Problem Limitation……………………………………………………... 6
D. Research Objectives…………………………………………………….. 8
E. Research Benefits……………………………………………………….. 8
F. Definition of Terms……………………………………………………... 9
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CHAPTER II. REVIEW OF RELATED LITERATURE
1. Kemp’s Instructional Design Model………………………………. 12
2. Planning……………………………………………………………. 72
1. Research and Information Collecting……………………………… 59
58 A. Steps in Designing the Instructional Listening Materials……………… 58
F. Research Procedures…………………………………………………… 55
E. Data Analysis Technique………………………………………………. 52
D. Data Gathering Technique……………………………………………... 51
12 A. Theoretical Description………………………………………………… 12
B. Research Respondents…………………………………………………. 48
43 A. Research Method………………………………………………………. 43
B. Theoretical Framework………………………………………………… 38
7. Syllabus……………………………………………………………. 36
6. Material Development……………………………………………… 34
5. Theory of Listening………………………………………………... 28
4. Cooperative Learning……………………………………………… 23
3. Content-Based Instruction…………………………………………. 17
2. School-Based Curriculum…………………………………………. 16
CHAPTER III. METHODOLOGY
C. Research Instruments…………………………………………………... 49
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
3. Developing Preliminary Form of Product…………………………. 83
4. Preliminary Field Testing………………………………………… 89
5. Main Product Revision……………………………………………. 97
B. Presentation of the Designed Set of the Materials……………………… 99
CHAPTER V. CONCLUSION AND SUGGESTIONS 102
A. Conclusion…………………………………………………………….. 102 B. Suggestions……………………………………………………………. 104REFERENCES………………………………………………………………... 106
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LIST OF TABLES
Table 2.1: Problems in Listening Comprehension……………………………. 30 Table 3.1: Description of the Respondents (Blank)…………………………… 49 Table 3.2: Points of Agreement……………………………………………….. 53 Table 3.3: The Descriptive Statistics of Respondents’ Opinions (Blank)……... 54 Table 3.4: The Assessment of Central Tendency……………………………… 55 Table 4.1: Summary of the Results of the Questionnaires…………………….. 64 Table 4.2: Topics and Subtopics of the Designed Set of the Materials……….. 73 Table 4.3: Basic Competence………………………………………………… 74 Table 4.4: Learning Indicators………………………………………………… 77 Table 4.5: Subject Contents of All Topics…………………………………….. 81 Table 4.6: The Description of the Respondents……………………………….. 90 Table 4.7: The Descriptive Statistics of Respondents’ Opinions……………… 91 Table 4.8: Presentation of the Designed Set of the Materials………………… 100
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LIST OF FIGURES
Figure 2.1: Kemp’s Instructional Design Model……………………………… 15 Figure 3.1: Relationship of R & D and Kemp’s Instructional Design Steps...... 57
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Appendix 1: Letters of Permission…………………………………………… 108 Appendix 2: Interview Guideline and Transcript…………………………….. 112 Appendix 3: Observation Form………………………………………………. 115 Appendix 4: Needs Survey Questionnaire……………………………………. 117 Appendix 5: Designed Materials Evaluation Questionnaire………………….. 121 Appendix 6: Overview of the Designed Set of the Materials…………………. 124 Appendix 7: Syllabus and Lesson Plans………………………………………. 129 Appendix 8: Presentation of the Designed Set of the Materials
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ABSTRACT
Utami, Agnes Nora Eko Wahyu. 2008. Designing a Set of Supplementary
Instructional Listening Materials Incorporating Content-Based Instruction and
Cooperative Learning for the Eleventh Grade Students of SMA 9 Yogyakarta .
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Listening is one of the most challenging and important skills for learners to develop. Unfortunately, the teaching of listening is still frequently ignored and problematic, particularly in SMA 9 Yogyakarta. The limitation of the instructional materials available, improper facility and learning media, and inefficient learning activities are believed to be the obstacles of the implementation of proper listening teaching-learning activities. Considering that, this study is then aimed at
th
developing a set of supplementary listening materials for the 11 grade students of
SMA 9 Yogyakarta which are expected to solve the problems they encountered
and further improve the listening skills of the students.There were two questions formulated in the problem formulation i. e. (1) How is a set of supplementary instructional listening materials incorporating
th
Content-Based Instruction and Cooperative Learning for the 11 grade students of
SMA 9 Yogyakarta designed? and (2) What does the designed set of the materials
look like?.Some steps of Educational Research and Development (R & D) method were employed to solve the problems identified this study. These steps were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the writer employed the adaptation of Kemp’s instructional design model as the realization of Research and Development (R & D) method. There were nine instructional design steps employed in this study i.e. (1) Identifying learners’ characteristics, (2) Pre- assessment, (3) Coordinating support service, (4) Determining goals, topics, and general objectives, (5) Specifying learning objectives, (6) Listing subject content, (7) Developing instructional materials, (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 was served as the basis to develop the materials. Once being completed, the designed set of the materials were evaluated by some English teachers and lecturers. The evaluation was described in terms of central tendency. The data showed that the means ranged from 4 to 4.25, indicating that the designed set of the materials was acceptable and well-developed, although some revisions were necessary. The evaluation was then employed as the basis for revisions.
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 eight units i.e. Special Event (unit 1), Environment (unit 2),
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Entertainment (unit 3), Folktale (unit 4), Relationship (unit 5), Health (unit 6),
Animals (unit 7), and Technology (unit 8). Each unit of the design is divided into
five sections i.e. Before you listen, Vocabulary focus, Comprehension check, Text
Exploration , and Reflection and three subsections i.e. Repeat after your teacher,
Language focus , and Listen up!.At last, the writer hopes that the implementation of the designed set of the materials could benefit both the teachers and the students.
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ABSTRAK
Utami, Agnes Nora Eko Wahyu. 2008. Designing a Set of Supplementary
Instructional Listening Materials Incorporating Content-Based Instruction and
Cooperative Learning for the Eleventh Grade Students of SMA 9 Yogyakarta .
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Listening merupakan salah satu kemampuan yang paling sulit namun
penting untuk dikembangkan. Namun demikian, sangat disayangkan bahwa pengajaran listening masih sering diabaikan dan menjumpai banyak kendala, khususnya seperti yang terjadi di SMA 9 Yogyakarta. Sangat minimnya materi pembelajaran listening, ketidaklayakan fasilitas dan media pembelajaran yang tersedia, dan ketidakefisienan kegiatan belajar mengajar yang diterapkan diyakini sebagai faktor-faktor penghalang penerapan kegiatan pembelajaran listening yang layak bagi para siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan seperangkat materi listening tambahan untuk siswa kelas XI SMA 9 Yogyakarta yang diharapkan dapat membantu memecahkan masalah dalam penyelenggaraan pembelajaran listening yang mereka hadapi dan lebih lanjut dapat meningkatkan kemampuan listening siswa.
Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu (1) Bagaimanakah seperangkat materi listening tambahan berdasarkan
Content-Based Instruction dan Cooperative Learning untuk siswa kelas XI SMA
9 Yogyakarta dirancang? dan (2) Bagaimanakah penyajian materi listening yang telah disusun tersebut?.
Beberapa langkah dalam metode Educational Research and Development
(R & D) digunakan untuk menjawab pertanyaan dalam penelitian ini. Langkah-
langkah tersebut adalah (1) Penelitian dan pengumpulan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal produk, (4) Pengujian awal di lapangan, dan (5) Revisi produk.
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) Pra-evaluasi, (3) Pengkoordinasian peralatan pendukung, (4) Perumusan tujuan, topic, dan tujuan umum, (5) Perumusan tujuan khusus, (6) Perincian isi materi, (7) Pengembangan materi pembelajaran, (8) Pengevaluasian materi, dan (9) Perevisian/Perbaikan materi.
Dalam penelitian ini, data yang diperoleh melalui survei analisa kebutuhan siswa digunakan sebagai dasar pengembangan materi. Materi yang telah selesai dirancang kemudian dievaluasi oleh para guru dan dosen Bahasa Inggris. Hasil analisa data tersebut menunjukkan bahwa nilai rata-rata berkisar antara 4 – 4,25 dalam skala 1 – 5. Berdasarkan data tersebut, dapat disimpulkan bahwa materi yang dirancang telah dikembangkan dengan baik dan dapat diterima. Meskipun
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demikian, revisi masih perlu dilaksanakan. Data yang diperoleh dari evaluasi kemudian digunakan sebagai acuan untuk revisi.
Untuk menjawab pertanyaan yang kedua, penulis menyajikan hasil akhir dari materi yang dirancang. Materi tersebut terdiri dari 8 unit yaitu Special Event (unit 1), Environment (unit 2), Entertainment (unit 3), Folktale (unit 4),
Relationship (unit 5), Health (unit 6), Animals (unit 7), and Technology (unit 8).
Masing-masing unit dibagi menjadi 5 bagian utama yaitu Before you listen ,
Vocabulary focus , Comprehension check, Text Exploration, dan Reflection dan
tiga bagian tambahan yaitu Repeat after your teacher, Language focus, dan Listen up! .
Akhir kata, penulis berharap bahwa pengimplementasian materi tersebut dapat memberikan manfaat baik bagi guru maupun siswa.
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CHAPTER I INTRODUCTION This chapter mainly presents the rationale for conducting the research. It
consists of Research Background, Problem Formulation, Problem Limitation, Research Objectives, Research Benefits, and Definition of Terms employed in the study.
A. Research Background
Listening is one of the most challenging and important skills for learners to develop. Peachey (2002, ¶ 1) underlines that developing learners’ ability to listen well means “developing learners’ ability to become more independent learners, as by hearing accurately they are much more likely to reproduce accurately, refine their understanding of grammar and develop their own vocabulary”. Hence, it is agreed that listening ability gives significant effects to learners’ ability to speak the language. In addition, it is also noted that listening is a very important skill as it has significant influence on the development of reading and writing ability in the new language.
Unfortunately, even though listening is considered as an important skill, both foreign and second language teachers still ignore it. In this regard, the neglect of listening shows the lack of attention to the teaching of listening at school or other educational institutions. Mendelsohn (1984: 63) confirms that unlike the other three language skills that often receive direct instructional attention,
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listening is considered as “a language skill that is expected to be developed through osmosis and without any help”.
As a response to this phenomenon, the Indonesian government tried to make some efforts to improve the teaching of listening. In 2006, the Indonesian government established a new curriculum, namely School-Based Curriculum, in which listening receives proportion in English teaching and learning at school.
Through the implementation of School-Based Curriculum, there is an acknowledgement that the development of listening ability is an important factor affecting learners’ success in mastering English.
Even though the implementation of School-Based Curriculum, especially one concerning the teaching of listening, is responded positively, there are still a lot of problems and obstacles in conducting listening teaching and learning at school. Considering this phenomenon, the writer then paid attention to SMA 9
Yogyakarta where teaching listening had not been properly organized. Based on
the interviews with some English teachers and students there, it was found out that they still face a lot of difficulties in conducting proper listening teaching and learning. The main problem they have is that there are still very few listening materials available to conduct listening teaching and learning. They already have several text-books as guidance in listening teaching-learning activities. Nevertheless, the listening materials available in the text-books are not adequate to facilitate proper listening teaching-learning activities. The fact that some teachers still lack training in developing good and proper materials for the
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students and limited budget available for materials development is believed to be the obstacle of listening material development.
Besides, the current materials and learning activities presented for the students seem to make the students discouraged or disheartened to learn. The listening materials and activities employed for teaching listening place the students to the situation in which they are only asked to listen and then directly answer some questions without being introduced to, at least, the topic of what they are going to listen. Moreover, the listening materials available for them only emphasize understanding the language features. In other words, students are to notice the language features by directly listening to some sentences, without being provided with the context of what they are going to listen. This phenomenon, according to Arnold (2005, ¶ 5), leads to the condition in which the students perceive that what they listen is not meaningful, monotonous and that listening makes them anxious and strained. Consequently, it tends not to develop listening skills.
Another problem they have in a real listening class is that they still lack of adequate facilities to conduct listening teaching-learning activities. In fact they still have no language laboratory to support the implementation of listening teaching-learning activities. Besides, it is also found that they still use cassettes as the listening media. It becomes a problem for them since the use of a cassette as the listening medium gives more unfavorable effects than beneficial effects. Based on the interview with the English teacher, there are some disadvantages of using a cassette as the medium of listening. First, cassette is vulnerable to damage. If it is
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played repeatedly, the quality of the sound is decreasing. Second, it is not practical. To play back a listening passage, the teacher needs to rewind it and spends longer time. Third, providing a listening passage in the medium of cassette reflects students’ limited access to listening passages. The use of cassettes as the medium of listening does not enable the teacher to distribute the listening materials easily and economically to the students. As a consequence, students are rarely exposed to listening passages since they do not have the listening materials to practice independently outside the class. This condition could, therefore, hinder the development of students’ listening skill.
In the real listening class, it is also noticed that students tend to work individually, develop competition rather than cooperation. As a consequence, the lower-achieving students fall behind the higher-achieving ones. This phenomenon leads to the situation in which the higher-achieving students are favored and therefore more advanced. Meanwhile, lower-achieving students remain unconfident and discouraged to learn and to make some improvement to be better.
To deal with the problems mentioned above, it is important to help the teachers provide appropriate listening materials which could meet both teachers’ and students’ needs and solve the problems or difficulties they have in the real listening class. In so doing, Content-Based Instruction and Cooperative Learning are suitable to employ as the basis of the listening materials design. Besides, MP3 is preferable to use as the medium of listening than a cassette.
Content-Based Instruction (CBI) is an approach to language teaching in which teaching is arranged around the content that the students need and are
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interested to learn (Richards and Rodgers, 2003: 204). This means that CBI emphasizes learning the language through the exposure of the content which is interesting for the students. To develop an interesting content for the students to learn, in CBI there is an effort to involve the students in deciding the topic of learning. Since in CBI students’ attention is mainly directed to the content instead of to the language features, there is an opportunity for the students to gain wider knowledge while studying English. Consequently, listening could be more meaningful for them. Besides, the fact that in CBI students are involved in deciding the topic of learning (what to learn) reflects an appreciation to the students’ interests. Considering this, it is expected that students could be motivated and never feel bored to learn since they feel that what they are learning is interesting.
To encourage cooperation among the students so that they could help each other to learn, Cooperative Learning is, then, also employed as the basis in designing materials. Richards and Rodgers (2003: 192) note that in Cooperative Learning students are engaged in socially structured activities in which they are to work collaboratively in pairs or small groups. Hence, through the use of Cooperative Learning (CL), it is believed that students could be encouraged to develop communicative competence, to appreciate others, to help each other, and to develop other social skills needed in the working world. By helping each other to learn in pairs or small groups, it is believed that the lower-achieving students could feel safe and confident to learn. Furthermore, through the use of CL, the
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achievements of all students, including those who are academically handicapped could be raised.
Based on the explanation above, the writer would like to design a set of supplementary instructional listening materials employing Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9
Yogyakarta to help them solve the problems in the real listening class and
improve students’ listening skills. In addition, the writer proposes the use of MP3 as the medium of the listening materials to enable the students to have their own materials economically so that they can practice independently and maximize their learning.
B. Problem Formulation
In this study, the writer formulates the following two questions:
1. How is a set of supplementary instructional listening materials incorporating Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta designed?
2. What does the designed set of the materials look like?
C. Problem Limitation
In this study, the writer deals with listening as it is one of the four skills that still have to be improved and given special attention to in SMA 9 Yogyakarta, especially in the English teaching for the eleventh grade students. Besides, the teaching of listening in SMA 9 Yogyakarta has not been properly organized,
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particularly in relation to the fact that they lack proper listening materials available for the students. Considering this, the writer, therefore, intends to design a set of supplementary instructional listening materials for the eleventh grade students of SMA 9 Yogyakarta.
In this study, the writer intends to develop listening materials which can meet their needs and can also help them overcome the problems they have in listening teaching-learning activities. Since SMA 9 Yogyakarta is one of the public schools employing School-Based Curriculum as the basis of the implementation of the listening teaching, the writer would like to develop a set of supplementary instructional listening materials which is still in line with School-Based Curriculum. Moreover, the writer would employ the principles of some teaching approaches, that is, Content-Based Instruction and Cooperative Learning in order to develop the suitable listening materials for the eleventh grade students of SMA
9 Yogyakarta . Besides, the writer would like to employ MP3 as the medium of the
listening materials, for it enables the students to have their own materials economically. By having their own listening materials, it is expected that they will be able to practice independently to maximize their learning. Considering all the explanation above, this study is, then, limited to designing a set of supplementary instructional listening materials for the eleventh grade students of SMA 9
Yogyakarta based on the principles of Content-Based Instruction and Cooperative
Learning, and using MP3 as the media of the listening materials.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
D. Research Objectives
There are two objectives in this study that are mentioned as follows:
1. To design a set of supplementary instructional listening materials employing Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta.
2. To present the designed set of the listening materials.
E. Research Benefits
The writer hopes that the result of this study will be beneficial for not only English teachers and students of senior high schools (especially for the students and teachers of SMA 9 Yogyakarta) but also for future researchers. The benefits of this study, therefore, could be clarified as follows:
1. For English teachers The English teachers, especially in SMA 9 Yogyakarta will be provided with a set of supplementary instructional listening materials that could help them to overcome their problem in listening teaching and learning activities. Further, it is also hoped that this set of materials could initiate and challenge them to develop their creativity in designing materials for students.
2. For students Students will be provided with a set of supplementary instructional listening materials that could motivate them to learn and also could help them to develop and improve their English proficiency (in general) and their listening skills (in specific).
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3. For further studies The result of this study hopefully could be a starting point to carry out another study in English language teaching (in general) or in teaching listening (in specific) to make some improvement on English language teaching in general.
F. Definition of Terms
In order to avoid misinterpretations or misunderstandings, the writer would like to define some terms related to the study.
1. Designing
According to Hutchinson and Waters (1987: 65), designing is defined as the process of creating a new set of materials that fits the learning objectives and specifies subject area of particular learners.
In this study, designing refers to preparing detailed plan for developing instructional listening materials to support the implementation of listening teaching-learning activities.
2. Supplementary
Supplementary, according to Hornby (1995: 1200) is additional or extra to something else.
In this study, supplementary means additional to the existing one or completing the existing one so that it could be improved.
3. Instructional Materials
An instructional material is a set of units that are used by teachers and learners as the focus of the discussion in teaching-learning process. It could help
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teachers and learners to organize the teaching-learning process and to provide a stimulus to learning (Hutchinson and Waters, 1987: 107).
In this study, instructional materials refer to materials which are used to facilitate teaching and learning process. They allow the students to interact and focus on the discussion so that they could develop their listening skills.
4. Listening
Listening is a receptive skill which requires people to receive and understand incoming information. When people listen, they are “creating meaning” in their own minds by combining what they hear with their own ideas and experiences. (Nunan, 2003: 24).
In this study listening refers to one of four skills that should be mastered in learning English. It is a skill to understand the information that is received through hearing process.
5. Content-Based Instruction
Content-Based Instruction is “an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus”. It is aimed at making the learners understand the content using the language they want to learn (Richards and Rodgers, 2003: 204).
In this study, Content-Based Instruction refers to the teaching of language through the exposure of the content which is interesting or relevant to the learners.
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6. Cooperative Learning
Cooperative Learning refers to the instructional use of small groups in which students work together to achieve shared goals. It is a way for students to learn essential interpersonal life-skills and to develop the ability to work collaboratively (Richards and Rodgers, 2003: 192).
In this study, Cooperative Learning is a way to learn in which students work together in pairs or groups, to share knowledge, discuss together, and help each other to achieve certain goals. In Cooperative Learning, each student gives contribution not only to his/her own improvement but also to the group’s improvement.
7. Eleventh Grade Students
Grade XI students are the students being in the second year of their study in senior high school. Their age ranges from fifteen to seventeen. According to Hurlock (1980: 184), they are in a transition period between puberty and adult. Therefore, in this period they are likely to have unstable emotion. They tend to be interested in something up to date and always want to be understood.
8. SMA 9 Yogyakarta SMA 9 Yogyakarta is one of the public senior high schools in Yogyakarta.
It is located at Jalan Sagan 1 Yogyakarta. It has fifteen classes or about 540 students. It is one of the schools that have implemented the School-Based Curriculum, the latest curriculum established by the government
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter covers some theories employed as the basis for the
discussion. It aims to gain more understanding on the basic principles of the study so that the problems stated in the previous chapter could be solved.
The discussion in this chapter includes Theoretical Description that discusses the relevant theories underlying this study and Theoretical Framework that focuses on the steps in developing the listening materials.
A. Theoretical Description
There are seven relevant theories discussed in this part, namely Kemp’s Instructional Design Model, School-Based Curriculum, Content-Based Instruction, Cooperative Learning, Theory of Listening, Material Development, and Syllabus.
1. Kemp’s Instructional Design Model
Instructional design is a method of effectively implementing the instructional process so that the objectives will be achieved. It is important to be considered in designing instructional materials as it functions to give a guideline for designing the materials (Kemp, 1977: 5).
Kemp’s instructional design model is a continuous cycle that requires constant planning, design, development and assessment to ensure effective
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instruction. In Kemp’s instructional design model, there are eight elements which should be considered in designing instructional materials.