DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS USING COMMUNICATIVE LANGUAGE TEACHING FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degre

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING

MATERIALS USING COMMUNICATIVE LANGUAGE TEACHING

FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Ezra Anggara Yuniarta

Student Number: 051214032

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Ph hilippians 4 4:6-7

Do not be e anxious ab bout anythin ng, but in ev verything, b by prayer an nd petition,

with than nksgiving, pr resent your requests to o God. And t the peace of f God, which h

transcends s all unders standing, wi ill guard you ur hearts an nd your min nds in Chris st

  

Jesus.

  

I dedi icate this th hesis to:

My almig ghty God Je sus Christ

My b beloved big Family

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ABSTRACT

  Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening

  

Materials Using Communicative Language Teaching for the Tenth Grade Students of

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

  Language Education Study Program, Sanata Dharma University. Listening skill is a skill that needs to be developed in order to achieve good communication in real life. Listening skill could be developed by training it regularly and continuously in order to obtain a perfect communicative listening skill. Unfortunately, sometimes listening skill receives less attention from the English instructors than the other skills. One of the reasons is because of the limitation of the materials, especially audio materials. This case could be proven through the information which is gained by the writer from questionnaires and informal interview with the English teachers of SMA BOPKRI 2 Yogyakarta. Based on the consideration above, the writer is encouraged to design a set of English instructional listening materials using Communicative Language Teaching for the first semester of the tenth grade students of SMA BOPKRI 2 Yogyakarta and try to present the designed set of English instructional listening materials using Communicative Language Teaching for the first semester students of the first grade of SMA BOPKRI

  2 Yogyakarta. There were two problems to be solved in this study. They are: 1) How is a set of English instructional listening materials using Communicative Langugae Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed? 2) What does the designed set of English instructional listening materials using Communicative Language Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta look like? The writer adapted Kemp’s and Yalden’s instructional design models to answer the first question. There were six steps employed. They were: (1) Conducting Need Survey, (2) Stating the Competency Standard and Listing the Topics, (3) Stating Basic Competency, (4) Listing the Indicators, (5) Selecting Teaching and Learning Activities, (6) Conducting an Evaluation Survey and Revision.

  The writer employed five steps of Research and Development method based on Borg and Gall. The steps were: (1) Research and Information Collecting, (2) Planning, (3)

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

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

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ABSTRAK

  Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening

  

Materials Using Communicative Language Teaching for the Tenth Grade Students of

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

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

  

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

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

  Teaching untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta tersebut?

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

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  melakukan perbaikan berdasarkan pendapat dan saran, untuk menjawab pertanyaan kedua. Ada delapan unit dalam materi. Masing-masing unit terdiri dari 5 bagian, yaitu ‘Brainstorming’ sebagai kegiatan sebelum mendengarkan, ‘Small Talk’, ‘Language

  

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

Out’ sebagai kegiatan setelah mendengarkan.

  Diharapkan bahwa desain material ini dapat mendorong para peneliti lain untuk melakukan studi lebih lanjut dan selanjutnya dapat digunakan oleh guru-guru untuk meningkatkan penguasaan listening para siswa. Kata kunci: desain, mendengarkan, materi pembelajaran, Communicative Language

  Teaching

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ACKNOWLEDGMENTS

  Firstly, I would like to give my best gratitude to my Almighty Lord Jesus

  

Christ who had died to save my life. Without His love for me, I will not be able to

finish this thesis and live in delight. I would like to thank my beloved sponsor Drs. Y.

B. Gunawan, M.A. who always patiently guide me to finish my thesis. Even though

  sometimes I wanted to give up, he always encouraged me. My gratitude to all of the

  

big family of Sanata Dharma University (C. Tutyandari, S.Pd., M.Pd., M. Frida

Yulia S.Pd., M.Pd., Maria Martarina Pramudani, Chatarina Artilantari,

Antonius Jody, S. Pd., F. Chosa Kastuhandani, S.Pd.) for supporting me to

complete my thesis and for teaching me a lot of worthy things along my study.

  I would like to give my gratitude to my beloved mother, my beloved father

  

and my lovely sister “Priska Febrina Y.”, who always support and give me spirit to

  finish my study. I might give up without them. I give my gratitude to my girlfriend

  

‘Devita M.’ and her family (Mr. Ronny H., Mrs. N. Yulie H. and Desna R.), who

always support me to finish my thesis soon.

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  Thanks to Mawut Gang of PBI (Fidelis Windiawan, S.Pd., A. Wahyu W.P., S.Pd.,

  

Andres Jeffri, Y. Bondan, Fandi Herbayu and Agatha Pepy Y., S.Pd.) who

  always support and cheer my life with crazy and interesting things. I would like to give my gratitude for my beloved Rock The world Band (C. Panggih, Daniel A.,

  

Anto S., Romelo A. and Kunto A.) for always walk together to serve Jesus with our

Rock Music. They are the best God’s musicians I never met before.

  I would like to say thanks for all big family of Domby Kid’s hope in Code River, who have made me learn to love and care about children’s life. I have learnt a lot of things about poor children and how to treat them as our family. I would like to say thanks to the inhabitants of Grinjing 9C boardinghouse (Fajar A., A. Toro,

  

Eka N., Wahyu N., Antok S., Findi A. and Agus E.) who always make the

  atmosphere become alive in our boardinghouse. Finally, I would like to thank all of my friends that I cannot mention one by one. Their friendship means a lot to me.

  Ezra Anggara Yuniarta

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TABLE OF CONTENTS

  

TITLE PAGE…….................................................................................................................... i

APPROVAL PAGES................................................................................................................ ii

DEDICATION PAGE ............................................................................................................ iv

STATEMENT OF WORK’S ORIGINALITY ....................................................................... v

ABSTRACT ........................................................................................................................... vii

ABSTRAK ................................................................................................................................ ix

ACKNOWLEDGEMENTS .................................................................................................... xi

TABLE OF CONTENTS ...................................................................................................... xiii

LIST OF TABLES .............................................................................................................. xvii

LIST OF FIGURES ............................................................................................................ xviii

LIST OF APPENDICES ......................................................................................................xix

  

CHAPTER I : INTRODUCTION………………………………………………..……………1

A. Research Background ..............................................................................................1 B. Problem Formulation................................................................................................4 C. Problem Limitation...................................................................................................4 D. Research Objectives.................................................................................................5 E. Research Benefits.....................................................................................................5 F. Definition of Terms...................................................................................................6

  a. Kemp’s model………………………………………………………………...9

  b. Yalden’s Model……………………………………………………………...11

  2. Teaching Listening…………………………………………………………….13

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

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

  c. Types of Communicative Listening Activities………………………………16 1) Pre-Listening Activities…………………………………………...………16 2) While-Listening Activities…………………………………………..……18 3) Post-Listening Activities………………………………………..…....…...20

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

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

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

  c. Type of Activities in CLT…………………………………………………...25

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

  B. Theoretical Framework..........................................................................................28

  CHAPTER III : METHODOLOGY A. Research Method………........................................................................................33 B. Research Participants..............................................................................................35 C. Research Instruments..............................................................................................37 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

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

  1. Conducting Need Survey………...................................................................... 43

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

  3. Stating the Basic Competence........................................................................... 56

  4. Listing the Indicators......................................................................................... 58

  5. Selecting teaching and learning activities..........................................................60

  6. Evaluating the Designed Materials....................................................................63

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

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

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

  

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

Materials……………………………………………………………….……….67

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

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

  6. The Respondents' Suggestions on the Designed Set of Listening Materials………………………………………………………………………69 C. Discussion on the Designed Set of Materials Evaluation ......................................70

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

A. Conclusions............................................................................................................74 B. Suggestions ............................................................................................................75

REFERENCES ........................................................................................................................77

APPENDICES .........................................................................................................................79

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LIST OF TABLES

Table

  Page

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

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

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

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

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

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

Table 4.5: The Development of the topics and the themes in the Designed Set of

  English Instructional Listening Materials…………………………………….....55

Table 4.6: The Basic Competence……………………………………………………………57

Table 4.7: The Indicators…………………………………………………………….………59

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

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

Table 4.10: The Topics………………………………………………………………….……72

Table 4.11: The Contents of Each Part………………………………………………………73

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LIST OF FIGURES

Figure

  Page

Figure 2.1: Kemp's model……………………………………………………………...…….10

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

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

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

Figure 3.2: Research Procedures……………………………………………………………..42

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LIST OF APPENDICES

  Appendix Page

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

  

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

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

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

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

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

Appendix G : Presentation of the Designed Materials …………………………….….. 120

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CHAPTER 1 INTRODUCTION In this chapter, the writer would like to present six major points, namely

  research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms. This introduction is intended to build the main foundation for conducting the research.

A. Research Background

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

  That fun learning can be implemented in various skills, especially listening skill. However, until now there is still a paradigm in students’ mind that joining a

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

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

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

  Usually, CLT is often related to a speaking class. However, in this study the writer wants to elaborate communicative strategy in the listening class.

  Naturally students study language firstly from listening skill, then followed by speaking skill, and then followed by reading and writing. Thus, learning listening is the basis to learn other skills. When students listen to the listening materials, they make a basic learning of a language and understand the speech pattern of the native speaker, including the pronunciation, stress and intonation.

  However, in BOPKRI 2 Senior High School Yogyakarta, the examination for listening is done using audio recording device. Meanwhile, there are still not enough listening materials that can be taught especially to the tenth grade students. The students are taught listening using audio and video recording in the

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  4 listening materials using CLT for the tenth (first) grade students of SMA BOPKRI

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

  B. Problem Formulation The problems in this study are stated as follows.

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

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

  2 Yogyakarta look like?

  C. Problem Limitation

  This study is limited to designing a set of English instructional listening materials using communicative language teaching for the tenth grade students of

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  D. Research Objectives

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

  E. Research Benefits

  The writer hopes that this study will give a lot of benefits for the English teachers, tenth grade students of SMA BOPKRI 2 Yogyakarta, and for the future researchers. First, the benefit for the English teacher is to provide them with a set of listening materials using communicative approach so they can improve themselves to encourage students’ listening ability related to the real communication. This study will become a model for the teachers to produce listening materials more, which are appropriate to the needs of the curriculum and the students. Second, the benefit for the students is that it will be easier to improve their listening skill using the appropriate materials provided. They will be richer, especially in the listening comprehension and communication ability. Third, the

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F. Definition of Terms

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

  1. Instructional design

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

  2. Communicative Language Teaching (CLT)

  Communicative Language Teaching is an approach to the teaching of second and foreign language that emphasizes interaction as both the means and the goal of learning a language. According to Richards and Rodgers (2001: 159), the communication approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what

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3. Listening

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

4. SMA BOPKRI 2 Yogyakarta

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

5. Kurikulum Tingkat Satuan Pendidikan (KTSP)

  Kurikulum Tingkat Satuan Pendidikan (KTSP) is an operational

  curriculum that developed and implemented in each educational unit under the coordination and supervision of educational department (Kunandar, 2007: 125). In

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CHAPTER II REVIEW OF RELATED LITERATURE This chapter is intended to review some theories that can support this

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

A. Theoretical Description

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

1. Instructional Design

  In this section, the writer discusses two instructional design models. They are very important in this study, because the theories are used as the framework of the study. According to Kemp (1977:6), instructional design involves the

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

a. Kemp’s Model

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

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

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

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

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

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

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

  

Goals,

Topics and

General

Learner’s

  

Purposes

Characte- Evaluation ristics

  Learning

  Revise

  Support Objective Services s Teaching/

  Learning Subject Activities ,

  Content Resource s

Pre-

  

Assessment

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

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b. Yalden's Model

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

  Developm- Producti- Selection/ ent and

  Evalu- on of a development Production Descripti- implementa- ation pedagog-

  Need

of a proto-

on of of syllabus tion of ical Survey type syllabus classroom Purpose syllabus procedures

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

  In the Yalden’s instructional design model, there are eight steps that must be considered before a designer designs an instructional material of any subject.

  The eight steps will be discussed one by one by the writer as follows.

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

  2. Description of Purpose In this stage the designer should clarify the purpose of the course based on the

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

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

  4. Production of a Proto-Syllabus The syllabus designer, at this stage, specifies the content derived from a description of the purposes the learners have to acquire the target language.

  This is a production of syllabus, which describe the language itself, and language use to be covered in a certain program, which is developed.

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

  6. Development and Implementation of classroom Procedures

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

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

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

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

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

a. The Nature of Teaching Listening

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

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

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

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

b. Principles for Teaching Listening

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

  1) Listening comprehension lesson must have carefully stated goals that should meet the overall curriculum, and both teacher and students should understand what they are. 2) Listening comprehension tasks must be set with systematic planning which goes from simple to complex in accordance with students’ language proficiency. 3) Listening comprehension lesson should stimulate active obvious students’ participation. Written response to listening comprehension material is the most overt type. 4) A communicative urgency for remembering should be viewed as the important aspect in listening comprehension lesson because it develops

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  16 receiving needs thinking and thinking needs memory.

c. Types of Communicative Listening Activities

  There are three stages in listening activities for language learners: pre- listening, while-listening, and post-listening, which will be discussed in detail in this section. 1) Pre-Listening Activities

  According to Goh (2002: 28), pre-listening activities can be differentiated into two main categories, which are language-oriented and knowledge-oriented.

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

  The first example of activities in pre-listening is called brainstorming. In

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

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

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

  The game can be conducted in pairs, in group or whole class.

  Pictures/diagrams also can be used as the media of pre-listening activities. The students are asked to complete illustrations with simple drawing or words, for example. This method can be implemented in pairs or individually in listening

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

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