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

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xiv 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 developing a set of supplementary listening materials for the 11th 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 Content-Based Instruction and Cooperative Learning for the 11th 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, andListen 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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xvi 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 pembelajaranlistening yang layak bagi para siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan seperangkat materilistening 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 kemampuanlistening 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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xvii

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 yaituRepeat after your teacher,Language focus, danListen up!.

Akhir kata, penulis berharap bahwa pengimplementasian materi tersebut dapat memberikan manfaat baik bagi guru maupun siswa.

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DESIGNING A SET OF SUPPLEMENTARY

INSTRUCTIONAL LISTENING MATERIALS INCORPORATING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING

FOR THE ELEVENTH GRADE STUDENTS

OFSMA 9 YOGYAKARTA

A THESIS

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

in English Language Education

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

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ASarjana Pendidikan Thesis on

DESIGNING A SET OF SUPPLEMENTARY

INSTRUCTIONAL LISTENING MATERIALS INCORPORATING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING

FOR THE ELEVENTH GRADE STUDENTS

OFSMA 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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iii

DESIGNING A SET OF SUPPLEMENTARY

INSTRUCTIONAL LISTENING MATERIALS INCORPORATING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING

FOR THE ELEVENTH GRADE STUDENTS

OFSMA 9 YOGYAKARTA

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

OFSMA 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,

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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 thankMbak 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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vii

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.

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viii

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

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CHAPTER II. REVIEW OF RELATED LITERATURE 12

A. Theoretical Description……… 12

1. Kemp’s Instructional Design Model………. 12

2. School-Based Curriculum………. 16

3. Content-Based Instruction………. 17

4. Cooperative Learning……… 23

5. Theory of Listening………... 28

6. Material Development……… 34

7. Syllabus………. 36

B. Theoretical Framework……… 38

CHAPTER III. METHODOLOGY 43 A. Research Method………. 43

B. Research Respondents………. 48

C. Research Instruments………... 49

D. Data Gathering Technique………... 51

E. Data Analysis Technique………. 52

F. Research Procedures……… 55

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION 58 A. Steps in Designing the Instructional Listening Materials……… 58

1. Research and Information Collecting……… 59

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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………. 104

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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

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xii

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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xiii

LIST OF APPENDICES

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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xiv ABSTRACT

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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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xvi 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.

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xvii

demikian, revisi masih perlu dilaksanakan. Data yang diperoleh dari evaluasi kemudian digunakan sebagai acuan untuk revisi.

Akhir kata, penulis berharap bahwa pengimplementasian materi tersebut dapat memberikan manfaat baik bagi guru maupun siswa.

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1 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 ofSMA 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 inSMA 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 ofSMA 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. SinceSMA 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 ofSMA 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.

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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 ofSMA 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 ofSMA 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 inSMA 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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12 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.

a. Determining the Goals, Topics, and General Purposes

In determining the instructional design, it is important for the designer to consider goals of the system, and then list some topics and state the general purposes for teaching each topic. The selection of the topics should be from the simple to complex level, and should also consider the correlation with the subject content (Kemp, 1977: 15).

b. Learners’ Characteristics Identification

It is important for the designer to find out characteristics of the learners for whom the instructions are designed. This step is very significant because students’ characteristics influence the emphasis in deciding the instructional design. The characteristics include learners’ capabilities, needs, and interests (Kemp, 1977:18).

c. Specifying Learning Objectives

The designer has to specify the learning objectives so that what performances students are expected to achieve are clearly known. The objectives should be measurable and unambiguous (Kemp, 1977: 23).

d. Listing Subject Content

The subject content supports each objective. It includes the organization of the content and task analysis. In organizing the content, the designer is to prepare the outline of the information that will be taught. Meanwhile, in analyzing the

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task, the designer is to list the procedural elements that will be employed in teaching (Kemp, 1977: 44).

e. Pre-assessment

This step aims to know the background knowledge of the students’ on the topics. Pre-assessment has two kinds of test, namely requisite testing and pre-testing. The first kind of test aims to determine whether the students have already had the basic knowledge of the topic. Meanwhile, the second aims to find which objectives the students have already mastered (Kemp, 1977: 51).

f. Selecting Teaching-Learning Activities and Instructional Resources

It is important for the designer to select teaching learning activities and instructional resources that treat the subject content so that the students could accomplish the objectives. The designer could adjust the materials and methods that support the creation of an effective and efficient teaching-learning process (Kemp, 1977: 55).

g. Coordinating Support services

The support services are budget, personnel, facilities, equipments, and schedules to carry out the instructional plan. All elements have to be prepared to prevent any possible constraints in designing the plan (Kemp, 1977: 84).

h. Conducting Evaluation

The designer needs to evaluate the students in terms of their accomplishment of the objectives in order to revise and re-evaluate any phases of the plan that need improvement. The evaluation is conducted to check whether the materials are successfully implemented for the students (Kemp, 1977: 91).

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In Kemp’s model, those eight elements are interdependent. It means that the decisions related to one element may affect others. The process of designing and developing materials can be started with whichever element the designer is ready to start with and can be moved back and forth to the other steps. Meaning to say, the designer can start at any point in the process which makes sense for a particular project and change the order of the steps and revisions as they make sense in the project (Kemp, 1977: 9). The figure of Kemp’s model is presented below:

Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977: 9)

Goal, topics, and general purposes

Learners’ characteristics

Learning objectives

Subject content

Pre-assessment

Teaching-learning activities and resources Support

services

Evaluation

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For the purpose of this study, the adaptation of Kemp’s instructional design model is employed in designing the instructional listening materials. In brief, Kemp’s instructional design steps which are adapted and employed in this study are determining the goals, topics, and general purposes, identifying learners’ characteristics, specifying learning objectives, listing subject content, pre-assessment, developing instructional materials, coordinating support services, and evaluation.

2. School-Based Curriculum

Curriculum refers to all aspects of the planning, implementation, and evaluation of an educational program. It includes the educational purpose of the program, the content, teaching procedures and learning experiences which will be necessary to achieve the purpose, and also some means for assessing whether the educational ends have been achieved (Finney, 2002: 69).

Since 2006, there has been a new curriculum implemented in Indonesia, namely School Based Curriculum. The curriculum is used as the basis of the implementation of teaching and learning activities in formal educational institutions. It is developed by school and its committee based on standard competence, content and some curriculum development guidance that are proposed by Standard National Education Department.

Unlike the previous curriculum (Competency-Based Curriculum), School Based Curriculum requires that the teachers, headmasters, and school committees be involved in the formulation of the curriculum. Therefore, all of them are given a chance to actively participate in the formulation of learning goals, contents of

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learning, and anything related to the implementation of teaching and learning process at school.

The full involvement in developing the curriculum is expected to liven up the feeling of possessing and to encourage all parties (teachers, headmasters, and school committees) to be more responsible so that further the quality of education in Indonesia could be improved. Through the implementation of SBC, schools have full authority and responsibility in constructing the curriculum and learning activities which are in accordance with their visions and aims.

Based on the Decree of the Minister of National Education no 22 Year 2006, Senior High School students are expected to be able to access the knowledge using their English proficiency. In other word, they are to reach at the informational level in mastering English.

In this study, School-Based Curriculum is employed as the basis in determining the goals and general objectives of the program. Based on the determination of the general objectives of the program, specific objectives or learning indicators could be elaborated, then. Furthermore, the decision of ‘what to teach’ and ‘what to learn’ could be made.

3. Content-Based Instruction

Content Based Instruction was first proposed by Saint Augustine. It is an approach to language teaching in which teaching is arranged around the information or content which is interesting and relevant to the students’, rather than around linguistic matter (Richards and Rodgers, 2003: 204).

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The termcontent in Content Based Instruction framework most frequently refers to the subject matter, such as math, geography, and social studies. Nevertheless, Genesee (1994: 3) adds that the contents need not be academic; it could include any topic, theme, or non-language issue of interest or importance to the learners’.

a. Underlying Principles

Content Based Instruction is based on two central principles. Firstly, people learn a second language best when they use the language as a means of acquiring information, rather than as the object of the study. Secondly, Content Based Instruction better reflects learners’ need for learning a second language; there are more opportunities to adjust to the learners’ needs and interests (Richards and Rodgers, 2003: 207).

b. Underlying Language and Learning Concept

Content Based Instruction views the target language as the vehicle through which subject matter content is learned rather than as the object of study (Richards and Rodgers, 2003:208).

Nunan (2003: 205) also adds that CBI perceives learning as the activity that focuses on mastery of content or material which is presented with target language in a meaningful, contextualized form. It means that the primary focus is on acquiring information. Therefore, in CBI language learning becomes more concrete rather than abstract (as in traditional language instruction where the focus is on the language itself).

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CBI promotes negotiation of meaning, which is known to enhance language acquisition. In this sense, students should negotiate both form and content.

c. General Purposes

According to Richards and Rodgers (2003: 211), there are two primary goals of Content Based Instruction. The first one is to make the learners understand the contents by using the target language or the language that they want to learn. The second goal is to make the learners become autonomous in learning something.

d. Teaching Principles

CBI perceives teaching as presenting materials that are selected according to the students’ need (authentic or real-world material) with the target language in a meaningful and contextualized form (Richards and Rodgers, 2003: 212).

e. Language Focus: Skills and Elements

In CBI, language skills are taught in integrated way by engaging the students in the activities that link the skills which are generally involved in the real world, such as, reading and taking notes, listening and writing a summary, or responding orally or writing the response to things they have read or written (Richards and Rodgers, 2003: 214).

Larsen (2000: 140) underlines that vocabulary and grammar are considered as the language elements that are taught in CBI. Vocabulary is acquired by contextual clues to help to convey the meaning, and grammar is seen as a component of other skills and taught inductively.

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f. Teacher and Learners’ Role in CBI

In CBI, the teachers serve as the students’ need analyst. Teachers are knowledgeable on related subject matter and able to elicit that knowledge from their students. Students play an active role and are the sources of content and joint participants in the selection of topics and activities (Richards and Rodgers, 2003:213-214).

g. Students’ Activities in CBI

According to Stoller (1997), as cited by Richards and Rodgers (2003: 212-213), activities in CBI could be classified into six categories, namely language skills improvement, vocabulary building, discourse organization, communicative interaction, study skills, and synthesis of content materials and grammar.

h. Advantages of CBI

According to Peachey (2003, ¶ 4), there are some advantages of employing CBI. The advantages of CBI are as follows:

1) It can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make students both more independent and confident.

2) Students can also develop a much wider knowledge of the world through CBI which can give feedback in improving and supporting their general educational needs.

3) CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts.

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4) Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

5) The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

i. Potential Problems in CBI and the Solutions

Besides advantages, Peachey (2003, ¶ 5) also points out some problems in CBI. They are as follows:

1) Because CBI is not explicitly focused on language learning, some students may feel confused or may even feel that they are not improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.

2) Particularly in monolingual classes, the over use of the students' native language during parts of the lesson can be a problem. Because the lesson is not explicitly focused on language practice, students find it much easier and quicker to use their mother tongue. Teachers should try to share their rationale with students and explain the benefits of using the target language rather than their mother tongue.

3) It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties. A possible way around this at lower levels is either to use

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texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.

4) Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some way, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.

In this study, the main principles of CBI are employed as the basis of developing the listening materials. These principles are learning language through exposure of the content and involving students in deciding the topic of learning.

There are some reasons for employing CBI. First, since in CBI students learn the language through the exposure of the content, it is expected that they could gain wider knowledge while studying English. Second, CBI offers an effort to direct students’ attention mainly to the content instead of to the language features. Therefore, listening could be (more) meaningful. Third, In CBI students are given opportunity to contribute to decide what to learn (what topic to learn). There is an appreciation to the students’ interests. Therefore, students are motivated and never feel bored to learn since they feel that what they learn is interesting.

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4. Cooperative Learning

Cooperative Learning is the instructional approach that maximizes the use of cooperative activities involving pairs and small groups of learners in learning process. In second language teaching, it is also adopted as a way of promoting communicative interaction in the classroom (Richards and Rodgers, 2003:192). Therefore, it could be said that Cooperative Learning is a way to enhance both learning and learners’ interaction skills to develop learning atmosphere that encourages cooperation rather than competition.

a. Goals of Cooperative Learning

The overall objectives of Cooperative Learning are to foster cooperation rather than competition, to develop critical thinking skills, and to develop communicative competence through socially structured activities (Richards and Rodgers, 2003: 195).

b. Characteristics of Cooperative Learning

Millis (1996:5) elaborates that generally the characteristics of Cooperative Learning methods are as follows:

1) Students work together on common tasks or learning activities that are best handled through group work.

2) Students work together in small groups containing two to five members.

3) Students use cooperative, pro-social behavior to accomplish their common tasks or learning activities.

4) Students are positively interdependent. Activities are structured so that students need each other to accomplish their common tasks or learning activities.

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5) Students are individually accountable or responsible for their work or learning. c. Benefits of Employing Cooperative Learning

Johnson & Johnson (1991: 79) proposes some benefits from small-group learning in a collaborative environment from the general perspective. They are as follows:

1) Celebration of Diversity

Cooperative Learning provides chances for learners to work with all types of people. During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses other learners bring to the questions raised. Small groups also allow learners to add their perspectives to an issue based on their cultural differences. This exchange inevitably helps learners to better understand other cultures and points of view.

2) Acknowledgment of Individual Differences

When questions are raised, different learners will have a variety of responses. Each of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive.

3) Interpersonal Development

Learners learn to relate to their peers and other learners as they work together in a group. This can be especially helpful for learners who have difficulty with social skills. They can benefit from structured interactions with others. 4) Actively Involving Students in Learning

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Each member has opportunities to contribute in small groups. Learners are likely to take more ownership of their material and to think critically about related issues when they work as a team.

5) More Opportunities for Personal Feedback.

There are more exchanges among learners in small groups. Therefore, the learners receive more personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens.

d. Group Types and Activities

Johnson et al. (1994), as cited by Richards and Rodgers (2003: 196), proposes three types of Cooperative Learning groups.

1) Formal Cooperative Learning Groups

These are established for a specific task and engage students to work together to achieve certain goals. These last from one class period to several weeks. 2) Informal Cooperative Learning Groups

These are also called ad-hoc groups and used to focus students’ attention or to facilitate learning during direct teaching. These last from a few minutes to a class period.

3) Cooperative Base Groups

These consist of heterogeneous learning groups with stable membership. These are long term, lasting for at least one year.

The success of Cooperative Learning significantly depends on the organization of group work. Considering that, as suggested by Richards and

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Rodgers (2003: 196-197), in setting up groups, teachers should be careful and pay attention to the following factors.

1) Size of the groups

It depends on the task students have to carry out, the age of the students, and time limits for the lesson. Group size is ideally from two to four.

2) Assigning Students to Groups

It is important to keep in mind that for a variety of reasons, heterogeneous groups tend to be more powerful than extreme homogeneity. Therefore, in order to create groups that are heterogeneous, teacher-selected group is more recommended rather than random or student-selected group.

3) Student Roles in Groups

Each member of the group has a specific role to play, such as turn-taker monitor, noise monitor, recorder, or summarizer.

Various descriptions of activity types that could be employed with Cooperative Learning are presented. Some of them are ones which are described by Olsen and Kagan (1992) as cited by Richards and Rodgers (2003: 198-199). 1) Three-step Interview

Three-step interviews can be used as an ice breaker for team members to get to know one another or can be used to get to know concepts in depth, by assigning roles to students. The procedures are first, students are in pairs; one is to be interviewer and the other is interviewee. Next, students reverse roles. At last, each student shares with team member what was learned during the two interviews.

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2) Roundtable

Roundtable structures can be used to brainstorm ideas and to generate a large number of responses to a single question or a group of questions. The procedures of this type are first, teacher poses questions to students. Second, teacher gives one piece of paper and one pen for each group. Third, each of the group members of the team makes contribution by writing the answer and then passing the paper and pen to the student of his or her left. Each student makes contributions in turn.

3) Round Robin

The procedures in Round Robin are the same as in Roundtable but are done orally.

4) Think-Pair-Share

The steps of ‘Think-Pair-Share’ are as follows. First, teacher poses a question (usually a low-consensus question). Second, students think of a response. Next, students discuss their responses in pairs. At last, students share their partner’s response with the class.

5) Solve-Pair-Share

The procedures of ‘Solve-Pair-Share’ are as follows. First, teacher poses a problem (a low-consensus or high-consensus question that may be resolved with different strategies). Second, students work out solutions individually. Then, students explain how they solved their problem in ‘Interview’ or ‘Round Robin’ structures.

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The steps in conducting ‘Numbered Heads’ activity are as follows. First, students number off in teams. Second, teacher asks a question (usually high-consensus one). Third, students literally put their heads together and make sure that everyone knows and can explain the answer. Next, teacher calls a number and student with that number raise his or her hands to be called on and answer the question.

In conclusion, to create an environment in which cooperative learning can take place, three things are necessary. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task on which students work together must be clearly defined.

In this study, Cooperative Learning is employed to develop materials which could encourage cooperation among students during the learning process. Since cooperative learning emphasizes the use of socially structured activities in which the students are to work collaboratively, it could encourage the students to develop communicative competence, to appreciate others, to help each other, and to develop other social skills needed in the working world. Furthermore, through the use of cooperative learning, the achievements of all students, including those who are superior or academically handicapped could be raised.

5. Theory of Listening

Listening is one of language skills that needs to be mastered by the students. As stated in the previous chapter, listening is a language skill that influences the success in other language skills, such as reading and speaking.

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Therefore, some principles and components of listening are important to learn in order to improve the listening skill.

a. The Nature of Listening

Listening is a receptive skill. It requires people to receive and understand incoming information (input). Since listening is receptive, people can listen to and understand things at a higher level than people can produce. For this reason, people sometimes assume it as a passive skill. Unfortunately, this assumption is not true. In fact, listening is very active. When people listen, they not only process what they hear but also connect it to other information they already know. Meaning to say, they are “creating meaning” in their own minds by combining what they hear with their own ideas and experiences (Nunan, 2003: 24).

b. Listening Process

There are two kinds of listening processes to comprehend the oral text. They are bottom up and top down processes. Bottom up processing is the use of incoming data as a source of information about the meaning of the massage. The listeners digest the information they hear such as sounds, words, clauses, and sentences so that they could obtain the meaning. Meanwhile, top down processing is the use of background knowledge in understanding the meaning of the massage. The listeners use their prior knowledge about some topics, situations, characters, places or events to catch the meaning of what they listen (Nunan, 2003: 26-27).

Nunan (2003: 28) points out that to be successful in listening does not merely depend on one of those kinds of processing. While bottom up processing could help the learners to recognize the words and sentences they hear, top down

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processing helps the learners to create the situations in their mind. Considering this matter, in developing listening materials, it is required to combine both bottom up and top down processing.

c. Listening Problems

According to Goh (1999: 59) there are some problems that students usually face during Listening. The problems are categorized into three, namely the problems related to perception, the problems related to parsing, and the problems related to utilization. The problem related to perception deal with recognizing sounds as distinct words or group of words and also difficulty with attention. Parsing problems have mainly to do with various difficulties with developing a coherent mental representation of words heard. In the utilization stage, the problems occur mainly related to the difficulties in understanding the intended massage of the speaker and also difficulties in processing the text further because of lack of prior knowledge or inappropriate application of prior knowledge. To have clear illustration of the problems, Goh (1999: 59) presents the summary of the problems that students usually encounter in listening comprehension. The summary is presented in Table 2.1.

Table 2.1: Problems in Listening Comprehension

No. Perception Parsing Utilization

Do not recognize the words they know Neglect the next part when thinking about meaning

Quickly forget what is heard

Unable to form a mental representation of the words heard

Understand words but not the intended message

Confused about the key ideas in the message

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Can’t chunk streams of speech

Miss the beginning of the text

Concentrate too hard or unable to concentrate

Do not understand subsequent parts of input because of earlier

problems

d. Principles in Developing the English Listening Materials

According to Rivers (1980: 18), in developing the instructional listening materials, there are some principles to consider. These principles are as follows: 1) Listening materials should fit to the students’ level of proficiency.

The materials should be relevant to the students’ background knowledge of the language and the students’ level of competence.

2) Listening materials should be as natural as the situation in the real life communication.

This means that the students need materials which could be practiced in real life communication.

3) It is necessary to think about the sounding of the speech and its effects to the students’ ability to comprehend the message.

It means that the teachers should be responsible to the process of teaching listening skills to the students. They should be able to maintain the learning situation in which the students keep motivating and desiring to follow the lesson. 4) Teachers should consider the length of the recordings to be presented to the

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e. Framework of Constructing Listening Skills Lesson

Besides considering the principles of developing the materials, it is also important to take into account the basic framework of designing a listening skills lesson. According to Peachey (2002, ¶ 3-6), the basic framework to construct a listening skills lesson can be divided into three main stages.

1) Pre-listening

It is the stage during which teachers help students to prepare to listen. There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualization, and preparation.

a) Motivation

It is important that before listening students are motivated to listen. Therefore, teachers should select a text that is interesting for the students and also should design tasks that could arouse students’ interest and curiosity.

b) Contextualization

It is important that the listening text is taken from the original environment. In addition, teachers also need to design tasks that could help students contextualize the listening and access their existing knowledge and expectations to help them understand the text.

c) Preparation

It is significant to help students understand the specific vocabularies and expressions they will need to deal with the listening text.

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2) While-listening

It is the stage during which teachers help to focus students’ attention on the listening text and guide the development of students’ understanding of the text.

Listening to a foreign language is a very intensive and challenging activity. Therefore, it is important to give the students ‘breathing’ or ‘thinking’ space between listening. It can be done through giving the students chances to compare their answers with their peers before they listen again. By doing so, they can have a chance not only to have some break from the listening, but also to check their understanding with their peers and reconsider before listening again. 3) Post-listening

It is the stage that aims to help the students integrate what they have learned from the text into their existing knowledge. There are two common forms that post-listening tasks can take. These are reaction to the content of the text and analysis of the linguistic features of the text. Besides, it is also necessary to provide the students with the activities to review the overall lesson.

f. Listening Activities

According to Ur (1996: 112-118), there are four types of listening activities. The types of listening activities are as follows:

1) No Overt Response

In this type of listening activity, the students are just to listen to the listening passages without giving any responses. The examples are listening to the stories and songs.

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2) Short Responses

The students are to give short answers or actions toward listening passages they are listening to. The examples of this activity are obeying instructions, ticking off items, true/ false statements, detecting/ identifying mistakes, cloze dictations, and guessing definitions.

3) Longer Responses

The students are to give longer answers or more actions. The activities are answering the questions, note taking, paraphrasing and translating, summarizing, and long gap filling.

4) Extended Responses

It is a kind of ‘combined skills’ activities. The activities are problem solving and interpretation.

To design appropriate listening materials, there should be some considerations on the problems students frequently face in listening, types of listening activities, and the strategies to construct the effective listening lessons. For the purpose of this study, therefore, the theories mentioned above are very important in developing effective listening materials to develop students’ listening ability, especially the framework of constructing a listening skills lesson.

6. Material Development

There are three strategies in constructing instructional materials, namely adopting, developing, and adapting materials. Adopting materials involves a process of deciding the type of required materials, locating as many different sets of the material types as possible, evaluating the materials, using the materials, and

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B 3

rapid heartbeat: : jantung berdebar-debar shortness of breath : sesak nafas

pneumonia : radang paru-paru cancer : kanker

organ damage : kerusakan organ tubuh heart disease : penyakit jantung

C. 4

1. a condition in which smokers have bad breath 2. shortness of breath

3. cancer 4. death 5. damaging

C 5

6. rapid heartbeat, shortness of breath

7. colds, flu, pneumonia, cancer, organ damage, heart disease

D 8

Language features of warning:

•

Stay away from cigarettes.

•

Do not smoke.

Teacher s Notes

ANIMALS -- Survivors of the World s Most E xtreme Climate Activity A (1)

This activity serves as a pre-listening activity. It is aimed at encouraging the students to explore their background knowledge and relate it to the topic being discussed.

Teacher directly asks to the whole class whether each statement is true or false. Teacher asks the answers through whole-class discussion or by choosing randomly some students to answer. It is important for the teacher to ask some reason for their answers, especially if the statement is false.

Activity B (2)

This activity serves as a pre-listening activity. It is aimed at preparing the students to deal with the listening passage they are going to listen. It provides the students with the activity that enables them to become familiar with (know the meanings of) some vocabulary and or certain expressions related to the listening passage. By doing so, it is expected that the students can understand the text better and easier.

Teacher asks students to work in a group of 3 persons. In groups they are given 12 cards containing definitions of some words. They have to face down all cards. They should make a circle and decide who will be the first person to take the card. The first person, then, will take one card and read the definition written on the card. All members of the group should listen carefully but only the person on the right side of the person who reads the definition should decide which word listed on the box

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matches up to that definition. After deciding which word to choose, he/she should mention the meaning of that word in Indonesian. All members of the group should help to decide whether the answer is correct or wrong. After deciding which word to choose and mentioning the meaning of that word in Indonesian, the person should take one card to be read for the person on his/her right side. They will do it in turns until no card is left.

After they finish, the teacher addresses some students randomly to share the answers to the class. Note:

•

Teacher should inform the students before they start the activity that they are to guess the vocabulary or words. It means that they don t need to open their dictionary.

•

E ach student is to write down the questions and the answers on a piece of paper (book). It is useful for them to do this so that they have notes of some vocabulary they need to understand to comprehend the listening passage they are going to listen.

•

E ach student is to answer 4 questions.

•

Teacher should give them time limit.

•

To arrange the students in groups teacher can use several ways, such as: giving lottery, counting, or any other creative ways.

Repeat after your teacher

After activity B 2, students are to repeat some words which are pronounced by the teacher correctly. It is important to do so that the students could be familiar with the pronunciation of some words they are going to listen in the listening passage. Therefore, they can understand the listening passage better.

Activity C (3) & (4)

This activity serves as a whilst-listening activity. It is aimed at developing students understanding of the listening passage.

Before starting doing the task, teacher asks the students to read all the questions. For activity C 3, teacher plays the listening passage twice (at the maximum).

Firstly, students do the task individually (activity C 3). But then, they are to share their answers to the group (activity C 4). In groups, each student (in turns) should read their answers and mention some difficulties they face in completing the task. Finally, they are to discuss and decide the best or right answers of all questions.

After they finish discussing and deciding the best or right answers, they are to listen to the listening passage (at least) once again to make sure whether all answers they have are correct already.

Next, teacher will point some students (from different group) randomly to read the answers Or teacher can do whole-class discussion to check students answers and give some feedback to them.

Activity D

This activity serves as a post listening activity. It is aimed at developing students knowledge of the language. Besides, it is also to facilitate the students to do some review on the overall lesson.

Listen Up!

(5) In this activity, teacher asks students to fill in the blanks in the transcript while they are listening to the listening passage. Firstly, they should do it individually. But then they are to share/discuss the answers with their partner (a friend sitting next to them).

Next, teacher can:

•

Do whole-class discussion to check students answers and give some feedback to them. Don t forget to write correct answers on the board. Or

(3)

•

Ask the students to come in front and write down the answers on the board (one answer for each student). Then, teacher can discuss whether the answers written on the board correct or incorrect by asking the whole class.

(6) In this activity, teacher asks students to identify the structure of the listening text (individually). Before doing this activity, students should read the language focus part to understand the theory of report text structure. If they still do not understand, they can discuss it with their friends or ask the teacher.

(7)In this activity, teacher asks students to share the answer to the group. In groups, each student is to share his/her answer and his/her difficulties in accomplishing the task. Then, they should discuss and decide which answer is correct. E ach student should write the final answer on a piece of paper. It should be submitted to the teacher on the next meeting.

Note:

For this activity, students are to work in the same group as they have in activity C 4.

Activity E (8)

Ask students to complete the reflection sheet immediately after the course is over. Ask them to do it individually. This activity is assigned as homework and to be submitted a few days before next meeting begins.

ANSWE R KE Y A 1

1. T 2. F 3. T 4. T 5. F

B 2

•

climate (n) : regular pattern of weather conditions

•

colonies (n) : groups of animals

•

struggle (v) : try to overcome problems or make a great physical effort

•

weigh (v) : to be of a particular weight

•

dive (v) : jump and swim underwater

•

squids (n) : ocean mollusks that have two long tentacles and eight shorter arms

•

shelters (n) : places that provide cover from weather or protection against danger

•

mate (n) : breeding partner

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continent (n) : large continuous land masses that constitute most of the dry land on the surface of the E arth

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hemisphere (n) : one half of the E arth, especially a half north or south of the equator or west or east of the prime meridian

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inland (adj.) : not near the coast

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reproduce (v) : produce offspring (k eturunan) through a sexual or asexual process

C 3

1. F 6. 40/400.000 2. F 7. Antarctica

3. F 8. ± 100 cm / ± 30 kg 4. T 9. the method of mating 5. T 10. fish and squids

(4)

Teacher s Notes

TE CHNOLOGY Mobile Phones: useful or dangerous? Activity A

This activity serves as a pre-listening activity. It is aimed at encouraging the students to explore their background knowledge and relate it to the topic being discussed.

(1) Teacher asks some questions (see the worksheet in activity A) to the whole class. Then, teacher asks the answers of the questions through class discussion or choosing randomly some students to answer each question.

Activity B

(2) Teacher asks students to work in a group of 4 students. Give each group 12 cards containing definitions of the words listed in the box. Ask them to face down all cards. Then, they should make a circle and decide who will be the first person to take the card. The first person, then, will take one card and read the definition written on the card. All members of the group should listen carefully but only the person on the right side of the person who reads the definition should decide which word listed un the box matches up to the definition. After deciding which word to choose, the person should mention the meaning of that word in Indonesian. All members of the group should help to decide whether the answer is correct or wrong. After mentioning the meaning of that word in Indonesian, the person should take one card to be read for the person on his/her right side. They will do it in turns until no card is left.

After they finish, the teacher addresses some students randomly to share the answers to the class. Note:

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Teacher should inform the students before they start the activity that they are to guess the vocabulary or words. It means that they don t need to open their dictionary.

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E ach student is to answer 3 questions.

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Teacher should give them time limit.

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To arrange the students in groups teacher can use several ways, such as: giving lottery, counting, or any other creative ways.

(3)Firstly, this activity is done individually. Teacher should inform (before they start doing this task) that in finding the meanings of the words in bold, they can either guess it from the context or looking up in the dictionary. It is important to remind the students that they should do it quickly (give them time limit). After that, ask the students to share their answers with their group (the same group as they have in the previous activity). They should discuss the correct answers together.

At the end of this activity, teacher could ask the answers through whole-class discussion or by choosing randomly some students to answer.

(5)

Repeat after your teacher

After activity B 3, students are to repeat some words which are pronounced by the teacher correctly. It is important to do so that the students could be familiar with the pronunciation of some words they are going to listen in the listening passage. Therefore, they can understand the listening passage better.

Activity C (4) & (5)

This activity serves as a whilst-listening activity. It is aimed at developing students understanding of the listening passage.

Before starting doing the task, teacher asks the students to read all the questions. For activity C 4, teacher plays the listening passage three or times.

For activity C 4, first of all, give a short introduction to the students about the listening passage they are going to listen, such as the topic (theme-line) of the debate, the name of the speakers. E xplain briefly about the meaning of theme-line . Then, ask the students to list some arguments based on the listening passage they hear.

For activity C 5, ask the students to share their answers with the group. In groups, each student (in turns) should read their answers and mention some difficulties they face in completing the task. Finally, they are to discuss and decide the best or right answers of all questions.

After they finish discussing and deciding the best or right answers, they are to listen to the listening passage (at least) once again to make sure whether all answers they have are correct already.

Next, teacher will point some students (from different group) randomly to read the answers Or teacher can do whole-class discussion to check students answers and give some feedback to them. Note:

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To arrange the students in groups teacher can use several ways, such as: giving lottery, counting, or any other creative ways.

Activity D

(6) Before doing this activity, make sure that the students have read and understood the language focus of asking/giving opinions and expressing agreement/disagreement.

In this activity, teacher plays the listening passage twice (at the maximum). Then, teacher asks students to identify the language features of asking and granting permission that they can hear from the listening passage (individually). Ask them to write down some sentences (from the listening passage) that indicate asking and granting permission. After that, ask the students to share the answer with their partner.

Listen Up!

(7) In this activity, ask students to fill in the blanks in the transcript while they are listening to the listening passage. Firstly, they should do it individually. But then they are to share/discuss the answers with their partner (a friend sitting next to them). With your partner, check whether the language features that you ve identified in the previous activity are correct already.

Next, teacher can:

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Do whole-class discussion to check students answers and give some feedback to them. Don t forget to write the correct answers on the board. Or

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(6)

Activity E (8)

ANSWE R KE Y

B 2

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unsafe (adj.) : insecure, risky

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argue (v) : to express disagreement

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definite (adj.) : certain, fixed, obvious

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safety (n) : protection from danger

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actually (adv.) : in fact

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though (adv.) : although, in spite of the fact that

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whilst (conj.) : while, at or during the same time

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responsibility (n) : something to be responsible for

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emergency (n) : an unexpected and sudden event that must be dealt with urgently

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suppose (v) : to imagine something to be a possibility

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necessity (n) : need, something essential

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

To my family, my beloved , my little angels, and

all my lovely friends, with af fection

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