DEVELOPING ENGLISH LISTENING MATERIALS
FOR THE TENTH GRADE STUDENTS OF MUSIC
PERFORMING ART VOCATIONAL SCHOOL
A THESIS
Submitted as Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan
By:
BOY ATLALIUST SIMANGUNSONG
Registration Number: 2123121007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Simangunsong, Boy Atlaliust. Registration Number: 2123121007. Developing English Listening Materials for the Tenth Grade Students of Music Performing Art Vocational School.
The aim of this study was to find out an appropriate English listening materials for the Grader X students of music performing art vocational school. Sekolah
Menengah Kejuruan (SMK) or Vocational School is an institution where students
are prepared to be work-ready after finishing their education in specific major. Music Performing Art is one of the major provided in Indonesia’s vocational school. By the fact that listening activities are often ignored by teachers and that listening is one of the test in the National Examination, then listening activities are considered important in English learning activity. However, the finding of materials that provided for the Grade X students of Music Performing Art major at SMK Negeri 11 Medan shows that the listening materials provided in the textbook are not related to the students’ major, instead the materials are rather general and more suitable for other major. Therefore, it is needed to develop the English listening materials for the tenth grader of music performing art major. Small-Scale Research and Development (R&D) is the suitable method in developing the materials. Based on the students’ needs analysis obtained from the questionnaires which responded by 64 students and interviews which involved 4 students, the researcher found that 78.13% of the respondents assumed that the existing materials provided by the teachers are general, and further 93.75% expect a major-related English listening materials. The materials are developed by adding some musical terms, like music instruments, and topics related to musical field, like popular singer’s profile, as a step to meet the students’ needs. The experts’ validation shows that the materials are appropriate and recommended to be used. Based on the result of the study, conclusion and suggestions are directed to the English teachers in SMK Negeri 11 Medan, especially, and in other music major vocational school, generally, who are expected to provide materials which are related to the students’ major, by doing so the students might have motivation in learning English and to support their knowledge to be a professional musicians.
ii
ACKNOWLEDGEMENT
Praise to The Lord and The Son, Jesus Christ, who has given and always
give His blessing, spirit, patience to the researcher so he can finish this
undergraduate thesis. Let be Thy name glorified.
During the finishing of this undergraduate thesis, the researcher faced
difficulties, confusedness, and pressures. But, during these conditions he was
helped both directly and indirectly. For those prayers, guidance, assistance, spirits,
helps and supports, he would like to acknowledge and present his deep gratitude to
everyone. For:
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English and Literature
Department and also his Thesis Counselor I. Nora Ronita Dewi, S.Pd., S.S.,
M.Hum., as the Head of English Education Study Program and his Thesis
Examiner II.
Rita Suswati, S.Pd., M.Hum., his Thesis Counselor II and Academic
Counselor.
Dr. Anni Holila Pulungan, M.Hum., his beloved lecturer, who openly accept
him and gives suggestions and supports, whose also his Thesis Examiner I.
Eis Sri Wahyuni, M.Pd., who has helped him a lot and gave him smile during
the finishing of the administration for this thesis. And also for all kind-hearted
lecturers of English and Literature Department, and Administration Staffs of
iii
His beloved parents, Parlin Nixon Simangunsong, S.Pd., his father and
Juniwati Hutabarat, S.Pd., his amazing mother. The deepest gratefulness will never enough to pay everything. “I love you.”
His family, Paduan Suara Magnificum Et Bonum Universitas Negeri
Medan. Evrin Lorensya Sitepu, thanks for those supports; and everyone for
all given love.
His best friends, Kepompong (Putri ‘gemuk’ Sembiring, Simon ‘kambing’
Silalahi, Silmi ‘kencur’ Nasution, Shely ‘iban’ Hutajulu, Ratna ‘utut’
Ginting, and Betharia; Kak Ai, thanks a lot for those motivations, spirits, and
inspirations; Kak Putri Panjaitan, for far-away-supports; ABCDF (Mas Arif,
Conny, Dirga, Floridawaty), Mbak Anggita ‘pesek’ Lubis, Muhammad
Ridho Wibowo and all of his friends in Regular D 2012 and Regular B 2012,
all employees at Kantin KPRI, and Pak Pantes, thanks for all wishes and all the
good times.
Medan, August 2016 The Writer,
iv
CHAPTER I. INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 6
C. The Objective of the Study ... 7
D. The Scope of the Study ... 7
E. The Significances of the Study ... 7
CHAPTER II. REVIEW OF LITERATURES ... 9
A. Theoretical Framework ... 9
1. Listening ... 9
a. The Definition of Listening ... 9
b. The Aims of Teaching Listening ... 10
c. The Goal of Listening ... 11
d. The Importance of Listening ... 12
e. The Factors Affecting Listening ... 13
f. Listening Competency in Indonesian Curriculum ... 15
2. Theory of Learning ... 17
3. Learning Materials Development ... 18
a. The Definition Learning Materials ... 18
b. The Learning Materials Development ... 18
c. The Importance of Learning Materials ... 19
4. English for Specific Purposes (ESP) ... 20
v
b. The Classification of ESP ... 22
c. Needs Analysis ... 23
d. Learning Materials Design ... 25
5. Music Performing Art Vocational School ... 34
6. Research and Development ... 36
B. Relevant Studies ... 38
C. Conceptual Framework ... 40
CHAPTER III. RESEARCH METHOD ... 43
A. Research Design ... 43
B. Data and Source of Data ... 44
C. Instruments of Data Collection ... 44
D. Techniques of Collecting Data ... 45
E. Techniques of Data Analysis ... 45
F. Procedures of Materials Development ... 46
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 49
A. Data ... 49
B. Data Analysis ... 50
C. Research Findings ... 51
1. Research and Information Collecting ... 51
2. Planning ... 63
3. Development of Preliminary Form of Product ... 64
4. Preliminary Field Testing ... 72
5. Main Product Revision ... 74
D. Discussion ... 77
CHAPTER V. CONCLUSION AND SUGGESTION ... 80
A. Conclusion... 80
B. Suggestion ... 80
REFERENCES ... 82
vi
LIST OF TABLES
Pages
Table 4.1 Topics in Existing Listening Materials ... 49
Table 4.2 Number of Grade X students at SMK Negeri 11 Medan Year 2016/2017 ... 49
Table 4.3 The Observation Result on the Existing Materials ... 52
Table 4.4 The Importance of Listening in Relation with Music Major ... 52
Table 4.5 The Importance of Improving Listening Skill ... 56
Table 4.6 The Importance English Proficiency in Working Field ... 56
Table 4.7 Students’ Self-judgment on Listening Ability in Relation with Major56 Table 4.8 Students’ Self-judgment on Listening Activities ... 57
Table 4.9 Students’ Self-judgment on Listening Ability ... 57
Table 4.10 Students’ Expectation on Listening Activities... 58
Table 4.11 Students’ Needs of Major-related Listening Materials... 59
Table 4.12 Types of Listening Activities in English Class... 59
Table 4.13 Students’ Needs of Interactive Media ... 60
Table 4.14 Students’ Judgment on Existing Listening Materials ... 61
Table 4.15 Students’ Judgment on Responsibility in Listening Activities ... 61
Table 4.16 The Existing Materials Planning Draft ... 63
Table 4.17 The Developed Part of the Existing Materials ... 69
Table 4.18 Preliminary Field Test Result for Existing Listening Materials ... 73
Table 4.19 Preliminary Field Test Result for Developed Listening Materials.. 73
Table 4.20 The Validation Result of Validator I ... 75
vii
LIST OF FIGURES
Pages
Figure 2.1 System Model of Listening ... 14
Figure 2.2 Competency Standard and Basic Competense for Grade X of SMK 15 Figure 2.3 Definition of absolute and variable characteristics of ESP ... 21
Figure 2.4 The materials evaluation process ... 27
Figure 2.5 Criteria for good/suitable listening materials ... 28
Figure 2.6 A material design model ... 32
Figure 2.7 Research and development cycle ... 37
viii
LIST OF APPENDICES
Pages
Appendix A. Questionnaire... 85
Appendix B. Interview questions... 88
Appendix C. The transcript of interviews ... 89
Appendix D. Students’ Worksheet of the Preliminary Field Test ... 94
Appendix E. Experts’ Validation Sheets ... 99
Appendix F. Existing Listening Materials ... 107
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language teaching is essential since all language cannot be mastered as how
we master our native language. For instance it is not easy to produce and
comprehend English as how we do with Bahasa Indonesia. In the case of native
language, human in their younger age acquire their first language, not learning on
it explicitly (Fromkin and Rodman, 1988:391). While for the second language
human is usually learn the language. Thus, to be able to understand the language—
in this case English, we are required to learn about the language itself.
English is generally known as one of internationally-used language. This fact
supported by the finding of Lewis, Simons, and Fennig (2016) that the total number
of the English language user is 942,533,930 people from 7,256,490,011 total
population all over the world. This is one of the reasons why English is needed to
be learned. Moreover, the spread of English speakers, and the large number of
non-native speakers for international contacts make English act as a dominantly used
language (Brumfit in Sasaki, 2006:383). This can be seen as the BBC Indonesia
released a news that the ASEAN countries imposing the ASEAN Economic
Community (AEC) where the trading is not only happen for goods but also for
professional employee. It means that one profession will be able to work in other
2
In Indonesia, English taught as a foreign language and included as a
compulsory subject for junior and senior high school level. In senior high school
level, both for General High School and Vocational School, English taught as an
adaptive subject that aimed to prepare the student to be able to communicate in
English which is needed relevant with their major.
Sekolah Menengah Kejuruan (SMK) or Vocational School is an educational
unit that aimed to be a medium to improve the students’ ability in a particular major
which is targeted to improve the human resources in their work field. Vocational
school trains the students in improving their skills so they will be able competing
after they finish their study. This skills supported by English ability will have more
value than others who doesn’t master English.
In vocational school, English has three level of Competency Standards—
Novice, Elementary, and Intermediate level— which are divided based on the
grades. As for the Students of General High School, in Vocational School English
has four different language skills contended in Indonesian English teaching, namely
speaking, reading, writing, and listening.
Listening is a language skill that enables human to comprehend information
received while communicating directly through oral language production and helps
the other skills develop. Listening is an important skill which enables language
learners to receive and interact with language input and facilitates the emergence of
3
skill will give a huge benefits for the learners, both for learning the language and
for communicating in a particular language.
Based on the Standar Kompetensi Lulusan (SKL) or the Graduator
Competency’s Standard issued by the Indonesia’s Badan Standar Nasional
Pendidikan (BSNP), the listening objective is to make the students to be able in
understanding the meaning in an interpersonal and transactional spoken discourse,
formally and informally, by listening to request and order related to daily life
activity, occupation, and profession.
In line with that, mastering listening skill is very important since it has its own
section in the national examination. It was in the academic year of 2002/2003 since
the listening test included as the part of English test in the National Examination.
National examination’s listening test requiring the students to listen to recorded
voice in form of short dialogue and also choosing the correct answer based on the
picture which explained in the recording. This listening section of the examination
tests the students’ ability in comprehending the spoken English while
communicating. Thus, this listening skill should be prepared well in order to
succeed the listening test in the national examination.
Unfortunately, the importance of this preparation is ignored by most of English
teachers. As Vandergrift and Goh (2012:4) state that:
4
how to manage their listening when attending to spoken texts or messages.”
Practically, there are a numerous number of teachers who simply skipped the
listening section materials and jump to the grammar-related materials. The teachers
do not know the importance of preparing the students for this section and are too
lazy to prepare the equipment since they have no language laboratory. This will
lead the students to not recognize what is listening test, how the listening test goes,
and what should be prepared in listening test.
Learning materials are anything that can be used by teachers to help them in
teaching learning process and is important since they can be used as the stimuli. As
the famous Law of Effect by Thorndike states that the satisfaction of a performance
can be seen after the performance of a response (R) results in an S-R association
that connects the response to the stimuli (S) (Domjan, 2000). In the learning process
we can use materials as the stimulus that can trigger the response of the learners in
the classroom teaching-learning process. The better the stimuli, the better response
the learners will give. But in fact, the materials reserved in the textbook provided
by the teacher often has a content which is not related with their major. As what is
found from the pre observation of the text book used by the English teacher of SMK
Negeri 11 Medan, a performing arts vocational school. The teachers use more than
one book and choose the book which has a better content explaining the topic when
they are teaching.
One of the books which mainly used by the teachers entitled ‘Bahasa Inggris
5
students take. The music performing arts students have to learn materials which are
fitter to the students of other major, like tourism or automotive students. One
example is in the Chapter 3 of the book entitled ‘Describing Things, Etc.’ Based on
the syllabus of Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, the basic
competence of this part is make the students capable in describing things, person,
characteristics, time, day, month, and year. Here is one of dialogue in the listening
section of the chapter:
A : Could you tell me something about IKEA?
B : Yes. We’re a big international furniture company. We ask people what they want and, using this information, we design a new piece of furniture.
A : And what’s the next stage?
B : After that, we ask the suppliers to manufacture the furniture. Then, they pack it, and send it to our stores.
A : And then the customers buy it.
B : Yes. They visit our stores and see the furniture. They decide what they want and buy it.
A : And it’s the customer who assembles the furniture?
B : Yes, they take the furniture home in parts, and assemble it there. A : I see. Thank you very much for talking to us, Mr. Jorgensen. B : You’re welcome.
(Taken from: Bahasa Inggris SMK Kelas X, 2007, p. 139, with some adaptation)
From the dialogue above it is obviously can be seen that the content of the
dialogue is not related with anything in musical field. This can be seen from the
topic in which A and B talk about and the terms they used.
In a matter of support, the same thing also found in SMK Negeri 1 Lumbanjulu,
which is an informatics and technological vocational school. Problems found such
6
unmotivated and not to care during the learning process. In such of this situation,
Hutchinson and Water (1986:8) state that:
“Learners were seen to have different needs and interests, which would have an important influence on their motivation to learn and therefore on the effectiveness of their learning. This lent to support to the development of courses in which ‘relevance’ to the learners’ needs and interests was paramount. The standard way of achieving this was to take texts from the learners’ specialist area—texts about Biology for Biology students etc. the assumption underlying this approach was that the clear relevance of the English course to their needs would improve the learners’ motivation and thereby make learning better and faster.”
This then convince the researcher that making a relevance learning materials
with the learners’ needs—in this case the students’ major—will have a big impact
on the students’ learning motivation and achievement.
Based on these preceding explanations, it is an important thing then to review
the learning materials, especially the listening materials, then to develop these
listening materials which related to the students’ major in order to help improving
the students’ learning eagerness and to improve their mastery on listening skill to
achieve the competency standards.
B. The Problem of the Study
Based on the background of the study defined above, the problem of the study
is formulated as follows: “How are the appropriate English listening materials for
7
C. The Objective of the Study
The research was intended to develop an appropriate—which then specifically
intended to major-related—English listening materials for the tenth grade (Grade
X) students of Music Performing Art Major of SMK Negeri 11 Medan by providing
contents which related to the students’ major in order to attract the student’s interest
in listening mastery and to achieve the competency standard.
D. The Scope of the Study
In this study, the researcher focused on developing the English learning
materials, specifically on listening skill materials for the students of vocational
school majoring in music performing art. The scope of this study is the learning
materials on listening skill of the tenth grade (Grade X) students of Music
Performing Art major at SMK Negeri 11 Medan for one academic year or two
semesters.
The limitation of the study is in reviewing the existing English learning
materials on listening skill which then developed by considering the students’ needs
analysis according to their major.
E. The Significances of the Study
Since the learning materials take a huge role in language teaching, this study is
expected to give valuable contributions theoretically and practically for teachers,
8
1. Theoretically, this study applied some theories which are related to the topic
of how to develop and how are the appropriate English listening materials
for music performing art major of vocational school.
2. Practically, the result and the products of this study can be used by English
teachers as a recommended English listening materials—for the students of
music performing art major at SMK Negeri 11 Medan, specifically, and
other school with the same major generally—in order to attract their (the
students’) interest. The other researcher also can use this study as a reference
80
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
As for conclusion of this study, the researcher can conclude that the existing
English listening materials used by the teacher are not related with (not relevant to)
the students major which may lead the students to learn terminologies and contexts
which are actually more related to other major out of music performing art major.
Students are aware of the importance of English for their life in the future and
realize their ability in English, especially in listening skill, which is mostly in the
category of fair. As for the responsibility, Students and teachers are both responsible
for the success of listening activity in English class. The students expect a relevant
materials to their major and also an interactive media, so the teachers are expected
to be able to motivate the students and provide the materials, including the use of
the equipment. As for the answer of this research, the development on the existing
listening materials is needed and this has been done by considering the students’
needs which then produced the developed listening materials.
B. Suggestion
The researcher comes with some practical suggestions, which are as follow:
1. Teachers should be able in considering the students’ needs, so they meet the
students’ need in choosing or even developing the materials that relevant to
81
2. Students should help the teachers in finding the students’ needs and speak
their mind on what they lack, need and want.
3. School faculties or the institution also have to take an active role in choosing
the learning materials used in the teaching-learning process.
4. In the field of research, it is extremely suggested the other researchers to
conduct studies on developing listening materials to find the most suitable
listening materials both in the same major of music performing art and/or
82 REFERENCES
Anonymous. (2014). Apa yang harus Anda ketahui tentang Masyarakat Ekonomi
Asean [Online]. Retrieved from: BBC Indonesia.
http://www.bbc.com/indonesia/berita_indonesia/2014/08/140826_pasar_t
enaga_kerja_aec.html [August 27, 2014] on March 25, 2016.
Anonymous. (2015). The World Factbook [Online]. Retrieved from: CIA US.
https://www.cia.gov/library/publications/resources/the-world-factbook/geos/xx.html on March 25th, 2016.
Badan Standar Nasional Pendidikan. (2015). Permendikbud dan POS UN Tahun
Pelajaran 2015/2016 [Online]. Retrieved from: BSNP Indonesia.
http://bsnp-indonesia.org/?p=2551 [December 23, 2015] on April 26,
2016.
Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. New York: Palgrave Macmillan.
Borg, W. R., & Gall, M. D. (1983). Educational Research An Introduction Fourth Edition. New York: Longman.
Brown, H. D. (2001). Teaching by Principles, An Interactive Approach to
Language Pedagogy, Second Edition. London: Longman.
Domjan, M. (2000). General Process Learning Theory: Challenges from Response and Stimulus Factors. International Journal of Comparative Psychology,
13(3), 101-118). Retrieved from: eScholarship University of California.
http://escholarship.org/uc/item/0b69j9v1/.
Dwiharti, H. (2007). Bahasa Inggris SMK Kelas X, Semester 1 dan 2 Semua Bidang
Keahlian. Bekasi: Wahana Bina Prestasi.
Ertmer, P. A., & Newby T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective.
Performance Improvement Quarterly, 26(2), 43-71. Doi: 10.1002/piq.
Fromkin, V. & Rodman, R. (1988). An Introduction to Language Fourth Edition. Orlando: Holt, Rinehart and Winston, Inc.
Goddu, J. Q. (n.d.). Listening Effectively [Online]. Retrieved from:
http://www.publicspeakingproject.org/PDF%20Files/listening%20web% 201.pdf.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research An
Introduction Seventh Edition. Boston: Ablongman.
Ghozali, I. (2011). Pengembangan Buku Teks Bahasa Inggris Integratif: Penelitian
Pengembangan Pendidikan di Sekolah Mengengah Kejuruan Jurusan Usaha Jasa Pariwisata di Yogyakarta. Surakarta: Universitas Sebelas
83
Helgesen, M. (2003). Listening. In David Nunan (Ed.), Practical English Language
Teaching, First Edition (pp. 23-46). Singapore: McGraw-Hill Companies,
Inc.
Hergenhahn, B.R., Olson, M. W. (2008). Theories of Learning (Indonesian Version
Translated by Tri Wibowo B.S.). Jakarta: Kencana.
Howard, Jocelyn, Major Jae. (2005). Proceedings of the 9th Conference of
Pan-Pacific Association of Applied Linguistics: Guidelines for Designing Effective English Language Teaching Materials (pp. 101-109). Tokyo:
Waseda University Media Mix Corp. Retrieved from:
http://paaljapan.org/resources/proceedings/PAAL9/
Hutchinson, T, & Waters, A. (1986). English for Specific Purposes: A
Learning-centered Approach. Cambridge: Cambridge University Press.
Hyland, Ken. (2006). English for Academic Purposes An Advanced Resource Book. London: Routledge.
Kurniawati, C. D. (2010). English Listening Instructional Materials Using
Task-Based Instructions for the Eleventh Grade Students of SMK Pius X Magelang. Yogyakarta: Sanata Dharma University.
Lewis, M. P., Simons, G. F., & Fennig, C. D. (eds.). (2016). Ethnologue: Languages
of the World, Nineteenth edition. Dallas, Texas: SIL International. Online
version: http://www.ethnologue.com. Retrieved from:
http://www.ethnologue.com/language/eng.html on March 25, 2016.
Menteri Pendidikan dan Kebudayaan. (2013). Keputusan Direktur Jenderal
Pendidikan Menengah Kementerian Pendidikan dan Kebudayaan Nomor: 7013/D/KP/2013 tentang Spektrum Keahlian Pendidikan Menengah Kejuruan.
Menteri Pendidikan Nasional. (2008). Peraturan Menteri Pendidikan Nasional
Nomor 78 Tahun 2008 tentang Ujian Nasional Sekolah Menengah Pertama/Madrasah Tsanawiyah/SekolahMenengah Pertama Luar Biasa (SMP/MTs/SMPLB), Sekolah Menengah Atas Luar Biasa (SMALB), dan Sekolah Menengah Kejuruan (SMK) Tahun Pelajaran 2008/2009.
Retrieved from: http://hukum.unsrat.ac.id/men/permendiknas_78_2008.pdf on April 26, 2016.
Renandya, W. A. (2012). Materials and Methods for Extensive Listening. Surabaya: 59th TEFLIN International Conference.
Sasaki, Masamichi, Tatsuzo Suzuki, and Masato Yoneda. (2006). English as an International Language in Non-Native Settings in an Era of Globalization.
Comparative Sociology, 5, 381-404. Retrieved from: www.brill.nl on March 24, 2016.
SMK Negeri 11 Medan Website. (2016). Visi dan Misi [Online]. Retrieved from:
84
Sopyanti, E. R. (2010). Teaching Listening through Flash Videos and ITS Effect
Toward Student’s Listening Skill (A Quasi-Experiment Study at The Fifth Grade Students of SDN 2 Cibogogirang). Purwakarta: Sekolah Tinggi
Keguruan dan Ilmu Pendidikan Subang.
Tomlinson, B. (2008). Language Acquisition and Language Learning Materials. In Brian Tomlinson (Ed.), English Language Learning Materials: A Critical
Review (pp. 3-13). London: Continuum.
Tomlinson, B. (Ed.). (2011). Materials Development in Language Teaching Second
Edition. Cambridge: Cambridge University Press.
Vandergrift, L., Goh, C. C. M. (2012). Teaching and Learning Second Language
Listening: Metacognition in Action. New York: Routledge.
Vernier, S., Barbuzza, S., Giusti, S., & Moral, G. (2008). The Five Language Skills in the EFL Classroom. Nueva Revista de Lenguas Extranjeras, 10, 263-291. Retrieved from: http://b.digital.uncu.edu.ar/2647 on April 16, 2016.
Wang, Yu-Chun, Chien-Tzu Chou. (2014). Evaluation Criteria for English Listening and Speaking E-learning Courses. Electronic Journal of Foreign
Language Teaching, 11, 223-237. Retrieved from: http://e-flt.nus.edu.sg/
Wong, Ruth M. H. (2014) Developing Criteria for Textbook Evaluation. TESL
Reporter, 42 (1), 52-57. Retrieved from:
