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S T N E T N O C F O E L B A T E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii S
’ K R O W F O T N E M E T A T
S ORIGINALITY ... vi H
A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E
P ... v T
C A R T S B
A ... iv K
A R T S B
A ... iiv S
T N E M E G D E L W O N K C
A ... iiv i S
T N E T N O C F O E L B A
T ... xi C
I D N E P P A F O T S I
L ES... ix S
E L B A T F O T S I
L ... ix i N
O I T C U D O R T N I : I R E T P A H
C ... 1 .
A ResearchBackground ... 1 .
B ResearchProblem... 4 .
C ResearchLimtiaiton ... 4 .
D ResearchObjecitves ... 5 .
E ResearchBeneftis... 5 .
F Deifniitono fTerms ... 7 E
R U T A R E T I L D E T A L E R F O W E I V E R : I I R E T P A H
C ... 0..1 .
A Theoreitca lDescirpiton ... 01 .
1 AcademicListening ... 01 .
2 AuthenitcMateirals ... 11 .
3 HumanisitcEducaiton ... 21 .
4 Content-BasedI nsrtuciton... 41 .
a Theme-BasedInsrtuciton ... 51 .
b P irncipleo fContent-BasedI nsrtuciton ... 51 .
5 TeachingListening ... 81 .
B Theoreitca lFramework... 12
Y G O L O D O H T E M : I I I R E T P A H
C ... 2....2 .
A ResearchMethod ... 22 .
B ResearchParitcipants... 32 .
C ResearchI nsrtument sandDataGatheirngTechniques... 42 .
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2 Quesitonnarie... 52 .
3 Interview ... 72 .
4 RelfecitveJ ournal ... 82 .
D DataAnalysi sTechnique... 92 .
E ResearchProcedure ... 13 N
O I S S U C S I D D N A S T L U S E R H C R A E S E R : V I R E T P A H
C ... 33 .
A Presentaitono fData ... 33 .
1 TheAppilcaitonofI nsrtucitona lMateirals... 33 .
x .
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1 TheI mplementaitonofI nsrtucitona lMateirals... 74 .
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b Students ’Atttiudeoft heAcademicListeningModule ... 15 )
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2 EnlargeKnowledge ... 3..5 )
3 DevelopingLearningAutonomy... 55 .
2 TheI mplementaitono fTeachingInsrtucitons ... 8..5 .
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b Content-BasedI nsrtuciton ... 76 .
c Students ’Atttiudeoft heTeachingI nsrtucitons... 67 )
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2 LoweirngAffecitveFitlers... 77 )
3 IncreasingSefl-Reilance/Autonomy ... 77
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C : V R E T P A H
C ... 08
.
A Conclusions... 08 .
B Recommendaitons ... 18 s
r e h c a e T .
1 ... 18 s
r e h c r a e s e R r e h t O .
2 ... 28 S
E C N E R E F E
R ... 38 S
E C I D N E P P
i x
C I D N E P P
A E S
e l u d o M g n i n e t s i L c i m e d a c A : 1 X I D N E P P
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h t f o l a n r u o j e v it c e lf e R : 2 X I D N E P P
A Students... 98 w
e i v r e t n I e h t f o t p ir c s n a r T e h T : 3 X I D N E P P
A ... 39 s
e ri a n n o it s e u Q : 4 X I D N E P P
A ...1 13 s
e t o N n o it a v r e s b O : 5 X I D N E P P
ii x
S E L B A T F O T S I L
t n e m e e r g A f o e r o c S e l a c S 1 . 3 e l b a
T ... 62 s
l a ir e t a M l a n o it c u rt s n I 1 . 4 e l b a
T ... 43 2
. 4 e l b a
1
CHAPTERI
N O I T C U D O R T N I
r e t p a h c s i h
T consist so fsix secitons .They are background o fthe study , e
v it c e j b o , n o it a l u m r o f m e l b o r
p s of t he study ,benefti soft he study, and de ifniiton o f s
i h c i h w , r e t p a h c s i h t f o n o it c e s t s ri f e h T . s m r e
t et h backgroundoft hes tudy ,contain s
n o s a e r e h t d n a n o i s s u c s i d e h t f o c i p o t e h
t whyt het opicwa schosen.Thenex tseciton s
t n e s e r
p theproblems i denit ifedi n t hi sstudy .T he problem ilmtiaiton i ssett o de ifne .
y d u t s e h t f o e p o c s e h
t Intheobjecitves oft hestudy,t hewrtierstatest hepurpose so f
d e t c u d n o c s a w y d u t s e h t y h
w .The nex tseciton of t hi schapter i s t he benefti sof t he .
y d u t
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n o it a t e r p r e t n i s i m d n a g n i d n a t s r e d n u s i m
.
A ResearchBackground
l a n o it a c u d E . c it a t s y ll a e r s i t a h t n o it a u ti s g n i n r a e l d n a g n i h c a e t o n s i e r e h T
s e c r u o s e r o d s a , e g n a h c s e c n a t s m u c ri
c which are avaliable fo rteacher .s View so f
g n i h c a e
t methodology a lso change ,a sdoe sthe language tisefl .Meanwhlie ,much s
e
r earch i sgradually disseminated ,and teacher sdevelop ; learners ’expectaiton s il
g n E f o s m r e t n i s e g n a h c c it a m a r d n e e s s i t i d n a e g n a h
c sh a sa ilngua franca
; 0 1 0 2 , 6 0 0 2 , l o d d a r G
( Krikpat irck ,2010 ;Jenkins ,2011) .In a ilstening class ,a e
v a h y a m r e h c a e t r a l u c it r a
d o h t e m g n i h c a e
t s . Wtih regard s to teaching , i t i s rtue tha t many educaitona l l
li t s s n o it u ti t s n
i operate wtihin a systemic o irentaiton , where the teaching and s
e it i v it c a g n i n r a e
l a re viewed as a deilvery system t hat i nvolve both behaviora land
g n i z i g o l o h c y s p e v it i n g o
c (Taubman ,2007 .)Bevi s(1993 )claimst ha tthese rtadiitona l l
a n o it a c u d
e ph liosophie ssit lfe creaitvtiy ,and produce immature students .W iritng n o it a c u d e r e h g i h r o f e v it a r e p m i s i t i , m u l u c ir r u c g n i s r u n d e t a d p u e r o m a n i h ti w
s n
i rtuctors t oembraceaca irngatttiude ,uponwhich humanisitci nnature i snu trured. a
n o it a c u d e e h t , s d r o w r e h t o e h t n
I linsttiuiton sneed “the cur irculum revoluiton” h
c i h
w shi tfs from the behavio irs t paradigm to a more care-centered model .
n o it a t n e ir o c it s i n a m u
H focuse s on developing individual s open to change and e
l d e u n it n o
c arningand t o enhance persona lgrowth and development ,faclitiate sefl
-e h T “ , ) 9 0 0 2 ( d a e t s l a H d n a s g n il li B n i d e t a t s s A . y t e i c o s m r o f e r d n a n o it a z il a u t c a
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p ntiy
p ( ” .s g n i e b n a m u h f
o .112) .I tmeans tha tthe educa iton focuse son the human
.s ti c if e d n a m u h n a h t r e h t a r s l a it n e t o p
e n o s i ) C E E ( e s r u o C n o i s n e t x E h s il g n
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S Engilsh
e g a u g n a L d n o c e S r o
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d n a e fi l ri e h t f o e v it r o p p u s g n i s i v d a l a n o it a v it o m d n a c i m e d a c a e b o t ,s e it i n u tr o p p o
k r o w d n a e c n e ir e p x e n i a t b o d n a , s l a o g r e e r a
h c i h w s s a l c g n i n e t s i L c i m e d a c A e h t n o s e s u c o f r e h c r a e s e
r i sthe par to fEEC .The
e
r searche r choose s EEC a s the subject o f thi s thesi s because Sanata Dharma s
i y ti s r e v i n
U oneoft heuniversiitest ha thold sahumanisitco irentaitonsince1955 . In
e m e l p m i e h t s e t a ti s s e c e n y h p o s o li h p c it s i n a m u h e h t , n o it a t n e ir o s i h
t ntaiton o f
e u l a v , s r o t a ti li c a f s a g n i v r e s s n o it a c u d e s a h c u s , s e u l a v c it s i n a m u
h -based learning ,
l a it n e t o p d n
a -basedr athert hande ifcti-basedl earning .
( g n i n e t s i L c i m e d a c A e h t d e ll a c s s a l c g n i n e t s il a n i e n o d s a w y d u t s s i h
T No .
1 1 2 C E
E ) .To make a meaningfu land effecitve ilstening classroom envrionment i n s
s a l c e h t , n o it a t n e m e l p m i y li a d s ti n i , s s a l c g n i n e t s i L c i m e d a c
A also asse tr sthe
t n e t n o C f o e l p i c n ir
p -Basedinsrtuciton(CBI)inordert oexposei ntegrated-skill sclas s e
l t n e t n o c f o n o it a r g e t n i e h t d n
a arningwtihl anguaget eachingaims .P irncipally ,CB I
s i t a h t t n e t n o c o t e r u s o p x e m u m i x a m h g u o r h t h s il g n E n r a e l o t s t n e d u t s s w o ll a
h s il g n E g n i s u y b t a h t n o it p m u s s a e h t n o d e s a b s i tI . m e h t o t t n a v e l e r d n a g n it s e r e t n i
n i s l a ir e t a m g n ir e v il e d f o s n a e m e h t s
a classes ,the proces so fmaste irng Engilsh
. d e t a r e l e c c a e b d l u o w
g n i n r a e l e g a r u o c n e o
T fo rthe learner sin ilstening classroom ,the authenitc g n i n e t s il h s il g n E f o m i a e h t e c n i S . s s e c o r p g n i n r a e l e h t n i l a i c u r c o s l a s i l a ir e t a m
e l e h t n i a rt o t s i n o it c u rt s n
i arnerst obeanacitve ilstener ,tii snecessaryf ori nsrtuctor s e
s u a c e b s i tI . g n i h c a e t e g a u g n a l n i s l a ir e t a m c it n e h t u a e s u o
t oft hef actt ha tauthenitc
e c u d o rt n i s l a ir e t a
m the learner sto the language use in the rea lsetitng .Authenitc
e h t e r a s l a ir e t a
e ti s b e w t e n r e t n i d n a t s a c d o p , s m a r g o r
p s alsocan beused ast he sourcesf or ilstening t
a h t s n a e m t I . s s a l
c everyobject i n t he t arget l anguage can be quail ifed a sauthenitc r e h t a e w : m a r g o r p V T d n a o i d a r , t n e m e s it r e v d a , s w e n , c i s u m s a h c u s s l a ir e t a m
a e h T . ) 0 0 1 . p , 6 9 9 1 , d r a h b e G ( s l a ir o ti d e d n a e p o c s o r o h , t s a c e r o
f uthenitcmate iral s are
t s s e s a e r c n i t i e c n i s t n a c if i n g i
s udents 'moitvaiton fo rlearning ,make sthe adul t , 1 0 0 2 ( y e lr o M & o t n e ir a u G y b d e s s u c s i d s a e g a u g n a l 'l a e r' e h t o t d e s o p x e e r a s r e n r a e l
. ) 7 4 3 .
p Hence ,the implementaiton o fhumanisitc educaiton and Content-Based a
ir e t a m c it n e h t u a f o e s u e h t d n a n o it c u rt s n
I lcanbeacompletef aclitiaitont owardt he e
h t g n i v o r p m i n i s r e n r a e l tl u d
a ri ilstenings kli.l
.
B ResearchProblems
: s w o ll o f s a e r a y e h T . y d u t s s i h t n i d e s o p o r p e r a s m e l b o r p h c r a e s e r o w T
.
1 To wha texten tdid the authenitc ilstening mate iral sa sa medium fo g
n i n e t s il c i m e d a c
a insrtuciton faclitiate the learner sin thei rperceived
h t w o r g g n i n r a e
l ?
.
2 To wha textent dd i learning expe irence susingt he humanisitc o irentaiton t
n e t n o C d n
a -Based i nsrtuciton l ead t o a perceived growth on t he par to f
a e l 's r e n r a e
l rning?
.
C ResearchLimtia iton
e h t f o t n e t x e e h t n o d e s u c o f e b l li w h c i h w h c r a e s e r e l a c s l l a m s a s i y d u t s s i h T
n o it c u rt s n i g n i h c a e t d n a s l a ir e t a m c it n e h t u a f o n o it a t n e m e l p m
d n a n o it a t n e ir
o Content-Based Ins rtuciton( CBI )p irnciplesi nt eachingt hel earnersi n f
o s s a l c g n i n e t s i L c i m e d a c A e h
t the Engilsh Extension Course .To make a clea r e
r e h t , h c r a e s e r e h t f o y r a d n u o
b searche rmakess ome ilmtiaitons .
e p y t e h t , t s ri
F o fthe research i sa case study which i scommonly used in /
d n a w o h e b ir c s e d d n a n i a l p x e o t s tr o f f e c i m e d a c
a o rwhy a speci ifc even toccurs . d
n o c e
S , the researche r i s concerned wtih the exten t o fthe authenitc ilstening
l a ir e t a
m sa samediumfo racademic ilsteningt of aclitiatet hel earners .Thrid,t hestudy e
h t e b ir c s e d o t s k e e
s exten tto which learning expe irence susing Conten t– Based d
e v i e c r e p a o t d a e l n o it a c u d e c it s i n a m u h d n a n o it c u rt s n
I learning growth ont he par t
s r e n r a e l f
o .
.
D ResearchObjec itves
e h T . h c r a e s e r e h t f o s e v it c e j b o o w t e r a e r e h
T fris tobjecitve i s t o know how s
l a ir e t a m c it n e h t u a e h
t faclitiate t he l earners i n t hei rperceived l earning growth .The
w o h t u o d n if o t s i d n o c e
s the humanisitc o irentaiton and Content-Based Insrtuciton t
c e f f
a thel earninggrowthoft hes tudent .s
.
E ResearchBeneftis
s i h
T seciton deal swtih the benefti so fthe study. I ti sexpected tha tthi s n
a c h c r a e s e
r give valuable cont irbuiton t o any i ndividual swho are concerned abou t
e v o r p m i e h
t men to fthe qualtiy o fEngilsh educaiton in Indonesia .The expected :
.
1 Fo rEngilshExtensionCourse
g n i v o r p m i n i e s r u o C n o i s n e t x E h s il g n E t a s s a l c g n i n e t s il t u o b a g n i n r a e l r e tf A
a c u d e s i h t , h c r a e s e r e h t h g u o r h t l li k s ’ s r e n r a e l e h
t itona linst tiuiton hopefully wli l
r o t a c u d e e h t t a h t d e t c e p x e s i tI . n o r e t a l e k a t o t t n e m p o l e v e d s d r a w o t s p e t s t a h w w o n k
1 2 e h t n o d e s a b h c a e t o t e l b a e b l li
w stCenturymode lof t eachingi nordert oi mprove f
g n i n a e m o t n i s r e n r a e l e h t f o l li k s g n i n e t s il e h
t uli nteracitont omaximizet het eaching
e h t n i e v i v r u s o t h s il g n E n i y ti l a u q d o o g a e v a h y e h t , o S . s e it i v it c a g n i n r a e l d n a
. a r e n o it a z il a b o l g
.
2 Fo rEngilshEducators
t u o b a e r o m d n a t s r e d n u s r o t a c u d e h s il g n E p l e h o t d e t c e p x e s i y d u t s s i h T
it a c u d e c it s i n a m u
h onand Content-Based Insrtucitonwhich are r elated t ot he method
s t c a f l a r e v e S . e s r u o C n o i s n e t x E h s il g n E f o s s a l c g n i n e t s i L c i m e d a c A n i g n i h c a e t f o
1 2 g n i h c a e t n i e v it c e p s r e p w e n a r o t a c u d e e h t e v i g o s l a y a m y d u t s e h t n i d e s o p o r
p st
e h t s a l l e w s a s r e n r a e
l used o fauthenitc mate iral sa sthe mean so fimproving the
.l li k s g n i n e t s il
.
3 Forf u trhers tudies
e h t g n il a e v e r n i s e i d u t s d e t a l e r r e h t o t r o p p u s o t d e t n e s e r p s i y ri u q n i s i h T
o d h c r a e s e r e m o s t a h t d e s o p p u s s i tI . n o it a c u d e n i s d n e rt t n e r r u c y n a f o n o i s i c e r
p nei n
y a m h c i h w n o it a c u d e s ’ y rt n u o c e h t o t t n e m p o l e v e d e v it i s o p t u o b a g n ir b l li w d l e if s i h t
.
F De ifni itono fTerms
e b l li w t a h t s m r e t y e k e m o s e r a e r e h t ,s i s e h t s i h t n i h c r a e s e r e h t g n i z y l a n a n I
d n a n o it a t e r p r e t n i s i m y n a d i o v a o t s i e v it c e j b o e h T . n o it c e s s i h t t i d e n i a l p x e
. s i s e h t s i h t s d a e r r e d a e r e h t n e h w n e p p a h t h g i m t a h t g n i d n a t s r e d n u s i
m Therefore ,
e n if e d y ll u f e r a
c eachconceptt ha twli lbeusedi nt hist hesis .Thef ollowingkeyt erm s y
a w l a r e n e g n i d e b ir c s e d e r
a .
.
1 CaseStudy
Thi sstudy i scatego irzeda sa case study becausei temphasize son a speci ifc
t n e v
e int erm soft her elaitonshipbetweent heauthen itcmate ira landt hemethodused y b d e if it n e d i s e i d u t s e s a c f o s e p y t n i a m e e r h t n o d e s a B . g n i h c a e t n i r o t a c u d e e h t y b
. y d u t s e s a c c i s n ir t n i n a s i y d u t s e s a c s i h t , ) 5 0 0 2 ( e k a t
S The int irnsic case study i s
r e d n
u taken when the researche ri sinterested in the paritcula rcase tisel f— i ti s
, c i n il c , d li h c r a l u c it r a p s i h t , e l p m a x e r o f , g n it s e r e t n i y ll a c i s n ir t n
i conference ,or
.) 5 4 4 . p 5 0 0 2 , e k a t S ( ” m u l u c ir r u c
.
2 EngilshExtensionCourse
The researche rpurposes t he desc irpiton o fEngilsh Extension Course a s ti i s
( n o n w o h
s https://www.usd.aci.dl/embaga l/b/eec/ ) i t desc irbe s generally abou t r u o f r o f d e n g i s e d s i h c i h w P S E f o d n i k s i C E E . ) C E E ( e s r u o C n o i s n e t x E h s il g n E
s i m a r g o r p s i h T . r e t s e m e s o w t o t n i d e d i v i d s i d o ir e p e n o s n a e m h c i h w s r e t s e m e s
n o it a c u d E e g a u g n a L h s il g n E m o r f e m o c o h w s r o t a c u d e e h t y b d e l d n a
d a h y d a e rl a e v a h y e h T . y ti s r e v i n U a m r a h D a t a n a S f o e r u t a r e ti L h s il g n E d n a m a r g o r P
h g i h a d a h o s l a d n a e g a u g n a l d n o c e s a s a h s il g n E g n i h c a e t n i s e c n e ir e p x e y n a m
. e g a u g n a l d n o c e s s a h s il g n E g n i h c a e t n i m s il a n o i s s e f o r p
.
3 Authen itcMaterials
In accordance to Nunan (1989 ,p. 54 )authenitc mate iral sare any mate ira l
. g n i h c a e t e g a u g n a l f o e s o p r u p e h t r o f d e c u d o r p y ll a c if i c e p s n e e b t o n s a h h c i h
w The
. n o it a c i n u m m o c e n i u n e g f o s n a e m e h t e r a s l a ir e t a m c it n e h t u a
.
4 Humanis itcEduca iton
e g o R d n a w o l s a M n o d e s a
B ra sctied in Underhi ll ,(1989 )tha tEducaiton
s e s u c o f h c i h
w on helping well-adjusted people t o move t oward sreailzing t hei rown g n i n o it c n u f y ll u f‘ d e ll a c e h t a h w g n i m o c e b s d r a w o t ,l a it n e t o p e u q i n u d n a l a u d i v i d n i
n e d u t s e h t t a h t s n a e m t i h c i h w n I . ’ s n o s r e
p ti sthe d riecto ro flearning ,whlie the
e h t e z i m i x a m o t s k e e s r o t a c u d e e h T . ” e d i u g “ r o r o t a ti li c a f a s a s e v r e s r o t a c u d e
fl e s “ g n i m o c e b n i t n e d u t s e h t t r o p p u s d n a h t w o r g l a n o s r e p ’ s t n e d u t
s -actuailzed”
f o n o it a ti o l p x e d n a e s u l l u f e h t “ s t n e s e r p w o l s a M h c i h
w talents , capaciite ,s
, w o l s a M ( ” . c t e , s e it il a it n e t o
p 1954 ,p.150) .The goa lo fthe humanisitc educaiton l a it n e t o p e u rt r i e h t g n i z i m i x a m d n a g n i z il a e r n i r e n r a e l e h t t s i s s a o t s i y h p o s o li h p
.
5 Content- BasedI nstruc iton(CBI)
h g u o r h t e g a u g n a l f o g n i h c a e t e h t “ o t s r e f e r I B C , ) 3 0 0 2 ( n o ti r B o t g n i d r o c c A
a e l o t t n a v e l e r d n a g n it s e r e t n i s i t a h t t n e t n o c o t e r u s o p x
e rner .s” The educato rasse tr s
s l a ir e t a m c it n e h t u a e s n e s e h t n i I B C s t n e m e l p m i e s r u o c e h t n i s s a l c g n i n e t s il e h t t a h t
s u s
i ed a smean so fimproving ilstening skill .Therefore ,the researche raim sto c it n e h t u a e h t t c e n n o c d n a y ti l a e r n i d e t n e m e l p m i e r a s e l p i c n ir p I B C w o h e z y l a n a
0 1
CHAPTERI I
E R U T A R E T I L D E T A L E R F O W E I V E R
ti l d e t a l e r e h t n o n o it a n a l p x e e m o s s e v i g r e t p a h c s i h
T eratureupont hes tudyt ha t
d a
h been inrtoduced in the previou schapter .Thi sseciton show sabou tthe related
d e ti u s h c i h w e r u t a r e ti
l ther esearchandt hecont irbuitonoft het heoires i nsolvingt he
. m e l b o r p
.
A Theore itca lDescrip iton
e h
T discussion i sdivided into ifve majo rpa trs .The fris tpar ti sconcerned
h ti
w AcademicListeningclas ,st hesecondpar twli laddressauthenitcmate ir alswhlie
n o it a c u d E c it s i n a m u H t u o b a s i d ri h t e h
t .The fou trh par tconcern swtih Content
-d e s a
B Insrtucitonandt he if tfhi sabou tTeachingListening.
.
1 AcademicListening
L c i m e d a c
A istening i sthe clas sa tthe Engilsh Extension Course which i s
e h t s e s o p o r p r e h c r a e s e r e h T . ll i k s g n i n e t s il n i d e e n ’ s r e n r a e l e h t ll if l u f o t d e p o l e v e d
f o y r o e h
t AcademicListening Basedont he course desc irpitoni n Academic Listening
. ) 2 . p , 4 1 0 2 ( e l u d o
M Academic Listening course i sset t o rtain l earners t o develop a
, y g o l o i b , y r o t s i h , s c it il o p s a h c u s , s e u s s i f o y t e ir a v a n o d e s a b e g d e l w o n k r e d a o r b
m o r f n e k a t e r a s l a ir e t a m t s o M . s n o it a t n e ir o y r a n il p i c s i d r e h t o d n a , y rt s i m e h c
a t s e o t e r a s e it i v it c a s s a l c n i e li h W . s t s a c d o p e l b a d a o l n w o
’ s t n e d u t s y b d e n i m r e t e d y lt n e d n e p e d r e t n i s i l li k s g n i n e t s il f o t n e m p o l e v e d l a u t c a fl e s e d u l c n i s e i g e t a rt s l a n o it c u rt s n I .s s a l c e h t f o e d i s t u o s e c r u o s e r g n i s s e c c a f o s ti b a h -d d n a , g n it r o p e r , n o it a z ir a m m u s ,s n o it a r e n e g g n i n o it s e u
q eba itng .
.
2 Authen itcMaterials
n o it i n if e d e m o s e r a e r e h
T s abou tauthenitcmate irals .Thef ris tde ifniitoncome s
f o s t c u d o r p e h t e r a s l a ir e t a m c it n e h t u a t a h t s e t a t s n a n u N . ) 9 7 . p , 9 9 9 1 ( n a n u N m o r f a e t e g a u g n a l r o f d e d n e t n i t o n s i t I . n o it a c i n u m m o c e n i u n e
g ching purposes .The
e h t n i e g a u g n a l t e g r a t e h t f o n o it a c i n u m m o c l a e r e h t e c n e ir e p x e n a c s t n e d u t s e h t d n a r e h c a e t e h t ,s l a ir e t a m c it n e h t u a g n i s u y b t a h t s e if it o n o s l a n a n u N . m o o r s s a l c e ti c s s a , 5 8 . p , 2 9 9 1 ( e i L . e g a u g n a l f o l a e d t a e r g a e t a r e n e g n a c s t n e d u t
s di nHerawait ,
y ll a i c e p s s l a ir e t a m s e c r u o s l a n i g ir o “ s a s l a ir e t a m c it n e h t u a s e b ir c s e d ) 2 8 . p , 6 9 9 1 s e t a t s o s l a ) 0 0 1 . p , 6 9 9 1 ( d r a h b e G . ” m o o r s s a l c e g a u g n a l e h t e d i s t u o e s u r o f d e n g i s e d m a s e h
t e by de ifning authenitc mate iral sa s“anything tha ti sused a sa par to f
s i t i t a h t s e v e il e b r e h c r a e s e r e h t , e v o b a n o it i n if e d e h t n o d e s a B ” . n o it a c i n u m m o c e d o t l a i c u r
c ifne authenitc mate irals t ha tare used i n t hi sstudy .Authenitc mate iral s
o it a c i n u m m o c r o f s m i a t i d n a e g a u g n a l l a r u t a n d e s o p x e h c i h w s l a ir e t a m e n i u n e g e r a n . s e s s e c o r p g n i n r a e l e g a u g n a l n a h t r e h t o e v it a c i n u m m o c /l a n o it c n u f a n i h ti w s l a ir e t a m l a n o it c u rt s n i f o e l o r e h T : s m r e t g n i w o ll o f e h t n i d e if i c e p s e b t h g i m y g o l o d o h t e m )
1 Mate iral swli lfocu son t he communicaitve abiilite sof i nterpretaiton ,expression
d n
)
2 Mate iral swli lfocu son understandable ,relevant ,and interesitng exchange so f
m r o f l a c it a m m a r g f o n o it a t n e s e r p e h t n o n a h t r e h t a r , n o it a m r o f n
i .
)
3 Mate iral swilli nvolve dfiferen tkind soft ex tanddfiferen tkind so fmedia ,which
n e t e p m o c r i e h t p o l e v e d o t e s u n a c s r e n r a e l e h
t ce t hrough a va irety (Richard and
) 5 2 . p , 6 8 9 1 , s r e g o
R .
.
3 Humanis itcEduca iton
d n a e g n a h c o t n e p o s l a u d i v i d n i g n i p o l e v e d n o s e s u c o f h c a o r p p a c it s i n a m u H
fl e s e t a ti li c a f , t n e m p o l e v e d d n a h t w o r g l a n o s r e p e c n a h n e o t d n a g n i n r a e l d e u n it n o
c
s i h c a o r p p a s i h T . h c a o r p p a c it s i n a m u h y b d e t a t s s a y t e i c o s m r o f e r d n a n o it a z il a u t c a
t a n a S y b d e il p p
a a Dharma Universtiyr egarding t ot he mottot ha tmenitoned“Cerda s
. n i a m o d e v it i n g o c d n a e v it c e f f a f o n o it a n i b m o c e h t o t s r e f e r h c i h w ” s i n a m u H n a d
c i m e d a c a e h t e n i b m o c o t r o t a c u d e e h t d r a w o t t c e f f a s e v i g t i , o tt o m e h t n o d e s a B
u h f o e u l a v e h t o t t n e g il l e t n
i manismi nt eachingandl earningprocess .Thus ,Basedon
o t s r e f e r n o it a c u d e c it s i n a m u h n w o r
B affecitve and cogniitve domain ; affecitve
; g n i n r a e l d n a e c n e ir e p x e f o t c e p s a l a n o it o m e r o g n il e e f e h t o t s r e f e r n i a m o
d cogniitve
d n i m e h t f o y ti v it c a e h t s i n i a m o
d in knowing an objec,t t o i ntellectua lfunc itoning .
e r a n i a m o d e v it i n g o c d n a e v it c e f f a n e h w s i n o it a c u d e c it s i n a m u H , e r o f e r e h T
, 1 7 9 1 , n o y L n i d e ti c s a 0 7 9 1 , n w o r B ( g n i n r a e l p u o r g d n a l a u d i v i d n i n i d e t a r g e t n i
.) 1 7 . p
n o it a c u d e , n o it i d d a n
I si a sa matte ro fuplfiitng the place of t he i ndividua’l s
s l a H & s g n il li B ( ” t n e m ti m m o c d n a e c i o h c l a n o s r e p f o e l o
l c it s i n a m u
H earning emphasize shuman need sand interest swtih providing some
y a m g n i n r a e l t a h t o s , t n e m p o l e v e d d n a h t w o r g l a n o s r e p r o f s i s a
b go on throughou t
fl e s a n i e fi
l -driectedmanner .GageandBerilner( a sctiedi nHuitt ,2001 )discus s ifve
, y m o n o t u a e t o m o r p o t e r a h c i h w y b d e b ir c s e d s a n o it a c u d e o t s e v it c e j b o c it s i n a m u h
d n a y ti v it a e r c p o l e v e d , l a ir e t a m d e n r a e l r o f y ti li b i s n o p s e r p o l e v e
d cu irostiy ,and
. s r o v a e d n e c it s it r a n i t s e r e t n i n a g n i s s e r p x e , y ll a n if
e h t t c u rt s n o c e r t s u m s r e n r a e l , e c a l p e k a t o t g n i n r a e l r o f r e d r o n i , e r o f e r e h T
m o r f e s e h t ” e v i e c e r “ y l p m i s t o n n a c y e h t ; s e v l e s m e h t r o f e g d e l w o n k d n a s ll i k s
e h t s a h c u s s e c r u o s l a n r e t x
e educato r(Nunan ,1999 ,p .5) ,in which leaner sare
e r a s r e n r a e l h c i h w n i t u b , n r a e l o t w o h d n a t a h w t u o b a s e c i o h c g n i k a m n i d e v l o v n i
, t a h t o t g n i d r a g e R . ) 4 1 . p , 9 9 9 1 , n a n u N ( s s e c o r p g n i n r a e l e h t n i d e v l o v n i y l e v it c a
i n r a e l e h t f o r e t n e c e h t t a e r a s r e n r a e
l ngprocess ,andt hatl earningi saproces sofs efl
) 2 9 9 1 , n e n e h o K n i d e ti c s a 6 . p , 9 9 9 1 ( n a n u N . g n i n r a e l l a it n e ir e p x e w e r g , y r e v o c s i d
s r e n r a e l s p l e h t i t a h t , h t w o r g l a n o s r e p s e t a ti li c a f g n i n r a e l l a it n e ir e p x e “ t a h t s e u g r a
e g n a h c l a i c o s o t t p a d
a s, t ha t ti t akes i nto accoun tdfiferences i n l earning ablitiy…” .
e v i g r o t a c u d e e h t w o h s e z i s a h p m e y r o e h t s i h
T s the oppo truntiy to the student sto
r e n r a e l e r o m e b o t d n a s s a l c e h t n i y l e v it c a g n it a p i c it r a p y b e g d e l w o n k e h t e v i e c e
r
-. d e r e t n e c
a n w o n k s i l e d o M l a it n e ir e p x
E sConsrtucitvism (Nunan ,1999 ,p.7 a sctied i n
s r e f f o ) 2 9 9 1 , n e n e h o K
.
1 Viewingl earninga srtansformaitono fknowledge,
.
.
3 Teacher’sr olei sf aclitiaitngl earning ;collaboraitveprofessionailsm,
.
4 Learner’sr olei sacitveparitcipaiton;l argelyi ncollaboraitve
.
5 Viewingknowledgea sconsrtucitono fpersona lknowledge ,
.
6 Viewingcur irculumdynamic; l oose rorganizaitono fsubjec tma tte ,ri ncluding
, n o it a r g e t n i
.
7 Learning expe irence sis on process ;learning skill ,sefl-inquriy ,socia land
, s ll i k s n o it a c i n u m m o c
.
8 Conrto lo fprocessi sonl earner’ shand;s efl-driectedl earning ,
.
9 Moitvaitoncomesf romi nt irnsicmainly
. 0
1 The Evaluaiton i sbased on process-oirented ,re lfeciton on process ,sefl
-n o ir e ti r c ; t n e m s s e s s
a -referencing
l a n o s r e p r o f n o it a d n u o f a e d i v o r p o t s i n o it a c u d e c it s i n a m u h t a h t d e d u l c n o c s i tI
il t u o h g u o r h t e u n it n o c l li w g n i n r a e l t a h t o s t n e m p o l e v e d d n a h t w o r
g fe i na sefl
-.r e n n a m d e t c e ri d
.
4 Content-BasedI nstruc iton(CBI)
y ti v it c a m o o r s s a l c e h t g n ir b n a c e c n e t e p m o c e v it a c i n u m m o c f o n o it a t n e ir o e h T
. s r e n r a e l e h t g n o m a n o it c a r e t n i d e z il a u t x e t n o c d n a l u f g n i n a e m a n
i Content-Based
l e d o m f o e n o s i n o it c u rt s n
I s o f integrated-skli l approach . Language teaching
t c e j b u s c if i c e p s e m o s f o g n i n r a e l e h t s e t a r g e t n
i -matte rconten twtih t he l earning o fa
B ( e g a u g n a l d n o c e
s rown ,2001 ,p.234) .The use o fContent-Based Insrtuciton no t
e v i g y l n
m i T . g n i n r a e l t n e t n o c d n a g n i n r a e l e g a u g n a l ; g n i n r a e l f o n o it c n u f e l b u o d e h t
t n e t n o C t a h t s t n e s e r p ) 6 9 9 1 ( y e h p r u
M -Based Insrtuciton ha sdouble funciton in
l u f g n i n a e M “ d n a ” e g a u g n a l l u f g n i n a e M “ , g n i n r a e l e g a u g n a
l content” .In addi iton,
d n o c e s “ t a h t d e t a t s ) 2 2 . p 9 0 0 2 ( n a m d r a H n i d e ti C , ) 1 9 9 1 ( ,t e M d n a ) 5 9 9 1 ( , n i a tr u C
u g n a
l age acquisiiton increase swtih Content-Based language insrtuciton ,because
m , t n a v e l e r n o s i s a h p m e n a s i e r e h t n e h w t s e b e g a u g n a l n r a e l s t n e d u t
s eaningfu l
. ” fl e s ti e g a u g n a l e h t n o n a h t r e h t a r t n e t n o c
.
a ThemebasedLanguageI nstruc iton
” e m e h t “ r o s n o it a u ti s c i p o t n o s u c o f o t d n e t s e s r u o c , n o it c u rt s n i f o d n i k s i h t n I
e s t s ri f r e h c a e t e h T . ) 8 8 2 . p , 7 0 0 2 , n w o r B ( s r e t e m a r a p g n i z i n a g r o r i e h t f o e n o s
a t sa
g n it r a t s e h t s a e m e h t e h t s t n e m e l p m i e H . n o k r o w o t s t n e d u t s e h t r o f e m e h t n i a tr e c
e h t s e u n it n o c y lt n e u q e s b u s e H . s ll i k s s u o ir a v f o g n i h c a e t e h t n i n o it c u rt s n i r o f t n i o p
s t n e d u t s e h t p l e h t h g i m s i h T . s k e e w l a r e v e s r e v o e m e h t d e t c e l e s e h t n o s e s i c r e x
e ge t
e g a u g n a l r e h ti e r o f t u p n i h c
ir -based or skills-based l essonwhichmight l ead t hem t o
d n a t n e t n o c n o e u l a v l a u q e s ti f o e s u a c e b n o it i s i u q c a e g a u g n a l n i l u f s s e c c u s e b
s e v it c e j b o e g a u g n a l
.
b Principlesf orContent-BasedI nstruc iton
t n e t n o C r o f s e l p i c n ir p e m o s s e if it o n ) 1 0 0 2 ( n o t n ir
B -BasedI nsrtuciton .Thef ris t
t n e t n o C t a h
t -Based Insrtuc iton requrie s mate ira ldesigne r to choose approp irate
i t n e t n o
c nwhichwilli n lfuencet hes elecitonands equencingofl anguage tiems .
n a c t n e t n o c e h T . t n e t n o c d n a e g a u g n a l h t o b r e t s a m o t t n e d u t s e h t t n a w s r e h c a e t e h T
t i r o , s e i b b o h r i e h t r o t n e v e t n e r r u c s a h c u s s t n e d u t s o t t s e r e t n i l a r e n e g f o s e m e h t e b
a c a n a e b n a
c demicsubject ,whichprovide snatura lcontentf ort hestudyofl anguage .
r e h c a e t o s , y d u t s e g a u g n a l r o y d u t s c i m e d a c a ’ s t n e d u t s y a l e d o t t n a w t o n o d s r e h c a e T
e g a r u o c n
e s the developmen to fboth simutlaneously (Anderson & Freeman ,2011 ,
) 9 3 1 .
p .
t , d n o c e s e h
T he i ntegrated-skill i si mplemented i nt heclass. Integraiton off ou r
s ll i k
s do no tdiminish t he i mpo tranceof t he r ule so f ilstening ,speaking,r eading and
, s u h T . g n it ir
w Content-Based Insrtuciton cover sal lfou rlanguage skill s(Listening ,
i k a e p S , g n i d a e
R ng , W iritng ) a s wel l a s three language element s (Grammar ,
e v a h h c a o r p p a e g a u g n a l e l o h w e h t f o s t n e n o p o r P . ) n o it a i c n u n o r P d n a , y r a l u b a c o V
e c n a m r o f r e p l a r u t a n r u o f o t s o m , e s u e g a u g n a l f o d lr o w l a e r e h t n i t a h t n w o h s
e n o f o n o it a r g e t n i e h t y l n o t o n s e v l o v n
i o rmore skills ,bu tconneciton sbetween
o s l a t i , n e h T . ) 4 3 2 . p , 1 0 0 2 , n w o r B ( . t c a d n a l e e f , k n i h t e w y a w e h t d n a e g a u g n a l
f o s e l p i c n ir p f o n o it n e t e r r e tt e b o t s tr e v n o c t a h t n o it a v it o m r e t a e r g s t n e d u t s s e v i g
g n it ir w d n a g n i d a e r , g n i n e t s il , g n i k a e p s e v it c e f f
e (Brown ,2001 ,p.233) .Basedont he
d e t a r g e t n i e h t t a h t d e d u l c n o c e b y a m t i , e v o b a s li a t e
d -skill sdo no t ilmti t he l earner s
e v o r p m i o t tr o f f e r i e h t tr e v i d o t y ti n u tr o p p o n a n e v i g e r a s r e n r a e l e h t t u b l li k s e n o o t
l u f g n i n a e m e r o m o t n i g n i n r a e l e g a u g n a l e h
t taskt ha talso can be appiled i n t he rea l
e v l o v n i r e h c a e t e h t n e h w s i e l p i c n ir p d ri h t e h
T sthe student sacitvely in al l
t a h t d i a s ) 1 8 9 1 ( d o o w e lt ti L . s s e c o r p g n i n r a e l e h t f o s e s a h
p Content-BasedI nsrtuciton
s i m o o r s s a l
c a learner-centered o irenta itonbecause et h student sareacitvely engaged
’ s r e h c a e t e h t m o r f n r a e l y l n o t o n s t n e d u t s e h t t a h t s n a e m t I . s e it i v it c a s s a l c e h t n i e h T . s r e e p r i e h t h ti w s n o it c a r e t n i e h t m o r f l li k s r i e h t e v o r p m i o s l a y e h t t u b t u p n i r o f t n e t n o c e s o o h c o t s i h tr u o
f ti srelevance t o students ’ ilve ,s i nterest ,and goal sso
. g n i n r a e l n i n o it a v it o m r i e h t e s a e r c n i e b l li w n i t a h
t Dornye i(2001 )states t ha thigh
. g n i n r a e l n i l u f s s e c c u s o t d a e l l li w n o it a v it o
m The seleciton in Content-Based
n o it c u rt s n
I coursedepend sont hes tudent sandi nsrtucitonals etitng .
d n a w o n S , n o t n ir B . s k s a t d n a s t x e t c it n e h t u a t c e l e s o t s i e l p i c n ir p h tf if e h T a r o f d e t a e r c e r a h c i h w s t x e t l a r o r o n e tt ir w s a s t x e t c it n e h t u a e b ir c s e d ) 9 8 9 1 ( e h c s e W o t n ir B , n e h T . g n i h c a e t e g a u g n a l n a h t r e h t o e s o p r u
p n( 2001)s tate stha tauthenitct ask s
e n o e h t s
a tha tresemble the real-lfie task stha tlearner sare going to perform .By
e h t h ti w s r e n r a e l e h t g n it a ti li c a
f authenitc mate iral ,s i t can keep the learner s
u g n a l d n a t n e t n o c h t o b d r a w o t d e t s e r e t n i d n a d e t a v it o
m agesot hat t heycan l earnt he
e h t d n a t s r e d n u y e h T . y d u t s e g a u g n a l e h t d n a d e i d u t s e v a h y e h t t a h w n e e w t e b n o it a l e r n o s r e d n A ( d n e n a o t s n a e m s i e g a u g n a l t a h t d n a g n i y d u t s e r a y e h t t a h w f o e c n a v e l e r e v o g n i w a r d s i e l p i c n ir p t s a l e h T .) 0 4 1 . p , 1 1 0 2 n a m e e r F
& r tatteniton t o l anguage
h g u o h tl a t a h t o s e r u t a e
f Content-Based Ins rtuciton focuse son giving suf ifcien t
g n i d li u b , s r e e p d n a r e h c a e t e h t m o r f s e m o c n e tf o h c i h w t u p n i e l b i s n e h e r p m o c d n u o f s i t a h t e r u t a e f e g a u g n a l c if i c e p s o t n o it n e tt a g n i w a r d d n a s s e n e r a w
a in
t a h t d e d u l c n o c s i
tI Content-Based Insrtuciton i sa good srtategy for t eaching
d e t a r g e t n i s a h s il g n
E -skills .Content-Based Insrtuciton allow slearner sto acqurie
ir p ’ s r e n r a e l h c i h w e m it e m a s e h t n i s ll i k s d n a e g d e l w o n
k o rknowledge,i nterest sand
s e v i g r e h c a e t e h t fi , n o it i d d a n I . e g a u g n a l r e h t o n a h c a e t o t r e d r o n i d e v l o v n i e r a s d e e n
h c i h w t u p n i l u f g n i n a e m e c u d o r p l li w y e h t ,s r e n r a e l e h t d r a w o t t u p n i l u f g n i n a e m e h t
y l n o t o n s p l e h t a h t e c n e t e p m o c e v it a c i n u m m o c e v o r p m i n a
c the ilstening skill ,bu t
o f o s l
a reignl anguagedevelopmen.t
.
5 TeachingListening
e h t d n a t s r e d n u d n a t p i e c e r o t n e t s il s r e n r a e l e h t ,l li k s e v it p e c e r a s i g n i n e t s i L
r e n e t s il e h t h c i h w y b s s e c o r p e v i s s a p a t o n s i g n i n e t s il , r e v e w o H . ) n o it a m r o f n i( t u p n i
f o w e i v e h T . ) 9 3 . p , 9 0 0 2 , n o t w e N & n o it a N ( .r e k a e p s a y b t n e s n o it a m r o f n i s e v i e c e r
t s
il ening aremoreacitve andi tneedsi nterpretaitveprocess i nwhich t he i nformaiton
, n e t s il e l p o e p n e h W . s r e n e t s il n e e w t e b n o it c a r e t n i e h t y b d e t a e r c s i ti t u b d e x if t o n s i
o g y d a e rl a e v a h y e h t t a h t n o it a m r o f n i r e h t o e h t o t n o it a m r o f n i t u p n i e h t e t a l e r y e h
t t .
o t s a e d i w e n e h t h ti w n w o n k y d a e rl a e v a h y e h t t a h t n o it a m r o f n i e h t e n i b m o c y e h T
r e n e t s il e h t t a h t d e t a t s ) 4 2 . p , 3 0 0 2 , n e s e g l e H n i d e ti c s a , 5 9 9 1 k c u B ( g n i n a e m e t a e r c
m o r f g n i n a e m e h t t c u rt s n o c y e h t t u b n e v i g t x e t e h t m o r f g n i n a e m e h t p s a r g t o n o d
d y n a
m fiferen tsources .Meaning sare shaped by contex tand consrtucted by the
h c n y L ( t c a t n i ti g n i v i e c e r n a h t r e h t a r g n i n a e m g n it e r p r e t n i f o t c a e h t h g u o r h t r e n e t s il
f o e c n a m r o f r e p g n i n e t s il e h
T Academic Listeningclass r equriest he learners t o
e h T . ) e c n a m r o f r e p e v i s n e t x E ( e g a u g n a l n e k o p s f o g n i d n a t s r e d n u l a b o l g a e v a h
f o t n e m e ri u q e r e h t s a e c n a m r o fr e p e v i s n e t x
e Academic Listening clas scould range
a g n i v ir e d d n a n o it a s r e v n o c a o t g n i n e t s il , s e r u t c e l y h t g n e l o t g n i n e t s il m o r f
e h e r p m o
c nsivemessageo rpurpose( Brown ,2001 ,p.257 .)
f o e s o p r u p e h t o t g n i d r o c c
A Academic ilstening, the desc irpiton o f ilstening
e h t r o c il b u p n i n o it a c i n u m m o c e h t g n i d n a t s r e d n u n i s r e n r a e l e h t tr o p p u s o t s i ll i k s
. e c a l p k r o
w Thi sview o f ilsteningi sbasedon t he assumpiton t hat t he main f unciton
f o g n i d n a t s r e d n u e t a ti li c a f o t s i g n i n r a e l e g a u g n a l d n o c e s n i g n i n e t s il f
o spoken
, 8 0 0 2 , s d r a h c i R ( e s r u o c s i
d p.3) ,whichi sdivided i ntot wopa trs ;interpersonalwhich
d n a p i h s n o it a l e r l a i c o s o t s r e f e
r transacitona l which have purpose to convey
. n o it a m r o f n i l a u t c a f r o l a n o it i s o p o r p
. g n i n e t s il n i d e s u s e i g e t a rt s e m o s o s l a e r a e r e h
T According to Buck (2006 ,
e r a e r e h t ,s e i g e t a rt s o w t o t n i d e d i v i d e r a m o o r s s a l c g n i n e t s il n i s e i g e t a rt s e h t ,) 4 0 1 . p
s e i g e t a rt s e v it i n g o c a t e m d n a e v it i n g o c
s e i g e t a r t s e v it i n g o
C referst o menta lacitviitesr elatedt ocomprehending andsto irng
g n i k r o w n i t u p n
i memoryorl ong-termmemoryf orl aterr et ireval
.
a Comprehension processes :Associated wtih the processing o f ilnguisitc and
t u p n i c it s i u g n il n o n
.
b Storingand memoryprocesses :Associated wtiht hesto irngo f ilnguisitcand
o w n i t u p n i c it s i u g n il n o
.
c Using and retrieva lprocesses :Associated wtih accessing memory ,to be
t u p t u o r o f d e i d a e r
s e i g e t a r t s e v it i n g o c a t e
M refers t o t hose consciou so runconsciou smenta lacitviite s
a m e h t n i n o it c n u f e v it u c e x e n a m r o f r e p t a h
t nagemen to fcogniitves rtategies
.
a Assessing the stiuaiton :Taking stock o fcondiiton ssurrounding a language
l a n r e t x e d n a l a n r e t n i e l b a li a v a s ’ e n o , e g d e l w o n k n w o s ’ e n o g n i s s e s s a y b k s a t
a n i g n i g a g n e e r o f e b n o it a u ti s e h t f o s t n i a rt s n o c e h t d n a , s e c r u o s e
r ktas
.
b Montioring : Determining the effecitvenes s o f one’ s own o r another’ s
k s a t a n i d e g a g n e e li h w e c n a m r o f r e p
.
c S -efl evaluaitng :Determining the effecitvenes so fone’ sown o ranother’ s
y ti v it c a e h t n i g n i g a g n e r e tf a e c n a m r o f r e p
.
d S -efl tesitng :Tesitng onesel fto determine the effecitvenes so fone’ sown
f o e r e h t k c a l e h t r o e s u e g a u g n a l
e h
T Socia laffec itves trategiestha tsuggestedbyGoh( 2002 ,p.53 )alsoaffec t
d n a n o it a r e p o o c e r a e r e h t , s e i g e t a rt s o w t s e if it o n h o G . g n i n e t s il n i s r e n r a e l e h t
n e d if n o
c ce buliding .The fris tsrtategy i scooperaiton i n which gives t he student sa
n o it a t e r p r e t n i e h t g n i y fi r e v r o n o it a c if ir a l c r o n o it a n a l p x e , n o it e l p e r r o f k s a o t e c n a h c
n i x a l e r e b o t s e v l e s m e h t ll e t y a m s t n e d u t s e h t , y g e t a rt s r e h t o e h t n I . r e k a e p s e h t o t
.
B Theore itca lFramework
, n o it c e s s i h t n
I the researcherwli lshowal lmajorr elevantt heo ire smenitoned
s s e r d d a s n o it s e u q e h T . s n o it s e u q h c r a e s e r e h t r e w s n a o t r e t p a h c s u o i v e r p e h t n
i e dare
l a ir e t a m c it n e h t u a f o n o it a t n e m e l p m i e h t f o t n e t x e e h t o t d e t a l e
r s used i n Academic
g n i n e t s i
L clas sand t he exten toft hei mplementaitonofteachingi nsrtucitontol eadt o
d e v i e c r e p
a learninggrowthont hepar tofl earners.
h t d e s o p o r p r e h c r a e s e r e h
T eEngilshl anguagel earningi nI ndonesiaast hebroad
f o n o it a t n e m e l p m i e h t f o t n e t x e e h t e z y l a n a o t d e m i a s i tI . h c r a e s e r s i h t f o c i p o t r o j a m
d n a n o it a t n e ir o c it s i n a m u
H Content-BasedI nsrtucitonandt henr elatet ot heexposure
f
o authenitc mate irals used in the clas sin orde rto see to wha texten tthe use o f
l a ir e t a m c it n e h t u
a s and teaching insrtuciton wa s rtanslated wtihin today' s
n o it a r e n e g y r a r o p m e t n o
c .Thep irncipleo fhumanisitco irentaitonandContent-Based
Insrtuciton may also cont irbute some importan tpoint sin the study and teaching
n i d e tr o p p u s o s l a s i g n i n e t s
il solvingt her esearchproblem.
t e h t e s u l li w r e h c r a e s e r e h t ,t r o h s n
I heo ire so fauthenitc mate irals h , umanisitc
n o it a c u d
e and Content-BasedI nsrtuc itonto r evealt heacitviite sdone i nt he t eaching
c it n e h t u a f o n o it a t n e m e l p m i e h t f i e e s o t s a l l e w s a s s e c o r p g n i n r a e
l mate irals ,
n o it a c u d e c it s i n a m u
H and Content-Based Insrtuciton wli laffec tthe student sto be
r e n r a e l e r o
2 2
I I I R E T P A H C
Y G O L O D O H T E M
e h t n i d e s u s a w h c i h w y g o l o d o h t e m e h t s s u c s i d r e ti r w e h t , r e t p a h c s i h t n I
s i h T . y d u t
s chapte ri sorganized into ifve secitons .They are the research method ,
r a p h c r a e s e
r itcipants , research insrtument s and data gathe irng techniques , data
s e u q i n h c e t s i s y l a n
a andt her esearchprocedure.
.
A ResearchMethod
e h t ,I r e t p a h C n i n o it a l u m r o f m e l b o r p e h t n i d e t a t s s n o it s e u q e h t r e w s n a o T
.s d o h t e m d e x i m d e t c u d n o c r e ti r
w Creswel land Plano (2007 )de ifned a sa research
h t e m d n a s n o it p m u s s a l a c i h p o s o li h p h t o b h ti w n g i s e
d ods i nquriy .The methodology
. h c a o r p p a e v it a ti t n a u q d n a e v it a ti l a u q g n i x i m d n a g n i z y l a n a , g n it c e ll o c s e v l o v n i
o t g n i d r o c c
A Hancock ,Ockleford ,Wind irdge (2009) ,Qualtiaitve research attempt s
y e h t y a w e h t e b o t e m a c s g n i h t w o h f o g n i d n a t s r e d n u r u o n e p e e d r o / d n a n e d a o r b o t
4 . p ( . d lr o w l a i c o s r u o n i e r
a )and quanttiaitve research i sused to discovery a new
i h e l a S ( g n i d n a t s r e d n
u & Golafshani ,2010 ,p.140 .) Based on Saleh i& Golafshan i
) 0 1 0 2
( quanttiaitve method i nclude snume irca ldata and qualtiaitve method i nclude s
) 7 8 1 . p , 0 1 0 2 , i n a h s f a l o G & i h e l a S ( h c r a e s e r e h t f o a t a d e h t s a s d r o
w .
. y d u t s e s a c a s i n o it s e u q h c r a e s e r e h t s s e r d d a o t n e s o h c h c r a e s e r f o e p y t e h T
n i h c a o r p p a e v it a ti l a u q a s i h c r a e s e r y d u t s e s a c a , ) 7 0 0 2 ( l l e w s e r C o t g n i d r o c c A
e v o ) s e s a c ( s m e t s y
s ra pe irod o f itme,t hrough detalied, i n-depth data colleciton and
e s a c s a l l e w s a n o it p ir c s e d e s a c a s tr o p e
r -based t hemes .In t hi scase, t he researcher
n o n e m o n e h p e h T . s s a l c g n i n e t s i L c i m e d a c A n i e s r u o C n o i s n e t x E h s il g n E e h t d e i d u t s
e h t s i d e i d u t s g n i e
b u es o fauthenitc mate iral sand Content-Based Insrtuciton in
s s a l c n o it a c u d e c it s i n a m u
h room . In the research ,the uni to fanalysi so fthi scase
s u c o f e h t ,s u h T . s t n e d u t s s i h d n a r e h c a e t a s e d u l c n i h c i h w m o o r s s a l c e h t n o s e s u c o f
l e v e d e h t s i h c r a e s e r s i h t f
o opmen to fthe student sin perceived learning growth
t n e t n o C s l a ir e t a m c it n e h t u a f o n o it a r g e t n i e h t o t d e t a l e
r -Based Insrtuciton in
. m o o r s s a l c n o it a c u d e c it s i n a m u h
.
B ResearchPar itcipants
ll e w y n a f o s r e b m e m l l a s a d e n if e d s a w n o it a l u p o p
A -de ifnedclas so fpeople ,
s i h t f o n o it a l u p o p e h T . ) 3 6 1 . p , 5 0 0 2 , h e i v a z a R & s b o c a J , y r A ( s t c e j b o r o , s t n e v e
d l u o w r e h c r a e s e r e h T . s s a l c g n i n e t s i L c i m e d a c A n i d e v l o v n i s r e n r a e l ll a s a w h c r a e s e r
h t e t u b ir t s i
d e quesitonnarie s fo r al lstudent s o f Academic Listening clas s who
. g n it e e m t s a l e h t n i s s a l c e h t d e d n e tt a
d e d n e tt a o h w s t n e d u t s e h t f o r e b m u n e h
T the Academic Listening clas swa s
9
1 people .Then ,the researche rdist irbuted 19 ques itonnaries in orde rto look thei r
t u o b a y l e ri t n e e c n e ir e p x
e the use o f authenitc mate ira l in the clas s and the
g n it u b ir t s i d r e tf A . s s a l c g n i n e t s i L c i m e d a c A s n o it c u rt s n i g n i h c a e t f o n o it a t n e m e l p m i
e h t ,s t n e d u t s e h t o t s e ri a n n o it s e u q e h
o t n o it a m r o f n i a t a d e r o m n i a g o t r e d r o n i e e w e i v r e t n i 5 e s o h
c answe rboth research
.s n o it s e u q
.
C ResearchI nstrumentsandDataGatheringTechnique
c r a e s e r e h t , d e d e e n a t a d e h t r e h t a g o
T he rusedanumbe rofi nsrtumentsucha s
w e i v r e t n
i s ,colleciton o fexisitng i nformaiton i n t he form of t he studen’t sre lfeciton ,
n o it a v r e s b o d n
a .The researche rcollec t“the data through sustained contac twtih
r o n t c e j b u s e r e h w s g n it t e s n i e l p o e
p mallyspendt hei ritme,( Bodgan& Biklen ,2003 , <
