English supplementary listening materials using films for the students of SMA Bopkri 2 Yogyakarta.

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ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A Thesis

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

in English Language Education

By

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

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ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A Thesis

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

in English Language Education

By

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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A Thesis On

By

Putri Ayu Kesumo Wardhani

Student Number: 02 1214 069

Approved by:

Major sponsor

Made Frida Yulia, S.Pd., M.Pd. January 7, 2008

Co-sponsor

Yohana Veniranda, S.Pd., M.Hum. January 7, 2008

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A Thesis On

By

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

Defended before the Board of Examiners on January 24, 2008

and Declared Acceptable

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. Secretary : Made Frida Yulia, S.Pd., M.Pd.

Member : Made Frida Yulia, S.Pd., M.Pd. Member : Yohana Veniranda, S.Pd., M.Hum.

Member : Ch. Kristiyani, S.Pd., M.Pd.

Yogyakarta, January 24, 2008

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I dedicate this thesis to

my family, Liebe

and

friends

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I wrote, does not contain the works or

part of the works of other people, except those cited in the quotations and

references, as a scientific paper should.

Yogyakarta, January 7, 2008

The writer,

Putri Ayu Kesumo Wardhani

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SURAT PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH DEMI KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : PUTRI AYU KESUMO WARDHANI

Nomor Mahasiswa : 021214069

Demi kepentingan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 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 yang Saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 04 Februari 2008

Yang menyatakan

(PUTRI AYU KESUMO WARDHANI)

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ACKNOWLEDGEMENTS

I would like to dedicate my greatest gratitude to God for His love, mercy,

blessing and guidance all along my life so that I finally accomplished my thesis.

He always gives me strength whenever I fall and the courage to move on.

I would like to address my sincere gratitude to my major sponsor Made

Frida Yulia, S.Pd., M.Pd. and my co-sponsor Laurentia Sumarni, S.Pd. for always encouraging me with their invaluable guidance, criticism, supports,

suggestions and detailed corrections as well as careful revision to improve my

thesis.

Next, I would like to thank the English teachers in SMA BOPKRI 2 Yogyakarta, Ariatmi S.Pd., Ita Hermayanti S.Pd., and Sunu Nugraha S.Pd. M.Hum., and the eleventh grade students of Language Department. I thank them for helping and guiding me as well as giving precious suggestions for my

designed materials.

I am deeply grateful to all lecturers of the English Language Education

Study Program for their guidance, patience, and kindness. They have made my

study in this university easier. I also thank PBI Secretariat staff, Mbak Danik and Mbak Tari, for their special service when I need help.

My great gratitude goes to my beloved parents, Papah R. Wisnu Wardhana and Mamah Suprapti, S.Pd., for their sincere love, care, guidance, and prayers. The same goes to my younger sister, Laras.

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My next special appreciation goes to my adored ‘sista’: Dita, Monica and

Maria for their everlasting friendship. I thank them for their support and advice and I will never forget our faithful companionship.

With all my grateful heart, I thank I Gede Agus Ariutama for his love

and for being my Liebe. He is the greatest inspiration that encourages me to be a better and responsible person. He is the one who is always there for me. I thank

him for his patience in facing my egoism every time whenever I felt stressed and

depressed during the process. I thank him for being everything for me. The same

also goes to Bapak, Ibu, Nana and Ema for their love, support and warmth.

I am very happy to have an opportunity to give my appreciation to all my

“comrades” of ‘02: Ajeng, Rina, Shinta, Daru, Deddy, Dani, Woro, Shanti,

Arin, Tyas, Adesti, Linda, Alakok, Lisa, Rumi, Galih, Wieda, Cecil, Taufik, Reni, and Chiko. These people have always been encouraging me during my thesis completion and giving me valuable experiences in my life. I will never

forget their contribution in improving the quality of my life. I hope our friendship

will be everlasting. I also thank Gabo and Ratri ‘03 for sharing valuable

information. I would also like to thank Sr. Maureen for her time and kindness.

Putri Ayu Kesumo Wardhani

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CHAPTER II: REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1. Instructional Design Models ... 9

a. Taba’s model ... 9

b. Kemp’s model ... 11

2. Content-based Instruction ... 13

a. The Rationale for Content-based Instruction ... 13

b. The Characteristics of Content-based Instruction ... 14

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c. The Advantages of Content-based Instruction ... 15

d. Models of Content-based Instruction ... 16

1) Immersion Education ... 17

2) Content Enriched Foreign Language in the Elementary School ... 18

3) Theme-based Model ... 18

a) Six T’s Approach ... 18

b) The Six T’s Components ... 19

4) Sheltered Model ... 20

5) Adjunct Model ... 21

3. Listening ... 21

a. The Nature of Listening ... 22

b. Listening Processes ... 22

c. Types of Listening Comprehension Task ... 23

d. Listening Stages ... 24

1) Pre-listening ... 24

2) Whilst-listening ... 25

3) Post-listening ... 25

e. Listening Media ... 26

1) Films or Videotapes ... 27

a) DVD Films ... 27

(1) Captioned Films ... 27

(2) Non-captioned Films ... 28

b) Types of Film Viewing Approaches ... 29

(1) Short Sequence Approach ... 30

(2) Whole Film Approach ... 30

2) Audiotapes ... 31

f. Teaching Listening Using Films ... 31

g. Learners’ Problems in Listening ... 32

B. Theoretical Framework ... 34

CHAPTER III: METHODOLOGY ... 40

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A. Method ... 40

1. Pre-design Study ... 41

2. Materials Development ... 42

3. Post-design Study ... 42

B. Research Participants ... 43

1. Participants of the Pre-design Study ... 43

2. Participants of the Post-design Study ... 43

a. The Description of the Participants ... 43

C. Research Instruments ... 44

D. Data Gathering Technique ... 47

E. Data Analysis Technique ... 48

F. Research Procedures ... 50

2. Materials Development ... 51

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ... 52

A. Pre-design Study ... 52

1. Diagnosis of Needs ... 52

a. The Results of the Interview with the English Teachers ... 53

b. The Results of the Pre-design Questionnaire ... 54

B. Materials Development ... 56

1. Determining Competency Standard, Basic Competencies and the Topics ... 56

2. Formulating the Indicators ... 59

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3. Selecting and Organizing Contents ... 59

4. Selecting and Organizing Learning Experiences ... 61

5. Designing the Materials ... 61

6. Determining What to Evaluate, the Ways and Means of Doing It ... 62

C. Post-design Study ... 62

1. Evaluating the Materials ... 62

a. The Results of the Post-design Questionnaire ... 63

b. Participants’ Comments and Suggestions on the Materials Design ... 64

2. Revising the Materials ... 65

a. Responses to the Participants’ Evaluation ... 65

b. The Presentation of the Designed Materials ... 66

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 67

A. Conclusions ... 67

B. Suggestions ... 69

REFERENCES ... 71

APPENDICES ... 73

Appendix A : Letters of Permission ... 74

Appendix B : Interview Guideline, Pre-design and Post-design Questionnaires ... 77

Appendix C : The Results of the Pre-design Questionnaire ... 86

Appendix D : The Selection of Themes, Topics, Texts and Threads ... 89

Appendix E : The Competency Standard and the Basic Competencies ... 91

Appendix F : The Indicators ... 94

Appendix G : The Themes, the Topics, the Sections and Sub-sections of the Designed Materials ... 97

Appendix H : The Syllabus ... 100

Appendix I : The English Supplementary Listening Materials Using

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Films for the Eleventh Grade Students of Language

Department... 121

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LIST OF FIGURES

Page

Figure 2.1 The Eight Steps of Kemp’s Instructional Design Plan ... 13

Figure 2.2 The Content - Language Continuum ... 17

Figure 2.3 Steps in Conducting the Study ... 39

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LIST OF TABLES

Page

Table 3.1 The Description of the Post-design Participants ... 44

Table 3.2 The Blue Print of Participants’ Opinion on the Designed Materials 49

Table 3.3 The Criteria of The Mean of the Evaluation Analysis Results ... 50

Table 4.1 The Sample of the Selection of Themes, Topics, Texts and

Threads ... 57

Table 4.2 The Sample of the Competency Standard and the Basic

Competencies ... 58

Table 4.3 The Sample of the Indicators ... 59

Table 4.4 The Results of the Post-design Questionnaire ... 63

Table 4.5 The Sample of the Themes, the Topics, the Sections and the

Sub-sections of the Designed Materials ... 66

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ABSTRACT

Wardhani, Putri Ayu Kesumo. 2008. English Supplementary Listening Materials Using Films for the Students of SMA BOPKRI2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Listening in both its theory and practice has become an essential part of language learning. In Indonesia, listening takes an important place in senior high school. SMA BOPKRI 2 Yogyakarta is one of the senior high schools that has introduced listening lessons to the students. The preparation dealing with listening test is principally needed since the mastery of listening skill is one of the requirements that should be accomplished in order to pass National Examination and to graduate from senior high school. However, the students rarely have exercise on listening skills and the availability of listening materials and teaching media in this school is limited to the use of cassettes. On the contrary, the use of films offers an excellent opportunity for intermediate-level students to develop fluency in English.

This study was conducted to design English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta. This study was concerned with two research questions; that is, 1) How are English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta designed? and 2) What do English supplementary listening materials using films for the eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta look like? To answer the research questions above, five steps of R & D cycle were applied. They 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 research question, the writer adapted Taba and Kemp’s instructional design models. There were nine steps applied by the writer: (1) Conducting diagnosis of needs; (2) Determining the competency standard, the basic competencies, and the topics; (3) Formulating the indicators; (4) Selecting and Organizing contents; (5) Selecting and organizing learning experiences; (6) Designing the materials; (7) Determining what to evaluate, the ways and means of doing the evaluation; (8) Evaluating the materials; and (9) Revising the materials. The results of the evaluation analysis indicated that the mean was 4.02 on a scale of 1 to 5. It is concluded that the designed materials are suitable and acceptable. To answer the second research question, the writer presented the final version of the designed materials after doing some revisions based on the comments, criticisms, and suggestions from the post-design participants. The designed materials consist of eight units and each unit contains three sections, namely Pre-listening, Whilst-listening and Post-listening.

Finally, the writer hopes that the English supplementary listening materials will inspire other researchers to conduct a further study on other aspects of this study.

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ABSTRAK

Wardhani, Putri Ayu Kesumo. 2008. English Supplementary Listening Materials Using Films for the Students of SMA BOPKRI 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Listening telah menjadi bagian penting dalam pembelajaran bahasa baik secara teori maupun praktek. Listening memiliki peranan penting di SMA di Indonesia. SMA BOPKRI 2 Yogyakarta adalah salah satu SMA yang telah memperkenalkan pelajaran listening kepada siswa-siswanya. Persiapan dalam menghadapi ujian listening sangat diperlukan karena penguasaan kemampuan

listening adalah salah satu syarat yang harus dipenuhi agar dapat lulus Ujian Nasional dan SMA. Akan tetapi, siswa jarang melatih kemampuan listening

mereka dan ketersediaan materi dan media pengajaran listening di sekolah tersebut sangat terbatas pada penggunaan kaset. Di lain pihak, penggunaan film memberikan kesempatan yang baik bagi siswa di level menengah untuk mengembangkan kelancaran dalam berbahasa Inggris.

Studi ini dilaksanakan untuk merancang seperangkat materi listening

tambahan dengan menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) bagaimana materi pembelajaran listening tambahan bahasa Inggris menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta dirancang? dan 2) bagaimanakah bentuk materi listening

tambahan bahasa Inggris menggunakan film untuk siswa kelas XI jurusan Bahasa di SMA BOPKRI 2 Yogyakarta tersebut? Untuk menjawab pertanyaan penelitian di atas lima langkah dari metode siklus R & D (Research and Development) digunakan. Langkah-langkah itu adalah: (1) Mengumpulkan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model pengajaran dari Taba dan Kemp. Terdapat sembilan langkah yang diterapkan oleh penulis: (1) Mengadakan diagnosis kebutuhan; (2) Menentukan standard kompetensi, kompetensi dasar, dan topik; (3) Merumuskan indikator; (4) Memilih dan mengatur isi materi; (5) Memilih dan mengatur kegiatan pembelajaran; (6) Merancang materi; (7) Menentukan apa yang dievaluasi, cara dan alat untuk mengevalusi; (8) Mengevaluasi materi; dan (9) Memperbaiki materi. Hasil dari analisa data evaluasi menunjukkan bahwa nilai rata-ratanya adalah 4,02 pada skala 1 - 5. Dapat disimpulkan bahwa materi yang dirancang ini sudah baik dan dapat diterima. Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir materi yang dirancang setelah melakukan beberapa revisi berdasarkan komentar, kritik, dan saran responden. Materi yang didesain terdiri dari delapan unit dan setiap unit terdiri dari tiga bagian, yaitu Pre-listening, Whilst-listening, dan Post-listening.

Akhirnya, penulis berharap desain ini dapat menginspirasi peneliti lain untuk mengadakan penelitian pada aspek lain dari penelitian ini.

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CHAPTER I INTRODUCTION

In this chapter, the writer explains the background of the study, the problem

formulation, the problem limitation, the objectives, benefits of the study and the

definition of terms.

A. Background of the Study

In learning English, there are four skills that should be mastered by the

students. They are listening, speaking, reading and writing. In the past, listening

was regarded as the least important skill, as Brown (cited in Morley, 2001: 69)

noticed that there are a limited number of published courses on listening

comprehension and classroom practice in many schools across countries.

Nonetheless, listening is now an essential part of language learning in both its

theory and practice. In reality, listening is used more often than any other

language skills in daily life. River and Weaver (as cited in Morley, 2001: 70)

stated that we listen twice as much as we speak, four times more than we read,

and five times more than we write on average.

Denes and Pinson (as cited in Morley, 2001: 70) noted that listening

establishes a foundation for the development of oral language within the “speech

chain” of listening and speaking. In the bounds of a unit of communicative

discourse, listening is a means for teaching elements of grammatical structure and

allows new vocabulary items to be contextualized. Besides, according to Peterson

(2001: 87), learners can build an awareness of the inter-workings of language

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systems at various levels and thus establish a base for more fluent productive

skills through listening. For example, in intermediate level, listening can be used

to stimulate awareness of details and promote accuracy when students are

improving their understanding of the grammatical systems of their second or

foreign languages.

Nowadays, in addition to the importance of listening in language learning,

listening also takes an important place in senior high school. The mastery of

listening skill is a requirement that should be accomplished in order to pass the

National Examination and to graduate from senior high school in Indonesia.

Therefore, the preparation dealing with listening test in order to graduate from

senior high school is principally needed.

The preparation for listening tests in many schools in Indonesia is still

limited to the use of recording in the form of cassettes. Until recently, the use of

films in foreign language teaching has been disparaged because teachers feel they

are time-consuming. Yet, with the spread of video equipment and audiovisual

resources into educational institutions, the use of films is becoming more

common. Giving visual messages a place in the foreign language curriculum

offers an excellent opportunity for intermediate-level students to develop fluency

in English. It is an interesting and entertaining way to enhance the learner's

motivation in learning the target language. Besides, the messages available

through films offer a refreshing change of routine in the classroom.

Furthermore, Massi and Merino (1996: 20) suggested that films are able to

illustrate clearly situations which are unfamiliar or inaccessible. Films also

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of an issue. Besides, the practicality of films offers a richness of classroom

listening comprehension, contextualized linguistics, paralinguistics and authentic

cross-cultural information, and fluency practice (Braddock, Mejia, Stempleski, &

Wood as cited in King, 2002 from http://www.eltnewsletter.com/back/February

2002/art882002.htm).

SMA BOPKRI 2 Yogyakarta is one of the senior high schools that has

introduced listening lessons to the students in order to prepare them to face the

National Examination. However, the availability of listening materials and

teaching media in this school is very limited. The teaching media used are only

cassettes. Furthermore, the students have some weaknesses in listening. For

example, the students cannot catch the speaker’s utterances, are not familiar with

the expressions used in the recordings, lack vocabulary mastery, and the

recordings do not give them the illustration of the situation where the dialogue

takes place. Moreover, the students rarely have exercise on listening skills. Those

are the main reasons why the writer is interested to conduct the study. Therefore,

this study is aimed to construct a set of English supplementary listening materials

using films for the eleventh grade students of Language Department of SMA

BOPKRI 2 Yogyakarta.

The reason why the writer chose the eleventh grade students of senior high

school is that they are more flexible to be given any kinds of materials than the

twelfth grade students, who have to concentrate on the examination. It is expected

that the students will have strong basics of English as well as high motivation in

learning English. Moreover, the students cannot instantly acquire English well.

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B. Problem Formulation

Based on the problems presented in the background of the study, the questions

are formulated as follows:

1. How are English supplementary listening materials using films for the

eleventh grade students of Language Department of SMA BOPKRI 2

Yogyakarta designed?

2. What do English supplementary listening materials using films for the

Yogyakarta look like?

C. Problem Limitation

This study was conducted to design suitable English supplementary listening

materials for the eleventh grade students of Language Department of SMA

BOPKRI 2 Yogyakarta. Based on the writer’s observations while conducting the

macro teaching (PPL II), it has good teaching facilities, such as listening laboratory, multimedia laboratory, and computer laboratory. However, the

teaching media are limited to the use of cassettes. Therefore, the writer intended to

design listening materials in SMA BOPKRI 2 Yogyakarta. This study was limited

to the development of materials and was not concerned with the implementation

or the verification of the effectiveness of the materials. The study was also limited

to developing supplementary materials only.

In order to achieve the objectives of this study as well as to create an

enjoyable atmosphere in teaching learning process, the writer employed

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content resources and the selection of suitable language learning activities, the

writer employed Six T’s Approach. Six T’s approach, proposed by Stoller and

Grabe, is the first systematic framework for theme-based model (Snow, 2001:

307).

Based on that, the writer would present English supplementary listening

materials using films that can improve the students’ listening ability without

neglecting vocabulary mastery and other skills. Considering the main purpose of

this study, the contents of the materials design are limited to the English listening

skills needed by the eleventh grade students of Language Department of SMA

D. Objectives of the Study

Based on the questions in the problem formulation, the writer presents two

objectives of this study. They are as follows:

1. To develop English supplementary listening materials using films for the

Yogyakarta.

2. To present English supplementary listening materials using films for the

Yogyakarta.

E. Benefits of the Study

The writer hopes that the study may give some benefits to the

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1. For English teachers of SMA BOPKRI 2 Yogyakarta

It is hoped that the English teachers use the supplementary materials to

complement the existing materials for students in the Language Department.

Furthermore, the English teachers can employ these supplementary materials to

assist the students to deal with the English listening test in the National

Examination (UN). The designed materials can also be used as guidance in the students’ learning activities especially in listening.

2. For the eleventh grade students of Language Department

This study will provide them with a set of well-developed English

supplementary listening materials that match their needs to improve their listening

skills. By applying this design, it will help them to learn and practice English

correctly especially in listening skill.

3. For other researchers

The study will also benefit the future researchers. This is because there are

possibilities that another problem will arise after the results of this study are

presented. This problem can be the basis to conduct further research that is more

specific. It is hoped that other researchers conduct a further study on other aspects

of this study, for example verifying the effectiveness of the designed materials or

implementing the designed materials.

F. Definition of Terms

In this section, the writer intends to discuss some terms used in this study to

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1. Design

Kemp (1977: 6-8) defined design as “a plan which is applied in any

educational level involving the essential element, namely objective of learning,

the activities and resources, and evaluation.” In this study, design means a set of

plans to organize English supplementary listening materials using films for

eleventhgrade students of Language Department of SMA BOPKRI2 Yogyakarta.

The materials used for the teaching learning process are in accordance with the

learners’ needs and interests.

2. Listening

Listening is the ability to identify and understand what others are saying.

This involves understanding a speaker’s accent or pronunciation, his grammar and

his vocabulary, and grasping his meaning (Howatt and Dakin as cited in Yagang,

1993: 16). In this study, the writer intends to develop students’ listening skills in

order to prepare them to face the National Examination in order to graduate from

senior high school and help them to learn and practice English correctly.

3. Supplementary

In Longman Dictionary of Contemporary English (Gadsby, 2001: 1449), the

word supplementary is defined as “provided in addition to what already exists.” In

this study English supplementary listening materials will be the results of this

study. It can be used by English teachers to supplement or complete the existing

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intends to develop English supplementary listening materials for the eleventh

grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

4. Language Department

Language Department is one Department in senior high school that the

students are focused mainly to learn languages, for example English, Arabic, and

German, without neglecting other subjects. Language Department students are

students in their second and third years of senior high school. In order to develop

their English skills intensively, they have more time for English learning practice

than those in the Science Department (IPA) and the Social Department (IPS) (Depdiknas, 2003: 55). In this study, the designed materials are intended for the

eleventh grade students of Language Department of SMA BOPKRI 2 Yogyakarta.

5. Films

In Longman Dictionary of Contemporary English (Gadsby, 2001: 519), the word film is defined as “a story that is told using sound and moving pictures,

shown at a cinema or television for entertainment.” In this study, the films used

are in the forms of DVD and VCD. DVD films provide special features including

language and subtitles and immediate scene access (King, 2002 from http://www.

eltnewsletter.com/back/February2002/art882002.htm). VCD films are utilized

since some of the films are not available in DVD. The films used mostly are

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer reviews the basic theories underlying this study and

discusses the framework of this study. This chapter is divided into two main parts;

those are theoretical description and theoretical framework.

A. Theoretical Description

This section discusses the instructional design models, Content-based

Instruction (CBI), and the theory of teaching listening.

1. Instructional Design Models

In this study, two models of instructional design are discussed; that is, Taba

and Kemp’s models.

a. Taba’s Model

Taba’s instructional model is systematic and has a significant organizing

power. It emphasizes the formulation of behavioral objectives by providing a clear

concept of the outcome. Thus, content and method in this design are well

organized and the result is evaluated. Taba’s instructional model has seven steps.

1) Diagnosis of Need

This step is conducted to analyze the students’ problems, conditions and

difficulties in learning English specifically listening. This step consists of

illustrating and analyzing the collected data to design the appropriate listening

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materials for the eleventh grade students of Language Program of SMU

2) Formulation of Objectives

In this step the specific objective is formulated from the general objectives of

the school and from the results of diagnosis of needs.

3) Selection of Content

In this step, selecting content carefully is needed. Things to be consider is the

central topic and its aspects, the specific facts and details which will be applied

to develop the central topic.

4) Organizing of Content

The content needs to be arranged so that the topics and the ideas are in a

sequential order according to a feasible learning sequence; from the unknown

to the known, from the concrete to the abstract, from the easy to the difficult.

5) Selection of Learning Experiences

After the content is organized, it is time to plan the learning experiences or

learning activities. The achievement of the formulated objectives depends on

the type of learning experiences which are employed in this study.

6) Organizing of Learning Experiences

After selecting the learning experiences, it is necessary to organize the

learning experiences. The most important requirement for the organization of

learning experiences is that they follow a sequence that encourages continuous

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7) Determination of what to evaluate and of the ways and means of doing it

This step consists of the determination the elements that will be evaluated, the

techniques used in gathering the data for the evaluation and the evaluation

devices. By determining the appropriate aspects and the means to evaluate, it

is possible to develop a suitable set of designed materials in this study.

b. Kemp’s Instructional Model

The second instructional design model used in this study is Kemp’s model.

Kemp (1977: 8) stated that there are three essential elements of instructional

technology. They are:

1. What must be learned? (Objectives)

2. What procedures and resources will work best to reach desired learning

levels? (Method)

3. How will we know the desired learning occurs? (Evaluation)

In addition, Kemp’s model emphasizes the interdependence among the eight steps

in the process, highlights the importance of the evaluation, and acknowledges

more environmental factors in an educational setting, for example, the resources

such as time, equipment, personnel, and materials and the support (Kemp, 1985).

In order to maintain the three essential elements, there are eight steps that

must be accomplished in the design plan. The eight steps are:

1) Consider goal(s), list the topics, and state the general purposes for each topic

2) List the important characteristics of the students

3) Specify the learning objectives in terms of behavioral outcomes

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5) Conduct a pre-assessment to know the students’ background of knowledge.

6) Choose some teaching-learning activities and resources

7) Determine some supports services such as budget, facilities, personnel,

equipment, and schedule to implement the instructional plan

8) Evaluate the students’ achievements, the learning experiences and the program

to do some revision and re-evaluation in the instructional plan that needs to be

improved

Goals, Topics, and

General Purposes

Learning Objectives Evaluation

Teaching/ Learning Activities, Resources

Pre-assessment Revise

Subject content Support

Service

Learners Characteristics

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The strength of Kemp’s model is that the design and the development

process is a continuous cycle that requires constant planning, design, development

and assessment to assure effective teaching learning activities. Furthermore, there

is also an emphasis on the materials and objectives, as well as on the selection of

learning materials. The eight steps of Kemp’s model can be seen in Figure 2.1.

2. Content-Based Instruction

The term Content-based Instruction (CBI) refers to an approach that

integrates language instruction with content instruction (Brinton, Snow & Wesche

as cited in Chapple & Curtis, 2000: 420). In the history of second and foreign

language teaching, the word “content” has had many different interpretations.

Content, in CBI, according to Snow (2001: 303) is the use of subject matter for

second or foreign language teaching purposes. Subject matter may consist of

topics or themes based on the students’ interests and needs. CBI provides a

meaningful context for language development, as it not only builds on students'

previous learning experiences and current needs and interests, but also takes

account of the eventual purpose for which students learn the language. CBI can be

found in both the second and the foreign language settings.

a. The Rationale for Content-Based Instruction

There are five rationales supporting the implementation of CBI. The

rationale for CBI can be derived from a variety of sources. First, successful

language acquisition development is when the students acquire comprehensible

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(as cited in Snow, 2001: 304) stated that “comprehensible subject-matter teaching

is language teaching since learners acquire language when they understand

messages in that language.” Therefore, CBI focuses students to learn English on

what is being said or the meaning of the language rather than on the form of the

language. Second, in addition to receiving comprehensible input, learners must

produce comprehensible output as well. Swain (as cited in Snow, 2001: 304)

stated that “learners need to be pushed to deliver the message precisely,

coherently, and appropriately.” CBI can provide this ‘push’ since the learners

learn to produce language appropriately in terms of both content and language.

Third, there is a wide opportunity to negotiate language and content in CBI

(Snow, 2001: 304). CBI is a very appropriate method to learn language since it

emphasizes learning language through content. Fourth, Mohan and Tang (as cited

in Snow, 2001: 304) stated that “CBI promotes extended practice with coherent

content coupled with relevant language learning activities.” Fifth, CBI can

increase knowledge on the field learnt. Bereiter & Scardamalia (as cited in Snow,

2001: 304) stated that “CBI can provide chances to reinvest knowledge, use it

through problem-solving task, and increase intrinsic motivation to learn more.” As

the students are exposed to more complex learning activities, they will improve

their learning and their intrinsic motivation as well as their knowledge on the

subject learnt.

b. The Characteristics of Content-Based Instruction

CBI has a wide range of characteristics since it can be applied in many

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of CBI are shared among its various forms. CBI can vary widely in its

implementation; however, it has certain defining characteristics among them.

They are:

1) Learners are exposed to language while learning about other content areas.

2) Content areas are relevant to learners’ academic and/or professional needs.

3) Language is contextualized through these relevant content areas, and thus is

also relevant to learner needs.

4) Support is provided for learners’ linguistic development.

5) A focus is placed on developing academic and/or professional language

proficiency.

6) Authentic materials are used to present content matter.

7) The use of authentic materials lends itself to the integration of skills, to

increased motivation, and to increased cognitive and linguistic complexity.

c. The Advantages of Content-based Instruction

According to Peachey (in http://www.teachingenglish.org.uk/think/

methodology/content.shtml), there are five advantages of CBI. Those are:

1) CBI 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 into improving and supporting their general

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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.

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 addition 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.

d. Models of Content-based Instruction

Several different instruments can differentiate models of CBI from each

other. Those can be classified depending upon the objectives of the program, its

target on the student’s number, and the demand of the instructional setting. Met

(as cited in Snow, 2001: 305) stated a way to distinguish Content-based models

from one another by looking at the degree of emphasis on language and content,

which underlie a particular program. She visualized a continuum by setting

“content-driven” models at one end and “language-driven” models at the other

end.

Figure 2.2 indicates some of the different ways in which language and

content are integrated and organized according to the relative weighting of the two

components. To the left, content is dominant and to the right, language is

dominant. As discussed by van Lier (cited in Jourdenais & Shaw, 2005: 4), all

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where language and content are in roughly equal weight as in Sheltered and

Adjunct models. In other cases, content is the more significant as in total or partial

immersion, whereas Theme-based model is principally based on language and

language-related skills.

Theme-based Model

Content-Driven Language-Driven

Total Partial Sheltered Adjunct Theme-based Language Classes Immersion Immersion Model Model Model with Frequent Use

of Content for Language Practice

Figure 2.2 The Content - Language Continuum (Snow, 2001: 305)

The most common three Content-based models described by Brinton, Snow

and Wesche (as cited in Brinton in

http://www.humnet.ucla.edu/flr/content-based/general-models/d-brinton.htm) are Theme-based model, Adjunct model,

and Sheltered model. Each of the three content-based models shares the same and

different features. For example, content as a point of difference, relation to student

interests and needs, authenticity of materials and task, and place of language to L2

learner proficiency levels. Through time, CBI has been developed into five

models (Snow, 2001: 305-309). Those five Content-based models are discussed as

follows.

1) Immersion Education

Immersion education is where the students receive most of their lesson in

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immersion and partial immersion. In total immersion, the learners receive the

majority of their schooling through the medium of their second language (Snow,

2001: 305). Whereas in partial immersion, 50% of the study time allocation is for

the learners to use their first language and the other 50% is to use the second

language on learning the subject.

2) Content-Enriched Foreign Language in the Elementary School

According to Snow (2001: 306), this model finds points of coincidence with

the standard school curriculum which can be paired with the objectives of the

foreign language curriculum. For example, terms and structure for describing

plant are linked to a science unit on biology, rather than being presented in

isolation.

3) Theme-based Model

Theme-based model is usually found in EFL contexts. Theme-based model

integrates the language skills into the study of themes or topics. Topics in

theme-based model are chosen theme-based on students’ interests and needs. The teacher

presents topics of themes as a vehicle for language development. The main goal of

Theme-based model is teaching language rather than teaching the content.

a) The Six T’s Approach

Stoller and Grabe (as cited in Snow, 2001: 307) offered the Six T’s

Approach, the first systematic framework for Theme-based model. The Six T’s Approach is a basic approach to the arrangement of content resources and the

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Themes, Texts, Topics, Threads, Tasks, and Transitions. This approach assumes

that the first consideration must be given to an arrangement of students’ needs,

students’ goals, institutional expectations, available resources, teacher’s abilities,

and expected final performance outcomes. When these criteria are specified,

informed decisions can be made about those six curricular components.

b) The Six T’s Components

Further discussion of each component of the Six-T’s Approach proposed by

Stoller and Grabe (1997) is presented as follows.

1) Theme

Themes are the main ideas that arrange selected major curricular units for its

appropriateness to the students’ needs and interests, teacher’s abilities and

interest, program resources, and institutional expectation. For example, insects

theme might include in elementary school theme, whereas violence might be

chosen for advanced students.

2) Topic

Topics are the sub-units of content which explore more detailed part of the

theme. For example, a theme unit of violence might include topics around

violence in family, violence at work and more.

3) Texts

Texts are defined as content resources which guide the basis planning of

theme units. Text selection will depend on a number of criteria: students’

interest, relevance, and instructional appropriateness provide a first set of

guidelines for determining text selection; format appeal, length, coherence,

connection to other materials, accessibility, availability, and cost represent

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Instructor-compiled content resources (readings of various genres, videos,

audiotapes, maps, tables, graphs, software)

Instructor-generated content resources (lectures, worksheet, graphic

representations, bulletin board displays)

Task-generated content resources (student’s free writing, discussions,

problem-solving activities, graphic representations, library searches,

debates, surveys/questionnaires)

External content resources (guest speakers, field trips)

4) Threads

Threads are the linkage among units that create greater curricular coherence.

Threads are relatively abstract concepts that provide a means of linking

themes. For example, the thread responsibility might be used to link the unit

developed around the themes of civil right and Native Americans.

5) Tasks

Tasks are daily instructional activities used to teach content, language, and

strategy instruction. In this approach, tasks are planned based on the texts

being used.

6) Transitions

Transitions are explicitly planned actions which provide coherence among the

topics in a thematic unit and among tasks within topics.

4) Sheltered Model

Sheltered and Adjunct CBI models usually occur at universities in English

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the language. Students study the content through a second language with the

assistance of the content instructor. The content instructor is sensitized to the

language acquisition process and to students' language needs and abilities.

5) Adjunct Model

In Adjunct model, students are at the same time joined in a language class

and a content class. The linked classes are taught by content and language

teachers respectively. The purpose of the content class is content mastery; in the

language class, the purpose is for students to master elements of the second

language which are necessary for success in the content area. Coordination

between content and language teachers is essential. Language teacher needs to be

familiar with the content material, i.e., read the content textbook and attend

content lectures whenever possible. Snow (2001: 307) stated that a key feature of

the Adjunct model is the coordination of objectives and assignments between

language and content teachers. The language class becomes content based

meaning that the students’ needs in the content class influence the activities of

language class.

3. Listening

This section discusses the nature of listening, the processes of listening, the

types of listening comprehension tasks, and the stages of listening. Then, it is

followed by teaching listening, listening media, and learners’ problems in

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a. The Nature of Listening

Listening is one of the skills that become the basic skill in learning the

foreign language. In language teaching, listening refers to a complex process that

allows us to understand spoken language (Rost, 2001: 7). Rost (2001: 11) added

that “making listening materials needs a good understanding of effective teaching

that includes careful selection of sources, creative listening materials design,

continuous assistance, and integration of listening with other skills.”

As stated by Rost, listening should be integrated with other skills in the real

life. For example, we must have a basic knowledge of pronunciation obtained

from listening to the dialogue so that we can produce good sentences when we

want to read. Moreover, we must be able to listen to someone if we want to write

his/her speech. Furthermore, in order to develop suitable listening materials, the

designer should consider the selection of the materials including the difficulties

and the materials’ authenticity.

b. Listening Processes

There are two kinds of listening processes. They are bottom up and top down

processes. Bottom-up processing refers to “a process by which sounds are used to

build increasing larger units of information” (Goh, 2002: 5). In this process,

listeners start with words, clauses, sentences before the aural input is understood.

Top-down processing is the opposite of bottom-up processing. Top-down

processing refers to “the use of background knowledge in understanding the

meaning of a message” (Richards as cited in Martalinova, 2002: 29). In this

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information based on previous learning and life experience. The listeners use the

background knowledge to analyze, interpret, and store information.

Eysenck (as cited in Goh, 2002: 6) stated that both bottom-up and top-down

processing now occur at the same time. Listening does not always use top-down

or bottom-up processing only, but one type of processing might take precedence

over the other. It depends on the amount of practice an individual has had on a

particular task. As an example, in listening to a speech about HIV/AIDS, students

will use their background knowledge to analyze the speech and catch the meaning

of words and sentences to obtain new information about HIV/AIDS. By using

top-down and bottom-up processing together at the same time, learners will get more

benefits in improving their listening skill.

c. Types of Listening Comprehension Task

The term ‘task’ in types of listening comprehension task refers to activities

where the students listen to input in English for communicative purpose (Willis as

cited in Goh, 2002: 11). There are two types of listening comprehension tasks.

They are one-way (transactional) listening task and two-way (interactional)

listening task.

One-way listening task involves the students only in listening and responding

through different ways. Students concern mainly with gaining information and

knowledge (Goh, 2002: 13). They do not have to interact with the speaker while

listening, for example, listening to the radio, watching television and performance

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Different from one-way listening task, two-way listening task involves

various amount of oral interaction with the speaker (Goh, 2002: 20). The listener

has to interact with the speaker, such as asking questions, offering information,

expressing opinions and more. Both one-way and two-way listening tasks are

needed since one-way listening task is used to interact with others and two-way

listening task is used to gain information (Richards as cited in Martalinova, 2002:

29).

In this study, a set of supplementary listening materials will be designed

using listening processes and comprehension tasks that help the students

comprehend the real-life listening activities.

d. Listening Stages

Miller (in http://www.eslmag.com/modules.php?Name=News&file=article&

sid=20) stated “one of the main advancements to come out of research into

listening strategies was the understanding that listening exercises could be divided

into three main parts: Pre-listening, Whilst-listening, Post-listening activities.” To

divide the stages in listening activities into three stages is very fruitful. This

format has proved useful in taking the attention off continually testing listening

and has allowed learners to do other things with the information that they listen to.

1) Pre-listening Stage

In pre-listening stage, “a teacher can initiate a short discussion with the

learners in the pre-listening stage as to what they think of the topic before they

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http://www.eslmag.com/modules.php?name=News&file=article&sid=20). As in

real life again, when we listen to something on TV, we are usually in the position

where we know the subject area and can predict a lot of what is going to be said.

In the class, we must try and prepare our students similarly. Students should be

given a reason to listen, a chance to discuss and predict what they are going to

hear.

2) Whilst-listening Stage

In whilst-listening stage, “learners can be helped to focus on their listening

by careful selection of tasks that are meaningful and that provide to developing

specific listening skills rather than on constantly measuring performance through

test-like exercises” (Miller in http://www.eslmag.com/modules.php?name=News

&file=article&sid=20). In this stage the students gain classroom listening

practices. The tasks should be set so as to aid and encourage effective listening,

not to set traps for students to fall into which will only be harmful for their

motivation.

3) Post-listening Stage

In post-listening stage, “the learners can be asked to use whatever

information they gathered from a text to have an extended discussion in a

post-listening stage (allowing for more individualization and critical comments to be

developed)” (Miller in http://www.eslmag.com/modules.php?name=News& file =

article&sid=20). It is better if students first check answers to any comprehension

tasks in pairs or groups which are less demotivating for the many students who

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It is good for the students to realize they have been doing something useful and

interesting.

In addition, Goh (2002: 29) added that “post listening activities should be an

extension of communicative outcomes and listening materials.” Those activities

have several aims that can be achieved concurrently or separately. The aims

include helping the students to:

1. practice other language skills; speaking, reading, writing, using the same

theme or topic

2. examine and reinforce language points; e.g. grammar, vocabulary, useful

expressions

3. personalize contents of listening materials; e.g. literary texts

4. acquire further content knowledge related to the theme or topic of the listening

materials

In this study, a set of supplementary listening materials will be designed using

those stages that help the students comprehend the real-life listening activities.

e. Listening Media

Candlin (as cited in Martalinova, 2002: 33) suggested that if the language

teaching is to facilitate students to understand in all types of requiring their own

utterances, the written texts are no longer sufficient. Therefore, teachers may use

other media in giving language exposure to the students. The following are the

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1) Films or Videotapes

Films or videotapes offer dynamics of communication among people. It

gives visualization to students in order that they can learn how people interact

with each other, how they behave, dress, look, and their gesture are. Films are

varying in form of VHS, VCD and DVD.

a) DVD Films

DVD has enormously replaced traditional VHS as the movie medium of the

new millennium. In addition to its efficiency, duality, ease of use, and

audio-visualquality, there are a variety of special features offered on DVD. DVD films

provide special features including interactive menus, theatrical trailer, behind the

scenes commentary, language and subtitles and immediate scene access (King,

2002 in http://www.eltnewsletter.com/back/February2002/art882002.htm). In

educational settings, many classrooms and language labs have been upgraded

from VHS to this most popular movie medium. There are some of the special

features offered on DVD films that are very useful in language class. They are:

(1) Captioned Films

English-captioned films are a rich source of instructional materials that

provide examples and content in oral communication. Research in the field

indicates that captioned films are more effective than non-captioned films in terms

of improving overall listening comprehension and helping EFL students’

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letter.com/back/February2002/art882002.htm). King summarized the value and

benefits of using captioned films for language learners as follows.

1. Captioned films motivate students to learn English, especially to listen to the

dialogs in movies

2. Captioned films bridge the gap between reading skills and listening skills

3. Captioned films reinforce students' understanding of English context-bound

expressions

4. Captioned films make students follow a plot easily

5. Students learn new vocabulary and idioms

6. It develops students' concentration in following lines

7. Students learn how to pronounce certain words

8. It develops word recognition

9. Process a text rapidly and improve rapid reading

10. It enables students to keep up with the captions that accompany the spoken

dialogs

11. It helps students comprehend jokes and have a few hearty laughs

12. Students learn different strategies and styles for processing information

13. Students easily obtain a clear image of related dynamic verbs and sound

effects words in brackets appear on the screen, synchronized with

corresponding actions and sounds such as slam the door and giggle

(2) Non-captioned Films

EFL learners, who are eager to comprehend spoken materials intended for

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proficiency levels, experience mixed feelings about non-captioned films. Several

obvious difficulties of watching non-captioned films arise mainly from language

difficulty, such as the rapid pace of speech, unclear speech and accents, technical

or specialized terminology, overload of old-fashioned slang and idioms,

unfamiliarity of cultural background or knowledge, culturally specific humor, and

more. However, exposing learners to authentic materials is a necessary stage in

the learning process to help the learners master listening strategies. King (2002 in

http://www.eltnewsletter.com/back/February2002/art882002.htm) suggested some

compelling reasons for using non-captioned movies for listening comprehension

and fluency practice that should not be ignored. First, non-captioned films help

students develop a high tolerance for ambiguities. Second, it enhances students'

listening strategies such as guessing meaning from context and inferring strategies

by visual clues, facial expressions, voice, and sound track. Third, it promotes

active viewing and listening for key words and main ideas. Fourth, it motivates

students to make use of authentic English material on their own. Finally, it

provides students with the opportunity to experience a great sense of

accomplishment and self-assurance. King added that non-captioned English films

are challenging and can be exploited for listening comprehension practice, even if

the comprehension is limited to advanced students.

b) Type of Film Viewing Approaches

While presenting films, some structurally-driven approaches have been

widely adapted by classroom teachers. When selecting approaches, teacher should

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and target groups. The approaches, the short sequence approach and whole film

approach, are discussed as follows.

(1) Short Sequence Approach

Many proponents of short sequences suggest that a two-hour feature film has

the problem of overload and length for less advanced learners, so the teacher

needs to provide bite-sized chunks for them to understand. There are three types

of approaches in short sequence approach. They are:

a. a sequential approach in which teaching by showing the film scene-by-scene

or one segment at a time

b. a single-scene approach in which only one scene or segment from the entire

film is used

c. a selective approach featuring only a few scenes from different parts of the

film

(2) Whole Film Approach

The whole film approach is an approach in which a feature film is shown in

its entirety and studied as a whole. It usually takes one or two hours rather than

the typical video-teaching techniques such as sound off/vision on, sound on/vision

off, pause/freeze-frame control, jumbling sequence and split viewing, among

others (Stempleski as cited in King, 2002 in http://www.eltnewsletter.com /back

/February2002/art882002.htm). Whole film approach with rich exposure to

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achieves awareness of pragmatics which is an essential component of

communicative competence.

2) Audiotapes

Audiotapes bring in communication in action though without visualization.

Students can only imagine the actual setting of the conversation when the

illustration of the background situation is given. The audiotapes can be made in

the original format such as news, advertisement, and school announcement.

In this study, the use of films is important since the purpose of this study is to

design a set of supplementary listening materials using films and SMA BOPKRI 2

Yogyakarta has supported facilities for the teaching learning activities.

Furthermore, the use of audiotapes will be considered as the follow-up activities

so that students can practice English listening skills well.

f. Teaching Listening Using Films

Ur (1996: 105) said that students should learn to perform successfully in

real-life listening situations is the objective of listening comprehension practice in the

classroom. Students are expected to understand the utterances using natural

speech of speaking, proper diction, and pronunciation so that whenever they listen

to English conversation, they will be able to understand it. Besides, they can

respond to the daily conversation well. Moreover, the teacher’s role is important

to create such supporting situation with the intention that the students experience

real-life conversations. Learning English by use of films compensates for all the

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refreshing learning experience for students who need to take a break from rote

learning of endless English vocabulary and drill practices, and replace it with

something realistic, a dimension that is missing in textbook-oriented teaching.

g. Learners’ Problems in Listening

According to Ur (1996: 112), students meet some problems in listening. Those

problems are:

1. The students have problems with sound

The students rarely listen to foreign speech and used to dealing with written

exercise. This causes them to acquire limited information about correct

pronunciation.

2. The students have to understand every word

Students think that while listening they have to understand every single word

in order to understand the whole information. This wrong perception will make

them tired and confused easily. To manage this situation, teacher should explain

to the students that they do not need to pay attention to the whole text, but they

have to search the important information.

3. The students cannot understand fast and natural native speech

The students tend to ask the teacher to speak slowly and repeat the

information if they cannot catch the idea or the message of the information. In

other words, students cannot understand natural native speech. On the contrary,

teacher has to speak in native speech in order to give the students listening

exposure. However, this will make them become used to the fast and natural

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4. The students need to hear things more than once

Students tend to ask repetition when listening the particular information,

whereas listening occurs only once in real-life situation.

5. The students find it difficult to keep up

Students feel overloaded with the received information. They cannot follow

and understand the information given.

Goh (2000: 59) added some problems experienced by the students related to

the different phase of listening comprehension. There are three phases in listening

comprehension, that is, perception, parsing, and utilization. Problems experienced

at the perception stage have mainly to do with recognizing sounds as distinct

words or groups of words. Perception problems also include difficulties with

attention. Parsing problems include various difficulties with developing a coherent

mental representation of words heard. In the utilization stage, some learners have

difficulty with understanding the intended message of the speaker. Difficulties

also arise at this stage when the listener is unable to process the text further due to

either a lack of prior knowledge or inappropriate application of prior knowledge.

Goh (2000: 60) identified five most common problems related to the three

different phases. They are:

1. Quickly forget what is heard

One of the most common problems is that, although listeners can understand

what is said when they heard it, they will forget it as soon as they begin

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2. Do not recognize words they know

Although some words sound familiar, listeners are unable to recall their

meanings immediately. Consequently, they are unable to process the message

using those words.

3. Understand words but not the intended message

They are unable to gain the full meaning of the message even though they have

understood the literal meaning of the words.

4. Neglect the next part when thinking about meaning

The listeners miss the next part of a text when they stop to think about

unfamiliar words or the interpretation of a segment of text.

5. Unable to form a mental representation from words heard

Listener fails to derive a reasonable mental representation of the input by

connecting the words they heard.

These difficulties will be considered in designing supplementary listening

materials for the eleventh grade students of Language Department of SMA

B. Theoretical Framework

The framework of this study will be further discussed in this section. This

study focuses on designing a set of listening supplementary materials using films

for the eleventh grade students of Language Department of SMA BOPKRI 2

Yogyakarta. There are some steps involved in the process of designing a set of

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The writer employed CBI since it provides a meaningful context for language

development, as it does not only build on students' previous learning experiences

and current needs and interests, but also take account of the eventual purpose for

which students learn the language. As the basis for teaching the students and for

selecting the teaching-learning activities, the writer employed Theme-based

model. Theme-based model is one of the CBI models. In Theme-based model, the

students are trying to learn the target language or the foreign language, in which

selected topics or themes are based on the students’ interests and needs.

In this study the writer employed Six T’s Approach, a new approach to

Theme-based model, as the basis for designing the materials. The Six T’s

English supplementary listening materials using films for the students of SMA Bopkri 2 Yogyakarta.

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A Thesis

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

A Thesis

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

A Thesis On

Putri Ayu Kesumo Wardhani Student Number: 02 1214 069

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. Secretary : Made Frida Yulia, S.Pd., M.Pd.

I dedicate this thesis to

SURAT PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH DEMI KEPENTINGAN AKADEMIS

ENGLISH SUPPLEMENTARY LISTENING MATERIALS USING FILMS FOR THE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

ACKNOWLEDGEMENTS

Putri Ayu Kesumo Wardhani

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION ... 1

CHAPTER II: REVIEW OF RELATED LITERATURE ... 9

CHAPTER III: METHODOLOGY ... 40

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ... 52

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 67

REFERENCES ... 71

APPENDICES ... 73

LIST OF FIGURES

ABSTRACT

ABSTRAK

CHAPTER I INTRODUCTION

A. Background of the Study

B. Problem Formulation

C. Problem Limitation

D. Objectives of the Study

E. Benefits of the Study

F. Definition of Terms

CHAPTER II

A. Theoretical Description

a. Taba’s Model

b. Kemp’s Instructional Model

2. Content-Based Instruction

a. The Rationale for Content-Based Instruction

b. The Characteristics of Content-Based Instruction

c. The Advantages of Content-based Instruction

d. Models of Content-based Instruction

Theme-based Model

1) Immersion Education

2) Content-Enriched Foreign Language in the Elementary School

3) Theme-based Model

a) The Six T’s Approach

b) The Six T’s Components

4) Sheltered Model

3. Listening

b. Listening Processes

c. Types of Listening Comprehension Task

d. Listening Stages

1) Pre-listening Stage

2) Whilst-listening Stage

3) Post-listening Stage

e. Listening Media

1) Films or Videotapes

a) DVD Films

(1) Captioned Films

(2) Non-captioned Films

b) Type of Film Viewing Approaches

(1) Short Sequence Approach

(2) Whole Film Approach

2) Audiotapes

f. Teaching Listening Using Films

g. Learners’ Problems in Listening

B. Theoretical Framework