DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Ed

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS

FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

A Thesis

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

in English Language Education

By

Theresia Vina Indriyani Student Number: 041214023

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS

A Thesis

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

in English Language Education

By

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A Thesis on

By

Approved by:

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FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

By

Defended before the Board of Examiners on 5 February 2009

and Declared Acceptable

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. Secretary : Made Frida Yulia, S.Pd., M.Pd. Member : Dr. Retno Muljani, M.Pd.

Member : Yohana Veniranda, S.Pd., M.Hum.

Member : Made Frida Yulia, S.Pd., M.Pd. _

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 23 January 2009 The Writer

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Theresia Vina Indriyani

Nomor Mahasiswa : 041214023

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

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS

FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 28 Februari 2009 Yang menyatakan,

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Ca use I’m a yo ung he a rt living in a wo rld fille d with lo ve , so whe n te a r dro ps fa ll fro m me

like ra in fro m a bo ve , I c a n brush my tro uble s a wa y,

kno w tha t de e p do wn inside , I g o t sun shining in my life .

I’m c a ug ht living in a wo rld fille d with lo ve , so whe n te a r dro ps fa ll fro m me

like ra in fro m a bo ve , I c a n brush my tro uble s a wa y,

kno w tha t de e p do wn inside , I g o t sun shining in my life . C ra ig Da vid –Wo rld Fille d With Lo ve -

Fo r me , myse lf, a nd I

Fo r tho se who m I lo ve

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ACKNOWLEDGEMENTS

First and foremost, I would like to express my gratitude to my Lord, Jesus Christ for His helps, mercy, blessings, guidance, and friendships so that I was able to finish my thesis. He always makes everything right and possible when I feel everything is going wrong and distressed.

Next, I would like to address my sincere gratitude to my sponsor, Dr. Retno Muljani, M.Pd. for her willingness to share her knowledge and expertise. She has been great in her invaluable supports, criticism, and suggestions to my thesis. In addition, I am very grateful to Mrs. Laurentia Sumarni, S.Pd., Mrs. Caecilia Tutyandari, S.Pd., M.Pd., and Mr. Muh. Shofyan Tsauri Lalu, S.Pd., M.Pd. for willingly spending their time evaluating my designed materials and proofreading my thesis.

I warmly thank the English teachers of SMA N 3 Yogyakarta, Ms. Cherry Antiek, S.Pd. and Mrs. Sri Lestari, S.Pd. for their help, kindness, guidance, and suggestions to my designed materials.

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I wish to thank all my classmates for willingly sharing the joy and spirit during my study in this university. I warmly thank the following for their help in accomplishing my thesis: Agustina Budi Pratiwi, Elisabeth Aditya, Agnes Nora E.W., and Chrysogonus Siddha M.

I am very grateful to my Mom for her irreplaceable love, care, support, patience, and guidance. She teaches me and inspires me not to give up easily. I deeply thank my Dad, mbak Nining, pak Mono, mbak Evy, mas Budi, and my little sister Visi for their love, patience, advice, and support in accomplishing my thesis. They always brighten my days. I also thank Lee, Icha, Mita, and Riri for their friendships through years passing pains, laughs, and tears. In addition, I warmly thank Nunu for his love and encouraging me to be a better person.

Lastly, I would like to apologize if I have inadvertently omitted anyone to whom the appreciation is due.

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LIST OF TABLES

Table 3.1 : Product Specification ... 44

Table 3.2 : The Writer’s Data Collection ... 50

Table 3.3 : The Writer’s Data Gathering Technique ... 52

Table 4.1 : The Results of Teacher Interviews ... 56

Table 4.2 : The Results of Need Questionnaires ... 57

Table 4.3 : The Lists of Topics ... 60

Table 4.4 : Table of General Objectives and Specific Objectives ... 61

Table 4.5 : Topics and Indicators in the Preliminary Designed Materials ... 63

Table 4.6 : The List of Subject Contents ... 66

Table 4.7 : Results of Expert Validation Interviews ... 70

Table 4.8 : Students’ Responses in Evaluation Questionnaires (in percentage) ... 76

Table 4.9 : Teachers’ Responses in Evaluation Questionnaires (in percentage) ... 78

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LIST OF FIGURES

Figure 2.1 : The Diagram of Kemp’s Model (Kemp, 1977: 9) ... 23 Figure 2.2 : The Writer’s Theoretical Framework Chart ... 38 Figure 3.1 : The Writer’s R & D Adopted Cycle Elaborated

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LIST OF APPENDICES

Appendix 1 : Letters of Permission ... 95

Appendix 2 : Needs Survey Interview Guideline ... 97

Appendix 3 : Needs Survey Interview Transcript ... 98

Appendix 4 : Needs Survey Questionnaire ... 100

Appendix 5 : Interview Guideline for Expert Validation ... 103

Appendix 6 : Evaluation Questionnaire for Teachers ... 104

Appendix 7 : Evaluation Questionnaire for Students ... 106

Appendix 8 : Overview of the Designed Set of the Materials ... 108

Appendix 9 : Syllabus and Lesson Plans ... 111

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ABSTRACT

Indriyani, Theresia Vina. 2009. Designing a Set of English Instructional Listening Materials by Using Literature Texts for XI Grade Students of SMA N 3 Yogyakarta. Yogyakarta : English Language Education Study Program, Sanata Dharma University.

Listening is one of the important skills for learners to be developed. Unfortunately, listening seems to be the most neglected skill among others, particularly in SMA N 3 Yogyakarta. The neglected listening might be caused by the difficulties in developing interesting listening materials and techniques, and the lack of facilities. In terms of listening material techniques, literature is one of the materials that is difficult to be developed by the teachers since it is newly introduced.

Considering the problems, this study is then aimed at designing a set of English instructional listening materials by using literature texts for XI grade students of SMA N 3 Yogyakarta. There were two questions formulated in the problem formulation, namely, (1) how is a set of listening materials by using literature texts for XI grade students in SMA N 3 Yogyakarta designed? and (2) what does a set of listening materials by using literature texts look like?

To address the first question, the writer employed the adaptation of Kemp’s instructional design model combined with R&D model. There were seven instructional design steps employed in this study i.e. (1) identifying learners’ characteristics, (2) formulating goals and general purposes, (3) formulating general objectives and specific objectives, (4) choosing appropriate subject contents, (5) designing materials, (6) evaluating designed materials, and (7) changing to improve.

In this study, needs survey was conducted as the basis to develop the materials. After creating the materials, the evaluation of the designed materials was conducted through expert validation and evaluation questionnaires. Once being revised, the writer applied four units of the designed materials. The data showed that the results of the evaluation questionnaires mostly reached 80% in the range of agree and strongly agree. The results of expert validation revealed that the designed materials were quite interesting, applicable and acceptable. Nevertheless, some parts still needed to be revised related to the topics arrangements, recorded materials, the layout, and material instructions.

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ABSTRAK

Indriyani, Theresia Vina. 2009. Designing a Set of English Instructional Listening Materials by Using Literature Texts for XI Grade Students of SMA N 3 Yogyakarta. Yogyakarta : Program Studi Pendidikan Bahasa Inggris , Universitas Sanata Dharma.

Mendengarkan adalah salah satu kemampuan yang penting untuk dikembangkan. Sayangnya, mendengarkan merupakan kemampuan yang paling diabaikan dibandingkan yang lain, khususnya di SMA N 3 Yogyakarta. Hal ini disebabkan oleh kesulitan dalam mengembangkan materi dan teknik mendengarkan yang menarik, dan kurangnya fasilitas. Dalam teknik penyusunan materi, salah satu materi yang sulit untuk dikembangkan adalah literatur karena baru diperkenalkan.

Penelitian ini bertujuan untuk mengembangkan seperangkat materi mendengarkan dengan mengunakan teks literatur untuk siswa kelas XI SMA N 3 Yogyakarta. Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu (1) bagaimanakah seperangkat materi mendengarkan dengan menggunakan teks literatur untuk siswa kelas XI SMA N 3 Yogyakarta dirancang? dan (2) bagaimanakah penyajian materi mendengarkan dengan menggunakan teks literatur yang telah disusun tersebut?.

Untuk menjawab pertanyaan yang pertama dalam perumusan masalah, penulis menerapkan adaptasi model perancangan instruksional yang dikembangkan oleh Kemp yang dikombinasikan dengan model R&D. Terdapat tuju langkah perancangan instruksional dalam penelitian ini. Langkah-langkah tersebut adalah (1) Pengidentifikasian karakteristik dan kebutuhan siswa, (2) Perumusan tujuan umum dan maksud umum, (3) Perumusan sasaran umum dan sasaran khusus, (4) Pemilihan sumber pembelajaran, (5) Pengembangan materi, (6) Pengevaluasian materi, (7) Perbaikan materi.

Dalam penelitian ini, survey kebutuhan dilakukan sebagai dasar untuk mengembangkan. Setelah mendesain materi, evaluasi materi kemudian dilaksanakan melalui penyebaran kuesioner evaluasi dan selanjutnya mengadakan validasi ahli. Setelah merevisi materi, penulis menerapkan empat unit dari rancangan materi. Data menunjukkan bahwa hasil dari kuesioner evaluasi kebanyakan mencapai 80% dikisaran pernyataan setuju dan sangat setuju. Dapat disimpulkan dari hasil validasi ahli bahwa rancangan materi cukup menarik, dapat diterapkan dan diterima. Walaupun begitu beberapa bagian masih perlu diperbaiki berkaitan dengan penyusunan topik, rekaman materi, tampilan, dan instruksi.

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CHAPTER I INTRODUCTION

A. Research Background

English has been widely used as a main language or ‘lingua franca’ in international communication today. It is used in the fields of education, social, economic, culture, politic, and many more (Harmer, 1991: 1). That is why in Indonesia, English becomes an essential learning subject. According to the Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006 (Peraturan Menteri, 2006: 9), English has become one of the main school subjects which is taught from Junior High School level.

The Department of National Education started to apply a new curriculum namely the School Based Curriculum (SBC) or Kurikulum Tingkat Satuan Pendidikan (KTSP) in 2006. SBC only provides a main teaching guideline and requires every school to develop its own curriculum based on it in every subject including English. In English subject, the learning materials are divided into some basic topics like analytical exposition, recount, procedure, report, hortatory exposition, and narrative. English subject is taught by covering four skills; speaking, listening, reading, and writing (Pusat Kurikulum, 2008).

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productive. Speaking and writing are productive skills; on the other side, listening and reading are receptive skills. In listening, people are required to comprehend the incoming information by processing what they hear and connecting it to their schemata or previous information they have already known (Nunan, 2003: 24).

“The importance of listening in language learning can hardly be overestimated. Through reception, we interealize linguistic information without which we could not produce language. In classroom, students always do more listening than speaking. Listening competence is universally ‘larger’ than speaking competence.” (Brown, 2001 : 247)

Listening is also important because the process of listening is more than merely hearing words. Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal messages (Emmert, 1994: 51 (6)). The statement is strengthened by Brown (2001: 249) that stated listening is not only one way process but it is also a continuous process from receiving information until finally giving response to the information involving a complicated process by brain. Students usually do listening first to obtain information before they are able to respond to the given information.

Unfortunately, listening seems to be the most neglected skills among others, as stated in the following quotation:

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speaking, and from 0-1/2 year in listening.” (Digest, 1988)

The neglected listening may be caused by the difficulties in developing interesting listening materials and techniques, and the lack of facilities such as language laboratory to support listening activities (RSI, 2005).

One of the difficulties with listening materials for teachers and learners is that the design of listening exercises is not always fully thought through. Good materials should be clear and cover all information needed to both students and teachers. In addition, good materials are those covering the pre-listening, whilst, and post-listening activities that can be completed in reasonable time. Listening needs to be clearly defined, carefully managed, interesting, and quite short in order to develop listening activities into many lessons. Unfortunately, not all listening materials take full account of these constraints with the inevitable result that is not withstanding many teachers’ best effort. In practice, therefore, most people who prepare listening materials have realized that it is not just the format or the structure of the text and task, but also the lack of interest that their content actually generates among learners (Spolsky, 2001: 639-644).

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in the form of short story that describes a sequence of fictional or non-fictional events. Up to now, teachers just use narrative to complete the requirements in SBC without considering the importance of learning literature and pleasure. They just give the students narrative texts through reading. As a result, students get bored. The students have no interest in learning literature even though literature is important to develop students’ ability in understanding English language.

“Literature is a social experience and is especially rewarding when shared with others. Literature gives students the opportunity to read for pleasure, and students will surely enjoy the story for its own sake. It is the enjoyment that makes literature study so valuable in an English class, for literature is the stuff upon which language skills can be built. Using literature, teachers have the added benefit of capitalizing on the interest generated from the story to teach not only about reading and language arts, but about history, social issues, and human behaviour.” (Balance Publishing Company, 1994)

Through literature, students learn not only the rules but also the style and culture because literature is taken from every day’s life or is creative production from every day’s life. Since teaching literature is important, it is necessary for teachers to teach literature in such a way to motivate students in learning it so that the students not only obtain more understanding and knowledge in literature, but also get pleasure and enjoyment in learning it.

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grade of SMA. SMA students are selected considering their better ability and experiences in English subjects that enable them to explore more knowledge especially in listening and literature.

The focus of the study is on designing a set of English Instructional materials by using literature texts and it is conducted for XI grade of SMA N 3 Yogyakarta. There are two reasons why the study is conducted in SMA N 3. First, based on the interview with teachers on March 7th 2008, listening skill is taught in small portion in the SMA. That is because in the past, the teachers mainly focused on grammar and structure. However, since SMA 3 is one of the reputable SMA in Yogyakarta, the school wants to improve the students’ English ability by having speaking and listening class program. To support the program, the school provides multimedia and language laboratory. Based on this reason, the writer sees possibilities to conduct research on listening in SMA N 3. The writer can provide more listening materials to the students through the supporting facilities and use the facilities to conduct listening activities.

The second reason why the focus of the study is SMA N 3 is that, as the central learning of University of Cambridge, SMA N 3 applies both SBC and the Cambridge curriculum called Cambridge International Examination or CIE in Advance level or A Level.

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success in higher education and employment.” (University of Cambridge International Examination, 2008)

Implementing CIE, SMA N 3 Yogyakarta requires their students to know and learn about literature. Yet, the students who prefer to continue their studies abroad are required to take the A level certificate. To complete the A level and get the A level certificate, the students have to pass a test. In the test, literature is clearly stated as one of the materials to be tested. In this study, SMA N 3 Yogyakarta becomes the focus of the study because besides implementing SBC, it also implements CIE which requires their students to learn and know about literature.

Based on the data gathered by conducting interviews and distributing need analysis questionnaires to the teachers and the students, the writer found the difficulty in learning listening and literature. The difficulty is that the students have not accustomed in learning listening and literature because they are newly introduced. As the result, the students demand interesting materials and activities to learn listening and literature. In this case, they want to learn literature not only by reading or by writing but also mainly through listening activities such as, watching movies, song, and discussion.

B. Problem Identification

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if it is only conducted by reading and writing. Therefore, the study focuses on designing listening materials by using literature texts so that in learning English the students get both the knowledge and the enjoyment in learning literature.

C. Problem Formulation

The thesis addresses the following problems:

1. How is a set of listening materials by using literature texts for XI grade students in SMAN 3 Yogyakarta designed?

2. What does a set of listening materials by using literature texts look like?

D. Problem Limitation

Referring back to the problems formulation, the writer would like to limit the study in designing the activity of a set of instructional listening materials by using literature texts for XI grade students in SMAN 3 Yogyakarta. The set of instructional listening materials will be developed based on literature in the SBC and CIE.

E. Objectives of the Study

The objectives of the study are specified as follows:

1. To design a set of listening instructional materials by using literature texts for XI grade students in SMAN 3 Yogyakarta.

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F. Benefits of the Study

This study is expected to bring benefits for students, teacher, and other material researchers.

1. For Students

The writer expects that the designed materials enriched with literature materials will be beneficial for the XI grade students especially in developing listening abilities.

2. For Teachers

The teachers could have alternative materials to develop the listening skills of the students. The materials will help the teachers not only to teach student in understandable and interesting ways, but also to motivate students in learning literature.

3. For Other Material Researchers

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G. Definition of Terms

The definition of terms will discuss about instructional design, materials, listening, and literature.

1. Instructional Design

Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities (Srinivas, 2008). In this study, the term instuctional design is defined as the process of analyzing needs and goals and developing materials and activity in a practical way to help both teachers and learners in the process of transfering knowledge effectively.

2. Materials

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materials is defined as all topics, technique, activities, and exercises to be used and arranged in classroom teaching in systematic ways.

3. Listening

Listening is an active and purposeful process of making sense of what we hear. (Nunan, 2003: 24). In this study, the term listening is defined as a process of understanding what we hear actively and purposely.

4. Literature Texts

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Description

This chapter presents some meaningful reviews from many sources to help developing the writing process of the thesis and dealing with the study conducted. This chapter will include first, listening, literature, the review of instructional design, CBI, material development, syllabus, and students’ characteristic. Second is the theoretical framework of the study.

1. Listening

a. The Nature of Listening

Listening, as one among other skills, is an active and purposeful process of making sense of what we hear. Language skills are often categorized with as receptive or productive. Speaking and writing are productive skills, whereas listening and reading are receptive skills. Listening and reading require a person to receive and understand incoming information (input). While people do listening, they process not only what they hear but also connect it to their previous information they have already known (Nunan, 2003 : 24).

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information more in studying things. Without comprehending it, they simply cannot understand what they have learned.

b. The Principles for Teaching Listening

There are five principles for teaching listening as stated by Nunan (2003: 26-35) as follows:

1) Expose students to different ways of processing information: bottom-up and top- down

Successful listening involves information encoded in the messages we hear combined with a broader knowledge of the world. This process involves two types of listening, top-down and bottom-up

(

Nunan, 1989a). The two strategies can be used together or separately.

“Bottom-up refers to process by which sounds are used to build up increasingly larger units of information such as words, phrases, clusters, and sentences before input is understood…Top- down processing is used to refer to this application of background knowledge for facilitating and enhancing comprehension” Goh (2002: 5-6)

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2) Expose students to different types of listening

There are three types of listening as stated by Nunan (2003: 30-31) as follows: a) Listening for specific information

This type usually includes getting information as names, time, specific language forms, etc.

b) Global or gist listening

This type often involves tasks such as identifying main ideas, noting a sequence of events, and so forth.

c) Inference or listening between the lines

This is listening for meaning that is implied but not stated directly. In the other hand, students have to look for the hidden meaning or implied meaning behind the sentence.

d) Teach a variety of tasks

Students need to work with a variety of tasks since they need experience with different types of listening texts (Nunan, 2003: 31).

e) Consider text, difficulty, and authenticity

According to Nunan (2003: 32), the text itself determines how easy or difficult something is to understand. Spoken language is more redundant, full of false starts, rephrasing, and elaborations if compared to written language. f) Teach listening strategies

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information Metacognitive: cover managing and facilitating mental processing, coping with difficulties during listening Social-affective strategies include comprehension evaluation, checking interpretation for accuracy, completeness and acceptability for listening (Goh, 2002: 7). The example of cognitive strategy is through visualisation and the example of metacognitive strategy is pre-listening activity.

Rost (2002: 155) as cited in Nunan (2003) identifies strategies that are used by successful listeners as follows:

a) Predicting: thinking about what they will hear. b) Inferring: listening between the lines.

c) Monitoring: noticing what they do and do not understand. d) Clarifying: asking questions and give feedback to the speaker. e) Responding: reacting to what they hear.

f) Evaluating: checking on how well they have understood. c. Types of Classroom Listening Performance

Types of classroom listening performance means what the students do in listening technique. According to Brown (2002 : 255-258), there are six types of classroom listening performance :

1) Reactive : repeating the passage, the key word or number.

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3) Responsive : Eliciting short stretches of teacher language designed immediate responses, such as questioning how are you, what was the word you said, etc.

4) Selective : Scanning for certain information

5) Extensive : Invoking interactive skills like note taking and discussion for full comprehension.

6) Interactive : actively participating in discussion, debate, conversation, etc. The students listening performance must be intricately integrated with speaking or other skills in authentic give and take of communicative interchange as stated in (Brown, 2002: 260):

“But in a communicative interactive context, you do not want to dwell to heavily on the bottom up, for to do so many hamper the development of a learner’s all-important automatically in processing speech.”

d. Listening Tasks

According to Goh (2002: 12), there are two kinds of listening tasks. They are one-way listening tasks and two-way (interactional) tasks. As stated by Goh (2002: 13), one-way listening tasks involve students only in listening and responding through different ways to achieve outcomes. It is concerned mainly with obtaining information and knowledge. According to Goh (2002: 14), there are ten types of one-way listening task as follows:

1) Restoration

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2) Reconstruction

Involves creating original message with words heard or noted down. 3) Comparison

Includes comparing information of a similar nature for similarities and differences.

4) Prediction

Includes extending contents based on clues from part of the text. 5) Sorting

Involves sequencing, ranking, and categorising items. 6) Elaboration

Includes elaborating using numbers, words, and pictures. 7) Evaluation

Includes identifying inconsistencies and contradictions, and rank information. 8) Jigsaw

Includes creating a whole text from different parts. 9) Matching

Includes matching information from listening to pictures or written texts. 10)Problem-solving

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Next, there are five types of two-way (interactional) listening tasks (Goh, 2002: 21). They are as follows:

1) Creative dictation

Includes dictating to each other to complete a text. 2) Description

Includes sequencing, reproducing, or completing pictures or diagrams. 3) Simulation

Includes listening to and expressing opinion in simulated situations. 4) Discussion

Includes listening to and expressing opinion on specified topics. 5) Presentation

Includes listening and responding to formal and informal presentations.

According to Goh (2002: 27) and Pekin, it is important for teacher to involve the students actively in listening tasks. There are some points to consider in developing lessons in listening comprehension tasks, namely, pre-listening, during listening, and-post listening.

1) Pre Listening

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of knowledge. This activity facilitates top-down process. Kind of activities used in pre- listening are: brainstorming, mind-mapping, having discussion, conducting games, guiding questions, using pictures, creating questions, predicting, eliminating, skimming, and quick-writing.

2) During Listening

In this activity, the students are encouraged to develop their ability in understanding the passages. In this activity, the teacher can facilitate the students with visual images, details, or descriptive.

3) Post-Listening

The students need to review and give response to what they have learnt. Through this activity, the teacher can monitor the students’ achievements in learning process. In this activity, the students are possibly helped to practice other language skills (speaking, reading, writing), examine and reinforce language points (e.g. grammar, vocabulary), personalise contents of the listening materials (in literary texts), and acquire further content knowledge related to the topic of the listening material.

2. Literature

a. Literature in KTSP or School Based Curriculum (SBC)

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Standard Competence in Listening for first and second semester:

Understanding meanings in short functional and monologue texts in form of narrative, spoof and hortatory exposition.

Basic Competence in Listening for first and second semester:

1) Understanding meanings in formal and informal short functional texts using oral language accurately and fluently in daily contexts.

2) Responding meanings in monologue texts in form of narrative, spoof and hortatory exposition using oral language accurately and fluently in daily contexts.

In the XI grade as written above, literature is not mentioned specifically as a topic to be learned in curriculum. Instead, narrative is one topic to be learnt and narrative in SMA and it is usually taught using short stories as a branch of literature. So, actually, in SBC, literature is taught in SMA through narrative.

b. Literature in CIE (Cambridge International Examination)

Literature in CIE is stated in the CIE syllabus development. In the syllabus, the branch of literature being learnt is short story, poem, song appreciation, and drama. (University of Cambridge International Examination Syllabus 9596, 2009). Aim in A level :

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Objectives in A level :

1) Responding texts in the three main forms (Prose, Poetry and Drama) of different types and from different cultures.

2) Understanding of the ways in which writers’ choices of form, structure and language shape meanings.

3) Producing informed independent opinions and judgments on literary texts. 4) Appreciating and discussing varying opinions of literary works.

c. Literature in Language Teaching

The study of a language can be completed without a proper appreciation of the literatures in that language (Chatodayay, 1983: 37). Therefore, if the students are hoped to master or fluent in a language, they should learn literature. That is because by learning literatures students can understand the vocabulary items and the style of the language. Like what Brumfit (1987: 191) stated that literature will increase all language skills because literature will extend linguistic knowledge by giving evidence of the extensive and subtle vocabulary usage and complex and exact syntax.

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( M. Short and Cristopher Candlin in Brumfit, 1987: 191). As we see that literature brings benefits for learning language.

3. Instructional Design

In instructional design, the writer lies on Kemp’s model. The Design of an Instructional System according to Kemp is divided into eight parts (Kemp, 1977 : 19-91).

a. Goals, Topics, and General Purposes

It is about what the teachers want to accomplish in teaching each topic. All educational programs are based on broadly stated goals. Those goals may be derived from three sources; society, students, and subjects area. After recognizing goals, major topics should be listed. Topics would become the scope of the course program, the basis of instruction in curriculum. Next step usually lists general purposes that usually express the planners’ own aims or purposes for the topic or unit.

b. Learner Characteristics

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c. Learning Objectives

It is about what students should know or be able to do, or in what ways they should behave differently after studying the topic. Objectives should be measurable. Objectives for learning can be grouped into three major categories; cognitive, psychomotor, and affective. Cognitive domain includes objectives concerning knowledge, information, and thinking-naming, recognizing, predicting, etc. Psychomotor domain treats the skills requiring the use and coordination of skeletal muscles, as in physical activities of performing, manipulating, and constructing. Affective domain involves objectives concerning attitudes, appreciations, values, and all emotions. A single objective can involve learning in two or more domains. Attitudinal development may precede successful learning in the other domain.

d. Subject Content

A teacher must choose subject contents that support each objective. Subject content comprises the selection and organizing of the specific knowledge, skills, and attitudinal factors of any topic.

e. Pre-Assessment

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f. Teaching Learning Activities and Resources

The teachers must determine the most efficient and effective method and then select materials to provide learning experiences that will utilize the content associated with each objective.

g. Supporting Services

These services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. Support services must be considered at the same time instructional plans are being made and materials being selected.

h. Evaluation

It is a step where the teachers ready to measure the learning outcomes relating to the objectives.

Teaching- learning activities

and resources

Pre-assessment

Subject content Learning objectives Learners’ characteristics Goal, topics,

and general purposes

Revision Evaluation

Support services

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4. Content Based Instruction (CBI)

Content Based instruction or CBI is an approach that tends to teach language in what information or content that the students will acquire rather than the linguistic knowledge. It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught (Kranhke, 1987 : 65).

a. The Nature of Content Based Instruction

In CBI, language use draws on integrated skills. It means that students learn all language skills without separating it into certain skill. In a Content Based class, students are often involved in activities that link the skills, because it is how the skills are generally involved in the real world. Students may read and take notes, listen and write summary, or respond orally to things they have read or written. In CBI, grammar is seen as component of other skills rather than as a separate dimension of language (Richard, 2001: 208).

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b. The Principles of Content Based Instruction

According to Richards (2001: 207), CBI is grounded on the following two central principles:

1) People learn a second language more successfully when they use the language as a means of acquiring information, rather than as end in itself

The first principle grows from underlying assumption that successful language learning occurs when students are presented with target language materials in a meaningful, contextualized from the primary focus on acquiring information (Brinton et al, in Richard, 2001: 209). Thus, in CBI students learn to acquire the information they get from the materials and elaborate it with their real situation. It makes the students become successful learner.

2) Content Based Instruction better reflects learners’ needs for learning a second language

This principle means that language learning may be more motivating when students are focusing on something rather than language such as ideas, issues, and opinion which relevant for the students.

According to Nunan (2003: 205-209) there are six principles of Content Based Instruction, as follows:

1) Base instructional decisions on content rather than language criteria

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sequencing (i.e., how to order these items). CBI allows the choice of content to influence the selection and sequencing of language items.

2) Integrate skills

CBI integrates skill approach to language teaching covering all four language skills as well as grammar and vocabulary. This reflects what happens in the real world where interactions involve multiple skills simultaneously.

3) Involve students actively in all phases of the learning process

Central to CBI is the belief that learning occurs not only through exposure to the teacher’s input, but also through peer input and interaction. Accordingly, students assume actives, social roles in the classroom that involve interactive learning, negotiation, information gathering, and the co-construction of the meaning (Lee and VanPatten,1995). Teacher may serve as primary resource, task organizer, controller for student-centred activities, prompter, and assessor of student efforts.

4) Choose content for its’ relevance to students lives, interest, and/or academic goals

The choice of content in CBI courses depends on the students and the instructional setting.

5) Select authentic text and task

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6) Draw overt attention to language features

CBI makes use of awareness-raising tasks to draw attention to specific language features found in the authentic texts.

c. Types of Classroom Activities in Content Based Instruction Some activities in CBI are:

1) Pair and group work

Students in each group sharing their ideas or solution with the rest of the class.

2) Information gap

A form of pair work which the participants are each given different pieces of information.

3) Jigsaw

It is another variation of information gap. Students are first divided into ‘expert’ groups, with each group given different pieces of information. Once the students in each group have become familiar with their piece of the jigsaw, they are regrouped.

4) Graphic organizers

Involving the use of visuals that assist in organizing information. 5) Discussion and debate

Involving opportunities to express opinion towards the topic. 6) Role-play

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7) Survey tasks

Asking students to conduct a poll of people to determine opinions in a selected topic.

8) Process writing

Having students write multiple drafts of papers. Each receives comment from their peer or teacher.

9) Problem solving

Working in pair to solve a problem in a topic. 10)Sequencing

Rearranging event or pieces of information in a good order. 11)Ranking

Determining an order of listed items based on their perceived importance. 12)Values clarification

Involving students taking a stand on controversial statements related to a chosen topic.

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In this study, the writer uses several types of classroom activities by combining CBI and teaching listening. The classroom activities are restoration, comparison, prediction, matching, pair and group work, graphic organizer, discussion, problem solving, values clarification, and presentation. All of these activities can facilitate the students to develop their listening ability along with other skill abilities and to enrich their literature ability. The activities are able to reinforce the students to share information, to see the information application in the real life, to be actively participated in the whole activities, and to get enjoyment in learning the materials.

5. Material Development

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a. Material Adaptation

According to Tomlinson and Masuhara (2004: 11), materials adaptation includes adjusting or changing the existing materials into the suitable one depend on the need of the learner, students, and the situation.

b. Principles of Material Adaptation

According to Tomlinson and Masuhara (2004: 13), there are two principles of material adaptation. First, ‘Deep processing of language is required for effective and durable learning’ that means the focus of the learner should normally be on meaning. Second, ‘The learners’ attention should be drawn to linguistic features of the input.’ It means that teachers can use kind of activities such as listen to or read a text such as story and joke for the sake of understanding and enjoyment the meaning in focused and holistic way before the students’ attention is drawn to the linguistic features in an analytical and discrete manner.

c. Techniques for Material Adaptation

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In Minus Category, there are three techniques for materials adaptation, namely, deletion, subtraction, and reduction. In deletion technique, teachers may delete some texts and/or activities altogether. In subtraction, teachers may decrease the number of sentences in a text or part of an activity, while in reduction technique teachers may reduce texts and activities by decreasing the length, difficulty, depth, and so on.

In Zero Category, there are five techniques for materials adaptation, namely, modification, replacement, reorganisation, resequencing, and conversion. Modification is a technique that enables the teachers to make changes to instructions. Replacement technique means that teachers may swap one activity with another whereas reorganisation means that teachers may change the positions of texts and illustrations. Resequencing is a technique that enables teachers to change the sequence of the activities, whereas conversion is a technique change the genre of a text or move the content from one medium to another.

6. Integrated Materials Focus on Listening

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According to Rost (2002 : 164-165):

“Content-based listening is the use of content as the course focus, with the majority of content presented through listening via live presentation, discussions, recordings, and videos. Learners are instructed listening strategies and are given structured tasks to learn to listen more effectively.”

This method is effective for second language learners who aim to learn English in ‘real-users’ way. The focuses of the content are first, to help student to obtain information and skills through the second language, and second, to develop their second language skills; listening, speaking, reading, and writing.

7. Syllabus

According to Brown (1995:141-142) Syllabus are concerned with the choices necessary to organize the language content of a course or program. To create syllabus teachers or material developers involve the process of examining instructional objectives, arranging instructional objectives in terms of priorities, and then determining techniques and exercises to obtain the objectives. The information collected in the course of conducting need analysis will help to determine the direction that a particular syllabus planning project will go since the same units of analysis used in the needs analysis will tend to be used in the objectives.

There are seven types of syllabus as follows:

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b. Situational (organized around various settings in which the learners are likely to use the language, such as in the bank, supermarket, etc.)

c. Topical (organized around themes or topics such as health, food, etc.)

d. Functional (organized around communicative functions, such as reporting, describing, etc.)

e. Notional (organized around duration, quantity, location, etc.)

f. Skills (organized around skills, such as listening for gist, listening for inferences, etc.)

g. Task-based (organized around activities such as drawing maps, following direction, etc.)

This study uses topical or theme-based syllabus since CBI is used as the design approach. According to Richard (2001: 208 and 212), CBI views language as involving several skills together. Topical or theme-based syllabus is used in CBI because the topics selected provide coherence and continuity across skill areas and focus on the language in connected discourse rather than isolated fragment.

8. Eleventh Grade Characteristic

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also in SMA, students will only care and make a big effort in the subjects that they are most interested in.

“Interest and motivation are closely related, and so the adolescent who has a strong interest in a subject, based on the belief that it will help him achieve his vocational goal, will put great effort into mastering it. As a result, he will do best in the subjects he regards as useful.” Hurlock (1949: 204)

Second, most students will do their tasks better if they are taught by a teacher they considered as a kind and nice teacher. The adolescent who enjoys his studies and feels that his teachers treat him fairly will do good academic work.

In addition, Indonesia government considers SMA students have enough competency and maturity to fulfil informational literacy level. It means that in the level, people are able to access knowledge through the language ability (Pusat Kurikulum, 2008).

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B. Theoretical Framework

In order to design the materials, the writer adapts Kemp’s model (1977) as the framework in developing the designed materials. In addition, some theories related to listening principles, tasks and activities (Goh, 2002 and Nunan, 2003), literature in SMA (KTSP, 2006 and CIE 2009), CBI principle and tasks (Richard, 2001 and Nunan, 2003), materials adaptation (Brown, 1995 and Masuhara, 2004), syllabus (Brown, 1995 and Richard, 2001), and eleventh grade characteristics (Hurlock, 1949) are used in the model. The elaboration of each step in the model is presented as follows:

1. Identifying learners’ characteristics and needs

In this step, the writer tries to identify the appropriate materials based on the students’ characteristics and needs. In this study, learners’ characteristics and needs are obtained through teacher interviews, student interviews, and needs questionnaires. In addition, the writer conducts library study by reading some sources that provide information about senior high school students’ characteristics.

2. Formulating goals, general purposes, and topics

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Examination or CIE (2009). Based on SBC 2006, the standard competence in listening required students to understand the meaning of short functional and monologue texts in the form of narrative. Based on CIE 2009, the aim requires students to appreciate and inform personal response to literature in English in a range of texts in different forms, and from different period and culture. Next, the writer specifies the topics based on the goals, the general purposes, and students needs.

3. Formulating general objectives and specific objectives

This process is about what students should know or be able to do, or in what ways they should behave differently after studying the topic. The writer formulates the general objectives and specific objectives based on information about students’ characteristics and needs, the goals and the general purposes, the basic competences of listening skills in SBC 2006, and the objectives of CIE 2009.

4. Choosing appropriate subject contents

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program. Secondly, the writer develops lesson plans to arrange the activities, exercises, and evaluation based on the topics.

5. Designing materials

This study uses Tomlinson and Masuhara’s materials adaptation techniques (2004). The writer uses the Plus Category that includes addition and expansion techniques and the Zero Category that includes modification and conversion techniques. To support all of the activities, the writer chooses listening sources that are interesting, short, and that maximize the use of school facilities like multimedia laboratory.

In designing the materials, the writer elaborates listening and CBI learning activities like restoration, comparison, prediction, matching, pair and group work, graphic organizer, discussion, problem solving, values clarification, and presentation to achieve learning objectives. Based on one of CBI principles, namely, integrated skills, the activities mostly integrate listening with other skills like speaking and writing.

6. Evaluating designed materials

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7. Changing to improve

This step aims to improve the designed materials by revising any phases of the steps that needed improvement in order to complete the final version of the designed materials. However, the results of expert validation and materials try-out will determine which steps need to be revised particularly in the designed materials.

The writer’s theoretical framework steps figure is presented as follows:

Theoretical Framework

Figure 2.2: The Writer’s Theoretical Framework Chart Identifying learner characteristics and needs

Formulating goals, general purposes, and topics

Formulating general objectives and specific objectives

Choosing appropriate subject contents

Designing materials

Evaluating designed materials

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CHAPTER III METHODOLOGY

This chapter elaborates the whole methodology of the research. Thus, this chapter will discuss the research method, research participants, research instruments, data gathering techniques, data analysis, and research procedures.

A. Research Method

The research and development (R&D) method was presented to answer the research questions in this study. According to Borg and Gall (1998: 772), “educational research and development (R & D) is a process used to develop and validate educational products such as material objects including textbooks and methods for teaching-learning process.” The goal of R & D is to develop the research knowledge and incorporate it into a product that combines educational research and educational practice rather than to find new knowledge (Borg and Gall, 1998: 772). The writer applied R&D method since this research attempted to develop a set of materials for senior high school students and the steps in R & D method supported the theoretical framework in designing materials.

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operational field testing, final product revision, and dissemination and implementation (Borg and Gall, 1998: 775).

However, due to the limitation of time and capacity, the writer decided to adopt five of the ten major steps in the study, for the five steps had already covered all the steps to design the materials. The steps were research and information collecting (step 1), planning (step 2), developing preliminary form of product (step 3), preliminary field-testing (step 4), and main product revision (step 5). The steps were elaborated as follows:

1. Research and information collecting

Research and Information Collecting was necessary to provide the writer with sufficient information and knowledge relevant to the designed materials. These step aimed to carry out the first stage of Kemp’s adapted model, namely, identifying learners’ characteristics and needs.

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writer also distributed need questionnaires to the students, interviewed teachers, and observed some English classes.

2. Planning

After completing research and information collecting, the next step to do was planning. The most important aspect in planning is stating the specific objectives to be achieved by the whole instruction. Indeed, objectives offer the best basis for developing instructional materials since the instructional materials could be tested and revised until they meet the objectives (Borg and Gall, 1983: 779). The planning step aimed to carry out the second and third steps of Kemps’ adapted model, namely, formulating goals, general purposes, and topics and formulating general objectives and specific objectives. This step consisted of two parts. First, the writer formulated goals and general purposes, and then specifying the topics of the designed materials. Second, the writer formulated general objectives and specific objectives or indicator to be stated in the syllabus in order to accomplish the general purposes.

3. Developing preliminary form of product

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preliminary form of the product is to structure the instructional materials so as to permit obtaining as much feedback as possible from preliminary field test phase (Borg and Gall, 1983: 781).

In developing preliminary form of product, the writer selected the subject content and made the preliminary design that referred to the syllabus. The writer gathered listening passages and decided learning activities and exercises for the students. The writer applied the Plus Category that included addition and expansion techniques (Tomlinson and Masuhara, 2004: 15) by adding listening materials using literature to expand listening activities. The writer also applied Zero Category that included modification and conversion techniques by modifying and conversing the listening materials into different form, for example, from poem into song. Next, the writer interviewed the teachers and some students to obtain feedbacks about the preliminary design

4. Preliminary field-testing

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According to Educational Seminar held by The Department of National Education in 2008, expert validation is an evaluation process that requires review by experts. In this study, expert validation was conducted through interviewing the teachers and some lecturers as experts in material development.

In addition, the writer carried out four units in five meetings. After having tried out each unit, the writer interviewed students about the materials and class activities. The writer used the interview data as feedbacks to revise the designed materials. In the last meeting, evaluation questionnaires were distributed to the students and the teachers to obtain the feedbacks about the designed materials.

5. Main product revision

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The result of the main product revision was specified as follows: Table 3.1 Product Specification

Aspects Specifications Name A Set of English Instructional Listening Materials by

Using Literature for XI Grade Students of SMA N 3 Yogyakarta (supplementary materials)

User XI grade students of SMA N 3 Yogyakarta

Purpose Developing and improving the students’ ability in listening by using supplementary materials related to literature

Teaching Learning Approach Content Based Instruction Syllabus type Topic based syllabus Curriculum Sources KTSP 2006 and CIE 2009

Materials Listening by using literature texts Type of product Printed and recorded materials Time allocations Eight units in 11 x 90’ total meetings

Media Recorded short stories, poems, movies, clips, and songs

Facilities Multimedia and language laboratories, DVD player, MP3 player, screen or TV, sound speakers, CD Activities Restoration, comparison, prediction, matching, pair

and group work, graphic organizer, discussion, problem solving, values clarification, and presentation

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To summarize all of the five steps of the R&D above, the followings are the chart of the adopted R&D model:

R&D Steps Steps in Kemp’s adapted model Research and information collecting

Planning

Developing preliminary form of product

Preliminary field testing

Main product revision

Identifying learner characteristics and needs

Formulating goals, general purposes and topics

Formulating general objectives and specific objectives

Choosing appropriate subject contents

Designing materials

Evaluating designed materials

Changing to improve

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B. Research Participants

The research participants were the eleventh grade English teachers, the students of XI Science class of SMA N 3 Yogyakarta, and the lecturers of English Language Education Study Program. The eleventh Science class was chosen based on the recommendations of the teachers.

1. The Eleventh Grade English Teachers of SMA N 3 Yogyakarta

The writer interviewed two English teachers of the eleventh grade students of SMA N 3 Yogyakarta as participants in the needs survey since the teachers’ knew the students’ characteristics, needs, performance in class, the teaching learning process in class, students’ difficulties in learning listening and literature, and the curriculum that combined SBC and CIE. The teacher also became expert validation participants due to the fact that they sometimes developed their own materials.

2. The Students of XI Science 1 class of SMA N 3 Yogyakarta

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3. The Lecturers of English Language Education Study Program

In order to evaluate the designed materials, the writer conducted expert validation. To conduct the expert validation, the writer interviewed some lecturers of English Language Education Study Program as experts in material development.

C. Research Setting

This study was conducted in the XI Science 1 class of SMA N 3 Yogyakarta. The study was conducted in February until May 2008.

D. Research Instruments

The research instruments of this study were interview and questionnaire. 1. Interview

To obtain deeper answers from the respondents and the clarity of the respondents’ answers, the writer used interviews. According to Ary, Jacob, and Razavieh (2002:434), there are three broad categories of interviews, namely structured, unstructured, and structured. In this study, the writer used semi-structured interview. The interview aimed to enable the participants to answer the questions freely but still in the line of some principle questions. In order to keep the interview in track, the writer used interview guideline.

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listening and literature, and the curriculum that combine SBC and CIE. The writer also interviewed some students of XI Science 1 after applying the design in each meeting to obtain feedback about the designed materials. In addition, to evaluate the design, the writer conducted expert validation by interviewing the teachers of SMA N 3 and the lecturers of English Language Education Study Program.

This instrument had three aims. First, it aimed to provide much information and data to carry out the first and second steps of R & D in the form of the teacher interviews. Second, it aimed to provide information and data to carry out the third and fourth steps of R & D in the form of the student interviews. Third, it aimed to find out the answer the research problems. The writer recorded or wrote the interview results during the process of interview.

2. Questionnaire

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This study used both close-ended and open-ended questionnaires by using questionnaire checklists. The first questionnaires or need questionnaires were conducted before designing the materials. It consisted of eleven closed-ended questions and an open-ended question. The use of the need questionnaires aimed to obtain the students’ English backgrounds, needs, interests, and difficulties in learning listening and literature.

The second questionnaires or evaluation questionnaires for students and teachers were conducted in the last meeting. It aimed to obtain feedback whether the design was acceptable and helpful for developing learning by using literature or not. The evaluation questionnaires for students had fourteen closed-ended questions and four open-ended questions. The questions focused on students’ understanding, comments, and feeling towards the designed materials. The evaluation questionnaires for teachers had seventeen closed-ended questions and four open-ended questions, focusing on the teachers’ comments, reviews, and suggestions towards the designed materials.

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Based on the explanation of the research instruments above, the following is the table of the data collection: Table 3.2 The Writer’s Data Collection

Instruments Participants Time Data Obtained Research

Problem Needs survey

semi-structured interviews

English teachers of SMA N 3 Yogyakarta

February 2008, before designing the materials

Students’ characteristics, teaching listening and teaching literature in SMA N 3, difficulties in learning listening and literature, curriculum, teaching-learning target, and students’ background.

Research problem number one.

Need

questionnaires

The students of XI Science 1 class of SMA N 3

Yogyakarta

March 2008, before designing the materials

Students’ English background, needs, interest, and difficulties in learning listening and literature.

Research problem number one.

Unstructured interviews

The students of XI Science 1 class of SMA N 3

Yogyakarta

April-May 2008, after applying each unit of material

Students’ comments and suggestions of the designed materials.

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Instruments Participants Time Data Obtained Research Problem Expert validation interviews The English teachers of SMA N 3 and the lecturers of English

Language Education Study Program

In the first week of April and in the second week of October 2008.

Reviews, comments, and suggestions to the designed materials.

Research problem number two. Evaluation questionnaires The English teacher and the students of XI Science 1 class of SMA N 3 Yogyakarta

The end of May 2008 , after applying the last unit

Students’ understanding and feeling towards the design, teachers and students’ comments, reviews, and suggestions to the designed materials.

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E. Data Gathering Technique

In gathering data and information, the writer conducted library study, teacher interviews, and need questionnaires to answer the first problem formulation. In the first step, the library study was conducted to find out relevant information and theories for the study. In the second step, based on the related theories, the writer conducted needs analysis through teacher interviews and need questionnaires.

To answer the second problem formulation, the writer conducted expert validation, interviewed students, and distributed evaluation questionnaires to students and teachers. Those techniques were used to obtain feedbacks on the designed materials to create final revision of the designed materials.

Table 3.3 : The Writer’s Data Gathering Technique

Data Collection Purposes

Library study , teacher interviews, need questionnaires

To answer the first problem

Expert validation, student interviews, student ev

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Ed

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS

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

FOR XI GRADE STUDENTS OF SMA N 3 YOGYAKARTA

Board of Examiners

STATEMENT OF WORK’S ORIGINALITY

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS BY USING LITERATURE TEXTS

Ca use I’m a yo ung he a rt living in a wo rld fille d with lo ve , so whe n te a r dro ps fa ll fro m me

Fo r me , myse lf, a nd I

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

STATEMENT OF WORK’S ORIGINALITY ... iv

CHAPTER II. REVIEW OF RELATED LITERATURE 11

CHAPTER III. METHODOLOGY 39

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 55

CHAPTER V. CONCLUSIONS AND SUGGESTIONS 88

LIST OF TABLES

LIST OF FIGURES

ABSTRACT

ABSTRAK

CHAPTER I INTRODUCTION

A. Research Background

B. Problem Identification

D. Problem Limitation

F. Benefits of the Study

G. Definition of Terms

3. Listening

CHAPTER II

A. Theoretical Description

b. The Principles for Teaching Listening

d. Listening Tasks

2. Literature

b. Literature in CIE (Cambridge International Examination)

c. Literature in Language Teaching

Teaching- learning activities

a. The Nature of Content Based Instruction

5. Material Development

c. Techniques for Material Adaptation

7. Syllabus

8. Eleventh Grade Characteristic

B. Theoretical Framework

CHAPTER III METHODOLOGY

A. Research Method

B. Research Participants

3. The Lecturers of English Language Education Study Program

2. Questionnaire

E. Data Gathering Technique