Putra, Candra Cahya. 2008. Designing a Set of Authentic Listening Materials for Teaching Listening for the Tenth Grade Students of SMAN 7 Yogyakarta Using Cooperative Learning. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.
Among the four skills required by school based curriculum, listening is the basic skill in learning the English Language. The students have problem with the listening exercises because they rarely get the exercises. Moreover, the teachers rarely speak English to the students and there are only few listening materials for the students. The problem becomes more serious when listening becomes a part of the final examination.
This study concerns with the designing a set of English listening materials based on School Based curriculum for the tenth grade students of SMUN 7 Yogyakarta. There were two questions to answer in this study. They are: 1) How is a set of authentic English Instructional listening materials based on Kurikulum Satuan Tingkat Pendidikan for the tenth grade students of SMU Negeri 7 designed? 2) What does the designed set of English Instructional listening materials based on KTSP look like?
To answer the first question, the writer conducted a study to gain the data about factual condition about the students and the teachers in the SMUN 7 Yogyakarta, the instruments used were questionnaires and interviews. The questionnaires were given to the tenth grade students and the interviews were conducted with the teachers of SMUN 7 Yogyakarta. The results then developed and the author tried to find suitable materials for the teachers and students. The writer also applied Kemp’s Instructional Design Processes for designing the materials. This model consisted of six steps namely, Identifying the Entry Behaviors, Stating the Standard Competencies and Listing the Topic, Stating Basic Competency, Listing the Indicators, Developing and Selecting Instructional Materials, as well as Evaluating the Designed materials.
To answer the second question, the writer presented the final version of the designed set materials on appendices. There are eight units. The contents of each unit are Brain storming, Vocabulary Enforcement, Group Discussions and Sharing, Listening Activities, Topic Development, and Reflection.
The materials were arranged in accordance with the Listening Processes namely Bottom up and Top Down processes. To evaluate and revise the designed materials, the writer conducted a post-design research. This feedback was done to gather data from qualified and appropriate respondents to gain opinions and suggestions on the designed set of materials. The writer used questionnaires and informal interviews to gain the data. The respondents were three one lecturers
analyzed the data. The mean of the evaluation survey result was 3.8. from maximum score 4. It means that the materials were well elaborated and appropriate, interesting, challenging thus applicable for the tenth grade of SMU Negeri 7 Yogyakarta
Finally, the writer hopes that this designed set of materials will be useful for the students and teachers who would like to apply these materials. Hopefully, this set of materials can inspire other designers to make better set of materials in the future.
Putra, Candra Cahya. 2008. Designing a Set of Authentic Listening Materials for Teaching Listening for the Tenth Grade Students of SMAN 7 Yogyakarta Using Cooperative Learning.Yogyakarta. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma
Di antara kesemua keterampilan berbahasa Inggris yang ada di dalam kurikulum, mendengarkan adalah kemampuan yang paling dasar. Siswa-siswa memiliki permasalahan dengan latihan mendengarkan dikarenakan mereka jarang mendapatkan latihan mendengarkan. Terlebih lagi, guru-guru dikelas jarang memakai bahasa Inggris di dalam kelas dan hanya terdapat sedikit materi latihan untuk mendengarkan. Masalah menjadi lebih berat karena mendengarkan adalah salah satu keterampilan yang diujikan didalam Ujian Akhir Nasional.
Oleh karena itu, didalam penelitian ini, penulis menyusun seperangkat materi pembelajaran mendengarkan bahasa Inggris berdasarkan Kurikulum Satuan Tingkat Pengajaran untuk siswa-siswa kelas X SMU Negeri 7 Yogyakarta. Ada dua pertanyaan yang akan dijawab didalam penelitian ini. Yaitu: 1. Bagaimanakah seperangkat otentik materi pembelajaran mendengarkan bahasa Inggris disusun? 2. Bagaimanakah penyajian seperangkat materi materi pembelajaran mendengarkan bahasa Inggris tersebut?
Untuk menjawab pertanyaan pertama, penulis melakukan sebuah penelitian untuk mendapatkan data tentang kondisi sebenarnya dari para guru dan siswa di SMU Negeri 7 Yogyakarta. Didalam penelitian tersebut penulis menggunakan kuisioner dan wawancara tak resmi. Kuisioner dibagikan kepada para siswa kelas X/ 4 dan wawancara tidak resmi dilakukan dengan para guru SMU Negeri 7 Yogyakarta. Hasil dari penelitian tersebut kemudian dikembangkan dan penulis mencari materi yang sesuai dengan data penelitian dan yang diperlukan oleh para guru dan siswa. Penulis juga mengadopsi model perancangan materi yang dikembangkan oleh Kemp. Didalam model ini terdapat enam langkah dalam perancangan materi, yaitu, mengidentifikasi kebutuhan murid, menentukan standar kompetensi dan menyusun topik-topik, menentukan kompetensi dasar, menentukan indikator-indikator, mengembangkan dan memilih materi pembelajaran, serta mengevaluasi dan memperbaiki materi yang disusun.
Untuk menjawab pertanyaan yang kedua, penulis menyajikan bentuk akhir dari seperangkat materi pembelajaran mendengarkan di dalam apendiks. Terdapat delapan unit dan setiap unit terdiri dari Brain storming, Vocabulary Enforcement, Group Discussions and Sharing, Listening Activities, Topic Development, dan Reflection.
Materi-materi dalam seperangkat materi pembelajaran mendengarkan disusun berdasarkan proses-proses mendengarkan yaitu Bottom Up dan Top Down proses. Untuk mengevaluasi dan memperbaiki materi yang disusun, penulis
xviii
pendapat, masukan dan koreksi atas materi pembelajaran mendengarkan dari narasumber yang tepat dan berkompeten. Untuk mendapatkan data, penulis menggunakan kuisioner dan wawancara tak resmi. Para responden adalah seorang dosen dari Pendidikan Bahasa Inggris dan dua guru bahasa Inggris dari SMU Negeri 7 Yogyakarta. Setelah melakukan penelitian, penulis menganalisa data untuk meningkatkan seperangkat materi pembelajaran mendengarkan. Hasil dari Rerata atau Rata-rata dari kuesioner adalah 3.8 dari nilai maksimal 4. Ini berarti bahwa seperangkat materi pembelajaran mendengarkan dikembangkan secara baik, sesuai dengan kondisi siswa, menarik, menantang dan juga dapat di aplikasikan untuk kelas X di SMU Negeri 7 Yogyakarta.
DESIGNING A SET OF AUTHENTIC LISTENING MATERIALS FOR TEACHING LISTENING FOR THE TENTH GRADE STUDENTS
OF SMAN 7 YOGYAKARTA USING COOPERATIVE LEARNING
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
CANDRA CAHYA PUTRA Student Number: 031214118
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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Be Thankful
Be thankful for the difficult times
During those times you grow
Be thankful for your limitations
Because they give you opportunities for improvement
Be thankful for each new challenge
Because it will build your strength and character
Be thankful for your mistakes
They will teach you valuable lessons
“Nothing will become something meaningful
through a process, hard work, and a good purpose”
This thesis is dedicated to:
My Lord, Jesus Christ
My Mother & Father
My Biggest Gift from God
My Brothers, Nephews & Nieces
My Beloved Best Friends
I would like to give my deepest gratitude to Jesus Christ. Because of His mercy and guidance, I finally could finish my thesis. I thank Jesus Christ because He never leaves me all alone. He fills all of my days with His Love. He fills me with His love through my suffering and happiness and especially from the beginning until the end of the process of making my thesis.
I would like to give my sincere gratitude to my sponsor, Yohana Veniranda, S.Pd., M.Hum. for her guidance, feedback, and patience in guiding me in completing my thesis. I would like to thank her very much for her understanding when I was in difficult times and had problems during making the thesis.
Next, I would like to thank the English teachers in SMUN 7 Yogyakarta, Dra. Zululana, Dra. Widya Astuti, Dra. Rahayu Budi, and Dra. A. Wihartati. I would like to thank them for guiding me and giving me an opportunity and chance, advice, guidance, suggestions and time in finishing the designed materials. My thanks go to the Headmaster, Drs. Mawardi, the staff, and the students of SMUN 7 Yogyakarta. I would like to thank them for giving me the chance to make the design. I thank them for all their cooperation.
I would also like to thank all the lecturers and the staff of Sanata Dharma University. My gratitude goes to Drs. Concillianus Laos Mbato, M.A., Drs. Y.B. Gunawan, M.A., Markus Budiraharjo S.Pd., M.Ed., G. Punto Aji, S.Pd., M. Hum., and V. Triprihatmini, S.Pd., M. Hum., M.A. who had given comments and suggestions toward my designed materials in order to improve the
viii their assistance and supports in these five years.
My special gratitude goes to Maria Stephani Taju, who always reminds me in her special way. She always fills my day with her smile, never tired to support me in finishing the thesis, giving spirit, energy, motivation for me. I thank her so much. “Bakpao, you are the best for me.”
My special gratitude goes to my family. I thank my mother, Magdalena Suwarti for her love, support, understanding, patience, and encouragement. I would also like to thank my father, Songo Wibowo for teaching me not to give up in every situation. I would also like to thank my brothers, Deni, Erik, and Bowo for reminding me to work harder and never give up.
I would like to thank Dera, Willi, Bunga, Melani, Timur, Tika, Wini, Dono, and all my friends for helping and giving me support in finishing the thesis. For the last, I would like to thank those who I cannot mention the names that help me and support me in finishing my thesis. God bless them all.
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
DEDICATION PAGE ... v
SURAT IJIN PUBLIKASI KARYA ILMIAH ... vi
ACKNOWLEDGMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF FIGURES ... xiii
LIST OF TABLES ... xiv
ABSTRACT ... xv
ABSTRAK ... xvii
CHAPTER I: INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Identification ... 7
C. Problem Formulation ... 7
D. Problem Limitation ... 7
E. Objectives of the Study ... 8
F. Research Benefits ... 8
G. Definition of Terms ... 9
CHAPTER II: REVIEW OF RELATED LITERATURE ... 12
A. Review of Related Theories ... 12
1. Models of Instructional Design ... 12
a. Kemp’s Model ... 12
2. Kurikulum Tingkat Satuan Pendidikan ... 17
3. Communicative Task ... 18
4. Cooperative Learning ... 19
a. The Principles of Cooperative Learning ... 20
b. Types of Cooperative Learning ... 20
5. Listening ... 22
a. The Nature of Listening ... 22
b. Listening Processes ... 22
c. Listening Functions ... 24
d. Learners’ Problems ... 25
e. Teaching Listening ... 25
f. Types of Listening Activities ... 27
g. Developing the English Listening Activities ... 28
h. Listening Media ... 28
B. Theoretical Framework ... 29
1. Further Discussion of Cooperative Learning ... 29
2. Further Discussion toward Adaptation from R & D and Kemp’s Model and Processes in Designing the Materials ... 33
1. Identifying the Entry Behavior ... 33
2. Stating the Standard Competencies and Listing the Topics ... 34
3. Stating the Basic Competencies ... 35
4. Listing the Indicators ... 36
5. Developing and Selecting Instructional Materials ... 37
6. Evaluating the Designed Materials ... 37
CHAPTER III: METHODOLOGY ... 39
A. Research Methods ... 39
B. Research Respondents ... 41
C. Research Instruments ... 42
D. Data Gathering Techniques ... 42
E. Data Analysis Technique ... 43
F. Procedures ... 45
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ... 47
A. The Steps Involved in Designing a Set of Listening Instructional Materials ... 47
1. Identifying the Entry Behavior ... 48
2. Stating the Standard Competencies and Listing the Topics ... 63
3. Stating the Basic Competencies ... 64
4. Listing the Indicators ... 66
5. Developing and Selecting Instructional Materials ... 68
6. Evaluating the Designed Materials ... 72
B. The Results of the Survey Study Administered to Evaluate The Overall Designed Set of Listening Materials ... 73
1. The Description of the Respondents ... 73
2. Data Presentation in the Form of Descriptive Statistics... 74
3. Respondents’ Comments on the Designed Set of English Listening Materials... 76
4. The Strengths of the Designed Set of English Listening Materials ... 77
5. The Weaknesses of the Designed Set of English Listening Materials ... 78
6. The Respondents’ Suggestions on the Designed Set of English Listening Materials ... 78
C. Discussions on the Designed Set of Listening Materials ... 78
D. Presentation of the Designed Set of English Listening Materials ... 70
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 81
A. CONCLUSIONS ... 81
a. The Answer to the First Question ... 81
b. The Answer to the Second Question ... 82
B. SUGGESTIONS ... 83
1. The English Teachers and Lecturers ... 83
2. Future Researchers ... 84
REFERENCES ... 85
APPENDICES ... 87 Appendix A: Questionnaires for the Needs Analysis and Data Gathering . 88
Appendix B: Gambaran Umum Materi ... 91 Appendix C: Surat Permohonan Pengisian Kuesioner ... 93 Appendix D: Questionnaire for the Designed Set Listening Materials
Evaluation ... 94 Appendix E: Surat Ijin Mengadakan Penelitian dari Universitas Sanata
Dharma ... 97 Appendix F: Surat Ijin Mengadakan Penelitian dari Pemerintah Kota
Yogyakarta ... 98 Appendix G: Syllabus of the Designed Set Listening Materials... 99 Appendix H: The Lesson Plans of the Designed Set Listening Materials ... 104 Appendix I: Presentation of the Designed Set Listening Materials ... 134
Page
Figure 2.1 Kemp’ Instructional Design Process ... 15
Figure 2.2 The Adaptation of R & D Process and Kemp’s Model ... 16
Figure 2.3 Outcomes of Cooperation ... 32
Figure 3.1 Procedure of the Study ... 46
Page Table 3.1: Points of Agreement ... 43 Table 3.2: The Results of Descriptive Statistics of Needs Analysis ... 44 Table 4.1: The Results of the Questionnaire . ... 48 Table 4.2: The Results of the Questionnaire in the Form of Percentage ... 49 Table 4.3: The Results of the Questionnaire in the Form of
Central Tendency ... 50 Table 4.4: The Results of Questionnaire Part Two ... 53 Table 4.5: The Topic and Standard Competencies of Designed Materials . 63 Table 4.6: The Basic Competencies of Each Unit ... 65 Table 4.7 : The Indicators of Each Unit ... 66 Table 4.8: The Unit, Standard Competencies, Basic Competencies, and
Indicators ... 68 Table 4.9 : Points of Agreements ... 74 Table 4.10: The Results of Evaluation Questionnaire in the Form of
Descriptive Statistics ... 74
Putra, Candra Cahya. 2008. Designing a Set of Authentic Listening Materials for Teaching Listening for the Tenth Grade Students of SMAN 7 Yogyakarta Using Cooperative Learning. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.
Among the four skills required by school based curriculum, listening is the basic skill in learning the English Language. The students have problem with the listening exercises because they rarely get the exercises. Moreover, the teachers rarely speak English to the students and there are only few listening materials for the students. The problem becomes more serious when listening becomes a part of the final examination.
This study concerns with the designing a set of English listening materials based on School Based curriculum for the tenth grade students of SMUN 7 Yogyakarta. There were two questions to answer in this study. They are: 1) How is a set of authentic English Instructional listening materials based on Kurikulum Satuan Tingkat Pendidikan for the tenth grade students of SMU Negeri 7 designed? 2) What does the designed set of English Instructional listening materials based on KTSP look like?
To answer the first question, the writer conducted a study to gain the data about factual condition about the students and the teachers in the SMUN 7 Yogyakarta, the instruments used were questionnaires and interviews. The questionnaires were given to the tenth grade students and the interviews were conducted with the teachers of SMUN 7 Yogyakarta. The results then developed and the author tried to find suitable materials for the teachers and students. The writer also applied Kemp’s Instructional Design Processes for designing the materials. This model consisted of six steps namely, Identifying the Entry Behaviors, Stating the Standard Competencies and Listing the Topic, Stating Basic Competency, Listing the Indicators, Developing and Selecting Instructional Materials, as well as Evaluating the Designed materials.
To answer the second question, the writer presented the final version of the designed set materials on appendices. There are eight units. The contents of each unit are Brain storming, Vocabulary Enforcement, Group Discussions and Sharing, Listening Activities, Topic Development, and Reflection.
The materials were arranged in accordance with the Listening Processes namely Bottom up and Top Down processes. To evaluate and revise the designed materials, the writer conducted a post-design research. This feedback was done to gather data from qualified and appropriate respondents to gain opinions and suggestions on the designed set of materials. The writer used questionnaires and informal interviews to gain the data. The respondents were three one lecturers
analyzed the data. The mean of the evaluation survey result was 3.8. from maximum score 4. It means that the materials were well elaborated and appropriate, interesting, challenging thus applicable for the tenth grade of SMU Negeri 7 Yogyakarta
Finally, the writer hopes that this designed set of materials will be useful for the students and teachers who would like to apply these materials. Hopefully, this set of materials can inspire other designers to make better set of materials in the future.
Putra, Candra Cahya. 2008. Designing a Set of Authentic Listening Materials for Teaching Listening for the Tenth Grade Students of SMAN 7 Yogyakarta Using Cooperative Learning.Yogyakarta. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma
Di antara kesemua keterampilan berbahasa Inggris yang ada di dalam kurikulum, mendengarkan adalah kemampuan yang paling dasar. Siswa-siswa memiliki permasalahan dengan latihan mendengarkan dikarenakan mereka jarang mendapatkan latihan mendengarkan. Terlebih lagi, guru-guru dikelas jarang memakai bahasa Inggris di dalam kelas dan hanya terdapat sedikit materi latihan untuk mendengarkan. Masalah menjadi lebih berat karena mendengarkan adalah salah satu keterampilan yang diujikan didalam Ujian Akhir Nasional.
Oleh karena itu, didalam penelitian ini, penulis menyusun seperangkat materi pembelajaran mendengarkan bahasa Inggris berdasarkan Kurikulum Satuan Tingkat Pengajaran untuk siswa-siswa kelas X SMU Negeri 7 Yogyakarta. Ada dua pertanyaan yang akan dijawab didalam penelitian ini. Yaitu: 1. Bagaimanakah seperangkat otentik materi pembelajaran mendengarkan bahasa Inggris disusun? 2. Bagaimanakah penyajian seperangkat materi materi pembelajaran mendengarkan bahasa Inggris tersebut?
Untuk menjawab pertanyaan pertama, penulis melakukan sebuah penelitian untuk mendapatkan data tentang kondisi sebenarnya dari para guru dan siswa di SMU Negeri 7 Yogyakarta. Didalam penelitian tersebut penulis menggunakan kuisioner dan wawancara tak resmi. Kuisioner dibagikan kepada para siswa kelas X/ 4 dan wawancara tidak resmi dilakukan dengan para guru SMU Negeri 7 Yogyakarta. Hasil dari penelitian tersebut kemudian dikembangkan dan penulis mencari materi yang sesuai dengan data penelitian dan yang diperlukan oleh para guru dan siswa. Penulis juga mengadopsi model perancangan materi yang dikembangkan oleh Kemp. Didalam model ini terdapat enam langkah dalam perancangan materi, yaitu, mengidentifikasi kebutuhan murid, menentukan standar kompetensi dan menyusun topik-topik, menentukan kompetensi dasar, menentukan indikator-indikator, mengembangkan dan memilih materi pembelajaran, serta mengevaluasi dan memperbaiki materi yang disusun.
Untuk menjawab pertanyaan yang kedua, penulis menyajikan bentuk akhir dari seperangkat materi pembelajaran mendengarkan di dalam apendiks. Terdapat delapan unit dan setiap unit terdiri dari Brain storming, Vocabulary Enforcement, Group Discussions and Sharing, Listening Activities, Topic Development, dan Reflection.
Materi-materi dalam seperangkat materi pembelajaran mendengarkan disusun berdasarkan proses-proses mendengarkan yaitu Bottom Up dan Top Down proses. Untuk mengevaluasi dan memperbaiki materi yang disusun, penulis
xviii
pendapat, masukan dan koreksi atas materi pembelajaran mendengarkan dari narasumber yang tepat dan berkompeten. Untuk mendapatkan data, penulis menggunakan kuisioner dan wawancara tak resmi. Para responden adalah seorang dosen dari Pendidikan Bahasa Inggris dan dua guru bahasa Inggris dari SMU Negeri 7 Yogyakarta. Setelah melakukan penelitian, penulis menganalisa data untuk meningkatkan seperangkat materi pembelajaran mendengarkan. Hasil dari Rerata atau Rata-rata dari kuesioner adalah 3.8 dari nilai maksimal 4. Ini berarti bahwa seperangkat materi pembelajaran mendengarkan dikembangkan secara baik, sesuai dengan kondisi siswa, menarik, menantang dan juga dapat di aplikasikan untuk kelas X di SMU Negeri 7 Yogyakarta.
1 CHAPTER I
INTRODUCTION
This chapter explains the background of this research, problem
identification, problem formulation, problem limitation, research objectives, and
research benefits as well as the definition on terms.
A. Research Background
Listening is a fundamental language skill but it is often ignored by foreign
and second language teachers. The skill of listening should be a major area of
concern to teachers and students of second or foreign language (L2). In retrospect,
the four themes that dominated the Second AILA (International Association of
Applied Linguistics) Conference in 1969 (Cambridge, England) seem to have
been prophetic in pointing the way toward trends in second/foreign language
(S/FL) education during the last quarter of the twentieth century (Morley, 2001).
Two of the themes that they heralded were, first, listening and reading as
non-passive and very complex receptive processes and second listening
comprehension is being recognized as fundamental skills (Morley, 2001).
In accordance with Morley and AILA Conference, Scarcella and Oxford
(1992) in Oxford (1993) agreed that listening is fundamental language skill that
typically develops faster than speaking and that often influences the development
of reading and writing ability in the new language. Then as Brown (1987)
and classroom practices in many schools in many countries continue to
demonstrate that listening is still regarded as the least important skill. In many
instances or schools, listening is treated as a neglected stepchild. It is “an
overlooked dimension in language acquisition” (Feyten, 1991: p. 173) in Oxford
(1993).
While the other three language skills receive direct instructional attention,
teachers frequently expect students to develop their listening capability by
osmosis and without help (Mendehlsohn, 1984) as cited in Oxford (1993). “We
have to teach our students HOW to listen,” argues Mendehlsohn (p.63) (Oxford,
1993). Listening can no longer be relegated to the status of an enabling skill that
simply helps students to speak (Nord, 1981) as cited in Oxford (1993). The
reasons for nearly total neglect of listening are difficult to assess, but as Morley
(2001) notes,
“Perhaps an assumption that listening is a reflex, a little like breathing – listening seldom receives overt teaching attention in one’s native language-has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).
It has taken many years to bring the language teaching profession around
the world to realize the importance of listening in second and foreign language
learning (Morley, 2001). After learning English whether as a second or a foreign
language, the students, hopefully, can understand oral or spoken English
conversation. In this study, the writer uses authentic listening materials. Authentic
listening materials are materials for learning English. In this study, authentic
listening materials are especially listening materials that are made by native
listening materials, students will be familiar with native pronunciation and get
used to listening authentic English conversation. The writer believes even though
teachers can record the sound of Indonesian English, English that is spoken by
Indonesian people; it will be very different from hearing authentic materials. The
more students get exposure of authentic materials the better their learning will be.
For the students to understand English in everyday oral communication, it is
important that they have exposure to spoken English outside the classroom. To
this moment, the source of the spoken or listening materials is recordings of
authentic speech produced in different situations (Goh, 2001).
The weaknesses of authentic materials are, first the pace of the
conversation is very fast for some students and in the conversation, there are many
ellipsis, and inflections. This characteristic, authenticity becomes a problem in the
new curriculum that is School Based Curriculum or KTSP. Because in KTSP,
teachers are expected to be able to teach listening effectively, so they have to find
authentic materials. KTSP demands teachers to be creative in teaching as well as
designing the listening materials. KTSP also demands students to be active too.
Teachers and students are not ready with such demands. Teachers and students are
accustomed to be stiff. They usually do similar activities such as fill in blank and
listening to the song. Teachers and students only do monotonous activities in
learning listening. Students merely listen for filling songs and doing TOEIC
exercises.
For many years, teachers depend on the materials in books that are
and students merely learn from these books too. Teachers are not creative enough
to design their own listening materials. They have difficulties in finding the
materials. Students have difficulties in learning listening because they are rarely
taught listening in the school. Students have limited vocabulary and they are not
used to listening conversation in English. To overcome such problems teachers
should use authentic listening materials so that the students can get used to
hearing conversation or spoken text in native English language.
Seeing the explanations above about the factual condition of teaching
listening in those recent years, the government gave less attention to the teaching
of listening in the books. Seeing the concept of listening as the process of
receiving, attending to, and assigning meaning to aural stimuli (Wolvin and
Coakley, 1985: p. 74) as cited in Oxford (1993), teachers have to give stimuli to
the students in the classroom in order to make their listening skills develop.
However in the classroom especially the tenth grade, teachers rarely use English
in the classroom. All aspects of listening involve a transformation of “input” into
“intake”- a change from the whirling buzz of noise into a meaningful subset that is
internalized by the learner (Cohen, 1990; Larsen-Freeman and Long, 1991; Ellis,
1986; Scarcella and Oxford, 1992) in Oxford (1993).
This distinction between input and intake is very important. Not
everything to which a student is exposed becomes “intake”, only the part that is
significant and to which student is paying attention (Oxford, 1993). Rivers as
cited in Morley (2001) stated the importance of listening by saying
of spoken speech is therefore of primary importance if the communication aimed is to be reached” (1966, pp. 196, 204).
The importance of listening is that people will comprehend if they can listen
to the message which is delivered by the conversation or the speaker and
understand the conveyed meaning. People listen first then comprehend the
message. In reality, listening is used far more than any other single language skill
in normal daily life. On average, we can expect to listen twice as much as we
speak, four times more than we read and five times more than we write (Rivers
1981; Weaver 1972) as cited in Morley (2001).
In the real or factual condition in the classroom, there are some problems
that the writer found through the interview and questionnaire. First, there is
seldom learning experience especially in listening. Teachers in teaching English in
the classroom rarely use English; they more often use the native language, such as
Indonesian and Javanese language than use English in the classroom. Second, the
students especially in the tenth grade have lack of knowledge in English
especially in the Vocabulary mastery. Therefore, students easily get confused
when listening to the listening passage. Third, they are passive in the class room.
It is hard to make them active in class discussion. Fourth, teachers also have few
listening materials. Teachers have difficulties in searching the listening materials.
After having the materials, teachers face another problem that is how they will
deliver or teach the materials. Those problems are faced by the teachers and
students especially in the tenth in SMA Negeri 7 Yogyakarta. The budget also
becomes a problem. Teachers do not have sufficient budget for developing the
Those problems occur because teaching listening is considered a new
method of teaching English in the classroom. These conditions are appropriate
with the explanation that listening is still considered as neglected skill among the
four skills. In SMA Negeri 7 Yogyakarta, the writer wants to help the teachers
especially English language teachers by designing a set of authentic listening
materials based on KTSP for the tenth grade and teach listening by using
Cooperative Learning. The writer chose this public senior high school because in
this high school there are sufficient facilities that support the teaching learning
process. For teaching learning English there is a language lab that is used for
teaching listening and the first school in Yogyakarta that implemented the CBC,
former curriculum before KTSP. The teachers of this school are also very
supportive and enthusiastic helping the writer in the process of the study. In the
SMA Negeri 7, students have difficulties in learning listening. The writer designs
a set of listening materials based on KTSP to help the teachers and the students as
well by using the Cooperative Learning so that the students can develop their
English skill better.
In this study, the writer had also studied previous study that has similar
concept and idea. The writer studied the thesis of Designing a Set of English
Listening Materials Based on CBC for the X Grade Students of SMK Kristen I
Surakarta by Putri Dina Martalinova, 011214079. This thesis is the main
reference in this study. The writer designed a similar study with a similar concept
but not merely copy or quote. For some parts the writer found the same references
by finding other relevant references. The writer also used R &D as the research
methodology and compared with Martalinova then used the naming of the steps
done by her.
B. Problem Identification
The problems that the writer finds in SMAN 7 Yogyakarta are the teachers
have difficulties in searching the listening materials and how they will teach
listening or the methodology. Teachers have difficulties in creating or designing
listening communicative task integrated with the other skills to encourage the
students to be able to use their logical thinking and communicative competence.
In this study the writer designs a set of authentic materials and proposes
methodologies to teach listening such as Cooperative Learning to help teachers in
teaching listening for the tenth grade students.
C. Problem Limitation
The problem is limited on how the writer will design the listening
materials for tenth grade students of SMA Negeri 7 Yogyakarta. The design was
limited for the tenth grade students. The process of designing will be based on the
KTSP, interview, and questionnaire from the students. In the design, from the 4
skills, the focus is on the listening skill.
D. Problem Formulation
1. How is a set of authentic English Instructional listening materials based on
Kurikulum Satuan Tingkat Pendidikan for the tenth grade students of SMA
Negeri 7 designed?
2. What does the designed set of English Instructional listening materials based
on KTSP look like?
E. Objectives of the Study
This study is aimed to design a set of authentic listening materials based
on students’ needs that also appropriate with KTSP for tenth grade of senior high
school students. Hopefully, through these materials the tenth grade students can
learn listening easily and effectively. By providing sufficient materials for
teachers and proposing a methodology that is Cooperative Learning to teach
listening, teachers in SMA Negeri 7 can overcome the problems that both students
and teachers have in teaching learning listening in SMA Negeri 7 Yogyakarta.
F. Research Benefits
This study will give benefit for teachers, future teachers, students, as well
as material designers. This study will give teachers sufficient, proper and various
listening materials. These listening materials are designed based on the needs
analysis that had been conducted previously. Therefore these listening materials
will be very helpful for the teachers and provide certain methodology that
For the students, this study will help them to learn listening easily and
effectively. The writer had conducted the need analysis before by asking the
students to fill in the questionnaires. It is obvious that these listening materials
really suit their needs. The materials also designed based on KTSP. Hopefully, the
materials can help students to develop their listening skill in particular and
English in general and help them to be more active in the classroom. By using
Cooperative Learning, students can be more familiar and having better
understanding and knowledge of English language.
For other material designers, hopefully this study about designing
authentic listening materials can be a reference to develop and to design better
authentic listening materials.
G. Definition of Terms
Some terms needed to be clarified to avoid misunderstanding. The terms
that would be defined are the Instructional design, Kurikulum Tingkat Satuan
Pendidikan, Communicative Task, Cooperative Learning and Listening Materials.
1. Instructional Design
Kemp (1977: 6) defined an instructional design ‘as the development of the overall
plan incorporating the interrelated parts of an instructional process in sequential
pattern’. Moreover, Banathy (1976: 16) explains that instructional design is ‘the
interaction between the learners and his environment through with the learner is
making progress toward the attainment of specific and proposed knowledge, skill,
of designing the instructional materials and all the activities presented on the
instructional materials.
2. Kurikulum Tingkat Satuan Pendidikan
In this study, Kurikulum Tingkat Satuan Pendidikan is defined as the curriculum
where the indicators should be achieved through communicative activities in the
classroom.
3.Communicative Task
Communicative task is the piece of classroom work which involves learners in
comprehending, manipulating, producing, or interacting in the target language
while their attention is principally focused on meanings rather than form (Nunan
1988: 18). In this study the term communicative task is similar with Nunan’s
definition. Communicative task is a task that is used for activities, exercises and
materials that encourages the students to understand, comprehend and to be able
to apply it in the real conversation.
4. Cooperative Learning.
Cooperative Learning is the instructional strategy use of small groups so that
students work together to maximize their own and each other’s learning (Johnson,
Johnson, and Holubec, 1994). Cooperative Learning refers to a method of
instruction whereby student work together in groups to reach common goals.
5. Listening
In this study, listening is defined as an active and purposeful process of what we
hear, and listening materials are defined as the activities, content, subject, and the
focus of the items that are going to be discussed and taught so that the students
6. Authentic
Authentic in this study is defined genuine and original, as opposed to being a fake
or reproduction (Microsoft Encarta Dictionary, 2006).
7.Authentic listening materials
Authentic listening materials in this study are defined as materials that have been
produced by native speakers especially from England and USA, for example radio
programs and video recordings. Listening materials drawn from authentic
materials or sources are interesting and motivating because they are relevant to the
students’ lives and works (Goh, 2001).
8.SMA Negeri 7 Yogyakarta
SMAN 7 Yogyakarta is located in South part of Yogyakarta. Its address is MT.
Haryono Street Number 47 Yogyakarta 55141 Indonesia, phone number
62274377740 Email:info@seveners.com. Based on SK Mendikbud RI
No.0473/0/1983 that stipulated about the opening of new high school, on the 1stof July 1983 SMA Negeri 7 Yogyakarta officially opened. There are 18 classrooms
for the overall grades starting from the X grade to XI grade and XII grade. Each
grade is divided into six classes. The facilities are Multimedia Lab, Physic Lab,
Biology Lab, Chemistry Lab, Canteen, Praying room, and Language lab, Library
12 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some relevant theories that serve as basis for the
discussion. The purpose of this chapter is to obtain the understanding of what the
basic principles of the study, so the problems in the previous chapter can be
answered.
In this chapter, there will be two major sections. First section is the review
of related theories about the studies, and second section is theoretical framework
that focuses on the steps in developing a set of English listening materials
A. Review of Related Theories
In this section, the writer will explain relevant theories accordance with
the title of this study. They are Theories of Instructional Design, the KTSP,
Communicative Task, Cooperative Learning, and Listening.
1. Models of Instructional Design
In this part, the writer explains about the process of designing an
Instructional Design by Kemp. The writer will elaborate more about the process of
stating purpose until the design. The theories and the principles that underlie the
design in this model will also be the principle of designing the listening materials.
a. Kemp’s Model
In this model, Kemp followed the system approach where the goal and
and the evaluation are important in making the design effective. System approach
is the overall plan of the instructional design compiled in order (Kemp, 1977: 6).
In this model, the design is flexible so the teachers can adjust the design according
to the needs. The designer can start from everywhere or any steps as long as the
whole elements are done and used.
This model can also be applied in all levels of education. Kemp (1977:
8-9) stated that this model can solve three important problems in instructional
design namely objectives, activities, and resources, as well as evaluations.
Those three components, objectives, activities, and resources, should be
the basis of the instructional design. If the designer misses one element or doesn’t
have thorough or comprehensive understanding, the designer will fail to design a
good instructional design. Kemp’s design (1977:19-91) consists of eight parts.
They are as follow
1) Determining the Goals, Topics, and General Purposes for Teaching Each
Topic.
In determining the instructional design, a designer should decide the goals
first that serve as the things to be achieved. Then select the topics to be taught for
the students, and then specify the general purposes of each topic. The topics
should be suitable with the learners. Beside that, the selection of the topic should
consider the items from the simple or basic one to complex level, the correlation
with the subject content and the students’ characteristics and needs
The designer has to find information about the students’ needs, interest, and
ability. This step is crucial because students’ characteristics and needs influence
the emphasis in deciding instructional design.
3) Specifying the Learning Objectives
The designer determines the learning objectives in order to achieve certain
students’ performance based on the goals. The objectives should be able to
measure and are not ambiguous so that the students are able to do the objectives.
4) Listing the Subject Content
The subject content supports each objective. Subject content includes the
organization of the content and task analysis. Organizing the content is preparing
the outline of the information that will be taught. Meanwhile the task analysis is
the list of all procedural elements that will be taught.
5) Developing Pre-Assessment
It aims to know the students’ background and present knowledge about the
topic. Pre-assessment has two kinds of test. They are requisite testing and
pre-testing. Pre-requisite testing aims to determine whether the learners have already
had the basic knowledge of the topic, whereas pre-testing aims to find which of
the objectives the students have mastered.
6) Selecting the Teaching/ Learning Activities and Instructional Resources
The teaching/ learning activities and all instructional resources that will
treat the subject content should be done, so that the students will accomplish the
objectives.
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From the figure, the designer can start from whichever step that is prepared
well or have sufficient knowledge. Treatment into one step can affect other steps.
The reason is that there is interdependence relationship among the steps. The
process can undergo forward or backward depending on the needs and situation.
From the figure above, the writer found similarities with R & D steps as can
be seen in the figure below
Figure 2.2: the Adaptation of R & D and Kemp’s Model Research and information collecting Planning Develop preliminary form of product Preliminary field testing Main product revision Learners’ characteristics Goals, Topics, and General Purposes Learning Objectives Subject Content Teaching/ Learning Activities, Resources Evaluation Support Services Identifying Entry Behavior Stating the Standard Competencies and Listing the Topics
2.Kurikulum Satuan Tingkat Pendidikan
The School Based Curriculum orKurikulum Tingkat Satuan Pendidikanis
a curriculum that demands the creativity of the teachers and students. This
curriculum is the development of the previous curriculum but more or less has a
similar concept with the previous curriculum, Competencies Based Curriculum.
The students are expected to be able to communicate using English language. In
this curriculum, students are expected to be to achieve certain literacy level related
to the English Language Learning. The literacy level included performative,
functional, informational, and epistemic. In the performative level, people are able
to read, write, listen, and speak with symbols that are used. In functional level,
people are able to use the language to fulfil their needs such as reading
newspapers, manuals or procedures. In informational level, people are able to
access knowledge or information with language ability, meanwhile in the
epistemic level, people are able to express knowledge in the target language
(Wells, 1987) as cited in Depdiknas (2006).
The students are expected to be able to communicate using English
language after learning English language in the classroom. This curriculum lists
some indicators and requirements that students should have in order to be able to
communicate. So this curriculum serves as the guidance of the teaching learning
activities but in this design the students’ needs itself play the role of the design
should be all about based on to the KTSP. Through this curriculum students are
1. Developing communication competencies in the written or spoken
conversation to achieve informational literacy level
2. Having awareness about the nature and the importance of English language
to increase the nation competition level in the global society
3. Developing students understanding about the relevance of language and
culture.
Seeing the purpose and the nature of KTSP, it is understandable that
students and teachers are demanded to be able to be creative so that they can
develop their knowledge about English language. After having sufficient
knowledge and skill, they can, especially students, have better future.
3. Communicative Task
A Communicative Task is the piece of classroom work which involves
learners in comprehending, manipulating, producing, or interacting in the target
language while their attention is principally focused on meanings rather than form
(Nunan 1988: 18). Communicative task is the guidance of how students can
communicate by learning in the classroom. There are some components in
analyzing the communicative task in the classroom. They are teacher’s role,
learner’s role, setting, activities, input, and goals.
The writer uses those components to determine the tasks that will be used
in creating communicative exercises of instructional listening materials for the
tenth grade students of SMA Negeri 7 Yogyakarta. The term task is defined by
changing attitudes toward language and language learning. To achieve the
changes or to manifest the changes the writer will use Cooperative Learning as the
methodology. Because the writer believes students will learn effectively if they
work in a group.
4. Cooperative Learning.
Teaching means facilitating and directing the students to learn the
materials and provide a good condition for learning process. A teacher is expected
to be able to find the materials, teaching strategies or approaches, and provide a
good teaching. Approach is considered as the general opinions about what
language is and how language is. The writer wants to elaborate one of the
approaches that underlie the second or foreign language learning that is
Cooperative Learning.
In this study, the writer tries to search the possibility of implementing
Cooperative Learning in senior high school in Indonesia, specifically in teaching
listening. Knowing the principles and kinds of Cooperative Learning which are
appropriate to be implemented, teacher and students can use it correctly and get
optimal result. Because in Cooperative Learning, students can develop their
potential and helping as well as fulfilling one to another to accomplish the task
given in order to make students have responsibility toward others in this context is
teaching listening. Through the Cooperative Learning students will get many
benefits. The writer has conducted a research to prove the statement that
The listening materials are required to be developed by the students and the
situation of the classroom is designed by using the Cooperative Learning.
a. The Principles of Cooperative Learning
Johnson and Johnson (1994) point out that each lesson in Cooperative Learning
should include five basic elements:
a. Positive interdependence- students must feel they are responsible for their own
learning and that of the other members of the group.
b. Face- to-face interaction- students must have the opportunity to explain what
they are learning to each other.
c. Individual accountability- each student must be held accountable for mastery
of the assigned work.
d. Social skills- each student must communicate effectively maintain respect
among group members, and work together to resolve conflicts.
e. Group processing- groups must be assessed to see how well they are working
together and how they can improve.
b. Types of Cooperative Learning
There are several common types of Cooperative Learning techniques. The first
four were developed by Robert Slavin and his associates (1983). They are :
a. Student Teams- Achievement Divisions (STAD)
It involves four- member learning teams that are mixed in performance level, sex,
and ethnicity. After the teacher presents a lesson, students work within their teams
to make sure that all members have mastered the lesson. Students then
b. Teams- Games- Tournament (TGT)
Students of similar ability play academic games to show their individual mastery
of the subject matter.
c. Team Accelerated Instruction (TAI)
It is combination of individualized instruction and team learning. Students work in
heterogeneous teams, but students study individualized academic materials. Team
mates check each others’ work from answer sheets and team scores are based on
the average number of units completed each week by team members.
d. Cooperative Integrated reading and Composition (CIRC)
It is a comprehensive program for teaching reading and writing in the upper
elementary grades.
e. Jigsaw
It involves six students working on academic material that has been broken down
in sections. Each student read his or her section. Then, members of different teams
who have studied the same sections meet in “expert group” to discuss their
section. Next, the students return to their teams and take turns teaching teammates
about their section.
f. Learning Together
It is a cooperative approach in which students are organized into teams that
include a cross- section of ability levels. Each team is given a task or project to
complete, and each team member works on a part of the project that is compatible
information and materials needed to complete the task. Final assessment is based
on the quality of the team’s performance (Burden and Byrd, 1999).
5. Listening
Listening is one of the importance skills that students need to be mastered.
Because the study is related to the listening, the writer will explain about the
listening
a. The Nature of Listening
Michael Rost (2002: 7) states that the term of listening is used in language
teaching to refer to a complex process that allows us to understand the spoken
language. Listening is used in others skills. For examples, when we read we will
be familiarized with words because we often hear the word in television or daily
activities. We know the phonetic sound of the words. When we want to
communicate, we had to be able to understand the meaning of the spoken
language. By seeing those examples, it is obvious that listening is important for all
language skills but it’s strange seeing listening is the neglected skill.
b. Listening Processes
To understand how we can make sense what we hear or listen there are
two processes proposed by Rumelhart and Ortony (1977) and expanded upon
Chaudron and Richards (1986), Richards (1990) as cited in Hegelsen (2001)
way learners attempt to understand what they hear or read. With Bottom Up
processing, students start with component parts: words, grammar, and the like.
The Top Down processing is the opposite. Learners start from their background
knowledge, either content schema (general information based on previous
learning and life experience) or textual schema (awareness of the kinds
information used in a given situation) (See Long, 1989) cited in Hegelsen (2001).
In many cases, the Top Down and Bottom Up processes work in
integration. This Top Down and Bottom Up integration happened by accident. In
the classroom, pre listening activities are good way to make sure it happens.
Before listening, learners can, for example, brainstorm vocabulary related to the
topic or invent short dialog relevant to function such as giving direction or
apologizing. In the process, they base their information on their knowledge of life
(Top Down information) as they generate vocabulary and sentences (Bottom Up
data). The result is a more integrated attempt at processing. The learners are
activating their previous knowledge. This use of combination of Top Down and
bottom data is also called interactive processing (Peterson, 2001) as cited in
Hegelsen (2001).
As Buck (1995) points out, the assumption that the listener simply decodes
messages is mistaken. “Meaning is not in the text (text = what ever is being
listened to)- but is something that is constructed by the listeners based on a
number of different knowledge source.” Among those sources are the knowledge
knowledge. From the discussion above the writer will say listening is meaning
based. When we listen, we are normally doing so for a purpose (Hegelsen, 2001).
c. Listening Functions
Besides recognizing the difference between Bottom Up and Top Down
processing, there are two listening function which need to be discussed. Brown
and Yule (1983a) as cited in Morley (2001) suggest dividing language functions
into two major divisions: language for transactional purposes and language for
interactional purposes. They note that transactional language corresponds to
Halliday’s notion of ideational, while interactional language corresponds to his
term interpersonal (Halliday 1970, p. 143).
Transactional language is message oriented and can be viewed as
“business-type” talk with the focus on content and conveying factual or
propositional information. Transactional language is used for giving instructions,
explaining, describing, giving directions, ordering, inquiring, requesting, relating,
checking on the correctness of details, and verifying understanding. The premium
is on message clarity and precision.
Interactional language is person oriented (social-type). Its objective is the
establishment and maintenance of cordial social relationships. Brown and Yule
comment that great deal of casual information contains phrases or echoes of
phrases which appear to be intended more as contributions to a conversation than
identifying with other person’s concerns, being nice to the other person and
maintaining and respecting face
d. Learner’s Problems
The problems that students have are how to understand the spoken
language, the vocabulary. The real problems that students have are they lack of
knowledge in English especially the Vocabulary mastery. This implies the
confusion in listening and understanding the listening passage. Students spend
more time in understanding several difficult words then they do not pay attention
to the forthcoming words. This situation makes them confused to get the meaning
of the whole listening passage.
Students are also very passive. It is difficult to make them active
participating in the class especially classroom discussion. Through Cooperative
Learning, each member will support the rest of the group so that all the members
master and active in the classroom.
e. Teaching Listening
In teaching listening, the writer will expose students to different way of
processing information: Bottom Up and Top Down. The distinction is based on
the way learners attempt to understand what they hear. Learners start from their
background knowledge and use in the given situation. The type of listening will
activities. Hegelsen (2001) proposes some principles for teaching listening as
follow:
1. Expose students to different ways of processing information: bottom-up vs
top-down. This is called interactive processing (Peterson, 2001). The way to integrate
is by using pre-listening activities. Pre listening activities can in the form of;
brainstorm vocabulary, related to a topic or invent a short dialogue relevant to
functions. In this process, students base their information on their knowledge of
life (top-down information) as they generate vocabulary and sentences (bottom-up
data). The result is a more integrated attempt at processing.
2. Expose students to different types of listening. Students need to consider the
purpose and they also need to experience listening for different purposes.
Common type of listening in the textbook is listening for specific information. At
other times students need to listen or try to understand in a more general way.
This called global or gist listening. Listening for specific information and listening
for a gist do not come out in isolation. They go along simultaneously. Students
listen to the main idea of conversation and also pay attention to its specific
information. The third is “listening between lines” (Hegelsen, 2001). Listening for
implied information that does not directly stated. Even tough it need inference,
this kind of listening, is done at the beginning level when students lack much
vocabulary, grammar, and functional routines that students tend to infer the most.
3. Teach variety of task. Ask students to do various task based on the listening
4. Consider, text, difficulty, and authenticity. Teachers should teach listening
appropriately based on the students.
5. Teach listening strategies, Rost (2002, p. 155) identifies as strategies that are
used by successful listeners:
1. Predicting: effective learners think about what they will hear. This fits
into the ideas about pre-listening mentioned earlier.
2. Monitoring: Good listeners notice what they do and do not understand.
3. Clarifying: Efficient learners ask questions (What does____mean? You
mean___) and give back
4. Responding: learners react to what they hear.
5. Evaluating: they check on how well they understood.
f. Types of listening Activities
The listening activities will be derived from the needs analysis and the
indicators that should be obtained. The listening activities also based on the Top
Down and Bottom Up processes. The students will have four models of listening
activity and instruction, namely:
1. Listening and repeating
2. Listening and answering comprehension questions
3. Task listening
g. Developing the English Listening Activities
The types of designing a set of instructional material in this study can
support the students’ communicative ability by developing activities with
different tasks and activities. The first function is to prepare for communication
that includes introduction of the vocabulary and structural pattern (Candlin, 1983:
20). The second is exercises and tasks that develop communication. The
sequences of different discourse help the learners to understand the tasks
gradually. The third is exercises and tasks that construct communication. The
teachers know the discourse of the topic, so the teachers can easily apply the
activities in the classroom so that students can fulfill the speech act function and
intention.
The fourth function is to stimulate the communication. This can be in the
forms of role-play, projects, and action plan that make students use the materials
for communicate actively. The last function is the exercises and tasks that are
communicative themselves. The teachers and students maintain the English
conversation so that the situation directs students in the real communication.
h. Listening Media
Written text and reading passages are the common material presentation in
the classroom. Teachers need other media to give more exposure for the students,
such as movie, song, audio CD, and picture. The media that are available such as,
internet, VCD, tape player, over head projection, and computer set in the language
B. Theoretical Framework
The writer will elaborate the Kemp’ instructional design to design the
listening material in this section and in what way Cooperative Learning suits with
the teaching learning process of listening.
1. Further Discussion of Cooperative Learning.
By using certain instructional strategies for example Cooperative
Learning, teachers have a goal to ease the learning activities in the classroom.
Teachers’ teaching or instructional strategies that are used sometimes are not
suitable for all students. The students will learn best when they feel comfortable
with the situation and motivated to learn or study English in the classroom.
In the previous section, the writer has discussed about the principles of
Cooperative Learning. They are positive interdependence, face- to- face
interaction, individual accountability, social skills, and group processing. In
Cooperative Learning group, all of these principles are included.
In Indonesia, it is very possible to implement some kinds of Cooperative
Learning for senior high school students who are learning English. It is more
likely because Indonesian students come from different performance level, ability,
sex, and ethnicity. The diversity can be used to get positive benefit from others.
The writer suggests some kinds of Cooperative Learning which can be
implemented for senior high school students who are learning English, they are
The reason the writer chooses STAD are because its efficiency and
effectiveness. When the teacher finishes with the material, students work in group
to make sure all of the members have understood the lesson. They help each other
and each member has the opportunity to present his or her understanding. Then,
they will take small quiz and the scores are based on team scores. It can make the
students are encouraged to help their friends. Individual accountability is
maintained since the quiz is taken individually. For example, in learning reported
speech. Students may feel bored when they have to listen to long explanation from
the teacher about reported speech. Instead of it, the teacher can only explain the
general guidelines of reported speech and then the students can learn by
themselves in group. It can make the students more interested and be active.
The second is Jigsaw. The writer has discussed the rules of jigsaw
previously. Since the only way students can find the whole information is from
their friends, they are motivated to pay attention to others. Jigsaw can be
implemented in various activities, for example in learning about description. The
students are given the pieces of information about the characteristics of the
missing person. They have to find the whole information from their friends to find
the missing person. It is more challenging than only listening to the teacher
explanation about description.
The last one is Learning Together. It can be implemented for project or
report task. Students work on part of subject which fit with their interests and
abilities. For example, students are assigned to make analysis of English short
theme, tone, character, symbol, plot, point of view, etc. each member chooses one
element to be discussed or analysed then share his or her understanding in the
group meeting
On the contrary, the writer does not suggest TGT because it needs much
time in which it demands weekly tournament where they play academic games to
show their subject mastery. However, it can be done when there is extra time. The
writer also does not suggest TAI because the writer considers it not effective in
which TAI only scores the number of units completed each week by team
members. The last one is CIRC. The writer does not suggest this kind of
Cooperative Learning for senior high school students because it is used for
teaching reading and writing in the upper elementary grades.
In Cooperative Learning, the teacher is suggested to form the group in
which it consists of different competence level students so that high competence
level student can help other students. The distribution of groups can be adapted
with the total number of students in class and their diversity in competence level,
gender, and abilities.
There are many benefits of Cooperative Learning. The first is to make the
students learn how to deal with other people and their uniqueness. In one group,
there are different persons with different characteristics, competence levels,
abilities, gender, learning styles and so on. Through cooperation, students are
expected to be able to adapt him self or herself in the society later on.
The second is to teach them to be responsible to others. They cannot be
also have to be willing
scores. Cooperative L
than being selfish.
The thir
