English listening materials using documentary videos for students of SMA N 1 Depok Sleman.

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xiii ABSTRACT

Pamenang, Timur. 2008. English Listening Materials Using Documentary Videos for Students of SMA N 1 Depok Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English is one of the subjects to be mastered in senior high school. There are four skills in learning English: Listening, Speaking, Reading and Writing. Listening is the first stage in language acquisition which means the first stage in language learning as well. Therefore, listening is the main concern of this study.

This study was intended to design English listening materials using documentary videos for students of SMA N 1 Depok Sleman, Yogyakarta. The objectives of this study were to answer two questions which were stated in the problem formulation. The questions were (1) How are English listening materials using documentary videos for students of SMA N 1 Depok Sleman designed? (2) What do English listening materials using documentary videos for students of SMA N 1 Depok Sleman look like?

In this study, the writer adapted Research and Development method (R&D) cycle to answer the research questions above. The writer employed five out of ten steps of R&D cycle. They were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Product Evaluation, and (5) Main Product Revision.

To answer the first question, the writer adapted R&D. Since the study was in education field and required the applicable instructional design that appropriate for the R&D steps, the writer adapted Kemp’s model which was combined with Yalden’s model. Those models are modified into seven steps, namely, (1) Conducting Needs Survey, (2) Specifying Standard Competency, Basic Competence and Topics, (3) Determining Indicators, (4) Listing Subject Content, (5) Designing Material, (6) Selecting the Teaching Learning Activities, and (7) Evaluating.

The writer distributed a questionnaire to the research participants to obtain opinions, suggestions, and comments toward the materials. The participants consist of three English teachers of SMA N 1 Depok Sleman, Yogyakarta and two English lecturers of Sanata Dharma University. After conducting the evaluation on the materials designed, the writer analyzed the data. The results of the analysis indicated that the mean ranged from 3.4 to 4.4 on five point scale. This result showed that the designed materials were generally acceptable and appropriate for the students of SMA N 1 Depok Sleman with some revisions.

To answer the second question, the writer presented the final version of the designed materials after making some revisions based on the comments, evaluation, and suggestions. The materials which were composed based on R&D steps consist of eight topics. Each topic consists of four sections they are pre-listening, while-pre-listening, post-pre-listening, and reflection.

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xiv ABSTRAK

Pamenang, Timur. 2008. English Listening Materials Using Documentary Videos for Students of SMA N 1 Depok Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris merupakan salah satu mata pelajaran wajib pada tingat sekolah menengah atas. Terdapat empat kecakapan dalam bahasa Inggris, yaitu Mendengarkan, Berbicara, Membaca dan Menulis. Mendengarkan merupakan tahap awal dalam penerimaan bahasa dan pambelajaran bahasa. Maka, mendengarkan adalah pokok pemikiran dalam studi ini.

Studi ini di lakukan untuk merancang materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman, Yogyakarta. Tujuan studi ini untuk menjawab dua pertanyaan pada rumusan masalah yaitu (1) Bagaimanakah materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman dirancang? (2) Seperti apakah materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman?

Dalam studi ini penulis mengadaptasi siklus R&D (metode Riset dan Pengembangan) untuk menjawab rumusan masalah diatas. Penulis menggunakan lima dari sepuluh siklus R&D. Yaitu (1) Riset dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Produk Awal, (4)Evaluasi Produk, dan (5) Revisi Produk Utama.

Untuk menjawab pertanyaan pertama, digunakan langkah- langkah dalam R&D (metode Riset dan Pengembangan). Selama studi ini dalam lingkup pendidikan yang menuntut model rancangan instruksional yang mendukung tahapan R&D, penulis menggabungkan model rancangan instruksional Kemp dan Yalden. Kedua model digabung menjadi tujuh tahap yaitu (1) Melakukan Survei Kebutuhan, (2) Menspesifikan Kompetensi Standar, Kompetensi Dasar dan Topik, (3) Menentukan Indikator, (4) Mendaftar Muatan Subyek, (5) Merancang Materi, (6) Memilih Aktifitas Belajar Mengajar, dan (7) Evaluasi.

Penulis membagikan angket kepada partisipan untuk mendapatkan opini, saran dan komentar atas materi. Partisipan terdiri tiga guru SMA N 1 Depok Sleman, Yogyakarta dan dua dosen bahasa Inggris di Universitas Sanata Dharma. Dilakukan evaluasi dan analisis pada materi terancang, Hasilnya menunjukkan nilai mean adalah 3.4 hingga 4.4 yang menunjukkan materi terancang dapat diterima dan layak bagi siswa SMA N 1 Depok Sleman dengan perbaikan.

Untuk menjawab pertanyaan kedua, versi akhir dari materi terancang disajikan setelah adanya perbaikan berdasar komentar, evaluasi, dan saran dari partisipa. Materi yang dirancang berdasar tahapan R&D, terdiri atas delapan topik. Tiap topik terdiri tiga bagian. Yaitu pra-mendengarkan, saat-mendengarkan, pasca-mendengarkan, dan refleksi.

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i

ENGLISH LISTENING MATERIALS USING DOCUMENTARY VIDEOS FOR STUDENTS OFSMA N 1 DEPOKSLEMAN

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By

TIMUR PAMENANG Student Number: 031214133

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

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iv

“Lord, I am not proud and haughty. I don’t

think myself better than others. I don’t pretend to,

“know it all.” I am quiet now before the Lord,

just as a child who is weaned from the breast. Yes

my begging has been stilled.

Psalm 131: 1-2

I dedicate this thesis to:

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

Yogyakarta, August 23, 2008

Timur Pamenang 031214133

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Timur Pamenang

Nomor Mahasiswa : 031214133

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

ENGLISH LISTENING MATERIALS USING DOCUMENTARY VIDEOS FOR STUDENTS OF SMA N 1DEPOK SLEMAN

beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistri-busikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan roy-alti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 30 Agustus 2008

Yang menyatakan

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vi

ACKNOWLEDGEMENTS

First and foremost, I would like to thank my almighty God,Jesus Christ who leads me to the place that He has planned, who shores me up when I am down, and who keeps me alive in such a hard struggle. His love is sometimes unseen but it is realized when He is with me, in me, to obtain the Sarjana Pendidikan Degree.

My deepest gratitude goes to C. Tutyandari, S.Pd., M.Pd., my major sponsor, for her patience, kindness, ideas, supports, suggestions, and time. I owe her so much, and these words will never pay. My thankfulness also goes to my co-sponsor Made Frida Yulia, S.Pd., M.Pd., who has shared her time, ideas, suggestion, criticism, even when it is almost no time for herself.

I would like to thank Dr. Retno Muljani, M. Pd., my academic advisor, who helps me to pass my time in PBI. I would like to thank all PBI lecturers, especially Drs. Y.B. Gunawan, M.A., and F. Chosa Kastuhandani, S.Pd., for their willingness to evaluate my thesis. Furthermore, thank for guiding me and giving me their knowledge. My thankfulness also goes to Mbak Daniand Mbak Tarias the PBI secretariat staff, for helping me during my study in PBI.

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vii

My deepest sincerest gratefulness goes to my parents, the late Anwas Hendrosumantri and Ch. Sukatri for having great times with them, for their inspiring life to survive, for their affection that much is bigger than their financial supports. My thankfulness and regards go to my eldest brother Drs. Yudi Rahayu, who loves me and supports me in his unique way, to my second brother Agus Priyono Jatmiko for helping me do my jobs at home, my gratitude and tightest hug go to my beloved sister Antriska Marantyas, S.E., for her love and support, for being a good sister and friend. My gratitude goes toMbak Narti, my sister in law, also toDinar, Seto andAdista. My special gratitude goes to Anita Devi Ariesnawati, S. Farm., for her support, affection, love, laughter and all moment we have shared.

My highest appreciation goes to my best friends, Cipok, Dudung, Gendut, Melanie (for being a nice thesis partner), Mrinong and Cherly. My gratitude is extended to the PBI fellows,Winny A, Galih, Christine, Lukas, Ji’i, Kiyer, Dono, Kiki, Atik, Nina, Priska, Ema, Uri, Titik, Tika, Bunga, Dera, Boy, Lexi, Patrick, Datu, Winny and those that I cannot mention here, those who pray for me all the times, those who are supposed to be written here but not.

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viii

LIST OF FIGURES

Page

Figure 2.1 The Framework for Analyzing Communication Tasks ... 9

Figure 2.2 Water & Hutchinson’s Material Model Design ... 18

Figure 2.3 Yalden’s Language Program Development ... 21

Figure 2.4 Kemp’s Instructional Design Model ... 25

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xii

LIST OF TABLES

Page

Table 3.1. Priority Scale ... 41

Table 3.2. Priority Scale for Optional/ Open Questions ... 41

Table 4.1. The Results of the Questionnaire for Students ... 45

Table 4.2. The Basic Competences and Topics ... 50

Table 4.3. The Indicators ... 79

Table 4.4. The Presentation of Product Evaluation Data ... 53

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xiii ABSTRACT

Pamenang, Timur. 2008. English Listening Materials Using Documentary Videos for Students of SMA N 1 Depok Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English is one of the subjects to be mastered in senior high school. There are four skills in learning English: Listening, Speaking, Reading and Writing. Listening is the first stage in language acquisition which means the first stage in language learning as well. Therefore, listening is the main concern of this study.

This study was intended to design English listening materials using documentary videos for students of SMA N 1 Depok Sleman, Yogyakarta. The objectives of this study were to answer two questions which were stated in the problem formulation. The questions were (1) How are English listening materials using documentary videos for students of SMA N 1 Depok Sleman designed? (2) What do English listening materials using documentary videos for students of SMA N 1 Depok Sleman look like?

In this study, the writer adapted Research and Development method (R&D) cycle to answer the research questions above. The writer employed five out of ten steps of R&D cycle. They were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Product Evaluation, and (5) Main Product Revision.

To answer the first question, the writer adapted R&D. Since the study was in education field and required the applicable instructional design that appropriate for the R&D steps, the writer adapted Kemp’s model which was combined with Yalden’s model. Those models are modified into seven steps, namely, (1) Conducting Needs Survey, (2) Specifying Standard Competency, Basic Competence and Topics, (3) Determining Indicators, (4) Listing Subject Content, (5) Designing Material, (6) Selecting the Teaching Learning Activities, and (7) Evaluating.

The writer distributed a questionnaire to the research participants to obtain opinions, suggestions, and comments toward the materials. The participants consist of three English teachers of SMA N 1 Depok Sleman, Yogyakarta and two English lecturers of Sanata Dharma University. After conducting the evaluation on the materials designed, the writer analyzed the data. The results of the analysis indicated that the mean ranged from 3.4 to 4.4 on five point scale. This result showed that the designed materials were generally acceptable and appropriate for the students of SMA N 1 Depok Sleman with some revisions.

To answer the second question, the writer presented the final version of the designed materials after making some revisions based on the comments, evaluation, and suggestions. The materials which were composed based on R&D steps consist of eight topics. Each topic consists of four sections they are pre-listening, while-pre-listening, post-pre-listening, and reflection.

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xiv ABSTRAK

Pamenang, Timur. 2008. English Listening Materials Using Documentary Videos for Students of SMA N 1 Depok Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris merupakan salah satu mata pelajaran wajib pada tingat sekolah menengah atas. Terdapat empat kecakapan dalam bahasa Inggris, yaitu Mendengarkan, Berbicara, Membaca dan Menulis. Mendengarkan merupakan tahap awal dalam penerimaan bahasa dan pambelajaran bahasa. Maka, mendengarkan adalah pokok pemikiran dalam studi ini.

Studi ini di lakukan untuk merancang materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman, Yogyakarta. Tujuan studi ini untuk menjawab dua pertanyaan pada rumusan masalah yaitu (1) Bagaimanakah materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman dirancang? (2) Seperti apakah materi mendengarkan pelajaran bahasa Inggris menggunakan video dokumenter bagi siswa SMA N 1 Depok Sleman?

Dalam studi ini penulis mengadaptasi siklus R&D (metode Riset dan Pengembangan) untuk menjawab rumusan masalah diatas. Penulis menggunakan lima dari sepuluh siklus R&D. Yaitu (1) Riset dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Produk Awal, (4)Evaluasi Produk, dan (5) Revisi Produk Utama.

Untuk menjawab pertanyaan pertama, digunakan langkah- langkah dalam R&D (metode Riset dan Pengembangan). Selama studi ini dalam lingkup pendidikan yang menuntut model rancangan instruksional yang mendukung tahapan R&D, penulis menggabungkan model rancangan instruksional Kemp dan Yalden. Kedua model digabung menjadi tujuh tahap yaitu (1) Melakukan Survei Kebutuhan, (2) Menspesifikan Kompetensi Standar, Kompetensi Dasar dan Topik, (3) Menentukan Indikator, (4) Mendaftar Muatan Subyek, (5) Merancang Materi, (6) Memilih Aktifitas Belajar Mengajar, dan (7) Evaluasi.

Penulis membagikan angket kepada partisipan untuk mendapatkan opini, saran dan komentar atas materi. Partisipan terdiri tiga guru SMA N 1 Depok Sleman, Yogyakarta dan dua dosen bahasa Inggris di Universitas Sanata Dharma. Dilakukan evaluasi dan analisis pada materi terancang, Hasilnya menunjukkan nilai mean adalah 3.4 hingga 4.4 yang menunjukkan materi terancang dapat diterima dan layak bagi siswa SMA N 1 Depok Sleman dengan perbaikan.

Untuk menjawab pertanyaan kedua, versi akhir dari materi terancang disajikan setelah adanya perbaikan berdasar komentar, evaluasi, dan saran dari partisipa. Materi yang dirancang berdasar tahapan R&D, terdiri atas delapan topik. Tiap topik terdiri tiga bagian. Yaitu pra-mendengarkan, saat-mendengarkan, pasca-mendengarkan, dan refleksi.

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1 CHAPTER I INTRODUCTION

This chapter is divided into seven parts. In this chapter, the writer discusses the background of the study, problem identification, problem formulation, problem limitation, objectives of the study, benefits of the study, and the definition of terms used in this study.

A. Background

In language acquisition, children are said to master their mother tongue by imitating utterances produced by adults and having their efforts at using language either rewarded or corrected (Ellis, 2004, p. 21). From the explanation about language acquisition, to produce spoken language the acquirer must listen first and then imitate. It is clearly defined that listening plays an important role in the language acquisition and learning. In the language learning, there is a certain pattern in the development of the language mastery. In other words, there is a sequence in learning a language. The sequence in learning a language is listening – speaking – reading – writing. Understanding of listening always precedes speaking it happens in every child’s speech development, in that listening is acquired before any speaking or speech-like symptom appears. Therefore, this might be the right order to present the skills in language learning.

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learning because learning listening will influence other language skills. Nevertheless, in learning there must be some elements provided; they are teachers, learners, materials, techniques and media. Each element plays its role and the elements influence each other. This research deals with those elements as presented in the listening comprehension materials.

In the learning process, motivation is important. If the learners are not motivated to learn they will possibly fail in mastering the learning materials. Every learner has a different motivation to learn a second or a foreign language. The motivation to learn can derive from the learners themselves. It is called intrinsic motivation. In the intrinsic motivation, learners motivate themselves to learn and to master a target language in order to be able to communicate in the target language. Another motivation can derive from other factors whose origins are not from the learners; the motivation may come from other people or outside. These types of motivation are considered as integrative and instrumental motivation. It is said that someone has an integrative motivation when he learns the foreign language through a desire to learn more about the culture, its language and people to ‘integrate’ more within the target language society. Instrumental motivation involves learning in order to achieve other goals (Johnson, 2001, p. 129). Either case, motivation is very important in learning process.

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through the plot of the story. When learners feel easy to learn and have interest in learning, learners will have high motivation to learn and the learning process will reach its goal.

For comprehension of the spoken language, video brings us all kinds of voices in all kinds of situations, with full contextual backup. One obvious advantage for comprehension is the visual dimension, particularly for the pragmatic understanding in the dialogue; also important is the success to a variety of recognizable genres in the long term contextual understanding built up as the programme develops (Sherman, 2003, p. 2).

Considering the importance of listening in communication, listening in language learning, learners’ motivation and the media in the learning process, appropriate listening materials are needed. Therefore, this study aims at designing a set of listening materials using documentary video in order to overcome problems related to learning listening.

B. Problem Identification

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comfortable to learn. In addition, the students who focus on the learning process will gain benefits of learning.

C. Problem Formulation

The problems can be formulated as follows:

1. How are English listening materials using documentary videos for students of SMA N 1 Depok Sleman designed?

2. What do English listening materials using documentary videos for students of SMA N 1 Depok Sleman look like?

D. Problem Limitation

Problems are so wide and need abundant solution to answer them. The Research and Development methodology is employed to gather data about students’ lacks, needs and wants and then to develop them. Not all of the problems would be covered in the research but the coverage is about the students’ performance in comprehending listening materials.

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E. Research Objectives

The objectives of the research are:

1. To find out how English listening materials using documentary videos for students of SMA N 1 Depok Sleman are designed.

2. To find out what the designed English listening materials using documentary videos for students of SMA N 1 Depok Sleman look like.

F. Research Benefits

The research will benefit students of SMA N 1 Depok Sleman, teachers at SMA N 1 Depok Sleman and English Education policy makers in Education department at Sleman regency.

As for students, because the listening media are interesting, they have better motivation in learning English. They may also understand the meaning of spoken language by knowing the images presented in the video. The designed materials will help students comprehend materials in communicative activity.

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For policy makers, they will develop new mind sets; at least they are urged to provide learning aids that will encourage students to have high motivation in learning and to pay attention to the students’ motivation and needs. Along with wise decisions, such mindsets will transform into wider practice beneficial for the students.

G. Definition of Terms

There are some definitions that the writer clarified in order to make the study understandable. The terms are as follows:

1. Design

Design is defined as “a developed plan to guide educational activity in a situation” (Houle, 1978, p. 230). The plan refers to an instructional material design that will be used before one is doing something. In education, a teacher has to make a lesson plan in order to facilitate the teaching learning process. By doing this, the teacher helps the students to achieve the learning objectives, because the teacher will be able to reduce any difficulties that probably arise during the teaching learning process. In this study, designing means an activity of making some strategies, materials, and teaching-learning activities in the target language using documentary videos as media.

2. Listening

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3. Documentary video

The term documentary in Oxford Advanced Learner’s Dictionary (2003, p. 342), means “something consists of documents and gives a record or report of the facts of something, especially by using pictures, recordings, etc.” While video means “any moving images that have sound and story recorded on the videotape or video discs” (Oxford, 2003, p. 1327). Video here is closely related to audio – visual aids in learning listening, in which the video produces sound and has a particular plot of a story. Video in this research is close to definition by Skerritt (1984, p. 8):

Video is not a vacuum, detached from the learning task and the learner. It is seen as a medium by which specific educational objectives can be achieved under certain appropriate condition in which video provides a realistic setting for language activity together with the opportunity of responding to the many non – verbal stimuli occurring in normal face-to-face communication.

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, there are two important parts, namely the theoretical description and theoretical framework. Since the study is discussing English listening materials using documentary videos, in the theoretical description, there are some related theories concerning listening, media, materials and motivation. The theoretical framework discusses the significance of theories to the designed materials using such media.

A. Theoretical Description

This sub chapter reviews some theories to be the basics of the research. 1. Communicative Approach

a. Communicative Tasks

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components of analyzing communicative tasks can be summarised in a diagram or a model, as Figure 2.1 illustrates.

Figure 2.1: The Framework for Analyzing Communicative Tasks (Nunan, 1989, p. 11)

The term task in the communicative task refers to the basic planning tool as result of changing attitudes towards language and language learning (Nunan, 1989, p. 20). Furthermore, the changers manifest themselves in the language learning and teaching known as Communicative Language Teaching (CLT). Therefore, the teacher’s and the learner’s roles in this study refer to Communicative Language Teaching (CLT).

b. Communicative Language Teaching

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 provide the materials, select teaching style, methods, strategies, and approaches as a purpose of providing good teaching. Approach is considered as the general opinions about what the language is and how the language is. In this study the writer would like to elaborate one approach underlying second and foreign

Goals

Input

Activities

Teacher’s role

Learner’s role

Settings

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language learning namely Communicative Language Teaching (CLT). This approach is selected because it is appropriate for learning listening.

CLT is an approach to the second and foreign language teaching that involves more than simply learning grammatical pattern and rules. It gives the students chances to improve their ability to communicate in the target language. CLT provides real-life situations that need communication. According to Richards and Rodgers (1986, p. 66), there are two aims of CLT. They are (1) to make communicative competence the goal of the language teaching, (2) to develop procedure for the teaching of four language skills that acknowledge the interdependence of language and communication.

In short, the main purpose of learning English activity is to improve students’ ability to communicate in target language in daily activity based on the real life interaction. Therefore, the appropriate approach for the condition required is CLT.

1) Characteristics of CLT

According to Richards and Rodgers (1986, p. 69), the characteristics of CLT are learner-centred and experience based as the views of second language learning. The students are given a chance to develop their knowledge and then interact using the target language so that their experiences would be internalized in their mind. The characteristics will be the bases in developing listening materials for students in SMA N 1 Depok, Sleman.

2) Types of Classroom Activities in CLT

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1. Functional Communication Activities

The objective of communication activities is to direct the students to be involved in the communication, in which they have to understand the meaning of language as effective as possible. These activities are used to develop certain language functions. The activities include comparing sets of pictures, recognizing similarities and differences, sequencing events in a set of pictures, discovering missing features in a map, giving and performing instruction how to do something, and solving problems from shared clues.

2. Social Interaction Activities

The main purpose of these activities is to give learners a chance to use the target language in the social context. The activities are conversations and discussion, dialogues and role plays, simulations, skits, improvisations, and debates. These two types of communicative activities in CLT are the bases in designing a set of English instructional listening materials for the students of SMA N 1 Depok, Sleman.

3) The Teacher’s Role in CLT

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4) The Students’ Role in CLT

According to Freeman (2000, pp. 129, 130), students are all communicators. They are all actively engaged in negotiating meaning, in trying to make them understood, and in understanding others even when their knowledge of the target language is incomplete. Also, since the teacher’s role is less dominant, students are seen as more responsible managers of their own learning. In short, the roles of students in CLT, according to Freeman (2000, pp 129, 130), are negotiator, interactor, giving as well as taking.

5) The Role of Materials in CLT

To overcome typical problems, that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of CLT advocate the use of language materials authentic to native speakers of the target language (Freeman, 2000, p. 32). Besides the authentic materials, CLT is promoting communicative language use, and the CLT is dealing with task-based materials. In short, the materials are to promote the communicative language use, task based materials and authentic materials.

2. The Nature of Listening

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Language acquisition is a subconscious process; language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication. The result of language acquisition, acquired competence, is also subconscious. We are generally no consciously aware of the rules of the languages we acquired. Instead, we have a “feel” for correctness.

Language acquisition is different from language learning. As stated by Krashen (1982, p. 10), the term “learning” henceforth refers to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. The review is clear to explain that language learning happens when a speaker and a listener consciously find a difficulty.

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input. Listening is seen as a major source of comprehensible input. Language learning textbooks begins including listening activities that are not simply presentation of language to be produced (Helgesen cited in Nunan, 2003, p. 26).

a. Learning Listening

Usually the student is mainly listening during the class period, and is mainly reading and writing during the study period. On this basis alone, it is evident that efficient listening is a keystone in learning (Lancaster, 1974, p. 79). Listening is to start other learning skills, but listening is not considered as an essential learning skill.

As cited in Richards and Renandya (2002, p. 238), David Nunan in the introduction proposed, listening is Cinderella skill in second language learning. All too often, it has been overlooked by its elder sister – speaking. For most people, being able to claim knowledge of second language means being able to speak and write in that language. Listening and reading are therefore secondary skills. In fact, these secondary skills are the basic skills to learn in order to enhance the productive skills namely speaking and writing. Nevertheless, the emphasis is on the very basic sequence of language learning as seen in language acquisition when a baby speaks first and then writes. This means that learning listening is the basic learning in language learning.

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Nunan, 2003, p. 28). According to the views of bottom–up, phonemic units are decoded and linked together to form words, and words are linked together to form phrases, phrases are linked together to form utterances, and utterances are linked together to form complete, meaningful texts. In other words, the process is linear one, where the meaning itself comes at the last step of the process. According to Anderson and Lynch (1988, p. 9), listeners are as tape recorder view of listening because it assumes that the listener takes in and stores messages sequentially, the same way as a tape recorder – one sound, one word, one phrase, and one utterance at a time.

In top–down processing model, listener actively constructs the original meaning of the speaker using incoming sounds as clues. In this process, the listener uses prior knowledge of the context and situation, to make sense of what the listener actually hears.

b. The Role of Media in Learning Listening

Learning is nothing effective without being supported by good environment; learning will smoothly run when elements of learning are supporting the learning itself to become a good environment. Learning is much dependent on the environment, which is a situation where learning requires good environment as stated by Brown and Mamkjare (1996). Media is one of supporting elements in learning. Media will create the process better when the media give advantages in learning and enable learning to reach goal of learning.

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drawing can be supplemented by other visual materials and by real objects and mime (Davies, 2000, p. 153). Learning allows visual material and real object and mime. Visual material will give a broader explanation on how to create background knowledge that enhances learning. In short, media provided will influence learning or in other words. Media take a big part to smooth learning listening process.

3. Material Design

In developing materials, according to Waters & Hutchinson (1994, pp. 107, 108), two elements should be considered well. They are (1) Defining Objectives and (2) Materials Design Model.

a. Defining Objectives

These are some principles that will guide the materials designer in the actual writing materials.

1) Materials provide a stimulus to learning. Good materials do not teach but encourage learners to learn. Therefore, the materials contain interesting texts, enjoyable activities which engage learners’ thinking capacities, opportunities for learners to use their existing knowledge and skills.

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3) Materials embody a view of the nature of language and learning. Materials should, therefore, truly reflect what a designer thinks and feels about the learning process.

4) Materials reflect the nature of the learning task. Materials should try to create a balanced outlook which both reflects the complexity of the task, but it appears manageable.

5) Materials can have a very useful function in broadening the basis of teacher training, by introducing teachers to new techniques.

6) Materials provide models of correct and appropriate language use. This is a necessary function of materials, but it is all too often taken as the only purpose, with the result that materials become simply a statement of language use rather than a vehicle for language learning.

b. A Material Model Design

The aim of this particular model is to provide a coherent framework for the integration of the various aspects of learning, while at the same time allowing enough room for creativity and variety to flourish. The model consists of four elements: input, content focus, language focus, and task (Waters & Hutchinson, 1994, pp. 108, 109):

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2) Content focus: Language is not an end in itself, but a means of conveying information and feelings about something.

3) Language focus: The aim is to enable learners to use language, because it is unfair to give learners communication tasks and activities for which they do not have enough of the necessary language knowledge.

4) Task:The ultimate purpose of language learning is language use. Therefore, the task is used for learners to use the content and language knowledge they have built up through the unit.

Figure 2.2: A Material Design Model (Waters & Hutchinson, 1994, p. 109)

CONTENT LANGUAGE

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4. Instructional Design Models

In composing Instructional Design Model, Yalden’s and Kemp’s Instructional Design Models are employed here.

a. Yalden’s Model

In Yalden’s model, the syllabus emphasizes the communicative function. This means that it is important to ensure that learners acquire the ability to communicate in a more appropriate way. According to Janice Yalden (1987, p. 89), there are seven stages offered in language program development.

1) Needs survey

Needs survey is conducted to gain information about the students in order to understand the students well. Basically, the idea of needs analysis deals with communication requirements, personal needs, motivations, relevant characteristics and resources of the learner.

2) Description of purpose

With the needs survey complete or at least well underway the next step is to clarify the purpose of the language program. This step will establish the foundation for the major decision facing the language course designer when the designer arrives at the next namely the selection of a syllabus type. Initially, this did not appear to present a problem.

3) Selection or development of syllabus

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there are several things must be taken into consideration. There are also several syllabus types, but choosing one syllabus type is inadequate somehow. Developing, modifying or combining several syllabuses hopefully will initiate a proper syllabus for the target learners. In addition, there must be a flexible approach for a syllabus construction.

4) The proto syllabus

According to Yalden (1987, p.138), in the fourth stage of designing syllabus, the syllabus designer will turn to the description of the content that the syllabus will have, i.e. the preparation of syllabus specification. Several components might be considered in designing communicative syllabus. These components might include general notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, role-sets, and communicative events, as well as grammar and lexis.

5) The pedagogical syllabus

The pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topic identified as important to the learner. This step aims to match teacher’s knowledge about learners with appropriate content and teaching technique.

6) Development and implementation of classroom procedure

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7) Evaluation

In this stage, there are two steps in conducting evaluation. First, evaluation toward the students in the program; next, the teaching as well as the over-all design of the course should be assessed. In general, the evaluation is conducted to test or evaluate the students, program and teaching.

Figure 2.3: Language Program Development (Yalden, 1987, p. 88)

b. Kemp’s Model

Kemp (1970, pp. 8-9) offers eight elements in designing the program development. An interdependent is found among eight elements. Kemp’s model is a flexible process. It can move back and forth to the other steps. The steps are:

1) Goals, Topics and General Purposes

Instructional design planning starts with a recognition of the broad goals of the school system or institution. Within curriculum areas or courses, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes (what students are generally expected to learn as a result of instruction). In identifying goals, the goals in educational programs may be derived from three sources; society, students and subject areas. In addition, statement of goals should

Production of proto syllabus

Needs

survey Description_{of purpose} Evaluation

Development and implementation

of classroom procedure Selection/

development of syllabus

type

Production of a pedagogical

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recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institution.

After recognizing or establishing its goals, a topic must be selected. Topics are usually sequenced according to a logical organization most often from simple or concrete levels to complex and more abstract levels. In the general purposes, the decision to select one or more purposes to represent a topic to be taught is the responsibility of the teachers or the members of the teaching team and planning for instruction often starts with teacher oriented statements of general purposes for topics, selected in relation to the broad goals of an institution or program.

2) Learner Characteristics

This part discusses factors that will affect the instructional planning. As stated by Kemp (1977, p. 18), to best assure an individual’s success in his or her educational program, we should recognize and respect the student as an individual learner. Students’ academic and social factor should be well recognized. Nevertheless, there are other factors that can affect learning process and must be taken into account, they are learning condition, and learning style. Learning condition refers to groups of factors that can affect a person’s ability to concentrate, absorb and retain information, while learning style refers to certain learning methods more appealing and effective than others do.

3) Learning Objectives

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can be known and determined well. The determination of the objective is to see whether or not the objective has been accomplished.

4) Subject Content

A student’s learning experiences must involve subject content. The content, in turn, must relate to the objectives and to the student’s needs. Subject content comprises the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions and requirements), and attitudinal factors of any topic. Subject content helps in the formulation of the learning objectives, at the other times, objectives are stated first and they are evident from the topic’s general purpose. It is clear then, that subject content is related to the objectives and learners’ needs.

5) Pre-Assessment

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6) Teaching Learning Activities and Resources

In this stage, a teacher is required to determine the most efficient and effective methods and then select materials to provide learning experience that will utilize the content associated with each objective. Selecting appropriate methods and instructional resources are important to ease learning process. The main purpose in this stage, according to Kemp, is to offer some bases on which to make decisions when the teacher or designer are ready to select the teaching activities, students learning activities, and instructional materials that will enable the largest possible number of students in groups to master the objectives at an acceptable level of achievement in a reasonable amount of time.

7) Support Services

In instructional plan, there are several supporting services to be included in planning; they are 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 are being selected.

8) Evaluation

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The steps of instructional design according to Kemp (1977, p. 91) are presented in Figure 2.4.

Figure 2.4: Kemp’s Instructional Model (Kemp, 1977, p 91)

5. 2006 English Curriculum for Senior High School

Indonesian Education Department through the Curriculum Centre issues a regulation that becomes the guideline of composing and designing materials as stated in the 2006 English Curriculum for senior high school. Furthermore, the

Goal, Topics, and General

Purposes

Teaching Learning Activities resources Support Services

Learner Characteristic

Learning Objectives

Subject Content

Pre assessment Evaluation

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Curriculum Centre states the Background, Purpose and Scope of English learning for senior high school in the curriculum 2006 as follows:

1) Background

Language has a central role in the development of intellectual, social and emotional of the learners and it is the supporting factor of the success in learning all subjects. Language learning is hoped to help learners to recognize themselves, their culture, and other’s culture. Besides, language learning also helps the learners to be able to state opinion and feeling, participate in the society, and even find and apply the analytical and imaginative ability in them.

English is a device to communicate spoken and written. Communicating is to understand and express information, idea, feeling, and developing science, technology and culture. Communication ability in a complete meaning is the ability to express ability of understanding and/or producing spoken and/or written text that is accomplished in four language skills, i.e. listening, speaking, reading and writing. The four skills are used to respond, and create context in the social life. Therefore, English subject is aimed to develop those skills in order to make the students to be able to communicate and to express their feeling in English at the particular literacy level.

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Language learning in Senior High School is expected to reach informational level, because the learners are prepared to continue their study to university.

2) Purpose

English subject in Senior High School has purposes for students to acquire ability as follows.

1. Developing communication competence in the form of written and spoken to reach informational literacy level.

2. Having awareness of the essence and the importance of English to improve national competence capacity in the global society.

3. Developing students’ understanding about the country’s relation to the culture.

3) Scope

The scope of English subject in Senior High School covers:

1. Ability of expression that is ability to understand and/or produce spoken and/or written text that is accomplished in four language skills i.e. listening, speaking, reading and writing in an integrated form to reach informational literacy level.

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3. Supporting competence, namely linguistic competence (using structure and vocabulary, phonetics, morpheme), socio-cultural competence (using terms and language act in thanking in various communication contexts), strategy competence (overcoming problems in communication with various ways in order to make the communication keep going well), and discourse maker competence (using discourse maker device).

B. Theoretical Framework

In the view of the importance of listening in the communication and in the language learning, and in accordance with the students’ needs in the needs survey, a set of appropriate listening materials design is required to fulfil the needs and the communicative language teaching is the approach in designing the materials. The Communicative Language Teaching provides authentic materials and enables students to interact and communicate in the target language. Since the CLT approach requires authentic texts, the materials sources for designing listening materials are using authentic sources.

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that they are appropriate in the steps of Education Research and Development cycle.

The combination of Yalden’s and Kemp’s was initiated with some reasons. Yalden’s model has needs survey to gather data about students’ needs. The needs survey is very reasonable for this study, because the first stage in Research and Development methodology is research and information collecting. Needs survey and research and information collecting are considered equal. While the reason for using Kemp’s model is that developing an instructional system is a continuous process. Every single step in the diagram always requires revision. Therefore, the changes made in one element will influence other elements because they are interdependent. However, developing an instructional system Kemp’s model begins with the objective as a starting point and evaluation as the end.

The steps taken are reasonable to be appropriate for designing listening materials, and the following will be the steps in designing materials: The model is more flexible to be applied and the material is chosen selectively based on the learners’ needs and interest.

1. Conducting Needs Survey

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2. Specifying Standard Competency, Basic Competence and Topics

After analyzing the results of needs survey, the next step to do is determining goals, topics and general purposes. In identifying goals, the goals in educational programs may be derived from three sources – society, students’ subject areas. In addition, statement of goals should recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institution.

After recognizing or establishing its goals, a topic must be selected. Topics are usually sequenced according to a logical organization. Mostly the sequence is from simple levels to complex levels or from concrete levels to more abstract levels. In determining the general purposes, the designer viewed the subject area, students’ needs and the results of needs analysis. Since the design concerns about the 2006 English Curriculum for senior high school, the terms of general purposes, goals and topics are adjusted to be standard competency, basic competence and topics as used in the curriculum.

3. Determining Indicators

Learning objective is the branch of general purposes. Learning objective is also called indicators, and this is actually what students might achieve in every topic under discussion. Whether or not the students have achieved the understanding of the materials, indicators are used to determine the students’ achievement towards materials.

4. Listing Subject Content

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of the specific knowledge (facts and information), skills (step-by-step procedures, conditions and requirements), and attitudinal factors of any topic.

5. Designing Material

In designing materials, the designer deals with the implementation of theories, syllabus, approach and technique together in the real teaching learning activity. This is the stage where the designer concerns about the exercise types, teaching techniques, preparation of the lesson plans, and preparation of the weekly schedules. In this stage, the designer also implements the materials appropriately together with techniques, syllabus, lesson plans and schedules.

6. Selecting Teaching Learning Activities and Resources

Selecting appropriate methods and instructional resources are important to ease learning process. The main purpose in this stage, according to Kemp, is to offer some bases, on which to make decisions when the designer is ready to select the teaching activities, students learning activities, and instructional materials. The decisions will enable the largest possible number of students in groups to master the objectives at an acceptable level of achievement in a reasonable amount of time. This is not only to state what resource appropriate is for the students, but what resource is possible to be implemented and available.

7. Evaluating

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Nevertheless, according to Borg and Gall (1983, p. 782), in Educational Research and Development cycle, a product evaluation is also considered as the evaluation step. Product evaluation is the evaluation before implementation. In the Product evaluation, the designer of the materials asks some Senior High School teachers and some English Education Study Program lecturers to give comments and to revise the designed materials. The designer distributes a questionnaire to attain feedback from the participants. After collecting some information from both Senior High School teachers and some English Education Study Program lecturers, the designer begins to revise the designed materials based on the feedback.

The product evaluation will precede main product revision a step where the designer improves the designed materials according to the feedback. The revision is actually based on the match of needs analysis, learning objective, and indicators.

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Figure 2.5: The Materials Design Model Conducting Needs Survey

Specifying Standard Competency, Basic Competence and Topics

Determining Indicators

Listing Subject Content

Designing Material

Selecting the Teaching Learning Activities

Evaluating

Product Evaluation

Main Product Revision

R

evi

si

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34 CHAPTER III METHODOLOGY

This chapter clarifies the process taken in order to solve the research problems stated in Chapter One. There are seven main parts discussing how the research was carried out. They include (1) Methods, (2) Setting, (3) Subject, (4) Instruments, (5) Data Gathering Technique, (6) Data Analysis Technique and (7) Research Procedure.

A. Methods

This study was basically educational research and development (R and D), which refers to an exploration in the educational field not excluding the needs of development and validation. According to Borg and Gall (1983, p. 772),

Educational research and development (R &D) is a process used to develop and validate educational products. The step of this process are usually referred to as the R & D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it correct the deficiencies found in the field-testing stage

The objective of R and D method is to take the research knowledge and incorporate the knowledge into a product that can be used in the schools. R and D consists of a cycle in which the version of a product is developed, field–tested, and revised on the basis of field–test data.

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(3) Develop preliminary form of product, (4) Product evaluation, and (5) Main product revision.

1. Research and Information Collecting

Research and information collecting was administered in order to obtain information about the research subjects related to the issue of the study. In this study, the issue referred to learning listening materials. The researcher tried to find out the information about activities in SMA N 1 Depok Sleman related to learning listening. In collecting information from the participants, the researcher employed a questionnaire as the instrument. The data from the questionnaire were to be analyzed to gain the preferred learning activities, materials and strategies by the participants. In addition, the questions in the questionnaire were focusing on:

a. Difficulties in learning listening.

b. Appropriate topic for listening materials using documentary video. c. Appropriate strategies for learning listening activity.

2. Planning

After collecting data in the first step, the researcher analyzed the data gathered. The analysis is considered as needs analysis. The results of needs analysis were the basis for making a planning. There were some obvious steps in the planning. They were formulating Standard Competency, Basic Competence and Indicators, composing appropriate syllabus in accordance with the needs analysis result and 2006 English Curriculum for Senior High School.

3. Developing Preliminary Form of Product

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form of product, the researcher still used the results of data collection and needs analysis results as the basis of designing listening materials or product. The researcher developed listening materials using documentary movie for students in SMA N 1 Depok, Sleman related to the students’ needs. In selecting documentary movie materials, the researcher chose appropriate themes for the students in their ages. The themes should be interesting and understandable for the students.

4. Product Evaluation

This step was actually the follow up of the two previous steps, in which the researcher gave a space for others to give comments on what the researcher had done in deciding general learning objective and specific learning objective, choosing appropriate syllabus and designing materials. There were two lecturers at the English Education Study Program of Sanata Dharma University and three English teachers of SMA N 1 Depok Sleman invited to give comments and suggestions toward the materials designed. The reason of choosing those two lecturers and three teachers was that they are competent in education, particularly in English Education. The researcher provided syllabus and the designed materials and then the research participants were to give comments and suggestions, whether or not the designed materials match with syllabus based on the needs analysis. This was to improve and revise the designed materials. To gather data from the research participants, the researcher employed an instrument, namely questionnaire, and the contents of the questionnaire were:

a. Whether or not the indicators are well formulated.

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c. Whether or not the topic is appropriate for 2006 Curriculum for Senior High School.

d. Whether or not the designed materials are appropriate for 2006Curriculum for Senior High School.

e. Whether or not the instruction is clear.

f. Whether or not the exercises enhance the students to comprehend the materials well.

g. Whether or not the topics chosen are interesting for the Senior High School students.

h. Whether or not the designed materials are appropriate to attain the indicators.

The questionnaire is also open for suggestions and comments in order to improve designed materials.

5. Main Product Revision

After gathering information from the product evaluation participants, the researcher improved the preliminary form of product according to the comments and suggestions given by the participants.

B. Setting

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C. Participants

In accordance with the setting of the research and the steps in doing R and D methods, there were two kinds of research participants; they were participants of research and information collecting and participants of product evaluation.

1. Participants of Research and Information Collecting

The participants for research and information collecting were the students of SMA N 1, Depok Sleman Yogyakarta who were in class XI. In selecting participants, the researcher chose a classroom using cluster sampling to provide information needed in order to collect data about lacks, necessities, and wants in the relation to learning listening.

2. Participants of Product Evaluation

The researcher chose two lecturers at the English Education Study Program of Sanata Dharma University and three English teacher of SMA N 1 Depok Sleman as the participants for product evaluation. As stated in the previous sub chapter, the reason to choose those participants was that they are competent in education especially in English Education. The information from the participants allowed the researcher to gain rich information to improve the designed materials.

D. Instruments

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To gather data from the research and information collecting, the researcher distributed a questionnaire in SMA N 1 Depok Sleman Yogyakarta, particularly to the students of class XI. The aim of distributing such an instrument was to gain information about students’ intention in learning listening. This included topic, learning activity and strategy needed by the students. The results of the questionnaire would be the bases of needs analysis in determining students’ necessities, lacks and wants.

In order to collect data from the product evaluation participants, the researcher provided a questionnaire for the participants about the syllabus, and designed material. The step was to gain improvement and revision from the participants.

E. Data Gathering Technique

In this sub chapter, the researcher discusses the data gathering in the research. As stated before, the researcher employed a questionnaire as the instrument for collecting data for two major participants of (1) research and information collecting data, and (2) product evaluation. The results from the data gathered were the bases for the materials development. Research and information collecting result was for elaborating appropriate materials and topic for the students, while product evaluation was intended to be the base for main product revision.

1. Research and Information Collecting

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in which the participants were allowed to provide information in their own words and language. The open-form or unrestricted questionnaire calls for a free response in the participants’ own words (Best and Kahn, 1986, p 167). The questions in the questionnaire were about the students’ interests, difficulties and needs in learning listening. The answers from the participants were to be the bases of needs analysis in order to find out their necessities, lacks and wants. The findings of needs, lacks and wants were helping the researcher as the designer to elaborate materials and topics appropriate for the students.

2. Product Evaluation

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F. Data Analysis Technique

To analyze data from the participants, the researcher divided into two data resources. The first resource is for the needs survey. The second resource is for the product evaluation.

1. Needs Survey

In this stage, the researcher collected data by distributing a questionnaire and it is a mixed-questionnaire (open and closed). The questionnaire was to collect information about students’ interests and difficulties in learning listening, so that the data were to meet the majority vote. The analysis of the data gathered were the bases of designing listening materials using documentary video for students in SMA N1 Depok, Sleman. In analyzing the data gathered, table of priority was used.

Table 3.1 Priority Scale

Table 3.2 Priority Scale for Optional / Open Questions NO

(question number)

OPTIONS NUMBER OF STUDENTS’ ANSWER OR

PRIORITY

6. A.

B. C. D. Additional

answer NO

(question number)

OPTIONS NUMBER OF STUDENTS’ ANSWER OR

PRIORITY

1. SA.

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2. Product Evaluation

The second instrument used by the researcher was a questionnaire, and it is a closed questionnaire using Likert scale. The questionnaire was to gain information about participants’ opinion and correction towards the designed material.

a. SD : Strongly Disagree = 1

b. D : Disagree = 2

c. Dbt : Doubt = 3

d. A : Agree = 4

e. SA : Strongly Agree = 5

The calculation was using descriptive statistics to the source of variance. The central tendencies of the second participants’ opinion are set in a table.

No. Question

Frequency of Tendency

N

Central Tendency

1 2 3 4 5 Mn

N = sum of cases (participants) Mn = Mean (central tendency)

To obtain mean, there is a formula, in which

X

: Average point, N: Number of cases,andX:Raw score,Σ:Sum of.

The formula is

X

=

ΣX

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G. Research Procedure

In this sub chapter, the researcher explains deeper about the procedure in doing the research. The procedure of the research has been explained in the methodology. The steps of the research are in the Educational Research and Development.

First, the researcher administered the research and information collecting. In this stage, the researcher distributed a questionnaire to the students of SMA N 1 Depok, Sleman. The aim of distributing the questionnaire was to collect information about students.

After gathering data from the first participants, the researcher analyzed the data and then came to the next step where the researcher conducted library study. The library study aimed at matching the data with the theories from the expertise. The third stage is planning; the researcher specified goals, determined general purposes, listed learning objectives, selected topics, chose and designed the syllabus type in accordance with the 2006 English Curriculum for Senior High School. The syllabus was also based on the results of needs analysis, so that the syllabus presented students’ needs along with 2006 English Curriculum for Senior High School. This stage is to prepare for designing English listening materials using documentary video for Senior High School students.

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45 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the writer discusses the research results and the discussion of the steps in this study. Here, the writer combined Yalden’s instructional design model and Kemp’s instructional design model. This chapter consists of eight parts. They are conducting needs survey, determining standard competency, basic competency and topics, specifying indicators, elaborating the selection or development of syllabus, listing subject content, developing classroom procedure, selecting teaching learning activities and resources, evaluating and revising.

1. Conducting Needs Survey

In this stage, the writer distributed a questionnaire as the instrument to gather data from participants of needs survey. Here, the writer presented the results of the questionnaires which were distributed to the eleventh grade students of SMA N 1 Depok Sleman. The instrument was intended to consider what the students’ needs, wants, and lacks are.

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Table 4.1. The Results of the Questionnaire for the Students.

No Questions Answer/Options Number and

Percentage Information

1.

English is a very important subject to

learn.

SA 29 (73%)

A 11 (27%)

D

-SD

-2.

Listening is important to support your English language

ability.

SA 14 (35%)

A 26 (65%)

D

-SD

-3. Learning listening is difficult.

SA 6 (15%)

A 22 (55%)

D 8 (20%)

SD 4 (10%)

4. You are interested in learning listening.

SA 18 (44%)

A 12 (30%)

D 6 (15%)

SD 4 (11%)

5.

Media provided in your school (audio aids) are good enough

to support you in learning listening.

SA 4 (10%)

A 10 (25%)

D 18 (45%)

SD 8 (20%)

6.

You have good materials to support

you in learning listening.

SA 12 (30%)

A 8 (20%)

D 10 (25%)

SD 6 (16%)

7.

You need more interesting media and

materials to learn listening.

SA 22 (55%)

A 10 (25%)

D 8 (20%)

SD

-8.

You like to have listening materials using documentary

video

SA 6 (16%)

A 27 (67%)

D 7 (17%)

SD

-9.

What are your difficulties in learning

listening?

a. Get the main idea 8 (20%)

b. Get the words meaning 10 (25%) c. Spell the spoken words 10 (25%) d. Get the detail information 14 (35%)

e. Other problems

-10.

If you have documentary video to

learn listening, what topics do you like? (You may choose more

than one).

a. Animals (wild life) 20 (50%)

Any interesting

topic. b. Scientific knowledge 8 (20%)

c. Interesting places 10 (25%)

d. Environment 6 (15%)

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-From Table 4.1, it is clearly showed that 29 students (73%) thought that English is a very important subject and agreed with the statement and the rests agreed as well by choosing agree. This means that all students agreed if English is an important subject to learn. By looking at the second question of the questionnaire, 14 students (35%) and 26 students (65%) agreed that learning listening can help them to improve their English ability. Focusing on the learning listening, 28 students (70%) agreed that learning listening is difficult and 12 students (30%) felt that learning listening is not that hard. When the students were asked whether they are interested in learning listening or not, 18 students (45%) stated they liked to learn listening and 22 students (55%) did not have any interest in learning listening. Since the students agreed that En