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
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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).
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).
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.
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).
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
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
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
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
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
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
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.
The support se schedules to carry out will affect the other el well to prevent any poss 8) Evaluating the Stude
The last is accomplishment of obj phases of the plan t whether the material The overall proc writer also develope their similarity and di writer compared the naming developed by Kemp’ adaptation as
Figure 2.1
services are budget, personnel, facilities, e out the instructional plan. If one of the element r elements. This shows that those elements have
possible constraints in designing the plan. Students’ Learning
s evaluating the students’ learning in t of objectives, with a consideration to revise and
n that need improvement. The evaluation is conduc ials are successfully implemented for the student process is cycle process as can be seen in the fig oped Kemp’s model with the R & D steps. Th nd difference in the process of designing the mat
the models with Martalinova models and the by Martalinova but the process itself was base as can be seen in the figure 2.
1: Kemp’s Instructional Design Process (Ke
s, equipment, and ents is missing, it have to be prepared
terms of their nd re-evaluate any conducted to test udents.
figure below. The he writer studied aterials. Then the he writer used the sed on R & D and
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).
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.
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.
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)
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
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
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).
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.
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
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.
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
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.
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.
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.
also have to be willing scores. Cooperative L than being selfish.
The third is it the higher scores. Mot passive students have Cooperative Learning be more relax to expr motivate students to encouraged to learn m By seeing the ex Cooperative Learning each characteristic dona given. Cooperative L Learning each indivi another. Seeing the pr develop as can be seen
Figure 2.3: Outco
lling to help others because the scores are tota ve Learning can raise students’ responsibility
it can raise motivation, because each group c Motivation can lead to better academic achie have to be given encouragement to express
ng, they can practice to teach his or her groups xpress their ideas in front of their friends. Mor
to learn outside of the class. It means tha more and more.
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2. Further Discussions toward Adaptation from R & D and Kemp’s Model
and Processes in Designing the Materials
Based on Kemp’s model, the writer compared processes done by Martalinova in designing her listening materials with the R & D steps. She developed a process of designing a set listening materials based on Kemp and Dick and Carrey model. The process consists of six parts which the writer used it as well, because the thesis made by Martalinova is the main reference in this thesis. The reasons were the concept and the theory were similar with the concept and the theory in this thesis although there are different methodology and learning theory proposed. The other reason was because the steps involved in designing the materials were thorough and easy to follow by the writer. In this study, the writer used the same framework in designing the materials with Martalinova’ framework in designing her materials. The process is also similar with Research and Development study used in this thesis. Processes in designing materials adopted from Kemp’s model are as follow (Martalinova, 2006):
1. Identifying the Entry Behavior.
the learners’ need and teachers’ expectations toward the designed set of authentic listening materials and appropriate implementation of Cooperative Learning. After knowing the data or the real condition, the writer designed the materials based on the students or the needs analysis. By seeing the explanation above, the listening materials should be suitable with the students.
The design starts with stating the goal what we want to achieve seeing the condition of the students. After knowing the goals, then the writer chooses materials that are suitable with the students need. The writer also proposes an approach and assessment. By using the entry behavior, the writer knows the skills that the students have acquired or obtained before learning the designed listening materials and the skills that they have to obtain or gain through or after having the listening materials.
2 . Stating the Standard Competencies and Listing the Topics
be used to achieve the goals. From the school-based curriculum of the SMA Negeri 7 Yogyakarta, below are the Standard Competencies:
1. To understand meaning in transactional and interpersonal conversation in the context daily life.
2. To understand meaning in short functional text and monolog in the form of simple narrative, descriptive, and news item in the context of daily life. From the Standard Competencies the writer had decided the topics listening for tenth grade of SMAN 7 as follow:
1. Bad Day, 2. Expressing Thank You, Compliment, and Congratulation, 3. Expressing Surprise and Invitation, 4. Expressing Agreement and Disagreement, 5. Announcement, 6. Narrative, 7. Descriptive, and 8. News Item
3 . Stating the Basic Competencies
activities during the lesson so that teachers and students can follow the lesson well. In this study, the goal of the each topic is called the basic competencies.
The basic competencies of listening in KTSP of SMAN 7 are:
1. To respond meaning in formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves expression of thank you, compliment, and congratulation.
2. To respond meaning in simple formal and informal transactional (to get things done) and interpersonal (socialize) conversation accurately, fluently and acceptable that using simple discourse in various daily life contexts and involves expression of surprise, disbelieve, and accepting invitation and offer.
3. To respond meaning in simple formal and informal oral text (i.e announcement, advertisement, invitation, etc) accurately, fluently and acceptable in various daily life contexts.
4. To understand meaning in short oral monolog text in the form of simple narrative, descriptive, and news item accurately, fluently and acceptable in various daily life contexts.
4. Listing the Indicators
learning objectives and this step is used to measure students’ achievement based on the Standard Competencies and the basic competence. The indicators help teacher to measure the specific measurable performances performed or gained by the students at the end of the lesson.
5. Developing and Selecting Instructional Materials
After knowing the standard competences, basic competence, and the indicators, the writer compiled and designed the materials. The materials are taken form many sources that first are selected by the writer so that they are appropriate with the curriculum. In KTSP, students are demanded to have certain competencies in using the knowledge or skills English language that they have. This means that students should have communicative competence.
The writer elaborates the communicative task and Cooperative Learning in order to overcome students’ problem and obtain the indicators in the effective and efficient way. In accordance with the purpose of KTSP that is to make students to be able to communicate using English language, the designed materials accommodated students in practicing the four skills and using it in daily life situation.
6. Evaluating the Designed materials
39 CHAPTER III
METHODOLOGY
A. Research Methods.
The writer wanted to know the real condition and expectation of the process of teaching listening in the public senior high school, SMA 7 Yogyakarta. The writer conducted Research and Development study. Educational research and development (R&D) is a process used to develop and validate educational products (Borg and Gall, 1983). The steps of this process are usually referred to as the R&D cycle (Borg and Gall, 1983). The major steps in R & D cycle used to design materials are as follows (Borg and Gall 1983):
1. Research and information collecting-Includes review of literature, classroom observations, and preparation of report of state of the art
2. Planning – Includes defining skills, stating objectives, determining course sequence, and small scale feasibility testing.
3. Develop preliminary form of product – Includes preparation of instructional materials, handbook, and evaluation devices.
4. Preliminary field testing – Conducted in the form of 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaires data collected and analyzed.
5. Main product revision- Revision of product suggested by the preliminary field-test result
7. Operational product revision- Revision of product as suggested by main field-test results.
8. Operational field testing- Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational and questionnaires data collected and analyzed.
9. Final product revision- Revision of product as suggested by operational field-test results
10. Dissemination and implementation- Report on product at professional meeting and in journals. Work with publisher that assumes commercial distribution. Monitor distribution to provide quality control.
From the ten steps in the R & D, the writer had conducted similar steps in designing the materials with steps number 1 until 5 in the steps above. The five steps then adopted by the writer to design the materials then the writer used Kemp’s model as the model in designing the materials and compared them with Martalinova (2006). The writer used Martalinova terms in naming the steps, but R & D itself served as the methodology in designing these materials. In this way, the design is different from Martalinova designing process.
listening process. In the observation, the writer made some notes as data recording. Those are the primary research of this study.
The writer had also conducted a secondary research namely library research. The writer had read many journals, theses, books, and relevant articles to obtain strong and solid basis of the theoretical review and more knowledge and understandings about the nature of listening, Cooperative Learning, and designing the materials.
B. Research Respondents
The research respondents were teachers, especially English language teachers and the students of the tenth grade of senior high school students of SMA Negeri 7 Yogyakarta. The writers chose SMAN 7 because the writer more or less knew the condition and have good relationship with the English language teachers and have a partner to conduct similar study. In SMAN 7 also has language laboratory so there is sufficient equipment to teach listening in that high school.
C. Research Instruments
The research instruments were questionnaires, interviews, and observation sheets because this study was in the form of descriptive research. From the questionnaire, the writer got the expectation and the needs from both the students and the teachers. In the questionnaire, the questions were designed to find out about the condition and expectation of the students and the teachers. The interview was used to crosscheck the data from the questionnaire. The writer interviewed the teachers and some students.
D. Data Gathering Techniques
The whole data were obtained in two ways. The writer studied relevant theories and distributed questionnaires and conducted interviews with the teachers. The writer studied theories about School Based Curriculum or KTSP, instructional designs, communicative task, Cooperative Learning, Listening theories, and listening materials so that the writer has a solid or good understanding and knowledge about how to design a set of authentic listening material based on KTSP using the Cooperative Learning when the writer started to design the materials. While designing the materials, the writer also looked some references of similar studies that had been conducted before and about listening materials to improve the design. This data gathering began in March 2007.
and notes. The data from the observation was in the form of narrative passage. The notes there would be two parts, descriptive part, and reflective part. The observation would take time several times. The notes will be used as the data source of the real condition about the classroom when the design of the material materials evaluation and development as well as adjustment.
Needs analysis was to determine the students’ factual problems in learning listening and needs as well as teachers’ expectation toward the listening materials. The questionnaire and interview were conducted in August 2007. Since this study was a descriptive study, the writer did not use statistical data computation but descriptive statistics of the result of questionnaire and interview was used to describe, design and develop the listening materials.
E. Data Analysis Technique
The data were analyzed in order to find out the central tendency of the respondent opinions about needs analysis and the designed materials. In the end, the writer made some revisions on the designed materials based on the results of the questionnaire. The judgment or participants opinion on the questionnaire used four points of agreement, namely
Points of Agreement Meaning
1 Strongly disagree with the statement
2 Disagree with the statement
3 Agree with the statement
4 Strongly agree with the statement
Table 3.1: Points of Agreements
statistic data which re defined as the propensi The three statistics we mode, and the median. The results were prese No State
Table 3.2: The
The most widely us commonly called the distribution divided by
M: Mean, X: Val The mode is questionnaire. The m frequently. In a way, statistics .The Median are odd, the median increasing order. Whe
represent an entire set of the numbers. Central ensity of a set of numbers to cluster around a pa were often used to find the central tendencies a dian.
esented in the form of table below.
atements Central Tendency
N Mean Mode
2: The Result of Descriptive Statistics of Needs A
ly used measure of central tendency is the Mean the average. The mean is the sum of all t
by the number of values, the formula is written
alues, Σ: Sum, N: Number of Responde is most frequently data that appear in mode is that value in a set of numbers tha y, the mode is the simplest way of the three c dian is the 'middle value' in your list. When the
an is the middle entry in the list after sorti hen the totals of the list are even, the median
al tendency can be a particular value. s are the mean, the
Median
ds Analysis
Mean which is more l the values in a tten as follow:
spondents
sum of the two middle (after sorting the list into increasing order) numbers divided by two (http://math.about.com/library/weekly/aa020502a.htm
F. Procedure.
The study began when the writer felt that we needed to pay attention to the teaching of listening. The writer read many journals and articles and found that in schools, teachers seem neglect the listening in their English learning process.
To ensure the writer opinion, the writer had an interview and conducted a survey in the SMA Negeri 7 Yogyakarta in August 2007. The questionnaire and the interview were means to obtain data about the real condition of the teaching listening. The data was about the problems both students and teachers encounter, teaching strategies and expectation.
To crosscheck the results, the writer also had observation in the classroom to know and to check whether the results were valid or not in August 2007. After knowing there were problems in the teaching listening or having the data, the writer started to design the instructional materials for teaching listening for tenth grade of senior high school students. The writer collaborated with the senior high school students to discuss the materials for teaching listening.
listening activities and procedure of the study
and materials. The procedure can be seen in t udy below.
Figure 3.1: Procedure of the Study
47 CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
In the beginning, the writer had a curiosity about the listening skill, because the writer often hears that students have difficulties in learning listening or developing their listening skill. The idea then aroused in the writer’s mind. “What if I help those who have difficulties in learning that skill?” Then the writer asked some feedback from Markus Budiraharjo S.Pd., M.Ed. as my RELT lecturer and Yohanna Venniranda S.Pd., M.Hum. as my sponsor about designing the listening materials. Not long after that, in order to search the answers for the problem formulated in the first chapter, the writer had conducted some studies. The writer also cooperated with the teachers in SMA Negeri 7 Yogyakarta.
In this chapter, the writer divides the discussions into four parts. The first part is about the steps involved in designing the set of listening materials. The second part is about the result of evaluation of the designed materials. The third part is about the discussion about the evaluation of the designed materials and the fourth part is about presenting the designed materials
A. The Steps Involved in Designing a Set of Instructional Listening
Materials
Tingkat Pendidikan for the tenth grade students of SMA Negeri 7. The steps conducted as follow:
1. Identifying the Entry Behavior
The entry behavior in this study is the students’ characteristics. Their characteristics can be divided into age, grade, interests, motivation and abilities.
The writer took the sampling as purposive sampling. Before choosing the sampling, the writer cooperated with the teachers in SMA Negeri 7. The writer asked which class was it that represents the whole grade X in that school. The reason was that the teachers knew better than the writer about the condition of the X grade in that school. The writer also had once conducted a survey and spread the questionnaires in one of the classes there. The result was not representative enough for the study so the writer had to repeat the survey and the study. Then the writer took the sample from X/III class. The writer spread 40 questionnaires and received 36 questionnaires from the X/III students. Below are the results of the questionnaire:
No Statements
Points of Agreement
Total 1
(SD) 2 (D)
3 (A)
4 (SA)
1. The students are happy to follow the English Listening lesson
0 6 26 4 36
2. The students can understand the English conversation or dialog during the lesson well
0 24 11 1 36
3. The students do not need the listening lesson
23 12 1 0 36
4. The students have a Listening handbook
5 27 3 1 36
5. The students are actively involved in answering the listening materials and
