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P o fLearning ... 15 .
3 StaitngLearningObjecitve ... 25 .
4 ChoosingSubjec tContent ... 25 .
5 DesigningTeaching a ndLearningAcitviite san dFinding s
e c r u o s e
R ... 25 .
6 Designingt heMateirals ... 35 .
7 ConducitngFormaitveEvaluaiton... 35 .
8 Revising ... 35 .
B TheDesignedMateirals... 45 .
1 StandardCompetences ,BasicCompetence sandTopics... 45 .
2 TheLearningObjecitves... 55 .
3 TheContents ... 65 .
4 TheTeachingandLearningAcitviite sandt heResources... 85 .
5 TheEvaluaiton ... 85 .
ii i x
N O I T S E G G U S D N A N O I S U L C N O C . V R E T P A H C
.
A Conclusion ... 66 .
B Suggesiton... 68
S E C N E R E F E
R ... 69 C
E D N E P P
v i x
S E L B A T F O T S I L
e r P 1 . 4 e l b a
T -DesignQuesitonnarieResutl ... 83 tl
u s e R w e i v r e t n I 2 . 4 e l b a
T ... 84 s
r o t a c i d n I 3 . 4 e l b a
T ... 55 s
o P 4 . 4 e l b a
T t-DesignQuesitonnarieResutl... 06 l
a n i F 5 . 4 e l b a
v x
S E C I D N E P P A F O T S I L
r e tt e L : 1 x i d n e p p
A s o fPermission ... 73 :
2 x i d n e p p
A InterviewGuideilnes... 76 :
3 x i d n e p p
A P -reDesignQuesitonnarie ... 78 :
4 x i d n e p p
A P -ostDesignQuesitonnarie... 83 :
5 x i d n e p p
A Syllabus... 91 :
6 x i d n e p p
A LessonPlans... 96 :
7 x i d n e p p
A Teacher’ sGuide... 11 6 n
e t s i L : 8 x i d n e p p
A ingTex tTranscirpt... 31 2 s
l a ir e t a M : 9 x i d n e p p
A ... 41 5 :
0 1 x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
r e ti r w e h t ,r e t p a h c s i h t n
I i s going t o discuss et h reasons why t he w irte r
d e t c u d n o
c thestudy .Thi swi llbet hebackgroundoft hisr esearch .Moreove,r t he
w r e ti r
w i ll also presen t the research problems , problem ilmtiaiton , research
ti f e n e b h c r a e s e r ,s e v it c e j b
o s, anddeifniitonoft erm .s
.
A ResearchBackground
y rt e l p o e p y n a M . d lr o w s i h t n i e g a u g n a l t n a tr o p m i n a e m o c e b s a h h s il g n E
s a r e h t e h w e g a u g n a l s i h t n r a e l o
t a second l anguageor a foreign l anguage .They
e b t i n r a e l o t t n a
w causeo fmanyr easons .Adutlslearn Eng ilshbecauset hey wan t
e t a c i n u m m o c o t e l b a e b o
t w tih othe rpeople .Whenchlidrenandt eenager sgo t o
y e h t ,l o o h c
s dea lwtihEngilshsince tii san obilgatorysubjecti nt heschool .They
o t tr a t
s learn Engilsh when t hey arein t he Elementary Schooland even some o f
n e tr a g r e d n i K n i e r a y e h t e c n i s m e h
t .
n o it a c u d e l a m r o f n
I ,student susually learn the fou rskill sof languages .
e r a s ll i k s r u o f e s e h T . g n it ir w d n a g n i d a e r , g n i k a e p s , g n i n e t s il e r a s ll i k s r u o f e h T
t n
i re -connected. I tmeanst hatactually et h student scannotl earn i tseparately .Fo r
e h t n r a e l o t t n a w y e h t fi , e l p m a x
e ilstening skli,l i tmus tbecorrelated wtih othe r
s ll i k
s suchasspeaking.
e m o s d n if t h g i m s t n e d u t s d n a s r e h c a e t ,s s e c o r p g n i n r a e l e h t n
I problem s
. s l a ir e t a m e h t h ti w g n i n r e c n o
c Oneoft heseproblemsi st he ilmtied amoun to fthe
g n i h c a e
s i s t c e p s a e s e h t f o e n O . d e r e d i s n o c e b d l u o h s t a h t s t c e p s a y n a m e r a e r e h t e s u a c e b
s i h T . t s e r e t n i ’ s t n e d u t s e h t o t e t a ir p o r p p a e r a h c i h w s l a ir e t a m d n if o t w o h
e k a m n o it a r e d i s n o
c s teacher stend to use the previou s mateiral s rathe r than
n o it i d n o c ’ s t n e d u t s e h t o t d e t a l e r e r o m s i h c i h w e n o w e n e h t g n i p o l e v e d
. s y a d a w o n
t s s i h t n
I udy , the wrtie r intended to design mateiral sfo r SMA N 9
a t r a k a y g o
Y .Thewrtie rhaddonePPL t(eachingpracitce)i nSMAN9Yogyakarta .
. s g n it e e m l a r e v e s r o f I X e d a r g f o s t n e d u t s e h t t h g u a t d a h r e ti r w e h
T W nh e the
r e ti r
w d id PPL in t ha tschool,t hewrtierf ound thatt hestudent sdidno thavehigh
.s s a l c g n i n e t s il n i t s e r e t n
i Manystudent sdidnotj oint heclassse irously .Someo f
g n i e b s l a ir e t a m e h t o t g n i n e t s il n a h t r e h t a r s g n i h t r e h t o d i d m e h
t deilvered. From
s i h
t PPL the wrtie ralso knew the students ’level ,interest ,and dfi ifculite sin
. h s il g n E g n i n r a e l
r e ti r w e h
T oa ls had doneobservaiton du irng t he ilstening class .From t he
s t n e d u t s e h t t a h t d n u o f r e ti r w e h t , n o it a v r e s b
o o fgrade X IScience Program o f
a t r a k a y g o Y 9 N A M
S dh a problemsi n ilsteningclass .Themain problemwast ha t
e w y e h
t rel ack o fconcenrtaiton when having t he ilstening seciton .They seeme d
e d i v o r p t o n d i d r e h c a e t e h t , e m it t a h t t a , s e d i s e B . g n i n e t s il n i d e t s e r e t n i t o n
s il e h t r o f s l a ir e t a m g n it s e r e t n
i tening seciton .Theacitviite sweremonotonou so r
g n it e e m e l o h w e h t r o f s u o ir a v t o
n .Tha twa swhyt hes tudent sgo tboredeasliyand
d n e
t e dtodoothert hing .s
d e t a r a p e s e b y li s a e t o n n a c , r e v e w o h l li k s n i a tr e c g n i h c a e
T from othe r
. s ll i k
. s ll i k
s These ilstening and speakingskills ea or a ls closely r elated .Peopleusually
k a e p s n a
c o rpronouncesomewords atfert hey ilsten tif romothe rpeople .Ashe r
t p o l e v e d y e h t e r o f e b l li k s g n i n e t s il p o l e v e d n e r d li h c “ t a h t s e t a t
s heablitiyt os peak
( sa ctiedi nRichard sandRodgers ,2003 ,p .74) .
n i e v it c a e ti u q e r e w s t n e d u t s e h t t a h t d n u o f o s l a r e ti r w e h t , n o it i d d a n I
e r e w m e h t f o t s o M . s e it i v it c a g n i k a e p s e h t d e y o j n e e ti u q o s l a y e h T . s s a l c g n i k a e p s
r i e h t s s e r p x e o t g n il li
w opinions du irng t he discussion .They were ablet o speak
.s s a l c e h t g n ir u d y l s u o e n a t n o p
s Thati swhy,t hewrtie rhopest hatt hecombinaiton
g n i n e t s il h t o b g n i n r a e l y o j n e o t s t n e d u t s e h t p l e h n a c g n i k a e p s d n a g n i n e t s il f o
.s ll i k s g n i k a e p s d n a
, y d u t s s i h t n
I the wrtie rused Content-Based Insrtuciton (CBI) a sthe
h c a o r p p
a t o design et h integrated ilstening-speaking mateirals .Oxford (2001 )
“ t a h t s e t a t
s I n Content-Based I nsrtuciton ,student spracitceallt hel anguageskill s
m o c , d e t a r g e t n i y l h g i h a n
i municaitve fashion whlie learning conten tsuch a s
s e i d u t s l a i c o s d n a , s c it a m e h t a m , e c n e i c
s ” (p. 2) .Anothe rreason why the wrtie r
e s o h
c C BIwast ha tCB Icould help t hemt olearnothe rsubjec tmatters whliet hey
g n i c it c a r p e r
a et h ilstening and speaking skills .CB Ican help t hemt o ge tdeepe r
n i g n i d n a t s r e d n
u the othe rsubject matters .CB Ican also help t he studentst o be
n e t s il o t d e m o t s u c c
a i ng to informaiton o rexpressing thei rideas in Engilsh. In
n i d e p o l e v e d e r a t a h t s e c r u o s y n a m e r a e r e h t , n o it i d d
a Engilsh so tha tthey
.
B ResearchProblem
e h
T re are two quesitons which are formulated in thi sstudy .The two
s n o it a l u m r o f m e l b o r
p :a re
.
1 How i sa se tof integrated ilstening speaking mateiral sfo rgrade X I
m a r g o r P e c n e i c
S o fSMAN9Yogyakartadesigned?
.
2 Wha tdoe sa se to fintegrated ilstening speaking mateiral sfo rgrade X I
f o m a r g o r P e c n e i c
S SMAN9Yogyakartalook ilke?
.
C ProblemLimtia iton
ti m il r e ti r w e h
T e d thi sstudy by focusingon designinga set fo integrated
g n i n e t s
il -speaking mateiral s fo r grade X I Science Program o f SMA N 9
a t r a k a y g o
Y . The t ype o ft s ext used i n t hi sstudy w sa repo tr t s. ext The approach
d e s
u todesignt hemate iral sint hiss tudywa sContent-BasedI nsrtuciton.
.
D ResearchObjecitve s
t e s r e ti r w e h
T s twoobjecitvesf ort hiss tudy.
.
1 To design a se to fintegrated ilstening speaking mate iral sfo rgrade X I
m a r g o r P e c n e i c
S o fSMAN9Yogyakarta
.
2 To presen ta se to fintegrated ilstening speaking mateiral s sfo rgradeXI
m a r g o r P e c n e i c
S fo SMAN9Yogyakarta
.
E ResearchBeneftis
s s i h t t a h t s e p o h r e ti r w e h
.
1 Fors tudents
s i h t t a h t s e p o h r e ti r w e h
T study can improvestudents ’ablitiy in ilstening
g n i k a e p s d n
a skills by providing new and interesitng mateiral .s The mateiral s
y d u t s s i h t n i d e n g i s e
d can also mo itvate student sto learn both ilstening and
g n i k a e p
s s lls. ki Moreover , the mateiral s hopefully can make the student s
r e tt a m t c e j b u s r e h t o t u o b a g n i k a e p s d n a g n i n e t s il o t d e m o t s u c c
a s inEngilsh.
.
2 Fort eachers
s i h t t a h t s e p o h r e ti r w e h
T study can providem oreco llecitonso fmateirals
r e h c a e t e h t r o
f s .The wrtie ralso hope stha tthe se integrated ilstening-speaking
l a ir e t a
m s can also help the teacher sto have interesitng teaching and learning
s e it i v it c
a .
.
3 Fo rothermateiralr esearchers
t a h t s e p o h r e ti r w e h
T thi sstudycangivereferencef o rfu trherr esearch in
s d l e if r a li m i s e h
t . Moreover , i t can also en irch the colleciton of integrated
g n i n e t s
il -speakingmateiral .s
.
F De ifniitono fTerms
t a h t s m r e t e m o s e r a e r e h
T areusedi nt hi sstudy .Here,t hewrtie rprovided
s m r e t e h t t a h w d n a s tr e p x e e m o s n o d e s a b s m r e t t n a tr o p m i e m o s f o n o it i n if e d e h t
. y d u t s s i h t n i n a e m
.
1 Design
e n g a
G and B irgg s(1974)states “Design i n l ong-rangei sase tof l esson s
s a , s c i p o t o t n i d e z i n a g r
. p ( ” m e t s y s l a n o it c u rt s n i e ri t n e n a h ti w s p a h r e
p )4 .In thi sstudy ,the wrtie r
n g i s e
d e d ase tofintegrated ilstening- es ap king mateirals .I tmeantthatt hewrtie r
e d a
m ase to flesson swhich wereorganizedi ntot opicsfo r ilsteningand speaking
.s s a l c
.
2 Listening
g n i n e t s il f o s n o it i n if e d y n a m e r a e r e h
T proposedbysomeexpetrs. Nunan
(2003 )state s“Listening i san acitve and purposefu lproces so fmaking sense o f
” r a e h e w t a h
w ( .p )2 .4 Then ,according t o Ros t(2002 )“ilstening, i n ti sbroades t
e v it p e c e r ( s y a s y ll a u t c a r e k a e p s e h t t a h w g n i v i e c e r f o s s e c o r p a s a , e s n e s
; ) n o it a t n e ir o e v it c u rt s n o c ( g n i n a e m g n it n e s e r p e r d n a g n it c u rt s n o c ; ) n o it a t n e ir o
d n o p s e r d n a r e k a e p s e h t h ti w g n i n a e m g n it a it o g e
n ing (co llaboraitveo irentaiton) ;
y h t a p m e d n a n o it a n i g a m i , t n e m e v l o v n i h g u o r h t g n i n a e m g n it a e r c , d n a
( ” ) n o it a t n e ir o e v it a m r o f s n a rt
( a sctied i nVanderg irtf, dn .) . In t hi sstudy ,ilstening
o t s t n e d u t s e h t s e ri u q e r h c i h w y ti v it c a n a s
i h earcetrainr ecordedpassagei norde r
. n o it a m r o f n i n i a tr e c t e g o t
.
3 Speaking
s r e d i s n o c e l p o e
P peaking a sproducitve ora lskli lsince ti i sgenerated by
e h
t students .Nunan (2003) also states t ha t“I tconsist so fproducing systemaitc
” g n i n a e m y e v n o c o t e c n a r e tt u l a b r e
v ( .p 84 .) Int hi sstudy ,speaking r eferst o an
a e d i r i e h t s s e r p x e o t e v a h s t n e d u t s e h t h c i h w n i y ti v it c
a s orally based on the
.
4 IntegratedSkills
o s s g n i h t e r o m r o o w t e n i b m o c o t “ o t s r e f e r e t a r g e t n i d r o w e h
T thatt hey
n r o H ( ” r e h t e g o t k r o
w by ,2000 ,p. 670 ) .In thi sstudy ,the wrtie rcombined two
e w h c i h w s ll i k
s re ilsteningandspeakingi nordert oachievet hel earning goals .I t
t t a h t s n a e
m herew ere ilsteningands peakingpracitces ineachmeeitng.
.
5 SMAN9Yogyakarta
a t r a k a y g o Y 9 N A M
S i sa Senio rHigh Schoo lwhich si located a tJalan
1 n a g a
S ,Yogyakatra . tI i sapubilcschoo lwhich i sapplying Kurikulum Tingka t
n a k i d i d n e P n a u t a
S ro theSchool-BasedCurirculum .Therearet hreegradesi nt hi s
. I I X d n a , I X , X e d a r g e r a h c i h w l o o h c
s GradeX IandXI Iconsistoft woprograms
e r a t a h
t lImu Alam (Science Program )and lImu Sosial (Socia lProgram) .The
y d u t s s i h t f o s u c o
f w as on grade X IScience Program .In thi sstudy ,SMA N 9
a t r a k a y g o
Y aw st heplacewheret hes tudyw asconducted .Thestudent so fScience
f o m a r g o r
P SMAN9Yogyaka traw eretheparitcipant soft hiss tudy.
.
6 Content-BasedI nstruciton
t n e t n o C t a h t s e t a t s ) 7 8 9 1 ( e k n h a r
K -Based Insrtuciton s (CBI ) i s “the
o n r o e lt ti l h ti w d e n r a e l g n i e b e g a u g n a l e h t n i n o it a m r o f n i r o t n e t n o c f o g n i h c a e t
t n e t n o c e h t m o r f y l e t a r a p e s f l e s ti e g a u g n a l e h t h c a e t o t t r o f f e t i c il p x e r o t c e ri d
( ” t h g u a t g n i e
b a sctied i n Richard sand Rodger s2001 p. 204 .) In t hi sstudy ,CB I
a
w sthe approach used to design the integrated ilstening-speaking mateiral sin
t a m e h t h c i h
8 R E T P A H
C I I
E R U T A R E T I L D E T A L E R F O W E I V E R
e m o s t n e s e r p o t g n i o g s i r e ti r w e h t , r e t p a h c s i h t n
I review so fltierature
e h t o t d e t a l e r e r a h c i h
w study .The wrtie rdi ev s id thi schapte rinto two sub -n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a h c i h w s g n i d a e h
e r a h c i h w s e ir o e h t e m o s s s u c s i d o t g n i o g s i r e ti r w e h t , n o it p ir c s e d l a c it e r o e h t
e h t s i s e h t n y s d n a e z ir a m m u s l li w r e ti r w e h t , n e h T . y d u t s s i h t o t t n a v e l e
r theo ire s
. k r o w e m a r f l a c it e r o e h t n i s m e l b o r p o t r e w s n a o t
.
A Theoreitca lDescrip iton
r e ti r w e h t , n o it p ir c s e d l a c it e r o e h t n
I wli lreview some ltierature stha tcan e
h t t c u d n o c o t r e ti r w e h t p l e h o t d e s u e
b study. In thi sstudy ,the review so f e
r u t a r e ti
l arerelated t o insrtucitona ldesign , ilstening ,s ape king, i ntegrated skills , tr
o p e
r ttex ,Content-BasedI nsrtucitona ndKurikulumTingka tSatuanPendidikan.
.
1 Instrucitona lDesign
r e ti r w e h t , y d u t s s i h t n
I intended to design integrated ilstening-speaking l a n o it c u rt s n i f o s e ir o e h t , e r o f e r e h T . s t n e d u t s l o o h c S h g i H r o i n e S r o f s l a ir e t a m
n g i s e
d w eer needed to help the wrtie rto design the mateirals .There are many e
s o p o r p t a h t s tr e p x
e the insrtucitona ldesign theo ires .Each theory ha s ti sown a
e w d n a s h t g n e rt
s knesses .Peoplecan choose any mode lwhich i sapprop irate t o o t l e d o m t s e b e h t t e g o t s l e d o m e m o s e n i b m o c n e v e n a c y e h T . s l a o g r i e h t e v e i h c a
.
a Kemp’sI nstrucitona lDesignModel
Kemp ( 1977 )propose sadesign whichconsist so feigh tpatr so relements . t n e m e l e e n o s n a e m h c i h w e c n e d n e p e d r e t n i e r a s t n e m e l e t h g i e e s e h
T w ill
e c n e u lf n
i the othe relement .s Something which make sKemp’ smodel dfiferen t y
ti li b i x e lf s ti s i s l e d o m r e h t o m o r
f .Int hi sdesign, t hedesigne rcan star twtihany t
n e m e l
e .Therei sno rulet ha tsays t hedesigne rmus tstar tfrom cetrain element . n
o i s i v e r e h t o d o s l a n a c r e n g i s e d e h
T o revaluaiton oft heproductanyitmewhen e
t a ir p o r p p a t o n s i n g i s e d e h t t a h t s l e e f e
h ro doe sno twork well. The designe r t
o n s e o
d needt owai tun it lallt hes teps ea r donetodot her evisionincetrainpatrs. p
m e
K (1977) proposeseigh telement soft hei nsrtucitona ldesign. .
1 Considert hegoals ,chooset het opics ,ands tatet hegenera lpurposes
g n i h c a e t n i h s il p m o c c a o t t n a w y e h t t a h w e t a t s s r e n g i s e d e h t tr a p s i h t n I
r e n g i s e d e h t , n e h T . c i p o t e h
t s choosesomet opics whichusually sequenced f rom e t a l u m r o f s r e n g i s e d e h t c i p o t h c a e m o r F . e n o x e l p m o c e h t o t e n o e l p m i s e h t
h c i h w m o r f s e s o p r u p l a r e n e
g theobjecitve soft hel earningcanbedeirved( Kemp , 7
9
1 7 ,pp. 31 -1 6 .) .
2 Considert hel earners ’characteirsitcs
t u o b a s r e n r a e l e h t m o r f n o it a m r o f n i t c e ll o c d l u o h s r e n g i s e d e h t ,t r a p s i h t n I
e h t s e d u l c n i o s l a s i h T . t s e r e t n i d n a s d e e n , y ti li b a p a c r i e h
t learning condiiton fo r
g n i n r a e l e h t r e d i s n o c o s l a d l u o h s r e n g i s e d e h T . s s e c o r p g n i n r a e l g n i h c a e t e h t
s r e n r a e l e h t f o s e l y t
.
3 Statet hel earningobjecitves
. g n i n r a e l e h t f o s e v it c e j b o g n i n r a e l e h t e t a t s s r e n g i s e d e h t ,t r a p s i h t n
I The
t h g u a t e b d l u o h s t a h w w o n k s r e n g i s e d e h t t a h t o s e l b a r u s a e m e b d l u o h s s e v it c e j b o t o n r o r e h t e h w d n
a theyareaccompilshed .Theobjecitve sareusuallyse tbasedon l w o n k e l p m i s m o r f s i h c i h w y m o n o x a t m o o l
B edget o higherl evels( Kemp ,1977 , .
p
p 32 -2 5 .) .
4 Chooset hes ubjec tcontent
“Subjec tconten tshould comp irset heselecitonand organizing o fspeciifc p e t s y b p e t s ( s ll i k s , ) n o it a m r o f n i d n a s t c a f ( e g d e l w o n
k procedures ,condiiton sand s t n e m e ri u q e
r ) ,andatttiudinalf actor so fanyt opic”( Kemp ,1977 ,p.4 4 .) .
5 Designt hep -reassessmentf ort hel earners e
r p e h
T -assessmen ti sused to collec tthe informaiton abou t“to wha t e h t g n i y d u t s r o f s e ti s i u q e r e r p y r a s s e c e n e h t d e ri u q c a s a h s t n e d u t s e h t d n e t x e t u o b a d e r e t s a m y d a e rl a e v a h s t n e d u t s e h t t a h w “ w o n k o t d n a ” c i p o
t thesubjectt o
9 1 , p m e K ( ” d e i d u t s e
b 77 ,p.5 1 .) .
6 Designt eachingandlearningacitviite sa nd ifndr esources
g n i n r a e l g n i h c a e t e h t y ll u f e r a c e s o o h c d l u o h s s r e n g i s e d e h t t r a p s i h t n I c it s ir e t c a r a h c ’ s t n e d u t s e h t h ti w e t a ir p o r p p a e b d l u o h s t i e s u a c e b y ti v it c
a s .
e l b a il e r s i h c i h w g n i h c a e t e h t r o f s e c r u o s e r d n if o s l a d l u o h s s r e n g i s e d e h t ,s e d i s e B 9 1 , p m e K
( 77 ,pp. 75 -5 8 .) .
7 Coordinatet hes uppo trs ervices
e b d l u o h s h c i h w s e c i v r e s g n it r o p p u s d e e n l li w r e n g i s e d e h t , n g i s e d e h t n I e d u l c n i s e c i v r e s t r o p p u s e h T . d e r e d i s n o
o s r e
p n ln e whose itme mus tbe scheduled fo rparitcipaiton in the insrtucitona l . p , 7 7 9 1 , p m e K ( ” n a l
p 8 4 .)
.
8 Conductt heevaluaiton
s a h s t n e d u t s h c a e t o n r o r e h t e h w e t a u l a v e s r e n g i s e d e h t t r a p s i h t n I s t n e d u t s e h t e t a u l a v e r e n g i s e d e h t y a w e h T . s e v it c e j b o g n i n r a e l e h t d e h s il p m o c c a , p m e K ( d e t a t s y d a e rl a e r a h c i h w s e v it c e j b o g n i n r a e l e h t h ti w e n il n i e b d l u o h s , 7 7 9
1 .p 1p 9 -9 2 .)
.
b Yalden’sLanguageProgramDevelopment
r o f g n i n n a l p e h t g n i p o l e v e d n i s e g a t s e m o s s e s o p o r p o s l a ) 7 8 9 1 ( n e d l a Y d n o c e
s -languageprogram .The l anguage programdevelopmen tconsist so feigh t e r a y e h t s a e n o d e b d l u o h s s e g a t s e h t , e r e H . s e g a t
s designed.I nothe rword ,st he s e g a t s e h t e g n a r r a e r t o n n a c r e n g i s e
d and should ifnish t hestagebeforehecould e g a t s t x e n e h t tr a t
s .Ther easoni st hei nformaitono rdataobtainedi nt hepreviou s . e g a t s t x e n e h t n i d e s u e b l li w e g a t
s Thestagesoft hi sprogramareneed ssurvey , a f o n o it c u d o r p , e p y t s u b a ll y s f o t n e m p o l e v e d / n o it c e l e s , e s o p r u p f o n o it p ir c s e d o t o r
p -syllabus , produciton o f pedagogica l syllabus , developmen t and . s e g a t s e h t g n il c y c e r d n a n o it a u l a v e , s e r u d e c o r p m o o r s s a l c f o n o it a t n e m e l p m i t g n ir u
D heneed ssurveyt hedesigne rshould ifndou tno tonlythecommunicaitve s r e n r a e l e h t f o s d e e
n bu talso t he physica lresources (Yalden ,1987 ,pp. 88 - )8 . 9 n o it a c i n u m m o c e h t f o n o it a c if it n e d i e h t “ s e d u l c n i y e v r u s s d e e n e h T a v it o m , s d e e n l a n o s r e p , s t n e m e ri u q e
r itons ,relevan tcharacte irsitc sand resource s s ’ r e n r a e l e h t o s l a d n a ” s r e n r a e l e h t f
s r e h c a e
t (Yalden ,1987 , p. 9 0 .) I tmean stha tdu irng the need s survey ,the u
b s t n e d u t s e h t m o r f a t a d t c e ll o c n a c y l n o t o n r e n g i s e
d talso from t heteachers .
s a s e c r u o s e r l a c i s y h p e h t t u o b a n o it a m r o f n i e h t d n if o s l a d l u o h s r e n g i s e d e h T
.s s e c o r p g n i n r a e l g n i h c a e t e h t tr o p p u s n a c t a h t s e it il i c a f
.
c Principle sofI nstrucitona lDesign
e m o s d e d e e n o s l a r e ti r w e h t , n g i s e D l a n o it c u rt s n I e h t y l p p a o t r e d r o n I
. w o ll o f o t s e l p i c n ir
p Thereares omep irnciple sofi nsrtucitona ldesignproposedby 2
0 0 2 ( t s o
R p .p 01 - 11 )whichare: )
1 Apttiudes peciifci nsrtuciton e r o m g n i n r a e l e h t e k a m o
T effecitve an d successfu lfo rthe learners ,the n
o d e s a b e b d l u o h s n o it c u rt s n
i speci ifc apttiudes ,interest , abiilites ,and s
e l y t s g n i n r a e l d e r r e f e r
p of l earner s(Snow ,1989 ;Gardner ,1993 a sctied i n 2
0 0 2 , t s o
R p. 01 .) I ti svery helpfu li fthe learner sare interested in the o
n e y a p l li w y e h t e s u a c e b s s e c o r p g n i n r a e l g n i h c a e
t ugh atten iton to the
.s l a ir e t a m )
2 Cogniitve lfexiblitiy
e b d l u o h s s s e c o r p g n i n r a e l e h t f o t u p n i e h
T mulitmoda lsucha susing video , d
n a , t x e t , o i d u
a graphics . Thi s kind o f inpu t i s easliy processed and s
r e n r a e l e h t y b d e z ir o m e
m (Clark and Pavio ,1991 a sctied i n Rost ,2002 p. 0
1 .) )
3 Coordinaitonoft eachingandl earning
e d i v o r p o t e l b a e b d l u o h s r e h c a e t e h t , g n i h c a e t e v it c e f f e e r o m e v a h o T
t n e r e f fi
g n o l e v a
h termr etenitonoft hemate irals(GagneandD irscoll ,1988 ;Gagnee t 2
9 9 1 , .l
a a sctiedi nRost ,2002p. 01 .) )
4 Posiitve scilmatef orl earning s i r e h c a e t e h t f o e l o r e h
T onlyas a af clitiatori nl earningprocess .Thati swhy r
e h c a e t e h
t should develop conducive atmosphere fo rthe l earners ,state t he r
a e l c g n i n r a e l e h t f o l a o
g ly ,manage t he learning resources ,make both the l
a n o it o m e d n a l a u t c e ll e t n
i aspectofl earning balanceand share thought sand s
r e n r a e l e h t h ti w s g n il e e
f .Thei nsrtucitoni saninteracitveprocesst hati swhy s
i e r e h
t open two-way communicaiton ,teache rand learners ,in ti (Rodger s 7
7 9 1 , t e ll a V ; 2 8 9 1 , s b m o C ; 4 9 9 1 , g r e b i e r F d n
a a sctiedi nRost ,2002p. 11 .) )
5 Courses rtucture
e d i v o r p n a c r e h c a e t e h t , l a o g n i a tr e c e v e i h c a o t r e d r o n
I o rdesign cetrain
n o it a t n e s e r p f o n o it a n i b m o
c , fo r example readings , interviews , and s
n o i s s u c s i
d which allows the l earnerst o expe irence t hel earning so that t he e
v it c e f f e s i g n i n r a e
l (Merirll ,1994a sctiedi nRost ,2002p. 11 ). )
6 Elaboraitves equencing
d l u o h s g n i n r a e l e h t f o e c n e u q e s e h
T be increased in term s o fleve l o f .
y ti x e l p m o
c The reason i si tcan create ‘stable cogniitve srtuctures ’fo rthe s
r e n r a e
l (Reiguth, 1987 ;Reiguth and Stein ,1983 a sctied in Rost ,2002 p. 1
1 ). )
7 Crtie ironr eferencing
s r e n r a e l e h t t a h t s e i c n e t e p m o c e h t w o h s d l u o h s g n i n r a e l e h t f o s l a o g e h T
e v i e c e
r clea r feedback from thei rperformance (Marge r and Pipe ,1984 ; 8
8 9 1 , r e g r e
M a sctiedi nRost ,2002p. 01 .)
.
2 TheNatureo fListening
, y d u t s s i h t n
I the wrtie rintended to design integrated ilstening-speaking a
w t a h T . s l a ir e t a
m swhy somet heo ire so f ilstening ew reneeded tohelpt hewrtie r g
n i n e t s il f o e r u t a n e h t n o g n i d n a t s r e d n u r e p e e d t e
g .Besides ,the wrtie ralso
d e e
n e dsomep irnciple so fhowt oteach ilsteningt ot hel earner .s .
a De ifniitono fListening
f o s d n i k y n a m e r a e r e h T . e fi l n a m u h m o r f d e t a r a p e s e b t o n n a c s d n u o S
n a m u h r e t n e d n a d n o c e s e l g n i s y r e v e n i d e t a e r c e r a t a h t s d n u o
s audtiory system .
w o h n o g n i d n e p e d t n e r e f fi d e b n a c d n u o s e h t o t d n o p s e r n a m u h y a w e h t ,r e v e w o H
h t o t e v i g y e h t n o it n e tt a h c u
m e sound .In tha tcase ,people can be heairng o r d
n u o s e h t o t g n i n e t s
il . These two acitviite sare simliar ,bu t they also have e l p o e p e c n i s y ti v it c a e v it c a d e r e d i s n o c s i g n i n e t s i L . e c n e r e f fi d t n a c if i n g i
s pu t
o t n o it n e tt a h c u
m the sound .They are consciously wliilng to ilsten o rpay .
ti m o r f g n i h t e m o s t e g o t r e d r o n i d n u o s e h t o t n o it n e tt
a They consciously focu s
d n u o s e h t o t n o it n e tt a r i e h
t (Rost ,2002p. )8 . .
b TheBo ttom-UpandTop-DownViews
e h t m o r f d e t a r a p e s e b t o n n a c g n i n e t s il g n i h c a e
T bottom-up and t -op down
s w e i
v . These two view sare dfiferen.t The dfiference il es on the orde ro fthe s
r e n r a e l e h t o t d e r e v il e d e r a h c i h w s l a ir e t a m g n i n e t s
il (Buck ,2001, .p )2 . “The
m o tt o
c f o r e b m u
n onsecuitvestages ,orl evels ,andt heoutpu to feach stagebecomest he ”
e g a t s r e h g i h t x e n e h t r o f t u p n
i (Buck ,2001, .p )2 .I tmean stha tthe mateiral s n i d e g n a h c e b t o n n a c d n a y a w a h c u s n i d e g n a r r a y d a e rl a e r a g n i n e t s il e h t n i d e s u
d l u o h s s r e n r a e l e h T . s l a ir e t a m e h t g n ir e v il e d f o r e d r o e h t f o s m r e
t learn the
.s l a ir e t a m t x e n e h t n r a e l n a c y e h t e r o f e b s l a ir e t a m s u o i v e r p
h t n
O eothe rhand ,“ilstening comprehension i sat op-down processi n t he t o n e r a e g a u g n a l g n i d n a t s r e d n u n i d e v l o v n i e g d e l w o n k f o s e p y t s u o ir a v t a h t e s n e s
r e d r o d e x if y n a n i d e il p p
a -theycan beusedi nanyorder ,o reven simu tlaneously , e
l b a p a c l l a e r a y e h t d n
a ofi nteracitngandi n lfuencingeachother” (Buck ,2001, .p )
3 . Thi sviewi smore lfexiblet han t hebottom-up view .In t hi sview ,al lmateiral s e
r
a consideredequa lso t ha t tican bedeilvered t o t hel earner sany itmebased on .
d e e n ’ s r e n r a e l e h t
.
c Krashen’sInpu tHypothesis
s r e n r a e
L ’ achievementi salso i n lfuenced by t hei nputt hatt hey get .There .
s t n e d u t s e h t o t e v i g n a c r e h c a e t e h t t a h t t u p n i f o s d n i k y n a m e r
a Krashen ha s
t u o d e t n i o
p thei nputt hatt het eache rshould give t o t hel earners .“Inpu tmus tbe d e r e f f o e b d n a ) l e v e l ’ s r e n r a e l e h t e v o b a t s u j r o t a ( s r e n r a e l e h t o t e l b i s n e h e r p m o c
n u o t s e it i n u tr o p p o e l p it l u m w o ll a o t s a y a w a h c u s n
i derstand and use the
” e g a u g n a
l (a sctied in Crandall ,1987, .p )5 .I tmean stha tthe teache rshould r
a e l e h t r e d i s n o
c ners’l evelf ris tbeforegivingt hei nput .Thei npu tmus tno tbet oo h g u o n e y a p t o n l li w s r e n r a e l e h t , y s a e o o t s i ti f I .s r e n r a e l e h t r o f tl u c if fi d r o y s a e
.t i o t n o it n e tt
s i s l a ir e t a
m undert heril eve.l Howeve,r i f tii st oo dfiifcul,t t he l earner swli lge t d
e t a rt s u r
f rathert hanf ee lchallenged. .
d Factor sIn lfuencingListening
l n i y ti li b a s ’ e n o e m o
S isteningcan beva irous .Thi scanhappenbecauseo f e
c n e u lf n i e h
t fo many factor swhich come from inside o routside the ilstener . n i n e t s il f o s s e c o r p e h t e c n e u lf n i y a m t a h t r o t c a f e m o s s e s o p o r p ) 4 9 9 1 ( n i b u
R g( a s
h o G n i d e ti
c , 2002, .p 8- :)p 9 )
1 T ext
t a h t s e r u t a e f t x e t f o s e p y t e e r h t e r a e r e h
T in lfuencethe ilstening .Thef rist e
r a e r u t a e f s i h t f o s e l p m a x e e h T . s e r u t a e f c it s u o c a s i e p y
t phonologica l
d n o c e s e h T . e t a r h c e e p s d n a s n o it a c if i d o
m type consist s of discourse e
r u t a e
f s .Thisf eaturei nclude smacro- andmicro-markers ,ilnea randnon -a
z i n a g r o r a e n
il iton o finformaiton ,dfiifcul tvocabulary ,colloquiailsm , f o s s e n ti c il p x e d n a , tr o p p u s l a u s i v , y ti x e l p m o c d n a h t g n e l e c n e t n e s
. n o it a m r o f n
i Thel astf eaturei st het ypeoft het ext .Theexample soft hi s e
r u t a e
f includenew sbroadcas,tl ecture sandconversation ,absrtac tversu s n
o
n -absrtactt opic ,ss taitcversu sdynamicr elaitonship. )
2 Task
. s k s a t g n i n e t s il f o s e it i x e l p m o c e h t t c e f f a n a c t a h t s g n i h t o w t e r a e r e h T
s i t s ri f e h
T the itmeavaliablef o rprocessingtheinformaiton .Thesecond e
h t f o y ti li b a e h t s
i ilstene rto ge tthe informaiton repeated du irng the g
n i n e t s
)
3 Speaker r e k a e p
S in the ilstening comprehension doe shave effec ton the degree .
n o i s n e h e r p m o c f o y ti l a u q d n
a Therearespeaker’ characteirsitc ssuch as n
o n r o d r a d n a t s , y c n e u lf , t n e c c
a -standard usage ,and gendertha tusually e
g a s s a p g n i n e t s il e h t d n a t s r e d n u o t r e n e t s il e h t e c n e u lf n
i .
)
4 Listener l e h
T istene rthemselve salso have characteirsitc stha tcan affec tthei r a
h c e s e h T . n o it a m r o f n i e h t t e g o t y ti li b
a racte irsitc s are language , e g d e l w o n k r o ir p , e s o p r u p , t s e r e t n i , y r o m e m , r e d n e g , y c n e i c if o r p
l a c i s y h p , n o it a i c n u n o r p f o y c a r u c c a , n o it a rt n e c n o c , n o it n e tt
a and
d n a , y ti r a il i m a f c i p o t , t x e t n o c f o e g d e l w o n k , s e t a t s l a c i g o l o h c y s p
.s ti b a h g n i n e t s il h s il b a t s e )
5 Proce ss
g n i s s e c o r p f o s e p y t e h
T a lsoaffec t ilsteningcomprehension .Thesetype s ,
n w o d p o t e b n a c g n i s s e c o r p f
o bottomup ,o raneffecitvecombinaitonof .
h t o
b Besides t he ilstening process , ilstening srtategy can also i n lfuence s
’ e n o e m o s , r e v o e r o M . g n i n e t s
il ablitiy i n choosing t acitcst o understand t
c e f f a o s l a l li w y g e t a rt s e h
t thes ucces so fapplyingt he ilstenings rtategy.
.
e Genera lPrinciple so fTeachingListening
g n i n e t s il n i y ti li b a s ’ e n o e m o s e c n e u lf n i y a m t a h t r o t c a f r e h t o n A
e t s il y a w e h t s i n o i s n e h e r p m o
c ning i staught .A teache rcanno tjus task the s a h e h s / e h , r e v e w o H . k s a t e h t o d d n a e g a s s a p g n i n e t s il n i a tr e c o t n e t s il o t s t n e d u t s
g e m o s s e t a t s y e lr o M . g n i n e t s il g n i h c a e t n i s e l p i c n ir p e m o s r e d i s n o c o
n o i s n e h e r p m o c g n i n e t s il g n i h c a e t n i s e l p i c n ir
p (a sctied in Paulston & Bruder , 6
7 9
1 , .p 912 :) )
1 Thegoalsi na ilsteningclas sshould bestatedclealrysot ha tbotht eache r e
l o r r i e h t d n a tr e d n u y ll a e r s r e n r a e l d n
a s . The goal sshould also be d
e il p p a g n i e b m u l u c ir r u c e h t h ti w e t a ir p o r p p
a .
)
2 Thestepsi n t he ilstening clas sshould bedeveloped carefu lly .Thet ask s .
e n o x e l p m o c e h t o t e n o e l p m i s e h t m o r f d e n g i s e d e b d l u o h
s I tcan also
. o d o t e v a h s r e n r a e l e h t t a h w d n a t s r e d n u o t s r e n r a e l e h t p l e h )
3 The ilstening proces sshould give more oppo truntiy fo rthe learner sto e k a m o t s t n e d u t s e h t n o k c a b d e e f e v i g o s l a n a c r e h c a e t e h T . e t a p i c it r a p
g n i n r a e l e h t n i d e t a v it o m m e h
t .
)
4 Beforet he ilstening, t het eache rcan givew irttent aski nordertohelpt he s
r e n r a e
l gaint hei rconcen rtaiton .Concen rtaitoni sveryi mpo tran tsincei t .
g n i h t e m o s e z ir o m e m o t s r e n r a e l e h t p l e
h
)
5 Du irng the ilstening process , the learner shave to use the memory .
y l s u o i c s n o
c The aim o f ilstening i sto prepare the learner swtih bette r y
r o m e
m spans .Mo lrey state s“ilstening i sreceiving ;receiving requrie s e t a r a p e s o t y a w o n s i e r e h t ; y r o m e m s e ri u q e r g n i k n i h t d n a , g n i k n i h t
. g n ir e b m e m e r , g n i k n i h t , g n i n e t s il )
6 Therei snot esti n ilstening .Thescoreoft he ilsteningt asksi sconsidered c
a b d e e f s
a k fo rthe learner so fhow fa rthey progresse s du irng the .s
d n u o r g k c a b e h t r e d i s n o c o s l a d l u o h s r e h c a e t e h t
