i
DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS OFSMA 9 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana Pendidikan Degree
in English Language Education
By
Agnes Nora Eko Wahyu Utami Student Number: 041214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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ASarjana Pendidikan Thesis on
DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS OFSMA 9 YOGYAKARTA
Prepared and Presented by Agnes Nora Eko Wahyu Utami
Student Number: 041214006
Approved by:
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DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS OFSMA 9 YOGYAKARTA
By
AGNES NORA EKO WAHYU UTAMI Student Number: 041214006
Defended before the Board of Examiners on 26 November 2008
and Declared Acceptable
Board of Examiners
Chairperson : A. Hardi Prasetyo, S.Pd., M.A. Secretary : Made Frida Yulia, S.Pd., M.Pd. Member : Drs. J.B. Gunawan, M.A. Member : Dr. Retno Muljani, M.Pd. Member : C. Tutyandari, S.Pd., M.Pd.
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 12 November 2008 The Writer
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Agnes Nora Eko Wahyu Utami
Nomor Mahasiswa : 041214006
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF SUPPLEMENTARY
INSTRUCTIONAL LISTENING MATERIALS INCORPORATING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING
FOR THE ELEVENTH GRADE STUDENTS OFSMA 9 YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 17 Desember 2008
Yang menyatakan,
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ACKNOWLEDGEMENTS
First and foremost, I would like to express my gratitude to my Lord,Jesus Christ, for His mercy, guidance, and blessings so that I was able to finish my thesis. He always makes a way when there seems to be no way. There is nothing impossible in Him.
Next, I would like to address my sincere gratitude to my sponsor, Drs. J.B. Gunawan, M.A., for his willingness to share his knowledge and expertise. He has been extraordinary in his invaluable supports, criticism, and suggestions to my thesis. In addition, I am very grateful to Ms. Mita and Ms. Yuseva for willingly spending their time evaluating my designed materials.
My great appreciation goes to Mr. Yosua Darmawan for sponsoring my study in this university and for always encouraging me not only to accomplish my study but also to achieve a better life.
I warmly thank the English teachers of SMA 9 Yogyakarta, Mr. Tri Raharjo and Mrs. Lucia Wirastuti, for their help, guidance, as well as useful suggestions to my designed materials.
I am deeply grateful to all lecturers of the English Language Education Study Program of Sanata Dharma University for their guidance, dedication, and knowledge they have shared for the past four years. I also thankMbak Danik and
Mbak Tari for their countless service and help during my study.
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help in accomplishing my thesis: Patricia Angelina, Antonius Jody, Elizabeth Bara C., and Chrysogonus Sidha M. In addition, I warmly thank my senior,
Priyatno Ardi, for kindly spending his precious hours proofreading my thesis. I am very grateful to my mother for her irreplaceable care and advice. She always inspires me to live this life sincerely and grow through the pain.
Lastly, I would like to apologize if I have inadvertently omitted anyone to whom the appreciation is due.
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TABLE OF CONTENTS
TITLE PAGE………. i
APPROVAL PAGES………. ii
STATEMENT OF WORK’S ORIGINALITY………... iv
DEDICATION PAGE……… v
ACKNOWLEDGEMENTS……… vi
TABLE OF CONTENTS……… viii
LIST OF TABLES……….. xi
LIST OF FIGURES………. xii
LIST OF APPENDICES………..xiii
ABSTRACT……… xiv
ABSTRAK……… xvi
CHAPTER I. INTRODUCTION 1 A. Research Background………... 1
B. Problem Formulation……… 6
C. Problem Limitation………... 6
D. Research Objectives……….. 8
E. Research Benefits……….. 8
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CHAPTER II. REVIEW OF RELATED LITERATURE 12
A. Theoretical Description……… 12
1. Kemp’s Instructional Design Model………. 12
2. School-Based Curriculum………. 16
3. Content-Based Instruction………. 17
4. Cooperative Learning……… 23
5. Theory of Listening………... 28
6. Material Development……… 34
7. Syllabus………. 36
B. Theoretical Framework……… 38
CHAPTER III. METHODOLOGY 43 A. Research Method………. 43
B. Research Respondents………. 48
C. Research Instruments………... 49
D. Data Gathering Technique………... 51
E. Data Analysis Technique………. 52
F. Research Procedures……… 55
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION 58 A. Steps in Designing the Instructional Listening Materials……… 58
1. Research and Information Collecting……… 59
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3. Developing Preliminary Form of Product………. 83
4. Preliminary Field Testing……… 89
5. Main Product Revision………. 97
B. Presentation of the Designed Set of the Materials……… 99
CHAPTER V. CONCLUSION AND SUGGESTIONS 102 A. Conclusion……….. 102
B. Suggestions………. 104
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LIST OF TABLES
Table 2.1: Problems in Listening Comprehension………. 30
Table 3.1: Description of the Respondents (Blank)……… 49
Table 3.2: Points of Agreement……….. 53
Table 3.3: The Descriptive Statistics of Respondents’ Opinions (Blank)……... 54
Table 3.4: The Assessment of Central Tendency……… 55
Table 4.1: Summary of the Results of the Questionnaires……….. 64
Table 4.2: Topics and Subtopics of the Designed Set of the Materials……….. 73
Table 4.3: Basic Competence……… 74
Table 4.4: Learning Indicators……… 77
Table 4.5: Subject Contents of All Topics……….. 81
Table 4.6: The Description of the Respondents……….. 90
Table 4.7: The Descriptive Statistics of Respondents’ Opinions……… 91
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LIST OF FIGURES
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LIST OF APPENDICES
Appendix 1: Letters of Permission……… 108
Appendix 2: Interview Guideline and Transcript……….. 112
Appendix 3: Observation Form………. 115
Appendix 4: Needs Survey Questionnaire………. 117
Appendix 5: Designed Materials Evaluation Questionnaire……….. 121
Appendix 6: Overview of the Designed Set of the Materials………. 124
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ABSTRACT
Utami, Agnes Nora Eko Wahyu. 2008. Designing a Set of Supplementary Instructional Listening Materials Incorporating Content-Based Instruction and Cooperative Learning for the Eleventh Grade Students of SMA 9 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Listening is one of the most challenging and important skills for learners to develop. Unfortunately, the teaching of listening is still frequently ignored and problematic, particularly in SMA 9 Yogyakarta. The limitation of the instructional materials available, improper facility and learning media, and inefficient learning activities are believed to be the obstacles of the implementation of proper listening teaching-learning activities. Considering that, this study is then aimed at developing a set of supplementary listening materials for the 11th grade students of
SMA 9 Yogyakarta which are expected to solve the problems they encountered and further improve the listening skills of the students.
There were two questions formulated in the problem formulation i. e. (1) How is a set of supplementary instructional listening materials incorporating Content-Based Instruction and Cooperative Learning for the 11th grade students of
SMA 9 Yogyakarta designed? and (2) What does the designed set of the materials look like?.
Some steps of Educational Research and Development (R & D) method were employed to solve the problems identified this study. These steps were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the writer employed the adaptation of Kemp’s instructional design model as the realization of Research and Development (R & D) method. There were nine instructional design steps employed in this study i.e. (1) Identifying learners’ characteristics, (2) Pre-assessment, (3) Coordinating support service, (4) Determining goals, topics, and general objectives, (5) Specifying learning objectives, (6) Listing subject content, (7) Developing instructional materials, (8) Evaluating the designed set of the materials, and (9) Revising the designed set of the materials.
In this study, the data obtained through needs survey was served as the basis to develop the materials. Once being completed, the designed set of the materials were evaluated by some English teachers and lecturers. The evaluation was described in terms of central tendency. The data showed that the means ranged from 4 to 4.25, indicating that the designed set of the materials was acceptable and well-developed, although some revisions were necessary. The evaluation was then employed as the basis for revisions.
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Entertainment (unit 3), Folktale (unit 4), Relationship (unit 5), Health (unit 6),
Animals(unit 7), and Technology (unit 8). Each unit of the design is divided into five sections i.e. Before you listen,Vocabulary focus,Comprehension check,Text Exploration, and Reflection and three subsections i.e. Repeat after your teacher,
Language focus, andListen up!.
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ABSTRAK
Utami, Agnes Nora Eko Wahyu. 2008. Designing a Set of Supplementary Instructional Listening Materials Incorporating Content-Based Instruction and Cooperative Learning for the Eleventh Grade Students of SMA 9 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Listening merupakan salah satu kemampuan yang paling sulit namun penting untuk dikembangkan. Namun demikian, sangat disayangkan bahwa pengajaran listening masih sering diabaikan dan menjumpai banyak kendala, khususnya seperti yang terjadi di SMA 9 Yogyakarta. Sangat minimnya materi pembelajaran listening, ketidaklayakan fasilitas dan media pembelajaran yang tersedia, dan ketidakefisienan kegiatan belajar mengajar yang diterapkan diyakini sebagai faktor-faktor penghalang penerapan kegiatan pembelajaranlistening yang layak bagi para siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan seperangkat materilistening tambahan untuk siswa kelas XI SMA 9 Yogyakarta yang diharapkan dapat membantu memecahkan masalah dalam penyelenggaraan pembelajaran listening yang mereka hadapi dan lebih lanjut dapat meningkatkan kemampuanlistening siswa.
Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu (1) Bagaimanakah seperangkat materi listening tambahan berdasarkan
Content-Based Instruction dan Cooperative Learning untuk siswa kelas XI SMA 9 Yogyakarta dirancang? dan (2) Bagaimanakah penyajian materi listening yang telah disusun tersebut?.
Beberapa langkah dalam metode Educational Research and Development (R & D) digunakan untuk menjawab pertanyaan dalam penelitian ini. Langkah-langkah tersebut adalah (1) Penelitian dan pengumpulan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal produk, (4) Pengujian awal di lapangan, dan (5) Revisi produk.
Untuk menjawab pertanyaan yang pertama dalam perumusan masalah, penulis mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp sebagai realisasi metode Educational Research and Development (R & D). Terdapat sembilan langkah perancangan instruksional dalam penelitian ini. Langkah-langkah tersebut adalah (1) Pengidentifikasian karakteristik siswa, (2) Pra-evaluasi, (3) Pengkoordinasian peralatan pendukung, (4) Perumusan tujuan, topic, dan tujuan umum, (5) Perumusan tujuan khusus, (6) Perincian isi materi, (7) Pengembangan materi pembelajaran, (8) Pengevaluasian materi, dan (9) Perevisian/Perbaikan materi.
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demikian, revisi masih perlu dilaksanakan. Data yang diperoleh dari evaluasi kemudian digunakan sebagai acuan untuk revisi.
Untuk menjawab pertanyaan yang kedua, penulis menyajikan hasil akhir dari materi yang dirancang. Materi tersebut terdiri dari 8 unit yaitu Special Event
(unit 1), Environment (unit 2), Entertainment (unit 3), Folktale (unit 4),
Relationship (unit 5), Health (unit 6),Animals (unit 7), and Technology (unit 8). Masing-masing unit dibagi menjadi 5 bagian utama yaitu Before you listen,
Vocabulary focus, Comprehension check, Text Exploration, dan Reflection dan tiga bagian tambahan yaituRepeat after your teacher,Language focus, danListen up!.
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CHAPTER I
INTRODUCTION
This chapter mainly presents the rationale for conducting the research. It consists of Research Background, Problem Formulation, Problem Limitation, Research Objectives, Research Benefits, and Definition of Terms employed in the study.
A. Research Background
Listening is one of the most challenging and important skills for learners to develop. Peachey (2002, ¶ 1) underlines that developing learners’ ability to listen well means “developing learners’ ability to become more independent learners, as by hearing accurately they are much more likely to reproduce accurately, refine their understanding of grammar and develop their own vocabulary”. Hence, it is agreed that listening ability gives significant effects to learners’ ability to speak the language. In addition, it is also noted that listening is a very important skill as it has significant influence on the development of reading and writing ability in the new language.
listening is considered as “a language skill that is expected to be developed through osmosis and without any help”.
As a response to this phenomenon, the Indonesian government tried to make some efforts to improve the teaching of listening. In 2006, the Indonesian government established a new curriculum, namely School-Based Curriculum, in which listening receives proportion in English teaching and learning at school. Through the implementation of School-Based Curriculum, there is an acknowledgement that the development of listening ability is an important factor affecting learners’ success in mastering English.
students and limited budget available for materials development is believed to be the obstacle of listening material development.
Besides, the current materials and learning activities presented for the students seem to make the students discouraged or disheartened to learn. The listening materials and activities employed for teaching listening place the students to the situation in which they are only asked to listen and then directly answer some questions without being introduced to, at least, the topic of what they are going to listen. Moreover, the listening materials available for them only emphasize understanding the language features. In other words, students are to notice the language features by directly listening to some sentences, without being provided with the context of what they are going to listen. This phenomenon, according to Arnold (2005, ¶ 5), leads to the condition in which the students perceive that what they listen is not meaningful, monotonous and that listening makes them anxious and strained. Consequently, it tends not to develop listening skills.
played repeatedly, the quality of the sound is decreasing. Second, it is not practical. To play back a listening passage, the teacher needs to rewind it and spends longer time. Third, providing a listening passage in the medium of cassette reflects students’ limited access to listening passages. The use of cassettes as the medium of listening does not enable the teacher to distribute the listening materials easily and economically to the students. As a consequence, students are rarely exposed to listening passages since they do not have the listening materials to practice independently outside the class. This condition could, therefore, hinder the development of students’ listening skill.
In the real listening class, it is also noticed that students tend to work individually, develop competition rather than cooperation. As a consequence, the lower-achieving students fall behind the higher-achieving ones. This phenomenon leads to the situation in which the higher-achieving students are favored and therefore more advanced. Meanwhile, lower-achieving students remain unconfident and discouraged to learn and to make some improvement to be better.
To deal with the problems mentioned above, it is important to help the teachers provide appropriate listening materials which could meet both teachers’ and students’ needs and solve the problems or difficulties they have in the real listening class. In so doing, Content-Based Instruction and Cooperative Learning are suitable to employ as the basis of the listening materials design. Besides, MP3 is preferable to use as the medium of listening than a cassette.
interested to learn (Richards and Rodgers, 2003: 204). This means that CBI emphasizes learning the language through the exposure of the content which is interesting for the students. To develop an interesting content for the students to learn, in CBI there is an effort to involve the students in deciding the topic of learning. Since in CBI students’ attention is mainly directed to the content instead of to the language features, there is an opportunity for the students to gain wider knowledge while studying English. Consequently, listening could be more meaningful for them. Besides, the fact that in CBI students are involved in deciding the topic of learning (what to learn) reflects an appreciation to the students’ interests. Considering this, it is expected that students could be motivated and never feel bored to learn since they feel that what they are learning is interesting.
achievements of all students, including those who are academically handicapped could be raised.
Based on the explanation above, the writer would like to design a set of supplementary instructional listening materials employing Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta to help them solve the problems in the real listening class and improve students’ listening skills. In addition, the writer proposes the use of MP3 as the medium of the listening materials to enable the students to have their own materials economically so that they can practice independently and maximize their learning.
B. Problem Formulation
In this study, the writer formulates the following two questions:
1. How is a set of supplementary instructional listening materials incorporating Content-Based Instruction and Cooperative Learning for the eleventh grade students ofSMA 9 Yogyakarta designed?
2. What does the designed set of the materials look like?
C. Problem Limitation
particularly in relation to the fact that they lack proper listening materials available for the students. Considering this, the writer, therefore, intends to design a set of supplementary instructional listening materials for the eleventh grade students ofSMA 9 Yogyakarta.
D. Research Objectives
There are two objectives in this study that are mentioned as follows: 1. To design a set of supplementary instructional listening materials employing
Content-Based Instruction and Cooperative Learning for the eleventh grade students ofSMA 9 Yogyakarta.
2. To present the designed set of the listening materials.
E. Research Benefits
The writer hopes that the result of this study will be beneficial for not only English teachers and students of senior high schools (especially for the students and teachers ofSMA 9 Yogyakarta) but also for future researchers. The benefits of this study, therefore, could be clarified as follows:
1. For English teachers
The English teachers, especially inSMA 9 Yogyakarta will be provided with a set of supplementary instructional listening materials that could help them to overcome their problem in listening teaching and learning activities. Further, it is also hoped that this set of materials could initiate and challenge them to develop their creativity in designing materials for students.
2. For students
3. For further studies
The result of this study hopefully could be a starting point to carry out another study in English language teaching (in general) or in teaching listening (in specific) to make some improvement on English language teaching in general.
F. Definition of Terms
In order to avoid misinterpretations or misunderstandings, the writer would like to define some terms related to the study.
1. Designing
According to Hutchinson and Waters (1987: 65), designing is defined as the process of creating a new set of materials that fits the learning objectives and specifies subject area of particular learners.
In this study, designing refers to preparing detailed plan for developing instructional listening materials to support the implementation of listening teaching-learning activities.
2. Supplementary
Supplementary, according to Hornby (1995: 1200) is additional or extra to something else.
In this study, supplementary means additional to the existing one or completing the existing one so that it could be improved.
3. Instructional Materials
teachers and learners to organize the teaching-learning process and to provide a stimulus to learning (Hutchinson and Waters, 1987: 107).
In this study, instructional materials refer to materials which are used to facilitate teaching and learning process. They allow the students to interact and focus on the discussion so that they could develop their listening skills.
4. Listening
Listening is a receptive skill which requires people to receive and understand incoming information. When people listen, they are “creating meaning” in their own minds by combining what they hear with their own ideas and experiences. (Nunan, 2003: 24).
In this study listening refers to one of four skills that should be mastered in learning English. It is a skill to understand the information that is received through hearing process.
5. Content-Based Instruction
Content-Based Instruction is “an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus”. It is aimed at making the learners understand the content using the language they want to learn (Richards and Rodgers, 2003: 204).
6. Cooperative Learning
Cooperative Learning refers to the instructional use of small groups in which students work together to achieve shared goals. It is a way for students to learn essential interpersonal life-skills and to develop the ability to work collaboratively (Richards and Rodgers, 2003: 192).
In this study, Cooperative Learning is a way to learn in which students work together in pairs or groups, to share knowledge, discuss together, and help each other to achieve certain goals. In Cooperative Learning, each student gives contribution not only to his/her own improvement but also to the group’s improvement.
7. Eleventh Grade Students
Grade XI students are the students being in the second year of their study in senior high school. Their age ranges from fifteen to seventeen. According to Hurlock (1980: 184), they are in a transition period between puberty and adult. Therefore, in this period they are likely to have unstable emotion. They tend to be interested in something up to date and always want to be understood.
8.SMA 9 Yogyakarta
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter covers some theories employed as the basis for the discussion. It aims to gain more understanding on the basic principles of the study so that the problems stated in the previous chapter could be solved.
The discussion in this chapter includes Theoretical Description that discusses the relevant theories underlying this study and Theoretical Framework that focuses on the steps in developing the listening materials.
A. Theoretical Description
There are seven relevant theories discussed in this part, namely Kemp’s Instructional Design Model, School-Based Curriculum, Content-Based Instruction, Cooperative Learning, Theory of Listening, Material Development, and Syllabus.
1. Kemp’s Instructional Design Model
Instructional design is a method of effectively implementing the instructional process so that the objectives will be achieved. It is important to be considered in designing instructional materials as it functions to give a guideline for designing the materials (Kemp, 1977: 5).
instruction. In Kemp’s instructional design model, there are eight elements which should be considered in designing instructional materials.
a. Determining the Goals, Topics, and General Purposes
In determining the instructional design, it is important for the designer to consider goals of the system, and then list some topics and state the general purposes for teaching each topic. The selection of the topics should be from the simple to complex level, and should also consider the correlation with the subject content (Kemp, 1977: 15).
b. Learners’ Characteristics Identification
It is important for the designer to find out characteristics of the learners for whom the instructions are designed. This step is very significant because students’ characteristics influence the emphasis in deciding the instructional design. The characteristics include learners’ capabilities, needs, and interests (Kemp, 1977:18).
c. Specifying Learning Objectives
The designer has to specify the learning objectives so that what performances students are expected to achieve are clearly known. The objectives should be measurable and unambiguous (Kemp, 1977: 23).
d. Listing Subject Content
task, the designer is to list the procedural elements that will be employed in teaching (Kemp, 1977: 44).
e. Pre-assessment
This step aims to know the background knowledge of the students’ on the topics. Pre-assessment has two kinds of test, namely requisite testing and pre-testing. The first kind of test aims to determine whether the students have already had the basic knowledge of the topic. Meanwhile, the second aims to find which objectives the students have already mastered (Kemp, 1977: 51).
f. Selecting Teaching-Learning Activities and Instructional Resources
It is important for the designer to select teaching learning activities and instructional resources that treat the subject content so that the students could accomplish the objectives. The designer could adjust the materials and methods that support the creation of an effective and efficient teaching-learning process (Kemp, 1977: 55).
g. Coordinating Support services
The support services are budget, personnel, facilities, equipments, and schedules to carry out the instructional plan. All elements have to be prepared to prevent any possible constraints in designing the plan (Kemp, 1977: 84).
h. Conducting Evaluation
In Kemp’s model, those eight elements are interdependent. It means that the decisions related to one element may affect others. The process of designing and developing materials can be started with whichever element the designer is ready to start with and can be moved back and forth to the other steps. Meaning to say, the designer can start at any point in the process which makes sense for a particular project and change the order of the steps and revisions as they make sense in the project (Kemp, 1977: 9). The figure of Kemp’s model is presented below:
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
Goal, topics, and general purposes
Learners’ characteristics
Learning objectives
Subject content
Pre-assessment
Teaching-learning activities and resources Support
services
Evaluation
For the purpose of this study, the adaptation of Kemp’s instructional design model is employed in designing the instructional listening materials. In brief, Kemp’s instructional design steps which are adapted and employed in this study are determining the goals, topics, and general purposes, identifying learners’ characteristics, specifying learning objectives, listing subject content, pre-assessment, developing instructional materials, coordinating support services, and evaluation.
2. School-Based Curriculum
Curriculum refers to all aspects of the planning, implementation, and evaluation of an educational program. It includes the educational purpose of the program, the content, teaching procedures and learning experiences which will be necessary to achieve the purpose, and also some means for assessing whether the educational ends have been achieved (Finney, 2002: 69).
Since 2006, there has been a new curriculum implemented in Indonesia, namely School Based Curriculum. The curriculum is used as the basis of the implementation of teaching and learning activities in formal educational institutions. It is developed by school and its committee based on standard competence, content and some curriculum development guidance that are proposed by Standard National Education Department.
learning, and anything related to the implementation of teaching and learning process at school.
The full involvement in developing the curriculum is expected to liven up the feeling of possessing and to encourage all parties (teachers, headmasters, and school committees) to be more responsible so that further the quality of education in Indonesia could be improved. Through the implementation of SBC, schools have full authority and responsibility in constructing the curriculum and learning activities which are in accordance with their visions and aims.
Based on the Decree of the Minister of National Education no 22 Year 2006, Senior High School students are expected to be able to access the knowledge using their English proficiency. In other word, they are to reach at the informational level in mastering English.
In this study, School-Based Curriculum is employed as the basis in determining the goals and general objectives of the program. Based on the determination of the general objectives of the program, specific objectives or learning indicators could be elaborated, then. Furthermore, the decision of ‘what to teach’ and ‘what to learn’ could be made.
3. Content-Based Instruction
The termcontent in Content Based Instruction framework most frequently refers to the subject matter, such as math, geography, and social studies. Nevertheless, Genesee (1994: 3) adds that the contents need not be academic; it could include any topic, theme, or non-language issue of interest or importance to the learners’.
a. Underlying Principles
Content Based Instruction is based on two central principles. Firstly, people learn a second language best when they use the language as a means of acquiring information, rather than as the object of the study. Secondly, Content Based Instruction better reflects learners’ need for learning a second language; there are more opportunities to adjust to the learners’ needs and interests (Richards and Rodgers, 2003: 207).
b. Underlying Language and Learning Concept
Content Based Instruction views the target language as the vehicle through which subject matter content is learned rather than as the object of study (Richards and Rodgers, 2003:208).
CBI promotes negotiation of meaning, which is known to enhance language acquisition. In this sense, students should negotiate both form and content.
c. General Purposes
According to Richards and Rodgers (2003: 211), there are two primary goals of Content Based Instruction. The first one is to make the learners understand the contents by using the target language or the language that they want to learn. The second goal is to make the learners become autonomous in learning something.
d. Teaching Principles
CBI perceives teaching as presenting materials that are selected according to the students’ need (authentic or real-world material) with the target language in a meaningful and contextualized form (Richards and Rodgers, 2003: 212).
e. Language Focus: Skills and Elements
In CBI, language skills are taught in integrated way by engaging the students in the activities that link the skills which are generally involved in the real world, such as, reading and taking notes, listening and writing a summary, or responding orally or writing the response to things they have read or written (Richards and Rodgers, 2003: 214).
f. Teacher and Learners’ Role in CBI
In CBI, the teachers serve as the students’ need analyst. Teachers are knowledgeable on related subject matter and able to elicit that knowledge from their students. Students play an active role and are the sources of content and joint participants in the selection of topics and activities (Richards and Rodgers, 2003:213-214).
g. Students’ Activities in CBI
According to Stoller (1997), as cited by Richards and Rodgers (2003: 212-213), activities in CBI could be classified into six categories, namely language skills improvement, vocabulary building, discourse organization, communicative interaction, study skills, and synthesis of content materials and grammar.
h. Advantages of CBI
According to Peachey (2003, ¶ 4), there are some advantages of employing CBI. The advantages of CBI are as follows:
1) It can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make students both more independent and confident.
2) Students can also develop a much wider knowledge of the world through CBI which can give feedback in improving and supporting their general educational needs.
4) Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
5) The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.
i. Potential Problems in CBI and the Solutions
Besides advantages, Peachey (2003, ¶ 5) also points out some problems in CBI. They are as follows:
1) Because CBI is not explicitly focused on language learning, some students may feel confused or may even feel that they are not improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.
2) Particularly in monolingual classes, the over use of the students' native language during parts of the lesson can be a problem. Because the lesson is not explicitly focused on language practice, students find it much easier and quicker to use their mother tongue. Teachers should try to share their rationale with students and explain the benefits of using the target language rather than their mother tongue.
texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.
4) Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some way, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.
In this study, the main principles of CBI are employed as the basis of developing the listening materials. These principles are learning language through exposure of the content and involving students in deciding the topic of learning.
4. Cooperative Learning
Cooperative Learning is the instructional approach that maximizes the use of cooperative activities involving pairs and small groups of learners in learning process. In second language teaching, it is also adopted as a way of promoting communicative interaction in the classroom (Richards and Rodgers, 2003:192). Therefore, it could be said that Cooperative Learning is a way to enhance both learning and learners’ interaction skills to develop learning atmosphere that encourages cooperation rather than competition.
a. Goals of Cooperative Learning
The overall objectives of Cooperative Learning are to foster cooperation rather than competition, to develop critical thinking skills, and to develop communicative competence through socially structured activities (Richards and Rodgers, 2003: 195).
b. Characteristics of Cooperative Learning
Millis (1996:5) elaborates that generally the characteristics of Cooperative Learning methods are as follows:
1) Students work together on common tasks or learning activities that are best handled through group work.
2) Students work together in small groups containing two to five members.
3) Students use cooperative, pro-social behavior to accomplish their common tasks or learning activities.
5) Students are individually accountable or responsible for their work or learning.
c. Benefits of Employing Cooperative Learning
Johnson & Johnson (1991: 79) proposes some benefits from small-group learning in a collaborative environment from the general perspective. They are as follows:
1) Celebration of Diversity
Cooperative Learning provides chances for learners to work with all types of people. During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses other learners bring to the questions raised. Small groups also allow learners to add their perspectives to an issue based on their cultural differences. This exchange inevitably helps learners to better understand other cultures and points of view.
2) Acknowledgment of Individual Differences
When questions are raised, different learners will have a variety of responses. Each of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive.
3) Interpersonal Development
Learners learn to relate to their peers and other learners as they work together in a group. This can be especially helpful for learners who have difficulty with social skills. They can benefit from structured interactions with others.
Each member has opportunities to contribute in small groups. Learners are likely to take more ownership of their material and to think critically about related issues when they work as a team.
5) More Opportunities for Personal Feedback.
There are more exchanges among learners in small groups. Therefore, the learners receive more personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens.
d. Group Types and Activities
Johnson et al. (1994), as cited by Richards and Rodgers (2003: 196), proposes three types of Cooperative Learning groups.
1) Formal Cooperative Learning Groups
These are established for a specific task and engage students to work together to achieve certain goals. These last from one class period to several weeks. 2) Informal Cooperative Learning Groups
These are also called ad-hoc groups and used to focus students’ attention or to facilitate learning during direct teaching. These last from a few minutes to a class period.
3) Cooperative Base Groups
These consist of heterogeneous learning groups with stable membership. These are long term, lasting for at least one year.
Rodgers (2003: 196-197), in setting up groups, teachers should be careful and pay attention to the following factors.
1) Size of the groups
It depends on the task students have to carry out, the age of the students, and time limits for the lesson. Group size is ideally from two to four.
2) Assigning Students to Groups
It is important to keep in mind that for a variety of reasons, heterogeneous groups tend to be more powerful than extreme homogeneity. Therefore, in order to create groups that are heterogeneous, teacher-selected group is more recommended rather than random or student-selected group.
3) Student Roles in Groups
Each member of the group has a specific role to play, such as turn-taker monitor, noise monitor, recorder, or summarizer.
Various descriptions of activity types that could be employed with Cooperative Learning are presented. Some of them are ones which are described by Olsen and Kagan (1992) as cited by Richards and Rodgers (2003: 198-199). 1) Three-step Interview
2) Roundtable
Roundtable structures can be used to brainstorm ideas and to generate a large number of responses to a single question or a group of questions. The procedures of this type are first, teacher poses questions to students. Second, teacher gives one piece of paper and one pen for each group. Third, each of the group members of the team makes contribution by writing the answer and then passing the paper and pen to the student of his or her left. Each student makes contributions in turn.
3) Round Robin
The procedures in Round Robin are the same as in Roundtable but are done orally.
4) Think-Pair-Share
The steps of ‘Think-Pair-Share’ are as follows. First, teacher poses a question (usually a low-consensus question). Second, students think of a response. Next, students discuss their responses in pairs. At last, students share their partner’s response with the class.
5) Solve-Pair-Share
The procedures of ‘Solve-Pair-Share’ are as follows. First, teacher poses a problem (a low-consensus or high-consensus question that may be resolved with different strategies). Second, students work out solutions individually. Then, students explain how they solved their problem in ‘Interview’ or ‘Round Robin’ structures.
The steps in conducting ‘Numbered Heads’ activity are as follows. First, students number off in teams. Second, teacher asks a question (usually high-consensus one). Third, students literally put their heads together and make sure that everyone knows and can explain the answer. Next, teacher calls a number and student with that number raise his or her hands to be called on and answer the question.
In conclusion, to create an environment in which cooperative learning can take place, three things are necessary. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task on which students work together must be clearly defined.
In this study, Cooperative Learning is employed to develop materials which could encourage cooperation among students during the learning process. Since cooperative learning emphasizes the use of socially structured activities in which the students are to work collaboratively, it could encourage the students to develop communicative competence, to appreciate others, to help each other, and to develop other social skills needed in the working world. Furthermore, through the use of cooperative learning, the achievements of all students, including those who are superior or academically handicapped could be raised.
5. Theory of Listening
Therefore, some principles and components of listening are important to learn in order to improve the listening skill.
a. The Nature of Listening
Listening is a receptive skill. It requires people to receive and understand incoming information (input). Since listening is receptive, people can listen to and understand things at a higher level than people can produce. For this reason, people sometimes assume it as a passive skill. Unfortunately, this assumption is not true. In fact, listening is very active. When people listen, they not only process what they hear but also connect it to other information they already know. Meaning to say, they are “creating meaning” in their own minds by combining what they hear with their own ideas and experiences (Nunan, 2003: 24).
b. Listening Process
There are two kinds of listening processes to comprehend the oral text. They are bottom up and top down processes. Bottom up processing is the use of incoming data as a source of information about the meaning of the massage. The listeners digest the information they hear such as sounds, words, clauses, and sentences so that they could obtain the meaning. Meanwhile, top down processing is the use of background knowledge in understanding the meaning of the massage. The listeners use their prior knowledge about some topics, situations, characters, places or events to catch the meaning of what they listen (Nunan, 2003: 26-27).
processing helps the learners to create the situations in their mind. Considering this matter, in developing listening materials, it is required to combine both bottom up and top down processing.
c. Listening Problems
According to Goh (1999: 59) there are some problems that students usually face during Listening. The problems are categorized into three, namely the problems related to perception, the problems related to parsing, and the problems related to utilization. The problem related to perception deal with recognizing sounds as distinct words or group of words and also difficulty with attention. Parsing problems have mainly to do with various difficulties with developing a coherent mental representation of words heard. In the utilization stage, the problems occur mainly related to the difficulties in understanding the intended massage of the speaker and also difficulties in processing the text further because of lack of prior knowledge or inappropriate application of prior knowledge. To have clear illustration of the problems, Goh (1999: 59) presents the summary of the problems that students usually encounter in listening comprehension. The summary is presented in Table 2.1.
Table 2.1: Problems in Listening Comprehension
No. Perception Parsing Utilization
3
4
5
Can’t chunk streams of speech
Miss the beginning of the text
Concentrate too hard or unable to concentrate
Do not understand subsequent parts of input because of earlier
problems
d. Principles in Developing the English Listening Materials
According to Rivers (1980: 18), in developing the instructional listening materials, there are some principles to consider. These principles are as follows: 1) Listening materials should fit to the students’ level of proficiency.
The materials should be relevant to the students’ background knowledge of the language and the students’ level of competence.
2) Listening materials should be as natural as the situation in the real life communication.
This means that the students need materials which could be practiced in real life communication.
3) It is necessary to think about the sounding of the speech and its effects to the students’ ability to comprehend the message.
It means that the teachers should be responsible to the process of teaching listening skills to the students. They should be able to maintain the learning situation in which the students keep motivating and desiring to follow the lesson. 4) Teachers should consider the length of the recordings to be presented to the
e. Framework of Constructing Listening Skills Lesson
Besides considering the principles of developing the materials, it is also important to take into account the basic framework of designing a listening skills lesson. According to Peachey (2002, ¶ 3-6), the basic framework to construct a listening skills lesson can be divided into three main stages.
1) Pre-listening
It is the stage during which teachers help students to prepare to listen. There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualization, and preparation.
a) Motivation
It is important that before listening students are motivated to listen. Therefore, teachers should select a text that is interesting for the students and also should design tasks that could arouse students’ interest and curiosity.
b) Contextualization
It is important that the listening text is taken from the original environment. In addition, teachers also need to design tasks that could help students contextualize the listening and access their existing knowledge and expectations to help them understand the text.
c) Preparation
2) While-listening
It is the stage during which teachers help to focus students’ attention on the listening text and guide the development of students’ understanding of the text.
Listening to a foreign language is a very intensive and challenging activity. Therefore, it is important to give the students ‘breathing’ or ‘thinking’ space between listening. It can be done through giving the students chances to compare their answers with their peers before they listen again. By doing so, they can have a chance not only to have some break from the listening, but also to check their understanding with their peers and reconsider before listening again. 3) Post-listening
It is the stage that aims to help the students integrate what they have learned from the text into their existing knowledge. There are two common forms that post-listening tasks can take. These are reaction to the content of the text and analysis of the linguistic features of the text. Besides, it is also necessary to provide the students with the activities to review the overall lesson.
f. Listening Activities
According to Ur (1996: 112-118), there are four types of listening activities. The types of listening activities are as follows:
1) No Overt Response
2) Short Responses
The students are to give short answers or actions toward listening passages they are listening to. The examples of this activity are obeying instructions, ticking off items, true/ false statements, detecting/ identifying mistakes, cloze dictations, and guessing definitions.
3) Longer Responses
The students are to give longer answers or more actions. The activities are answering the questions, note taking, paraphrasing and translating, summarizing, and long gap filling.
4) Extended Responses
It is a kind of ‘combined skills’ activities. The activities are problem solving and interpretation.
To design appropriate listening materials, there should be some considerations on the problems students frequently face in listening, types of listening activities, and the strategies to construct the effective listening lessons. For the purpose of this study, therefore, the theories mentioned above are very important in developing effective listening materials to develop students’ listening ability, especially the framework of constructing a listening skills lesson.
6. Material Development
reviewing the materials on an ongoing basis. Developing materials includes a process of developing, field-testing, and evaluating the materials. Adapting materials involves all steps necessary in adopting materials, but must additionally incorporate phases that allow the analysis of what is worth keeping in the materials, classifying the remaining materials, filling gaps from other sources, and reorganizing all of this to fit the program in question (Brown, 1995: 139-140).
According to Tomlinson and Masuhara (2004: 11), the process of material adaptation includes adjusting or changing the existing materials into the suitable one depend on the needs of the students and situation.
Techniques for material adaptation can be classified into three main categories, namely Plus (+), Minus (-), and Zero (0) (Tomlinson and Masuhara, 2004: 15). In the Plus Category, there are two techniques for materials adaptation i.e. addition and expansion. The addition technique means that teachers may add different texts and/ or activities, whereas in the expansion technique teachers may expand texts and activities by increasing the length, difficulty, and depth.
In the Minus Category, there are three techniques for materials adaptation, namely deletion, subtraction, and reduction. In the deletion technique, teachers may delete some texts and/or activities altogether. In the subtraction technique, teachers may decrease the number of sentences in a text or parts of an activity. Meanwhile, in the reduction technique, teachers may reduce texts and activities by decreasing the length, difficulty, and depth.
modification technique, teachers can make changes to instructions. Teachers may swap one activity with another in the replacement technique. In the reorganization technique, teachers can change the positions of texts and illustrations. In the re-sequencing technique, teachers may change the sequence of the activities. Meanwhile, in the conversion technique, teachers can change the genre of a text or move the content from one medium to another.
For the purpose of this study, the Plus, Minus, and Zero Category are used as the techniques for constructing the instructional listening materials. In particular, these techniques are necessary for the process of listening texts adaptation. Through the employment of these three techniques, it is expected that the writer can develop instructional listening materials which can meet the needs of the students.
7. Syllabus
A syllabus is an important guidance for teachers and learners in conducting teaching and learning activities. It is an explicit and coherent plan for a course of study which specifies what is to be taught (Feez and Joyce, 2002: 2).
idea of what should be achieved and how to achieve it. Fourth, a syllabus tells teachers and learners not only what is to be learned but also why it is to be learned. Fifth, a syllabus provides a set of criteria for materials selection and/ or writing.
According to Krahnke (1987: 9-12), there are basically six types of syllabus, namely structural syllabus, notional/functional syllabus, situational syllabus, skill-based syllabus, task-based syllabus, and content-based syllabus.
a. Structural Syllabus
A structural syllabus is the syllabus in which the language teaching content is focused on the language forms and structures (grammar).
b. Notional /Functional Syllabus
A notional/functional syllabus is the syllabus which focuses the content of the language teaching on the language functions i.e. informing, agreeing, apologizing, and so on.
c. Situational Syllabus
A situational syllabus is the syllabus in which the content of the language teaching is organized around the real or imaginary situations in which the language is used.
d. Skill-Based Syllabus
e. Task-Based Syllabus
A task-based syllabus is the syllabus in which the language teaching content is organized around the tasks that the students need to perform with the language they are learning.
f. Content-Based Syllabus
A content-based syllabus is the syllabus in which the language teaching content is organized around the content or information the students need to acquire using the language they learn.
In deciding which kind of syllabus to employ, the writer refers to the School-Based Curriculum. Based on the curriculum, the students are expected to acquire certain skills as the result of the instructions. For the purpose of this study, the writer then employs the skill-based syllabus as the guidance to organize the language teaching content in this design. This kind of syllabus is employed to give emphasis on the attainment of certain skills by the students.
B. Theoretical Framework
To design a set of instructional listening materials, the writer adapts Kemp’s instructional design model. Kemp’s instructional design steps are then taken as the framework in developing the instructional materials. The elaboration of each step is presented as follows:
1. Identifying Learners’ Characteristics
learning styles, and learning conditions. The data on learners’ characteristics are important to establish realistic and acceptable objectives.
2. Conducting Pre-assessment
This step is aimed at acquiring the information about students’ background knowledge. The data are valuable to determine students’ readiness and the level at which the program should be set or started. In addition, the data gathered in this step is also necessary to establish reasonable instructional planning.
3. Coordinating Support Services
The information obtained in this step includes the facilities, equipments, and learning media available to carry out the instructional plan. All elements have to be prepared to prevent any possible constraints in designing the plan.
4. Determining Goals, Topics, and General Objectives
The starting point of the instructional design is determining instructional goals. To formulate the instructional goal of this study, it is important to refer to the instructional goals stated in School-Based Curriculum and to consider the instructional goals of Content-Based Instruction and Cooperative Learning. It is important to refer to School-Based Curriculum because SMA 9 Yogyakarta
‘standard competence’ is employed instead of the term ‘goal’ to make some adjustment.
The topics are listed after stating standard competence to achieve the goals of the whole instruction. It is also important to consider that the selection of the topics should be based on the students’ interest.
Besides ‘standard competence’, there are also more specific goals. In Kemp’s model they are called general purposes. However, in this study the writer employs the term ‘basic competence’ instead of the term ‘general purpose’ to make some adjustment; SBC employs the term ‘basic competence’ to refer to the objectives of each topic listed. In this sense, the writer wants to be more contextual in using the term.
5. Specifying Learning Objectives
After determining the general purposes, the writer then has to specify the learning objectives. Kemp suggests that this step should be done in order to achieve certain students’ measurable performances.
6. Listing Subject Content
This step, according to Kemp (1977: 45), is aimed at selecting and organizing specific knowledge (information and facts) that the students need to acquire. The objectives of the course and the selected topics are considered in the selection and organization of subject contents. In this phase, the course’s syllabus writing is also conducted. The skill-based syllabus is employed as the guidance to conduct listening teaching and learning process.
7. Developing Instructional Materials
In this step, the writer selects the teaching-learning activities and instructional resources that could support the learners to achieve the objectives and then construct instructional listening materials. Here, the writer determines the most effective and efficient methods and then selects materials to provide learning experiences that could support the attainment of the objectives (Kemp, 1977: 55).
Content-Based Instruction and Cooperative Learning are determined as the appropriate teaching approaches to select. Therefore, it is important to refer to these approaches in deciding which learning activities and resources to choose.
In the process of instructional listening materials construction, some techniques i.e. Plus, Minus, and Zero Category are used as the basis for listening texts adaptation.
8. Evaluating the Designed Set of the Materials
After designing the listening materials, the writer conducts evaluations to make some improvements on the designed set of the materials. Here, due to the limitation of the capacity and time, evaluation is conducted on the basis of the perspective of the English teachers and lecturers to the designed set of the materials. It means that the English teachers and lecturers give their judgments whether the designed set of the materials are already appropriate or well-developed, give some feedback, and suggestions for the improvement of the designed set of the materials.
9. Revising the Designed Set of the Materials
According to Kemp’s instructional design model, some revision is needed to improve the materials designed by the writer. In this step, the writer revises the designed set of the materials based on the data gathered in the evaluation step.
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CHAPTER III
METHODOLOGY
This chapter discusses the methodology of the study which covers Research Method, Research Respondents, Research Instruments, Data Gathering Technique, Data Analysis Technique, and Research Procedures.
A. Research Method
This research was conducted to obtain relevant data needed to achieve the objectives of the study. The data gathered from the research were then analyzed and employed to answer the questions stated in the Problem Formulation. There were two questions to answer. The first question was how a set of supplementary instructional listening materials incorporating Content-Based Instruction and Cooperative Learning for the eleventh grade students of SMA 9 Yogyakarta is designed. The second question was what the designed materials look like.
To achieve the objectives of this study the writer employed Educational Research and Development (R & D) method. According to Borg and Gall (1983), Educational Research and Development (R & D) is a process used to develop and validate educational products. R & D method was developed by Walter R. Borg and aimed at developing the research knowledge and incorporating it into a product that combines educational research and educational practice rather than finding out new knowledge (Borg and Gall, 1983: 771).
D comprises ten steps, namely Research and Information Collecting, Planning, Development of Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation (Borg and Gall, 1983: 775). However, due to the limitation of time and capacity, the writer decided to employ only five steps of ten major steps. These five steps are Research and Information Collecting, Planning, Development of Preliminary Form of Product, Preliminary Field Testing, and Main Product Revision.
To answer the questions stated in the Problem Formulation, the adaptation of Kemp’s instructional design model was also employed as the realization of Educational Research and Development (R & D) method. The elaboration of all steps conducted in the study is as follows:
1. Research and Information Collecting
Research and Information Collecting was necessary to provide the writer with sufficient information and knowledge relevant to the designed materials. It included literature review and information gathering about what was needed in relation to kinds of the instructional materials that are expected to develop (Borg and Gall, 1983: 776-777). It means that in this step the writer formulated the instructional problem, gathered information about learners’ needs, lacks, and teachers’ and learners’ expectations. Besides, the writer also conducted some review of literature to determine the state of knowledge in the area of concern.
support services to obtain necessary data that served as the basis to develop the instructional materials. The data gathered in this step included learners’ capabilities, needs, interests, background knowledge, and the facilities and learning media available.
In this study, to obtain the data on learners’ characteristics, background knowledge, and facilities/media available, the writer administered three kinds of procedures. These procedures consisted of conducting an informal interview with the English teachers ofSMA 9 Yogyakarta, distributing questionnaires to the tenth grade students ofSMA 9 Yogyakarta, and conducting classroom observations.
2. Planning
Once the research and information collecting was completed, the next step to do was planning. The most important aspect in planning is stating the specific objectives to be achieved by the whole instruction. Indeed, objectives offer the best basis for developing instructional materials since the instructional materials could be tested and revised until they meet the objectives (Borg and Gall, 1983: 779).
Kemp’s instructional design steps ‘determining goals, topics and general objectives, specifying learning objectives, and listing subject contents were employed in this step. The information obtained in the first step was utilized to define and specify the objectives of the design.
needs, interests, background knowledge, and the facilities or learning media available, was also very important to consider. The data gathered would, then, be processed to construct the syllabus and lesson plans.
3. Development of Preliminary Form of Product
After the primary planning was completed, the next step to do was to structure the preliminary form of instructional materials. An important principle in developing preliminary form of the product is to structure the instructional materials so as to permit obtaining as much feedback as possible from preliminary field test phase (Borg and Gall, 1983: 781).
To develop the preliminary form of the instructional materials, the writer employed adapted Kemp’s instructional design step ‘Developing Instructional Materials’. The analysis of the data gathered in Research and Information Collecting phase with stated objectives as a guide and goals to achieve served as the basis to select the teaching-learning activities and resources. After accomplishing the process of selecting teaching learning activities and resources, the writer then constructed the preliminary form of the instructional materials. In the process of instructional listening materials construction, some techniques i.e. Plus, Minus, and Zero Category were used as the basis for listening texts adaptation. These three techniques were necessary to employ in order to develop instructional listening materials which could meet the students’ needs.
After the process of the developing the preliminary form of the materials was accomplished, the next step to do was evaluating the designed materials. This step was conducted to obtain some information needed to make some improvements on the designed materials (Borg and Gall, 1983: 781).
In this step, the writer adapted Kemp’s instructional design step ‘Evaluation’ to judge the appropriateness of the designed set of the materials for the required purposes.
In this study, designed set of the materials evaluation questionnaires were utilized as a means of obtaining feedback and suggestions to improve the designed materials. The questionnaires were distributed to the English teachers of SMA 9 Yogyakartaand some lecturers of the English Language Education Study Program of Sanata Dharma University.
5. Main Product Revision
The instructional designed set of the materials revision was the next step to do after evaluating the designed materials. Based on the Preliminary Field Testing results, some revisions were conducted to improve the designed set of the materials. Material revisions were carried out to guarantee the attainment of the predetermined objectives (Borg and Gall, 1983: 783).
