xiii
Putranto, Nugroho Hadi. 2008. Designing a Set of interactive Web-based Program for Listening Practice for First Grade Students of SMA Negeri 1 Wates Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
In order to follow the global development of the information sources, students are required to master the listening skills especially in English. Unfortunately, English listening skills receive lack of attention compared with other English skills taught in classroom. Therefore, listening skills are considered difficult to be learned because students have little opportunity to practice listening and also lack motivation to practice listening.
This study is an attempt to develop a set of materials to practice listening using website that can be accessed through internet for the first grade students of SMA Negeri 1 Wates. This result of study is expected to improve students’ listening skills and also motivate the students to practice listening because the time and places to practice are not limited anymore.
There were two problems discussed in this study. The first problem was how a set on interactive web-based program for listening practice for first grade students of SMA Negeri 1 Wates was designed. The second problem was concerned with the presentation of the designed materials.
In order to answer the first problem, the writer applied an instructional design model as the result of synchronization of two instructional design models developed by Kemp and Dick and Reiser. In this study, there were five steps to follow i.e. Analyzing learners’ characteristic, Formulating Goals, Topic and General Purposes, Formulating Objectives, Developing the materials, Evaluating and revising the materials. The writer also applied five steps of Research and Development developed by Borg and Gall as the research methodology of this study.
The information gathered from the needs survey conducted to the students was used as the basis for the materials development. The developed materials then being uploaded to the internet and some students, teachers and lecturers as the end users were asked to access and evaluate the materials. The evaluations and comments from the users then are used as the basis for revision. The evaluations from the users then calculated and described using central tendency. The calculated data showed that the grand mean score was 4.12 in the scale of 1 to 5, while the mode was clustered around 4. Based on those data, it can be concluded that the materials had been well developed although there were several minor revisions needed.
xiv ABSTRAK
Putranto, Nugroho Hadi. 2008. Designing a Set of interactive Web-based Program for Listening Practice for First Grade Students of SMA Negeri 1 Wates Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Sumber informasi yang terus berkembang secara global menuntut siswa untuk menguasai kemampuan mendengarkan bahasa inggris untuk dapat terus mengikutinya. Sayangnya, kemampuan mendengarkan bahasa inggris ini kurang mendapat perhatian layaknya kemampuan bahasa inggris lain yang diajarkan dalam kelas. Oleh karena itu, kemampuan mendengarkan bahasa inggris sering dianggap sulit untuk dipelajari karena frekuensi latihan yang kurang maupun karena kurangnya motivasi untuk berlatih.
Penelitian ini merupakan suatu usaha untuk menyusun seperangkat materi untuk berlatih mendengarkan menggunakan fasilitas website yang dapat diakses melalui internet yang ditujukan untuk siswa kelas satu SMA Negeri 1 Wates yang diharapkan dapat meningkatkan kemampuan mendengarkan serta memotivasi siswa untuk terus melatih kemampuan mendengarkan.
Dalam penelitian ini terdapat dua permasalahan yang akan didiskusikan. Masalah yang pertama berkaitan dengan bagaimana materi mendengarkan bahasa Inggris yang disajikan secara interaktif dengan berbasis website disusun. Masalah yang kedua berkaitan dengan penyajian materi yang telah disusun.
Untuk menjawab permasalahan pertama, penulis menerapkan sebuah model perancangan instruksional yang merupakan hasil sinkronisasi dari dua model perancangan instruksional yang dikembangkan oleh Kemp dan Dick dan Reiser. Dalam penelitian ini, terdapat lima langkah perancangan yang diikuti yaitu Menganalisa Karakteristik Siswa, Merumuskan Tujuan, Topik, dan Tujuan Umum, Merumuskan Tujuan Khusus, Membangun Materi, Mengadakan Evaluasi dan Merevisi Materi. Dalam penelitian ini penulis juga menerapkan metodologi penelitian yang dirancang oleh Borg dan Gall yaitu metode Research and Development.
Dalam penelitian ini, informasi yang didapat dari survei kebutuhan siswa digunakan sebagai landasan dalam perancangan materi. Materi yang telah selesai kemudian dinaikkan ke internet untuk kemudian dievaluasi oleh murid, guru dan dosen sebagai pengguna akhir. Evaluasi dan umpan balik yang diperoleh dari pengguna website tersebut kemudian digunakan sebagai acuan revisi. Evaluasi dari para guru diolah dan dideskripsikan melalui central tendency. Data yang telah dihitung dan diolah menujukan bahwa nilai rata-rata total adalah 4,12 dalam skala 1 sampai 5, sedangkan modus terletak di angka 4. Berdasarkan data tersebut, dapat disimpulkan bahwa materi telah disusun dan dikembangkan dengan baik, meskipun revisi masih diperlukan.
Penyajian akhir dari website yang telah direvisi merupakan jawaban dari permasalahan yang kedua. Materi yang telah disusun terdiri dari delapan unit yaitu dan tiap unit terdiri dari empat bagian. Saat ini materi yang sudah jadi dapat diakses melalui http://www.listening.tk
i
DESIGNING A SET OF INTERACTIVE WEB-BASED
PROGRAM FOR LISTENING PRACTICE FOR FIRST GRADE
STUDENTS OF SMA NEGERI 1 WATES
YOGYAKARTA
A THESIS
Presented as a Partial Fulfillment of the Requirement to Obtain the Sarjana Pendidikan Degree
in English Education.
By:
NUGROHO HADI PUTRANTO Student Number: 041214036
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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v
ACKNOWLEDGEMENTS
First of all, I would like to thank God for his blessing and graces that I received. Without the God bless, I think I would not be able to finish this thesis fluently.
I would like to thank my major sponsor Drs. Pius Nurwidasa Prihatin, M.Ed. for his guidance, encouragements, and for giving me challenges to finish my thesis from the very beginning. I thank him for his valuable time he spent for me every time I asked for the consultation. Without his guidance, this thesis would not be finished on time.
My deepest love and gratitude go to my family, especially my beloved Mom and Dad for their love, care and prayers. I would also to thank my sister Zeny for being a supportive and understanding sister since my childhood until now.
My deepest thanks go to Mas Pariyo and Mbak Elis for their opportunity to use (Self Access Center) SAC facilities and allowed me to access accessing the information available there for the materials of this thesis and their helping for the technical things concerning with my website. Without them I would find difficulties in developing and collecting the sources of the materials.
I express my special thanks to my friends around me who support me very much. Fajar as my “Grammar advisor”, Festy, and Yudi, who spend their valuable time to help me record their native like voices for the listening materials. I also thank PBI ’04 students especially Novi for his huge “20 GB” listening materials that were given freely to me.
vi
this thesis. I would to thank for their continuous spirits and helps for me in finishing this thesis.
Last but not least, I would to thanks to all people whose name I could not mention one by one for helps and supports that have been given during finishing this thesis.
vii
TABLE OF CONTENTS
TITLE PAGE……… i
APPROVAL PAGE……….. ii
EXAMINATION BOARD PAGE………. iii
STATEMENT OF WORK’S ORIGINALITY……….. iv
ACKNOWLEDGEMENTS……… v
TABLE OF CONTENT………. vii
LIST OF TABLES……….. xi
LIST OF FIGURES……… xii
ABSTRACT………... xiii
ABSTRAK……… xiv
CHAPTER 1: INTRODUCTION………. 1
A. Background of the Study……….. 1
B. Problem Identification………. 3
C. Problem Limitation……….. 4
D. Problem Formulation……… 4
E. Objectives ……….. 4
F. Research Benefits………... 5
G. Definition of Terms………... 6
CHAPTER II: LITERATURE REVIEW……… 8
viii
2. The Listening Material design………. 11
3. Learners’ Problems..………. 15
4. Instructional Design...……… 18
5. First grade senior high school students and curriculum……….. 21
a. First grade senior high school students………. 21
b. Curriculum for School Level……….... 22
c. Competence Standard……… 23
6. Computer in Language Learning ………. 26
a. Computer as an Assistant ………. 26
b. Computer as a teacher ……….. 27
c. Computer as a Learner ………. 29
7. Web based program ………. 30
8. Adobe Dreamweaver CS3 and Supporting Programs ………. 37
B. Theoretical Framework………. 40
CHAPTER III: METHODOLOGY………. 42
A. Research Method……….. 42
B. Research Participants………... 47
1. Participants of the Need Survey………... 47
2. Participants of the Evaluation Survey………….. ……….. 47
C. Research Setting …….……… 48
1. Setting of the Library Research……….. 48
ix
D. Research Instrument ……...……….. 49
E. Data Analysis……….. 49
G. Research Procedure ………... 51
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ………… 52
a. The steps of developing the software………..……….. 52
1. Analyzing learners’ characteristic ………... 53
2. Formulating goals and topics and general purposes ……….. 57
3. Formulating learning objectives ………..……….. 61
4. Developing instructional materials...……….. 63
5. Conducting evaluation and revision ………. ….76
b. The Evaluation Survey Research Result………. ….76
1. Research participants’ profile ………... …. 77
2. Data analysis………..………… 78
3. Participants’ Suggestions ………. 80
c. Presentation of the developed program ……… 81
1. Revision to improve the developed program ……… 81
2. The presentation of the developed program ………. 82
CHAPTER V: CONCLUSION AND SUGGESTIONS ……… 84
A. Conclusion ……… 84
B. Suggestions……… 86
1. Suggestion for senior high school teachers ………. 86
x
LIST OF APPENDICES ……… 90
APPENDIX 1 Permission letter 1 APPENDIX 2 Permission letter 2
APPENDIX 3 A sample of need survey questionnaire
APPENDIX 4 A sample of Evaluation survey questionnaire and feedbacks from the research participants
xi
LIST OF TABLES
Table 2.1: The standard and basic competence of Curriculum for school level.. 24
Table 3.1:The research result calculation form ……….. 50
Table 4.1: Needs survey results ………. 55
Table 4.2: Topics and Titles of the Designed Materials ………. 58
Table 4.3: Basic Competence ………. 59
Table 4.4 : List of learning objectives ……… 62
Table 4.5: Respondents’ profile ………. 77
xii
Figure 2.1: The Writer’s Synchronization Instructional Design ………. 19
Figure 2.2: Dick and Reiser instructional design model ………. 20
Figure 2.3: Kemps Instructional design model ……… 21
Figure 3.1: Comparison between the writer’s result of synchronization Dick and Reiser’s and Kemp’s instructional design and R&D cycle ……….. 46
Figure 4.1: The website flowchart ………. 66
Figure 4.2: Front page user interface ………... 68
Figure 4.3: Login form ……… 69
Figure 4.4: Registration form ……….. 69
Figure 4.5: Member page ………. 70
Figure 4.6: Materials page ……… …..…… 71
Figure 4.7: Jcloze application ……… 72
Figure 4.8: Jmatch application ……… 73
Figure 4.9: Flash sound button software ……….. 74
xiii ABSTRACT
Putranto, Nugroho Hadi. 2008. Designing a Set of interactive Web-based Program for Listening Practice for First Grade Students of SMA Negeri 1 Wates Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
In order to follow the global development of the information sources, students are required to master the listening skills especially in English. Unfortunately, English listening skills receive lack of attention compared with other English skills taught in classroom. Therefore, listening skills are considered difficult to be learned because students have little opportunity to practice listening and also lack motivation to practice listening.
This study is an attempt to develop a set of materials to practice listening using website that can be accessed through internet for the first grade students of SMA Negeri 1 Wates. This result of study is expected to improve students’ listening skills and also motivate the students to practice listening because the time and places to practice are not limited anymore.
There were two problems discussed in this study. The first problem was how a set on interactive web-based program for listening practice for first grade students of SMA Negeri 1 Wates was designed. The second problem was concerned with the presentation of the designed materials.
In order to answer the first problem, the writer applied an instructional design model as the result of synchronization of two instructional design models developed by Kemp and Dick and Reiser. In this study, there were five steps to follow i.e. Analyzing learners’ characteristic, Formulating Goals, Topic and General Purposes, Formulating Objectives, Developing the materials, Evaluating and revising the materials. The writer also applied five steps of Research and Development developed by Borg and Gall as the research methodology of this study.
The information gathered from the needs survey conducted to the students was used as the basis for the materials development. The developed materials then being uploaded to the internet and some students, teachers and lecturers as the end users were asked to access and evaluate the materials. The evaluations and comments from the users then are used as the basis for revision. The evaluations from the users then calculated and described using central tendency. The calculated data showed that the grand mean score was 4.12 in the scale of 1 to 5, while the mode was clustered around 4. Based on those data, it can be concluded that the materials had been well developed although there were several minor revisions needed.
xiv
Putranto, Nugroho Hadi. 2008. Designing a Set of interactive Web-based Program for Listening Practice for First Grade Students of SMA Negeri 1 Wates Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Sumber informasi yang terus berkembang secara global menuntut siswa untuk menguasai kemampuan mendengarkan bahasa inggris untuk dapat terus mengikutinya. Sayangnya, kemampuan mendengarkan bahasa inggris ini kurang mendapat perhatian layaknya kemampuan bahasa inggris lain yang diajarkan dalam kelas. Oleh karena itu, kemampuan mendengarkan bahasa inggris sering dianggap sulit untuk dipelajari karena frekuensi latihan yang kurang maupun karena kurangnya motivasi untuk berlatih.
Penelitian ini merupakan suatu usaha untuk menyusun seperangkat materi untuk berlatih mendengarkan menggunakan fasilitas website yang dapat diakses melalui internet yang ditujukan untuk siswa kelas satu SMA Negeri 1 Wates yang diharapkan dapat meningkatkan kemampuan mendengarkan serta memotivasi siswa untuk terus melatih kemampuan mendengarkan.
Dalam penelitian ini terdapat dua permasalahan yang akan didiskusikan. Masalah yang pertama berkaitan dengan bagaimana materi mendengarkan bahasa Inggris yang disajikan secara interaktif dengan berbasis website disusun. Masalah yang kedua berkaitan dengan penyajian materi yang telah disusun.
Untuk menjawab permasalahan pertama, penulis menerapkan sebuah model perancangan instruksional yang merupakan hasil sinkronisasi dari dua model perancangan instruksional yang dikembangkan oleh Kemp dan Dick dan Reiser. Dalam penelitian ini, terdapat lima langkah perancangan yang diikuti yaitu Menganalisa Karakteristik Siswa, Merumuskan Tujuan, Topik, dan Tujuan Umum, Merumuskan Tujuan Khusus, Membangun Materi, Mengadakan Evaluasi dan Merevisi Materi. Dalam penelitian ini penulis juga menerapkan metodologi penelitian yang dirancang oleh Borg dan Gall yaitu metode Research and Development.
Dalam penelitian ini, informasi yang didapat dari survei kebutuhan siswa digunakan sebagai landasan dalam perancangan materi. Materi yang telah selesai kemudian dinaikkan ke internet untuk kemudian dievaluasi oleh murid, guru dan dosen sebagai pengguna akhir. Evaluasi dan umpan balik yang diperoleh dari pengguna website tersebut kemudian digunakan sebagai acuan revisi. Evaluasi dari para guru diolah dan dideskripsikan melalui central tendency. Data yang telah dihitung dan diolah menujukan bahwa nilai rata-rata total adalah 4,12 dalam skala 1 sampai 5, sedangkan modus terletak di angka 4. Berdasarkan data tersebut, dapat disimpulkan bahwa materi telah disusun dan dikembangkan dengan baik, meskipun revisi masih diperlukan.
Penyajian akhir dari website yang telah direvisi merupakan jawaban dari permasalahan yang kedua. Materi yang telah disusun terdiri dari delapan unit yaitu dan tiap unit terdiri dari empat bagian. Saat ini materi yang sudah jadi dapat diakses melalui http://www.listening.tk
CHAPTER I
INTRODUCTION
This chapter discusses the general explanation of this study. There are seven sections to be discussed in this chapter i.e. Background of the study, Problem Identification, Problem Limitation, and Problem Formulation, Objectives of the Study, Research Benefits, and Definition of Terms.
A. Background of the study
Listening in English is often considered as a difficult activity by most students of SMA 1 Wates Yogyakarta because of their poor listening skills. Lack of practice and also minimal exposure to English are two of the most common factors leading to such condition. There are several problems faced by the students in mastering English listening skills. First, the students may have problems with sound. In daily English practice at school, students are accustomed to having written materials and rarely do they listen to foreign speech. As a result the students are not accustomed to foreign pronunciation. Second, the students may think that they have to understand every word so that they can comprehend the listening passage. This perception tends to lead the students to think that listening in English is difficult. Third, the students tend to get tired easily if they have to listen to a long conversation.
integrating listening practice with information technology is defined as developing a web based listening practice center to facilitate the students to practice listening independently. By accessing this website, the students can easily practice listening outside the classroom, at anytime and everywhere as long as they have an internet connection.
Nowadays, information technology (IT) has grown rapidly in all over the world. The internet has already covered many geographical areas including suburban areas. A lot of internet centers are ubiquitous in many places both in big cities and small towns. Many schools and public places have even provided free internet access at the library, computer laboratory, workstation, or other places through internet hotspot.
This study is intended to design a Web Based Listening Practice Center which is beneficial for both the teachers and the students. On the students’ part, this web based listening practice provides more opportunity to practice listening independently. This website has the potential to reduce the students’ learning boredom and also to increase their motivation for learning. On the teachers’ parts this web-based listening practice provides the English teachers more access to give the students more opportunity to practice listening without adding their workload. Moreover, the teachers do not necessarily reduce their teaching hour to give the students more listening practice.
spread widely in education. In 1990 there was an e-learning application namely ToolBook or Authorware that was used to present simulation or training and this application was commonly known as Computer Based Training (CBT). In 1994, such software became more popular as there were many commercial training and simulation software on the market. In 1999, many schools and companies started to use the internet as supporting features in education. Nowadays, web based e-learning applications have grown rapidly. This growth is proven by the presence of many educational sites which use multimedia and video streaming on the internet.
In conclusion, developing a web based application as one of the ways to practice listening is expected to give benefits to the students and the teachers in overcoming the many problems caused by limited amount of time in listening practice. The students’ improved listening skills and learning motivation are the ultimate goal to achieve by the implementation of this website.
B. Problem Identification
(e-learning using website which can be accessed anywhere and any time with listening practices.
C. Problem Limitation
This study is limited in two areas of concern especially in combining information technology with listening practice in this case building website for listening practice using Dreamweaver CS3. How to design the website namely Web Based Listening Practice Center as the alternative media to practice listening is the first concern. The second one is to find the appropriate listening materials which fulfill the requirement of Curricullum for School Level or as known as Kurikulum Tingkat Satuan Pendidikan (KTSP) and also the students’ needs on listening materials. This study is going to be conducted in SMA NEGERI 1 WATES, Yogyakarta. The subjects will be the first grade students and some English teachers of SMA NEGERI 1 WATES.
D. Problem Formulation
1. How is interactive web based listening practice program designed using Adobe Dreamweaver CS3?
2. What does web based listening practice program look like?
E. Objectives
The writer formulates the objectives of the study as follows:
2. To present the web based interactive listening practice center for senior high school students using Adobe Dreamweaver CS3.
F. Research Benefits
The result of this study is expected to give contribution to people who are concerned with the teaching and learning activity both teacher and students as stated as follows:
1. For the senior high school teacher, this study of how to develop a web based interactive listening practice center using Adobe Dreamweaver CS3 can contribute a new way of presenting the materials which motivates the students to practice listening and to open more opportunities to have more listening practice anywhere and everywhere as long as having an internet connection. This study also encourages teacher to be more creative in designing the materials concerning with multimedia formats since the process of designing is easier at present.
G. Definition of terms
1. Interactive
According to www.uark.eduas the one of e-learning websites available on the internet, interactive refers to programs or applications that respond directly to the user, taking instructions and giving feedback. Computer is able to provide feedback to the users when users give command by clicking or typing on the website.
2. Website
According to Wikipedia.org as the online encyclopedia, a website (or Web site) is a collection of web pages, images, videos and other digital assets and hosted on a particular domain or sub domain on the World Wide Web. Here in this case website is used to present the designed materials to practice listening.
3. E-learning
According to Robert as published on www.cmapros.com, e-learning is an approach to facilitate and enhance learning through the use of devices based on both computer and communications technology, including personal computers, CD-ROMs, digital television, and more. Now e-learning becomes popular in Indonesia since internet access is easily found anywhere.
4. Dreamweaver CS3
same with Dreamweaver that any web designer has familiar with it. Adobe has modified its interface that full CSS support through tools that validate and manage style sheets, as well as a new graphic interface for Adobe's "Spry Framework," in which a set of JavaScript code that is built into Dreamweaver for displaying dynamic elements such as collapsing menus. 5. Information technology
CHAPTER II
LITERATURE REVIEW
In this chapter, the writer discusses some theories and studies that are going to be used as theoretical base for the research. This chapter consists of two main parts. They are theoretical description and theoretical framework. Theoretical description presents the main theories which are going to be used as the reference in the study. The theoretical framework presents the outline of the specific theories which are going to be used as the guideline to answer the problem in this study.
A. Theoretical description
This section presents some theories as the guidelines to conduct the study. To make it clear this section is divided into six main parts. They are theories about the nature of listening, learners’ problem on listening, listening materials design, instructional design, first grade senior high school students and senior high school curriculum, computer in language learning, web-based program, and Adobe Dreamweaver CS3 and supporting programs.
1. The Nature of Listening
us to understand spoken language. Listening is one of the basic skills in learning foreign language. Listening influences other language skills (speaking, reading, and writing) for example whenever we want to understand someone’s speech, we must be able to listen to him and if we want to speak, we must listen to one’s pronunciation in order to help us produce the speech. Rost (2001:11) also stated that making listening material needs a good understanding of effective teaching that includes careful selection of sources, creative listening material design, continuous assistance, and integration of listening with other skills. Successful listening for language learners depends on many factors such as their background knowledge and their mental processing capacity.
According to Goh (2002:2) listening comprehension skills can be discriminated according to the area of perceiving the sound of English and recognizing individual word. They are explained as follows:
1. Listening for details
It involves listening for specific information such as keywords and numbers. If a learner has to listen for many details, listening can become very intensive and often tiring activity. Because listening for details focuses in finding specific information and it may train listeners to be more thorough to catch every sentence implies in the recording. 2. Listening for gist
a general idea and not focus on supporting details. Many experts said that this is the skill that effective learners employ most frequently. 3. Drawing inferences
It is the ability to fill the gaps in the input. In real situation, sometimes speaker leaves information out because he assumes the listener already knows it or he is being deliberately ambiguous. This makes the listener lost some parts of the implied meaning and he/she has to complete it in order to be able to understand the meaning. A listener may also miss some parts of the speech because of fatigue, noisy surrounding, distractions, and the speaker’s poor explanation.
4. Listening selectively
Listening selectively focuses on the specific parts of the input. The decision on which parts to focus on will depends on the purpose of listening. This ability helps listeners to listen to a more relaxed manner, as they do not have to concentrate on everything being said. However, listening selectively can lead to understanding if the listener’s purpose is colored by their prejudice or bias.
5. Making Prediction
In this study, the writer is going to consider four out of five types of listening activities in the materials, the types of listening that are going to be included on the materials are listening for details, listening for gist, drawing inferences, and making prediction. Listening for details, listening for gist and drawing inferences will mostly present on the main listening activities while making prediction will be presented on the warming up activities on the unit. The listening for detail and drawing inferences will be in the form of cloze test passages while the making prediction activities will be in the form of predicting a situation in a picture.
2. Listening materials design
In this section the writer is going to discuss the step of designing listening materials. In designing listening materials, a material designer may start to determine the listening task and then developing a set of lesson from listening tasks. According to Goh (2002:13) there are three types of listening task which determine the types of activities that will be presented in the materials. They are elaborated as follows:
1). One way listening task
2. Two ways (interactional) task
Unlike one way listening task, this two ways listening task demands listener to interact with the speaker. The listener has to interact with the speaker by asking questions, offering information and expressing opinions. In this type of listening task the turn between speaker and listener to talk may be too short and more balanced. In one way task, the person who gives the information does the most talking and the listener will still be able to ask questions during or after listening. In the other hand, this two ways task requires listener to interact directly during listening sessions.
In two way listening task, students have to work in pairs or small groups and the teacher as facilitator of the discussion. These tasks are information gaps and opinion gaps with specified communication outcomes. In this task students are required to practice listening and responding together.
After determining listening tasks explained above, a material designer may start to develop lessons from listening tasks. The preparation and application stages of a listening tasks, will contribute much to the developing of meaningful listening. Listening lesson is divided into three parts. They are explained as follows:
1. Pre listening activities
expected to be able to recognize the words during the activities and as the result it will ease the students to comprehend what they are heard. The second category is knowledge oriented. This category is aimed to prepare the students to context they are going to hear by encouraging their background knowledge and or to activate relevant types of world knowledge. This will focus students to the topics boundary that will be discussed on the lesson. Pre listening activities may contain listening activities such as brainstorming, mind-mapping, discussion, games, guiding questions, etc.
2. Main listening activities
This category is the core of the material to comprehend by the students. The main aim of this category is to focus students on the particular skill being learned. The types of activities that may present on main listening activities are cloze test, listening for details, drawing inferences, listening for specific information, etc.
3. Post listening activities
teaching but also need to design materials for daily listening practice purpose for example radio programs and video recordings. These kinds of materials are called authentic materials. According to Goh (2002:43) there are six types of authentic materials to support students to practice listening for daily communication purpose. The authentic materials that are tightly connected to this website are stated as follows:
a. Videos
Videos can be the part of language teaching because it can provide the students with visual clues that become the important source of real life communication. Videos can help students to practice contextualize to what they hear and making inferences of what they do not hear clearly by seeing the pictures on the video. When using videos in the class room, a material designer needs to consider everything concerning with the sources of the materials, students background knowledge, appropriate segment, length of sequences, and video duration. All of these considerations are needed to suit the use of videos in classroom effectively.
b. Songs
students can be invited to apply their background knowledge and make personal response.
c. Word Wide Web (WWW)
Internet is the latest source of authentic materials in listening. Website supports so many listening resources to be used in listening practice. Nowadays, there are many websites that contain useful materials for practice listening such as http://www.bbc.co.uk. In this site user can find so many listening files related to particular topics such as sports, science, arts, music, current issues and business. The transcript of the recording is sometimes available to help user understand the recording. If not, short introduction or summaries will provide useful support for the user.
Referring to the types of listening lesson as elaborated above, the writer would like to consider the three sections of listening activities on the materials. Those three sections are pre-listening activities, main listening activities, and post listening activities. The main listening activities consist of making prediction and discussion about the topics that is going to be learned. The main listening activities consist of cloze test passage, listening for details, and expression practice. The post listening activities consist of review on the topics being learned and self reflection about what have been learned so far after completing the unit.
3. Learners’ problems
a. The students have problems with sound
Students are accustomed to have written exercises and rarely listen to foreign speech. Therefore, they are not accustomed to foreign pronunciation. This problem can be solved by providing more time to practice outside the allocation time on daily teaching learning activities for example by providing extra materials on the internet which can be used to practice after school.
b. The students have to understand every word
The students think that they have to understand every word to get the whole information in listening practice. This wrong perception will make the students tired and fatigue easily. In this case, the teacher should explain that listeners do not need to pay attention in every word, but they have to select the important information only.
c. The students can not understand fast, natural native speech
d. The students need to hear things more than once
The students tend to ask repetition when listening to particular information. In contrast, listening occurs only once in real life situations. Ur (1996:112) suggested that the teacher should choose redundancy text that contains repetition in an important situation. In spite of choosing redundancy text that contains repetition, the teacher may use computer to facilitate the need of repetition. If in presenting listening materials the teacher uses cassette player, it needs several time to do repetition in some parts of listening materials because it is difficult to adjust the recording in the previous state being asked by students which is need to be replayed. It is different if the teacher uses computer because there is indicator of the recording being played in the computer and it is easier to repeat certain part on a recording.
e. The students find it difficult to keep up
The solution is not to slow down the discourse, but to encourage the students to relax, not to focus on the whole text, and select the important information only.
f. The students get tired
The writer considers three out of six difficulties faced by students in designing web based listening materials for first grade senior high school students. The difficulties which are going to be considered are first, the students have problems with sound because they lack of listening practice. The writer will overcome this problem by providing materials on the website or internet so that students have more time to practice outside the classroom or in their spare time. Second, students need to hear things more than once. The writer will overcome this problem by providing a player equipped with a playing indicator in order to ease the users to have repetition on certain part of the recording. Third, the students get tired or bored with the materials. The writer will overcome this problem by providing some variations on the materials presentation such as giving different types of exercises.
4. Instructional Design
Figure 2.1: The Writer’s Synchronization Instructional Design
The discussion of instructional design will focus on discussing and synchronizing the models of instructional design developed by both experts. Morrison, Ross, and Kemp (1989:5) stated that Instructional Design is a method of effectively implementing the instructional process so that all of the objectives will be achieved. There are many theories about learning and also many models of instructional design. However, certain basic components are presented in every design model. These components are planning, developing and evaluating. Sometimes these steps are represented using different names in different models. Some theorists, such as Dick and Reiser in 1996, Dick and Carey in 1977, and Kemp in 2004, had proposed models of instructional design.
Dick and Reiser present a linier model. The process is started by setting the goal of the learning. It is followed by selection of review text that will be used during the course, then writes objective for each topic, and finally analyze students’ characteristic. These three steps can be done at the same time. The next steps are test developing and instructional activities. After that the designer has to choose the instructional media which is used in teaching. Finally, an instruction is implemented and revised. After that the process begins again. The Dick and Reiser’s instructional design model is illustrated as follows
Figure 2.2: Dick and Reiser instructional design model
Taken from: Dick, W & Reiser (1989) Planning effective instruction
planning, design, development and assessment to provide an effective instruction. It is done to measure the learner’s prior knowledge on the subject matter. In the center of these planning exercises are the needs of the learner, the goals of the instruction as well as any priorities and/or constrains that have been placed on the process. While these elements are being carried out, there is constant revision and at the end of the process, there is a more formal summative evaluation.
Figure 2.3: Kemps Instructional design model
Taken from: Kemps, J. The instructional design process.
5. First grade senior high school students and curriculum
a. First grade senior high school students
First grade senior high school students are considered the starting point of students to enter new environment in their advanced education level that is senior
high school. In this level, students are still in the process of adaptation to the learning environment and learning style. In junior high school, the learning style and environment must be quite different but still have tight relationship. For example, in junior high school, students are not given so many tasks or homework to be done at home because they are not demanded too much to master every lesson. It is different with senior high school environment where students are demanded to master lessons or subjects taught at school because they are going to enter or continue their study to advanced level of study. The adaptation to this situation is sometimes become burden for students and as the result, they do not fully understand every materials given to them. This level is considered critical for the development of learning mastery
b. Curriculum for School Level
The emphasis of curriculum for school level is on attaining language mastery that is indicated by the achievement of some particular standard competence. This curriculum provides language competence items and the indicators of the achievement that will be used as the guideline for the teacher to develop their techniques and to do the grading.
During the English lesson, the students are encouraged to be actively involved in the classroom activities which include giving option and discussing a reading text or other authentic sources. The use of authentic materials is essential for the students not only because it provides a real-life situation where the students will use their language but also because it enables the students to have better cross cultural understanding trough the varied materials taken from many sources.
The main objective of this curriculum is at the end of the course the students are able to communicate and interact with others using the target language. We all know that in real life communication, language skills are very crucial. Thus, the teaching of four macro skills namely listening, speaking, reading, reading, and writing in the class room is integrated.
c. Competence Standard
According to Depdiknas (2003:308) the competence standard in English learning is the ability to use English language for communication. The competence standard consists of some basic competences that should be achieved by students through the core materials.
In addition, senior high school graduates should achieve the competence standard. The competence standard for listening mastery is states below:
Table 2.1: The standard and basic competence of Curriculum for school level
Standard Competence Basic Competence
1.1 Responding the meaning of an official and unofficial transactional and interpersonal conversation using simple spoken language accurately, fluently, and acceptably in the context of daily activities including the introduction, greeting and parting, accepting invitation, accepting offering, accepting appointment, and canceling appointment. 1.2 Responding meaning of official and unofficial
transactional and interpersonal conversation using simple spoken language accurately, fluently and acceptably, in the context of daily life including showing happiness, showing
2.1 Responding the meaning of both official and unofficial short spoken functional text (for example announcement, advertisement, and invitation, etc.) in daily context of life. 2.2 Responding meaning of both official and
context of daily life.
acceptable in daily context of life in the form of recount, narrative, and procedure.
1.1Responding meaning of official and unofficial transactional and interpersonal conversation, using simple spoken language accurately, fluently and acceptably using simple spoken language in some daily context of life including the activities of thanking, compliment and greeting.
1.2 Responding meaning of official and unofficial transactional and interpersonal conversation, using simple spoken language accurately, fluently and acceptably using simple spoken language in some daily context of life including the activities of expressing surprise, accepting hesitation, accepting invitation and accepting offering.
2.1 Responding the meaning in the both official and unofficial short spoken functional text (for example announcement, advertisement, invitation, etc.) accurately, fluently, and acceptably in the daily context of life. 2.2 Responding the meaning in the short spoken
simple monolog text accurately, fluently, and acceptably, in the daily context of life in the form of narrative, descriptive, and news item.
applied in designing the listening materials. The goals, general purposes and objectives of the design will be referring to the competence standard above.
6. Computer in Language Learning
According to Taylor, there are three functions of computer in learning activity, as teacher (tutor), as assistant (tool) and as learner (tutee) (Newby et al, 2000: 43-44), as an assistant, computer assist it’s users and does what is being commanded. As a teacher, the computer provides as an aid to help students learn and facilitate students to practice without teacher’s guidance.
a. Computer as an Assistant
students as long as there is internet connection. The presence of internet enhances the advantage of computer as an assistant.
b. Computer as a teacher
Wyatt (1984:6-7) defined this function as an instructor. This role relates with the way computer conducted the lesson by tutorials, drills and practices. This is how the students will use the computer to run the software or web based program designed by the writer. A computer presents the materials and conducts practices and because there is internet that connects computers all over the world, the materials are not only being accessed in one place but also in other places by connecting to the internet.
As a teacher, the computer program presents materials and conducts exercise as an authority figure. User cannot change or edit the material outside of what has been designed by materials designer. It teaches student in a preplanned fashion, and they have only to follow the direction and work at producing the anticipated language form and responses. The presence of internet enables students to explore more. In this case students explore the links provided in the materials so that they can learn more outside the preplanned materials but still actively involves in the learning process as a responder rather than as an initiator (Wyatt, 1984:6). Newby et al (2000:163-188) stated that the function of computer as a teacher in teaching learning can be classified as CAI (Computer Assisted Instruction), CBI (Computer Based Instruction) and CAL Computer Assisted Learning).
responds different answers of the students (Wyatt, 1984:16-17). Computer is also able to respond differently to the students’ answer which might be right or wrong.
Computer can be a useful, challenging and creative tool and be the resources in and around the foreign language classroom like the blackboard; the computer can be a serious and imaginative part of classroom life to extent that teacher makes it so. Language exercise is presented lively and engaging qualities by the computer (Hope et al, 1984:3).
Another benefit is by the presence of internet students can have more exposure to the materials by visiting linked pages in the internet. It opens opportunity to broader knowledge and learning experiences.
The last, personalized attention to detail is one of computer’s clearest benefits. Since it is designed for individual student, computer can be designed to adapt individual strengths and weaknesses and also allows one to one interaction. Thus, students can decide when to start and when to stop.
simulation which involves the mobilization of knowledge to overcome obstacle and reach goals. Computer assisted instruction is considered leaning in interactive way because students can interact directly with computer that gives feedback and record students’ track in every learning progress.
c. Computer as a Learner
Wyatt called computer as a collaborator. The computer only works based on a certain command made by the user. It provides a simulation for a group of students. In this role, the computer is the student while the user is the teacher. Here, the computer will perform the task and command asked by the user. To do this, the user should have the knowledge on how to communicate with the computer in a certain way that the computer can understand it (Newby et al, 2000:44). Some examples of the programs that belong to this role are, Visual C++, Multimedia Toolbook, Borland Delphi, Microsoft Visual Basic 6,
Multimedia builder and for website programming there are PHP, XHTML, ASP and Java Script. This is how the writer uses the computer as a student to develop the web based interactive program for listening practice. The writer scripts the codes or give the command to let the computer does what the writer wants to do.
Developing a language teaching program is not easy as it looks. Beside teacher needs the knowledge of language programming, it also needs the knowledge of teaching learning theory. Careful planning is the key in creating a program that will be both effective and useful (Chan and Korostoff, 1984:13). For this, Newby et al (2000:126) suggested a guideline to develop a program to teach.
communicate with the computer in a certain way that the computer can understand it (Newby et al, 2000:179). Second is allowing individualization through learner’s control. Third is providing information and immediate feedback to students why their answer is correct or wrong. In this application the writer will provide direct feedback to the user by showing dialog box immediately after activities. It does not need and extra knowledge of programming language because the supporting tools provide facilitations to make an immediate feedback. Fourth is keeping screen appearance simple, friendly user interface and compatible in every computer that meets the minimum system requirements. Good screen design plays an important part in Computer Assisted Training (Chan and Korostoff, 1984; 13).
The writer is going to apply the features of computer in language learning in the materials. The implications are focus in making the computer to be able to interact with the students as a teacher, an assistant and a learner. The application of computer as a teacher in the materials is the presence of the exercises and learning activities on the materials. The application of computer as an assistant on the materials are the ability of the web-based materials to be used anywhere and anytime by the students to practice listening. The application of computer as learner is the ability of the web-based materials to interact with the users while users enter or giving certain commands to the computer. The computer can provide feedback immediately while the users doing the exercises such as telling the score and the correct answer of the exercises.
7. Web-based program
accustomed to access internet because the limited connections available in Indonesia. Recently, internet connections are easily been reached everywhere because now there are many internet service providers offer cheap internet service. As the continuity or the advanced improvement of the computer assisted language learning, web based program offers more advantages of offline computer assisted language learning. The advantages of web based program are explained as follows:
1. There is enough time to learn.
With computerized or web based instruction, students can go at their own pace. They never feel pressured to rush through an assignment. The focus is on the student's grasping and understanding the material and having opportunities to expose more deeply into areas of their interest. 2. Students receive quick feedback.
Teachers receive students' work quickly and provide timely feedback to students' questions and ideas. Students feel supported by this system and benefit from frequent reviews of their coursework. With computerized instruction, there is never any doubt about a student's progress.
and the stress that often accompanies them. Exams often measure a student's ability to excel under pressure rather than the ability to assimilate learning.
4. Comprehension improves
When students are relieved of stress and boredom, they often feel much more relaxed and find new joy in learning. Students begin to comprehend and retain more of what they learn, as well as apply their learning easily. By using web based program, the interesting materials can easily be made such as presenting video, animation or even games between lessons.
5. Web based program is stimulating.
Subjects come alive online with sight, sound, full-color graphics, and real-time video. Through computer technology, students can enjoy listening with video or animation accompaniment or receive immediate feedback on their correct and incorrect answer while doing the tasks. All that is needed is a modern multimedia computer and our high-quality lesson plans.
6. Students can access the most up-to-date information.
businesses, maintain web sites that provide information that students can access in the comfort of their own homes.
7. Enthusiasm for learning increases.
Web-based learning allows students to pursue areas of interest. Students feel capable of rising to their educational challenges and find that they can take pride in their accomplishments. By exploring the internet, they learn how to learn, and they feel empowered by the whole educational process. They also see that learning is life-long, and that the possibilities are endless.
8. Students learn at their own way
Students can take as much or as little time as they need to master their subjects. There is no need to keep the way following with anyone else because the desire to learn awakens from within. Many students are surprised to find themselves putting more time into their schoolwork because the process has become so comfortable to them.
9. Students don't get bored.
10.Learning is flexible (suits learner’s need)
Web based program encourage students to develop their own methods of study. Some students give an hour of study to each subject every day. Some spend a day or a week on a single subject, and then move to another. Students and their parents choose the approaches that work for them. Some students learn better in the morning; others find that another time of the day works better for them. The key is to match the method and the schedule to the student, rather than the other way around.
11.Learning is self-directed.
Web-based Program empowers students to seek and use the knowledge they need to complete their assignments. It inspires them to achieve their goals and fulfill their own desires to learn and to explore. The presented materials provide students with opportunities to gain the skills they need to fulfill course requirements and prepare for future academic and professional challenges. Careful attention to individual learning styles fosters self-confidence and self-motivation in learning. 12.Real learning takes place
Beside of the advantages of web-based design explained above, according to Phillips on Penington’s The Power of Call (1996) there are some considerations in order to build a good web-based program. These criteria can also be used to determine the appropriate design and evaluate the design itself according to result of the collected data. These criteria are explained below:
1. Activity type
According to Phillips on Penington’s The Power of Call (1996), there are seven options for this category: There are game, quizzes, text construction, simulation, problem solving, and exploratory. These categories will be fitted based on the data that have been obtained through needs survey.
2. Presentation scheme
Presentation scheme is how the materials are presented. Some examples of presentation scheme are cloze test and scrambled paragraphs for text reconstruction activities. Presentation is actually become the core of another consideration because it covers all aspects on another categories.
3. Screen layout
4. Control option
The control option determines how the software can be controlled by users. It determines the behavior of the program such as whether the users have to do the exercises on each unit in a sequence or they can move from one unit to another as they like without finishing a particular unit first.
5. Input judging and feedback
Input judging concerns with the type of users’ response allowed by the program and the operations the program response to that input. Feedback is the ability of the program to give immediate responses including correctness, comments/answer, score/grade, tutorial and suggestion.
6. Help Option
This consideration of help option focuses to facilitate learners in achieving successful outcome. One type of helps is a review of instruction or content. It usually contains information that leads learners toward correct answer.
8. Adobe Dreamweaver CS3 and Supporting Programs
Developing a web-based program is just simply defining exactly what the programmer wants the computer to do. According to Wang (1990: 10), a good program should work correctly as the programmer wants the computer to do, easy to use and understandable by user. For that reason, he suggested that the programmer makes a plan about what the program should accomplish and how it appears first before develops the program. This step is as important as making the lesson plan before conducting teaching learning activity. The appearance of the program should support how the program will work and be a media of communication with the user. In addition with web based program, the programmer also need to consider how long web based program will be displayed or hosted in the internet. In this study, the writer shows plan of the program in a form of flowchart.
The teaching materials and exercises were presented through the page using frames. Frame is the combination of two pages in one page or display. The materials were designed using Dreamweaver but the exercises were designed with supporting tools such as HotPotatoes. Therefore, the user interface of the program should be designed in such a way so that it is able to present the materials to be taught based on the objectives that should be achieved, able to communicate with the user and user friendly. In addition, the function of each web component in the web page should be clear and support how the program runs.
The web objects are the items which are placed in the web page. The function of these components is to communicate with the user. The web page receives the input from the user when user clicks, types or manipulates the components that appear in the screen (Wang, 1998:55). The input from the user is an event where the command of the program runs an instruction.
In order to ease in designing the web page, the writer used web template. This template could be manipulated to present the teaching materials and exercises. The template could be modified using HTML tag/ language. Text object and button were used to present an animated text and button.
exactly defined, the user would have difficulties in seeing the page. For example, the original web template had 1280x1600 pixel screen resolution, the user who accessed the page after being uploaded on the internet might have difficulties to see the whole pages because normally computer resolution owned by Indonesian users were 800x600 and 1024x768 pixels and it did not suit the web template which had 1289x1600 pixels. Therefore, if the page properties were not defined exactly, the page may not appear.
The computer ran command when there was an event. An event is the action when the user presses a key, moves or clicks the mouse. Thus, the event procedures told how the program should response on an event. The event procedures only accepted the command of the events that occurred in certain objects. On the other hands, the general procedures apply the whole program. It might receive the command from several events procedures. In Dreamweaver CS3, the instruction or script that is used was in common web programming language such as html tag and JavaScript.
In learning, an event can be called as an interaction between the instructor and the learner. So, the programmer manipulated it to replace an interaction in the real class activity. Consequently, the programmer should develop a command so that the program was able to response or interact with the user in a desired way to achieve the objectives of the teaching learning.
writer might use localhost in order to test whether the web page run perfectly or not. If all of the components had run as expected, the writer started to upload the webpage and all of supporting components to the real web hosting on the internet as the final touch in developing the web based program.
B. Theoretical Framework
To answer the problems of this study, the listening practice materials were developed by synchronizing Dick’s and Kemp’s instructional design model. Kemp’s model is chosen because it is flexible. We can start and go forward from any point as long as it is ended on evaluation. On the other hand, Dick’s model was chosen because it focuses on the control and evaluation of the system. Below are the steps used by the writer:
Step 1. Analyzing learner characteristic (Kemp’s and Dick and Reiser’s
model)
This step was the result of synchronization of Kemps’ and Dick and Reiser’s steps i.e. Analyzing students’ characteristic and Enumerating learners’ characteristic. In this study, the writer obtained information about the learners’ capability, needs, and interests. There were two characteristics that the writer must know i.e. academic factors, and social factors of the learners.
Step 2. Formulating goals, topics and general purposes (Kemp’s model)
major topics were listed. Those topics would become the scope of the course or program and the basis for the instruction. After determining the topics, the writer began to formulate the general purpose for each topic.
Step 3. Formulating learning objectives (Kemp’s and Dick and Reiser)
This step was the result of synchronizing Kemp’s model i.e. “Formulate Learning Objectives”. And Dick and Reiser model i.e. “Writing Objectives”. The general purposes formulated in the previous step need to be specifically formulated into measurable statements of objectives. In this step, the writer specifies the skills to acquire and the types of behavior expected at the end of the lesson.
Step 4. Developing instructional materials (Dick and Reiser’s model)
This step was taken from Dick and Reiser’s models i.e. “Select and Develop Instructional Materials”. By referring to the information obtained from the need survey and also the statements of goals, general purposes and learning objectives, the writer selects and develops an interactive web-based program for practice listening for the first grade students of SMA 1 Wates Yogyakarta.
Step 5. Conducting evaluation and revision (Kemps’ and Dick and Reiser’s
model)
CHAPTER III
METHODOLOGY
The purpose of this chapter is to explain the methodology of this study. This section is divided into four sub chapters. They are Research Method, Research participants and setting, Research Instrument, Data Gathering Techniques, Data analysis and Research Procedures. In this chapter, the writer focused on the methods used in developing web-based application program for practicing listening.
A. Research Method
developed by Borg and Gall. The writer only applied the five first steps because the steps fit into the writer’s design model. Those steps were Research and Information Collecting, Planning, Preliminary Product Form Development, Preliminary Field Testing, and Main Product Revision. All of those steps are explained as follows:
1. Research and information collecting
Research and information collecting was the starting point of this study. The data gathered from this step were used as the basic foundation for developing the materials. In order to conduct the research and information collecting, the writer conducted two procedures namely Library Research and Survey Study.
The first procedure of information collecting was library research. The purpose of library research in this study was to gather some important information related to the design. The findings of this research were instructional design model, the theories of listening, the nature of computer assisted learning, and the government curriculum. The information collected from the library research was utilized as the basis for the design process.
The second procedure of information collecting was needs survey. They survey was conducted to the first grade of senior high school students of Sekolah Menengah Atas Negeri 1 Wates by distributing needs survey questionnaires ( see Appendix III). The needs survey was conducted in order to identify the students’ needs and wants in relation to listening practice materials. The main aim of this survey was to gather information about
