DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS USING COMMUNICATIVE LANGUAGE TEACHING FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degre

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DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS USING COMMUNICATIVE LANGUAGE TEACHING FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ezra Anggara Yuniarta Student Number: 051214032

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

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ABSTRACT

Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening Materials Using Communicative Language Teaching for the Tenth Grade Students of Sekolah Menengah Atas (SMA) BOPKRI 2 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Listening skill is a skill that needs to be developed in order to achieve good communication in real life. Listening skill could be developed by training it regularly and continuously in order to obtain a perfect communicative listening skill. Unfortunately, sometimes listening skill receives less attention from the English instructors than the other skills. One of the reasons is because of the limitation of the materials, especially audio materials. This case could be proven through the information which is gained by the writer from questionnaires and informal interview with the English teachers of SMA BOPKRI 2 Yogyakarta. Based on the consideration above, the writer is encouraged to design a set of English instructional listening materials using Communicative Language Teaching for the first semester of the tenth grade students of SMA BOPKRI 2 Yogyakarta and try to present the designed set of English instructional listening materials using Communicative Language Teaching for the first semester students of the first grade of SMA BOPKRI 2 Yogyakarta. There were two problems to be solved in this study. They are: 1) How is a set of English instructional listening materials using Communicative Langugae Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed? 2) What does the designed set of English instructional listening materials using Communicative Language Teaching for the tenth grade students of SMA BOPKRI 2 Yogyakarta look like?

The writer adapted Kemp’s and Yalden’s instructional design models to answer the first question. There were six steps employed. They were: (1) Conducting Need Survey, (2) Stating the Competency Standard and Listing the Topics, (3) Stating Basic Competency, (4) Listing the Indicators, (5) Selecting Teaching and Learning Activities, (6) Conducting an Evaluation Survey and Revision.

The writer employed five steps of Research and Development method based on Borg and Gall. The steps were: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main product Revision.

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consists of five sections, namely ‘Brainstorming’ as pre-listening, ‘Small Talk’, ‘Language Focus’ and ‘Listening for Meaning’ as the while-listening activities, and ’Speak Out’ as the post-listening activities.

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ABSTRAK

Yuniarta, Ezra Anggara. 2010. Designing a Set of English Instructional Listening Materials Using Communicative Language Teaching for the Tenth Grade Students of Sekolah Menengah Atas (SMA) BOPKRI 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Kemampuan/Skill mendengarkan adalah kemampuan yang perlu dikembangkan dalam rangka untuk mencapai komunikasi yang baik dalam kehidupan nyata. Kemampuan mendengarkan dapat dikembangkan dengan pelatihan secara teratur dan berkesinambungan dalam rangka untuk mendapatkan Kemampuan mendengarkan komunikatif yang sempurna. Sayangnya, kadang-kadang Kemampuan mendengarkan mendapatkan perhatian yang kurang dari instruktur bahasa Inggris dibanding dengan kemampuan/skill lainnya. Salah satu alasannya adalah karena keterbatasan bahan, terutama bahan-bahan audio. Kasus ini bisa dibuktikan melalui informasi yang diperoleh oleh penulis dari kuesioner dan wawancara informal dengan guru bahasa Inggris dari SMA BOPKRI 2 Yogyakarta. Berdasarkan pertimbangan di atas, penulis terdorong untuk merancang serangkaian materi mendengarkan/listening pelajaran bahasa Inggris untuk siswa semester pertama kelas sepuluh SMA BOPKRI 2 Yogyakarta menggunakan Communicative Language Teaching dan mencoba untuk menyajikan bahan pengajaran mendengarkan untuk siswa semester pertama kelas sepuluh SMA BOPKRI 2 Yogyakarta menggunakan Communicative Language Teaching. Ada dua masalah yang harus diselesaikan dalam kajian ini. Masalah tersebut adalah: 1) Bagaimana seperangkat bahan-bahan pengajaran listening bahasa Inggris menggunakan Communicative Language Teaching untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta dirancang? 2) Seperti apakah seperangkat bahan-bahan pengajaran listening bahasa Inggris menggunakan Communicative Language Teaching untuk siswa kelas sepuluh SMA BOPKRI 2 Yogyakarta tersebut?

Penulis mengadaptasi model desain pembelajaran dari Kemp dan Yalden untuk menjawab pertanyaan yang pertama. Ada enam langkah yang digunakan. Langkah-langkah tersebut meliputi: (1) Melaksanakan Survei Kebutuhan, (2) Menentukan Kompetensi Standard dan Topik-Topik, (3) Menentukan Kompetensi Dasar, (4) Menentukan Indikator-Indikator, (5) Memilih Kegiatan Pembelajaran, (6) Melakukan Survei Evaluasi dan Revisi.

Penulis menggunakan lima langkah dari R & D. Langkah-langkah tersebut adalah: (1) Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal dari Produk, (4) Pengujian Awal Lapangan, dan (5) Perbaikan Produk Utama.

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melakukan perbaikan berdasarkan pendapat dan saran, untuk menjawab pertanyaan kedua. Ada delapan unit dalam materi. Masing-masing unit terdiri dari 5 bagian, yaitu ‘Brainstorming’ sebagai kegiatan sebelum mendengarkan, ‘Small Talk’, ‘Language Focus’ and ‘Listening for Meaning’ sebagai kegiatan inti mendengarkan, dan ’Speak Out’ sebagai kegiatan setelah mendengarkan.

Diharapkan bahwa desain material ini dapat mendorong para peneliti lain untuk melakukan studi lebih lanjut dan selanjutnya dapat digunakan oleh guru-guru untuk meningkatkan penguasaan listening para siswa.

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ACKNOWLEDGMENTS

Firstly, I would like to give my best gratitude to my Almighty Lord Jesus Christ who had died to save my life. Without His love for me, I will not be able to finish this thesis and live in delight. I would like to thank my beloved sponsor Drs.Y. B. Gunawan, M.A. who always patiently guide me to finish my thesis. Even though sometimes I wanted to give up, he always encouraged me. My gratitude to all of the big family of Sanata Dharma University(C. Tutyandari, S.Pd., M.Pd., M. Frida Yulia S.Pd., M.Pd., Maria Martarina Pramudani, Chatarina Artilantari, Antonius Jody, S. Pd., F. Chosa Kastuhandani, S.Pd.) for supporting me to complete my thesis and for teaching me a lot of worthy things along my study.

I would like to give my gratitude to my beloved mother, my beloved father and my lovely sister “Priska Febrina Y.”, who always support and give me spirit to finish my study. I might give up without them. I give my gratitude to my girlfriend ‘Devita M.’ and her family (Mr. Ronny H., Mrs. N. Yulie H. and Desna R.),who always support me to finish my thesis soon.

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Thanks to Mawut Gang of PBI (Fidelis Windiawan, S.Pd., A. Wahyu W.P., S.Pd., Andres Jeffri, Y. Bondan, Fandi Herbayu and Agatha Pepy Y., S.Pd.) who always support and cheer my life with crazy and interesting things. I would like to give my gratitude for my beloved Rock The world Band (C. Panggih, Daniel A., Anto S., Romelo A. and Kunto A.) for always walk together to serve Jesus with our Rock Music. They are the best God’s musicians I never met before.

I would like to say thanks for all big family of Domby Kid’s hope in Code River, who have made me learn to love and care about children’s life. I have learnt a lot of things about poor children and how to treat them as our family. I would like to say thanks to the inhabitants of Grinjing 9C boardinghouse (Fajar A., A. Toro, Eka N., Wahyu N., Antok S., Findi A. and Agus E.) who always make the atmosphere become alive in our boardinghouse. Finally, I would like to thank all of my friends that I cannot mention one by one. Their friendship means a lot to me.

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LIST OF TABLES

Table Page

Table 3.1: Points of Agreement………...….39

Table 3.2: The Descriptive Statistic of Respondents’ Opinions (Blank)……….39

Table 4.1: Summary of the Students’ Questionnaires Part 1……..………..…...…44

Table 4.2: Summary of the Students’ Questionnaire Part 2……….…47

Table 4.3: Summary of the Teachers' Questionnaires Part 1…….………..………..………..50

Table 4.4: Summary of the Teachers' Questionnaires Part 2…….………..51

Table 4.5: The Development of the topics and the themes in the Designed Set of English Instructional Listening Materials………...55

Table 4.6: The Basic Competence………57

Table 4.7: The Indicators……….………59

Table 4.8: The Description of the Respondents………..….64

Table 4.9: The Descriptive Statistics of Respondents' Opinions………..…...65

Table 4.10: The Topics……….……72

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LIST OF FIGURES

Figure Page

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LIST OF APPENDICES

Appendix Page

Appendix A : Letter of Permission ………...…….80

Appendix B : Students’ Questionnaire for Need Analysis ………...…….82

Appendix C : Teachers’ Questionnaire for Need Analysis ………....…...86

Appendix D : Materials Evaluation Questionnaire ……….………..….90

Appendix E : Syllabus ………..………....…….94

Appendix F : Lesson Plan ………..………...……111

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1

CHAPTER 1

INTRODUCTION

In this chapter, the writer would like to present six major points, namely

research background, problem formulation, problem limitation, research

objectives, research benefits, and definition of terms. This introduction is intended

to build the main foundation for conducting the research.

A. Research Background

Nowadays, the development in the education field is advancing, especially

dealing with the materials used for the teaching learning activities in the

classroom. These days many second language teachers have changed their

paradigm in teaching. They develop the approach, methods and teaching strategies

that are used in the class. Many teachers have been very creative in preparing

materials. They creatively develop the materials so that the second language

students feel that learning is fun.

That fun learning can be implemented in various skills, especially listening

skill. However, until now there is still a paradigm in students’ mind that joining a

listening class is a boring activity. This can be affected by both the teachers’

method and the materials presented in the teaching learning activity. However,

listening is an important activity if someone wants to learn a second language. It

becomes the focus to be considered in the learning process, because it precedes

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Listening is a receptive skill. The listener receives and understands the

input (information). Because listening is receptive, people can receive and

understand the input higher than when they produce in speaking or writing. It is

more complex than speaking or writing. When people listen, they combine the

information that they have already known with the new ideas to create meaning.

Those are the important reasons for the writer to focus on developing listening

materials for senior high school students.

There are so many methodologies and approaches that also become the

basis of the education field, especially in the teaching and learning activities. Each

of them has its own strengths and its own weaknesses to be implemented in the

classroom. Many researchers tell in their books about its implementation and

analyze them to obtain their advantages and disadvantages of the condition of the

students, teachers and the atmospheres in the classrooms. Teachers should be

aware of using the method or approach that is appropriate with the condition in

their teaching learning environment. There is no reference to say that this or that is

the best method or approach to be implemented in the classroom. Those depend

on the condition of the students and classroom including the facilities and the

existing media.

One approach that will be used in this study is Communicative Language

Teaching (CLT). The development of the teaching learning strategies nowadays is

directed with communicative instructions. Thus, this approach becomes a favorite

approach used by many educators in teaching their students in order to advance

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set of principles about the goals of language teaching, how learners learn a

language, the kinds of classroom activities that best facilitate learning and the

roles of teachers and learners in the classroom” (Richards, 2005: 1). Moreover,

communicative teaching and learning are appropriate to be implemented in SMA

BOPKRI 2 Yogyakarta since the students need to have a good ability to

communicate communicatively in English when they are in university or in the

real working world.

Usually, CLT is often related to a speaking class. However, in this study

the writer wants to elaborate communicative strategy in the listening class.

Naturally students study language firstly from listening skill, then followed by

speaking skill, and then followed by reading and writing. Thus, learning listening

is the basis to learn other skills. When students listen to the listening materials,

they make a basic learning of a language and understand the speech pattern of the

native speaker, including the pronunciation, stress and intonation.

However, in BOPKRI 2 Senior High School Yogyakarta, the examination

for listening is done using audio recording device. Meanwhile, there are still not

enough listening materials that can be taught especially to the tenth grade

students. The students are taught listening using audio and video recording in the

language laboratory when they are in the eleventh and twelfth grade. Of course

this will increase students’ listening comprehension if the first grade students are

also taught listening using recorded audios that are spoken by the native speaker.

Moreover, they will be accustomed to native speaker’s accent and pronunciation.

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listening materials using CLT for the tenth (first) grade students of SMA BOPKRI

2 Yogyakarta. The writer intends to help the English teachers of this school by

providing applicable listening materials. Moreover, the first grade students of this

school will study listening more effectively using Communicative Language

Approach designed in this study.

B. Problem Formulation

The problems in this study are stated as follows.

1. How is a set of English instructional listening materials using communicative

language teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta

developed?

2. What does a set of English instructional listening materials using

Communicative Language Teaching for tenth grade students of SMA BOPKRI

2 Yogyakarta look like?

C. Problem Limitation

This study is limited to designing a set of English instructional listening

materials using communicative language teaching for the tenth grade students of

SMA BOPKRI 2 Yogyakarta. In addition, it is limited to only the first semester of

the tenth grade, in order to specify the research. The writer chooses the topic and

makes the set of instructional listening materials using materials which are

provided in some sources, like educational books and internet. The media used in

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D. Research Objectives

This research is intended to answer the questions stated in the problem

formulation. The research objectives are to know how a set of instructional

listening materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta

using Communicative Language Teaching is developed and to find out what does

it look like.

E. Research Benefits

The writer hopes that this study will give a lot of benefits for the English

teachers, tenth grade students of SMA BOPKRI 2 Yogyakarta, and for the future

researchers. First, the benefit for the English teacher is to provide them with a set

of listening materials using communicative approach so they can improve

themselves to encourage students’ listening ability related to the real

communication. This study will become a model for the teachers to produce

listening materials more, which are appropriate to the needs of the curriculum and

the students. Second, the benefit for the students is that it will be easier to improve

their listening skill using the appropriate materials provided. They will be richer,

especially in the listening comprehension and communication ability. Third, the

benefit for the future researches of English Education Study Program is that they

can do a research to analyze whether this instructional listening materials design

will be effective to be implemented in the English teaching and learning activities

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F. Definition of Terms

Some specific terms will be used in this research. In order to avoid

misunderstanding and obtain the same idea during this research, the following

terms will represent some definitions of terms which are used in this research:

1. Instructional design

According to Kemp (1977:6), instructional design is the development of

an overall plan incorporating the interrelated parts in sequential pattern.

Moreover, Gagne and Briggs (1979:1-2) define instructional design as a

systematic framework of designing instruction which will activate and support

learning. In this study, instructional design is a systematic plan that will be used as

the steps in designing a set of instructional listening materials.

2. Communicative Language Teaching (CLT)

Communicative Language Teaching is an approach to the teaching of

second and foreign language that emphasizes interaction as both the means and

the goal of learning a language. According to Richards and Rodgers (2001: 159),

the communication approach in language teaching starts from a theory of

language as communication. The goal of language teaching is to develop what

Hymes (1979) as cited by Richards and Rodgers (2001: 159) referred to as

“communicative competence.” Therefore, in this study CLT is an approach that

will be the reference to construct the listening material design for the tenth grade

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3. Listening

Listening is an activity where someone has to pay attention to

something or somebody. Goh (2002: 1) says that listening takes up as much as

50% of our everyday communication time. It is the main channel of classroom

instruction and the most used language skill at work and at home. In this study,

listening will become the English learning skill that will be studied to design an

instructional design for the tenth grade students of SMA BOPKRI 2 Yogyakarta.

4. SMA BOPKRI 2 Yogyakarta

SMA BOPKRI 2 Yogyakarta is one of private senior high schools in

Yogyakarta. It is located on Jenderal Sudirman street number 87, Yogyakarta. In

this study, this school becomes the subject where the research for designing the

listening materials be conducted.

5.Kurikulum Tingkat Satuan Pendidikan (KTSP)

Kurikulum Tingkat Satuan Pendidikan (KTSP) is an operational

curriculum that developed and implemented in each educational unit under the

coordination and supervision of educational department (Kunandar, 2007: 125). In

this study, KTSP becomes the guideline for the writer to design the listening

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories that can support this

research. The writer divides this chapter into two subheadings: theoretical

description and theoretical framework. In the theoretical description, the writer

discusses some related theories, while in the theoretical framework, the writer

summarizes and synthesizes them to help to solve the problems.

A. Theoretical Description

In the theoretical description, the writer reviews four main theories. They

are instructional design, teaching listening, Communicative Language Teaching

andKurikulum Tingkat Satuan Pendidikan (KTSP).

1. Instructional Design

In this section, the writer discusses two instructional design models. They

are very important in this study, because the theories are used as the framework of

the study. According to Kemp (1977:6), instructional design involves the

development of an overall plan incorporating the interrelated parts of an

instructional process in a sequential pattern. Kemp (1977: 6) also says that it is

composed of many interrelated parts and functions that might operate in a

coherent manner in order to achieve success. From the explanation, instructional

design is a systematic plan in designing a set of lessons.

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this study, the writer employes two instructional design models written by Kemp

and Yalden. Those instructional models are combined in order to design a set of

instructional materials.

a. Kemp’s Model

The first instructional design model is Kemp’s model. Kemp’s model is

derived from three essential elements. “They are the objectives (what must be

learnt), the activities and resources (what procedures and resources will work best

to reach the desired learning levels), and the evaluation (how we will know when

the required learning has taken place)” (Kemp, 1977:8).

Those three elements have been developed into eight important parts in

instructional design (Kemp, 1977: 8-9). They are as follows.

1. Consider goals, and then list topics, stating the general purposes for teaching

each topic.

2. Enumerate the important characteristics of the learners for whom the

instruction is to be designed.

3. Specify the learning objectives to be achieved in terms of measurable student

behavioral outcomes.

4. List the subjects content that supports each objectives

5. Develop pre-assessment to determine the student’s background and present

level of knowledge about the topic.

6. Select teaching/learning activities and instructional resources that will treat

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7. Coordinate such support services as budget, personnel, facilities, equipment

and schedules to carry out the instructional plan.

8. Evaluate students’ learning in terms of their accomplishment of objectives,

with a view to revising and reevaluating any phases of the plan that need

improvement.

Figure 2.1 Kemp's Model (Kemp, 1977: 9)

From the perspective of teacher, the main strength of Kemp’s model is that

there is a concept that the process of designing and developing can be started from

any step. Another strength of it is that there is an emphasis on the materials,

objectives and application, and also the choosing of the learning resources.

Evaluation

Learner’s Characte-ristics

Learning Objective

s Support

Services

Pre-Assessment

Goals, Topics and

General Purposes

Teaching/ Learning Activities, Resource s

Subject Content

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Descripti-on of Purpose

Production of a proto-syllabus b. Yalden's Model

The instructional design model proposed by Yalden, which is called

Language Program Developmet has step as the Figure 2.2 drawn below:

Figure 2.2 Yalden’s Language Program Development (Yalden, 1987: 88)

In the Yalden’s instructional design model, there are eight steps that must

be considered before a designer designs an instructional material of any subject.

The eight steps will be discussed one by one by the writer as follows.

1. Need Survey

A survey is conducted to know the learners’ needs and to analyze it, so

the instructional design will exactly fulfill the right needs of the learners. It

must include the identification of the communication requirements, personal

needs, motivations, relevant characteristics and resources of the learner.

2. Description of Purpose

In this stage the designer should clarify the purpose of the course based on the

information gathered during the first stage of program development. All the

information in the first stage is incorporated in this stage. In some cases, the

description of purpose is entirely dictated by the need assessment. Therefore,

in certain situation the syllabus designer might be constrained to add other

elements (such as study of the culture associated with the target language) Selection/

development of syllabus type Need

Survey

Producti-on of a pedagog-ical syllabus

Developm-ent and implementa-tion of classroom procedures

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which might not come out of the needs survey quite directly (Yalden, 1987:

93).

3. Selection/Development of Syllabus Type

In this part, the language program designer will choose the most appropriate

syllabus for the instructional design. The choice of the syllabus type should

be based on the learners’ needs and characteristics, so it will work maximally

to support the teaching learning activities in the classroom.

4. Production of a Proto-Syllabus

The syllabus designer, at this stage, specifies the content derived from a

description of the purposes the learners have to acquire the target language.

This is a production of syllabus, which describe the language itself, and

language use to be covered in a certain program, which is developed.

5. Production of a Pedagogical Syllabus

Pedagogical syllabus represents a plan to implement the content of the

language teaching/learning at the classroom level. The language program

designer, in this step, should realize the syllabus in the form of

teaching-learning materials and testing approach.

6. Development and Implementation of classroom Procedures

In this step, the designer organizes the learning activities within the lesson

plan. Then, develop the teaching materials. Yalden (1987: 151) suggests that,

at this stage, the teacher should deal with the teaching techniques and realize

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7. Evaluation

This step is intended to evaluate all components in the language program, i.e.

the students, the instructional program and the teaching.

8. Recycling stage

This step is intended to fit between goals set and the final performance of the

learners. The content is reassessed; the materials and the teaching approaches

are revised.

There are two strengths of Yalden’s model can be stated here. The first is

that Yalden’s model contains a needs analysis to know the needs of the students in

learning English. Based on the need analysis, the designer will establish the

foundation of the language program. Second, the evaluation contains recycling

stage in which the congruence or ‘fit’ between goals set and student performance

is determined, the content is reassessed, and the materials and the methodological

procedures are revised (Yalden, 1987: 96).

In this study, the writer combined the two design models stated by both

Kemp and Yalden. The two models support each other to construct a framework

of the instructional design. The writer took several steps in each models based on

the need of the study. Therefore, the weaknesses of one model are fixed by

another model.

2. Teaching Listening

The art of teaching listening is very important for teachers to learn and

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Here, some important points in teaching listening will be discussed, which are the

nature of teaching listening, principles for teaching listening, type of listening

activities and characteristics of the listening process. The discussions are as

follows:

a. The Nature of Teaching Listening

Listening is a receptive skill. In this case, the listener receives and

understands the input (information). Because listening is receptive, we can receive

and understand the input higher than when we produce in speaking or writing. It is

more complex than speaking or writing. When people listen, they combine the

information that they have already known with the new ideas to create meaning.

Rost (1994: 141-142), as cited in Nunan (1999:200) says that listening in

the second language teaching and learning is important. It provides input for the

learner. If the learner does not understand the input in the right level, the learning

process will be blocked. He also gives other three important reasons of focusing

listening in the second language learning. They are as follows.

1) In spoken language, e.g. conversation, the learner can interact with others.

2) The learner is challenged to understand language as the native speakers are

when authentic spoken language is used.

3) Listening exercises help the teachers to draw learners’ attention to new forms

(vocabulary, grammar, new interaction, patterns) in the language.

Listening plays an important role in the learners’ development in learning

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details and learn accuracy, since the learners are studying and understanding

grammar.

b. Principles for Teaching Listening

Morley (1971), as cited in Paulston and Bruder, (1976: 129-130) provides

a general set of principles for teaching listening comprehension. They are stated as

follows:

1) Listening comprehension lesson must have carefully stated goals that should

meet the overall curriculum, and both teacher and students should understand

what they are.

2) Listening comprehension tasks must be set with systematic planning which

goes from simple to complex in accordance with students’ language

proficiency.

3) Listening comprehension lesson should stimulate active obvious students’

participation. Written response to listening comprehension material is the

most overt type.

4) A communicative urgency for remembering should be viewed as the

important aspect in listening comprehension lesson because it develops

concentration. This is done by giving the students the writing assignment or

reading the vocabulary before they listen to the material.

5) Listening comprehension lesson should emphasize the present knowledge.

One of the purposes of listening is to strengthen the students’ immediate

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receiving needs thinking and thinking needs memory.

c. Types of Communicative Listening Activities

There are three stages in listening activities for language learners:

pre-listening, while-pre-listening, and post-pre-listening, which will be discussed in detail in

this section.

1) Pre-Listening Activities

According to Goh (2002: 28), pre-listening activities can be differentiated

into two main categories, which are language-oriented and knowledge-oriented.

Language-oriented of pre-listening aims to introduce the students about the type

of language including the specific words and pronunciation that are used in the

while-listening activities later. This is to facilitate the perception and parsing

phases of comprehension (Goh, 2002: 28). Knowledge-oriented, on the other

hand, prepares the students by encouraging them to activate or acquire relevant

types of their general knowledge. This will facilitate top-down processing (Goh,

2002: 28). According to Goh (2002: 28), there are several examples of types of

activities in pre-listening section that will be discussed by the writer as follows.

The first example of activities in pre-listening is called brainstorming. In

this method, the students are asked by the teacher to call out words or phrases that

are related to the topic to be put on the board or OHP. It is conducted to all of

students in that class. Brainstorming is very important to either activate students’

general knowledge related to the topic or prepare the students about the language

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The second is called Mind-mapping. To recall the students’ world

knowledge about related topic and to recognize the language use in the listening,

mind mapping is doing well. It can cover the both categories language-oriented

and knowledge oriented of pre-listening activities. In this method, the teacher asks

the students to write down words or draw simple pictures in a web individually.

Discussion is going to be the third types of pre-listening activities. It’s

usually conducted by students in a group or in pairs. The students are asked to

discuss similar or related issues based on prompt questions or pictures. This

method contains both aspects of language-oriented and knowledge-oriented that

will be beneficial for the students’ comprehension to the listening passages.

The fourth type of activities in the pre-listening section is games. Both

language-oriented and knowledge oriented exist in this method. There are a lot of

games to be conducted for the students, and they depend on the creativity of the

teacher to fit with the topic. It is usually simple word or information-gap games.

The game can be conducted in pairs, in group or whole class.

Pictures/diagrams also can be used as the media of pre-listening activities.

The students are asked to complete illustrations with simple drawing or words, for

example. This method can be implemented in pairs or individually in listening

class. It is important to activate students’ general knowledge related to the topic or

prepare the students about the language that will be used in the listening passage

later.

The sixth type is prediction. The students can be asked to predict the

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while-listening activities later. It can be conducted in pairs or individually by the

students. Language-oriented and knowledge oriented aspect are included in this

prediction method.

The last type is skimming. In this method, the students individually read a

related short text for gist that has been prepared by the teacher. This will help the

students to understand more about the listening passage that will be played in the

while-listening activities. Recognizing the language, specific words and

pronunciation will be the aim in this activity. Moreover, the students will activate

their world knowledge related to the topic.

2) While-Listening Activities

There are many different kinds of tasks for students to do while they are

listening to a passage. The while-listening stage is the most difficult for the

teacher to control, because this is where the student needs to pay attention and

process the information actively. However, if the teacher provides a reason, goal,

or task for the learner, this can encourage and help the listener to focus. Below are

just a few examples of type of activities cited from swust.net.cn (2009).

The first is called No specific responses. Many researchers in the

education field recently research about listening activities in the classroom. It has

shown that by not giving students any task the first time they listen to a passage, it

can take the anxiety out of listening. The teacher can make encouraging activities

for the students, such as with stories or with any kind of material that is

interesting, humorous, or dramatic, because learners are likely to pay attention and

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The second is listen and sequence. In this type, the students are asked by

the teacher to find out the order of things based on what they hear in the listening

passage. Through this activity, the students will learn to complete a task even

when they do not understand every word they hear. This will builds up their

ability to comprehend something by understand, not by memorize it. It will also

help them to prepare for the real world where they certainly will not be able to

memorize everything they hear, but understand it.

The third is listen and act. It is just like total physical response, which

concentrates on learning language by listening and responding physically to

commands or directions. There are many variations of how this can be carried out

in a classroom, depends on the teacher’s creativity to manage the class.

The fourth is listen and draw. In this type of activities, the students are

asked to draw pictures, diagrams, etc. on paper based on what they have listened

in the recording. It works very well as an information gap activity between pairs

of students.

The fifth is listen and fill. This is a kind of activity that teachers are

probably very familiar with. The students read along while they listen to

something and fill in the blanks with the words that they hear. It is easy to design

this type of tasks. All teacher needs to do is to decide which words to take out and

replace with blanks. Note that it is important not to overdo this type of tasks, since

it gives students the impression that they need to understand every word and it

will bore them.

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provide real descriptions of a person, place, thing, action, etc. Learners write

down what they think it is. Games can be implemented in this type of activity,

such as the students listen to the descriptions of something, and then they guess it

and write down what they think is being described.

The advantage of doing these types of listening activities in the

while-listening section is that it personalizes the lesson so the students are more

interested in listening, especially if a game element is involved where the class

can be divided into teams. Competition in the class activity increases the students’

motivation. This type of activity also integrates listening skill with the other skills,

especially speaking. Therefore, it helps prepare students for listening situations in

real life where often several skills need to be used simultaneously.

3) Post-Listening Activities

In the post-listening stage the teacher can determine how well the students

have understood what they listen. “Post-listening activities should be an extension

of communicative outcomes and listening materials” (Goh, 2002: 29). However, it

is important to design the tasks well.

One important point to keep in mind is whether the teachers are testing the

students’ listening comprehension or their memory as mentioned in the

“Principles for teaching listening” section. If the listening text is too long or

complicated, students can forget what they have heard even in their native

language. It is also possible for the students to remember and repeat things they

heard, even if they did not understand them. But, it is more common for people to

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In her book, Goh (2002: 29) writes about the aims that can be achieved in

the post-listening activities. These aims include helping the students to practice

other language skills (Speaking, reading and writing) using the same theme/topic.

Post-listening activities also can help the students to examine and reinforce

language points (e.g. grammar, vocabulary, useful expression). Moreover, it can

help the students to personalize the contents of the listening material (e.g. literary

texts). The last aim is to help the students in acquiring further content knowledge

related to the theme/topic of the listening material.

There are several types of activities in this post-listening activity, as

mentioned in the Goh’s book (2002: 30):

1. Short written texts (individual)

-Write letters, postcards, messages, diaries, dialogues, poems based on the

listening text or to extend it.

2. Summaries (individual/pair)

-Summarizes the whole text or a pre-selected part orally or in writing.

3. Oral presentation (Individual/pair/whole class)

-Short informal presentations or listening outcomes.

4. Dramatization (pair/group)

-Dramatize the whole texts or a portion of it.

5. Role play (group/pair)

-Continue the story or situation by assuming the roles of people in the text.

6. Language analysis (pair/whole class)

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selected phonological modifications in the listening materials.

7. Language work (Individual)

-Modify the listening text by transforming tenses of verbs, changing nouns and

pronouns from singular to plural forms, or male to female, or vice versa.

8. Vocabulary work (individual/pair)

-use selected vocabulary items in further writing or speaking tasks.

9. Recording (pair/group)

-Make an audio or video recording based on listening outcomes or as an

extension of the listening text.

10. Group sharing (group/pair)

-One member of each group circulates among other groups to share listening

outcomes.

11. Publication (group)

-The findings from simulation and discussion tasks on contemporary issues are

published in print or on-line.

12. Reading (individual/pair)

-Read related texts for comprehension and further information.

13. Oral practice (individual/pair)

-Use the listening text (e.g. poem, transcripts of dialogues) to practice

pronunciation/ reading aloud.

The writer combined all the explanations about the nature of teaching

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activities to support the making of listening instructional design later. Those

theories above are used by the writer in order to achieve the most effective

teaching and learning activities when it is applied in the classroom. Moreover, by

following the theories, the writer wishes to complete the objectives of the lesson

and also can encourage the students’ motivation through attractive communicative

listening activities.

3. Communicative Language Teaching

In this sub topic the writer would like to elaborate some theories dealing

with communicative language teaching and its implementation in the classroom.

This would cover some discussion about the nature of communicative language

teaching, goal of communicative language teaching and type of activities in CLT.

a. The Nature of Communicative Language Teaching

Basically there are a lot of definitions of CLT proposed by scientists in

this last decade. Therefore the writer would like to take some definitions that are

suitable and clear enough to be understood both by the writer and the readers.

According to Richards (2005: 2), CLT can be understood as a set of principles

about the goals of language teaching, how learners learn a language, the kinds of

activities that best facilitate learning, and the roles of teachers and learners in the

classroom that all of them set the goals to the communicative competence.

Meanwhile, Martalinova (2006: 37) defines CLT as an approach to the second and

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pattern and rules. It gives the students chances to improve their ability to

communicate in the target language.

The role of the instructor in CLT is quite different from traditional

teaching methods. In the traditional classroom, the teacher is in charge and

"controls" the learning. In CLT the teacher serves as more of a facilitator,

allowing students to be in charge of their own learning. The teacher still sets up

exercises and gives direction to the class, but the students do much more

communication than in a traditional classroom. These types of model can often

lead the students to an increased sense of confidence in using the language.

Richards and Rodgers (1986: 66) defines that CLT has two aims. They are:

1) to make communicative competence the goal of the language teaching, and 2)

to develop procedure for the teaching of four language skills that acknowledge the

interdependence of language and communication.

b. The Goal of Communicative Language Teaching

Communicative language teaching has its goals of communicative

competence. Therefore, all of the activities in the classroom conducted by the

teacher should be aimed to achieve the communicative competence that can be

applied by the students in the real communication. Richards (2005: 2) also write

the aspects of language knowledge included in the communicative competence.

Those aspects were elaborated as follows.

1. Knowing how to use language for a range of different purposes and functions.

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participants (e.g. knowing when to use formal and informal speech or when to

use language appropriately for written as opposed to spoken communication).

3. Knowing to produce and understand different types of texts (e.g. narratives,

reports, interviews and conversations).

4. Knowing how to maintain communication despite having limitations in one's

language knowledge (e.g. through using different kinds of communication

strategies).

c. Type of Activities in CLT

There are a lot of types of activities in CLT. Richards (2005: 21) in his book

mentions some kind of activities in the CLT, which are as follows.

1. Task-completion activities: puzzle, games, map-reading and other kinds of

classroom task in which the focus was on using one's language resources to

complete a task.

2. Information gathering activities: students conducted surveys, interviews and

searches in which students were required to use their linguistic recourses to

collect information.

3. Opinion-sharing activities: activities where students compare values,

opinions, beliefs, such as a ranking task in which students list six qualities in

order of importance which they might consider in choosing a date or spouse.

4. Information-transfer activities: these require learners to take information that

is presented in one form, and represent it in different form. For example, they

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showing the sequence, or they may read information about a subject and then

represent it as a graph.

5. Reasoning-gap activities: these involve deriving some new information from

given information through the process of inference, practical reasoning, etc.

for example, working out a teacher's timetable on the basis of given class

timetables.

6. Role-plays: activities in which students are assigned roles and improvise a

scene or exchange based on given information or clues.

A lot of important aspects of CLT are reflected from the example of

activities discussed above. We can see from the examples above that usually the

activities in CLT conducted in pairs or a small group. Therefore there are a lot of

benefits will be obtained by the students in these kinds of class model. The

students can learn from listening the language used by other members of the

group. The students can also produce a greater amount of language then they

would use in the teacher-fronted activities. Their motivational level is likely

increase because the activities can encourage the student not to be bored. The last

benefit is the students will have the chance to develop their fluency.

The writer combined all the explanations about the nature of

communicative language teaching, the goal of communicative language teaching

and type of activities in CLT to support the making of instructional listening

materials design later on. Those theories above were used in order to achieve the

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4. Kurikulum Tingkat Satuan Pendidikan (KTSP)

Every country needs curriculum in its educational field in order to achieve

the goal of the teaching and learning activities. Based on oxford advanced

learners’ dictionary (1995: 287), curriculum is defined as the subjects included in

a course of study or taught at a particular school, college, etc. Moreover, Lewis

and Miel as cited by Sailor, Alexander and Lewis (1981: 3) in their book, defines

curriculum as a set of intentions about opportunities for engagement of

persons-to-be-educated with other persons and with things in certain arrangements of time

and space.

Recently, the curriculum that is implemented in Indonesia is Educational

Unit Level Curriculum (KTSP). KTSP is an operational curriculum that is

developed and implemented in each educational unit under the coordination and

supervision of educational department (Kunandar, 2008: 125). Kunandar also

states that it emphasizes on the development of ability to do the tasks with certain

performance standard, in which the result can be felt by the students, in the form

of mastery toward the certain sets of competency. Every educational unit (school)

is given chance to develop its own curriculum for the learning process, while the

central government (Depdiknas) only gives the assistance that will be considered

in the development of the curriculum. Muhaimin, sutiah and sugeng (2008: 2) in

their book states that the autonomy given to school is referred to the development

of the curriculum, known as KTSP, which is operational curriculum constructed

and implemented by each educational unit/school.

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The writer adopted the syllabus from SMA BOPKRI 2 Yogyakarta which is

basically taken from the syllabus of Depdiknas to analyze the competence

standard and the basic competence that later become the guideline to make the

indicators and materials.

B. Theoretical Framework

To answer the questions in the problem formulation, the writer will

combine and synchronize the combination of Kemp’s (1977: 9) and Yalden’s

(1987: 88) instructional design models, since they can support and complete each

other. Kemp’s instructional design model was adapted in this study because it is

flexible. The writer can start from any step in the instructional design model.

Meanwhile, Yalden’s instructional design model strengthens and supports the

important steps existing in Kemps’s model. Yalden’s model contains a needs

analysis to know the needs of the students in learning English. Based on the need

analysis, the designer will establish the foundation of the language program.

Moreover, the evaluation in Yalden’s model contains a recycling stage in which

the fit between goals set and student performance is determined, the content is

reevaluated, and the materials and the methodological procedures are revised.

Moreover, the writer also synthesized the instructional design models with the

theory of listening, theory of Communicative Language Teaching and the

Syllabus of KTSP to construct a proper set of English instructional listening

materials.

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Language Teaching approach for the tenth grade students of SMA BOPKRI 2

Yogyakarta are conducting need survey, stating the competence standard and

listing the topics, stating basic competence, listing the indicators, selecting

teaching and learning activities, and conducting an evaluation survey and revision.

The steps will be discussed further as follows.

1. Conducting Need Survey (adapted from Yalden’s model)

This step is adapted from Yalden’s model. One of the important things in

designing instructional material is knowing the learners’ condition and the

learners’ needs specifically. This will influence a lot the content of the language

teaching. By conducting a needs survey, it can also determine the goal of the

course that wants to be achieved. It will be conducted by the writer through

questionnaires and interviews.

2. Stating the Competence Standard and Listing the Topics (adapted from Kemp's

model)

The starting point of the instructional design is stating the competency

standard and the topics that are taken from KTSP syllabus. The purpose of stating

the competency standard is to determine the goals of what the students will be

able to perform at the end of the whole instruction. “All educational programs are

based on broadly stated goals” (Kemps, 1977: 14). After stating the competency

standard, listing the topics will be the next step. “Those topics, or unit headings,

would become the scope of the course or program, the basis for the instruction”

(Kemp, 1977: 14). Moreover, Kemp also states that topics are usually sequenced

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level.

3. Stating Basic Competence (adapted from Kemp's model)

Kemp (1977: 16) explains that identifying the goals of each topic should

be done after listing the topics. It is used for guiding the teacher and the students

to achieve the goal of each topic.

Nevertheless, this study intends to formulate the goal of each topic called

`basic competency'. This basic competency helps the teachers conduct teaching

learning process and the students are able to follow the lessons because the

competencies to be learned are well organized.

4. Listing the Indicators (adapted from Kemp's model)

Kemp (1977: 23) uses words learning objectives instead of indicators.

Kemp also suggests this step as determining the learning objectives in order to

achieve certain students' measurable performances. “Learning requires active

effort by the learner. Thus, all objectives must be stated in terms of activities that

will best promote learning” (Kemp, 1977: 23).

5. Selecting Teaching and Learning Activities (adapted from Kemp’s model)

Producing a set English listening materials design for first grade students

of BOPKRI 2 Yogyakarta Senior High School become the focus in this study. The

materials are designed based on the principles in the communicative language

teaching (CLT) and the theory and principles in teaching listening.

Basically, the writer intends to design a set of listening instructional

materials, which enable students not only merely listen, but also give them

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methods and techniques existing in Communicative Language Teaching, which

promote communicative classroom activities. Role-play and group discussion will

be some examples of the activities during the listening class. Any other kinds of

interesting activities will be applied in the material, so the student will be

motivated and encouraged to follow the lesson.

6. Conducting an Evaluation Survey and Revision (adapted from Kemp’s and

Yalden’s model)

After designing the materials, the writer conducts an evaluation survey.

The main purpose of the survey is to acquire some feedback and comments from

the teachers and the lecturers related to the materials design. Thus, the writer

acknowledged the weaknesses and the strengths of the materials design that are

presented. After knowing the weaknesses of the materials design, the writer

conducted revisions, so the materials design will become more appropriate and

suitable to be implemented for the first grade students of BOPKRI 2 Yogyakarta

Senior High School. Since the materials are not implemented, the evaluation will

be gained by distributing questionnaires to the English teachers of BOPKRI 2

Yogyakarta Senior High School and some lectures of Sanata dharma who are in

charge in examining the materials design. The result of the questionnaire is used

to improve the materials design. The revising and improving the materials design

will be conducted after the writer got the revision and suggestions from the

teachers and the lectures through the questionnaires. This step is taken in order to

make the instructional design becomes perfect to be implemented by the teacher

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The following figure shows the writer’s instructional model to design the

set of English instructional listening materials for the tenth grade students of SMA

BOPKRI 2 Yogyakarta.

Figure 2.3: The Writer’s Model Conducting Need Survey

Stating the Competency Standard and Listing the

Topics

Conducting an evaluation survey and revision Selecting teaching and

learning activities Listing the Indicators Stating Basic Competency

R

evi

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33

CHAPTER III

METHODOLOGY

In this chapter, the writer discussed the methodology used for obtaining

the data needed. It would be used to answer the research problems; first, how a

set of listening instructional materials using Communicative Language Teaching

for tenth grade students of SMA BOPKRI 2 Yogyakarta is developed, and second,

what a set of listening instructional materials using Communicative Language

Teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta look like.

This chapter was divided into six sections. They were research method,

research participants, research instruments, data gathering techniques, data

analysis techniques, and research procedure in implementing the methodology.

A. Research Method

The steps in the writer’s model are based on educational Research and

Development (R&D). It is used to answer the questions in the problem

formulation. Moreover, it is the most appropriate research method, because it

develops and validates educational products. Educational research and

development is different from basic research, which aims to discover new

knowledge, and applied research, which aims to answer some specific questions

about practical problems. “Research and development can translate the basic and

applied research findings into usable educational products” (Borg, 1963:772).

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meet its objective and also can be applied in the real classroom.

The writer, in this section, compared his model with the ten steps of R &

D in order to make the design become valid and be able to be implemented in the

classroom activities. The first step in R & D is research and information

collecting, which includes the literature review, classroom observation, and

preparation of report of state of the art. This step fits with the writer’s model,

which is conducting need survey. The second step in R & D is the planning,

where it is similar to the steps adapted from the writers’ model, which are stating

the competency standard and listing the topics, stating the basic competency, and

listing the indicators. The third step of R & D is develop preliminary form of

product, where the designer builds the product so it will gain feedback from the

test. This step is similar to writer’s model, which is selecting teaching and

learning activities. The next steps are preliminary field testing, main product

revision, main field testing, operational product revision, operational field testing,

final product revision, and the last is dissemination and implementation.

Moreover, the preliminary field testing step and main product revision in R & D

have similar form to the last step in the writer’s model, which is conducting an

evaluation survey.

From the explanation above, it is clear that the writer’s model and R & D

share the same features. Therefore, it can be said that the writer’s model adapted

from Kemp’s model and Yalden’s model can be considered as valid, because it

matches the R & D. In this study, the writer used the conducting need survey,

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listing the indicators, selecting teaching and learning activities, conducting an

evaluation survey and revision for the materials design from the writer’s model.

Those six steps will be the basis to design the materials, while R & D will supply

the procedure to test and revise the design. In other words, R & D is the

“umbrella” for the seven steps in the writer’s model. Further explanation of

comparison between both procedures, is shown in Figure 3.1 on page 36.

B. Research Participants

In this study, the research participants were divided into two groups. The

first group was chosen to contribute the data for needs analysis. They were the

tenth grade students and two English teachers of SMA BOPKRI 2 Yogyakarta.

The writer chose the students randomly from the tenth grade and chose the

teachers who had been teaching in the first grade for minimum 5 years.

The second group was chosen for the post-design research. The writer

distributed the instructional materials and the questionnaires to three teachers of

SMA BOPKRI 2 Yogyakarta who had been teaching for minimum 5 years and

two lecturers of Sanata Dharma University who were expert in teaching listening.

The writer expected that the respondents could evaluate the instructional materials

and gave comments and suggestions on the instructional material. By gaining

comments, the writer could make necessary changes in the instructional material.

After knowing the research participants, in the next section the writer discussed

the instruments applied in this research. The instruments themselves were used to

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Figure 3.1 Comparison between R & D and The six steps of the Writer’s Model

Planning

Stating Basic Competency

Main field testing

Selecting teaching and learning activities

collecting

Main product revision

Listing the Indicators

Preliminary field testing Develop preliminary form of

product

Stating the Competency Standard and Listing the

Topics

Operational product revision

Dissemination and implementation Final product revision Operational field testing

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C. Research Instruments

In order to gain the data in Research and Development, the writer used

questionnaire as the instrument. There are two forms of questionnaires. The first

one is the open form (Best, 1970:163). The open form gives the respondents the

opportunity to answer in their own words, since the questions are open-ended. The

open form gives the freedom in giving a response. In this case, the respondents

may reveal the information or feeling that will not appear in the close form

(Wiersma, 1995:181). The second one is the closed form (Best, 1970:162). It has

selected response or forced-choice items for which the respondents select from

two or more options (Wiersma, 1995:181). The closed form was used in this

research, because of its advantages. The closed form questionnaire enhances

consistency of response across the respondents.

In this research, the writer conducted the research twice. The first research

or pre-design research was used to gain the information from the respondents. In

the pre-design research, the writer combined two kinds of questions in one

questionnaire. The first nine questions were close-ended. The participants simply

checked the answer. The last four questions were open-ended. The writer provided

many alternatives and a blank if the answer was not available. The participants

could answer more than one based on their opinion. The participants of pre-design

research were first grade students and two teachers of SMA BOPKRI 2

Yogyakarta.

The second research was conducted to gain the information on material

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changes in the instructional material. The post-design research was conducted to

evaluate the product. The questionnaire was attached to the product. In the first

part, there were eight close-ended questions. In the next part, there were four open

ended questions.

Therefore, after the discussing the instrument of the research, the

discussion moves on to how the writer gathered the data from the participants.

D. Data Gathering Techniques

The data gathering technique that was used to collect the data was

distributing the questionnaire sheets to the participants. It was conducted twice. In

the pre-design survey, the questionnaire was distributed to know the response of

the students toward listening class, their difficulties and favorite activities. To

conduct this research, the writer joined the class and observed the class. The

writer distributed the questionnaire at the end of the class. The students had to

answer the questions in the questionnaire, and at that time, they submitted the

questionnaires.

The second one was in the post-design survey. It was distributed to three

English teachers of SMA BOPKRI 2 Yogyakarta and two lecturers of Sanata

Dharma University. This questionnaire aimed to evaluate the instructional

material that had been developed by the writer. The feedback was gained to revise

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E. Data Analysis Techniques

The data were analyzed in order to find out the central tendency of the

respondents’ opinions about needs analysis and the designed materials. At the

end, the writer made some revisions on the designed materials based on the

questionnaires.

The judgment of the participants’ statements on the questionnaires used

five points of agreement. They are presented as follows.

Table 3.1 Points of Agreement

Points of agreement Meaning

1 If the respondents strongly disagree with the statements. 2 If the respondents disagree with the statements.

3 If the respondents feel uncertain about the stateme

DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS USING COMMUNICATIVE LANGUAGE TEACHING FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degre