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ENGLISH LISTENING MATERIALS USING AUTHENTIC MATERIALS FOR THE FIRST GRADE STUDENTS OF TOURISM DEPARTMENT
IN SMK NEGERI 4 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sesilia Dewi Satriya Student Number: 021214120
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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ACKNOWLEDGEMENTS
I would like to express my gratitude to all those who have, knowingly or otherwise, helped to shape the ideas included into this thesis. First of all, I would like to thank GOD, my savior, for giving me His everlasting grace during the whole process I went through in finishing my thesis. I am never afraid to entrust my unknown future into His hands.
I would like to thank Drs. Tarsisius Sarkim, M.Ed., Ph.D., the dean of Faculty of Teacher Training and Education Sanata Dharma University and Ag. Hardi Prasetyo, S.Pd., M.A., the head of English language education study program for giving me permission to conduct the study. I am very grateful to C. Tutyandari, S.Pd., M.Pd., my major sponsor for her correction, advice, support, patience and professional wisdom throughout the development of my thesis. I would also like to express my gratitude to Ag. Hardi Prasetyo, S.Pd., M.A., my co-sponsor for the support and advice. I would like to thank Mbak Dhaniek and Mbak Tari for always being pleased to provide any information needed.
Moreover, I would like to thank Drs. Suhirno, Drs. Aruji Siswanto, the staff and students of SMK Negeri 4 Yogyakarta with whom I have been associated during the time of study. I would also like to thank Markus Budiraharjo S.Pd., M.Ed., Christina Lhaksmita Anandari S.Pd., M.Ed. and Blansius Harley for their valuable feedback, detailed comments, and constructive suggestions. I would like to thank Karin Krisetya and Steve for their help with the recordings.
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Helena Sri Harnani, and my sister – Valentina Purwasari Sedya Mulya, for their great love, prayer, support and the very beautiful Home. I am grateful to my brother – Yohanes Deddy Kristiawan, whose help and support has been given endlessly. I would also like to thank Agustinus Deddy Kurniawan, for always being my light, talking to me, listening, understanding, helping me see things in different lights, and mostly for being there for me. I am so lucky that I have them in my life.
I would like to thank Deddy’s family for their help, kindness and warmth. I would also like to thank Romo Slamet for the electronical tools that helped me work on my thesis.
Next, I would like to thank all of my best friends who had helped me in finishing my thesis. I thank Bunga for always being able to give her hands, time and love, for every moment spent, every ideas given, and any courage shared. I thank Eryth for always helping me build this spirit. I thank Lyta for always helping me with all her stuff, and I thank Cheche for being part of my life.
In addition, I would also like to express my gratitude to all my friends who had contributed their helps and supports so I could finish this thesis: Gede, Ayu, Wida, Galih Kusumo, Miko, Gabi, Dian, Galih Pramaiswara, Amri and Rina. I would like to express my gratitude to my big family in EEPRO, EXSA, Jet' aime My Enemy, Helen Keller, the Wizard of Oz, C-10, Theletongs Family and Pringgodani 11 for the wonderful and unforgettable moments that always inspire my life.
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supported me and could not be mentioned, without whom this thesis would not have been made.
Yogyakarta, 2007
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TABLE OF CONTENT
Page
TITLE PAGE ………. i
PAGE OF APPROVAL ……… ii
PAGE OF BOARD EXAMINERS ……….. iii
PAGE OF DEDICATION ……… iv
STATEMENT OF WORK’S ORIGINALITY ………... v
ACKNOWLEDGEMENTS ……….. vi
TABLE OF CONTENTS ……….. ix
LIST OF TABLES ……… xii
LIST OF FIGURES ……….. xiii
LIST OF APPENDICES ………... xiv
ABSTRACT ………... xv
ABSTRAK ……….. xvi
CHAPTER I: INTRODUCTION ………. 1
A. Background of Study ……….... 1
B. Problem Limitation ……….. 3
C. Problem Formulation ………... 4
D. Objectives of Study ………. 5
E. Benefits of Study ………. 5
F. Definition of Terms ………. 5
1. Instructional Design ……… 6
2. Instructional Listening Materials ………. 6
3. Authentic Materials ………. 6
4. Vocational High School ……….. 7
5. Tourism Department ………... 7
CHAPTER II: THEORETICAL REVIEW ……….... 8
A. Theoretical Description ………... 8
1. Listening ………. 8
a. Active Listening ………. 8
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c. The Purposes of Listening ……….. 11
d. Listening Problems ………. 11
e. Listening Activities ………. 13
2. Instructional Design Models ………... 14
a. Yalden’s Model ……….. 14
b. Kemp’s Model ……… 16
3. Materials Development ………... 18
4. Authentic Materials ………. 20
a. Definitions of Authentic Materials ………. 20
b. Sources of Authentic Materials ……….. 20
c. Advantages and Disadvantages of Authentic Materials …………. 23
d. Authentic Materials for Teaching Listening ………. 24
B. Theoretical Framework ………... 26
1. Needs Survey (Yalden’s) ……… 26
2. Goals, Topics, and Objectives Formulations (Kemp’s and Yalden’s) 27
3. Syllabus (Yalden’s) ………. 27
4. Materials Design (Kemp’s) ………. 27
5. Evaluation (Kemp’s and Yalden’s) ………. 27
6. Revising (Kemp’s and Yalden’s) ……… 28
CHAPTER III: METHODOLOGY ……… 29
A. Methods of Study ……… 29
B. Respondents ……… 31
C. Setting ……….. 32
D. Instruments ……….. 32
1. Questionnaires ………. 32
2. List of Interview Questions .……… 33
3. Books ……….. 33
E. Data Gathering Technique ……….. 33
F. Techniques of Data Analysis ……… 34
CHAPTER IV: RESEARCH RESULTS AND DISCUSSIONS ………….. 38
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1. Conducting Needs Survey ………... 39
2. Formulating Goals, Topics, and Objectives ……… 44
3. Syllabus ……….. 45
4. Materials Design ………. 46
a. Pre-listening ……….. 46
b. Listening ……… 47
c. Post-listening ……….. 48
5. Evaluation ………... 48
a. Description of the Respondents ………. 48
b. Data Presentation ………... 49
c. Respondents’ Comments and Suggestions on the Designed Set of Materials ………. 51
6. Change to Improve ………. 52
B. Discussion on the Designed Set of Materials ………. 52
C. The Presentation of the Designed Set of Materials ………. 53
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ……….. 56
A. CONCLUSIONS ………. 56
B. SUGGESTIONS ……….. 57
REFERENCES ……….. 59
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LIST OF TABLES
Page
Table 3.1: Points of Agreements... 35
Table 3.2: The Descriptive Statistic ... 36
Table 4.1: Summary of Students’ Questionnaires Part 1 ... 39
Table 4.2: Summary of Students’ Questionnaires Part 2 ... 40
Table 4.3: Summary of Teachers’ Questionnaires ... 42
Table 4.4: The List of the Topics ... 44
Table 4.5: The Syllabus ... 45
Table 4.6: The Description of the Respondents ... 49
Table 4.7: The Description of the Respondents’ Opinion ... 49
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LIST OF FIGURES
Page Figure 2.1: Yalden’s Model ... 16 Figure 2.2: Kemp’s Model ... 17 Figure 2.3: Overall Steps ... 28 Figure 3.1: Research and Development Combined with Steps from Kemp and
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LIST OF APPENDICES
Page
Appendix 1: Letters ………. 61
a. Letter of introduction ………. 61
b. Letter of permission from BAPEDA ………... 62
c. Letter of permission from Dinas Kota Yogyakarta ………... 63
d. Letter of official statement ……… 64
Appendix 2: Questionnaires ……… 65
a. Questionnaires of collecting information for teachers ………... 65
b. Questionnaires of collecting information for students ……… 67
c. Questionnaires of field testing ………... 69
Appendix 3: The syllabus ……… 76
Appendix 4: A set of English listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta ………. 94
xiv ABSTRACT
SATRIYA , SESILIA DEWI. 2007. Designing a Set of English Instructional Listening Materials Using Authentic Materials for the First Grade Students of Tourism Department in SMK Negeri 4 Yogyakarta. Yogyakarta: Sanata Dharma University
This thesis was aimed to design a set of English instructional listening materials using authentic materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta. The listening materials were taken from authentic materials which were appropriate for the first grade students of tourism department, such as songs, news, films or the recording of natives’ speeches.
The problems were formulated as: 1) how is a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta designed? and 2) what does the designed set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta look like?
This study employed research and development (R & D) method, which was adapted into five major steps. Those five steps were research and information collecting, planning, developing preliminary form of product, preliminary post design survey, and main product revision. The research and information collecting, as the first step was done by spreading out questionnaires to English teachers of SMK Negeri 4 Yogyakarta in order to find out the expectation of learning English in this school and the first semester students of the first grade of tourism department on SMK Negeri 4 Yogyakarta in order to know their needs and interest. Having conducted the research and information collecting the writer set the goals, decide the topics, and formulate the objectives, which was involved in the second step, that was planning. Furthermore, the writer developed preliminary form of product and conducted preliminary post design survey in order to obtain evaluation. Finally, the last step taken was the main product revision. In this step, the writer made revision on the designed materials based on the evaluation obtained in the fourth step so that the final revision of materials was set.
The conclusion could be drawn: first, the writer adapted two models proposed by Kemp and Yalden, which was applied in this study into six steps, in order to design a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta. Those six steps are conducting need survey, formulating goal, topics and objectives, designing syllabus, designing materials, having the materials evaluated, and making revision. Second, the materials consist of nine units and each unit requires 90 minutes. There are five sections in each unit. They are ‘Warming up’, ‘Practice’, ‘Language Focus’, ‘Exercise’, and ‘Reflection’. The presentation of the designed set of English listening materials using authentic materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta is attached on appendix 4. Based on the analysis of the data, the designed set materials were good and acceptable for the means ranged between 3.8 up to 4.2 and the median and mode were 4.
xv ABSTRAK
SATRIYA , SESILIA DEWI. 2007. Designing a Set of English Instructional Listening Materials Using Authentic Materials for the First Grade Students of Tourism Department in SMK Negeri 4 Yogyakarta. Yogyakarta : Universitas Sanata Dharma
Skripsi ini bertujuan untuk merancang satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta. Materi-materi listening tersebut didapat dari materi-materi otentik yang sesuai untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta.
Pertanyaan-pertanyaan yang akan dijawab dalam skripsi ini diformulasikan sebagai berikut: 1) bagaimanakah satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta dirancang? dan 2) bagaimanakah satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta disajikan?
Metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan, yang diadaptasi menjadi lima langkah utama. Lima langkah tersebut adalah penelitian dan pengumpulan informasi, perencanaan, pengembangan produk awal, survey pasca pengembangan produk awal, dan perbaikan produk utama. Penelitian dan pengumpulan informasi, yang merupakan langkah pertama dilakukan dengan cara menyebarkan kuesioner kepada guru-guru bahasa Inggris di SMK Negeri 4 Yogyakarta untuk mengetahui harapan dari aktivitas pembelajaran bahasa Inggris di sekolah tersebut dan kepada siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta untuk mengetahui kebutuhan dan minat mereka. Setelah mengadakan penelitian dan pengumpulan informasi, penulis melakukan langkah kedua, yaitu memformulasikan tujuan, topik-topik dan sasaran dari penyusunan materi. Selanjutnya penulis mengembangkan produk awal dan mengadakan survey pasca pengembangan produk awal. Langkah terakhir adalah perbaikan materi berdasarkan evaluasi dari hasil uji produk tersebut.
Kesimpulan yang dapat diambil adalah: pertama, dalam merancang satu set materi listening menggunakan materi autentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta, penulis mengadaptasi model Kemp dan Yalden menjadi enam langkah. Enam langkah tersebut adalah mengadakan survey penelitian kebutuhan, memformulasikan tujuan, topik-topik dan sasaran, merancang silabus, merancang materi, menguji materi yang telah dirancang, dan mengadakan perbaikan. Kedua, materi-materi tersebut terdiri dari sembilan unit dan tiap unit dialokasikan sembilan puluh menit. Adapun bagaimana satu set materi listening menggunakan materi otentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta disajikan dilampirkan di lampiran 4. Satu set materi listening menggunakan materi otentik untuk siswa kelas satu jurusan jasa pariwisata di SMK Negeri 4 Yogyakarta dinilai baik dan dapat diterima berdasarkan hasil analisa data yang menunjukan bahwa mean yang dicapai adalah 3,8 sampai dengan 4,2 sementara median dan modus adalah 4.
CHAPTER I INTRODUCTION
A. Background of Study
Listening was considered as a passive skill. However, in recent theories on language skills, listening is classified into receptive skill, and thus, is an active skill. When we participate in face-to-face communication or through telephone, we need to be receptive to others, which include paying attention to explanations, questions, and opinions. Even when we participate in one-way exchanges, such as listen to lectures, music or announcement, we pay attention to the information given and the most important thing is we give our respond.
Listening process plays an important role in language learning. Listening comprehension is universally “larger” than speaking competence. Listening skill is the first skill to be acquired in both first and second language acquisition before other language skills are acquired (Steinbergh, 1993 as quoted in Brown, 2001). In order to comprehend spoken English, students need to listen to the language. Students need to know how language is pronounced before they are able to imitate it and then produce it. Students will be able to communicate effectively if they have a good listening skill, because it is the first step of comprehending the context. Therefore, it is very important to introduce listening as a basic skill to students.
Unfortunately, according to the writer’s experience during her time of study in primary and secondary school, listening comprehension and classroom practices were rarely given. The students were given a very limited opportunity to listen English utterances. Consequently, a lot of learners could not comprehend spoken
English, especially by native speakers. It leads the writer to the conclusion that this problem occurred because the learners were not accustomed to spoken English. For that reason, schools need to provide an adequate listening comprehension practice in order to help students develop their spoken English skill.
The writer then paid attention to the vocational high school students who are demanded to enter the working world directly after they graduate. Since the need for the English-skilled-manpowers is increasing today, they are demanded to be able to communicate in English fluently. The bigger demand for mastering spoken English well is on the tourism department students. They will come into the tourism industry, in which English is used as a means of communication, which means that they will use English as the foreign language to communicate, especially when they have to communicate with native speakers. Therefore, mastering spoken English is a significant thing for the tourism department students and the first step in helping them develop their spoken English skill is by giving listening drills.
Listening drill will be beneficial if it is given since students are in their first level of their education so they are familiar with spoken English since the first time they are studying English. Besides, they only have time for about three years to develop their spoken English skill. Then the writer paid attention to how to develop the listening skills of the first grade students of tourism department in vocational high school.
means using authentic texts (Miller, 1995). Thus, in this study the writer uses authentic materials as the main materials in designing a set of English instructional listening materials for the first semester students of the first grade of vocational high school especially tourism department students.
Authentic texts, according to Miller (1995) are any spoken texts which have not been specially prepared for language learners, and they are often delivered via technologies like radio, television/video, and the Internet or CD. As we know, language is introduced visually and aurally. We can find a lot of information through spoken mass media, such as television, radio, or internet. Furthermore, researchers now suggest that some people spend over a quarter of the time they are awaken listening to mass media. Considering the phenomenon, the authentic materials can be used as good materials to teach listening in order to give the opportunity to the learners to improve their English spoken competence. By using authentic materials students can get benefit of being exposed to the language used by native speakers for authentic materials are materials designed for native speakers of English used in the classroom in a way similar to the one it was designed for.
From the explanation above, the writer intended to design a set of English instructional listening materials, which are interesting and enjoyable to learn through authentic materials as the main materials in designing a set of English Instructional listening materials the first grade students of tourism department in vocational high school.
B. Problem Limitation
of tourism department in SMK NEGERI 4 Yogyakarta to gain more listening practice as the basic skill in order to improve their English speaking competence.
The writer chose SMK NEGERI 4 Yogyakarta because SMK Negeri 4 Yogyakarta has been one of the favorite vocational schools and has an English
language laboratory. The English language laboratory is a good facility to develop students’ communicative skills, especially the listening skill, because the students have a sound-proof class that keeps them undisturbed by the noise from outside. Moreover, SMK Negeri 4 Yogyalarta is one of the vocational schools who has tourism department that prepares their students to work in tourism industry.
Besides, the reason for choosing the first grade students of tourism department in SMK NEGERI 4 Yogyakarta was because they are in the first step of their education, so they are familiar with the spoken English since the first level of their education. Moreover, they are prepared to enter the working world right after they graduate. Since they are in the tourism department, they will use English as the foreign language to communicate, especially when they have to communicate with native speakers. Therefore, this study was focused on designing a set of English instructional materials for the first grade students of tourism department in vocational high school. The writer used authentic materials as the materials to develop their listening skill.
C. Problem Formulation
1. How is a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta designed?
2. What does the designed set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta look like?
D. Objectives of Study
This study was intended to answer the problems that were stated in the problem formulation. The objectives were to find out the way to design a set of English instructional listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta and to find out what the set of English instructional listening materials looked like.
E. Benefits of Study
This study was expected to be beneficial and helpful for:
1. The students of tourism department of SMK Negeri 4 Yogyakarta
This study may broaden their knowledge through authentic materials so that they are motivated and stimulated to learn language through listening.
2. The teachers of tourism department of SMK Negeri 4 Yogyakarta
This study may provide information about how to apply the authentic materials in the classroom. It may also be an alternative way in teaching listening for vocational high school.
F. Definition of Terms
1. Instructional Design
Kemp (1977) defines instructional design as the development of the overall plan incorporating, the interrelated parts of an instructional process in sequential pattern. Moreover, Banathy (1976) explains that instructional design as the interaction between the learner and his environment through with the learner is making progress toward the attainment of specific and proposed knowledge, skills and attitude.
In this study, the instructional design is defined as the whole process of designing the listening materials and all activities presented on the instructional materials. The instructional design will include the method, strategy, and approach, which are gathered in the syllabus.
2. Instructional Listening Materials
Instructional material is a set of unit, which is used by teachers or instructors and learners as the focus of discussion in the teaching-learning process (Gebhard, 2000). Moreover, listening material means a set of materials used to train students’ ability in listening skill.
In this study, the listening materials refer to authentic materials, which are addapted from the mass media, such as televisions, radio, newspapers, magazines, internet, or even the recording of native speech.
3. Authentic Materials
refer to newspaper and magazine articles, but can also encompass such things as songs, web pages, radio & TV broadcasts, films, leaflets, flyers, posters, indeed anything written in the target language and used unedited in the classroom.
The authentic materials used in this study will include the auditory and visual materials, such as news, songs, radio news, movie, or even the recording of native speaker’s speech.
4. Vocational High School
Vocational schools are schools that have specific course materials for the students who are interested in preparing themselves in certain fields to be ready to plunge into the working world (CBC, 2004: 1).
5. Tourism Department
CHAPTER II
THEORETICAL REVIEW
A. Theoretical Description
The theoretical description includes a discussion of listening, instructional material design, materials development, and authentic materials. The theoretical description will discuss some theoretical principles underlying the design of instructional listening materials using the authentic material. Any approach to design of listening materials reflects a view of the nature of listening, that is active listening and the process it involves.
1. Listening
Listening plays an important role in language teaching since it exposes the students to the spoken language. This sub-chapter explores some aspects of listening, including the non-passive nature of listening, the way we normally process what we hear to make sense out of it, two purposes of listening, problems that learners usually deal with, teaching listening, listening activities and the materials for teaching listening.
a. Active Listening
Listening was labeled as a passive skill (Widdowson, 1990). According to this concept, listeners are given the messages by the speakers. They do not have their own purpose in listening to the spoken language. This concept was rejected by
Gebhard (2000). In recent theories on language skills, listening is classified into receptive skill, and thus, is an active skill. Lynch (1996) states that in the listening process, the listeners involve their own purpose for listening, their expectations, and their own store of background knowledge. This statement clearly explains that listeners do not merely receive information or messages given by the speakers, but they also actively employ their mind as they are listening. Listeners listen to the messages conveyed then they process the messages on their own mind. They are starting to think how to respond.
Active listening is even a part of our interpersonal communication, in which we pay attention to our own thoughts and ideas (Gebhard, 2000). Not only when we participate in conversation with others, but also when we listen during one-way exchanges—for example, while listening to lectures, films, television news, and musicals—we are active. Let us take a person who is waiting for his flight in an airport for instance. While he is waiting for his flight, he needs information that is delivered by the announcer. He might listen the name of the airways, flight number, departure time, and the gate number. In this case, a listener determines his purposes in listening: that is to get the information about the departure time and the gate to get through, expects the information that he needs, i.e. the name of the airways and the flight number, and uses his store of background knowledge if he does not listen to every word that the speaker says.
b. Listening Process
processes work on various levels simultaneously to produce an understanding of the incoming speech (Gebhard, 2000). Furthermore, there are two distinct processes involved in comprehending spoken English. They are bottom-up processing and top-down processing. Richard (2002) defines bottom up processing as the use of
incoming data as a source of information about the meaning of a message. Bottom up processing refers to a process of decoding a message that the listener hears through the analysis of sound, words, and grammar. In this process, listeners receive new information that they have not recognized before. The process of comprehension begins with the message received, which is analyzed at organized levels of sounds, words, clauses, and sentences, until the intended message is arrived.
Different from bottom up processing, top down processing refers to the use of background knowledge in understanding the meaning of message (Richard, 2002). Top-down processing refers to using background knowledge to comprehend a message. In this process, listeners use their previous knowledge about the topic. The background knowledge can be in form of schemata, generally based on previous learning and life experience or plans about events also the combination of them. Then listeners comprehend the meaning by making correlation between what they hear with what are in their mind.
c. The Purposes of Listening
In addition to bottom-up and top-down processing, Richard (2002) considers two listening purposes. They are interactional and transactional functions of language. When language is used to fulfill an interactional communicative function, the focus is on creating harmonious interaction among individuals. It emphasizes the interaction among the participants. In other words, interactional function of language refers to the use of language for social. Examples of interactional functions are greeting, jokes, small talk, giving compliments, etc.
While, transactional use focuses its attention on the content of the message. In other words, language is used or functioning as a mean of delivering accurate information (Richard, 2002). Emphasis is on transferring information, and unlike interactional uses of language, it is important for the listeners to comprehend the content of the speaker’s message.
d. Listening Problems
When contemplating designing lessons and techniques for teaching listening components in them, a number of special characteristics of spoken language need to be taken into consideration. Foreign language learners need to pay special attention to such factors because they strongly influence the processing of speech, and can even block comprehension if they are not attended to (Brown, 2001). In other words, they can make the listening process difficult. Rubin (1994) as quoted in Goh (2002) summarized the factors that influenced learners listening into five categories: text type, task, interlocutor, process and listening.
Text types have a clear influence. There are some problems which might be faced by the learners, such as sentence length, difficult vocabulary, or even the unorganized information. Those problems can be overcome by providing adequate visual support to help the learners catch the text in context. However, Brown (2000) suggests that learners need to be able to comprehend language delivered in various rates of speed.
2) Tasks
Factors that influence listening tasks might be the types of questions, the amount of time available to process the information, or whether the learners get the opportunity to have the information repeated or not.
3) Speaker
Speakers can affect the listeners’ comprehension. Speaker characteristics that play a part include accent, fluency, standard or non-standard usage, and gender. This problem can be overcome by providing authentic recording of speaking.
4) Listeners
Listeners’ characteristics that might influence comprehension include language proficiency, gender, memory, interest, knowledge, or purpose.
5) Process
The types of processing that listeners engage in directly affect listening comprehension (Goh, 2002). These refer to whether the process has been predominantly top down or bottom up, or an effective combination of both.
e. Listening Activities
An understanding of top-down and bottom-up processes of listening and of the transactional and interactional functions of language provides an awareness of what listeners do as they listen, and this knowledge is useful to consider the kinds of listening activities that students can do in the classrooms. Goh (2003) promotes two tasks that can be used to provide students with a variety of listening experiences. The term ‘task’ is used here to refer activities where learners listen to input in English for a communicative purpose in order to achieve an outcome (Willis, 1996 as quoted in Goh, 2002).
1) One-way Listening Tasks
One-way listening tasks involve learners only in listening and responding through different ways to achieve outcomes (Goh, 2002). The learners do not have to interact with the speaker while listening. This kind of listening employs transactional function of listening. The main concern of this kind of listening is obtaining information and knowledge. This kind of listening tasks allows learners to practice five listening skills, which are listening for details, listening for gist, drawing inferences, listening selectively, and making prediction. The activity can be listening to a recording, listening to someone reading aloud, or watch a video.
2) Two-way Listening Tasks
activities, such as role play or having conversation can be done in pairs or small group.
2. Instructional Design Models
In this section, the writer discusses some basic considerations in making the Instructional material design. When it is viewed from the meaning, Instructional Material Design can be said as a pattern, model, or lesson plan. Those patterns, models or plans are arranged according to an approach called system approach. From this explanation, it can be said that Instructional Material Design is a systematical plan about a lesson presentation.
The procedure which is done in order to make a lesson plan different depends on the pattern used by the designer, and by the way to develop each supporting component. These differences will produce a different lesson plan. That is why there are some various Instructional Material Designs. In this study the writer employs two models proposed by Kemp and Yalden in order to make the lesson plan more organized. Furthermore, the writer combines those fundamental models in designing the syllabus.
a. Yalden’s Model
appropriates an environtment of real of language and art (Yalden, 1987). According to Yalden, there are eight steps in designing instructional materials, which are elaborated in the following.
1) The first step is conducting a need survey. This step is conducted to find the learners’ needs and to write the objectives that is appropriate for the learners. 2) The second step is stating description of the purpose. Having conducted a need
survey, the designer will have a description for describing the purposes of the program.
3) The third step is selecting a syllabus type to be carried out in the program. The choice of the syllabus type is done when the general category of a language program has been decided.
4) The fourth step is the production of a proto-syllabus. At this step, the designer specified the description of the syllabus content. Selection and combination of contents are designed in line with the type of the syllabus.
5) The fifth step is the production of a pedagogical syllabus. The specification of every single word and phrase will be conducted in this help. Therefore, the production of proto-syllabus will be developed completely.
6) The sixth step is development and implementation of classroom procedures. The communicative syllabus will give a significance changes in the teacher’s role. The teacher’s role here is as a facilitator, not a leader. Therefore, the classroom activities are conducted based on the learners’ activity rather than teacher’s activity.
Yalden’s model is described in the chart below.
Figure 2.1 Yalden’s Model
b. Kemp’s Model
Kemp’s model is developed from three major elements in teaching technique. They are what must be learned (objectives), what procedures and resources will work best to reach the desired learning level (activities and resources), and how we will know when the required learning has taken place (evaluation).
Those three elements are developed into a model, which has 8 components elaborated as follows:
1) The first element is determining goals, listing topics, and stating the general purposes for teaching each topic.
2) The second element is identifying the important characteristics of the learners for whom the instructional is to be design.
3) The third element is specifying the learning objectives to be achieved by the students in terms of measurable behavior outcomes.
4) The fourth element is listing the subject content in order to support each of the learning objectives.
5) The fifth element is developing pre-assessment.
6) The sixth element is selecting teaching-leaning activities and instructional Need Survey Description of Purpose Selection/ Development of a Syllabus Type
resources that will help the students to accomplish the learning objectives through the subject content.
7) The seventh element is coordinating the support services such as budget, personal facilities, equipment, and schedules to carry out the instructional plan. 8) The last element is giving evaluation to the students toward their
accomplishment of objectives, with a view to revise and re-evaluate any phases of plan that need an improvement.
Kemp’s model is described in the chart below.
Figure 2.2 Kemp’s Model
The relationship of each part to the others in the design process is described in the chart above. It can be seen from the diagram, that the instructional design process in Kemp’s model is in a continuous circle. Each step in the development is directly related to the revision. The broken line in the diagram implies the dynamic
Pre- Assessment Goal, topics and general Purposes
Support Service
Learning Objective
Teaching/Learn ing
Activities/Reso urces
Evaluation Learners
Characteristic
Subject Content
characteristics of the model and the case that every element or component involved in the development process should always be monitored in order to make necessary improvement.
3. Materials Development
Developing materials is to present models of correct language used in the target situation (Hutchinson and Waters, 1994). Developing materials which are different from general English teaching is taken up for some reasons. The first reason is to provide teaching materials that will fit the specific area of particular learners. The second reason is the difficulty in getting the materials. It is possible that the materials are provided. However, it may not possible to buy them because of money or import problem. The last reason stands for materials are a visible product of activity, in spite of whether such activity is useful or even necessary.
There are some principles that can be taken place a guidance in developing materials.
1) Good materials do not teach, but encourage learners to learn. Therefore, good materials contain interesting texts, enjoyable activities, and opportunities for learner to use their existing knowledge and skills.
2) A materials model must be clear and systematic, but flexible to allow for creativity and variety.
3) Materials should reflect what the writer thinks and feels about the learning process.
Furthermore, there is model that should be taken into consideration in developing materials. The model as promoted by Hutchinson and Waters (1994) consists of four elements: input, content focus, language focus, and task.
1) Input
Input refers to any communication data, such as text, dialogue, video-recording or diagram, depending on the needs analysis. The input provides:
- stimulus materials for activities; - new language terms;
- correct models of language use; - a topic for communication;
- opportunities for learners to use their information processing skills;
- opportunities for learners to use their existing knowledge both of the language and the subject matter.
2) Content focus
Non-linguistic content should be exploited to generate meaningful communication in the classroom.
3) Language focus
Good materials should involve both opportunities for analysis and synthesis. Language focus enables the learners to have chance to take the language to pieces, study how it works, and practice it.
4) Tasks
4. Authentic Materials
Nunan (1998) states that everything that students work with should be authentic. Moreover, many teachers of English as a Foreign Language adapt or create authentic materials and media (Gebhard, 2000). In this section includes the explanation of the definition of authentic materials, sources of authentic materials, also advantages and disadvantages of using authentic materials.
a. Definition of Authentic Materials
There are many references to authentic material in the ELT literature. Books and journals contain thorough explanations of why it should or should not be included in lessons, and how it is to be used or best exploited. But those authors who support the use of authentic material have in common one idea, that is "exposure". In other words, the benefit students get from being exposed to the language in authentic materials. Furthermore, authentic materials are materials that have been produced to fulfill some social purpose in the language community (Peacock: 1997).
Moreover, Widdowson (1990) states that authentic materials would be materials designed for native speakers of English used in the classroom in a way similar to the one it was designed for, for example, a radio news report brought into the class so students discuss the report on pollution in the city where learners live.
b. Sources of Authentic Materials
stories), and so forth. Here are samples of authentic materials that can be used in listening class:
1) Songs
Songs are an excellent form of listening input for a wide range of comprehension tasks because they are normally short and in general, use simple natural language, and contains repetitions (Goh, 2003). Some songs may be longer, but they usually contain stories that will attract learners’ attention. Songs are good example of narrative texts. Some pop songs also deal with social issue, such as, people’s dream or conversation. Moreover, songs can allow learners to apply their background knowledge and make personal responses.
2) Radio
Radio programs provide an endless source of current and updated materials Goh (2003). Radio stations such as BBC World Service (BBC) and Voice of America (VOA) are constantly on-air. Although radios are easy to access, they are perhaps the most difficult of aural text for language learners to listen to. The reason for this is that all non-verbal information is missing, information which can aid in helping understand the message, and the learner has to focus on the skill which is most difficult for him or her—listening (Miller, 1991).
allowed to access to native speaker models, something which might be missing from their normal classroom experiences. Moreover, the focus is placed on extensive listening for pleasure and the emphasis is taken off testing what the learners hear.
3) CDs
CDs provide a multi-media experience by combining video, images, sound, animation and text. In addition, researchers have long reported that authentic CDs are beneficial in providing natural, content-rich samples of the target language (Bacon & Finnemann, 1990; Liontas, 1992) and that it reflects current linguistic changes more effectively than printed sources (Richardson & Scinicariello, 1989).
Using CDs in the classroom allows the learners to access to more information when listening. That is, the learners can now see what is happening as well as listen to the text. Non-verbal behavior or paralinguistic features of the spoken text are now available to the learners (compared with radio, that is), so learners can develop their listening skills in a richer language context.
Many language learners watch movies in their spare time, but few of them consider this as an opportunity to develop their listening skills (perhaps because they become used to reading the sub-titles of English movies). Going to a movie is considered as entertainment and often "doesn’t count" in terms of learning. However, in the language classroom, it can be used to help students develop their foreign language listening skills.
4) The Internet
texts, visual stimuli, newspapers, magazines, live radio and television, video clips and much more (Lund, 1992). There are endless lists of useful materials for the language classroom. The focus is mainly on newspapers and radio stations. As with other media, there is no point in asking students to just go to the web and read some texts or others. There needs to be a task, preferably one in which meaning is central and has some connection to the real world. Treasure hunts and other information searching activities are probably the most useful. More and more sites have interactive sections which contains message boards and where students can chat with native speakers.
c. Advantages and Disadvantages of Authentic Materials
Using authentic material in the classroom might have advantages and disadvantages. Following are some advantages and disadvantages taken from several sources.
1) Advantages
Using authentic material in the classroom, even when they are not done in an authentic situation, is significant for many reasons, amongst which are:
(a) Students are exposed to real discourse, as in videos of interviews with famous people where intermediate students listen for gist.
(c) Textbooks often do not include incidental or improper English, while authentic materials do.
(e) The same piece of material can be used under different circumstances if the task is different.
(f) Language change is reflected in the materials so that students and teachers can keep abreast of such changes.
(g) The teacher can have students practice some of the micro-skills (Richards, 1983), e.g. basic students listen to news reports and they are asked to identify the names of countries, famous people, etc. (ability to detect key words).
2) Disadvantages
Although using authentic materials have disadvantages, there are very strong reasons to use them. The disadvantages taken from several sources are:
(a) They may be too culturally biased, so unnecessarily difficult to understand outside the language community.
(b) The vocabulary might not be relevant to the student's immediate needs.
(c) Too many structures are mixed so lower levels have a hard time decoding the texts.
(d) Special preparation is necessary which can be time consuming. (e) With listening: too many different accents.
(f) The material can become outdated easily, e.g. news.
d. Authentic Materials for Teaching Listening
needs of dealing with the issue of authentic text due to the advantages. Listening materials developed from authentic sources are interesting and motivating because they are relevant to the learners’ lives and work. Gebhard (2000) promotes about how to use authentic materials in classroom.
Based on the understanding of students’ needs and interests, authentic materials are located, as well as create additional activities that make use of them. There are many ways in which the teachers of English as foreign language can make use of authentic materials in listening classes. Radio, for example, offers songs, advertisements, talk show, and drama (Gebhard, 2000). Likewise, television offers an abundance of materials, such as quiz shows, situation comedies, soaps, cartoons, documentaries, educational programs, news, weather forecasts, movies, award show, and commercials (Gebhard, 2000).
B. Theoretical Framework
The study is concerned with designing a set of English instructional listening materials using authentic materials for the first grade students of tourism department in vocational high school. The materials are adapted from the authentic sources such as television programs, CDs, Internet, radio programs and also any written media, such as books or newspapers. The materials are designed according to the need analysis of the students’ needs and want.
In order to design the materials, the writer applies some strategies of teaching listening according to the theory of listening. The writer also considers any aspect considered as problems for students in comprehending spoken English. Therefore, the instructional materials designed are expected to be interesting and be able to fulfill the students’ needs and want without forgetting the main objectives of the lesson.
Therefore, the writer adapts two models promoted by Yalden and Kemp to design the instructional materials because Kemp’s model emphasizes on three major problems, i.e. objectives, activities and resources and evaluation. While, Yalden’s model completes Kemp’s model by emphasizing on syllabus design.
1. Needs Survey (Yalden’s)
2. Goal, Topics, and Objectives Formulation (Kemp’s and Yalden’s)
After conducting a needs survey, the writer will set the goal; decide the topics which are suitable for the students’ needs and interests; and formulate the objectives that the students are expected to accomplish. This step is adapted from both Kemp’s model and Banathy’s initial step.
3. Syllabus (Yalden’s)
After formulating the goal, topics and objectives, the writer chooses the most appropriate syllabus type. As Richard suggests, syllabus consists of the selection of content, organization of content and selection of learning experiences in which the theory of listening is applied.
4. Materials Design (Kemp’s)
This step is adapted from Kemp’s step. The writer designs the instructional materials based on the characteristics of the students. The materials are taken from authentic sources and the topics used are chosen based on the curriculum and the students’ interests.
5. Evaluation (Kemp’s and Yalden’s)
6. Revising (Kemp’s and Yalden’s)
According to Kemp’s and Yalden’s model, any revision is needed to improve the materials designed. Based on the feedback obtained from the questionnaires, the writer will find out which improvement needed to attain the best materials.
Figure 2.3: Overall Steps Needs Survey (Yalden’s)
Goals, Topics, and Objectives Formulation (Kemp’s and Yalden’s)
Syllabus (Yalden’s)
Revising (Kemp’s and Yalden’s)
CHAPTER III METHODOLOGY
In this chapter, the writer would discuss the method used in order to design a set of English instructional listening materials for the first grade students of tourism department in vocational high school. This chapter would be divided into six basic points: method, respondents, setting, instruments, data gathering technique, and data analysis.
A. Method of Study
This study employed research and development (R & D) method since it consisted of a cycle process of designing a set of instructional materials in which a version of the product is developed, field-tested, and revised on the basis of field-test data (Borg, 1983). The writer adapted four of ten major steps and modified one of ten major steps in the R & D cycle promoted by Borg (1983) in order to design the materials. Those four steps were research and information collecting (step 1), planning (step 2), developing preliminary form of product (step 3), and main product revision (step 5). The writer modified the preliminary field testing into evaluation as the step 5. Thus, there were five steps done in order to design a set of materials, i.e. research and information collecting, planning, developing preliminary form of product, evaluation, and main product revision.
Research and information collecting was intended to derive data in order to know the description of the people, events, opinions, attitudes and environment. It
was conducted as the needs survey as it was the first step in designing a set of materials. The data was derived from direct observation, written opinions or from public documents. Research and information collecting was done by spreading out questionnaires to English teachers of SMK Negeri 4 Yogyakarta in order to find out the expectation of learning English in this school and the first semester students of the first grade of tourism department on SMK Negeri 4 Yogyakarta. This study was concerned with the opinions of those students about what kind of materials they need and they want. Based on this, the writer then proposed and developed a set of English instructional materials. The opinions from the English teachers and the students were used as a basis to revise the materials into a better design.
Having conducted the research and information collecting, the writer did the second step of R & D cycle, which was planning. In this step, the writer set the goal, decide the topics which are suitable for the students’ needs and interests, and formulate the objectives that the students are expected to accomplish, which furthermore were stated in syllabus. The syllabus, which was the second step in designing a set of materials was designed during this planning step. Thus, the planning step consisted of formulating goal, topics, and objectives and designing syllabus.
The fourth step conducted by the writer was evaluation. In this step, the writer conducted a survey in order to obtain evaluation and to gain feedback on the designed set materials. It was done as the fifth step of designing a set
of materials, that was evaluation.
Finally, the last step taken was main product revision. In this step, the writer made revision on the designed materials based on the evaluation obtained in the fourth step so that the final revision of materials was set. The last step of designing a set of materials, that was revising was included in this step.
B. Respondents
In the step of research and information collecting, there were two groups of respondents in this study. The first group was the first semester students of the first grade of tourism department on SMK Negeri 4 Yogyakarta who were the respondents of the needs survey. The data collected in this study were students’ opinions on what kind of materials they need and they want. The second group of respondent in this study was the English teachers of SMK Negeri 4 Yogyakarta who were asked in order to obtain the data of need analysis and to know the teachers’ expectation.
Sanata Dharma University and English teachers of SMK Negeri 4 Yogyakarta. The
data collected in this study were the opinions on whether the designed set of materials was appropriate or not for the first grade students of SMK Negeri Yogyakarta, especially tourism department students. Besides, the writer also obtained
respondents’ suggestions and recommendation on the designed set of materials.
C. Setting
This study took place in SMK Negeri 4 Yogyakarta. As the time of study, the writer used active days when the students went to school or attended a class. The study was done from January 2007 to February 2007.
D. Instruments
The writer used three kinds of instruments to gather data in this study. They are questionnaires, interviews and books.
1. Questionnaires
The questionnaires of research and information collecting were distributed to the first semester students of the first grade of tourism department on SMK Negeri 4 Yogyakarta. It consisted of two types of questions. The questions of the first type
or problems provided. The writer made the questionnaires in Bahasa Indonesia in order to avoid misinterpretation.
In preliminary field testing step, the writer also used questionnaires as a means of gaining an assessment of the designed set of materials. It consisted of two types of questions. The questions of the first type were closed questions. In this type of questions, some questions and alternative answers were and the respondents chose the answers according to their opinions. The second type of the questions was open questions. In this type of questions, the respondents were asked to write down their opinions on the statements or questions provided.
2. List of Interview Questions
The interview was done to the first semester students of the first grade of tourism department on SMK Negeri 4 Yogyakarta. The interview was done in an informal way to create familiarity between the writer and the respondents. It also helped the writer to get feedback in an easier way to avoid awkward situations in interviewing the respondents.
3. Books
The books used in this study were the books about instructional design model and also other books that support this study. From the books of instructional design, the writer combined two models proposed by Yalden and Kemp.
E. Data Gathering Technique
form of close-question questionnaires and the second one was an informal interview. In this study, there were two kinds of questionnaires that had different purposes. The first kind of questionnaires were for the needs survey, which was aimed to get the information about students’ interests and difficulties in learning English, especially listening. This kind of questionnaires had been spread out and the interview has been done in the step of research and information collecting before the writer designed the materials.
The aim of the second questionnaire was to obtain feedback toward the designed set of materials from English lecturers and English teachers. This kind of questionnaires was spread out at the time of preliminary field testing after the writer had designed the materials.
F. Techniques of Data Analysis
There were two ways used in collecting data in this study. They were interview and questionnaires. The questionnaire was a combination of closed and open form questionnaires distributed to the respondents. The data from the interview was analyzed from the recorded speech and then the data were developed and used as the basis in designing the materials. While, the data of the questionnaires for the students as needs survey were calculated as follows:
% 100 X n n
∑
Notes:
n = the number of students who choose certain topics
Having analyzed the data both from the interview and questionnaires, the writer then summed up the information of the problem faced by students, what kinds of teaching-learning style they regard as desirable, what kinds of teacher-learner interactions they favor, and what the learners expected to learn within the program, which furthermore helped the writer design the materials. Based on the data gathered, the writer then could determine what will characterize a good approach used, what strategies appropriate, and the most important thing was the interesting materials used.
The survey for the designed materials evaluation used the combination of closed and open form of questionnaires. In closed-form questions, the respondents’ opinions on the designed set of materials were assessed by using five points of agreement. They are:
Table 3.1: Points of Agreements
Points of Agreement Meaning
1 2 3 4 5
If the respondents strongly disagree with the statements If the respondents disagree with the statements
If the respondents doubt the statements If the respondents agree with the statements
If the respondents strongly agree with the statements
Then the data were all measured by central tendency. To calculate the data, three indices are needed as presented as follows:
• Mean (Mn) : an average of all the scores in a distribution • Median (Med) : the midpoint in a distribution
The descriptive statistics are presented as follows:
Table 3.2: The Descriptive Statistics
Central Tendency No. The Respondents’ Opinion on
N Mn Med Md
Notes:
N : The total number of the respondents
Figure 3.1: Research and Development Combined with Steps from Kemp and Yalden
Needs Survey (Yalden’s)
Goals, Topics, and Objectives Formulation
(Kemp’s and Yalden’s)
Syllabus (Yalden’s)
Revising (Kemp’s and Yalden’s)
Evaluation (Kemp’s and Yalden’s) Materials Design (Kemp’s) Research and Information
Collecting
Planning
Developing Preliminary Form of Product
Preliminary Post Design Survey
CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
This chapter presents the results and discussions of designing a set of English instructional listening materials using authentic materials for first grade students of tourism department in SMK Negeri 4 Yogyakarta. This chapter answers two questions stated in the problem formulation. The discussions are divided into three parts. The first part is the result of the steps of designing the set of materials. The second part describes the result of the survey study conducted by the writer. In this part, the writer elaborates the results of the needs survey and the findings of the designed materials evaluation. The discussions of the results of designed set of materials evaluation is also elaborated in this part. The last part of this chapter presents the designed set of English instructional listening materials. The complete presentation of the designed materials can be seen in the appendix 4.
A. The Steps of Designing a Set of English Instructional Listening Materials Using Authentic Materials
There were six steps involved in designing a set of English instructional listening materials using authentic materials. Those steps are to answer the first question stated in the problem formulation about how to design a set of English instructional listening materials using authentic materials. The results of the implementation of the steps are presented as follows:
1. Conducting Needs Survey
A needs survey was conducted as the first step, because it was important to know the students’ need before designing the materials. The needs survey, furthermore, determined what the designed materials looks like.
The data of needs survey were obtained by distributing the questionnaires to the first grade students of tourism department in SMK Negeri 4 Yogyakarta who were chosen randomly, interviewing the first grade students of tourism department in SMK Negeri 4 Yogyakarta who were chosen randomly, and interviewing English teachers
who teach the first grade students of tourism department in SMK Negeri 4 Yogyakarta.
The questionnaires of the need analysis were distributed on 6 and 8 January 2007. The writer distributed 69 questionnaires and received the same number of questionnaires back. The results are shown as follows:
Table 4.1: Summary of Students’ Questionnaires Part 1 Answer
No. Question Number of
Respondents Yes Sometimes No 1. Do you enjoy your listening
class?
69 21 45 3
2. Is listening difficult to understand?
69 16 48 5
3. Is listening interesting? 69 33 30 6
4. Is listening important in mastering English?
69 69 - -
5. Does your teacher use media in conducting listening materials?
Table 4.2: Summary of the Students’ Questionnaires Part 2
No. Questions Responses Number
6. What makes listening difficult to understand?
a. Not concentrating.
b.Having limited vocabulary. c. English words that sound
strange.
d.The speed is too fast. e. The materials is too long. f. Need repetition.
g.Lack of exercises.
h.Feeling nervous and afraid if cannot follow the materials. i. Others:
- Feeling lazy and bored - Not understand
- The teacher is boring - Noisy 49 43 25 33 7 17 47 23 1 1 5 1 7. What do you do when you
find difficult words?
a. Asking friend(s) b.Asking teacher(s) c. Consulting dictionary d.Letting them be e. Others: - Guessing 58 18 59 6 1 8. What activities do you
usually do dealing with listening?
a. Drills
b.Question and answer c. Discussion
d.Problem solving
e. Respond to the problem f. Others:
- Listening to CDs or cassettes
40 43 21 15 14 1 9. What makes you enjoy
listening class?
a. The materials are according to the book.
b. There is/are game(s). c. There is/are song(s). d. Others:
- Clear materials - Attractive teacher - Fair teacher - Familiar words
The conclusion can be drawn that the respondents said that they were not very happy following English listening class. There were only 30.43% of the respondents who stated that they enjoyed listening class. 65.22% of respondents stated that they sometimes enjoyed their listening class. While, the rest of respondents stated that they were not happy following their listening class. However, there were only 23.19% of the respondents who stated that listening class was difficult while there were 47.83% who said that listening class was interesting. This statement related to statements number 6, 7, 8, and 9, which were asking about their opinion toward listening materials. Responses in the following statements explained the reason why students did not enjoy their listening class.
When asked about factors that made listening difficult, 71.01% of the respondents stated that it was because they did not concentrate, 68.12% answered that they need more practice, and 62.32% stated because of their limited vocabulary. From item number 7, the writer knew that 85.51% of the respondents prefer consulting dictionary and 84.06% of the respondents prefer asking their friends than asking the teacher when they found difficult words that they had not recognized yet. Moreover, the respondents admitted that listening materials were well presented by the teachers.
to provide a set of listening materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta.
Furthermore, the designed set of English instructional listening materials using authentic materials for the first grade students of tourism department in SMK Negeri 4 Yogyakarta in this st
