DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON THE COMPETENCY BASED CURRICULUM Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By: Sherly Dian Puspita Student number : 981214038 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE TEACHING AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2004
Transcript
DESIGNING A SET OF ENGLISH INSTRUCTIONAL
LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS
OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON
THE COMPETENCY BASED CURRICULUM
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Sherly Dian Puspita
Student number : 981214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE TEACHING AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2004
A Thesis on
DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS
OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON THE COMPETENCY BASED CURRICULUM
By
SHERLY DIAN PUSPITA
Student Number: 981214038
Approved by:
Drs. J.B. Gunawan, M.A. January 12, 2004 Major sponsor Ch. Lhaksmita Anandari, S.Pd. January 12, 2004 Co - sponsor
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A Thesis on
DESIGNING A SET OF ENGLISH INSTRUCTIONAL LISTENING MATERIALS FOR THE FIRST SEMESTER STUDENTS
OF THE FIRST GRADE OF SENIOR HIGH SCHOOL BASED ON THE COMPETENCY BASED CURRICULUM
Prepared and Presented by
SHERLY DIAN PUSPITA
Student Number: 981214038
Defended before the Board of Examiners on January 27, 2004
and Declared Acceptable
Board of Examiners
Chairman : Dr. A.M. Slamet Soewandi, M.Pd.
Secretary : Drs. P.G. Purba, M.Pd.
Member : Drs. J.B. Gunawan, M.A.
Member : Henny Herawati, S.Pd., M.Hum.
Member : C. Tutyandari, S.Pd., M.Pd.
Yogyakarta, January 27, 2004 Faculty of Teachers Training and Education
Sanata Dharma University Dean,
Dr. A.M. Slamet Soewandi, M.Pd.
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I ASK FOR …
I asked for strength, and God gave me difficulties to make me strong.
I asked for wisdom,
and God gave me new problems to learn to solve.
I asked for property, and God gave me brain and brawn to work.
I asked for courage,
and God gave me danger to overcome.
I asked for love, and God gave me difficult people to deal with.
I asked for favours,
and God gave me opportunities.
I received nothing I wanted… but I receive everything I needed.
My prayer has been answered.
Source: Anonymous
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With the great of love, I dedicate this thesis to:
The Holy God and Holy Mary, for giving me everything I needed
My amazing family,
for the everlasting love
My lovely friends, for coloring my life
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Statement of Work’s Originality
I honestly declare that the thesis I wrote does not contain the works or parts of the
works of other people, except cited in the quotations and bibliography, as a
scientific paper should.
Yogyakarta, January 12, 2004
The writer,
Sherly Dian Puspita
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ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His marvelous grace,
everlasting love, blessing and guidance throughout the completion of this thesis. I
also thank Blessed Virgin Mary for giving me everything I needed. Without Her
kindness, beauty, and strength I could not have passed the very hard days during
the writing of this thesis.
I am particularly indebted to Drs. J. B. Gunawan, M.A., as my major
sponsor, and Ch. Lhaksmita Anandari, S.Pd., as my co-sponsor, for always willing
to help me. This thesis could not have been finished without their guidance,
patience, advice, criticism, correction, and encouragement.
My greatest gratitude goes to my respected father and my beloved mother,
who have always taken care of me, given me love, attention, spirit and prayer. I
thank them for their protection and support, both spiritually and financially. They
also have shown me that life is full of struggle and I should fight by myself for my
own future. I would like to let them know that I love them very much with my
own ways.
My sincere thanks go to my elder sisters and brothers, Elizabeth Ervina,
Didik, Lucy Febri Saptani, Donny Santoso and to my fiancé, Adrianus David. I
thank them for their support, attention, love and care during their busy time. For
David, I thank him for his entertainment whenever I am a little bit depressed and
for everything that we have shared together. I thank my sweetest nephews and my
cute nieces, Devan, Shania, Kezia, Sen-Sen for being a part of my life. My prayer
and love will always be with all of them.
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My special thanks go to my lovely friends, Tze-Tze, Suyenti, Yesica,
Septi, Lia, Meiliyana, Vio, Herlina and Mila for treating me nicely, for their
wonderful friendship, for their support and kindness and the moments that we
have shared together. I would like them to know that they have colored my days
with smiles, joys and laughter. I would like to thank them as they have made my
life comfortable. I hope our warm relationship will still remain the same forever
and ever.
I am really grateful to Sr. Maryrose Dennehy FCJ, Yuseva S.Pd., Totok
(’01) for their willingness to become the speakers in my designed listening
materials, and Mas Yoyok (SAC) for helping me in making the recorded
materials. Not forgetting Andreas Ronggo (’98) as the illustrator in my designed
listening materials. I thank them for giving me the time among their valuable
time.
I would also like to thank all members of PBI lecturers and secretariat staff
of Sanata Dharma University, PBI students ’98, respondents and other people
whom I could not mention individually. Surely, this thesis could not have been
completed without their help.
Sherly Dian Puspita
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TABLE OF CONTENTS
PAGE OF TITLE .............................................................................................. i
PAGE OF APPROVAL .................................................................................... ii
PAGE OF ACCEPTANCE ............................................................................... iii
PAGE OF DEDICATION ................................................................................ iv
STATEMENT OF WORK ORIGINALITY .................................................... vi
ACKNOWLEDGEMENTS .............................................................................. vii
TABLE OF CONTENTS ................................................................................ ix
LIST OF TABLES ............................................................................................ xii
LIST OF FIGURES .......................................................................................... xiii
LIST OF APPENDICES ................................................................................... xiv
ABSTRACT ..................................................................................................... xv
ABSTRAK ........................................................................................................ xvi
CHAPTER I : INTRODUCTION
A. Background of the Study ................................................................ 1
B. Problem Identification .................................................................... 4
C. Problem Limitation ......................................................................... 4
D. Problem Formulation ...................................................................... 5
E. Aim of the Study ............................................................................. 5
F. Research Benefits ........................................................................... 6
G. Definition of Terms ........................................................................ 7
CHAPTER II : REVIEW OF THE RELATED LITERATURE
A. Theoretical Description .................................................................. 9
1. The Senior High School Competency
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Based Curriculum ............................................................... 9
2. The Characteristics of Senior High School Students:
Physical, Intellectual, and Personality Development in
Table 1 Senior High School Students Basic Competencies .................. 10
Table 2 Respondents of Survey Study ................................................... 45
Table 3 Description of Respondents’ Choices on the Topics Offered .. 57
Table 4 Description of the Respondents ................................................ 58
Table 5 Descriptive Statistics of Respondent’s Opinion ....................... 59
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LIST OF FIGURES
Figure 1 Banathy’s Instructional Model ................................................. 24
Figure 2 Kemp’s Instructional Model ..................................................... 27
Figure 3 Yalden’s Instructional Model ................................................... 32
Figure 4 The Designed Model ................................................................ 43
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LIST OF APPENDICES
Appendix 1 Questionnaires
Appendix 2 Syllabus
Appendix 3 Lesson Plan
Appendix 4 Presentation of the Lesson Units
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ABSTRACT
Puspita, Sherly Dian. 2004. Designing a Set of English Instructional Listening Materials for the First Semester Students of the First Grade of Senior High School based on the Competency Based Curriculum. Yogyakarta : Sanata Dharma University. Listening skill is a skill which needs to be developed. Listening skill could be developed by training it regularly and continuously in order to obtain a perfect 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 media. This case could be proven through the information which is gained by the writer from a number of English instructors of many Senior High Schools by interviewing them informally. Besides that, we can also see that there are still limited books which present the listening exercises for the Senior High School students which are based on the Competency Based Curriculum. Based on the consideration above, the writer is encouraged to find out the appropriate instructional model to design a set of English instructional listening materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum and try to present the listening instructional materials for the first semester students of the first grade of Senior High School based on the Competency Based Curriculum. In this instructional material design, the writer applied an instructional model was adapted from Kemp’s, Banathy’s and Yalden’s instructional models. There were nine steps conducted by the writer. Those steps are the following: 1) Conducting Needs Survey; 2) Formulating Goal, Topics, and General Purposes; 3) Formulating the Specific Objectives; 4) Selecting Syllabus Types and List of Subject Content; 5) Selecting Teaching and Learning Activities Resources; 6) Coordinating Support Services; 7) Developing A Set of Instructional Listening Materials; 8) Evaluating the Designed Materials; 9) Revising (Change to improve). Besides applying the instructional models, the writer also applied some listening theories and Communicative Approach in those steps. There were eight units developed in this study, which emphasized on the development of the learners' listening skill. In principle, each unit consists of three main sections, namely Warming Up as pre-listening, Listening for Meaning which consists of Listening for Main Ideas and Listening for Details, and the last is Post Listening. The study found that the English instructional materials for the first semester students of first grade of Senior High School were positively acceptable by the English instructors. The results could be seen from the average point, above 3.5. It is hoped that the appropriate instructional models which are chosen by the writer could be used to present a set of English listening instructional materials for the first semester students of the first grade of Senior High School and will be useful for them to improve their English listening skill through this English listening instructional materials.
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ABSTRAK
Puspita, Sherly Dian. 2004. Designing A Set of English Instructional Listening Materials for the first semester students of first grade of Senior High School based on the Competency Based Curriculum. Yogyakarta : Universitas Sanata Dharma. Ketrampilan menyimak adalah sebuah ketrampilan yang perlu untuk dikembangkan. Ketrampilan menyimak dapat dikembangkan dengan melatihnya secara teratur dan terus menerus untuk memperoleh ketrampilan menyimak yang sempurna. Sayangnya, kadang-kadang ketrampilan menyimak kurang mendapat perhatian dari para pengajar bahasa Inggris dibandingkan dengan ketrampilan-ketrampilan yang lain –salah satunya karena keterbatasan media. Hal ini dapat dibuktikan melalui informasi-informasi yang diperoleh penulis dari sejumlah guru yang tersebar di beberapa Sekolah Menengah Umum melalui wawancara secara informal. Selain itu kita juga dapat melihat masih sedikitnya buku-buku yang menyajikan latihan-latihan yang memberi fokus pada ketrampilan menyimak/ mendengarkan untuk para siswa SMU dengan berbasis kompetensi. Berdasarkan pemikiran tersebut diatas, penulis terdorong untuk menemukan model instruksional yang sesuai untuk menyusun seperangkat materi listening untuk siswa SMU kelas I semester I dan mencoba menyajikan materi instruksional listening untuk siswa SMU khususnya kelas I semester I berdasarkan Kurikulum Berbasis Kompetensi.
Dalam perancangan materi instruksional ini, penulis mengaplikasikan model instruksional dari Kemp, yang diadaptasikan dengan model instruksional dari Banathy dan Yalden. Adapun beberapa langkah yang dilakukan oleh penulis. Langkah-langkah tersebut adalah: 1) Melaksanakan survey; 2) Menentukan sasaran, topik-topik dan tujuan umum; 3) Menentukan tujuan-tujuan khusus; 4) Membuat silabus dan menentukan daftar isi dalam setiap unitnya; 5) Memilih sumber-sumber materi yang akan dikembangkan menjadi latihan-latihan yang akan digunakan dalam proses belajar mengajar; 6) Menentukan fasilitas-fasilitas yang digunakan dalam proses belajar mengajar; 7) Mengembangkan materi pengajaran; 8) Mengevaluasi materi; 9) Mengubah/ memperbaiki materi dengan mempertimbangkan saran-saran dan kritikan-kritikan dari responden. Disamping menerapkan model-model instruksional, penulis juga menerapkan teori-teori listening dan pendekatan komunikatif (communicative approach) pada langkah-langkah tersebut. Ada delapan unit yang dihasilkan dalam studi ini yang menekankan pada pengembangan ketrampilan menyimak /mendengarkan pada siswa. Pada prinsipnya setiap unit terdiri dari tiga bagian pokok yaitu: Warming Up sebagai pre-listening; Listening for Meaning, yang terdiri dari listening for main ideas dan listening for details; dan yang terakhir Post Listening.
Studi ini menemukan bahwa materi pengajaran ketrampilan menyimak/ mendengarkan dapat diterima secara baik oleh siswa SMU khususnya kelas I semester 1 dan para pengajar bahasa Inggris. Hal ini ditunjukkan dari hasil rata-rata evaluasi adalah diatas 3.5. Akhirnya penulis berharap bahwa penulis dapat
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menemukan model instruksional yang sesuai untuk menyusun seperangkat materi instruksional listening bagi siswa SMU kelas I semester I berdasarkan Kurikulum Berbasis Kompetensi. Penulis juga berharap bahwa materi pengajaran ketrampilan menyimak/mendengarkan ini dapat bermanfaat bagi siswa SMU khususnya kelas I semester 1, sehingga dapat meningkatkan ketrampilan menyimak/ mendengarkan mereka.
xvii
CHAPTER I
INTRODUCTION
Indeed, many of us, Indonesians, who are learning English have a similar
complaint: listening is terribly difficult. Listening is very important in our life,
especially in communication and as the main channel of classroom instruction
(Goh, 2002 : 1). Above all, in this chapter the writer formulates the first problem,
that is: what the appropriate instructional design model to design a set of English
instructional listening materials is for the first semester students of the first grade
of Senior High School based on the Competency Based Curriculum. The second
problem that is discussed in this thesis is: what the designed set of English
instructional listening materials for the first semester students of the first grade of
Senior High School based on the Competency Based Curriculum look like. The
problems will be discussed in detail in the background of the problem, problem
identification, problem limitation, problem formulation, aim of the study, research
benefits, and also definition of terms in this chapter.
A. Background of the Study
Language is one of the important factors in human life that is used as a
means of communication among people. Through communication, people could
build a relationship with others. English is called as an international language
because English has been used by most of the population in this world. Therefore,
to have a good communication, people need to master how to use English well.
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In many communications, it is neither possible nor desirable to separate the speaking skills from the listening skills. Clearly, in normal speech situations the two skills are interdependent. It is impossible to hold any meaningful conversation without understanding what is said and without making oneself understood at the same time (Heaton, 1979 : 84).
In learning English, there are generally four skills which are inseparable.
The Indonesian government shifted the four skills priority to Listening, Speaking,
Reading, Writing. Listening skill is the first skill that we receive or train even
before we are born or even we can say a word. In fact, “listening takes up as much
as 50% of our everyday communication time” (Goh, 2002 : 1).
As mentioned before, listening skill is closely related to speaking skill in
normal speech situations. However, it is possible to develop listening ability
beyond the range of speaking ability because in real situations there are some
occasions when we listen and do not have to give oral responses. Listening to
railway station announcements, listening to lecture, listening to radio reports, etc.
are examples of practice material that does not require spoken responses. Mostly,
listening is a receptive skill.
According to the Competency Based Curriculum, English is taught to
absorb and expand the knowledge, technology, culture and art. On the other hand,
English has a main role in maintaining the relationship between Indonesia and
other nations such as; social, politics, economy, and also the world trade. In other
words, English has been regarded as an instrument to accelerate the reconstruction
of our country and nation.
Looking at it from the purposes or the intended competencies point of
view, the teaching of English language emphasizes on the language skill aspect,
includes the oral and written skill, both receptive and productive. The result of the
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learning is shown by the achievement of a competency, includes cognitive aspect,
affective, and psychomotor. The Senior High School students are expected to
master the language functions, such as heuristic function, manipulative function,
imaginative function, and idealistic function. This ability to use the language for
social interaction is the final goal of the language learning process (Depdikbud,
2002 : 4).
“English competency standard is a sequence of ability to use the English
language for both social interaction and interpersonal” (Depdikbud, 2002 : 5) .
The English language competency must be able to be performed by the students
as a result of learning. Therefore, in order to achieve a certain competency
standard, it is necessary to have a minimum basic competence.
There are some competencies standard that must be mastered by the
graduates of Senior High Schools that are decided by the National Education
Department.
Especially for the receptive skill, that is listening. Those are: (1) recognizing English stress patterns, (2) recognizing/discriminating English intonation patterns and tones, (3) demonstrating knowledge of basic vocabulary in aural texts as determined by a specified word list, (4) demonstrating aural skills in comprehending a variety of aural texts (Depdikbud, 2002 : 6).
In this thesis, the writer concerns on the one of the competency standard
decided by the National Education Department, that is, demonstrating aural skills
in comprehending a variety of aural texts. By providing a set of interested aural
texts and some exercises based on the aural text given, the writer tries to present
the designed set of English instructional listening materials for the first semester
students of the first grade of Senior High School based on the Competency Based
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Curriculum. With any considerations, this activity can help the English language
learners to develop their ability in comprehending the English language as a
means of communication among one another.
B. Problem Identification
The changing of the curriculum from 1994 Curriculum into Competency
Based Curriculum 2002 (still the last draft- it has not been signed by the ministry
of education yet) causes the teachers to be selective in choosing the textbook that
will be used as the handbook or main textbook in teaching language.
In learning English, there are generally four skills which are inseparable.
These four skills are Listening, Speaking, Reading and Writing. The 1994
Curriculum shifted the four skills priority to Reading-Listening-Speaking-and-
Writing (R-L-S-W) instead of Listening-Speaking-Reading-Writing. However, the
Competency Based Curriculum 2002 shifted the four skills priority to Listening-
Speaking-Reading-Writing (L-S-R-W) than Reading-Listening-Speaking-Writing.
C. Problem Limitation
In this paper, the writer emphasizes the English language, especially in
teaching listening skill, when the listening skill is the first skill that we receive or
train even before we are born. Another consideration is the English instructional
listening materials that the writer designs are based on the Competency Based
Curriculum.
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The designer made an effort to design a set of English instructional
listening materials for the first semester students of the first grade of Senior High
School. This program was designed based on the Competency Based Curriculum
of English for the first semester students of the first grade of Senior High School.
D. Problem Formulation
As the research is concerned with the designed set of English instructional
listening materials, the problems of the research are formulated as follows:
1. What is the appropriate instructional design model to design a set of English
instructional listening materials for the first semester students of the first
grade of Senior High School based on the Competency Based Curriculum?
2. What does the designed set of English instructional listening materials for the
first semester students of the first grade of Senior High School based on the
Competency Based Curriculum look like?
E. Aim of the Study
In general, the aim of the study is to design a set of instructional listening
materials for the first semester students of the first grade of Senior High School.
Particularly, this study has some objectives, among others:
1. To find out the appropriate instructional design model to design a set of
English instructional listening materials for the first semester students of the
first grade of Senior High School based on the Competency Based
Curriculum.
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2. a) To construct a set of English instructional listening materials for the first
semester students of the first grade of Senior High School based on the
Competency Based Curriculum.
b) To present the designed set of English instructional listening materials for
the first semester students of the first grade of Senior High School based
on the Competency Based Curriculum.
The result will be a set of English instructional listening materials that are suitable
for the first semester students of the first grade of Senior High School based on
the Competency Based Curriculum.
F. Research Benefits
The expected result for this study is in the form of listening instructional
materials. The results, hopefully, will facilitate English teachers, the students of
the first semester of the first grade of Senior High School, the researcher, and
anybody who is interested in learning listening program.
1. English teachers
Considering that this thesis designs a set of English instructional listening
materials based on the Competency Based Curriculum, it is expected that the
English teachers can apply this instructional listening materials to their
students as an alternative in teaching listening skill in the class.
2. The students
This research can broaden their knowledge by learning listening skill, so
that it can motivate learners to learn and improve their English through
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listening ability. As listening is the base for other skills, it can encourage
students to master the other skills: speaking, reading, and writing.
3. The researcher
It is hoped that the research will encourage the researcher to be creative in
designing the instructional listening materials. The researcher can develop her
creativity in designing suitable English instructional listening materials.
4. To both the course’s developers and the next researchers who do the same
study, hopefully, this research can give helpful information. It is also
expected that this preliminary study can activate other people to do related
research in this field and the next designer can design the more accurate and
sufficient model of English instructional listening materials for the first
semester students of the first grade of Senior High School.
G. Definition of Terms
The following is the definition of the important words used in this study:
1. Instructional Materials
“Instructional materials simply mean the materials planned or designed by
the teacher for instruction. It can be the form of printed materials, computer
assisted instruction and television instruction” (Dick Walter and Robert
Reisser, 1983:3).
2. Instructional Materials Design
Instructional Material Design is a part of an instructional program design,
that is the beginning of instructional process. Instructional program design is
based on the learning objective. As the consequence designing the
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instructional materials is also based on the instructional objective (Kemp,
1977)
3. Competency Based Curriculum
The Competency Based Curriculum is designed to achieve the national
goals of education by attending the developmental steps of the students to be
compatible with the international environment, develop their social and
cognitive compatibility, the needs of national development, the development
of science and technology and art, the compatibility with type and level of
each instructional unit (Depdikbud, 2002 : 6).
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with theories concerning the study. The theories are: (1)
The Senior High School Competency Based Curriculum, (2) The Characteristics
of Senior High School students, (3) Listening Comprehension, (4) Instructional
Materials Design Models, (5) The Communicative Approach and (6) Syllabus.
A. Theoretical Description
In this part, five theories mentioned above are discussed in detail.
1. The Senior High School Competency Based Curriculum
According to the Competency Based Curriculum, the Senior High School
students have to master vocabulary at least 4,000 words and the correct
grammatical features with some themes provided (Depdikbud, 2002 : 14).
Curriculum is designed to achieve the National goal on education with
attending to the development steps of the students and to the compatibility with
the environment, the needs of national development, the development of science
and technology and art, the compatibility with type and level of each instrument
(Depdikbud, 2002 : 1).
The Competency Based Curriculum is to motivate the students in order to:
(1) develop their communicative potential in English language, (2) develop their
understanding about English language and the work of the system, (3) develop
their understanding about culture and their personal identity, (4) develop their
social capability an their cognitive, (5) develop their knowledge, (6) develop their
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capacity to apply the English language learning in wider social environment and
education (Depdikbud, 2002 : 9).
The table below is the competency standards and basic competence of the
English language subject which have to be mastered by the graduates of Senior
High School, especially in listening skill:
Listening With a mastery of receptive vocabulary within a specified word level and relevant grammatical structures and notions, in the context of the specified themes (to be enclosed) Senior High School (SMU) students will achieve the basic competencies (kemampuan dasar) as determined in the following table:
Competency Standard Basic Competency 1.1.Discriminating English accentual
patterns, e.g. strong on the first syllable as in nouns (such as ‘table’), and strong stress on the second syllable as in verbs (such as ‘contain’)
1.2.Recognizing variation of accentual patterns for meaningful prominence e.g. ‘I don’t 'live in London.’ Vs ’I don’t live 'in London.’
1.3 Identifying unstressed pronouns in aural texts.
1. Recognizing English stress patterns
1.4 Manipulating the use of English stress for indicating information units (content words and form words, and rhythmic patterning).
2.1 Recognizing English intonation patterns. 2.2 Recognizing tones with question tags. 2.3Recognizing falling/raising with any
clause type.
2. Recognizing English intonation patterns and tones
2.4 Interpreting attitudinal meaning through variation of tones.
3.1 Identifying core vocabulary items when heard in a variety of aural texts.
3.Demonstrating knowledge of basic vocabulary in aural texts as determined by a specified word list 3.2 Identifying cardinal and ordinal numbers
heard in an aural text. 4.1 Grasping the gist of aural simple text. 4.2 Carrying out a sequence of instructions. 4.3 Extracting detailed information from
aural text. 4.4 Recognizing interpersonal relation in an
aural text.
4. Demonstrating aural skills in comprehending a variety of aural texts
4.5 Transforming information by presenting it in a different form.
(Depdikbud, 2002 : 21) Table 1: Senior High School Students Basic Competencies
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In this study, the writer develops the instructional listening materials based
on the third and fourth list of competency standard, especially based on the points
1.1; 2.3; 3.1; 3.2; 4.1; 4.3 and 4.5. The detailed information can be seen in the
table above.
2. The Characteristics of Senior High School Students: Physical,
Intellectual, and The Educational Psychology in Adolescence
The Senior High School students are around 16 to 18 years old. Therefore,
the first semester students of the first grade of Senior High School included in the
adolescence instead of advanced level.
Adolescence is considered to be a stage in the life cycle and a period of
rapid psychological change. We believe that the period of adolescence begins with
physical changes and social development, and ends when the individual has
assumed adult roles (Medinnus and Johnson, 1969 : 653-656).
“Many experts in developmental psychology would argue that most of the
intellectual growth of a child occurs in early childhood” (Medinnus and Johnson,
1969 : 675). In opposition to the position presented above, Jean Piaget posits the
occurrence of qualitative changes in mental activity during adolescence.
Adolescents may manifest symptoms of defective ego functioning: rebellion, low self-esteem, feeling of inferiority, excessive fear and anxiety, or emotional instability. What is so often described as laziness, a lack of willpower, social rejection or unfair treatment at school which cause such feeling of rebellion that the adolescent refuses to do anything demanded by authority (Rice, 1975 : 501)
The importance of teachers in the lives of adolescents cannot be
abandoned. In their cognitive development the teacher should help the adolescents
12
enrich their intellectual ability (Djiwandono, 2002 : 108). Related to this listening
instructional material design, the writer supports her design by providing list of
key vocabularies in each unit. While in order to encourage the adolescents’ socio-
emotional development, the teacher should enrich and stimulate their brain
(Djiwandono, 2002 : 109). Related to this listening instructional design, the writer
provides some aural texts and conversations, which are aimed to develop the
learner’s ability to infer the main ideas of the aural texts, identify detailed
information of the aural texts, and respond and discuss the related topic orally or
in written. Through these listening comprehension activities, the adolescents are
trained to enrich and stimulate their brain by doing the challenging and interesting
activities provided in each unit.
3. Listening Comprehension
Listening comprehension plays a meaningful capacity for us as a human
being to be able to communicate. When a child tries to acquire his first language,
we can see that first he listens then he speaks. Listening is also considered as a
supplement to the speaking skill. “Teaching the comprehension of spoken
language is therefore of primary importance if the communication aim is to be
achieved” (River, 1968 : 135).
Listening is a creative skill and needs to be developed. It needs for the
Senior High School students when they learn English as their foreign language.
The capability to listen needs along and continue practices. “Listening
comprehension has its peculiar problems which arise from the fleeting, immaterial
nature of spoken utterances” (Rivers, 1968 : 136). It is important to know that
13
there is a reducing amount of information conveyed in anyone’s utterance because
the human organism has a limited capacity for reception of information.
In order to reduce to manageable proportions the amount of information in any one sound sequence each language has develop a certain amount of redundancy. It has been estimated, for instance, that the English language is fifty percent redundant. Redundancy in languages is to be found in elements of sound and in morphological and syntactical formations which reinforce each other in the conveying of meaning. Both of these features are conveying the same element of meaning and there is, therefore, redundancy (Rivers, 1968 : 138).
When a foreign language is being learned many sequences of sounds have
low probability of occurrence for the inexperienced listener, and will therefore be
misinterpreted, while others which he has never before encountered provide an
accompaniment of “noise.” The panic decreases their ability to discriminate
sounds and word groupings (Rivers, 1968 : 140).
Listening comprehension exercises should contain a certain amount of
repetitious material. Teachers should be aware of certain emotional problems
which may arise in connection with listening comprehension exercises. Above all,
it must be clearly borne in mind by the teacher and student alike that listening
comprehension is not a skill which can be mastered once and for all and then
ignored while other skills are develop. There must be regular practice with
increasingly difficult material.
In order to listen to and understand a spoken text, pupils must be familiar
not only with the grammatical features and vocabulary found in the text, but also
the text type so that they will understand the purpose and structure of the text.
Information transfer activities are useful to use in building listening skills. In this
sort of activity, while listening to a text, pupils have to complete a task, for
14
example, they may be asked to complete a diagram (Poedjosoedarmo, 2001 : 5).
The writer agrees and support her opinion by applying this kind of activity which
can be seen in the students’ worksheet.
Of course, misunderstanding may occur if pupils have difficulty in
distinguishing English sounds. For this reason, the writer suggests the teacher
might give some brief practice before the listening lesson in listening, if it is
possible, for example, two pairs of words (minimal pairs) occurring the text might
be useful.
The teaching of listening may be planned around a stimulus which pupils
view, such as a TV show or film. This is a good way to introduce new vocabulary
and other language elements because the visual stimuli will help to clarify the
meaning of unfamiliar language items. Pupils may be given a task to do while or
after viewing, for example, they may be asked to create a simple review of the
film, using a review form which they must fill in (Poedjosoedarmo, 2001 : 5).
Facility in understanding what one hears increases with growing
familiarity with the vocabulary and structures of the language. Systematically
developed, listening comprehension can provide one of the most enjoyable
activities associated with the language program and one which the student
continues to enjoy after he has left the classroom.
In this part, the writer discusses about: (a) Stages of Development of
of Exercises for Listening Comprehension according to Goh (d) Materials.
15
a. Stages of Development of Listening Comprehension
The student learning a foreign language passes through several stages in
the comprehension of speech. Those stages according to Rivers (1968 : 140-141)
are the following:
(1) On first contact, the foreign language utterances strike his ears as a stream of
undifferentiated noises.
(2) As he listens, he gradually perceives some order in the noise: a regularity in
the rise and fall of the voice and in the breath groups.
(3) As he learns some of the arbitrary associations of the particular language (i.e.
vocabulary, verb groups, simple expressions) he begins to distinguish the
phonic and syntactic patterning: the recurring elements which give form to
segments of speech.
(4) The student next passes through a stage when he recognizes familiar elements
in the mass of speech but is unable to recognize the interrelationships within
the whole stream of sound; this again is not full comprehension.
At this more advanced stage, he may recognize the essentials of the
message, but not be able to remember what he has recognized. This is because he
is unable to concentrate his attention on the crucial elements of the message long
enough to rehearse them sub-vocally before moving on with the continuing voice.
All his attention is taken up with recognition (Rivers, 1968 : 140-141).
Comprehension of speech requires the retaining of information from a whole sequence of sounds, not just from the last sound heard. This stage, when the student understands everything as he hears it but is unable to remember what he understood, must be recognized as a legitimate and inevitable phase of the learning process (Rivers, 1968 : 142).
16
b. Teaching Listening Comprehension
The teaching of listening skill is not simply a teaching but much more on
giving the students much practice and learn to comprehend the new language. The
teacher should introduce it like showing or helping someone to learn how to do
something, giving instructions, guiding in the study of something, providing with
knowledge, causing to know or understand. Teaching can not be defined apart
from learning.
There are four skills in English that are needed to be developed. They are
Listening, Speaking, Reading, and Writing. The teacher teaches these four skills
together and completely because they are inseparable. But sometimes the teacher
can not deny that most of the students have difficulties to understand the spoken
language in English. It can be understood that the tape recorder is not good
enough or the cassette is not clear enough, and even they are not familiar enough
to hear and use English as a foreign language.
In teaching listening skill to the advanced level, the teacher might state a
transparent goal of his teaching. He is allowed to use the existed curriculum of the
syllabus of instructional as the basic reference to decide the goals of his teaching.
According to Goh (2002 : 27), teaching listening means the teacher should
be able to make the students to take part actively, “support and motivating them at
every step of the listening lesson. By doing this, the teacher will be teaching
listening not testing it.”
In this process of teaching listening skill, the teacher should be able to
make the students to take part actively in the program. They also should convey
enthusiasm and interest among the students.
17
“Listening to a foreign language may be analyzed as involving two levels
of activity, both of which must be taught. We shall call these the recognition level
and the selection level” (Rivers, 1968 : 142-143). The two levels will be discussed
in detail in the following:
(1) Recognition Level. It involves the identification of words and phrases in their
structural interrelationships, of time sequences, logical and modifying terms,
and of phrases which are redundant interpolations adding nothing to the
development of the line of thought.
(2) Selection Level. The listener is drawing out from the communication those
elements which seem to express the purposes of the speaker or those which
suit his own purposes. To be able to listen eventually with ease to the foreign
language in normal situations, the student needs thorough training at the
recognition level and much practice in selecting from the stream of sound
specific details of the message.
c. Designing of Exercises for Listening Comprehension
According to Rivers (1968 : 148), exercises should be developed for all
four stages in the learning of this skill: (1) identification, (2) identification and
selection without retention (that is, listening for pleasure with no selection to be
answered), (3) identification and guided selection with short-term retention
(where students are given some prior indication of what they are to listen for), and
(4) identification and selection with long-term retention. Each of the stages
outlined above will now be discussed in detail:
18
(1) Stage I: Identification
Students need practice in discrimination of sounds and in the elements of
meaning conveyed by stress, pitch, and intonation. Dialogue learning is
particularly appropriate to this stage. Students may listen to the dialogues
they have already learned given at a rapid conversational speed for sheer
practice in identification.
(2) Stage 2: Identification and Selection without Retention
At this stage the student listens to a connected sequence with a
development of thought which he tries to follow. The student and the teacher
are satisfied if he has followed the passage as delivered without worrying
about ability to discuss what he has heard. The suitable activity for this stage
is repetitious speech of conversation. At this stage, in laboratory work, the
same tape should be repeated several times (in the same or in successive
sessions) to give the students further practice with the same material.
(3) Stage 3: Identification and Guided Selection with Short-Term Retention
At this stage the student is given some questions beforehand, not a great
number, and he listens for the answer which he marks on a question sheet as
he hears them, or, at a more advanced stage, after he has listened to the whole
passage. The passage should be repeated so that the student may have an
opportunity to verify his answers.
(4) Stage 4: Identification, Selection, and Long-Term Retention
In this final stage, the student is encouraged to listen freely to all kinds of
material. He may listen to all kinds of aural material (news bulletins,
discussions on subjects of topical interest, plays, songs, film scenarios) for his
19
own pleasure. At this stage he should have practice in listening to regional
accents and to all types of voices. After a period of listening, the student is
expected to be able to talk or write about what he has heard.
According to Goh (2002 : 13), in designing listening comprehension tasks,
there are two kinds of listening task:
(1) One-way Listening Tasks
One-way listening tasks involve the students only in listening and
responding through different ways to achieve outcomes. They do not have to
interact with the speaker while listening. In everyday life, we engage in one-
way listening when we listen to the radio, speech and lectures, watch
television and performances. The teacher can use a passage for reading aloud,
but do not use dense texts meant for individual silent reading. Read the text at
a normal speed. If the students cannot process the text adequately the first
time, let them hear it again.
(2) Two-way (Interactional) Tasks
For two-way listening tasks, the students will have to work in pairs or
small groups. These tasks are information-gap and opinion-gap activities with
specified communicative outcomes. They are based on the principle that
people communicate (in this case, listen and speak) when there is a need to
share information or opinion.
While in developing lessons from listening tasks, Goh (2002 : 28) used:
(1) Pre-listening activities
Pre-listening activities divided into two main categories according to
their functions: language-oriented and knowledge-oriented. Language-
20
oriented pre-listening activities aim to prepare the students for the type of
language and even specific words that they may hear. Knowledge-oriented
activities prepare the students by encouraging them to acquire relevant types
of world knowledge.
(2) Post-listening activities
Post-listening activity can be carried out in the last part of a lesson or
conducted as another lesson or even a series of lesson. Post-listening
activities should be an extension of communicative outcomes and listening
materials. Post listening activities have several aims include helping the
students to:
• Practice other language skills (speaking, reading, and writing) using the
same theme/topic.
• Examine and reinforce language points (e.g. grammar, vocabulary, useful
expressions).
• Personalize contents of the listening material (e.g. literary texts)
• Acquire further content knowledge related to the theme/topic of the
listening material.
According to Goh (2002 : 13), “a good listening lesson is more than just
using an interesting-looking task.” There are several matters that the designer
needs to consider:
(1) The designer should identify the listening skills and strategies that the
designer want to focus on.
(2) It is important that the designer select appropriate materials to achieve his
objectives.
21
(3) The designer will have to include pre-listening activities that can help the
students apply appropriate contextual and linguistic knowledge. In addition,
the designer will need to plan meaningful pot-listening activities to help them
follow up on or respond to what they hear.
d. Materials
Listening material according to Rivers (1980 : 18) can be summarized as
follows:
(1) Fit to the level of difficulties of the students
The materials chosen should be relevant to the background knowledge of
the students in the language and the students’ level of competence. The
teacher has to consider to the vocabulary and the structural patterns used in
tape scripts and whether they are still in the reach of the students’ proficiency
or not.
(2) Listening materials should be as natural as the situation in the real life of
communication
It means that the students need a real material which is practiced in the
communication and the material should be usual to them.
(3) It is the teacher who should be crucial to think about the sounding of the
speech, and it effects the students’ ability to comprehend the message
It means that the teacher should be responsible to the process of teaching
listening skill to the students. They should keep the students into interesting
situation where they will feel a spontaneous desire to follow the lesson.
22
(4) The teacher should take into account the length of the tape materials being
presented to the students
Paulstone and Bruder (1976:153) also suggest that listening materials for
students learning have to cope with spoken English and should consist of
examples of natural language as many different sources as possible. The
teachers in this condition can give a variety in selecting and presenting the
topics of the materials in every meeting. In teaching the listening skill and
presenting the materials, the teacher can use tape recorder or apply a teacher’s
voice.
4. Instructional Materials Design Models
The model of instructional materials design is important to be considered
in designing the instructional materials because its function is to give a guideline
for the designing the materials and it tells the designer the steps or stages to
design the instructional materials.
In this study the researcher applied Kemp’s instructional model which is
modified by Banathy’s instructional model and Yalden’s instructional model. The
following is the features of the instructional models in each:
a. Banathy’s Instructional Model
The development of a system for learning is a decision making operation.
Decisions have to be made about what should be learned, how, by whom, when
and where; how learning should be evaluated and improved, and what resources
should be involved in preparing for, providing for, and evaluating learning. The
23
system approach to design and development offer logical structure and the orderly
use strategies for making these curriculum decisions (Banathy, 1976 : 18). The six
steps in Banathy's instructional materials (1976 : 18) model can be summarized as
follows:
(1) The initial step is to formulate a statement that explains on what we expect
the learner to do, know and feel as a result of his learning experiences
(Formulate Objectives)
(2) Develop a criterion test based on objectives and use it to terminal proficiency
(Develop Test)
(3) Find out what has to be learned by the students so that he can behave in the
way described by the objectives specifications. In the content of this analysis,
the input capabilities of the learner must also be assessed-he does not have to
learn whatever he already knows.
(4) Consider alternate and identify what has to be done to ensure that the learner
will master tasks (Function Analysis). Determine who or what has the best
potential to accomplish these functions (Component Analysis). Decide when
and where the functions are to be carried out (Design of the system)
(5) The designed system can now be tried out or tested. Implemented and
installed. The performance of the learner, who is the product of the system, is
to be evaluated in order to assess the degree to which the behaves in the way
initially described (Implement and Test Output)
(6) Findings of the evaluation are then feed back into the system and see what
changes any-are needed to improve the system (Change to improve)
24
Feedback Line
VI Change to Improve
IV Design System
V Implement & Test Output
III Analyze
Learning Task
II Develop Test
I Formulate Objectives
Figure 1: Banathy’s Instructional Model (Banathy, 1976 : 17)
In this study, the writer tries to conduct the first step of Banathy’s model
that is formulate objectives as the third step in making the designed listening
instructional materials for the first semester students of the first grade of Senior
High School. The writer stresses on the specific objectives of Banathy’s
instructional model. Banathy views the objectives as a gradually unfolding
specification, refinement, and description of the expected output performance of
the learner. The objectives should also specify how well the learner is expected to
perform and under what circumstances. Banathy tries to define the objectives,
which are different from purpose. Banathy (1976 : 6) states that the purpose of a
system is realized through process in which interacting component of a system is
engaged in order to procedure a predetermined output. The objective must be
operational while the purpose is still in general.
In Banathy’s model, there are two strengths. Banathy’s model focuses on
the feedback which can be done as soon as possible in the designing of
instructional materials. The changes in the system also can be done whenever
25
these are needed by the designers. The second strength is the testing and revision
system or change to improve step. The function of these two steps is to control the
quality of the system (Soekamto, 1993 : 43).
Besides the two strengths of Banathy’s instructional model, there are two
weaknesses that can be stated in Banathy’s model. Banathy’s model does not give
a special attention to the second step that is developing test. There is an
assumption about this step connected to the first step formulate objective. The
assumption is the second step would be an easy task to be conducted if the first
step has been well formulated (Soekamto, 1993 : 43).
The second weakness of Banathy’s model is that there is no clear
specification of the steps to design the system. The purpose of the learning in
Banathy’s model should be grouped and also for the strategic development should
be well developed. This will give some chances for the designers to select their
step to design the instructional materials (Soekamto, 1993 : 43-44).
b. Kemp’s Instructional Model
The second model of the instructional materials design is proposed by
Kemp. Kemp offers a flexible model. This is the strength of Kemp is model. It lies
on the existence of the concept that design and development process may start
from any step and then move back and forth to the other steps whenever the
designer is ready. Therefore, the steps are independent elements they have a close
relationship to one other.
There are three important questions needed in instructional design as
stated by Kemp (1977 : 68), namely:
26
(1) What must be learned? (the objectives)
(2) What procedures and resources will work best to reach the desired learning
levels? (activities and resources)
(3) How will we know the required learning has taken place? (evaluation)
In Kemp’s model (1977), there are eight interdependent elements that must
be considered in designing instructional materials:
(1) The first step is to determine goals, topic, and general purposes.
(2) The second step is to enumerate learner’s characteristic.
(3) The third step is to specify learning objectives.
(4) The fourth step is listing the subject content.
(5) The fifth is to develop pre assessment.
(6) Selecting teaching and learning activities and instructional resources is the six
steps.
(7) This step is followed by the seventh step that is support services such as
budget, personnel facilities, equipment, and schedule.
(8) The last step of this model is the evaluation
In this study, the writer tries to conduct the first step of Kemp’s model that
is deciding goals, topics, and general purpose as the second step in making the
designed listening instructional materials for the first semester students of the first
grade of Senior High School. The writer sees the goals in Kemp’s model have the
same meaning with the purpose in Banathy’s model. Both the goals and purposes
refer to a system or direction-establishing element that controls the particular
process of educational program. Moreover, the general purposes in Kemp’s model
also have the same interpretation with objectives in Banathy’s model that is to
27
specify how well the learner is expected to learn and perform as a result of
instruction. For this study, the writer stresses more on this first step of Kemp’s
model in deciding goals for the designed instructional listening materials for the
first semester students of the first grade of Senior High School. While for specific
objectives, the writer tends to conduct Banathy’s first step.
After formulating the objectives, the next step of the Kemp’s model is
identifying the learner characteristics. By conducting the needs survey, the writer
can identify the learner characteristics. The writer chooses the first semester
students of the first grade of Senior High School in making the designed
instructional listening materials. The figure of the whole steps of Kemp’s model
can be seen in the following:
Goal, topics,general
purposes
Learning Objectives
Support Services
Revise
Evaluation Learner Characteristics
Pre-assessment
Subject Content
Teaching/ Learning
Activities, Resources
Figure 2: Kemp’s Instructional Model (Kemp, 1977 : 9)
28
Four strengths can be found in Kemp’s model. The first strength is in the
process of designing and the process of developing the instructional materials.
The process can be started at any steps wherever the designers are ready. This
means that the designer can select the steps and place them as their own creativity
in designing the instructional materials. Secondly, this model also focuses on the
material resources, goals, uses and the choice of learning resources (Soekamto,
1993 : 22-28).
Kemp’s model considers instructional program as a system where the
demands are interdependent to each other. It is indicated through the broken lines
circle in the revision step which shows, that the revision should be viewed as a
dynamic process. Another strength is that Kemp’s model can be applied to all
levels of education, for example, from the elementary to the University level can
be used as the design system for a small unit and as a whole subject for university
(Soekamto, 1993 : 21).
Besides the strengths above there are also two weaknesses of the Kemp’s
model. First, there is no explicit explanation about what the designers should be
done in the steps connected to the selection of teaching and learning resources in
the Kemp’s model (Soekamto, 1993 : 28).
c. Yalden’s Instructional Model
There are some stages that must be taken into account to develop the
language program developed, according to Janice Yalden (1987 : 88), such as:
29
(1) Need Survey
The reason for being undertaken a needs survey is gathering a great deal
of information. This information gathering is “to understand as much about
the learners as possible prior to the beginning of the program, in order to
establish realistic and acceptable objectives” (Yalden, 1987 : 101). A
checklist is often used to guide and initial needs survey. The needs survey
should normally cover two broad categories: who the learners are (what they
bring them) and what the purposes needs and wishes are in learning the
language. What one wishes or is able to find out may vary; and exactly how
one goes about this is also likely to vary quite considerably from one
occasion to another. The needs survey can also include the learners own
desires or wants, seen more subjectively in terms of self expression and less
in terms of purposeful or transactional communicative behavior. Holec (1980
: 26) also gave his view about how needs analysis has been seen:
Needs analysis is by now the classical procedure by which a close link can be established between learners and curricula: whereas in content-centered approaches, learning objectives are defined in terms of quantitative subsets of the total communicative competence of a native language user, in learner centered second language instructional systems, the selection of objectives is based on the particular communicative needs of groups of, or individual, learners. Such a procedure makes it possible to set up curricula perfectly adapted to particular learners, especially if the assessment of needs is not just carried out once and for all before the beginning of a course, but is repeated regularly over the learning period (Yalden, 1987 : 102).
(2) The Description of Purpose
The next step is to clarify of the language program. In preparing the
description of purpose to be produce for a given course, the language
program designer will accordingly work in term of broadly or narrowly
30
focused purposes, and occupational or educational categories. “There are two
large functional grouping in teaching language for specific purposes:
occupational or educational” (Strevens, 1977). In some cases, the description
of purpose is entirely dictated by the needs assessment. Therefore when the
needs are not solely professional, there is a more difficult operation to
perform.
(3) Selection of Syllabus Type
Once the purpose of the language teaching situation under consideration
is determined, one should proceed next to determine the type of syllabus that
would be the best to the learner’s needs and characteristics. In designing a
syllabus, we are sometimes strictly bounded by the three basic syllabus types
that are suggested by Wilkins (structural, functional, situational). However,
we require a more flexible approach in constructing syllabus at this present. It
is better to us to use communicative approach, in order to refer to describing a
classroom experience, which more closely approximates an environment of
real language use. Syllabuses designed for such situations should thus be
called communicative syllabuses.
(4) Production of a Proto-Syllabus
At this stage, the syllabus designer will turn to the description of the
content that the syllabus will have, for example, the preparation of syllabus
specification. As indicated above that there will be ten components of the
communicative syllabus to be considered. Yet, in deciding how or whether to
account for all aspects of communicative competence, there are some
considerations which the syllabus designer must remember, namely:
31
(a) First, it is not always either possible or desirable to include everything;
much will depend on physical constrain involved in a given program.
(b) Second, thought given at stage 2 to describe the general purpose of the
course will help later in deciding the syllabus type.
(c) Third, the specification of target levels should be given early attention,
since one should ask oneself whether it is realistic to specify these levels
very closely if no correspondingly finely tuned instruments are currently
available with which to measure them.
(5) Production of Pedagogical Syllabus
The process of producing a pedagogical syllabus provides the teacher
with material that has been to some extent predigested, and from which it is
possible to produce more or less directly to classroom interaction. The
pedagogical syllabus provides a repertoire of words and phrases, chosen as
exponents or functions and suitable to the topics identified as important to the
learner. It is the teacher’s role to make this repertoire come to life by
choosing and carrying out communicative activities of a wide variety.
(6) Development and Implementation of Classroom Procedures
At this stage, the syllabus designer develops overall approaches to
teaching learning and to the whole of testing program. Finally, he shares his
responsibility with the classroom teacher, who is responsible for conducting,
supervising, and encouraging classroom interaction.
(7) Evaluation
In the process of developing a language program, the final phrase is
evaluation, which has two broad aspects. First, one would wish to evaluate
32
the students in the program; next, the teaching as well as the overall design of
the course should be assessed. The applied linguist and the classroom teacher
must work especially closely at this stage. The following figure is the further
explanation of those combined steps:
Selection Develop-ment of Syllabus
Type
Descrip- tion of
Purpose
Pro-duction
of a Proto Syllabus
Pro-duction of a Pedago-
gical Syllabus
Develop- ment and
Imple-menta- tion of
Classroom Proce-dures
Evalua- tion
Needs Survey
Figure 3: Yalden’s Language Program Development (Yalden, 1987 : 88)
Furthermore, Yalden says, based on Streiner (Streiner, 1970), that a
purpose states why a subject is being studied and an objective state specially what
a student should be able to do under what circumstances. The interpretation of
objective in Yalden’s model is the same with Banathy’s interpretation of
objective.
In this study, the writer tries to conduct the first step of Yalden’s model
that is doing needs survey as the first step in making the designed set of listening
instructional materials to the first semester students of the first grade of Senior
High School. This needs survey is done in order to find out what the learners’ own
desires or wants, in this case, the learners choose the topics which are provided by
the writer in conditions the topics are developed from the themes contained in the
Competency Based Curriculum.
33
Moreover, the writer finds the strength of Yalden’s model, that is, it
emphasizes the model on the developing of communicative syllabus. This
Yalden’s model is very helpful for the designers who want to design the
communicative syllabus as their guidance in making instructional design.
5. The Communicative Approach
In this study the writer used Communicative Approach to develop the
students’ communicative competence. In this Communicative Approach,
acknowledge of structures and vocabulary are important. Related to this study,
whose title Designing a Set of Instructional Listening Materials for the First
Semester Students of the First Grade of Senior High School, the designer enriches
her materials with a list of key vocabularies. The purpose of this is to make the
students easier to comprehend the meaning of the aural text. The communicative
approach in language teaching starts from a theory of language as communication.
The goal of language teaching is to develop communicative competence.
According to Larsen (1986 : 133), language is for communication.
Linguistic competence, the knowledge of forms and meanings is, however, just
one part of communicative competence. Another aspect of communicative
competence is knowledge of the functions language is used for.
Communicative competence includes both grammatical and
sociolinguistics competence, it means that communicative competence involves
being able to use the language appropriate to a given social context to accomplish
this goal, the learners need knowledge of the linguistic forms, meanings, and
domains of skills that make up a person’s communicative competence:
a. The learner must attain as high as possible the degree of linguistics
competence.
b. Items mastered as part of linguistics system must also be understood as part
of communicative system.
c. The learner must develop skill and strategies for using a language to
communicative meaning as effectively as possible.
d. The learner must become aware of the social of language form. It can be said,
therefore, that communicative competence is the ability to use the linguistics
system effectively and appropriately.
The role of the teacher is a facilitator of his student’ learning. He has many
roles to fulfill. He is a manager of classroom activities. During the activities the
teacher can also be as an advisor, answering the students’ questions and
monitoring their performance. The students’ role is as communicators. They are
engaged in trying to make themselves understood, even when their knowledge of
the target language is incomplete.
CLT is an approach and not an established method. It implies that we can
use varieties of method by using Communicative Approach. In the CLT meaning
is important. Concerning with meaning Littlewood (1981:3) mentions three
corresponding aspects of the skills involved in understanding meaning:
a. The ability to understand linguistic structure and vocabulary.
b. Knowledge of the potential communicative function of linguistics form.
35
c. The ability to relate the linguistics form to appropriate non-linguistics
knowledge in order to interpret the specific functional meaning intended by
the speaker.
The most obvious characteristic of the Communicative Approach is that
almost everything that is done is done with a communicative intent. “Activities
that are truly communicative, according to Morrow (in Johnson and Morrow
1981), have three features: information gap, choice, and feedback” (Larsen, 1986 :
132). An information gap occurs when one person in an exchange knows
something that the other person’s doesn’t. In communication, the speaker has a
choice of what she will say and how she will say it. Through true communication
which is purposeful, a speaker can evaluate whether or not her purpose has been
achieved based upon the information she receives from her listener. If the listener
does not have an opportunity to provide the speaker with such feedback, then the
exchange is not really communicative (Larsen, 1986 : 132). The speaker must
have responses from a listener, thus she is able to assess whether her question has
been understood or not.
Another characteristic of the Communicative Approach is the use of
authentic materials. The purpose is to give the students opportunity to develop
strategies for understanding language as it is actually used by native speakers
(Larsen, 1986 : 132).
One of the basic assumptions of the Communicative Approach is that
students will be more motivated to study a foreign language since they will feel
they are learning to do something useful with the language they study.
36
6. Syllabus
“A syllabus is a document which says what will (or at least what should)
be learnt” (Hutchinson and Water; 1987:80). There are many reasons for having a
syllabus (Hutchinson and Waters; 1987:83-84). First, language is a complex
entity. We have to have some ways of breaking down the complex into
manageable units. The syllabus should provide a practical basis for the division of
assessment, textbook and learning time. Second, a syllabus also gives moral
support to the teacher and the learners, it makes the language learning task appear
manageable. Third, the syllabus can be seen as a statement projected routes, so
that the teacher and learners not only have an idea of where they are going, but
how they might get there. Fourth, a syllabus tells the teacher and the students not
only what is to be learnt, but, implicitly, why it is to be learnt. Fifth, a syllabus
provides a set of criteria for materials selection and/or writing.
According to Yalden, most teachers of English as a second language are
still more used to think about methodology than about syllabus design. They are
generally unprepared to produce an overall and comprehensive plan or design for
such a course. Basically, syllabus is seen as only one of the overall process of
planning a second language program. Yet, syllabus design in all second or foreign
language teaching now must take on fundamental importance.
Yalden (1987 : 86-87) emphasizes on the construction of a communicative
syllabus in order to ensure that our students acquire the ability to communicate in
a more appropriate and efficient way. There are some components of a
communicative syllabus. These components could be listed as follows:
37
1. As detailed a consideration as possible of the purposes for which the learners
wish to acquire the target language;
2. Some idea of the setting in which they will want to use the target language
(physical aspects need to be considered, as well as social setting);
3. The socially defined role the learners will assume in the target language, as
well as the roles of their interlocutors;
4. The communicative events in which the learners will participate: every
situations, vocational or professional situations, academic situations, and so
on;
5. The language functions involved in these events, or what the learner will need
to be able to do with or through the language;
6. The notions involved, or what the learner will need to be able to talk about;
7. The skills involved in the ‘knitting together’ of discourse: discourse and
rhetorical skills;
8. The variety or varieties of the target language that will be needed, and the
levels in the spoken and written language which the learners will need to
reach;
9. The grammatical content that will be needed;
10. The lexical content that will be needed.
A number of syllabus types, named according to which of the many
components listed above receives most frequently discussed are the structural or
grammatical syllabus, the situational syllabus, and the functional-notional
syllabus. Each of the syllabuses is constructed according to different principles,
and each needs to be understood by the syllabus designer.
38
Yalden preserves the difference between “syllabus” and “curriculum”
based on the A. M. Shaw’s survey of the literature on a second language syllabus
development (Shaw, 1977) and quotes Robertson (1971 : 564) as follows:
…the curriculum includes the goals, objectives, content, process, resources, and means of evaluation of all the learning experiences planned for pupils both in and out of the school and community through classroom instruction and related programs…
(Yalden, 1987:18)
A. M. Shaw (Shaw, 1977) then defines “syllabus” as a statement of the plan for
any part of the curriculum, excluding the element of curriculum evaluation itself.
And he concludes that the syllabus should be viewed in the context of an ongoing
curriculum development process.
The writer consider to use the functional syllabus, since this study focus
on Designing a set of English Instructional Listening Materials for the first
semester students of first grade of Senior High School. This functional syllabus
was chosen based on its communicative besides the learners also need to develop
their language skills, those are Listening-Speaking-Reading-Writing as well as
contained in Competency Based Curriculum.
B. Theoretical Framework
The adapted model from Kemp’s model, Banathy’s model, and Yalden’s
model highlight nine steps that are directly related to the materials design. They
are (1) needs survey (2) formulate goal, topics, and general purposes (3) formulate
specific objectives (4) select syllabus type (5) select teaching learning activities
resources (6) coordinate support services (7) develop a set of instructional
39
listening materials (8) evaluation and (9) revising/change to improve. The
evaluation can be done in every stage and part that needs revision.
1. Conducting Needs Survey
It is adopted from the first step of Yalden’s model. A survey of the
communicative needs of learners is conducting before the beginning of a
course, in order to set up topics perfectly and to establish realistic and
acceptable objectives.
2. Deciding Goals, Topics, and General Purposes
It is adopted from the first step of Kemp’s model. The writer identifies
the goal of instructional objectives are based on the Competency Based
Curriculum. The writer chooses the communicative approach in this study,
because in the communicative approach, acknowledge of structures and
vocabulary are important. The goal of language teaching is to develop
communicative competence. There are three obvious features in
communicative approach, those are: information gap, choice, and feedback.
3. Stating Specific Objectives
It is adopted from the first step of Banathy’s model. The writer identifies
what has to be learnt by the first semester students of the first grade of
Senior High School.
4. Selecting Syllabus Type and List of Subject Content
It is adopted from the third step of Yalden’s model. The writer
determines the syllabus type that would be the best to the learners’ need and
characteristics.
40
The functional syllabus was chosen based on its communicative besides
the learners also need to develop their language skills, those are Listening-
Speaking-Reading-Writing as well as contained in Competency Based
Curriculum.
After deciding the type of syllabus, the writer arranges the list of subject
content which is contained in each unit. The writer selects the topics based on
the data which is obtained from the needs survey by distributing
questionnaires to the students of the first semester of the first grade of Senior
High School.
5. Selecting Teaching/Learning Activities and Resources
The writer determines the efficient and effective methods and then select
materials to provide learning experiences for accomplishing each objective.
While in developing the lessons from listening tasks, the writer arranges
them based on Rivers’ theory (Rivers, 1968 : 148) and Goh’s theory
(Goh,2002: 13). The detailed information can be seen in chapter II.
6. Coordinating Support Services
In order to support the teaching learning process in this listening class,
there are some facilities which should be provided by the teacher. It would be
better if the school has a laboratory to conduct this instructional listening
materials, but, if it is not, the teacher can substitute it by providing the tape-
recorder and the cassette that is contained the materials.
7. Developing a Set of English Instructional Listening Materials
It is adopted from the sixth step of Yalden’s model. The writer identifies
the strategy and media that will be used to reach the terminal objectives, and
41
produce the instructional listening materials that ensure the students of the
first semester of the first grade of Senior High School master the tasks and
accomplish the objectives. In designing a set of instructional listening
materials for the first semester students of the first grade of Senior High
School based on the Competency Based Curriculum, the researcher modified
Kemp’s instructional model by also considering Banathy’s and Yalden’s
instructional models.
8. Evaluating the Materials
The designed materials are evaluated by the respondents to give the
learner input and to be corrected or improved.
9. Revising / Change to Improve
In this study, the writer conducts the questionnaires to obtain input and
suggestions from the respondents in order to improve/revise the designed
materials by considering their opinions and suggestions.
42
Needs Survey
Formulate Goals, topics, general
Formulate Specific Objectives
Selecting syllabus type and list of subject
Selecting Teaching Learning Activities,
Resources
Developing a set of instructional materials
Evaluating the designed materials
Coordinate support services
Revising / Change to improve
Figure 4: The Designed Model
CHAPTER III
METHODOLOGY
This chapter deals with relevant points concerning the methods of solving
the research problems. They are: Research Methods, Research Setting, Research
Respondents, Data Gathering, Data Analysis, and Procedure.
A. Research Methods
This study is categorized into descriptive study. According to Neuman
(2000 : 21), descriptive study is a study that presents a picture of specific details
of a situation, social setting or relationship. He also adds that descriptive
researchers use most data-gathering techniques, such as survey, field research,
content analysis and historical-comparative research. As the writer said before,
based on Yalden (1987 : 101), that needs survey should cover who the learners are
and what their purposes, needs and wishes are in learning the language.
In this study, the writer conducts the needs survey by distributing
questionnaires. The questionnaires are distributed to the learners (especially to the
first semester students of the first grade of Senior High School), the teachers of
the first grade Senior High School and some lecturers in Sanata Dharma
University. There are two roles of the questionnaires here, those are: getting
information about what the learner’s want about the topics which will be designed
by the writer and obtaining opinions and suggestions from the teachers and
lecturers about the designed materials. Singleton (1998 : 8) states that survey is
the research that involves the administration of questionnaires or interviews to
43
44
relatively large groups of people. Survey was designed to describe certain
characteristics and gather information among groups or population by using a
questionnaire.
B. Research Setting
The settings of this study here were some Senior High Schools in
Yogyakarta and Magelang: SMU Tarakanita Magelang, SMU Bopkri Dua
Yogyakarta, SMU Stella Duce I Yogyakarta, SMU Bopkri Banguntapan
Yogyakarta, Columbia English Course Klaten, and Sanata Dharma University.
C. Research Respondents
In this study the writer differentiates between the subjects and the
respondents. The subjects were the students of first semester of the first grade of
Senior High School. The aim of distributing the questionnaires to the students of
the first grade of Senior High School is to obtain information about what topics
which is interesting according to their opinions. The writer provides some topics
which are related to the themes in Competency Based Curriculum as well as the
title which is taken by the writer. The subjects in this study were 10 students of
SMU Stella Duce I, 10 students of SMU Bopkri Dua, 10 students of SMU
Tarakanita Magelang. The writer deliberately choose the subjects from different
High School, in order to obtain the more valid information about the interesting
topics because the writer does not focus on only one Senior High School.
Respondents are more or less the same as subjects. The respondents in this
study were 2 English lecturers in Sanata Dharma University who are experienced
45
in teaching listening skill, 6 English teachers from many Senior High Schools in
Yogyakarta and Magelang, who are familiar with Competency Based Curriculum
and teach the English language skills directly to the students and 2 English
instructors of Columbia English Course Klaten as they were familiar with the
English materials and had experienced in teaching English. The aim of
distributing these questionnaires to them is to obtain suggestions and opinions
about the designed materials which are used to improve or revise the designed
materials in order to be a set of good materials which is suitable to the students of
first semester of the first grade of Senior High School.
agree). The descriptive statistics of the respondents’ opinion of the designed
listening instructional materials used the central tendency (mean, median, and
47
mode). To make the data reliable to be analyzed, the writer used the formula of
mean as follows:
Mean : ∑ = the sum of
X = the mean
f = frequency X =
∑ fX
N
X = raw score
N = the number of cases
For Median, the writer just arranged the data collected in sequences, those
may be 1, 2, 3, 4 or 5 depending on the number of each respondent.
For Mode, the results could be measured by selecting the most frequent
agreement scores of the respondents, those may also be 1, 2, 3, 4 or 5, depending
on the questionnaires distributed to the respondents. All respondents’ suggestions
and recommendations are quite important and helpful because they contribute
some inputs to make a final revision of the materials. Therefore, the final version
of instructional listening materials will be suitable with the students of first
semester of the first grade of Senior High School.
F. Procedures
There were some procedures conducted in this study. The writer carried
out the procedures in the following steps:
1. The writer asked a permission letter from the head of Department of English
Language Education Program to carry out research in some Senior High
Schools in Yogyakarta and Magelang.
2. The writer distributed the questionnaires to the students of first semester of
the first grade of Senior High School, in order to obtain information about
48
what topics which are interesting according to their opinion, in condition
based on the Competency Based Curriculum themes.
3. The writer analyzed the data from questionnaires and stated their needs by
conducting the needs analysis.
4. The writer designed a Set of English Instructional Listening Materials for the
First Semester Students of the First Grade of Senior High School Based on
The Competency Based Curriculum, stated the objectives, made syllabus,
lesson plan, and arranged the instructional listening materials.
5. The writer distributed the questionnaires to some English language lecturers
and teachers from many Senior High Schools in order to have their opinions
and suggestions.
6. The writer revised the designed materials as the final result.
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents research results and discussion. The first part of this
chapter deals with the answer to the first question of the problem formulation
(what the appropriate instructional design model to design a set of instructional
listening materials is for the first semester students of the first grade of Senior
High School based on the Competency Based Curriculum). The second part of
this chapter presents the survey results, which consist of the description of the
respondents on the needs analysis and description of the respondents on the
designed materials’ evaluation. The third part deals with the discussion of the
whole thing related to the accomplishment of the thesis. Finally, the fourth part
deals with the presentation of the instructional designed materials, answering the
second problem formulation (what the designed a set of instructional listening
materials for the first semester students of the first grade of Senior High School
based on the Competency Based Curriculum look like)
A. Results of Review of Related Literature
In order to answer the first problem stated in the problem formulation, the
writer adapted the three instructional design models from Banathy, Kemp, and
Yalden. The writer did not apply the entire instructional model. She applied
Kemp’s model but it was modified with Banathy’s model and Yalden’s model.
The steps which the writer adapted from the three models are the following:
49
50
1. Conducting Needs Survey
It was adopted from the first step of Yalden’s model. The writer conducted
a needs survey in order to set up the topics perfectly and establish realistic and
acceptable objectives. In selecting the topics and the activities in designing a set
of instructional listening materials, the identification of learners characteristic is
necessary. The topics and the level of difficulty which are selected by the designer
are suited to the level of the learners. Therefore, the topics which the writer
developed will be suitable to the learners’ desire or want, in this study, the writer
chose the students of first semester of the first grade of Senior High School as the
learners’ characteristic.
2. Formulate Goal, Topics, and General Purposes
According to the title which the writer has chosen, Designing a Set of
Instructional Listening Materials for the First Semester Students of the First
Grade of Senior High School Based on the Competency Based Curriculum, the
designer tried to construct a set of interesting instructional listening materials
based on a certain competency standard of listening, that is, demonstrating aural
skills in comprehending a variety of aural text. It is clear enough that the
competency standard which is used by the designer to design her instructional
listening materials for the first semester students of the first grade of Senior High
School is adopted from the Competency Based Curriculum. The writer selected
eight topics which are developed from the themes which are contained in
Competency Based Curriculum.
After selecting the topics, the writer stated the general instructional
objectives. The general instructional objectives covered all the objectives of the
51
overall units which were stated in general. The general instructional objectives are
presented below.
General Instructional Objectives (GIOs)
At the end of the course, the students are expected to be able to:
1. Recognize English stress patterns.
2. Recognize English intonation patterns and tones.
3. Demonstrate knowledge of basic vocabulary in aural texts as determined by a
specified word list.
4. Demonstrate aural skills in comprehending a variety of aural texts.
So, the designer tries to develop and construct that competency standard
provided in order to be a set of English instructional listening materials that are
suitable for the students of the first semester students of the first grade of Senior
High School based on the Competency Based Curriculum.
3. Formulate the Specific Objectives
There are four specific instructional objectives stated in each unit. At the
end of the lesson, the students are able to:
1. Discriminate English accentual patterns (e.g. strong on the first syllable and
strong stress on the second syllable)
2. Get the main ideas of the aural texts, for example, by identifying the statements
or phrases whether they are true or false based on what they have heard.
3. Get the detailed information of the aural texts, for example by filling the blanks
of the missing words.
4. Respond the topic which has been discussed by showing it in different form,
for example in speaking or writing.
52
4. Selecting Syllabus Types and List of Subject Content
The functional syllabus was chosen because it is communicative and the
Competency Based Curriculum recommends the learners of English language of
Senior High School to develop the English language skills, those are Listening,
Speaking, Reading, and Writing. After deciding the type of syllabus, the writer
arranges the list of subject content which is contained in each unit. The writer
selects the topics
5. Selecting Teaching and Learning Activities Resources
The writer takes the teaching materials from some guidebooks and articles
from magazines. The writer chooses the topics which are suited to the learners and
simplified the materials into interesting materials adjusted to the students’ level
difficulty and the teaching learning objectives.
While developing the lessons from listening tasks, the writer arranges
them based on Rivers’ theory (Rivers, 1968 : 148) and Goh’s theory (Goh, 2002 :
13). The detailed information can be seen in chapter II.
6. Coordinating Support Services
In order to support the teaching learning process in this listening class,
there are some facilities which should be provided by the teacher. It would be
better if the school has a laboratory to conduct this instructional listening
materials, but, if it is not, the teacher can substitute it by providing the tape-
recorder and the cassette that is contained the materials.
53
7. Developing a Set of English Instructional Listening Materials
The writer applied the eighth steps of Kemp’s model, but it is modified
with Banathy’s and Yalden’s model. Therefore, the writer has nine steps in
designing this set of English instructional listening materials for the first semester
students of first grade of Senior High School.
These designed listening materials will help the students use listening
strategies. Listening strategies are ways of thinking actively as one listens. Here
are the main strategies which one listens will practice in this course. In each unit
of these designed listening instructional materials contains:
WARMING UP
The writer applied River's theory (Rivers, 1968 : 148) as pre-listening
activity which is aim to prepare the students for the type of language and even
specific words that they may hear. In this session, the designer provides
some key vocabularies from the aural text which are completed with the
pronunciation of each word. The designer named ‘listen and practice’ for this
section.
Besides that, the designer also completes each unit with picture which
represents the provided topic. This picture can be used by the teacher as a pre
listening activity by observing the picture and predicting what topic which
will be heard by the listeners before they come to ‘listen and practice’ section.
Predicting helps the students become an active listener. It does not matter if
the prediction is right or not. Before the listeners listen, they should think
about the ideas, by looking at the illustrations or look over the key
vocabularies. The listeners try to guess what will happen and try to predict
54
what the speakers will say. But this activity is as an alternative pre-listening
activity according to the teacher’s creativity, this is not a must, the teacher
can take this activity if they will.
LISTENING FOR MEANING
The writer applied meta-cognitive listening strategy in this session that is
selective attention, which the two of its features are listening for the gist and
listening to specific parts of the input. Meta-cognitive listening strategy is
used to manage and facilitate mental process; cope with difficulties during
listening (Goh, 2002 : 7).
In this second session, the designer uses listening for main ideas and
listening for details strategies. While the learners listen, they should focus on
the key words. They don’t have to understand every word, and try to use the
words they understand. The listeners try to form a main idea and then the
second times, they try to get the detailed information.
POST LISTENING
In this last session, after the learners listen for the overall aural texts, they
should give feedback to the teacher by showing it in their own words, for
example in speaking or writing.
The writer used social-affective strategies which one of it strategy is
comprehension evaluation by checking interpretation for accuracy,
completeness and acceptability after listening. Social-affective listening
strategy is used to enlist the help of others to facilitate comprehension;
manage one’s emotions when listening (Goh, 2002 : 7).
55
8. Evaluating the designed materials
The designed materials are evaluated by the respondents, they are lecturers
of Sanata Dharma University, teachers from many Senior High Schools, and the
instructors of Columbia English Course. The aim is to give the learner input and
to be corrected or improved.
9. Revision
The writer uses the respondents’ opinions and suggestions to revise the
instructional listening materials design.
B. Survey Results
The writer conducted the survey which was categorized into descriptive
research. The survey was divided into two sections, first the survey was done to
gather data of need analysis of the subjects, and second, the survey was done to
obtain the respondents’ suggestions and opinions toward the designed materials.
More explanation of the survey result will be elaborated as follows:
1. Description of the Respondents on the Needs Analysis
It had been explained in the previous chapters that the first distribution of
questionnaires gave the information on the learners’ needs toward the topics
which are provided by the writer. The writer distributed 40 copies of
questionnaires to 20 students of SMU Stella Duce I, 10 students of SMU Bopkri
Dua, 10 students of SMU Tarakanita Magelang. The students of these Senior
High Schools were willing to fill in the questionnaires and turned all of these 40
copies back to the writer. The subjects of this survey were around 15 years of age
to 16 years of age.
56
From the questionnaires, the writer knew that there were 34 (85%) people
who were interested in learning listening skill, and 31 (77.5%) people who trained
their listening skill ability by listening to the TV News in English, listening to
English music, and even there are some students read English books or simplified
novels. It means that the students of first semester of the first grade of Senior High
School are willing to improve their listening skill.
Furthermore, there were 22 (55%) people who had their first listening skill
at the fourth grade of Elementary School, and 18 (45%) people who had their first
listening skill at Junior High School, while people who had their first listening
skill at Senior High School. It means that listening skill is not a really brand new
for the students of Senior High School.
For preparing the designed materials to the first semester of the first grade
of Senior High School students, the writer offered many topics for them. There
were 34 (85%) people said that the topics which are presented are varied and
interested and there were 31 (77.5%) subjects said that they are interested to learn
listening skill after they saw the topics which are presented by the writer.
The clearer descriptions of the subjects’ choices on the topics were
elaborated in the table below:
No. TOPICS Numbers of Subjects
Percentage
1.
2.
3.
4.
5.
6.
7.
What color is the sky?
Scholarship
Drugs’ Effect
Staying in shape
Bad Habits
Healthy Surroundings
Healthy Lifestyle
25
25
19
28
34
28
31
62.5%
62.5%
47.5%
70%
85%
70%
77.5%
57
8.
9.
10.
The School System in Indonesia and
Australia
School Report
The Planet
31
28
22
77.5%
70%
55%
Table 3: Description of Respondents’ Choices on the Topics Offered
Related to the topics, the subjects might choose more than one topic; those
were based on their own interest. There were 34 (85%) people who chose “Bad
Habits”; 31 (77.5%) people chose “Healthy Lifestyle”; 31 (77.5%) people chose
“The School System in Indonesia and Australia”; 28 (70%) people chose “Healthy
Surroundings”.
Moreover, 28 (70%) people chose “Staying in Shape”; and also 28 (70%)
people chose “School Report”; 25 (62.5%) people chose “What color is the sky?”;
25 (62.5%) people chose “Scholarship”; 22 (55%) people chose “The Planet”; and
the last, 19 (47.5%) people chose “Drugs’ Effect”.
For the topic “Drugs’ Effect” and “The Planet” the writer preferred not to
make the design, because the percentage of the subjects’ choices was low. It
means that the subjects were not interested enough to the two topics above.
2. Description of the Respondents on the Designed Materials’ Evaluation
The second questionnaires, as have been mention before, were distributed
to some English lecturers of Sanata Dharma University, and to some English
teachers of Senior High School in Yogyakarta and Magelang and some English
instructors of Columbia English Course in Klaten. This survey collected the
respondents’ opinions and suggestions in evaluating the designed materials for the
first semester students of the first grade of Senior High School.
58
There were ten respondents in the second survey. They consisted of two
lecturers of English Education Study Program of Sanata Dharma University, six
English teachers of the first grade of Senior High School, and two English
instructors of Columbia English Course. The description of the respondents is
presented in the following table:
Sex Education Background
Teaching Experience (in Years) Group of
Respondents Female Male S1 S2 1-5 5-10 >10 Number
Lecturers 2 - 2 - 2 - - 2
Teachers 4 2 6 - 5 - 1 6
Instructors 2 - 2 - 2 - - 2 Table 4: Description of the Respondents
The data obtained from the second survey were categorized into two types.
The first type was the presentation of the descriptive statistics of the respondents’
opinions on the designed materials, and the second type was the list of the
respondents’ suggestions and recommendations.
a. Descriptive Statistics of the Respondents’ Opinions on the Designed
Materials
The data were obtained from the questionnaires distributed to the
respondents. The respondents gave their evaluation by choosing the representative
numbers (ranging from 1-5), which indicated their degree of agreement. The
numbers and the degree of agreements can be explained as follows:
5 = Absolutely agree
4 = Agree
3 = Indecisive
2 = Disagree
1 = Totally disagree
59
The descriptive statistics of the respondents’ opinion is presented in the following
table:
Central Tendency No. Respondents’ Opinion N Mn Mdn Md
1. Listening skill needs to be mastered by the students as early as possible and to be trained continuously.
10 4.4 5 5
2. The topics which are presented are suited to the themes which are contained in the Competency Based Curriculum for the first semester students of first grade of Senior High School.
10 3.9 4 4
3. The designed materials are suited to the competence and / or the language challenging for the first semester students of first grade of Senior High School.
10 3.7 4 4
4. The designed materials can help the learners in developing their listening skill especially in recognizing new vocabularies in the aural texts.
10 4.2 4 4
5. The activities are suited to the learners’ interest. 10 3.7 4 4
6. The topics which are presented are interesting and varied. 10 4.1 4 4
7. The activities in each unit can activated the students and involve in the teaching and learning process, instead of rehearse the students’ listening skill.
10 3.9 4 4
8. The picture which are presented are interesting enough and represent the topic which the learners going to listen for.
10 3.5 3 3
Table 5: Descriptive Statistics of Respondents’ Opinion
The first statement of respondents’ opinions was about the importance of
teaching listening skill to be trained continuously and to be trained as early as
possible. It was derived from the answers of the respondents. 1 person gave point
1; 2 people gave point 4; and 7 people gave point 5. It means that listening skill
60
plays an important role in teaching an English language in order to the learners
master the English language well.
The second statement was about the adjustment between the topics which
were chosen by the writer and the themes which are contained in the Competency
Based Curriculum for the first semester students of the first grade of Senior High
School. There were 1 person gave point 2; 8 people gave point 4; and 1 person
gave point 5. It means that most of them agree with the relationship between the
topics which were chosen by the writer and themes which are contained in
Competency Based Curriculum.
The third statement was the adjustment between the designed materials
and the competence and/or the language challenging for the first semester students
of the first grade of Senior High School. There were 3 people who were still
unsure and 7 people gave point 4. It means that most of them were agree with
designed materials and the language challenging.
The fourth statement was about whether the designed materials which are
presented by the writer can help the students in developing their listening skill
especially in recognizing new vocabularies in the aural texts. There were 1 person
gave point 2; 5 people gave point 4; and 4 people gave point 5. It means that they
agree with the designed materials.
The statement number five was about the adjustment between the activities
which are contained in the designed materials and the students’ interest. There
were 4 people gave point 3; 5 people gave point 4; and 1 person gave point 5. It
means that the activities or the exercises which are presented by the writer can
encourage the students in developing their listening skill.
61
For statement number six, there were 9 people gave point 4 who agreed
with the provided topics and one person absolutely agreed that the provided topics
are interesting and varied.
The statement number seven was about the activities, which hopefully
would activate and involve the learners in teaching and learning process, instead
of rehearse the students’ listening skill. There were 4 people gave point 4 and 1
person gave point 5, but 2 people were still unsure about the activities.
In answering statement number eight, one person absolutely agreed with
the pictures which are provided are interesting enough and represent the topic
which the learners going to listen for; 3 people agree with the pictures, but 6
people were still unsure that the pictures are interesting enough and represent the
topics. In this case, the writer improved the pictures by coloring the pictures in
order to make them more interesting.
b. Respondents’ Suggestions and Recommendations
Besides the eight questions above which must be evaluated by the
respondents, they were also given a chance to contribute their suggestions and
recommendations; those are about the respondents’ opinion and suggestions to the
designed materials as a whole, and the respondents’ opinion about the activities
which are presented by the writer. The respondents’ suggestions and
recommendations were very helpful and important, because they contributed an
input to make the final revision. The respondents’ suggestions and
recommendations were of the following:
62
(1) The tape script
The respondents said that the tape script presented in each unit should be
reduced in length and more simplified, especially in unit 6 and unit 8.
(2) The time allocation
The respondents said that the writer should pay attention on the time
allocation which she will be used. The time allocation should be fitted with
the length of the tape script and the presented activities in each unit.
(3) The list of key vocabularies
Some respondents said that the designed materials will be better if the writer
adds more lists of key vocabularies in each unit, so it will make the listeners
are easier to comprehend with the aural texts.
(4) The grammar and spelling
The respondents said that the writer should improve and check the grammar
and spelling, since there were still a lot of grammar and spelling mistakes.
(5) The represented pictures
The respondents said that the pictures will be more interesting if they are in
color.
(6) The difference between listening for main ideas and listening for details.
A respondent asked the difference between listening for main ideas and
listening for details, “what makes them different?”
(7) A respondent said that the designed materials will be more suitable for Senior
High Schools which are located in the urban affairs.
63
C. Discussion
In this discussion section, the writer will respond the respondents’
suggestions and recommendations. Before we come to that section, it is important
to know that in doing the survey, the writer distributed questionnaires to 40
students of the first semester of the first grade of Senior High School, mostly in
Yogyakarta. It was appropriate with the writer’s planning. Meanwhile, the writer
also distributed the questionnaires to 10 respondents, and turned all of these 10
copies back to the writer on time.
Furthermore, the data from the descriptive statistics showed that the
average numbers were above 3.5. This means that the average agreement on the
instructional materials designed was almost 4.0. Having this kind of results, the
writer could draw a conclusion that the designed materials were acceptable.
However, to get the better instructional material design, some revisions or
improvements were done based on the respondents’ evaluation. The suggestions
and recommendations were selected in some points. The result of revisions and
improvements are as follows:
(1) The tape script
The writer made improvement in the presented tape script by simplifying the
aural text in order to be easily comprehended by the listeners.
(2) The time allocation
The writer changed the time allocation after considering the content, the
exercises and the activities of each unit. The writer decided to use 2 x 45
minutes for the time allotted, instead of 1 x 45 minutes.
64
(3) The list of key vocabularies
After considering the respondents’ suggestions, the writer decided to add the
list of key vocabularies in the ‘listen and practice section’ in each unit which
is contained related vocabularies in each topic. So the students can discuss the
meaning of each word in context guided by the teacher.
(4) The grammar and spelling
The writer corrected any misspelling, incorrect punctuation or unacceptable
grammar construction, especially in the conversation, so that the designed
materials were absolutely acceptable and correct.
(5) The represented pictures
The writer made a few changes in the represented pictures by coloring them
in order to be more interesting.
(6) The difference between ‘listening for main ideas’ and ‘listening for details’
Listening for main ideas focuses on understanding the gist of the input, while
listening for details focuses on the details and interpretation.
(7) A respondent said that the designed materials will be more suitable if they are
applied in Senior High Schools located in the urban. Because usually the
students in the urban spend their time with lots of activities such English
private course or any other else. So that, they become more skillful than the
others.
D. Presentation of the Instructional Materials Design
The second problem of this study dealt with the presentation of the
materials design. Therefore, the writer presents the final version of a set of
65
English Instructional Listening Materials for the first semester of the first grade of
Senior High School after the designed materials were revised.
In these materials there are four big themes that are developed in eight
sub-themes/topics:
I. Astronomy
Unit 1: What color is the sky?
II. Education Environment
Unit 2: Scholarship
Unit 3: Scholl Report
III. Family Life Health
Unit 4: Staying in Shape
Unit 5: Bad Habits
Unit 6: Healthy Surroundings
Unit 7: A Healthy Lifestyle
IV. School Life
Unit 8: The School System in Indonesia and Australia
There are three main principles on which the designed English listening
materials, is based:
1. Warming Up
Learners need input in order to develop their language ability. The input
can be provided in pictures, key vocabularies which are completed with the
pronunciation of each word and even questions which are interesting and
challenging for the learners.
66
The writer applied ‘warming up’ as pre-listening activity which is
aim to prepare the students for the type of language and even specific
words that they may hear. In this session, the designer provides some
key vocabularies from the aural text which are completed with the
pronunciation of each word. The designer named ‘listen and practice’ for
this section.
2. Listening for Meaning is divided into 2 sections, namely:
a. Listening for main ideas
Listening for main ideas focuses on understanding the gist of the input.
b. Listening for details
Listening for details focuses on the details and interpretation.
3. Post Listening is divided into 2 sections, namely:
a. Real World Listening
The real world listening section teaches listening strategies helps the
students predict, infer and respond to the ideas in the extract.
b. Responding to the idea
Responding to the idea makes the learners become more interactive
listeners.
Hopefully, the revision of these designed materials will be useful for the
students of first semester of the first grade of Senior High School and give a
supplementary English instructional listening materials to the teachers especially
who teach the first grade of Senior High School. Thus, the complete English
instructional listening materials design can be seen in Appendix 4.
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter consists of two parts, namely conclusion and suggestions.
The conclusion aims for answering the questions in the problem formulations.
First, it is to know what the appropriate instructional model is to design a set of
English instructional listening materials for the first semester students of the first
grade of Senior High School based on the Competency Based Curriculum.
Second, it is to present the design of English instructional listening materials for
the first semester of the first grade of Senior High School based on the
Competency Based Curriculum. The conclusion is drawn on the basis of the
research findings stated in chapter 4. Suggestions are directed to the English
teachers, the first semester students of the first grade of Senior High School, and
other researchers.
A. Conclusion
This study focuses on the design of English instructional listening
materials for the first semester students of the first grade of Senior High School
based on the Competency Based Curriculum. There are two aims in this study,
those are:
1. To find out what the appropriate instructional design model to design a set of
English instructional listening materials is for the first semester students of
the first grade of Senior High School based on the Competency Based
Curriculum.
67
68
2. a) To construct what the designed set of English instructional listening
materials look like for the first semester students of the first grade of
Senior High School based on the Competency Based Curriculum.
b) To present the designed set of English instructional listening materials for
the first semester students of the first grade of Senior High School based
on the Competency Based Curriculum.
To answer the first question, a set of designed instructional listening
materials in this study was developed into nine steps. They were adopted from
Banathy, Kemp and Yalden’s instructional design models, but the steps are still
based on Kemp’s instructional model. The combination of those three design
models was chosen because it was simple, effective, and flexible as well as
efficient to accomplish the design. There were nine steps implemented as the
framework, namely:
1. Conducting needs survey
2. Formulating goals, topics, general purposes
3. Formulating specific objectives
4. Selecting syllabus type and list of subject content
Gramedia Djiwandono, Sri Esti Wuryani. 2002. Psikologi Pendidikan. Jakarta: PT Gramedia
Widiasarana Indonesia. Goh, Christine C.M. 2002. Teaching Listening in the Language Classroom.
Singapore: SEAMEO Regional Language Centre. Harsch, Kenton and Kate Wolfe-Quin Tero. 2001. Impact Listening 3. HK:
Pearson Education North Asia Limited. Heaton, J.B. 1979. Writing English Language Test. London: Longman Group Ltd. Hornby, A.S., E.V. Gatenby, H. Wakefield. 1963. The Advanced Learner’s
Dictionary of Current English. Great Britain: Oxford University Press. Hughes, Arthur. 1989. Testing for Language Teachers. Cambrige: Cambrige
University Press. Hutchinson, Tom and Allan Waters. 1987. English for Specific Purposes: A
Learning Centred Approach. New York: Cambridge University Press. Kemp, J.E. 1977. Instructional Design: A Plan for Unit and Course Development.
Belmon: Fearon-Pitman Publishers, Inc. Larsen, Diane-Freeman. 1986. Techniques and Principles in Language Teaching.
Hong Kong: Oxford University Press, Inc. Littlewood, William. 1977. Communicative Language Teaching: An Introduction.
New York: Cambrige University Press. Medinnus, Gene R. and Ronald C. Johnson. 1969. Child and Adolescent
Phycology: Behavior and Development. NY. London. Sydney-Toronto: John Wiley & Son. Inc.
71
72
Neuman, W. Lawrance. 2002. Social Research Methods. Pearson, MA: Allyn and
Bacon. Paulstone, C.B. and Bruder, N. 1976. Teaching English as a Second Language:
Technique and Procedure. Boston: Little Brown & Co. Poedjosoedarmo, Gloria. 2002. The English Language Syllabus 2001 for
Singaporean Primary and Secondary Schools: Implications for English Language Teaching in Indonesia. Singapore: SEAMEO RELC.
Rice, F. Philip. 1975. Adolescent: Development, Relationships, and Culture.
United States of America: A Division of Simon and Schuster, Inc. Rivers, Wilga M. 1968. Teaching Foreign Language Skills. Chicago: The
University of Chicago Press. Singleton, Royce. A and Bruce C. Strait. 1999. Approaches to Social Research.
New York: Oxford University Press, Inc. Soekamto, Toeti. 1993. Perancangan dan Pengembangan Sistem Instruksional.
Jakarta: Intermedia. Tim Penulis GMP. 2002. Bahasa Inggris untuk SMU Kelas I. Bandung: Grafindo
Media Pratama. Yalden, Janice. 1987. The Communicative Syllabus: Evolution, Design and
Implementation. Great Britain: Prentice-Hall International (UK) Ltd. Zamroni, 2002. Pola Induk Pengembangan Silabus Berbasis Kemampuan Dasar
Sekolah Menengah Umum (SMU): Pedoman Khusus Model 3 Bahasa Inggris. Jakarta: Depdikbud.
7. Apakah Anda tertarik untuk belajar listening skill setelah melihat topik-topik yang
telah disajikan oleh penulis?
Ya Tidak
¦ Terima Kasih ¦
KUESIONER UNTUK PENGAJAR
Nama :
Umur :
Pekerjaan :
Pengalaman mengajar : th
Pendidikan terakhir :
I. Lingkarilah pada nomor yang Anda anggap sesuai dengan pendapat Anda!
1 : sangat tidak setuju
2 : tidak setuju
3 : ragu-ragu
4 : setuju
5 sangat setuju
1. Menurut pendapat Bpk/Ibu, ketrampilan menyimak (listening skill) penting untuk
dilatih secara continue dan dimiliki siswa sejak dini.
1 2 3 4 5
2. Materi ini sesuai apabila diterapkan untuk pengajaran Bahasa Inggris pada level SMU
Kelas I semester I (sesuai dengan topik-topik yang ada dalam Kurikulum Berbasis
Kompetensi untuk SMU Kelas I semester I)
1 2 3 4 5
3. Materi yang disusun sudah sesuai dengan kemampuan dan tingkat kesulitan bahasa
untuk siswa SMU Kelas I semester I
1 2 3 4 5
4. Materi yang disusun dapat membantu siswa dalam mengembangkan kemampuan
menyimak/mendengarkan dalam Bahasa Inggris khususnya pengenalan/penambahan
kosakata baru yang ada dalam aural text.
1 2 3 4 5
5. Materi yang disusun sesuai dengan minat siswa
1 2 3 4 5
6. Topik-topik yang disajikan cukup menarik daan variatif
1 2 3 4 5
7. Kegiatan-kegiatan dalam setiap unitnya dapat membuat siswa aktif dan terlibat dalam
proses pembelajaran, selain melatih listening siswa.
1 2 3 4 5
8. Gambar-gambar yang ditampilkan cukup menarik dan mewakili pokok/isi materi
yang akan diajarkan.
1 2 3 4 5
II. Jawablah pertanyaan-pertanyaan berikut ini sebagai bentuk saran-saran Anda!
1. Apa pendapat dan saran Anda terhadap materi ini secara keseluruhan?
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………….…
2. Apakah ada aktifitas yang perlu ditambah atau dikurangi? Apakah saran Anda?
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………….
SYLLABUS
Syllabus for English Lesson to Teach English Listening Skill to the First
Semester Students of the First Grade of Senior High School based on the
Competency Based Curriculum
A. Objectives of the Course
At the end of the course, the students are able to:
1. Recognize English stress patterns.
2. Recognize English intonation patterns and tones.
3. Demonstrate knowledge of basic vocabulary in aural texts as
determined by a specific word list.
4. Demonstrate aural skills in comprehending a variety of aural text.
B. Description of the Course
The materials are designed to teach English listening skill to the first
semester students of first grade of Senior High School for one semester (1
semester = 5-6 months). These materials will be used as alternative materials to
develop the students’ listening skill instead of speaking, reading, and writing skill.
In these materials there are four big themes that are developed in eight topics:
I. Astronomy
Unit 1: What color is the sky?
II. Education Environment
Unit 2: Scholarship
Unit 3: Scholl Report
III. Family Life Health
Unit 4: Staying in Shape
Unit 5: Bad Habits
Unit 6: Healthy Surroundings
Unit 7: A Healthy Lifestyle
IV. School Life
Unit 8: The School System in Indonesia and Australia
There are three main principles on which the designed English listening
materials, is based:
1. Warming Up
Learners need input in order to develop their language ability. The input
can be provided in pictures, key vocabularies, which are completed with
the pronunciation of each word and even guided questions which are asked
by the teacher.
2. Listening for Meaning, divided into 2 sections, namely:
a. Listening for main ideas
Listening for main ideas focuses on understanding the gist of the input.
b. Listening for details
Listening for details focuses on the details and interpretation.
3. Post Listening, divided into 2 sections, namely:
a. Real World Listening
The real world listening section teaches listening strategies helps the
students predict, infer and respond to the ideas in the extract.
b. Responding to the idea
Responding to the idea makes the learners become more interactive
listeners and fluent learners.
In this post listening section, the there will be only one section,
whether ‘real world listening’ or ‘responding to the idea’. So, they
will not come together in the same unit. The aim of the designer is to
give a variation to the post listening activity.
C. Contact Hours
This course is for 8 meetings. Each meeting is around 2 x 45 minutes (90
minutes). Therefore this course will take about 720 minutes.
D. Program
This program is called Teaching English Listening Skill to the first
semester students of first grade of Senior High School based on the
Competency Based Curriculum.
LESSON PLAN
General Instructional Objectives: At the end of the course the students are able to:
a. Recognize English stress patterns. b. Recognize English intonation patterns and tones. c. Demonstrate knowledge of basic vocabulary in aural texts as determined by a specified word list. d. Demonstrate aural skills in comprehending a variety of aural texts (ex. passage, conversation).
Specific Instructional Objectives:
Unit Theme Specific Objectives Activities Materials Time (minute)
Resources
1
Astronomy What color is the sky?
The students are able to: a. Discriminate English
accentual pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling/ rising with any clause type.
c. Grasp the gist of the simple aural text “What color is the sky?”
d. Grasp the detailed information of the simple aural text “What color is the sky?”
e. Write some words or
a. The students listen and
practice to the pronunciation of the list of key vocabulary on the tape.
b. The students find the meaning of the key vocabularies related to the topic “What color is the sky?”
c. The students listen to the aural text “What color is the sky?” from the tape
d. The students complete the table provided based on the simple aural text.
1. A picture
which represents the related topic “What color is the sky?”
2. A list of key vocabularies completed with each pronunciation.
3. A Simple aural text about “What color is the sky?”
4. A text contains
2 x 45
Aural text: adapted from NA-SA, Merry
2
Education Environment Scholarship
phrases correctly based on the aural text.
The students are able to: a. Discriminate accentual
pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling/ rising with any clause type.
c. Grasp the gist of the simple aural text “Scholarship”
d. Grasp the detailed information of the simple aural text “Scholarship”
e. Make some sentences using the key vocabularies related to the topic “Scholarship” orally.
e. The students identify the statements whether they are true or false based on the simple aural text.
f. The students do the cloze-test with words or phrases based on the simple aural text correctly.
a. The students listen and
practice to the pronunciation of the list of key vocabulary on the tape.
b. The students listen to the aural text “Scholarship” from the tape
c. The students find the meaning of the key vocabularies related to the topic “Scholarship.”
d. The students identify the statements whether they are true or false based on the simple aural text ”Scholarship.”
e. The students do the multiple choice items based on the topic, after
weather forecast news.
1. A picture which
represents the related topic “Schoolarship
2. A list of key vocabularies completed with each pronunciation.
3. A simple aural text about “Scholarship”
2 x 45
Aural text: adapted from Buku Bahasa Inggris SMU Kelas I
3
School Report
The students are able to: a. Discriminate accentual
pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling/ rising with any clause type.
c. Grasp the gist of the simple conversation about “School Report”
d. Grasp the detailed information of the simple conversation about “School Report”
e. Produce some sentences using the key vocabularies in the aural text in written.
hearing the simple aural text “Scholarship”
f. The students discuss the questions related to the topic “Scholarship” with her/his partner orally.
a. The students listen and
practice to the pronunciation of the list of key vocabulary on the tape.
b. The students listen to the aural text “School Report” from the tape
c. The students find the meaning of the key vocabularies related to the topic “Scholarship.”
d. The students identify the statements whether they are true or false based on the simple aural text “School Report”
e. The students do the multiple choice items based on the topic, after hearing the simple aural text “School Report”
f. The students find the
1. A picture which
represents the related topic “School Report”
2. A list of key vocabularies completed with each pronunciation
3. A simple aural text about “School Report”
2 x 45
Aural text: adapted from http://www.esl-lab.com/grades/gradessc 1.htm
4
Family Life Health Staying in Shape
The students are able: a. Discriminate accentual
pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling/ rising with any clause type.
c. Grasp the gist of the simple conversation about “Staying in Shape”
d. Grasp the detailed information of the simple conversation about “Staying in Shape”
e. Produce some sentences using the words or phrases that are used in the simple conversation about “Staying in Shape” orally.
meaning of the key vocabularies and then make sentences using them in written.
a. The students listen and
practice to the pronunciation of the list of key vocabulary on the tape.
b. The students listen to the aural text “Staying in Shape” from the tape
c. The students find the meaning of the key vocabularies related to the topic “Staying in Shape.”
d. The students discuss the picture provided with her/his partner and then decide the things that people should do or should not do in staying in shape.
e. The students decide the phrases whether they are true or false based on the topic “Staying in Shape”
f. The students fill in the table provided by writing the steps how to stay in
1. A picture
which represents the related topic “Staying in Shape”
2. A list of key vocabularies completed with each pronunciation
3. A simple conversation about “Staying in Shape”
2 x 45
5
Bad Habits
The students are able to: a. Discriminate accentual
pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling/ rising with any clause type.
c. Grasp the gist of the simple conversation about “Bad Habits”
d. Grasp the detailed information of the simple conversation about “Bad Habits”
e. Produce some sentences using the words or phrases that are used in the simple conversation about “Bad Habits” orally.
shape based on the speaker on the tape (Naomy) in his/her own words.
g. The students respond to the idea by sharing their experiences or giving suggestions about how to stay in shape.
a. The students listen and
practice to the pronunciation of the list of key vocabulary on the tape.
b. The students listen to the aural text “Bad Habits” from the tape.
c. The students find the meaning of the key vocabularies related to the topic “Bad Habits”
d. The students respond the statements provided by writing the sentences told by the speaker on the tape (Julie) correctly.
e. The students do the cloze-test with words or phrases based on the simple aural text correctly.
1. A picture
which represents the related topic “Bad Habits”
2. A list of key vocabularies completed with each pronunciation
3. A simple conversation about “Bad Habits”
2 x 45
Aural text: adapted from Impact Listening 3
6
Healthy Surroundings
The students are able to: a. Discriminate accentual
pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling/ rising with any clause type.
c. Grasp the gist of the simple aural text “Healthy Surroundings”
d. Grasp the detailed information of the simple aural text “Healthy Surroundings”
e. Produce some sentences using the key vocabularies related to the topic “Healthy Surroundings” orally.
f. The students discuss the questions related to the topic “Bad Habits” with her/his partner orally.
a. The students listen and
practice to the pronunciation of the list of key vocabulary on the tape.
b. The students listen to the aural text “Healthy Surroundings” from the tape.
c. The students find the meaning of the key vocabularies related to the topic “Healthy Surroundings”
d. The students identify the statements whether they are true or false based on the simple aural text “Healthy Surroundings”
e. The students do the multiple choice items based on the topic, after hearing the simple aural text “Healthy Surroundings”
1. Two pictures
which are contrary, one picture describes a healthy surroundings, the other is a poor surroundings.
2. A list of key vocabularies completed with each pronunciation
3. A simple aural text about “Healthy Surroundings
2 x 45
Aural text: adapted from Buku Bahasa Inggris SMU Kelas I
7
A Healthy Lifestyle
The students are able to: a. Discriminate accentual
pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling/ rising with any clause type.
c. Grasp the gist of the simple aural text “A Healthy Lifestyle”
d. Grasp the detailed information of the simple aural text “A Healthy Lifestyle”
e. Produce some sentences using the key vocabularies related to the topic “A Healthy Lifestyle” orally.
f. The students discuss the questions related to the topic “Healthy Surroundings” with her/his partner orally.
a. The students listen and
practice to the pronunciation of the list of key vocabulary on the tape.
b. The students listen to the aural text “A Healthy Lifestyle” from the tape.
c. The students find the meaning of the key vocabularies related to the topic “A Healthy Lifestyle”
d. The students do the multiple choice items based on the topic, after hearing the simple aural text “A Healthy Lifestyle”
e. The students do the cloze-test with words or phrases based on the simple aural text correctly.
f. The students discuss the questions related to the topic “A Healthy
1. A picture which
represents the related topic “Staying in Shape”
2. A list of key vocabularies completed with each pronunciation
3. A simple conversation about “A Healthy Lifestyle”
2 x 45
Aural text: adapted from http://www.esl-lab.com/health/healrd 1.htm
8
School Life The School System in Indonesia and Australia
The students are able to: a. Discriminate accentual
pattern (e.g. strong stress on the first syllable and second syllable).
b. Discriminate falling /rising with any clause type.
c. Grasp the gist of the simple aural text “The School System in Indonesia and Australia”
d. Grasp the detailed information of the simple aural text “The School System in Indonesia and Australia”
e. Produce some sentences using the key vocabularies related to the topic “The School System in Indonesia and Australia” in written.
Lifestyle” with her/his partner orally.
a. The students listen to the
illustration provided and discuss with the class.
b. The students listen to the aural text “The School System in Indonesia and Australia” from the tape.
c. The students find the meaning of the key vocabularies related to the topic “The School System in Indonesia and Australia”
d. The students complete the table provided based on the simple aural text
e. The students identify the statements whether they are true or false based on the simple aural text
f. The students respond to the idea by comparing and writing some differences about the simple aural text “The school system in Indonesia and Australia”
1. A picture which
represents the related topic “The School System in Indonesia and Australia”
2. A list of key vocabularies completed with each pronunciation
3. A simple aural text about “The school system in Indonesia and Australia”
2 x 45
Aural text: adapted from Buku Bahasa Inggris SMU Kelas I
WHAT COLOR IS THE SKY?
AURAL TEXT
WHAT COLOR IS THE SKY?
Usually people paint the sky blue, and it is right that the sky is blue if we
see it from Earth. Our atmosphere acts like a prism which is breaking down sunlight
into its component colors, where the blue light deflects the most. But in the vacuum
of space, where there is no atmosphere, the sun’s rays are not deflected. As a result,
for the viewer, the sky looks glossy black, as seen by astronauts while travelling in
space or exploring the airless moon. From Mars, the sky looks pink because sunlight
reaching Mars is reflected on a comparatively high concentration of dust particles in
the Martian air. If the Martian sky were clear of dust, it would be bluer than the
earth’s because the atmosphere is much thinner and it scatters light much less.
(Adapted from: NA-SA, Merry)
AURAL TEXT
THE NEWS
Now we have the weather forecast, it will be cloudy on the east coast of
Sumatra, on the north coast of Java, on the west coast of Kalimantan, and on the
south coast of Sulawesi. It may rain in Palembang, Jakarta, Semarang,
Pontianak, and Ujung Pandang. Fog will appear in the high lands of north
Sumatra, Central-Java, and Irian Jaya during the morning. Bali, Kupang and
Ambon will have rain; Jogjakarata, Samarinda and Dili will be sunny. The
temperature will range between 25 degrees to 32 degrees centigrade. The highest
temperature, 34 degrees centigrade, is forecast for Jakarta and the lowest
temperature, 19 degrees centigrade is forecast for Bandung. Waves, about two
meters high, may occur in the Indonesian Ocean and Timor Sea.
(Adapted from: Majalah Dialogue)
WHAT COLOR IS THE SKY?
♦ WARMING UP
Listen and Practice
1. 'break down (V)
2. de 'flect (V)
3. ex 'plore (V)
4. 'prism (N)
5. rays (UN)
6. re 'flect (V)
7. 'scatter (V)
♦ LISTENING FOR MEANING
Listening for main ideas
Listen to the tape carefully and try to fill in this table below by putting a tick into the right column for the right answer.
Case Blue Glossy Black Pink Red
1. What color is our sky? 2. What color is the moon’s sky in the vacuum of space?
3. When the astronauts look up the sky from Mars, what color is the sky?
4. In fact, what color are the sun’s rays?
Listening for details
Listen again to the tape carefully. Write T if it is true, and F if it is false.
1. The color of the sky would be different if we see it from
different planet.
2. In fact, there is only one color of sky, which is blue.
3. According to the astronauts, the sky of the airless moon is red.
4. The sky of Mars is red.
5. If the Martian sky were clear of dust, it would be blue.
6. The Martian sky is a much darker blue than earth’s.
7. The Martian atmosphere is much thinner than earth’s.
♦ POST LISTENING
Real World Listening
Listen to the tape carefully and complete the text below.
Situation:
Last night, Dessy watched the nine o’clock news on Channel 3 but she missed some information. The news that she watched was about the weather forecast. Can you help her to complete the missing words?
Now we have the weather forecast, it will be on the
east coast of Sumatra, on the coast of Java, on the west
coast of Kalimantan, and on the coast of Sulawesi. It may
rain in Palembang, Jakarta, Pontianak, and Ujung Pandang. Fog will
appear in the high of north Sumatra, Central-Java, and Irian
Jaya during the morning. Bali, Kupang and Ambon will have ;
Jogjakarta, Samarinda and Dili will sunny. The temperature will
range 25 degrees to 32 degrees centigrade. The highest
temperature, 34 degrees centigrade, is forecast for Jakarta and the
temperature, 19 centigrade is forecast for
Bandung. Waves, about two meters high, may occur in the Indonesian
and Timor Sea.
SCHOLARSHIP
AURAL TEXT
The Compulsory Education and Foster Parents
The educational responsibility is not only in the hands of the
Government, but also in the hands of the people. All children, up to the age of
fifteen must go to school, but not all children can go to school, although the
same Elementary Schools exempt the pupils from the school fee because they
have many necessities to be bought.
To solve the problem, the Government has begun a social association,
named the Association of Foster Parents, which is aimed at helping poor
children pay their school fee. The association raises funds to support the
children; this is known as a scholarship. Foster parents can help the poor
children to save their money by as much as Rp 60,000 a year or Rp 5,000 a
month. The foster parents needn’t to live with the children and do not always
know who they are helping. By this program the Government hopes that all
children can go to school and get their education for their future.
(Adapted from: Bahasa Inggris untuk SMU Kelas I)
SCHOLARSHIP
♦ WARMING UP
Listen and Practice
1. 'scholarship (N)
2. a ׀ssoci 'ation (N)
3. com 'pulsory (Adj)
4. ob 'struction (N)
5. school-fee (N)
6. solve (V)
7. fund (N)
8. 'foster 'parent (N)
9. e 'xempt (V)
10. aim (N)
♦ LISTENING FOR MEANING
Listening for main ideas
Listen to the conversation carefully on the tape. Put a tick on T if it is true, and F if it is false.
True False
1. The foster parents can help the expense for
a period of time …… ……
2. The children helped by the foster parents
live in the dormitory school. …… ……
3. The foster parents needn’t live with the children. …… ……
4. The association raises fund to support them
known as scholarship. …… ……
5. The foster parents know who they help exactly. …… ……
Listening for details
Listen again to the conversation carefully on the tape. Choose the best answer to answer these questions below.
1. What does the social association main concern?
A. Help the poor children pay their school fee.
B. Provide all the students’ needs free of charge.
C. Give a child to a couple who don’t have children.
2. What does the government’s expectation?
A. Provide all the children’s needs free of charge.
B. All children can go to school and get their education for their
future.
C. To advance the prosperity of the people and to educate all
Indonesian people.
3. How much money does every foster parent have to spare a month?
A. Rp. 16,000
B. Rp. 60,000
C. Rp. 5,000
4. What did the government do to solve the problem?
A. The government provided the students’ needs free of charge.
B. The government collected the foster parents individually.
C. The government has established a social association.
5. At what age must the children go to school?
A. 15th
B. 16th
C. 14th
♦ POST LISTENING
Responding to the idea
Discuss the topic with the class:
• What is your idea to help the poor children continue their study?
SCHOOL REPORT
AURAL TEXT (DIALOGUE)
Girl: Dad, can I go to a movie with Sharon?
Dad: Yeah, sure, but wait. Weren't you supposed to get a report card sometime this past
week?
Girl: I love you Dad! You're the best!
Dad: Don't try to butter me up. I can guess that your answer means that you didn't do
well in some of your classes?
Girl: Uh, a C . . . minus.
Dad: Oh. Well, how are you doing in your Spanish class? You said you liked that one.
Girl: Well, I do, but I forgot to turn in a couple of assignments, and I had problems on
the last test. All those verbs tripped me up. I get them all mixed up in my head!
Dad: Okay, and what about algebra?
Girl: Ah, I'm acing that class. No sweat. Can I go now?
Dad: And how are you doing in history?
Girl: Oh, that's my favorite class. Mr. Jones is always passing out candy if you know
the answers to his questions.
Dad: Great. Now, I have a bright daughter with tooth decay.
Girl: Ah, Dad. Can I go now?
Dad: Well, okay, but you need to come straight home from the movie, and you need to
