PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk filevi When things go wrong, as they sometimes...

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DESIGNING A SET OF INTEGRATED LISTENING AND SPEAKING

MATERIALS BASED ON COLLABORATIVE LEARNING

FOR THE ELEVENTH GRADE STUDENTS

OF SMA NEGERI 1 DEPOK

A Thesis

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

in English Language Education

By

Agustina Budi Pratiwi

Student Number: 041214027

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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When things go wrong, as they sometimes will,

When the road you’re trudging seems all up hill,

When the funds are low and the debts are high,

And you want to smile, but you have to sigh,

When care is pressing you down a bit,

Rest, if you must, but don’t you quit

To my family, my beloved, and my friends


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ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to my Lord, Jesus Christ, for

His blessings and guidance so that I was able to finish my thesis.

Next, I am very grateful to Ag. Hardi Prasetyo, S.Pd., M.A., the head of

English Language Education Study Program for giving me permission to conduct the

study. I would like to address my sincere gratitude to my sponsor, Dr. Retno

Muljani, M.Pd. for her willingness to share her knowledge, give correction, advice,

and support throughout the development of my thesis. In addition, I would like to

thank Mrs. Ndari and Mrs. Marni for willingly spending their time evaluating my

designed materials. I would like to thank Mbak Danik, Mbak Tari, and Mas Andi

for always being pleased to provide any information needed.

I am deeply grateful to all lecturers of the English Language Education Study

Program of Sanata Dharma University for their guidance and knowledge they have

shared for the past four years. I would also like to address my sincere gratitude to the

English teachers of SMAN 1 Depok, Mr. Subiyadi and Mrs. Sri Suryanti, for their

help, advice, guidance, and suggestions to my designed materials.

Furthermore, I would like to express my gratitude to the best people in my

life. I would like to thank my family: my father – Budiyanto, my mother – S.

Rahayu, my sisters and brother, for their great love and prayer. My great

appreciation goes to Agus Ramadhan for his great love and patience in supporting

and encouraging me to accomplish my study and to undergo my life.


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I wish to thank all my classmates: Elisabeth Aditya, Theresia Vina I.,

Agnes Nora E.W., Yosepha Rini, Retno Sukesi, and Agnes Woro Dwi Priharini

for willingly sharing the joy and spirit during my study in this university. In addition,

I warmly thank Ms. Emy, for kindly spending her precious hours proofreading my

thesis.

Lastly, I would like to apologize if I have inadvertently omitted anyone to

whom the appreciation is due.

Agustina Budi Pratiwi


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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………… i

APPROVAL PAGES……………………………………………………….. ii

STATEMENT OF WORK’S ORIGINALITY…………………………….. iv

DEDICATION PAGE……………………………………………………….. vi

ACKNOWLEDGEMENTS………………………………………………… vii

TABLE OF CONTENTS……………………………………………………. ix

LIST OF TABLES…………………………………………………………… xiii

LIST OF FIGURES………………………………………………………….. xiv

LIST OF APPENDICES…………………………………………………….. xv

ABSTRACT…………………………………………………………………. xvi

ABSTRAK…………………………………………………………………… xvii

CHAPTER I. INTRODUCTION 1

A. Research Background…………………………………………………... 1

B. Problem Formulation…………………………………………………… 5

C. Problem Limitation……………………………………………………... 6

D. Research Objectives…………………………………………………….. 6

E. Research Benefits……………………………………………………….. 7

F. Clarification of Terms…………………………………………………… 8

1. Integrated Material …………………………………………………. 8


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2. Listening Skill ……………………………………………………… 9

3. Speaking Skill ……………………………………………………….9

4. Collaborative Learning ……………………………………………. 10

5. The Eleventh Grade Students of Senior High School …………….. 10

CHAPTER II. REVIEW OF RELATED LITERATURE 12

A. Theoretical Description………………………………………………… 12

1. Listening …………………………………………………………… 13

a. The Nature of Listening ……………………………………… 13

b. Background to Teaching Listening ………………………….. 13

c. Listening Tasks ………………………………………………. 13

2. Speaking …………………………………………………………… 16

a. The Nature of Speaking ………………………………………. 16

b. Background to Teaching Speaking …………………………… 17

3. Integrated Listening and Speaking Materials ……………………… 17

4. Instructional Design Model …………………………………………18

5. Syllabus ……………………………………………......................... 23

6. Material Development……………………………………………… 25

a. Materials Adaptation …………………………………………. 26

b. Techniques for Materials Adaptation ………………………… 26

7. Collaborative Learning ……………………………………………. 27

a. The Nature of Collaborative Learning ……………………….. 27


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b. The Principles of Collaborative Learning ……………………. 28

c. Types of Classroom Activities in Collaborative Learning …… 30

d. Teaching Listening and Speaking Based on CL Approach ….. 32

8. Kurikulum Tingkat Satuan Pendidikan for Senior High School ……..33

9. The Characteristics of Senior High School Students ……………… 33

B. Theoretical Framework………………………………………………… 36

CHAPTER III. METHODOLOGY 42

A. Research Method………………………………………………………. 42

1. Research and Information Collecting ……………………………. 43

2. Planning ………………………………………………………….. 44

3. Developing Preliminary Form of Product ……………………….. 44

4. Preliminary Field Testing ………………………………………… 45

5. Main Product Revision …………………………………………… 46

B. Research Participants…………………………………………………. 50

C. Research Setting …………………………………………………........ 52

D. Research Instruments ……………………………………………....... 52

1. Interview ……………………………………………………….. 52

2. Questionnaire …………………………………………………… 53

E. Data Collection ………………………………………………………. 55

F. Data Analysis Technique …………………………………………….. 60

G. Research Procedures ………………………………………………… 61


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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 63

A. The Steps in Designing the Set of Integrated Listening and Speaking

Materials……………………………………………………………….. 63

1. Research and Information Collecting……………………………… 63

2. Planning……………………………………………………………. 70

3. Developing Preliminary Form of Product…………………………. 78

a. Choosing the Subject Contents ………………………………. 78

b. Selecting Teaching-Learning Activities and Instructional

resources ……………………………………………………… 79

c. Designing the Materials ………………………………………. 80

4. Preliminary Field Testing ………………………………………….. 82

a. Expert Validation …………………………………………….. 82

b. Materials Try Out …………………………………………….. 92

5. Changes to Improve the Materials ………………………………… 95

B. Presentation of the Designed Set of the Materials……………………… 96

CHAPTER V. CONCLUSION AND SUGGESTIONS 100

A. Conclusions…………………………………………………………….. 100

B. Suggestions……………………………………………………………. 102

REFERENCES………………………………………………………………... 104

APPENDICES ...................................................................................................107


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LIST OF TABLES

Table 3.1: Product Specification ……………………………………………… 47

Table 3.2: Data Collection ……………………………………………………. 58

Table 4.1: Summary of Teacher Interviews ………………………………….. 64

Table 4.2: Summary of Students Needs Analysis Questionnaires …………… 68

Table 4.3: Data of Students Questionnaires ………………………………….. 69

Table 4.4: List of Topics ……………………………………………………… 73

Table 4.5: The Specific Learning Objectives of the Designed

Materials…………………………………………………………… 75

Table 4.6: Description of the Respondents…………………………………… 83

Table 4.7: The Results of the Expert Validation Questionnaires …………….. 84

Table 4.8: Students Evaluation Questionnaires……………………………….. 93

Table 4.9: Presentation of the Designed Set of the Materials………………… 97


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LIST OF FIGURES

Figure 2.1: Kemp’s Instructional Design Model………………………………. 22

Figure 2.2: Theoretical Framework Chart …………………………………….. 41

Figure 3.1: Relationship of R & D and Kemp’s Instructional Design Steps...... 49


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LIST OF APPENDICES

Appendix 1: Letters of Permission…………………………………………… 107

Appendix 2: Interview Guideline …………………………………………….. 110

Appendix 3: Interview Transcript ……………………………………………. 111

Appendix 4: Needs Survey Questionnaire……………………………………. 113

Appendix 5: Designed Materials Evaluation Questionnaire………………….. 116

Appendix 6: Overview of the Designed Set of the Materials…………………. 127

Appendix 7: Syllabus and Lesson Plans………………………………………. 130

Appendix 8: Presentation of the Designed Set of the Materials ………………. 160


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ABSTRACT Pratiwi, Agustina Budi Pratiwi. 2009. Designing a Set of Integrated Listening and Speaking Materials Based on Collaborative Learning for the Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Listening and speaking are important language skills for learners to develop. Unfortunately, the teaching of listening and speaking is still frequently problematic, particularly in SMA Negeri 1 Depok. The limitation of instructional materials and learning media is believed to be one of the obstacles of the implementation of effective listening and speaking teaching-learning activities. Considering that, this study is then aimed at developing a set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok. There were two questions formulated in the problem formulation, namely, (1) how is a set of integrated listening and speaking materials based on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok designed? and (2) what does the designed set of the materials look like?. To answer the first question, the writer employed the adaptation of Kemp’s instructional design model as the realization of Educational Research and Development (R & D) method. There were nine instructional design steps employed in this study, namely, (1) enumerating learners’ characteristics, (2) formulating goals and general purposes, (3) formulating topics, (4) specifying learning objectives, (5) listing subject contents, (6) selecting teaching or learning activities and instructional resources, (7) coordinating support services (budget, personnel, and equipment), (8) evaluating the designed set of the materials, and (9) revising the designed set of the materials.

In this study, the data obtained through needs survey served as the basis to develop the materials. Whereas, the data obtained by conducting evaluation and expert validation served as the basis for revisions. The data gathered from conducting evaluation and expert validation showed that the designed set of the materials was well-developed, although some revisions were necessary. Based on the comments and suggestions from the evaluators, the writer improved the materials related to subject contents and learning activities.

The presentation of the final version of the designed set of the materials served as the answer to the second question. The designed set of the materials consists of six units, namely, Environment (unit 1), Education (unit 2), Legend (unit 3), Porquoi Tale (unit 4), Digital Library (unit 5), and Health (unit 6). Each unit consists of ‘Building Knowledge’, ‘Let’s Listen’, ‘Let’s Speak’, and ‘Let’s Wrap Up’ sections.


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ABSTRAK Pratiwi, Agustina Budi. 2009. Designing a Set of Integrated Listening and Speaking Materials Based on Collaborative Learning for the Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Mendengarkan dan berbicara merupakan keterampilan berbahasa yang penting untuk dikembangkan. Namun demikian, pengajaran mendengarkan dan berbicara masih sering menjumpai banyak kendala, khususnya seperti yang terjadi di SMA Negeri 1 Depok. Sangat terbatasnya materi pembelajaran listening dan speaking serta kurangnya media pembelajaran diyakini sebagai salah satu penghambat penerapan kegiatan pembelajaran mendengarkan dan berbicara yang efektif bagi para siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan seperangkat materi mendengarkan dan berbicara berdasarkan Collaborative Learning untuk kelas XI SMA Negeri 1 Depok. Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah yaitu (1) bagaimanakah seperangkat materi mendengarkan dan berbicara berdasarkan Collaborative Learning untuk siswa kelas XI SMA Negeri 1 Depok dirancang? dan (2) bagaimanakah penyajian materi mendengarkan dan berbicara yang telah disusun tersebut?. Untuk menjawab pertanyaan yang pertama dalam perumusan masalah, penulis mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp sebagai realisasi metode Educational Research and Development (R & D). Terdapat sembilan langkah perancangan instruksional dalam penelitian ini. Langkah-langkah tersebut adalah (1) pengidentifikasian karakteristik siswa, (2) perumusan tujuan dan tujuan umum, (3) perumusan topik, (4) perumusan tujuan khusus, (5) perincian isi materi, (6) pemilihan dan pengembangan kegiatan pembelajaran (pengembangan materi pembelajaran), (7)pengkoordinasian peralatan pendukung (anggaran dan perlengkapan), (8) pengevaluasian materi, dan (9) perevisian/perbaikan materi. Dalam penelitian ini, data yang diperoleh melalui survei analisa kebutuhan siswa digunakan sebagai dasar pengembangan Sedangkan, data yang diperoleh dari evaluasi kemudian digunakan sebagai acuan untuk revisi. Data yang diperoleh dari melaksanakan evaluasi dan validasi ahli menunjukkan bahwa seperangkat materi telah dikembangkan dengan baik, meskipun masih diperlukan beberapa revisi. Berdasarkan saran yang diperoleh dari penilai, penulis memperbaiki materi yang berkaitan dengan isi materi dan aktivitas pembelajaran.

Untuk menjawab pertanyaan yang kedua, penulis menyajikan hasil akhir dari materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu Environment (unit 1), Education (unit 2), Legend (unit 3), Pourquoi tale (unit 4), Digital Library (unit 5), and Health (unit 6). Masing-masing unit terdiri bagian utama yaitu: ‘Building Knowledge’, ‘Let’s Listen’, ‘Let’s Speak’, dan ‘Let’s Wrap Up’.


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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study which can be elaborated

into six main parts. They are the research background, problem formulation, problem

limitation, research objectives, research benefits, and clarification of terms.

A. Research Background

English now becomes an essential school subject to learn since it is an

international language which is widely used in the world. Strevens (1980: 61) states

that “English language is vastly more used nowadays than it was in the past, and that

the expansion of its use continuous rapidly.” The fact shows that English is now

broadly used in many fields like education, economics, culture, and so on. In

addition, according to Harmer (1991:1), English has become a lingua franca, which

is widely accepted as a means of communication between speakers who have

different native languages. He adds that English is one of the main languages of

international communication (Harmer, 1991: 1). It is clear that English is mostly used

by people from various countries for communication. Considering the importance of

English, people are required to learn and master English whether it is as their second

language or as foreign language.


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Research and practice in English language teaching as cited by Brown (2001:

232) has identified the four skills in language teaching, namely, listening, speaking,

reading, and writing as of paramount importance. This statement implies that in

language teaching, teachers shall teach those language skills as interrelated skills

instead of focusing only on teaching one of those skills as separated skills. Hence,

there are interconnection among learning activities from each of the language skill

teaching.

In this study, the writer is challenged to design a set of integrated materials

that can facilitate the students in mastering English skills. The writer focuses her

study on designing a set of integrated listening and speaking materials for senior high

school. She integrates listening and speaking skills since they are closely intertwined

(Brown, 2001: 267). Listening and speaking are interrelated skills that can be

conducted simultaneously in oral communication and can be taught all together as

well. In addition, listening activities mostly have speaking as the follow-up activities.

The writer focuses her study on designing a set of integrated listening and

speaking materials by considering two standard competences stated in Kurikulum

Tingkat Satuan Pendidikan (KTSP) for senior high school level and the goal of

teaching English in senior high school. The two standard competences in KTSP

require students to understand meaning and to express meaning both in formal

transactional and interpersonal conversation and sustained in daily life contexts

(Depdiknas, 2006: 315 – 316). In addition, the goal of teaching English in senior high

school is to assist the students to acquire both functional and informational literacy


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level (Depdiknas, 2006: 307). The achievement of informational literacy level means

that the students are expected to be able to access knowledge with their ability to use

the language. Hence, the target of learning English in senior high school is to help the

students achieve their ability to use English for communication and access knowledge

since they are prepared to continue their study in higher levels (Depdiknas, 2006:

307).

In addition, the writer considers some common problems which are

experienced by students when they are learning listening and speaking skills such as

lack of self confidence, disability to make sentences, fear of making mistakes, and

lack of vocabulary mastery. Based on informal observations conducted by the writer

while conducting teaching practice in senior high school, it seemed that students

could not speak English well and found many difficulties in responding to meanings

in transactional and interpersonal conversations. Therefore, the writer considers that it

is necessary to find solutions in order to solve those problems.

Considering the common problems experienced by students when they are

learning listening and speaking skills, the writer implements various listening and

speaking activities based on Collaborative Learning principles. In order to solve

students’ problems in learning listening and speaking skills, the writer adapts several

learning activities based on Collaborative Learning principles that enable the students

to get involved in groups to share their ideas, as well as listen to their partners, and

give responses to their partners’ ideas. Most of Collaborative Learning activities are

in the form of study teams and group discussion. Through study teams and group


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discussion the students can learn from each other to find out the meaning of new

vocabulary items and learn how to make sentences. They also have to be responsible

to encourage each other to speak actively after listening to their members’ opinions.

By learning in small groups or teams, the students will be accustomed to do

conversations so that they will be more confident in uttering ideas and listening to

their partners as well as giving responses to them.

The writer designs the materials based on the Collaborative Learning

approach by referring to the principles of teaching-learning activities based on

Kurikulum Tingkat Satuan Pendidikan (KTSP). One of those principles states that the

teaching-learning activities should provide the students with the opportunity to learn

individually. At the same time, the learning activities should also provide the students

with several assignments which encourage them to work in groups so that they can

enhance their solidarity, sympathy, and empathy towards others (KTSP, 2006: 51).

Based on this principle, the writer considers that Collaborative Learning can be a

suitable approach to conduct teaching-learning activities based on the Kurikulum

Tingkat Satuan Pendidikan (KTSP) since Cooperative or Collaborative Learning

essentially involves students learning from each other in groups (Larsen-Freeman,

2000: 164). Hence, classroom activities in Collaborative Learning mostly involve the

students to work in groups.

The writer will design the materials by using several learning activities which

are in accordance with the principles of Collaborative Learning that enable the

students to learn within groups like jigsaw activities, information gap, think-pair-


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share, and so on. These learning activities facilitate the students in practicing

listening to their group members’ ideas and information. After listening to their group

members’ ideas and information, each student can practice speaking to utter his or her

own information and to give responses to other group members actively using the

target language. The implementation of those learning activities can appropriately

motivate students in achieving the ability to use English in conversation, to access

knowledge, and to overcome their problems in learning listening and speaking skills.

It is because they enable the students to get involved in the learning process by

providing the students with interesting classroom activities.

There were other researchers who designed English materials based on

Collaborative Learning or Cooperative Learning. The designed materials were mostly

intended for specific purposes such as for teaching speaking to street children

(Wulandari, 2005), for tourist Andong drivers (Astuti, 2005), and for the

extracurricular activities in the second year students of senior high school (Rumjati,

2006). The writer will also apply Collaborative Learning approach as the basis to

design a set of integrated listening and speaking materials for the eleventh grade

students of senior high school.

B. Problem Formulation

Based on the discussion in the research background above, the problems of

this research can be formulated on the following page.


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1. How is a set of integrated listening and speaking materials based on

Collaborative Learning for the eleventh grade students of SMA Negeri 1

Depok designed?

2. What do the integrated listening and speaking materials based on


Depok look like?

C. Problem Limitation

Referring to the problems formulation, the writer limits the discussion to the

designing integrated listening and speaking materials based on Collaborative

Learning approach for senior high school students. To limit the problem, the writer

will focus only on designing a one - semester - set of integrated listening and

speaking materials based on Collaborative Learning for the eleventh grade students of

SMA Negeri 1 Depok. More specifically, the designed materials are intended for the

Science class at SMA Negeri 1 Depok.

D. Research Objectives

In this part, the writer elaborates the research objectives of this study. The

research objectives of this study are specified as follows:

1. To design a set of integrated listening and speaking materials based on


Depok.


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2. To present the designed set of integrated listening and speaking materials

based on Collaborative Learning for the eleventh grade students of SMA

Negeri 1 Depok.

E. Research Benefits

Hopefully, the result of this study can bring about benefits for many people.

The research benefits are specified as follows:

1. For students

The writer expects that the designed materials will bring about benefits for the

students especially in establishing their ability in interpersonal skill by

conducting Collaborative Learning in listening and speaking activities. In

addition, the writer expects that the designed materials will help the students

improve their listening and speaking abilities through learning activities

which enable them to get involved in each activity so that they can obtain

enjoyment as well.

2. For English teachers

This paper is aimed to provide the teachers with some classroom listening and

speaking activities which apply the principles of Collaborative Learning to

reinforce their students to work together in groups in listening and speaking

class. The writer also expects that the designed materials will assist the

teachers to build students’ ability to speak using the target language and to


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learn listening as well. Moreover, the designed materials can also be a model

for the teachers.

3. For other material developers

The writer expects that the result of this paper will bring about benefit for the

other material developers in developing their English materials, particularly

using certain teaching-learning approach and method. In addition, the

writer expects that the other material developers can improve their approaches

and methods in developing the materials.

F. Clarification of Terms

The writer uses some specific terms related to the study. In order to avoid

misinterpretation, there are several terms to define as follows.

1. Integrated Material

In Oxford Advanced Learner’s dictionary (1995: 620), integrated means to be

united into a body or system, where each of the parts in relationship with other.

Materials are the content to be learned in learning process, written in textbooks or

papers. In addition, Richard and Rodgers (1988: 64) state that integrated material is

material that focuses on the mastery of the integrated communicative skills rather

than a mere mastery of the rules in the target language. According to the writer,

integrated materials are defined as a set of learning materials that comprises two

language skills and incorporates the learning topics from each language skill


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including the language elements to facilitate the students in acquiring their language

skills. In this study, integrated listening and speaking materials are a set of materials

comprising both listening and speaking skills, which are incorporated into

interdependence learning activities.

2. Listening Skill

According to Nunan (2003:24), listening is an active, purposeful process of

making sense of what we hear. In addition, Widdowson (1978: 60) states listening is

the receptive counterpart of saying and depends on the visual as well as the aural

medium. In this study, listening is a receptive skill which includes an active process

of receiving new ideas and information with the use of aural and visual media.

Listening is called an active process since the mind actively engages in making

meaning. Therefore, the listeners do not only listen to the listening passages, but they

also interpret the content of those listening passages.

3. Speaking Skill

Speaking is the productive aural or oral skill. It consists of producing

systematic verbal utterances to convey meaning as cited by Nunan (2003:48).

Widdowson (1978:59) adds that speaking as an instance of use, therefore, is part of

reciprocal exchange in which both reception and production play a part. In this study,

speaking is a language skill that incorporates both speech production and speech

interpretation. The act of speaking involves not only the activities of producing


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utterances or statements, but also the activities to listen to other speakers’ utterances.

4. Collaborative Learning

Slavin (1990:2) states “Collaborative Learning refers to a variety of teaching

methods in which students work in small groups to help one another learn academic

content.” Evolving from a humanist view of education propounded by Dewey and

others (Kessler, 1992:129), Collaborative Learning or Cooperative Learning is an

approach to education based on the philosophy that education should be learner

centred and learner directed, that learners can be teachers, and that teachers are guides

and facilitators rather than the source of all knowledge and direction. Hence, the

students are responsible for one another’s learning as well as their own. In this study,

Collaborative Learning is defined as a teaching approach where the learning activities

are conducted by grouping the students of different levels of ability into small teams.

Each team uses a variety of learning activities to learn the academic content and get

better understanding of the subject. In addition, Collaborative Learning enables the

students to learn from each other in groups.

5. The Eleventh Grade Students of Senior High School

The eleventh grade students of senior high school are mostly at the age of

sixteen to seventeen. They are considered as adolescents. According to Hamacheck

(1985:106), adolescence is an intensely social period on the developmental

continuum. Many activities are done in pairs and even more are done in groups. The


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participants’ primary motivation is not necessarily to know others, but to know

themselves through feedback from others. In this adolescence period, students have

already attained their background knowledge since their elementary school and junior

high school as the basis for learning in senior high school. In this study, the students

of SMAN 1 Depok grade eleven are the research participants.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literature and it is divided into two

parts. They are the theoretical description and theoretical framework. The theoretical

description consists of the discussions of basic theories of listening, speaking,

integrated listening and speaking materials, instructional design model, syllabus,

materials development, Collaborative Learning, Kurikulum Tingkat Satuan

Pendidikan for senior high school, and characteristics of senior high school students.

The theoretical framework discusses the relevant supporting theories in designing the

materials.

A. Theoretical Description

In this part, the writer discusses the basic theories which are applied as the

base line in developing the materials. The writer firstly discusses the theory of

listening and speaking, and integrated listening and speaking materials since she

focuses her study on designing a set of integrated listening and speaking materials.

Subsequently, the writer elaborates the theories of instructional design model,

materials development, Collaborative Learning, Kurikulum Tingkat Satuan

Pendidikan for senior high school, and the characteristics of senior high school

students.

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1. Listening

a. The Nature of Listening

As stated by Nunan (2003: 24), “listening is an active, purposeful process of

making sense what we hear.” Listening is a receptive skill since it requires a person to

receive and understand the incoming information.

b. Background to Teaching Listening

According to Nunan (2003: 25), listening was virtually ignored. Subsequently,

direct method promoted the teaching of listening comprehension and the idea that

new teaching points should be introduced orally (Nunan, 2003: 25).

In the years following World War II, the audiolingual method came to

dominate foreign language teaching. This method emphasized memorization of new

structures. The popularity of the audiolingual method paralleled the establishment of

language laboratories for dialogue and pattern practice drills (Nunan, 2003: 25).

Nunan (2003: 25) adds that in the 1970s and early 1980s, the introduction of

communicative language teaching that is the idea the student learns through the act of

communication increased the role of listening. In addition, listening was seen as a

major source of comprehensible input (Nunan, 2003:26).

c. Listening Tasks

According to Goh (2002: 12), there are two kinds of listening tasks. They are

one-way listening tasks and two-way (interactional) tasks. As stated by Goh (2002:


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13), one-way listening tasks involve students only in listening and responding

through different ways to achieve outcomes. It is concerned mainly to obtain

information and knowledge. According to Goh (2002: 14), there are ten types of one-

way listening tasks as follows:

1) Restoration

The listening activity includes omitted words or phrases, and deleted extra

information.

2) Reconstruction

This type of listening activity involves creating original message with

words heard or noted down.

3) Comparison

This listening activity includes comparing information of a similar nature for

similarities and differences.

4) Prediction

This listening activity includes extending contents based on clues from

part of the text.

5) Sorting

This listening activity involves sequencing, ranking, and categorizing

items.

6) Elaboration

This listening activity includes elaborating using numbers, words, and

pictures.


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7) Evaluation

This listening activity includes identifying inconsistencies and

contradictions, and rank information.

8) Jigsaw

This listening activity includes creating a whole text from different parts.

9) Matching

This listening activity includes matching information from listening to

pictures or written texts.

10) Problem-solving

This listening activity is conducted by offering solution to real-life problems.

In addition, there are five types of two-way (interactional) listening tasks

(Goh, 2002: 21). They are as follows:

1) Creative dictation

This listening activity is conducted by dictating to each other to complete a

text.

2) Description

This listening activity is conducted by sequencing, reproducing, or

completing pictures or diagrams.

3) Simulation

This listening activity is conducted by listening to and expressing opinion in

simulated situations.


16

4) Discussion

This listening activity is conducted by listening to and expressing opinion on

specified topics.

5) Presentation

This listening activity is conducted by listening and responding to formal and

informal presentations.

2. Speaking

a. The Nature of Speaking

Speaking is the productive aural or oral skill. It consists of producing

systematic verbal utterances to convey meaning as cited by Nunan (2003:48).

According to Davies (1981:145), spoken English is not the same as written English.

Nothing sounds worse than an instructor reading aloud. The way words and sentences

are put together depends upon whether they are going to be read or spoken.

Bailey (1994), as cited by Nunan (2003:48) states that many people feel that

speaking in a new language is harder than reading, writing, or listening for two

reasons. First, unlike reading or writing, speaking happens in real time: usually the

person you are talking to is waiting for you to speak right then. Second, when you

speak, you cannot edit and reverse what you wish to say, as you can if you are

writing. We must make ourselves understood by the people we are speaking with, and

this is not an easy task especially at the beginning and intermediate levels.


17

b. Background to Teaching Speaking

For many years, people taught speaking by having students repeat sentences

and recite memorized textbook dialogues. Audiolingual repetition drills were

designed to familiarize students with the sounds and structured patterns of the target

language as cited by Nunan (2003:49). During the late twentieth century, language

acquisition research made us reconsider some long-standing beliefs about how people

learn to speak. People do not learn the pieces of the language and then put them

together to make conversations. According to Nunan (2003:50), this realization has

several interesting implications. If we believe that people learn languages by

interacting, then learners should interact during lessons. As a result, a method called

Communicative Language Teaching arose.

3. Integrated Listening and Speaking Materials

According to Widdowson (1978:57), speaking and listening are said to relate

to language expressed through the aural medium. Moreover, an act of communication

through speaking is commonly performed in face to face interaction and occurs as

part of dialogue or other form of verbal exchange, so it is dependent on an

understanding of what else has been said in the interaction (Widdowson, 1978:59).

In other words, it is clear that the act of speaking occurs after listening to the one we

are speaking to. Widdowson (1978:59) adds that “speaking is part of reciprocal

exchange in which both reception and production play a part.” The term reception

here means the act of listening, while production means the act of speaking.


18

As stated by Widdowson (1978:60), “listening is the activity of recognizing

what function sentences have in an interaction, what communicative value they take

on as instances of use.” According to Nunan (1989:23), there are two types of

listening, namely, reciprocal listening and non-reciprocal listening.

“Reciprocal listening refers to those listening tasks where there is the opportunity for the listener to interact with the speaker, while non-reciprocal listening refers to tasks such as listening to the radio or a formal lecture where the transfer of information is in one direction only that is from the speaker to the listener.”

The writer, in this study, concerns more on the reciprocal listening in which

the listeners could give responses directly to what they have already listened in the

form of act of speaking.

Hence, the writer aims at designing a set of integrated listening and speaking

materials in order to facilitate the English learners, specifically the senior high school

students in learning the two skills, namely listening and speaking, at one time. The

integrated listening and speaking materials itself means a set of materials which

combines both skills together into interdependence learning activities. In other words,

the learning activities in the materials can enable the students to develop their

listening and speaking skills all together.

4. Instructional Design Model

There are several instructional design models. However, in this study the

writer refers to instructional design model specified by Jerrold E. Kemp. According


19

to Kemp (1977:8), the approach and procedures which are called an instructional

design plan can be applied on any educational levels like elementary, secondary, or

college. The plan is designed to supply answers to three questions, which may be

considered the essential elements of instructional technology as follows:

a. What must be learned? (objectives)

b. What procedures and resources will work best to reach the desired learning

levels? (activities and resources)

c. How will we know when the required learning has taken place? (evaluation)

In addition, Kemp (1977:8) states that the plan consists of eight parts as

follows:

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

each topic

According to Kemp (1977: 14), all educational programs are based on

broadly stated goals. Those goals may be derived from society, students, and

subject areas. Material designers consider the goals for teaching each topic in

order to fulfill the society needs and demands.

After considering and establishing the goals, material designers should

list the main topics of learning that will become the scope of the course and

the basis for the instruction. Subsequently, material designers state the general

purposes for teaching each topic as the basis for deciding the learning

objectives.


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

instruction is to be designed

Referring to Kemp (1977: 19), material designers must very early

decide the characteristics of their students for themselves such as the

academic factors including number of students, academic background, level of

intelligence, motivation for studying the subject, and so on. Moreover, the

material designers must also consider the social factors including age,

maturity, special talents, relation among students, and so forth.

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

students’ behavioral outcomes

Material designers shall specify the learning objectives to be achieved

in the form of students’ behavioral outcomes. As stated by Kemp (1977: 23),

learning objectives are what students should know or be able to do, or in what

ways they should behave differently, after studying the topics.

d. Choose the subject contents that support each objective

Material designers choose the subject contents that support each

objective. According to Kemp (1977: 43), a student’s learning experiences

must involve subject contents. The contents, in turn, must closely relate to the

objectives and to the students’ needs. In other words, the subject contents

have a purpose to assist the accomplishment of each learning objective.


21

e. Develop pre-assessments to determine the student’s background and present

level of knowledge about the topic

As stated by Kemp (1977: 51), in order to plan learning activities for

which students are prepared and to ensure that learners do not waste their time

on things they already know, material designers should apply pre-assessment.

The pre-assessment aims at finding out whether the students are prepared to

study the topic and whether they are already competent in some of the stated

objectives (Kemp, 1977: 50).

f. Select teaching or learning activities and instructional resources that will treat

the subject content so students will accomplish the objectives

In addition, material designers also select teaching or learning

activities and instructional resources that can motivate students and effectively

explain and illustrate the subject content (Kemp, 1977: 73).

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

and schedules to carry out the instructional plan

As stated by Kemp (1977: 85), “support services must be considered at

the same time instructional plans are being made and materials, being

selected”.


22

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

with a view to revising and re-evaluating any phases of the plan that need

improvement

The evaluation is conducted to measure the learning outcomes based

on the learning objectives. Revision is done after getting the evaluation

outcome from the students’ performance. The revision itself is as the feedback

for the designed materials and as the essential thing to improve the designed

materials.

The writer illustrates the plan in Kemp’s model as follows:

Goals, Topics,and General Purposes

Learnercharacteristics

LearningObjectivesRevision

Evaluation

SupportServices

Te a c h in gL e a rn in gA c t iv it ie s

Pre-Assessment

SubjectContent

Figure 2.1.: The Diagram of Kemp’s Model (Kemp, 1977: 9)


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Kemp (1977:9) states that the plan is a flexible process. The instructional

designers have freedom to start with whichever element they are ready to start with

and then move back to the other steps. There is also interdependence among the

elements. Therefore, each element is interrelated one another.

5. Syllabus

Syllabus is a document which says what will (or at least what should) be

learnt (Hutchinson & Waters, 1987: 80). According to Brown (1995: 141-142),

syllabus are concerned with the choices necessary to organize the language content of

a course or program. The procedures involved in developing a syllabus include

examining instructional objectives, arranging instructional objectives in terms of

priorities, and then determining what kinds of techniques and exercises which are

required to accomplish the objectives.

According to Krahnke (1987: 9-11), there are six types of language teaching

syllabus as follows.

a. A structural (formal) syllabus

A structural (formal) syllabus is one of which the content of language

teaching is a collection of the forms and structures, usually grammatical, of the

language being taught such as nouns, verbs, adjectives, and so on.

b. A notional or functional syllabus

A notional (functional) syllabus is one in which the content of the language

teaching is a collection of the functions that are performed when language is used, or


24

of the notions that language is used to express. Examples of functions include:

informing, agreeing, apologizing, and so on. Examples of notions include: size, age,

color, and so on.

c. A situational syllabus

A situational syllabus is one in which the content of language teaching is a

collection of real or imaginary situations in which language occurs or is used. A

situation usually involves several participants who are engaged in some activity in a

specific setting. The primary purpose of a situational language teaching syllabus is to

teach the language that occurs in the situations. Examples of situations include:

seeing the dentist, buying a book at the bookstore, and so forth.

d. A skill-based syllabus

A skill – based syllabus is one in which the content of the language teaching

is a collection of specific abilities that may play a part in using language. The primary

purpose of skill-based instruction is to learn the specific language skill. The

secondary purpose is to develop more general competence in the language, learning

only incidentally any information that may be available while applying the language

skills.

e. A task-based syllabus

A task-based syllabus and a content-based syllabus are similar in that in both

the teaching is not organized around linguistic features of the language being learned

but according to some other organizing principles. In the task-based instruction, the


25

content of the teaching is a series of complex and purposeful tasks that the students

want or need to perform with the language they are learning.

f. A content-based syllabus

A content-based syllabus is not really a language teaching syllabus at all. In

the content-based language teaching, the primary purpose of the instruction is to teach

some contents or information using the language that the students are also learning.

6. Materials Development

According to Tomlinson (1998: 2), materials development refers to anything

which is done by writers, teachers or learners to provide sources of language input

and to exploit those sources in ways which maximize the likelihood of intake. Brown

states that “there are three strategies in creating materials including adopting,

developing, and adapting materials (Brown, 1995: 139-140).” Adopting materials

involves deciding on the types of materials that are needed, locating as many different

sets of the material types as possible, evaluating the materials, making use of the

materials, and reviewing the materials on an ongoing basis. Developing materials

includes developing, teaching (field testing), and evaluating the materials. Adapting

materials includes all steps necessary in adopting materials, but must additionally

incorporate phases that allow for analyzing what is worth keeping in the materials,

classifying that remaining materials, filling gaps from other sources, and reorganizing

all of this to fit the program in question.


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a. Materials Adaptation

According to Tomlinson and Masuhara (2004: 11), “materials adaptation

involves changing existing materials so that they become more suitable for specific

learners, teachers or situations.” In addition, they state that in preparation for a

particular lesson, teachers may decide to use only part of a unit, add or delete texts or

activities, and replace or supplement texts or activities with ones from other sources.

b. Techniques for Materials Adaptation

The various techniques for materials adaptation can be divided into three main

categories in terms of quantity, they are Plus (+), Minus (-) or Zero (0) (Tomlinson

and Masuhara, 2004: 15).

In Plus Category, there are two techniques for materials adaptation, they are

addition and expansion. The addition technique means that teachers may add

different texts and/ or activities, whereas in the expansion technique teachers may

expand texts and activities by increasing the length, difficulty, depth, and so on.

In Minus Category, there are three techniques for materials adaptation,

namely, deletion, subtraction, and reduction. In deletion technique, teachers may

delete some texts and/or activities altogether. Subtraction technique means that

teachers may decrease the number of sentences in a text or part of an activity,

whereas reduction technique means that teachers may reduce texts and activities by

decreasing the length, difficulty, depth, and so on.


27

The last technique for material adaptation is Zero Category that has five

techniques for materials adaptation. The first technique is modification that is the

teachers may make changes to instructions. The second is replacement that is teachers

may swap one activity with another. The third is reorganization that is teachers may

change the positions of texts and illustrations. The fourth is resequencing that is

teachers may change the sequence of the activities. The fifth is conversion that is

teachers may change the genre of a text or move the content from one medium to

another.

7. Collaborative Learning

In this part, the writer discusses some supporting and essential information

about Collaborative Learning such as the nature of Collaborative Learning, the

principles of Collaborative Learning, types of classroom activities in Collaborative

Learning, and teaching listening and speaking based on Collaborative Learning.

a. The Nature of Collaborative Learning

Slavin (1990:2) states that “Collaborative Learning refers to a variety of

teaching methods in which students work in small groups to help one another learn

academic content.” According to Jacobs as cited by Larsen and Freeman (2000: 164),

in Collaborative Learning teachers teach the students collaborative or social skills so

that they can work together more effectively. In this study, Collaborative Leaning is a

learning strategy that makes the students work together to achieve learning goals. It

essentially involves students learning from each other in groups. The students are


28

responsible for one another’s learning as well as their own. Thus, the success of one

student helps other students to be successful. In the classroom, students are expected

to cooperate with their peers in the learning process. Accordingly, the students are

expected to help each other, to discuss and argue with each other, and to assess each

other’s current knowledge.

In addition, according to Slavin (1990:15), the most important goal of

Collaborative Learning is to provide students with the knowledge, concepts, skills,

and understandings they need to become happy and contributing members of our

society.

b. The Principles of Collaborative Learning

Larsen (1991: 167-168) states that there are some principles in Collaborative

Learning which underlie the implementation of Collaborative Learning classroom as

follows:

1) Language acquisition is facilitated by students interacting in the target

language

In Collaborative Learning classroom, the students are expected to

communicate using the target language whether it is communication between

teachers – students or between students-students. During the learning

activities, the students appear to be busy working in their groups and there is

much talking in the groups to discuss certain topics given by the teacher using

the target language.


29

2) The teacher assigns students to the groups so that the groups are mixed-males

and females, different ethnic groups, and different proficiency levels

This allows students to learn from each other and gives them practice

in how to get along with people different from themselves by using the target

language. It enables the students to encourage themselves to cooperate with

others, to solve the problems together in a form of group discussions, and they

will improve themselves by learning from others who have different

proficiency levels.

3) Social skills such as acknowledging another’s contribution, asking others to

contribute, and keeping the conversation calm need to be explicitly taught

Teacher takes an important role to teach explicitly some social skills

such as acknowledging another’s ideas or views, asking others to share their

opinion and argument, and keeping the conversation. Teacher also has to try

to structure the tasks so that each group member can make an equal

contribution and has the same opportunity to converse in order to demonstrate

his or her opinion.

4) Each group member should be encouraged to feel responsible for actively

participating and for learning

Since Collaborative Learning classroom emphasizes on activities

which involves group discussions, each group member should actively


30

participate in the process of problem solving, to share their views, opinion or

argument, and students must have their awareness for actively get involved in

the learning process.

c. Types of Classroom Activities in Collaborative Learning

According to Johnson (2001), many activities can be conducted in

Cooperative Learning or Collaborative Learning as follows:

1) Jigsaw activities

Jigsaw activities usually consist of groups with five students are set

up. Each group member is assigned some unique material to learn and then to

teach to his or her group members. To help in the learning process, students

across the class working on the same sub-section get together to decide what

is important and how to teach it.

2) Think-Pair-Share

Think-Pair-Share usually involves three steps cooperative structure.

During the first step, individuals think silently a question posed by the

instructor. Individuals pair up during the second step and exchange thoughts.

In the third step, the pairs share their responses with other pairs, other teams,

or the entire group.

3) Three-Step-Interview

In this activity, each member of a team chooses another member to be

a partner. During the first step, individuals interview their partners by asking


31

clarifying questions. During the second step, partners reverse the roles. For

the final step, members share their partners’ responses with the team.

4) Team Pair-Solo

In team Pair-Solo, student do problems first as a team, then with a

partner, and finally on their own. It is designed to motivate students to tackle

and succeed at problems which initially are beyond their ability.

5) Information gap

Information gap is a useful activity in which one person has

information that the other lacks. They must use the target language to share

that information.

6) Partners

In this activity, the class is divided into teams of four. Partners move

to one side of the room. Half of each team is given an assignment to master to

be able to teach the other half. Partners work to learn and can consult to other

partners working on the same materials. Teams go back together with each set

of partners teaching the other set.

7) Three - minute review

In three - minute review, teachers stop any time during a lecture or

discussion and give teams three minutes to review what has been said, ask

clarifying questions or answer questions.


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d. Teaching Listening and Speaking Based on the Collaborative Learning

Approach

As the principles of Cooperative Learning (Collaborative Learning), teaching

listening and speaking are conducted by assigning the students to work in groups to

converse and share their opinions and arguments toward particular topics given.

Therefore, the teacher can make use of study teams in which the students are given a

case or assignments that must be completed within group discussion. During the

process of problem solving, students must communicate with others by using the

target language. They have to encourage each member to actively participate in

discussing some cases, to have courage to speak, to share their opinion, and to learn

from other who have different level of proficiency.

In this study, the writer adopts several types of classroom activities in

Collaborative Learning which involves the learning activities in the form of study

teams. The classroom activities are jigsaw activities, information gap, think-pair-

share, three-step-interview, partners, three-minute review, discussions, and

presentations (Johnson, 2001). These kinds of classroom activities can facilitate the

students in learning listening and speaking skills since they reinforce the students to

be actively participated in listening as well as responding to other students’ ideas and

information.


33

8. Kurikulum Tingkat Satuan Pendidikan for Senior High School

Based on Kurikulum Tingkat Satuan Pendidikan, the goal of teaching English

for senior high school is to assist the learners acquire both functional and

informational abilities since they are prepared to continue their study in University

(KTSP, 2006: 307). The English lesson is then aimed at developing the learners’

competence in communicating both in spoken and written forms to achieve

informational literacy level. Thus, the important goal of teaching English in senior

high school is not merely to assist the students to use English in daily communication

both in spoken and written forms, but it also provides the learners with the ability to

access knowledge by using the language.

9. The Characteristics of Senior High School Students

In designing the materials, the writer considers also the characteristic of senior

high school students. The eleventh grade students of senior high school are mostly at

the age of sixteen to seventeen. They are considered as the adolescents. According to

Hamacheck (1985: 106), adolescence is an intensely social period on the

developmental continuum. Many activities are done in pairs and even more are done

in groups. The participants’ primary motivation is not necessarily to know others, but

to know themselves through feedback from others. For that reason, the teacher must

apply the learning activities that lead the students to develop their ability in working

in pairs and groups in order that they can learn from each other, and get the feedback

as well.


34

More specifically, the writer identifies the students’ level of socio and

cognitive development so that the designed materials are appropriate to their basic

characteristic particularly to their socio and cognitive development.

To identify the students’ level of socio and cognitive development, the writer

refers to the theory of adolescents’ basic characteristics stated by Hamacheck (1985:

105) in which it covers physical development, social development, emotional

development, and cognitive development. In this study, the writer only refers to two

of those four basic characteristics during adolescence period that relates directly to

the approach of the designed materials. The two factors are social and cognitive

development. The explanations about those two factors are stated as follows.

1) Social development

In his book entitled Psychology in Teaching, Learning, and Growth,

Hamacheck states that peer group relationships become increasingly

important during the junior high and high school years. In the senior high

school level, in particular, students are expected to work in groups and pairs

to share their views and opinions, to exchange thoughts, and to respond to

others’ opinions. They have already been able to think more abstractly.

According to Hamacheck (1985: 106-107), there are at least six

important functions that are most directly associated with peer group

involvement. First, to some extent, the peer group takes place of the family.

Second, peer group membership is a useful stabilizer during a period of rapid

transition. Third, the peer group can be an important source of self-esteem in


35

the sense of being important to someone outside the primary family unit.

Fourth, the peer group insulates and protects adolescent to some extent from

the coercions that adults are likely to impose on young people. Fifth, the peer

group provides an opportunity to practice by doing. The last one is that the

peer group offers a psychosocial model that many parents simply cannot

provide.

2) Cognitive development

According to Piaget as cited by Hamacheck (1985: 114), in the lengthy

and impressive research of the late Swiss biologist-psychologist, adolescents

at about eleven or twelve years old alter their way of thinking from the

concrete, specific, black-and-white thinking of the preadolescent years into

the more mature abstract reasoning skills associated with adult problem

solving.

The ability to conceive of “what might be” is an essential

characteristic of the formal operational thought processes that emerge in

adolescences. Formal operational adolescents are more able of thinking not

only about the reality they can see, but also about the reality they can imagine

if circumstances were changed. This frequently leads to a fair amount of

idealistic thoughts, so characteristics of adolescent as a group. Adolescents

like to think about things, to imagine beyond the moment.


36

Adolescent egocentrism sometimes takes the form of zealous idealism

(Hamacheck, 1985: 115). In their thinking about the world and a perfect

society, adolescents may arrive at what they see as ultimate solutions to

inequality and social injustice. It means that sometimes they frustrate when

they find that not everyone shares their view of the same perfect reality.

B. Theoretical Framework

In order to design the materials, the writer adapts the instructional design

model promoted by Kemp (1977). In addition, some theories related to listening and

speaking (Nunan, 2003), integrated listening and speaking materials (Widdowson,

1978), syllabus (Brown, 1995 and Hutchinson & Waters, 1987), materials

development (Tomlinson, 1998), Collaborative Learning (Slavin, 1990 and Larsen &

Freeman, 2000), Kurikulum Tingkat Satuan Pendidikan (KTSP: 2007), and

characteristics of senior high school students (Hamacheck, 1985) are used in the

model. The elaboration of each step in the model is presented as follows.

1) Enumerating the important characteristics of the learners for whom the

instruction is to be designed

The writer considers the learners’ characteristics which include two

major characteristics as the basis for constructing the materials. The first

major characteristics include some academic factors like students’ academic

background and level of intelligence. The second major characteristics are the

social factors such as age and relation among students. The writer finds out


37

the learners’ characteristics by interviewing the English teachers of SMAN 1

Depok and conducts needs analysis by distributing questionnaires to one

Science class grade eleven of SMAN 1 Depok. In addition, she also conducts

library study by reading some sources such as books or articles which provide

the explanation about senior high school students’ characteristics. The needs

analysis and library study are conducted in order that the designed materials

will be suitable for the students and appropriate to their needs.

2) Formulating goals, general purposes, and topics

After gathering the information about the learners’ characteristics, the

writer decides the goals of teaching and learning based on the society’s and

students’ needs, and the subject areas. The goals were adapted from the

regulation of Education Minister of Indonesia No. 22/ 2006 (Depdiknas, 2006:

307). In addition, the writer formulated the general purposes by considering

the standard competences in KTSP. Subsequently, the writer listed some

learning topics by distributing questionnaires to one science class grade

eleven of SMAN 1 Depok and referring to the curriculum.

3) Specifying learning objectives to be achieved in terms of measurable students’

behavioral outcomes

The next step is specifying the learning objectives as the base line for

the writer to measure students’ behavioral outcomes. In this study, the writer


38

determines the learning objectives after deciding the learning goals and the

general purposes.

The writer categorized the learning objectives into general learning

objectives and specific learning objectives. The general objectives were the

objectives that were not measurable. Whereas, the specific objectives were the

objectives that were measurable, as stated by Kemp (1977: 24) that objectives

should be measurable.

4) Choosing the subject contents that support each objective

The writer lists and selects the subject contents (materials selection)

and then develops the materials by referring to the topics chosen after

gathering the data from the respondents. This materials selection aims at

providing learning experiences in order to achieve the learning objectives.

In this step, the writer develops syllabus and lesson plans, chooses

some learning activities, and selects some exercises which support each

objective. The writer uses functional syllabus since the purpose of this study

is to design a set of materials which emphasizes on communicative function

which integrates both listening and speaking skills. Hence, the designed

materials focus on teaching language functions which are performed when

language is used, and they are integrated with some genres based on the

KTSP.


39

The writer adapts some techniques for materials development.

Specifically, the writer makes use of the Plus Category; they are addition

technique and expansion technique, and Zero Category which includes

modification technique (Tomlinson & Masuhara, 2004: 15).

In addition, the writer conducts two stages in developing the materials;

they are preparing for materials development which includes text collection

and text selection, and developing the materials. In the first stage, the writer

collects the listening and speaking texts from several English textbooks and

international networks as the teaching-learning materials. Then, the writer

selects those texts which are relevant to the learning topics to be applied for

teaching-learning activities based on Collaborative Learning.

In the second stage, the writer reads and listens to the texts in order to

re-engage with the text. After that, the writer gives the students an instruction

to articulate their views, to share their knowledge, and to think of connections

about the topics discussed in the designed materials.

5) Selecting teaching or learning activities and instructional resources that will

treat the subject contents so students will accomplish the objectives

In this step, the writer determines the most effective teaching or

learning activities and instructional resources. The writer applies several

learning activities based on the Collaborative Learning principles like jigsaw

activities, information gap, think-pair-share, team pair-solo, three minute


40

review, partners, and three-step-interview to facilitate the achievement of the

learning objectives. The instructional resources include printed integrated

listening and speaking materials using Collaborative Learning, tape recorder

or audiovisual media, and other items for individual learning and group

discussions.

6) Coordinating such support services as budget, personnel, facilities, equipment,

and schedules to carry out the instructional plan

In this study, the writer considers also the support services like

facilities such as language laboratory and the teaching media, and the

teaching-learning equipment. She arranges a schedule in the form of syllabus

of the implementation of the materials that shows the order of time when to

use the materials.

7) Evaluating students’ learning in terms of their accomplishment of objectives,

with a view to revise and re-evaluate any phases of the plan that need

improvement

This step aims to improve the designed materials by revising any

phases of the plan that need improvement. It implies that revisions can be

implemented in any previous steps. However, the results of expert validation

and materials try-out will provide feedback for necessary revisions. The writer

carries out the evaluation by distributing questionnaires to some English


41

teachers in SMAN 1 Depok and some English lecturers at Sanata Dharma

University.

The writer’s theoretical framework steps figure is presented as follows.

Figure 2.2: The Writer’s Theoretical Framework Chart

Theoretical Framework

Enumerating learner characteristics

Formulating goals, general purposes, and topics

Specifying learning objectives

Choosing appropriate subject contents

Selecting teaching or learning activities and instructional resources

Coordinating support services

Evaluating designed materials

Revising designed materials


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CHAPTER III

METHODOLOGY

This chapter elaborates the methodology which was applied by the writer in

this research. It included the research method, research participants, research setting,

research instruments, data collection, data analysis technique, and research

procedures.

A. Research Method

The writer applied research and development (R & D) method for designing

the materials. According to Borg and Gall (1998:772), “educational research and

development (R & D) is a process used to develop and validate educational products

such as material objects including textbooks and methods for teaching-learning

process.” The writer applied the educational research and development (R&D)

method since this research attempted to develop a set of materials for senior high

school students and the theoretical steps in designing materials as described in

Chapter II matched the steps in R & D study.

This research and development study consists of a cycle covering ten steps for

designing the set of integrated listening and speaking materials. Those steps are

research and information collecting, planning, developing preliminary form of

product, preliminary field testing, main product revision, main field testing,

42


43

operational product revision, operational field testing, final product revision,

dissemination, and implementation (Borg and Gall, 1998: 772).

Nevertheless, this research did not use all of the steps as described by Borg

and Gall (1998: 772). Because of the limitation of time, this study only applied step

one to five. The steps were research and information collecting, planning, developing

preliminary form of product, preliminary field testing, and main product revision. The

writer classified the research and information collecting, and planning steps into pre-

designing processes. The step on developing preliminary form of product was

classified into designing process. Whereas, the preliminary field testing and main

product revision steps were classified into post-designing processes.

1. Research and Information Collecting

This research and information collecting step was classified into the pre-

designing process. The writer conducted two steps in this research and information

collecting stage. The first step was review of literature. The review of literature was

intended to gather the underlying theories which supported the study in relation to

Collaborative Learning, nature of integrated materials, instruction design models,

materials development, nature of listening and speaking, and KTSP.

The second step was learners’ needs analysis. The learners’ needs analysis

was intended to gather information about senior high school students’ characteristics,

learning topics that students liked most, and kinds of learning materials the students

needed and expected. This research and information collecting was conducted by


44

interviewing the English teacher of SMAN 1 Depok grade eleven and distributing

questionnaires to the eleventh grade students of Science class of SMAN 1 Depok.

This research and information collecting step was intended to carry out the

first stage in designing materials adapted from Kemp’s model, namely, enumerating

learners’ characteristics and needs.

2. Planning

In this step, the writer formulated goals and general purposes, decided topics,

and specified learning objectives based on KTSP. This planning step as the pre-

designing process was intended to carry out the second and the third steps of the

adapted Kemp’s model, namely, formulating goals, topics, and general purposes, and

specifying the learning objectives.

3. Developing preliminary form of product

Developing preliminary form of product functioned as the designing process.

In this step, the writer began developing the materials based on the data gathered in

the research and information collecting step. The writer listed and chose the subject

contents, selected the teaching - learning activities, instructional resources, then

designed the materials.

The writer applied the Plus Category of materials adaptation included addition

and expansion techniques (Tomlinson and Masuhara, 2004: 15) by adding different

listening passages to expand listening and speaking activities. The writer also applied


45

the Zero Category, specifically modification technique by changing the instructions

and layout of the materials.

The writer also considered some support services such as equipments and

facilities in selecting the learning activities. The developing preliminary form of

product step was in accordance with steps four, five, and six adapted from Kemp’s

model, namely, choosing appropriate subject contents, selecting teaching- learning

activities and instructional resources, and coordinating support services (facilities,

equipments, and so on).

4. Preliminary Field Testing

The preliminary field testing step was combined with evaluating the designed

materials as stated in step seven of the adapted Kemp’s model.

In this step, the writer also conducted other step in research and development

study, namely, expert validation. This step was based on the result of a seminar on

development research methodology held by the National Education Department in

2008. The term validation was defined as an effort to make the designed materials

accepted to apply in the teaching-learning process. This expert validation process was

intended to gain some feedback and evaluation from people who were considered as

the experts in designing materials.

In this study, the expert validation process was conducted by interviewing

some English teachers of SMAN 1 Depok and English Language Education Study

Program lecturers of Sanata Dharma University. The writer also distributed


46

questionnaires to the eleventh grade students of Science class at SMAN 1 Depok to

gain feedback for the designed materials.

5. Main Product Revision

This step functioned as the post-designing process. In this step, the writer

revised and improved the designed materials based on the evaluation and feedback

gained in the previous step. This step was in accordance with step eight of the

adapted Kemp’s model, namely, revising the designed materials.

After gaining some feedback and evaluation from the experts, the writer then

specified the products (the designed materials), which was called product

specification process. This process was intended to elaborate the specific

characteristics of the designed set of materials. The writer presented the product

specification on the next page.


47

Table 3.1 Product Specification

Aspects Specifications

Name A Set of Integrated Listening and Speaking Materials Based

on Collaborative Learning for the Eleventh Grade Students

of SMA Negeri 1 Depok

Purpose To present the designed set of integrated listening and

speaking materials based on Collaborative Learning for the

purpose of assisting the eleventh grade students of SMA

Negeri 1 Depok in learning listening and speaking skills

User The eleventh grade students of SMA Negeri 1 Depok for

intracurricular activity

Teaching/ learning

approach

Collaborative Learning

Syllabus type Functional syllabus

Curriculum source Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006

Materials Integrated listening and speaking materials

Time allotment 6 (six) units in 16 (sixteen) x 45’ total meetings

Type of product

Recorded short stories, recorded analytical exposition texts,

news, videos on environmental cases, and printed materials

(handouts)


48

Aspects Specifications

The use of materials Supplementary materials used in class with teacher’s guide

Activities Listening to the recording passages, watching videos, think-

pair share, jigsaw activities, prediction tasks, creative

dictation, three-step-interview, matching, finding the

meaning of vocabulary items, filling in the blanks,

answering comprehension questions, simulation task,

discussion, pair works, presentation, and three minutes

review

Evaluation tools Group presentation, simulation task, individual work, pair

work, group work, written assignment, and three-step-

interview

Facilities Language laboratory

Media Computer and speaker


49

To summarize all of the five steps of the R&D above, the followings are the

chart of the adopted R&D model.

R & D steps Steps in Kemp’s adopted model

Figure 3.1: The Writer’s R & D Adopted Cycle Elaborated with Kemp’s Adapted Model

Research and information collecting

Enumerating learner characteristics

Planning Formulating goals, general purposes,

and topics

Specifying learning objectives (general objectives and specific objectives)

Developing preliminary form of product

Choosing appropriate subject contents

Preliminary field testing

Main product revision

Evaluating the designed materials

Revising the designed materials

Selecting teaching-learning activities and instructional resources


50

B. Research participants

The participants in this study were divided into two groups, the first group

was the participants in the needs analysis or the research and information collecting

step, and the second group was the participants for data collection to evaluate the

designed materials. The research participants could be described as follows.

1. Participants in the needs analysis

a. The Eleventh Grade English Teachers of SMAN 1 Depok

The writer conducted interviews to one English teacher of the eleventh

grade students of SMAN 1 Depok considering that the teacher knew more

about his students’ needs and characteristics. The writer applied a purposive

sampling technique to determine the English teacher of grade eleven to be

interviewed. As stated by Ary, Jacobs, and Razavieh (2002:170), “purposive

sampling has been useful in attitude and opinion surveys”. Therefore,

purposive sampling was considered as a suitable method for gathering

information since the writer aimed at investigating participant’s opinion, and

the English teacher was considered to be the interviewee in the needs analysis.

b. The Students of SMAN 1 Depok Grade Eleven

The writer distributed questionnaires to the eleventh grade students of

Science class of SMAN 1 Depok as the main participants in this study. The

writer gathered information about students’ needs in learning listening and

speaking based on Collaborative Learning activities and the difficulties they


51

usually faced in learning listening and speaking skills. The writer applied a

cluster sampling technique because the students were “group of individuals

who were naturally together” (Ary, Jacobs, and Razavieh, 2002:168). The

writer applied the cluster sampling by choosing one Science class grade

eleven consisting of forty students and then distributed the questionnaires

directly to the chosen class.

2. Participants for Evaluating the Designed Materials

a. The English Teachers of SMAN 1 Depok Grade Eleven

The writer distributed questionnaires and conducted interviews to the

English teachers of SMAN 1 Depok in order to collect data for evaluating the

designed materials. They were required to evaluate whether the materials were

suitable for the students.

b. The Lecturers of English Language Education Study Program of Sanata

Dharma University

The writer also needed feedback and evaluation for the designed

materials from the lecturers of English Language Education Study Program of

Sanata Dharma University since they are the experts in English language

teaching. The writer interviewed two lecturers at Sanata Dharma University to

give evaluation and to carry out expert validation process for the designed set

of materials.


52

c. The Eleventh Grade Students of SMAN 1 Depok

The writer distributed questionnaires to the eleventh grade students of

Science class at SMAN 1 Depok in order to gain feedback for the designed

materials. They were required to give their opinion whether the materials were

interesting and whether the level of difficulty of the materials was suitable for

them.

C. Research Setting

This study was conducted in one science class of SMAN 1 Depok grade

eleven. The study was conducted on active days from May 2008 until October 2008.

D. Research Instruments

There were two research instruments used in this study. They were interview

guidelines and questionnaires.

1. Interview

The writer considered interview was a better instrument to obtain deep

answers from the research participants and to obtain clarity of the participants’

answers. Accoding to Ary, Jacob, and Razavieh (2002:146), there are three

broad categories of interviews, namely structured, unstructured, and semi-

structured.

In this study, the writer used unstructured type of interviews to

interview the English teachers of SMAN 1 Depok. The interviews were


53

intended to gain participants’ views, opinions, and attitudes about students’

needs and characteristics, students’ difficulties and problems in learning

listening and speaking, difficulties of the materials, and the curriculum for

senior high school grade eleven.

In addition, the writer interviewed the eleventh grade English teachers

of SMAN 1 Depok and English Language Education Study Program lecturers

of Sanata Dharma University to gain some feedback on the designed

materials.

This instrument had three aims. First, it aimed to give much

information and data to conduct research and information collecting and

planning steps in R & D cycle. Second, it aimed to give information and data

to conduct the developing preliminary form of product and preliminary field

testing steps. Third, it aimed to find out the answer of the research problems.

2. Questionnaire

As stated by Ary, Jacob, and Razavieh (2002: 124), “questionnaire is

another type of research instrument which aims at investigating the

participants’ knowledge, opinions, ideas, and experiences.” There are two

types of questionnaires, namely open-ended questionnaires and closed ended

questionnaires. In the open ended questionnaires, the participants are free to

answer the questions in order to give more information. In contrast, in the


54

closed ended questionnaires, the answers for the questions have been provided

to make it easier for the participants to fill in the questionnaires.

In this study, the two forms of questionnaires were used for different

purposes. The first questionnaires were distributed to the eleventh grade

students of Science class of SMAN 1 Depok to gather some information for

the needs analysis. It consisted of ten closed-ended questions and five open-

ended questions. The closed-ended questions were intended to find out

students’ interest in English, students’ perception on listening and speaking

skills, and students’ opinion on listening and speaking activities in a form of

group works. Whereas, the open-ended questions were intended to ask the

students to choose some topics and learning activities for designing a set of

integrated listening and speaking materials. The writer also asked students’

difficulties in learning listening and speaking skills.

In the preliminary field testing, the writer distributed the second form

of questionnaire to gain evaluation for the designed materials. The evaluation

questionnaires were distributed to two English teachers of SMAN 1 Depok

and two lecturers of English Language Education Study Program of Sanata

Dharma University.

The evaluation questionnaires for the English teachers had ten closed-

ended questions and one open-ended question. These closed-ended questions

were intended to find out some feedback whether the designed materials had

already fulfilled the students’ needs and whether the materials had already


55

matched with the goals and objectives as stated in the curriculum. The writer

also wanted to know whether the activities in the designed materials were

interesting and appropriate to the principles of Collaborative Learning,

whether the materials were arranged systematically from simpler to more

complex activities, and whether the difficulty level of the materials was

suitable for the students. The open-ended questions were intended to ask for

some comments and suggestions on the designed materials as the basis to

revise them.

The questionnaires for needs analysis were distributed to gain data to

conduct research and information collecting and planning steps in R & D

cycle and to find out the answer of the first research problem. In addition, the

evaluation questionnaires were distributed to gain data to conduct preliminary

field testing and main product revision steps in R & D cycle and to find out

the answer of the second research problem.

E. Data Collection

The writer conducted three processes of gathering the data. The writer

conducted review of literature, distributed questionnaires, and conducted interviews.

There were two kinds of data obtained in this research; they were from the research

and information collecting, and from preliminary field testing (evaluation).

In the research and information collecting, the writer obtained the data by

conducting review of literature and interviews to English teacher at SMAN 1 Depok


56

since June 2008. The writer gained theories and information about Collaborative

Learning, instruction design model, materials development, integrated listening and

speaking, senior high school students’ characteristics, and the newest curriculum for

senior high school from library study.

After gaining the related theories and information, the writer conducted

interviews to English teachers grade eleven of SMAN 1 Depok. Here the writer

gained the information about students’ characteristics, students’ difficulties during

listening and speaking activities, difficulties of the materials, and Kurikulum Tingkat

Satuan Pendidikan.

Subsequently, the writer distributed the questionnaires to the eleventh grade

students of Science class of SMAN 1 Depok. The writer gained the data about

students’ perception and interest in learning speaking and listening, students’

difficulties in learning listening and speaking, topics and kinds of listening and

speaking activities they liked most. The underlying theories from library study and

the information gathered from conducting interviews and distributing questionnaires

were gained to answer the first question stated in the problem formulation and used as

the basis for the writer in designing the materials.

In the preliminary field testing instruments, the writer gained the feedback and

evaluation on the designed materials from the English teachers of SMAN 1 Depok,

English Language Education Study Program lecturers of Sanata Dharma University,

and the eleventh grade students of Science class of SMAN 1 Depok. The writer

gained some comments and suggestions on the designed materials. The writer then


57

improved and revised the designed materials based on the comments, feedback, and

suggestions she obtained.

The data from the research and information collecting were gained in the first

semester, which was in July 2008. In addition, the data from preliminary field testing

were gathered after the designed materials were completed, which was in October

2008. The writer presents the table of the data collection on the following page.


58

Table 3.2 The Writer’s Data Collection

Instruments Participants Time Data Obtained Research

Problem Needs survey

Unstructured

Interview

The eleventh grade

English teacher of

SMAN 1 Depok

May 2008, before

designing the

materials

Students’ needs and characteristics,

students’ difficulties and problems in

learning listening and speaking,

difficulties of listening and speaking

materials, and current curriculum for

senior high school grade eleven

Research

problem

number one

Needs analysis:

a. Closed-ended

questionnaire

The eleventh grade

students of Science 1

class of SMAN 1

Depok

May 2008, before

designing the

materials

Students’ interest in English, students’

perception on listening and speaking

skills, and students’ opinion on listening

and speaking activities in a form of

group works

Research

problem

number one

b. Open-ended

questionnaire

Topics and learning activities for

designing a set of listening and speaking

materials, students’ difficulties in

learning listening and speaking skills

Research

problem

number one


59

Instruments Participants Time Data Obtained Research

Problem

Evaluation:

Unstructured

interview

The eleventh grade

English teacher of

SMAN 1 Depok and

lecturers of English

Education Study

Program of Sanata

Dharma University

October 2008,

after designing

the materials

Teachers’ and lecturers’ comments and

suggestions toward the designed

materials.

Research

problem

number two

Evaluation

questionnaire

The eleventh grade

English teachers of

SMAN 1 Depok

October 2008,

after designing

the materials

Teachers’ comments, feedback, and

suggestions toward the designed

materials

Research

problem

number two


60

F. Data Analysis Technique

There were two sources of data in this study. The first data were obtained

through research and information collecting step. The writer distributed

questionnaires and conducted interviews for this research and collecting step. The

data from the interviews were analyzed from the field note and used as the basis in

designing the materials. Subsequently, the data of closed-ended questionnaires for

needs analysis and for the evaluation were analyzed in the form of percentage. As

stated by Ary, Jacob, and Razavieh (2002: 125), “percentages are calculated by

dividing the total number in one category by the total number in all categories and

multiplying the result by 100.” The writer made use of percentage since the

participants in this study only consisted of one class of senior high school students

and two English teachers of grade eleven. The data of closed ended questionnaires for

the needs analysis were calculated as follows:

n x 100%

∑ n

Notes:

n = the total number of respondents choosing certain category (item)

∑ n= the total number of respondents

After analyzing the data from interviews and questionnaires, the writer could

determine some topics and teaching-learning activities or exercises which were

appropriate for the students.


61

After the materials design was completed, the writer distributed the

questionnaires for evaluating the designed materials. The writer used closed- ended

and open-ended questionnaires. In closed - ended questionnaires, the respondents

were asked to give points of agreement on the statements which represented their

opinions on the appropriateness of the designed materials. The data were analyzed by

finding out the percentage. The data of closed-ended questionnaires for the evaluation

were calculated as follows:

n x 100%

∑ n

Notes:

n = the total number of respondents choosing certain category (item)

∑ n= the total number of respondents

In the open ended questionnaires, the respondents had to write down their

opinions and suggestions concerning the designed materials. The gathered data were

used as the basis for the writer to revise and improve the designed materials.

G. Research Procedures

This research was conducted through the following steps:

1. Preparation

Before conducting the research, the writer prepared everything needed in the

research as elaborated on the following page.


62

a. Gathering some theories to support the study. The theories were about

listening, speaking, Collaborative Learning, instructional design models,

materials development, characteristics of senior high school students grade

eleven, and KTSP.

b. Asking permission from the Head of English Education Study Program of

Sanata Dharma University including finding out some letters of permission.

c. Asking permission from the headmaster of SMAN 1 Depok and finding out

some letters of permission.

2. Conducting Needs Analysis

There were some steps which were conducted by the writer as follows:

a. Interviewing the teacher

b. Distributing the questionnaire to the students

3. Developing syllabus for materials design

4. Designing the materials based on the needs analysis

5. Obtaining some feedback and evaluation by distributing the questionnaires to the

English teachers of SMAN 1 Depok, the eleventh grade students of science

department, and the lecturers of English Education Study Program at Sanata

Dharma University.

6. Revising and improving the materials based on the evaluation obtained from both

the English teachers at SMAN 1 Depok and the lecturers of English Education

Study Program at Sanata Dharma University.


63

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and discussions related to the study. There

are two parts discussed in this chapter. The first part elaborates the results and

discussions on the steps of designing the materials. This part is intended to answer the

first question stated in the problem formulation, namely, how a set of integrated

listening and speaking materials based on Collaborative Learning for SMAN 1 Depok

is designed. The second part is intended to present the designed set of materials. This

part aims to answer the second question stated in the problem formulation, namely,

what the designed set of integrated listening and speaking materials based on

Collaborative Learning for the eleventh grade students of SMAN 1 Depok looks like.

A. The Steps of Designing the Set of Integrated Listening and Speaking

Materials Based on Collaborative Learning for the Eleventh Grade Students

of SMAN 1 Depok

This part elaborates the R & D steps which were combined with the steps for

designing a set of materials adapted from Kemp’s model. Five steps were undertaken

to design the materials. The steps are as follows.

1. Conducting research and information collecting

The writer gathered data for the research and information collecting by

conducting review of literature, interviewing, and distributing questionnaires. The

63


64

review of literature was conducted through library study. In this step, the writer

studied the current curriculum for senior high school grade eleven (KTSP) and other

theories related to the study as stated in Chapter II.

Having conducted the review of literature, the writer interviewed the eleventh

grade English teacher of SMAN 1 Depok. The interview was conducted on 14 July

2008. The writer made use of unstructured interviews. The results of the interviews

are presented as follows.

Table 4.1: Summary of Teacher Interviews

No Statements Results

1. Students’ involvement

in learning listening

and speaking skills

Most of the students participated actively in the

process of learning listening and speaking skills.

They were interested in learning listening and

speaking. Besides, they were quite cooperative to do

the activities in class.

2. Students’ experiences

in learning listening

skill

The students experienced some listening activities

through watching movies and listening to the

passages. Subsequently, they analyzed the genre of

the listening passages including the generic

structure, the moral value, and the main idea of the

listening passage.

3.

Students’ experiences

in learning speaking

skill

The students experienced speaking activities through

story telling, presentation, role play, and group

discussion.


65

No Statements Results

4. Students’ difficulties in

learning listening

1. The speakers spoke so fast that the students

could not comprehend the materials well.

2. The students often found difficulties in

understanding the native – like

pronunciation.

5. Students’ difficulties in

learning speaking

The students sometimes felt unconfident to speak in

English because of their lack of vocabulary items.

6. Learning materials

applied by the English

teacher to teach

listening and speaking

skills

The teacher mostly applied learning materials taken

from international network and English textbooks.

7. Teaching media used

by the English teacher

to teach listening and

speaking skills

The teacher used handouts, English textbooks,

computer, headsets, and speakers.

8. Teacher’s opinion on

the use of Collaborative

Learning approach for

conducting listening

and speaking activities

The teacher thought that Collaborative Learning

approach could be applied for teaching listening and

speaking skills to enable the students to participate

actively in the learning process.

From the results of interviewing the English teacher, the writer discovered

that basically, the students participated actively in the English learning process. The

students were interested in learning listening and speaking skills. They were quite

cooperative in the learning process. Nevertheless, sometimes the students felt


66

frustrated to listen to some listening passages since the speakers spoke so fast. They

sometimes did not understand the native - like pronunciation.

The English teacher mostly applied listening activities like watching movies

and listening to the recording passages. Additionally, the teacher mostly applied

speaking activities in the form of story telling, presentation, and group discussion.

All of the learning materials were usually related to daily life contexts. The

learning materials were adapted from some international networks and English

textbooks.

From the interview, the writer considered some points in designing the

materials as follows:

1. The listening and speaking topics and materials should be related to daily life

contexts.

2. The listening and speaking activities should reflect the principles of

Collaborative Learning.

3. The listening and speaking materials should be in accordance with the genres

of the texts taught for the eleventh grade students of senior high school.

4. The writer should provide the students with various learning activities and

exercises.

5. The writer should arrange the learning activities and exercises from simple

activities to the more complex ones.

6. The lesson should include three stages, namely, pre-activities, main activities,

and post activities.


67

After interviewing the English teacher of grade eleven, the writer then

distributed close-ended and open-ended questionnaires to the eleventh grade students

of SMA Negeri 1 Depok. The questionnaires were distributed to forty students in one

science class grade eleven. The questionnaires were distributed on 28 July 2008. The

writer presents the result of the data as follows.

Table 4.2: Summary of Students Needs analysis Questionnaires

No Statements Strongly

disagree

Disagree Agree Strongly

agree

1. The students participated

actively in Learning English

0 %

47,5%

47,5%

5 %

2. Listening and speaking skills

attracted students’ motivation.

0%

32,5%

55%

12,5%

3. The students enjoyed and

participated actively in learning

listening and speaking skills.

0%

55%

40%

5%

4. Listening and speaking

materials enabled the students

to get involved in each learning

activity.

0%

40%

40%

20%

5. The students often found

difficulties to learn listening and

speaking.

0% 10%

55%

35%

6. The students would tend to be

passive because of the difficulty

in leaning listening and

speaking.

2,5%

35% 50%

12,5%


68

No Statements Strongly

disagree

Disagree Agree Strongly

agree

7. The students consulted their

teacher and friends when they

found difficulties in learning

listening and speaking.

0%

10%

65%

25%

8. The students preferred listening

and speaking activities in form

of group works.

5%

17,5%

55%

22,5%

9. The students could develop

their ability in listening and

speaking skills through learning

activities in form of group

works.

5%

22,5%

55%

17,5%

10. The students preferred learning

activities like games, role play,

and discussion.

2,5% 5% 57,5% 35%

The data showed that many students were motivated to learn listening and

speaking skills. Nevertheless, many students were passive when they found

difficulties in learning listening and speaking skills. Most students stated that they

would consult their English teacher and friends when they found difficulties in

learning listening and speaking skills.

Additionally, most students preferred learning activities in form of group

works like games, role play, and discussion since they could develop their ability in

listening and speaking skills by experiencing such activities.


69

There were still other data results from the questionnaires distributed to the

students. The students might choose more than one option. The data of the students’

questionnaires are presented as follows.

Table 4.3: The Results of Need Questionnaires

No. Statements Percentage

1.

The reasons why the students felt that learning

listening and speaking skills were difficult:

a. Lack of vocabulary items

b. Lack of confidence

c. Unable to concentrate well

92,5%

35%

5%

2.

The advantages of learning listening and

speaking in the form of group work:

a. Students could learn from each other

when they found difficulty in learning

listening and speaking.

b. Students could increase their confidence

in learning listening and speaking.

90%

45%

3.

Learning activities that were interesting to

encourage the students for developing listening

and speaking skills.

a. Role play

b. Games

c. Group discussion

62,5%

62,5%

65%

4.

The topics that attracted the students’ attention:

a. Health

b. Environment

c. Culture

32, 5%

7,5 %

55 %


70

No. Statements Percentage

d. Technology

e. Education

f. Social

50 %

55 %

0%

5. Students practiced their listening skill by

listening to English songs and news. They also

practiced their speaking skill by speaking in

English with their English teachers and friends.

95%

From the data above, it seemed that most students found difficulties in

learning listening and speaking skills because of their lack of vocabulary items.

Besides, the data above revealed that most students preferred to learn listening and

speaking in form of group works since they could learn from each other when they

found difficulties.

Based on the data and information on the students’ needs and interests

gathered from conducting the interviews and distributing the questionnaires, the

writer decided some learning topics, listening and speaking activities and exercises,

listening and speaking materials, and learning sources.

2. Planning

The planning step was conducted after the research and information collecting

step. In this step, the writer elaborated three steps of Kemp’s model, namely,


71

formulating goals and general purposes, choosing topics, and specifying learning

objectives.

a. Formulating the goals and the general purposes

Based on the results of the research and information collecting, particularly

the ones related to the goals of English subject for senior high school students and the

standard competences of KTSP for English lesson for the eleventh grade students, the

writer formulated the goals and the general purposes of the designed materials. The

goals were adapted from the regulation of Education Minister of Indonesia No. 22/

2006 (Depdiknas, 2006: 307). The goals were:

1. Developing communicative competence in both written and oral forms in

order to achieve the informational literacy level.

2. Recognizing the essence and the importance of English language in order to

improve national and global competitiveness.

3. Developing learners’ understanding on the relation between languages and

cultures.

In addition, the writer formulated the general purposes by considering the

standard competences in KTSP. The general purposes of designing the materials are

presented as follows.

1) Listening

to enable the students to be able to understand the meanings in sustained

transactional and formal interpersonal discourse in daily life contexts and to

access knowledge.


72

to enable the students to be able to understand the meanings of short

functional texts and monolog in the form of report, narrative, and analytical

exposition in daily life contexts and to access knowledge.

2) Speaking

to enable the students to be able to express the meanings in sustained

transactional and formal interpersonal discourse in daily life contexts and to

access knowledge.

to enable the students to be able to express the meanings in short functional

texts and monolog in form of report, narrative, and analytical exposition in

daily life contexts and to access knowledge.

b. Choosing some topics

In this step, the writer selected some learning topics by considering the

curriculum to find out whether the topics were appropriate or not to be given to senior

high school students grade eleven. Additionally, the writer considered the topics that

were interesting and suitable for the students by considering the results of the

research and information collecting. Hence, there were six topics selected in this

study. The topics are presented on the following page.


73

Table 4.4: The Lists of Topics

UNIT GENRE OF TEXT TOPIC

1. Report Environment

2. Report Education

3. Narrative Legend

4. Narrative Porquoi Tale

5. Analytical exposition Digital Library

6. Analytical exposition Health

c. Specifying the learning objectives

In this step the writer stated the learning objectives in terms of students’

behavioral outcomes which should be achieved by the students at the end of the

course. The writer categorized the learning objectives into general learning objectives

and specific learning objectives. The general objectives were the objectives that were

not measurable. Whereas, the specific objectives were the objectives that were

measurable, as stated by Kemp (1977: 24) that objectives should be measurable.

The general learning objectives were taken from the basic competences for

listening and speaking skills for the eleventh grade students of senior high school.

The general learning objectives of designing the materials were specified on the

following page.


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Listening:

to enable the students to be able to respond meanings in sustained

transactional (to get things done) and formal interpersonal discourse

accurately and fluently using spoken language variety in daily life contexts

involving expressions used for giving opinions and asking for opinions, and

expressing satisfaction and dissatisfaction.

to enable the students to be able to respond meanings in sustained



involving expressions used for giving advice, warning, permitting, and

expressing relief, pain, and pleasure.

to enable the students to be able to respond meanings in monolog texts using

spoken language variety accurately, fluently, and acceptable in daily life

contexts in form of report, narrative, and analytical exposition.

Speaking:

to enable the students to be able to express meanings in sustained



involving expressions used for giving opinions and asking for opinions, and

expressing satisfaction and dissatisfaction.


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to enable the students to be able to express meanings in sustained



involving expressions used for giving advice, warning, permitting, and

expressing relief, pain, and pleasure

to enable the students to be able to express meanings in monolog texts using

spoken language variety accurately, fluently, and acceptable in daily life

contexts in form of report, narrative, and analytical exposition.

In addition, the writer formulated the specific objectives according to the

topics of the material units. The specific learning objectives were used and

developed as learning indicators to recognize the students’ achievement in the study

since the specific objectives could be used to measure the students’ performance

achievements. The specific learning objectives are presented as follows.

Table 4. 5: The Specific Learning Objectives of the Designed Materials

Unit Main Materials Specific Learning Objectives

1

Report text

“Environment”

• Identify the expressions of asking for

opinion

• Identify the expressions of giving

opinion

• Answer comprehension questions

related to the problems the students

listen/ watch


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• Find the meaning of vocabulary items

related to the problem discussed

• Express some opinions on the topic

discussed

• Identify the expressions of asking for

advice

• Identify the expressions of giving

advice

• Identify the expressions of warning

• Identify the expressions for giving

permission

• Use the expressions of asking for

advice.

• Use the expressions of giving advice

2

Report text

“Education”

• Identify the expressions of

satisfaction

• Identify the expressions of

dissatisfaction


related to the report texts students

listen

• Identify the generic structure of

report text

• Mention the purpose of report text


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3 Narrative text

“Legend”

• Identify the generic structure of

narrative text

• Identify the main idea from narrative

text students listen


students listen


related to the story students listen

• Mention some examples of narrative

text

• Mention the purpose of narrative text

• Retell the story using students’ own

words

4 Narrative text

“Pourquoi tale”

• Complete a pourquoi text by listening

to partners


students hear


• Present the answers of the

comprehension questions in front of

the class

• Mention other examples of pourquoi

tale

5 Analytical exposition text

“Digital Library”

• Identify the main idea of analytical

exposition students hear


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• Identify some arguments listened

• Express some arguments on the

importance of reading

6 Analytical exposition text

“Health”

• Identify the expressions of relief

• Identify the expressions of pain

• Identify the expressions of pleasure

• Answer comprehension questions.

• Use the expressions of relief

• Use the expressions of pain

• Use the expressions of pleasure

• Present the answers for the

comprehension questions

3. Developing the Preliminary Form of Product

Having formulated the goals and general purposes, the writer began

developing the preliminary form of product. This step consisted of three parts,

namely, choosing subject contents, selecting teaching and learning activities and

instructional resources, and designing materials. The steps are elaborated as follows.

a. Choosing the Subject Contents

In this step, the writer selected some listening and speaking materials from

various sources. The writer gathered the listening materials in the form of videos

taken from some international networks since the listening sources were abundant and


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they were easy to use. Besides, the writer also gathered several articles consisting of

narrative, report, and analytical exposition texts for the speaking materials.

In addition, the writer took some theories on the generic structures,

communicative purposes of the genres, and several expressions related to some

language functions from an English textbook used for teaching English for the

eleventh grade students of senior high school. The title of the book was Look Ahead 2

“An English Course for Senior High School Students Year XI”.

b. Selecting the Teaching and Learning Activities and Instructional Resources

Having selected the appropriate subject contents, the writer then selected

teaching and learning activities. The writer selected some teaching and learning

activities such think-pair share, creative dictation, jigsaw activities, three steps

interview, simulation task, presentation, prediction task, problem solving task, group

discussion, and three minutes review since they were in accordance with the

Collaborative Learning principles. The writer also considered some support services

such as equipment and facilities in selecting the learning activities like language

laboratory, computer, and speakers.

In addition, the writer developed a syllabus and lesson plans to support the

goals and the general purposes. In this study, the writer developed a functional

syllabus. In the syllabus, each meeting time was allocated in 2 x 45’. The writer

presented various topics in six units including the learning indicators.


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c. Designing the Materials

As stated in Chapter II and III, the writer made use of materials adaptation

techniques in designing the set of materials (Tomlinson and Masuhara, 2004; 15).

The writer applied the Plus Category that included addition and expansion techniques

by adding different listening passages to develop listening and speaking activities.

Besides, the writer applied the Zero Category specifically modification technique by

changing the instructions of the listening passage.

In detail, each unit of the instructional materials was divided into three parts,

namely: pre-activity, whilst-activity, and post- activity. More specifically, each

section consisted of several learning activities selected by the writer which aimed to

achieve each learning objective. Here, the writer elaborated each section in the

designed set of materials as follows.

1). Pre-Activity

The writer wrote down the pre-activity step as Build up knowledge. This pre-

activity section aimed to activate the students’ background knowledge on the topics

discussed. This section included several pre-listening activities consisting of

vocabulary building and think-pair share. This pre-activity section was essential since

it enabled the students to be familiar with some vocabulary items that would be heard

in the listening passages. The students then were asked to find the meaning and/ or

synonym of several vocabulary items related to the topic discussed.

Additionally, the students would acquire better understanding on the topics

discussed by activating the students’ background knowledge by implementing think-


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pair step activity. In think-pair step activity, the writer provided some pictures related

to the topic discussed and some questions based on the provided pictures.

2). Whilst-Activity

In this section, the writer divided the whilst-activity into two sections, namely

Let’s Listen and Let’s Speak. The listening section consisted of several activities like

jigsaw activities, creative dictation, listening and watching videos, answering

comprehension questions, and completing some missing words of narrative, report,

and analytical exposition texts. The speaking section consisted of several activities

like three- step interview, prediction task, presentation, simulation task, and group

discussion.

The designed materials also included language functions materials. There

were several language functions to teach as stated in the standard competences and

basic competences for the eleventh grade students of senior high school. They

included asking and giving opinion; asking and giving advice; warning; asking and

giving permission; expressing relief, pain and pleasure; and expressing satisfaction

and dissatisfaction.

Since this study aimed to design a set of integrated listening and speaking

materials, the writer tried to integrate the listening and speaking activities into

intertwine learning activities. Hence, the first main activities were mostly in the form

of listening activities or task. After that, the students were asked to do several tasks

and exercises based on the listening passage and/or video they watched. They would


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continue the learning activities by learning particular language functions.

Subsequently, the students would do the speaking tasks and exercises after learning

the language function and experiencing several listening tasks and exercises.

3). Post-Activity

The post activity section aimed to find out the students’ achievement on the

materials learnt and to review what the students had learnt. The writer named the

post-activity section as Let’s Wrap up. This section included a learning task like

three-minute review.

4. The Preliminary Field-testing

After the materials design finished, the writer conducted the preliminary field

– testing. This step was aimed to know the appropriateness and evaluate the designed

materials for teaching the eleventh grade students of science class of SMAN 1 Depok.

In this step, the writer evaluated the materials by conducting expert validation and

trying out the designed materials in a Science class of SMAN 1 Depok. The

elaboration of the preliminary field testing steps is presented as follows.

a. Expert Validation

This step was aimed to gain product validation and evaluate the designed

materials from some respondents who were considered as experts in the fields of

language teaching and material design. The respondents were two English teachers of

SMAN 1 Depok and two lecturers of English Language Education Study Program of


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Sanata Dharma University. Both of the English teachers taught the eleventh grade

students. One of the lecturers taught listening and speaking classes, while the other

lecturer taught instructional design class. The writer presented the description of the

respondents as follows.

Table 4.6: Description of the Respondents

Group of

participants

Sex Educational Background Teaching experience

(years)

M F S1 S2 S3 < 5 5 - 10 10 <

English lecturers - 2 1 1 - - 2 -

English teachers 1 1 2 - - - 1 1

For conducting the expert validation, the writer distributed the designed

materials and interviewed the respondents to gain feedback and comments on the

designed set of materials. The respondents were asked some questions related to the

appropriateness of the materials designed. The questions were about the topics, the

listening and speaking materials, the activities and exercises, the materials

instructions, the materials arrangement (layout), and the strengths and the weaknesses

of the designed materials in general. Besides, the respondents were asked to give their

comments and suggestions on the designed materials. The results of the interviews

are presented on the next page.


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Table 4.8: The Results of the Expert Validation Questionnaires

No Aspect Respondents

The English teachers of SMAN 1 Depok The lecturers of English Education Study

Program of Sanata Dharma University

1. Material Contents

a. Topics • The topics were well selected and

arranged

• The topics were various and

interesting

• The topics mostly fulfilled

students’ needs because the

students needed to learn report,

narrative, and analytical exposition

texts.

• The topics were well selected and

arranged

• The topics were mostly various and

interesting


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b. Materials • Most of the designed set of

materials had been developed to

improve both listening and

speaking skills.

• It seemed that the writer involved

more speaking materials than

listening materials.

• The learning materials matched

with the standard competence and

basic competence of KTSP.

• The quality of the recorded

materials was good enough

• The set of integrated listening and

speaking materials had already

covered listening and speaking

activities which enabled the students

to develop two skills at one time.

• The listening and speaking materials

were arranged with suitable

proportion.

• The learning materials matched with

the standard competence and basic

competence of KTSP.

• The quality of the recorded materials

was good enough.


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c. The materials in

general

• Generally, the materials were well-

arranged and well-elaborated.

• Generally, the materials were well-

arranged and well-elaborated

d. The strengths and

the weakness of the

materials

The strengths:

• The writer focused on

Collaborative Learning activities.

• The learning activities enabled the

students to participate actively in

the learning process.

• The listening and speaking

materials were various and

interesting.

The weakness:

• There were too many exercises.

• The size of the pictures was too

small.

The strengths:

• The writer had chosen the learning

activities appropriately to integrate

both listening and speaking skills.

• The writer had tried to find several

sources.

The weakness:

• The evaluation tools were not really

clear.

• The writer only used Times New

Roman font.

• There were too many exercises.


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2. Activities and Exercises

a. Activities

• Instruction

• The variety of

listening and

speaking

activities

• The instructions for each learning

activity were clear enough.


activities were various and

interesting except for unit 2.


activities enabled the students to be

actively involved in the learning

process especially for the speaking

activities.

• The instructions for each learning

activity were clear enough.

• The listening and speaking activities

were quite various and interesting.

The writer needed to vary the

learning activities in some units.

• The listening and speaking activities

enabled the students to be actively

involved in the learning process

especially for the learning activities

like jigsaw activity and group

discussion.


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b. The listening and

speaking exercises


exercises were quite various and

interesting. The writer needed to

improve the exercises since it

seemed too many vocabulary

exercises.


exercises matched with the

Collaborative Learning principles.

• The level of difficulty of the

materials was suitable for the

eleventh grade students except for

units 2 and 5.

• The listening and speaking exercises

were not various and interesting. The

writer needed to add listening and

speaking exercises, not only listening

and answering questions.

• The listening and speaking exercises

matched with the Collaborative

Learning principles.

• The level of difficulty of the materials

was suitable for the eleventh grade

students.


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3.

Materials Arrangement

a. Topics • It was better to arrange the topics

from the easiest to the more

complex ones.

• It was better to arrange the topics

from the easiest to the more complex

ones.

b. Activities and

exercises

• The activities were well organized.

The lesson covered pre-activity,

main activity, and post activity.

• The exercises were arranged

systematically from the simplest to

the most difficult ones.

• The activities were well organized.

The lesson covered pre-activity, main

activity, and post activity.

• The exercises were arranged

systematically from the simplest to

the most difficult ones except for

some units.

c. Lay out • The illustrations (photos, pictures,

etc) were appropriate to the topics

being discussed.

• The layout (position, size,

sequence, etc, both in text and

visuals) provided the focus of the

materials.

• The illustrations (photos, pictures,

etc) were appropriate to the topics

being discussed.

• The layout (position, size, sequence,

etc, both in text and visuals) provided

the focus of the materials.

• It was better to make the lay out of


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• It was better to make the lay out of

the designed materials more

colorful.

the designed materials more colorful.

• It was better to vary the font types

and sizes.


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Basically, all respondents agreed that the designed materials were well

developed. Two respondents stated that the materials had already integrated both

listening and speaking skills. The materials enabled the students to develop two skills

at one time. The other two respondents said that the designed set of materials using

Collaborative Learning was good and appropriate to motivate the students to learn

listening and speaking skills.

Nevertheless, there were some points to be considered by the writer. One

respondent stated that there were too many learning activities. Besides, two

respondents stated that there were several listening and speaking which were less

various and less challenging.

Therefore, the respondents gave some suggestions about the designed set of

materials. The suggestions are presented as follows.

1) The learning activities

Two respondents said that it would be better to vary the learning activities.

Besides, one respondent said that there were several learning activities which were

not challenging. Therefore, he suggested the writer to add other learning activities

that could challenge the students in learning listening and speaking.

2) The materials

The writer should rearrange the materials since there were some units which

were not arranged from the simplest materials to the most difficult ones. Besides, one

respondent said that the writer provided more speaking activities than listening

activities. Therefore, the writer needed to add some listening materials.


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3) The exercises

There were two respondents stated that there were too many exercises. They

suggested the writer to re-arrange the exercises.

4) The lay out

Four respondents suggested the writer to make the lay out of the designed set

of materials more interesting. One respondent suggested the writer to vary the fonts

used and make the pictures bigger. It would be better for the writer to make the lay

out of the designed materials more colorful.

b. Materials Try Out

The writer interviewed the English teacher to gain some feedback and

evaluation for the designed materials and revised them before they were tried out in

the class. Because of the time limitation, the writer only tried out one unit among six

units. The applied unit was a narrative text “Legend”.

After having tried out the designed materials, the writer distributed closed –

ended and open - ended questionnaires to the students. The questionnaires were

distributed to forty students of one Science class grade eleven at SMAN 1 Depok to

gather some feedbacks from the students on the tried out materials. The students were

asked to answer some questions dealing with the designed materials and give their

opinions as well. The data presentation of the results of the questionnaires is

presented on the following page.


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Table 4.8: Students’ Evaluation Questionnaires

No Respondents’ opinion on Agree Doubtful Disagree

1 The learning topic was interesting. 70% 30% 0 %

2 The applied listening and speaking material

enabled the students to develop listening

and speaking skills.

97, 5% 2,5% 0 %

3 The applied listening and speaking material

was interesting.

50% 45% 5%

4 The listening and speaking activities

enabled the students to participate actively

in the leaning process.

52,5 % 47, 5% 0 %

5 The students enjoyed learning listening and

speaking in form of group discussion.

62,5% 32,5% 5%

6 The students were able to improve their

confidence to speak in English by

experiencing the learning activities.

47, 5 % 50% 2,5%

7 The students could learn from other

students by learning in groups.

87, 5% 12,5% 0 %

8 The recorded materials were clear and

interesting.

72,5% 25% 2,5%

9 Learning activities in the form of group

works enabled the students to solve the

problems in learning listening and speaking.

70 % 25 % 5 %

10 In general, the applied listening and

speaking materials motivated the students

to learn listening and speaking skills.

75 % 25 % 0 %


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From the results of the questionnaires, most students stated that the topic and

the listening and speaking materials were interesting. Most students agreed that the

learning materials and activities enabled them to develop listening and speaking skills

as well as to solve their problems in learning listening and speaking. The listening

and speaking activities enabled the students to participate actively in the leaning

process. Many students also stated that the applied listening and speaking material

motivated them to learn listening and speaking skills. In addition, most of the

students stated that the recorded materials were clear and interesting.

Most students stated that they enjoyed learning listening and speaking in form

of group discussion since they could learn from other students by learning in groups.

Nevertheless, many students were still doubtful whether the learning activities could

improve their confidence to speak in English. In addition, the students gave some

comments on the applied materials as follows.

The strength:

The materials enabled the students to cooperate in solving the problems in

learning listening and speaking. The students could change their opinions and

ideas using the target language. They could also develop their listening and

speaking skills and participate actively in the learning process

The weakness:

There were some students who did not participate actively in the learning process.


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In summary, the students enjoyed the tried-out materials since the topic, the

materials, and the activities were various and interesting. In addition, the students

could also develop their listening and speaking skills by learning from each other in

groups.

5. Changes to improve the materials

In this step, the writer revised and improved the designed set of materials. The

revisions and the improvements were based on the feedbacks gathered from the

evaluators.

Having gathered the data from conducting the evaluation, the writer revised

and improved the materials by considering some suggestions gained from the

evaluators. Based on the comments and suggestions from the evaluators, the writer

improved the materials related to subject contents, learning activities, and materials

layout. The revisions are specified as follows.

1) The learning activities

Responding to the suggestions of two respondents, the writer varied the

learning activities and tasks and added more challenging listening and speaking

activities. In addition, the writer also reduced the number of exercises in some units.

2) The materials

The writer rearranged the materials from the simplest materials to the most

difficult ones. Specifically, the writer rearranged the materials in units two and three.

The writer also provided more listening materials in unit five and six.


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3) The material scripts

The writer provided and enclosed the script of the listening passage for the

teachers.

4) The lay out of the designed materials

The writer improved the lay out of the designed materials and made it more

interesting. The writer varied the fonts used and made the pictures bigger. Besides,

the writer made the materials more colorful to make them more interesting. The

writer made improvements and adjustments based on the accepted suggestions.

B. The Presentation of the Designed Set of Materials

This section is presented to answer the second question stated in the problem

formulation dealing with the presentation of the designed set of materials. The

materials consisted of six units and each unit required 90 minutes except for unit 1.

There were some sections in each unit. They were ‘Building knowledge’, ‘Let’s

listen’, ‘Let’s speak’, and ‘Let’s wrap up’.

The writer presented the topics, the functions, and the sections of the designed

materials on the following page.


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Unit Topics Genre and Functions Sections

1

Meeting 1

Environment Report text

Asking and giving

opinions

1) Building knowledge : Think-pair share and vocabulary

2) Let’s listen : Listening to report text

3) Exercises

4) Let’s speak (Practice): Think-pair share and

presentation

5) Language focus: Asking and giving opinion

6) Let’s wrap up: Reviewing today’s material

1

Meeting 2

Environment Asking and giving

advice

Warning

Report text

1) Building knowledge : Prediction Task

2) Let’s listen: Watching and listening to videos

3) Exercises

4) Let’s speak (Practice): Three steps interview

5) Language focus: Asking for and giving advice and

warning

6) Let’s wrap up: Three minute review

Table 4.9: The Presentation of the Designed Materials


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2 Education

Report text

Expressing satisfaction

and dissatisfaction

1) Building knowledge: Think-pair share

2) Let’s listen: Creative dictation and listen to an

interview

3) Exercises

4) Let’s speak (practice) : Simulation task

5)Language focus : Expressing satisfaction and

dissatisfaction


3 Legend

Narrative text 1) Building knowledge: Think-pair share

2) Let’s listen: Jigsaw activity and vocabulary

3) Exercises

4)Let’s speak (practice): Group discussion and

presentation



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4 Pourquoi tale Narrative text 1) Building knowledge : Think-pair share and vocabulary building 2) Let’s listen: Creative dictation and Partner 3) Exercises 4) Let’s speak (practice) : Presentation 5) Let’s wrap up: Three minute review

5 Digital library Analytical exposition text

1) Building knowledge: Partner 2) Let’s listen: Listen to an analytical exposition text 3) Exercises 4) Let’s speak (practice) : Three steps interview, partner, presentation 5) Let’s wrap up: Three minute review

6 Health Expressing relief, pain, and pleasure

1) Building knowledge: Think-pair share 2) Let’s listen Listen to an analytical exposition text (videos) Creative dictation 3) Exercises 4) Let’s speak : Discussion, presentation, and partner 5) Let’s wrap up Three minute review


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter discusses two parts, namely, conclusions and suggestions. The

conclusions part presents the conclusions on the steps conducted in this study and

also the findings in order to answer the questions in the problem formulation. The

suggestions part presents the recommendation for the English teachers of the school,

for the students, and other researchers.

A. Conclusions

The objectives of this study were to design a set of integrated listening and

speaking materials based on Collaborative Learning for the eleventh grade students of

SMAN 1 Depok and to present the designed set of the integrated listening and

speaking materials. There were two problems in this study. They were: 1) how a set

of integrated listening and speaking materials based on Collaborative Learning for the

eleventh grade students of SMA Negeri 1 Depok was designed, and 2) what the

designed set of integrated listening and speaking materials based on Collaborative

Learning for the eleventh grade students of SMA Negeri 1 Depok looked like.

From the results of distributing questionnaires to one class of Science

department grade eleven of SMAN 1 Depok, it turned out that the students were

interested in learning listening skill which was integrated with speaking skill and

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101

learn those two skills in the form of group works. Therefore, the writer designed a set

of integrated listening and speaking materials based on Collaborative Learning by

adapting Kemp’s model, R & D method, and by considering the KTSP.

The writer employed the instructional design models proposed by Kemp

(1977) combined with R & D method in order to answer the first problem

formulation. The writer adapted Kemp’s instructional design model and R & D

method which were furthermore applied in this study into five steps. The steps were:

1) research and information collecting including conducting needs analysis or

identifying learners’ characteristics; 2) planning consisting of formulating goal and

general purposes, choosing some topics, and specifying the learning objectives; 3)

developing preliminary form of product including choosing subject contents,

selecting teaching and learning activities and instructional resources, and designing

materials; 4) preliminary field testing (evaluation) by carrying out expert validation

for the designed materials; and 5) main product revision. The writer, then, applied

those five steps in designing a set of integrated listening and speaking materials based

on Collaborative Learning for the eleventh grade students of SMA Negeri 1 Depok.

The answer of the second problem was the presentation of the designed set of

integrated listening and speaking materials based on Collaborative Learning for the

eleventh grade students of SMA Negeri 1 Depok. The writer presented the final

revision of the designed set of materials on the appendix 8. The six units of the

designed materials are presented on the next page.


Unit 1: Environment (report text)

Unit 2: Education (report text)

Unit 3: The Legend (narrative text)

Unit 4: Pourquoi Tale (narrative text)

Unit 5: Digital Library (analytical exposition text)

Unit 6: Health (analytical exposition text)

Additionally each unit contained five sections, namely ‘Building Knowledge’,

‘Let’s Listen’, ‘Exercises’, ‘Let’s Speak’, and ‘Let’s Wrap Up’. The ‘Building

Knowledge’ section was applied for the pre-activity. The ‘Let’s Listen’, ‘Exercises’,

and ‘Let’s Speak’ sections were applied for the main activities. In addition, the ‘Let’s

Wrap Up’ section was applied for the post-activity.

B. Suggestions

Based on the conclusions, the writer would like to propose some suggestions

for the English teachers, students of senior high school grade eleven, and other

researchers. The suggestions are as follows.

1. For the English teachers, especially the English teachers of SMAN 1 Depok

a. The writer suggest the teachers apply the designed materials for teaching the

eleventh grade students in order to make listening and speaking classes more

interesting and challenging.

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b. The teacher may use various sources such as international networks to select

interesting materials.

2. For the students

The materials were designed for the students, especially for the eleventh grade

students of SMAN 1 Depok. The writer suggests the students to cooperate well with

their pairs and groups in order to develop their ability to use English for

communication.

3. For the other researchers

The writer suggests the other researchers who have the same interest with the

writer apply Collaborative Learning approach to integrate four language skills to

achieve good mastery in English.

103


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Richard, J. C. and Rodgers, T. S. 2001. Approaches and Methods in Language Teaching. New York: Cambridge University Press.

Rumjati, W. G. 2006. Designing a Set of Instructional Speaking Materials for the

Extracurricular Activities based on the Principles of Cooperative Learning for the Second Year Students of SMAN 1 Godean-Sleman, Yogyakarta. Unpublished Thesis. Yogyakarta: English Education Study Program, Sanata Dharma University.

Slavin, R. E. 1995. Cooperative Learning: Theory, research, and practice. Boston:

Allyn and Bacon. Strevens, P. 1993. Teaching English as an International Language: From Principle

to Principle. Oxford: Pergamon Press. Tomlinson, B. and Masuhara, H. 2004. Developing Language Course Materials.

Singapore: SEAMEO Regional Language Centre.


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Widdowson, H. G. 1979. Teaching Language as Communication. London: Oxford

University Press.

Wulandari, D. 2005. Designing a Set of English Instructional Materials to Teach Speaking to Street Children in MILAS Mangkuyudan, Yogyakarta Using Cooperative Learning. Unpublished Thesis. Yogyakarta: Sanata Dharma University.


Letters of Permission


107


108


109


Interview Guideline


110

List of questions for the interview (Interview Guideline)

Interview (need survey)

Respondent: English teacher of SMAN 1 Depok

1. How is students’ involvement in learning listening and speaking skills?

Do they participate actively in the learning process?

2. What are students’ experiences in learning listening skill?

3. What are students’ experiences in learning speaking skill?

4. What are students’ difficulties in learning listening?

5. What are students’ difficulties in learning speaking?

6. What learning materials do you apply to teach listening and speaking

skills?

7. What teaching media do you use to teach listening and speaking skills?

8. What is your opinion on the use of Collaborative Learning approach for

conducting listening and speaking activities?


Interview Transcript


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Interview Transcript

No Questions Answers

1. How is students’ involvement

in learning listening and

speaking skills? Do they

participate actively in the

learning process?

Most of the students participated actively in

the process of learning listening and speaking

skills. They were interested in learning

listening and speaking. Besides, they were

quite cooperative to do the activities in class.

2. What are students’

experiences in learning

listening skill?

The students experienced some listening

activities through watching movies and

listening to the passages. Subsequently, they

analyzed the genre of the listening passages

including the generic structure, the moral

value, and the main idea of the listening

passage.

3. What are students’

experiences in learning

speaking skill?

The students experienced speaking activities

through story telling, presentation, role play,

and group discussion.

4. What are students’ difficulties

in learning listening?

1. The speakers spoke so fast that the

students could not comprehend the

materials well.

2. The students often found difficulties

in understanding the native – like

pronunciation.


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No Questions Answers

5. What are students’ difficulties

in learning speaking?

The students sometimes felt unconfident to

speak in English because of their lack of

vocabulary items.

6. What learning materials do

you apply to teach listening

and speaking skills?

The teacher mostly applied learning

materials taken from international network

and English textbooks.

7. What teaching media do you

use to teach listening and

speaking skills?

The teacher used handouts, English

textbooks, computer, headsets, and speakers.

8. What is your opinion on the

use of Collaborative Learning

approach for conducting

listening and speaking

activities?

The teacher thought that Collaborative

Learning approach could be applied for

teaching listening and speaking skills to

enable the students to participate actively

in the learning process.


Needs Analysis Questionnaire


113

Kuesioner (Need Analysis)

Respondent : Siswa SMAN 1 Depok kelas XI Program IPA Tahun Ajaran : 2008/2009 Berilah tanda centang (√) pada jawaban berdasarkan pernyataan-pernyataan di bawah ini! 1= sangat tidak setuju 3= setuju 2=tidak setuju 4= sangat setuju

Pernyataan – Pernyataan 1 2 3 4 1. Saya termasuk siswa aktif dalam kegiatan belajar Bahasa

Inggris.

2. Keterampilan mendengarkan (listening) dan berbicara (speaking) merupakan keterampilan berbahasa yang menarik minat saya.

3. Saya menikmati kegiatan belajar mendengarkan listening dan berbicara speaking serta berperan aktif dalam kegiatan belajar ini.

4. Materi pembelajaran listening dan speaking memampukan saya terlibat aktif dalam setiap kegiatan pembelajaran tersebut.

5. Saya sering mengalami kesulitan pada saat belajar Bahasa Inggris terutama dalam kegiatan belajar listening dan speaking.

6. Saya mengalami kesulitan dalam menerima materi pembelajaran listening dan speaking sehingga saya cenderung bersikap pasif.

7. Saya segera bertanya pada guru atau teman apabila mengalami kesulitan dalam menerima materi pembelajaran listening dan speaking.

8. Saya lebih tertarik belajar listening dan speaking melalui kegiatan belajar yang melibatkan kelompok.


114

Pernyataan – Pernyataan 1 2 3 4

9. Saya mampu mengembangkan keterampilan listening dan

speaking melalui kegiatan belajar yang melibatkan kelompok.

10. Kegiatan belajar dalam bentuk games (permainan), role-play

(drama), dan group discussion (diskusi kelompok) lebih

menarik minat saya dalam proses pembelajaran listening dan

speaking.

Jawablah pertanyaan-pertanyaan di bawah ini dengan memberikan tanda silang (X) pada jawaban yang sesuai dengan pendapat anda! Anda dapat menambahkan jawaban anda sendiri. 11. Menurut anda, hal-hal apa saja yang menyebabkan anda mengalami kesulitan

belajar Bahasa Inggris, khususnya dalam keterampilan mendengarkan

(listening) dan berbicara (speaking)?

a. Kurangnya perbendaharaan kata.

b. Kurangnya rasa percaya diri untuk mengungkapkan kalimat.

c. (Lain-lain)

……………………………………………………………………….

12. Apakah manfaat yang anda peroleh dengan adanya kegiatan belajar

mendengarkan (listening) dan berbicara (speaking) yang melibatkan

kelompok?

a. Saya bisa belajar dari teman jika mengalami kesulitan dalam proses

pembelajaran listening dan speaking.

b. Saya bisa meningkatkan rasa percaya diri melalui kegiatan listening dan

speaking melalui kelompok.

c. (Lain-lain)

…………………………………………………………………………


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13. Kegiatan belajar apa saja yang menurut anda menarik dan mendukung

anda untuk mengembangkan keterampilan listening dan speaking?

a. Kegiatan belajar melalui role play (drama) dan games (permainan)

b. Kegiatan belajar dengan group discussion (diskusi kelompok)

c. (Lain-lain)

14. Pilihlah topik-topik pembelajaran yang menurut anda menarik untuk

diterapkan dalam pembelajaran mendengarkan (listening) dan berbicara

(speaking)! (Jawaban bisa lebih dari satu)

a. Health d. Technology

b. Environment e. Education

c. Culture f.(lain-lain)

…………………………………………………………………………….

15. Apa yang anda lakukan untuk mengatasi kesulitan dalam kegiatan belajar

listening dan speaking?

a. Banyak berlatih mendengarkan (listening) dari lagu dan/atau berita dalam

bahasa Inggris.

b. Membiasakan diri berbicara dalam bahasa Inggris dengan teman dan guru.

c.(lain - lain)……………………………………………………………………

Terimakasih


Designed Materials Evaluation Questionnaire


Questionnaire (Feedback) Respondent : English teachers of SMAN 1 Depok grade XI

Year : 2008/2009

Put a tick (√) in the column which represents your point of agreement on the

following statements!

1= Strongly disagree

2=Disagree

3=Agree

4=Strongly Agree

Statements 1 2 3 4

1. The designed materials have already matched with the

standard competence and basic competence of Kurikulum

Tingkat Satuan Pendidikan.

2. The materials have already covered listening and speaking

activities which enable the students to develop those two

skills at one time.

3. The listening and speaking materials are arranged with

suitable proportion.

4. The designed materials have already fulfilled the students’

needs.

5. The learning materials are arranged systematically from the

simplest learning materials to the most difficult ones.

6. The level of difficulty of the learning materials is suitable for

the students.

7. The learning activities are various and interesting.

8. The arranged learning activities enable the students to be

actively involved in teaching-learning activities.

9. The chosen learning topics have already fulfilled the

students’ needs.

10. The arranged learning activities have already matched with

the collaborative learning principles.

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11. In general, which part of these materials that should be improved? Would

you please give some suggestions as the basis to revise them?

12. What is your opinion about the arranged syllabus and the lesson unit plan?

Would you please give some suggestions to revise them?

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Questionnaire (Feedback)

Respondent: The lecturers of English Education Study Program of Sanata Dharma

University.

Berilah tanda centang pada jawaban berdasarkan pernyataan-pernyataan di bawah

ini!

1= Strongly disagree

2=Disagree

3=Agree

4=Strongly Agree Pernyataan 1 2 3 4

1. The learning materials have already matched with the standard competence and basic competence of Kurikulum Tingkat Satuan Pendidikan

2. The arranged materials have already developed constructivism.

3. The arranged materials have already facilitated Contextual Teaching Learning achievement.

4. The arranged learning activities have already matched with the collaborative learning principles.

5. The learning activities are various and interesting. 6. The learning materials are arranged systematically from

the simplest to the most difficult materials in which students are required to think critically.

7. The arranged learning activities enable the students to be actively involved in teaching-learning activities.

8. The level of difficulty of the learning materials is suitable for the students.

9. The materials have already covered listening and speaking activities which enable the students to develop those two skills at one time.

10. The listening and speaking materials are arranged with suitable proportion.

118


11. In general, which part of these materials that should be improved? Would you

please give some suggestions as the basis to revise them?



119


VALIDATION OF PRODUCT

Arrangement:

1. How is the material instruction?

2. How is the material systematic arrangement?

3. How is the lay out of the materials?

Content:

1. How is the materials’ composition?

2. How is the materials’ clarity?

3. How is the materials’ entailment?

4. How is the materials’ influence to enable the students to interact with other

students?

5. How are the materials evaluation tools?

6. How is the relation between standard competence in KTSP with the topics and

indicators?

7. How is the materials relevancy and suitability?

8. How is the recorded materials’ quality in terms of sound and visualization?

9. What do you think about the materials in general?

10. What is the strength of the designed materials?

11. What is the weakness of the designed materials?

Comment and suggestion:

1. What is your comment and suggestion on the designed materials?

2. In general, which part of these materials that should be improved? Would

you please give some suggestions as the basis to revise them?



120


MATERIALS EVALUATION

Respondent: English teacher of SMAN 1 Depok grade eleven

Name :

Educational background:

• Bachelor Degree (S1) [ ]

• Master Degree (S2) [ ]

• Doctoral Degree (S3) [ ]

• (Other) ………

Teaching experience:

• 1 – 5 years [ ]

• 6 – 10 years [ ]

• 11 – 15 years [ ]

• 16 – 20 years [ ]

Please answer the following questions!

1. Topics:

Do the learning topics fulfill students’ needs? (Would you please give some

reasons?)

Are the learning topics various and interesting?

2. Listening and speaking materials:

Do the set of integrated listening and speaking materials cover listening and

speaking activities which enable the students to develop two skills at one

time?

Are the listening and speaking materials arranged with suitable proportion?

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Are the learning materials arranged systematically from the simplest to the

most difficult materials?

Is the level of difficulty of the learning materials suitable for the students?

Do the learning materials fulfill the students’ needs?

Do the learning materials match with the standard competence and basic

competence of Kurikulum Tingkat Satuan Pendidikan?

3. Listening and speaking activities:

Are the listening and speaking activities various and interesting?

Are the listening and speaking activities enable the students to be actively

involved in the learning process?

Do the arranged learning activities match with the Collaborative Learning

principles?

4. Exercises:

Are the listening and speaking exercises various and interesting?

Do the exercises match with the Collaborative Learning principles?

5. Instructions:

Are the instructions for each learning activity clear enough?

Thank you

122


MATERIALS EVALUATION

Respondent: Lecturer of English Education Study Program of Sanata Dharma

University

Name :

Educational background:

• Bachelor Degree (S1) [ ]

• Master Degree (S2) [ ]

• Doctoral Degree (S3) [ ]

• (Other) ………

Teaching experience:

• 1 – 5 years [ ]

• 6 – 10 years [ ]

• 11 – 15 years [ ]

• 16 – 20 years [ ]

Please answer the following questions!

1. Topics:

Do the learning topics fulfill students’ needs? (Would you please give some

reasons?)

Are the learning topics various and interesting? (Would you please give some

reasons?)

Are the learning topics match with the standard competence and learning

indicators stated in KTSP? (Would you please give some reasons?

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2. Listening and speaking materials:

Do the set of integrated listening and speaking materials cover listening and

speaking activities which enable the students to develop two skills at one

time?

Are the listening and speaking materials arranged with suitable proportion

Are the learning materials arranged systematically from the simplest to the

most difficult materials?

Is the level of difficulty of the learning materials suitable for the students?

Do the learning materials fulfill the students’ needs

Do the learning materials match with the standard competence and basic

competence of Kurikulum Tingkat Satuan Pendidikan?

What do you think about the listening and speaking materials in general?

3. Listening and speaking activities:

Are the listening and speaking activities various and interesting?

Are the listening and speaking activities enable the students to be actively

involved in the learning process?

Do the arranged learning activities match with the Collaborative Learning

principles?

Do the learning activities enable the students to interact with other students?

4. Exercises:

Are the listening and speaking exercises various and interesting?

Do the exercises match with the Collaborative Learning principles?

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5. Materials evaluation tools:

How are the materials evaluation tools?

6. Material instructions:

Are the instructions for each learning activity clear enough?

7. Materials arrangement (lay out):

How is the lay out of the materials in term of color proportion of the

pictures

and the quality of the pictures?

8. How is the recorded materials’ quality in terms of sound and visualization?

Thank you

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Kuesioner (Feedback) Respondent: Siswa SMAN 1 Depok kelas XI IPA 1 Berilah tanda centang pada jawaban berdasarkan pernyataan-pernyataan di bawah ini! No Pernyataan Setuju Ragu-

ragu Tidak Setuju

1. Topik-topik pembelajaran dalam materi listening dan speaking menarik dan bervariasi.

2. Materi pembelajaran listening dan speaking memampukan saya mengembangkan keterampilan listening dan speaking

3. Materi pembelajaran listening dan speaking menarik dan bervariasi.

4. Kegiatan pembelajaran listening dan speaking memotivasi saya untuk terlibat aktif dalam proses belajar listening dan speaking.

5. Saya menikmati kegiatan belajar listening dan speaking dalam kelompok seperti diskusi kelompok, three-steps interview, dan think-pair share.

6. Saya mampu mengembangkan rasa percaya diri untuk berbicara dalam bahasa Inggris dengan kegiatan belajar tersebut.

7. Dengan kegiatan belajar seperti diskusi kelompok, saya bisa belajar dari teman apabila mengalami kesulitan.

8. Materi listening (video dan rekaman) cukup jelas dan menarik.

9. Materi listening dan speaking dengan Collaborative Learning membantu saya mengatasi masalah dalam kegiatan belajar listening dan speaking.

10. Secara umum, materi listening dan speaking lebih memotivasi saya untuk belajar listening dan speaking.

Jawablah pertanyaan-pertanyaan di bawah ini!

1. Menurut pendapat anda, apa saja kekuatan (strength) dan kelemahan (weaknesses) dari materi listening dan speaking dengan menggunakan Collaborative Learning?

2. Berikan komentar dan saran nda mengenai materi listening dan speaking

dengan menggunakan Collaborative Learning!

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Overview of the Designed Set of the Materials


DESIGNING A SET OF INTEGRATED LISTENING AND SPEAKING MATERIALS BASED ON COLLABORATIVE LEARNING FOR THE ELEVENTH GRADE STUDENTS

OF SMA NEGERI 1 DEPOK

OVERVIEW

This study is entitled “Designing a Set of Integrated Listening and Speaking

Materials Based on Collaborative Learning for the Eleventh Grade Students of SMA

Negeri 1 Depok”. This study is aimed at providing the eleventh grade students of

SMA Negeri 1 Depok with integrated listening and speaking materials that could

motivate them to learn, help to develop their listening and speaking skills, and also to

encourage cooperation among them.

A. Background

Listening and speaking skills play an essential role in acquiring the language.

Unfortunately, in a real listening and speaking class, it is noticed that students still

find many difficulties in learning the skills. Most students tend to be passive while

learning listening and speaking because of their lack of vocabulary items, difficulties

in comprehending some listening passages, and inability to make sentences. In

addition, most students are less cooperative with their pairs or groups in the process

of learning.

This study is aimed to offer a solution to solve some problems in relation to

Listening and Speaking. Therefore, it is essential to facilitate the teachers to provide

interesting listening and speaking materials which could meet both teachers’ and

students’ needs and solve the problems or difficulties they have in the real listening

and speaking class.

Collaborative Learning is a teaching approach where the learning activities

are conducted by grouping the students of different levels of ability into small teams.

127


Through study teams and group discussion the students can learn from each other to

find out the meaning of new vocabulary items and learn how to make sentences. They

also have to be responsible to encourage each other to speak actively after listening to

their members’ opinions.

To encourage cooperation among the students so that they could help each other

to learn, Collaborative Learning is employed as the basis in designing materials. The

writer designs the materials by using several learning activities which are in

accordance with the principles of Collaborative Learning like jigsaw activities,

information gap, think-pair-share, and so on. These learning activities facilitate the

students in practicing listening to their group members’ ideas and information.

In brief, the writer attempted to design integrated listening and speaking

materials that could motivate the students to learn, to develop their listening and

speaking skills, and could encourage cooperation.

B. Purpose

The purpose of this design is to provide the eleventh grade students of SMAN 1

Depok with integrated listening and speaking materials that are expected to encourage

the students to learn and facilitate them to develop their listening and speaking skills.

The materials are purposely designed by employing listening medium (computer) and

listening sources from internets in the form of videos to provide interesting listening

materials, and speaking activities in the form of pair works and group works which

can enhance cooperation with other students in the learning process.

C. Content

There are six units in the designed materials. The activities of each unit are

categorized into three main activities, that is, pre-listening activity, whilst-listening

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activity, and post-listening activity. The activities are structured into five main

sections, namely, ‘Building Knowledge’, ‘Let’s Listen’, ‘Exercises’, ‘Let’s Speak’,

and “Let’s Wrap Up.”

• ‘Building Knowledge’

This pre-activity section aimed to activate the students’ background

knowledge on the topics discussed. This section included several pre-listening

activities consisting of vocabulary building and think-pair share. This pre-activity

section was essential since it enabled the students to be familiar with some

vocabulary items that would be heard in the listening passages.

• Let’s Listen and Let’s Speak

Let’s Listen and Let’s Speak. The listening section consisted of several

activities like jigsaw activities, creative dictation, listening and watching videos.

The speaking section consisted of several activities like three- step interview,

prediction task, presentation, simulation task, and group discussion.

• Exercises

In this section, the students are asked to do several exercises after listening

and speaking activities like answering comprehension questions and presentation

practice.

• Let’s Wrap Up

This section aimed to find out the students’ achievement on the materials

learnt and to review what the students had learnt. The writer applies a learning

task like three-minute review.

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Syllabus and Lesson Plan


130

SYLLABUS

A SET OF INTEGRATED LISTENING AND SPEAKING MATERIALS BASED ON COLLABORATIVE LEARNING FOR THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 DEPOK

Standard Competence (KTSP)

Basic Competence Indicators Learning Materials

Learning Experiences Evaluation Tools

Time Source

Unit 1 Environment Listening 1. Understanding meanings in sustained transactional and formal interpersonal discourse in daily life contexts 2. Understanding meanings in sustained transactional and formal interpersonal discourse in daily life contexts

1.1 Responding meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving expressions used for giving opinion and asking for opinion 1.2 Responding meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving

Students are able to identify expressions of asking for opinion Students are able to identify expressions of giving opinion

Students are able to answer comprehension questions Students are able to identify expressions of asking for advice Students are able to identify expressions of giving advice

Asking for opinion: e.g. What do you think about it? Giving opinion:

e.g. I think it’s a good idea.

Asking for advice: e.g. Do you have any advice for …? Giving advice: e.g. I advise you to …?

Identifying the expressions of asking for opinion. Identifying the expressions of giving opinion. Answering comprehension questions Listening and watching video about environmental problems Identifying the expressions of asking for advice Identifying the expressions of giving advice Identifying the expressions of warning

Individual work Pair work Group work Group presentation Written assignment

4 x 45

Look Ahead 2, Jakarta: Erlangga http://images.google.co.id/images) http:www.youtube.com/watch?) http://www.youtube.com/watch?v=LmFIzn3Ij http://images.google.co.id/images?q=landslide&btnG


131




Time Source

2. Understanding meanings in short functional texts and monolog in form of reports, narrative, and analytical exposition in daily life contexts

expressions used for advising, warning, and permitting Responding meanings in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of report, narrative, and analytical exposition texts

Students are able to identify expressions of warning Students are able to identify the expressions for giving permission Students are able to identify problems they listen and watch Students are able to complete a report text in form of news Students are able to answer comprehension questions related to the problems they listen/ watch Students are able to find the meaning of vocabulary items related to the problem discussed

Expressing warning: e.g. Stop illegal logging! Giving permission: e.g. No, I don’t mind. Listening passage: Flood in India (report) Video: Global warming and landslide (report

Identifying the expressions for giving permission. Listening to a report text in form of news about ‘Flood in India’ Completing a report text (news) based on the listening passage Answering comprehension questions related to the problem listened (Think pair share) Finding the meaning of vocabulary items Watching videos about ‘global warming’ and ‘landslide’ Identifying the generic structure of report text


132




Time Source

Speaking 3. Expressing meanings in sustained transactional and formal interpersonal discourse in daily life contexts 3. Expressing meanings in sustained transactional and formal interpersonal discourse in daily life contexts

3.1 Expressing meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving expressions used for giving opinion and asking for opinion. 3.2 Expressing meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving expressions used for advising, warning, and permitting

Students are able to identify the generic structure of report text Students are able to ask for group members’ opinion Students are able to express their opinion Students are able to use the expressions of asking for advice. Students are able to use the expressions of giving advice

Students are able to use the expressions of warning

Asking for opinion: e.g. What do you think about it? Giving opinion: e.g. I think it’s a good idea.

Expressing / sharing opinion (Think pair share) Prediction task: predicting what will happen if the environmental problems still persist by answering some questions Presenting the answers to the whole class Interviewing group members to ask for opinion concerning the problem discussed (Three steps interview) Three steps interview: asking for group members’ advice, giving advice, giving permission, and expressing warning toward the environmental problems discussed.


133




Time Source

Unit 2 Education Listening Understanding meanings in sustained transactional and formal interpersonal discourse in daily life contexts Understanding meanings in short functional texts and monolog in form of reports, narrative, and analytical exposition in daily life contexts

Responding meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving the expressions of satisfaction and dissatisfaction. Responding meanings in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of report, narrative, and analytical exposition texts.

Students are able to use the expressions for giving permission Students are able to identify expressions of satisfaction Students are able to identify expressions of dissatisfaction Students are able to complete report texts Students are able to answer comprehension questions related to the

Expressing satisfaction: e.g. I’m completely satisfied with ... Expressing dissatisfaction: e.g. I’m very dissatisfied with the condition

Identifying the expressions of satisfaction Identifying the expressions of dissatisfaction Completing report text ‘School’ by listening to partners dictating the words/ sentences which are missing (Creative dictation) Answering ‘True/ False’ questions Listening to listening passage about ‘education in developing countries’

Individual work Pair work Group work: Simulation task

2 x 45’

http://images.google.co.id/images?q=suasana+belajar+mengajar&btnG http://en.wikipedia.org/wiki/school. Wikipedia, the free encyclopedia) http:www.youtube.com/watch?v=nymkp6cmc2c Look Ahead 2, Erlangga


134




Time Source

Speaking Expressing meanings in sustained transactional and formal interpersonal discourse in daily life contexts

Expressing meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving expressions used for expressing satisfaction and dissatisfaction.

report texts they listen Students are able to identify the generic structure of report text Students are able to mention the purpose of report text Students are able to express satisfaction Students are able to express dissatisfaction

Report texts: ‘School’ Listening passage: education in developing countries

Answering comprehension questions related to the listening passage Identifying the generic structure of report texts listened Mentioning the purpose of report text Simulation task: Expressing satisfaction/ dissatisfaction toward the quality of education Finding the solution for the problem discussed


135




Time Source

UNIT 3 Legend Listening Understanding meanings in short functional texts and monolog in form of reports, narrative, and analytical exposition in daily life contexts Speaking Expressing meanings in short functional texts and monolog in form of report, narrative, and

Responding meaning in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of report, narrative, and analytical exposition texts Expressing meanings in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of report, narrative, and analytical exposition texts

Students are able to identify the generic structure of narrative text Students are able to identify the main idea from narrative text they hear Students are able to find the meaning of vocabulary items they hear Students are able to answer comprehension questions related to the story they hear Students are able to mention some examples of narrative text

The story of Mount Tangkuban Perahu The story of Mount Tangkuban Perahu

Jigsaw activity: Listening to different paragraphs of narrative ‘Mount Tangkuban Perahu’ Identifying the main idea from each paragraph of narrative text Finding the meaning of vocabulary items Identifying the generic structure of narrative Answering comprehension questions related to the listening passage (group discussion) Mentioning some examples of narrative texts Mentioning the purpose of narrative text

Individual work Pair work Group work: Simulation task

2 x 45’

http://images.google.com/images?q=Malin+Kundang&btnG=Search+Images&um=1&hl=en&sa=2 http://www.youtube.com/watch? http://images.google.com/imgres?)


136




Time Source

analytical exposition in daily life contexts. UNIT 4 Pourquoi Tale Listening Understanding meanings in short functional texts and monolog in form of reports, narrative, and analytical exposition in daily life contexts Speaking Expressing meanings in short functional texts and monolog in form of report, narrative, and analytical exposition in

Responding meanings in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of report, narrative, and analytical exposition texts Expressing meanings in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of report, narrative, and analytical exposition texts

Students are able to complete a pourquoi text by listening to their partners Students are able to find the meaning of vocabulary items they hear Students are able to answer comprehension questions Students are able to present the answers of the comprehension questions in front of the class

Pourquoi text: Why Dogs and Cats Can’t Get Along

Retelling the whole story in front of the class in a form of presentation Creative dictation: completing the pourquoi text ‘Why Dogs and Cats Can’t Get Along’ by listening to partners Finding meaning of vocabulary items Answering comprehension questions Presenting the answers of the comprehension questions in front of the class Mentioning other examples of pourquoi tale

Individual work Group work Individual presentation

2 x 45

http://images.google.com/images?um=1&hl=id&q=cat&btnG=Cari+Gambar http://images.google.com/images?um=1&hl=id&q=dog&btnG=Cari+Gambar http://www.flint.lib.mi.us/kidsweb/PierceSarvis/Pourquoi/JeMiah%20G.shtml


137




Time Source

daily life contexts UNIT 5 Digital Library

Listening Understanding meanings in short functional texts and monolog in form of reports, narrative, and analytical exposition in daily life contexts

Speaking Expressing meanings in short functional texts and monolog in form of reports, narrative, and analytical exposition in daily life context

Responding meanings in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of: report, narrative, and analytical exposition texts. Expressing meanings in monolog texts using spoken language variety accurately and fluently in daily life contexts in form of: report, narrative, and analytical exposition texts

Students are able to mention other examples of pourquoi tale Students are able to identify the main idea of analytical exposition they hear Students are able to identify the arguments listened Students are able to express their arguments on the importance of reading

Listening passage: Why reading is important. Analytical exposition text; Why reading is important

Listening to listening passage ‘Why reading is important’ Identifying the main idea of an analytical exposition text from the listening passage Identifying the arguments from the listening passage Answering comprehension questions based on the listening passage Three steps interview: expressing arguments on the importance of reading Partner: presenting the analytical exposition text written about why reading is important.

Individual work Pair work Group work: Three steps interview Presentation

2 x 45

http://images.google.com/images?ndsp=20&um=1&hl=en&q=folktale&start=200&sa=N Look Ahead 2, Erlangga http://en.wikipedia.org/wiki/Librarym Wikipedia, the free encyclopedia


138




Time Source

UNIT 6 Health Listening Understanding meanings in sustained transactional and formal interpersonal discourse in daily life contexts.

Responding meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving expressions used for expressing pain, relief, and pleasure.

Students are able to identify expressions of relief Students are able to identify the expressions of pain Students are able to identify the expressions of pleasure Students are able to answer comprehension questions Students are able to complete an analytical exposition text

Expressing relief: e.g. I feel so relieved Expressing pain: e.g. It hurts me so much! Expressing pleasure: e.g. It gives me great pleasure Video: Why smoking is dangerous’ Text: The danger of smoking

Watching video about ‘the danger of smoking’ Answering comprehension questions based on the video Identifying the expressions of relief Identifying the expressions of pain Identifying the expressions of pleasure Creative dictation: listening to partners dictating words/ sentences in an analytical text about ‘Why smoking is dangerous’ Completing an analytical exposition text about ‘The danger of smoking’

Individual work Pair work Group work Discussion and presentation

2 x 45

http://www.youtube.com/watch? http://www.exampleessays.com/viewpaper/58947.html http://images.google.co.id/images?gbv=2&ndsp=21&hl=id&q=smoking+people&start=84

http://res.hcpss.org/StudentDeveloped/smoking/dangers.html http://www.smokingaloud.com/death.html Look Ahead 2, Erlangga


139




Time Source

Speaking Expressing meanings in sustained transactional and formal interpersonal discourse in daily life contexts.

Expressing meanings in sustained transactional (to get things done) and formal interpersonal discourse accurately and fluently using spoken language variety in daily life contexts involving expressions used for expressing pain, relief, and pleasure.

Students are able to use the expressions of relief Students are able to use the expressions of pain Students are able to use the expressions of pleasure Students are able to present the answers for the comprehension questions

Partner: making dialog using the expressions of pain, relief, and pleasure Discussion and presentation: presenting the answers for the comprehension questions


140

LESSON PLAN UNIT 1

(Meeting 1)

School : SMA Negeri 1 Depok

Subject : English (Listening and Speaking)

Topic : Report (Environment)

Time Allotment : 2 x 45’

I. Standard Competences:

Listening

Understanding meaning in sustained transactional and formal interpersonal discourse in daily life context.

Understanding meaning in short functional text and monolog in form of reports,

narrative, and analytical exposition in daily life context.

Speaking Expressing meaning in sustained transactional and formal interpersonal discourse in daily

life context.

Understanding meaning in short functional text and monolog in form of reports, narrative, and analytical exposition in daily life context.

II. Basic Competences Listening

Responding meaning in sustained transactional (to get things done) and formal interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for giving opinion and asking for opinion.

Responding meaning in monolog texts using spoken language variety accurately,

fluently, and acceptable in daily life context in form of reports, narrative, and analytical exposition.

Speaking Expressing meaning in sustained transactional (to get things done) and formal

interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for giving opinion and asking for opinion.


141

Expressing meaning in monolog texts using spoken language variety accurately, fluently, and acceptable in daily life context in form of reports, narrative, and analytical exposition.

III. Indicators: • Identifying expressions of asking for opinion and giving opinion. (e.g. Would you please

give your opinion……?) • Identifying problems they listen and watch. • identifying the generic structure of report text.

IV. Objectives: • Students are able to identify expressions of asking for opinion and giving opinion. • Students are able to identify problems they listen and watch. • Students are able to identify the generic structure of report text.

V. Main materials: A report (news) about flood in India. Thanks for joining us today. We begin with heavy rains in eastern India have turned one village into a giant pool. Locals and the state of Behoars say, “The state government and local authorities are not doing enough to help them.”

VI. Learning Strategy:

Individual work, work in pairs and in groups, discussion, and presentation.

VII. Sources:

1. Handout and worksheet

2. News: (http:www.youtube.com/watch?)

VIII. Media:

Handouts, CD, computer, and speakers.

IX. Learning Activities :

Activities Time

Greeting and opening

Pre-activities

Think pair share:

• Students look at some pictures then answer questions by giving

their opinion based on the pictures silently.

1’

10’


142

Activities Time

• Students exchange their ideas (answers) with their partners, then to

other pairs.

Discussing students’ answers (students’ opinion)

Vocabulary building: students find the meaning of some vocabulary

items.

Whilst activities

Students listen to news (report) and fill in the missing words.

Discuss students’ answers.

Students listen to the news (report) for the second time for checking their

answers.

Think pair share:

• Students answer some comprehension questions related to the

news they hear silently.


other pairs.

Discuss students’ answers (opinion) on the problem discussed.

Presentation:

• Students work with their partner to answer some questions related

to the problem discussed.

• Each pair presents the answers to the whole class.

• Other pairs give response to the presenters’ answers.

Post - activity

Reviewing today’s material

5’

9’

10’

5’

5’

15’

8’

20’

2’

90’

X. Evaluation

Pair work: presentation (mentioning and explaining several kinds of disasters caused by human

and kinds of disasters which occur naturally)


143

LESSON PLAN UNIT 1

(Meeting 2)



Topic : Report (Environment)


I. Standard Competences: Listening





life context.



Responding meaning in sustained transactional (to get things done) and formal interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for advising, warning, and permitting.

Speaking

Expressing meaning in sustained transactional (to get things done) and formal interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for advising, warning, and permitting.

III. Indicators: 1. Identifying the expressions of asking for advice (e.g. Do you have any advice for ……)

and giving advice (e.g. I advise you to ….. )


144

2. Identifying the expressions of warning (e.g. No littering). 3. Using the expressions of asking for advice and giving advice. 4. Using the expressions of warning.

IV. Objectives:

1. Students are able to identify expressions of asking for advice and giving advice. 2. Students are able to identify expressions of warning. 3. Students are able to use the expressions of asking for advice and giving advice. 4. Students are able to use the expressions of warning.

V. Main Materials: Videos on global warming and landslide. VI. Learning Strategy: Work in pairs and in groups, discussion VII. Sources:


2. Videos: (http:www.youtube.com/watch?)

VIII. Media:



Activities Time


Pre-activity

Reviewing previous material.

Whilst activities

Prediction task:

• Students listen and watch to part of videos about global warming and

landslide.

• Students work in pairs telling each other what they predict will

happen at each stage based on part of videos they watched.

1’

4’

4’

5’


145

Activities Time

• Students answer some questions to help them make prediction.

• Students listen and watch the next part of videos to check their

prediction.

• Think pair share:

• Students work in pairs to answer some comprehension questions

silently.


other pairs.


Teacher explains some expressions used to ask for opinion and give opinion.

Teacher explains some expressions used to ask for advice and give advice.

Teacher explains some expressions used to warn people.

Three steps interview:

• Students work in groups, each member of a group chooses another

member from different group to be a partner.

• Students interview their partners by asking some questions (opinion)

related to the environmental problems discussed.

• Students ask their partners to give some advice and warning to

overcome the environmental problems discussed.

• Students share their partners’ responses to their team members.

Post - activity

Three minutes review: Teacher gives three minutes for each group to review

what their group members have shared.

Students write down the expressions of asking for opinion and giving opinion

they use for interviewing their partners.

10’

5’

15’

10’

4’

4’

4’

20’

3’

1’

X. Evaluation

Group work: Three steps interview (e.g. What do you think about the causes of global warming?)


146

LESSON PLAN UNIT 2



Topic : Report (Education)



Listening





life context.



Responding meaning in sustained transactional (to get things done) and formal interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for expressing satisfaction and dissatisfaction.

Responding meaning in monolog texts using spoken language variety accurately,

fluently, and acceptable in daily life context in form of reports, narrative, and analytical exposition.

Speaking Expressing meaning in sustained transactional (to get things done) and formal

interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for expressing satisfaction and dissatisfaction.


147


III. Indicators: • Identifying expressions of satisfaction. (e.g. It was satisfactory) and dissatisfaction (e.g. I

want to make a complaint) • Identifying the generic structures of report text.

IV. Objectives: • Students are able to identify expressions of satisfaction and dissatisfaction. • Students are able to identify the generic structure of report text.

V. Main materials:

• A report (School). A school (from Greek scholeion) is an institution designed to allow and encourage students to learn, under the supervision of teachers. Most countries have systems of formal education, which is commonly compulsory.

• A report (Education) I think first world countries for developed nations need to be more responsible for developing nations such as Africa, India, Indonesia. VI. Learning Strategy:

Individual work, work in pairs and in groups, discussion, and simulation

VII. Sources:


2. http://en.wikipedia.org/wiki/school.Wikipedia.the free encyclopedia

VIII. Media:



Activities Time


1’


148

Activities Time

Pre-activities

Think pair share:

• Students look at some pictures then answer questions silently.


other pairs.


Whilst activities

Creative dictation: students work in pairs, each pair dictates a written text

about ‘school’ to complete all the gaps in the paragraph.

Discussing the answers

Students answer ‘True/ False’ questions.

Students listen to a listening passage about ‘education in developing

countries’ then fill in the missing words.

Students answer several questions based on the listening passage.

Discussing the answers.

Students do simulation task to express satisfaction and dissatisfaction.

Post - activity

Three minutes review

5’

4’

15’

5’

10’

15’

10’

5’

17’

3’

X. Evaluation

Simulation task: Could you recommend the best solution to overcome the educational problem in

this country?


149

LESSON PLAN UNIT 3



Topic : Narrative (Legend)



Listening


Speaking



Responding meaning in monolog texts using spoken language variety accurately, fluently, and acceptable in daily life context in form of reports, narrative, and analytical exposition.

Speaking


III. Indicators:

• Identifying the generic structure of a narrative text. • Identifying the main idea of narrative text. • Answering comprehension questions related to the story they hear.

IV. Objectives: • Students are able to identify the generic structure of narrative text. • Students are able to identify the main idea of narrative text. • Students are able to answer comprehension questions related to the story they hear.

V. Main materials: Listening passage of narrative text (legend) entitles Mount Tangkuban Perahu. Dayang Sumbi was a girl from West Java. She was beautiful, smart, and clever. Her intelligence made the prince from Kahyangan kingdom fell in love with her and married her.


150



VII. Sources:


2. Listening passage (Mount Tankuban Perahu): (http:www.youtube.com/watch?)

VIII. Media:



Activities Time


Pre-activities

Think pair share:

• Students look at some pictures then answer some questions

• Students exchange their ideas (answers) with their partners, then

to other pairs.

Discussing students’ answers

Whilst activities

Jigsaw activity: students listen to different part of a complete narrative

text.

Group discussion: Students report what they hear from the listening

passage to other members in their group.

Group discussion: students arrange some jumbled pictures and sentences

about the narrative text they hear, then write the whole text.

1’

5’

4’

15’

10’

20’


151

Activities Time

Students find the meaning of some vocabulary items.

Students answer some questions based on the narrative text they listened.


Presentation:

• Students present the whole narrative text they have listened in

front of the class.

Post - activity


5’

9’

5’

15’

1’

90’

X. Evaluation

Pair work: presentation (presenting the whole narrative text)


152

LESSON PLAN UNIT 4



Topic : Narrative (Pourquoi tale)



Listening


Speaking




Speaking


III. Indicators:

• Identifying the generic structure of a narrative text. • Identifying the main idea of narrative text. • Answering comprehension questions related to the story they hear.

IV. Objectives: • Students are able to identify the generic structure of narrative text. • Students are able to identify the main idea of narrative text. • Students are able to answer comprehension questions related to the story they hear.

V. Main materials: Narrative text (Pourquoi tale) entitles Why dogs and cats can’t get along. Long, long ago dogs and cats were very good friends. They played games like hide-and-go seek, fetch, and chase the tail. But times changed and soon they were no longer friends.


153



VII. Sources:


2. http: //www.flint.lib.mi.us/kidsweb/PierceSarvis/Pourquoi/JeMiah%20G.shtml

VIII. Media:



Activities Time


Pre-activities

Students look at two pictures then answer several questions.

Whilst activities

Students find the meaning of vocabulary items.

Creative dictation: students work in pairs, each pair dictates a written

text of pourquoi tale to complete all the gaps in the paragraph.

Partner: students answer several questions in pairs

Discuss students’ answers

Presentation:

• Students present the answers in front of the class.

Post - activity

Students find other examples of pourquoi tale for their homework


1’

9’

10’

25’

15’

10’

20’

1’

90’

X. Evaluation

Pair work: presentation (presenting the whole narrative text)


154

LESSON PLAN UNIT 5



Topic : Analytical exposition (Digital Library)



Listening


Speaking




Speaking


III. Indicators: • Identifying the generic structures of analytical exposition text. • Identifying the main idea of analytical exposition text. • Answering comprehension questions based on the listening passage.

IV. Objectives: • Students are able to identify the generic structure of analytical exposition text. • Students are able to identify the main idea of analytical exposition text. • Students are able to answer comprehension questions based on the listening passage.

V. Main materials:

• An analytical exposition text (Digital library).


155

A digital library is a library in which collections are stored in digital formats (as opposed to print, microform, or other media) and accessible by computers.

• An analytical exposition text (Why reading is important) I think reading is important because it gives you knowledge of many different things. I

think that reading is fun because you read different kinds of things that can help you in your future. VI. Learning Strategy:


VII. Sources:


2. http://en.wikipedia.org/wiki/Librarym.Wikipedia.the free encyclopedia

VIII. Media:



Activities Time


Pre-activities

Students look at a picture (library) then read a text about digital library.

Whilst activities

Partner: students answer comprehension questions in pairs.


Students listen to a listening passage about ‘why reading is important’


Discussing the answers.

1’

4’

10’

5’

5’

10’

7’


156

Activities Time

Students read an analytical exposition text ‘why reading is important’

Students do ‘three-steps interview.

Students write an analytical exposition text about ‘the importance of

reading’

Students present the text in front of the class.

Post - activity


5’

13’

14’

13’

3’

X. Evaluation

Three-steps interview (Why reading is important?)


157

LESSON PLAN UNIT 6



Topic : Analytical exposition (Health)



Listening



Speaking


Expressing meaning in sustained transactional and formal interpersonal discourse in daily life context.



Responding meaning in sustained transactional (to get things done) and formal interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for expressing relief, pain, and pleasure.

Speaking


Expressing meaning in sustained transactional (to get things done) and formal interpersonal discourse accurately, fluently, and acceptable using spoken language variety in daily life context involving expressions used for expressing relief, pain, and pleasure.

III. Indicators: • Identifying the main idea of analytical exposition text. • Answering comprehension questions based on the listening passage.


158

• Expressing relief, pain, and pleasure. IV. Objectives: • Students are able to identify the main idea of analytical exposition text. • Students are able to answer comprehension questions based on the listening passage. • Students are able to express relief, pain, and pleasure.

V. Main materials:

• A video (The danger of smoking). VI. Learning Strategy:


VII. Sources:

Handout and worksheet

VIII. Media:



Activities Time


Pre-activities

Students look at a picture (library) then read a text about digital library.

Whilst activities

Partner: students answer comprehension questions in pairs.


Students listen to a listening passage about ‘why reading is important’


Discussing the answers

1’

4’

10’

5’

5’

10’

7’


159

Activities Time

Students read an analytical exposition text ‘why reading is important’

Students do ‘three-step interview.

Students write an analytical exposition text about ‘the importance of reading’

Students present the text in front of the class.

Post - activity


5’

13’

14’

13’

3’

X. Evaluation

Three-step interview (Why reading is important?)


APPENDIX 8

PRESENTATION OF THE DESIGNED MATERIALS


1

UNIT 1

Look at these following pictures!

(Pictures taken from: http://images.google.co.id/images)


2

Activity 1: Think pair share

Instructions:

Work in pairs! Each student answers the questions silently.

Next, exchange your ideas and thoughts with your partner.

Finally, your partner shares your responses with other pairs.

Answer these following questions silently!

1. What is your opinion on the cases that are illustrated on the pictures

above?

2. What do you think about the main causes of each case illustrated in

the pictures above?

3. What do you think about the best solution to overcome those

environmental problems?


3

Activity 2: Vocabulary building Find the meaning of these following vocabulary items!

Vocabulary Meaning

1. Illegal logging ( j )

a. Flooded

2. Destruction

b. Mud slide

3. Resident

c. Damage

4. Garbage

d. Gloomy

5. Grim

e. rise

6. Landslide

f. epidemic

7. Monsoon

g. rubbish

8. Inundated

h. inhabitant

9. Ascent

i. belongings

10. Properties

j. Cutting down the tress for timber illegally

11. Outbreak

k. Torrential rain


4

Activity: Individual work Listening 1 Listen and fill in the missing words of the listening passage below!

News broadcaster: Thanks for joining us today. We begin with

heavy rains in eastern ……(1)….. have turned one village into a giant

pool. Locals and the state of Behoars say, “The state government and

local ………(2)……. are not doing enough to help them.” Here’s more

on their situation.

“The flood water have ……(3)… several major roads covering

transport into Chaos. Local site is making a mockery of the Monsoon

preparation climes made by the ……(4)………. government and local

authorities.

For the last eight to ten days, we have been surrounded with

water. They say that the government has sent some helps. But then, all

situation is not ………(5)…. This happens every year, and every year

they say that the ………(6)……. have been given, but these people eat

away all of it, and we remain in this flood like situation. There is nothing

to eat also. Resident also ……(7).. a possible outbreak of water-born

diseases.

Local said the situation is grim but necessary ascent for

……(8)….. becoming scares.


5

The road is up merge. The entire village is ……(9)….. People

cannot communicate. Goods and materials cannot be brought here.

And no government help is reached here until now.

The flood has damaged standing …(10)…… houses, and other

property. Every year the Monsoon rains leave a trial of death and

destruction across South Asia.

Source: http.www.youtube.com/watch?

Listening 2 Activity 1: Prediction Task (Teacher plays the video then pauses it to give students opportunity to predict what will

happen at each stage based on the environmental problems they watch).

Instructions:

Watch and listen to the video of global warming and landslide.

Work in pairs, tell each other what you predict will happen at each stage

based on part of video showing environmental problems you watch!

Answer the questions on the following page to help you make predictions!

Then, watch the next part to check your predictions!


6

Answer these following questions to help you make prediction!

1. What will happen in the future if this air pollution problem still persists? 2. What will happen if people keep on cutting down the trees illegally?

Video 1

Listening source: http://www.youtube.com/watch?, July 29, 2008 Picture: http://images.google.co.id/images? Video 2

Source: http://images.google.co.id/images? Listening source: http:www.youtube.com


7


Instructions:

Work in pairs! After watching and listening to the video of global warming

and landslide, answer the questions below!

Each student answers the questions silently.



Answer these following questions!

1. What is your opinion on the cases (global warming and landslide) as

illustrated in the videos? 2. Are those environmental cases caused by human? Or, do they occur

naturally? Explain your answers.

3. What do you think the best solution to overcome those environmental

problems?


8

Instructions:

Study these expressions of asking for opinion, giving opinion, asking

for advice, giving advice, and warning!

Asking for opinion

Giving opinion

What do you think about ______?

What is your opinion about ____?

Do you think that ____________?

Would you share your opinion on

_________?

Would you please give your

opinion?

Well, I think ___________

In my opinion, _________

Yes, I think ___________

From my point of view,

___________________

Asking for advice Giving advice

Do you have any recommendation

about ______________________

Do you have any advice for _____

Do you have any ideas about ___

Can you recommend better

solution?

I recommend that ______

I advise you to _________

It would be a good idea to

_____________________

My recommendation is

that _________________

Warning

No littering!

Stop illegal logging!

No smoking! Source: Look Ahead 2, Erlangga


9


Instructions:

Each student answers the questions silently.



Answer these following questions silently!

1. What is the cause of the flood disaster which occurs in India?

2. What are the effects of the flood disaster?

3. Do the government and local authorities do enough to help the victims?


10

Activity 2: Presentation

Instructions:

Work with your partner.

Answer the questions below, then present your answers to the whole class. (The

listeners give responses to the presenters’ answers.)

Answer these following questions! 1. Find several kinds of disasters caused by human!

2. Find several kinds of disasters which occur naturally!

3. What do you think the best solution to solve those environmental

problems?


11

Activity 3: Three - Steps Interview

Instructions:

Work in group of four students! (Each member of a team chooses another

member from different group to be a partner!)

First, interview your partner by asking clarifying questions about the

environmental cases you have listened and watched! (e.g. What do you

think about the causes of global warming?)

Second, ask your partner to give his/her advice and warning to overcome

those environmental problems. Next, reverse the roles!

Finally, share your partner’s responses to your team members! (You may

use the environmental terms stated in the ‘vocabulary building’ above)

Activity: Three minutes review

Instructions:

Teacher gives three minutes for the teams to review what their team

members’ have shared.

Write down the expressions of asking for opinion and giving opinion you use

for interviewing your partners!


12

UNIT 2

Activity: Think Pair Share

Instructions:

Work in pairs! Look at the pictures below!

Each student answers the questions on the following page silently!

Next, exchange your thoughts with your partner!


Source: http://images.google.co.id/images?q=suasana+belajar+mengajar&btnG


13

Answer these following questions!

1. What activities are illustrated in the pictures on page 12? 2. Where do the activities (as illustrated in the pictures on page 12) take

place?

Activity 1: Creative Dictation

Instructions:

Work in pairs as student A and student B! Student A is given a written text that

contains words or lines that are missing from student B’s text and vice versa.

Each pair takes turns to dictate each other the parts of the text they have in

their handouts.

Continue dictating to each other until they have completed all the gaps in the

text.

Combine each text into a whole text then do the ‘Task’ section!


14

Text for student B

A school (from Greek scholeion) is an _______________ designed

___________________ students to learn, under the ____________ of

teachers. Most countries have ____________________ which is commonly

_____________________ in these systems, students ______________

through a series of schools. The names for these schools ______________

by country, but generally include ___________________ and secondary

school for ____________________ who have completed primary education.

In addition to these_________________, students in a given country may

also have access to and ____________________ both before and after

primary and secondary education.

Text for student A

Kindergarten or _______________ provide some to very young

children (typically ages 3-5). University, _______________ or seminary may

be available after secondary school. A school may also be

_________________ to one particular field, such as a _____________ or a

school of dance. __________________ schools may provide


15

_______________ curriculum and __________________. There are also

________________ schools, called _________________. Private schools

may be for children with _________________ when the government does not

supply for them; ______________ such as Christian Schools, Khalsa

Schools, Torah Schools and others; or schools that have

_________________ or seek to foster other personal achievements. In

______________________ teaching and learning take place outside of a

______________________ school building.

(Source: http://en.wikipedia.org/wiki/school. Wikipedia, the free encyclopedia)

TASK

Activity 2: Individual work

Circle ‘True’ if the statement is correct and circle ‘False’ if the statement is incorrect.

1. [True] [False] The word ‘school’ is derived from English which means an

institution designed to allow and encourage students to

learn, under the supervision of teachers.

2. [True] [False] In formal education systems, students progress through a

series of schools.

3. [True] [False] Secondary school is for teenagers who have completed

primary education.


16

4. [True] [False] Kindergarten or pre-school is provided for young children

who are typically at the age of five to six years old.

5. [True] [False] In home schooling and online schools, teaching and learning

take place inside of a traditional school building.

Activity 3: Individual Work

Instructions:

Listen and fill in the missing words of the listening passage below!

Then, answer the comprehension questions!

I think first world countries for ……(1).. nations need to be more

responsible for developing nations such as Africa, India, Indonesia. These

(2)……. have very large populations. In Indonesia, there are near somewhere

around ……(3)… million people. And if we don’t do something about

standardtive education here, that’s going to be a much ……(4)….. problem

than your ……(5)…. global warming and the other affects the globe. I think I

first wrote first world …(6)…… need to get more involved in education, not

just in term of funds, but also in ………(7)…. of knowledge.


17

We need to …(8)…….. our brothers and sisters in these developing nations

about how to improve their standard of living and how to help take care the

planet.

(Listening source: http:www.youtube.com/watch?v=nymkp6cmc2c)

Answer these comprehension questions!

1. What countries are included as developing countries as mentioned by

the speaker?

2. What should the developed nations do toward the developing nations

like Africa, India, and Indonesia?

3. What can you conclude from the listening text above!


18

Instructions:

Study the expressions of expressing satisfaction and dissatisfaction!

Asking about satisfaction/ dissatisfaction Are you satisfied with something?

Was something not to your

satisfaction?

Is everything satisfactory?

Expressing satisfaction I’m completely satisfied

with ...

It was satisfactory.

Good enough.

Everything is fine, thank

you.

Everything was just

perfect.

It was okay.

Expressing dissatisfaction I am little dissatisfied

with the service here.

I am a bit disappointed

with the program.

I’m very dissatisfied with

the condition.

I want to make a

complaint.


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Activity: Simulation Task

Instructions:

Work in small groups consisting of four students. Student A plays role as a

minister of education, student B and C as the audience in the ‘Talk show’, and

student D as the presenter.

Act out the ‘Talk show’ program then discuss the educational problem in

developing countries, specifically in your country, as you have watched and

listened from the video.

Use these following guidelines to do the simulation! Student D (presenter) : Greets the audience, introduces the guest (the

minister of (education), then tells the problem

to discuss.

Student B and C (audience) : ask as many questions as possible to the

minister of education (student A) about the

educational problem discussed.

Student A (minister of education) : answers the audience’s questions then

explains the solution for the problem

discussed.


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Study these following examples of questions and answers to do the simulation task!

What do you think about the quality of education in this country?

Do you feel satisfied with the educational system in this country? Give

your reason!

Could you recommend the best solution to overcome the educational

problem in this country?

My recommendation is that we should improve our educational system

in our country.


Instructions:

Teacher gives three minutes for each group to find the solution for the

educational problem discussed.

Then, each group asks one of its members to share the solution to the whole

class.

Write down the expressions of asking about satisfaction/ dissatisfaction you

use for interviewing your partners!


21

UNIT 3

Look at this following picture!

Pictures: http://images.google.com/images?um=1&hl=id&q=cat&btnG=Cari+Gambar

Activity: Think pair share

Instructions:

Work in pairs. Look at the picture above which represents a popular narrative story

from West Sumatra. Then, answer the questions on the following page silently!

Exchange your answers with your partner, and then share your answers to other

pairs.


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Answer these following questions! 1. What story is represented by the picture above?

2. Can you tell the story briefly?

Activity: Jigsaw Activity

Instructions:

Work in groups of four students. Each member of groups will listen to different

part of a complete narrative text. Try to remember the main points of what you

have listened!

While waiting for your turn to listen to the part of the listening passage, do the

vocabulary matching task!

After you have listened to each part of the narrative text, report what you

remember to other members in your groups!


23

TASK Match the vocabulary items in the left column with their synonyms stated in the right column!

Vocabulary Meaning

1. intelligence (b) a. sentence

2. punishment b. aptitude

3. obedient c. understand

4. gold d. respectful

5. struck e. know

6. anger f. please

7. granted g. rage

8. external h. strike

9. exile i. everlasting

10. recognize j. decided

11. realize k. banish

Activity 1: Group Discussion Instructions:

Arrange the jumbled pictures and sentences! Next, write the paragraphs you

have listened into a meaningful narrative text!

Explain the generic structure of the paragraphs you have arranged!


24

Arranged these jumbled pictures!

a. The king turned the prince into a dog e. Sangkuriang grew up to be

an obedient boy

b. Everyday he would hunt for food f. He kicked the large boat

c. Dayang Sumbi asked him to build g. Dayang Sumbi struck a dam Sangkuriang’s head

d. The boat landed up side down h. She was beautiful and clever

(Pictures: http://images.google.com/imgres?)


25

Write the paragraphs you have listened into a meaningful narrative text!

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Answer these following questions based on the paragraphs you have arranged!

1. Why did the king from kahyangan kingdom turn the prince into a

dog?

2. What did Sangkuriang do to find some food for his family?

3. What made Dayang Sumbi recognize that Sangkuriang was her son?

4. What did Dayang Sumbi do to prevent her marriage?

5. What can you learn from the story above?


26


Instructions:

Present the whole text you have written orally to the other groups in front of

the class!

Then, discuss the answers from the questions above!


Instructions:

Teacher gives three minutes for the teams to review what their team members’

have shared


27

UNIT 4

Look at these following pictures. Then, answer the questions orally.

Pictures

Pictures: http://images.google.com/images?um=1&hl=id&q=cat&btnG=Cari+Gambar Answer these following questions!

1. What do you know about those animals? 2. Do they get along well?


28

Activity: Vocabulary Building Find the meaning of these following vocabulary items!

Vocabulary Meaning

1. tired a. disregard

2. realize b. take care

3. disrespect c. exhausted

4. treat d. quarrel

5. argue e. recognize

Activity 1: Creative Dictation

Instructions:

Work in pairs as student A and student B. Student A is given a written text of

pourquoi tale that contains words or lines that are missing from student B’s text

and vice versa.

Each pair takes turns to dictate each other the parts of the text they have in

their handouts.

Continue dictating to each other until they have completed all the gaps in the

text.

Combine each text into a whole text then answer the questions!


29

Why Dogs and Cats Can’t Get Along JeMiah

Text A (Student A)

Long, long ago _______________ were very good friends. They

_____________. like hide-and-go seek, fetch, and chase the tail. But

times changed and soon they were no longer friends.

Do you want to know what happened? In this story you will

____________ why dogs and cats can’t ______________ anymore.

It all started ______________. with a dog named ___________. and a cat

named _____________. Perro and Gato played together every day,

every hour, and every minute until one day, Perro and Gato just

_______________ They used to think they were the same species, but

suddenly realized that they were ________________.

“ _____________________________________ ” said Pero.

“What are you talking about? It’s you who has been _______________

me disrespectfully.”

“_____________________________,” replied Gato. So Perro and Gato kept

arguing back and forth, back and forth.


30

Text B (Student B)

____________________________ Every time Gato came his way,

Pero went the other way.

Clickety clack…smash…clack..click…clackety….clickety.

Perro, the dog, got tired of Gato’s meows and hairballs,

__________________________.“ Ruff, ruff, ruff, that’s all you do.

_____________________?” said Gato _________________

“Meow, meow, meow, you can’t tell me to ______________, because

you’re meow, meowing yourself.”

“_______________________,” Gato and Perro said at the same time.

So now you know that ______________________, cats hate the sound;

and whenever ___________________________

Now you know the true story of why cats and dogs don’t get along.

Source: http://www.flint.lib.mi.us/kidsweb


31

Activity 2: Partner Answer these following questions with your partner!

1. Where did the story take place?

2. Who were the characters of the story above?

3. How was the relationship between cats and dogs in the past?

4. Why could not the dogs and cats get along anymore?

5. Does the story end in a happy or sad ending?

6. What can you learn from the story above?

7. What kind of text is it? What is the purpose of the text?

8. Explain the generic structures of the text!


32

Activity: Presentation

Instructions:

Work with your partner.

Present your answers to the whole class. (The listeners give response to the

presenters’ answers.)

Activity: Partner TASK

Find other examples of pourquoi tale from international network or

other sources, then tell it to your partner!

Picture: http://images.google.com/images


33

UNIT 5

Instructions:

Look at these following pictures. Then, read the explanation about library.

Next, discuss with your partner to answer the questions.

Look at these following pictures!

Picture: http://en.wikipedia.org/wiki/Librarym Wikipedia, the free encyclopedia


34

A digital library is a library in which collections are stored in digital

formats (as opposed to print, microform, or other media) and

accessible by computers. The digital content may be stored locally, or

accessed remotely via computer networks. A digital library is a type of

information retrieval system.

The first use of the term digital library in print may have been in a

1988 report to the Corporation for National Research Initiatives. The

term digital libraries was first popularized by the NSF/DARPA/NASA.

Digital Libraries Initiative in 1994.The older names electronic library or

virtual library are also occasionally used, though electronic library

nowadays more often refers to portal, often provided by government

agencies, as in the case of the Florida Electronic Library.

(Source: http://en.wikipedia.org/wiki/Librarym Wikipedia, the free encyclopedia)


35

Activity: Partner

Answer these following questions in pairs!

1. What do you know about digital library?

2. Have you ever made use of digital library?

3. What are the advantages of making use of digital library?

4. Do you like reading? Give your reasons!

5. Do you think that reading is important? Give your reasons!

Activity 1

Instructions:

Listen to the listening passage about ‘Why reading is important’!

Then, answer the question!


36

Answer this following question:

Why does the speaker like reading books?

Activity 2

Instructions:

• Read this example of an analytical exposition text!

• Do the ‘Three steps interview’ by referring to this following example of an

analytical exposition text.

Why reading is important I think reading is important because it gives you knowledge of many

different things. I think that reading is fun because you read different kinds of

things that can help you in your future. Reading gives you knowledge of all

things because in the schoolbooks you can find everything you used to learn

how to read and write.

The only thing I can say to a non-reader is to start reading because in

your future it will help you out.

Source: http://www.exampleessays.com/viewpaper/58947.html


37

Activity 1: Three Steps Interview

Instructions:

Work in group of four students.

Each member of a team chooses another member from different group

to be a partner!

First, interview your partner by asking questions about the importance

of reading! (e.g. Why reading is important? What do you get from

reading books, novels, articles, and so on)

Second, ask your partner to share their reading interest.

Next, reverse the roles!

Finally, share your partner’s responses to your team members!

Activity 2: Partner and Presentation

Instructions:

Write a short analytical exposition about ‘the importance of reading’ with your

partner!

Next, present it to the whole class.


38

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Instruction:

Teacher gives three minutes for the teams to review what their team members’

have shared.


39

UNIT 6

Activity: Think pair share

Instructions:

Work in pairs! Look at the pictures below!

Each student answers the questions silently!

Next, exchange your ideas and thoughts with your partner!



40

Pictures:http://images.google.co.id/images? Answer these following questions!

1. What is your opinion on the habits as illustrated in the pictures on page

38?

2. What are the dangers of smoking?

3. Share your opinion with your partners!

Activity 1

Instructions:

Watch and listen to the video about ‘The danger of smoking’!

Then, answer the questions!

Finally, underline the new vocabulary items stated in the text and find their

meanings in Indonesian language!


41

Pictures:http://images.google.co.id/images? Activity 2: Creative Dictation

Instructions:

Work with your partner! Student A is given parts of an analytical exposition

text that contains words or lines that are missing from student B’s text and

vice versa.

Each pair takes turns to dictate each other the parts of the text they have

in their handouts.

Continue dictating to each other until they have completed all the gaps in

the text.

Text A

Smoking is the one of the main cause of …1… every year.

Smoking cause number of smoke related diseases such as ……2.. ,

respiratory problems, and …3…… ailments. These dangers of smoking

are increasing yearly.

Certain ……4…… disabilities are also the dangers of smoking. It

could also result in a decreased capability to enjoy ………5…….

capabilities because of the ailment or side effects like breathing

problems. Smoking leads to reduction in …6……… expectancy.

Over the years a …7…… will be more likely to develop

respiratory ailments, thickening of the arteries, blood clots, cancer of


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the lung, cervix, larynx, …8……, esophagus, bladder, pancreas, and

kidney, and emphysema, as well as exhibit ……9… such as reduced

stamina, poor athletic performance, wheezing, …10…… , dizziness,

and nausea.

Text B

In time, a smoker ……1….. increased resistance to the flow of air

into the …2……. and reduced lung capacity. Besides these serious

problems, prolonged ………3…. use leads to stained teeth and fingers

and bad breath. Even a smoker's ………4…… and living quarters tend

to smell of tobacco.

Another one of the ………5………… of the smoking is that

smoking not only …………6……. the health of the smokers but also

diminishes the ……7….. of the …………8………… around him through

secondhand smoking.

Thus ………9………. is harmful to health than the most people

are aware about the ……10……. of cigarette smoking.

Source:http://res.hcpss.org/StudentDeveloped/smoking/dangers.html)


43

Instructions:

Study the expressions for expressing relief, pain, and pleasure!

Source: Look Ahead 2,Erlangga

Expressing relief:

• I feel so relieved

• I’m glad everything is

running well.

• What a relief!

• Thank God for that.

• Oh, that’s a relief.

• Good for you.

Expressing pain:

• Ouch! It hurts me so

much.

• Ooh! My head aches!

And my back hurts!

• Ouch! That hurts!

• Aw! The pain hurts me

very much.

• It’s very painful. I

can’t stand it.

Expressing pleasure/ pleased:

• I’m very pleased with

this room.

• Oh, how marvelous.

• Oh, it’s wonderful.

• It’s good news.

• It gives me great

pleasure.


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Activity 1: Discussion

Instructions:

Work in groups of four students.

Discuss and answer the questions!

Answer these following questions! 1. Mention the dangers of smoking?

2. What are the dangers of smoking for ‘passive smoker’?

3. What will you do to avoid the dangers of smoking?


45

Picture: http://www.smokingaloud.com/death.html


Instruction:

Present the result of the discussion to the whole class. (The listeners give

responses to the presenters’ answers.)

Activity: Partner

Instruction:

• Create a dialog based on the situation and practice it with your partner!

1. You want to go to the hospital because you have severe

stomachache.

2. You feel relief because you have passed your final examination.

3. You feel happy since you won a speech contest.


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