Developing listening materials for the tenth graders of MA Ma'arif 7 Banjarwati Paciran Lamongan / Alimin

Alimin (2011) Developing listening materials for the tenth graders of MA Ma'arif 7 Banjarwati Paciran Lamongan / Alimin. Masters thesis, Universitas Negeri Malang.

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Unpublished Thesis, State University of Malang, Graduate Program in English Education. Advisors: (1) Dr. Sri Rachmajanti, Dip. TESL., M.Pd. (2) Dr. Fachrurrazy, M.A., Ph.D Key words: Listening, Development, Listening Materials, MA MaÔÇÖarif 7 As listening is the primary skill among speaking, reading, and writing, it is very important to learn. Therefore, a study to conduct reasearch in listening is the most vital one. This study was designed to provide the materials for the process of teaching and learning English at MA MaÔÇÖarif 7 Banjarwati Paciran Lamongan. The school provided the facilities and the students were obliged to study listening to support their study but did not provide appropriate materials were the main factors why this study was conducted. Thus, this study was designed to develop listening materials. The research problem was formulated as follows: ÔÇ£What is the appropriate listening material for the tenth graders of Islamic Senior High School of MA MaÔÇÖarif 7 Banjarwati? The study was designed in the form of Research and Development (R & D) in which the researcher adapt the model of listening materials from Zaenuri (2008). The steps were need analysis, developing listening materials, expert and teachers validation, revision, try out, and final product. In the developing stage, the steps done were mapping, collecting, listening, selecting, rerecording, writing studentsÔÇÖ worksheet, and writing teacherÔÇÖs book. The try out was done once only. The subjects of the try out were the English teachers and students. One teacher was chosen and it was based on the length of time he or she had been teaching English there. Ten students were chosen through simple random sampling to do the try out. In collecting the data, several instruments were used as follows: try-out, questionnaire, observation, and field notes. Then Ten students were involved the try out. After the try out, the students stated their opinion. For the attractiveness, clarity of the recording, speed of delivery, vocabulary usage, and difficulty, most the students stated that the materials were very good. For the result of the try out, the students made the most mistakes on ticking true or false activities. They made 24 % mistakes among the total of the questions. And they made 13, 75 % mistakes for gap filling activities among 50 items of questions. In short, this study can be summarized as follows: (1) the stages in developing this study follows the steps of Zaenuri (2008) which is the result of simplification of HylandÔÇÖs. The steps adapted from him covers need analysis, developing materials, expert and teachers validation, revision, try out, and the final product. (2) the product of this study is teacherÔÇÖs book, students worksheet, and the listening materials which are recorded in CD. The teacherÔÇÖs book covers preface, general direction on how to use the materials, table of contents, teacherÔÇÖs notes, answer key, 13 units of activities, and recording script. The students worksheet covers preface, map of the materials, table of contents, 13 units of activities. They are greetings and partings, introduction, announcement, talking about past events, making invitation, making or declining appointment, telling stories, expressing happiness, asking for and showing attention, song, showing sympathy, giving instruction, and how to make something. (3) the criteria of choosing the materials is based on Underwood (1993b). They are the language, length, content, style, and speed of delivery, the style of delivery and the quality of the recording. (4) concerning with the tasks in each unit follows some examples of activities proposed by Morley. (1984). (5) the materials are suitable with the studentsÔÇÖ need, interest, and level of studentsÔÇÖ ability in English. (6) listening activities can motivate studentsÔÇÖ interest in learning English. (7) listening materials can give teachers a lot of input to be better in preparing listening activities. The recommendations of the study are as follows: (1) further researchers are able to conduct similar study to develop listening materials which this study can be a reference for them since their focus is still on listening materials; (2) the teachers who will use the result of this study or this product assure that when the students are listening, they have a special aims on certain tasks for listening; (3) the teachers should encourage the students to ask some questions related to unfamiliar words or phrases before they are listening, to carry out all listening tasks well without hesitating on long answers needed if the short ones are enough, and not to worry when they have difficulty on listening on every word since the tasks can be completed; (4) the teachers study the teacherÔÇÖs book first in order that they can understand well the steps of teaching listening in which the maximum target can be achieved; (5) the teachers should listen to the recording first before teaching listening.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Jurusan Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 10 Aug 2011 04:29
Last Modified: 09 Sep 2011 03:00

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