SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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Developing Aural Literature Teaching Aids for Improving the Eleventh Grade Students’ Listening Comprehension Ability

Idelia Trisnaning Tyas


Trisnaning Tyas, Idelia. 2016. Developing Aural Literature Teaching Aids for Improving the Eleventh Grade Students’ Listening Comprehension Ability. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Nur Hayati, S.Pd., M.Ed., (II) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed.

Key words: English literature, listening comprehension ability, senior high school, teaching materials


Listening comprehension as part of English language skills is an important yet complex skill, especially in EFL settings. Listeners have to deal with the intricacy of listening, including discriminating between sounds, understanding vocabulary and grammatical structures, interpreting stress and intonation, retaining the information obtained, and interpreting it in real time as well as in the larger sociocultural context of the utterance. Thus, listening by its very nature can be very taxing for less skilled listeners. Despite its intricacy, listening, compared to other skills, receives the least explicit instruction in many EFL settings.


The researcher found similar situation in SMAN 5 Malang, namely in the eleventh grade of Language Programme in English Literature Course. Based on the researcher’s preliminary study, the students only had a listening lesson once in their first semester. According to the English teacher, the major factor triggering the problem in teaching listening was the scarcity of instructional materials, especially for Literature courses. Apparently, if affordable—or free, appropriate listening materials for regular English course arescarce, the ones for Literature course are even rarer. As a result, many components of literature were often scratched from the lesson plans.


In order to address the need of materials for listening in Literature courses, the researcher conducted a Research & Development (R&D) which aims at developing instructional materials for the teaching of listening. The study was done through a seven-step process, namely (1) needs assessment, (2) instructional objective formulation, (3) product development, (4) expert validation,(5) product revision based on validation, (6) field trial, and (7) final revision.


The first draft of the product consists of several audio files—a dramatised audiobook of a children novel and an audio biography, interactive PowerPoint documents consisting illustrations and videos in which all the scaffolded activities are presented, and a teacher’s book. Based on expert validation and field trial, some revisions were made with the product, including the modification of presentation design (layout and headings font) and the addition ofseveral components, i.e. audio files for the topics Limerick, Proverb and Riddle, a new type of comprehension question, and students’ worksheets. Overall, the final product of theentire validation-and-revision process is a set of teaching materials called “Aulit Pack” which consists of two digital advances, i.e. audio literary works and interactive PowerPoint presentations, a teacher’s book and a photocopiable students’ workbook.


The results of the validation and field trial indicate that the use of the developed product is (1) affirmatively eligible to minimise the scarcity of instructional support for the integrated teaching of listening and literature and (2) able to provide and encourage more structured listening experiences through the use of scaffolded activities. Overall, the experts’ judgments coupled with students’ attitudes show that the product has complied with the criteria of acceptability for instructional listening aids.


As a set of instructional materials, the product is intended for English teachers to improve students’ listening comprehension ability as well as promote English literature. Teachers can create a brand new learning atmosphere to excite and engage students in a way that is beyond traditional approaches such as listen- answer-check pattern and text-book driven approach.


Apart from that, this study is of importance to the future researchers as well. The findings presented may be used as reference in conducting new researches in the subject field of instructional materials development, particularly the one for improving listening comprehension ability. This study can also serve as their cross-reference to the overview of the teaching of listening and the integration of literature in language learning.