SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2006

Ukuran Huruf:  Kecil  Sedang  Besar

Developing Media-based Listening Material for Self-instruction : material-centered approuch

Pauline Puspita Claudie


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Supplementary listening materials to give students maximum exposure outside classrom context and help them to develop a sense of responsibility and indepedence to their own learning are badly needed but currently simply unavaible.

            This study strived to develop prototype of such materials to be used by students of intermediate and upper intermediate level of proficiency studying English in AZET Language Centre, Malang. The developed material was supposed to able to maximize students’ listening exposure for outside-classroom use, thus improve their listening skill, as well as help them to exercise responsibility over their own learning. Further, this study was also to demonstrate a way to develop multimedia-based listening material for self-instruction study by exploiting the resourcefulnes of internet and multimedia technology which might be beneficial for teachers is need of such listening material.

            This study followed seven instructional material development step i.e., (1) establishing a list of language learning theoris, (2) conducting need analysis, (3) selection potential text, (4) developing the material, (5) conducting material evaluation comprising expert judgment and material try out, (6) revising the materials to come to the last stage of the cevelopment, (7) the final product.

            Need analysis was used to formulate the objective of the develop materials. It was conducted on the third weeks of July, 2006, from the 15th to he 17th. Questionnaire and observation were used as data collecting instrument. The questionnaire consisted of close-ended and open-ended iems. The questionnaire was administered to eight students studying English in AZET Language Centre, Malang. The observations was utilized to collect data of the respondents’ current English proficiency and listening materials used to teach the respondent. The data obtained from the need analysis together with the list of language learning theoris, then, were used to build for a frameworkfor material development. There was also a material mapping to guide the development of materials.

            The results of the development was a multimedia self-instruction listening materials in a DVD format with menu buttons to access two kinds of listening texts, material instructions, scripts or subtitles, keys, reflection, and a students’ packages consisting of worksheet for whilst and post-listening activities and additional materials for two of  the post-listening activities in the form of magazine articles and a part of an English novel.

            The validation of  the material was conducted to assess the developed materials and the generate data to be used in revising it. There were two kinds of material evaluation conducted in this study: expert judgment and material try-out. Expert judgment was given by a lecturer teaching listening comprehension classes. She was to evaluate the material on the basis of usability, contant, pedagogy, and presentation. The material try-out was administered to seven out of the eight repondents involved in the need analysis. They were to assess the developed material on the basis of the materials’ usability, appropriateness, attractiveness, strenghts and weaknesses.

            The result of the try out showed that (1) all of the rspondents gave a positive response to the material. The main strenghts of the developed material were the novelty of the material and the attractiveness of its texts and post-listening activities. The weakness was on the bad sound quality of the material instruction. Thus, the recommendation of the study was focused on the re-recording of the instruction to generate a better sound quality for the materials’ instruction. The try-out also revealed that (2) students showed a positive antitude toward using materials for self-instruction for studying listening at home. This was because they had control over what listening texts to choose and when to do it. Apprehensiverespondents as well as those in favor of  working individually valued the opportunity provided by the material that they could repeat and do the material at their own pace.

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