Analysis of Listening Material in Senior High School Students’ Textbook (original) (raw)
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Journal on English Language Teaching, 2013
Penelitian ini bertujuan untuk melihat situasi pengajaran listening skill pada mata pelajaran listening untuk mendapatkan informasi mengenai masalah-masalah yang dihadapi siswa kelas XI SMA N 10 Padang yang berkaitan dengan materi listening skill dan untuk melihat kebutuhan mereka terhadap materi listening skill dalam mata pelajaran Bahasa Inggris. Metode penelitian deskriptif kuantitatif digunakan dalam penelitian ini yang melibatkan seluruh siswa kelas XI SMA N 10 Padang, serta guru Bahasa Inggris kelas XI di SMA N 10 Padang. Angket digunakan dalam penelitian ini untuk mengetahui kebutuhan dan masalah yang dihadapi siswa, sementara untuk mengetahui situasi pengajaran listening dilakukan melalui interview. Berdasarkan hasil penelitian analisa situasi, ditemukan bahwa materi listening skill yang tersedia untuk mendukung kegiatan pembelajaran Bahasa Inggris masih minim meskipun terdapat fasilitas yang memadai di SMA N 10. Kemudian, untuk penelitian analisa kebutuhan ditemukan bahwa masih banyak siswa yang mendapat kesulitan dalam menguasai listening skill pada mata pelajaran Bahasa Inggris baik dilihat dari segi input, topic, language dan juga task.
Along with globalization, in our era, international communication has gained importance and thus the first aim of foreign language teaching has been to equip students with communicative competence. In order to communicate effectively and adequately in a foreign language, the students should be provided with real situations in which they would expose to language use and four skills, listening, reading, speaking and writing must be taken as a whole and given equal importance. Nevertheless, from past to present, in foreign language teaching methods, which are shaped according to the aims/requirements of foreign language learning, listening skills have been usually neglected. It is a fact that in the process of mother language acquisition the children stay silent and listen at first and then they start speaking, so it is natural to give place to listening comprehension from the very beginning in foreign language teaching. As the aim of this study is to determine the amount of importance given to the listening skills in Turkish language teaching and to make a contribution to teaching Turkish as a foreign language, a comparative study by taking the Common European Framework of Reference (CEF) as basis has been done at the basic level (A1-A2) using Turkish as a foreign language coursebook 'YeniHitit 1 (A1-A2)' and English language teaching coursebooks 'New Headway Beginner (A1)' and 'New Headway Elementary (A1-A2)' as sample in terms of listening comprehension exercises. This qualitative study has been realized via documentary analysis developing categories taking into account the listening activities in CEF and other studies in the field. The findings have been given in numbers in a quantitative manner, therefore mixed research method can be said to have been used.
Science, Technology and Arts Research Journal, 2015
The study was conducted to examine the design of the listening lessons in the Grade 9 English for Ethiopia. The objective of the study was to see how the listening lessons were presented to identify if there were problems related to the design. The study employed a descriptive research design using both qualitative and quantitative approaches. It used content analysis as data gathering tool, where both the Student Textbook and the Teacher's Guide were analyzed based on the checklist adapted from NCLRC (2004) and Lingzhu (2008). The findings of the study have shown that the three stages of listening were not properly addressed in the materials evaluated, with the exclusion of the pre-listening activities in the majority of the listening lessons and the post-listening stage was missing in the majority of cases. The finding also showed that the input sources and the text types were not proportionally treated in the Textbook evaluated and the activities are comprehension exercises dominated, giving little attention to the other listening sub-skills. Hence, the study recommended that if the listening skill has to be taught effectively and the listening proficiency has to be properly addressed, the design of the listening lessons have to be reconsidered.