Developing Listening Courseware as Suplementary Materials for Listening II Course in Unisma

ABSTRAK Listening is generally recognized as a key role in language learning/ acquisition. It is considered as the most-used language skill compare to reading, writing, and speaking. Yet, despite its significance, not all language learners have sufficient opportunity to learn listening. Such inadequate listening practice is also faced by the students of Unisma. Among 4 listening courses offered by the curriculum of Unisma, Listening II course had the greater need of supplementary material. The purpose of this study was therefore to develop a Listening Courseware as Supplementary Listening Materials for Listening II Course in Unisma. In developing the courseware, this research and development (R&D) adapts the framework of developmental model by Koper (1995) whose specialization is courseware development. The development of the product was based on the theory of communicative approach and other listening theories. The procedure of the development was initiated by preliminary investigation that was concerned with the general design of the course. The next phase was definition phase. In this phase, the project plan per medium application was created in which the planning is made in more detail then in the previous phase. The third phase was scripting. The key of script phase is finding the various scripts needed to make desired design come to fruition. The concluding phase is technical realization. To make the final product, this phase was completed, which comprises editing audio-visual components, technical design, validation, and try out of the product. The validation step consist of: (1) peer review, (2) practitioner validation, (3) validation by expert of media, (4) validation by expert of material, and (5) product try out. The final product of this study was a listening courseware in flash application form accompanied by reflective learning journal. It consists of 4 materials of different themes and different listening situations which were arranged on the basis of difficulty levels. The four students’ favorite themes included in the courseware are health, motivation, technology, and entertainment. As for the listening situations, there are listening to a talk, watching movie, watching news, and listening to other people’s conversation which in this case is a talk-show. Each of the unit involve pre-, whilst-, and post-listening. In pre-listening, students are introduced to the topic and difficult vocabulary, also required to fill in before-listening checklist. In whilst- listening, students watch video and doing comprehension exercises. In post- listening, some aspects of the video were discussed: linguistic, cultural, and Islamic. After finish doing each unit, students are required to fill in the after-listening checklist and refection. Most of the above components were provided in the courseware, except for the before- and after listening checklist and the reflection which are available in the reflective learning journal. During the product try out, the students looked enthusiastic in learning listening using the courseware. They considered that the materials and text used in the media were clear enough. They also affirmed that presentation of the media was attractive. The use of this courseware is expected to help listening II students of Unisma in practicing their listening skill. The media hopefully could increase students’ interest and motivation in learning English and improve their listening skill. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}