Article JELITA: Journal of English Language Teaching and Literature Volume 5.
Number 1.
February 2024, pages 9-18
Analysis of English Listening Materials and the Compatibility to Curriculum
P-ISSN 2721-1096
E-ISSN 2721-1916
Zulfah Fakhruddin State Islamic Institute of Parepare.
Indonesia Arqam State Islamic Institute of Parepare.
Indonesia Irma Maming State Islamic Institute of Parepare.
Indonesia Abstract This study aims to describe English listening materials taught by teachers in EFL class and the compatibility between available English listening materials teachers use and It is due to teaching listening requires the use of media such as video, compact disk, and computer.
The use of those media demands teachersAo competence in operating This study uses descriptive qualitative method.
The subject of the research is thirteen English teachers.
Research data was collected by using documentation and The data was analyzed by using qualitative procedure which includes transcription, coding, categorizing, and conluding.
The findings showed that English listening materials in EFL classroom are categorized into three.
They are media, content, and exercise.
English listening materials are in line to English curriculum.
Teachers use materials and methods that are suitable to learning outcome of English listening skills.
Keywords Compatibility.
Listening Skill.
Teaching Materials Corresponding author:
Zulfah Fakhruddin.
State Islamic Institute of Parepare.
South Sulawesi.
Indonesia Email: fakhruddin.
zulfah@yahoo.
Journal of English Language Teaching and Literature (JELITA) ISSN:2721-1096(Prin.
, 2721-1916(Onlin.
INTRODUCTION Teaching English listening skills in class is often neglected by teachers compared to other language skills.
The teaching materials used to teach listening skills are considered expensive and complicated.
Listening skills teaching materials in the form of cassettes.
CDs and videos sold in bookstores are very expensive while teachers also experience difficulties in creating or developing their own teaching materials.
Riswanto, et al.
, .
stated that there is no audio for students to listen to in the listening resources and obtaining audio for listening product is tough.
Moreover Alrawashdeh & Al-zayed .
stated that problems in teaching English listening skills are teachersAo proficiency and availability of resources.
It shows that English listening skill teaching got problems on teaching materials preparation.
So far, research issues about teaching materials of English listening skills are testing the effectiveness of materials and media.
The first is the effect of using technology on learning English listening skills (Ampa, 2015.
Demir & Tavil, 2.
The second is the effectiveness of English listening skills learning materials (Tekin & Parmaksiz, 2016.
Saidu, 2.
The suitability of the teaching materials used by teachers is not evaluated In fact, the suitability of teaching materials to the curriculum has an impact on measuring learning targets and developing teacher professionalism (Moore et al.
, 2.
This research aims to complement the shortcomings of previous research which tends to focus on testing the effectiveness of media and materials.
This research describes the English listening skills teaching materials used by teachers and the suitability of these teaching materials to the curriculum.
In line with that, there are two questions that will be answered in this research: .
What English listening materials are taught by teachers in EFL classroom? and What is the compatibility between available English listening materials and curriculum? The answer to this research question provides an understanding of the conditions for learning English listening skills in schools which can be used as a policy in teacher professionalism development activities and curriculum design.
This research is based on an argument that learning materials that are not in accordance with curriculum achievements can affect student grades and students' inability to compete in the world of work.
A mismatch between teaching materials and curriculum achievements can also have an impact on teachers' indifferent attitude in developing their teaching skills.
The attitude of teachers who are not enthusiastic about creating an effective and efficient listening learning atmosphere adds to teachers' laziness in teaching this skill and tends to avoid teaching English listening skills.
Thus, the listening learning target will be difficult to achieve optimally.
LITERATURE REVIEW
Listening plays important role in communication in peopleAos daily lives because listening is the medium through which people gain a large proportion of their education, information and understanding of the world and human affair, ideals, and sense of value.
The total time spent on communication, listening takes up 40-50% (Yildrim and Yildrim.
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The problems of listening skill teaching and learning relate to difficulties and Rajab & Nimehchisalem .
categorized listening problems into process problem, input problem, listener problem, task problem, affect problem, and context Moreover.
Tyagi .
finds out listening barriers: physiological barriers, physical barriers, attitudinal barriers, wrong assumption, cultural barriers, gender barriers, lack of training, and bad listening habit.
Hamouda .
reported that factors causing students listening comprehension problems are categorized into different sources including problems related to the listening text, listening problems related to tasks and activities, listening problems related to the listener and teacherAos methodology.
Moreover.
Walker .
mentions the difficulties in learning listening skill.
They are: .
Pronunciation: such as the stress falls, weak forms and strong forms of words and intonation.
Vocabulary and grammar: influence comprehension of a spoken passage is the overlap between the listenerAos vocabulary knowledge and the vocabulary of the passag.
Speed: Unlike reading, listening requires instantaneous processing with little or no option to access the spoken input again.
Listeners must process the text at a speed determined by speakers, which is generally quite fast.
The listeners canAot normally control the speed at which they must process the delivered discourse.
Listening teaching practice covers types of listening exercise, strategy and methods of listening teaching.
Yavuz et al.
, .
divided listening exercise into: .
listening exercise at word level, .
listening exercise at sentence level, and .
listening exercise at meaning level.
Asemota .
wrote some listening teaching methods.
They are direct method, integrated approach, incidental approach, elected method, and dialogue.
RESEARCH METHOD
This research is qualitative research.
This research was administered to analyze the implementation of English listening teaching in term of the exploration of English listening teaching materials and the compatibility to Englih curriculum.
Subject of the research was English teachers of Islamic junior high schools and senior high schools in West Sulawesi.
The number of subjects is 8 English teachers of Islamic junior high schools and 5 English teachers of Islamic senior high schools.
The total number of subject is 13 teachers.
Data was collected by interview and documentation.
The documents were English listening teaching materials and English curriculum.
The data from documentation and interview was analyzed by qualitative procedures.
The procedures include data transcription and coding.
Coding is the process of categorically marking of referencing units of text .
, words, sentences, paragraph, and quotation.
with codes and labels as a way to indicate patterns and meaning (Gay et al.
, 2.
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FINDINGS AND DISCUSSION English Listening Materials in EFL Classroom English listening materials in EFL classroom are categorized into three.
They are media, content, and exercise.
Media is material used to present learning content.
Content is learning themes and topics.
Then, exercise is learning activity relates to content.
The interview and observation data relate to English listening materials are applied in the table below:
Table 1.
The materials relate to media Junior high school teachers AuVideo for the seventh gradeAy Senior high school teachers AuI usually play audioAy AuThe video is taken from YouTubeAy AuI just took a short video from YouTube Auaudio purchased by the school.
The downloaded it in fullAy audio is in one package with the bookAy Ausongs are also in the package bookAy The materials relate to media covers video, audio compact disk, and textbook.
Video Video is a technology for capturing or recording, processing, transmitting and rearranging moving images.
Usually use celluloid film, signal and electronic or digital Video itself is closely related to motion and sound.
As in analog video and digital Videos for teaching listening skill are downloaded from YouTube.
Teachers adjust the video content based on the learning objectives and student characteristics.
For junior high school students, teachers usually use video in form cartoon.
Some researchers conducted research to examine the effectiveness of YouTube video as learning materials for English listening skills.
The use of video in teaching English listening skills is considered effective to improve studentsAo English listening skills (Rorimpandey, 2019.
Qomariyah.
Permana, & Hidayatullah, 2.
Hoque & Siddiqua .
found that students and teachers have positive attitude toward the use of YouTube videos as a means of developing listening comprehension.
Ayu .
explains that YouTube enables teachers to create activity attempting an improvement on studentsAo listening ability as well as helping them identifying vocabulary, contraction, and speed.
YouTube provides both audio and visual to the students which gave students an opportunity to figure out the speech or words they heard while learning the subject content as well as to improve their language ability.
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Audio compact disc and textbook Audio compact disc is material that teachers use in teaching English listening skills before YouTube comes with many videos.
Audio compact disc replaces cassette as material to prepare English listening materials.
However.
Audio compact disc is still popular until now.
It is not only used for preparing teaching and learning materials but also preparing English listening test.
Audio compact disc is usually completed by The use of audio compact disc and textbook is easier than YouTube video because CD and textbook are ready to use.
It is different from YouTube video, teachers must select video that is suitable with English curriculum material and write learning activity based on the video.
Richard .
mentions advantages and advantages of textbook as teaching The advantages of textbook are: .
They provide structure and a syllabus for a program, .
they help standardize instruction, .
they maintain quality, .
they provide a variety of learning resources, .
they are efficient, .
they can provide effective language models and input, .
they can train teachers, and .
they are visually While the disadvantages of textbooks are: .
They may contain inauthentic language, .
they may distort content, .
they may not reflect studentsAo needs, .
they can deskill teachers, and .
they are expensive.
The use of CD and textbook is considered effective to improve studentsAo listening skills (Dewi: 2013.
Kartal & Simsek: 2.
CD and textbook also help inexperienced and untrained teachers in teaching English listening skills.
Textbook supports teachers with less experience in teaching because textbook provides a syllabus, supporting materials, such as teacherAos guide.
CD, worksheet, and videos and gives a set of visuals, activities, readings, and other materials which save the teachers time in finding or developing teaching materials (Kodriyah.
Dayu, & Hakim.
Based on data in teachersAo lesson plan or syllabus, the contents of English listening materials are divided into: First.
The contents of English listening material for junior high school levels are greeting, thanks, apologies, name of day, month, time in days, number, date, and year, animals, things, ask for attention, checking understanding, praising, and ask for permission, agreement, congratulation, and announcement.
Second, the contents of English listening material for senior high school level are congratulation, praise, announcement, offer, suggestion, giving opinion, cause and effect, conditional, tourist place, historical event, and legend.
Those topics and themes are presented in form of monologue, dialogue, and song.
The following is interview data relates to material content.
Table 2.
The materials relate to content Junior high school teachers Senior high school teachers Auusually I give them a song for AuI once gave an example of a family listeningAy going to the beachAy Volume 5.
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AuListen to text examplesAy AuThe material I have presented also depicts the comedian character SuleAy AuMost often listening uses songs or AuI gave a songAy conversationsAy Austories like fairy talesAy Relating to learning activity for listening practice, monologue, dialogue, and song are presented in form of repetition, cloze test, and multiple-choice.
The following is interview data relates to exercise for listening skills.
Table 3.
The materials relate to exercise Junior high school teachers Senior high school teachers AuStudents are told to watch the video Auwe present it in text form and then first and then be taught how to there are several vocabulary words pronounce itAy that have missing words thereAy AuFirst, students watch a video with text.
AuThe teacher reads the text in full, then students repeat the speech in the then the children find the missing video without text orallyAy word, while completing itAy AuFor example, the questions given to the AuI usually play audio and then they children are just instructions.
The write what they hear or I usually read questions are still there, the answer it myself and they writeAy choices are still below, like the national exam questions ma'am, the questions are on tape.
Then the answer is on the paperAy Authey retell what they understand, what they hearAy The materials relate to exercise include repetition, cloze test, and multiple choice.
Repetition is known as repeat after me.
Students are instructed to listen and repeat word, sentence or dialogue read by teacher.
Teachers pronounce word or read sentence and dialogue then students repeat the words, sentence, and dialogue.
Repeat after me is common way of teachers to teach pronunciation.
However, in this case.
English teachers use this way to teach listening skills.
In this learning activity, students not only practice their listening skills but also their pronunciation.
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Cloze test is constructing completion items.
Students are instructed to listen audio or teachers and complete blanks in sentences.
Cloze test measures production rather than recognition (Heaton, 1.
Cloze test is considered effective to teach listening skill.
ElKoumy .
reports that cloze instruction is effective to improve studentsAo listening Moreover.
Riantika .
and Sardi et al .
conducted research to examine cloze dictation and the findings show that the techniques can improve studentsAo listening skills.
Multiple-choice is an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list.
Multiple-choice is objective Multiple-choice items can provide a useful means of teaching and testing in various learning situations.
It is always recognized that such items test knowledge of grammar, vocabulary rather that the ability to use language (Heaton, 1.
The Compatibility between Available English Listening Materils and Curriculum Design of English listening materials must be in accordance with English Outcomes of English listening skills in English curriculum 2013 for junior high school level are: .
understand the purpose, structure of the text, and linguistic elements of short and simple spoken text and .
compose spoken texts to pronounce and respond to short and simple statements with correct linguistic elements and in context.
While outcomes of English listening skills in English curriculum 2013 for senior high school level are: .
understand the purpose, structure of the text, and linguistic elements of short spoken text and .
compose spoken texts to pronounce and respond short statements with correct linguistic elements and in context.
The differences of English listening materials for junior high school level and senior high school level are .
the length and simplicity of the text and .
kinds of the The spoken texts for junior high school level are descriptive, recount, narrative, procedure and factual report while spoken texts for senior high school level are descriptive, recount, narrative, factual report, analytical exposition, news item, and Based on data analysis about English listening materials, it is found that teachers use three kinds of material in teaching listening skills.
They are video, audio compact disk, and textbook.
Then the listening material contents include monologue, dialogue, and These contents are implemented in form of repetition, cloze test, and multiplechoice.
Those English listening materials in term of video.
ACD, and are considered effective to improve studentsAo English listening skill ((Dewi, 2013.
Kartal & Simsek.
Rorimpandey, 2019.
Qomariyah.
Permana, & Hidayatullah, 2.
Then.
Fithriyah .
states that movie and news broad cast is authentic materials for English listening skills teaching.
Video and audio materials are solutions for studentsAo problems in learning listening skills (Harmer, 2.
Field .
states that the widespread availability of DVD and of visual internet material has raised the possibility of moving the teaching of L2 listening on from its dependence on audio input.
The benefit of video is that it gives Volume 5.
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access to the facial expressions and gestures of speakers as well as to information about general context.
It indicates that English listening materials are in line to English Moreover, teachers use English listening materials prepared in curriculum, such as monologue, dialogue, and song.
Those materials are considered suitable for English listening skills teaching.
Harmer .
states that monologue and dialogue are variety of materials for listening skills teaching.
The materials relates to listening to confirm expectation, listening to extract specific information, listening for communication tasks, listening for general understanding, and listening for detail.
CONCLUSION
English listening materials in EFL classroom are categorized into three.
They are media, content, and exercise.
Media is material used to present learning content.
Content is learning themes and topics.
Then, exercise is learning activity relates to content.
The materials relate to media covers video, audio compact disk, and textbook.
The contents of material are presented in form of monologue, dialogue, and song.
The learning activities for listening skill teaching are repetition, cloze test, and multiple-choice.
English listening materials are in line to English curriculum.
Teachers use materials and methods that are suitable to English listening skills learning outcomes.
REFERENCES