1

DESIGNING LISTENING MATERIALS BASED ON

CONTEXTUAL TEACHING AND LEARNING APPROACH
Dorma Manda Aprianti Sinaga, Rahayu Apriliaswati, Dwi Riyanti
Tanjungpura University
dorma_manda_as@yahoo.com
This research was aimed at designing listening materials based on
Contextual Teaching and Learning approach for second semester of eleventh
grade students of SMA Negeri 1 Ketapang. Before designing the listening
materials, the writer did a preliminary study. The result showed that there were
not any units which had the seven components of CTL in the units for listening to
monologue texts. Therefore, the writer designed listening comprehension
materials which fulfilled the seven components of CTL. The listening materials
designed had fulfilled the components of CTL, principles of material design,
aspects of material design and principles of listening material development.

Key words: Contextual Teaching and Learning, Design, Listening

Introduction
Listening is crucial for developing a second or foreign language. Nation
and Newton (2009:37) state “Listening is the natural precursor to speaking; the
early stages of language development in a person’s first language (and in
naturalistic acquisition of other languages) are dependent on listening.” According
to Scarcella and Oxford (1992) in (Oxford, 1993:205), “Listening is a
fundamental language skill that typically develops faster than speaking and that
often influences the development of reading and writing ability in the new
language.” Listening skill develops faster than other skills in learning a new
language. Listening also influences reading and writing skills.
Listening comprehension is more than obtaining meaning from utterance.
It also involves a process in which students match utterance with what they
already know about the topic. When students know the context or the topic, they
can activate their prior knowledge to get something from that knowledge which is
needed for comprehending the message. Brown (2006:2) states “One very
important idea for teaching listening is that listening courses must make use of
students’ prior knowledge in order to improve listening comprehension.”
Consequently, designing listening materials based on Contextual Teaching
and Learning Approach is needed. This is because Contextual Teaching and
Learning Approach helps students to connect the content of the materials they are
learning to their prior knowledge and life contexts. After the writer had observed
the books which were used by the eleventh grade English teacher of SMA N 1
Ketapang in teaching listening which were Look Ahead and Developing English
Competencies, the writer found out that the units for listening activities had some
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components of CTL, but there were not any units in listening which had the seven
components of CTL.
Therefore, the writer designed listening comprehension material samples
based on Contextual Teaching and Learning Approach for the second semester of
eleventh grade students of SMA N 1 Ketapang which fulfilled the seven
components of CTL. The writer designed listening comprehension materials for
the units which were lack of CTL components. The listening comprehension
materials designed by the writer were intended to be used as supplementary
materials in teaching listening.

Contextual Teaching and Learning (CTL) Approach

CTL is based on context; therefore, teachers use students’ prior knowledge
and experiences to support students’ learning. In CTL students learn by
connecting their prior knowledge, experiences, and daily life contexts with
materials they are learning. By doing so, students can be motivated to learn
because they build their own knowledge and they know they can apply the
knowledge to their daily lives. Berns and Erickson (2001:1) state:
Contextual teaching and learning is a conception of teaching and
learning that helps teachers relate subject matter content to real
world situations; and motivates students to make connections
between knowledge and its applications to their lives as family
members, citizens, and workers and engage in the hard work that
learning requires.
CTL is important in a second or foreign language learning, especially in
listening because CTL helps teachers to connect listening materials to students’
prior knowledge and daily life contexts so that students can match what they hear
with what they already know. According to Brown (2006:2) “Prior knowledge is
organized in schemata (the plural form of schema): abstract, generalized mental
representations of our experience that are available to help us understand new
experiences.” Therefore, when students can match what they hear with what they
already know, the listening process is facilitated because students can use top-
down process in comprehending utterance.
There are two processes involved in listening comprehension. They are
bottom-up and top-down processes. Listeners use bottom-up processes when they
build meaning from bottom to up in order to get the final message. Flowerdew
and Miller (2005:24) state:
According to the bottom-up model, listeners build understanding
by starting with the smallest units of the acoustic message:
individual sounds, or phonemes. These are then combined into
words, which, in turn, together make up phrases, clauses, and
sentences. Finally, individual sentences combine to create ideas
and concepts and relationships between them.
Listeners use top-down processes when they use their prior knowledge and
experiences to understand the meaning of a message. Nation and Newton
(2009:40) state “Top-down processes involve the listener in going from the
whole—their prior knowledge and their content and rhetorical schemata—to the
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parts. In other words, the listener uses what they know of the context of
communication to predict what the message will contain, and uses parts of the
message to confirm, correct or add to this. “
There are seven components of CTL that have to be applied in designing
listening materials based on CTL. According to Johnson (2006), they are a)
constructivism, b) questioning, c) inquiry, d) learning community, e) modeling, f)
reflection, and g) authentic assessment.
The first component is constructivism. Students do not receive knowledge
from teacher, but they construct their own knowledge. Therefore, teachers should
pay more attention to the learning process rather than to the outcome of the
learning process.
The second component is questioning. Teachers use questioning for
prompting, guiding and assessing students’ thinking. In a productive teaching
learning, questioning is useful for checking students comprehension, solving
problems faced by the students, stimulating responses from the students,
measuring student’s curiosity, focusing student attention, and refreshing students
prior knowledge.
The third component is inquiry. Inquiry is the core of CTL. Inquiry
involves activities in which students observe a phenomenon and analyze the data
gained from the observation to produce students’ own discovery of information or
knowledge. In other words, students discover their own knowledge and skills.
The next component is learning community. Learning community suggests
that the outcome of learning is better gained from cooperating with others. It can
be gained from sharing with friends or other groups and from sharing knowledge
or information from the students who know it to the others who do not.
The fifth component is modeling. Modeling suggests that learning certain
skills and knowledge is followed by models that can be imitated by students. The
models can be giving examples such as how to operate something, showing result
of work, and giving performance.
The sixth component is reflection. Reflection is thinking about what
students have learned. By thinking about what have been learned, analyzing, and
responding to all activities or experiences which occur in learning, students are
able to realize that the knowledge they just obtained is enrichment or revision to
their prior knowledge.
The last component of CTL is authentic assessment. Authentic assessment
is not to judge students, but to find out students’ learning development. Teachers
assess not only the outcome of the learning process, but also the learning process.
Authentic assessment is the opposite of standardized examination.
In designing materials, there must be guidance for the writer on how to
design good materials. Hutchinson and Waters (1987) mention the principles in
designing good materials. They are: a) Materials provide a stimulus to learning, b)
Materials help to organize the teaching-learning process, c) Materials embody a
view of the nature of language and learning, d) Materials reflect the nature of the
learning task, e) Materials can have a very useful function in broadening the basis
of teacher training, and f) Materials provide models of correct and appropriate
language use.
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Moreover, there are three principles of listening material development

suggested by Joan Morley in (Celce-Murcia, 2001). They are relevance,
transferability/applicability, and task orientation.
There are also some aspects which have to be considered in designing
materials. According to Tomlinson and Masuhara (2004), the aspects are selecting
texts, writing instructions, using illustrations, and design and layout.

RESEARCH METHODOLOGY
In carrying out the research, the writer used design and development
research. Richey and Klein (2007:1) define design and development research as
“the systematic study of design, development and evaluation processes with the
aim of establishing an empirical basis for the creation of instructional and non-
instructional products and tools and new or enhanced models that govern their
development.”
The population of this research was samples for designing listening
materials based on Contextual Teaching and Learning approach for the second
semester of eleventh grade students of SMA N 1 Ketapang and the sample of this
research was the selected samples from available sources for designing listening
materials based on Contextual Teaching and Learning approach for the second
semester of eleventh grade students of SMA N 1 Ketapang. The samples of the
listening material design which are related to the curriculum are narrative, spoof
and hortatory exposition.
The writer used documentation technique in the research. Documentation
is a technique for finding the data about things or variables from various sources,
such as books, articles, transcripts, or internet. The writer collected texts from any
sources to design listening material samples based on Contextual Teaching and
Learning approach for the second semester students of the eleventh grade.
Tools of data collecting in this research were teacher’s interview and
teacher and students’ questionnaires. The writer interviewed the teacher to get
information about the difficulties which the teacher faced in teaching listening, the
syllabus, and the listening materials which were used by the teacher. The
questionnaires were contributed to the teacher and students after the listening
comprehension materials had been tried out by the English teacher. The
questionnaires were given to the students and the English teacher to get their
perception on the listening comprehension materials designed by the writer.

RESEARCH FINDINGS AND DISCUSSIONS

Preliminary Study
In the preliminary study the writer interviewed the teacher to get
information about the syllabus, books which were used in teaching listening, and
the difficulties which the teacher faced in teaching listening. The writer also
observed the strengths and weaknesses of the listening material units in listening
to monologue text of the two books used by the teacher.
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Table 1
Teacher’s Interview
No. Questions
1 Do you have any difficulties in teaching
listening materials?
2 Why do you think they have difficulties
in answering the questions?
4 Where do you get listening materials?
5 How many textbooks do you use in
teaching listening and what are they?
6 Is there any audio provided for those
textbooks?
7 So do you read the monologue text
yourself in teaching listening?
8 What is the basic competence of
listening skill for the second semester of
the eleventh grade students of SMA
Negeri 1 Ketapang?
Answers
Yes, many students have difficulties in
answering the questions of the listening
materials, especially in listening to text.
So some of them usually got score
below the standard score. The standard
score is 62.
Because there are many words that they
don’t know the meaning. So they have
difficulties in understanding the text.
Sometimes the text is about something
that is not familiar with the students.
I get it from the textbooks.
I use two textbooks. They are Look
Ahead and Developing English
Competencies books.
There is a cassette for Look Ahead
book, but it doesn’t work anymore. For
Developing English Competencies,
there is no audio.
Yes.
to respond meaning in monologue text
which uses oral language style
accurately, fluently, and appropriately
in daily life contexts in text form:
narrative, spoof, and hortatory
exposition

The strengths and the weaknesses of the listening materials of Look Ahead
and Developing English Competencies books used by the teacher.
The writer observed the units for listening based on the syllabus which is
to respond meaning in monologue text which uses oral language style accurately,
fluently, and appropriately in daily life contexts in text form: narrative, spoof, and
hortatory exposition in the textbooks to find out the strengths and the weaknesses
of the books in terms of the seven components of CTL. The writer designed the
listening comprehension materials for the units which had not followed the seven
components of CTL.
Look Ahead book
Look Ahead is written by Th. M. Sudarwati and Eudia Grace and
published by Erlangga Publisher in 2007.
In narrative monologue text unit, there were some components of CTL
found in the book. They were constructivism, modeling, reflection and authentic
assessment. Unfortunately, constructivism could be found only in pre-activity.
This was to activate students’ knowledge related to the topic. On the other hand,
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questioning, inquiry and learning community components could not be found in

this unit. They could be found in other units for other skills.
In spoof monologue text unit, there were some components of CTL found.
They were constructivism, questioning, modeling, reflection, and authentic
assessment. Unfortunately the constructivism for the listening to monologue text
in this unit could be found only in pre-activity. Besides, there were two
components which could not be found in this unit. They were inquiry and learning
community.
In hortatory exposition text unit, constructivism, questioning, reflection,
authentic assessment components could be found. Unfortunately, constructivism
component could be found only in pre-activity. Inquiry, learning community, and
modeling components could not be found in this unit.
Developing English Competencies book
Developing English Competencies is written by Achmad Doddy, Ahmad
Sugeng and Effendi and published by Department of National Education in 2008.
In narrative monologue text unit, constructivism, questioning, modeling,
reflection and authentic assessment component of CTL could be found.
Unfortunately, the constructivism component could be found only in pre-activity.
There were two components which could not be found. They were inquiry and
learning community.
In spoof monologue text unit, there were two components of CTL which
could be found. They were reflection and authentic assessment. Unfortunately
constructivism, questioning, inquiry, learning community and modeling
components could not be found in the listening to monologue text in this unit.
In hortatory exposition monologue text unit, reflection and authentic
assessment components were found in this unit. Unfortunately constructivism,
questioning, inquiry, learning community and modeling components of CTL
could not be found in the unit for listening to hortatory exposition monologue text.

Designing Listening Comprehension Materials based on Contextual Teaching

and Learning Approach
Based on the observation on the strengths and weaknesses of the listening
to monologue text units of Look Ahead and Developing English Competencies
books, the writer designed the listening comprehension materials to cover the
weaknesses. The writer designed listening comprehension materials which had
fulfilled the seven components of CTL for listening to monologue text units.
There were three units which were designed by the writer. Unit one was about
listening to narrative monologue text. The theme for unit one was folktales. The
narrative monologue text was about Puteri Junjung Buih, a folktale from
Ketapang. Unit two was about listening to spoof monologue text. The theme for
this unit was funny stories. The spoof monologue text was about someone who
needed a vehicle. Unit three was about listening to hortatory monologue text. The
theme was sharing suggestions. The hortatory monologue text was about online
games.
In unit one, two, and three, constructivism was found in the pre-activity,
whilst activity, and post activity. This could be seen from the warm up activity,
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discussing phonetic symbols or categorizing words, and doing projects. In the

warm up activity, the students were given some pictures related to the topic and
questions related to the pictures. The students were given the pictures and
questions to activate their prior knowledge and build knowledge related to the
topic. In discussing the phonetic symbols or categorizing the words, the students
were asked to do the task in a group of four after they had been given the model
on how to pronounce some words. In addition, the students were given projects to
be done in groups. The project in unit one was to continue the other version of
Puteri Junjung Buih folktale. In unit two the project was to find information about
the monologue text. In unit three the students were asked to listen to arguments of
a monologue text and complete the text with the thesis, recommendation and the
best title as the project.
Questioning could be found in the pre-activity in all units. The students
were given questions about the pictures and related to the listening comprehension
materials to activate their prior knowledge related to the topic. Besides written on
the samples of listening comprehension materials, questioning can be done by the
teacher spontaneously in the class to activate prior knowledge, checking students’
comprehension, focus students’ attention, solve problems faced by students, and
stimulate students’ responses.
In inquiry, the students observed something and analyzed the data gained
from the observation to produce their own discovery of information or knowledge.
Inquiry could be found in unit one, two, and three in discussing text organization
and topic of the text task. In the task the students had been given an explanation
about the text organization of narrative monologue text (unit one), spoof
monologue text (unit two), and hortatory exposition text (unit three) before they
were asked to find out the text organization and topic of those monologue texts.
They did the task when they listened to the monologue text. The students were not
given any text or incomplete text so they had to listen and comprehend the
monologue text in order to do the task.
In learning community the students cooperated with other students
because the outcome of learning was better gained if the students cooperated with
other students. Learning community in the three units in the listening
comprehension material samples designed by the writer was in pair-work and
group-work forms.
In unit one, two, and three the students were given model on how to
pronounce some words. This was important because in order to comprehend the
listening materials better, the students had to know how the words were
pronounced so that they could distinguish the words which almost had similar
pronunciation.
At the end of each unit there was a reflection task which was created to
give students opportunities to think about what they had learnt from the units
designed by the writer. In this task the students were asked what they liked best,
what they did not like, and the improvement they made after learning English in
the unit.
In unit one authentic assessment could be found in task seven and eight. In
task seven the students discussed text organization and topic of the text and in task
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8 the students did a project. In unit two authentic assessment could be found in six
and seven. The students discussed text organization and topic of the text in task
six and did a project in task seven. In unit three authentic assessment could be
found in task seven and eight. The students discussed text organization and topic
of the text in task seven and did a project in task eight.
The writer designed the units based on the weaknesses found in the units
of Look Ahead and Developing English Competencies books. It can be seen from
the following table:
Table 2
The Listening Comprehension Materials Designed based on the
Weaknesses Found in the Look Ahead and Developing English
Competencies Books
No. Weaknesses of Listening Listening Comprehension Material Design
Comprehension Materials
1 Constructivism which was Constructivism could be found in all units in pre-
found in the units was in pre- activity, whilst activity, and post activity. This
activity. Some units did not component could be seen from the warm up
have constructivism. activity, discussing phonetic symbols and
categorizing words and doing projects.
2 Questioning which could not Questioning could be found in all units. This
be found in some units. component could be seen from the pre-activity in
which students were given questions about the
pictures and related to the listening
comprehension materials.
3 Inquiry could not be found in Inquiry could be found in all units through
the units of the two books. discussing text organization and topic of the
texts.
4 Learning community could Learning community could be found through pair
not be found in the units of work and group work in all units.
the two books.
5 Modeling could be found in Modeling could be found in all units through
some units of the two books. pronunciation practice.
6 Reflection: no weaknesses Even though there was no weakness for
reflection, the writer put this component into her
listening comprehension material design. For
reflection component, the students were asked to
write like, dislike, and improvement after
learning the listening comprehension materials.
7 There were some assessments Authentic assessments measured the students’
found in some units which learning process, not only the result of the tasks.
did not really measure the Besides, the tasks given in the materials designed
students’ listening by the writer measured the students’ listening
comprehension because they comprehension because the students were not
were given incomplete texts given any incomplete texts so that they needed to
and questions related to the listen in order to be able to do the tasks.
text. The students could read
as well as listen.
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Teacher’s Perception on the Listening Comprehension Material Samples

The writer obtained the teacher’s perception on the listening
comprehension material samples whether the listening comprehension materials
had fulfilled the components of CTL, principles of material design, aspects of
material design, and principles of listening material development through the
teacher’s questionnaire.
Table 3
Components of CTL
No. Statements Response
Yes No
1 Can the students construct their own understanding and knowledge 
in learning the listening materials?
2 Do the listening materials provide questioning activities? 

3 Do the listening materials provide inquiry activities in which the 

students can discover their own knowledge and skills?
4 Do the listening materials help to provide opportunities for the 
students to cooperate with other students?
5 Do the listening materials provide opportunities for modeling 
activities in which the students are given model to do something?
6 Do the listening materials provide opportunities for reflection 
activities so that the students can reflect on their own learning?
7 Do the tasks in the listening materials assess the students’ learning 
process (authentic assessment)?
The table clearly shows that based on the teacher’s perception the listening
materials designed by the writer had fulfilled the seven components of CTL. The
listening materials contained constructivism because the students could construct
their understanding and knowledge in learning the listening materials. The
listening materials contained questioning because they provided questioning
activities. The listening materials also provided inquiry activities and
opportunities for the students to cooperate with other students. In addition, the
listening materials gave model on how to pronounce certain words. The students
also were given opportunities to reflect on their own learning. Besides, the tasks
in the listening materials assessed the students’ learning process in listening.
Table 4
Principles of Material Design
No. Statements Response
Yes No
8 Do the listening materials motivate students to learn? 

9 Do the listening materials contain interesting texts? 

10 Do the listening materials provide opportunities for the students to 

use their existing knowledge?
11 Do the listening materials help to organize the teaching and 
learning process so that the teacher knows what should be learnt by
the students first and what should be learnt next?
12 Do the listening materials provide the real language use in real life? 
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The table clearly shows that, based on the result of teacher’s questionnaire,
the listening materials designed by the writer had followed the principles of
material design. They motivated students to learn. They also contained interesting
materials and provided opportunities for the students to use their existing
knowledge. The listening materials helped to organize the teaching and learning
process so that the teacher knew what should be learnt by the students first and
what should be learnt next. They provided the real language use in real life.
Table 5
Aspects of Material Design
No. Statements Response
Yes No
13 Are the instructions for the tasks clear enough to be understood by 
the students?
14 Are the illustrations connected to the content of the listening 
materials?
15 Are the illustrations interesting? 

16 Is the appearance of the listening materials interesting? 

The table clearly shows that the instructions for the tasks of the listening
comprehension materials were clear enough to be understood by the students. The
illustrations given were connected to the content of the listening materials. The
illustrations and appearance of the listening materials were interesting.
Table 6
Principles of Listening Material Development
No. Statements Response
Yes No
17 Are the listening materials relevant to the students? 

18 Are the listening materials relevant to the learning objectives? 

19 Can the listening materials be used in other classes? 

20 Can the listening materials be used in out-of-school situations? 

The table clearly shows that the listening materials were relevant to the
students as well as to the learning objectives. They also could be used in other
classes and in out-of-school situations.

Students’ Perception on the Listening Comprehension Material Samples

In general, based on the students’ questionnaires, it could be concluded
that the listening comprehension materials designed by the writer were interesting
for the students, the listening materials helped the students to understand English
which was related to their daily lives, and the students could understand and get
more knowledge by learning the listening materials designed by the writer.
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Table 7
Students’ Questionnaire
No. Statement Frequency Percentage(%)
Yes No Yes No
1 Text yang terdapat dalam materi 28 4 87.5 12.5
pengajaran listening berkaitan dengan hal-
hal atau benda-benda yang dapat dilihat
atau ditemui dalam kehidupan sehari-hari.

2 Saya pernah mendengar dan mengetahui 27 5 84 16

tentang materi tersebut.

3 Materi listening tersebut menarik bagi 32 - 100 -

saya.

4 Materi listening tersebut menyenangkan 31 1 96 4

bagi saya.

5 Materi yang dipelajari dapat membantu 32 - 100 -

saya memahami bahasa Inggris yang
berkaitan dengan kehidupan sehari-hari.

6 Materi listening tersebut mendorong saya 31 1 96 4

untuk lebih aktif menggunakan bahasa
Inggris.

7 Materi listening tersebut mendorong saya 31 1 96 4

untuk mengembangkan kemampuan
listening saya.

8 Dengan mendengar text tersebut beberapa 31 1 96 4

kali, saya dapat lebih memahami informasi
yang disampaikan oleh teks tersebut.

9 Saya dapat memahami dan memperoleh 32 - 100 -

pengetahuan tambahan dengan materi
tersebut.

10 Saya dapat belajar bersama 28 4 87.5 12.5

teman/kelompok melalui diskusi tentang
materi dan membuat kesimpulan.

The table clearly shows that the listening materials were related to the
students’ daily lives. 87.5% of the students agreed with the statement that the
listening materials were related to the things that they could find in their daily
lives. In addition, 84% of the students had heard and known the listening
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materials before so it meant the students could recall their prior knowledge related
to the materials. Besides relating to the students’ daily lives and prior knowledge,
the listening materials were interesting for the students because 100% of the
students agreed with the statement. 96% of the students could enjoy learning the
materials. All students thought that the listening materials could help them to
understand English which was related to their daily lives better. The listening
materials encouraged 96% of the students to use English more actively and
improve their listening skill. For 96% of the students, by listening to the materials
for several times, they could get the information better. In addition, all students
thought that they understood and got more knowledge by learning the listening
materials. 87.5% of the students could learn with other students or in groups
through discussing the listening materials and making conclusion.

Conclusion
Before the writer designed the listening comprehension materials, the
writer did a preliminary study. The writer interviewed the teacher and observed
the strengths and weaknesses of the listening material units in listening to
monologue text of the textbooks used by the teacher. The writer interviewed the
teacher in order to get information about the syllabus, textbooks which were used
in teaching listening, and the difficulties which the teacher faced in teaching
listening. The writer also observed the strengths and weaknesses of the textbooks
used by the teacher in teaching listening in terms of components of CTL. The
result of the textbook observation showed that the units for listening to monologue
texts had had some components of CTL. The weaknesses of the units were that
there were not any units which had the seven components of Contextual Teaching
and Learning. From this case, the writer designed the listening comprehension
material samples which fulfilled the seven components of CTL. The listening
comprehension materials designed by the writer were intended to be used as
supplementary materials in teaching listening.
In order to get the teacher and students’ perception on the listening
comprehension materials designed by the writer, the writer asked the teacher to
try out the materials and contributed the questionnaires to the teacher and students
after the listening materials had been tried out. The teacher’s perception on the
listening comprehension materials was that the listening comprehension materials
samples had fulfilled the components of CTL, principles of material design,
aspects of material design and principles of listening material development. The
students’ perception on the listening comprehension materials was that the
listening comprehension materials designed by the writer were interesting for the
students, the listening materials helped the students to understand English which
was related to their daily lives, and the students could understand and get more
knowledge by learning the listening materials designed by the writer.
Designing materials is quite challenging. Need analysis is needed before
designing materials to know what students really need. Therefore, a preliminary
study needs to be carried out. After the materials have been designed, they should
be tried out to know the weaknesses of them just like what the writer found out
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after the writer had tried out the materials. There were some minor changes made
to make the listening materials better. Even though designing materials is
challenging and takes time, it might be rewarding because designing materials
provides what students really need and helps them to understand the materials
better because the materials suit their level.

References
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Brown, Steven. (2006). Teaching Listening. Cambridge: Cambridge University
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Celce-Murcia, Marianne. (2001). Teaching English as a Second or Foreign
Language. 3rd edition. Boston: Heinle & Heinle.
Flowerdew, John & Miller, Lindsay. (2005). Second Language Listening: Theory
and Practice. Cambridge: Cambridge University Press.
Hutchinson, Tom & Waters, Alan. (1987). English for Specific Purposes: A
Learning-Centered Approach. Cambridge: Cambridge University Press.
Johnson, Elaine B. (2006). Contextual Teaching and Learning: Menjadikan
Kegiatan Belajar-Mengajar. Bandung: Penerbit MLC.
Nation, I. S. P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking.
New York: Routledge.
Oxford, R. L. (1993). Research Update on Teaching L2 Listening. System, 21,
205-211.
Richey, R.C. & Klein, J.D. (2007). Design and Developmental Research. New
Jersey: Lawrence Erlbaum Associated.
Tomlinson, Brian & Masuhara, Hitomi. (2004). Developing Language Course
Materials. Singapore: SEAMEO Regional Language Center.