TEACHER’S STRATEGIES AND STUDENTS’ RESPONSES IN TEACHING LISTENING SKILL IN THE LANGUAGE LABORATORY : A case study in a Junior High School in Tanjung Pinang.

TEACHER’S STRATEGIES AND STUDENTS’ RESPONSES IN

TEACHING LISTENING SKILL IN THE LANGUAGE

LABORATORY

(A case study in a Junior High School in Tanjung Pinang)

A THESIS

Submitted in partial fulfillment of the requirements for Master’s degree in English Education

By

PETRUS EDI SUCAHYO 0603786

ENGLISH DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

DECLARATION OF OWNERSHIP

I hereby certify that this thesis entitled “TEACHER’S STRATEGIES AND STUDENTS’ RESPONSES IN TEACHING LISTENING SKILL IN THE LANGUAGE LABORATORY” (A Case Study in a Junior High School in Tanjung Pinang) is honestly my own work. I am fully aware that I have quoted some statements and ideas from various sources, and they are properly acknowledged in the text.

Bandung, July 2009

PREFACE

Praise God that the writer has finally finished writing his thesis entitled “Teacher’ Strategies and Students’ Responses in Teaching Listening Skill in the Language Laboratory” (A Case Study in a Junior High School in Tanjung Pinang) is aimed at investigating how far the English teacher of a Junior High School in Tanjung Pinang applied Strategies to teach listening skill in the language laboratory and to know students’ responses toward teacher’s strategies.

This study was conducted to carry out improvement especially in applying strategies to teach listening skill in the language laboratory. It is also expected that it is going to be useful for the readers who are interested in teaching listening skill in the language laboratory.

This thesis is submitted in partial fulfillment of the requirements for Master’s degree in English Education of Indonesia University of Education. The writer realizes that this thesis is far from being perfect, thus, he really appreciates any suggestion and criticism for the betterment of this thesis writing.

Bandung, July 2009

Petrus Edi Sucahyo.

ACKNOWLEDGEMENTS

I would like to express my great appreciation, gratitude to my supervisors Dadang Sudana, M.A., Ph.D. as the main supervisor and Dr. Yoyo Surjakusumah, M.Pd. as my co-supervisor, who have patiently supervised and encouraged me in conducting the research. I would like to express my sincere gratitude to my academic supervisor Iwa Lukmana, M.A., Ph.D for his kindness and assistance that motivated me to initiate this thesis.

A great respect and special thanks also go to the Head of English Department, Dr. Emi Emilia, M.Ed., Ph.D., Prof. A. Chaedar Alwasilah, M.A., Ph.D., Prof. Dr. Nanden Sri Lengkanawati M.Pd., Dr. Bachrudin Musthafa, M.A., Prof. E. Aminudin Aziz, M.A,. Dr. Didi Suherdi, M.Ed., Dr. Odo Fadloeoli, MA, Dr. Rd Safrina Noorman, M.A, who they always gave me guidance and motivation during my study at Universitas Pendidikan Indonesia (UPI).

Special gratitude is expressed to ibu Linda as the headmistress and Ibu Dewi Untari as the participant who allowed me to conduct this study in this junior high school.

I also want to express my gratitude to my beloved parents, my beloved wife and daughter, my sisters, brothers, and my colleagues for their supports during my study.

ABSTRACT

This study is concerned with teacher’s strategies and students’ responses in teaching listening in the language lab. It used a case study research design involving one English teacher and seventy-two grade VII students of a junior high school in Tanjung Pinang conducted on February 12th-23rd, 2009. It aims to figure out teacher’s strategies in teaching listening in the language laboratory, their strengths and weaknesses, and the students’ responses toward teacher’s strategies. It utilized a set of method to get data i.e. observation, interview, questionnaire, and supported by document analysis.

The findings of this study show that the teacher has good understanding of strategies in teaching listening. The teacher’s strategies in teaching listening in the language laboratory are relevant to the theory of language teaching highlighted by Lado (1979), Peterson (1991 as cited in Brown, 2001), Harmer (2001), Vandergrift (1996 in Rost, 2002), Berne in Osada (2004), Howatt and Dakin in Mohammed (2005),. Regarding the strengths of the strategies, the teacher could help the students more easily to master listening and speaking skills. The teacher believes that language laboratory is more effective and beneficial to teach English rather than in the classroom.

The weaknesses of the strategies are caused by the teacher inability to operate the master control well. Besides, the difficulty is caused by the use of native-based cassettes and VCDs media as the students could not follow the speakers’ pronunciation and intonation. However, the students are easier to comprehend the material of listening if it non-native voice or by the teacher herself. For this the teacher uses cassettes or CDs taken from Singapore.

The students responded positively toward the English teacher’s strategies. They felt interested, comfortable, and more active when they studied English in the language laboratory. They admitted that their knowledge of English especially listening and speaking skills had increased.

CHAPTER I INTRODUCTION

This study attempts to investigate teacher’s strategies and students’ responses in teaching listening skill in the language laboratory. This chapter presents the background of the research, statement of the problems, the objectives of the study, scope and limitation of the study, research method, and thesis organization.

1.1 Background of the Study

In line with development in the approach of the teaching English as a foreign language (TEFL) in Indonesia, English language teachers are faced with new challenges as well as dilemmas and confusions. The recent English competency-based curriculum demands new perspective in teaching the language, which includes the shift from “let’s talk about something with language” into “let’s do something with language” (Departemen Pendidikan Nasional, 2006). It means that the students are expected to use English in written and spoken form as one of the communication tool in their daily life. This curriculum emphasizes the need to develop learners’ listening and speaking skills to promote spoken communication prior to the written one. As, naturally listening skills initiate language development, it is necessary to

develop these skills prior to the other skills. Relevant to the issue Philip (1993:5) states that in a primary school, listening tasks are important because it provides a rich source of language data from which the children begin to build up their own idea of how the language work.

In teaching and learning process, the learners are expected to have life skills by doing acts such as initiate and respond conversation, close conversation, ask assist etc. ”Those overall life skills should be realized into the lexical-grammar or the grammar and vocabulary” (Kurikulum, 2006). However, it must be remembered that teachers should not spend much their time only to teach grammar and vocabulary.

Pinter (2006:45) mentions that listening is an active skill and many factors that contribute to its difficulties. They are the type and the length of the text the children listen to and familiarity of the person who they are listening to. It is easier for students to listen to their teacher than to recordings because teachers can adjust their speed and modify their language. The teacher can also repeat message, use gestures, and facial expressions to help children to work out the meaning.

The overall success of teaching listening depends on the teachers as the major sources of language. In relation to this view Richard and Rodgers (2001:28) explain that the teacher roles are similarly related ultimately both to assumption about language and language learning at the level of approach. Some methods and strategies are totally dependent upon the teacher as a source of knowledge and direction, consultant, guide, and model for learning.

There are some variety of materials available to learners and teachers, such as in the form of video and audio tapes or language laboratory media. According to Lie (2004) there are only few teachers who use the media of language laboratory or tape-deck in a classroom. By using the media of language laboratory, the teachers are expected to be able to help students master English through listening and to train them listen to their teacher’s voice or the native-speaker. Unfortunately, not all schools are able to use this media to develop students’ ability in listening skills because it is very expensive to construct.

Harmer (2001:141) affirms the idea in the above paragraph that the language laboratory helps to train some students to really listen to what they say and how they say it. When they compare their pronunciation with correct version on the tape, they begin to notice the differences, and this awareness over period helps them to hear and pronounce English better as hearing sound. Furthermore, Harmer (2001:142) mentions that the modern language laboratory has ten or twenty booths, each equipped with a tape deck, headphones, microphone, and now computer. Students can work on their own, can be paired or grouped with other students, or can interact on a one-to-one basis with the teacher. The teacher can broadcast the same work with different material. Students can interact with each other, and written texts can be sent to each computer screen.

It must be remembered that teaching listening in the language laboratory is not an easy job for junior high school English teacher to grade VII because it

is new medium of instruction for them. Teachers should be the facilitator who provides significant guidance in the students’ use of language laboratory tools and support weaker students. Teachers should identify the problems faced by students in teaching listening in language laboratory such as the level of listening material, the use of native-based cassette or VCD, students’ limited grammatical and vocabulary, inability to interpret, etc. Underwood (1989) mentions that these problems as being related to students’ different background such as their culture and education. The students whose culture and education includes a strong storytelling and oral communication tradition are generally better at listening comprehension.

Therefore, teachers should be able to design, prepare, and apply the appropriate strategies related to the students’ problems in teaching listening. Based on the description above, the study examines the strategies used by the English teacher in teaching listening to grade VII of a junior high school in the language laboratory. Furthermore, it attempts to find out the strengths and weaknesses of the strategies used by the English teacher and the students’ responses toward the strategies used by the English teacher.

1.2 Statement of the Problems

This study explores an English teacher’s strategies used in teaching listening to grade VII in a junior high school in Tanjung Pinang. Furthermore, it observes the strengths and weaknesses of the strategies used by the English

teacher, and also the students’ responses toward the strategies used by the English teacher in teaching listening in the language laboratory.

Related to the situation above, this study formulates the problem in the following research questions:

1. What strategies does the English teacher use in teaching listening skill to grade VII of a junior high school in the language laboratory?

2. What are the strengths and weaknesses of the strategies used by the English teacher?

3. What are the students’ responses toward the strategies used by the English teacher?

1.3 The objectives of the Study

Based on the problem mentioned above, the present study aims:

1 to find the English teacher’s strategies in teaching listening to grade VII of a junior high school in the language laboratory,

2 to find the strengths and weaknesses of the strategies used by the English teacher,

3 To find the students’ responses toward the strategies used by the English teacher.

1.4 Scope and Limitation of the Study

This study attempts to investigate an English teacher who used language laboratory in teaching listening to grade VII in junior high school in Tanjung

Pinang. More specifically, this study describes the English teacher’s strategies, the strengths and weaknesses of the strategies, and the students’ responses toward the English teacher’s strategies used in teaching listening in the language laboratory.

1.5 Research Method

Three main aspects of the research are discussed: first, research design; second, data collection method, and third data analysis method. This study employed both qualitative and descriptive quantitative design by employing a case study. The study employed three instruments to collect data: observation, interview, and questionnaire. To support collecting data, the study used document analysis such as lesson plans, subject materials, and achievement of students in learning English. Detail elaboration of research method is presented in chapter III.

1.6 Thesis Organization

This thesis is organized in five chapters. The current chapter I is a general introduction. Chapter II describes the theory of teaching listening in the language lab. Chapter III describes the research methodology which comprises research design, data collection, and data analysis method. Chapter IV elaborates findings and discussion. Chapter V conclusion the thesis and offers suggestions.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes methodological aspects of the present study which attempts to find information about teacher’s strategies in teaching listening in the language laboratory, their strengths and weaknesses, and the students’ responses toward teacher’s strategies. Three main aspects of the study are discussed: first, research design; second, data collection method; and third, data analysis method.

This study uses both qualitative and descriptive quantitative design by employing a case study. Three instruments of data collection methods: observation, interview, questionnaire, and supported by document analysis as the data collection techniques.

3.1 Research Design

This is a qualitative and descriptive quantitative study. It presented the results of analyzing data that consists of detailed description situation. Gall & Borg (1979) states that “descriptive research has yielded much valuable knowledge about opinion, attitude, and practices. The data are collected in natural setting without being manipulating, every detail data contributes to better understanding of behavior, tha data focuses on process, and participants’

item of view is essential; therefore, the objective of qualitative research is to understand participants from their items of view (McMillan, 1989).

Furthermore, Merriam (1988:16) mentions that “A qualitative data consists of detailed description situations, events, people, attitudes, believes and thoughts; excerpts or entire passages from documents, correspondence, records and case histories”. This study can be considered as in case study because it posseses the characteristics of a case study among others.

The case of this study is to do with the people suh as an English teacher and seventy-two students as reseach participants. In line with this, Merriam (1998) mentions that “a case study presents that the case, then, could be person such as a teacher, a student, a principles, a program, and so on. The analysis of the finding was aimed at presenting how the teacher implemented strategies in teaching listening in the language laboratory, their strengths and weaknesess, and the students’ responses toward the teacher’s strategies.

The other characteristics of a case study are it can be conducted in small scale (Merriam, 1988; Nunan, 1992; Connole et. al., 1993). A case study which is in line with this study is it used a variety of lines of action in its gathering segments and can meaningfully make up and contribute to the application of theory (Yin, 2003 as cited in Berg, 2007). Hence, this study employed multiple data collection techniques, namely observation, interview, questionnaire, and document analysis.

While, descriptive quantitative method in term of desriptive statistics is to analyze the students’ responses toward the strategies used by the English

teacher. Hence, this study employed three instruments of data collection methods; observation, interview, questionnaire, and supported by document analysis.

3.1.1 Setting of the Study

The study was conducted in a junior high school in Tanjung Pinang Kota Kepulauan Riau Province. It is a National Standard School which recently has become one of the most favorite junior high schools there. It has five classes for grade VII which consist of one bilingual class and four regular classes with 180 students, it equipped with a language laboratory that consists of 38 booths equipped with CCTV, headset, computer, microphone, tape recorder, TV, internet, VCD/DVD player, LCD, and just one English teacher who teaches them and they study listening skill in the language laboratory.

The access for the study became the reason why this study conducted in this school because the English teacher as participant is my fellow teacher in the group of course teachers (MGMP) in Kepulauan Riau Province. The teacher as the subject ever taught at the same school with the researcher for three years in a junior high school in Lingga Regency Kepulauan Riau Province

Thus, with the selection of the school being the research site, it is easy for this study to get an access to conduct his observation as well as to interview both teacher and students and questionnaire for the students.

3.1.2 Subjects of the Study

The subjects of this study include one English teacher who teaches grade VII students and seventy-two students of junior high school in Tanjung Pinang Kota. They voluntary participated in this study. The teacher was chosen beacuse there was one English teacher who teaches at grade VII and automatically she became the subject. She has taught English almost ten years and has experiences in teaching and learning in the language laboratory so that she can give valuable information relates to this study.

Generally, grade VII students of junior high school age 11 until 14 years old. They may be categorized as young learners. It likes Slattery and Willis (2005:54) state that: “young learners (YL) were 7-12 years old; very young learners (VYL) were defined is under 7 years of age.” Harmer (2001:38) supports the idea with his statement as follow “young children, especially those up the age of nine or ten, learn different from older children, adolescent and adult.”

To teach children or young learners English as a second language requires specific skills and intuitions that differ from those appropriate for adult teaching. Five considerations may help give some practical approaches to teach children; they are intellectual development, attention span, sensory input, effective factors surrounding ego, sefl image and sefl-esteem are at their pinnacle, authentic, and meaningful language (Brown, 2001:87-90)

Furthermore, this study chose seventy-two students at grade VII as the subjects comprising thirty six students of bilingual class and thirty six students of regular class. They were taken to represent the five classes of grade VII In teaching science, mathematics, and Indonesian in the bilingual class almost 50% of teachers use English, 90% use English in the language laboratory, and they visit foreign tourist resorts to practice their English every month, but the regular classes do not. They function as the subjects of this study for the purpose of obtaining data and information needed to find out the students’ responses toward the strategies used by the English teacher. Besides that, this way was intended to know the situation of students in the class observation.

3.2 Instruments for Data Collection

In collecting data, this study used the appropriate instruments such as Observation, interview, questionnaire, and supported by document analysis which provided extremely rich, detailed, and in-depth information. All data collection was recorded in order to keep the authenticity of the data.

3.2.1 Class Observation

The observation in this study was conducted to observe what the teacher says and does what the students’ responses toward teaching and learning listening in the language laboratory. In relation to this study, Van Lier (1988)

says “observation notes focused on what was said and done by both the teacher and students in the interactional setting” as cited in (Emilia, 2008).

The intensive classroom observation was conducted three times for each class in the first week until the second week of February 2009. During classroom observation, the observer sat among the students observing teacher’s activities and taking notes on the steps taken by teacher; teacher’s strategies and teacher’s skills in conducting teaching-learning process.

The purpose of this way was to investigate how far the teacher implemented strategies in teaching listening in the language lab, the strengths and weaknesses, and the students’ responses toward teacher’s strategies. The observer did not take part in the classroom activity or acted non-participant observer.

The class was observed carefully until the observer enable to identify the pattern of teacher’s strategies in teaching listening in the language laboratory, the strengths and weaknesses, and students’ responses toward the strategies used by the English teacher. During the classroom observation the observer paid attention to the teacher’s presentation, methods, strategies, and teacher or students interaction in conducting the classroom activities.

This study used classroom observation checklist adapted from synthesis underpinned theories that can be seen in Appendix 1. In order to get the reliable data, the observer made field notes during observing the teaching and learning activities and the result of field notes was written in the observation sheet that can be seen in Appendix 1.2. The observer also used vediotape to record more

accurate data. The videotaping records all of activities, specifically during teaching and learning activities in the language lab. The research schedule arranged as drawn in Table 3.1 below.

Table 3.1 Research schedule for class activities

No Class Kind of

text

Day/Date Time Topic

1. VIIA Descriptive Thursday, 12th February 2009

07:30-09:00 A descriptive text which describes a particular person 2. VIIB Descriptive Thursday, 12th February

2009

09:00-10:30 A descriptive text which describes a particular person 3. VIIA Procedure Tuesday, 17th February

2009

07:30-09:00 Picture matching and note-taking dictation 4. VIIB Procedure Tuesday, 17th February

2009

09:00-10:30 Picture matching and note-taking dictation 5. VIIA Narrative Thursday, 19th February

2009

07:30-09:00 Seek orientation, complication, and resolution in the story of Cinderella

6. VIIB Narrative Thursday, 19th February 2009

09:00-10:30 Seek orientation, complication, and resolution in the story of Cinderella

3.2.2 Interviews

In order to know the teacher’s opinion, expectation, and experiences of strategies in teaching listening in the language lab, to know the strengths and weaknesses, and to explore the students’ responses toward the strategies used by the English teacher, interviews were given to the teacher and the students The interview was conducted to support the data from observation. The interview data were analysed in several step such as transcribed the transcription, categorized into central theme, and interpretation. Relavent to the

issue Kvale (1996) says “the data from interview were then transcribed, categorized, and interpreted to address the research questions”.

3.2.2.1Teacher Interview

Regarding with the function of interview which was used to gather the data and information, the interview to an English teacher was relevant to answer the research questions number 1, 2, and 3 that is to investigate how far the teacher implements strategies in teaching listening in the language laboratory, their strengths and weaknesses, and the students’ responses toward teacher’s strategies.

The interview was carried out after the class ended with the questions in Bahasa Indonesia and this study prepared the list of questions which can be seen in Appendix 2. The interview was in the form of semi-structured that lasted for 35 minutes and it was initiated with open ended question. The questions were then followed by subsequent questions, which were conversational, in an attempt to get the interviewee to further discuss what she has mentioned in her answers. The interview was also recorded. Thus, the interviewee’s contribution can be recoreded and reanalyzed after the interview.

3.2.2.2 Students Interview

Interview to the students was used to answer the research questions number 3. It included the students’ responses toward the strategies used by the English teacher. The interview was in the form of semi-structure that lasted for

6 to 8 minutes for each student. It was carried out in Bahasa Indonesia to the thirty students who consist of fifteen students of bilingual class and fifteen students of regular class. Each class was classified into three groups; five students from the high proficiency, five from middle, five from low ones. The questions were followed by subsequent questions, which were conversational, an attempt to get information and data to further discuss what they had mentioned in their answers. Therefore, there was no limitation of the number of questions asked to each participant. The interview was recorded, thus, all the interviewees’ contribution can be reanalyzed after the interview. The list of questions can be seen in Appendix 3. The schedule of interview can be seen in Table 3.2 below.

Table 3.2 Schedule of interview with teacher and students

Interview Time and Place

First interview February 19th-20th, 2009 with the students in the classroom Second interview February 22nd, 2009 with the teacher in the teachers’ room

3.2.3 Questionnaire

Questionnaire was distributed to the seventy-two students on February, 23rd 2009 after following listening class in the language laboratory. The questionnaire was aimed to answer the research question number 3 concerning the students’ responses toward the strategies used by the English teacher in teaching listening in the language laboratory. The questionnaire consists of fifteen questions in the form of closed item with likert scale as Nunan

(1992:143) mentions that “A closed item is one in which the range of possible responses in determined by the researcher, for example: foreign language should be compulsory in high school: Agree/neutral/disagree.”

According to Arikunto (1996) there are six aspects of questionnaire guideline; (1) learning material input, (2) listening activities, (3) listening goals, (4) listening competencies, (5) listening difficulties, and (6) problem-solving strategies. The study used Likert scale questionnaire to check the students’ responses toward teacher’s strategies with five alternative responses; strongly agree, agree, undecided, disagree, strongly disagree as Gall, Gall & Borg (2003:214) state that “ A Likert scale asks individuals to check their level of agreement (e.g. strongly agree, agree, undecided, disagree, or strongly agree).”

The questionnaire was written in Bahasa Indonesia to ensure complete understanding of items by participants. The questionnaire guide was presented in Appendix 4.

3.2.4 Documents Analysis

This study gathered additional information from documents to get the data required more accurately. The document data was taken from the materials used by English teacher, lesson plan, and the students’ achievement in teaching English in the language laboratory. The data and information gathered from document were used to support findings from classroom observation and interview. The result of the documentation can be seen in Appendix 5.

In line with the instruments to collect data above, triangulation took place in this study. The triangulation has function to validate data Wiersma (1986) as cited in Sugiyono (2008) mentions that “triangulation is qualitative cross-validation. It assesses the sufficiency of the data that relates to the convergence of multiple data sources or multiple data collection procedures”.

3.3 Data Analysis

The data of this study were analyzed through qualitative and descriptive quantitative data analysis. The data analysis was immediately conducted after the data from observation, interview, questionnaire, and from document were available. All data were analyzed on basis of the research questions stated in chapter one, and were categorized into three main central themes: the teacher’s strategies, the strengths and weaknesses, and the students’ responses toward the strategies used by the English teacher in teaching listening in the language laboratory. There were two techniques in analyzing the data.

3.3.1 Qualitative Data

To answer the research questions number 1 concerning the teacher’s strategies in teaching listening in the language laboratory, number 2 concerning the strengths and weaknesses of the strategies used by the English teacher, and number 3 concerning the students’ responses toward the strategies used by the English teacher, observation and interview were carried out.

To support the answer of the research question number 1, document analysis was also conducted. The documentation, which covered students’ text, was useful to gain data about the students’ knowledge of developing skills in learning listening. Furthermore, teacher’s lesson plans, teaching listening materials, and students’ achievement were also taken to be analyzed to support the above findings.

.

3.3.2 Descriptive Quantitative Data

The descriptive quantitative questionnaire was applied to find respondents’ tendency on perception, opinion, and judgment. It was used to analyze the students’ responses toward the strategies used by the English teacher by using questionnaire. The data were analyzed by using the most basic descriptive statistic (frequency) which refers to how often something occurs. The steps were as the following:

- Scoring the students’ responses on the questionnaire.

- Calculate the questionnaire to find frequency and percentage.

- Make a table consist of the statement, the frequencies and the percentage that have been computed.

To get a more a specific description of the data collection and analysis techniques above are described in the tabulation below.

Table 3.3 Data collection and analysis techniques

No Research questions Data collection techniques Data analysis techniques 1. 1. What strategies does Observation, Interview, and Descriptive

the English teacher use in teaching listening skill to Grade VII students of Junior High School in the language laboratory?

document analysis method

2. 2. What are the

strengths and

weaknesses of the strategies used by the English teacher?

Observation and Interview Descriptive analysis method

3. 3. What are the students’ responses toward the strategies used by the English teacher?

Observation, interview, and questionnaire

Descriptive analysis method

3.4 Summary of Chapter 3

This chapter has discussed the detail context of the study. This study employed both qualitative and desriptive quantitative design by employing a case study. The setting of the study was a junior high school in Tanjung Pinang Kota and it involved an English teacher and seventy-two students grade VII as the participants.

The data for the study were collected through observation, interview, questionnaire, and supported with document analysis. This chapter basically has described how the study was conducted, thus, the next chapter, chapter 4 gave detail description of the findings and discussions.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter discusses the conclusion of the present study. There are two parts in this chapter. The first part presents the conclusion of the study and the second part presents suggestions.This part will also present the limitation of study which may become the point to consider for further study.

5.1 CONCLUSIONS

This study investigates how the English teacher implemented strategies in teaching listening to grade VII of a junior high school in the language laboratory, the strengths and weaknesses of the strategies used by the English teacher, and the students’ responses toward the strategies used by the English teacher.

The data analysis shows that the teacher was aware of the importance of strategies in teaching-learning process. In delivering the lesson, the teacher implemented some strategies such as the teacher prepared lesson plans, selected and identified materials that needed in the language laboratory practice, and chose the type of drill the best suited the purpose of the study. Moreover, to motivate the students, the teacher prepared reward to give to the students who could do their work well and gave feedback in the form of correction to the students’ mistakes. The teacher conducted some exercises such as drilling, asking the students to fill in the blank, dictation, and retelling

the story. The teacher also offered reward to the student who was able to answer the questions given. In conclusion, by implementing the appropriate strategies related to the students’ problem in teaching listening, the teacher will be easier to help the students in mastering English especially listening and speaking. Besides, the students will be more responsive in following the listening activities.

The strengths of the English teacher’s strategies used in teaching listening in the language laboratory are (1) among other the teachers could more easily help the students to master listening and speaking because the tools available in the language laboratory enabled her to control the students’ activities during teaching-learning process. (2) The teacher used CCTV from master control to individual students or groups and to broadcast the same taped material to each booth, or to have different students or groups of students work with different material. (3) The teacher could not only listen, but also talk with one student at a time by using headsets or microphones. In addition, the teacher can join booths in pairs or groups, irrespective of their position by selecting them on the screen.

Furthermore, in the language laboratory, the students could interact with each other or their teacher by using headsets or microphones. One student’s written text could be sent to the others through the computer screen. Besides that, the students could use playback and recording equipment to practice the language and to compare the way they said things with correct pronunciation on a source tape.

All facilities in the language laboratory seem to facilitate the students to develop their abilities in English especially in listening and speaking besides they could also learn to master and to recognize how to use the instruments in the language laboratory.

The weaknesses of the English teacher’s strategies used in teaching listening in the language laboratory are (1) the teacher couldn’t operate the master control well and she was helped by the language laboratory assistant. Therefore, the teacher depended on the language laboratory assistant to operate the master control. (2) In early stage of the lesson, the teacher did not explain grammar and vocabulary aspects related to the given text. (3) With the large class, the teacher couldn’t evaluate the students’ works one by one periodically. (4) The time allocation for teacher to present the material of English was not proportional to a large class with thirty-six students, so the teacher couldn’t focus to individual students’ achievement in teaching listening in the language laboratory.

Besides that, the listening materials which were presented by the native speaker’s dialogue and action seemed to be difficult to grasp by the students. The students faced difficulty in processed speed, input retention, and processed distraction to interpret messages or information. The spoken features still gave effect to the student to get information and messages from each text. The length of the sentences or texts also influenced to the students to understand what the speaker’s meant or instruction in the texts. In other words, to be able to conduct teaching and learning process successfully in language laboratory,

the teacher must be able to operate the equipments of the laboratory appropriately. Besides, the teacher must be selective in using materials for teaching listening. For this, the materials used must be simplified based on the students’ proficiency and interest.

Although the students found it difficulty to catch the listening materials however, the students responded positively toward teacher’s strategies in teaching listening in the language laboratory. They felt interested, more active, comfortable and enjoyable when they studied in the language laboratory. They admitted that their knowledge of English especially in listening and speaking skills had increased. In other words, to achieve strategies in teaching listening more successfully, the teacher should identify the students’ problem. While, to present listening materials, the teacher should be relaxed, pleasant, and enjoyable.

As this study only investigated the English teacher’s strategies and students’ responses in teaching listening in the language laboratory at one site, the result of this study cannot be generalized into large scope. Therefore, further studies are suggested to involve large scope, more participants, different setting of schools, different focus of the study, and to explore the effect of strategies on students’ schievement in English. With regard to the weaknesses, however, the study presents useful information about teacher’s strategies and students’ responses in teaching listening in the language laboratory.

In order that the teaching-learning process in language laboratory can be carried out more successfully, the teacher should pay more attention to the students who couldn’t operate the laboratory tools. Regarding this problem, the teacher should ask the language laborant to facilitate the students in operating the tools.

Besides, the teacher should also explain grammar and vocabulary aspects related to the given texts. This will be important for assisting the students to follow and comprehend the materials of listening tasks. For this regard, the teacher should cooperate with other teachers in designing, adapting, and selecting the materials that will be used to carry out teaching listening in the language laboratory. Additionally, to make the listening activities more interesting, the students must be provided with various kinds of materials. Concerning this, it is suggested to select the materials which are closed related to the students’ interest. Finally, to get maximal learning process, it is suggested for the teacher to apply the appropriate strategies related to the students’ problems in teaching listening in the language laboratory.

REFERENCES

Alwasilah, C. A. (2002), Pokoknya Kualitatif: Dasar-Dasar Merancang dan

Melakukan Penelitian kualitatif. Jakarta, Pustaka Jaya.

Arikunto, S. (1996), Prosedur Penelitian Suatu Pendekatan Praktis, Jakarta: Rineka cipta.

Barson, J. & Debski, R. (1996)., Calling Back CALL. Honolulu: University of Hawaii.

Brinton, D. M. (2001), The use of media in language teaching. Boston, MA: Heinle and Heinle.

Brewster, J. and Ellis, G. (1991), The Storytelling Handbook. A guide for

Primary

Teachers of English, England: Penguin Books Ltd.

Brown, H. D. (2001), Teaching by Principles. An Introduction approach to

Language Pedagogy. New York : Addison Wesley Longman, Inc.

Berg, B.L. (2007), Qualitative Research Methods for the Social Sciences. Sixth Edition (6th Edition). United State of America: Pearson Education, Inc

Cameron, L. (2001,. Teaching Languages to Young Learners. United Kingdom:

Cambridge University Press.

Celce-Murcia, M. (1991), Teaching English as a Second or Foreign Langauge

2nd

Edition. Massachusetts: Heinle & Heinle Publishers.

Chen, Yiching. (2005). Barriers to Acquiring Listening Strategies for EFL

Learners and Their Pedagogical from College. Foreign Language

Annuals.http://tesl_ej.org/ej32/a2.html

Cox, C. (1999), Teaching Language Arts. A students-And Response-Centred

Classroom. USA: A Viacom Company.

Danaher, M & Danaher, P (1998), The Benefit of Language Laboratories for

Learning Japanese as a Foreign Language. Central Queensland

Australia. Language Learning Journal, December 1998, No 18 50-55. http://www.ittmfl.org.uk/modules/itc/2d/paper2d3.pdf

Departemet Pendidikan Nasioanl, (2004), Kurikulum Bahasa Inggris Untuk

Tingkat SMP dan Madrasah Tsanawiyah: Standar Kompetensi,

Jakarta:

Departemen Pendidikan Nasional.

Emilia, E. (2008), Menulis Tesis dan Disertasi. Bandung: ALFABETA.

Eslami. R. Z & Rasekh. A. E. (2007), Discourse Marker in Academic Lectures.

Asian EFL Journal.

http://www.asian_efl_journal.com/site_map_2007.php

Gall, Gall & Borg (2003), Educational Research: An ntroduction. Seventh Edition.

Oregon. Pearson, Ltd.

Gall, Gall & Borg (1979), Educational Research: An Introduction. Third Edition.

Oregon. Pearson Education, Ltd.

Gebhart, J. G. (1996), Teaching English as a Foreign or Second Language:

A Teacher Self-Development and Methodology Guide. Michigan: the

University of Michigan Press.

Guo, N. (2005), An Investigation of Factors Influencing English Listening

Comprehension and Possible measures for Improvement. http://www.aare.edu.au./05pap/0588/pdf/. (June 6.2006).

Gordon, Ronald, D. (1985), “Empathy the state of the art and science”. Paper Presential at the International Conference of the World Communication

Association, 1985. 16pp (ED 260 470).

Harmer, J. (2001), The Practice of English Language teaching. England Pearson Education Limited.

Harmer, J. (1998), How to teach English. An Introduction to the practice of

English Language Teaching. England: Addison Wesley Longman

Limited.

Hadley, A. O. (2001), Teaching Language in Context. Boston: Heinle & Heinle.

Hoven, D. (1999), A Model for Listening and Viewing Comprehension in

http//llt.msu.edu/vol3numl/hoven/index.html (February 1, 2006) Hoven, D. (1997), Improving the Management Flow of Control in Computer

Assisted Listening Comprehension Tasks for Second and Foreign Language.

http://www.users.bigpond.net.au/cryptsoft/dlh/thesii/ (April 28, 2006). Huda, Nuril. (1999), Language Learning and Teaching. Malang: IKIP Malang Publisher.

Klave, S. (1996), Interview. An Introduction to Qualitative Research

Interviewing.

California: SAGE Publication, Inc.

Lado, R. (1979), Language Teaching, A scientific approach. New York: McGraw-

Hill Inc., .

Lie, A. (2004), Pengajaran Bahasa Asing: Antara Sekolah dan Kursus. Available

At: http://www. kompas.com/kompas-cetak/0407/08/pendIN/119942: Htm. (February 4, 2006)

Lundsteen, (1985), Listening and Story Structure in Books for Young Children.

Paper presented at the 6th Annual Meeting of the International Latening

Association.

http://www.ericdigests.org/pre-928/listening.htm

Maxwell, Joseph A. (1996), Qualitative Research Design: An Interactive

Approach. California: SAGE Publications Inc.

McMillan, J.H., & Schumacher, S (1989), Research in Education:

Conceptual

Introduction. New York: Haper Collin.

Merriam, S. B. (1988), Case Study Research in Education: A Qualitattive

Approach. San Fransisco: Jossey-Bass Publisher.

Merriam, S. B. (1998), Qualitative Research and Case Study Application in

Education. San Fransisco: Jossey-Bass Publisher.

Murdibjono, W. A. (1997), The Development of TEFL Indonesia. Malang: Penerbit IKIP Malang.

Mohammed, K. (2005), Developing The Teaching of Listening

Comprehension

in at Middle Schools.

http://www.univ-batna.dz/thesis/fac-le/Khanchali/these,pdf. (June 5, 2006).

Moran, D. (2005), Teaching Listening to Lower Level Learners. 18th Annual EA

Education Conference. http://www.englishaustralia.com.au/ea Conference 05 proceeding/pdf/moran/pdf

Nunan, D. (2003), Practical English Teaching. Boston:McGraw-Hill Book Company.

Nunan, D. (1992), Second Language teaching & Learning. Boston: Heinle & Heinle Publishers.

Nunan, D. (1992), Research Methodology in Language Learning. New York: Cambridge University Press.

Osada, A. (2004), Listening Comprehension research: A Brief Review of the

Past

Thirty Years.

http://talk-waseda.net/dialogue/no03/2004/2004dialogue03K4.pdf. (June 6, 2006).

Oxford, R. L. (1993), Research Update on Teaching L2 Listening, System 21. London Heinle & Heinle.

Plass. L. Jan. (1998), Design and evaluation of the user interface of foreign

Multimedia software: a cognitive approach. University of Mexico.

Philips, S. (1993), Teaching For Young Learners. Oxford University Press. Pinter, A. (2006), Teaching for Young Learners. Oxford University Press. Richard, J. C and Rodgers, T. S, (1996), Approach Methods in Language

Teaching, Cambridge University Press.

Richard, J. (1990), The languageTeaching Matrix. Cambridge, Cambridge University.

Richard, J. (2001), Approaches and Methods in Language Teaching. Cambridge: CUP.

An Invitation to Social Study. National Council for The Social Studies.

3501 Newark Street, NW. Washington DC.

Ronald Lier, V. (1988), The Classroom and the Language Learner. Applied

Linguistics and Language Study. England: Longman Group United

Kingdom Limited.

Rost, M. (2002), Teaching and Research Listening. Pearson Education Limited.

Ronald & Roskelly, (1985), Listening as an Act of Composing. Paper presented at

the 36th Conference on College composition and communication. http://.www.ericdigests.org/pre-928/listening.htm

Saricoban, A. (1999), The Teaching of Listening. The TESL Journal http://www.itslj.org.

Schwarts, A. (2006), Listening in a Foreign Language in Modules for the

professi-

onal Preparation of Teaching assistant in Foreign Language. http://www.ericdigest.org/pre-928/listening.htm.

Slatterly, M and Willis, J. (2003), English for Primary Teachers, Oxford University.

Slatterly, M and Willis, J. (2001), English for Primary Teachers, A handbook

of

activities and classroom language. New York: Oxford University

Press.

Steven, B. (2006), Teaching Listening. Cambridge: Cambridge University Press.

Sugiyono (2006), Metode Penelitian Pendidikan. Pendekattan Kulitatif,

Kuantitatif, dan R&D. Bandung: ALFABETA.

Thao Phuong. T. V. (2003), the Contribution of Multimedia Tools to EFL

Setting

unfamiliar with Technology. ASIAN EFL JOURNAL.

http://www.asian_efl_journal.com/sep_03_subvtptp.pdf

The National Capital Langauge Recourse Center (NCLRC), Teaching listening.

Washington DC.

Travers, M. (2001), Qualitative Research through Case Studies. London: SAGE

Publications, Inc.

Turner, D. John, (1968), Programming for the Language Laboratory, University

of London Press LTD.

Underwood, M. (1998), Teaching Listening. New York Longman.

Ur, Penny, (1986). Teaching Listening Comprehension. London: Cambridge University Press.

Wilson, D & Thayalan, V (2007) The Significance of the Language Lab In

Communication. Bharathiar University, India.

http://www3.telus.net/linguisticsissues/index,html. (July 2007)

Woodward, T. (2001), Planning Lesson and Course. United Kingdom: Cambridge

University Press.

Wright, A. (1995), Planning Lessons and Courses. United Kingdom: Cambridge

REFERENCES

Alwasilah, C. A. (2002), Pokoknya Kualitatif: Dasar-Dasar Merancang dan Melakukan Penelitian kualitatif. Jakarta, Pustaka Jaya.

Arikunto, S. (1996), Prosedur Penelitian Suatu Pendekatan Praktis, Jakarta: Rineka cipta.

Barson, J. & Debski, R. (1996)., Calling Back CALL. Honolulu: University of Hawaii.

Brinton, D. M. (2001), The use of media in language teaching. Boston, MA: Heinle and Heinle.

Brewster, J. and Ellis, G. (1991), The Storytelling Handbook. A guide for Primary

Teachers of English, England: Penguin Books Ltd.

Brown, H. D. (2001), Teaching by Principles. An Introduction approach to Language Pedagogy. New York : Addison Wesley Longman, Inc. Berg, B.L. (2007), Qualitative Research Methods for the Social Sciences. Sixth Edition (6th Edition). United State of America: Pearson Education, Inc

Cameron, L. (2001,. Teaching Languages to Young Learners. United Kingdom:

Cambridge University Press.

Celce-Murcia, M. (1991), Teaching English as a Second or Foreign Langauge 2nd

Edition. Massachusetts: Heinle & Heinle Publishers.

Chen, Yiching. (2005). Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical from College. Foreign Language Annuals.http://tesl_ej.org/ej32/a2.html

Cox, C. (1999), Teaching Language Arts. A students-And Response-Centred Classroom. USA: A Viacom Company.

Danaher, M & Danaher, P (1998), The Benefit of Language Laboratories for Learning Japanese as a Foreign Language. Central Queensland Australia. Language Learning Journal, December 1998, No 18 50-55. http://www.ittmfl.org.uk/modules/itc/2d/paper2d3.pdf

Departemet Pendidikan Nasioanl, (2004), Kurikulum Bahasa Inggris Untuk Tingkat SMP dan Madrasah Tsanawiyah: Standar Kompetensi, Jakarta:

Departemen Pendidikan Nasional.

Emilia, E. (2008), Menulis Tesis dan Disertasi. Bandung: ALFABETA.

Eslami. R. Z & Rasekh. A. E. (2007), Discourse Marker in Academic Lectures. Asian EFL Journal.

http://www.asian_efl_journal.com/site_map_2007.php

Gall, Gall & Borg (2003), Educational Research: An ntroduction. Seventh Edition.

Oregon. Pearson, Ltd.

Gall, Gall & Borg (1979), Educational Research: An Introduction. Third Edition.

Oregon. Pearson Education, Ltd.

Gebhart, J. G. (1996), Teaching English as a Foreign or Second Language: A Teacher Self-Development and Methodology Guide. Michigan: the University of Michigan Press.

Guo, N. (2005), An Investigation of Factors Influencing English Listening Comprehension and Possible measures for Improvement.

http://www.aare.edu.au./05pap/0588/pdf/. (June 6.2006).

Gordon, Ronald, D. (1985), “Empathy the state of the art and science”. Paper Presential at the International Conference of the World Communication

Association, 1985. 16pp (ED 260 470).

Harmer, J. (2001), The Practice of English Language teaching. England Pearson Education Limited.

Harmer, J. (1998), How to teach English. An Introduction to the practice of English Language Teaching. England: Addison Wesley Longman Limited.

Hadley, A. O. (2001), Teaching Language in Context. Boston: Heinle & Heinle.

Hoven, D. (1999), A Model for Listening and Viewing Comprehension in Multimedia Environment.

http//llt.msu.edu/vol3numl/hoven/index.html (February 1, 2006) Hoven, D. (1997), Improving the Management Flow of Control in Computer Assisted Listening Comprehension Tasks for Second and Foreign Language.

http://www.users.bigpond.net.au/cryptsoft/dlh/thesii/ (April 28, 2006). Huda, Nuril. (1999), Language Learning and Teaching. Malang: IKIP Malang Publisher.

Klave, S. (1996), Interview. An Introduction to Qualitative Research Interviewing.

California: SAGE Publication, Inc.

Lado, R. (1979), Language Teaching, A scientific approach. New York: McGraw-

Hill Inc., .

Lie, A. (2004), Pengajaran Bahasa Asing: Antara Sekolah dan Kursus. Available

At: http://www. kompas.com/kompas-cetak/0407/08/pendIN/119942: Htm. (February 4, 2006)

Lundsteen, (1985), Listening and Story Structure in Books for Young Children. Paper presented at the 6th Annual Meeting of the International Latening

Association.

http://www.ericdigests.org/pre-928/listening.htm

Maxwell, Joseph A. (1996), Qualitative Research Design: An Interactive Approach. California: SAGE Publications Inc.

McMillan, J.H., & Schumacher, S (1989), Research in Education: Conceptual

Introduction. New York: Haper Collin.

Merriam, S. B. (1988), Case Study Research in Education: A Qualitattive Approach. San Fransisco: Jossey-Bass Publisher.

Merriam, S. B. (1998), Qualitative Research and Case Study Application in Education. San Fransisco: Jossey-Bass Publisher.

Murdibjono, W. A. (1997), The Development of TEFL Indonesia. Malang: Penerbit IKIP Malang.

Mohammed, K. (2005), Developing The Teaching of Listening Comprehension

in at Middle Schools.

http://www.univ-batna.dz/thesis/fac-le/Khanchali/these,pdf. (June 5, 2006).

Moran, D. (2005), Teaching Listening to Lower Level Learners. 18th Annual EA

Education Conference. http://www.englishaustralia.com.au/ea

Conference 05 proceeding/pdf/moran/pdf

Nunan, D. (2003), Practical English Teaching. Boston:McGraw-Hill Book Company.

Nunan, D. (1992), Second Language teaching & Learning. Boston: Heinle & Heinle Publishers.

Nunan, D. (1992), Research Methodology in Language Learning. New York: Cambridge University Press.

Osada, A. (2004), Listening Comprehension research: A Brief Review of the Past

Thirty Years.

http://talk-waseda.net/dialogue/no03/2004/2004dialogue03K4.pdf. (June 6, 2006).

Oxford, R. L. (1993), Research Update on Teaching L2 Listening, System 21. London Heinle & Heinle.

Plass. L. Jan. (1998), Design and evaluation of the user interface of foreign Multimedia software: a cognitive approach. University of Mexico. Philips, S. (1993), Teaching For Young Learners. Oxford University Press. Pinter, A. (2006), Teaching for Young Learners. Oxford University Press. Richard, J. C and Rodgers, T. S, (1996), Approach Methods in Language Teaching, Cambridge University Press.

Richard, J. (1990), The languageTeaching Matrix. Cambridge, Cambridge University.

Richard, J. (2001), Approaches and Methods in Language Teaching. Cambridge: CUP.

An Invitation to Social Study. National Council for The Social Studies. 3501 Newark Street, NW. Washington DC.

Ronald Lier, V. (1988), The Classroom and the Language Learner. Applied Linguistics and Language Study. England: Longman Group United Kingdom Limited.

Rost, M. (2002), Teaching and Research Listening. Pearson Education Limited.

Ronald & Roskelly, (1985), Listening as an Act of Composing. Paper presented at

the 36th Conference on College composition and communication. http://.www.ericdigests.org/pre-928/listening.htm

Saricoban, A. (1999), The Teaching of Listening. The TESL Journal http://www.itslj.org.

Schwarts, A. (2006), Listening in a Foreign Language in Modules for the professi-

onal Preparation of Teaching assistant in Foreign Language. http://www.ericdigest.org/pre-928/listening.htm.

Slatterly, M and Willis, J. (2003), English for Primary Teachers, Oxford University.

Slatterly, M and Willis, J. (2001), English for Primary Teachers, A handbook of

activities and classroom language. New York: Oxford University Press.

Steven, B. (2006), Teaching Listening. Cambridge: Cambridge University Press.

Sugiyono (2006), Metode Penelitian Pendidikan. Pendekattan Kulitatif, Kuantitatif, dan R&D. Bandung: ALFABETA.

Thao Phuong. T. V. (2003), the Contribution of Multimedia Tools to EFL Setting

unfamiliar with Technology. ASIAN EFL JOURNAL. http://www.asian_efl_journal.com/sep_03_subvtptp.pdf

The National Capital Langauge Recourse Center (NCLRC), Teaching listening. Washington DC.

Travers, M. (2001), Qualitative Research through Case Studies. London: SAGE

Publications, Inc.

Turner, D. John, (1968), Programming for the Language Laboratory, University

of London Press LTD.

Underwood, M. (1998), Teaching Listening. New York Longman.

Ur, Penny, (1986). Teaching Listening Comprehension. London: Cambridge University Press.

Wilson, D & Thayalan, V (2007) The Significance of the Language Lab In Communication. Bharathiar University, India.

http://www3.telus.net/linguisticsissues/index,html. (July 2007)

Woodward, T. (2001), Planning Lesson and Course. United Kingdom: Cambridge

University Press.

Wright, A. (1995), Planning Lessons and Courses. United Kingdom: Cambridge