Identifying the Entry Behavior

48 Tingkat Pendidikan for the tenth grade students of SMA Negeri 7. The steps conducted as follow:

1. Identifying the Entry Behavior

The entry behavior in this study is the students’ characteristics. Their characteristics can be divided into age, grade, interests, motivation and abilities. The writer took the sampling as purposive sampling. Before choosing the sampling, the writer cooperated with the teachers in SMA Negeri 7. The writer asked which class was it that represents the whole grade X in that school. The reason was that the teachers knew better than the writer about the condition of the X grade in that school. The writer also had once conducted a survey and spread the questionnaires in one of the classes there. The result was not representative enough for the study so the writer had to repeat the survey and the study. Then the writer took the sample from XIII class. The writer spread 40 questionnaires and received 36 questionnaires from the XIII students. Below are the results of the questionnaire: No Statements Points of Agreement Total 1 SD 2 D 3 A 4 SA 1. The students are happy to follow the English Listening lesson 6 26 4 36 2. The students can understand the English conversation or dialog during the lesson well 24 11 1 36 3. The students do not need the listening lesson 23 12 1 36 4. The students have a Listening handbook 5 27 3 1 36 5. The students are actively involved in answering the listening materials and 3 27 6 36 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49 discussions 6. The listening materials are delivered well and interestingly by the teachers 1 9 25 1 36 7. The tasks given in listening lesson are interesting and fun 1 11 22 2 36 8. The listening materials that I get interesting 13 22 1 36 9. There are a lot of supporting medias for teaching Listening 2 31 3 36 Table 4.1: The Results of the Questionnaire SD: Strongly Disagree A : Agree D : Disagree SA : Strongly Agree Below are the results of the questionnaire in the form of percentage No Statements Points of Agreement Total 1 SD 2 D 3 A 4 SA 1. The students are happy to follow the English Listening lesson 16.6 72.2 11.2 100 2. The students can understand the English conversation or dialog during the lesson well 66.6 30.6 2.8 100 3. The students do not need the listening lesson 63.8 33.4 2.8 100 4. The students have a Listening handbook 13.8 75 8.4 2.8 100 5. The students are actively involved in answering the listening materials and discussions 8.4 75 16.6 100 6. The listening materials are delivered well and interestingly by the teachers 2.8 25 69.4 2.8 100 7. The tasks given in listening lesson are interesting and fun 2.8 30.6 61.1 5.5 100 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 50 8. The listening materials that I get interesting 36.1 61.1 2.8 100 9. There are a lot of supporting medias for teaching Listening 5.5 86.1 8.4 100 Table 4.2: The result of the questionnaires in The Form of Percentage Below are the results of the questionnaire in the form of Central Tendency No Statements Central Tendency N Mean Mode Median 1. The students are happy to follow the English Listening lesson 36 2,94 3 3 2. The students can understand the English conversation or dialog during the lesson well 36 2,33 2 2 3. The students do not need the listening lesson 36 1,33 1 1 4. The students have a Listening handbook 36 2,19 2 2 5. The students are actively involved in answering the listening materials and discussions 36 2,05 2 2 6. The listening materials are delivered well and interestingly by the teachers 36 2,69 3 3 7. The tasks given in listening lesson are interesting and fun 36 2,66 3 3 8. The listening materials that I get interesting 36 2,66 3 3 9. There are a lot of supporting medias for teaching Listening 36 3.05 3 3 Table 4.3: The Results of The Questionnaire in the Form of Central Tendency Note: N : Number of respondents Median : Middle point Mean : Average points Mode : Point the frequently appears in the data The mean is the average feeling of the students toward the statements given to them. If the score of mean is 1 it means that the students strongly PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51 disagree with the statement. If the score of mean is 2 it means that the students disagree with the statement. If the score of mean is 3 it means that the students agree with the statement and the last if the score of mean is 4 it means that the students strongly agree with the statement. Score 1 and 2 describe or represent the negative feeling of the students toward the statements. Score 3 and 4 describe or represent the positive feeling of the students toward the statements. Statement number 1 was given to know students’ feeling toward the teaching learning process especially listening in the classroom. From the result of the questionnaire, the writer found interesting fact. Even though nearly all students said that listening is difficult they were happy to follow the listening lessons in the classroom. Knowing students feeling toward listening lesson, hopefully students will be more interested in learning listening. Students will learn effectively because they are happy with the listening. They are happy to learn listening in the classroom. This is shown by the score of the mean and the mode that is 3. Statement number 1 has correlation with statement number 7, number 8, and number 9. Statement number 7 clarifies how the listening materials and the assignments presented in the classroom, whether interesting or not. From statement number 7 more than 60 agree that the listening materials and the assignments given were fun and interesting. This result is shown by the score of the Mode and Mean that is 3 Statement number 8 emphasizes on the materials given. From the study, the given materials were interesting. This means that the students have 52 motivations in learning. Even though the materials were interesting but the teachers do not have plenty and various materials. Teachers also expected to be able to design and develop the listening materials. From the result of the statement number 9 students said that there are a lot of media to teach listening. Seeing how the students feel and factual condition from the questionnaire part 1, there are potentials in designing the set of listening materials. Students feel happy to follow listening even though it is difficult. This result shows us that the students are not boredom so they will have motivation to learn. The materials and lessons given in the classroom were interesting and fun. This result describes how the situation and condition in the classroom during listening lesson were. In this study, the writer will design a set of listening materials based on KTSP in such way so that students will be attracted to learn and feel fun in learning the listening materials. Teachers have the important roles in how to make the lessons and materials interesting. Hopefully by following the instructions in the teachers note, the presentation can be fun end enjoyable. Teachers also expected to be able to develop the designed materials so the students can get broader and deeper knowledge. Below the writer will summarize and explain the results of questionnaire part II. In this part, students were given four questions. In which they stated their opinion about the listening materials, difficulties that they have and overall process of the listening teaching learning process. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 The first question is about students’ point of view or feeling about listening. In this question students only chose one option but in other questions they can have more than one answer. If they chose difficult they must answer question number two. Question number two is about factors that make listening difficult. If they chose different answer beside “difficult”, they directly answer question number three. Question number three was about what they would do if they have difficulties in understanding the words or the vocabulary. Question number four was about what they did if they have listening materials or activities in the classroom when they get the listening materials from teachers. Below the results of questionnaire part two, No. Question Response Number 1. What do you think about listening? a. Difficult 23 b. Not too easy, not too difficult 11 c. Easy 2 d. Others, 2. If you think listening is difficult for you, what are the factors that you think make listening difficult? a. My vocabulary is limited 23 b. The English words sound strange 8 c. The materials are too fast 14 d. The materials are too long 4 e. I need materials’ repetition 3 f. I need more exercises 21 g. I do not pay attention 2 h. I feel afraid and nervous if I cannot follow the materials 8 i. Others : a. I am not enthusiastic b. I do not know how to read the words 1 2 3. What do you do when you find difficult words during the lesson? a. I ask my friend 24 b. I ask my teacher 17 c. I look in the dictionary 26 d. I ignore the words 4 e. Others, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54 4. What activities do you usually do when you get the listening materials in the classroom a. Drills from the teacher 18 b. Question and answer 16 c. Discussion 15 d. Problem solving 5 e. Filling the blanks 18 f. Responding to a problem 4 g. Others: a. matching b. listening to the teacher 1 1 Table 4.4: The Results of Questionnaire Part Two From the table above some interesting facts can be revealed. From question number one about their opinion about listening only two students answered easy, 23 students answered difficult and 11 students answered not too easy and not too difficult. From this data, the students want to develop their listening skill. By developing their listening skill, they also develop their English skills as well. Students also mentioned some factors that make listening difficult. In the listening class, students cannot understand the conversations or texts well. They confessed that the problems they have such as, they have limited vocabulary, they are not familiar with the sound of some words, sometimes the conversation or the materials were too fast, the materials were too long, and the students felt that they needed more exercises. Students sometimes also did not pay any attention to the materials. The reasons were they were not focus because they were not enthusiastic and they were reluctant to follow because the materials were difficult for them. Students also confessed that they needed materials repetition. When they were focusing in searching or comprehending the conversations or the text, they might not pay attention to the next materials. When this thing happens, they felt nervous and afraid because they could not follow the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55 Students also did not know some words. In this case, it has correlation with their statements that they have limited vocabulary and the English words sounded strange to them. In order to know the materials better, they felt they need the materials repetition. The factor why English words sounded strange is that they need more practice in pronunciation. Because when the students get used to the sound, they can have deeper and broader knowledge of the sound especially they will be more familiar with the pronunciation. In the end, they will feel more familiar with the sounds and the English words would be less strange to them. When they have difficult words in the listening class more than 60 students consulted with the dictionary. Some students also asked to the teacher about the meaning of difficult words. Some of these students usually do not bring any dictionary to the classroom. Then some students also asked their friends about the difficult words. However some students just ignore the difficult words. There are a lot of activities conducted inside the classroom. The writer provided some options about the activities conducted inside the classroom. From the results of questionnaire part two it is proven that teachers had conducted various activities to teach the listening in the classroom. Teachers use drilling techniques to emphasize the vocabulary items as well dictation and repetition listening to the cassette. Teachers also use fill in the blanks activity as the warm up activity and sometime use it as well as the whilst activity. Not only have that, to encourage students to speak teachers also used the question and answers technique. Students also had experienced the problem solving activities. Students had to solve the problems given in the lesson. 56 Based on the results finding from the questionnaire there are some solutions for the problem above: 1. Seeing that most of the students have limited vocabulary, the designed materials will include the list of vocabulary in the first part of the unit and the phonetic transcription. To make students familiar with the pronunciation, teachers teach the students how to pronounce the words. Teachers pronounce the words correctly then the students repeat after the teachers. This is meant to solve the problem that the English words sounded strange to them. Hopefully after knowing the difficult words that they will encounter they will easily get or understand the words. In other words, students have been equipped with the new words and their pronunciation. 2. In this designed the students will hear authentic listening materials by native speakers. Here the problem will be the pace of the conversation. To overcome this problem, the writer selected conversations or materials that are not too fast for the students. If students feel the recordings are too fast, the teachers can repeat the recording. 3. The materials are recorded in the mp3 format, so the sound will be clear enough. Because when using tape recorders the problem will lie on the cassette. It is common to have problems with the cassette. The problem is when the teachers often use the cassette sooner or later the recording will become unclear. So, to overcome this problem the recorded will be in the form of compact disc. Because in CD the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 57 recording will last longer and can be easily copied or repaired. If the recording in one CD becomes unclear the teachers can copy the recording or burn the mp3 file. 4. The teachers can repeat the recording and in the designed materials will be given redundancy text so that the students can follow the conversation well. This method can be done so that students can follow the conversations. For example teachers can play a recording three times. In the first recording students can be asked to listen so that they can know the characters in the conversation and what the relationship among the characters in the conversation. Then in the second listening, students are asked to take notes about the detailed information from the conversation then during the third recording students are asked to listen overall conversation. Because the students have already had the background information about the characters and the detail information from the previous recording. This to solve the problem that students are afraid and nervous because they cannot follow the conversation. By doing or repeating the recording the students can have more time to understand the conversation. These activities can also be used as the graded exercises for the students. The writer also conducted interviews with the teachers in SMA 7 Yogyakarta. From the interviews, the writer got the general characteristics about the condition of the students especially the tenth grade. The writer conducted interview because the writer believe through the interview the writer could get PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 58 sufficient data as the consideration in designing the materials and have another data to crosscheck the findings from the questionnaire given to the students. From this interview, the writer got the expectation toward the listening materials. The writer chose teachers that teach the tenth grade and teachers who teach the English skills such as listening and speaking. The discussion about the results from the interview will be divided into two parts. First part is about the general characteristics from the tenth grade and the second part is about the teaching learning process of teaching listening. From the interviews, the teachers gave general characteristics of the tenth grade. 1. Students are not fluent in the speaking skills 2. Students have limited vocabulary. 3. Some students are passive in the classroom because they do not understand the words used. 4. The students have a high motivation in learning English in the classroom. 5. Students need more exercises and activities. 6. The skills of the tenth grade in each class more or less the same. The gap between ones skill with another students was not high. From the interviews, the data are more or less same with the data from the questionnaires. Here the teachers have same opinion with the condition of the tenth grade. It was true that the students have limited vocabulary. Teachers have same opinion about the condition of the tenth grade and the results from the 59 questionnaires. About the claim that the students are passive can be supported with the data from the questionnaire. Because students have limited vocabulary, they are afraid to speak and do not how to express their opinion. Here the teachers should be able to make the students be more active in the classroom. Because the materials for the listening are interesting students have high motivation in learning. This is in accordance with the data from the questionnaire. Students also agreed that the materials and the presentations are interesting. This also proven by the completion of the given assignment by the students, when students are given assignment more than 70 complete given assignments, students directly tried to complete the assignment. This shows us that the students had interest in learning the listening. The skills that students have are more or less the same. The students need more exercises and activities to develop their skills. This will be discussed further in the next part of the result of the interview with the teachers. The writer also conducted some interviews with the teachers to gain factual data about the teaching learning process of teaching listening. From the interviews about the listening, teachers mentioned some problems and strengths in the process. Here are the results of the interview. 1. Teachers have problems with the materials available. 2. Teachers vary their presentation 3. Teachers have interesting materials 4. Teachers cannot develop the listening materials 5. Teachers do not have sufficient budget to design listening materials PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 60 6. Teachers have sufficient or various media to teach listening 7. Teachers often use songs and TOEIC exercises 8. Teachers rarely use movies in the classroom. 9. Teachers do not have listening handbooks. From the result above, teachers admitted that they need more listening materials. Even though they can vary their teaching, but they realized sooner or later the students will be bored with the same materials. Teachers also cannot develop the listening materials because they have problem with budget and the time. They are too busy so they rely on the TOEIC and songs to teach listening. This data is in accordance with the data from the questionnaire from the students. They admitted that they get various presentation and the materials are interesting but t he students are stressful and nervous because the materials are difficult and the pace also too fast. In the SMA 7 the media that support the teaching learning process are sufficient. It is proven from the questionnaire. The students admitted that the media to teach listening are plenty and various. In the classroom they admitted they had conducted various activities. Teaches used drilling activity by drilling the vocabulary of difficult words in the listening conversation. Teachers also conducted fill in the blank activities. The teachers played a song, the students first asked to listen and do nothing. Then after playing it once more, the students were asked to start to fill in the blanks based on the words that they hear. Then they discussed the song together. In the problem solving activities, the students watched a movie then asked to make solutions for the problem that they find from the movie. 61 Teachers often use TOEIC exercises in the classroom. In the TOEIC, the dialogs are various and divided part by part for example, part about time, expressing something, and etc. here in the TOEIC exercises the students choose an option from multiple choice questions then the teachers discuss the students answer based on the key answer. Even though there are various activities, not all the teachers apply those activities. The teachers often repeat same activities to teach the different materials. Teachers use cassette, mp3, TOEIC exercise and movie to teach listening. Teachers do not have the listening handbook. This is proven with the result from the questionnaire. All the data gained from the questionnaire and the interviews are used to develop the designed set of listening materials for the tenth grade. Based on the findings there are some solutions for conducting listening activities in the classroom. Such as: 1. In the designed materials should be included the strategy that can be used by the teachers so that they can have various activities. In other words the teachers can conduct the listening activities effectively. 2. The designed materials should be compiled in the form of a book so that the teachers can use the book or teach listening systematically in accordance with the school-based curriculum. 3. The media that is used is in the form soft file burn into a CD. The teachers asked that the materials are better to be in the form of a CD so that they teachers can easily save and copy the file. If the materials are in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62 the form of cassette the teachers will have difficulties in copying or repairing the materials. From the questionnaire given to the students and interview conducted, there are two general conclusion can be drawn. First are the general characteristics of the students. The general characteristics are: a. The students were between 15-17 years old b. The students were in the tenth grade of SMA Negeri 7 Yogyakarta. They were agreeing that they needed more listening exercises. c. The students were highly motivated and interested in learning the listening skills. They have difficulties in completing and understanding the exercises. The data can be seen in the result of the questionnaire. d. The skill of the students can be said in the intermediate level. They are not good enough this is proven with the limited vocabulary and the speaking ability that they have. They are not fluent enough and often make grammatical mistakes. They are not low either, because they can understand some instruction given by the teachers and completing the exercises given According to the interview with the teachers in the SMAN 7 the entry behavior can be listed as follow: 1. The students do not have good English skills especially listening. This is because in the junior high school they did not get sufficient and monotonous activities in teaching listening. So the teachers hope that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 63 the designed materials can be from the simple sentences, simple words and simple expression then gradually improve the sentences, words and expressions so that they become more complex and the students can develop their English skill. 2. The materials taken should be various and interesting for the students and appropriate with the KTSP. Through the designed set the students can achieve the indicators in the KTSP.

2. Stating the Standard Competencies and Listing the Topics