The Description of Students’ Responses toward the Use of FLAP in Learning Listening

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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

This chapter consists of three parts. In the first part, conclusionsof the study would be presented.Thereafter, the implications of the study would be provided. Finally, the suggestions for the teachers and the future researchers would be proposed.

A. CONCLUSIONS

This study mainly aims to discover the effect of FLAP on listening comprehension of grade X students. It is also intended to discover the interaction effect of FLAP on listening comprehension accross the use of strategy by grade X students. In addition, it is initiated to discover the students’ opinion related to the use of FLAP in improving their listening comprehension.The research goals had been achieved and presented in the previous chapter. Therefore, the conclusionsare made as follows. Firstly, the findings and the discussion have revealed that there is an effect of FLAP on the listening comprehension. The descriptive statistics shows that the mean score of the experimental group taught using FLAP technique is higher than that of the control group taught using non-FLAP technique. Based on the two-way ANOVA, the F value is significant F observe =45.7F table =4.01 and p=.000=0.05. The result indicates that the null hypothesis is rejected. It means that the means score of the experimental group and the control group are significantly different.It also means that there is an effect of FLAP on listening comprehension. Secondly, this study revealed that there is no interactioneffect of FLAP on listening comprehension accross the use of strategy. The result of two-way ANOVA indicates no significant interaction technique by strategy effect for listening comprehension. The F value is not significant F observe =0.19F table =4.01 and p=0.66=0.05. This result indicates that the null hypothesis should be accepted. It means that there is no interaction effect of FLAP. In other words,technique and listening strategy do not cooperate in affecting listening comprehension. That FLAP is better in affecting students’ listening comprehension does not depend on the students’ listening strategy. FLAP is considered effective as a listening learning technique are appropriate for both students with more varied or less varied listening strategies in improving their listening comprehension. However, there is still possibility for other factors which may go together with the listening learning technique. Those factors are various. It might be students’ vocabulary mastery, background knowledge, learning stylesand so forth. Thirdly, some students’ responses towards the use of FLAP in learning listening were also obtained.They can be summarized into three points. The three interesting points help teachers in developing favorable listening learning environment for students. The points are helpful, fun and enjoyable. That FLAP is helpful can be seen from many aspects such as the learning process combined activities inside and outside the classroom, the provided materials, the clarity of audio, the repeated practice, the concept of independent learning, the concept of listening habit and the features of FLAP itself. Meanwhile, FLAP is fun because it is exciting, attractive and motivating as has been clarified in the previous chapter. Last but not least,FLAP is enjoyable for students to be used as media for developing listening skills because of its practicality, flexibility and portabilitymobility. Therefore, because of the characteristics or advantages in FLAP as stated above, itis consideredthat FLAP learning technique is effective in creating better learning condition for students to be successful in their listening comprehension. In conclusion, the effect of FLAP as a listening teaching-learning technique is also obvious from the students’ responses which shows that learning using FLAP is helpful for students in developing their listening comprehension. It is also fun and enjoyable. In addition, students benefited very much from FLAP as the media in terms of providing exposure input and practices so that students are also encouraged to get engaged and to learn independently.

B. IMPLICATIONS

Because FLAP is effective to improve students’ listening comprehension, FLAP can be used as an alternative for teaching listening to the students in order to improve their listening comprehension. Related to listening strategy, FLAP is appropriate for being implemented both with students who have more varied or less varied strategies. In using FLAP as a medium for learning, teachers need to combine it with the appropriate method or activities which make students interested in learning. The decision to adapt certain learning approach to be combined with FLAP needs careful attention. Teachers should know the students’ characteristics in learning listening first. Activities are also needed to be varied. In addition to this, if the teachers to employ a certain learning technique for listening, they need to consider other factors that might influence listening comprehension.

C. SUGGESTIONS

Based on the conclusion, I would like to propose some suggestions which are expected to be useful for teachers, media developers, students and other researchers. Firstly, I would suggest that teachers should open their mind to use technology in the classroom. Now that the globalization era grows fastly, English teaching-learning process should always be improved to face the needs of the students to be competent in English and to fulfil the demand of the global communication. Based on the research result, FLAP which is one type of technology application in the listening learning process has given effect to the improvement of students’ listening comprehension. Not only that, students have given positive responses to the use of FLAP as a medium of learning. This fact should motivate teachers to make innovation or to use available technological devices which are interesting and useful for students, especially in teaching listening. The barrier of limited time in the classroom when teaching listening has been solved by the use of FLAP. Innovation with technology not only helps teachers teach more effectively but also more efficiently. Therefore, it is strongly suggested to teachers to utilize technology in the classroom, especially Android application for learning which was found to be interesting and engaging. Secondly, as I mentioned Android application, I would like to address my suggestion for to the media developers. The role of media developers especially those who concern in developing learning media cannot be neglected. Developing a good media, especially learning media, is not an easy task. The model and the content of the media should be appropriate with the purpose of the media itself. FLAP is an example of media which previously has been researched and developed using a systematic way. Although it is said to be good and fulfill the principle of m-learning, there are always things to be improved. Therefore, I suggest the media developers to keep developing and improving the quality of the learning media including the appearance, content and function of the media. Cooperating with teachers is also a good idea to develop learning media since teachers might have better understanding about the context and the content of the learning materials that will be delivered to students. Thirdly, technology has helped students learn better. The implementation of FLAP has helped students improve their listening habit including listening practices and input. Rather than waiting for the teachers initiative to bring certain devices to the classroom, it is suggested for the students to have initiative to learn independently or to suggest new technological devices or applications in order to be used in the teaching-learning process.There are many free applications that can be downloaded by students to maximize their learning, including the learning of listening. This study was covered by some limitations including time, fund and knowledge. There are still many areas of the study which has not been covered yet. Therefore, for other researchers, it is possible to conduct a more comprehensive study. It can be a similar type of study which has the purpose to discover the effectiveness of othermedia but with noticing to different moderator variables or with larger samples of the study.