54
7 Listening media provided
The teacher didn’t make his own listening materials. Most of the materials that were used were the listening materials that didn’t provide pre-listening
section. Therefore, the teacher relied on the materials for sources like MGMP Teacher Association or textbook. Even though there were abundant materials,
especially the authentic one, in the internet, the teacher found difficulties in processing the materials into useful materials that could be appropriate for the
lesson.
b. Questionnaires for the Students
In order to gather information from the students’ opinions and point of views, the researcher distributed questionnaires to the eighth grade students. There
were 31 students participants for the questionnaires. The results of the students’ questionnaires were presented in Table 4.1.
Table 4.1 Result of the Students’ Questionnaires No.
Questions Options
Number Percentage
1
a. Very good -
b. Good 2
6.4 c. Enough
26 83.8
d. Bad 3
9.6 What is your
opinion about your own listening skill?
e. Very bad -
2
a. Easy 2
b. Average 21
67.7 What do you think
about listening lesson in English
subject? c. Difficult
8 25.8
3
a. Yes 21
67.7 Do you like
listening lesson? b. No
10 32.2
4
a. Yes 21
67.7 Are the listening
materials interesting enough?
b. No 10
32.2
55
No. Questions
Options Number
Percentage
5
a. Yes 23
74.1 Have you ever
learned listening through movie?
b. No 9
29.03
6
a. Yes 28
90.32 Does the visual aid
in video help you in understanding
English movie? b. No
4 12.90
7
a. Yes 8
25.81 Are you able to
understand movie in English without
the subtitle? b. No
27 87.10
8
a. Yes 29
93.55 Do you like
animated movie? b. No
2 6.45
9
a. Agree 30
96.77 Do you agree with
the use of animated movie for listening
lesson? b. Disagree
1 3.23
10
a. Yes 23
74.19 Do you often feel
bored in listening lesson?
b. No 8
25.81
11
a. Limited mastery of vocabulary
16 51.61
b. Less concentration 12
38.71 c. Less practice
14 45.16
d. The materials are too fast 12
38.71 e. The materials are too
long 9
29.03 f.
I need materials’ repetition
5 16.13
g. I feel nervous 3
9.68 h. The materials are not
interesting 4
12.90 i.
Less mastery in grammar 7
22.58 j.
The media doesn’t work well
4 12.90
k. Feeling bored 11
35.48 What factors that
make listening difficult?
l. Not getting the meaning
of the words 11
35.48
12
a. Consulting the dictionary 16
51.61 b. Guessing the words
14 45.16
c. Asking friends 27
87.10 d. Asking the teacher
13 41.94
What will you do if you find difficult
words in the listening lesson?
e. Ignoring the words 2
6.45
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No. Questions
Options Number
Percentage
a. Uninteresting topic 8
25.81
13
b. The circumstances of the class is not conducive
8 25.81
c. The materials are too difficult
24 77.42
d. Monotonous teaching 6
19.35 e. Uninteresting materials
8 25.81
What factors that make you listening
lesson boring?
f. Uninteresting activity
7 22.58
g. Students’ answers 2
6.45
14
a. Get the main idea 9
29.03 b. Get the words meaning
29 93.55
c. Spell the spoken words 13
41.94 d. Get the detailed
information 5
16.13 What difficulties do
you face when learning listening
related to the materials given?
e. Students’ answers
15
a. Discussion 14
45.16 b. Lecturing
1 3.23
c. Role-play 1
3.23 d. Group work
22 70.96
What technique do you want to use in
listening?
e. Pair work 9
29.03 The researcher analyzed the result of the table 4.1 and presented the
summary of the students’ questionnaires as follows.
1 The Students’ Backgrounds
The students’ range of age was between 14-15 years old. They belonged to mid-adolescence. Based on the interview result, most of the students had been
learning English for more that 7 years old, since they were in elementary school. It implied that English was not a new thing for them.
2 Students’ Interest in Listening Lesson
The next question concerned about whether or not the eighth grade students liked listening lesson. Most of the students 67.7 conveyed that they
liked listening lesson. It was because they could be able to experience listening to the target language and hearing various accents. In the same percentage, most of
57 the students also said that in their opinion, listening materials were interesting. On
the contrary, 32.2 students admitted that they didn’t like listening lesson because listening to foreign language materials was difficult to do. The same
percentage of students also disagreed that listening materials were interesting.
3 Students’ Experiences in Learning Listening
Concerning the students’ experiences in practicing listening using movies, the result showed that most of the students 74.1 had ever had listening movie
in their listening lesson. Since movie materials basically provided visual aid to the students, most of the students also stated that the visual aspect helped them in
understand movies in English. They said that they could understand the story by watching the scene and observing the characters’ gesture. Nevertheless, a lot of
students 87.10 were unconfident if they could understand movie in English without any subtitles. It might happen because the elements of spoken
communication in authentic materials like movies, such as accent and pace of speaking, was quite difficult to follow since they were unfamiliar with them.
4 Students’ Interest in Animated Movies
In order to know the students’ proclivity of animated movies, the researcher questioned the students whether they like animated movie or not.
Thirty-four students 94.44 admitted that they liked watching animated movie due to several reasons. The first reason was because animated movie was exciting,
interesting, and funny. It was also revealed that one of the participants’ hobbies was watching animated movie. The students also said that animated movie also
contained less negative effects compared to the other type of movies. On the
58 contrary, two participants 5.55 stated that they didn’t like animated movie
because this type of movie was too childish.
5 Students’ Opinions about the Use of Animated Movies
Regarding the students’ opinion about the use of animated movies for listening course, the questionnaire result revealed that 35 participants 97.82
supported them, while 1 student 2.77 said the contrary. They gave positive response when they were asked about their opinion of the use of animated movie
for English subject. Almost all of the students supported the use of animated movie in the class. They gave several reasons, i.e. animated movie was interesting
and funny so that listening would be fun, the English lesson would be more exciting because the students could study English and enjoyed the movie in the
same time, and the visual elements provided in the movie would be also beneficial. Meanwhile, several students didn’t support the use of animated movie because
they thought it would be too difficult. There was also a student who conveyed that the student might focus only in the movie and ignored the main goal of the
listening lesson.
6 Several Factors that Caused the Students’ Boredom in Listening Lesson
The data shown in the table also conveyed that twenty seven participants 75 often feel bored in listening class. Nine participants 25 didn’t feel bored
during listening class. Regarding the factors that made the students bored in the listening lesson, there were three main factors that the students encountered
during the listening class. First, the materials were too difficult. They stated that too difficult materials often bored them because they didn’t understand what to do.
59 Second, the activities were uninteresting. When the students were not interested
with the type of tasks given, they would feel bored. Third, the teaching was monotonous. These three factors discouraged the students and bored them.
7 Students Experience of Listening
The next several questions were delivered to obtain information about the students’ experience of listening lesson. It dealt with whether the students were
often felt bored in having listening lesson and what the reasons were, the difficulties that they had when they had a listening lesson, and how they solved
that problems. Regarding the factors that made listening difficult for the students, most of the students stated that not getting the meaning of the sentences was the
biggest problem for them. Based on the data, it was revealed that the three main factors that made listening difficult were the limited mastery of vocabulary,
inability to interpret the meaning of the sentences, and too fast materials. In solving personal problems that they met in the listening course, the students
usually asked their friends. If they had enough time, they consulted the dictionary, and some of them tried to guess the words. There was a student who just ignored
the difficult words that he didn’t know. In the listening class, the students also found several difficulties concerning the materials given. Most of the students
were unable to get the words meaning. It seemed that it had strong correlation with the students’ lack of vocabulary mastery. They also had difficulty in spelling
the spoken words. Consequently, they couldn’t write the words properly. From the data, it was revealed that finding the detailed information in listening lesson was
more difficult than finding the main idea.
60
8 Students’ Learning Strategy Preferences
The strategy of learning in the listening class was also an important issue. Based on the data shown, more than 50 percents of the participants preferred to
have group works and discussions in doing the listening tasks. These types of technique were seldom used in their usual listening class. It showed that the
students wanted to have varied circumstances in the class through different type of learning cooperation.
2. Planning a. Specifying Goals
