10 Are you interested in learning
English in groups, especially in listening class?
a. Yes b. No
97 7
93 6.7
11 If the answer is ‘Yes’, why?
a. working in groups could
reduce tension in learning
b. through working in groups
the tasks could be easier to solvedo
c. through group work, high-
achieving students could help the low-achieving
ones.
d. working in groups can
developimprove students’ social skill; this skill is
really needed in the real world life and in the
working place.
e. group works provide a
chance to give feedbacks to each other
f. could raise students’
confidence 36
72
50
76
45
40 35
69
48
73
43
38
12 What kind of listening
activities do you like? a. group discussion 3-4
persons in group
b. work in pairs c. presentation
d. work individually e. games
f. others
76 40
24 19
62 73
38 23
18 60
13
Which topics of listening passages do you like?
a. technology b. culture
c. environment d. special event
e. entertainment f. folktale
g. relationship h. animals
i. social issue j. health
k. agriculture l. education
m. nature n. disaster
o. cartoon 53
15 35
54 75
40 42
43 27
38 7
25 34
22 1
51 14
34 52
72 38
40 41
26 36.5
7 24
32 21
1
14 Do topicsthemes of the
a. Yes 90 86.5
listening passage you hear affect your motivation to
learn? b. No
14 13.5
15 In your opinion, will the use
of MP3 as the listening medium really helps you to
improve the quality of your learning and further could
help you improve your listening skills?
a. Yes b. No
103 1
99 1
16 If the answer is ‘Yes’, why?
a. the quality of the sound is bettergood
b. practical and easy to operate so that can
accelerate the learning process
c. the materials can be distributed easily to the
students. Therefore, students can practice at
home.
d. could be done anytime 59
71
64
2 57
68
61.5
2
17 You have the following
gadgets: a. computerlaptop
b. MP3 player c. MP 4 player
d. flash disk e. i-pod
89 46
22 85
1 85.5
44 21
82 1
From the data gathered trough distributing the questionnaires, it was found that most of them like Listening. To be exact, 88.46 of them like Listening.
Unfortunately, according to the students, it was revealed that listening classes were rarely conducted. It means that the students lacked exposure to listening in
English which means that they did not have enough chance to develop their listening skills. Moreover, 98 of the students acknowledged that the listening
teaching-learning activities they have at school were not sufficient yet to help them improve their listening skills. Certainly, it was implicitly the consequence of
the fact that listening classes were rarely conducted at school. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In relation to the difficulties students had in learning English, especially Listening, most of them said that they have difficulties in listening teaching-
learning process. Based on the data shown in Table 4.1, it was revealed that the three main difficulties they encountered were lack of vocabularies, inability to
recognize the words they hear, and no proper listening media available. This fact showed that they had difficulties in the perception phase of listening
comprehension Goh, 1999: 2. In addition to that, inadequacy or poor quality of the listening media was also stated to be the main problem for them.
Being asked about their expectations for future listening teaching-learning activities at school, most of the students 75 demanded that the listening
teaching-learning activities would not only focus on learning the language features but also enable the students to gain new, interesting, and useful
knowledge. In the second place, interesting listening passages’ topics were expected by 72 of the students. As significant as these two demands, there were
two other expectations stated, namely the employment of the listening media 69 that have better quality and the use of interesting listening activities in the
listening class 68. Besides, more than half of the students expected that they could have their own listening materials to practice outside the class.
The next question was about the use of group work in the listening class. Most of the students 93 were interested in working in groups. The reasons of
their being interested in group works were varied. 73 of the students stated that working in groups could developimprove their social skills. Besides, according to
them, through working in groups the tasks could be easier to do 69, high- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
achieving students could help the low achieving ones 48, and there would be a chance to give feedbacks to each other 43.
Dealing with kinds of listening activities the students like, most of the students chose group discussions 73 and games 60 as their main
preferences. In addition, 38 of the students liked working in pairs. Considering that topics or theme of the listening passages the students
listen could affect their motivation to learn, therefore, the writer offered 14 topics for the students to choose. Based on the data shown in Table 4.1, the top eight
topics the students chose were entertainment 72, special event 52, technology 53, animals 43, relationship 42, folktale 40, health
38, and environment 35. In relation to the topics of the listening passages, 86.5 of the students confirmed that the topics of the listening passage they listen
could affect their motivation to learn. The data shown in Table 4.1 also informed the students’ opinions on the
use of MP3 as the listening medium. All of the students were optimistic that the employment of MP3 as the listening medium could help them improve their
learning and further could improve their listening skills. 68 of the students were optimistic due to the practicality of the use of MP3. 64 students 61.5 stated
that through the use of MP3, the listening materials could be distributed easily to the students. As a result, they could practice independently outside the class. In
addition, 57 of the students reasoned that the quality of MP3 sound is good. There were also 2 students who added that through the use of MP3 as the listening
medium, they could listen to the listening passage anytime. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The last inquiry was about kinds of gadgets the students had that could support MP3. Based on the data gathered, 85.5 of the students confirmed that
they had computerslaptops and 82 of the students had flask disks. Besides, 46 students 44 stated that they had MP3 players. 22 students 21 said that they
had MP4 players and only 1 student asserted to have an i-pod.
c. Results of the Classroom Observations
