sounds that go together in a conversation or a talk. The listening habit helps them in comprehending spoken text better.
c. Feelings towards the Use of FLAP
The students’ feeling is important in this research because it is related to affective aspects and affective aspects need to be considered in every teaching-
learning process. In the interview, the students’ feelings are revealed. The students stated that learning using FLAP is exciting, attractive and motivating.
“If we learn using Android, of course, it is more exciting than if we learn using the regular activities” Appendix 9-A35
“It’s very good miss. It’s exciting, so that it is not monotonous like learning listening in the class. If we use our smartphone we can be
more relaxed.”Appendix 9-I11
Based on the students’ opinion above. Learning using FLAP is exciting. The students do not easily get bored. It is different from the previous learning that are
monotonous. Besides that, learning using FLAP is attractive. It is said to be attractive because it can attract students to get involved with the listening
materials. This condition can also be seen in Appendix 20. “Yes, it’s more attractive and interesting. We can listen through our
smartphones. Then, we can do the exercises. It’s more interesting if [the exercises are done] through the smartphones.”Appendix 9-S21
“It’s more interesting and fun...if it is fun I can learn with more....encouragement...we also learn as if we play a game...” Appendix 9-
A40
Last but not least, learning using FLAP is motivating for the students. Motivating here means that by using FLAP students are more motivated to learn
and develop their listening skills. “It’s exciting because we can understand various kinds of
conversations” Appendix 9-R26
“It makes me motivated in learning [listening]...actually I want to develop my listening skills since the beginning because it was said that
listening will be important later.” Appendix 9-R19
It is believed that motivation is important in learning. If students are motivated in learning listening, it is very likely that they will develop their
listening skills. As a result, their listening comprehension becomes better. In the above sections, students’ responses to several aspects of teaching-
learning process of listening using FLAP have been presented. It was found that the students’ responses were various. Therefore, it had been divided into several
themes. Here is the conclusions that can be drawn based on the interview points and themes mentioned in Table 4.23.
First, students had responded that FLAP is a good medium for learning listening. It hassome advantages like the portability and the flexibility. In addition,
it provides exposure, repeated practice and clear audio which are considered helpful for listening learning process. Second, students also responded that the
features of FLAP and the combined activities in the classroom helped them learn listening more easily. The various topic, the audio transcript, exercises and
feedback encourage them to understand spoken text better. Students had positive responses toward the activities of learning using FLAP outside the class since it
can give them opportunity for independent learning and build their listening habit. Third, students had positive feelings towards the use of FLAP in learning
listening. They were agree that FLAP is exciting, attractive and motivating for learning listening. In sum, FLAP had positive responses from students since it is
very useful for improving their listening comprehension cognitively and affectively.
B. DISCUSSIONS
The aim of this study is mainly to discover the causal relationship of FLAP towards listening comprehension. To strengthen the findings of the study, a
mixed-method design was used. Three research questions are proposed for this study: 1 Is there an effect of FLAP on listening comprehension of grade X
students?, 2 Is there an interaction effect of FLAP on listening comprehensionof grade X students across the use of listening strategy, and 3 What is learning
using FLAP like? This section presents the discussion of each answer to the
research questions.
1. The Effect of FLAP on the Listening Comprehension of Grade X Students
The quantitative analysis revealed the answers to the first and second research questions. Based on the result of inferential analysis, a two-way
ANOVA, the main effect and interaction effect can be examined. The main effect means the effect of independent variable technique or strategy without regards to
its level to the listening comprehension. In this study, the main effect of technique on listening comprehension is obvious. The descriptive statistics Table 4.13
shows that the students who employ FLAP as the media in learning listening perform better in their listening comprehension than that of the students who are
in the regular class not employing FLAP. The two-way ANOVA result Table 4.20 shows that there is significant differences on the listening comprehension
attributable to the technique used using FLAP and non-FLAP technique. Therefore, it can be concluded that FLAP as a mobile-based learning can affect
listening comprehension. This finding supports a research by Huang and Sun
2010 in Miangah and Nezarat, 2012: 314 which shows that exercises through mobile devices can enhance learner’s English listening abilities to a high degree.
This finding is also in line with other studies which are also successful in employing mobile technologies in learning Kim, 2013; Kukulska-Hulme, 2009;
Nash, 2007. As there is an effect of FLAP on the students’ listening comprehension, the
explanation that can be made as follows. In learning listening, supportive conditions are necessary in order that students can learn listening more effectively
and efficiently. Supportive condition can be established through the learning technique used. It is the way teacher delivers materials. So, it is related to the
activities, the media, the materials, and the tasks or exercises. FLAP as a learning technique offers various activities. It also plays a role as an attractive mediumof
learning listening. In addition, the materials used are authentic materials and the tasks are of various types. Various activities, attractive media, authentic materials,
various types of tasks are the ingredients of successful learning. By using FLAP, students were encouraged to learn listening since this
medium is attractive for the students in terms of the visualization or mode of presentation. The listening materials and exercises which are presented in digital
form are more appealing for the students. As supported by Ur 1984: 30, a visually attractive medium can stimulate students’ motivation and focus to the
listening materials. Therefore, being attracted with the medium, students can got engaged with it. Then, they used it to learn and practice listening. As they practice
listening frequently, they got many benefits such as familiarity with some vocabularies, familiarity with the speakers’ speed of speaking, familiarity of
expressions and phrases, differentiating the sound signals, interpreting the speakers’ intention, and so on. In other words, they got more exposure as well as
the practices.Besides that, they were able to concentrate better since the medium was in their hands. They can adjust the volume so that the audio quality can be
clearer or they can repeat the audio several times to achieve good understanding. This absolutely was not the case when they learn listening in the classroom by
using the class speaker. In addition to that, by using FLAP they build their listening habit, not only in the class but also outside the class. FLAP also provides
immediate feedback which help students learn when they are outside the class though the feedback is still limited. The importance of giving immediate feedback
is also stated by Ur 1984: 28. She stated that “students should be given immediate feedback on their performance of the task.” FLAP also offers a type of
exercise which provide audio transcripts for the students so that it will be easier for students to differentiate sounds signals while they look at the transcription.
Therefore, the features mentioned above cansupport the development of students listening comprehension which may contribute to their listening comprehension
achievement. In addition to the main effect of technique as the answer to the research
question 1, the main effect of listening strategy is also obtained. In this study, listening strategy affects listening comprehension. It shows by the statistical result
of two-way ANOVA presented in Table 4.20. This finding supports previous studies by Zhang 2012 who discovered that listening strategy contributed
positively to the listening comprehension.
