listening strategy was also the independent variable but this is not manipulated. Since the treatment is teaching listening comprehension, so the preparation was
related to the text material, audio, exercises and learning activities.Then, treatment or the teaching-learning process was conducted. The researcher acted as
the teacher in both classes experimental and control class. In delivering the lessons, the approach of teaching-learning process was considered and also the
amount of time. The treatment was conducted in three meetings. Each meeting lasts for 100 minutes. In addition to the meeting in the classroom, the independent
learning activities at their home was also done by students. The teacher gave the homework and feedback in the following meetings. There were 6 materials they
should learn. During the listening learning process, students learn how to identify the main idea of the spoken text, identify the detail information, and draw the
inference. Generally, the teacher researcher started each lesson with a pre-listening
activities such as reviewing the lesson that they have learned at home and preparing vocabularies and background knowledge for the next lesson. After the
warming-up activities considered sufficient, the teacher moved to the main listening activities, that is listening the materials through the audio in the
classroom. In this stage, students learned how to identify main idea, to identify detail information and to draw inference. The first material might be the model of
the spoken text. The students listened to it and did not allowed to take notes. The students were asked the general information about the text, for example the main
idea of the text. Then, the teacher showed the questions to the students. The students and the teacher discussed the question to make sure that all of the
students understood what was being asked. This was to train the students to have something in their mind when they were listening. In the second listening,
students are allowed to take notes. After that, the questions and the answer were discussed together. This could be a group work.If it was a dialogue, then the
teacher could ask the students to conduct a role play before going to the next materials. This was to vary the activities so that the students did not easily get
bored.As a follow-up exercise, students were asked to practice listening individually or remains in group. In this case, there was a difference between the
experimental and control group. The follow-up activity in the experimental class used FLAP as the medium of learning while in the control class, the regular class
speaker was used. The tasks in this stage might be the same as in the previous stage, that is identifying the main idea, detail information and drawing inference.
After the main-listening activity, the teacher moved to the post-listening activity. The students and the teacher discuss what they had learned. In task-based
approach, this activity is also called language focus activity in which students and the teacher can discuss the vocabulary, expression or phrases that they had
listened previously so they could understand better. Additionally, students might also be given opportunity to practice pronouncing the words or expressions in
English. In experimental class, they might use their FLAP to learn pronunciation. Lastly, before the teacher closed the lesson, a homework was assigned for
students. They were asked to learn another topic of listening independently. This would be discussed in the next meeting. The students in experimental class were
given an instruction to listen from the FLAP since the topic was there while the students in control class were given the soft-file which they could listen from their
computer or laptop at home. However, the topic, the materials and the tasks were the same.
From the procedure above, it is known that the only difference applied to the two classes is that in the use of FLAP and non-FLAP. In FLAP class, students
were supplemented by exercises from FLAP while in non-FLAP class, students were learning listening using regular device, that is the class speaker. In addition
to the amount of time which was the same between experimental and control group, the teacher also used the same approach of teaching and learning process,
that is task-based approach. Task-based approach is employed because it is practical to be implemented during the research period. It is also challenging
especially for students who are in the intermediate level as grade X students to learn from tasks. Task-based approach emphasizes the importance of outcome.
Outcome in this case, because it is listening class, is the students’ understanding of the spoken English. Task-based approach is not relatively new for students.
Students are accustomed with tasks in everyday lesson. It will also keep the control to the research. Meanwhile, the learning sequence in this research
combined the approach used and the common steps in teaching listening pre- listening, while-listening and post-listening. The task-based sequence which
adapted in this study consists of pre-tasks, tasks-cycle, and post-tasks. Students in experimental and control class followed this kind of learning sequence.
After conducting the treatment, post-test was conducted. The listening strategy questionnaire was also administered. The interview was also conducted to
reveal students’ responses after learning listening using FLAP. Then, the results were collected and analyzed.
C. DATA 1.
Nature of Data
The data in this research consist of quantitative data and qualitative data. The quantitative data are obtained from listening comprehension test and listening
strategy questionnaire. Listening comprehension test was conducted two times: pre-test and post-test. The type of the data obtained from the test is interval data.
Meanwhile, listening strategy questionnaire was also given to the students. This close-ended questionnaire with 4-points Likert scale revealed the data in the forms
of interval data which is then converted into nominal categorical data in order to make it able to be operated using statistical analysis of two-way ANOVA. Besides
the data from test and questionnaire, I also obtained the data from interview. The interview data, in general, are in the forms of students’ responses towards the use
of FLAP in learning listening verbal data.
2. Sources of Data
The population of this research is students of grade X inSMAN 1 Depok Yogyakarta which include in six classes. Regarding the ethics of conducting the
research project, a permission letter was obtained first the government. Then, the observation was conducted. The sources of data are determined through two
phases. They are determining the sampling design and determining the sampling method and sample size.
First, the sampling design needs to be determined. The mixed sampling design used in this study is nested concurrent design. Johnson and Christensen
2012: 239 state that in nested concurrent design, the quantitative and qualitative data are collected at approximately the same time concurrently with the
qualitative sample is the subset of the quantitative sample nested relation. Second, the sampling method and sample size for both quantitative
experimentfactorial design and qualitative research in this study will be explain as follows.
The sampling method suggested for the experimental researchfactorial design is random sampling. The sample should be selected randomly random
selection and assigned to experimental and control group Gall, Gall Borg: 2007. The sample that has been taken by using cluster random sampling was
class XA and XC for control and experimetal group respectively. In this research, the students identity were protected by using numbers, for example Student 1,
Student 2 and so on. The table below shows the distribution of the students belonging to the experimental group and control group.
Table 3.2 The Experimental and Control Group
Group Class
Number of Students
Control X-A
30 Experimental
X-C 30
Meanwhile, the sampling method for the qualitative research used in this case is critical-case sampling. According to Johnson and Christensen 2012: 237,
in critical-case sampling, cases that can be used to make a previously justified point particularly well or are known to be particularly important are selected for
in-depth study. In this study, four students was selected for an in-depth interview.
D. DATA GATHERING 1.
Technique
The data collection techniques of this research is a test, a questionnaire and an interview. A test, according to Ary, Jacobs and Razavieh 2002: 216 is a set of
stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. Therefore, in this case, the test is intended to
get the data of students’ listening comprehension ability which then is represented into score of students’ listening comprehension. The test is conducted two times.
The first test was used to gain the score of the pre-test and the second test was used to gain the score of the post-test after the treatment. The questionnaire is
given to the students to know their use of strategy in dealing with spoken text listening activity. The questionnaire is given at the end of the teaching-learning
process during the experimental study. The interview is basically to gain the data about the factors contributing to the effect of FLAP on students listening
comprehension. It is done before, during and after the treatment.
2. Instrument
In line with the technique of data collection mentioned previously, the instrument used in this research is thetest items, a questionnaire and an interview
guideline. The test items are the listening comprehension test for students of grade X. Therefore, the items questions formulated for this test are derived from the
basic competences of listening skill that students should master in the first semester of class X. To make it clear, the blue print of the listening
comprehension test can be seen in Appendix 1. The test consists of 20 items in the forms of multiple choice test see Appendix 2 and Appendix 3. Since this was a
listening test, the audio material was used. The transcripts of the audio were provided in Appendix 4 and Appendix 5. In addition to test items, another
instrument used in this research is questionnaire. The questionnaire is about listening strategy. It is derived from the concept of listening strategy by O’Maley
and Chamot 1990 who divides listening strategy into three: cognitive, metacognitive and socio-affective strategy. The questionnaire is in the forms of 4-
point Likert scale Appendix 6 and Appendix 7. Besides that, for the qualitative data, the instrument used to collect the data is interview guidelines. The interview
guidelinesconsists of 10 major pointsAppendix 8 that later can be extended by the researcher in order to get deeper information about the students’ opinion
related to the use of FLAP on improving students’ listening comprehension. Before the instruments were used in collecting the data, the instruments
were validated. The instrument should be able to measure what is intended to be measured. It should fulfil the construct validity and the empirical validity. The
construct validity is related to the concept. Therefore, clarification of concepts about listening comprehension, listening strategy and FLAP in Chapter II are
provided to support the construct validity of the instruments. In addition to construct validity, the empirical validity is also tested. For the listening
comprehension test, the empirical validity is tested by conducting a try out, compute the results into ITEMAN and analyzing it from the aspect of
discrimination index, difficulty level and distractor analysis. For the questionnaire of listening strategy, the empirical validity is tested using Pearson Product
Moment Correlation with the help of SPSS 17 program.
3. Process
In conducting this study, the data are collected through some stages. The first stage is gathering the data for the experimental research. There are two types
of data for the experimental research. The first type is the test score and the second type is the listening strategy questionnaire.
To get the first type data, a pre-test and post-test were conducted to each group experimental and control group. The test items were validated first before
it was used in pre-test. After the pre-test was conducted, the treatment was done and the post-test results were obtained. The post-test data from experimental and
control group are computed in SPSS program. It aims to find the mean difference of listening comprehension test results between experiment and control class after
given the treatment. To get the second type of data, i.e. students’ listening strategy, the
questionnaire of listening strategy was distributed to the students in each group. The questionnaire consists of 35 questions. The questionnaire is in the form of
Likert rating. Before it is administered to the students, a try out was conducted to validate the questionnaire. The questionnaire data are obtained to find out and to
categorize the students’ listening strategy. There are two categorizations: more varied listening strategy and less varied listening strategy. The students who use
more strategy werecategorized into more varied listening strategy while those who use less strategy werecategorized into less varied listening strategy. This
categorization was used to test whether differences exist between the experimental and control group if it is seen from the use of strategy.
