25 32.26 of them rewrote equal or more than 50 information from the recording
Student . 1
st
rewriting 2
nd
rewriting
1 63.6
46.2 2
54.5 53.8
3 45.5
46.2 4
54.5 53.8
5 90.9
53.8 6
54.5 61.5
7 45.5
38.5 8
45.5 61.5
9 45.5
38.5 10
27.3 46.2
11 27.3
23.1 12
27.3 53.8
13 27.3
23.1 14
54.5 61.5
15 63.6
46.2 16
- -
17 45.5
23.1 18
54.5 38.5
19 36.4
30.8 20
54.5 69.2
21 54.5
38.5 22
45.5 69.2
23 54.5
53.8 24
27.3 30.8
25 27.3
23.1 26
9.1 15.4
27 45.5
38.5 28
45.5 38.5
29 45.5
23.1 30
36.4 38.5
31 36.4
7.7 32
45.5 38.5
Students who understood
≥50 information
from the recording
35.48 32.26
Table 4.2: The Result of Students’ Rewritings in the First Cycle
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26 in content-focus assessment. The result was not in accordance with the result
when they answered the questions. However, the researcher kept using content- focus assessment to improve students’ listening skill in class X5 of SMAN 2
Yogyakarta.
After collecting the rewriting from the students, the researcher distributed Questionnaire 1 to them. There were three open questions in the questionnaire.
Here is the list of the questions. 1.
How did you feel when you did the first assessment filling in the gap dialogue? Was it difficult or easy? Why was it so?
2. How did you feel when you did the second assessment answering questions? Was it more difficult or easier than the first assessment? Why
was it so? 3.
When you rewrote both texts, which one is easier for you to rewrite, the first assessment filling in the gap dialogue or the second assessment
answering questions? Why do you think so? This op
en questionnaire aimed to know participants’ opinion about word-focus assessment and content-focus assessment in the first cycle after they knew what
content-focus assessment was. From the first question of the open questionnaire, 26 out of 31 participants
answered that the first assessment was difficult for them. It meant that 83.87 of the participants felt difficult in doing word-focus assessment. However, five
participants said that word-focus assessment was not too difficult. It meant that 16.13 of the participants did not feel difficult in doing word-focus assessment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 There was a variety of reasons related to their answers. Most of those who
answered that word-focus assessment was difficult said that the problem was about the recording. The speed was too fast and the pronunciation was not clear.
However, the researcher had changed the speed into the slow one. Some of them said that the difficulty was that they had to answer and write the words exactly the
same as what the speakers said. The rest said that their vocabulary mastery was poor, so that they did not know the answers and the information in the recording.
The participants who answered that word-focus assessment was not difficult said that they could easily understand the topic of the recording. They did
not give further explanation about this. Nevertheless, the researcher analyzed that the words they had to fill in the gap dialogue helped them to understand the topic.
For the second questions of the open questionnaire, 17 out of 31 participants answered that content-focus assessment was easier than word-focus
assessment. It meant that 54.84 of the participants felt that they could do better in content-focus assessment. However, the rest of participants, 45.16 of all
participants answered that content-focus was more difficult than word-focus assessment.
The same as the first question, the participants also gave reasons to their answers in the second question. Some of them said that the content-focus
assessment was easier because the recording was clearer and slower than the first one. Nevertheless, the researcher had made them balance. The speed of both
recordings was the same. Moreover, the level of difficulty was also the same. Hence, there was no difference between the level of difficulty of the first and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28 second recording. Another reason given by some of the participants was that in
content-focus assessment they did not need to answer exactly the same as what the speakers said. They could conclude and use their own words as the answers.
Then, for those who answered that content-focus assessment was more difficult than word-focus assessment, some of them gave reason related to the
quality of the recording, such as the speed, pronunciation, and accent in the recording. However, most of them said that they needed to really understand what
the recording was about, so that they could answer the questions. Looking at the purpose of listening class itself, it was actually the goal of learning. They had to
listen and understand the content of the recording. When they did word-focus assessment, they just needed to fill in the gap dialogue. Therefore, they tended to
focus on the words they had to write without paying attention to the whole information of the recording.
From the third question of the open questionnaire, the researcher analyzed that 17 out of 31 participants thought that word-focus assessment helped them to
understand the recording. When they rewrote, it was easier for them to recall their memory about the text. It meant that 54.84 of the participants felt that word-
focus assessment helped them to improve their listening skill. The rest of participants, 45.16 said that content-focus assessment helped them more in
rewriting the text. There were some interesting reasons from the participants. From those
who thought that content-focus helped them in rewriting the text, the reason was that content-focus assessment helped them understand the main idea of the
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29 recording. Another one said that they could answer the questions not exactly the
same as what the speaker of the recording said. It meant that they could use other words based on their understanding. It showed that the level of their
understanding increased. When people just imitated the words from the speaker, it did not really show whether they really understood or not. However, when they
could present their answers in other words, which were different from the speakers’ words, it showed that they had reached the next level of understanding.
Another reason from the participants was that content-focus assessment helped them to grab the information from the recording so that they could remember the
detailed information from the recording. A bit similar to the previous reason, one of the participants said that the questions in content-focus assessment guided to
understand the recording. The opposite side from the participants who thought that word-focus was
easier for them to rewrite the text said that in word-focus assessment they did not need to think twice. In other words, word-focus assessment made them focus on
the words they had to fill in the gap dialogue. It meant that they did not need to know what the text about and the plot of the story in the recording. However, in
listening skill, the important thing is that students can listen and understand well about the recording they listen to.
In the first and second cycles of this research, the English teacher of class X5 in SMAN 2 Yogyakarta observed and wrote the result on observation sheet.
The things had to be improved in the first cycle was that the researcher did not manage the class well, because some students had not been ready yet to start the
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30 class. Moreover, few students were passive during the teaching learning process.
However, the researcher had done some things well, but some things still did not work well. The thing that worked well was that the learners did the
researcher’s instruction, in this case as the teacher. The learners also responded actively to the teacher’s questions. Related to the learning activity, the learning
steps were in accordance with the lesson plan, the process of learning was manageable, and the learning achieved the learning goals. The researcher needed
to more pay attention to learners, such as checking whether they were ready or not, covering all students, and also managing the class better. The observer said
that the students themselves did not panic when they did the assessment. It meant that the use of content-focus assessment helped them not to be panic.
B. The Research Finding in the Second Cycle
