64 like reading was burdened by the text. While the other students could take advantage
of the reading text, she felt that the text was useless. Therefore, there were various students’ perceptions toward the implementation of reading text.
Second, as the students went through the process of the implementation of reading text, they experienced several influences of the text on listening section.
There were at least three influences derived from the implementation of reading text related to the students’ readiness, comprehension, and language. Provided with the
text, the students had description on what they were going to listen in class. In other words, they had constructed prior knowledge by reading the text. The first important
influence was the students’ readiness to follow listening section. In fact, reading text successfully facilitated the students to be well-prepared in listening section. Students’
confidence was raised since they knew the description of the story. Hence, the students were ready to follow the lesson in class.
Further, students’ prior knowledge gave another influence on the students while listening. By having description of the story they were going to listen, the story
became clearer. As the result, the students were able to follow the plot of the story better. They were able to grab the detailed information by the help of the text.
Consequently, their ability to answer the questions relating to the recording was improved. However, for some reasons they might miss some important parts from
listening section. In this regard, reading text had big influence for them. The students could still follow the story by recalling information from what they had read. In other
words, the text helped the students not to miss the context of story they were listening PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65 to. As the result of their better understanding, it was also easier for them to answer
the comprehension questions. Therefore, prior knowledge which was well constructed by reading the text gave positive impact to the students.
Besides, providing prior knowledge to the students so that they were easier to listen to the recording, reading text also offered another influence to the students.
The last important influence was related to students’ language. Reading the text at home, students were accustomed to being independent. They needed to consult the
dictionary to understand the story better. However, by the help of the text, the students learned the correct spelling of some words, while in listening section they
learn how to pronounce the words. By doing so, students’ vocabulary mastery was also improved. Overall, from students’ experiences, it is noteworthy that reading text
gave many influences to the students in listening section. It did not only provide the students with prior knowledge, but also influence other important aspects in acquiring
listening skill.
B. Suggestions
Based on the findings there are several suggestions for the teacher, students, and further researcher who concern in English Language Teaching.
1. Teacher
It is evident from the findings that reading text gives many influences to the students while they are listening to the recording in class. Students were able to
follow the story they are listening better and successfully answered the questions PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66 when they had read the text before. However, the teacher still needs to consider some
students who are not interested in reading. For such students, reading text provided a week before would be useless and has no influences for them. Therefore, the teacher
should not absolutely use the text all the time. It is better for the teacher to combine with another way of teaching.
Moreover, the researcher found that the implementation of reading text as a medium to construct students’ prior knowledge helped many students in many
aspects. Nevertheless, the teacher should be more aware to see the fact that not all students have self-willingness
to read the text at home and also not all students are able to understand the text well because of some reasons. Therefore, to anticipate
such facts, it is suggested that the teacher discussed the content of the text first before starting the listening section in class, for example by asking questions.
The last suggestion for the teacher is related to the text itself. In providing the text for the students, the teacher should remember that the text is used to facilitate the
students in constructing prior knowledge needed. However, the text should not burden the students since the target of learning is listening skill, while the text is only
a ‘helper tool’. It is better for the teacher to adjust the length of the text and especially consider the vocabulary, diction, and punctuation used in the text. Authentic texts
challenge the learners, as Murdoch 1999: 3 stated, but the teacher should be very selective in choosing the text from the internet. The researcher found that for many
times, the students found difficulties in translating the words from the text. Therefore, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67 it is better for the teacher to provide glossary in the text for some unfamiliar words
which are rarely used.
2. Students
The students who experienced the implementation of the text should take advantages of the implementation. Reading text provided by the teacher in fact
stimulates them to be familiar in using the dictionary. The students should keep on employing this positive habit in order to gain more knowledge in all aspect.
3. Further Researcher
This research basically investigates the implementation of reading text to construct students‘ prior knowledge before listening section. Therefore, the study is
limited to gain the influences of the text to the students in listening section only. However, it is noteworthy that reading text gives many positive influences to the
students in listening section. Accordingly, further researchers on the implementation of reading text as a medium to construct students’ prior knowledge need to further
investigate the implementation of reading text in order to support other language skills which may result in different problems and findings.
