The Use of FLAP as Media

In addition to audio transcript, there are several exercises in FLAP which are very useful for students to practice listening materials extension. The exercises are in different forms such as multiple choice, true or false, and filling the gap. Students benefited from those various exercises in FLAP. They do agree that by practicing the exercise they understand more the content of the spoken text. The illustration for the students who were practicing exercises in the class can be seen in Appendix 20. By having various exercises, studentswere not end up with boredom. “It is good for exercises so that we can understand the content of the conversations” Appendix 9-R31 “It’s various so that we can try different exercises” Appendix 9-I29 Moreover, the availability of feedback supports the effectiveness of FLAP as the medium for learning listening independently. Students can improve their understanding by doing the exercises. If they are not sure with their answers, they can check it in the end of the exercises. If they are not successful yet, they may try again and repeat the audio to focus on their difficulties. “that [feedback] is also helpful, so that we know which one is correct and which is incorrect. Yet there is no explanation.”Appendix 9-R32 In addition to the features that are asked to the students above, there is another comment about one feature that is not listed before. This emergent theme is related to speech recognizer. This feature is in the ‘Review’ menu. Through this feature students can learn how to pronounce words or expressions that they have heard before. “The review part is also good. We can practice our pronunciation using it so that we know how to pronounce it. Appendix 9-R34 Although this feature does not directly support listening comprehension, the students stated that this feature is also useful. They can learn deeper about words or expressions that are listed and they can also try to pronounce them correctly.In addition to features of FLAP, the students’ responses towards the activities are also obtained. The responses show that the students like to learn listening by using both activities inside and outside the classroom. All of them can support the students in learning listening. Through various activities given in the classroom supported by activities outside the classroom, students can get some benefits for their improvement of listening comprehension. “[I like] the activities like telling the story in front of the class and watch the video. It becomes clearer if I can listenwith the picture [from the video].” Appendix 9-I05 “discussion gives us opportunity to share our opinions. If there is something unclear we can discuss it together. If we are alone sometimes we do not know or understand the words in the question. Thus we can get confused easily.” Appendix 9-R45 “That’s also good because it is to check our understanding...sometimes if we do not do that kind of activity we can forget [the materials]easily.” Appendix 9-S49 In addition to learning using FLAP, there are some other activities in the classroom. Since it is based on task-based approach, there are three parts of learning sequence. In pre-task activities, students did warming up for their main listening activity. Several tasks for warming up among others are: role playing, watching video, predicting and retelling the story. In task phase, students do exercises individually or in groups. In post task phase students learn some linguistic features they find in the spoken text that they learn previously and they are also given task at home to listen using FLAP. The next meeting, a quiz is given to students to check their comprehension. Most of the students liked the activities as can be seen in some pieces of interviews above. Besides that, the students’ view about independent learning and listening habit were also obtained. The students argued that FLAP supported independent learning since FLAP helped students manage their own learning. It provides materials, various activities in the forms of Focus, Practice and Review in each Unit. Also, it provides fun activities so that students can keep learning listening with activities which are enjoyable. With all of the supported features of FLAP, it is favorable for students to be used as tool that encourage independent learning for students. “...and then there is this application, I would like to learn [listening] from this [application]”Appendix 9-R19 “So that we can try to do exercises by ourselves by using that application. At least we know the intention if there are some questions since it’s just almost the same” Appendix 9-S29 Furthermore, the availability of FLAP also supports students in developing listening habit. Listening habit is important since it can help students to be familiar with spoken English. “because if we are accustomed to listening it will be easier for us [to comprehend].” Appendix 9-R16 “If we are not accustomed to listen it will be difficult” Appendix 9- A04 “the listening, I mean we can learn to listen to conversations, then stories, so that we can be familiar when we have an exam, especially at class XII we should be able to listen [better]” Appendix 9-I32 Spoken English is different from written one. The students need to be familiar with the rate of the speed in a speaking situation, the intonation also 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