4 of the recording. By content focus assessment, the students would be guided to
understand and to know the context of the recording so that they would know the words used in the recording. Hence, their listening skill would improve through
the use of content focus assessment.
B. Problem Formulation
Based on the research background, the problem formulation in this research is:
- How does content-focus assessment improve students‟ listening skill in class
X5 of SMAN 2 Yogyakarta academic year 20102011?
C. Problem Limitation
The research is limited to the way in improving listening skill of class X5 in SMAN 2 Yogyakarta academic year 20102011. Although in listening class
other skills are also needed, in this research the researcher will only focus on their improvement in understanding the whole content of the recording. The problem of
the students in class X5 was on the difficulty in identifying the words used in the recording, so the researcher used content-focus assessment to improve their
listening skill in understanding the whole content so that they knew the words used in the recording.
D. Research Objective
This research aims to know how content-focus assessment improves
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 students‟ listening skill in class X5 of SMAN 2 Yogyakarta academic year
20102011.
E. Research Benefits
The benefit of the research is for the students in class X5 themselves so that they can improve their listening skill. Moreover, the English teacher of class
X5 in SMAN 2 Yogyakarta also obtains benefits. She can apply the solution in listening class whose problem is similar to the problem in class X5. Other English
teachers can also apply the solution in their classes.
F. Definition of Terms
To have unambiguous terms and to have the same perception, in this part the researcher defined the terms of listening skill, content-focus assessment, and
students of class X5 in SMAN 2 Yogyakarta. 1.
Listening skill Listening skill is an important skill in learning English. Learning language
needs mastery in listening skill because people learn from what they hear. Naizhao Guo and Robin Wills quoted Thomlison
‟s 1984: 2, “Listening includes „active listening,‟ which goes beyond comprehending as understanding the
message content, to comprehension as an act of empathetic understanding of the speaker.” Therefore, the comprehension seen as the mastery of listening skill is
the mastery of the message content. Related to the research, the researcher would improve students‟ listening skill of class X5 in SMAN 2 Yogyakarta academic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6 year 20102011 in mastering the message content through the use of content-focus
assessment. 2.
Content-focus assessment The second term defined is content-focus assessment. The content-focus
assessment is the assessment in listening class in which the focus is the whole content of the recording. H. Douglas Brown 2004: 119 explained that through
understanding the content of the message and the context of it, we could determine the words used in the text. The listener needs to see the context of the
recording so that the message of the recording can be caught. Looking at the purpose and the form of it, the researcher used content-focus assessment to help
and to guide students of class X5 in SMAN 2 Yogyakarta to understand the context and the content of the recording.
3. Students of class X5 in SMAN 2 Yogyakarta
SMAN 2 Yogyakarta is located in Bener street, Tegalrejo, Yogyakarta. The students of class X5 in this school academic year 20102011 consists of 32
students. Seventeen of them were girls and fifteen of them were boys. They were in the odd semester academic year 20102011.
The students in class X5 were actually active. They responded the teacher well. Nevertheless, they still found difficulty when they did listening exercises.
They looked confused and tried to find the answers from other friends. Moreover, most of them focused on the words they had to fill in, so that they did not catch
the whole content of the recording.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II REVIEW OF RELATED LITERATURE
