Data Analysis Techniques METHODOLOGY

40 whereas the second problem was answered using questionnaire and the interview. Afterward, the data gathered were interpreted. After the data were interpreted, the researcher made conclusion based on the interpretation. As the last step, the researcher reported the result of the research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher intends to present the findings of the research. This chapter is divided into two major sub-headings, namely students’ perceptions toward pre-listening material and the influences of reading text in listening section. The first sub-heading discusses students’ perception on the use of reading text as a medium to construct knowledge before listening section, whereas the second sub- heading provides the detailed discussion of the reading text influences to the students.

A. Students’ Perceptions toward Pre-Listening Material

Implementing reading text as a medium to construct students’ knowledge before listening section in class, the teacher provided three narrative short stories, namely Sleeping Beauty, Rapunzel, and Snow White. The reading text of each story was given to the students a week before the listening section. The students experienced the implementation of reading text for three weeks. Indeed, each student faced various experiences. As stated in Chapter III, the researcher employed observation sheet and interview to obtain the data on students’ perception. In general, from the observation as well as from the interview with participants, it was surprisingly found that all participants actually liked learning listening. Two of them shared: Saya suka belajar listening. Bromo, Interview PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42 I like learning listening. … saya lebih suka belajar listening … Kelud, Interview … I prefer learning listening …. However, the students still found difficulties in acquiring listening skill. What makes listening skill difficult to be mastered is, as stated by Rost 2002: 8, the fact that listening involves the ability to understand or to construct the meaning on what is listened to. Therefore, listening does not merely mean to receive or recognize the sound. One student in the interview stated: … kan kalo dari listening itu mbak, cepet banget ngomongnya. Baru nyoba ngerti kalimat yang satu, eh udah ngomong yang lain lagi. Krakatau, Interview … in listening to the recording, the speakers speak very fast. I was trying to understand the meaning of a sentence, but the speakers continue speaking another sentence. In providing the students with the texts before listening section, the teacher tried to employ a particular activity in learning listening, i.e. top-down processing. Therefore, the students came into class with background knowledge in their mind. As the result of top-down processing, they had to read pre-listening materials, i.e. reading text at home before listening section. However, there were various responses students shared toward the implementation of reading text as pre-listening material. Students perceived the pre-listening material both positively and negatively. Yet, from the interview with the students about their experiences of the implementation of reading texts to prepare themselves before listening, the researcher found that most students accepted the implementation positively. In other words, the idea from the teacher to provide the students with reading texts which were similar to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 43 the recording was accepted by most participants. Six of eight participants 75 thought that the texts were needed and were very useful for them. Experiencing the implementation of the text, six participants, namely Bromo, Bukit Siguntang, Kerinci, Krakatau, Merapi, and Tidar implied that they agreed with the teacher who provided them with the text. In the interview, they mentioned: Reading text itu perlu, mbak. Tidar, Interview Reading texts were needed. Reading text membantu banget untuk persiapan listening. Bromo, Interview Reading text was very helpful for preparing me before listening. Reading text itu bermanfaat banget. …. Walaupun kadang reading textnya nggak dong tapi itu tuh membantu mbak. Krakatau, Interview Reading text was really useful … Even though sometimes I could not understand the text fully, but still it helped me. From students’ answers above, it is obvious that the students could take the advantage from the texts they had read before listening section. The texts provided by the teacher were perceived as a helpful medium for preparing them before listening section in class. Moreover, there were also some students who did not read the text. It was clearly seen from the way they answered the questions and from the way they listened to the recording. Some students who did not read the text before the class seemed nervous. They worried that they could not answer the questions related to the story. Besides, from the questionnaire, it was clear that only two students had read the text of Sleeping Beauty and the others confessed they had not read the text. As a matter of fact, they did not answer several questions and left them blank.