INCREASING STUDENTS’ MICRO SKILLS OF LISTENING THROUGH DRILLS AT THE SECOND YEAR STUDENTS OF SMP NEGERI 3 BANDAR LAMPUNG
ABSTRACT
INCREASING STUDENTS’ MICRO SKILLS OF LISTENING THROUGH DRILLS AT THE SECOND YEAR STUDENTS OF SMP NEGERI 3
BANDAR LAMPUNG By
TRI LESTARI
Listening has become the first point in language learning. To acquire the language, students should master the listening skills to interact in spoken communication and continue to the next skills to develop their ability in English. However, most of students still have difficulties in listening class especially in mastering micro skills. There are many techniques that can improve the foreign language, one of them is drills. Therefore, the objective of this research is to find out whether there is improvement of students’ micro skills of listening achievement after being taught through drills technique.
This research was quantitative research using one group pretest-posttest design. The researcher used one class as the experimental group and it was selected by using simple probability sampling. The population of this research was the second year students of SMP Negeri 3 Bandar Lampung that consists of seven classes, VIII-a to VIII-g and each of which consists of 32-36 students. This research was indeeded to find out whether or not there was improvement of students’ micro skills of listening achievement after being taught through drills technique.
The data were analyzed by using t-test formula. The result of the research showed that there is a significant difference of students’ achievement in micro skills of listening before and after being taught through drills technique. The mean score of pre-test was 47.52 and post-test was 57.55. By comparing between the mean of pre-test and post-test, it can be found that the increase of the mean was 10.03. It proved that the students’ scores increase significantly because the value of t-ratio is higher than t-table (9.229>2.042) and the significant is lower than 0.05 (p=0.000<0.05). According to the data, it can be concluded that there is a significant difference of students’ achievement in micro skills of listening before and after being taught through drills technique.
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INCREASING STUDENTS’ MICRO SKILLS OF LISTENING
THROUGH DRILLS AT THE SECOND YEAR STUDENTS OF
SMP NEGERI 3 BANDAR LAMPUNG
(A Script)
By TRI LESTARI
Advisors:
1. Dr. Muhammad Sukirlan, M.A 2. Drs. Ramlan Ginting Suka
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
BANDAR LAMPUNG 2013
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INCREASING STUDENTS’ MICRO SKILLS OF LISTENING
THROUGH DRILLS AT THE SECOND YEAR STUDENTS OF
SMP NEGERI 3 BANDAR LAMPUNG
By TRI LESTARI
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
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Research Title : INCREASING STUDENTS’ MICRO SKILLS OF LISTENING THROUGH DRILLS AT THE SECOND YEAR STUDENTS OF SMP NEGERI 3 BANDAR LAMPUNG Student’s Name : Tri Lestari
Student’s Number : 0913042120
Department : Language and Arts Education Study Program : English Education
Faculty : Teacher Training and Education
APPROVED BY Supervisor Committee
Supervisor Co-Supervisor
Dr. Muhammad Sukirlan, M.A. Drs. Ramlan Ginting Suka
NIP 19641212 199003 1 003 NIP 19570721 198603 1 003
The Chairperson of
Language and Arts Education Department
Dr. Muhammad Fuad,M.Hum. NIP. 19590722 198603 1 003
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SURAT PERNYATAAN
Sebagai civitas akademik Universitas Lampung, saya yang bertanda tangan di bawah ini
NPM : 0913042120
nama : Tri Lestari
judul skripsi : Increasing Students’ Micro Skills of Listening through Drills at the Second Year Students of SMPN 3 Bandar Lampung
program studi : Pendidikan Bahasa Inggris jurusan : Pendidikan Bahasa dan Seni fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan bahwa
1. Karya tulis ini bukan saduran/terjemahan, murni gagasan, rumusan, dan pelaksanaan penelitian/implementasi saya sendiri tanpa bantuan dari pihak manapun, kecuali arahan pembimbing akademik dan narasumber di organisasi tempat riset;
2. Dalam karya tulis ini terdapat karya atau pendapat yang telah ditulis atau dipublikasikan orang lain, kecuali secara tertulis dengan dicantumkan sebagai acuan dalam naskah dengan disebutkan nama pengarang dan dicantumkan dalam daftar pustaka;
3. Pernyataan ini saya buat dengan sesungguhnya dan apabila di kemudian hari terdapat penyimpangan dan ketidakbenaran dalam pernyataaan ini, maka saya bersedia menerima sanksi akademik berupa pencabutan gelar yang telah diperoleh karna karya tulis ini, serta sanksi lainnya sesuai dengan norma yang berlaku di Universitas Lampung.
Bandar lampung, Mei 2013 Yang membuat pernyataan,
Tri Lestari
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CURRICULUM VITAE
The researcher, Tri Lestari was born in Purbolinggo, on January 13th, 1992. She is the third child of the lovely parents, Cikmat Saleh and Daryati. She has two elder sisters, Novitasari, A.Ma. and Septi Dwi Astuti, and one younger sister, Nia Marsela.
She entered the formal education at the first time in 1996 at TK Pertiwi. After graduating, she entered SD Negeri 1 Batu Badak in 1997 and graduated in 2003. Then, she continued her study at SMP Negeri 2 Jabung. In the second grade, she became the top fifteen finalist of math Competition 2005 followed by whole junior high school in Lampung Timur. She graduated from the junior high school in 2006. After that, she entered SMA Negeri 8 Bandar Lampung and finished her study in 2009.
She continued her study to Lampung University majoring in English Department, Teacher Training and Education Faculty (FKIP) of Lampung University in 2009. From July to September 2012, she did the Teacher Training Program (PPL) at SMA Negeri 1 Sekampung.
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MOTTO
Knowing is not enough, we must apply
Willing is not enough, we must do
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DEDICATION
This script is fully dedicated to:
My beloved parents, Cikmat Saleh and Daryati
My beloved sisters; NovitaSari, A.Ma., Septi Dwi Astuti, and Nia
Marsela
Students of English Department ‘09
My beloved Almamater
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LIST OF TABLES
Page Table
1. Table Specification of Micro Skills in Pre-test ... 29 2. Table Specification of Micro Skills in Post-test ... 29 3. Table of Distribution of the Students’ Score of the Pre-test in the
Experimental Class... 38 4. Table of Distribution of the Students’ Pre-test Achievement in each Elements of Micro skills ... 39 5. Table of Distribution of the Students’ Score of the Post-test in the
Experimental Class... 40 6. Table of Distribution of the Students’ Post-test Achievement in each Elements of Micro skills ... 41 7. Table of the Increase from Pre-test to Post-test ... 42 8. Increase from Pre-test to Post-test for each elements of Micro Skills .... 42 9. Table of Analysis of the Hypothesis ... 45
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LIST OF APPENDICES
Page Appendix
1. Research schedule ... 59
2. Reliability analysis of upper group and lower group try-out test... 60
3. Reliability analysis of try-out test ... 62
4. The reliability of try-out test ... 63
5. Level of difficulty and discrimination power of the try-out test ... 64
6. The result of students’ score of pretest-posttest in experimental class ... 65
7. Distribution of the Students’ Pre-test Achievement in Elements of Micro Skills ... 66
8. Distribution of the Students’ Post-test Achievement in each Elements of Micro skills ... 68
9. Table of distribution of the pre-test in experimental class ... 70
10. Table of distribution of the post-test in experimental class ... 71
11. Random Test of the pre-test and post-test in experimental class ... 72
12. The normality of the pre-test and the post-test in experimental class ... 73
13. The analysis of hypothesis ... 74
14. T-table ... 75
15. Lesson plan ... 76
16. Try-out questions ... 91
17. Pre-test questions ... 100
18. Post-test questions ... 104
19. Try-out, pre-test and post-test students’ results ... 108
20. Surat keterangan penelitian ... 115
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CHAPTER I
INTRODUCTION
This chapter describes the background of this research. It includes identification of the problems, limitation of the problem, formulation of the problem, objective of the research, uses of the research, scope of the research, and definition of terms.
1.1 Background of the problem
English as a foreign language is very necessary subject right now in every school in Indonesia. It is taught and learnt from kindergarten up to college level in formal education. According to School Based Curriculum (KTSP), there are four skills in English subject which must be mastered by students, namely listening, speaking, reading, and writing.
The goverment has begun to put English as one of subjects tested in the national examination of junior high school. One of language skills composing the national examination is listening. It is proved that this skill is very important in education, especially in achieving English subject. In teaching learning, listening also takes an important part due to students‟ grasping in English depends on their listening ability.
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To make students‟ learning English better for students, the teacher should know the step of learning foreign language. Hurberner (1969: 28) says that in acquiring a foreign language, listening of course come first. That is why listening has become the first point in language learning. In other words, everyone who understands the meaning and starts to talk, has to hear the sound, words, and speech pattern first like children learn their mother tongue.
Students should master the listening skills to interact in spoken communication and continue to the next skills to develop their ability in English. It can be said that students spend most of their time by listening to the teacher in order to get information and knowledge. Students who have good listening ability may be able to understand what the teacher says. In listening, there are micro and macro skills that should be mastered by learners to gain good listening. The macro-skills isolate those skills that relate to the discourse level of organization, while those that remain at sentence level continue to be called micro-skills (Brown: 2001). Based on the statement, micro skills must be acquired first to develop listening.
But the fact it is difficult to achieve listening skills because students are often discouraged and lose of interest when they find that foreign language study is just like other complicated subjects. It was found when the writer did pre-observe at SMPN 3 Bandar Lampung. In this program, the writer gave the students listening test using audio records. In playing record process, they seemed bored and sleepy even chatted with their friends to answer the
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questions. This problem might be caused by the facts that they were not confident with what they heard and they claimed that this skill was very difficult.
Based on the test in pre-observation, the students lack micro skills in varieties of aspects (1) they cannot differentiate the words which have similar sounds, (2) they lack of vocabularies, (3) they can not recognize grammatical, (4) they cannot detect key words such as those identifying topics and ideas. This problem might be caused by their lack of times practicing listening. It might also be caused by uninteresting technique of presenting the material in the class such as the teachers explain and the students do exercises. These problems can make students insecure. They lose their confidence and feeling incompetent in listening. So, in teaching learning activity, teachers should have a way to choose a learning technique that is suitable with his or her classroom situation.
By considering the statements above, the researcher intends to develop students‟ micro skills of listening by drill technique. The researcher considers that this technique is interesting and is able to encourage spirit in learning process. In this research, the researcher wants to know whether or not there is any increase of students‟ micro skills of listening after being taught through drills.
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4 1.2 Identification of the Problems
Based on background of the problems above, the researcher identifies some problems as follows:
1. The students lack motivation to listen an English conversation because they think that the material of listening is difficult.
2. The students lack practicing of listening an English conversation.
3. The students lack vocabularies; therefore they get difficulties in understanding English.
4. The students feel bored of the way of teacher‟s teaching. 5. The technique might be less appropriate for the students‟ need.
1.3 Limitation of the Problem
In line with the identification of the problems above, the current study was focused on the students‟ difficulties in comprehending conversations in listening. As a solution, the researcher used drills as a technique in order to improve students‟ micro skills of listening.
1.4 Formulation of the Problem
The explanation above leads this research to answer the following problem: “Is there any significant improvement of the students‟ micro skills of listening after being taught through drills technique?”
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5 1.5 Objective of Research
Based on the formulation of the problem above, the objective of this research is to find out whether there is significant improvement of students‟ micro skills of listening achievement after being taught through drills technique.
1.4 Uses of the Research The uses of this research are:
1.4.1 Theoretically, the result of this research is expected to be able to support the previous theory on listening.
1.4.2 Practically, the result of this research makes the finding which can be used as an input for English teachers to improve their students‟ micro skills of listening through drill technique.
1.5 Scope of the Research
This research was a quantitative research which was conducted at SMP Negeri 3 Bandar Lampung in the second semester of 2013/2014 learning year. There are seven classes, VIII-a until VIII-g, and each of which consists of 32-36 students. This research was indeeded to find out whether or not there was improvement of students‟ micro skills of listening achievement after being taught through drills technique. The limited materials were dialogues because the researcher wanted the students were able focus on the materials. Then, the skills that were achieved was focused on micro skills because of the limited practicing of the technique used. Students‟ improvement is found out by comparing the results of the students‟ answers of pretest and posttest.
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6 1.6 Definition of Terms
Listening
It refers to a process of getting and comprehending general idea of something that the students heard.
Micro skill of Listening
It refers to a skill where the listener has to interpret intonation pattern, recognition of function of structures, cohesive devices, recognize discourse marker.
Audio Lingual Method
It refers to a method by which the students are taught a language directly without using the students‟ native language. Drill is the characteristic of this method. The process of this method is the same as children learn their mother tongue.
Drill technique
It refers to one of the teaching techniques suggested by Audio Lingual Method where students hear sound and try to understand and then reproduce the sound and next learn to read the written form.
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CHAPTER II LITERATURE REVIEW
This chapter has major points: review of previous related research and review of related literature. In details it explains several concepts of listening and its related aspects. It deals with concept of listening, concept of teaching listening, concept of ALM, concept of drills technique, teaching listening through drills, theorytical assumption, and hypothesis.
2.1 Review of Previous Related Research
There have been several studies that investigate the skill and technique or method which are relevant to this research.
The first research is improving the students‟ listening comprehension through drill technique conducted by Putra (2012). He conducted the research to analyze the improvement students‟ listening comprehension through drill and to find out the problems that were faced by students. The result of his research showed that the students‟ listening comprehension was improved after being taught through drill technique. It can be seen from the students‟ mean score of the pre-test and the post-test after being taught through drill technique in which their gain score was 26.3. Then, while treatments he found that the students have problems in listening such understanding the difficult
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words or phrases, recognizing phonetic symbols and intonation pattern; and distinguishing sentence pattern and discourse marker.
The second research is increasing students‟ listening ability through completing dialogue technique conducted by Apriani (2012). She conducted a quantitative research to find out a significance difference between students who were taught listening by completing dialogue technique and who were not. The result of pre-test and post-test showed that the average of students‟ listening score was increased. Completing dialogue technique is one of drills pattern that can help students in listening. So, it can be concluded that the use of drill is able to encourage the students in listening ability.
Considering the previous research above, it can be found that there are some differences among two previous research with this research. In the first previous research, the researcher interviewed the students to know the problems that faced by the students. The reseacher focused on how to solve the problems. In the second previous research, the researcher focused only on one drill, that is completing dialogue technique that was administered in senior high school. But in this research, the researcher focused on the increasing students‟ micro skills in junior high school used three drills without discuss the problems that happened when treatments were done.
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9 2.2 Review of Related Literature
The researcher proposes a review of related literature which has a relationship with this research as follows:
2.2.1 Concept of Listening
Listening is an active process recquiring participation on the part of listener. Lukong (1988: 19) states that listening is an active process which the listener plays a very active part in construction the overall message that is eventually exchanged between listener and speaker. At the same time, there is a process of understanding the message of the first speaker. It indicates that the listeners should digest the message of the speaker carefully due to one can expect to listen twice as much as one speak, four times more than one read, and five times more than one write. Wood (1985: 56) states that the essence of listening is the listener; the listener should be encouraged to engage in active process of listening for meaning. In language learning, listener plays a significant role to clarify that children listen and respond a language before they learn to speak.
There are two skills required in listening process (Hughes 1991: 134), they
are macro and micro skills. a. Macro skills
In macro skills, a listener would be directly related to course objectives that includes: listening for specific information, obtaining gist of what is being
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heard or the listener should get the general idea of the information, following instructions or directions etc. Each term will be explained below:
1. Identifying the main idea
Identifying the main idea of a text is one of the most important specific comprehension skills. In other words, that is what the speaker wants listener to know about. So, the main idea is the important idea that the speaker develops throughout the text.
2. identifying specific information
Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect statistic and quotation.
3. Identifying inference
An inference is an educational guess or prediction about something unknown based on available facts and information. The listener will be able to do this by making use of the context in which the word occurred, in order to give him a rough idea of its meaning.
b. Micro skills
In micro skills, the listener has to interpret intonation pattern (e.g recognize strees and rhythm), recognition of faction of structures (interrogative as request, imperative e.g. sit down), cohesive devices (e.g. such as and which, detect sentence constituent e.g. subject, verb, object, preposition), recognizing discourse marker (e.g. well; oh; another thing is; now; finally).
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Richard (1983, cited in Omaggio, 1986. p. 126) proposes that the following are micro skills involved in understanding what someone says to us. The listener has to:
1. Retain chunks of language in short term memory.
2. Discriminate among distinctive sounds in the new language.
3. Recognize stress and rhytm patterns, tone patterns, intonational contours. 4. Recognize reduced forms of words.
5. Distinguish word boundaries. 6. Recognize vocabulary.
7. Recognize typical word-order patterns.
8. Detect key words, such as those identifying topics and ideas. 9. Guess meaning from context.
10. Recognize grammatical word classes. 11. Recognize basic syntactis patterns. 12. Recognize cohesive devices
13. Detect sentence constituents, such as subject, verb, object, prepotitions. The study was focused on the micro skills because micro skills of listening were necessary aspect for the students of junior high school. This aspect is the first step of the next skill of listening.
Students always have problems in facing listening lesson. Brown and Yule (1983) in Nunan (1991) suggest that there are four factors which can affect the difficulty of listening tasks: these are related to the speaker (how many there are, how quickly they speak, what type of accent they have); the listener
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(the role of the listener whether a participant or not, the individual interest in the subject); the content (grammar, vocabulary, information structure, background knowledge assumed); support (whether there are pictures, diagrams or other visual aids to support the text). Low on concentration is another problem that happened in listening process. Flowerdew and Miller (1992: 60-80) indicated difficulty in concerntration and maintaining concerntration for a long time.
2.2.2 Concept of Teaching Listening
Teaching listening means teaching how to identify and understand what others are saying. Alexander (1978: viii) states that nothing should be spoken before it has been heard. For this reason, in achieving a language we should have listening ability. It is necessary to have clear understanding a speaker‟s accent or pronunciation, grammar, vocabulary and graps the meaning.
The goal of teaching listening skill is to train the students so that they are able to understand the meaning that they have heard efficiently. We cannot only teach what will be listened but also the situation what we deal with. The teacher teaches listening by carrying out the students in certain situation when the topic is being talked about. The topic they hear must be familiar with the students. It can make them easy to understand due to having background knowledge about it.
Moreover, Rost (1991: 22) states that there are some components that makes up the level of the stage of developing listening ability as follows:
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The foreign language learners only hear the meaningless noises and start to differentiate the words which have similar sounds.
2. Recognizing words
The foreign language learners decide words which reference by the speaker. 3. Identifying grammatical grouping words
The foreign language learners recognize the pattern of the sentence according to the words that they already heard.
4. Identifying „pragmatic unit‟
The foreign language learner will try to guess the menaing of vocabulary from speaker expression and utterances.
5. Connecting linguistics cues to paralinguistic cues (intonation and strees) and to non-linguistics cues (gestures and relevant objects in situation) in order to construct meaning.
6. Using background knowledge (what the learners already known about the content and the form) and content (what has already been said) to predict and then to confirm the meaning.
7. Recalling important words and ideas
The foreign language learner will keep the words in their memory through comprehension and will use the words when it is needed.
The researcher intends to develop students‟ micro skills of listening based on the components stated above. By mastering the developing components of listening ability such as discrimination among sounds, recognizing words, identifying grammatical grouping words, and detecting key words, students are expected to make their listening ability better. Although the focus is only
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in micro skills, the macro skill is also maintained to gain the purpose of listening, that is understanding the meaning. It is showed by there are some questions of detecting key words in listening test in order to get a meaning in form of sentences that arranged to be a conversation. In particular students are able to mastery several points of micro skills well such as how to differentiate certain sounds, to know well on various words and how to group a number of words in the sentences. Students should be also sensitive to paralinguistic cues and to non-linguistics cues, so they will be able to build their right guessing on the meaning and to find out key sentence.
2.2.3 Concept of Audio Lingual Method
There are many methods that can be used to teach foreign language. One of the methods is Audio Lingual Method. Although this method is very old and not effective to teach language for higher levels but it is still believed to be a technique for teaching foreign language in low level like micro skills of listening. In teaching foreign language, listening, students need many practices to recognize words, to understand the meaning, and to get the message. Audio Lingual Method is originally introduced to prepare people to master foreign language orally in short time and emphasizes oral form of the language. Conducting the Audio Lingual Method (ALM) which was introduced in the United States of America (USA) in 1940s is suitable to increase listening skills that finally become spontaneous in gaining what students hear. As Apriani (2012) states that there is significant increase of students‟ listening ability after they were taught by using completing dialog technique.
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Although the method is considered very old, many language teachers still like it and believe that it is a powerful method. This method is used as a method of teaching in language instruction. It is based on behaviorist ideology, which professes those certain traits of living things, and in this case humans could be trained through a system of reinforcement. Correct use of a trait would recieve positive feedback while incorrect use of trait would receive negative feedback (Brown, 2001: 54-55).
The Audio Lingual method advised that students be taught a language directly, without using the students‟ native language to explain new words or grammar in the target language. This method is finally developed from the combination of the principles of structural linguistic theory, contrastive analysis, aural-oral procedures and behaviorist psychology (Richards and Rogers, 2001 in Rod Eliss, 2012). The experts of Audio Lingual Method believe that learning is essentially the process of change in mental physical behavior induced in a living organism by experience. Formal experience can be gained at formal schools and the aim of learning is habit.
Learning is simply habit formation. To learn a new language means acquiring another set of speech habits (Setiyadi, 2006: 54). For example, the instructor will present the correct model of a sentence and the students would have to repeat it. The teacher will then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction everything is simply memorized in form. Therefore successful language learners are those who finally become
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spontaneous in communication and the rules have been forgotten. However, the experts of this method still consider that listening and speaking should come first, and reading and writing come later. It is like a child learns his or her mother tongue. First, he or she hears the sound and tries to understand the sound; he or she than attempts to produce the sound. Next she or he learns to read and write.
The characteristics of ALM (Brown, 2001: 85) 1. Attends to structure and form more than meaning. 2. Demands memorization of structure based on dialogues.
3. Language learning is learning structure, sound, and words to communicate. 4. Drilling is the central technique.
5. Communicative actives come only after the process of drills and exercises. 6. Reading and writing are deferred until speech is mastered.
7. Grammatical explanation is avoided. 8. Translation is forbidden at every level.
9. Accuracy, in terms of formal correctness, is primary goal.
10. The teacher is expected to specify the language that students are to use. 11. Varieties of language are recognized but not emphasized.
Based on the principle of this method, drilling is the central technique that was used by the researcher as a technique to teach the students when the tretments were done. It was to know if there was significant improvement or not after drilling.
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17 2.2.4 Concept of Drills Technique
Drills and pattern practice are typical of the Audio Lingual Method (Richards: 86). Drilling means listening, responding, expensing, and even translating of some models which are provided by the teacher, a tape recorder or another students. Drill includes several activities such as repitition, inflection, replacement, and restatement. Repetition means where the student repeats an utterance as soon as he hears it. Inflection means where one word in a sentence appears in another form when repeated. Replacement means where one word is replaced by another. Then restatement means the student re phrases an utterance. This technique is a technique that is still used by many teachers when introducing new language items to their students.
In order for language learners to practice, there are a number of different types of pattern drills that can be used. Language teacher may use one or more than one pattern drill, depending on what patterns are needed. In the following season “A” represents teacher and “B” represents student (Rivers, 1978: 56).
1. Repetition Drill. This drill is the simplest drill used in learning language patterns. It is used at the very beginning of language class. Language learners merely repeat what the teacher says. This may be used for the presentation of view vocabulary and will be useful for pronunciation, e.g.
A : I study in the morning. B1 : I study in the morning. A : I study in the afternoon.
B2 : I study in the afternoon. A : I work in the morning. B3 : I work in the morning.
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2. Subsitution Drill. Language learners are required to replace one word with another. They may replace the word of the model sentence with a pronoun, number or gender and make some the necessary change, e.g. A : Jhon is hungry.
B1 : Jhon is hungry. A : In the class.
B2 : Jhon is in the class. A : Jhon and Merry.
B3 : Jhon and Merry are in the class.
3. Transformation Drill. Language learners are required to change sentences from negative to positive, from positive to intrerrogative, or from simple present tense to simple past tense, depending on the instruction from the teacher, e.g.
A : The book is new. B1 : Is the book new? A : We are in the class. B2 : Are we in the class?
4. Replacement Drill. Language learners replace a noun with a pronoun. It is the same as the substitution drill but it involves with a replacement, e.g.
A : I like the book. B1 : I like it.
A : I met the people in the Jakarta. B2 : I met them in Jakarta.
A : Jhon will come here. B3 : He will come here.
5. Response Drill. Language learners respond to somebody‟s sentence. In this drill the answers are patterned after the question. This drill may involve “WH” question or “yes/no” question, e.g.
A1 : Jhon is at school. A2 : Where is Jhon?
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6. Cued Response Drill. In this drill, language learners are provided with a cue before or after the question, e.g.
A : What did the man buy? (A book) B : The man bought a book.
A : Who will help us? (His brother) B : His brother will help us.
7. Rejoinder Drill. It is similar to the cued response drill. In this drill language learners are given instruction of how to respond, e.g.
A : Come to my house. (Be polite) B : Would you like to come to my house. A : Your idea is not good. (disagree) B : I disagree with your idea.
8. Restatement Drill. Language learners rephrase an utterance and address it somebody else, according to the content of the utterance, e.g.
A : Tell him where do you live. B : I live at Simon Street no.5.
A : Ask her what she has for breakfast. B : What do you have for breakfast?
9. Completion Drill. Language learners are told to supply a missing word in a sentence or statement, e.g.
A : I bring my book and you bring ...
B : I bring my book and you bring your book. A : I have to solve ... own problems.
B : I have to solve my own problems.
10. Expansion Drill. Language learners build up a statement by adding a word or phrase, e.g.
A : Mathematics.
B : We study mathematics. A : Everyday.
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11. Contraction Drill. Language laerners replace a phrase or clause with a single word or shorter expression, e.g.
A : I did not mean to kill the bird. B : I did not mean to kill it. A : Do not go to that place. B : Do not go there.
12. Integration Drill. Language learners combine two separate statements, e.g.
A : Which one do you think is true? The earth goes around the sun or the sun goes around the earth.
B : I think the earth goes around the sun.
A : I know that lady. She is wearing the blue shirt. B : I know the lady wearing the blue shirt.
13. Translation Drill. Language learners translate a sentence from their mother tongue to the target language, e.g.
A : Saya sangat senang buah-buahan. B : I like fruit very much.
A : Ada beberapa murid di kelas itu. B : There are some students in the class.
By considering the suitability and appropriateness of the material that are going to be presented to the students by the researcher, finally the researcher decided to take 3 patterns of drills as a teaching technique to develop micro skills of listening:
a). Repitition Drill → to improve students‟ pronunciation in order to be able to recognize intonation and strees of words.
b). Transformation Drill → to recognize grammatical grouping words. c). Cued Response Drill → to improve students‟ background knowledge to recognize words.
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21 2.2.5 Teaching Listening Through Drills
The teacher should be creative to create an interesting learning atmosphere for students in teaching foreign language process. Omaggio (1986: 45) states that listening and reading comprehension are highly complex process that draw on the knowledge of the linguistics code (language form), and cognitive processing skill. It is clear that listening is difficult skill to be built to achieve language. So, listening needs to be developed more than other skills.
The procedures of teaching listening presents the steps as suggested by Huebener (1969: 37) as follows:
a. Motivation. It is an effort to arouse learners‟ interest in the topic or presentation of our materials.
b. Introduction. In this step, the situation or content is briefly described. c. Anticipation of difficulties. If there are new words or structures, these will be signaled out or made clear.
d. First Listening. In this step, the record is played.
e. Check on difficulties. Some words and structures may still be incomprehensible to few learners. These are taken up at this point and clarified.
f. Second listening. Again the tape is played without interruption.
g. Questions. Significant expression, keywords and phrases or structures to be learned are used in questions.
h. Third listening. In this step, the students listen to the tape recorder carefully.
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22
i. Questions. The teacher asks original, informal questions to test comprehension.
2.2.6 Theoritical Assumption
In teaching listening, there are some techniques that can help the teacher to reach the aim of teaching learning process. Listening in English class for years has been the most difficult subject for students. It happens because the teachers focuses on macro skills without any attention of micro skills. Whereas micro skill is important as the first step by the students with low ability in listening.
In this research, drill technique is chosen as a technique in teaching listening. Drill technique is used in teaching listening because the process of drilling focus on listening and speaking. Through this technique, students can be trained for hearing new language by the teachers or a tape regularly. Referring to literature review and explanation above, the writer assumes that drill technique is an effective technique in increasing students‟ listening ability.
2.2.7 Hypothesis
Based on the theoritical assumption above, the writer would like to formulate the hypothesis as follows:
There is a significant improvement of students‟ micro skills of listening score from pretest to posttest after being taught through drills at the second grade of SMPN 3 Bandar Lampung.
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CHAPTER III RESEARCH METHODS
This part clarifies research design and how to collect the data from the samples. The researcher encloses the procedure of this research and data collecting technique. The researcher also gives the scoring system and how the data are analyzed.
3.1 Research Design
This research saw the difference between the result before and after the application of drills as the technique. Therefore, a quantitative study that applies one-group pretest-posttest was chosen as the design. The research design is outlined as follows:
T1 X T2
Where:
T1 : Pre-Test (a test that is given before the treatment is applied) X : Treatments (teaching listening through drill technique) T2 : Post-Test (a test that is given after the treatment is applied)
(Hatch and Farhady, 1982: 20)
The researcher used one class as the experimental group which was selected by using simple probability sampling. It was carried out in order to see find the result of the application of drills technique for increasing students’ micro skills of listening.
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24 3.2 Population and Sample
The population of this research was the second year students of SMPN 3 Bandar Lampung which consists of seven classes VIII-a until VIII-g. The total number of students were 238 students. Each class consists of 32-36 students. In relation to the design, the researcher took two classes, VIII-e as the experimental class, and try out was conducted in VIII-b. Those classes were chosen randomely by lottery. It was applied based on consideration that every class in the population has the same chance to be chosen and in order to avoid subjectivity in the research (Setiyadi, 2006: 39). So, there is no ranking of the classes from superior to poor.
3.3Research Procedures
The writer used some following procedures to get the best result of the research:
a) Administering the try out test
The tryout test was given to the students in order to know the quality of the test as the instrument of this research. It was administered to find out the test before it was used, whether the items are good or not in validity, reliability, level of difficulty, and the discrimination power. The tryout test was multiple choices that consist of 50 items with four alternative options A, B, C, and D. The try out test was conducted for 120 minutes.
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25 b) Administering the pretest
The research was administered this test before giving treatments by using drills. There were 40 items of multiple choices test. It was conducted for 90 minutes.
c) Conducting the treatment
After the pretest, the researcher conducted the treatments for three meetings that took 90 minutes in every meeting. The researcher is going to teach listening that focused on micro skills by using drills as the technique to the students’ experimental class.
d) Administering the posttest
The posttest was given to evaluate the students’ micro skillsnof listening achievement after giving the treatments. The test was in the form of multiple choices that consist the 40 items and it was conducted for 90 minutes.
e) Analyzing the data
Both pretest and posttest results were analyzed by using Repeated Measures t-test to compare the data of the two means score (Hatch and Farhady, 1982:108). The researcher analyzed the improvement by comparing the scores of pretest and posttest from the experimental class. If the score of posttest was better than pretest, it means that there was a progress of students’ micro skills of listening achievement.
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26
After analyzing the results of both pretest and posttest, the researcher drawed the conclusion and the results of this research was reported in the script including suggestion from the researcher.
3.4 Data Collecting Technique
In this research, the instrument for data collection was in the form of questions of listening tests which included some aspects of micro skills. The questions were used as the measurement that consisted of a number of conversations with 40 multiple choices items. Each item had four options (A, B, C, and D) with one correct answer and three distracters. Then, to carry out the research, the researcher used the following techniques to collect the data, as follows:
3.4.1 Pretest
The pretest was given before the treatment was applied (teaching listening through drills technique). The purpose of this test was to know how far the students’ ability in mastering micro skills of listening before the treatment. The researcher uses this test as an objective test in the form of multiple choice test. Because listening can generally be included in an objective test that a subjective test. The material that was tested was related to the School Based Curriculum or KTSP which was suitable with their level. The number of item in pretest was 40 items and was held for 90 minutes.
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27 3.4.2 Posttest
The posttest was conducted after the treatments. The purpose of this test was to know the students’ increase in listening after the research gave the treatments through drill technique. The technique of giving posttest was the same with pretest because the researcher wanted to know how far the students can develop their micro skills of listening after being given pretest and posttest. The questions were same but the order of the number are different. The pretest-posttest result was gained as a supporting data in showing the students’ listening ability after they were taught listening through drill technique.
3.5 Try out
Try out test was used to know the quality of the test in order to take the data. The try out was conducted in the first meeting. The class that was used for the try out test was the class which did not include in the experimental class. The number of the test items was 50 items and time allocated was 120 minutes. This test was given to the students in order to know the quality of the test before it was used to get the data on the research. The try out test was said to have a good quality if it has good reliability and good validity, and the test was not too easy and too difficult.
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28 3.5.1 Validity
A test can be considered valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982; 250). According to the Hatch and Farhady (1982; 281) there are two basic types of validity; content validity and construct validity.
a. Content validity
Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. In the content validity, the material is given suitable with the curriculum. The content validity is constructed by including listening material. So, in this research, the researcher arranged the instrument based on the material already given. If the measuring instrument had represented all the ideas that connected with the material that was measured, that measuring instrument had fulfilled the aspect of content validity.
b. Construct validity
Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language that is being measured, it will be examined whether the test question actually reflect what it means to know a language. In this research, the researcher focused on micro skills of listening in form of listening test which be adopted from students’ hand book. In other words, the researcher will write and make the test based on the material in the English curriculum for Junior High School.
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29
In order to fulfill the criteria of construct validity, the table of specification of listening aspect which was modified from the theory proposed by Richard (1983, cited in Omaggio, 1986. P. 126), the test instrument can be seen below:
Table 1. Specification of Micro Skills in Pre-test
No Objective Number of Items Percentage 1. Discrimination among sounds 1,3,5,6,13,18,25,30 20% 2. Recognition of vocabularies 2,7,8,11,14,16,17,21,23,26, 25% 3. Detecting key words 4,9,10,12,15,19,20,22,24,27,29,39 30% 4. Recognition of grammatical
structure
28,31,32,33,34,35,36,37,38,40 25%
Total 40 100%
Table 2. Specification of Micro Skill in Post-test
No Objective Number of Items Percentage 1. Discrimination among sounds 2,13,16,17,24,30,37,40 20% 2. Recognition of vocabularies 6,7,9,10,14,19,27,32,38,39 25% 3. Detecting key words 1,8,11,12,15,18,22,25,26,28,29,31 30% 4. Recognition of grammatical
structure
3,4,5,20,21,23,33,34,35,36 25%
Total 40 100%
3.5.2 Reliability
Reliability of test can be defined as the extent to which a test produces consistent result when administrated under similar conditions (Hatch and Farhady, 1982: 243). To estimate the reliability of the test this research used split-half technique. In measuring the reliability of this test, the researcher will use the coefficient of the reliability between odd and even group used the Spearman Brown Formula which was formulated below:
Note:
R : Coefficient of reliability between odd and even numbers N : Number of the students
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30 Y : Square of y
∑X: Total score of odd number ∑Y: Total score of even number The criteria of reliability are: 0.80-1.00 = Very high 0.60-0.79 = High 0.40-0.59 = Average 0.20-0.39 = Low 0.00-0.19 = Very low
(Hatch and Farhady, 1982: 198)
Then this research used “Spearmen Brown’s prophecy formula” to know the coefficient correlation of whole items.
The formula (Hatch and Farhady, 1982: 246)
Where:
rk: the reliability of the test rxy: the reliability of half the test
In this research, the result of reliability of the try-out test was 0.78 (see appendix 4). It could be inferred that the test had high level of reliability, in the range 0.60-0.79. It indicated that this instrument would produce consistent result when it was administered under similar condition, to the same participants, and in different time (Hatch and Farhady, 1982: 286). So, it can be concluded that the test was reliable.
3.5.3 Level of Difficulty
The level of difficulty is important to be known since the students who take the test. If the test items are too easy, we can not know about differences is discarded. To see the level of difficulty, the researcher will use this formula :
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31 LD= R
N Where:
LD: level of difficulty
R: the number of students who answer correctly N: the total number of students following the test The criteria:
<0.03 = difficult 0.30-0.70 = average <0.70 = easy (Shohamy, 1985: 79)
Based on the criteria above, there were 6 easy items in the try-out test (6, 16, 17, 32, 41, and 46). There were 4 difficult items (4, 21, 27, and 29). And, there were 40 satisfactory items. (see appendix 5)
3.5.4 Discrimination Power
The discrimination power (DP) refers to the extent to which the item differentiates between high and low level students on the test. A good items according to this criterion is one which good students do well on and bad students fail. To know the discrimination power of the test, the researcher will use the following formula:
Where:
DP : discrimination power
U : the proportion of upper group students L : the proportion of lower group students N : total number of students
The criteria are:
0.00-0.20 = Poor items
0.21-0.40 = Satisfactory items 0.41-0.70 = Good items 0.71-1.00 = Excellent items
- (negative)= Bad items, should be ommited
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32
Based on the criteria above, there were 10 items in the try-out test (4, 6, 16, 17, 21, 27, 29, 32, 41, and 46) which did not fulfill the standard of discrimination power, since those items had discrimination index under 0.20 which meant that the items had poor discrimination power. By looking discrimination power and level of difficulty index, the total items that were administered were 40 items (1, 2, 3, 5, 7, 8, 9, 10, 11, 12, 13, 14, 18, 19, 20, 22, 23, 24, 25, 26, 28, 30, 31, 33, 34, 35, 36, 37, 38, 39, 40, 42, 43, 44, 45, 47, 48, 49, and 50). (see appendix 5)
3.6 Scoring System
This research used Lyman’s formula to know the students’ result of the test. The score of pretest and posttes will be calculated by using this formula:
Note:
X%c = Percentage of correct scores R = Number of right answers
T = Total number of items on test
(Lyman, 1971: 95)
3.7 Data Analysis
After collecting data from conducting pretest and posttes, the researcher analyzed the data to know whether there was any significant increase of students’ micro skills of listening after they were taught by using drill technique at SMPN 3 Bandar Lampung. The researcher used these steps to examine the data:
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33 a. Scoring the pre-test and post-test.
b. Tabulating the result of the test and finding the mean of the pre-test and post-test. it was calculated by applying:
Note:
= Mean
ΣX = Total score of the students N = Number of students
c. Drawing conclusion from the tabulated result of the pretest and posttest administering, that was statistically analyzed using SPSS (Statistical Program for Social Sciences) in order to test whether improve of the students’ gain was significant or not.
d. Analyzing the data used t-test. It was important to find out whether the data from experimental class were random and normally distributed or not. In this research, the random and normality test were used to know whether the data in the experimental class are random and distributed normally or not. The researcher used SPSS 17.0 for Windows with level of significant 0.05. The data are determined random and accepted the normality if the Ho is higher than 0.05 (Sig.>α). From the result of the test, it showed that the data were random and distributed normally. (see appendix 11 and 12)
3.8 Hypothesis Testing
The researcher used SPSS (Statistical Package for Social Science) version 17.0. Then, the t-test was chosen to prove whether the hypothesis that proposed by the researcher was accepted or not, that was, Paired Samples T-test in order to know the significance of the treatments’ effect by comparing the mean of pre-test and post-test in which the significance was
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34
determined by p<0.05. Therefore, the hypothesis which can be cited is as follows:
The criteria are:
H0 (null hypothesis) is accepted if t-ratio is lower than t-table (t-ratio<t-table). It means that there is no significant improvement of students’ micro skills of listening after being taught through drills technique.
H1 (alternative hypothesis) is accepted if ratio is higher than t-table (t-ratio>t-t-table). It means that there is a significant improvement of students’ micro skills of listening after being taught through drills technique.
The hypothesis testing (see appendix 13) showed that t-ratio is higher than t-table (9.229>2.042).
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V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the result of the research. It also presents suggestions from the researcher to the other researchers who want to try to apply Audio Lingual Method (ALM) in teaching listening.
5.1. Conclusions
Having conducted the research in the second grade of SMPN 3 Bandar Lampung and analyzing the data, the researcher would like to state conclusion related to the results and discussion as follows:
There was significant difference of the increase of students’ micro skills of listening before and after pre-test and post-test after being taught through drills technique at SMP Negeri 3 Bandar Lampung. It was proved from the increase of the students’ mean score in the post-test which was higher than in the pre-test. Their mean score in experimental class which increased from 47.52 up to 57.55 with gain score 10.03. Drill technique improved the students’ micro skills of listening in type of listening conversation, such as recognition of grammatical structure from 40.25% up to 56%, recognition of vocabularies from 52% up to 66,2%, discrimination among sounds from 59% up to 60,5%, and detecting key words from 41,25% up to 50,75. The sub-skills of micro skills was mostly improved: recognition of grammatical structure with percentage 15.25%. It was caused by drilling students used transformation drill that was able to train their
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55
ability of grammatical structure. It also can be seen from the result of the hypothesis testing which showed that the sig.<α (p<0.05, p=0.000).
5.2. Suggestions
Considering the finding reserach, the researcher would like to suggest:
1. Since there is increase on the students’ micro skills of listening after being taught through drills, English teachers are suggested to use this technique to improve their students’ micro skills of listening in the class.
2. In implementing drills in teaching listening, the teacher should explain clearly to the students what drill is and the instructions of drill. Before starting to teach the material using this technique, the teacher should give some examples of drills that will be used such as repitition drill used to improve students’ pronunciation in order to be able to recognize intonation and strees of words, transformation drill to recognize grammatical grouping words, and cued response drill to improve students’ background knowledge to recognize words.
3. Drills technique is a simple technique that suitable to trasnfer the material to the students in listening class especially the students of junior high school. In this level, they are able to develop their listening ability from little aspects but necessary like micro skills to be able to continue the next skill like macro skills.
4. In this research, the researcher applied three types of drills to improve students’ micro skills of listening. For next research, it is suggested to apply other type of drills as mentioned in chapter 2 to improve students’ listening ability or another skill such as speaking ability.
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REFERENCES
Alexander. 1978. Practice and Progress. New York: Longman.
Apriani, Ni Ketut. 2012. Increasing Students’ Listening Ability through Completing Dialog Technique at the Second Year Students of SMKN 2 Bandar Lampung. Bandar Lampung: Lampung University, Unpublished Script.
Brown, G., and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education.
Ellis, Rod. Language Teaching Research and Language Pedagogy. 2012. New Delhi: Blackwell Publishing.
Flowerdew, John and Miller. 1992. Second Language Listening: Theory and Practice. New York: Cambridge University Press.
Hatch, Evelyn and Fahrady. 1982. Research Design and Statistics for Applied Linguistic. Tokyo: Newsbury House Publisher.
Heaton, J. B. 1975. Testing English Language. London: Longman Publisher. Heryanto, Erlan. 2011. Improving Students’ Speaking Ability through Pattern
Drill Technique at the First Year of SMA Sunan Kalijaga, Jati Agung. Bandar Lampung: Lampung University, Unpublished Script.
Hughes, A. 1991. Testing for Language Teachers. Page 134. Cambridge University Press. Cambridge.
Hurberner, Theodore. 1969. How to Teach Foreign Language Effectively. New York: University Press.
Lyman, B. H. 1971. Test Scores and What They Mean. Eaglewood Cliffs, New Jersey: Prentice-Hall Inc.
Nicholas, N. Lukong. 1988. Teaching Listening Comprehension. English Teaching Forum Volume XXVI.
Ommagio, A.C. 1986. Teaching Language in Content: Proficiency Oriented Instruction. Heinic and Hemi. Boston.
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57
Putra, W.H. 2012. Improving the Students’ Listening Comprehension through Drill Technique in the First Grade Students of SMPN 2 Bandar Lampung. Bandar Lampung: Lampung University, Unpublished Script.
Richard (1983, cited in Omaggio, 1986. p. 126). Listening Comprehension Skills. [online] Available at: http://lingualinks/languagelearning/otherresources// listeningcomprehensionskill.html, retrieved on September 08th, 2012. River, Wilga. M. 1978. A Practical Guide to the Teaching of English as a Second
Language. Oxford: University Press.
Rost, Michal. 1991. Listening in Action. New Jersey: Prentice Hall.
Saricoban, Arif. 1999. The Internet TESL Journal, Vol. V, No12. Teaching English to Children. http://iteslj.org/article/saricoban-listening.html, retrieved on Setember 05th, 2012.
Setiadi, B. Ag. 2006. Teaching English as a Foreign Language. Graha Ilmu. Yogyakarta.
Setiadi, B. Ag. 2006. Metedologi Penelitian Untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Graha Ilmu. Yogyakarta.
Shohamy, E., 1985. A Practical Handbook for Language Testing for the Foreign Language Teacher. Internal Press.
Swift, S. 2007. An ELT Notebook. http://elnotebook.blogspot.com/index.html, retrieved on December 12th, 2012.
Underwood, M. 1985. Teaching Listening. Longman. Inc. New York.
Unila. 2010. Format Penulisan Karya Ilmiah Universitas Lampung. Unila Press. Bandar Lampung.
Ur, P. 1991. Teaching Listening Comprehension. Cambridge, UK: Cambridge University Press.
Yufrizal, Hery. 2007. An Introduction to Second Language Acquisition. Bandar Lampung: Pustaka Reka Cipta.
(1)
33 a. Scoring the pre-test and post-test.
b. Tabulating the result of the test and finding the mean of the pre-test and post-test. it was calculated by applying:
Note:
= Mean
ΣX = Total score of the students N = Number of students
c. Drawing conclusion from the tabulated result of the pretest and posttest administering, that was statistically analyzed using SPSS (Statistical Program for Social Sciences) in order to test whether improve of the students’ gain was significant or not.
d. Analyzing the data used t-test. It was important to find out whether the data from experimental class were random and normally distributed or not. In this research, the random and normality test were used to know whether the data in the experimental class are random and distributed normally or not. The researcher used SPSS 17.0 for Windows with level of significant 0.05. The data are determined random and accepted the normality if the Ho is higher than 0.05 (Sig.>α). From the result of the test, it showed that the data were random and distributed normally. (see appendix 11 and 12)
3.8 Hypothesis Testing
The researcher used SPSS (Statistical Package for Social Science) version 17.0. Then, the t-test was chosen to prove whether the hypothesis that proposed by the researcher was accepted or not, that was, Paired Samples T-test in order to know the significance of the treatments’ effect by comparing the mean of pre-test and post-test in which the significance was
(2)
34
determined by p<0.05. Therefore, the hypothesis which can be cited is as follows:
The criteria are:
H0 (null hypothesis) is accepted if t-ratio is lower than t-table (t-ratio<t-table). It means that there is no significant improvement of students’ micro skills of listening after being taught through drills technique.
H1 (alternative hypothesis) is accepted if ratio is higher than t-table (t-ratio>t-t-table). It means that there is a significant improvement of students’ micro skills of listening after being taught through drills technique.
The hypothesis testing (see appendix 13) showed that t-ratio is higher than t-table (9.229>2.042).
(3)
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the result of the research. It also presents suggestions from the researcher to the other researchers who want to try to apply Audio Lingual Method (ALM) in teaching listening.
5.1. Conclusions
Having conducted the research in the second grade of SMPN 3 Bandar Lampung and analyzing the data, the researcher would like to state conclusion related to the results and discussion as follows:
There was significant difference of the increase of students’ micro skills of listening before and after pre-test and post-test after being taught through drills technique at SMP Negeri 3 Bandar Lampung. It was proved from the increase of the students’ mean score in the post-test which was higher than in the pre-test. Their mean score in experimental class which increased from 47.52 up to 57.55 with gain score 10.03. Drill technique improved the students’ micro skills of listening in type of listening conversation, such as recognition of grammatical structure from 40.25% up to 56%, recognition of vocabularies from 52% up to 66,2%, discrimination among sounds from 59% up to 60,5%, and detecting key words from 41,25% up to 50,75. The sub-skills of micro skills was mostly improved: recognition of grammatical structure with percentage 15.25%. It was caused by drilling students used transformation drill that was able to train their
(4)
55
ability of grammatical structure. It also can be seen from the result of the hypothesis testing which showed that the sig.<α (p<0.05, p=0.000).
5.2. Suggestions
Considering the finding reserach, the researcher would like to suggest:
1. Since there is increase on the students’ micro skills of listening after being taught through drills, English teachers are suggested to use this technique to improve their students’ micro skills of listening in the class.
2. In implementing drills in teaching listening, the teacher should explain clearly to the students what drill is and the instructions of drill. Before starting to teach the material using this technique, the teacher should give some examples of drills that will be used such as repitition drill used to improve students’ pronunciation in order to be able to recognize intonation and strees of words, transformation drill to recognize grammatical grouping words, and
cued response drillto improve students’ background knowledge to recognize
words.
3. Drills technique is a simple technique that suitable to trasnfer the material to the students in listening class especially the students of junior high school. In this level, they are able to develop their listening ability from little aspects but necessary like micro skills to be able to continue the next skill like macro skills.
4. In this research, the researcher applied three types of drills to improve students’ micro skills of listening. For next research, it is suggested to apply other type of drills as mentioned in chapter 2 to improve students’ listening ability or another skill such as speaking ability.
(5)
REFERENCES
Alexander. 1978. Practice and Progress. New York: Longman.
Apriani, Ni Ketut. 2012. Increasing Students’ Listening Ability through
Completing Dialog Technique at the Second Year Students of SMKN 2
Bandar Lampung. Bandar Lampung: Lampung University, Unpublished
Script.
Brown, G., and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. New York: Pearson Education.
Ellis, Rod. Language Teaching Research and Language Pedagogy. 2012. New Delhi: Blackwell Publishing.
Flowerdew, John and Miller. 1992. Second Language Listening: Theory and
Practice. New York: Cambridge University Press.
Hatch, Evelyn and Fahrady. 1982. Research Design and Statistics for Applied
Linguistic. Tokyo: Newsbury House Publisher.
Heaton, J. B. 1975. Testing English Language. London: Longman Publisher. Heryanto, Erlan. 2011.Improving Students’ Speaking Ability through Pattern
Drill Technique at the First Year of SMA Sunan Kalijaga, Jati Agung.
Bandar Lampung: Lampung University, Unpublished Script.
Hughes, A. 1991. Testing for Language Teachers. Page 134. Cambridge University Press. Cambridge.
Hurberner, Theodore. 1969. How to Teach Foreign Language Effectively. New York: University Press.
Lyman, B. H. 1971. Test Scores and What They Mean. Eaglewood Cliffs, New Jersey: Prentice-Hall Inc.
Nicholas, N. Lukong. 1988. Teaching Listening Comprehension. English Teaching Forum Volume XXVI.
Ommagio, A.C. 1986. Teaching Language in Content: Proficiency Oriented
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57
Putra, W.H. 2012. Improving the Students’ Listening Comprehension through
Drill Technique in the First Grade Students of SMPN 2 Bandar Lampung.
Bandar Lampung: Lampung University, Unpublished Script.
Richard (1983, cited in Omaggio, 1986. p. 126). Listening Comprehension Skills. [online] Available at: http://lingualinks/languagelearning/otherresources// listeningcomprehensionskill.html, retrieved on September 08th, 2012. River, Wilga. M. 1978. APractical Guide to the Teaching of English as a Second
Language. Oxford: University Press.
Rost, Michal. 1991. Listening in Action. New Jersey: Prentice Hall.
Saricoban, Arif. 1999. The Internet TESL Journal, Vol. V, No12. Teaching
English to Children. http://iteslj.org/article/saricoban-listening.html,
retrieved on Setember 05th, 2012.
Setiadi, B. Ag. 2006. Teaching English as a Foreign Language. Graha Ilmu. Yogyakarta.
Setiadi, B. Ag. 2006. Metedologi Penelitian Untuk Pengajaran Bahasa Asing,
Pendekatan Kuantitatif dan Kualitatif. Graha Ilmu. Yogyakarta.
Shohamy, E., 1985. A Practical Handbook for Language Testing for the Foreign
Language Teacher. Internal Press.
Swift, S. 2007. An ELT Notebook. http://elnotebook.blogspot.com/index.html, retrieved on December 12th, 2012.
Underwood, M. 1985. Teaching Listening. Longman. Inc. New York.
Unila. 2010. Format Penulisan Karya Ilmiah Universitas Lampung. Unila Press. Bandar Lampung.
Ur, P. 1991. Teaching Listening Comprehension. Cambridge, UK: Cambridge University Press.
Yufrizal, Hery. 2007. An Introduction to Second Language Acquisition. Bandar Lampung: Pustaka Reka Cipta.