STRATEGIES OF TEACHING LISTENING COMPREHENSION USED BY LECTURER FOR SECOND SEMESTER AT UNIVERSITY OF MUHAMMADIYAH MALANG

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STRATEGIES OF TEACHING LISTENING

COMPREHENSION USED BY LECTURER FOR SECOND

SEMESTER AT UNIVERSITY OF MUHAMMADIYAH

MALANG

THESIS

By :

Sofia Adilia Purnama

201210100311205

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2016


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Thisthesis written by Sofia Adilia Purnama was approved on August 01, 2016

By:

Second Advisor, First Advisor


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This thesis was defended in front of the examiners of Faculty of Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on August 01, 2016

Approved by

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M.Kes.

Examiners: Signatures:

1. Bayu H Wicaksono, M.Ed, Ph.D 1.

2. Riski Lestiono, M.A 2.

3. Drs. Jarum, M.Ed 3.


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ORIGINALITY DECLARATION

The undersigned:

Name : Sofia Adilia Purnama Student ID Number : 201210100311205 Program of Study : English Department

Faculty : Faculty of teacher Training and Education

I declare that the work presented in this was carried out by myself and does not incorporate without acknowledgement any material previously submitted for a degree of diploma in any university. To the best of my knowledge, this thesis does not contain any materials previously published or written by another person except where due references is made in text.

Malang, August 01, 2016


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STRATEGIES OF TEACHING LISTENING COMPREHENSION USED BY LECTURER FOR SECOND SEMESTER OF ENGLISH

DEPARTEMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG

ABSTRACT

The succes of teaching listening comprehesion can be looked at the term of strategies used by lecturer. A strategy in teaching listening coomprehension is the lecturer’s ways in delivering materials to the students throught varied activities. This study focused on describing the kinds of strategies used by the lecturer in listening cmprehension, how lecturer applied the strategies of teaching listening comprehension for second semester, the problems faced by lecturer in employing the strategies, and the ways the lecturer solve the problems in applying strategies of teaching listening comprehension.

In conducting this study, the writer used descriptive research design. The subject of this study was the lecturer for second semester of English Language Education Department at University of Muhammadiyah Malang. The instruments used by the writer to collect data were interview guide and observation checklist.

The findings of this study showed that the lecturer used three kinds of strategies which are metacognitive, cognitive and socio-affective. The First in applying metacognitive strategy there are several steps used by lecturer, those are prepare, select, monitor, pay attention and respond. Second, in applying cognitive strategy, the lecturer tried to understand background knowledge of the topic, the situation of the context, the type of the text and also the language. The last, in applying socio-affective strategy, the lecturer gave the text to students, the lecturer asked the students made group of discussion, asked the students to discuss, selected one or two groups randomly to explain their discussion in front of the class. The problem faced by lecturer in applying the strategies were the students did not focus on the material and students motivation. To solve this problem, the lecturer try to remind students to always focus on the material provided, the lecturer should be consistent in giving video to refresh their mind, and the lecturer also gave a song. To solve problem of the students’ low motivation, the lecturer try to be pointed the students one by one and the lecturer used varied strategies to avoid the students’ low motivation.

Keywords: Strategies, teaching, Listening comprehension

First Advisor The writer


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ACKNOWLEDGEMENTS

In the name of Allah, the merciful and the mighty, alhamdullilah, by the blessing and guidance of Allah, the writer dan fisnish her thesis althought there are still many weakness that will be revised after getting many advises from many sides.

This thesis is the end of the writer’s journey in obtaining her S.Pd. At the end of thesis, the writer would like to say thank to all those people who made this thesis possible and an unforgetable experience for her. She express her sincere gratitude and appreciation to my beloved parents, for her prayer, precious, support and motivation.

The most acknowledge, I express sincere gratiture and appreciation to Drs. Jarum, M.Ed and Dr. Masduki, M.Pd as the first and second advisor for their guidance, support, motivation and always helped me in improving and finishing my thesis. I would also love to thank Santi, M.Pd, as the lecturer of UMM for helping during the research.

I would also like to express my big gratitude to my besties who always help me during my thesis, Hilda Oktaviandi Putri, Lailatus Sholikatin, Kevin Al-Mahdi, Rido, Putri Rahmawati, Winda Mawarnie, Immamatud Diana, Rossa Karsela, Anita, Kiki Novitasari and Bunga Naviany. Thanks for all support, help and time for me to share all things related to this thesis. All of my friends that cannot be mentioned here, I know you all gave to me although not in direct way. Thank you.

Malang, 01 August 2016 Researcher


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MOTTO AND DEDICATION

“Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world” (Albert Einstein)

“There are no secrets to success. It is the result of preparation, hard work, and learning from failure” (Collin Powel)

This thesis is dedicated to

My beloved mother, father and sister

My advisors,


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TABLE OF CONTENTS

APPROVAL……… i

LEGALIXATION………... iii

ABSTRACT……… iv

ACKNOWLEDGEMENTS……… v

MOTTO AND DEDICATION………... vi

TABLE OF CONTENTS……….... vii

CHAPTER I INTRODUCTION 1.1 Background of the study………. 1

1.2 Statements of the Problem……….. 5

1.3 Purpose of the study………... 6

1.4 Significance of the Study……… 6

1.5 Scope and Limitation……….. 7

1.6 Definition of Key Term……….. 7

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching English………. 8

2.2 Teaching Strategies………. 9

2.3 Kinds of Strategies ………. 9

2.3.1 Metacognitive Strategy……….. 9

2.3.2 Cognitive Strategy………. 10

2.3.2.1 Bottom-Up Process………. 10

2.3.2.2 Top Down Process………... 11

2.3.3 Socio-affective Strategy……… 12

2.4 Teaching Listening Comprehension……….... 12

2.5 Problems in Applying Strategies ………... 13

2.5.1 Students’ Motivation ……… 13

2.5.2 Lecturers’ Capacity and Confidence………. 14

2.5.3 Number of Students……….. 14

2.5.4 Usage of Varied Strategies………. 14

2.6 Solutions to the Problems in Applying Strategies of Teaching Listening Comprehension ……….. 15

2.6.1 Select the Activities to Avoid Student’s Low Motivation……….. 15

2. 6.2 Lecturers’ Level of Capacity and Confidence.. 15

2. 6.3 Managing the Number of Students………… 16 2. 6.4 Lecturers Using a Variety of


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Instructional Strategies……….. 16

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design………. 18

3.2 Research Subject……… 19

3.3 Data……… 19

3.4 Research Instruments ………. 19

3.4.1 Interview………. 20

3.4.2 Observation ……… 21

3.5 Data Collection ……….. 22

3. 6 Data Analysis ……… 23

CHAPTER IV FINDING AND DISCUSSSION 4.1 Research Findings………. 25

4.1.1 The Kinds of Strategies ... 25

4.1.2 Strategies Applied by the lecturer in classroom activity……… 25

4.1.2.1 Metacognitive Strategy………. 26

4.1.2.2 Cognitive Strategy……….... 27

4.1.2.3 Socio-affective Strategy……… 27

4.1.3 The Problems of Using Strategies ………... 28

4.1.3.1 Students did not Focus ………... 28

4.1.3.2 Students’ Low Motivation……….. 28

4.1.4 The Ways Lecturer Solve the Problems …………... 29

4.1.4.1 The Solution of Students did not Focus 29

4.1.4.2 The Solution of Students’ Low Motivation 30

4.2 Discussion………. 30

CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion………. 34

5.2 Suggestions ………... 35

5.2.1 Suggestions for the English Lecturers…….. 36

5.2.2 Suggestions for the Further Researchers... 36 REFERENCES


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x APPENDIX I b

OBSERVATION CHEKLIST

Teacher : Day/date/time : Time : Topic :

No Activities and Problems face by Lecturer Yes or No 1. The lecturer prepare, select, monitor, and orchestrate

various strategies.

2. The lecturer use background knowledge to understand the topic, the situation of the context and type of the text and also the language.

3. The lecturer use group discussion to improve students’ understanding while listening comprehension.

4. Lecturer have the problem of students’ low motivation.

5. Lecturer have the problem of lecturers’ capacity and level confidence.


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6. Lecturer have the problem of number of students. 7. Lecturer have the problem of usage varied strategies.

Notes :

Malang, ………….2016 Observer


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APPENDIX I a

INTERVIEW GUIDANCE

1. What kinds of activities do you take in listening comprehension class? 2. What are the steps do you take in listening comprehension activities? 3. How do you evaluate the activities?

4. Do you always prepare, select, monitor, and orchestrate various strategies? 5. Do you use background knowledge to understand the topic, the situation of

the context and type of the text and also the language?

6. Do you use group discussion to improve students’ understanding while listening comprehension?

7. Based on your activities, what are the strategies applied in teaching listening comprehension?

8. What are the goals of using strategies in teaching listening comprehension? 9. What are the problems in using strategies for second semester?

10. Do you have any problems of students’ low motivation? How do you solve the problems?

11. Do you have any problems of number of the students? How do you solve the problems?

12. Do you have any problems of using varied strategies? How do you solve the problems?

Malang, ………….2016 Observer


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APPENDIX II a

INTERVIEW TRANSCRIPT

Teacher Name : S

Day/Date/ time : Wednesday/June 8 2016/11.00 a.m-11.45 a.m Place : Lab English department UMM

Description : L: Lecturer I : interviewer

1. I : Okay I want to ask you some question, and please answer it briefly. My first question iswhat kinds of activities do you use in listening

comprehension class?

L : As you had observed in my classroom, first, I do preparation for the (1) class in the pre teaching activities. Second, I activating students’ (2) understanding about the text. Third, I always give some exercise related(3) the text and text book. The last, I give evaluation and feedback. (4) Sometimes, they have to present in front of the class about the material (5) that it have learned about specific interaction, for example: what they (6) haveto do, and what they know about activities related the listening (7)

activities. (8)

2. I : What are the steps do you take in listening comprehension activities? L : There are three steps, those are : pre activities, while activities and post(9)

activities. Pre activities: I ask them to open the book and then discuss(10) the material by asking some question about the topic today. Usually (11) topic are based on their knowledge or their experience. It can be (12) easier for them to understand the material. While activities: we get (13) the material into deeper and by understanding the text by provided. It(14)


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can be from whose or other material that I read for students. Post (15)

activities: we discuss about the material that we have learned (16)

what are the point about they can learned from the material today. (17)

I am trying to give material, to give them new knowledge, pattern in (18) daily life. Sometimes, I ask some of them to report their (19)

understanding about the material. Example: in my last class, (20)

we discuss about story happened in their country. I choose the (21)

students to come forward and report the experience. (22)

3. I: How do you evaluate the activities? L: Sometimes, I gave written evaluation by asking them to feel out to do(23) the exercise that is provided in the book. Usually, I used that daily or (24) almost on every meeting and the other is based on presentation their (25) spoken, and evaluation from students’ understanding by giving (26)

quizzes and daily assessment. (27)

4. I: Do you always prepare, select, monitor, and orchestrate various strategies? L: I do that, 1) prepare: I always prepare everything in teaching and (28)

learning process, the strategy used, the topic and some (29)

entertainment.2) Select: after prepare the topic, strategy and (30)

entertainments, I always try to check whether everything had been (31)

prepared is appropriate or not. 3.) Monitor: it aims to know the (32)

students’ difficulty about the text 4.) Pay attention: I always help the (32)

students to find the difficult word from the text, and (33)

5.) respond: understanding the material based on the information (34)

and the baground knowledge. I always review everything to gain (35)

consider material that has been learned and to reinforce the material. (36)

Example: “In last week, I think that it did not work well. So, in the (37)

next meeting, I will do some revision.” Example: “in next meeting, (38)

I will give them interesting material for example, give them (39)


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I should be prepare their next subject.” I always, prepare, select, (41)

monitor, pay attention and respond. (42)

5. I: Do you use background knowledge to understand the topic, the situation of the context and type of the text and also the language? L: I think that There are two kinds of process cognitive strategy, (43)

namely: bottom up and top down process. Here, I used top down (44)

process in applying cognitive strategy of listening comprehension. (45)

I used baground knowledge to help the students understand the (46)

topic, understand the situation of the text, and the type of the (47)

text and also the language. Such as the topic about Selfish. (48)

“I believe that everybody about the study that they believe (49)

outspread in their society and other thing about the material about (50)

selfish”. I always try to relate the topic with the daily life. So, (50)

it is easier to give the students description about will be learn and (51)

also give direct impact to the students. I believe that everybody (52)

about the study that they believe outspread in their society and (53)

other thing about the material about selfish. It also the material (54)

the related closely where whether people now use device. So, it gives (55)

direct impact to them. I think that very important. (56)

6. I: Do you use group discussion to improve students’ understanding while listening comprehension? L: Yes, sometimes it depends of the materials as well. In the last (57)

meeting, I use group discussion to talk about the story usually know (58)

by students. The first steps, I gave the text to students. Second, I (59)

made group discussion that consisted two students to discuss a text. (60)

Third, I asked the students to discuss with their group what they have (61)

in their mind about the text. The last step, selected on or two (62)

groups randomly to explain their discussion in front of the class. (63)

Sometimes I ask them to come forward and report what they know (64)

and try to explain in front of the class. So, they not only listening (65)


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7. I : Based on your activities, what kinds of your strategies do you use in teaching listening comprehension?

L : I think strategies is the step by step is done. Sometimes, I am (67)

using metacognitive, cognitive and also socio affective strategies. (68)

So, in every teaching I’m trying to apply how to make my class run (69)

well by rewarding what the students need and active and relate with (70)

their daily life. That is using the knowledge and ask them to find the (71)

big difficult word to know. I usually make list for the vocabulary they (72)

will get if I think the vocabulary is not familiar with them. If I think (73)

that the vocabulary already familiar, I just go on with my step. (74)

8. I : What are the goals of using strategies in teaching listening comprehension? L : I want to make my class run smoothly, I think that the hopes of (75)

every lecturers, but it does not make the students felt bored or (76)

frustrated that they only listen to the audio all the times during the (79)

class. So, I’m trying to give them something can make them (80)

entertained. So, we can learned listening with fun or joyfully. (81)

9. I : What are the problems in using strategies for second semester? L : Sometimes the problem is how to make all the students focus into (82)

the material. It is something hard to do, because I see some of them (83)

not too focus in material if I give video, but they something fell (84)

somewhere else when they are finishing the exercise material. If I (85)

don’t notice them, they will play smart phone. It make me upset, and (86)

that’s become problem. In order to solve this problem, the first I (87)

always remind of students to always focus on the material provides. (88)

The second, I did was to be consistent in giving some video to (89)

refresh their mind. The third solution was that I also gave a song. In (90)

this case, entertainment is needed, it is also the most important part to (91)

make students more focuses of listening comprehension skills. (92) 10. I : Do you have any problems of students’ low motivation? How do you


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L : Yes. Sometimes, I know some students are active, and others are (93) not active. Sometimes, I point them one by one. I don’t choose one (94) other active instead of one that is may be silent or shy or doing (95) something that is not context with listening. I know that they need to (96) be pointed. Second, I always used varieties of instructional (97) strategies. It can improve the students’ motivation (98) 11. I : Do you have any problems of number of the students? How do you solve

the problems?

L : I think that the number of students is enough. 23 students (99) is the maximum capacity of the class. It will be better it less. (100) There is 20 or less than 20. I think it will be grateful but I think than (101) 23 is enough. (102) 12. I : Do you have any problems of using varied strategies? How do you solve

the problems?

L : I don’t think so. We can use as many as possible varied strategies (102) to support or develop teaching and learning process because (103) we cannot stuck in two strategies and apply the strategies of the time (104) to the students. I think that not the way. (105)


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xviii APPENDIX II b.1

OBSERVATION CHEKLIST

Teacher : S

Day/date : Wednesday/11 May 2016 Time : 8.40-10.20

Topic : Selfie and selfies stick/ quiz

No Activities and Problems face by Lecturer Yes or No 1. The lecturer prepare, select, monitor, and orchestrate

various strategies.

2. s The lecturer use background knowledge to understand the topic, the situation of the context and type of the text and also the language.

3. The lecturer use group discussion to improve students’ understanding while listening comprehension.

4. Lecturer have the problem of students’ low motivation.


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xix level confidence.

6. Lecturer have the problem of number of students. 

7. Lecturer have the problem of usage varied strategies. 

Notes :

Lecturer used the videos and picture to support teaching and learning process. The last meeting, the topic about “Selfie”. First, the lecturer used the baground knowledge to understand the topic. Second, the students tried to response the topic provided by the lecturer. Third, lecturer give the exercise and asked the students to listen and tried to understand about the context based on their baground knowledge. Fourth, the lecturer give the vocabulary or difficult word to improve students’ understanding about the context of the text. The last, lecturer give the answer about the text. Sometimes, the lecturer pointed the students who are not active to answer the question of the text.

Malang, May 11, 2016 Observer


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xx APPENDIX II b.2

OBSERVATION CHEKLIST

Teacher : S

Day/date : Wednesday/18 May 2016 Time : 8.40-10.20

Topic : Personality Traits

No Activities and Problems face by Lecturer Yes or No 1. The lecturer prepare, select, monitor, and orchestrate

various strategies.

2. The lecturer use background knowledge to understand the topic, the situation of the context and type of the text and also the language.

3. The lecturer use group discussion to improve students’ understanding while listening comprehension.

4. Lecturer have the problem of students’ low motivation.


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6. Lecturer have the problem of number of students. 

7. Lecturer have the problem of usage varied strategies. 

Notes :

In this meeting, the lecturer give the students understanding about the Personality Traits. The students tried to present about their personality traits in front of the class.

Malang, May 18, 2016 Observer


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xxii APPENDIX II b.3

OBSERVATION CHEKLIST

Teacher : S

Day/date/ : Wednesday/25 May 2016 Time : 8.40-10.20

Topic : Unsolved myserious story

No Activities and Problems face by Lecturer Yes or No 1. The lecturer prepare, select, monitor, and orchestrate

various strategies.

2. The lecturer use background knowledge to understand the topic, the situation of the context and type of the text and also the language.

3. The lecturer use group discussion to improve students’ understanding while listening comprehension.

4. Lecturer have the problem of students’ low motivation.


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xxiii level confidence.

6. Lecturer have the problem of number of students. 

7. Lecturer have the problem of usage varied strategies. 

Notes :

The last meeting, the topic about “Unsolved Mysterious Story”. The lecturer asked the student listen the topic and do the exercise based on the topic. Sometimes the lecturer asked the student in a group to come forward and tell the story happen in their life.

Malang, May 25, 2016 Observer


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xxiv APPENDIX III

DOCUMENTATION

Lecturer prepared the material before Lecturer explained the material to teaching listening comprehension. the students

Lecturer asked the students to come lecturer asked the students’ opinion forward and told the story about the topic


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Lecturer asked the students to discuss Lecturer asked the students to With their friend about the task. submitted the exercise.


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xxvi REFERENCE

Annum, G. (2015). Research Instrument for data Collection. Portland: Educadium.

Ary, D (2010). Introduction to Research in education. Belmont: Wadsworth Cengage Learning.

Azmi, M (2014) Listening Comprehension Difficulties Encountered By Students In Second Language Learning Class. Journal of Educational and Instructional Studies in the World. Vol: 4 Issue: 4 Article: 01 ISSN: 2146-7463. Ishik University.

Bihari, B 2013) The Art of Effective Listening Skills: Needs, Goals and Strategies. Vol. 2 Issues 3 ISSN 2278-9529 Osida: India

Birjandi, P 2012) The Effect of Metacognitive Strategy instruction on The Listening Performance of EFL Students. International Journal Linguistic Vol.4 No.2 Tehran : Iran

Brown (2000) Teaching by Princilples an Interactive Approach to Language Pedagogy. Second Edition. Pearson Education,10 Bank Street, White Plains, New York.

Centers for Diasease and Control. 2008. Data Collection Methods for Program Evaluation: Observation. Georgia:ETA Evaluation.

Creswell, J (2014). Research Design Qualitative, Quantitative and Mixed Method Approach. Boston: Pearson Education.

Eva 2009) Teaching Listening. Masaryk University Brno.

Goh 2007) Teaching and Learning Second Language Listening. Third Avenue, New York.

Guan, Y 2015) A Literature Review: Current Issue in Listening Strategy Research and Instruction on ESL Adult Learners’. International Journal of teaching, education and language Learning IJTELL). Vol.2 No.1 ISSN: 2373-7921 Harmer, J (2007). How To Teach English. Second Edition. Cina: ISBN.

Meining, Nur (2015). A Study on English Teachers Strategies in Teaching

Listening in SMA Negeri 1 Kraksaan- Probolinggo. UMM. Unpublished


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Nasharudin, Wakhid (2013). Understanding the Teaching of Listening and Speaking. Malang: State University of Malang Press.

Nufai, J 2012) Effect of Processing Strategies on Listening Comprehension. Songkla University.

Praia 2006) Improving How Listening Skills are taught In the EFL Classroom. Raga, N (2013). English as a Global Language Phenomenon and the Need of

Cultural Conceptualizations Awareness in Indonesian ELT. International Refereed & Indexed Journal of English Language & Translation Studies. Vol:1, Issue:1 No. 2308-5460. University of Malang.

Rajasekar (2013). Research Methodology. India: Bharathidasan University Richard, Jack, C. S.2010). Teaching Listening and Speaking From Theory to

Practice. Cambridge University Press. United Stated of America.

Risky, Alfa (2013). The Strategies in Teaching Listening Comprehension at SMA Taman Siswa Malang. UMM. Unpublished Thesis

Rohma, Zuliati (2012). Teaching English Joyfully. UMM. Malang.

Sriwinarni, (2011). Methods of Teaching Reading at eight Grade of Acceleration Students in SMP 5 Malang. UMM. Unpublished Thesis.

Townsend, Leon (2014). Adapting Teaching to Improve Listening Instruction for a Business English Class in Japan.

Yoventa (2013). The Strategies of Teaching Listening Comprehension for the First Year Students of SMK 3 Malang. UMM. Unpublished Thesis.


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1

CHAPTER 1

INTRODUCTION

This chapter provides the basic ideas related to the study. This chapter

presents the background of study, the statements of the problem, the purposes of

the study, the significance of the study, the scope and limitation, and the definition

of key terms.

1.1 Background of the Study

Teaching is activity of transfering and delivering knowledge to the

students in order to improve the learning material. According to Rohma (2012),

teaching not only the process of transferring the information to the students, but

teaching should be seen like an art needs love and passion in their profession. It

means that teaching refers to the process of imparting the knowledge from the

lecturer who has love and passion.

There are four skills in teaching English in university namely, speaking,

reading comprehension, writing and listening comprehension. Teaching listening

comprehension is one of the important roles in teaching English. It helps the

student to build the ability to communication with other people. According to

Richards and Schmidt (2010: 344), teaching listening comprehension is to teach

the students process of understanding speech in a first or second language as

communication practice. It is focused on phonemes, words, grammatical

structures. The goal of teaching listening comprehension is to improve lecturer


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In teaching listening comprehension activities, the lecturers have a role to

help and facilitate the students. It can be successful if the lecturers use varied

strategies to delivering the material to the students. Varied strategies in teaching

listening comprehension are really needed for the English lecturers. It helps the

students to be active and to be focused on the task. According to Brown (2001),

strategies as specific methods to solve a problem in teaching and learning process

or planning design used by lecturer to identify about the information. The

lecturers should prepare the strategies before the lecturers start teaching and

learning process in front of the class. In other word, strategies are ways to help the

student’s difficulties in learning process. Using the correct strategies in the class,

the lecturers more easily to deliver the material, and select the resource for the

students.

Teaching listening comprehension in University is not easy. To teach the

students, lecturers should find the strategies which help them to make the students

enjoy and interest learning listening comprehension. According to Nassarudin

(2013) about strategy used by lecturer in teaching listening comprehension found

that the lecturer used three strategies, such as: bottom up, top down, and

interactive strategies. This strategy has many elements of comprehension such as:

word, phrase, sentences and also the context (linguistic and non-linguistic context

of utterances). The difference from those strategies is how the listener

understanding the text.

Bottom up is the strategies of listening comprehension to understand the


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understand or still confused about the text. Buck 2003:2 (in Nasharudin)

explained that the steps of bottom up strategies, those are: listening is the process

audio input transferred into phonemes, understand the word in syntactic level,

predicting about the content, understanding the meaning base on basic of

linguistic meaning to know the meaning base on the context of communication .

Top down strategy is important role in the listening comprehension process.

Buck 2003:3 (in Nasharudin) state that top down is one of the process of listening

comprehension that required for listeners to understand the text. It will help the

listeners to understand the text because the listeners understand about the topic.

Hence, the listeners need a high concentration because listening comprehension is

a complex process.

Brown 2001 state that interactive strategy is one of strategies of listening

comprehension. There are eight steps in listening comprehension. First, the

listeners keep an “image” (phrase, clauses, cohesive markers, intonation and stress patterns). Second, the listener should understand the speech and try to explain the

message. Third, the listeners understand the goal of speaker based on the type,

context and content. Fourth, the listeners understand the information background

of knowledge to compare the text and the topic. Fifth, the listeners try to give a

literal meaning. Sixth, the listeners deliver and understand meaning to the

utterance. Seventh, the listeners decide to keep all the information in short term

memory or long term memory. The last, listeners omit the kinds of information


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The previous research conducted by Yoventa (2013) showed that strategies

used by teacher in teaching listening comprehension for the first year students of

SMK 3 Malang were: top down and bottom up strategies. The top down covered

listening for main idea, predicting, drawing inference and summarizing. While,

bottom up covered recognizing word, ordering partner.

A study conducted Alva (2013) found that teachers’ strategies in listening comprehension at SMA Taman Siswa. Teacher A used four kinds of strategies.

They were drill and practice, imaginative, group discussion and media strategies.

Teacher B used three kinds of teaching strategies. They were drill and practice,

group discussion and media strategies. Teacher A used the strategies as same

electively as the teacher B, but they used these strategies in different frequency of

the occurrence in each meeting.

A study conducted by Nur (2015) about teaching strategies that was used

by English teacher in SMK 1 Krasan showed that teacher used four kinds of

strategies, such as, video, music and physical response or sensation and

summarizing strategies. Based on the finding, the students indicated positive

response from those strategies. It was know from the questioner given to the

student that 227 (76,5%) student showed positive response. From those strategies,

the most dominant strategies were music or song. It was indicated by 237 (79,9%)

as the highest percentage. While the least preferred strategies was repeating

strategies. It was showed by 219 (73,8%). It can concluded that there are five

strategies used by teacher in teaching listening got a positive response from the


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Correlated the strategies of teaching listening comprehension, the writer

interested in conducting this study with similar discussion but in different field of

research. That is ‘Strategies of Teaching Listening Comprehension Used by lecturer for second Semester of English Language Departement of University of

Muhammadiyah Malang. The researcher is interested to investigate the strategies

used by Lecturer. The problem and the solution faced by lecturer is a process of

teaching listening comprehension. Yoventa (2013) in her investigate of Strategies

of Teaching Listening comprehension for the first year students of SMK 3 Malang

found that there are three problem, such as: students felt difficult to understand

native speaker pronunciation, student not focuses in their attention and the

classroom was noisy. In order to make the process successful the teachers try to

use her own speech from the cassette.

1.2 Statement of the problem

1. What are the strategies applied by lecturer in teaching listening

comprehension?

2. How does the lecturer apply those strategies ?

3. What are the problems in using strategies used by lecturer for second

semester?

4. How does the lecturer cope with the problems in applying the strategies of

teaching listening comprehension?

1.3 Purpose of The Study


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1. To investigate the strategies applied by lecturer in teaching listening

comprehension.

2. To investigate how the lecturer applied the strategies.

3. To investigate the problems faced by lecturer in applying strategies.

4. To investigate the ways lecturer coped with the problems in applying

strategies used by lecturer.

1.3 Significance of the study

The objectives of this study is to give accurate explanation about the

strategies used by lecturer in teaching listening at second semester in English

department of Muhammadiyah Malang. The finding of this study is expected to

give some contributions to English lecturers, students and next researchers.

First of all, the significant of this study is for English lecturers. It can be

used to enrich their knowledge in choosing appropriate strategies used by lecturer

to facilitate the students in attaining their learning goal.

The second significance of this study is for students. The writer hopes that

the result of this study can motivate the students, improve the students’ awareness of strategies used for better understanding in the process underlying and make the

students easier in learning listening comprehension.

The last significant of this study is for next researchers. The writer hopes

that other researcher who investigates the teaching strategies in English language

teaching and learning process especially in listening comprehension and used as

reference for the next researcher.


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7

In this research, the writer confines the study on the strategies used by

lecturer in listening comprehension class at English department in University of

Muhammadiyah Malang. Meanwhile, it is limited to the lecturer of the second

semester in listening comprehension class.

1.5 Definition of Key Term

The writer would like to define the key terms used in this study to avoid

misconceptions.

1. Strategies

Generally, strategies are the ways of doing something in teaching and

learning process. In order word, strategies are the ways used by lecturer to

delivering the material to the students in varied activities or it is a ways to help the

student difficulties in teaching and learning process.

2. Listening Comprehension

Listening comprehension is one of the important skills should be master by

students. In this study, listening comprehension is an activity to help the listeners


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In teaching listening comprehension activities, the lecturers have a role to help and facilitate the students. It can be successful if the lecturers use varied strategies to delivering the material to the students. Varied strategies in teaching listening comprehension are really needed for the English lecturers. It helps the students to be active and to be focused on the task. According to Brown (2001), strategies as specific methods to solve a problem in teaching and learning process or planning design used by lecturer to identify about the information. The lecturers should prepare the strategies before the lecturers start teaching and learning process in front of the class. In other word, strategies are ways to help the student’s difficulties in learning process. Using the correct strategies in the class, the lecturers more easily to deliver the material, and select the resource for the students.

Teaching listening comprehension in University is not easy. To teach the students, lecturers should find the strategies which help them to make the students enjoy and interest learning listening comprehension. According to Nassarudin (2013) about strategy used by lecturer in teaching listening comprehension found that the lecturer used three strategies, such as: bottom up, top down, and interactive strategies. This strategy has many elements of comprehension such as: word, phrase, sentences and also the context (linguistic and non-linguistic context of utterances). The difference from those strategies is how the listener understanding the text.

Bottom up is the strategies of listening comprehension to understand the information from the text. From this strategy, we can decide that the listeners


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understand or still confused about the text. Buck 2003:2 (in Nasharudin) explained that the steps of bottom up strategies, those are: listening is the process audio input transferred into phonemes, understand the word in syntactic level, predicting about the content, understanding the meaning base on basic of linguistic meaning to know the meaning base on the context of communication .

Top down strategy is important role in the listening comprehension process. Buck 2003:3 (in Nasharudin) state that top down is one of the process of listening comprehension that required for listeners to understand the text. It will help the listeners to understand the text because the listeners understand about the topic. Hence, the listeners need a high concentration because listening comprehension is a complex process.

Brown 2001 state that interactive strategy is one of strategies of listening comprehension. There are eight steps in listening comprehension. First, the listeners keep an “image” (phrase, clauses, cohesive markers, intonation and stress patterns). Second, the listener should understand the speech and try to explain the message. Third, the listeners understand the goal of speaker based on the type, context and content. Fourth, the listeners understand the information background of knowledge to compare the text and the topic. Fifth, the listeners try to give a literal meaning. Sixth, the listeners deliver and understand meaning to the utterance. Seventh, the listeners decide to keep all the information in short term memory or long term memory. The last, listeners omit the kinds of information they get before.


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The previous research conducted by Yoventa (2013) showed that strategies used by teacher in teaching listening comprehension for the first year students of SMK 3 Malang were: top down and bottom up strategies. The top down covered listening for main idea, predicting, drawing inference and summarizing. While, bottom up covered recognizing word, ordering partner.

A study conducted Alva (2013) found that teachers’ strategies in listening comprehension at SMA Taman Siswa. Teacher A used four kinds of strategies. They were drill and practice, imaginative, group discussion and media strategies. Teacher B used three kinds of teaching strategies. They were drill and practice, group discussion and media strategies. Teacher A used the strategies as same electively as the teacher B, but they used these strategies in different frequency of the occurrence in each meeting.

A study conducted by Nur (2015) about teaching strategies that was used by English teacher in SMK 1 Krasan showed that teacher used four kinds of strategies, such as, video, music and physical response or sensation and summarizing strategies. Based on the finding, the students indicated positive response from those strategies. It was know from the questioner given to the student that 227 (76,5%) student showed positive response. From those strategies, the most dominant strategies were music or song. It was indicated by 237 (79,9%) as the highest percentage. While the least preferred strategies was repeating strategies. It was showed by 219 (73,8%). It can concluded that there are five strategies used by teacher in teaching listening got a positive response from the students.


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5

Correlated the strategies of teaching listening comprehension, the writer interested in conducting this study with similar discussion but in different field of research. That is ‘Strategies of Teaching Listening Comprehension Used by lecturer for second Semester of English Language Departement of University of Muhammadiyah Malang. The researcher is interested to investigate the strategies used by Lecturer. The problem and the solution faced by lecturer is a process of teaching listening comprehension. Yoventa (2013) in her investigate of Strategies of Teaching Listening comprehension for the first year students of SMK 3 Malang found that there are three problem, such as: students felt difficult to understand native speaker pronunciation, student not focuses in their attention and the classroom was noisy. In order to make the process successful the teachers try to use her own speech from the cassette.

1.2 Statement of the problem

1. What are the strategies applied by lecturer in teaching listening comprehension?

2. How does the lecturer apply those strategies ?

3. What are the problems in using strategies used by lecturer for second semester?

4. How does the lecturer cope with the problems in applying the strategies of teaching listening comprehension?

1.3 Purpose of The Study


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1. To investigate the strategies applied by lecturer in teaching listening comprehension.

2. To investigate how the lecturer applied the strategies.

3. To investigate the problems faced by lecturer in applying strategies.

4. To investigate the ways lecturer coped with the problems in applying strategies used by lecturer.

1.3 Significance of the study

The objectives of this study is to give accurate explanation about the strategies used by lecturer in teaching listening at second semester in English department of Muhammadiyah Malang. The finding of this study is expected to give some contributions to English lecturers, students and next researchers.

First of all, the significant of this study is for English lecturers. It can be used to enrich their knowledge in choosing appropriate strategies used by lecturer to facilitate the students in attaining their learning goal.

The second significance of this study is for students. The writer hopes that the result of this study can motivate the students, improve the students’ awareness of strategies used for better understanding in the process underlying and make the students easier in learning listening comprehension.

The last significant of this study is for next researchers. The writer hopes that other researcher who investigates the teaching strategies in English language teaching and learning process especially in listening comprehension and used as reference for the next researcher.


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7

In this research, the writer confines the study on the strategies used by lecturer in listening comprehension class at English department in University of Muhammadiyah Malang. Meanwhile, it is limited to the lecturer of the second semester in listening comprehension class.

1.5 Definition of Key Term

The writer would like to define the key terms used in this study to avoid misconceptions.

1. Strategies

Generally, strategies are the ways of doing something in teaching and learning process. In order word, strategies are the ways used by lecturer to delivering the material to the students in varied activities or it is a ways to help the student difficulties in teaching and learning process.

2. Listening Comprehension

Listening comprehension is one of the important skills should be master by students. In this study, listening comprehension is an activity to help the listeners understand the content of the text.