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Table 4.3: The Result of Students’ Questionnaire Part B Item Number 1 to 3
Item number
Question Response Number
1. What do you think about
listening in your English lesson?
a. Difficult 27 b. Not too easy, not too
difficult 15
c. Easy 3 2.
If you said listening is difficult, what factors make
listening difficult? a. Many new or difficult
words that I do not know lack of vocabulary
25 b. The words sound strange
22 c. It is seldom to be taught.
6 d. I need more exercises.
20
3. What do you do if you find
new words or difficult words after listening to the
recording? a. Asking my friends
11 b. Asking my teacher
33 c. Ignoring the words
3 d. Other: Looking it up in the
dictionary 2
From the questionnaire, the students’ characteristics are shown by the item number 1 to 5 in Part A Table 4.2 and item number 1 to 3 in Part B Table 4.3.
The writer found some interesting facts. First, it is seen that all the students agreed that they need listening. Second, although more than half of the students admitted
that listening was difficult, they were happy and interested in following the listening activities.
The data provided a fact that lack of vocabulary was the main cause of most students considered listening as a difficult lesson. It made them hardly
understand the recording well. Besides, they admitted that they had exercises on their listening skills rarely. Moreover, more than 30 students asked their teacher
when they found new vocabulary after listening to the recording; while the rest of the students asked their friends, looked in the dictionary, or even ignored the
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54 words. The other cause was that 20 students stated that they needed more exercise
in listening. Questionnaire for the English teacher was divided into two parts, Part A
and Part B. The result of the questionnaire in Part A which related to the students’ characteristics is presented in Table 4.4 and Table 4.5.
Table 4.4: The Result of Teachers’ Questionnaire Part A Item Number 1 to 5
Table 4.5: The Result of Teachers’ Questionnaire Part B Item Number 1
Item number
Question Response Number
1. Students’ listening ability in general
a. Poor 3 b. Fair 0
c. Good 0 d. Very good
From Table 4.4 and Table 4.5, it can be seen that although all of the teachers considered their students’ listening ability as poor, two teachers agreed
that the students were active and had interest and enthusiasm in following
Item number
Statement Disagree Agree
Total
1. It is important to train students’ listening
ability continuously from the early stage. 0 3 3
2. Students are active in following listening
activities. 1 2 3
3. Students look depressed when they get
listening activities. 2 1 3
4. Students have interest and enthusiasm in
following listening activities. 0 3 3
5. Students have difficulties in receiving
and understanding the listening materials. 0 3 3
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55 listening activities. Moreover, the students did not look depressed in class
although they had some difficulties in understanding the listening materials. Based on the result of the students’ and teachers’ questionnaire, it can be
concluded that the general characteristics of the tenth grade students of SMA Dominikus Wonosari were:
• The students were in the tenth grade. • The students were between 14 – 18 years old.
• The students admitted that listening was difficult. • The students agreed that they need listening.
• The students’ ability was classified as basic-intermediate level or poor as the teachers said.
• The students lacked of vocabulary. • The students had difficulties in understanding and receiving the listening
materials. • The students were happy, interested, enthusiastic, and active in following the
listening activities. Seeing those characteristics of the tenth grade students of SMA Dominikus
Wonosari, the writer would design the materials by applying some teaching techniques which would help the students to be motivated in following the
listening activities such as games, group work, or listen to the songs.
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56
B. Competency Standard, Basic Competences, and Topics
