THEORETICAL FRAMEWORK LITERATURE REVIEW
not available. FLAP is considered an appropriate medium for students to tackle this problem. In addition, the characteristics of portability and flexibility give
useful value for students to learn listening without limitation of place and time. Based on the reasons above, it can be concluded that, theoretically, FLAP is
an effective media that can facilitate listening learning process and lead to the improvement of students’ listening comprehension. However, this conclusion is
only tentative since it has not been examined empirically. Therefore, confirmation is necessary to discover the effect of FLAP on the listening comprehension. The
hypothesis proposed is: there is an effect of FLAP on the listening comprehension of grade X students. This hypothesis can be expressed operationally withH
o
= the post-test mean score of the control group is the same as the experimental group’s,
and H
1
= the post-test mean score of the experimental group is different from the control group’s.Meanwhile, the hypothesis can also be expressed with the
statistical equationH
o
:
1=
2
and H
1
:
1
≠
2
with
1
as the mean score of experimental group and
2
as the mean score of control group. The second objective of this research is to discover the interaction effect of
FLAP on the listening comprehension across the use of strategy. This is the answer to the second research question. It is proposed as a research question
because it is necessary to strengthenor to make the result of the first research question clearer. It is a question whether FLAP can work effectively with the
condition that students have various listening strategies. Learning strategy is often found to be correlated with learning technique. Students’ have preferences
towards certain learning technique. Students with more varied strategies might challenge themselves with learning technique which include many exercises and
tasks. However, students with less strategies might be more convenience using a regular technique in which they can develop their vocabularies and contain less
exercises. It can be said that way because listening strategy is negatively correlated with listening anxiety. Students with more varied strategy usually have
less anxious feeling in learning while students with less varied strategy have more anxious feeling towards learning. Students with more varied strategy are
convenience with learning technique which include many listening tasks. However, students with less varied strategy will likely be more anxious facing a
classroom which force them to do various listening tasks. Those type of students probably would prefer to focus on the input such as understanding vocabulary and
expressions than exposing themselves into frustrating exercises. Besides that, listening strategy is often correlated with listening comprehension. Advanced
learners usually employ more strategies than less advanced learners. Students who use more strategies, regardless of the learning technique, might perform better in
their listening comprehension test than those who use less strategies. The correlation between listening strategy and learning technique as well as the
correlation between listening strategy and listening comprehension should lead to the consideration of involving listening strategy in this research. It is to give
deeper understanding of possible factor which may influence the result of the research concerning the effect of FLAP on the students’ listening comprehension.
Therefore, the second hypothesis that is proposed is: there is an interaction effect of FLAP on the listening comprehension of grade X students across the use
of strategy. Operationally, it can be expressed that H
o
= there is no interaction effect of learning technique and listening strategy on the listening comprehension
of grade X students , and H
1
= there is an interaction effect of learning technique and listening strategy on the listening comprehension of grade X students. It can
be expressed by statistical equation H
o
:
1A
=
1B
=
2A
=
2B
and H
1
: at least one mean is different;with
1A
as the mean score of experimental group with more varied listening strategy,
1B
as the mean score of experimental group with less varied strategy,
2A
as the mean score of control group with more varied listening strategy, and
2B
as the mean score of control group with less varied listening strategy.
The third objective of this research is to describe the students’ responses about the use of FLAP in learning listening. To my best knowledge, if students are
given FLAP as a medium for learning listening they will likely benefit from it and give positive responses to it. It is just like when they are given English learning
through the medium of computer. FLAP is actually computer in hand. Students can play quiz or do exercises like what they usually do in the computer. With the
computer students can click while with their smartphone students can touch the screen. It is almost the same. However, FLAP is more efficient because it is more
handy and recent. It is relevant with characteristics of students of their age who like to experience new way of learning rather than the traditional class which
often makes them get bored easily. In addition to students’ affective state, FLAP is also believed to be a
medium which can help students in learning through the exposure and practice in it. In the surrounding environment, students rarely got exposure. The
establishment of FLAP in their daily life can enhance their willingness to learn listening and to get engaged more with listening materials. Besides that, materials
are important for students to make them accustomed to spoken text. It is sometimes not easy for students to differentiate sound and written words.
Provided exposure helps students to get input so that they will learn to recognize the discrepancies between spoken and written words. Besides that, FLAP provides
various texts and exercises. Texts include not only words and sentences but also the context of the spoken text. Knowing the context is important in learning
listening to interpret the message. FLAP will likely help students tackle problem with interpretation that is often occur when they listen to a certain text.
Availability of exercises with different types may enhance students’ opportunity to practice and avoid students boredom in learning. Various texts and exercises
available in FLAP can be utilized by students to extend their learning. They not only have to learn listening class. They can develop themselves to be independent
learner since FLAP facilitate their learning not only in the classroom but outside the classroom. FLAP combined with activities in the classroom can create
supportive condition for learning listening. Learning occurs not only in the classroom but also outside the classroom.
The characteristics of FLAP explained above, then, can be summarized into pre-figured themes below.The pre-figured themes are developed as guidance for
obtaining the data of students’ responses towards the use of FLAP in learning listening.
Table 2.2 The Pre-Figured Themes for the Interview
No. Interview Points
Pre-Figured Themes
1 The students’ response towards the use of
FLAP as media Provided exposure, repeated
practice, portability, flexibility
2 The students’ response about the features of
FLAP and the activities in the classroom Features of FLAP, activities in
the classroom, independent learning and listening habit
3 The students’ response about their feeling
towards the use of FLAP Interesting, attractive and
motivating
39