However, the two lines are parallel. It means that there is no interaction effect. Whenever the lines are parallel, an interaction is not present. Interaction means
that the effect of one variable depends on the level of other variable being considered and this would produce non-parallel lines Johnson and Christensen,
2012: 307. Therefore, in the graph above interaction effect is not present. Students who are taught using FLAP always performed better than those taught
using Non-FLAP technique regardless of the listening strategy levels more varied or less varied, indicating a main effect of learning technique.
Based on the profile plots above, it can also be seen that students with more varied strategy taught using FLAP shows higher achievement in the listening
comprehension test than those who are taught using non-FLAP technique. Other comparisons can also be observed from the plots. However, the table below
probably can show in more detail the comparison of listening comprehension score in each group of students who have certain level of strategy taught by using
certain level of learning technique.
Table 4.21 The Comparison of Listening Comprehension Mean Scores
A1 Non-FLAP A2 FLAP
B2 More Varied Strategy 78.00
91.67 B1 Less Varied Strategy
64.67 76.67
Each cell of the table above contains the mean score of students’ listening comprehension. Although the mean seemsto be different each other, it is still
unclear where the difference lies. Therefore, a further analysis using Post Hoc test is necessary to be conducted. Since the sample sizes are the same, I used Tukey
Post Hoc Test . The results are presented in table of multiple comparison below.
Table 4.22 The Results of the Post Hoc Test
I samplegroup
J samplegroup
Mean Difference
I-J Std. Error
Sig. p value
95 Confidence Interval Lower
Bound Upper
Bound A1B1
A2B1 -12.00000
2.68594 .000
-19.1121 -4.8879
A1B2 -13.33333
2.68594 .000
-20.4454 -6.2213
A2B2 -27.00000
2.68594 .000
-34.1121 -19.8879
A2B1 A1B1
12.00000 2.68594
.000 4.8879
19.1121 A1B2
-1.33333 2.68594
.960 -8.4454
5.7787 A2B2
-15.00000 2.68594
.000 -22.1121
-7.8879 A1B2
A1B1 13.33333
2.68594 .000
6.2213 20.4454
A2B1 1.33333
2.68594 .960
-5.7787 8.4454
A2B2 -13.66667
2.68594 .000
-20.7787 -6.5546
A2B2 A1B1
27.00000 2.68594
.000 19.8879
34.1121 A2B1
15.00000 2.68594
.000 7.8879
22.1121 A1B2
13.66667 2.68594
.000 6.5546
20.7787 . The mean difference is significant at the 0.05 level.
Notes: A1B1=students with more varied strategy taught using FLAP
A1B2=students with more varied strategy taught using non-FLAP A2B1=students with less varied strategy taught using FLAP
A2B2=students with less varied strategy taught using non-FLAP
The table shows that all of the comparison is significant with p value of 0.00 0.05 except the comparison between students with less varied strategy taught
using FLAP A2B1 and students with more varied strategy taught using non- FLAP technique A1B2 because the probability value of this comparison is
p =0.96 0.05. The most significant difference lies in the comparison between
students with more varied strategy taught using FLAP A2B2 and students with less varied strategy taught using non-FLAP technique A1B1. The mean
difference of this comparison is 27.00. The least significant difference lies in the comparison between students with less strategy taught using non-FLAP A1B1
and FLAP technique A2B1. The mean difference of this comparison is 12.00.
2. Qualitative Data Qualitative Survey Method
The results of quantitative data previously are supported by the qualitative data which are obtained through an in-depth interview with the students. The
interviews were conducted to reveal the students’ opinion and attitude towards the use of FLAP in learning listening comprehension. By using interview, more
detailed information about how students use FLAP, their feelings and opinions during the learning process and and how they follow the teaching and learning
process of listening can be investigated. After the data were obtained from the interviews, they were transcriptedand coded. Some samples of students’ responses
are presented as follows.
Table 4.23The Samples of Students’ Responses from the Interview
Interview Points Themes
Sample of Students’ Interview
The students’ responses towards
the use of FLAP as media
Provided Exposure
“I’m so motivated to practice because the [materials] have been provided”Appendix 9-
A13
Repeated Practice
“Yes listening is hard right, but if [we] have lots of practice we will understand
better”Appendix 9-A03
Clarity of Audio
“By using FLAP I can listen with better concentration focus, moreover it uses
headset. We can also listen in a closer distance [in the context of using the
smartphone]” Appendix 9-A34
Portability “I can play, I mean I can learn using it at
home” Appendix 9-R09 Flexibility
“and then we can do [the tasks] flexibly. We can repeat it, if in the classroom we should
follow the teacher’s [instruction].” Appendix 9-I36
The students’ responses about the
features of FLAP and the activities in the
classroom Features of FLAP
1. Topic “It is exciting because we know and
understand various kinds of conversations...we know new vocabularies...”
Appendix 9-R26
2. Audio Transcript
“There is the transcript while we are listening, right? So it can train us to know the
pronunciation of the words or how someone prononunces it” Appendix 9-R30
3. Exercises “It’s various so that we can try different
exercises” Appendix 9-I29 “It is good for exercises so that we can
understand the content of the conversations” Appendix 9-R31
4. Feedback “that [feedback] is also helpful, so that we
know which one is correct and which is incorrect. Yet there is no explanation.”
Appendix 9-R32
Activities in the classroom
“It makes me easier to understand, usually we only listen as if we are in the test then [the
exercises] are discussed...however, the activities [now] are more various so that we
can extend our knowledge” Appendix 9-R07
Independent learning
“...and then there is this application, I would like to learn [listening] from this
[application]” Appendix 9-R19 “we can try to do exercises by ourselves by
using that application. At least we know the intention if there are some questions since it’s
just almost the same” Appendix 9-S29
Listening Habit
“If we are not accustomed to listen it will be difficult” Appendix 9-A04
“I will be accustomed to listening and we can extend our knowledge” Appendix 9-R49
The students’ responses about their
feeling towards the use of FLAP
Exciting “If we learn using Android, of course, it is
more exciting than if we learn using the regular activities” Appendix 9-A35
“It’s very good. It’s exciting, so that it is not monotonous like learning listening in the
class. If we use our smartphones we can be more relaxed.” Appendix 9-I11
Attractive “Yes, it’s more attractive and challenging. We
can listen through our smartphone. Then, we can also do exercises through it and it is
challenging.” Appendix 9-S21
Motivating “It’s exciting because we can understand
various kinds of conversations” Appendix 9-R26
In the following paragraphs, I would like to elaborate some students’ responses based on the themes covered in Table 4.23 and other possible themes
that emerged from the students’ interviews.
a. The Use of FLAP as Media
FLAP has provided materials for students so that the learning can take place. The materials in FLAP covers some topics from the syllabus of grade X.
There are also additional materials such as songs, poems and stories taken from various sources mainly from the internet. The existence of materials in listening
help students learn better. The medium, in this case FLAP, functions as a tool for delivering the listening materials. It brings advantages for students as can bee seen
from some of the students’ responses below. “I’m so motivated to practice because the [materials] have been
provided”Appendix 9-A13
“I like it very much because we [now] have the materials for learning[listening]”Appendix 9-R09
Students need media that are close to them, ready to access and provide them with the materials that they can learn in the classroom or ouside the
classroom. Through FLAP students are encouraged to listen. The provided materials in FLAP enhance them in practicing listening comprehension skills.In
addition to providing materials for learning listening. FLAP also facilitates students to do lots of practice repeated practice. Because listening is complex
skills, students need to practice listening continuously. “we can repeat listening when we have something which are not
understood yet, a specific part can be repeated” Appendix 9-S53
“because we have many practices, then we also have tasks [for learning listening] at home, so we do not forget easily and we become
accustomed.” Appendix 9-R15
“Then, if there is a difficult part sometimes if we are in the classroom we cannot repeat it but if using the smartphone we can adjust or repeat it.”
Appendix 9-I12
Learning using FLAP makes them possible to do repeated practice for their own comprehension. They can adjust how many times they will repeat the audio,
for example, until they can understand the part they they have not understood yet. It is different from using the speaker in the classroom. They can only listen two or
three times because of the limited time.In the classroom, when using the speaker, most of the control is held by the teacher so that the students are not free in
adjusting to their pace of learning.Listening using FLAP also facilitates better listening in terms of the clarity of audio. Clarity of the audio is important for
students since it will influence the transmission of sounds to them. It will lead to their comprehension as well.
“By using FLAP I can listen with better concentration focus, moreover it uses headset. We can also listen in a closer distance [in
the context of using the smartphone]”Appendix 9-A34
”It’s clear enough. We can listen by using the headset so that we can listen more clearly.” Appendix 9-R46
FLAP facilitates their comfort in listening. It brings advantages more than that of the class speaker because they can listen closer with the media so that the
sound is clearer. They are not distracted by other sounds which can disturb their concentration in listening.FLAP as a medium for learning listening also give
advantages to students in terms of portability. Portability means that the media can be brought everywhere.
“FLAP can be brought everywhere, if we do not have much time we can listen while doing something else.” Appendix 9-S48
“I can play, I mean I can learn using it at home” Appendix 9-R09 “I think that is good...so we can practice [listening] outside the class”
Appendix 9-S35
Students benefitvery much from FLAP in terms of portability. Students do not always have to learn in the classroom. They can learn outside the classroom as
well, such as at home, at the bus stop, etc.It is also flexible for them. In terms of the flexibility, FLAP is useful to provide students better timing for their learning.
Students have more flexible time in learning. They do not always need to learn with a certain limitation of time.
“then, we also learn through our smartphones so that we can learn whenever we want to learn.”Appendix 9-R09
“and then we can do [the tasks] flexibly. We can repeat it, if in the classroom we should follow the teacher’s [instruction].” Appendix 9-
I36
Students have different condition to learn. Sometimes, they need the right time in order to process the information from the spoken text better. The
flexibility of FLAP make it possible for the students so that they can adjust the timing for their learning.In the interview, there is also an emergent theme related
to the students’ responses towards the use of FLAP as media. The emergent theme is about the practicality of FLAP. In terms of practicality, FLAP is practical as the
media for learning. It helps them provide better learning condition especially in learning listening.
“because there are some exercises that have been available and we do not need many papers so that it’s more practical. We do not have to
bring the papers [containing the tasks] that should be done,because I usually forget and left it easily at home.” Appendix 9-I35
“Usually, we asked the file then listen to [it] at home, yet we should connect our flashdisk first so that we can only learn it at home.
However, if I use FLAP, sometimes when I am waiting for my friend I can open [this application].Appendix 9-A39
In the regular class, students are given the homework in the forms of paper pencil tasks. They, sometimes, can easily forget to bring the papers. By using
