Answering Comprehensive Questions Comprehension

61 them to introduce some new words which were never heard before. One student clearly stated: Setelah membaca teks tahu kata-kata yang tidak tahu dari listening. Bukit Siguntang, Questionnaire After reading the text, [before listening section] I know some new words which I did not catch from listening section. The students explained that through the text they knew the written form or the spelling of a word, while in listening section they learned how to pronounce the word. In other words, the text provided could be a medium to enhance students’ vocabulary mastery in written form. Therefore, the text not only developed students’ vocabulary, but also helped them to be able to write the words mentioned in the recording correctly. One student, Merapi, who thought that reading text helped her to acquire new words in both written and spoken form, stated that: Text sangat mempengaruhi saya dalam menjawab pertanyaan karena dg mendengarkan kalimatnya saya sering gak tahu cara nulisnya jd dengan membaca text saya dapat menulis kata- katanya. Merapi, Questionnaire Text influenced me in answering the questions because by listening to the sentence, I often did not know how to write, so by reading the text, I could write the word. She further explained the example in the interview as follows: Ya kalo dari teks kita tahu tulisannya langsung, misalnya future, itu kan beda banget tulisan dengan bacanya. Merapi, Interview From text we are able to know how to write a word, for example the word ‘future’ which is exactly different in the written form and the pronunciation. By enriching their vocabulary, the students were able to listen to the recording better since they could follow the story completely, including to grab the detailed 62 information of the story. Therefore, students’ ability in acquiring listening skill would be improved. Dengan membaca text, saya menjadi tahu tentang jalan ceritanya shg saat mendengarkan, saya menjadi lebih mudah untuk mengartikannya. Merapi, Questionnaire By reading the text, I have understood the story first, so I could translate the story easily in listening section. To sum up, providing the students with the reading text on the similar topic about what was going to be learned in listening section, indeed facilitated the students to construct prior knowledge. By having prior knowledge before learning, the students obtained advantages in several aspects, such as readiness, comprehension, and language. Hence, people needed to relate new information to the existing information already exist in their mind to learn new knowledge Brown, 1994: 79. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 63

CHAPTER V CONCLUSIONS AND SUGGESTIONS

The last chapter presents conclusions and suggestions. The conclusions are derived from the research findings which are based on the research questions presented in first chapter. Moreover, the suggestions presented in this chapter are intended for the teacher, the students, and future researcher.

A. Conclusions

The study on Using Reading Texts as a Pre-Listening Material in Listening Section was intended to answer two questions formulated in the first chapter, 1 How do the students perceive the pre-listening materials?, and 2 What are the influences of reading text to the students’ understanding while listening to the stories in the classroom? Therefore, there are two conclusions derived from the findings and discussion from previous chapter. First, during the implementation of reading text to construct students’ knowledge before listening section, it was found that the students perceived the text both positively and negatively. Most students perceived the reading text as a ‘helpful tool’. They thought that reading text was needed. Reading text provided by the teacher was very useful for them in giving them the information on what they were going to listen to in class. The students were excited in their first encounter with the reading text. By having the text, they felt that listening to the recording became easier. However, after going through the implementation, one student who did not 64 like reading was burdened by the text. While the other students could take advantage of the reading text, she felt that the text was useless. Therefore, there were various students’ perceptions toward the implementation of reading text. Second, as the students went through the process of the implementation of reading text, they experienced several influences of the text on listening section. There were at least three influences derived from the implementation of reading text related to the students’ readiness, comprehension, and language. Provided with the text, the students had description on what they were going to listen in class. In other words, they had constructed prior knowledge by reading the text. The first important influence was the students’ readiness to follow listening section. In fact, reading text successfully facilitated the students to be well-prepared in listening section. Students’ confidence was raised since they knew the description of the story. Hence, the students were ready to follow the lesson in class. Further, students’ prior knowledge gave another influence on the students while listening. By having description of the story they were going to listen, the story became clearer. As the result, the students were able to follow the plot of the story better. They were able to grab the detailed information by the help of the text. Consequently, their ability to answer the questions relating to the recording was improved. However, for some reasons they might miss some important parts from listening section. In this regard, reading text had big influence for them. The students could still follow the story by recalling information from what they had read. In other words, the text helped the students not to miss the context of story they were listening PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI