An Analysis On The Role Of Language Laboratory In Teaching Listening (An Experimental Research In The First Year Students Of Sma Islamiyah Sawangan)
i By
MUNIROH NIM. 208014000019
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,Nama : Muniroh
Tempat/Tanggal lahir : Bogor, 10 Juli 1980
NIM : 208014000019
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis on the Role of Language Laboratory in Teaching Listening (An Experimental Research in the First Year of SMA Islamiyah Sawangan)
Dosen Pembimbing : 1. Drs. Syauki, M.Pd.
2. Atik Yuliyani, MA TESOL.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 17 Januari 2014 Mahasiswa Ybs.
Muniroh NIM. 208014000019
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Praised be to Allah, Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this skripsi is processed until it becomes a complete writing which will be presented to
the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the
requirements for the degree of S.Pd. (S-1) in English Language Education.
First of all, the writer would like to convey her special gratitude to her beloved husband Mr. Mulyadi, SE, her parents Mr. Mahari and Mrs. Mimi, and also to her brothers and sisters who have give her all of their infinite love, care, support, and help. She believes that it is almost impossible to finish this skripsi without them in her side. She also would like to express her great honor and deepest gratitude to her advisor, Drs. Syauki, M.Pd, and Atik Yuliyani M.A. TESOL., whose academic suggestions and critical remarks have enabled the writer to refine this skripsi.
The writer’s sincere gratitude also goes to:
1. All of the lecturers of English Education Department who have taught the writer everything since he was in the first semester till now.
2. Drs. Syauki, M.Pd.,the Head of English Department
3. Zaharil Anasy M.Hum.,the Secretary of English Department.
4. Dra. Nurlena, M.A., Ph.D., the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
5. Rina Susanti Kamal, S.Pd., the English Teacher of SMA Islamiyah Sawangan.
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especially Sipa Paujiah, Maricha Arlini, Yahyudin Maulana Ahari, Yunita Mahaerani, M. Iqbal Habibie, thanks for giving her valuable help when she needs them, and English Education Department Students academic year 2008 especially A Class, for nice brotherhood and sisterhood.
The writer does realize that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this skripsi better. At least, she hopes that this paper will be useful for all.
Jakarta, 9 January 2014
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Teachers’ training. Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. Syauki, M.Pd
Atik Yuliyani, MA. TESOL
Keywords: language laboratory, teaching listening.
The objective of this study is to find out the influence of language laboratory in developing students listening skill at the first year student of SMA Islamiyah Sawangan Depok.
The method applied in this study was experimental research. The writer taught two different classes and manipulated one class with different teaching medium. The writer administered pre-tests to know that the classes have relatively the same background knowledge and post-tests to measure their achievement.
The writer used ttest to calculate the data and to test the hypotheses. The result of the calculation from this research is to>ttable (to: 5.04> ttable 5%: 2.00, ttable 1%: 2.39). It means that the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. Therefore, teaching listening through language laboratory gives more influence in developing students listening skill than teaching listening without language laboratory.
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Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing: Drs. Syauki, M.Pd.
Atik yuliyani M.A TESOL.
Kata Kunci: laboratorium bahasa, mengajar listening.
Penelitian ini bertujuan mengetahui pengaruh laboratorium bahasa terhadap peningkatan kemampuan listening siswa di kelas satu SMA Islamiyah Sawangan Depok.
Metode yang digunakan dalam penelitian ini adalah penelitian experimen; peneliti mengajar dua kelas yang berbeda dan memanipulasi satu kelas tersebut dengan media pembelajaran yang berbeda. Peneliti memberikan pre-test untuk mengetahui kedua kelas tersebut memiliki pengetahuan yang sama dan post-test sebagai ukuran pencapaian.
Peneliti menggunakan ttest untuk menghitung data dan menguji hipotesa. Hasil perhitungan data yang diperoleh dari penelitian ini to>ttable (to: 5.04> ttable 5%: 2.00, ttable 1%: 2.39), yang berarti bahwa hipotesis null (Ho) ditolak dan hipotesis alternative (Ha) diterima; Mengajar listening menggunakan laboratorium bahasa lebih berpengaruh terhadap peningkatan kemampuan listening siswa dari pada mengajar listening tanpa menggunakan laboratorium bahasa.
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APPROVAL ...iii
ENDORSEMENT ...iv
ACKNOWLEDGEMENT ...v
ABSTRACT ...vii
TABLE OF CONTENT ...ix
CHAPTER I : INTRODUCTION.... ...1
A.Background of the Study ...1
B.Identification of the Problem ...4
C.Limitation of the Study ...5
D.Formulation of the Problem ...5
E.Objectives of the Study ...5
F. Significance of the Study ...6
CHAPTER II : THEORETICAL FRAMEWORK...7
A.Listening Skill ...7
1. Concepts of Listening ...7
2. Process of Listening ...9
3. Factors Affecting Listening ...12
4. Problems in Listening ...16
B.Language Laboratory ...18
1. Concepts of Language Laboratory ...18
2. Models of Language Laboratory ...20
3. Function of Language Laboratory ...22
4. Problems in Language Laboratory Work ...23
5. Advantage and Disadvantage ...23
a. Advantage ...23
b. Disadvantage ...25
C.Teaching of Listening ...25
1. Teaching listening in General ...25
2. Teaching Listening through Language Laboratory 29 D.Relevant Studies ...32
E.Theoretical Framework ...33
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D. Instrument of Research ...36
E. Technique of Data Collecting ...37
F. Technique of Data Analysis ...37
G. Statistical Hypotheses ...39
CHAPTER IV : RESEARCH FINDING AND INTERPRETATION ...40
A. Data Description ...40
B. Data Analysis ...49
C. Test of Hypotheses ...53
CHAPTER V : CONCLUSION AND SUGGESTION 55 A. Conclusion...55
B. Suggestion ...55
BIBLIOGRAPHY ... 56
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Table 4.2 Pre-test Frequency of Experimental Class ... 43
Table 4.3 Post-test Frequency of Experimental Class ... 44
Table 4.4 Students’ Score of Control Class ... 45
Table 4.5 Pre-test Frequency of Control Class ... 47
Table 4.6 Post-test Frequency of Control Class ... 48
Table 4.7 Comparison Score of Pre-test and Post-test in Experimental and Control Class ... 49
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Class... ... 44 Chart 4.2 Students’ Score of Pre-test and Post-test of the Control Class ... 48 Chart 4.3 Students’ Score of Pre-test and Post-test of Both Experimental
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1. The Blueprint of Pretest and posttest ... 59
2. Syllabus ... 61
3. The Instrument of Pretest and posttest ... 63
4. Students’ Answer Sheet of Pretest/Posttest ... 67
5. Answer Key of Pretest and Posttest ... 71
6. Lesson Plan of Experimental Class ... 72
7. Lesson Plan of Control Class ... 87
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1
This chapter presents the general explanation of the background of the present study. It covers background of the study, identification of the problem, limitation of the problem, formulation of the problem, objectives of the study, and significance of the study.
A.
Background of the Study
In this age of globalization, language as a main communication tool is dominating all aspects of life. As a means of communication, English language has been used around the nations significantly. The importance of English leaves no doubt that it has transformed not only in communication but also in education, trade, business, social media and many more as a lingua franca. As English has increasingly become a global language that encompasses the world, non native speaker uses English as their second/foreign language to communicate in different purposes.
In education, especially in teaching learning activity, Indonesia as a developing country also puts English in almost all educational level provided by its institution in any gradual study either in formal or informal. English is determined as a compulsory subject in the national curriculum in Junior and Senior High School level.
In Senior High School level, students are required to master the four English skills. One of the four skills is listening. Listening well is an important aspect in acquiring the English skills because listening is the basic skill for other skills development. Without listening to English sounds first, the other English skills are impossible to achieve. Students who learn English must first expose to English sounds because they will absorb the sounds they hear, and it will built-up other language skills. Enriching listening activities to student make them more absorb
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about the skill.1 From this explanation, it can be concluded that listening is important key in learning English language in Senior High School.
However, wide differences between Indonesian and English cause difficulties in learning English listening. It is known that English sound system is different from Indonesian sound system. The difference can lead to other difficulties in mastering English, and often becomes problem for the students to learn English listening.
The potential problems, according to Penny Ur, might cause of unaware to consonant cluster, word order, stress and intonation of English because students are not used to hear it.2 It is why Indonesian students tend to have difficulties in listening to English sound. They have trouble in recognizing sounds, and fail in identifying words correctly because of imitating and inadequate pronunciation sample.3
Meanwhile, based on the writer own observation during her PPKT, most of the English learning and teaching process in the classrooms emphasize in
developing of students‘ skill of grammar and other components and skills. They
are rarely exposed to listening activities. Without enriching their listening, it is not easy for them to listen to English sound. She also experienced when she was in Senior High School, she had a difficult time pronouncing words in English. She tends to say it the way her own language say it. It was because she got lack of listening practice at that time. These facts show that students unable to get an appropriate sound of listening if they do not get listening practice. They fail to know the words and the intended meaning from the words they listen.
Another problem is about the teaching media that are not used by the teachers in delivering listening process. The teaching media have a very significant role in helping the students to cope with the material provided in listening activities,
1 Jeremy Harmer, How to Teach English, (Essex: Pearson education Limited, 2007), p.133. 2 Penny Ur, Teaching Listening Comprehension, (New York; Cambridge University Press, 2000), revised edition, p.11—12.
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whereas students will not engage optimally in listening without the right media to teach it.
The cases of acquiring good listening are quite problematical because in increasing the listening ability takes time and promote continuous process, yet the ability to understand does not happen automatically. They should be solved because it can lead to other difficulties.
In line to these problems, the writer considers that it is necessary to find out alternative way to create a suitable circumstance in teaching listening, In order to make better listening activities for students. She thinks over of such media which provide such exposure where students get good sounds as just get better at listening. According to Theo van Els ―by media we mean all aids which may be used by teachers and learners to attain certain educational objectives.‖4
Based on the writer observation in school, there are many teaching media available to facilitate the goal of listening skill. Such as, Tape Recorder, LCD Projector, TV, Language Laboratory, and DVD are some of the useable media. These media are in a way of infrequent use by the teacher. The writer sees opportunity to teach listening through one of these media especially the language laboratory.
However, it is not in superior use and being discarded by teachers because of poor knowledge of the technology is as one of the reasons; Whereas, Language laboratory has systematic and complex operation that not every teacher can use it. It becomes such a facility that can provide teachers and learners ways of listening details of sound and reduce their difficulties in intensive listening.5 Language laboratory is able to convey meaning as close as simulations through its screen in learning English while the headset can give students of their focus. Its visual stimulus gives better output for remembering, identifying, and connecting facts and concepts. A broaden application of the computer to gain listening through its characteristic creates comprehension even better than the others. Students can be
4Theo Van Els, et.al., Applied Linguistic and the Learning and Teaching of Foreign Languages, (London: Hoddor and Stoughton, 1990), p. 280.
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more motivated in learning language using language laboratory or technology than those who do not.6 That is why she thinks Language laboratory facility can give good output since it has its own room with its own quality.
The writer‘s aim in using this medium is to know whether the language laboratory gives the students valuable improvement in mastering listening as one of English skills. The curious even grow larger when most students get inadequate score of listening test, and they still think that English listening is a difficult subject to learn. Of course, learning is the main key, and this could keep up with a lot of practice.
Therefore, the writer chooses SMA Islamiyah Sawangan because it has language laboratory facility. She curious to find out whether the use of medium such as language laboratory is considered to give valuable contribution in giving listening improvement to the students. In this research she uses the language laboratory as a medium to teach listening at the first grade of SMA Islamiyah Sawangan under the title “An Analysis on the Role of Language Laboratory in Teaching Listening”.
B.
Identification of the Problem
Based on the background of study above, there are some problems that can be identified in this research such as:
1. Students rarely expose about English sounds. 2. Students get low frequency of listening drill.
3. Students do not know how to pronounce sounds correctly because of lack of listening to English sounds.
4. Students think English listening is difficult subject to learn. 5. Students get poor score in listening.
6. Listening is difficult subject to teach.
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7. Teachers have difficulties in applying listening material.
8. Teachers give less portion of listening skill in the classroom than other skills. 9. Teachers do not apply any listening media available in school.
10.Teachers do not use language laboratory medium to teach listening. 11.Listening needs a medium to teach.
C.
Limitation of the Study
In order to avoid misunderstanding and to clarify the problem, the writer limits the study on the use of language laboratory medium in teaching listening. She conducts the teaching learning process of listening through language laboratory. The subject of this research is the first year of SMA Islamiyah Sawangan Depok.
D.
Formulation of the Problem
Based on the discussion above, the writer formulates the problem in this study into research question ―Does language laboratory have significant influence in
developing students‘s listening ability in SMA Islamiyah Sawangan?‖
E.
Objectives of the Study
The objective of the study is to find out whether or not language laboratory has significant influence in developing students listening skill. The result then, answer the writer‘s question of the effectiveness of using language laboratory in teaching listening.
F.
Significance of the Study
The significance of the research is for education practitioners, teachers, students, and researchers. It is hoped that the result can give beneficial input and give valuable contribution to the teacher as to create and give better improvement
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to the process of teaching listening. And for the students it can help them increase their listening skill so they can comprehend the word or more respond to it. To other researchers, the result of this study are expected to be a basic consideration and information to do further investigation. And the last is for the better improvement of institution of SMA Islamiyah Sawangan.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the general explanation of theoretical framework. It covers the justification of listening skill that consists of concepts, processes, factors and problems; the language laboratory that consist of concepts, model, function, problems, and advantages and disadvantages; the teaching of listening consist of teaching listening in general and teaching listening with language laboratory, the relevant study, the conceptual framework, and the last is the hypothesis.
A.
Listening Skill
1. Concepts of Listening
Human language makes a special kind of sound and is produced in the means of communication. To communicate well enough, one should have capability to listen to the sound. This ability is certainly the most fundamental of the four language skills which is one can hear sound through their ear as hearing and without doubt as listening.
In education, it is important to know the difference between the two words of hearing and listening, and before stepping any further to next discussion let examine first about the two definitions.
Listening in language teaching, according to Michael Rost, refers to a unique complex process that allows the listener to understand spoken language by employing pacing, units of encoding, and pausing factually.1
1Michael Rost, ―Listening‖, in Ronald Carter and David Nunan, The Cambridge Guide to Teaching English to Speakers to Other Languages, (Cambridge, Cambridge University press, 2001), p. 7.
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Rost also suggests that ―listening is integration of the component skill such as recognizing word, discriminating sounds, recalling important word and ideas and so on. It is an active process requiring participation on the part of the listening‖.2
To differentiate between the two words, Zaremba points out that listening and hearing are two fundamentally different processes3. According to him there are three significant distinctions between the two activities, and hence make clearable distinction between listening and hearing; Listening is kind of behavior which is involve effort, physical phenomenon and sporadic activity, while hearing is passively listen to sound that most people were able to without employ any skills.4
Listening is primarily has different meaning from hearing, listening is always an active process, while hearing can be considered as passive condition.5 This also differentiate hearing and listening because this process constructs comprehensible input in three ways: firstly, speech is encoded in the form of sound; secondly, it is linear and takes place in real time, with no change of review, and thirdly, it is linguistically different from written language.6
From those perspectives, hearing means the ability to hear sounds with less attention to get the meaning because hearing is only taking in sounds without any effort to get the message. The hearer is not intended to pay more attention. It is called passive conditions. Meanwhile, Listening is an effort in recognizing speaker‘s attention and attitude where the listener must be able to understand and identify relevant information and at the same time getting the words or phrases. It is process in active conditions.
2
Michael Rost, Listening in Action, (Berkeley: Prentice Hall International, Ltd, 1991), p. 2.
3
Alan Jay Zaremba, Speaking Professionally a Concise Guide, (Canada: Thomson South-WesternInc, 2006), p. 223.
4
Ibid.
5
Underwood. M, Teaching Listening, (Edinburgh: Longman, 1989), p. 2.
6
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2. Processes of Listening
In the means of listening as a process, it is consists of three basic processing phases; decoding, comprehension and interpretation.7
a. Decoding process. In this process, the listener creates attention by selecting the input to get the right meaning. Then, he made a perception by making sense of the speech signals. After speech signal is perceived, the words are identified and linked to the lexical knowledge. A grammatical model is made in this process through syntactic mapping in order to get the meaning. Speech processing is also perceived by visual and auditory signals.
b. Comprehension processes. The comprehension processes relate the language to the real world concepts and personal memory. In this process consists of four extend sub-processes: 1) Identifying Salient Information, 2) Activating appropriate schemata, 3) Inferencing, and 4) Updating representations.
c. Interpretation processes. Interpretation is a stage of listening which the listener adopts and assesses speaker‘s meaning which is relevance to the situation, the topic, the setting, the event, the speaker and the purpose and relationship of the listening.
Thus a common sense of what Vandergrift (1999) states as quoted by McDonough and Shaw:
Listening comprehension is anything but a passive activity, it is a complex, active process in which the listener must discriminate between sounds, understand vocabulary and structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger socio-cultural context of the utterance. Co-ordinating all this involves a great deal of mental activity on the part of the learner. Listening is hard work…8
7Michael Rost, ―L2 Listening‖, in Elli Hinkel,
Handbook of Research in Second Language Teaching and Learning, (New Jersey: Lawrence Erlbaum Associates, Inc, 2005), p. 504.
8
Jo McDonough and Christopher Shaw, Materials and Method in ELT: A Teacher’s Guide
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Attention to the listening has shown that it is a receptive skill of hearing sounds, yet an active skill by understanding well of sound, word, phrases and structures of the language, and more is to point out as a complex skill of how its process takes place. According to McDonough and Shaw ―this processing capacity enables human beings deal with written and spoken input using comparable cognitive strategies‖.9
Listening is an active process of meaning construction. And this process is done by applying knowledge to the incoming sound.10 For example, in a classroom situation, listeners must rely heavily on the ability to comprehend information well in order to learn new ideas and compare and contrast them with their own. What goes beyond of that process is refer to deeper and more complex processes.
Adapted from Nunan, there are two views of listening proceses; those are the top-down view and bottom-up view.11
a. Top-down listening view
This aspect contains: Schematic knowledge that consists of content schemata that is the background knowledge of the topic and formal schemata which includes the knowledge of how the discourse is organized by looking at different genres, topics and purposes. Contextual knowledge is of the particular listening situation that involves the understanding on its context. For example, the listener estimate about who the participants are, what the setting is and what the topic and the purpose are
b. Bottom-up listening view
This aspect is process of decoding the sounds which include the knowledge about the language system, such as the knowledge about the
9Ibid.
10
Gary Buck, Assessing Listening, (Cambridge: Cambridge University Press, 2001), p. 31.
11David Nunan, ―Listening in Language Learning”
, in Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 239.
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grammar, vocabulary, and phonological system. Listener forms word from phonemes to complete text.
c. Combination of Bottom-up and Top-down listening view
In real world listening, both Bottom-up and Top-down processing generally occur together, the extent to which one or the other dominates depending on the listener‘s familiarity with the topic and content of a text, the density of information in a text, the text type, and the listener‘s purpose in listening.12
To keep up listening, student has to be aware of language itself. Listening is a demanding process, not only because the complexity of the process itself but also due to the factors that characterize the listener, the speaker, the content of the message, and any visual support that accompanies the message.13 Successful listening can also be gained when listeners aware and focus in approaching and managing their listening activities. These activities identify two strategies in listening, Cognitive strategies and Meta-cognitive Strategies.14
a. Cognitive strategies: those mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval;
1) Comprehension processes: associated with the processing of linguistic and non-linguistic input;
2) Storing and memory processes: associated with the storing of linguistic and non-linguistic input in working memory or long-term memory;
3) Using and retrieval processes: associated with accessing memory, to be readied for output.
b. Metacognitive strategies: those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies;
1) Assessing the situation: taking stock of conditions surrounding a language task by assessing one‘s own knowledge, one‘s available internal and external resources and the constraints of the situation before engaging in a task;
12
Jack C. Richards, Teaching Listening: From Comprehension to Acquisition, JSTOR, 2006, P. 5.
13
William T. Littlewood, Communicative Language Teaching; An introduction, (Cambridge: Cambridge University Press, 1998), p. 68.
14
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2) Monitoring: determining the effectiveness of one‘s own or another‘s performance while engaged in a task;
3) Self-evaluating: determining the effectiveness of one‘s own or another‘s performance after engaging in the activity;
4) Self-testing: testing one-self to determine the effectiveness of one‘s own language use or the lack thereof.
Referring to explanation above, the writer concludes that listening process is the process of brain activities of getting the meaning from incoming sound. The complexity of constructing meaning referred to process of combining background knowledge and background acknowledge that occur concurrently.
3. Factors Affecting Listening
According to Joseph P. Boyle, there are three factors that affect listening skill, they are: Listener factors, Speaker factors, and Material factors.15
a. The listener
Interesting topic makes the listener‘s comprehension increases; give topic
of listener‘s interest. A listener who is an active participant in a
conversation generally has more understanding of the topic being discussed than a listener who is listening to a conversation on recorded materials. Furthermore, the ability to use negotiation skills, such as asking for clarification, repetition or definition of points that he does not understand, enables a listener to make sense in the incoming information.
Listener factors involve:
1) Knowledge/perform in listening to the target language 2) General intelligent
3) Physical and educational
4) Intellectual (powers of analysis and selection and memory of short term and long term, etc)
15
Joseph P. boyle, Factors Affecting Listening Comprehension, English Language Teaching Forum, XXXVIII, 1, (1984), p. 35.
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5) Psychological (motivation and manner while listening, sense of purpose of listeners to the speaker, listener‘s attention and concentration).
A good listener is an individual who does the following at listening:
1) Stay alertly and consciously;
2) Classify the general idea of the topic;
3) Identifies and connects the supporting ideas or details of the speakers; 4) Keep the logical sequence of the topic; mentally and maintains a
running summary of the speaker‘s points;
5) Critically identifies emotional and catch phrases;
6) Relates other knowledge to the topic as it is being presented; makes justifiable inferences;
7) Makes mental notes of agreement and disagreement; asks questions for clarifications.16
b. The Speaker Factors
The speaker factors which he uses language forms up to the extent has an
impact in listeners‘ comprehension. The exposure, rate of delivery, may
be too fast, too slow, or has too many hesitations needs listener great ability to comprehend. Language ability of the speaker: native speaker-beginner-level and non native speaker
1) Speaker‘s production: pronunciation, accent, variation, voice, etc.
2) Speed of delivery
3) Prestige and personality of the speaker17
c. Content
The content to comprehend is the content of harder with unfamiliar vocabulary or which the listener has insufficient background knowledge
16
Paul C. Burns and Betty L. Broman., The Language Arts In childhood Education, (Chicago: Rand McNally & Company), p. 83.
17
Joseph P. boyle, Factors Affecting Listening Comprehension, English Language Teaching Forum, XXXVIII, 1, (1984), p. 35.
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d. Visual support
Learner‘s ability to interpret visual support, such as video, pictures,
diagrams, gestures, facial expressions, and body language, can increase comprehension correctly. This can be done with amount of support provided by gestures, visuals.18
Awareness to these factors and in order to make listening comprehension easier, construct appropriate activities. There are two kinds of listening activities propose by Joan Rubin and Irene Thompson they are interactive listening and non-interactive listening.19
a. Interactive listening.
This kind of listening called interactive because participants alternately play the role of speakers and listener which is mostly occurs in the course of conversation. In interactive listening, one can intervene by asking additional questions and seeking clarification, repetition, or rephrasing. It is an active listening because listener is thinking, feeling, wanting of what the message means by checking out the messaage and reflect it back to sender for verification. This verification or feedback process is what distinguishes active listening and makes it effective.
b. Non-interactive listening.
In this listening situation, one not needs to be prepared. This type of listening is called non-interactive because these include instances in which one will not be able to interfere in which one have no part by asking questions or seeking clarification. For instance, one will listen to lectures, speeches, and radio or watch TV, films, or live plays.
Non-interactive listening as passive listening or attentive listening are genuinely in hearing and understanding the other‘s person point of
18Ibid. 19
Joan Rubin and Irene Thompson, How to be a More Successful language Learner: Toward Learner Autonomy, (Massachusetts: Heinle and Heinle Publishers, 1994), p. 85.
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view. One is attentive and passively listens, and assumes what being heard and understands correctly, but stay passive and do not verify it.20
Most obviously, the listening skill is essential for learners. Through listening activity, learners can be more practiced and more skillful. Teacher need to stay alert about listening practice. Practicing listening involves listening principles. Jeremy harmer points out several listening principles to be compiled by the teacher, they are:
Principle 1: Encourage students to listen as often as possible. With more at listening practice and listening sources, students will get better at it.
Principle 2: Help students to prepare to listen. Preparing students to listen is essential because if they are known what to deal with they are better perceived it.
Principle 3: Once may not be enough. Repetition for students is good but do not give too many because they will feel boredom of the sae material again and again.
Principle 4: Encourage students to respond to the content of the listening, not just to the language. Teachers need to alert of materials he taught because learners need to know the language also.
Principle 5: Different listening stages demand different listening tasks. This
is teacher‘s job to detect what students required to perceive in
listening.
Principle 6: Good teachers exploit listening tasks to the full. Teacher‘s creativity can make listening activity not only a merely listening
20Ibid.
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practice but also other challenging material by setting it properly.21
4. Problems in Listening
Listening is challenging for English learners especially listening to English as a foreign language. According to Penny Ur, listening to English as a foreign language may seems to have some of main potential problems for learners.
a. Hearing the sound. Some of English sounds systems do not exist in learner‘s language, and caused them make inappropriate sounds. They tend to mispronounce words they hear even after a great deal of practice. Unaware of stress and intonation pattern when hear the English sounds also make learners misheard it.
b. Understanding intonation and stress. Learners do not understand of proper English intonation and stress and because of this they make their own generalization.
c. Coping with redundancy and ‗noise‘. This problem may cause by the
learners level of capacity. Slower learner cannot understand rapid speech, or he is not familiar with the sound-combination so he cannot make prediction. They force themselves to understand everything they hear; still they fail to do so.
d. Predicting. Learners find it is difficult to make predictions without knowing the right intonation and stress.
e. Understanding colloquial vocabulary. Learners familiarity with the colloquial speech may affect his overall message perception.
f. Fatigue. Interpreting while listening occurs without repetition. Learners cannot set his pace in listening. Thus make listening become tiring activity where learners cannot break at a time he wishes to.
21
Jeremy Harmer, How to Teach English, (Essex: Longman Education Limited, 2007), p. 135—6.
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g. Understanding different accents. In understanding different accents apart
from teacher‘s accent are difficult for learners. Their familiarity to these
accents may cause of lack of another varieties English accents sample. h. Using visual and aural environmental clues. On the whole unit learners
attempts to listen to English sound, they still have difficulties to perceive meaning from sound when they apply it, and this because they working to hard in the decoding process in order to get the meaning which make his receptive system overloaded.22
Underwood as quoted by Shaw looks at the same points of those problems which arise for several main reasons for learner: a) cannot control speed of delivery, b) always get things repeated, c) limited vocabulary, d) fail to recognize ‗signals‘, e) lack contextual knowledge, f) difficult to concentrate in a foreign language, g) certain earning habits, such as a wish to understand every word.23
Furthermore, students are struggling to understand the words they hear. In a sentence or in a dialogue, students create fallacies to the incoming words. The difficulties to deal with are as follows:
a. Hear small differences between English sounds (the subtle differences between the vowel sounds in fear, fair, fire, far, and fur).
b. Comprehend reduced form of pronunciation, which are very common in normal spoken English (fer for for; ta for to; wanna for want to).
c. Attend to intonation or emphasis cues (only intonation and emphasis
distinguish ―You want him to go?‖ from ―You want him to go!‖).
d. Adjust to regional, class, or group accents.
e. Understand a great deal of vocabulary when they hear it (this often presents serious problems for learners in EFL settings because they learn most vocabulary through reading).
f. Understand grammar structures. g. Understand rapid speech.
h. Develop a range of cultural background knowledge.24
22
Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 2009). p. 11—22.
23
Jo McDonough and Christopher Shaw, Materials and Method in ELT: A Teacher’s Guide (Cambridge: Cambridge University Press, 1993). p. 125.
24
Don Snow, More Than a Native Speaker: An Introduction to Teaching English Abroad,
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B.
Language Laboratory
1. Concepts of Language Laboratory
Learning English as a foreign language in Indonesia is to master the skills, one of the important skills is listening. Listening as its first pace has certain difficulties to apply in the teaching learning process. To minimize the barriers of listening process, it is needed a facility such media like language laboratory to
improve the students‘ listening skill. Here are lists of some of the language
laboratory definitions:
A. G. Sciarone states that ―Language laboratory is a room containing such equipment as audio tape recorders, video recorders, and sometimes computers, to
help students learn a foreign language with or without a teacher‖.25
Language laboratory is mainly a room which design to facilitate language learning.
According to Haryanto, language laboratory is a set of audio and video electronic equipment consists of instructor console as the main engine, equipped with a repeater language learning machine, tape recorder, DVD player, video monitors, headsets, and students booth installed in a sound proof room.26
According to E.M. Stack the language laboratory is a special room designed and use primarily for foreign language learning with the aid of electronic equipment.27 Julian Dakin also states that the laboratory offers certain facilities that cannot be reproduced in the classroom.28 While the components of a language laboratory usually include earphones, microphones, preamplifiers, tape recorders, booths, central console, monitoring system, control switches, tape duplication
25A. G. Sciarone, ―Language Laboratory‖, in Bernard Spolsky,
Concise Encyclopedia of Educational Linguistics, (Edinburgh: Cambridge University Press, 1999), p. 363.
26
Haryanto, Laboratorium Bahasa Multimedia dan fungsinya dalam Pembelajaran Bahasa Asing. 2005, tt.p.
27
Edward M. Stack, The Language Laboratory and Modern Language Teaching, Revised Edition (New York: Oxford University Press, 1966), p. 48.
28
Julia Dakin, The Language Laboratory and Language Learning (London: Longman Group Ltd, 1973), p. 32.
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facilities, recording studio, tape library and supply, and sound conditioning.29 Harmer states as quoted in Nida Husna that language laboratory has three special characteristics, thus are:
1. Double Track. Equipped with tracks, one of the original materials for the students to listen, the other is to record student‘s responses. They can listen again to their own recording voice or to the original tracks available 2. Teacher access. Teacher‘s master console is the teacher booth that he can
access to whoever students and whenever the teacher wants to listen and talk with. The teacher can join booths so that students can work in pairs or in groups; just as the teacher creates pairs and groups in the classroom.
The teacher can read and correct the student‘s writing assignment, for
instance through a computer. Student‘s work is easy to check and correct by teacher
3. Different modes. There are two to four master tape decks in teacher console. This is equipped to enables the teacher to play two to four different programs for two to four groups of students. Through this program, teacher can give students work on their own capability whether the speed or the time even with different material to work with.30
As multimedia technology, language laboratory is now becomes more accessible to teachers and learners to learn languages. It is in harmony with what Nida Husna says that in Indonesia, audio language laboratory is now quite trendy.31 Many schools and some affluent private schools have already been equipped with the audio language laboratory. Through language laboratory the learner can hear variety of voices and accent apart from the teacher.32
29
Robert Lado, Language Teaching: A Scientific Approach, (New York: McGraw Hill, 1964), p. 187.
30
NidaHusna, CALL and Language Lab, vol.1, (Jakarta: ELTI Journal, 2010), p. 34.
31Ibid
.
32
Julia Dakin, The Language Laboratory and Language Learning (London: Longman Group Ltd, 1973), p. 34.
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Based on the discussion above, the writer implies that language laboratory is a special room with booth and computer which is designed to learn language. In
order to improve student‘s capability in listening, language laboratory has a very
important role in helping learners acquiring the language. Furthermore, language laboratory provides textual, aural, and visual for students. It is fine learning medium for learner, especially if the learners are visual type learners.
2. Models of Language Laboratory
As a tool to enhance listening skills, language laboratory allows integration of text, audio, and motion video in a range of combinations. Students can practice listening with textual, aural, and visual media in a wide range of formats.
There are main four main models of language laboratory system from the beginning it appears: Audio Passive, Audio Active, Audio Active Comparative, and Audio Active Distributive.33
a. Audio Passive. The teacher equipped with few tape recorders and switchboard, and the students each equipped with ‗headphone‘, but not a microphone. All of the students can listen to teacher broadcast whether individually or in groups. The students practice in essentially the same way as they do in the classroom, but there is a difference: because of the headphone they cannot hear their classmates, and they can only hear a distorted version of their own speech utterances. Learner activity is restricted to listening in isolation during the presentation phrase, and to non-interactive production or reproduction during the explanation phase. b. Audio Active. In this model of language laboratory students have
headphones with microphone, which mean that they can hear their own voices undistorted. This also makes it possible for the teacher to lay back the voices of each individual student.34 The instructor console contains an
33A. G. Sciarone, ―Language Laboratory‖, in Bernard Spolsky,
Concise Encyclopedia of Educational Linguistics, (Edinburgh: Cambridge University Press, 1999), p. 363.
34
Theo Van Els and Charles Van Os, Applied Linguistic and the Learning and Teaching of Foreign Langugae, (London: Hodder and Soughton Inc, 1991), p. 283—285.
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integrated tape player which can be used to convert analog tape to digital format to achieve and use for quick access to lessons.35This model of language laboratory supplements the possibilities for the recording of the utterances of individual students with some facilities for self-correction on the part of the students, correction of the utterances produced by individual students by the teacher. A simple Audio Active lab without booths is better for students in the early stages of learning than the fully equipped audio-active comparative installation in terms economy. Audio active much cheaper and that it is therefore feasible to equip many more classrooms with this bargain-basement article.
c. Audio Active Comparative. In the Audio Active Comparative Systems, the students can do all activities as those of audio system and Audio Active System. The system provides tape recorders and head-sets (headphone and microphone) in each student booth. The system, therefore, allows the students to record their voice and then reply the exercise. They can also listen to their own performance compare them with the model, erase them or record as necessary. The Audio Active Comparative System is better instrument for remedial work for learners at the intermediate to advance levels. Remedial practice is aided if the students can hear his response and the master track again immediately after each unit of exercise.
d. Audio Active Distributive. There is one tape recorder available for a small group of students but which in other respect has all the characteristics of the Audio Active Comparative laboratory, there are such laboratories as the open access and dial-access laboratories. The late model allows the students to gain access to learning program in a central storage system by dialing a number, thus allowing individual use of language laboratory facilities to be extended. This model of language laboratory, however, is not only very expensive, but also requires a
35Michael Millilo, ―Language Laboratory System” WWW.languagelaboratory.Com,
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model of software which for ordinary foreign language teaching in school still hardly available.36
The technology now days inevitably has permeated in various forms of language laboratory models and systems. Many programs have been designed to improve language teaching field.37
3. Function of Language Laboratory
Language laboratory has function that generally used as a teaching aid. The functions are:
a. Listening. Students listen by using the available equipments b. Conversation. Students do various of conversation types c. Attention. Teacher conveys the material
d. Monitoring. Teacher runs the monitoring function through student activities
e. Intercom. Teacher can call students and vice versa
f. Text to speech. Teacher writes the text into the computer and computer transfer it into sounds automatically.
g. Multimedia control. The software of multimedia based operates the audio files as a learning material.
h. Audio record. Teacher records file audio as a teaching learning.
i. Audio control. Teacher controls the teaching material through sound device available.
j. Database. The database in the computer can save the students information.38
According to A. G. Sciarone the language laboratory has three major functions. Thus are:
a. To allow students to listen to language material spoken by native speakers;
b. To allow them to listen and speak independently of fellow students; c. To enable them to learn a foreign language at their own pace.39
36
Theo Van Els Op.cit., P. 285.
37
Nida Husna, Call and Language Lab., (Jakarta: ELTI Journal, 2010), vol. 1. p. 28.
38
http://laboratorium Bahasa.co.id/tag/fungsi-lab-bahasa.
39A. G. Sciarone, ―Language Laboratory‖, in Bernard Spolsky, Concise Encyclopedia of Educational Linguistics, (University of Edinburgh: Elsevier Science Ltd, 1999), p. 363.
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4. Problems in Language Laboratory Work
As a learning aid, language laboratory is with or without perfection. Some of common problems displayed by students and teacher in the language laboratory are:
a. Working straight to a whole unit without stopping, then going right through again listening, thus leaving too big a time gap for effective identification and correction of errors.
b. Finishing the work before the language laboratory tine is up c. Being unable to do the language laboratory exercises d. Being unable to identify their mistakes on tape.40
e. A commonly held error maintains that audio equipment for speech requires much less fidelity than for music.41
5. Advantages and Disadvantages of Language Laboratory a. Advantages
1. Auditory Oriented: The direct sound transmission gives step by step guidance from the teacher to the heads of the students with crystal clear clarity.
2. Better Attention: The Lab software is more attention enthralling for the students, where they are engaged with individual systems.
3. Comprehensive quickly: The Lab increases the pace of comprehension
as student‘s coaching is purely based on the level of study.
4. Damper the idea: The Lab regulates the language through the different thoughts created in the mind of the students.
5. Effective learning: The lab provides to learn the foreign language practice in a focused setting that eliminates the feelings of self-consciousness.
6. Focus Veracity: By using text, audio and video can easily be integrated with actuality in everyday situations.
40
Ann Hayes, Language Laboratory Management: A handbook for teachers, (London: English Language Service and Media department of the British Council 10 Spring Garden, 1980), p. 40—42.
41
Robert Lado, Language Teaching: A Scientific Approach, (New York: McGraw Hill Ltd,1964), p. 187.
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7. Guide the group: It is easy to guide the groups by monitoring each student independently without disturbing the others students.42
According to Gail M. Inlow, there are advantages of language laboratory, of every type, thus can be listed roughly as follows:
1. The langue laboratory gives efficiently and conveniently to students. The oral aural method of instruction is given by a native spoken language.
2. Students imitate to native speech and then record their performances. They also can listen to a playback of their taped or disk. This permits students to improve their speech habits in the foreign tongue. The process is conducted in unproblematic ways.
3. Teacher can presents materials communicatively to different groups of students, and applies various levels of content in the light of their language speediness.
4. Teachers able to monitor the whole class individually or groups without distracting each other.
5. Teachers able to work in an exclusive way without distracting other subgroups or individuals. He can selected sub groups of students, at any favorable time he wishes to.
6. Teachers, in the laboratory, are active performers most of the time. They are kept more active during any given classroom period then when in a more conventional classroom setting. The language laboratory activity forces them into a relative active role except when they are reciting.
7. Comparing between native sound and students/teacher record sound.43 8. The sound is in fine quality in the language laboratory44
42
V. Deepika, and M.Kalaiarasan, ―The Role of Language Labs in Learning English as a Second Language‖.Coimbatore, p.unpublished paper.
43
http://laboratorium Bahasa.co.id/tag/fungsi-lab-bahasa.
44
Gail M. Inlow, Maturity in High School Teaching (New Jersey: Prentice Hall Inc, 1963), p. 127.
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9. There is a facility which can do replay and the continual presence. This is lab features of a model that make easier in listening and speaking exercises.45
b. Disadvantages
1. As with programmed quality can give learning such lack of success. Teacher who prepares their own programs in addition to teaching a normal component of five classes, tend to have a work load that is reasonably difficult. Others who use commercially prepared programs often run into the problem of curriculum irrelevance.
2. For the laboratory to know success, teachers need at least a bit of mechanical talent. Some of teachers are lack of this talent.
3. The laboratory, while obtain the benefits of learner privacy, courts the outcome of learner monotony. Thus, again as with programmed learning, the laboratory should be just one of many methods.
4. The factor of cost always is somewhat of a problem, but usually not a prohibitive one.46
C.
Teaching of Listening
1. Teaching Listening in General
According to Penny Ur, the following listening activities as an essential component of the communicative situation that might useful –though not all of the examples are pure listening activities:
1. Listening to the news/weather forecast/sports report/announcements on the radio.
2. Discussing work/current problems with family or colleagues.
45
Paul Nation, ELIN 805 Teaching Listening and Speaking. (Welllington: ELI Occasional Publication, 1992), p. 43.
46
Gail M. Inlow, Maturity in High School Teaching (New Jersey: Prentice Hall Inc, 1963), p. 218.
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3. Making arrangements/exchanging news etc. with acquaintances. 4. Making arrangements/exchanging news etc. over the telephone. 5. Chatting at the party/other social gathering.
6. Hearing announcements over the loudspeaker (at a railway station, airport, etc).
7. Receiving instructions on how to do something/get somewhere. 8. Attending a lesson/seminar.
9. Being interviewed/interviewing.
10.Watching a film/theatre show/television program. 11.Hearing a speech/lecture.
12.Listening to recorded/broadcast songs.
13.Attending a formal occasion (wedding/prize giving/other ceremony). 14.Getting professional advice (from a doctor).
15.Being tested orally in a subject of study.47
A typical listening lesson sequence in current teaching materials involves a three part lesson sequences consisting of pre-listening, listening and post-listening48, and contains activities which link bottom-up and top-down listening.49
Pre-listening : - Set context.
- Create motivation.
In the pre-listening phase prepares the students for practice in listening comprehension through activities in involving activating of prior knowledge, making prediction, and reviewing key vocabulary.
Listening : - Extensive Listening.
- Pre-set task/pre-set question. - Intensive Listening.
- Checking Answer.
In the while-listening phase focuses on comprehension through exercises which require selective listening, gist listening, sequencing, etc.
Post-listening : - Examining functional meaning.
47
Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, revised edition, 2009), p. 2.
48John Field, ―The Changing Face of Listening‖, in Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p..242.
49
Jack C. Richards, Teaching Listening: From Comprehension to Acquisition, JSTOR, 2006, P. 5.
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- Inferring vocabulary meaning.
In the post-listening phase typically involves a response to comprehension and may require students to give opinion about a topic, etc.
The basic listening comprehension activity consists of a few elements:
a. Text: here text simply means something to listen to –for example, a story told by the teacher, a dialogue on a tape, or a TV show.
b. Context: in real life most listening takes place in a context that provide clues for listeners as they try to comprehend the text.
c. Purpose: listeners often have some ideas why they are listening to something, so it is entirely appropriate.
d. Task: most listening exercises work well if they are tasks, that is, if students are expected to respond to the material instead just of listening. The task keeps students alert and help focus their listening.50
According to Jack C. Richards ―learners need to take part in activities which require them to try out and experiment in using newly noticed language forms in order for new learning items to become incorporated into their linguistic
repertoire.‖51
There are two parts of teaching activities, noticing and restructuring activities.52
Noticing activities involve returning to the listening texts that served as the basis for comprehension activities and using them for the basis for language awareness. The activities are as follow:
Identify differences between what they hear and a printed version of the texts.
Complete a cloze version of the text.
Complete sentence-stems taken from the text.
Check off from a list expressions that occurred in the text.
50
Don Snow, More Than a Native Speaker: An Introduction to Teaching English Abroad, (Arlington: Kirby Litographic Company, 2006). P. 91.
51
Jack C. Richards, Teaching Listening: From Comprehension to Acquisition, JSTOR, 2006, P. 8.
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Restructuring activities are oral or written tasks that involve productive use of selected item from the listening text. Such activities could include:
In the case of conversational texts, pair reading of the tape scripts. Written-sentence completion tasks requiring use of expressions and
other linguistic items that occurred in the texts.
Dialog practice based on dialogs that incorporate items from the texts. Role plays in which students are required to use key language from the
texts.
According to Paul Nation there are some common listening techniques that can be applied. These techniques are as follow:
1. Recognizing the spoken form of sentences. There are some expanded techniques from this activity:
b. Identifying spoken sentences. c. Distinguishing spoken sentences. d. Matching spoken sentences. e. Selective listening.
f. Listening and remembering. 2. Understanding spoken sentences.
a. True/false listening. b. Multiple-choice listening. c. Listening to questions. d. Quizzes.
e. Discover the answer. f. Name it.
g. Listen and do. h. Listen and translate. 3. Listening to learn language.
a. Binary cards.
b. Listening to interviews.
4. Listening to develop the listening skill. a. Dictation.
b. Pre-dictation exercises. c. One change dictation. d. Dictation of long phrases. e. Guided dictation.
f. Peer dictation.
g. Completion dictation. h. Perfect dictation.
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j. Listen and answer. k. Controlling the speaker. l. Oral cloze.
m. Predicting.
n. Predicting in dialogue. o. Listening with noise. p. Shadowing the speaker. q. Authentic listening. r. Listening to the news. s. Watching films. t. Peer talks.
u. Listening to stories. e. Listening to learn ideas.
a. Note the main ideas. b. Add details.
c. Find the main point. d. Note taking.
e. Information transfer.53
2. Teaching Listening with Language Laboratory
Explanation about teaching listening in language learning has been discussed in previous section. Here will only point out the application of teaching listening with language laboratory. In presenting the teaching of listening to students, language laboratory as a media teaching is now equipped with computer programs which able to give native sound, picture, motion picture, scripts, etc., and able to give appropriate listening tasks.54 Language laboratory is also well suited that it can give learner their own independence.55
Teaching listening exercises that match with language laboratory sometimes do not match with the program available. Teachers need to be aware of this. In developing students listening skill, it is required simply noticing features of the
53
Paul Nation, ELIN 805 Teaching Listening and Speaking.(Wellington: ELI Occasional Publication, 1992), p. 19—21.
54A. G. Sciarone, ―Language Laboratory‖, in Bernard Spolsky,
Concise Encyclopedia of Educational Linguistics, (University of Edinburgh: Elsevier Science Ltd, 1999), p. 365.
55
Paul Nation, ELIN 805 Teaching Listening and Speaking. (New Zealand: ELI Occasional Publication, 1992), p. 19.
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input.56 Of this reason, the writer promotes teaching listening with suitable language laboratory work.
Teaching listening with language laboratory was done for eight meetings. In the first meeting, the writer gave listening pre-test to students. This was done to know their listening performance. The second meeting, the teacher introduces the programs available and gives material to students. The third meeting to seventh meeting was done by giving material, here teacher drills the students to new words and creates their concepts. The last meeting, she gave post-test in order to get the data about student‘s achievement or the output. For further explanation about activities in language laboratory, the following steps of teaching listening in language laboratory are as follow:
Teacher activities Students activities
a. Greets the students by saying assalamualaikum.
a. Answer by saying
waalaikumussalam. b. Ask students condition ―How
are you today?‖
b. Answer about their present condition.
c. Ask about day and date of the day ―students, what day is today and what date is today?‖
c. Students try answering this question.
d. Ask students about material that is going to learn.
d. Students try to answer about the material being asked by teacher. e. Tell the students about the
learning objectives.
e. Students listen to teacher.
f. Play the computer program like Rosetta Stone.
g. Ask students to repeat after the model sound which is played by
f. Listen to native-like sound while looking at their screen. g. Students repeat and practice
difficult words they hear.
56
Jack C. Richards, Teaching Listening: From Comprehension to Acquisition, JSTOR, 2006, P. 8.
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teacher.
h. Ask the students to choose which picture is correct to the sound they hear. Teacher can ask which ever students she wants to answer, individually, in pair or in groups.
h. Choose one correct picture from four pictures available. Each student gets their change to choose the correct picture.
i. Play the story of the material for thanking and give the script so the students can look at it.
i. Observe the story being played by the teacher.
j. Explain about the contextual inferred from the expressions.
j. Listen to teacher explanation.
k. Ask students to repeat after the native recorded sound while look at their screen.
k. Repeat the sound they hear until they can say it correctly.
l. Drill the students to new vocabulary. In this activity, teacher can choose students randomly and ask them to say the word they drill and check their pronunciation.
l. Drill the new vocabulary.
m. Summarize the material that was given in that day.
m. Listen to teacher explanation.
n. Ask students difficulties. n. Answer about their difficulties in learning listening.
o. Close the class session by saying ―Okay class. That‘s enough for today. Let‘s close our meeting by reciting hamdalah‖.
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D.
Relevant Studies
In this relevant study part, the writer sees other‘s experimental research in teaching listening, especially using language laboratory as a medium. One of them is Akhdiyati. She claimed that using language laboratory to teach listening has met some problems in implementing the material. She has analyzed the use of language laboratory under the title ―Some Problems in Using Language Laboratory in English Listening Instruction‖ in 2008.57 According to her, there are problems may arise on the use and in language laboratory displayed. Thus are what have come from the students and the teacher itself.
Apart from that, Sugeng uses the language laboratory in implementing the communicative methodology.58 According to him a language laboratory is a media that must be considered as a means rather than an end. He also proposed that the use of language laboratory can always be function as a fresh variant as the teaching strategies used by the teacher, for it will enhance the instructional objectives.
According to Breness ―a language laboratory is a very useful component to
improve student‘s listening comprehension….in a specific language program‖59
. He conducted the teaching of listening using language laboratory and found out
that it has significant improvement in student‘s listening comprehension. He had
employed the teaching of listening using language laboratory under the title ‖The language laboratory and the EFL course‖ in 2006.
57FebyAkhdiyati, ―Some Problems in Using Language Laboratory in English Listening
Instruction‖, Skripsi in UIN SyarifHidayatullah Jakarta, Jakarta, 2008, unpublished paper.
58BambangSugeng, ―Useof Language Laboratory in the Communicative Technology‖, Tesis in
FBPS IKIP Yogyakarta, 2006, Unpublished paper.
59Cesar A. NavasBreness, ―The Language Laboratory and the EFL Course‖, tesis in Costa Rica
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E.
Theoretical Framework
The main objective in English language learning is to use that language to communicate, to understand what others are saying and to comprehend nicely about what ever information they hear. Students who learn English should become more attentive to English sound, so they can get information comprehensively.
There are four skills that should be mastered in English language learning in school; they are listening, speaking, reading, and writing. From the writer‘s point of view, listening take the important role to be mastered first. Listening for learners is considered difficult to learn, so they get bad score in listening. The thing that causes student‘s difficulties in listening is they cannot recognize the words they hear, and they rarely get listening practice in school. The teachers, who teach listening, do not use any medium to cope with.
Furthermore, the teaching medium of language laboratory is available and in good condition to bring about into good teaching and learning but are hardly ever used. Language laboratory can gives of what teachers need, -audio visual, speaker, and booth for each student. It can give focus to students in learning listening. Moreover, language laboratory is intended to learn language. It can motivate students to learn listening, stimulates and builds connection by experiencing listening to their learning strategy visually. Because of this, the writer would like to employ of language laboratory in teaching listening.
F.
Hypotheses of the Study
In this research, the writer would like to find the empirical evidence whether or not the use of language laboratory is really has effective role in students listening skill than without the language laboratory. It is also to find out whether there is a significant difference in achieving students listening skill between students who are taught through the language laboratory and the students who are taught without using language laboratory at the first grade of SMA Islamiyah
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Sawangan. To accomplish this objective, the writer proposed two hypotheses to be tested:
Ha: there is significant influence in teaching listening to students who are taught by using language laboratory teaching medium than the students who are taught without language laboratory medium at the first year students of SMA Islamiyah Sawangan Depok.
Ho: there is no significant influence in teaching listening to students who are taught by using language laboratory teaching medium than the students who are taught without language laboratory medium at the first year students of SMA Islamiyah Sawangan Depok.
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35
In this chapter consists of research implementation, which includes the time and place of the research, method and design of the research, population and sample, the technique of data collecting, technique of data analysis, and statistical hypotheses.
A.
Place and Time of the Study
The research of this study was conducted at SMA Islamiyah Sawangan which is located at Jl. Raya Muchtar No. 39 Sawangan Depok. The research began by doing observation and interview. The research was carried out from 22 March 2012 to November 2013. The research conducted for eight meetings, consisting of giving pre-test, presenting materials, and giving post-test in the last meeting.
B.
Research Design
The research of this study is categorized as an experimental research. Experimental research has components such as pre-test and post-test, a treatment group and a control group, random assignment, and etc. In experimental research the information or the data is arranged together in order to find out about the influence of independent variable to the students. In this case the independent variable is teaching listening with language laboratory.
In this study, the writer took two groups of sample. The two groups are from two classes of first grade students of X.1 and X.2 SMA Islamiyah Sawangan. Class X.1 is as experimental class or treatment group and X.2 is as control group. The two classes were taught the same material and taught by the same teacher. In the experimental class, the writer uses language laboratory as a medium in teaching listening while in control class she taught listening without using language laboratory medium.
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The independent variable is the use of language laboratory medium in teaching listening and the dependant variable also called posttest is the outcome of the study.
In applying the study, the writer holds tests. Which is before the research students will have given the pre-test to know students’ level of English listening performance. The post-test was given after the teaching learning process. These activities were done to make sure that the treatment has significant influences.
The approach in this study is quantitative. The data collected consists of
student’s listening tests data, literature books, articles and internet sources.
C.
Population and Sample
The population of this research is the whole students of SMA Islamiyah Sawangan which consist of six classes. The total population was 210 students which are divided into two classes of class X.1 and class X.2, two classes of one class XI Science and class XI Social Science, two classes of class XII Science and class XII Social Science. The writer took students from X.1 and X.2 classes as the sample for this research. X.1 consists of 30 students and X.2 consists of 31 students. However, in the end of the research, she only gets 29 students from each class because the rest of the samples were absent while in the pre-test and post-test.
D.
Instrument of Research
The research instrument that used for this study is a test given to the students. The tests consist of twenty-five questions in multiple choices, and five questions in filling gaps, so there are all thirty items in number. The writer gave pre-test before teaching and learning process for both two classes and gave post-test after the treatment given.
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E.
Technique of Data Collecting
In this research, the writer used pre-test and post-test to collect the data which were given to the experimental and control class. The pre-test was given before the learning process of listening. The post–test was given after the learning process in order to know the difference achievement between the experimental class and the control class.
The pre-test and the post-test are the same category of multiple choice items, and filling gap (see appendices). The data or the listening test measures the students understanding about expressions in listening materials from the syllabus.
F.
Technique of Data Analysis
In analyzing the data, the writer used statistical calculating of t-test in order to find out the difference achievement of students score in teaching listening with language laboratory compared with teaching listening without language laboratory.
The writer used comparative technique. This technique is useful to compare the score between experiment class and control class. In this technique, there are several procedures which is consists of several steps. The procedure uses the ttest formula to calculate the data. The ttest is used to prove the hypothesis statistically about the outcome difference achievement of the two classses. They were compared to recognize whether or not the differences are significant. In this case, the experimental class is X and the control class is Y variable.
The formula of the ttest is expressed as follow1; To =
Mx = Mean of variable X My = Mean of variable Y
1
Anas Sudijono, Pengantar Statistik pendidikan, (Jakarta: PT Raja Grafindo Persada, 2006), p. 314—316.
(51)
SE = Standard Error SD = Standard Deviation
Before doing the calculation of ttest, there are several steps to be taken, the steps are:
a. Determining Mean of variable X = ∑
b. Determining Mean of variable Y = ∑
c. Determining standard of Deviation Score of Variable X
= √∑
d. Determining Standard of Deviation of Variable Y
= √∑
e. Determining Standard error Mean of Variable X
=
√
f. Determining standard error mean of Variable Y
=
√
g. Determining standard error of different mean of Variable X and Mean of Variable Y
= √ +
h. Determining (t observation) =
i. Determining Degrees of freedom df = + – 2
Variable X: teaching listening through language laboratory
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G.
Statistical Hypotheses
Before deciding the result of hypotheses, the writer proposed interpretation toward (t-observation) with procedure as follow:
1. If to>ttable, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means there is significant achievement between teaching listening skill using language laboratory medium than without using language laboratory medium.
2. If to<ttable, the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means there is no significant influence between teaching listening through language laboratory than teaching listening without language laboratory medium.
(53)
40
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
This chapter presents description of the data, the finding of the researchand interpretation from the finding. The description of the data presents in the table, the data analysis of the research covers the calculation of the data, test hypotheses, and the last one is the data interpretation as the finding.
A.
Description of the Data
After presenting the materials to the students in both experimental and control class, the data were collected from students pre-test and post-test from both classes. The data which is obtained is described into tables of the students achievement in the experimental class and control class.
The achievements of students in the experimental class were presented in table 4.1 and the achievements of students in the control class were presented in table 4.4.
Table 4.1 consists of four columns, the first column shows the number of students in the experimental class, and the second column shows the pre-test scores.The third column shows the post-test scores and the last column shows the gained scores which are resulted from the post-test score that is substracted from the pre-test score.
Table 4.1
The Student’s Scores of Experimental Class
(Teaching Listening Using Language Laboratory Medium) Students Pre-test Post-test Gained
1 33 63 30
(54)
3 36 63 27
4 50 73 23
5 59 73 14
6 66 79 13
7 56 73 17
8 53 73 20
9 46 69 23
10 53 76 23
11 36 59 23
12 69 89 20
13 79 99 20
14 36 63 27
15 46 79 33
16 23 66 43
17 59 83 24
18 30 66 36
19 46 76 30
20 43 73 30
21 59 79 20
22 50 73 23
23 36 66 30
24 46 73 27
25 33 63 30
26 50 89 39
27 36 73 37
28 33 63 30
29 46 69 23
N=29 ∑ = 1338 ∑ = 2109 ∑ = 771 Mx=46.14 Mx =72.72 Mx =26.59
(55)
The table shows that the highest score of pre-test in experimental class are 79 and the lowest score is 23. The average of gained scores between pre-test and post-test in experimental class is 26.59.
a. Pre-test statistic data of experimental class
The number of class (K), Range (R), and interval (I) as follow:
Range (R) is the highest score (H) minus the lowest score (L) Range (R) = highest score – lowest score
= 79-23
= 56
Number of class (K) = 1+3.3 log N
= 1+3.3 log 29
= 1+3.3 (1.462)
= 1+4.86
= 5.8 6
Interval (I) is derived from Ratio (R) divided number of class (N) Interval (I) =
=
(56)
Table 4.2 Frequency of pre-test
Score Frequency
23-32 3
33-42 8
43-52 9
53-62 6
63-72 2
73-82 1
b. Post-test statistic data of experimental class
Range (R) = 99-59
= 40
Number of class (K) = 1+3.3 log N
= 1+3.3 log 29
= 1+3.3 (1.462)
= 1+4.86
= 5.8 5
Interval (I) =
=
(57)
Table 4.3 Frequency of Post-test
Score Frequency
59-66 10
67-74 12
75-82 4
83-90 2
91-98 1
The student’s score of pre-test and post-test in experimental class from
the data table above can be seen clearly in the following the chart
Chart 4.1
Student’s Score of Experimental Class
0 2 4 6 8 10 12
23-32 33-42 43-52 53-62 63-72 73-82
Pre X
Score
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Table 4.4
The Student’s Scores of Control Class
(Teaching Listening Without Language Laboratory) Students Pre-test Post-test Gained
1 66 79 13
2 56 69 13
3 53 73 20
4 46 59 13
5 73 83 10
6 76 83 7
7 33 50 17
8 30 50 20
9 36 56 20
10 50 63 13
11 59 73 14
12 23 46 23
13 59 73 14
14 30 50 20
15 30 63 33
16 33 59 26
17 33 66 33
18 53 69 16
19 30 50 20
20 43 59 16
21 46 63 17
22 46 69 23
23 56 73 17
24 43 59 16
25 20 46 26
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