Analyzing the problems encountered by second grade students of SMUK Mgr. Soegijapranata Pasuruan in listening to pop songs - Widya Mandala Catholic University Surabaya Repository
CHAPTER V
CONCLUSIONAND SUGGESTION
CTIAPTERV
CONCLUSION
This chapter consists of two parts, the first part is the conclusion
consistingofthe main point that hasbeendiscussedin the previouschapter,and
the secondone is the suggestion,which coversthe suggestions
for the English
teachingandrecommendation
for furtherresearch
5.1
Conclusion
Listening, as part of language skills, plays an important role in
communicationand also in learninga language,but it seemsto be neglectedand
consideredas the least important skill in learning a language.According to
Underwood(1989:1)listeningis the activity of payingattentionto and trying to
getmeaningfrom somethingwe hear.To listensuccessfully,
we needto be ableto
work out what the speakersmeanwhen they use particularwords in particular
wayson particularoccasionsand not simplyto understand
the wordsthemselves.
In this case,we do notjust listento what one saysin communication,
but we have
to processit in our mind until we getthe meaningof the message.
Bott (1982:l)
statesthat listeningis tied to the essentialcognitiveelementsof comprehension
andunderstanding,
soall languageskills areinvolved.
Althoughlisteningplaysan importantrole in leaminga language,it seems
to be neglectedin the ELT at the post-primarylevel in Indonesia.Before2004
On the otherhand,this year,the
studentsdid not haveenoughlisteningexercises.
54
Indonesian
Ministry of Educationhasdecidedto administera speciallisteningtest
on the EBTANAS for secondaryschools.This meansthat all schoolshave to
preparetheir studentsto face the listeningtest. The problemis that learningto
listento a foreignlanguageneedsa processand takesa long time. Studentswill
not be ableto masterlisteningskill in one or two exercises,as thereare so many
problems
involvedin listening.
To get the best result on the listeningtest on EBTANAS, the teachers
shouldgive a greatdealofexercisesandtheyhaveto figureout whatthe students'
problemsareduringthoseactivities.The findingsof someof the problemswill be
usedasa guidein giving listeningexercises.
The main reasonof this researchis to find out someof the problemsin
listeningand alsotheir vocabularyachievement.
To help her research,the writer
choseSMUK Mgr. Soegijapranata
Pasuruan
asthe schoolin which sheconducted
her study.For the subjects,shechosethe secondgradestudentsbecausethey will
face listeningtest on EBTANAS in 2005,so afterthe findingsare revealed,there
is still a year to overcomethoseproblems.The writer used songsto test their
listening,since songsbring more relaxing environment.There were only two
sonssusedto testtheir listeninebecauseof the time limitation.
55
Theresultsof the researcharesummarized
into tablesbelow:
VocabularyAchievement
Vocabulary Achievement
BeautifulGirl
FromThis Moment
lst Listening
22.72%
19.98%
2nd Listening
33.44%
27.77%
3rd Listening
42.04%
33.610/o
From the resultsof two vocabularyachievements
above,we can seethat
students'vocabularyachievements
are still low (below 50%oof the vocabulary
amountof the songs).
The Problemsin Listeningto PopSong(BeautifulGirl)
Level of Problems
First (Major) problem
Secondproblem
Third problem
Fourth problem
Fifth problem
Sixth (Minor) problem
Problems in Listening
Concentration
Grammar
Pronunciation
Vocabulary
Speed
Content
Mean Score
40.r8
45.36
45.64
46.ss
50.l8
s2.36
The conclusionsaboutthe students'problemsin listeningto "Beautiful
to listento the
Girl" songare:their major problemis their effort in concentrating
song,while their minor problemis the contentof the song,accordingto them,the
contentofthe sonsis understandable.
56
The Problemsin Listening to pop Song(From This Moment)
Level of Problems
First(Major) problem
Secondproblem
Third problern
Fourthproblem
Fifth problem
Sixlh (Minor) problem
Problems in Listening
Content
Concentration
Pronunciation
Grammar
Speed
Vocabulary
Mean Score
33.09
43.64
53.09
53.73
)t)
71.09
For the song"From This Moment" , the students'major problemis their
understandingabout the content of the song, while the minor problem is
vocabulary.
5.2
Suggestions
This part consistsof two sub-parts,the first sub part deals with the
suggestions
for the teachingof listeningand the secondpart is suggestions
for
furtherresearch.
5.2.1 Suggestions
for the Teachingof Listening
The successof studentsin listeningcomprehension
doesnot dependonly
on the students'personalities,attitudes,motivations,interestsand their active
participationduringthe teachingleamingprocess,but alsoon the teacherwho has
an importantrole in students'achievementand their improvementin learninga
foreignlanguage.
From the problemsthat appearwhenstudentswerelisteningto pop songs,
I suggestthat the teachershouldgivenumerousexercisesin listeningandconsider
JI
the students'problemsas the guidelineto give the exercisesbecauselistenrns
cannotbe leamedin a shorttime of process.
l. Problemswith speed:the teachershould give exercisesby risteningto
somethingwith gradualincreasesof speed.For example:in dictation,for
the first time the teacherreadsthe passage,
he shouldspeakor readvery
slowly. Then for the secondreadingor speaking,he can speakor read
fasterthanthe first one.Thenfor the third readingor speaking,the teacher
canspeakor readin a normalspeed.
2. Problemswith vocabulary:the teachershouldgive more exercisesabout
vocabularysincethe students'meanof vocabularyis still low. It is better
to put vocabularyinto its context,sothe studentscanknow the meaningof
the vocabularyclearly.
J.
Problem with concentration:before conductinglistening exercises,the
teachershouldgive somebackgroundknowledgeaboutwhat is goingto
be discussedlater in the teachingleaming activities.The background
knowledgeis best given in the pre-activities,so the studentscan focus
their concentrationon the activities.This is important,so the students'
is not brokenup on somethingelse.
concentration
4 . Problemswith grammar:in testingthe grammaticalpatterns,the teacher
shouldput them into context,notjust testingthemwhetherthey know the
nameof the tensesor not, but it is better to test the grammarwith its
contextincluded.
5. Problems with pronunciation: the teacher should give exercises tn
pronunciation. Teach the students how to pronounce correctly, or give
58
them the basic exercises like spelling. If the students have some
knowledge about pronunciation. at least, they can guess the letters or
rvordsthe.vheard from the pronunciationof the r.vords
6. Songscan be used as interesting rnateriais in teaching or testlng listening
comprehcnsion.Authentic languageand real-world tasks enable students
to
see the relevance of
classroom activif-v" to
their
long-term
communicative goals. Using songs in listening exercises can be
intrinsically rnotivating to the students.T'hey will f-eelrnore relaxed and
not being forcedto learn something.
5.2.2 Suggestionsfor Further Research
The second suggestion is recommendations tbr turther research. ln
conducting this research, the writer realized that the study is far from being
perfect: therefore,the writer expectsthat there will be other researcherswho will
conduct studieson listening test.
Due to the limitation of time, the listening test r,vasonly conductedtu-ice.
For studentsw'ho like to do further rescarch,the writer suggeststhat thc research
be conductedusing a u'ider scopeof sample,more songsand better questionsand
a longer spanof time in order to get more detailed and vaiid results.
Aii the instrumentsinciuding the vocabularv test should be tried-out flrst.
The try-out group should be similar to the real sub-iccts.So if thel' are second
grade students of Senior High School- the try-out should be conducted to the
secondgradestudentsofSenior High School.too
59
BIBLIOGRAPHY
,t .1 .
i
$ rL a -i
i
,ttG{
hi,Erl.t',la
,r
BIBLIOGRAPHY
Arcana, I. N. (1996). Inlerpretasi Regresi dan Korelasi Berganda. Surabaya:
Universitas Widya Mandala.
Borg, W.R., Gall, M.D. (1979). EdueationalResearch:T'hirdEdition London:
Longman.
Bott, D. E. (1982,June). The SequentialTraining of ListeningComprehension.
Guidelines for LanguageGames. English Teaching Forum. Vol. IV. No.
I, p. 38.
Chastain, K. (1971). The Developmentof Modern Language Skills: Theory to
Practice. Philadelphia: The Center for Curriculum Development.
Chastain, K. (1973). Developing Second Langtnge Skill: Theory to Practice.
Chicago: Randy McNally.
Chenfeld, M. B. (1987). Teaching Language Art Creatively.
Hartcourt Brace.
New York:
(1982). Advanced Listening (lomprehension.
Dunkel, P., Pialorsi. F.
Massachusefis: Newbury House.
Finocchiaro, M., Brumfrt, C. (1983). The Functional-Notional Approach: From
I'heory to Practice. London: Oxford University Press.
Gonzalez,B. (1984, September). Listening Activities for Small Group. 7'ESOL:
A Brave New Worldfor TESOL Vol. XVII, p. 24.
Grenough, M. (1976). English Sing It: A Structure Presentation of Spoken
English through the (Lseof Song. New York: McGraw Hill.
Griffee,D. T. (1992). SongsinAction. NewYork: PrenticeHall.
Hill, L. A. (1967). SelectedArticles on the Teaching of English as A Foreign
Language. London: Oxford University Press.
H1'rnan,W. (1992). Singing USA: Springboard to Culture. Boston: Heinle and
Heinle.
Hyness,C. S. (1973, August). The LanguageLaboratory. English Teaching
Forum. Vol. XI, No. 4, p. 44-46.
60
Justiana,P. W. (1992). Note-Taking Skill Practice in Listening Comprehension
for the SecondSemesterStudentsof English Department of Wiya Mandala
University. Unpublished paper,Widya Mandala University, Surabaya.
(1981). Communicative Language Teaching.
Littlewood, W.
CambridgeUniversity Press.
London:
Lundsteen,S. W. (1971). Listening: Its Impact on Reading and the other
Language Arts. Illinois: National Council of Teachers of English
Educational ResearchInformation Center Clearinehouseon the Teachine
of English.
'lypes
Lyman, S. (1982). Principles and
of Speech Communication. London:
Scott Foresmanand Company.
Morley, J. (1984). Learning in ESL: Developing Self-Study Activities for
Listening Comprehension.Englewood Cliffs: PrenticeHall Regents.
Nichofass, L. N. (1988, January). Teaching Listening Comprehension. English
TectchingForum.Yol. )O(U,No. 1,p. 19.
Protovsky, V. A. (1977). Why Not Start Speaking Earlier?
English as A SecondLonguage. New York: Regents.
Viewpoints on
Rost, M. (1991). Listening in Action: Activitiesfor DevelopingListening in
Language'l'eaching. New York: Prentice Hall.
Tidyman, S., Butterfield. (1969). T'eachingthe Language Arts. New York:
McGraw-Hil1.
Underwood,M. (1989). TeachingListenlng. New York. Longman.
Valette, R. M. (1967). Modern Language Testing: A Handbook.
Harcourt, Brace and World.
Watson, G. (1987). llrning a Thesis:A Guide to Long Essaysand Dessertations.
London: Longman.
Webster, N. (1986). Websters' Third New International Dictionary. London:
Merriam Webster,Inc.
Weir, C. J. (1988). CommunicativeLanguage Testing. New York: Prentice
Hall.
West, R., Brendan, C. J. (1989). ESLI Framework: Performance Scalesfor
English LanguageExaminations. London: Longman.
61
Wibisono.L. (1988). Using Songsto Provide Affective Supporrin English
Learning.Unpublishedpaper,WidyaMandalaUniversity,Surabaya.
Widdowson,H.G. (1978). Tectching
Languageas Communication[,inguistics
Skillsand Communication
Abilities. Oxford: OxfordUniversityPress.
Yates,V. (1970). ListeningandNote-Taking.New York: McGrawHill, Inc.
Zaytoun,A.S. (1988, January). Different Techniquesfor TeachingListening
Comprehension.
English'I'euching
Forum.Yol.)O(VI, No 1,p. 25-27.
oz
CONCLUSIONAND SUGGESTION
CTIAPTERV
CONCLUSION
This chapter consists of two parts, the first part is the conclusion
consistingofthe main point that hasbeendiscussedin the previouschapter,and
the secondone is the suggestion,which coversthe suggestions
for the English
teachingandrecommendation
for furtherresearch
5.1
Conclusion
Listening, as part of language skills, plays an important role in
communicationand also in learninga language,but it seemsto be neglectedand
consideredas the least important skill in learning a language.According to
Underwood(1989:1)listeningis the activity of payingattentionto and trying to
getmeaningfrom somethingwe hear.To listensuccessfully,
we needto be ableto
work out what the speakersmeanwhen they use particularwords in particular
wayson particularoccasionsand not simplyto understand
the wordsthemselves.
In this case,we do notjust listento what one saysin communication,
but we have
to processit in our mind until we getthe meaningof the message.
Bott (1982:l)
statesthat listeningis tied to the essentialcognitiveelementsof comprehension
andunderstanding,
soall languageskills areinvolved.
Althoughlisteningplaysan importantrole in leaminga language,it seems
to be neglectedin the ELT at the post-primarylevel in Indonesia.Before2004
On the otherhand,this year,the
studentsdid not haveenoughlisteningexercises.
54
Indonesian
Ministry of Educationhasdecidedto administera speciallisteningtest
on the EBTANAS for secondaryschools.This meansthat all schoolshave to
preparetheir studentsto face the listeningtest. The problemis that learningto
listento a foreignlanguageneedsa processand takesa long time. Studentswill
not be ableto masterlisteningskill in one or two exercises,as thereare so many
problems
involvedin listening.
To get the best result on the listeningtest on EBTANAS, the teachers
shouldgive a greatdealofexercisesandtheyhaveto figureout whatthe students'
problemsareduringthoseactivities.The findingsof someof the problemswill be
usedasa guidein giving listeningexercises.
The main reasonof this researchis to find out someof the problemsin
listeningand alsotheir vocabularyachievement.
To help her research,the writer
choseSMUK Mgr. Soegijapranata
Pasuruan
asthe schoolin which sheconducted
her study.For the subjects,shechosethe secondgradestudentsbecausethey will
face listeningtest on EBTANAS in 2005,so afterthe findingsare revealed,there
is still a year to overcomethoseproblems.The writer used songsto test their
listening,since songsbring more relaxing environment.There were only two
sonssusedto testtheir listeninebecauseof the time limitation.
55
Theresultsof the researcharesummarized
into tablesbelow:
VocabularyAchievement
Vocabulary Achievement
BeautifulGirl
FromThis Moment
lst Listening
22.72%
19.98%
2nd Listening
33.44%
27.77%
3rd Listening
42.04%
33.610/o
From the resultsof two vocabularyachievements
above,we can seethat
students'vocabularyachievements
are still low (below 50%oof the vocabulary
amountof the songs).
The Problemsin Listeningto PopSong(BeautifulGirl)
Level of Problems
First (Major) problem
Secondproblem
Third problem
Fourth problem
Fifth problem
Sixth (Minor) problem
Problems in Listening
Concentration
Grammar
Pronunciation
Vocabulary
Speed
Content
Mean Score
40.r8
45.36
45.64
46.ss
50.l8
s2.36
The conclusionsaboutthe students'problemsin listeningto "Beautiful
to listento the
Girl" songare:their major problemis their effort in concentrating
song,while their minor problemis the contentof the song,accordingto them,the
contentofthe sonsis understandable.
56
The Problemsin Listening to pop Song(From This Moment)
Level of Problems
First(Major) problem
Secondproblem
Third problern
Fourthproblem
Fifth problem
Sixlh (Minor) problem
Problems in Listening
Content
Concentration
Pronunciation
Grammar
Speed
Vocabulary
Mean Score
33.09
43.64
53.09
53.73
)t)
71.09
For the song"From This Moment" , the students'major problemis their
understandingabout the content of the song, while the minor problem is
vocabulary.
5.2
Suggestions
This part consistsof two sub-parts,the first sub part deals with the
suggestions
for the teachingof listeningand the secondpart is suggestions
for
furtherresearch.
5.2.1 Suggestions
for the Teachingof Listening
The successof studentsin listeningcomprehension
doesnot dependonly
on the students'personalities,attitudes,motivations,interestsand their active
participationduringthe teachingleamingprocess,but alsoon the teacherwho has
an importantrole in students'achievementand their improvementin learninga
foreignlanguage.
From the problemsthat appearwhenstudentswerelisteningto pop songs,
I suggestthat the teachershouldgivenumerousexercisesin listeningandconsider
JI
the students'problemsas the guidelineto give the exercisesbecauselistenrns
cannotbe leamedin a shorttime of process.
l. Problemswith speed:the teachershould give exercisesby risteningto
somethingwith gradualincreasesof speed.For example:in dictation,for
the first time the teacherreadsthe passage,
he shouldspeakor readvery
slowly. Then for the secondreadingor speaking,he can speakor read
fasterthanthe first one.Thenfor the third readingor speaking,the teacher
canspeakor readin a normalspeed.
2. Problemswith vocabulary:the teachershouldgive more exercisesabout
vocabularysincethe students'meanof vocabularyis still low. It is better
to put vocabularyinto its context,sothe studentscanknow the meaningof
the vocabularyclearly.
J.
Problem with concentration:before conductinglistening exercises,the
teachershouldgive somebackgroundknowledgeaboutwhat is goingto
be discussedlater in the teachingleaming activities.The background
knowledgeis best given in the pre-activities,so the studentscan focus
their concentrationon the activities.This is important,so the students'
is not brokenup on somethingelse.
concentration
4 . Problemswith grammar:in testingthe grammaticalpatterns,the teacher
shouldput them into context,notjust testingthemwhetherthey know the
nameof the tensesor not, but it is better to test the grammarwith its
contextincluded.
5. Problems with pronunciation: the teacher should give exercises tn
pronunciation. Teach the students how to pronounce correctly, or give
58
them the basic exercises like spelling. If the students have some
knowledge about pronunciation. at least, they can guess the letters or
rvordsthe.vheard from the pronunciationof the r.vords
6. Songscan be used as interesting rnateriais in teaching or testlng listening
comprehcnsion.Authentic languageand real-world tasks enable students
to
see the relevance of
classroom activif-v" to
their
long-term
communicative goals. Using songs in listening exercises can be
intrinsically rnotivating to the students.T'hey will f-eelrnore relaxed and
not being forcedto learn something.
5.2.2 Suggestionsfor Further Research
The second suggestion is recommendations tbr turther research. ln
conducting this research, the writer realized that the study is far from being
perfect: therefore,the writer expectsthat there will be other researcherswho will
conduct studieson listening test.
Due to the limitation of time, the listening test r,vasonly conductedtu-ice.
For studentsw'ho like to do further rescarch,the writer suggeststhat thc research
be conductedusing a u'ider scopeof sample,more songsand better questionsand
a longer spanof time in order to get more detailed and vaiid results.
Aii the instrumentsinciuding the vocabularv test should be tried-out flrst.
The try-out group should be similar to the real sub-iccts.So if thel' are second
grade students of Senior High School- the try-out should be conducted to the
secondgradestudentsofSenior High School.too
59
BIBLIOGRAPHY
,t .1 .
i
$ rL a -i
i
,ttG{
hi,Erl.t',la
,r
BIBLIOGRAPHY
Arcana, I. N. (1996). Inlerpretasi Regresi dan Korelasi Berganda. Surabaya:
Universitas Widya Mandala.
Borg, W.R., Gall, M.D. (1979). EdueationalResearch:T'hirdEdition London:
Longman.
Bott, D. E. (1982,June). The SequentialTraining of ListeningComprehension.
Guidelines for LanguageGames. English Teaching Forum. Vol. IV. No.
I, p. 38.
Chastain, K. (1971). The Developmentof Modern Language Skills: Theory to
Practice. Philadelphia: The Center for Curriculum Development.
Chastain, K. (1973). Developing Second Langtnge Skill: Theory to Practice.
Chicago: Randy McNally.
Chenfeld, M. B. (1987). Teaching Language Art Creatively.
Hartcourt Brace.
New York:
(1982). Advanced Listening (lomprehension.
Dunkel, P., Pialorsi. F.
Massachusefis: Newbury House.
Finocchiaro, M., Brumfrt, C. (1983). The Functional-Notional Approach: From
I'heory to Practice. London: Oxford University Press.
Gonzalez,B. (1984, September). Listening Activities for Small Group. 7'ESOL:
A Brave New Worldfor TESOL Vol. XVII, p. 24.
Grenough, M. (1976). English Sing It: A Structure Presentation of Spoken
English through the (Lseof Song. New York: McGraw Hill.
Griffee,D. T. (1992). SongsinAction. NewYork: PrenticeHall.
Hill, L. A. (1967). SelectedArticles on the Teaching of English as A Foreign
Language. London: Oxford University Press.
H1'rnan,W. (1992). Singing USA: Springboard to Culture. Boston: Heinle and
Heinle.
Hyness,C. S. (1973, August). The LanguageLaboratory. English Teaching
Forum. Vol. XI, No. 4, p. 44-46.
60
Justiana,P. W. (1992). Note-Taking Skill Practice in Listening Comprehension
for the SecondSemesterStudentsof English Department of Wiya Mandala
University. Unpublished paper,Widya Mandala University, Surabaya.
(1981). Communicative Language Teaching.
Littlewood, W.
CambridgeUniversity Press.
London:
Lundsteen,S. W. (1971). Listening: Its Impact on Reading and the other
Language Arts. Illinois: National Council of Teachers of English
Educational ResearchInformation Center Clearinehouseon the Teachine
of English.
'lypes
Lyman, S. (1982). Principles and
of Speech Communication. London:
Scott Foresmanand Company.
Morley, J. (1984). Learning in ESL: Developing Self-Study Activities for
Listening Comprehension.Englewood Cliffs: PrenticeHall Regents.
Nichofass, L. N. (1988, January). Teaching Listening Comprehension. English
TectchingForum.Yol. )O(U,No. 1,p. 19.
Protovsky, V. A. (1977). Why Not Start Speaking Earlier?
English as A SecondLonguage. New York: Regents.
Viewpoints on
Rost, M. (1991). Listening in Action: Activitiesfor DevelopingListening in
Language'l'eaching. New York: Prentice Hall.
Tidyman, S., Butterfield. (1969). T'eachingthe Language Arts. New York:
McGraw-Hil1.
Underwood,M. (1989). TeachingListenlng. New York. Longman.
Valette, R. M. (1967). Modern Language Testing: A Handbook.
Harcourt, Brace and World.
Watson, G. (1987). llrning a Thesis:A Guide to Long Essaysand Dessertations.
London: Longman.
Webster, N. (1986). Websters' Third New International Dictionary. London:
Merriam Webster,Inc.
Weir, C. J. (1988). CommunicativeLanguage Testing. New York: Prentice
Hall.
West, R., Brendan, C. J. (1989). ESLI Framework: Performance Scalesfor
English LanguageExaminations. London: Longman.
61
Wibisono.L. (1988). Using Songsto Provide Affective Supporrin English
Learning.Unpublishedpaper,WidyaMandalaUniversity,Surabaya.
Widdowson,H.G. (1978). Tectching
Languageas Communication[,inguistics
Skillsand Communication
Abilities. Oxford: OxfordUniversityPress.
Yates,V. (1970). ListeningandNote-Taking.New York: McGrawHill, Inc.
Zaytoun,A.S. (1988, January). Different Techniquesfor TeachingListening
Comprehension.
English'I'euching
Forum.Yol.)O(VI, No 1,p. 25-27.
oz