THE EFFECTIVENESS OF DIAGNOSTIC APPROACH IN TEACHING LISTENING VIEWED FROM STUDENTS’ SELF-ESTEEM (An Experimental Study at the Seventh Grade of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014).

CHAPTER I INTRODUCTION

A. Background of the Study

In Indonesia, although English is neither the first nor the second language, nowadays it has been widely used not only for business, tourism, and many other fields but also for education. Therefore, English is taught as the first foreign language which has to be learned from elementary school until university level.

The main competence of English subject in Junior High School is to enable students to know, learn, understand, construct, and apply English in transactional and fungsional communication, both in receptive and productive skill. It is stated in the 2013 Curriculum for the Junior high school that the students are supposed to be able to master four skills, they are listening, speaking, reading, and writing (Permendikbud, 2013: 57-60). The students are expected not only to understand the language accurately but also to use it appropriately although the level of difficulty of the language which must be used is relatively simple. It can be seen at the English main competence (kompetensi inti) at Junior School:

1. Appreciate and inspire the teachings of their religion, (one example of basic competence is grateful for the opportunity to learn English as an international language which is realized in the spirit of learning; 2. Appreciate the honest behavior, discipline, responsibility, caring

(tolerance, mutual cooperation), polite, confident, to interact effectively with the social and natural environment in a range of social and existence (one example to demonstrate basic competence is polite and caring behavior in implement interpersonal communication with teachers and friends);

3. Understanding knowledge (factual, conceptual and procedural) based on his curiosity about science, technology, arts, culture and events

related phenomena visible eye, (as for example is understood a social function, the structure of the text and the introduction of elements of language on self expression, as well as the response, according to the context of use);

4. Trying, processing and presenting in the realm of concrete (using, parse, compose, modify, and create) and the realm of the abstract (writing, reading, counting, drawing and writing) in accordance with the learned in schools and other similar sources in the corner view/ theory, (as an example of competence is essentially capture the meaning of identity oral presentation and write very short and simple) (Permendiknas, 2013:57-60).

The target of teaching English in Junior High School, as mentioned in the main competence above, covers four skills which should be reached; they are listening, speaking, reading, and writing. Listening and reading belong to receptive skills, while speaking and writing belong to productive skills. According to Nunan in Nation & Newton (2009: 37), it has been claimed that over 50 percent of the time that students spend functioning in a foreign language will be devoted to listening. As one of the crucial components of spoken language processing, there is no spoken language without listening.

Rost (2011: 2) states that listening means catching what the speaker says. Listening means decoding the speaker’s message. Furthermore, according to Bulletin in Saricoban (1999), listening is one of the fundamental language skills. It is a medium through which children, young people, and adults gain a large portion of their information, their understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. Rivers (1981: 160) says that listening is a creative skill. It means we comprehend the sound falling on our ears, and take the raw material of words, arrangements of words, and the rise and fall the voice, and from this material we creative a significance. Russel and Russel in Hasyuni (2006: 8) also say that listening skill is listening with

comprehension, attention, and appreciation. Then, listening activity needs integrated skill of language, such as pronunciation, vocabulary mastery, writing, speaking, and reading.

In teaching listening, there are some factors which determine students’ listening skill; among others are teaching approaches and self-esteem. Teaching approaches play a very important role in determining the success of the teaching listening itself since different approaches will give different result and effects to the students. There are several ways to approach listening skill in the classroom. There is not necessarily any right or best way to teach listening. The best practice in any situation will depend on the type of student, the text type being studied, the school system and many other factors. Furthermore, among many common-used approaches to teach listening, there are two approaches which are interesting to use; they are Diagnostic approach and Comprehension approach.

Newmark (1981: 39) states that a comprehension approach can work as long as the material presented for comprehension in fact consists of (1) sufficient (2) language instances (3) whose meaning can be inferred by students (4) who are paying attention. A comprehension approach to language learning depends heavily on the ability of teacher to provide a large of quantity of controlled material. This control needs to be sufficient for learners to understand what they are listening to. Based on this statement, it can be said that this approach focuses on the material that is used by the teachers.

Meanwhile, Field (2008: 82) states that diagnostic approach is an approach full length of listening session and it affords insights into where understanding has broken down, which can then be followed up with small scale remedial exercises

that aim to prevent these errors from occurring again. In addition, according to Brown (1986: 286), until we have some diagnostic procedures, the teacher (of L2 listening) can only continue to test comprehension, not to teach it. From those definitions, it can be simplified that diagnostic approach is an approach that begins from analysis the students’ difficulties in learning listening.

Furthermore, students’ self-esteem is another factor to succeeded listening skill. Engel (2006: 12) says that self-esteem is how you feel about yourself as a person-your overall judgment of yourself. According to Rodewalt & Tragakis in Mruk (2006: 1) self-esteem is one of the “top three covariates in personality and social psychology research,” along with gender and negative affectivity. Gurney in Plummer (2007: 13) states that self-esteem is related to our evaluation of our self-concept. It is the relative degree of worthiness, or acceptability, which people perceive their self-concept to possess.

Self-esteem is one of the central drives in human beings. When the level of self-esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear, social distance and other negative situations. Self-esteem can exercise a determining influence on a person’s life, for good or bad; when there is very low self-esteem, this may even bring about a need for clinical treatment. However, though in the context of language learning especially listening, low self-esteem causes serious consequences. Students with low self-self-esteem may not concentrate in doing listening. They cannot receive clear understanding of the sound input. It will make students fail in their listening test and cannot achieve listening test well.

Taking these effects into consideration, in the language classroom it is important to be concerned about learners’ self-esteem. However, this implies more than doing occasional activities to make students reflect about their worthiness and competence. As a first step, teachers themselves need to be aware of their own self-esteem, to understand what self-esteem is, what are the sources and components, and how its applications can be implemented in the language classroom. This implementation should be based on a valid framework.

Having examined the explanations above, the research is conducted under the title: The Effectiveness of Diagnostic Approach in Teaching Listening Viewed from Students’ Self-Esteem (An Experimental Study on the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014).

B. Problem Identification

Related to the background of the study above, the problems can be formulated:

1. Is Diagnostic approach an appropriate approach in teaching listening so the students are able to improve their listening comprehension?

2. Is Comprehension approach an appropriate approach in teaching listening so the students are able to improve their listening comprehension?

3. Is listening a complicated language for the students of SMP Negeri 1 Ponorogo?

4. Are the students confused when their teacher asks them a question using English and their teacher asks them to answer it in English?

6. Does the teacher teach using monotonous style?

7. Does the students’ self-esteem influence their listening skill?

8. How can the students with high self-esteem get a better achievement in listening than the students with low self-esteem?

9. Is there any interaction between teaching approaches and self-esteem to teach listening?

C. Problem Limitation

According to the background of the study and identification of the problems, this research is limited to teach listening by Diagnostic approach and Comprehension approach viewed from the students’ self-esteem. Later, it is conducted for the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014.

D. Problem Statement

According to the problem limitation, the problems of the study can be formulated:

1. Is Diagnostic approach more effective than Comprehension approach in teaching listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014?

2. Do the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014 who have higher self-esteem have better listening skill than those who have lower self-esteem?

3. Is there any interaction between teaching approaches and students’ self-esteem in teaching listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014?

E. Research Objectives

According to the problem statements above, the objectives of the study are to find out:

1. whether or not Diagnostic Approach is more effective than Comprehension Approach in teaching listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo;

2. whether the Seventh Grade Students of SMP Negeri 1 Ponorogo who have high self-esteem have better listening than those having low self-esteem; 3. whether there is an interaction between teaching approaches and students’

self-esteem to teach listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo.

F. Benefits of the Study

The result of the study is expected to bring some significance and contribution in teaching and learning English:

1. For English Teacher

The results of this research is expected to give teachers better understanding about the practical implementation of experimental research, especially about the effectiveness of diagnostic approach in teaching listening. In this research, it gives teachers view in how to implement every steps of the

research, including the collecting and analyzing of the data. In collecting of the data, it involves the use of test to get the data of listening and questionnaire to get the data of self-esteem. The teaching material of this research can be in the form audio/visual, and also evaluation. The detail preparation of this research is implemented to answer the problem statement of the research, they are to bring effectiveness of diagnostic approach in listening, the different between students who have high and low self-esteem, and the interaction of teaching approaches and students’ self-esteem. Experimental research is also one way of professional development for teachers. Teachers involvement in experimental research can imrove their professionalism in establishing cause and effect relationship between variables.

Experimental research is one of the ways for teachers to identify the interaction between variables. Through the collecting and analyzing the data, teachers will be able to improve their pedagogic competent and the quality of the educational practice.

2. For Institutions

The use of experimental research can improve the professional development of educators and teachers. The school was greatly improved if its educators or teachers have the ability to do better improvement and change towards their teaching performance. The improvement of the quality of educational practice reflected on the school’s educational quality. The use of experimental research developed the scientific culture in the school. It helped teachers and educators to know the causal effect between variables in the research.

3. For the Students

The objective of experimental research is to observe the whether there is an interaction between teaching approaches and students’ self-esteem in listening. Through the implementation of experimental research, the more effective approach was found, so that the teaching and learning process was easier and interesting to do, and students’ learning achievement improved. From this research, students got new experience in learning English. Teaching English through new approach gave students new situation so they did not get bored with the same old method or technique. It increased the students’ participation, motivation, interest, and pleasure to attend the teaching and learning process in the class. Through the learning expreince by using diagnostic approach, it was helpful for the students to have better listening skill. Besides, the use of diagnostic approach trained students to find their problems in listening and try to solve themselves.

4. For the other Researchers

I hope that this research give awarness to other researchers that there are a lot of educational problems, especially in the listening class. Thus, this research is expected to inspire other researchers to conduct experimental research because to know if there is a different and interaction between variables. The result of this research is expected to provide valuable contribution to other researchers who want to do research in this area. They can use this research as one of the resources for further reading .

that aim to prevent these errors from occurring again. In addition, according to Brown (1986: 286), until we have some diagnostic procedures, the teacher (of L2 listening) can only continue to test comprehension, not to teach it. From those definitions, it can be simplified that diagnostic approach is an approach that begins from analysis the students’ difficulties in learning listening.

Furthermore, students’ self-esteem is another factor to succeeded listening skill. Engel (2006: 12) says that self-esteem is how you feel about yourself as a person-your overall judgment of yourself. According to Rodewalt & Tragakis in Mruk (2006: 1) self-esteem is one of the “top three covariates in personality and social psychology research,” along with gender and negative affectivity. Gurney in Plummer (2007: 13) states that self-esteem is related to our evaluation of our self-concept. It is the relative degree of worthiness, or acceptability, which people perceive their self-concept to possess.

Self-esteem is one of the central drives in human beings. When the level of self-esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear, social distance and other negative situations. Self-esteem can exercise a determining influence on a person’s life, for good or bad; when there is very low self-esteem, this may even bring about a need for clinical treatment. However, though in the context of language learning especially listening, low self-esteem causes serious consequences. Students with low self-self-esteem may not concentrate in doing listening. They cannot receive clear understanding of the sound input. It will make students fail in their listening test and cannot achieve listening test well.

Taking these effects into consideration, in the language classroom it is important to be concerned about learners’ self-esteem. However, this implies more than doing occasional activities to make students reflect about their worthiness and competence. As a first step, teachers themselves need to be aware of their own self-esteem, to understand what self-esteem is, what are the sources and components, and how its applications can be implemented in the language classroom. This implementation should be based on a valid framework.

Having examined the explanations above, the research is conducted under the title: The Effectiveness of Diagnostic Approach in Teaching Listening Viewed from Students’ Self-Esteem (An Experimental Study on the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014).

B. Problem Identification

Related to the background of the study above, the problems can be formulated:

1. Is Diagnostic approach an appropriate approach in teaching listening so the students are able to improve their listening comprehension?

2. Is Comprehension approach an appropriate approach in teaching listening so the students are able to improve their listening comprehension?

3. Is listening a complicated language for the students of SMP Negeri 1 Ponorogo?

4. Are the students confused when their teacher asks them a question using English and their teacher asks them to answer it in English?

6. Does the teacher teach using monotonous style?

7. Does the students’ self-esteem influence their listening skill?

8. How can the students with high self-esteem get a better achievement in listening than the students with low self-esteem?

9. Is there any interaction between teaching approaches and self-esteem to teach listening?

C. Problem Limitation

According to the background of the study and identification of the problems, this research is limited to teach listening by Diagnostic approach and Comprehension approach viewed from the students’ self-esteem. Later, it is conducted for the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014.

D. Problem Statement

According to the problem limitation, the problems of the study can be formulated:

1. Is Diagnostic approach more effective than Comprehension approach in teaching listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014?

2. Do the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014 who have higher self-esteem have better listening skill than those who have lower self-esteem?

3. Is there any interaction between teaching approaches and students’ self-esteem in teaching listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo in the Academic Year of 2013/2014?

E. Research Objectives

According to the problem statements above, the objectives of the study are to find out:

1. whether or not Diagnostic Approach is more effective than Comprehension Approach in teaching listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo;

2. whether the Seventh Grade Students of SMP Negeri 1 Ponorogo who have high self-esteem have better listening than those having low self-esteem; 3. whether there is an interaction between teaching approaches and students’

self-esteem to teach listening for the Seventh Grade Students of SMP Negeri 1 Ponorogo.

F. Benefits of the Study

The result of the study is expected to bring some significance and contribution in teaching and learning English:

1. For English Teacher

The results of this research is expected to give teachers better understanding about the practical implementation of experimental research, especially about the effectiveness of diagnostic approach in teaching listening. In this research, it gives teachers view in how to implement every steps of the

research, including the collecting and analyzing of the data. In collecting of the data, it involves the use of test to get the data of listening and questionnaire to get the data of self-esteem. The teaching material of this research can be in the form audio/visual, and also evaluation. The detail preparation of this research is implemented to answer the problem statement of the research, they are to bring effectiveness of diagnostic approach in listening, the different between students who have high and low self-esteem, and the interaction of teaching approaches and students’ self-esteem. Experimental research is also one way of professional development for teachers. Teachers involvement in experimental research can imrove their professionalism in establishing cause and effect relationship between variables.

Experimental research is one of the ways for teachers to identify the interaction between variables. Through the collecting and analyzing the data, teachers will be able to improve their pedagogic competent and the quality of the educational practice.

2. For Institutions

The use of experimental research can improve the professional development of educators and teachers. The school was greatly improved if its educators or teachers have the ability to do better improvement and change towards their teaching performance. The improvement of the quality of educational practice reflected on the school’s educational quality. The use of experimental research developed the scientific culture in the school. It helped teachers and educators to know the causal effect between variables in the research.

3. For the Students

The objective of experimental research is to observe the whether there is an interaction between teaching approaches and students’ self-esteem in listening. Through the implementation of experimental research, the more effective approach was found, so that the teaching and learning process was easier and interesting to do, and students’ learning achievement improved. From this research, students got new experience in learning English. Teaching English through new approach gave students new situation so they did not get bored with the same old method or technique. It increased the students’ participation, motivation, interest, and pleasure to attend the teaching and learning process in the class. Through the learning expreince by using diagnostic approach, it was helpful for the students to have better listening skill. Besides, the use of diagnostic approach trained students to find their problems in listening and try to solve themselves.

4. For the other Researchers

I hope that this research give awarness to other researchers that there are a lot of educational problems, especially in the listening class. Thus, this research is expected to inspire other researchers to conduct experimental research because to know if there is a different and interaction between variables. The result of this research is expected to provide valuable contribution to other researchers who want to do research in this area. They can use this research as one of the resources for further reading .