An Investigation of Teacher’s Strategies in Teaching Listening.

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

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An Investigation of Teacher’s Strategies

in Teaching Listening

(A case study at one Junior high school in Bandung)

A THESIS

Submitted to the English Education Program in Partial Fulfillment of

the Requirement for the Master Degree in English Education

By JONI AMIR NIM: 0908303

ENGLISH EDUCATION STUDY PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

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An Investigation of Teachers’ Strategies

in Teaching Listening

(A Case Study at One Junior High School in Bandung)

Oleh

Joni Amir

UPI Bandung 2009

Sebuah thesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Fakulatas Pendidikan Bahasa dan Seni

© Joni Amir 2013

Universitas Pendidikan Indonesia September 2013

Hak Cipta dilindungi undang-undang

Thesis ini tidak boleh diperbanyak seluruhnya atau sebagian Dengan dicetak ulang, difoto kopi atau cara lain tanpa izin dari penulis

Joni Amir, 2014

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APPROVAL SHEET

An Investigation of Teachers’ Strategies in Teaching Listening

(A case study at one Junior high school in Bandung)

Approved by:

Supervisor,

Dr. Wachyu Sundayana, M.A

NIP. 195802081986011001

Joni Amir, 2014

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DECLARATION

I hereby certify that this thesis entitled “An Investigation of Teachers’ Strategies in Teaching Listening (a case study on a Junior high school in Bandung)” is completely my own work. I am fully aware that I have quoted some statement and ideas from other sources, and they are properly acknowledged in the texts. If any claim related to this thesis persist in the future, I will be fully responsible for clarification.

Bandung, July 31st 2013

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ACKNOWLEDGEMENTS

Thanks to Allah, the Gracious, the Merciful that I could finally finish writing this thesis. Without His help, I could hardly imagine how I could conduct the research and write this thesis.

This thesis has widened my horizon as a learner and also as a teacher of English. This thesis, in part, is reflection of mind exploration and I would like to address my sincere gratitude and deep appreciation. I offer thanks to my foremost to my academic advisor DR. Hobir Abdullah, M.Ed whose support, guidance, and encouragement helping me throughout this thesis process. I appreciate the hours of reading, editing, and meetings on my behalf. Through his guidance, I have gained a great understanding of the dedication and service linked with a career in academia.

I wish to begin by thanking to my supervisor, DR. Wachyu Sundayana, M.A, thank you for the wisdom, understanding, and compassion that you have imparted to me and my ideas. You have offered guidance, support, and unwavering patience throughout this process. I have been blessed to have such a brilliant mentor to help me navigate the thesis process.

My special thank would be for all lecturers in the English Education Department of the Graduate School for their tireless guidance and encouragement. Every one of them have motivated me and contributed significance values in every course they teach.

My special thanks are also due to the teacher of English namely “Kurniawan, S.Pd”. and the students of SMP Lab. School UPI Bandung, who have given me an opportunity to do the research and learn together.

Finally, I want to acknowledge a special debt of gratitude to my family for supporting me through this process. My heartfelt thanks go to my mother, sisters, brothers, in laws who in different, but equal ways, have contributed to my study immeasurably, for their sincere love and prayers.

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I am eternally thankful for the love and support I have received from my ever-patient, supportive and lovely wife, Gusniwati, my couple shining stars: Jeni Fitrianti and Aufa Alfaridz, They provided me with care, encouragement, and with time to work. I simply could not have done this without them. It is with pleasure that to them all I dedicate this thesis.

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TABLE OF CONTENT

APPROVAL PAGE ……… ii

DECLARATION ……… iii

ACKNOWLEDGEMENT ……… iv

ABSTRACT ……… vi

TABLE OF CONTENT ……… vii

CHAPTER I 1.1 Background of the Study ……… 1

1.2 Statement of the Problems ……… 5

1.3 The Objective of the Study ……… 5

1.4 Significant of the Study ……… 5

1.5 Scope and Limitation of the Study ……… 6

1.6 Clarification of the Terms ……… 6

1.7 Thesis Organization ……… 7

1.8 Closing Remark ……… 7

CHAPTER II THEORITICAL FRAMEWORK 2.1 The Nature of Listening ……… 8

2.1.1 The Uniqueness of Listening ………. 8

2.1.2 The Importance of the Listening ……… 9

2.1.3 Feature s of Spoken Language ……… 12

2.1.4 Difficulties in Listening ……… 16

2.2. Approaches in Teaching Listening ... 18

2.2.1 Bottom-up Strategies ………. 19

2.2.2 Top-Down Strategies ……….……… 24

2.2.3 Interactive Strategy ………….……… 27

2.3 Teaching Listening Stages ……….……… 30

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2.3.2 While-Listening ……… 32

2.3.3 Post-Listening Activities ……… 36

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ……… 40

3.2 Research Site ……… 40

3.3 Research Setting and Participants ……… 41

3.4 Research Schedules ………... 42

3.5 Data Collecting Techniques ……… 43

3.5.1 Classroom Observation ……… 43

3.5.2 Interview ……… 43

3.6 Data Analysis ……… 45

3.6.1 The Data from Classroom Observation ……….. 45

3.6.2 The Data from Interview ……… 45

CHAPTER IV RESEARCH FINDING AND DISCUSSIONS 4.1 The Teacher’s Strategies in Teaching Listening ……… 46

4.1.1 Pre-listening stage ……… 47

4.1.2 While-listening stage ……… 56

4.1.3 Pot-listening ……… 67

4.2 Observation checklist ……… 77

4.3 Interview Data ………. 79

4.3 Closing Remark ……… 84

Chapter V Conclusions And Recommendations 5.1 Conclusion ……… 85

5.2 Recommendation ……… 88

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APPENDICES

Appendix 1. Instruments

Appendix 1.1 Form Observation Checklist Appendix 1.2 Form Teacher Interview

Appendix 2. The Transcriptions of Video Observation

Appendix 2.1 First Video Observation Transcription Appendix 2.2 Second Video Observation Transcription Appendix 2.3 Third Video Observation Transcription Appendix 2.4 Fourth Video Observation Transcription Appendix 2.5 Fifth Video Observation Transcription

Appendix 3. The Observation Checklist

Appendix 3.1 First Observation Checklist Appendix 3.2 Second Observation Checklist Appendix 3.3 Third Observation Checklist Appendix 3.4 Fourth Observation Checklist Appendix 3.5 Fifth Observation Checklist

Appendix 4. The Teacher Interviews

LIST OF TABLES

Table 2.1 Illustration bottom-up strategies in real situation listening activity 20 Table 2.2 Activities to develop bottom-up processing ……… 21

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Table 2.3 The Eleven Micro-Skills ………. 22

Table 2.4 Illustrations for top-down processing ………. 25

Table 2.5 The Six Macro-Skills ……… 26

Table 2.6 Typical activities in integrative model ……… 29

Table 2.7 Tips for the teacher before the listening lesson ……… 31

Table 2.8 Techniques for Note-taking ………. 34

Table 2.9 Activities in While-listening ………. 35

Table 3.1 Research Schedule ……… 42

Table 4.1 Recapitulation Teacher’s Strategies in Teaching Listening … 78

List of Figures Figure 2.1 Proportions of time spent by college students in communication activities ……… 11

Abstract

This study is aimed at exploring EFL teachers’ strategies in teaching listening

comprehension at one junior high school in Bandung. It was conducted to get detailed information about the strategies used by teachers in teaching listening comprehension. Specifically, this study is driven by three research questions. Those are (1) how does the teacher teach listening, (2) What strategies are frequently used by the teacher in teaching listening and (3) why are the strategies used in teaching listening. This study employed a case study research design which used two data collection techniques, observation and interview.

Observation was used to get main data about teachers’ strategies in teaching

listening comprehension. Interview was used to support the data gathered from classroom observation. All of the data were analyzed by using three major phases of analyses: data reduction, data display, and conclusion drawing and verification (Miles and Huberman: 1994). After being analyzed, the data revealed that the most used teaching phases in listening comprehension were pre, while, and post listening. Meanwhile the types of strategies used were bottom-up, top-down, and interactive. Yet, among them, the bottom-up strategy was frequently used (from five times observations the teacher used dictation three times) because bottom-up strategy (dictation) was not only easy to present but also simple to prepare. Based on the findings, the teacher theoretically did not have any experience in teaching listening comprehension strategies. He practically used strategies in teaching listening in his classroom activity unconsciously.

Keywords: teachers’ strategies, teaching listening, bottom-up, top-down and Interactive strategy.

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CHAPTER I

INTRODUCTION

This study attempts to investigate teacher‟s strategies and student‟s responses in teaching listening comprehension. This chapter presents the background of the research, statement of the problems, the objectives of the study, significance of the study, scope of the study, and clarification of main terms, thesis organization, and summary of the study.

1.1 Background of The Study

Listening is a very important language skill in human communication or foreign language classroom through which students receive and interact with the target language (Vandergrift and Goh, 2012; Etman and Zaida, 2009; Brown, 2001; and Nunan, 1999). In other words, listening competence is universally „larger‟ than speaking competence. That is why, students need listening practice more in order to cope with real communication in the real world.

To facilitate learners with a good listening comprehension, English teachers need to apply suitable strategies in teaching listening. As Vandergrift and Goh (2012: 4) believe “every language teachers needs to have a clear understanding of the processes involved in listening and in particular how strategies can be used to manage comprehension efforts”. Teaching listening strategies, as Sanjaya (2008 in Nurmelly, 2012: 2) defines as a plan that consists of sequence of activities in order to

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reach specific teaching and learning goal. Additionally, Taba (1966: 45) defines that teaching strategies are consists of two distinct modes, the generic and the unique. The generic can be describes as the technique of teaching and the second as personal judgment, or the art of teaching. It means that an English teacher (who is responsible to handle a classroom listening activities) has to have the ability to manage listening process and has to be smart to use strategies in teaching listening comprehension in order to help learners develop their listening competence.

There are still many debates of which strategies are best in teaching listening comprehension. Before discussing more about strategies in teaching listening comprehension, there is an interesting illustration from Anderson (2005: 762) who claims that “what researchers and teachers must keep in mind is that there are no good or bad strategies but there is only good or bad application of strategies.” This may be implied that the difference is in how the strategies are executed and orchestrated.

Commonly, listening teaching strategies can be carried out in three stages, namely pre-listening, while-listening and post-listening (Wilson, 2008: 60-110). Within these three stages, there are two processes (Wong, 2005:26), those are teaching and learning of listening by focusing on identifying single words, phrases and sentences which called bottom-up processes, and the other by focusing on the main ideas or meaning, called top-down processes. Additionally, the two processes can be used together, which is called interactive strategy (Shelton, 2004 as cited in Lisha, 2007: 5).

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In this respect, there are previous studies in similar issue. First, Jiang (2009: 93) conducts the study investigating the strategy in teaching listening comprehension in Qingdao University, China. The study indicates that potential obstacles the students encounter in listening class. Then, among the many strategies the teacher chooses the prediction strategy and describes it in three stages: pre-listening, while-pre-listening, and post-pre-listening, which effects are tested and proved efficient. Second, Yekta et. al. (2013: 108) conducts a study investigating the impact of teaching strategies on Iranian EFL are teenage learners‟ listening comprehension ability. In their study, there two groups treat by two different strategies. The results of data analysis reveal that teaching strategies help students improve their listening comprehension ability.

However, most of schools in Indonesia, according to many English teachers, considered listening comprehension as the most difficult language skill to teach than other skills (Kurita, 2012: 30). They feel that they have difficulties in finding suitable listening materials for junior high school students, in applying suitable strategies that can make students joyful and successful to listen to the material given, and in preparing the equipment needed in teaching listening in the classroom, etc. In this sense, Harmer (2007: 143-135) also says that “the teachers will face problems to find listening materials in different genres (text types) in student real life. In the meantime, the teachers should give their students authentic English as soon and as often as the teacher can.”

Some of the difficulties in comprehending authentic oral material, for students are that they feel difficult in understanding the messages, especially those spoken by

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the natives. They feel frustrated because they think the speaker speaks too fast or swallowed his words (Fields, 2008: 27), they cannot always have words repeated (Underwood, 1989 cited in Osada, 2004: 62) and the environment, the conditions which may affect listening performance including the temperature of the room, background noise or defective equipment which affects the clarity of a recording (Wilson, 2008: 12).

In School Based Curriculum (Kurikulum Tingkat Satuan Pendidikan Sekolah

Menengah Pertama-KTSP SMP), it is expected that the students of Junior high

school are able to develop their English in four language skills, listening, speaking, reading and writing. The main objective of listening comprehension practice in junior high school level is to make the students learn to function successfully in real life situations. In detail, the purpose of listening activity is to make the students able to do instructions and to gain information from different kinds of listening texts or genres (monolog: speech, report, instruction, poems, songs, and dialog: debate, discussion, movie, etc.). Particularly, according to the competency standard and basic competency of school based curriculum, the students is expected to be able to complete the information and respond to transactional, interpersonal, functional text and monolog text (Emilia, 2010). To reach the goals, the teacher should consider several aspects, such as planning and applying suitable strategies in listening activity in the classroom.

Unfortunately, listening comprehension is not included in final examination for junior high school and in its graduate competency standard 2012 (standar

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resulted in teacher‟s tendency in excluding listening among four language skills to be taught.

Finally, based on the reasons explained above, this study is conducted to find out the portrait of teachers‟ strategies in teaching listening comprehension at one junior high school in Bandung. This is aimed at answering the assumption saying that many teachers, sometimes, pass listening activity in order to focus on other skills.

1.2 Statement of the Problems

This study explores strategies used by one English teacher in teaching listening at one junior high school in Bandung. Noticeably, this research is aimed at answering the following questions.

1. How does the teacher teach listening?

2. What strategies are frequently used in teaching listening? 3. Why are the strategies used in teaching listening?

1.3 The Objective of the study

As indicated in the statement of problems, the purpose of this study is aimed at:

1. Finding out how does the teacher teach listening

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3. Finding out why the strategies are frequently used in teaching listening.

1.4 Significance of the Study

It is expected that the result of this study will be useful for those who participate in the teaching English as a foreign language. Those are the teachers of English, the education officers and the school stake holders who hold and facilitate any kinds of teachers training, the writer of this study, and the other researchers who are interested in conducting the same field of the study. It is also expected that this research contributes to the development of teaching English generally and specifically for teachers‟ strategies development in the future.

1.5 Scope of the Study

This study attempts to investigate teacher‟s strategies in teaching listening for a junior high school in Bandung. It observes the preparation, actions and evaluation of strategies used by a teacher in the classroom, frequently-used teaching listening strategies, and reasons in applying them in classroom listening comprehension.

1.6 Clarification of Main Terms

1. Teacher in this study means a person who teaches listening at one junior high

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2. Listening in this study means one of the language skills considered as the most

difficult language skill among three other skills not only for the teacher but also for the students.

3. Strategies in this study mean what the teacher does in teaching listening

comprehension in the classroom.

4. Teaching Listening comprehension is the process of understanding speech in

first or second language (Richards and Schmidt, 2002: 324). The active process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages (International Listening Association or ILA, 1995cited in Pearson et. al., 2011: 111). In this research, it refers to that stated by ILA.

5. Teaching listening strategy is a plan that consists of sequence of activities in

order to aim specific teaching listening goal (Kemp, 1995). In this research, it refers to teacher plans and actions in sequential activities in order to reach the teaching listening goal.

1.7 Thesis organization

This thesis is organized into five chapters. The current chapter I is general introduction. Chapter II is theoretical foundation. It describes the theory of teaching listening. Chapter III is research methodology. It describes the research methodology which comprises of research design, data collection and data analysis method. Chapter IV is finding and discussion. Lastly, chapter V is the conclusion and recommendation.

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1.8. Closing Remark.

This chapter has presented the introduction of the study, which includes the background of the study, the objective of the study, significant of the study, scope of the study, clarification of main terms, and thesis organization. The following chapter will present theoretical foundations becoming the frame of the study.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter will discuss the research methodology adopted in the present study. In this chapter, the researcher will provide a detailed delineation of the methodology of study. The description will include: research design, research site, research participants, and data collecting techniques and data analysis.

3.1Research Design

This study employed a qualitative case study design. A case study was chosen because this study observed characteristics of an individual unit in order to attempt a phenomenon by studying in depth about the teachers’ strategies on teaching listening comprehension in the classroom (Gay, 1992; Cohen, Manion& Morrison, 2007; Fraenkel and Wallen, 2007; and Dornyei, 2007). In line with this, it was an ideal design to understand and interpret observations of educational phenomena (Heigham and Croker, 2007).

3.2Research Site

This study was carried out at one junior high school in Bandung Regency in West Java Province, Indonesia. The research site has been chosen for two reasons.

First, this school was chosen because the school located inside the researcher’s campus and not so far from the researcher’s resident. This reason could make the

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needed and to get related theories at hand (Alwasilah, 2009). Second, hopefully, the results of this study would be useful for improving the quality of teaching and learning English, especially for teaching listening comprehension in this school.

3.3 Research Setting and Participants

The study was undertaken at SMP Lab. School UPI located in Indonesian

Education University Bandung. The school is insight the researcher’s campus and it is not too far from the researcher’s residence. Moreover, the principal is very

open-minded to welcome to the research program in order to improve the ability of his English teachers as well as his institution. At the first meeting, he immediately recommended the English teachers to discuss with the researcher to suit the classroom schedules. The English teacher at this school is also very kind to allow the researcher to interview him and to take video in their classroom. The reasons above make the accessibility to gain the data is easier.

The participant in this study was one of EFL teacher of UPI SMP Lab. School Bandung. The English teacher was chosen as the participant because he had better experiences and allowed the researcher to take data needed. However, this study is not aimed at comparing those teacher teaching strategies but to get concrete

information as much as possible about teachers’ strategies in teaching listening

comprehension, and to find out the type of listening strategies used most by the teachers in the listening classrooms.

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Convenience sampling was used in this study because the participant or the teacher was chosen he had special characteristics (Alwasilah 2009). He was a very active teacher, such as: he was often as the presenter when some visitors as guest from other school came to see English class in this school, he joined many courses for English teacher, and the important one is he welcomed any researcher who wanted to study his classroom.

3.4 Research schedules

The research was taken place at one junior high school in Bandung from April 8th – June 03rd 2013. The data was recorded five times at grades eighth in this school. The researcher could observe the teaching listening comprehension activities every week because of the teaching listening was conducted integratedly with other skills. In other words, teaching listening comprehension was administered as often as reading, speaking or writing. Most of teaching listening comprehension activities taught integratedly with other skills, for example when teacher taught reading skill, he integrated it with listening activity. For the detail research activities can be seen below:

No Date Place Time Notes

1. April 8th Office 09.00 Meet the Headmaster

2. April 8th Teacher’s office 12.00 Meet English Teacher

3. April 12th School 13.00 Survey

4. May 7th VIII 09.30-11.00 Observation

5. may 9th VIII 11.00-12.30 Observation

6. may 14th VIII 09.30-11.00 Observation

7. may 16th VIII 11.00-12.30 Observation

8. may 21st VIII 09.30-11.00 Observation

9. June 03rd Administration Office 14.30 Interview Table 4.1 Research Schedule

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3.5Data Collecting Techniques

As it is mentioned earlier, this study is employed qualitative research, precisely a qualitative case study, so that, to explore the characteristics and phenomenon of the single case, multiple data collection techniques intended to use. They were classroom observation and interviews.

3.5.1 Classroom Observation

The classroom observation is aimed to have a direct understanding about the teacher-student interaction in the teaching-learning process that is focused on

the teacher’s strategies in teaching listening in the real classroom (Alwasilah,

2009).

The observation was carried out five times for each classroom, and they are all video-taped in order to avoid the possibility of missing some behavior during the process and could review time and again to help ensure that important aspects of the incident were not overlooked. And of course it would make easier for the researcher to analyze the data. The researcher, in this activityt, acts as a non-participant observer(Frankle and Wallen 2007; Thomas, 2003). Furthermore, in this observation activity (video recorded) was supported with the help of systemic observation instruments such as observation checklist (Van Lier, 1988).

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The interview with one teacher was carried out in this study was the second technique of data collection in order to support the data from observation. Frankle and Wallen (2007:455) say that interviewing provides the researcher with a means of gaining a deeper understanding on how the participants see and interpret a phenomenon that cannot be gained through observation. They also believe that interviewing is an important way for the researcher to verify or refute the impression he has gained through observation.

The interview was conducted in order to find out the teacher perception all about teacher strategies in teaching listening. This interview is took place in the administration office after the classroom observation. Individual semi structured interviews with open-ended questions were used in this study. In which the interviewer used an interview guide with specific questions that were organized by topics but were not necessarily asked in specified order (Bailey, 2007: 100). Heigham and Croker (2009) explained that most interviews used semi structured approach involving the asking of structured questions followed by clarifying unstructured or open-ended questions. He also added that the unstructured questions facilitate explanation and understanding of the response to the structured questions.

Before the interview, the researcher informed the interviewees (the teachers) some important things like; (1) points to be discussed, (2) the use of pseudonym in the research report, (3) the fact that the conversation would be tape-recorded and transcribed, and (4) the transcriptions that will be reconfirmed to the

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interviewees. All these were taken out to meet the ethics of a research, so that the interviewees were willing to disclose a lot of personal information (Dawson, 2009: 149).

3.6Data Analysis

Data analysis was conducted after collecting the data over the study. The data that analyzed and interpreted based on the data from observation, and interviews. All of the data analyzed by using the major phases of data analysis: data reduction, data display and conclusion drawing and verification (Miles and Huberman, 1984, in Sugiono, 2011: 246).

3.6.1 The Data from Classroom Observation

The data from observation were analyzed in several steps. First, the researcher transcribed the data from the video tape. Second, the researcher classified the data into sub-categorization relevant to research questions (Alwasilah, 2009:231).

3.6.2 The Data from Interview

The second step of the analysis was on the interview with the teachers.

Each participant’s recorded interview was coded and categorized immediately

after the data were gathered. This was underpinned by Alwasilah (2009: 159) saying that coding helps the researcher to facilitate phenomenon identification, facilitates the counting of phenomenon frequency as well as the coding frequency emergence themselves that lead to the tendency of findings, and lastly helps the

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researcher to categorize and sub-categorize. The data gained from interview was interpreted to answer the third research questions

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CHAPTER V

Conclusions and Recommendations

This study puts forward the conclusions as the answer of the research problems and some recommendations for some relevant purposes. The conclusions are developed on the basis of research analysis and findings taken from observation and interview. Then the recommendations are directed to close who responsible, interested and willing to accomplish the further study on the same field with the present study.

5.1 Conclusions

In line with the theories, research findings and the interpretation presented in the previous chapter, and then the conclusions of the present study are related to the limitation of the research problems.

For the first research problem, it has to do with the teacher’s strategies in

teaching listening comprehension. Based on classroom observation data, it can be concluded that the teacher used teaching listening strategies to encourage the students in comprehending the text in the pre-listening, while listening and post-listening stages. In the pre-post-listening stage, he conducts dictation, activating prior knowledge and gap-filling. Then in while-listening stage, he conducts dictation, detailed information, inferring and gap-filling. In the post-listening stage, he creates Checking and summarising, Discussion, and Deconstructing the listening text.

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From the interview, it is found that he proposes the theorists of strategy based on his knowledge and his experiences in teaching listening. Although he proposes some relevant and unique theorists, his understanding is not comprehensive yet. It is because of lack knowledge and experiences. Therefore, the teacher needs to learn more theories to enlarge their knowledge

The next one from the interview, it is revealed that the teacher’s reason for

conducting the strategies is to help their students in comprehending the text selection in listening activity. Although he has his own intuitive reason for each strategies used, they are compatible with the theories proposed in this present study. In other words, the teacher’s strategies and their reason are in line with the theories given from some researchers who work at the same field in this study.

On the other hand, he had done what he did not mention as his strategies in teaching listening comprehension in the interview. It means that he did not know the theory but he did it in practice since he had experience in doing the activity in the classroom. He also did partly the strategies mentioned in his concepts. It can be assumed that he did the strategies as theory suggested but he did not know to do it. Thus, this condition has implicated to his teaching strategies in the classroom; he did not do the strategies in the well-formed of procedures or steps. It means that the teacher of the present studies needs to increase his ability in these two aspects; knowledge and experience, to become the skillful teacher.

The second research problem, it has to do with the type of teaching strategiesmostly used in teaching listening comprehension. Based on the data

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observation can be concluded that the teacher used bottom-up in three meetings, once for top-down and once for interactive strategies in the classroom. It can be seen in detail on the recapitulation of observation checklist in chapter four. In this case the teacher was unconsciously used bottom-up, top-down and interactive strategies in his teaching activity and it revealed when the interview issued the teacher frankly confessed that he has not used any strategy in teaching listening comprehension because he was not interested in teaching listening comprehension and also listening comprehension was not his focus in teaching English to his students. Sometimes he taught listening integratedly with other skills and of course incompletely.

The third research problem, it has to do with the reasons why the teacher used that type of teaching strategy mostly in his teaching listening comprehension. Based on the data taken from the recapitulation of observation checklist and

teacher interviews on chapter IV, it reveals that the teacher’s reason mostly used

bottom-up strategy unconsciously in teaching listening comprehension is that he explained in interviews, he does not have any idea about the strategies in teaching listening comprehension theoretically but practically he uses it in his listening activity in his classroom.

5.2 Recommendations

Based on the conclusions above, this study suggests some

recommendations which are addressed to the theorists’ enrichment for the teacher

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

First for the teacher, he is suggested to enlarge his knowledge by

learning some relevant theories which are considered as the strategies for teaching

listening comprehension. Second, he is also suggested to have some teaching’s

trainings in order to get the ideal strategies for teaching several kinds of text. Third, he is suggested to make a framework of teacher’s strategies for appropriate texts before teaching in the classroom. Fourth, in applying the framework, it is suggested to expose some instructions about the strategies that will use in teaching listening in order to understand the activity and the listening text selection.

Second for the Headmaster, he is suggested to help the teacher of the

present study to get some references of theories for teacher’s strategies in teaching

listening comprehension to enlarge the teacher’s knowledge. Second, he is

suggested to conduct or let him to follow the training activity for teacher in order

to enrich the teacher’s experiences in teaching. Third, they are suggested to

complete the teaching aids, especially for teaching listening comprehension.

Third for the other researchers, the findings of this study can inform

other researcher who want to carry out another research in the same field such as

teacher’s techniques in teaching listening, teacher’s motivation in teaching

listening, etc. It means that the findings can be used by other researchers as the inputs in conducting another investigation with the similar field of the study.

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

89

REFERENCES

Alam, Z and Sinha, BS (2009: 52) Developing Listening Skills forTertiary Level

Learners. The Dhaka University Journal of Linguistics: Vol. 2 No.3

February, 2009 Page: 19-52, Published on December 2009 by the Registrar, Dhaka University ISSN-2075-3098

Alkire, S (2002)Dictation as a Language Learning Device. The Internet TESL Journal, Vol. VIII, No. 3, March 2002. San Jose City College, California, USA. Retrieved July 2nd 2013. http://iteslj.org/Techniques/Alkire-Dictation.html

Alwasilah, A.C (2009) Pokoknya Kualitatif: Dasar – Dasar Merancang Dan Melakukan Penelitian Kualitatif. Jakarta: PT. Dunia Pustaka Jaya.

Berman, M (2002) Advanced Listening:Listening Strategy GuideCopyright 2002, DynEd International, Inc. January 2002 available at http://www. dyned.com/pdf/Study-Guides/SGALE.PDF.

Bloor, M and Wood, F (2006) Keywords in Qualitative Methods: A Vocabulary of Research Concepts. London. SAGE Publications.

Brown, HD and Abbeywickrana, P (2010) Language Assessment: Principle and

Classroom Practice( Second Edition). United States of America: Pearson

Education Inc.

Brown, HD. (2001) Teaching by Principles: an Interactive Approach in Language

Pedagogy (Second Edition), New York: Pearson Education Company.

Brown, S (2006) Teaching Listening. United States of America. Cambridge University Press.

Buck, G (2001) Assessing Listening. United Kingdom: Cambridge University Press.

Bie, B (2008) An Investigation of English Listening Strategies Used by

Continuous Education Program Students in Taiwan. Taiwan Electronic

Periodical Services (TEPS) Journal Available at

http://www.airiti.com/teps/ec_en/...1821496

Chenjun, D and Li, L (2012) The Effectiveness of Explicit Instruction of EFL

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

90

Applied Linguistics (Quarterly) Vol. 35 No. 2 Apr. 2012. Available at: http://www.celea.org.cn/teic/100/7.pdf

Cresswell, J.W (1994) Research Design: Qualitative and Quantitative

Approaches. United States of America: Sage Publication, Inc.

Crystal, D (2005) Speaking of Writing and Writing of Speaking. Pearson

Education. available at:

www.pearsonlongman.com/dictionaries/pdfs/speaking-writing-crystal.pdf.

De Casper, A. et al. (1994) Fetal Reactions to Recurrent Maternal Speech. Infant Behavior And Development 17, 159-l 64 (1994).

DeCasper, A and Spence,M (1986) Prenatal Maternal Speech Influences

Newborns’ Perception of Speech Sounds*. Infant Behavior and

Development 9, 1X3-150 (1986) Greensboro; University of North Carolina. Available at earlyexperience. unsw. wikispaces. Net/ file /view/DeCasper1986.pdf/351993426/DeCasper1986.pdf.

Depdinas (2004) Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa

Inggris untuk Sekolah Menengah Pertama dan Madrasah Tsanawiyah.

Jakarta: Depdiknas.

Dawson, C (2009) Introduction to Research Methods: A Practical Guide for

Anyone Undertaking a Research Project. Fourth Edition. United

Kingdom, How to Brooks.ltd.

Emilia, E (2010) Teaching Writing: Developing Critical Learners. Bandung: Risqi Press.

Etman,D and Zaida, N, (2009) Teaching Listening: supplement Module for

MGMP. Jakarta. Centre for Development and Empowerment of Teachers

and Education Personnel (P4TK Bahasa): Ministry of National Education. Field, J (2008) Listening in the Language Classroom. United Kingdom:

Cambridge University Press.

Flowerdew, J and Miller, L. (2005) Second Language Listening: Theory and

Practice. United States of America: Cambridge University Press.

Fraenkel, J.R and Wallen, N.E (2007) How to Evaluate and Research in

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

91

Gay, L.R (1992) Educational Research: Competencies for Analysis and

Application (4th Edition). New York: Macmillan Publishing Company.

Gebhard, J.G (1996) Teaching English as a foreign and Second Language: United States of America. Michigan University.

Gilakjani, AP and Ahmadi, MR. (2011). A Study of Factors Affecting EFL

Learners' English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, Vol. 2, No. 5,

pp. 977-988, September 2011. Finland.

Goh, C.C. (2002). Learners’ self-reports on comprehension and learning strategies for listening. Asian Journal of English Language Teaching, 12,

45-68.

Habte-Gabr, E. (2006). The Importance of Socio-affective Strategies in Using EFL

for Teaching Mainstream Subjects. The Journal of Humanizing Language

Teaching, 8(5). Retrieved September 10, 2009, available at http://www .hl tmag.co.uk/sep06/sart02.htm#C1.

Harmer, J (2001) The Practice of English Language Teaching. Malaysia: Pearson Education limited.

Harmer, J (2007) How to Teach English. China: Pearson Education Company. Heigham, J and Croker R.A (2009) Qualitative Research in Applied Linguistics:

An Introduction. England: Palgrave MacMillan.

Hernández, SV. (2010) Useful Ideas to Improve Your Listening Skills. Universidad de Quintana Roo – Departamento de Lengua y Educación. Available at http://fel.uqroo.mx/adminfile/ files/memorias/ valdez _sandra__portillo_campos_vila.pdf

Habte-Gabr, E (2006) The Importance of Socio-affective Strategies in Using EFL for Teaching Mainstream Subjects. An article in Humanising Language Teaching: issue September 5th 2006. Available at: http://www.hltmag.co.uk/sep06/sart02.htm#C1.

Helgesen, M (2003) Listening in Nunan, D. (Editor). Practical English Language

Teaching. Singapore: The McGraw Hill Companies, Inc.

Jiang, Y (2009) Predicting Strategy and Listening Comprehension Vol. 5, No. 1

Asian Social Science January, 2009. Qingdao University of Science and

Technology Qingdao 266061, Shandong, China. Available at http://www.ccsenet.org/journal/index.php/ass/article/view/540

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

92

Jou, Y. J. (2010) A study of English listening strategies applied by technological

university students. Journal of Toko University, 4(2). 1-16. Available at

http://research.toko.edu.tw/... pta_6298_8448607_36190.pdf

Kemp, J.E (1995) The Instructional Design Process. New York: Harper & Row Publisher.

Kurita, T. (2004) Issues in Second Language Listening Comprehension and the Pedagogical Implications. Dialogue, 2004, Vol.3, pp.53-66. Available at http://accentsasia.org/5-1/kurita.pdf

Lisha, M (2007) What Do Chinese EFL Listeners Need to Improve: Bottom-Up

Skills or Top-Down Strategies? — A Cognitive Perspective on Chinese

EFL Listeners฀root Problems. CELEA Journal (Bim onthly) Jun 2007

Vol. 30 No. 3. Available at http://www.celea.org.cn/teic/73/73-03.pdf Ma, T (2009) An Emqirical Study on Teaching Listening in CLT. International

Education Studies Vol. 2, No. 2 on May, 2009 available at: http://www.ccsenet .org/journal/ index.php/ies/article/view/1708/1645 McDonough, J and Shaw (1993) Material and Methods in ELT: A Teacher Guide.

Oxford: Blackwell.

Merriam, S.B (1998) Qualitative Research and Case Study: Application in

Education. San Francisco: Jossey – Bass Publisher .

Nation, I.S.P and Newton, J. (2009) Teaching ESL/ EFL Listening and Speaking: ESL & Applied Linguistics Professional Series. New York: Routledge. Nunan, D. (2002) Listening in language learning. In J.C. Richards & W.A.

Renandya (Editor), Methodology in language teaching: An anthology of

current practice (pp.238-241). Cambridge, UK: Cambridge University

Press.

Nunan, S.B (1992) Designing Task for the Communicative Classroom. Cambridge: Cambridge University Press.

Nurmelly, N (2012) Pendekatan Model Dan Strategi dalam Model Pembelajaran. Kumpulan Artikel / Tulisan Widiaiswara Balai Diklat Palembang.

Kementerian Agama Sumetera Selatan.

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

93

Oxford, R. L (2003) Language Learning Styles and Strategies: An Overview. Learning Styles & Strategies/ Oxford, GALA 2003. Available at http://www. google.com/..bv.44158598, d.bmk

Oxford, R. L. (1990) Language learning strategies: What every teacher should

know. Boston: Heinle and Heinle.

Pinter, A. (2006) Teaching Young Language Learners. United Kingdom: Oxford University Press.

Richards, J.C (2008) Teaching Listening and Speaking: From Theory to Practice. Available at http://www.professorjackrichards.com/wp-content/ uploads/ teaching-listening-and-speaking-from-theory-to-practice.pdf

Richards, J. C. and Schmidt, R. (2002) Longman Dictionary of Language

Teaching and Applied Linguistics. Malaysia: Pearson Education Limited.

Richard, J.C (2001) Curriculum Development in Language Teaching. New York:

Cambridge University Press.

Richard, J.C (1983) Listening Comprehension: Approach, Design, Procedure. Tesol Quarterly 17/ 2 pp 219-223.

Rost, M (1991) Listening in Action. London: Prentice Hall.

Rost, M (2001) The Cambridge Guide to Teaching English to Speakers of Other

Languages edited by Ronald Carter and David Nunan. United Kingdom:

Cambridge University Press.

Rost, M (2002) Listening and Researching Listening. Great Britain: Pearson Education Limited.

Sakuragaoka, K (2008) A Study of Dictation. Forum of Language Instructors Journal, Volume 2, 2008. http://fliwww.ge.kanazawa-u.ac.jp/files/08forum-maeda.pdf.

Şevik, M (2012) Developing Young Learners’ Listening Skills Through Songs.

Kastamonu Education Journal January 2012 Vol:20 No:1 pp.327-340 available at: www.kefdergi.com/pdf/20_1/20_1_21.pdf

Sugiono (2011) Metode Penelitian Kuantitatif, Kualitatif dan R&D; cetakan 14. Bandung: Alfabeta.

Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

94

Swooosh (2013) The Role of Listening in Language Learning Listening as a

Language Skill. Available at: http://www.yurtopic. com/ education/

learning/listening-learn.html accessed on march 13rd 2014.

Taba, H (1966) Teaching Strategies and Cognitive Functioning in Elementary

School Children. United States of America: San Francisco State College.

Thomas, R.M (2003) Blending Qualitative and Quantitative Research Methods in

Theses and Dissertation. United State of America: Corwin Press Inc.

Tomatis, A.A (1997) the ear and Language. Toronto. Ontario: Stodart.

Tyagi, B (2013) Listening : An Important Skill and Its Various Aspects. The Criterion An International Journal in English ISSN 0976-8165. available at: www.the-criterion.com criterion ejournal @ gmail.com.

Vandergrift, L and Goh, C.C.M. (2012) Teaching and learning second language

listening: metacognition in action. New York: Routledge.

Vandergrift, L. (1999) Facilitating second language listening comprehension:

acquiring successful strategies. ELT Journal Volume 53/3 July 1999 ©

Oxford University Press.

Van Lier, L (1988) The Classroom and The Language Learners. London. Longman.

Werker, J and Tees, R (1984) Cross-language Perception: Evidence for

Perceptual Reorganization during the First Year of Life. Infant Behavior

And Development 7, 49-63 (1984).

Wilson, J.J (2008) How to teach listening. Malaysia: Pearson Limited Education.

Wong, J. (2005) English Listening Courses: A Case of Pedagogy Lagging Behind

Technology Electronics Journal of Foreign Language Teaching, Vol.2,

2005, No. 1, pp 25-43. Singapore:© Center for Language Studies National University of Singapore.

Yekta, H. et al (2013) The Effect of Teaching Strategies on Iranian Teenage EFL

Learners' Listening Comprehension Ability. Asian Journal of Social

Sciences & Humanities ISSN: 2186-8492, ISSN: 2186-8484 Print Vol. 2. No. 1. February 2013. Available at http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2%281%29/AJSSH2013%282.1-12%29.pdf

REFERENCES

Alam, Z and Sinha, BS (2009: 52) Developing Listening Skills forTertiary Level

Learners. The Dhaka University Journal of Linguistics: Vol. 2 No.3

February, 2009 Page: 19-52, Published on December 2009 by the Registrar, Dhaka University ISSN-2075-3098

Alkire, S (2002)Dictation as a Language Learning Device. The Internet TESL Journal, Vol. VIII, No. 3, March 2002. San Jose City College, California,

USA. Retrieved July 2nd 2013.

http://iteslj.org/Techniques/Alkire-Dictation.html

Alwasilah, A.C (2009) Pokoknya Kualitatif: Dasar – Dasar Merancang Dan Melakukan Penelitian Kualitatif. Jakarta: PT. Dunia Pustaka Jaya.

Berman, M (2002) Advanced Listening:Listening Strategy GuideCopyright 2002, DynEd International, Inc. January 2002 available at http://www. dyned.com/pdf/Study-Guides/SGALE.PDF.

Bloor, M and Wood, F (2006) Keywords in Qualitative Methods: A Vocabulary of Research Concepts. London. SAGE Publications.

Brown, HD and Abbeywickrana, P (2010) Language Assessment: Principle and

Classroom Practice( Second Edition). United States of America: Pearson

Education Inc.

Brown, HD. (2001) Teaching by Principles: an Interactive Approach in Language

Pedagogy (Second Edition), New York: Pearson Education Company.

Brown, S (2006) Teaching Listening. United States of America. Cambridge University Press.

Buck, G (2001) Assessing Listening. United Kingdom: Cambridge University Press.

Bie, B (2008) An Investigation of English Listening Strategies Used by

Continuous Education Program Students in Taiwan. Taiwan Electronic

Periodical Services (TEPS) Journal Available at

http://www.airiti.com/teps/ec_en/...1821496

Chenjun, D and Li, L (2012) The Effectiveness of Explicit Instruction of EFL ’

Applied Linguistics (Quarterly) Vol. 35 No. 2 Apr. 2012. Available at: http://www.celea.org.cn/teic/100/7.pdf

Cresswell, J.W (1994) Research Design: Qualitative and Quantitative

Approaches. United States of America: Sage Publication, Inc.

Crystal, D (2005) Speaking of Writing and Writing of Speaking. Pearson

Education. available at:

www.pearsonlongman.com/dictionaries/pdfs/speaking-writing-crystal.pdf.

De Casper, A. et al. (1994) Fetal Reactions to Recurrent Maternal Speech. Infant Behavior And Development 17, 159-l 64 (1994).

DeCasper, A and Spence,M (1986) Prenatal Maternal Speech Influences Newborns’ Perception of Speech Sounds*. Infant Behavior and

Development 9, 1X3-150 (1986) Greensboro; University of North Carolina. Available at earlyexperience. unsw. wikispaces. Net/ file /view/DeCasper1986.pdf/351993426/DeCasper1986.pdf.

Depdinas (2004) Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa

Inggris untuk Sekolah Menengah Pertama dan Madrasah Tsanawiyah.

Jakarta: Depdiknas.

Dawson, C (2009) Introduction to Research Methods: A Practical Guide for

Anyone Undertaking a Research Project. Fourth Edition. United

Kingdom, How to Brooks.ltd.

Emilia, E (2010) Teaching Writing: Developing Critical Learners. Bandung: Risqi Press.

Etman,D and Zaida, N, (2009) Teaching Listening: supplement Module for

MGMP. Jakarta. Centre for Development and Empowerment of Teachers

and Education Personnel (P4TK Bahasa): Ministry of National Education. Field, J (2008) Listening in the Language Classroom. United Kingdom:

Cambridge University Press.

Flowerdew, J and Miller, L. (2005) Second Language Listening: Theory and

Practice. United States of America: Cambridge University Press.

Fraenkel, J.R and Wallen, N.E (2007) How to Evaluate and Research in

Gay, L.R (1992) Educational Research: Competencies for Analysis and

Application (4th Edition). New York: Macmillan Publishing Company.

Gebhard, J.G (1996) Teaching English as a foreign and Second Language: United States of America. Michigan University.

Gilakjani, AP and Ahmadi, MR. (2011). A Study of Factors Affecting EFL

Learners' English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, Vol. 2, No. 5,

pp. 977-988, September 2011. Finland.

Goh, C.C. (2002). Learners’ self-reports on comprehension and learning strategies for listening. Asian Journal of English Language Teaching, 12,

45-68.

Habte-Gabr, E. (2006). The Importance of Socio-affective Strategies in Using EFL

for Teaching Mainstream Subjects. The Journal of Humanizing Language

Teaching, 8(5). Retrieved September 10, 2009, available at http://www .hl tmag.co.uk/sep06/sart02.htm#C1.

Harmer, J (2001) The Practice of English Language Teaching. Malaysia: Pearson Education limited.

Harmer, J (2007) How to Teach English. China: Pearson Education Company. Heigham, J and Croker R.A (2009) Qualitative Research in Applied Linguistics:

An Introduction. England: Palgrave MacMillan.

Hernández, SV. (2010) Useful Ideas to Improve Your Listening Skills. Universidad de Quintana Roo – Departamento de Lengua y Educación.

Available at http://fel.uqroo.mx/adminfile/ files/memorias/ valdez

_sandra__portillo_campos_vila.pdf

Habte-Gabr, E (2006) The Importance of Socio-affective Strategies in Using EFL for Teaching Mainstream Subjects. An article in Humanising Language

Teaching: issue September 5th 2006. Available at:

http://www.hltmag.co.uk/sep06/sart02.htm#C1.

Helgesen, M (2003) Listening in Nunan, D. (Editor). Practical English Language

Teaching. Singapore: The McGraw Hill Companies, Inc.

Jiang, Y (2009) Predicting Strategy and Listening Comprehension Vol. 5, No. 1

Asian Social Science January, 2009. Qingdao University of Science and

Jou, Y. J. (2010) A study of English listening strategies applied by technological

university students. Journal of Toko University, 4(2). 1-16. Available at

http://research.toko.edu.tw/... pta_6298_8448607_36190.pdf

Kemp, J.E (1995) The Instructional Design Process. New York: Harper & Row Publisher.

Kurita, T. (2004) Issues in Second Language Listening Comprehension and the Pedagogical Implications. Dialogue, 2004, Vol.3, pp.53-66. Available at http://accentsasia.org/5-1/kurita.pdf

Lisha, M (2007) What Do Chinese EFL Listeners Need to Improve: Bottom-Up

Skills or Top-Down Strategies? — A Cognitive Perspective on Chinese

EFL Listeners฀root Problems. CELEA Journal (Bim onthly) Jun 2007

Vol. 30 No. 3. Available at http://www.celea.org.cn/teic/73/73-03.pdf Ma, T (2009) An Emqirical Study on Teaching Listening in CLT. International

Education Studies Vol. 2, No. 2 on May, 2009 available at: http://www.ccsenet .org/journal/ index.php/ies/article/view/1708/1645 McDonough, J and Shaw (1993) Material and Methods in ELT: A Teacher Guide.

Oxford: Blackwell.

Merriam, S.B (1998) Qualitative Research and Case Study: Application in

Education. San Francisco: Jossey – Bass Publisher .

Nation, I.S.P and Newton, J. (2009) Teaching ESL/ EFL Listening and Speaking: ESL & Applied Linguistics Professional Series. New York: Routledge. Nunan, D. (2002) Listening in language learning. In J.C. Richards & W.A.

Renandya (Editor), Methodology in language teaching: An anthology of

current practice (pp.238-241). Cambridge, UK: Cambridge University

Press.

Nunan, S.B (1992) Designing Task for the Communicative Classroom. Cambridge: Cambridge University Press.

Nurmelly, N (2012) Pendekatan Model Dan Strategi dalam Model Pembelajaran. Kumpulan Artikel / Tulisan Widiaiswara Balai Diklat Palembang.

Kementerian Agama Sumetera Selatan.

Oxford, R. L (2003) Language Learning Styles and Strategies: An Overview. Learning Styles & Strategies/ Oxford, GALA 2003. Available at http://www. google.com/..bv.44158598, d.bmk

Oxford, R. L. (1990) Language learning strategies: What every teacher should

know. Boston: Heinle and Heinle.

Pinter, A. (2006) Teaching Young Language Learners. United Kingdom: Oxford University Press.

Richards, J.C (2008) Teaching Listening and Speaking: From Theory to Practice. Available at http://www.professorjackrichards.com/wp-content/ uploads/ teaching-listening-and-speaking-from-theory-to-practice.pdf

Richards, J. C. and Schmidt, R. (2002) Longman Dictionary of Language

Teaching and Applied Linguistics. Malaysia: Pearson Education Limited.

Richard, J.C (2001) Curriculum Development in Language Teaching. New York:

Cambridge University Press.

Richard, J.C (1983) Listening Comprehension: Approach, Design, Procedure. Tesol Quarterly 17/ 2 pp 219-223.

Rost, M (1991) Listening in Action. London: Prentice Hall.

Rost, M (2001) The Cambridge Guide to Teaching English to Speakers of Other

Languages edited by Ronald Carter and David Nunan. United Kingdom:

Cambridge University Press.

Rost, M (2002) Listening and Researching Listening. Great Britain: Pearson Education Limited.

Sakuragaoka, K (2008) A Study of Dictation. Forum of Language Instructors Journal, Volume 2, 2008. http://fliwww.ge.kanazawa-u.ac.jp/files/08forum-maeda.pdf.

Şevik, M (2012) Developing Young Learners’ Listening Skills Through Songs.

Kastamonu Education Journal January 2012 Vol:20 No:1 pp.327-340 available at: www.kefdergi.com/pdf/20_1/20_1_21.pdf

Sugiono (2011) Metode Penelitian Kuantitatif, Kualitatif dan R&D; cetakan 14. Bandung: Alfabeta.

Swooosh (2013) The Role of Listening in Language Learning Listening as a

Language Skill. Available at: http://www.yurtopic. com/ education/

learning/listening-learn.html accessed on march 13rd 2014.

Taba, H (1966) Teaching Strategies and Cognitive Functioning in Elementary

School Children. United States of America: San Francisco State College.

Thomas, R.M (2003) Blending Qualitative and Quantitative Research Methods in

Theses and Dissertation. United State of America: Corwin Press Inc.

Tomatis, A.A (1997) the ear and Language. Toronto. Ontario: Stodart.

Tyagi, B (2013) Listening : An Important Skill and Its Various Aspects. The Criterion An International Journal in English ISSN 0976-8165. available at: www.the-criterion.com criterion ejournal @ gmail.com.

Vandergrift, L and Goh, C.C.M. (2012) Teaching and learning second language

listening: metacognition in action. New York: Routledge.

Vandergrift, L. (1999) Facilitating second language listening comprehension:

acquiring successful strategies. ELT Journal Volume 53/3 July 1999 ©

Oxford University Press.

Van Lier, L (1988) The Classroom and The Language Learners. London. Longman.

Werker, J and Tees, R (1984) Cross-language Perception: Evidence for

Perceptual Reorganization during the First Year of Life. Infant Behavior

And Development 7, 49-63 (1984).

Wilson, J.J (2008) How to teach listening. Malaysia: Pearson Limited Education.

Wong, J. (2005) English Listening Courses: A Case of Pedagogy Lagging Behind

Technology Electronics Journal of Foreign Language Teaching, Vol.2,

2005, No. 1, pp 25-43. Singapore:© Center for Language Studies National University of Singapore.

Yekta, H. et al (2013) The Effect of Teaching Strategies on Iranian Teenage EFL

Learners' Listening Comprehension Ability. Asian Journal of Social

Sciences & Humanities ISSN: 2186-8492, ISSN: 2186-8484 Print Vol. 2.

No. 1. February 2013. Available at