The Effect of FLAP on the Listening Comprehension of Grade X Students
successful teaching of listening comprehension, the use of method and the media is combined. The combined media and method in experimental class, then, can be
called as FLAP listening teaching-learning model. Therefore, in this discussion, I will discuss FLAP not only as a medium of learning but also as the learning
technique which also includes activities designed in the classroom. Overall, M-learning model with FLAP benefited students in providing better
learning condition. Better learning condition here means the condition in which students can learn with comfortable and get the maximum benefit of the learning
process for their learning development. Better learning condition can be summarized into three words reflecting the advantages of FLAP: helpful, fun and
enjoyable. These will be discussed in the following paragraphs. FLAP as a teaching-learning model is helpful for students. It means that
students can utilize FLAP for helping them improve their listening
comprehension. The points that make it helpful are the activities created in the learning process accompanying activities in the classroom, the provided
materials, the clarity of audio, and the repeated practice, the features of FLAP, and the concept of independent learning and listening habit that were emerged from
the implementation of FLAP. One point that is also worth noting is that repeated listening can be one of the benefits that students can take from learning using
FLAP. According to the research by Li and Renandya 2012: 92, repeated listening to the input material could help make the information more
comprehensible to the learners. Those points have been regarded as helpful in creating good condition for listening learning process to take place.
In addition to ‘helpful’, learning using FLAP is also ‘fun’. By learning using FLAP, students’ affective filter is lowered. If students’ affective filter is lowered,
they will feel comfortable. If the students feel comfortable with their environment, they will be likely successful in learning a subject matter, in this case, listening
comprehension. It has been elaborated previously that FLAP can benefit students because it is exciting, attractive and motivating. This is in line with the previous
study by Kim 2013 in which the participantsstudents perceived mobile-based listening practice is effective and motivational.
Furthermore, FLAP makes students enjoyable in learning. By using FLAP students do not have to learn in the classroom. Students can utilize FLAP as a
medium for their learning without limitation of place and time. This benefitcan influence the learning of listening although it does not have direct influence. It
just make the learning easier for students. Students benefited from the characteristics of FLAP which are related to its practicality, flexibility and
portability. The findings of this study revealed that students like to learn using FLAP because it is practical. The availability of media which is practical supports
students to learn without limitation of place. This study supports the statement by Prensky 2005 that mobile phones in learning ‘are particularly useful computers
that fit in [a student’s] pocket, are always with [students], and are nearly always on’.They can also be flexible in terms of time for learning and for repeating
exercises. The same facts are also demonstrated in the study by Reinders and Cho 2010 whichreveal that the students are excited about being given practice
materials through mobile phones that they could use in their own time and outside the classroom. This also supports the finding by Tayebinik and Puteh 2012: 58
which show that individual learners who are engaged in M-learning can personalize their learning environments by deciding where and when to learn.
In addition to the teaching-learning model, FLAP itself as a medium also gives strong contribution for learning listening especially related to its role in
providing exposure to listening input and practice. Exposure input and practice are two important things in listening comprehension. A medium, in this case
FLAP, is regarded as a tool for providing input for students in learning listening. The availability of exposure makes it possible for students to develop their
listening comprehension. In addition to exposure, practice is needed. Media also function as tools for providing practices for students. To improve their
comprehension, students should have much practice because listening involves complex process. Developing listening habit through practices is very helpful for
students’ listening comprehension. In conclusion, the students have positive responses related to the use of
FLAP in learning listening. The students’ responses revealed that FLAP is a helpful medium for learning listening as it provides input exposure and practices
for them. It also provides fun situation since it can motivate their learning and is enjoyable for them because of its practicality, flexibility and portability as a
learning media. Norbrook and Scott 2003 in Chinnery, 2006: 11 suggest that portability and immediacy, are the essential motivating factors in mobile language
learning.
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