Feelings towards the Use of FLAP

expressions and phrases, differentiating the sound signals, interpreting the speakers’ intention, and so on. In other words, they got more exposure as well as the practices.Besides that, they were able to concentrate better since the medium was in their hands. They can adjust the volume so that the audio quality can be clearer or they can repeat the audio several times to achieve good understanding. This absolutely was not the case when they learn listening in the classroom by using the class speaker. In addition to that, by using FLAP they build their listening habit, not only in the class but also outside the class. FLAP also provides immediate feedback which help students learn when they are outside the class though the feedback is still limited. The importance of giving immediate feedback is also stated by Ur 1984: 28. She stated that “students should be given immediate feedback on their performance of the task.” FLAP also offers a type of exercise which provide audio transcripts for the students so that it will be easier for students to differentiate sounds signals while they look at the transcription. Therefore, the features mentioned above cansupport the development of students listening comprehension which may contribute to their listening comprehension achievement. In addition to the main effect of technique as the answer to the research question 1, the main effect of listening strategy is also obtained. In this study, listening strategy affects listening comprehension. It shows by the statistical result of two-way ANOVA presented in Table 4.20. This finding supports previous studies by Zhang 2012 who discovered that listening strategy contributed positively to the listening comprehension. 3. The Interaction Effect of Learning Technique and Listening Strategy towards Listening Comprehension of Grade X Students The last statistical finding is related to interaction effect. The interaction effect means the combined effect of learning technique and listening strategy in influencing the students’ listening comprehension. It is found from the study that there is no significant interaction effect of learning technique and listening strategy towards students’ listening comprehension Table 4.20. This means that the factors learning technique and listening strategy do not work together to influence listening comprehension. That FLAP is better than non-FLAP does not depend on the use of listening strategy. The last finding above leads tothe discussion about the limitation of this research. Students’ listening comprehension is affected by various factors. The factor that is taken as the moderator variable in this study is limited to listening strategy. Listening strategy may affect listening comprehension as shown empirically in the main effect result. However, with the learning technique, it shows no interaction effect. There are still many possible factors, other than listening strategy, that may affect listening comprehension. The non-existence of interaction effect in this study might be caused by other factors. Those factors are for example students vocabulary mastery, background knowledge, learning style, and so on.

4. The Description of Students’ Responses toward the Use of FLAP in Learning Listening

In this study, FLAP is used as a medium in the teaching-learning of listening. However, FLAP alone cannot supports listening comprehension. For a 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.