THE EFFECTIVENESS OF USING AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL OF ICT CLASS AT SMP MUHAMMADIYAH 1 YOGYAKARTA
THE EFFECTIVENESS OF USING AUDIO BOOKS IN IMPROVING
STUDENTS’ LISTENING SKILL OF ICT CLASS AT SMP
MUHAMMADIYAH 1 YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements for Degree of
Sarjana Pendidikan
Tivani Kusuma
2012 054 0013
English Education Department
Language Education Faculty
Universitas Muhammadiyah Yogyakarta
2016
Statement of Authenticity
I certify that this Skripsi entitled “The Effectiveness of Using Audio Books
in Improving Students’ Listening Skill of ICT Class at SMP Muhammadiyah 1
Yogyakarta” is authentically my own work. I am completely responsible for the
content of this paper. Others’ opinions of findings included in this thesis proposal are
quoted in accordance app with the standards.
Yogyakarta, August 2016
The researcher,
Tivani Kusuma
iii
Acknowledgement
Bismillahirrahmanirrahim,
I express my greatest gratitude to Allah SWT who give me strength, mercy,
and love in completing this skripsi.
This skipssi is dedicated to my beloved family. My parents Wirtadi Nata
Kusuma and Suniah, my sister Novani Kusuma, and my brother Nurdin Wahyudin
who have always showered me with love, passion, and prayers in writing this skripsi.
With all sincerity and honesty, I would like to express my gratitude sincerely
to my supervisor Sri Sudarsi, S.S., M.In.T. who have given her patience, time,
advice, direction, and encouragement during the process of this skripsi writing.
Thank you also to the examiners Indah Puspawati, S.Pd., M.A. and Puput
Arfiandhani, S.Pd., M.A. for your suggestion and feedback in analyzing this skripsi.
I am thankful to SMP Muhammadiyah 1 Yogyakarta. To the headmaster who
has given me a chance to conduct the experimental study, the English teacher Feri
Widayanti S.Pd., and all students of VIII-A academic year 2015/2015, who have
helped me much in the process of collecting data.
Many thanks are also due to my friends Nuranggra, Riswanda, Anisa, Lia,
Dewi, Erlin, Erni, Reni, Oscar, and Lina who have always supported me,
accompanied, and helped me in accomplishing this skripsi. Thank you also to all
other people who have helped and supported me of this skripsi writing. It is
impossible, however, to mention them all by name. I pray may Allah bless them.
Finally, I realize that this skripsi still need some improvements. However, I
hope this skripsi will be useful for the readers particularly the teachers and English
learners.
Yogyakarta, June 2016
Tivani Kusuma
iv
Table of Contents
Cover .....................................................................................................
i
Approval Sheet ......................................................................................
ii
Statement of Authenticity .....................................................................
iii
Acknowledgement ................................................................................
iv
Table of Contents ..................................................................................
v
List of Tables ........................................................................................
viii
List of Figures .......................................................................................
ix
List of Appendices ................................................................................
x
Abstract .................................................................................................
xi
Chapter One ........................................................................................
1
Introduction ...........................................................................................
1
Background .......................................................................................
1
Problem Statement ............................................................................
5
Problem Limitation ...........................................................................
7
Research Question ............................................................................
7
Research Objective ...........................................................................
7
Research Significance ......................................................................
7
Research Outline ...............................................................................
8
Chapter Two ........................................................................................
9
Literature Review ..................................................................................
9
Listening Skill ..................................................................................
9
Type of Listening .............................................................................
9
Problems in Learning Listening .......................................................
12
v
Process of Teaching Listening ..........................................................
14
Assessing Students’ Achievement in Listening ...............................
20
Audio Books .....................................................................................
21
Definition and History of Audio Books ............................................
22
Benefits of Using Audio Books.........................................................
22
The Implementation of Using Audio Books in the Classroom .........
24
ICT Class of SMP Muhammadiyah 1 Yogyakarta ............................
29
Review of Related Study ..................................................................
31
Conceptual Framework ....................................................................
32
Chapter Three .....................................................................................
36
Research Methodology .........................................................................
36
Research Design ...............................................................................
36
Population and Sampling ..................................................................
38
Research Instrument .........................................................................
39
Validity and Reliability ....................................................................
42
Data Collection Procedure ................................................................
43
Data Analysis ....................................................................................
45
Chapter Four .......................................................................................
47
Findings and Discussion .......................................................................
47
Findings ............................................................................................
47
Discussion .........................................................................................
55
Chapter Five ........................................................................................
62
Conclusion and Recommendation ........................................................
62
Conclusion ........................................................................................
62
Recommendation ..............................................................................
63
vi
References .............................................................................................
65
Appendices ............................................................................................
68
vii
List of Tables
Table2.1 Type of Listening Practice ...........................................................
9
Table 2.2 Language-oriented and Knowledge Oriented for Pre-listening ..
15
Table 2.3 Integration Insight for Every Level .............................................
26
Table 2.4 Integration Insight for Classrooms’ Setting ................................
27
Table 3.1 Listening Rubric...........................................................................
41
Table 3.2 The Reliability ............................................................................
43
Table 3.3 Research Timeline ......................................................................
43
Table 4.1 Statistic of Pretest Score .............................................................
48
Table 4.2 Statistic of Posttest Score ............................................................
50
Table 4.3 The Normality of Pretest .............................................................
51
Table 4.4 The Normality of Posttest ...........................................................
51
Table 4.5 The Reliability of Pretest ............................................................
52
Table 4.6 The Reliability of Posttest ...........................................................
52
Table 4.7 Paired Sample Statistic ...............................................................
53
Table 4.8 Paired Sample Test .....................................................................
53
Table 4.9 The Criterion of Effect Size ........................................................
54
viii
List of Figures
Figure 2.1 Example of Conversation ..........................................................
17
Figure 2.2 Example of a Closed Task ..........................................................
20
Figure 2.3 Example of an Open Task .........................................................
21
Figure 2.4 Example of Integrative Test ......................................................
21
Figure 2.5 Conceptual Framework ..............................................................
34
Figure 3.1 The One Group Pretest and Posttest Design...............................
37
Figure 3.2 Scoring System ..........................................................................
40
Figure 4.1 Students’ Level Performance of Pretest ....................................
49
Figure 4.2 Students’ Level Performance of Posttest ...................................
50
Figure 4.3 T-test Analysis ...........................................................................
53
ix
List of Appendices
Appendix 1. Research Permit .....................................................................
68
Appendix 2. Research Completion .............................................................
69
Appendix 3. Audio Books ...........................................................................
70
Appendix 4. Students’ Score .......................................................................
74
Appendix 5. Data Analysis .........................................................................
76
Appendix 6. Attendance List ......................................................................
77
Appendix 7. Documentation .......................................................................
78
x
Abstract
Listening plays a vital role in language learning. Students should have a good
listening skill as a foundation that determine the success of other language skill
learning. However, many students face some problems in listening such as grammar,
unfamiliar vocabulary, pronunciation, and students’ cultural background. This study
is aimed at investigating the effectiveness of using audio books in improving
students’ listening skill. This study was designed as a quantitative data with
experimental approach. A time series design including pretests, treatments, and
posttests was used in this experiment. This study explored the effectiveness of using
audio books as a teaching media with technology based approach in improving
students’ listening skill. This research employed purposive sampling. The class with
strong technology support or ICT class is considered appropriate to be the setting of
this research, thus this research involved 25 students of ICT class at Junior High
School of Muhammadiyah 1 Yogyakarta grade VIII-A. The result revealed students’
level before the treatments were in fair level; that was 60.24. After the treatments,
students’ level performance improved to good level; that was 72.16. Students’ level
improved from fair level to good level after they were taught using audio books as
shown by the mean score of students’ performance in pretests and posttests. The use
of audio books had a significant effect; that was a large effect. Based on the result,
the use of audio books was effective to improve students’ listening skill. The
alternative hypothesis of this study there is statistically significant difference
between a new condition and previous condition of students’ listening skill after they
are taught by using audio books was accepted.
Key words: audio books, listening skill, ICT class, teaching and learning media.
xi
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
1
Chapter One
Introduction
The first chapter of this study introduces the reasons why this research should
be conducted. This part discusses background, problem statement, problem
limitation, research question, research significance, and outline of this study.
Background
Listening is the first skill of humans when they are born. As the most basic
part of language skill, listening plays a vital role in a learning as it is one of four main
skills in language acquisition (Renukadevi, 2014). Furthermore, she stated that when
we get involved in a communication, we gain 45% of language competence from
listening, 30% from speaking, 15% from reading and 10% from writing. Similarly,
Mendelsohn, as cited in Bingol, Celik, Yildiz, and Mart (2014) argued that listening
also has an important part in communication. He mentioned that students spend 50%
of the time operational in a foreign language to listen. It indicates that listening is the
most frequently used skill in the classroom.
In learning foreign languages, students should have a good listening skill as a
foundation to determine the success of other language skill learning. Harmer (2007)
claimed that listening is good for students’ pronunciation. He argued that students
could accurately acquire pitch, intonation, word stress, and the sounds of both single
word and multiple words in connecting the speech. In the other words, listening
serves as the foundation for speaking development.
Listening as a basis of language skill is important to be learned. Krashen
(1985) as cited in Hamouda (2013) argued that people acquire language by
understanding the linguistic information that they hear. Ranukadevi (2014)
highlighted that listening stimulates awareness of the language as it is a receptive
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
2
skill that first develops in a human being. Hamouda (2013) stated that language
acquisition is acquired mainly through receiving understandable input and listening
ability is the critical element in achieving understandable language input. In addition,
listening is needed as a tool in the development of spoken language proficiency. In
line with Hamouda, Rost (2011) stated that developing proficiency in listening is the
key to achieve proficiency in speaking. It means that listening should be learned
optimally by beginner learners because it determines students’ ability in developing
their speaking.
As a foundation of language skill, beginner learners should know how to
master listening skill. In Indonesian, English is firstly taught as a subject at school
start from junior high school level. This can be assumed that students in this level are
12 years old. Specifically, that age is the first year of junior high school or grade VII.
This research was conducted for junior high school learners.
Many beginner students face the difficulties in listening comprehension.
Hamouda (2013) investigated that many students find that listening is hard to learn.
In his study on Saudi Arabia learners, he found about listening problem such as
accent, pronunciation, the speed of speech, insufficient vocabulary, the different
accent of speakers, lack of concentration, anxiety, and bad quality of recording file
are the major listening comprehension problems. This case also happened in
Indonesian schools. The researcher found that beginner learners have low
performance in listening skill based on her observation during practicum and
internship program at Muhammadiyah schools in Yogyakarta.
Listening is not only hard to learn but also hard to teach. Walker (2014,
p.168) claimed that “listening is the most difficult skill to teach”. Pronunciation,
vocabulary, and grammar are the main factor that listening is hard to teach in the
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
3
classroom (Bloomfield and Osada as cited in Walker, 2014). Besides, Bingol (2014)
indicated that most of the educators focus more on improving speaking proficiency
as the target in learning a foreign language than listening. This is suitable with the
facts that the researcher found in the classroom that the portion of speaking tasks is
more than listening tasks.
Many teachers think that speaking is more important than listening as a result
in a teaching course. Vandergrift (2004) stated, “At one time, listening was assumed
to be a passive activity, meriting little classroom attention” (p. 3). Brown (2001)
highlighted that in the decades of 1950s and 60s listening hardly attracts the attention
of English teachers and their focus is on speaking although now the trend has
changed. Some schools begin to pay attention to listening. However, Walker (2014,
p.168) stated, “Listening is the forgotten skill”. It was assumed that the focus of most
teachers is in speaking aspect although what their students said based on what they
listen.
Students need a good listening source to improve their proficiency. Harmer
(2007) stated, “One of the main sources of listening for students is the voice of their
teacher” (p.133), but he pointed out the problem when the teacher is non-native
English speakers. He mentioned non-native English teachers has varieties of accents.
It is possible for them to do a mistake and pronounce inaccurately. Based on that
problem, teachers need additional sources to support them in teaching practice.
On the other hand, students in this era are growing up with technology as a
part of their daily life, as Prensky (2001) said that students of this era are digital
native, which means that they are born with technology. He argued that digital native
is more interested in technology-based tools. Based on this phenomenon, the
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
4
researcher thinks to change conventional tools in the classroom become digitalbased. This way is to gain students’ attention in the learning.
Audio books are an alternative of conventional books becoming digital
books. Audio books are printed books with audio files, so when learners read a book
they also listen to the audio. Grover and Hannegan (2008) stated, “Audio books
bring together a listening experience and a learning experience that benefits students
and teachers” (p.1). Moreover, when an audio file is read by English native speakers,
so the foreign language learners can listen accurately the sound of every word in the
text. Grover and Hannegan (2008) found out that using audio books enhance
comprehension, fluency, vocabulary, and language acquisition. From this analysis,
teachers can implement audio books in listening class.
Audio books are interesting tools. Baskin and Harris (1995) claimed that
audio books are an interesting media for learners. They mentioned that audio books
increase the interest of the readers. They argued, “Audio books can facilitate
understanding of dialect and complex language, emphasize humor and drama, and
provide the advantages of storytelling” (Baskin and Harris, 1995, p. 372). This
meant that audio books help learners to understand the book. Audio books can also
be implemented in learning process. Audio books may help students to develop their
listening skill with the audio file in audio books.
Based on the benefits of audio books in improving students’ listening skill,
the researcher tried to implement audio books in listening activities. This study
presented the effectiveness of using audio books. Besides, this study also discussed
how to implement audio book in the classroom. While listening is a foundation of
language skill, this research was conducted in junior high school. It was a first
formal subject of English in Indonesian schools. The researcher used audio books as
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
5
digital-based media that it was appropriate media for students born as digital native.
The researcher wanted to know how effective audio book is in improving students’
listening skill.
Problem Statement
Based on the researcher’s experience during the internship program at SMP
Muhammadiyah 1 Yogyakarta, the researcher found some problems in teaching
learning process especially in listening. The problems included the teachers,
students, material, and media.
Although listening is very important as a foundation of language learning,
listening rarely receives a lot of attention. An English teacher of SMP
Muhammadiyah 1 Yogyakarta mentioned that listening was not examined in national
examination and final test in junior high school level. Hence, she assumed that these
cases make many teachers focus more on other skill than listening. Listening was
rarely taught in classes. Listening also took the smallest portion of the whole classes
during the semester. The fact happened in SMP Muhammadiyah 1 Yogyakarta that
listening did not receive any attention in English teaching is a common case, as
Walker stated that “Listening is the forgotten skill” (Walker, 2014 p.168).
Another problem came from student itself. They lacked opportunities to learn
in listening. This case made it hard for them to face listening test because they rarely
practiced listening skill. In addition, students lacked vocabulary. Pronunciation of
English native speaker also became a problem for students. Those reasons are that
made students have low performance in listening.
An English teacher of SMP Muhammadiyah 1 Yogyakarta mentioned that
appropriate materials for listening section are hard to find. The material referred to
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
6
audio files that the sound was from English native speaker. The English teacher
mentioned that there were many textbooks which were not completed with audio
files. The teacher said that sometimes she only used a song or even she just dictated
the words or sentences orally. This case possibly made the students listen
inaccurately, as Harmer (2007) stated that when non-native English speakers became
a source of listening, they possibly made mistakes or pronounced inaccurately.
The last problem was the lack of exploring ICT class in that school. SMP
Muhammadiyah 1 Yogyakarta has two ICT classes in every batch. These classes are
facilitated with LCD projector, sound system, and everything that is needed to
implement tools with technology-based. The researcher wanted to optimize the use
of multimedia class in teaching learning process. This study encouraged teachers to
use technology-based media.
From this condition, the researcher formulated the problem that both students
and teachers face in listening skill. Teacher and students perceived that listening was
difficult. SMP Muhammadiyah 1 Yogyakarta has digital classes that it has powerful
facilities to implement technology-based tools in learning process. Students in that
school are also digital native that Presnky (2001) said that they were born with
technology and more interested in technology-based tools. From these cases, the
researcher wanted to use audio books as learning media with technology-based. It
will supply students’ need in listening.
This study is to examine the effectiveness of using audio books in improving
students’ listening skill. If the use of audio books gives benefit to the learners,
educators may apply audio books in the classroom.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
7
Problem Limitation
This study is aimed at examining the effectiveness of audio books as
technology-based media in listening class. However, the researcher limited this
study. It was conducted at SMP Muhammadiyah 1 Yogyakarta. The sample was
students of class VIII-A academic year 2015/2016. This class was ICT class that
support in the implementation of audio books. Audio books that be used in a short
story format that appropriates with students’ level.
Research Question
The purpose of this study is to know the effectiveness of using audio books
in improving students’ listening skill. The main question addressed in this study is:
1. Is there any significant differences of students’ listening skill after they are
taught by audio books?
Research objective
This research contains one research objective, which is set as follow:
1. To investigate the effectiveness of using audio book in improving students’
listening skill
Research significance
There are five significant of this study including for the researcher, for the
teachers, for the students, for the schools, and for the further researchers.
For the researcher. The result of this study improves the researcher’s
knowledge in exploring teaching learning media.
For the teachers. This study encourages the teachers to provide teaching
learning material in the classroom. This study is as references of alternative media in
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
8
listening class. This study helps teachers to choose media that can improve students’
listening skill. In addition, teachers know how to implement audio book.
For the students. This research introduces audio book as educational media
in learning foreign languages. Students may practice their listening skill by audio
book. This research helps students to improve their listening skill, and help them to
know the benefit of using audio book.
For the schools. This study also explores, optimize and promote technology
school-based that the digital class is helpful for students.
For further research. This research provides a literature and findings related
the using of audio book that can be as references for further research in this area.
Research Outline
This study consists of five chapters. The first chapter introduces the reasons
why this research should be conducted. The second chapter presents the literature
that related with this study. The third chapter discusses the research methodology.
The fourth chapter discusses the result of this study including findings and
discussion. The last chapter explains the conclusion and the recommendation of this
study.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
9
Chapter Two
Literature Review
The second chapter presents the literature review such as listening skill,
audio books, and ICT class. The listening part explains the type of listening, the
problems in learning listening, process of teaching listening, and assessing students’
achievement in listening. Besides, this chapter also discusses audio books including
the definition and history of audio books, benefits of using audio books, and the
implementation of audio books in listening activities. This part also explains ICT
class of SMP Muhammadiyah 1 Yogyakarta. Additionally, review of related studies,
conceptual framework, and hypothesis are also explained.
Listening Skill
Type of listening practice. Human listen anything everyday such as in a
conversation, in the television program, and discussion or presentation in the
classroom. Rost (2011) classified listening practice into six types including
intensive, selective, interactive, extensive, responsive, and autonomous. When
people know the types, they can determine learning focus and activity focus of each
type for EFL learners.
Table 2.1 Type of listening practice according to Rost (2011)
Listening
No
Learning focus
Learning activity
type
1
Intensive
Focus on
Learners pay close attention to what is
phonology,
actually said. Teachers give feedback on
syntax, lexis
accuracy
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
2
Selective
10
Focus on main
Learners attempt to extract key information
ideas, pre-set tasks
and construct or utilize information in a
meaningful way. Teacher intervention
during task and feedback on task completion
3
4
Interactive
Extensive
Focus on becoming
Learners interact verbally with others, in
active as a listener;
collaborative tasks, to discover information
attempt to clarify
or negotiate solutions. Teacher gives
meaning or form
feedback on form and outcome of interaction
Focus on listening
Learners listen to longer extracts and
continuously,
performs meaning-oriented tasks. Teacher
managing large
directs instruction on comprehension
amounts of
strategies; global feedback from teacher
listening
input
5
Responsive
Focus on learner
Learners seek opportunities to respond and
response to input
convey her own opinions and ideas. Teacher
‘pushes output’ from learner
6
Autonomous Focus on learner
management of
Learners select own extracts and tasks,
monitors own progress; decides on own
progress, navigation patterns of interaction with others. Global
of ‘Help’ options
feedback from teacher on learning path
Intensive listening. Intensive listening means that learners listen to a text
closely. The intonation of the speaker is to decode input analysis. The ability to
listen intensively is listening for specific details or to spot a particular word is an
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
11
essential part of listening proficiency. This type does not seem like in a daily
situation, it needs a higher level of listening comprehension. The value of intensive
listening is increasing listening proficiency including language-focused learning.
Selective listening. Selective listening refers to listening with planned
purpose in mind. It is closely related to pre-set tasks before students do listening
activities. Learners use this type when they gather specific information to perform a
task. By using carefully planned and graded listening lessons, students will be easier
in learning to listen and get facts so they become ready to listen and get ideas.
Interactive listening. Interactive listening means that learners are involved in
a collaborative conversation. This type enables learners to have interaction through
providing feedback, asking questions, and supporting the speaker. The conversation
can be between a native speaker, teachers, or other students. By doing this stage,
learners can acquire new linguistic forms such as syntactic structures, words, and
lexical phrases.
Teachers can set the class with pair group in which every student should
make a conversation. This type will be more effective when the native speaker acts
as a source because the native speaker will pronounce accurately. It will minimize
mistakes that will be made by students.
Extensive listening. Extensive listening focuses on listening continuously.
This type focuses on meaning that known as listening for academic purposes and
sheltered language instruction. Extensive performance ranges from listening to a
conversation and deriving comprehensive messages or purposes.
Responsive listening. Responsive listening refers to allow students respond
the goal of the activity. The methodology that will be used in this type is a paused
task. Teachers pause every one minute to ask students’ response. A paused task
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
12
requires the teachers to specify points during the input phase of the activity. The
design of this task is short inputs. This step requires a short-term memory.
Autonomous listening. Autonomous listening refers to independent listening
without guidelines of the teacher. It means that learners as controlled for themselves.
This type may include all types of listening such as intensive, selective, interactive,
extensive, and responsive. This kind is also known as natural language acquisition.
Problems in learning listening. Listening is a basis of language skill, many
students face the difficulties in listening comprehension. These problems also
influence in another language skill. Yagang (1994) as a cited in Hamouda (2013)
highlighted that those difficulties consist of four following factors including the
message, the speaker, the listener, and the physical setting.
Linguistic. In listening section, many students complain that they do not
understand what the speaker said. Renukadevi (2014) pointed out that lack of effort
to understand every word and lack of vocabulary become problems in listening
comprehension. In line with Renukadevi (2014), Hamouda’s (2013) investigation
indicates that 80-85% of Arabic students argue that vocabulary and grammar are the
factors that make listening becomes difficult. He stated that unfamiliar words
including idiom make students argue that listening is hard. This case becomes a
serious problem because when students do not understand a word, it possibly will
make them hard to understand a whole text.
Accent and pronunciation. When teachers’ voice becomes the main source
in listening, students easily catch all the words that the teachers mentioned. This
condition happened because both teachers and students have the same first language
background. Unfortunately, when recorded file is played, many students feel hard to
understand what the native speakers said. The different articulation makes students
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
13
argue that native speakers’ accent and pronunciation become confusing
(Renukadevi, 2014). In addition, Bingol et al. (2014) pointed out that the accent of a
teacher is British or America as a standard variety of English. While students found
every country in this world that using English has different accent and uniqueness on
how to pronounce a word. Therefore, many students debated how actually English
accent standard is.
Students’ condition. Besides the material and accents of the speakers, the
difficulties of listening task come from students themselves. Hamouda (2013)
mentioned two problems in listening tasks including a failure of concentration and
psychological characteristic of students as listeners. When the text of listening is too
long, it will make students become boring and lack of concentration. This is the
major factor that most students face in listening comprehension. Then, new words
and think another question or another answer are the factors that make students
failed to concentrate.
Based on a survey of Hamouda (2013), he found that anxiety and lack of
interest also have a role in listening difficulties. Most of the Arabic students feel that
they are worry and nervous when they face listening task. This anxiety contributes
them hard to answer listening test. Another factor, when the topic is not interesting,
students will not curious to answer.
Cultural background. In learning a foreign language, we will find new term
including cultural background in native English speaking countries. The culture is
introducing their country. Native culture also appears in a text, for example for
words ‘thanksgiving’ or ‘Halloween’. Walker (2014) stated that background culture
is a connection of successful learning foreign language. When we know the native
culture, it is the step to make us easily understand the language.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
14
Process of teaching listening. To improve students’ listening
comprehension, teachers should organize some stages for activities in the classroom.
This stage should be applied in listening activities such as pre-listening, whilelistening, and post-listening. This part will focus on the activities that teachers can do
in teaching practice. Pre-listening is preparation before listening activities. Whilelistening is true listening with audio file or teachers’ voice. The last is post-listening,
it is the evaluation after listening process. Those processes are needed to make
listening more purposeful and directed. Vandergrift and Goh (2012) formulated
metacognitive activities in pre and post activities. Besides, Brown (2006) suggested
some activities during listening that can be applied by teachers in listening
comprehension task and practice.
Pre-listening. Pre-listening is the preparation before students face the
listening comprehension in a higher level. The purpose of pre-listening activity is to
develop students’ knowledge. This activity retrieves existing knowledge and creates
new knowledge to help students develop information and input during the listening
test.
Language orientation. Before doing listening tasks, a teacher can recognize
linguistic function. The teacher may list possible difficult words in the text and
discuss those unfamiliar words to students. By preparing linguistic orientation, it can
reduce students’ anxiety during listening comprehension. It also prepares students
for a linguistic challenge to make word recognition and lexical segmentation become
easier.
Knowledge generation. This activity is to activate students’ knowledge that
they are needed for the task. The teacher can provide the relevant schema or create
opportunities for learners to acquire existing knowledge and new knowledge.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
15
Strategy activation. The strategy is needed for learners to engage the task
accurately. Process-oriented exercises help students plan and prepare the strategies
they will need for the task.
Teachers can create some activities in pre-listening. These activities can be
carried out by learners before they face in listening tasks. The main focus of prelistening is to provide knowledge and language area of the task.
Table 2.2 Language-oriented and knowledge oriented activities for pre-listening
learning according to Vandergrift and Goh (2012)
Activity
What learners do
Interaction
Brainstorming
Think of words and phrases associated
teacher-led class
with the topic. Teachers write them on the
work
board or screen
Mind-mapping
Create a map of all ideas interconnected
independent work
with the topic by using words and, if it is
& pair work
necessary to use pictures
Discussion
Based on prompt questions from the
pair work & group
teacher, discuss possible responses or
work
discuss an idea or issue that is related to
the topic of the listening text
Games
Play word games or language where the
teacher-led class
responses can be linked to the meaning or
work
language in the listening text
Question
Draw up a list of questions to ask about the independent work
topic
& pair work
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
Reading
16
Read a short text provided by the teacher
independent work
that is based on the topic of the listening
& pair work
text, and note down ideas and vocabulary
that can help with the listening tasks
Pictures
Research
Study photos, maps, and diagrams that are
group work &
linked to the content of, or theme in, the
teacher-led class
listening text
work
Conduct simple research on the internet
independent work
about the topic of the of the listening text
& pair work
or the situation in which topic may be
discussed
While-listening. In this stage, the material will be transferred to students. The
material can be the teachers’ voice or audio file. Students should have the high
concentration to understand the material. Brown (2006) suggested some approach
that teachers can do in while-listening including activation of prior knowledge for
improved listening comprehension, purpose listening for main ideas; listening for
details; and listening and making inferences, stimulating integration of real-world
cultural information for students to know and share, and presentation of extensive
listening tasks leading to personalized speaking.
Activation of prior knowledge. Although in pre-listening students have done
with background knowledge, in this stage teacher should activate students’ prior
knowledge too. Previous studies state that prior knowledge has an effect on learners’
cognition. Brown (2006) argued that “the idea of prior knowledge is one part of the
cognitive model of language processing” (p.2). That theory says that when people
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
17
listen or read, we process the information and we hear both top-down and bottom-up
process.
Top-down and bottom-up are processes in listening. Top-down is using our
prior knowledge and experiences. The information is based on our knowledge about
certain things, certain topics, and situations. People use that information to
understand. Besides, the bottom-up processing means using the information that we
have about sounds, word meanings, and discourse markers. We can connect those
steps at a time.
The purpose of listening. Learners should know why they listen, such as
listening for main ideas, for detail information, or for making inferences. To make it
clear, the examples could be seen in the conversation below.
Figure 2.1 example of conversation according to Brown (2006)
Woman
: We’re going out to dinner after class. Do you want to come, too?
Man
: Maybe. Where are you going?
Woman
: Pizza King.
Man
: Pizza? I love pizza!
After the listening, students could listen to the main idea. The main idea is
the purpose or the important information of the conversation. Teachers may ask
students what the main thing that they are talking about is. If students answer dinner,
they understand the general information.
Teachers also may ask students the detail information. Listening to detail
information is needed for supporting information of the text. The detail information
of the example is they want to eat pizza or the man loves pizza.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
18
The last important reason for listening is making inferences. Speakers do not
always say exactly what they meant. That is, important aspects of meaning are
sometimes implied rather than stated. If students know why they are listening, they
will be more focused. Think back to the statement that the human mind is limited in
its ability to process information.
Stimulating integration of real-world cultural information. Teachers teach
English contextually. It means that when we teach language we also teach about the
culture. Culture becomes the main place that language is learned. Most students are
interested in the culture of the place where the language they are studying is spoken.
This situation makes students more motivated to learn. They want to know the
culture and also want to share their culture. This sharing of the culture is potential to
motivate the learners.
Students’ motivation and curiosity about the culture are the keys for teachers
to teach in the classroom. Teachers can use the culture as the topic. The topic can be
English native culture or students’ culture. By sharing each culture, it may increase
students’ motivation in learning language.
Presentation of extensive listening tasks leading to personalized speaking.
After the listening course, teachers may ask students to response. This way is to
know students’ achievement in listening progress. The task can be through pairing
listening and speaking. It is natural in listening courses to give students a chance to
practice listening to other students as well as to an audio recording. This means
teachers may wish students to spend some of their times to speak to each other. This
activity could also connect listening and speaking. Students will produce words in
speaking as the result of listening.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
19
Post-listening. The most important part after listening task is post-listening
activities. These activities are helpful in increasing the authenticity of overall
listening task. This stage is an important because it can provide students with
specific language input, thus useful to facilitate students’ acquisition of target
language.
Meaning elaboration. Listening means elaboration of others skills such as
speaking, writing, and reading. The purpose of listening is to achieve knowledge and
information that we acquire through listening. Listening as meaning elaboration is
when students enable all aspects of language skill. When we listen, we synthesize
and evaluate the text. We also learn how to organize and present the text based on
what we listen. It means that listening improves learners’ speaking and writing skills
at the same time. In this post-listening, the teachers can ask the students to provide
the information by further reading. Listening enables to contribute in improving
reading, speaking, and writing skills.
Language analysis. Listening is a chance for learners to access information
that contributes to second language acquisition. Besides, most of the students focus
on meaning whereas focusing on language forms is also important. Analyze the
language after listening is good to provide students’ cognitive resource of language
aspect including grammar, vocabulary, and pronunciation. Students can be asked
about unfamiliar words, how to pronounce, structure, and organize the text.
Evaluation and planning. Evaluation and planning refer to the reflection that
enhances students’ understanding after listening. This stage is to solve students’
problem in listening section. The teacher also can ask students’ opinion and
suggestion for now and next meeting.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
20
Assessing students’ achievement in listening. At the end of a course,
teachers should know the proficiency that their students achieve in tasks. Vandergrift
and Goh (2012) suggested that achievement test is given to assess what students
know with regard to the objectives of that particular unit. The achievement tests can
be answering multiple-choice or open-ended questions, transferring information to a
table, choosing a picture, and ordering a set of pictures.
Teachers need to formulate a form of assessments. It refers to the materials,
general procedures and rubric for taking the test or participating in the assessment.
This way is also needed to know the mean of students’ score. Rost (2011) suggested
some assessment for a teacher to test their students.
Discrete item tests. An example of discrete item test is multiple-choice.
Multiple-choice is a question with some possible answers. If there are four options,
only one option is correct, and the others are incorrect.
Task-based tests. Closed task and open task are the assignments of taskbased tests. The closed task involves single information that the learners listen to the
information of the speakers. Besides, the open task is harder than the closed task.
The open tasks involve multiple information that students should collect for the
answers.
Figure 2.2 Example of a closed task according to Rost (2011)
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
21
Figure 2.3 Example of an open task according to Rost (2011)
Integrative tests. This test is to know students’ memory. This test can be
missing words. Scoring is based on the accuracy and correct answer.
Figure 2.4 Example of integrative test according to Rost (2011)
Interview test. In listening test, the teachers can also interview the students.
By face-to-face interview, the teachers will know students’ skill based on what they
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
22
listen. The scoring based on checklist items including response to the question and a
scale of ‘native-like’ behaviors.
Portfolio assessment. Teachers may ask students to write a portfolio. This
task is written periodically in every meeting or at the end of a course based on
students’ observation and evaluation.
Audio Books
Definition and history of audio books. Audio books have become a
collection of library and bookstore. According to Chen (2004) in the late 1970s and
early 1980s, audio books are growing. She explains that “in 1986, the Audio
Publisher Association (APA) was organized and it formally adopted “audiobook” as
the accepted term for recorded books or books on tape (p.22)”. Audio books have
been growing continuously in recent years. A survey in American household
indicated that over 22% of society had listen to audio books. The result showed that
people can listen to audio books while doing homework, participating in exercises,
taking a trip, and undertaking anything that doesn’t need full concentration. Audio
books help learners to understand books in every condition and limited time.
Audio books are printed book with an audio file. Moody (1989) stated that
“Audio books have evolved from straightforward oral readings to full-scale dramatic
presentations that can include music, sophisticated sound effects, and a full cast of
characters” (p.1). Chen (2004) argued that in early 1980s, audio books are a
combination of conventional storytelling and cassette. She stated that audio books
have a magic power. Audio books are used to engage learners’ interesting with a
dramatic narrator of recorded story. After the success of storytelling recorded, many
publishers develop audio books in various books. Nowadays, audio books are
available in library and bookstore with many kinds of collection.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
23
Benefits of using audio books. Previous studies show that there are many
benefits when we use audio books. The advantages are the effectiveness of time,
vocabulary development, fluency, and students’ motivation and engagement to
STUDENTS’ LISTENING SKILL OF ICT CLASS AT SMP
MUHAMMADIYAH 1 YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements for Degree of
Sarjana Pendidikan
Tivani Kusuma
2012 054 0013
English Education Department
Language Education Faculty
Universitas Muhammadiyah Yogyakarta
2016
Statement of Authenticity
I certify that this Skripsi entitled “The Effectiveness of Using Audio Books
in Improving Students’ Listening Skill of ICT Class at SMP Muhammadiyah 1
Yogyakarta” is authentically my own work. I am completely responsible for the
content of this paper. Others’ opinions of findings included in this thesis proposal are
quoted in accordance app with the standards.
Yogyakarta, August 2016
The researcher,
Tivani Kusuma
iii
Acknowledgement
Bismillahirrahmanirrahim,
I express my greatest gratitude to Allah SWT who give me strength, mercy,
and love in completing this skripsi.
This skipssi is dedicated to my beloved family. My parents Wirtadi Nata
Kusuma and Suniah, my sister Novani Kusuma, and my brother Nurdin Wahyudin
who have always showered me with love, passion, and prayers in writing this skripsi.
With all sincerity and honesty, I would like to express my gratitude sincerely
to my supervisor Sri Sudarsi, S.S., M.In.T. who have given her patience, time,
advice, direction, and encouragement during the process of this skripsi writing.
Thank you also to the examiners Indah Puspawati, S.Pd., M.A. and Puput
Arfiandhani, S.Pd., M.A. for your suggestion and feedback in analyzing this skripsi.
I am thankful to SMP Muhammadiyah 1 Yogyakarta. To the headmaster who
has given me a chance to conduct the experimental study, the English teacher Feri
Widayanti S.Pd., and all students of VIII-A academic year 2015/2015, who have
helped me much in the process of collecting data.
Many thanks are also due to my friends Nuranggra, Riswanda, Anisa, Lia,
Dewi, Erlin, Erni, Reni, Oscar, and Lina who have always supported me,
accompanied, and helped me in accomplishing this skripsi. Thank you also to all
other people who have helped and supported me of this skripsi writing. It is
impossible, however, to mention them all by name. I pray may Allah bless them.
Finally, I realize that this skripsi still need some improvements. However, I
hope this skripsi will be useful for the readers particularly the teachers and English
learners.
Yogyakarta, June 2016
Tivani Kusuma
iv
Table of Contents
Cover .....................................................................................................
i
Approval Sheet ......................................................................................
ii
Statement of Authenticity .....................................................................
iii
Acknowledgement ................................................................................
iv
Table of Contents ..................................................................................
v
List of Tables ........................................................................................
viii
List of Figures .......................................................................................
ix
List of Appendices ................................................................................
x
Abstract .................................................................................................
xi
Chapter One ........................................................................................
1
Introduction ...........................................................................................
1
Background .......................................................................................
1
Problem Statement ............................................................................
5
Problem Limitation ...........................................................................
7
Research Question ............................................................................
7
Research Objective ...........................................................................
7
Research Significance ......................................................................
7
Research Outline ...............................................................................
8
Chapter Two ........................................................................................
9
Literature Review ..................................................................................
9
Listening Skill ..................................................................................
9
Type of Listening .............................................................................
9
Problems in Learning Listening .......................................................
12
v
Process of Teaching Listening ..........................................................
14
Assessing Students’ Achievement in Listening ...............................
20
Audio Books .....................................................................................
21
Definition and History of Audio Books ............................................
22
Benefits of Using Audio Books.........................................................
22
The Implementation of Using Audio Books in the Classroom .........
24
ICT Class of SMP Muhammadiyah 1 Yogyakarta ............................
29
Review of Related Study ..................................................................
31
Conceptual Framework ....................................................................
32
Chapter Three .....................................................................................
36
Research Methodology .........................................................................
36
Research Design ...............................................................................
36
Population and Sampling ..................................................................
38
Research Instrument .........................................................................
39
Validity and Reliability ....................................................................
42
Data Collection Procedure ................................................................
43
Data Analysis ....................................................................................
45
Chapter Four .......................................................................................
47
Findings and Discussion .......................................................................
47
Findings ............................................................................................
47
Discussion .........................................................................................
55
Chapter Five ........................................................................................
62
Conclusion and Recommendation ........................................................
62
Conclusion ........................................................................................
62
Recommendation ..............................................................................
63
vi
References .............................................................................................
65
Appendices ............................................................................................
68
vii
List of Tables
Table2.1 Type of Listening Practice ...........................................................
9
Table 2.2 Language-oriented and Knowledge Oriented for Pre-listening ..
15
Table 2.3 Integration Insight for Every Level .............................................
26
Table 2.4 Integration Insight for Classrooms’ Setting ................................
27
Table 3.1 Listening Rubric...........................................................................
41
Table 3.2 The Reliability ............................................................................
43
Table 3.3 Research Timeline ......................................................................
43
Table 4.1 Statistic of Pretest Score .............................................................
48
Table 4.2 Statistic of Posttest Score ............................................................
50
Table 4.3 The Normality of Pretest .............................................................
51
Table 4.4 The Normality of Posttest ...........................................................
51
Table 4.5 The Reliability of Pretest ............................................................
52
Table 4.6 The Reliability of Posttest ...........................................................
52
Table 4.7 Paired Sample Statistic ...............................................................
53
Table 4.8 Paired Sample Test .....................................................................
53
Table 4.9 The Criterion of Effect Size ........................................................
54
viii
List of Figures
Figure 2.1 Example of Conversation ..........................................................
17
Figure 2.2 Example of a Closed Task ..........................................................
20
Figure 2.3 Example of an Open Task .........................................................
21
Figure 2.4 Example of Integrative Test ......................................................
21
Figure 2.5 Conceptual Framework ..............................................................
34
Figure 3.1 The One Group Pretest and Posttest Design...............................
37
Figure 3.2 Scoring System ..........................................................................
40
Figure 4.1 Students’ Level Performance of Pretest ....................................
49
Figure 4.2 Students’ Level Performance of Posttest ...................................
50
Figure 4.3 T-test Analysis ...........................................................................
53
ix
List of Appendices
Appendix 1. Research Permit .....................................................................
68
Appendix 2. Research Completion .............................................................
69
Appendix 3. Audio Books ...........................................................................
70
Appendix 4. Students’ Score .......................................................................
74
Appendix 5. Data Analysis .........................................................................
76
Appendix 6. Attendance List ......................................................................
77
Appendix 7. Documentation .......................................................................
78
x
Abstract
Listening plays a vital role in language learning. Students should have a good
listening skill as a foundation that determine the success of other language skill
learning. However, many students face some problems in listening such as grammar,
unfamiliar vocabulary, pronunciation, and students’ cultural background. This study
is aimed at investigating the effectiveness of using audio books in improving
students’ listening skill. This study was designed as a quantitative data with
experimental approach. A time series design including pretests, treatments, and
posttests was used in this experiment. This study explored the effectiveness of using
audio books as a teaching media with technology based approach in improving
students’ listening skill. This research employed purposive sampling. The class with
strong technology support or ICT class is considered appropriate to be the setting of
this research, thus this research involved 25 students of ICT class at Junior High
School of Muhammadiyah 1 Yogyakarta grade VIII-A. The result revealed students’
level before the treatments were in fair level; that was 60.24. After the treatments,
students’ level performance improved to good level; that was 72.16. Students’ level
improved from fair level to good level after they were taught using audio books as
shown by the mean score of students’ performance in pretests and posttests. The use
of audio books had a significant effect; that was a large effect. Based on the result,
the use of audio books was effective to improve students’ listening skill. The
alternative hypothesis of this study there is statistically significant difference
between a new condition and previous condition of students’ listening skill after they
are taught by using audio books was accepted.
Key words: audio books, listening skill, ICT class, teaching and learning media.
xi
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
1
Chapter One
Introduction
The first chapter of this study introduces the reasons why this research should
be conducted. This part discusses background, problem statement, problem
limitation, research question, research significance, and outline of this study.
Background
Listening is the first skill of humans when they are born. As the most basic
part of language skill, listening plays a vital role in a learning as it is one of four main
skills in language acquisition (Renukadevi, 2014). Furthermore, she stated that when
we get involved in a communication, we gain 45% of language competence from
listening, 30% from speaking, 15% from reading and 10% from writing. Similarly,
Mendelsohn, as cited in Bingol, Celik, Yildiz, and Mart (2014) argued that listening
also has an important part in communication. He mentioned that students spend 50%
of the time operational in a foreign language to listen. It indicates that listening is the
most frequently used skill in the classroom.
In learning foreign languages, students should have a good listening skill as a
foundation to determine the success of other language skill learning. Harmer (2007)
claimed that listening is good for students’ pronunciation. He argued that students
could accurately acquire pitch, intonation, word stress, and the sounds of both single
word and multiple words in connecting the speech. In the other words, listening
serves as the foundation for speaking development.
Listening as a basis of language skill is important to be learned. Krashen
(1985) as cited in Hamouda (2013) argued that people acquire language by
understanding the linguistic information that they hear. Ranukadevi (2014)
highlighted that listening stimulates awareness of the language as it is a receptive
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
2
skill that first develops in a human being. Hamouda (2013) stated that language
acquisition is acquired mainly through receiving understandable input and listening
ability is the critical element in achieving understandable language input. In addition,
listening is needed as a tool in the development of spoken language proficiency. In
line with Hamouda, Rost (2011) stated that developing proficiency in listening is the
key to achieve proficiency in speaking. It means that listening should be learned
optimally by beginner learners because it determines students’ ability in developing
their speaking.
As a foundation of language skill, beginner learners should know how to
master listening skill. In Indonesian, English is firstly taught as a subject at school
start from junior high school level. This can be assumed that students in this level are
12 years old. Specifically, that age is the first year of junior high school or grade VII.
This research was conducted for junior high school learners.
Many beginner students face the difficulties in listening comprehension.
Hamouda (2013) investigated that many students find that listening is hard to learn.
In his study on Saudi Arabia learners, he found about listening problem such as
accent, pronunciation, the speed of speech, insufficient vocabulary, the different
accent of speakers, lack of concentration, anxiety, and bad quality of recording file
are the major listening comprehension problems. This case also happened in
Indonesian schools. The researcher found that beginner learners have low
performance in listening skill based on her observation during practicum and
internship program at Muhammadiyah schools in Yogyakarta.
Listening is not only hard to learn but also hard to teach. Walker (2014,
p.168) claimed that “listening is the most difficult skill to teach”. Pronunciation,
vocabulary, and grammar are the main factor that listening is hard to teach in the
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
3
classroom (Bloomfield and Osada as cited in Walker, 2014). Besides, Bingol (2014)
indicated that most of the educators focus more on improving speaking proficiency
as the target in learning a foreign language than listening. This is suitable with the
facts that the researcher found in the classroom that the portion of speaking tasks is
more than listening tasks.
Many teachers think that speaking is more important than listening as a result
in a teaching course. Vandergrift (2004) stated, “At one time, listening was assumed
to be a passive activity, meriting little classroom attention” (p. 3). Brown (2001)
highlighted that in the decades of 1950s and 60s listening hardly attracts the attention
of English teachers and their focus is on speaking although now the trend has
changed. Some schools begin to pay attention to listening. However, Walker (2014,
p.168) stated, “Listening is the forgotten skill”. It was assumed that the focus of most
teachers is in speaking aspect although what their students said based on what they
listen.
Students need a good listening source to improve their proficiency. Harmer
(2007) stated, “One of the main sources of listening for students is the voice of their
teacher” (p.133), but he pointed out the problem when the teacher is non-native
English speakers. He mentioned non-native English teachers has varieties of accents.
It is possible for them to do a mistake and pronounce inaccurately. Based on that
problem, teachers need additional sources to support them in teaching practice.
On the other hand, students in this era are growing up with technology as a
part of their daily life, as Prensky (2001) said that students of this era are digital
native, which means that they are born with technology. He argued that digital native
is more interested in technology-based tools. Based on this phenomenon, the
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
4
researcher thinks to change conventional tools in the classroom become digitalbased. This way is to gain students’ attention in the learning.
Audio books are an alternative of conventional books becoming digital
books. Audio books are printed books with audio files, so when learners read a book
they also listen to the audio. Grover and Hannegan (2008) stated, “Audio books
bring together a listening experience and a learning experience that benefits students
and teachers” (p.1). Moreover, when an audio file is read by English native speakers,
so the foreign language learners can listen accurately the sound of every word in the
text. Grover and Hannegan (2008) found out that using audio books enhance
comprehension, fluency, vocabulary, and language acquisition. From this analysis,
teachers can implement audio books in listening class.
Audio books are interesting tools. Baskin and Harris (1995) claimed that
audio books are an interesting media for learners. They mentioned that audio books
increase the interest of the readers. They argued, “Audio books can facilitate
understanding of dialect and complex language, emphasize humor and drama, and
provide the advantages of storytelling” (Baskin and Harris, 1995, p. 372). This
meant that audio books help learners to understand the book. Audio books can also
be implemented in learning process. Audio books may help students to develop their
listening skill with the audio file in audio books.
Based on the benefits of audio books in improving students’ listening skill,
the researcher tried to implement audio books in listening activities. This study
presented the effectiveness of using audio books. Besides, this study also discussed
how to implement audio book in the classroom. While listening is a foundation of
language skill, this research was conducted in junior high school. It was a first
formal subject of English in Indonesian schools. The researcher used audio books as
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
5
digital-based media that it was appropriate media for students born as digital native.
The researcher wanted to know how effective audio book is in improving students’
listening skill.
Problem Statement
Based on the researcher’s experience during the internship program at SMP
Muhammadiyah 1 Yogyakarta, the researcher found some problems in teaching
learning process especially in listening. The problems included the teachers,
students, material, and media.
Although listening is very important as a foundation of language learning,
listening rarely receives a lot of attention. An English teacher of SMP
Muhammadiyah 1 Yogyakarta mentioned that listening was not examined in national
examination and final test in junior high school level. Hence, she assumed that these
cases make many teachers focus more on other skill than listening. Listening was
rarely taught in classes. Listening also took the smallest portion of the whole classes
during the semester. The fact happened in SMP Muhammadiyah 1 Yogyakarta that
listening did not receive any attention in English teaching is a common case, as
Walker stated that “Listening is the forgotten skill” (Walker, 2014 p.168).
Another problem came from student itself. They lacked opportunities to learn
in listening. This case made it hard for them to face listening test because they rarely
practiced listening skill. In addition, students lacked vocabulary. Pronunciation of
English native speaker also became a problem for students. Those reasons are that
made students have low performance in listening.
An English teacher of SMP Muhammadiyah 1 Yogyakarta mentioned that
appropriate materials for listening section are hard to find. The material referred to
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
6
audio files that the sound was from English native speaker. The English teacher
mentioned that there were many textbooks which were not completed with audio
files. The teacher said that sometimes she only used a song or even she just dictated
the words or sentences orally. This case possibly made the students listen
inaccurately, as Harmer (2007) stated that when non-native English speakers became
a source of listening, they possibly made mistakes or pronounced inaccurately.
The last problem was the lack of exploring ICT class in that school. SMP
Muhammadiyah 1 Yogyakarta has two ICT classes in every batch. These classes are
facilitated with LCD projector, sound system, and everything that is needed to
implement tools with technology-based. The researcher wanted to optimize the use
of multimedia class in teaching learning process. This study encouraged teachers to
use technology-based media.
From this condition, the researcher formulated the problem that both students
and teachers face in listening skill. Teacher and students perceived that listening was
difficult. SMP Muhammadiyah 1 Yogyakarta has digital classes that it has powerful
facilities to implement technology-based tools in learning process. Students in that
school are also digital native that Presnky (2001) said that they were born with
technology and more interested in technology-based tools. From these cases, the
researcher wanted to use audio books as learning media with technology-based. It
will supply students’ need in listening.
This study is to examine the effectiveness of using audio books in improving
students’ listening skill. If the use of audio books gives benefit to the learners,
educators may apply audio books in the classroom.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
7
Problem Limitation
This study is aimed at examining the effectiveness of audio books as
technology-based media in listening class. However, the researcher limited this
study. It was conducted at SMP Muhammadiyah 1 Yogyakarta. The sample was
students of class VIII-A academic year 2015/2016. This class was ICT class that
support in the implementation of audio books. Audio books that be used in a short
story format that appropriates with students’ level.
Research Question
The purpose of this study is to know the effectiveness of using audio books
in improving students’ listening skill. The main question addressed in this study is:
1. Is there any significant differences of students’ listening skill after they are
taught by audio books?
Research objective
This research contains one research objective, which is set as follow:
1. To investigate the effectiveness of using audio book in improving students’
listening skill
Research significance
There are five significant of this study including for the researcher, for the
teachers, for the students, for the schools, and for the further researchers.
For the researcher. The result of this study improves the researcher’s
knowledge in exploring teaching learning media.
For the teachers. This study encourages the teachers to provide teaching
learning material in the classroom. This study is as references of alternative media in
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
8
listening class. This study helps teachers to choose media that can improve students’
listening skill. In addition, teachers know how to implement audio book.
For the students. This research introduces audio book as educational media
in learning foreign languages. Students may practice their listening skill by audio
book. This research helps students to improve their listening skill, and help them to
know the benefit of using audio book.
For the schools. This study also explores, optimize and promote technology
school-based that the digital class is helpful for students.
For further research. This research provides a literature and findings related
the using of audio book that can be as references for further research in this area.
Research Outline
This study consists of five chapters. The first chapter introduces the reasons
why this research should be conducted. The second chapter presents the literature
that related with this study. The third chapter discusses the research methodology.
The fourth chapter discusses the result of this study including findings and
discussion. The last chapter explains the conclusion and the recommendation of this
study.
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
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Chapter Two
Literature Review
The second chapter presents the literature review such as listening skill,
audio books, and ICT class. The listening part explains the type of listening, the
problems in learning listening, process of teaching listening, and assessing students’
achievement in listening. Besides, this chapter also discusses audio books including
the definition and history of audio books, benefits of using audio books, and the
implementation of audio books in listening activities. This part also explains ICT
class of SMP Muhammadiyah 1 Yogyakarta. Additionally, review of related studies,
conceptual framework, and hypothesis are also explained.
Listening Skill
Type of listening practice. Human listen anything everyday such as in a
conversation, in the television program, and discussion or presentation in the
classroom. Rost (2011) classified listening practice into six types including
intensive, selective, interactive, extensive, responsive, and autonomous. When
people know the types, they can determine learning focus and activity focus of each
type for EFL learners.
Table 2.1 Type of listening practice according to Rost (2011)
Listening
No
Learning focus
Learning activity
type
1
Intensive
Focus on
Learners pay close attention to what is
phonology,
actually said. Teachers give feedback on
syntax, lexis
accuracy
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
2
Selective
10
Focus on main
Learners attempt to extract key information
ideas, pre-set tasks
and construct or utilize information in a
meaningful way. Teacher intervention
during task and feedback on task completion
3
4
Interactive
Extensive
Focus on becoming
Learners interact verbally with others, in
active as a listener;
collaborative tasks, to discover information
attempt to clarify
or negotiate solutions. Teacher gives
meaning or form
feedback on form and outcome of interaction
Focus on listening
Learners listen to longer extracts and
continuously,
performs meaning-oriented tasks. Teacher
managing large
directs instruction on comprehension
amounts of
strategies; global feedback from teacher
listening
input
5
Responsive
Focus on learner
Learners seek opportunities to respond and
response to input
convey her own opinions and ideas. Teacher
‘pushes output’ from learner
6
Autonomous Focus on learner
management of
Learners select own extracts and tasks,
monitors own progress; decides on own
progress, navigation patterns of interaction with others. Global
of ‘Help’ options
feedback from teacher on learning path
Intensive listening. Intensive listening means that learners listen to a text
closely. The intonation of the speaker is to decode input analysis. The ability to
listen intensively is listening for specific details or to spot a particular word is an
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
11
essential part of listening proficiency. This type does not seem like in a daily
situation, it needs a higher level of listening comprehension. The value of intensive
listening is increasing listening proficiency including language-focused learning.
Selective listening. Selective listening refers to listening with planned
purpose in mind. It is closely related to pre-set tasks before students do listening
activities. Learners use this type when they gather specific information to perform a
task. By using carefully planned and graded listening lessons, students will be easier
in learning to listen and get facts so they become ready to listen and get ideas.
Interactive listening. Interactive listening means that learners are involved in
a collaborative conversation. This type enables learners to have interaction through
providing feedback, asking questions, and supporting the speaker. The conversation
can be between a native speaker, teachers, or other students. By doing this stage,
learners can acquire new linguistic forms such as syntactic structures, words, and
lexical phrases.
Teachers can set the class with pair group in which every student should
make a conversation. This type will be more effective when the native speaker acts
as a source because the native speaker will pronounce accurately. It will minimize
mistakes that will be made by students.
Extensive listening. Extensive listening focuses on listening continuously.
This type focuses on meaning that known as listening for academic purposes and
sheltered language instruction. Extensive performance ranges from listening to a
conversation and deriving comprehensive messages or purposes.
Responsive listening. Responsive listening refers to allow students respond
the goal of the activity. The methodology that will be used in this type is a paused
task. Teachers pause every one minute to ask students’ response. A paused task
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requires the teachers to specify points during the input phase of the activity. The
design of this task is short inputs. This step requires a short-term memory.
Autonomous listening. Autonomous listening refers to independent listening
without guidelines of the teacher. It means that learners as controlled for themselves.
This type may include all types of listening such as intensive, selective, interactive,
extensive, and responsive. This kind is also known as natural language acquisition.
Problems in learning listening. Listening is a basis of language skill, many
students face the difficulties in listening comprehension. These problems also
influence in another language skill. Yagang (1994) as a cited in Hamouda (2013)
highlighted that those difficulties consist of four following factors including the
message, the speaker, the listener, and the physical setting.
Linguistic. In listening section, many students complain that they do not
understand what the speaker said. Renukadevi (2014) pointed out that lack of effort
to understand every word and lack of vocabulary become problems in listening
comprehension. In line with Renukadevi (2014), Hamouda’s (2013) investigation
indicates that 80-85% of Arabic students argue that vocabulary and grammar are the
factors that make listening becomes difficult. He stated that unfamiliar words
including idiom make students argue that listening is hard. This case becomes a
serious problem because when students do not understand a word, it possibly will
make them hard to understand a whole text.
Accent and pronunciation. When teachers’ voice becomes the main source
in listening, students easily catch all the words that the teachers mentioned. This
condition happened because both teachers and students have the same first language
background. Unfortunately, when recorded file is played, many students feel hard to
understand what the native speakers said. The different articulation makes students
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
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argue that native speakers’ accent and pronunciation become confusing
(Renukadevi, 2014). In addition, Bingol et al. (2014) pointed out that the accent of a
teacher is British or America as a standard variety of English. While students found
every country in this world that using English has different accent and uniqueness on
how to pronounce a word. Therefore, many students debated how actually English
accent standard is.
Students’ condition. Besides the material and accents of the speakers, the
difficulties of listening task come from students themselves. Hamouda (2013)
mentioned two problems in listening tasks including a failure of concentration and
psychological characteristic of students as listeners. When the text of listening is too
long, it will make students become boring and lack of concentration. This is the
major factor that most students face in listening comprehension. Then, new words
and think another question or another answer are the factors that make students
failed to concentrate.
Based on a survey of Hamouda (2013), he found that anxiety and lack of
interest also have a role in listening difficulties. Most of the Arabic students feel that
they are worry and nervous when they face listening task. This anxiety contributes
them hard to answer listening test. Another factor, when the topic is not interesting,
students will not curious to answer.
Cultural background. In learning a foreign language, we will find new term
including cultural background in native English speaking countries. The culture is
introducing their country. Native culture also appears in a text, for example for
words ‘thanksgiving’ or ‘Halloween’. Walker (2014) stated that background culture
is a connection of successful learning foreign language. When we know the native
culture, it is the step to make us easily understand the language.
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Process of teaching listening. To improve students’ listening
comprehension, teachers should organize some stages for activities in the classroom.
This stage should be applied in listening activities such as pre-listening, whilelistening, and post-listening. This part will focus on the activities that teachers can do
in teaching practice. Pre-listening is preparation before listening activities. Whilelistening is true listening with audio file or teachers’ voice. The last is post-listening,
it is the evaluation after listening process. Those processes are needed to make
listening more purposeful and directed. Vandergrift and Goh (2012) formulated
metacognitive activities in pre and post activities. Besides, Brown (2006) suggested
some activities during listening that can be applied by teachers in listening
comprehension task and practice.
Pre-listening. Pre-listening is the preparation before students face the
listening comprehension in a higher level. The purpose of pre-listening activity is to
develop students’ knowledge. This activity retrieves existing knowledge and creates
new knowledge to help students develop information and input during the listening
test.
Language orientation. Before doing listening tasks, a teacher can recognize
linguistic function. The teacher may list possible difficult words in the text and
discuss those unfamiliar words to students. By preparing linguistic orientation, it can
reduce students’ anxiety during listening comprehension. It also prepares students
for a linguistic challenge to make word recognition and lexical segmentation become
easier.
Knowledge generation. This activity is to activate students’ knowledge that
they are needed for the task. The teacher can provide the relevant schema or create
opportunities for learners to acquire existing knowledge and new knowledge.
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Strategy activation. The strategy is needed for learners to engage the task
accurately. Process-oriented exercises help students plan and prepare the strategies
they will need for the task.
Teachers can create some activities in pre-listening. These activities can be
carried out by learners before they face in listening tasks. The main focus of prelistening is to provide knowledge and language area of the task.
Table 2.2 Language-oriented and knowledge oriented activities for pre-listening
learning according to Vandergrift and Goh (2012)
Activity
What learners do
Interaction
Brainstorming
Think of words and phrases associated
teacher-led class
with the topic. Teachers write them on the
work
board or screen
Mind-mapping
Create a map of all ideas interconnected
independent work
with the topic by using words and, if it is
& pair work
necessary to use pictures
Discussion
Based on prompt questions from the
pair work & group
teacher, discuss possible responses or
work
discuss an idea or issue that is related to
the topic of the listening text
Games
Play word games or language where the
teacher-led class
responses can be linked to the meaning or
work
language in the listening text
Question
Draw up a list of questions to ask about the independent work
topic
& pair work
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
Reading
16
Read a short text provided by the teacher
independent work
that is based on the topic of the listening
& pair work
text, and note down ideas and vocabulary
that can help with the listening tasks
Pictures
Research
Study photos, maps, and diagrams that are
group work &
linked to the content of, or theme in, the
teacher-led class
listening text
work
Conduct simple research on the internet
independent work
about the topic of the of the listening text
& pair work
or the situation in which topic may be
discussed
While-listening. In this stage, the material will be transferred to students. The
material can be the teachers’ voice or audio file. Students should have the high
concentration to understand the material. Brown (2006) suggested some approach
that teachers can do in while-listening including activation of prior knowledge for
improved listening comprehension, purpose listening for main ideas; listening for
details; and listening and making inferences, stimulating integration of real-world
cultural information for students to know and share, and presentation of extensive
listening tasks leading to personalized speaking.
Activation of prior knowledge. Although in pre-listening students have done
with background knowledge, in this stage teacher should activate students’ prior
knowledge too. Previous studies state that prior knowledge has an effect on learners’
cognition. Brown (2006) argued that “the idea of prior knowledge is one part of the
cognitive model of language processing” (p.2). That theory says that when people
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
17
listen or read, we process the information and we hear both top-down and bottom-up
process.
Top-down and bottom-up are processes in listening. Top-down is using our
prior knowledge and experiences. The information is based on our knowledge about
certain things, certain topics, and situations. People use that information to
understand. Besides, the bottom-up processing means using the information that we
have about sounds, word meanings, and discourse markers. We can connect those
steps at a time.
The purpose of listening. Learners should know why they listen, such as
listening for main ideas, for detail information, or for making inferences. To make it
clear, the examples could be seen in the conversation below.
Figure 2.1 example of conversation according to Brown (2006)
Woman
: We’re going out to dinner after class. Do you want to come, too?
Man
: Maybe. Where are you going?
Woman
: Pizza King.
Man
: Pizza? I love pizza!
After the listening, students could listen to the main idea. The main idea is
the purpose or the important information of the conversation. Teachers may ask
students what the main thing that they are talking about is. If students answer dinner,
they understand the general information.
Teachers also may ask students the detail information. Listening to detail
information is needed for supporting information of the text. The detail information
of the example is they want to eat pizza or the man loves pizza.
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The last important reason for listening is making inferences. Speakers do not
always say exactly what they meant. That is, important aspects of meaning are
sometimes implied rather than stated. If students know why they are listening, they
will be more focused. Think back to the statement that the human mind is limited in
its ability to process information.
Stimulating integration of real-world cultural information. Teachers teach
English contextually. It means that when we teach language we also teach about the
culture. Culture becomes the main place that language is learned. Most students are
interested in the culture of the place where the language they are studying is spoken.
This situation makes students more motivated to learn. They want to know the
culture and also want to share their culture. This sharing of the culture is potential to
motivate the learners.
Students’ motivation and curiosity about the culture are the keys for teachers
to teach in the classroom. Teachers can use the culture as the topic. The topic can be
English native culture or students’ culture. By sharing each culture, it may increase
students’ motivation in learning language.
Presentation of extensive listening tasks leading to personalized speaking.
After the listening course, teachers may ask students to response. This way is to
know students’ achievement in listening progress. The task can be through pairing
listening and speaking. It is natural in listening courses to give students a chance to
practice listening to other students as well as to an audio recording. This means
teachers may wish students to spend some of their times to speak to each other. This
activity could also connect listening and speaking. Students will produce words in
speaking as the result of listening.
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Post-listening. The most important part after listening task is post-listening
activities. These activities are helpful in increasing the authenticity of overall
listening task. This stage is an important because it can provide students with
specific language input, thus useful to facilitate students’ acquisition of target
language.
Meaning elaboration. Listening means elaboration of others skills such as
speaking, writing, and reading. The purpose of listening is to achieve knowledge and
information that we acquire through listening. Listening as meaning elaboration is
when students enable all aspects of language skill. When we listen, we synthesize
and evaluate the text. We also learn how to organize and present the text based on
what we listen. It means that listening improves learners’ speaking and writing skills
at the same time. In this post-listening, the teachers can ask the students to provide
the information by further reading. Listening enables to contribute in improving
reading, speaking, and writing skills.
Language analysis. Listening is a chance for learners to access information
that contributes to second language acquisition. Besides, most of the students focus
on meaning whereas focusing on language forms is also important. Analyze the
language after listening is good to provide students’ cognitive resource of language
aspect including grammar, vocabulary, and pronunciation. Students can be asked
about unfamiliar words, how to pronounce, structure, and organize the text.
Evaluation and planning. Evaluation and planning refer to the reflection that
enhances students’ understanding after listening. This stage is to solve students’
problem in listening section. The teacher also can ask students’ opinion and
suggestion for now and next meeting.
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Assessing students’ achievement in listening. At the end of a course,
teachers should know the proficiency that their students achieve in tasks. Vandergrift
and Goh (2012) suggested that achievement test is given to assess what students
know with regard to the objectives of that particular unit. The achievement tests can
be answering multiple-choice or open-ended questions, transferring information to a
table, choosing a picture, and ordering a set of pictures.
Teachers need to formulate a form of assessments. It refers to the materials,
general procedures and rubric for taking the test or participating in the assessment.
This way is also needed to know the mean of students’ score. Rost (2011) suggested
some assessment for a teacher to test their students.
Discrete item tests. An example of discrete item test is multiple-choice.
Multiple-choice is a question with some possible answers. If there are four options,
only one option is correct, and the others are incorrect.
Task-based tests. Closed task and open task are the assignments of taskbased tests. The closed task involves single information that the learners listen to the
information of the speakers. Besides, the open task is harder than the closed task.
The open tasks involve multiple information that students should collect for the
answers.
Figure 2.2 Example of a closed task according to Rost (2011)
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
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Figure 2.3 Example of an open task according to Rost (2011)
Integrative tests. This test is to know students’ memory. This test can be
missing words. Scoring is based on the accuracy and correct answer.
Figure 2.4 Example of integrative test according to Rost (2011)
Interview test. In listening test, the teachers can also interview the students.
By face-to-face interview, the teachers will know students’ skill based on what they
AUDIO BOOKS IN IMPROVING STUDENTS’ LISTENING SKILL
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listen. The scoring based on checklist items including response to the question and a
scale of ‘native-like’ behaviors.
Portfolio assessment. Teachers may ask students to write a portfolio. This
task is written periodically in every meeting or at the end of a course based on
students’ observation and evaluation.
Audio Books
Definition and history of audio books. Audio books have become a
collection of library and bookstore. According to Chen (2004) in the late 1970s and
early 1980s, audio books are growing. She explains that “in 1986, the Audio
Publisher Association (APA) was organized and it formally adopted “audiobook” as
the accepted term for recorded books or books on tape (p.22)”. Audio books have
been growing continuously in recent years. A survey in American household
indicated that over 22% of society had listen to audio books. The result showed that
people can listen to audio books while doing homework, participating in exercises,
taking a trip, and undertaking anything that doesn’t need full concentration. Audio
books help learners to understand books in every condition and limited time.
Audio books are printed book with an audio file. Moody (1989) stated that
“Audio books have evolved from straightforward oral readings to full-scale dramatic
presentations that can include music, sophisticated sound effects, and a full cast of
characters” (p.1). Chen (2004) argued that in early 1980s, audio books are a
combination of conventional storytelling and cassette. She stated that audio books
have a magic power. Audio books are used to engage learners’ interesting with a
dramatic narrator of recorded story. After the success of storytelling recorded, many
publishers develop audio books in various books. Nowadays, audio books are
available in library and bookstore with many kinds of collection.
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Benefits of using audio books. Previous studies show that there are many
benefits when we use audio books. The advantages are the effectiveness of time,
vocabulary development, fluency, and students’ motivation and engagement to