The Research Findings Discussi ssions

B. The Research Findings Discussi ssions

1. The Common Response of the Re e Research Problem

The formulation of the resea search is “How does ELVES (Excite, Listen, Vis Visualize, Extend and Savor) Strategy increase the stude udents’ ability in listening skill especially in de n descriptive text? the research, the common response was was ELVES (Excite, Listen, Visualize, Extend and nd and Savor) Strategy increases the students’ ability in liste stening skill.

The researcher did the resear earch in two cycles. In Cycle I, the average of the the students’ mark in listening through does ELVES (Exci Excite, Listen, Visualize, Extend and Savor) Strateg tegy was 60,38. While in Cycle 2, the average of the student udents’ mark was 80. From the average of the stude udents’ ability in each cycle, the researcher found the inc increasing of students’ ability in listening skill, l, and concluded that ELVES (Excite, Listen, Visualize, ze, Extend and Savor) Strategy increases the s he student’s ability in listening skill especially in descriptive ptive text.

2. The Analysis and Interpretation of the Research Findings

In this part explains about the analysis and interpretation of the research findings based on the result of two pieces of observation sheet and evaluation sheet. Based on the analysis of observations and student’s achievement the result of this technique is good than before and it showed the increasing of students’ ability from the low level to the high level in each of the cycle . The researcher did it in two cycles, can be followed:

a. Cycle 1

Cycle 1 consisted of two meetings. In first meeting, the researcher focused on explaining about the procedures of does ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy and the researcher gave the example and the way to apply it based on the information they heard. In this research, the researcher used the descriptive text until the last meeting of the research. In the first meeting of Cycle 1, the researcher did not evaluate the students; the researcher just gave some explanations about the technique and adding with some exercises as the feedback from the researcher’s explanation.

In the first meeting, the active students consisted of 16 students (62%) and cooperative students consisted of 10 students (38%). This result was poor but because the students were learning this technique for the first time so it can be understood.

There are some difficulties that was faced by the students in the first meeting such as there are some of the students felt hesitated and shy to discuss with their friend and this situation made the discussion was not running well, the students also difficult to guess the new words in the text so they did not understand, the situation around the class was noisy so they could not hear the description of the text, and the clever students dominated the class so the students who have capable in English was afraid to give their opinion, and a little bit the preparation of the researcher is less.

To overcome those weaknesses, the researcher has done some improvement in the next meeting such as the researcher would motivate the students to be brave and dare to express their own opinion and experience about the material whether it is true or false, the researcher taught the students about the unfamiliar words that needed in the material so make them easy to follow the text, the researcher would give more clearly explanation to avoid the students’ confusion, and the researcher would give the time to the students who were not active in the class in order that during teaching-learning process the class would not be dominated only by the clever students.

After improving the weaknesses in the first meeting, the researcher continued to the second meeting. The second meeting of Cycle 1 showed the results that there were some of improvements started to appear there were 19 students (61.30%) who were active, and there were 20 students (64.51%) who were cooperative. The average of students mark is 60,38. This result still not satisfied because the researcher still found the weakness when conducting the research such as the students still less in responding the explanation and afraid to give their opinion, and there were some students still unconfident in doing their evaluation test. Because of the result, the researcher continued to the Cycle 2 to improve their weakness and to increase their ability and also to make them more active during teaching learning process.

b. Cycle 2

Cycle 2 consisted of two meetings. In first meeting, the researcher did not give the evaluation paper to the students, but the researcher just explained the technique and gave some exercises to prepare them for the test in the next meeting.

In first meeting, there were 22 students (85%) who were active and there were 4 students (15%) who were cooperative. This result showed that there are some students still not active and cooperative it is caused of some that the researcher found in teaching learning process. To overcome the weakness, In first meeting, there were 22 students (85%) who were active and there were 4 students (15%) who were cooperative. This result showed that there are some students still not active and cooperative it is caused of some that the researcher found in teaching learning process. To overcome the weakness,

Furthermore, the second meeting of cycle 2 showed that there is the increasing of the students’ ability in listening that was given. This result was shown in the students’ observation paper and in the students’ written test results. In which there were 26 students (100%) who were active and no body students no active. In this cycle, there were 10 students (38%) classified in the “very high” level. There were 8 students (31%) in the “high” level. There were 8 students (31%) in the “enough” level; no one student in the “low” level and no students in “very low” level. The highest mark was 95 and the lowest mark was 65. In addition, the average of the students’ mark was 80.

The result of this meeting shows that there were successful research and good improvement from the previous meetings in Cycle I, which means that the students’ ability in listening skill had been increased ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy.

3. The Research Findings versus the Latest Related Research

The title of the research is “Increasing the Students’ Ability in Listening by using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy in SMP N 2 Lahomi”. Based on the result of the evaluation sheet the researcher concluded that ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy can increase the students’ ability in listening. In the research, the researcher also used Classroom Action Research (CAR).

The researcher used 2 cycles in the research. In cycle I especially in first meeting, the active students consisted of 16 students (62%) and cooperative students consisted of 10 students (38%). In second meeting of Cycle 1 showed the results that there were some of improvements started to appear The researcher used 2 cycles in the research. In cycle I especially in first meeting, the active students consisted of 16 students (62%) and cooperative students consisted of 10 students (38%). In second meeting of Cycle 1 showed the results that there were some of improvements started to appear

In cycle 2 in first meeting, the result of observation sheet is 22 students (85%) who were active and there were 4 students (15%) who were cooperative. And in cycle 2, result was shown in the students’ observation paper, which there were 26 students (100%) who were active and no one student no active there were 10 students (38%) classified in the “very high” level. There were 8 students (31%) in the “high” level. There were 8 students (31%) in the “enough” level; no one student in the “low” level and no students in “very low” level. The highest mark was 95 and the lowest mark was 65. In addition, the average of the students’ mark was 80.

The previous research is different with the researcher’s research. The previous research was listening had been searched by Ratya (2012) with the title of the thesis is, “Increasing the Students’ Ability in Listening through ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy at the Eighth Grade of SMP Negeri 2 Malang”.In her reesearch she use CAR (Classroom Action Research). The He found that the students’ ability in listening at the eighth class of the school can be increased.

It can be concluded, the ELVES strategy can be increased the students’s ability in listening skill by applying descriptive text in SMP Negeri 2 Lahomi.

4. The Research Findings versus Theory

After the research’s result proved that ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy can increase the student’s ability in listening skill, the researcher needs to compare it with the theories that the technique can increase the students’ ability in listening. McErlain (1999:78) says: “Listening ability can be defined as the ability to receive and decode oral communication by processing

a language communication.” It is the process to reconstruct the information that speaker intends to hearers that must contribute knowledge, capture it, and put the essence of what the speaker is saying.” Then, (Kearsley, 2001:304) Regarding to the expert’s opinions, the researcher concludes that ELVES (Excite, Listen, Visualize, Extend and Savor) strategy especially in descriptive text can be used to teach and practice listening by having the students to listen and imagine the picture.

On the other hand, ELVES (Excite, Listen, Visualize, Extend and Savor) strategy is one way to train the students’ listening. In addition. The theories above were proved with this research, because in this research the researcher assessed the students based on what they drawn from the text they heard to increase the student ability in listening.

From the definition and the result of the research, the researcher takes the conclusion that through that ELVES (Excite, Listen, Visualize, Extend and Savor) strategy, the students’ listening skill can be increased especially in descriptive text.

5. The Research Findings Implication

The implication of the research such as:

a. The result of the research can give the information to the researcher about how far the students’ ability in listening is increased when the teacher applies Listen and that ELVES (Excite, Listen, Visualize, Extend and Savor) strategy.

b. The students can use that ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy as a training to increase their ability in listening skill.

c. The English teacher can use the research as a contribution in teaching listening skill.

d. This research can be a comparative material for other researchers.

6. The Analysis of the Research Findings Limitations

The limitation is necessary to explain in order that the readers have the same insight with the researcher. The research findings limitation are:

a) The researcher does not explain to the students the generic structure of descriptive text based on ELVES (Excite, Listen, Visualize, Extend and Savor) strategy.

b) The researcher was less to find out specific information about descriptive text and the researcher focus to teach the students about listening skill.

c) The reseacher made the students active to tell what they know about the picture.