THE USE OF STORYTELLING IN TEACHING LISTENING : A Case Study of Eighth Grade at One Junior High School in Bandung.
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Abstract
This study is aimed to investigate the use of storytelling in teaching listening in one junior high school. It examined the implementation of teaching listening through using storytelling which were focused on finding out the advantages of storytelling and described students’ responses toward using storytelling in their listening activity. This study was conducted based on the current concern regarding to listening practice which is often neglected from teaching and learning process in the classroom, particularly in the context of foreign language learning (Brown and Yule: 1983). The analysis of the previous studies revealed that listening is considered as one of the most difficult skills to acquire (Field: 2008). In accordance with it, Haven (2007), states that the use of storytelling is considered as a valuable technique to enhance listening skill (Haven: 2007). Moreover, the use of storytelling is appropriate to be implemented since it has pedagogical value, particularly on listening activity (Castro, 2002; cited in Verdugo and Belmonte, 2007). A case study was employed as research design in this study, and the data were collected through observation, interview, and written documents. The data from these three instruments were analyzed qualitatively, specifically using triangulation technique. The results of the study were based on the previous findings from the studies conducted by Skhela (2010) who states that storytelling is an effective technique to be used in teaching listening. The research findings of the study indicates some advantages on using storytelling in
teaching listening, as follows: (1) it keeps students’ engagement during listening
activity; (2) it generates enthusiasm and motivation among the students; (3) it
increases students’ willingness to communicate thoughts and feelings; (4) it triggers
learners’ participation to get involved with the story of being told; (5) it encourages cooperation between students;(6) it enhances listening skill; (7) it helps students to develop listening strategies; and (8) it helps learners to acquire new vocabularies purposefully. In other words, storytelling is recommended to be used on teaching listening particularly at junior high school level.
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Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Abstrak
Penelitian ini menguji penggunaan mendongeng dalam pengajaran tingkat SMP. Penelitian ini ditujukan untuk meneliti pelaksanaan pengajaran mendengarkan melalui mendongeng yang difokuskan untuk mencari keunggulan dari penggunaan mendongeng dalam pengajaran mendengarkan dan mendeskripsikan respon siswa terhadap penggunaan mendongeng dalam kegiatan mendengarkan. Penelitian ini dilakukan berdasarkan permasalahan dalam praktek mendengarkan yang jarang diimplementasikan dalam proses pembelajaran dan pengajaran di kelas, terutama pada konteks pembelajaran bahasa asing (Brown dan Yule: 1983). Analisa dari penelitian sebelumnya menunjukkan bahwa kegiatan mendengarkan dianggap sebagai salah satu keterampilan yang paling sulit untuk dikuasai (Field: 2008). Berkaitan dengan hal tersebut, mendongeng dinilai sebagai teknik yang tepat untuk meningkatkan keterampilan mendengarkan. Selain itu. penggunaan mendongeng cocok untuk diimplementasikan karena memiliki nila pedagogis, terutama dalam kegiatan mendengarkan (Castro, 2002; dikutip dari Verdugo and Belmonte, 2007). Dalam penelitian ini, studi kasus digunakan sebagai desain penelitian dan data yang digunakan meliputi observasi, wawancara, dan dokumen tertulis. Dari tiga instrumen ini dianalisis secara kualitatif, terutama menggunakan teknik triangulasi. Hasil dari penelitian didasarkan pada penemuan dari penelitian sebelumnya yang dilakukan oleh Skhela (2010) yang menyatakan bahwa mendongeng merupakan teknik yang efektif untuk digunakan dalam pengajaran mendengarkan. Dari hasil penelitian ini menunjukkan beberapa kelebihan dalam penggunaan teknik mendongeng dalam pengajaran mendengarkan, sebagai berikut: (1) menjaga keterikatan siswa selama kegiatan mendengarkan; (2) memicu antusias dan motivasi siswa antar siswa; (3) meningkatkan minat siswa untuk mengkomunikasikan idenya; (4) memicu partisipasi siswa untuk terlibat dengan cerita dalam kegiatan mendongeng; (5) mendorong kerja sama antar siswa antar siswa; (6) meningkatkan kemampuan mendengarkan; (7) membantu siswa mengembangkan strategi mendengarkan; (8) dan membantu siswa memperoleh kosa kata baru secara bermakna. Dengan kata lain, teknik mendongeng direkomendasikan untuk digunakan dalam pengajaran mendengarkan, terutama pada tingkat SMP.
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Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
PAGE OF APPROVAL
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGMENT... iii
ABSTRACT... v
TABLE OF CONTENT ... vi
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION 1.1. Background of the Study ... 1
1.2. Research Questions ... 3
1.3. Purpose of the Study ... 3
1.4. The Scope of the Study ... 4
1.5. Significance of the Study ... 4
1.6. Clarification of Terms ... 5
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Eka Zulaeka, 2014
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CHAPTER II THEORETICAL FOUNDATION
2.1. Definitions of Listening... 7
2.2. The Nature of Listening Process ... 8
2.3. The Purpose of Listening... 10
2.4. Older Learners and Listening Activity ... 11
2.4.1. The Characteristics of Older Learners ... 11
2.4.2. Older Learners and Listening Activity ... 12
2.5. The Use of Storytelling in Teaching Listening to Older Learners... 14
2.5.1. Story as an Authentic Material in Listening Activity... 14
2.5.2. The Use of Storytelling in Teaching Listening ... 16
2.6. Teaching Procedure ofStorytelling in Teaching Listening... 19
2.7. Summary... 25
CHAPTER III RESEARCH METHODOLOGY 3.1. Research Method ... 26
3.2. Site and Participant ... 27
3.3. Research Design ... 27
3.4. Data Collection ... 28
3.4.1. Observation ... 28
3.4.2. Interview ... 30
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3.5. Data Analysis... 32
3.5.1. Observation ... 32
3.5.2. Interview ... 32
3.5.3. Written Documents... 33
3.6. Summary... 34
CHAPTER IV FINDINGS AND ANALYSIS OF THE STUDY 4.1. The Advantages of Using Storytelling in Teaching Listening ... 35
4.1.1. Finding and Discussion from Observation ... 35
4.1.1.1. Classroom Advantages ... 36
4.1.1.2. Listening Aspect Advantages ... 39
4.1.2. Finding and Discussion from Interview ... 41
4.1.2.1. Classroom Advantages ... 41
4.1.2.2. Listening Aspect Advantages ... 42
4.1.3. Finding and Discussion from Written Documents ... 43
4.1.3.1. Classroom Advantages ... 43
4.1.3.2. Listening Aspect Advantages ... 43
4.2. Students’ Responses toward the Use of Storytelling in Listening Activity ... 44
4.2.1. Finding and Discussion from Observation ... 44
4.2.2. Finding and discussion from Interview ... 48
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Eka Zulaeka, 2014
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4.3. The Implementation of Teaching Listening through Storytelling ... 50 4.4. Summary... 53
CHAPTER V CONCLUSION AND RECOMMENDATION
5.1. Conclusion ... 54 5.2. Recommendation ... 55
REFERENCES... 57
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Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LISTS OF TABLES
Table 3.1. Table of Observation Sheets... 28
Table 3.2.Table of Coding Students’ Responses ... 30
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Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LISTS OF APPENDICES
Appendix A: Lesson Plans and Stories Used ... 61
Appendix B: Interview Transcript... 95
Appendix C: Field Notes and Observation Sheets ... 97
Appendix D: Coding and Categorization ... 115
Appendix E: Students’ Listening Score, Learning Assessment, and Teaching Transcripts ... 128 Appendix F: Archives of Letter
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Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I
INTRODUCTION
This chapter presents background of the study which covers background of the study, research questions, purpose of the study, the scope of the study, significance of the study, clarification of terms, and content of the study.
1.1. Background of the Study
Listening is a very fundamental expertise as a part of foreign language learning process. This is a natural stage as a primary source to develop children’s language skill as they learn their first language through listening to it. This process also happens while they are learning foreign language in which they mostly receive language input from it (Flowerdew and Miller: 2005). Therefore, listening ability becomes basic language skill which needs to develop before they are imposed to productive skills; speaking and writing (Krashen, 1981; Harmer, 2001).
According to Buck (2001) the abilities to listen involve recognizing the sound, applying sufficient context, and memory. These abilities are regarded as the important keys which are initially employed by listeners, mainly foreign language learners to assist them in attaining meaning from particular spoken language. Thus, it is obviously essential that listening skill should be developed and taught as they learn the language.
Regarding the nature of listening process in the context of foreign language learning, listening skill is considered as a problematic skill to learn among foreign language learners. It creates high anxiety among the learners and it is considered as a tangible skill to be implemented, thus many teachers often neglected it (Field: 2008). It is also reflected from the data gained through an interview casually conducted by the researcher to the students. Most of them feel that listening in English is the most
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difficult skill to learn. They often found difficulties in receiving and comprehending the meaning when they listened to a conversation, including adjusting the speech rate delivered by native speakers, and recognizing words in spoken form.
In many language classrooms, listening is still conventionally taught by having students listen to particular recording-conversation. They are required to listen to native speakers and at the end of the listening session, they are provided with several questions and asked to answer based on what they hear. They are rarely taught how to listen effectively and how to employ listening strategies whereas students mostly spend their time to listen than speaking or any other skill (Flowerdew and Miller: 2005). They consequently feel confused and less motivated since in the class they are merely asked to listen passively. As a result, listening activity only creates high anxiety and lack of motivation for students.
Moreover, this reality is more evident in many foreign language classrooms when several teachers are often at a loss to choose appropriate media and technique to teach listening in the classroom. They tend to teach writing and reading skill considered easier and feasible to be implemented. Because of practical complexities, therefore, listening is frequently abandoned from teaching and learning process in the classroom (Brown & Yule, 1983). Compounding this phenomenon, it is very significant to find an alternative technique and media, particularly to encourage students to enhance their listening skill which is not only fun but also motivating to learn.
In accordance with that, the use of storytelling can be a powerful technique to teach listening skill in the classroom. According to Haven (2007), storytelling is a valuable experience which can be implemented in the classroom since it presents language use which is conveyed vividly and delightfully. Thus, it can generate a positive learning atmosphere which is highly motivating and enjoyable.
The use of story is considered as an excellent media to teach and encourage learning process in delight. Understanding characters and events, the use of magical
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words which ignites imagination allow students to grasp the message of the stories
and seize listener’s attention (Haven and Ducey: 2007). It further helps students to
learn by heart better and longer since they can severely engage with the listening activity. Therefore, stories can be an appropriate media to teach, especially on listening skill.
On the other side, there were only a small number of studies which specifically focused on implementing storytelling in listening activity particularly for older learners in junior high school level. Commonly, many previous studies were more concerned with implementing storytelling in teaching young learners which cover all of language aspect skills, especially on reading skill. All of this suggests the need of conducting further study on the use of storytelling in listening skill.
Based on the issue above, this study is conducted to explore The Use of
Storytelling in Teaching Listening and Students’ Responses toward the
implementation of using storytelling in their listening activity.
1.2. Research Questions
There are two research questions proposed to be examined, as follows:
1. What are the advantages of storytelling technique in teaching listening? 2. What are students’ responses toward the use of storytelling technique in
listening activity?
1.3. The Purpose of the Study
This study has two major purposes to find out:
1. The advantage of storytelling technique in enhancing listening skill for eighth grader of one junior high school.
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2. The responses of students related to the use of storytelling technique in teaching listening.
1.4. The Scope of the Study
The scope of the study is focused on the advantages of implementing storytelling
in teaching listening and portraying students’ responses toward the use of
storytelling in their listening activity.
1.5. Significance of the study
This study is proposed to provide theoretical, practical, and professional advantages.
1. Theoretical Advantage
The findings of the study can be applied to enhance the theories in English teaching particularly on media and become one of the beneficial references for further studies related to the use of technique in teaching listening.
2. Practical Advantage
To teachers, students, and readers who are practically interested in applying storytelling to teaching listening, this study can be valuable. For the teachers and the readers, the results show the effects of using storytelling technique
gives information related to the students’ behaviors. For the students, they will be able to enhance their comprehension and develop their listening strategies.
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3. Professional Advantages
For professional advantages, it is expected that teachers can get meaningful advantages from the result of the study.
1.6. Clarification of Terms
To avoid misconception of terms used in the study, the following definitions are provided:
1. Storytelling is defined as a specific technique and the art of narration of story as performed by a person.
2. Teaching refers to the activity which gives somebody knowledge or skills. 3. Listening is defined as the process of receiving sounds of incoming sounds to
get information.
1.7. Contents of the Study
This study is systematically organized as the following:
Chapter I: background of study
Background of study focuses on the background of the study, the limitation, the research questions, the purpose of the study, the scope of the study, significances of study, clarification of terms, and contents of study.
Chapter II: theoretical foundation
This chapter provides relevant theories as the fundamental foundation to investigate the problems of the study.
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Chapter III: research methodology
This chapter involves the research method, site and participant, research design, data collection, and data analysis.
Chapter IV: finding and analysis of the study
The discussion of this chapter consists of the analysis of the result and findings of the study.
Chapter V: conclusion and recommendation
This chapter covers the conclusion of the study and recommendation for further study.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the procedure of the study purposed to answer the research questions previously stated in Chapter 1. This chapter covers the research method, the site and participants, the research design, the data collection and the data analysis of the study.
1.1. Research Method
The research method employed in this study is qualitative method. It is typically
focused on social phenomena obtained from people’s views to acquire a detailed
understanding of the issue being studied (Lodico et al.: 2010). Compounding with the definition, this study is conducted to discover how the storytelling technique can encourage students in listening activity. Moreover, this study was applied to portray
learners’ responses towards the implementation of storytelling in their listening
activities.
To examine the study, this method encompasses two main purposes as follows: to
portray and explore the use of storytelling in listening activity, and learners’
responses towards the use of storytelling technique in their listening activities.
Creswell (2007) further portrays the following characteristics of qualitative method as follows; (1) it is conducted within natural setting to make sense of what people experience, and (2) it sees people behave and act within specific context. Furthermore, Cohen et al. (2007) adds qualitative study is emphasized on individuals and their responses in particular situations to gain in-depth comprehension. In this case, this study investigates the advantages of employing storytelling as a technique in teaching listening activity.
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1.2. Site and Participant
This study was conducted at SMP 1 Bandung. This school was chosen for two main reasons. First, this school was where the researcher had a pre-service program for one semester. Second, the researcher is one of the instructors of English Club program for bilingual classes so that it practically increases the accessibility of the study. In the school, there are two types of classes; non-bilingual and bilingual classes. For non-bilingual, each class consists of eight classes and each of the class covers thirty seven students. Meanwhile, bilingual classes are divided into two classes and each of it consists of thirty five students. The researcher chose to conduct the study at one of eighth graders of bilingual classes.
1.3. Research Design
Case study was employed as the research design in this study since the major purpose was to examine and discover the advantages of storytelling technique in teaching listening at eighth grader of junior high school. As stated by Yin (2003) case study is conducted based on implementation process of which the main point is to observe the effects in real contexts and recognize that context. In the process further the researcher integrally involved in the case, for instance learning process (Cohen et al. 2007). In accordance with it, Lodico et al. (2010) point out that case study research is a form of qualitative method that attempt to discover meaning, to investigate processes, and to gain insight into an in-depth understanding of particular situation or phenomenon.
In addition, this study also attempts to portray students’ responses towards the use of storytelling in listening activity. Therefore, case study is used since it focuses on individual actors or group of actors, and seeks to understand their responses of specific events that are relevant to the case (Cohen et al.: 2007).
On the other side, Yin (2003) classifies type of research designs of case study as follows: exploratory, explanatory, and descriptive. As the study was aimed to portray the advantage as the impact of storytelling implementation on listening activity at
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eighth grader of junior high school, thus descriptive design was chosen to gain a reflective understanding of study. Furthermore, Hancock and Algozzin (2006) point out that descriptive design attempt to provide a comprehensive description of phenomenon within its context.
1.4. Data Collection
The data collection techniques used in this study involved observation, interview and written documents. As Gillham (2000) remarks, qualitative methods applies multi forms of data: interview, observation, and written document. Each of the data will be described below.
1.4.1. Observation
As Scot and Morrison (2006) point out, observation is a key feature in qualitative study; enclosing specific behaviors to be observed (Gillham: 2000). In accordance with it, the researcher made several specific behaviors of the learners to be observed intensely on learning activity, particularly during listening activity.
In this study, the observation was conducted in six times which was started from 5th to 26th February 2014. This study employed participant-observation as the type of observation since the researcher not only acted as a passive observer, but also as the teacher who implemented the teaching process. Each session was implemented in eighty minutes with two meetings in a week. The following situations were observed by the researcher to further gain the data about learning activity.
3.1. Table of Observation Sheet
Stages Activities Evidence
Learners were motivated and engaged.
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Pre-listening Learners could understand the key words in the form of flash cards easily.
Learners actively participated to guess the content of the story.
While-listening
Learners could listen and catch the meaning of the words from the story easily.
Learners predicted the contents of the story.
Post-listening
Learners faced some
difficulties on
accomplishing tasks Learners were curious with the ending of the story chunked.
Note: for yes, for no
To see and analyze students’ responses towards the use of storytelling technique, the
researcher further used the following categories of students’ responses in pre -listening, while--listening, and post listening (see Appendix D).
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3.2. Table of Coding Students’ Responses
Coding of Students’ Responses Listening Stages Procedure
Enthusiastic : Ent Attractive : Att
Pre-listening
Confused : Conf Silent :Sil
While-listening
Post-listening
1.4.2. Interview
To obtain deep information related to the research questions, the interview was given to twelve students. Semi structured interview was employed in this study since it provokes interviewees to express themselves openly and freely, and to define the world from their own perspectives, not solely from the perspective of the researcher. It further allows the researcher to acquire rich and personalized information (Hancock &Algozzin: 2006).
The interview was conducted in Bahasa Indonesia to make it easier for participants on giving their responses related to the use of storytelling technique in their listening activity. The following are the eight questions as a guideline given to the students.
1. What do you think about listening to a story?
2. How do you think about using storytelling in listening activity? 3. What is your difficulty when you listened through storytelling?
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4. What do you feel when you comprehend a story through storytelling in listening activity?
5. What did you learn from using storytelling in listening activity?
6. What do you think about listening exercises that the teacher gave to you? 7. What do you feel when you were listening to storytelling?
8. Which one do you choose between listening to a conversation or storytelling? Why?
1.4.3. Written Documents
To gather information related to the research questions, the written documents were employed in this study. The forms of written documents comprised lesson plan, stories, listening exercises and the assessment, and students’ learning journal.
The lesson plan and stories employed were analyzed to find out deeply the class activity during six times observation (Appendix A). The observation sheets and
teacher’s field notes were also analyzed to perceive teacher’s insights toward the
learning circumstances in the class (Appendix C). Lastly, listening exercises and
learners’ self-assessment were applied to see the impacts of using storytelling
technique in their listening activities and to see the development of their listening skill.
Since this study used qualitative data which involved multi forms of resources as a data collection, triangulation technique was employed to validity of the study. Scott and Morrison (2006) define triangulation as a technique to gain validation by cross-checking the evidence and collecting multi- forms data.
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1.5. Data Analysis
When the data were accomplished to be collected, the researcher then analyzed them from observation, interview, and written documents. Thus, the analysis of each instrument will be presented in form of descriptive analysis.
On the other side, the three forms of data will be cross-checked by using triangulation to acquire the validity of this study. In accordance with it, Gorard and
Taylor (2004) state that “…employing triangulation increases the concurrent,
convergent and construct validity of research, the ability to enhance the
trustworthiness of an analysis by a fuller, more rounded account, reducing, bias.”
Scott and Morrison (2006) further point out that triangulation technique provides key role for comparing the data collected by different method; and allowing findings to be supported.
1.5.1. Observation
To analyze the data from observation, video-recording was employed to support and deeply attain comprehension of storytelling implementation in listening activity. Subsequently, the researcher played it for several times to identify learners’ behaviors (Appendix C) and compared with the data gained from teacher’s field -notes. Then, those data were interpreted into some categories (Appendix D) to address and understand the research questions. The result of analysis will be further outlined with the relevant theories in Chapter 4.
1.5.2. Interview
The data from the interview was initially transcribed, and then analyzed to be classified into several categories. After the coding process accomplished, the data was interpreted into some major themes based on the two research problems which have
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been stated previously. Lastly, those data were interpreted and connected with the appropriate theories in following chapter.
1.5.3. Written Documents
To completely achieve and comprehend the whole process and situations from
many sides, lesson plan and stories (Appendix A), observation sheets and teacher’s
field notes (Appendix C), listening exercises and students’ learning journal were applied by the researcher in order to address research questions under investigation.
Firstly, the lesson plan and stories were reviewed to see how the sequences of teaching supported learners in listening. From this spectacle, the researcher could look into how storytelling technique could bring significant impacts in teaching listening.
Secondly, teacher’s field-notes were very essential part to complete the data
from observation sheet since they described what happened in the setting during the observation in detail (Lodico et al.: 2007). The field-noted were analyzed to obtain data which could support the influence of teaching and learning process. The researcher reviewed the data acquired and then classified them into several points which formed meaningful patterns related to the research questions (Appendix D) and linked it with relevant literature.
Thirdly, to know learners’ immediate responses on the learning process,
particularly at storytelling activity, the researcher documented in form of students’ learning journal. The researcher read it many times to see and identify how well they comprehended and felt about listening through storytelling process. After the data retained from various resources, the researcher analyzed and interpreted in order to address research questions under investigation.
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This chapter has portrayed the research method of the study which comprises research design, site and participants, data collection and data analysis. This study was proposed to examine the advantages of the use of storytelling technique in listening activities and to find out their responses toward it. Case study was used as the research design and it was conducted to eighth grader of junior high school. Furthermore, the researcher employed three kinds of instruments as data collection of the study: observation, interview, and written forms. The result of this chapter will be portrayed in the subsequent chapter.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
This last chapter covers the conclusion which can be described as the results of the study, portrays its limitation, and offers ideas for further research on storytelling as a technique in teaching listening.
5.1. Conclusion
This study was focused on the use of storytelling in teaching listening at junior high school level. The purpose of the study was to find out the advantages of
using storytelling technique in teaching listening, and to find out students’ responses toward the use of storytelling in their listening activity.
Formerly, the related research on storytelling in listening activity has been conducted. This study confirms findings from the previous research that storytelling definitely effective technique to be used in listening activity (Haven: 2006, Illan: 2010, Brown: 1990, Verdugi & Belmonte: 2007).
The finding of the study showed the use of storytelling as an effective technique for teaching listening. It was supported by the data obtained from the observation, interview, and written documents. Obviously, it can be seen that the students enjoyed their listening activity since they were provided with the new stories that they never heard before. As a result, they responded positively and engaged easily to the lesson.
In addition, the use of storytelling was considered as attention-grabbing for the students since it offered not only opportunity of language learning, but it also created a positive atmosphere for their learning process. Moreover, they could develop their listening skills and actively participated in their listening activity
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pleasantly which is unlike in their listening activity in which commonly they often encounter difficulty under stressful condition.
The results of the study showed some advantages related to the use of storytelling in teaching listening, as follows: (1) it keeps students’ engagement during listening activity; (2) it generates enthusiasm and motivation among the learners; (3)
it increases students’ willingness to communicate thoughts and feelings; (4) it triggers learners’ participation to get involved with the story of being told; (5)it encourages cooperation between students; (6) it enhances listening comprehension skill; (7) it helps students to develop their listening skills; and (8) it helps them to learn and remember new vocabularies purposefully.
Pertaining to the evidences of the effectiveness of using storytelling in teaching listening, the teacher however had to consider the types of stories which will
be presented. It is because the type of story will determine students’ interest and their
participation during learning activity. Another limitation is the teacher needs to make sure that stories which will be presented provide various learning opportunity, particularly enhancing their listening skills and comprehension.
5.2. Recommendation
Based on the findings, the discussion, and the conclusion of the research results, the researcher puts forward some suggestions regarding to listening activity for students at junior high school level, as follows:
1. The use of storytelling is highly recommended to be applied on English,
especially on listening. It is an effective technique to trigger students’
engagement toward listening lessons. In addition, the use of visual aid will be
useful to attract students’ interests and help them to comprehend a story which
(26)
56
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2. Teaching listening through storytelling should be developed continuously to
build and encourage students’ listening strategies. Through storytelling
activity, it allows students to adjust the speed of story which is told by the teacher and make them easier to get comprehension. It is better implemented on every day learning activity to make students to accustomed to listening with pleasure.
3. In using story as a listening text, the teacher should carefully reflect on
students’ level and interests. Commonly, the preferences of stories between boys and girls are different so the teacher should choose a story which represents their interest. Moreover, the story which will be presented should not be too familiar for them since it will easily lose their attention. On the contrary, if the story is too unfamiliar for them, it will make them difficult to comprehend.
4. The use of appropriate gestures, facial expressions, and other physical movements are required on implementing storytelling since they can help students to get the meaning expressed in form of spoken language and make learning activity lively.
5. To attain more objectivity, the upcoming study can be conducted with different approach and method. In addition, the analysis of the data can employ triangulation technique, so that the researcher acquires rich sources of data to get more objective result of study.
6. For the teachers who are interested to use storytelling as a technique in teaching listening at junior high school level, they are suggested to consider types of stories which will be presented, facilitates students with various activities and listening tasks relating to the listening activity.
(27)
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
References
Chang, J. Y. (2009). The Role of Children’s Literature in the Teaching of English to
Young Learners in Taiwan. (Master’s thesis, University of Waikato, Taiwan). Retrieved May 2012, from: http://asian-efl-journal.com/Thesis_Chang.pdf.
Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press.
Brown, G. (1990). Listening to Spoken English (second ed.). New York: Longman Brown, G. & Yule, G. (1983). Teaching the Spoken Language: an Approach Based
on the Analysis of Conversational English. Cambridge: Cambridge University Press.
Brown, H. D. (2003). Language Assessment: Principles and Classroom Practices. California: Longman.
Brown, S. (2006). Teaching Listening. Cambridge: Cambridge University Press. Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. Cameron, L. (2001). Teaching languages to Young Learners.Cambridge: Cambridge University Press.
Cohen, L. et al. (2007). Research Method in Education (sixth ed.). New York: Routledge.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design (second ed.). California: Sage Publications, Inc.
Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.
Flowerdew, J. and Miller, L. (2005). Second Language Listening: Theory and
Practice. New York: Cambridge University Press.
(28)
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Gonzalez, N. I. (2010). Teaching English through Stories: A Meaningful and Fun
Way for Children to Learn the Language. In Teachers’ Professional Development
[Online], Vol 12 (1), 13 pages. Retrieved June 2012 from: http://www.revistas.unal.edu.co/index.php/profile/article/view/13855
Gorard, S. & Taylor, C. (2004). Combining Methods in Educational and Social
Research. New York: Open University Press.
Hancock, D. &Algozzin, B. (2006). Doing Case Study Research. New York: Teachers College Press.
Harmer, J. (2001). The Practice of English Language Teaching (third ed.). New York: Longman.
Haven, K. (2000). Super Simple Storytelling. Connecticut: Libraries Unlimited.
Haven, K. (2007). Story Proof: the Science behind the Startling. Connecticut: Libraries Unlimited.
Haven, K. & Ducey, M. (2007). Crash Course in Storytelling. Connecticut: Libraries Unlimited.
Islam, M.N. 2012.An Analysis on How to Improve Tertiary EFL Students’ Listening
Skill of English. In Journals on Studies in Education [Online], Vol 2 (2), 10 pages.
Retrieved June 2012, from:https://www.google.co.id/?gws_rd=cr,ssl&ei=rIydU-OVNcewuATM84G4DA#q=An+Analysis+on+How+to+Improve+Tertiary+EFL+Stu dents%E2%80%99+Listening+Skill+of+English+by+mohammad+islam+pdf.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. New York: Academic Press.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Pres Inc.
(29)
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Lau, G. (2002). The Use of Literary Texts in Primary Level Language Teaching.in
Hong Kong. In Hong Kong Teacher’s Center Journal [Online], Vol 1 (1), 8 pages.
Retrieved June 2012, from:http://edb.org.hk/hktc/download/journal/j1/2_1.3.pdf Linse, T. (2005). Practical English Language Teaching. New York: McGraw-Hill. Lodico, G. et al. (2010). Methods in Educational Research (second ed.). San Francisco: Jossey-Bass.
Loukia, N. (2006). Teaching Young Learners through Stories: The Development of a
Handy Parallel Syllabus. In Reading Matrix [Online], Vol 6 (1), 16 pages. Retrieved
March 2011, from: http://www.readingmatrix.com/articles/loukia/article.pdf
Miller, E. (2012). Storytelling Workshop Booklet. Chennai: World Storytelling Institute. Retrieved June 2013, from: www.storytellinginstitute.org
Norrick, N. R. 2000. Conversational Narrative: Storytelling in Everyday Talk. Amsterdam: John Benjamin Publishing Company.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Sidney: Cambridge University Press.
Nunan, D. (1992). Research Method in Language Learning.Cambridge: Cambridge University Press.
Osada, N. (2004). Listening Comprehension Research: A Brief Review of the Past
Thirty Years. Listening Comprehension Journal. In Journal of Listening [Online],
Vol 3 (2), 14 pages. Retrieved March 2011, from: http: //www.talk-waseda.net/dialogue/no03_2004/2004dialogue03_k4.pdf
Pinter, A. (2011). Children Learning Second Languages. London: Palgrave Macmillan.
(30)
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Pinter, A. (2006). Children Learning Second Languages. Oxford: Oxford University Press.
Richards, J. C. (2008). Teaching Listening and Speaking: from Theories to Pratice. New York: Cambridge University Press.
Skhela, K.A. (2010). The Effectiveness of Using Storytelling Technique in Enhancing
11th Graders' Listening Comprehension Sub-Skills in Middle Gaza Governorate. (Master’s thesis, Islamic University, Gaza). Retrieved March 2012, from: http://library.iugaza.edu.ps/thesis/92124.pdf
Scott, D. & Morrison, M. (2005).Key Ideas in Educational Research. New York: Continuum.
Stoyle, P. (2012). Storytelling Benefits. [Online]. Retrieved from: https://www.teachingenglish.org.uk/article/storytelling-benefits-tips [6th January 2014]
Ur, P. (1991). A Course in Language Teaching.Cambridge: CambridgeUniversity Press.
Verdugo, D. R. and Belmonte, I. A. (2007). Using Digital Stories To Improve
Listening Comprehension With Spanish Young Learners Of English. In Language Learning Technology [Online], Vol 11 (1), 15 pages. Retrieved May 2010, from:
http://journaldatabase.org/articles/using_digital_stories_improve.html
Yin, R. K. (2003).Case Study Research: Design and Method (third ed.). Thousand Oaks: Sage.
(1)
55
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
pleasantly which is unlike in their listening activity in which commonly they often encounter difficulty under stressful condition.
The results of the study showed some advantages related to the use of storytelling in teaching listening, as follows: (1) it keeps students’ engagement during listening activity; (2) it generates enthusiasm and motivation among the learners; (3)
it increases students’ willingness to communicate thoughts and feelings; (4) it triggers learners’ participation to get involved with the story of being told; (5)it encourages cooperation between students; (6) it enhances listening comprehension skill; (7) it helps students to develop their listening skills; and (8) it helps them to learn and remember new vocabularies purposefully.
Pertaining to the evidences of the effectiveness of using storytelling in teaching listening, the teacher however had to consider the types of stories which will
be presented. It is because the type of story will determine students’ interest and their
participation during learning activity. Another limitation is the teacher needs to make sure that stories which will be presented provide various learning opportunity, particularly enhancing their listening skills and comprehension.
5.2. Recommendation
Based on the findings, the discussion, and the conclusion of the research results, the researcher puts forward some suggestions regarding to listening activity for students at junior high school level, as follows:
1. The use of storytelling is highly recommended to be applied on English,
especially on listening. It is an effective technique to trigger students’
engagement toward listening lessons. In addition, the use of visual aid will be
useful to attract students’ interests and help them to comprehend a story which
(2)
56
2. Teaching listening through storytelling should be developed continuously to
build and encourage students’ listening strategies. Through storytelling
activity, it allows students to adjust the speed of story which is told by the teacher and make them easier to get comprehension. It is better implemented on every day learning activity to make students to accustomed to listening with pleasure.
3. In using story as a listening text, the teacher should carefully reflect on
students’ level and interests. Commonly, the preferences of stories between boys and girls are different so the teacher should choose a story which represents their interest. Moreover, the story which will be presented should not be too familiar for them since it will easily lose their attention. On the contrary, if the story is too unfamiliar for them, it will make them difficult to comprehend.
4. The use of appropriate gestures, facial expressions, and other physical movements are required on implementing storytelling since they can help students to get the meaning expressed in form of spoken language and make learning activity lively.
5. To attain more objectivity, the upcoming study can be conducted with different approach and method. In addition, the analysis of the data can employ triangulation technique, so that the researcher acquires rich sources of data to get more objective result of study.
6. For the teachers who are interested to use storytelling as a technique in teaching listening at junior high school level, they are suggested to consider types of stories which will be presented, facilitates students with various activities and listening tasks relating to the listening activity.
(3)
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
References
Chang, J. Y. (2009). The Role of Children’s Literature in the Teaching of English to Young Learners in Taiwan. (Master’s thesis, University of Waikato, Taiwan). Retrieved May 2012, from: http://asian-efl-journal.com/Thesis_Chang.pdf.
Bassey, M. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press.
Brown, G. (1990). Listening to Spoken English (second ed.). New York: Longman Brown, G. & Yule, G. (1983). Teaching the Spoken Language: an Approach Based on the Analysis of Conversational English. Cambridge: Cambridge University Press. Brown, H. D. (2003). Language Assessment: Principles and Classroom Practices. California: Longman.
Brown, S. (2006). Teaching Listening. Cambridge: Cambridge University Press. Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. Cameron, L. (2001). Teaching languages to Young Learners.Cambridge: Cambridge University Press.
Cohen, L. et al. (2007). Research Method in Education (sixth ed.). New York: Routledge.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design (second ed.). California: Sage Publications, Inc.
Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.
Flowerdew, J. and Miller, L. (2005). Second Language Listening: Theory and Practice. New York: Cambridge University Press.
(4)
Gonzalez, N. I. (2010). Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language. In Teachers’ Professional Development [Online], Vol 12 (1), 13 pages. Retrieved June 2012 from: http://www.revistas.unal.edu.co/index.php/profile/article/view/13855
Gorard, S. & Taylor, C. (2004). Combining Methods in Educational and Social Research. New York: Open University Press.
Hancock, D. &Algozzin, B. (2006). Doing Case Study Research. New York: Teachers College Press.
Harmer, J. (2001). The Practice of English Language Teaching (third ed.). New York: Longman.
Haven, K. (2000). Super Simple Storytelling. Connecticut: Libraries Unlimited.
Haven, K. (2007). Story Proof: the Science behind the Startling. Connecticut: Libraries Unlimited.
Haven, K. & Ducey, M. (2007). Crash Course in Storytelling. Connecticut: Libraries Unlimited.
Islam, M.N. 2012.An Analysis on How to Improve Tertiary EFL Students’ Listening Skill of English. In Journals on Studies in Education [Online], Vol 2 (2), 10 pages. Retrieved June 2012, from:https://www.google.co.id/?gws_rd=cr,ssl&ei=rIydU-OVNcewuATM84G4DA#q=An+Analysis+on+How+to+Improve+Tertiary+EFL+Stu dents%E2%80%99+Listening+Skill+of+English+by+mohammad+islam+pdf.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. New York: Academic Press.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Pres Inc.
(5)
Eka Zulaeka, 2014
The Use Of Storytelling In Teaching Listening
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Lau, G. (2002). The Use of Literary Texts in Primary Level Language Teaching.in Hong Kong. In Hong Kong Teacher’s Center Journal [Online], Vol 1 (1), 8 pages. Retrieved June 2012, from:http://edb.org.hk/hktc/download/journal/j1/2_1.3.pdf Linse, T. (2005). Practical English Language Teaching. New York: McGraw-Hill. Lodico, G. et al. (2010). Methods in Educational Research (second ed.). San Francisco: Jossey-Bass.
Loukia, N. (2006). Teaching Young Learners through Stories: The Development of a Handy Parallel Syllabus. In Reading Matrix [Online], Vol 6 (1), 16 pages. Retrieved March 2011, from: http://www.readingmatrix.com/articles/loukia/article.pdf
Miller, E. (2012). Storytelling Workshop Booklet. Chennai: World Storytelling Institute. Retrieved June 2013, from: www.storytellinginstitute.org
Norrick, N. R. 2000. Conversational Narrative: Storytelling in Everyday Talk. Amsterdam: John Benjamin Publishing Company.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Sidney: Cambridge University Press.
Nunan, D. (1992). Research Method in Language Learning.Cambridge: Cambridge University Press.
Osada, N. (2004). Listening Comprehension Research: A Brief Review of the Past Thirty Years. Listening Comprehension Journal. In Journal of Listening [Online], Vol 3 (2), 14 pages. Retrieved March 2011, from: http: //www.talk-waseda.net/dialogue/no03_2004/2004dialogue03_k4.pdf
Pinter, A. (2011). Children Learning Second Languages. London: Palgrave Macmillan.
(6)
Pinter, A. (2006). Children Learning Second Languages. Oxford: Oxford University Press.
Richards, J. C. (2008). Teaching Listening and Speaking: from Theories to Pratice. New York: Cambridge University Press.
Skhela, K.A. (2010). The Effectiveness of Using Storytelling Technique in Enhancing 11th Graders' Listening Comprehension Sub-Skills in Middle Gaza Governorate.
(Master’s thesis, Islamic University, Gaza). Retrieved March 2012, from: http://library.iugaza.edu.ps/thesis/92124.pdf
Scott, D. & Morrison, M. (2005).Key Ideas in Educational Research. New York: Continuum.
Stoyle, P. (2012). Storytelling Benefits. [Online]. Retrieved from: https://www.teachingenglish.org.uk/article/storytelling-benefits-tips [6th January 2014]
Ur, P. (1991). A Course in Language Teaching.Cambridge: CambridgeUniversity Press.
Verdugo, D. R. and Belmonte, I. A. (2007). Using Digital Stories To Improve Listening Comprehension With Spanish Young Learners Of English. In Language Learning Technology [Online], Vol 11 (1), 15 pages. Retrieved May 2010, from: http://journaldatabase.org/articles/using_digital_stories_improve.html
Yin, R. K. (2003).Case Study Research: Design and Method (third ed.). Thousand Oaks: Sage.