DEVELOPING STUDENT’S LISTENING ABILITY THROUGH INTERACTIVE LISTENING.

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Approval ………..……….. i

Declaration ………. ii

Abstract ……….. iii

Acknowledgement ……….. iv

List of Figure………. vi

Table of contents ………. vii

CHAPTER I INTRODUCTION 1.1 The Background ...………. 1

1.2 The Definition of the Terms ………. 3

1.3 The Statement of the problems ……….. 4

1.4 The Purpose of the Study ……….………. 5

1.5 The Significance of the study ……… 5

1.6 Assumption ……… 5

1.7 Hypothesis ………. 6

1.8 Research Methodology ……….…. 7

1.9 The setting and Samples of the Study ……….….. 9

1.10 The Organization of the Thesis ……….…. 11

CHAPTER II REVIEW OF LITERATURE 2.1 The Importance of Listening for EFL learners ………. 13

2.2 Definition of Listening ……… 15

2.3 Bottom Up and Top Down Process ……….. 18

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2.5 Listening Purpose ……….. 24

2.6 Input ……….. 25

2.7 What Makes Listening Difficult? ………. 28

2.8 Listening Principles ……….. 31

2.9 Teaching Listening Procedures ………. 34

2.10 Types of Classroom Listening Performance ………... 37

2.10.1 Reactive Listening ……….… 37

2.10.2 Intensive Listening ……….… 37

2.10.3 Selective Listening ……… 38

2.10.4 Responsive Listening ……….… 38

2.10.5 Extensive Listening ……….….….…. 38

2.10.6 Interactive Listening ……….…….…… 39

2.10.6.1 What is Interactive Listening? .…...… 39

2.10.6.2 How does It Work? ………...… 40 2.10.6.3 How is It Applied …….……….…….. 42

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ……… 44

3.1.1 The design ……….…….……….. 44

3.1.2 The setting and Samples of the Study ……….... 45

3.2 The Variables of the Study ……….. 46

3.3 The Teacher ………..….….. 46

3.4 Listening Teaching Materials ……….……..… 47

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3.7 Data Collecting ……….…………. 50

3.8 The Reliability of the Test ……….……..…… 52

3.9 The Difficulty Level of the Test ……….………. 54

3.10 Data Analysis ………... 55

3.10.1 The Data Analysis of the Test …... 55

3.10.2 The Data Analysis of Interactive Listening Process ……….………..…… 57

3.10.3 The Data Analysis of the Questionnaire …….. 57

3.10.4 The Data Analysis of the Interview …….……. 58

3.10.5 The Data Analysis of Linguistic Evidence …… 59

CHAPTER IV FINDING AND DICUSSION 4.1 The Gain of Experimental and Group ……….. 60

4.2 The Result of the Data Analysis of Interactive Listening Process ………..… 61

4.3 The Result of the Data Analysis of Questionnaire……….. 63

4.4 The Results of the Data Analysis of Interview ………. 69

4.5 The Result of Data Analysis of Linguistic Evidence …. 75 CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ……… 104

5.2 Suggestions ……….. 105

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APPENDIXES

Appendix 01 Basic Competences Appendix 02 Listening Material Appendix 03 Lesson Plan

Appendix 04 The Script of listening Comprehension Test Appendix 05 The Paper Test

Appendix 06 Questionnaire Appendix 07 Interview

Appendix 08Reliability and Difficulty Level of the Lest. Appendix 09 The Sore of Pre-test and Post-test

Appendix 10The gain of experimental and control group Appendix 11 Transcription of Interactive Listening Process

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CHAPTER 1 INTRODUCTION

1. 1 The Background

The outset of the inquiry on this study occurred when the lecturer of English Curriculum Analysis, MR. Didi Suherdi, assigned us to do teaching practice at school and the executor of the teaching practice and teaching topic depended on each group. Unintentionally, the researcher was appointed to become the executor of the teaching practice at that time.

The teaching setting was an Islamic school. Its name is Maal-Ihsan Balaendah in Bandung. The participants of the teaching practice were the tenth class and the language skill taught was listening integrated with speaking activities. Such teaching was often conducted by the researcher during teaching in SMA Negeri 1 Serui (one of senior high schools in Kepulauan Yapen Regency.

Surprisingly, the students were very interested in the way of teaching. They were more active and enthusiastic during the class.

However, Yarusman (2004) claims that a great number of students complained doing listening in the classroom. The teaching strategies applied in teaching of listening were inappropriate for them, or the classroom is not conducive, (Widyanto, 2000). The cases had a controversy with the researcher’s teaching experience. The controversy encouraged the researcher to do an investigation on Interactive Listening in the classroom.

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Another thing that attracted the researcher to do an investigation on teaching of listening was the language exposure, (Falks, 1978). It is the core of people’s language development. Talking about language exposure, of course, is closely related with talking about the importance of listening in people’s language development.

There are four main reasons why language exposure has important role for people’s language development. The first, it becomes the input. It is any spoken language heard by the people. It can be interactional conversation, interpersonal conversation, monolog, a simple sentence, or even a word. All of these become the materials for people’s language development

The second reason, the language exposure involves mental process of the hearer. It is related with the people’s brain. The brain becomes the instrument which processes the raw materials entering to people’s ears. Not all of them will be processed in the people’s brain. They depend on people’s needs and interest, (Rost, 2002).

The inputs processed and kept in the brain become the intake, or language inner ability. They are structured in the head and become a language chip. It becomes the regulator for the coming language inputs and language outputs. The language chip occurs in the head and can not be seen. Its work is very fantastic. This is the third point hidden in language exposure.

The last reason is the intensity of language exposure heard. It refers to the quantity of inputs coming into the people’s ears. The more people have language exposure or listening exposure the more they have language development. In other

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words, with the intensity of listening in the classroom the second or foreign language learner will have significant language development. This reason becomes the main concern that motivated the researcher to do an investigation in teaching of listening.

Type of listening performance that can give intensity in language exposure or listening exposure for the second and the foreign learner is just Interactive Listening, that is, the teaching of listening integrated with speaking activities. In this type of listening, the learners can have more language exposure or listening exposure from the recorded aural texts, friend’s talking, and the teacher talks. The learner’s process of comprehending can be complete if they are involved in speaking activities, (Brown, 2001). In other words, Interactive Listening can be effective to develop student’s listening ability.

Therefore, the researcher’s assumption of the Interactive Listening that could develop student’s listening ability becomes became bigger. It strengthened the researcher’s inquiry to make an investigation titled “DEVELOPING THE

STUDENT’S LISTENING ABILITY THROUGH INTERACTIVE LISTENING”. In

order to find out whether the Interactive Listening was affective to develop the student’s listening ability, the writer executed a true experiment to the eleventh class of a Senior High School in Serui in Kepulauan Yapen (one of provinces in Papua.) 1.2 The Definition of the Terms

The research is about “Developing the Student’s Listening Ability through

Interactive Listening”. The terms on it are needed to define to avoid misinterpretation

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1. Developing means the effort to make better

2. The students are those who are still learning in the eleventh class of SMA Negeri 1 Serui.

3. Listening ability means competence in comprehending English spoken language or aural texts

4. Through means by way of

5. Interactive listening means the listening performance integrated with speaking activities.

With the terms defined above, it can be inferred that developing the student’s listening ability through Interactive Listening means the effort to make better the learner’s competence in comprehending the aural texts or spoken language through listening performance integrated with speaking activities

1. 3 The Statement of the Problem

Based on the background of the study, There is a space for Interactive listening to be investigated. The main focus in this research was to develop the student’s listening ability and to support it the student’s performance was integrated speaking activities. Therefore, the research questions that would be answered through this true experiment were as follows:

1. Is Interactive Listening effective to develop the students’ listening ability? 2. How does Interactive develop the student’s listening ability?

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1.4 The Purposes of the Study

Referring to the statements of the problem above, the study attempts to find out:

1. If Interactive Listening effective to develop the student’s listening ability. 2. How Interactive Listening develops the student’s listening ability

3. What encourages the student’s involvement

1.5 The Significance of the Study

Listening has an important role in language development whether it is as a first language, or second language, or foreign language. It also supports the acquiring of the other language skills, in particular speaking skill. Beside that it is also a vital means of passing the national English test for the students.

This research is about developing student’s listening ability. Its findings, of course, would give direct contribution to both the learner’s language development and successful achievement in national test, in particular for the students of Senior High Schools in Serui. The findings also give better English teaching improvement in the future in particular in teaching of listening.

The findings also give wide space to the coming researcher who would like to do a research in the same topic in broader scope, and they can be used as reference. 1.6 Assumption

The case investigated was “Developing Student’s Listening Ability through Interactive Listening”. It is related with the teaching of listening. The researcher has

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enough knowledge about the topic. Beside that, the researcher also has already had the knowledge of doing research. The population of the study was the student of senior high school who were sitting in the eleventh class of science program. They had already gotten Basic English Knowledge. So, it was believed could be accomplished well

1.7 The Hypothesis

“An analytical research should present hypothesis”, (Kartadinata, 2007: 52). The hypothesis is a tentative statement of expected relationship between two or more variables, (Millan and Schumacher, 2001). This study is quantitative in nature which uses a true experimental design of which the sample students were randomly selected. The Interactive Listening was given to the experimental group, while the control group was given non-Interactive listening or conventional one.

Through the research it was expected after a treatment, there would be a difference in listening ability between the sample students taught with Interactive Listening and the sample students taught with non Interactive Listening. In other words the sample students taught with Interactive Listening had better listening ability than the sample students taught with non-Interactive Listening or conventional one.

Because of it, null hypothesis was adopted as the hypothesis of the research, that is, there is no difference in listening ability between the sample students drawn from the population. In other words, there was no difference in listening ability

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between the sample students taught using Interactive Listening and those taught by the conventional one. The evidence that emerges with this prediction can not be conclusive grounds for accepting the hypothesis. However, if the evidence is inconsistent with the hypothesis is good enough grounds for describing it, (Farhady, 1982).

The study is also supported by descriptive data. It aims to find out more about the interactive listening. However, the research questions dealing with it are not formulated in another hypothesis statement, (Kartadinata, 2007)

1.8 Research Methodology

The study uses a quantitative paradigm. It is a true experimental design using pretest posttest control group. In this design the sample students are randomly selected. It is discussed in details in chapter three.

Farhady (1982: 1) defines that “a research is as a systematic approach to find answers to the questions”. It means all the activities before doing a research should be planned systematically, as the efforts done systematically can give systematically effect, (Sudjana, 2005). To find out the answers to the research questions, the researcher also does the same thing, that is, systematic research actions.

The systematic activities done by the writer ranging from the outset of the study up to the reporting of the results are illustrated as follows:

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Figure 1.1

The Diagram of Research Activities 1. Determining the focus

2. Review of Literature

3. Formulating the problem in a question form

4. Determining research paradigm

5. Determining data collection

6. Determining data analysis

7. Visiting the setting

8. Determining the sample students randomly

9. Recorded the listening script

10. Trying out the test

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12. Pre-test

13. Analyzing the initial difference of sample students

14. Treatment

15. Data Gathering Post-test

Interview Questionnaire Linguistic Evidence

Videotaping of Interactive Listening Process

16. Analyzing the data

17. Reporting the results

1.9 The Setting and Samples of the Study

The setting of this study is a senior high school. Its name is SMA Negeri 1 Serui. It is located in a small town of Yapen Waropen Regency and now becomes Kepulauan Yapen Regency (one of the regencies in Papua province). This school was

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legally opened in March, 11th 1969 together with the establishing of Yapen Waropen as definitive regency. Although it school legally opened, it did not have teachers yet. Because of it this school was closed until 1970 to recruit the teachers. It operated in 1971. It had only one class, and the teaching process was held in the afternoon. In 1972 it got two government teachers. In 1973 the government established its name SMA Negeri 417 and in the same year it succeeded graduating its first output.

In 1990 this school’s name changed into SMA negeri 1 Serui. In 1998 its name changed again into SMU negeri 1 Serui. In 2004 its name changed again into SMA Negeri 1 Serui until now.

Now this school has become a big school. It has twenty one classrooms, five laboratories (chemistry laboratory, physic laboratory, language laboratory, biology laboratory, and computer laboratory), a hall for MGMP, counseling room, a library and a canteen. It has forty seven teachers and one thousand and five students. They are spread out in each level. The twelve years students consist of three hundreds and seven students that are divided into ten classes. The eleven year students consist of two hundreds and fifty two students that are distributed into seven classes: five classes for science program and three classes for social program. The twelve year students consist of four hundreds and fifty nine students that are distributed into nine classes: five classes for science program and four classes for social program.

The Population of the study was those who sat in the eleventh class of science program. They were divided in five classes: science program one, two, three, four, and five. Two of the classes were elected as the samples of the study. The eleventh

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class of science program one became the experimental group and consisted of thirty one students. The eleventh class of science program three was control group. It also consisted of thirty one students.

1. 10 Organization of the Thesis

The organization of the thesis is started with declaration, abstract, list of appendix, and contents. The thesis consists of five chapters. And each chapter is organized as follows:

CHAPTER ONE

The Background, The Definition of the Terms, The Statement of the Problem, The Purpose of the Study, The Significance of the Study, The Assumption, The hypothesis, Research Methodology, The Setting and Sample of the Study, and the Organization of the Thesis.

CHAPTER TWO

The Importance of Listening in EFL learners, The definition of Listening, Bottom up and Top down Process, Principles of Instructional Design, Listening Purpose, Input, What Makes Listening Difficult, Listening Principles, Teaching Listening Procedures, and Types of Classroom Listening Performance.

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CHAPTER THREE

The Design, The Setting of the Sample, The Study, The Variables of the Study, the Teacher, Listening Teaching Materials, Teaching Procedures of Interactive Listening, Treatment, Data Collection, The Reliability of The Test, The difficulty Level of The Test, Data Analysis of the Test, Data Analysis of Interactive Listening Process, Data Analysis of questionnaire, Data Analysis of interviews, Data Analysis of Linguistic Evidence.

CHAPTER FOUR

The Gain of Experimental and Control Group , The Result of the Data analysis of Interactive Listening Process, the Result of the Data analysis of Questionnaire, and The Result of Data Analysis of Interview.

CHAPTER FIVE

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CHAPTER 3 RESEARCH METHODOLOGY

3. 1 RESEARCH DESIGN 3. 1. 1 The Design

It has already been mentioned in Chapter One that the research applied quantitative paradigm with a true experimental design with pretest posttest control group design. The quantitative paradigm advises researcher to plan a research systematically to obtain a meaningful interpretation of the results of the study. In order to find out a meaningful interpretation of the results of the study, data gathering procedures should be done with care, (Farhady, 1982) and the concept of validity should be considered.

In this design, data gathering procedures had already been done with care by paying attention to the validity of the research, such as, considering some factors which could effect of the research validity.

To preserve validity of the study some factors (test effect, subject selection, and history) were controlled in this design. To avoid the test effect, the test was tried out in advance, and then its results were analyzed to determine reliability and difficulty level of the test.

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To avoid the effect of subject factor, the sample students who were drawn from the population were randomly selected. To determine who was in experimental group or control group were also randomly selected.

A pretest was also administered to both experimental group and control group. It was conducted before the treatment. Its purpose was to find the initial variances between the experimental group and control group. At the end of the sessions, a posttest was given to both experimental group and control group.

To avoid the history effect, the back ground of English capability of the sample students was also identified. Based on the identification, none of the sample students had superiority in English ability. All of the sample students were at the same level. Their English knowledge was just obtained from formal study.

3.1. 2 The Setting and Samples of Study

The study setting was a Senior High School in Serui. It is located in Serui town. It is in Kepulauan Yapen Regencies (one of regencies in Papua Province). The population of the research was students in the eleventh class of science program. It consisted of five classes. They were science program one, two, three, four, and five.

All of the classes had the same chances to become sample students. However, two of them should be determined as sample students. To get the sample students a lottery was given to the five classes. Two of them were randomly selected to become as sample students of the study using clustering sampling. When the sample students had been determined, a lottery was administered again to determine who would be

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experimental group and control group. One piece of the lottery was written on it experimental group and another piece was not written at all. Those who took the a lottery written experimental group on it become group experiment and those took the blank one became group control.

From the lottery given, finally, the eleventh class of science program 1 was randomly selected became group experiment and the eleventh class of science program 3 became group control. Unfortunately, the two groups had equal number in the quantity, that is, thirty one students each.

3.2 The Variables of Study

Based on the title of the thesis, there are two kinds of variables in it. The interactive listening is as independent variable which was manipulated to give the effect on the dependent variable. The dependent variable is student’s listening ability which was observed and measured to determine of the effect of the independent variable, (Farhady: 1982). Based on the variables observed and measured, this research has got three dependent variables: if the interactive listening is effective to develop the student’s listening ability, what makes interactive listening able to develop student’s listening ability, and what provokes the student’s involvement.

3. 3 The Teacher

The treatment for both group experiment and group control was executed by the researcher himself. It was conducted so to avoid unfair treatment. Beside that, the teaching of listening integrated in with speaking activities was never conducted by

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the teacher in that school. It was also unlikely for the researcher to teach one of the teachers to become the executor of the treatment due to limited time.

The role of the teacher in the process of teaching listening was a model, motivator, and facilitator. Teacher as a model means the teacher gave the example or a model to how to do the task. Teacher as a motivator means that in the process of teaching listening, he often encouraged the students to do the tasks more enthusiastic by giving verbal rewards. And teacher as facilitator means the teacher did not dominate the class. He was only a helper to make the students more understandable and able to do the tasks.

3. 4 Listening Teaching Materials

The instructional objectives of the interactive listening were adopted from the Standard of competence for listening skills at eleventh class level. To cover the objectives, the researcher adopted authentic listening materials and the listening tasks were developed based on the principles of teaching interactive listening.

The authentic listening materials were adopted from the following sources: 1) English Alive 1, 2) English Alive 2, 3) Listening Student’s Book 1, and New English Course 3 Part A. Those listening materials were suited with the level of student’s English ability. (See appendix 02).

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3. 5 Teaching Procedures of Interactive Listening

The teaching procedures of Interactive Listening were a relatively standard format for the listening lesson developed at this time: Pre-listening, Listening or while-listening, and Post-listening. The teaching activities in each stage are explained as follows:

Pre-Listening

Dealing with activating the student’s prior knowledge a) Greeting the students

b) Making students feel more comfortable

c) Attracting students’ attention: brainstorming vocabulary, questions and answer, answering questions based on the picture, etc.

Listening or While-Listening Dealing with listening process

a) Listening text through cassettes

b) Do speaking activities prepared by the teachers.

c) In this stage, the teacher also did diagnostic activity and doing remedial exercises

Post-Listening

Dealing with listening product a) Performing a dialog

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3.6 The treatment

Both the experimental group and the control group got a treatment. However, they got different treatment. The experimental group got Interactive Listening. It means the students were asked to get the information from the spoken language or aural text. Besides, the student’s performance is also integrated with speaking activities. The control group got the conventional one. The conventional means the usual way of teaching listening conducted in language classroom, that is, asking the students to find out certain information from the spoken language or aural text the students have just heard. The two groups got the same materials and teaching procedures (pre-listening, while listening, and post- listening).

The teaching was conducted eight meetings for each group. Every teaching took two hours meeting. One hour meeting equaled to forty five minutes. So, for two hours meeting equals to ninety minutes. The schedule of the treatment can be seen in Table 3. 1.

Figure 3. 1

The schedule of the treatment

No Group Month Day Date Total

1. Experimental Group May July Wednesday Friday Wednesday Friday

13, 20, 27 15, 22, 29

3 5 3 3 1 1

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The total 8 2 Control

group May July Monday Thursday Saturday Monday Thursday 18 14, 28, 16, 23, 30

1 4 1 2 3 1 1

The total 8

3.7 Data Collecting

Referring to the research questions of the study, data gathering was conducted through pre-test, post-test, videotape of Interactive Listening process questionnaires, interview, and linguistic evidence.

The pre-test and post-test used the same test. The test was a listening comprehension test. The test type was multiple choices with five options. It consisted twenty five items. The test was divided into four sections. Section one was about statements with pictures. It consisted of two items. It ranges from the item number one up to number two. Section two was about questions and responses. It consisted of four items. It ranges from the item number three up to number six. Section three was about short conversation. It consisted of nine items. It ranges from the item number seven up to fifteen. Section four was about short talk. It consisted about ten items. It ranges from the item number sixteen up to number twenty five.(see Appendix 03).

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There were some phases conducted in constructing the test. The first phase was determining the teaching material and identifying linguistic properties due to teaching objectives to be tested and then put them into a specification of a test. The second phase was constructing the items in cards. The third phase was editing them in paper test. Because it was edited a listening comprehension test, the transcript of the test was also recorded. It was recorded in TVRI station in Serui. The last phase was trying out of the test.

Trying out of the test was intended to find out about the reliability and the difficulty of the test. The level of reliability and difficulty of the test are meant to indicate if the items of the test needed change or not.

The trying out of the test was conducted on the 8th May 2009. The object of the trying out was the eleventh class of science program of SMA Negeri 1 Serui and this class was not included as the samples students of the study.

The questionnaire is about the things related with the Interactive Listening (see appendix 05). The type of the interview is aptitude test. It means the sample students were asked to make a check list to the option they thought or felt was better. The test was given to the experimental group only. The questionnaire has sixteen items and five options. And the options are strongly agree, agree, undecided, disagree, and strongly disagree.

Another instrument used to collect the data is interview (see appendix 06). The interview was intended to find out the student’s views on the activities of

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Interactive Listening. The interview consists of four questions. The interview was given to the experimental group only.

Collecting linguistic evidence was also conducted in this design. It deals with the inquiry of how many sample students had performed well and how many sample students still did not perform well in pretest and how many samples students had performed well and still did not perform in posttest and factors that might cause the sample students did not perform well in the post test, and which of the listening skills were found more difficult for them

3. 8 The Reliability of The Test

The test was tried out before it was determined as the fixed instrument in this study. It was not tested to both experimental, or control group. It was tested in the class ,not included, as the sample students. The purpose of trying out of the test in this design was to find out the reliability and difficulty level of the instrument. “The test reliability refers to the consistency of the measurement”, Millan and Schumacher (2001: 181). The consistency of an instrument can give validity to the data gathered. Developing the reliability of an instrument is to minimize the influence of the score chance or other variables unrelated to the intent of the measure.

The method applied to measure the reliability of the test used the Spearman-Brown test. According to Gronlund (1976: 110) “Split-Half Method is the measure of internal consistency”. So the estimation of the reliability of test tried out used the Spearman-Brown formula with on the full-length test. This formula is as follows:

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2 x Reliability on ½ test

Reliability on full test = --- 1+ Reliability on ½ test

To compute reliability based the Spearman Brown Formula was conducted by dividing the test into in half for scoring purposes. To split the test into halves which were most equivalent, the usual procedure was to score the even-numbered items and the odd-numbered items separately. This provided two scores for each pupil which, when correlated, provided a measure of internal consistency. This coefficient indicated the degree to which the two halves of the test equivalent. This coefficient was determined by correlating the scores of two half tests.

And the criteria used for the reliability index of the full test (Rn) are as follows:

a. Index test is 0.00 < Rn < 0,20 (very low reability) b. Index test is 0.20 < Rn < 0,40 (low reability) c. Index test is 0.40 < Rn < 0,60 (medium reability) d. Index test is 0.60 < Rn < 0,80 (high reability) e. Index test is 0.80 < Rn < 1,00 (very high reability)

Base on the computation of the score of the test tried out, the reliability of the test t indicated 0.674 level.the reliability. Refering to the criteria of index text of the realibility above that the The position of the reliability of the test tried out between 0.60 < Rn < 0,80. It means the reliability of the test tried out had high reliabilty. It had high consistency. This instrument had fulfilled a prerequisite to measure the listening ability of the samples students of study (see apendix 7)

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3. 9 The Difficulty Level of The Test

A good test is a test that can measure the good and poor students. To know if the test suits for the poor and good, the difficulty level of the test shoud be measured. So, before the test was determined as an instrument for this of thi research its difficulty level was measured in advance. The following is the formula used to measure the difficulty level of the test tried out:

= 100%

Where

TK = the difficulty level of the test nB = sum of the students are right answer N = sum of the students

And the criteria used to determine the difficulty level of the test as follows: a) 0 % - 15 % (very difficult)

b) 16 % - 30 % (difficult) c) 31 % - 70 % (medium) d) 71 % - 85 % (easy)

e) 86 % - 100 % (very easy), (Karnoto, 1996

)

Based on the computation of the difficulty level of the test, the difficulty level of the instrument fell between 31 % and 37 %. It indicated that the difficulty level of the test was at medium level. In other words, the test was able to measure the poor and the good students (see appendix 07)

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3. 10 Data Analysis

The data analysis conducted in this reseach was based on the types of the data collected. Refering to the data gathering of the study there there are five knids of data ,such as, pre-test data, post-test data, Additional analysis was also conducted in this design, that is, the linguitic eveidance. The data analysis was conducted as follows:

3. 10. 1 Data Analysis of the Test

It was mentioned above that there were two kinds of data: pre-test and post test data which experimental and control group obtained before a treatment. The pre-test was analyzed using t-pre-test. It was meant to find out the equality of experimental group and control group in listening ability. One of a prerequisite of t-test is the pretest data of experimental and control group must be in normal distribution.

However, the normal distribution of pre-test data was not computed in this design because sample students of experimental group and control group were more than thirty for each. For thirty or more sample students is assmued that the data is nomally distributed, (Farhady, 1982)

The pre-test data gathered from the experimental group and control group was also inteded to know the equal mean of both groups. if the different mean of experiemntal group and control group are significantly different befrore the treatment done, it can be assumed that the effect is not caused by the treatment but the varience itself. That’s why, in this reseach design, the equal mean of the experimental group and control group was also counted in this design.

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To compare the equal mean of the pre-test in this design uses independent t-test and (Sarwono, 209). Based on the pre-t-test data gathered (see appendix 08) that both experimental group and control group consists of thirty one for each. The total score of experimental group was 1352. Its avarage was 43.61 and its standard deviation was 16.11. The total score of control group was 1396. Its avarage was 45.00 and its standard deviation is 17.00. The Std Error Difference between means of the pretest was 4.2 and t value was - 0.3309 with df = 60 of the t-table at .05 level of significance for two tailed test is 2.000. It indicates that t-value of pretest is lower than t-table. It is on negative direction, but it is still in the critical value of t-table. It means that sample students are truly drawn from the same population. In other words, the experimental and control group have relatively same listening ability before the treatment done.

The post-test data gathered was analayzed with independent t-test too. In the process of analyzing the post-test, the researcher did not count directly the posttest score in the t-test. The process of analysing the posttest score was coducted by getting the gain of the experimental group and control group (see appendix 09).

The reason why the gaing was conducted as computation base was pretennding a sample student of experimental group gets 30 score in pretest and 60 score and a sample student of control goup gets 60 score in pretest and 75 score in posttest, and if we look at the socre in a glance, we will say the sample student of control group is better. However, if we look at the gain score the sample of

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experimental group is bettet though his/her score is lower. So, computing the gain of experimental group and control group is more accurate.

The intention of analyzing the gain of experimental group and control group was to find out if the effect of sytematically treatment done between experimental and control group was significant or not.

3.10.2 Data Analysis of Interactive Listening Process

Data analysis of Interactive Listening Process was based on the videotaping of the Interactive Listening Process. It was conducted by listening the raocrded teaching listening process and choosing two meetings as the representative for all sesisons. The first and the firth meetings were chosen as the representatives for all sessions.

The anaylis was done by listening to the two recorded sessions and put them in a transcription. The transcription was cetegorized into Teacher’s Talk with no Response, Teacher’s Talk with Non-Verbal Response, Teacher’s Talk with Student’s Response, Student – Student Response, Student’s Talk with No – Response, and Tape’s Talk with Student’s Response.

3. 10.3 Data Analysis of Questinnaire

Every item of the questinnaire has five options and each option has a degree raging from five to one: strongly agree has five score, agree has four score, undecided had three score, disagree had two score, and strongly disagree had one score. The questionnaire data was analyzed by puting them in a matrix, then determining the

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lower and the upper score, and putting them in percentage. The percentage was obtained from the number of the students choosing a certain option divided by the total items multipflied by 100 %..

The criteria of interpreting the analyzed data uses the following criteria: a) 0 % - 20 % (very weak)

b) 21 % - 40 % (weak) c) 41 % - 60 % (enough) d) 61 % - 80 % (strong)

e)

81 % - 100 % (very strong)

3.10.4 Data Analysis of Interview

The analysis of interview data was done by getting a sense as the whole and some ideas that attract the researcher’s mind, picking up the most interesting and writing the thoughts in the margin, making them in a list of all topics, and clustering tothether the similar topic. From these topics into columns that might be arrayed as major topics, unique topics, and leftovers, then grouping them that relates to each other.

The next phase, assembling the data interview which belongs to each category and then perform the analysis. After the performing the analysis, the reseacher interpretes it to find out what interaction provokes the sample students in the interactive listening.

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3.10.5 Data Analysis of Linguitic Evidence

The procedure of analying the liguistic evidence was conducted by transcribing types of liguitic proverties in each item, and then determining the total number of the sample students who have performed well and still do not perform well in pretest and the total number who have performed well and still do not perform well post test. And those who still did not do well in posttest in certain item was analyzed to find out the factors that might bring about the case linguitically. The analysis of listening skills was also included in the analysis linguistic evidence. It was aimed to ideftiy the more diffult listening skills that the sample students encountered.

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CHAPTER 5 CONCLUSION AND SUGGESTIONS

5. 1 CONCLUSION

Teaching of listening in senior high school still preserves many problems. The problems, of course, are caused by many factors as well. The problems appearing vividly in there are the English teachers more often use Indonesian than English in English instruction and teaching of listening is seldom conducted in English language classroom although the importance of listening in learner’s language development has been realized. Because of it, the students have poor listening ability.

Teaching of listening which is integrated with speaking tasks or speaking activities is seldom conducted in the classroom. It can be seen from the students’ difficulty in giving the responses toward the spoken language or aural text they have heard. They are prone to keep silent or to give short responses using yes no answer.

However, based on the results of data analysis obtained from sample students’ gain (the difference of score of posttest and pretest of experimental and control group), the students’ perception, attitude, or ideas towards Interactive Listening and its speaking task, and the linguistic evidence, some conclusion can be drawn as follows:

1. Interactive Listening (listening performance integrated with speaking activities) is effective to develop the student’s listening ability.

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2. Speaking activities which are developed from spoken language or aural text that the students have just heard and the quantity of language exposure they hear during the listening class make Interactive Listening more effective to develop student’s listening ability.

3. Speaking activities involving student – student in response exchange in a dialog more provoke the student’s involvement in the class.

4. The main factor causing the student’s difficulty in getting the information (match statement with picture, identifying certain information, making inference of the setting of the conversation and the speaker’s job, getting implied meaning, and getting main idea or topic) is the student lacks of English vocabularies.

5. 2 SUGGESTIONS

The students of Senior High school still face many difficulties in developing their listening ability. Their English teacher still have tendency to use Indonesian in as means of English instruction in the classroom. It becomes one of barriers for them to develop their listening ability. They hardly find as a language model for them to imitate in their daily interaction and even in the classroom. Teaching of listening is seldom conducted in English class. In addition, they lack of English vocabularies. The factors cause the students of Senior High School have poor listening ability.

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Based on the problems mentioned above, it is suggested the English teacher, in particular the English teachers of Senior High School in Serui, to conduct the following activities:

1. Using English in the classroom can enhance the students’ interest in learning English. It also can develop their listening ability. So, the English teacher should use English as a means of English instruction in language class.

2. Listening has importance role for learner’s language development. Therefore, listening should have priority in teaching of English.

3. Teaching of listening integrated with speaking activities can enhance the student’s listening ability. It is suggested the English teacher should apply it in developing the student’s listening ability.

4. The main point in interactive listening lies on the quantity of language exposure heard and response exchange in the form of a dialog developed from spoken language or aural text that the students have just heard. And response exchange in the form of dialog can provoke more involvement in the class. So, the language function in the spoken language or aural text should be developed in the form of a dialog. 5. One of the successful keys in studying a foreign language is the student mastering the

meaning of lot of vocabularies. It is suggested the English teacher should develop the student’s English vocabularies. It should be integrated in teaching of the four main language skills (listening, speaking, reading, and writing).

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