Increasing the Students Ability in Liste
(EXCITE, LISTEN, VISUALIZE, EXTEND AND SAVOR) STRATEGY AT THE EIGHTH GRADE OF SMP NEGERI 2 LAHOMI IN 2015/2016 THESIS
By:
GRESYOFITA DAELI Reg. Number: 102108054 INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION PROGRAM JUNY 2016
ABSTRACT
Daeli, Gresyofita. 2016. Increasing the Student’s Ability in Listening Skill by Using ELVES (Excite, Visualize, Extend and Savor) Strategy at the Eighth Grade of SMP Negeri 2 Lahomi in 2015/2016. Thesis, Advisors (1) Yasminar Amaerita Telaumbanua, M.Pd, (2) Dra. Nursayani Maru’ao, M.Pd
Key words: Listening Skill and ELVES Strategy
The purpose of the research is to increase the students’ ability in listening skill by using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy at the eighth grade of SMP Negeri 2 Lahomi in 2015/2016. In fact most of the students find difficulties in listening comprehension. The problems appeared because of many factors, such as: the students had lack motivation in learning listening, the teacher is rarely used media to teach listening, the students were not able to differentiate the sound produced by their English teacher, the English teacher used inappropriate strategies in teaching descriptive text. In solving the students’ problems, the researcher applied one of the strategies that is by using ELVES (Excite, Listen, Visualize, Extend and Savor) which is proposed by Wheat (1991:22).
In the first meeting of Cycle I, there were 10 students (66%) did the activities and 5 students (33%) who did not did the activities. In second meeting, there were 20 students (77%) did the activities and there were 6 students (23%) who did not did the activities. The average of the students’ score was 60,38. The highest score 90 and the lowest is 20. Because the students could not achieve the MCC at the school, the researcher continued to the next cycle. Based on the result of the observation sheets for the students in the first meeting of Cycle II, there were 21 students (65%) who did the activities and there were 78 students (25%) who did not did the activities. In second meeting, all the students were did the activities. The average of the students’ score was 80. the highest score is 100 and the lowest is
75. It showed that the score of all of the students could reach and higher than MCC (Minimum Competence Criterion) which is 65 points. Based on the result of the research above, the researcher it is concluded that ELVES (Excite, Listen, Visualize, Extend and Savor) strategy can be used in teaching students to increase their ability in listening skill by applying descriptive text. Therefore, it is suggested to the teacher to grow the students’ motivation to be active in the teaching-learning process and using ELVES strategy to increase the student’s ability in listening skill.
ACKNOWLEDGEMENTS
First of all, the researcher says thanks to God, for His blessing upon the researcher’s life, so that the researcher is able to compose and accomplish this thesis entitled “INCREASING THE STUDENTS’ ABILITY IN LISTENING SKILL BY USING ELVES (EXCITE, LISTEN, VISUALIZE, EXTEND AND SAVOR) Strategy at the Eighth Grade of SMP Negeri 2 Lahomi. The researcher is confined and aware that without God’s help, it’s likely that the composition of this thesis cannot reach its completeness.
During her study in IKIP Gunungsitoli until finishing, the researcher has been supported by many sides, motivating her to study well. Hence, she wants to express her sincere appreciation and thanks to:
1. Mr. Henoki Waruwu, M.Pd., as the Rector of IKIP Gunungsitoli for his best service and advice for students of IKIP Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd. M.Pd., as the Dean of the Faculty of Language, the examiner of research method, who always guides her by giving constructive suggestions in writing this thesis.
3. Miss Yasminar Amaerita Telaumbanua, M.Pd., as the chair of English department at once as the first advisor, who assists her, gives suggestion and also addition and brilliant ideas in finishing this thesis.
4. Dra. Nursayani Maru’ao, M.Pd as a second advisor, who always helps and gives her motivation, constructive idea in writing this thesis.
5. Mr. Yaredi Waruwu, S.S., as first examiner, who always suggests the researcher and gives many opinions in finishing this thesis.
6. Mr. Afore Tahir Harefa, as the second examiner, who helps her, gives the good opinions, ideas in preparing many things for accomplishing this thesis.
7. All of the lecturers in English department of IKIP Gunungsitoli who had taught her well during studying at IKIP Gunungsitoli.
8. Mr. Ikhlas Hia., as the Headmaster of SMP Negeri 2 Lahomi, who has facilitated the researcher in collecting the data in his school.
9. Mr.Adrianus Daeli.,S.Pd as the teacher-collaborator, who has given the good contribution to help the researcher in observing her teaching-learning activities in the eighth class (VIII-B) as the subject of the research. All of the students at the eighth grade of SMP Negeri 2 Lahomi, especially VIII-B, who helped the researcher in doing her research.
10. Special thanks to her beloved parents, to her dad (Hasatulo Daeli (Alm).) and her mom (Rehana Hia), who have financed her during her study in IKIP Gunungsitoli until finishing this thesis.
11. Her beloved young brothers ( Senjata Daeli, Lisiduhu Daeli, Buterlina Daeli, Antonius Daeli) who have supported her in finishing this thesis.
12. Her close friend Yupiter Gulo, S.Pd, Estiwati Gulo, S.Pd.,M.Pd, and all of RENARA-NISBAR, who constructive her ever gave criticism and motivation.
Thank you so much for all of your suggestions, advices, supports, motivations, and praying. Your gift is nice memory in her life and she always keeps you all in her heart, may Jesus bless you.
Gunungsitoli, July 2016 The researcher,
Gresyofita Daeli Reg Number. 102108054
CHAPTER I INTRODUCTION
A. The Background of the Problem
Listening is one of four skills in English. In learning foreign language, certainly students want to be able to communicate in English. So the students must be active to hear before holding a conversation to the other people. This is supported by the opinion of Nunan (2003: 24) that affirms, “Listening is an active, purposeful process of making sense of what students hear”. Student can make a good conversation with others by listening because she or he needs to listen before giving a response.
Listening is assuming greater importance in foreign language classroom. A student can understand instructions and explanations of his or her teacher by listening well. As Rost (2003: 200) points out, “Listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, learning cannot begin.” In other words, listening is very important in teaching and learning process.
In the syllabus of the KTSP 2006 at the eighth grade of SMP Negeri 2 Lahomi, the students are expected to comprehend the meaning in very simple of short monolog functional text in descriptive and recount texts to interact with the environs. The basic competence hopes the students to respond the meaning in very short functional text accurately, fluently, and acceptable to interact with the nearer environs. In other words, the students should pass on listening if they get at least 65 points or more.
However, in fact most of the students find difficulties in listening comprehension. This fact has been proved when the researcher did the observation to the students at the eighth grade class B of students of SMP Negeri 2 Lahomi. The problems appeared because of many factors, such as: the students had lack motivation in learning listening, the teacher is rarely used media to teach listening, However, in fact most of the students find difficulties in listening comprehension. This fact has been proved when the researcher did the observation to the students at the eighth grade class B of students of SMP Negeri 2 Lahomi. The problems appeared because of many factors, such as: the students had lack motivation in learning listening, the teacher is rarely used media to teach listening,
In solving the students’ problems, the researcher applied one of the strategies that is by using ELVES (Excite, Listen, Visualize, Extend and Savor). According to Wheat (1991:22), “a read-aloud activity that can be used by teachers to the students to increase the awareness of own past experiences. So, by using ELVES in teaching-learning process in the classroom gives the positive impact towards the teacher and the students. The researcher will apply the ELVES strategy to increase the student ability in listening comprehension.
Based on the explanations above, the researcher investigates this research entitled “Increasing the Students’ Ability in Listening Skill by Using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy at the Eighth Grade of SMP Negeri 2 Lahomi in 2015/ 2016”.
B. The Identification of the Problem
Based on the problem, the researcher identifies as follows.
1) The students lacks of motivation in learnings listening.
2) The teacher rarely used media in teaching listening.
3) The students were able to differentiate the sound produced by English teacher.
4) The students felt difficult to construct some sentences in English.
5) The English teacher used in appropriate strategies in teaching listening.
C. The Limitation of the Problem
In conducting the research, the researcher is focussed to increase the students’ ability in listening skill by using ELVES (Excite, Listen, Visualize, Extend and Savor) strategy at the eighth grade of SMP Negeri 2 Lahomi in 2015/2016.
D. The Formulation of the Problem
The problem of the research is formulated, “How does ELVES (Excite, Listen, Visualize, Extend and Savor) strategy to increase the students’ ability in listening skill at the eighth grade of SMP Negeri 2 Lahomi in 2015/2016?”
E. The Purpose of the Research
The purpose of the research is to increase the students’ ability in listening skill by using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy at the eighth grade of SMP Negeri 2 Lahomi in 2015/2016.
F. The Significances of the Research
The findings of the research are signified for:
1) The researcher, to get knowledge to use ELVES (Excite, Listen, Visualize, Extend and Savor) in increasing the students’ ability in listening skill.
2) The students, as an important source to increase their ability in listening skill by using ELVES (Excite, Listen, Visualize, Extend and Savor) strategy.
3) The English teacher, as an input for them to vary their strategies in teaching listening.
4) The next researchers, as a comparison with the other strategy in increasing the students’ ability in listening.
5) The readers, as information that ELVES (Excite, Listen, Visualize, Extend and Savor) by using plot of the story that can be used in increasing the students’ ability in listening skill.
G. The Assumptions of the Research
The researcher has some assumptions of the research, they are:
1) Listening is one of the skills that has to be mastered by the students.
2) ELVES (Excite, Listen, Visualize, Extend and Savor) is an interesting strategy in teaching listening.
H. The Key Terms Definitions of the Research
To avoid missunderstanding of the definition of research, the researcher classifies the terms used, they are:
1. Listening skill is one of English skills which can be used in listening activity to listen the material as well as possible.
2. ELVES (Excite, Listen, Visualize, Extend and Savor) is the reseacher activity to increase the students’ ability in listening skill by teaching descriptive text which describes about a place as a material.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Listening
a. Definition of Listening
According to Mc Erlain (1999:78), “Listening to a language can be defined as the ability to receive and decode oral communication by processing a language sample, in addition byYtreberg (2003:21) says, “It is quite clear that listening is the skill that children acquire first, especially if they have not yet learn to read”. When the students start to learn a foreign language, it is going in mainly through their ears and what the students hear is their main source of the language, also give them as much visual back-up as possible through facial expression, through movement, through mine and through pictures.” Based on the expert‘s opinion, in other words, listening is a basic skill that important to master. Listening may to be the first skill which train by the students in learning foreign language.
Diamond (2001:745) says, “Listening is essential for success, listening is an intense, active process. It takes concentration and self-discipline.” This statement means that listening occurs when there is an effort of the brain to assign the meaning of sound impulses. Along with this opinion, Lucas (1992: 30) also defines listening. Lucas states that listening is not only a physiological process, involving the vibration of the sound waves on eardrums, but it involves paying close attention and making sense of what we hear. On the other hand listening allows one to make sense of and understand what another person is saying. in other words, listening allows someone to understand what the other is talking about. Then, Nunan (1999: 209) states that listening is a constructive process of making sense of what we hear, in which student is an active participant. Futhermore, McErlain (1999: 78) says, “Listening to a language can be defined as the ability to receive and decode oral communication by Diamond (2001:745) says, “Listening is essential for success, listening is an intense, active process. It takes concentration and self-discipline.” This statement means that listening occurs when there is an effort of the brain to assign the meaning of sound impulses. Along with this opinion, Lucas (1992: 30) also defines listening. Lucas states that listening is not only a physiological process, involving the vibration of the sound waves on eardrums, but it involves paying close attention and making sense of what we hear. On the other hand listening allows one to make sense of and understand what another person is saying. in other words, listening allows someone to understand what the other is talking about. Then, Nunan (1999: 209) states that listening is a constructive process of making sense of what we hear, in which student is an active participant. Futhermore, McErlain (1999: 78) says, “Listening to a language can be defined as the ability to receive and decode oral communication by
Listening along with reading is a receptive skill. That is, it requires a person to receive and understand incoming information (input). Because Listening is receptive, we can listen to and understand things at a higher level then we can produce (Helgense in Nunan, 2003: 24). For this reason, people sometimes think of it as a passive skill. However, listening is very active. As people listen, they process not only what they hear but also connect to ather information which already known.
Listening is one of the skills in learning English that should be mastered by the students. Therefore, listening is learned by the students in the classrooms to achieve the optimal result that has been set and arranged in the syllabuss of Junior High School SMP N 2 Lahomi.
b. Principles of Teaching Listening
According to Harmer (1998:99-100), when teaching listening skill the teachers have to know the principles. There are some principles of teaching listening skill, they are:
1) The tape recorder is just as important as the tape. Tape recorder can be used for playing textbook tapes, tapes of people speaking, or music. The tapes can be more useful if we can strike a balance between convenient and quality. However good of the tape is, it will be useless if it has a poor speaker or if the motor speed keeps changing and the tapes goes faster or slower. So, the tape recorder should be audible and can be heard in all around the classes because the function of tape recorder in listening class is not only about the grammar or vocabulary but provides the good examples of pronunciation, rhythm, intonation, pitch and stress.
2) Preparation is vital to engage the students with the topic and the task that will be discuss. The teacher needs to prepare her/himself before they teach a lesson into the class. They will be prepared for any problems, noises, accents that come up when they are teaching the students. That way, the teacher can judge whether students are able to engage and cope the topic or task that will be discussed.
3) Once will be not enough for the students to learn the language features. In listening subject, the students need to hear the sounds more than ones because the students want to hear it again to pick up the things they miss in the first time and teacher should give them a chance to study some of the language features. If using a tape recorder or directly the teacher becomes as a speaker that produces the sounds, the first listening is often just to give the students an idea of what the listening material sounds like, so the subsequent listening is easier for the students.
4) Students should be encouraged to respond the content of a listening, not just to the language. As with reading, the most important part of listening practice is to draw out the meaning, what is intended, or what impression it makes on the students. In other words, the students should be encouraged to respond the content of the material.
5) Different listening stages demand different listening task. There are the different things we want to do with the listening text. We need to set the different task for different listening stages. It means that, for a first listening, the task needs to be fairly straightforward and general so the students’ understanding and response can be successful.
6) Good teacher exploit listening texts to the full. The teacher asks the students to invest time and emotional energy in listening task and they have to spend the time for choosing and preparing themselves. The teacher may use the tape recorder for any kinds of various activities before entering the subject matter, situation or tape 6) Good teacher exploit listening texts to the full. The teacher asks the students to invest time and emotional energy in listening task and they have to spend the time for choosing and preparing themselves. The teacher may use the tape recorder for any kinds of various activities before entering the subject matter, situation or tape
From the explanation, it is concludes that the teacher should pay attention for all the things that can support the listening subject because it is not only about hearing of something but also understanding the spoken knowledge by considering the situation in the class. The teacher needs to ensure that students are well prepared for listening and able to hear what they are listening to. For the listeners, they have to understand how to differentiate the situation when the spoken language produced, context, and how to use the language in the real world.
c. Model of the Listening Process
Flowerdew and Miller (2005:24) assert that there are 3 models that have been developed to explain how the listening process functions for adults
1. Bottom-up processing The bottom-up processing model assumes that listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningfull units (phonemes) to complete texts. According to this view, phonemic units are decoded and linked together to form words, words are linked together to form utterances, and utterances are linked together to form complete meaningful texts. In conclusion, with bottom up processing, the students start with the component parts: words, grammar and the like.
2. Top-down processing In this reconstruction process, the listener uses prior knowledge to make sense of what he or she hears. It can be concluded that top-down process involves knowledge that a listener brings to a text.
3. Interactive processing Intercative processing is the combination of top-down and bottom-up data. Pre listening activities are good ways to make sure it happens. Before listening, the students can braisntorm vocabulary related to a topic. In the process, they base their information on their knowledge of life (top down information) as they generate vocabulary and sentences (bottom-up).
It is concluded that an interactive processing the information will be process applying the ELVES strategy by combining the bottom-up and top-down data. In the research, the researcher imitated all of these models of processing information in teaching listening to the students.
d. Types of Listening
Different situations require different types of listening. There are some types of listening according to Kline (2009) as follows:
1) Informative listening is the name we give to the situation where the listener’s primary concern is to understand the message. Informative listening, or listening to understand, is found in all areas of our lives.
2) Relationship listening. The purpose of relationship listening is either to help an individual or to improve the relationship between people.
3) Appreciative listening includes listening to music for enjoyment, to speakers because you like their style, to your choices in theater, television, radio, or film. It is the response of the listener, not the source of the message that defines appreciative listening.
4) Critical listening. The ability to listen critically is essential in a democracy. The subject of critical listening deserves much more attention than we can afford it here.
5) Discriminative listening. It may be the most important type, for it is basic to the other four. By being sensitive to changes in the speaker’s rate, volume, force, pitch, and emphasis, the informative listener can detect even nuances of difference in meaning.
e. Components of Listening
Barker in Moore (2005:359) describes the listening process as having four components as follows:
1. Hearing Hearing is psychological. It is the nonselective process of sound waves striking the eardrums.
2. Attending Although listening is started by a psychological process of hearing, it quickly becomes a psychological one as students decided whether to focus on, or attend to, what teacher say. Listening involves focusing on the speaker and the message being transmitted.
3. Understanding Understanding involves the mental processing of received information. During this phase, students must actively judge the worthiness of message and the relevance of the information, as well as select and organize the information received.
4. Remembering Remembering is the fourth component of the listening process. The recall of information is directly related to how the information is evaluated.
Based on those components, the ability to recall information is also related to how often the students hear the information and also related to how often the students hear the information has been Based on those components, the ability to recall information is also related to how often the students hear the information and also related to how often the students hear the information has been
f. The Habits of Bad Listening
Some students are poor listeners because they have developed bad listening habits. Moore (2005: 362) explains these bad habits as follows:
1) Pseudeolistening Pseudeolistening is an imitation of listening. Good pseudeolistening look you in the eye, nod a smile in agreement, and even answer questions occasionally. In others words, they give the appearance of attentiveness, but, in reality, they are thinking about other things.
2) Insulated listening Some students avoid listening when they do not want to deal with an issue or when it takes mental exertion to understand what is being said.
3) Selective listening Selective listeners attend only to a teacher’s remarks that interest them. Such students automatically case listening when the message is of little interest.
4) Attribute listening Attribute listeners are more interested in the delivery and/or the physical appearance of the teacher. These students are often more concerned with critizing the teacher’s style of delivery of physical appearance than with listening to the message.
5) Stage hogging Stage hoggers want to talk. They are interested only in expressing their own ideas. If they allow others to speak, it seems to be only while they catch their breath.
6) Devensive listening Devensive listeners take innocent remarks as personal attacks. Teenagers are notorius for being devensive listeners. They often take parental or teacher remarks about their behaviors as being distrustful shooping.
It can be concluded that those bad habits are some factors that make the students become poor listeners. Therefore, they should be avoided by the students. It should be that the students have to practice working on such bad habits above if they are to become better listeners. To become a better listener, it is not born that way. Below, the researcher discusses about the ways to become a better listener.
g. Ways to Become a Better Listener
Virtually, everyone listens. However, few do it well. Basic to the improvement of listening ability is awareness of the need for improving the skill (Moore, 2005: 359). According to Lucas (1992: 36-41), there are six ways to become a better listener, they are:
1) Take listening seriously The first step improvement is always self-awareness. Analyze your short comings as a listener and commit yourself to overcoming them. Good listeners are not born that way. Like any other skill, it comes from practice and self disclipine.
2) Resist distraction Our attention can stray even in the best circumstances. Whenever you find this happening, make a conscious effort to pull your mind back to what the speaker is saying. Then force it to stay there.
3) Don’t be diverted by appearance or delivery
Don’t let negative feelings about a speaker’s appearance or delivery keep you from listening to the message. Try not to be misled if the speaker has an unusually attractive appearance.
4) Suspend judgment Unless we listen only to people who think exactly as we do, we are going to hear rhings with whice we disagree. When this happen, our natural inclination is to argue mentally with the speaker or to dismiss everything he or she says.
5) Focus your listening Skilled listener needs to focus on what is the speaker said
6) Develop note-taking skills When done properly, note-taking is an excellent way to improve your concetration and to keep track of a speaker’s ideas. It almost forces you to become a more attentive and creative listener. On the other hand, become a better listener should follow the step as have been explained
become a more attentive and creative listener.
h. The Assessments of Listening
The researcher assesses the students’ ability in listening based on the expert’s opinion as suggested by Nation (2001:344) saying, “There are some tests to assess listening, as follows: true or false test, vocabulary depth test, matching test, multiple-choice test, and transition test”.
Based on the kinds of listening test, the researcher uses matching test to know the students’ ability in listening skill by applying ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy.
In gaining the students’ score, the researcher used the formula from Sudjono (2009: 303):
R=S Note:
S = Score R = Right answer Finally, the researcher applies the formula suggested by Cartier and friends in Brown (2004:1-
8) to find the students’ mark, as follows:
Obtained score
x 100
Total score
After getting the mark, the researcher classifies the mark according to the degree of ability such as presented below:
0 - 39 is classified as fail
40 - 59 is classified as less
60 - 74 is classified as enough
75 - 84 is classified as good
85 - 100 is classified as very good
i. The Syllabus of Listening skill at the eighth grade of SMP Negeri 2 Lahomi
Based on the syllabus of SMP Negeri 2 Lahomi at the eighth grade students’ in which the researcher wants to make a research in increasing the students’ ability in listening comprehension through ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy, there is a type of text which learned by the students in learning material that is descriptive text.
1. Descriptive Text Description is a strategy for presenting a verbal potrait of a person, person or thing (Crimmon and John, 1967: 163). According to Brereton (1982: 59), there are two types of description that are most useful, they are description of a place and description of a person.
2. Description of a Place In this case, the text is used to describe a place such as a room, a house instead of something as large as a city or a country. (Brereton, 1982: 59). Descriptive text creates such a vivid impression of the place to make the listener see what the author seen. In order to show the place, the text must be in the concrete details.
Example:
MY HOUSE
I live in a small house. It has five rooms: there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living in here for wasting my spare time. When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room.
My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer. When being bored of reading, I usually play online games, chat with my friends via Facebook and so on.
Next to my bedroom is my mother's. I do not know what is inside because I never come in to see it. In the right side of the living room there is the kitchen. In the kitchen
I have everything I need when I get hungry. It is very pleasure when my mother cooks; the smell fills my whole house.I know it is a very small house; but it is the best place I have ever seen.
Adopted from English on Sky
3. Description of a Person In this case, the text is used to describe a person or someone. It is nearly same as the description of a place in whice it must be in the concrete details. However, in this text, it describes about a person. Example:
MICHAEL DOUGLAS
Michael Douglas is a very famous and popular American actor. He is about sixty years old. He is a slim person and he is average height. He has got light brown eyes and short fair hair.
His wife is a very beautiful British actress who is named Catherine Zeta-Johns, she has got green eyes and long straight black hair. They have got a daughter who is two years old. They all live in the United States Of America.
Adopted from A Plan for Writing by John C. Brereton
A description text has two main parts, they are identification and description. The structure of a text is called the generic structure.
1. Identification This part identifies a particular thing to be described. For example, in the first text above (description of place), the author told about My House, not houses in general. Identification usually answers the following question:
1) What is the topic of the text?
2) What is the text about?
2. Description This part describes the parts and characteristics. For example, in the first text above (description of place), the author describes about:
1) The parts of My House (the main building and two wings) and
2) The characteristics of My House: size (large, tall) The language features includes the use of:
1) Specific participant (person) or place
2) Simple present tense However, the researcher just teaches the students to increase their ability in listening by teaching descriptive text. To know the students’ ability in listening, the researcher provided assessment to get the students’ ability in listening through ELVES (Excite, Listen, Visualize, Extend and Savor) strategy, so that the researcher could analyze the cases or problems that would be shown.
B. ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy
a. The Definition of ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy
Teaching-learning is one of the communication processes. Communication process always involves three main components, they are sender of message (teacher), receiver of message (students) and the message itself. Sometimes, there is a failure in the teaching and learning processes. In other words, the message conveyed by the teacher cannot be accepted by the students optimally. Also, the students get misunderstanding toward the message sent by the teacher. To prevent all of these problems, the teacher can apply some teaching sttrategy, one of them is by using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy.According Wiesendanger (1989:56), “ELVES (Excite, Listen, Visualize, Extend and Savor) is used to design in developing listening comprehension and Teaching-learning is one of the communication processes. Communication process always involves three main components, they are sender of message (teacher), receiver of message (students) and the message itself. Sometimes, there is a failure in the teaching and learning processes. In other words, the message conveyed by the teacher cannot be accepted by the students optimally. Also, the students get misunderstanding toward the message sent by the teacher. To prevent all of these problems, the teacher can apply some teaching sttrategy, one of them is by using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy.According Wiesendanger (1989:56), “ELVES (Excite, Listen, Visualize, Extend and Savor) is used to design in developing listening comprehension and
However, ELVES is not only device or materials, but also the other things that enable the students to get knowledge. Gerlach and Ely in Sanjaya (2008: 163) point out, “a medium, conceived is any person, material or events that creates condition which enable the learner to acquire knowledge, skill and attitude.
Regarding the definition above, it seems that the last definition stated by Gerlach is more general than the first one. Then, Smaldino et al (2008: 6) assert, “ ELVES is anything that carries information between a resource and receiver.”
Harjanto (2008: 247) formulates ELVES for learning. He says:
“.....as the carriers of messages, from some transmitting source (with may be a human being or an intimate object), to the receiver of the message (which is or is our case is the learner).”
Inspired from some of the definitions above, the researcher concludes that ELVES is used to carry message from the resource to the receiver of message in order to stimulate their thought, feeling, attention and motivation so teaching and learning process can be done optimally.
There are many kinds of ELVES that can be used in the teaching and learning process. Because of that, strategy have been classified in to some classification in order that they are in orderliness and more specific.
b. The ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy in Teaching Listening
ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy is one of the strategies that can
be brought in the classroom to teach listening. This is supported by Kearsley (2000 :105) “One way to be brought in the classroom to teach listening. This is supported by Kearsley (2000 :105) “One way to
There are many good reasons for encouraging the students to imagine the picture while listen. In the first place, they got to see ‘language in use’. This allows them to see a whole lot of paralinguistic behavior. For example, they can see how intonation matches facial expression and what gestures accompany certain phrases (e.g. shrugged shoulders when someone says I don’t know). The sound from the story has a number advantages, they are recorded materials allows the students to hear a variety of different voices apart from just their bown teacher’s and also it gives them an opportunity to ‘meet’ a range of different characters’ especially where ‘real’ people are talking. (Kearsley, 2001: 304).
Regarding to the expert’s opinions, it is concluded that ELVES (Excite, Listen, Visualize, Extend and Savor) strategy especially in descriptive text can be used to teach and practice listening by having the students listen and imagine the picture.
c. The Procedures of ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy
ELVES can be classified into some classifications. According to Peterson (2008:6), there are five procedure of ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy used in learning, they are :
1) Excite, the listening experience should start with a discussion that focuses on the listener's
experience.
2) Listen, the listeners are asked to think about their predictions towards the exact point in the
story.
3) Visualize, students are encouraged to create mental images as they listen to stories. These visual images are shared.
4) Extend, students are asked to extend the meaning of the story by bridging past knowledge with the new knowledge gained from the story.
5) Savour, this savouring allows for reflection provided for students to reflect on their about what has been read. Time is thoughts and feelings about the story. The savouring might be as simple as a discussion or it might involve an individual or class project. According to Weat (2008: 6), there are several procedure of ELVES (Excite, Listen, Visualize,
Extend and Savor) Strategy as follows:
1) Excite, discuss appropriate experiences that your listeners might have had associated with the story, and ask them to share their experiences. Do all animals sleep at the same time at night? Look at the title and picture on the book cover. What do you think will happen in the story?
2) Listen, have your listeners take part during the oral reading of the story. Raise your hand when you hear me read something that proves you were right when we discussed the story earlier and predicted what would happen.
3) Visualize, help your listeners construct visual images while listening to the story.Tell me how big you think the mother raccoon is in the story? Show me with your hands. Tell me what the pond looks like. How big is it?
4) Extend, encourage your listeners to use the information from the story as a "pi.ictor" of future situations that they might encounter. What did this story remind you of? What happened that you didn't think would happen? If you were the author of this story, how might you change it?
5) Savor, savoring the story allows the listeners to reflect on the central meaning of the listening experience.Would you lik(o trade places with one of the animals in this story? Which a imal would you be. Why did you choose thatanimal? Let's do a research project by using some referencebooks to learn more about the animal you choose.
However, both of the steps for the experts opinions are nearly same. Therefore, the researcher has modified these steps in teaching listening to the eighth grade students class B of SMP Negeri 2 Lahomi, they are:
1) The researcher invited the students to listen the experience should start with a discussion.
2) The researcher invited the students to discuss the text earlier and predict what would happen.
3) The researcher choosed the students to look at the title picture on the book cover.
4) The researcher asked the students what they think and describe the picture.
5) The researcher choosed the students to raise hand when hear something that proves you were right.
6) The researcher invited the students to encourageand create mental images as they listen to the text.
7) The researcher extended the meaning of the story by bridging past knowledge with the new knowledge gained from the text.
8) The researcher allowed for reflection provided for the students to reflect on their knowledge about what has been read.
d. The Advanteges and Disadvantages of ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy
According to Peterson (2008:6), ELVES has some advantages, they are:
1) ELVES can give time to the students to tell their knowledge about the picture.
2) ELVES can show both motion picture
3) The motion can be slowed or sped.
4) The presentation of ELVES can be repeated.
5) ELVES is the strategy of teaching learning process which highlight in listening skill and speaking.
6) ELVES have been available in great quantities.
7) It can be owned by students discussion or individually.
8) It can be used anywhere and anytime. ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy also has some disadvantages,
they are:
1) It needs specialist to mention it.
2) It needs long time to imagine the picture.
3) It needs treatment.
4) It is easy to be broke down. Based on the expert’s opinion, it can be concluded that the advantages of ELVES (Excite, Listen, Visualize, Extend and Savor) make the students become active, fun and joyful during in the teaching-learning process. While disadvantages are the students needed a lot of time to follow the strategy and creatively and it is considered to the teacher in the school when implementing it.
e. The Relationship between Listening Skill and ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy
Listening is one of the important skills in learning English that should be learned by the students. According to Yteberg (2003: 30), the most obvious ‘listen and ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy which can and should make use of from the moment start the English lesson is giving genuine instructions. In other words, in Listening Skill and ELVES (Excite,
Listen, Visualize, Extend and Savor) Strategy the teacher begins the lesson by giving some instructions to the students. Perhaps with act of teacher statement, in this strategy, the students can be more active. Listen and ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy designed for both young and very young learners of English. It may be a helpful resource to supplement course design, provide more listening comprehension practice, as a filler or ice-breaker, or as a way to introduce a touch of fun in our lessons (Hana Svecova, 2006). This strategy increases the students’ ability in listening comprehension.
The aim of this strategy is to help young learners to understand language through listening to instructions and performing them with their bodies (Mabel Lee, 2006: 89). By this strategy the students do not just listen but also performs the instruction with the picture of their material. In other words, if the students can describe the same thing with the instruction, the students have understood and can listen well.
Based on the expert’s opinion, it is concluded that listening and ELVES (Excite, Listen, Visualize, Extend and Savor) strategy makes the students more active by describing a picture based on the instructions from the teacher.
C. The Latest Related Research
The latest related research was investigated by Ratya (2012) with the title of the thesis is, “Increasing the Students’ Ability in Listening through ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy at the Eighth Grade of SMP Negeri 2 Malang”. In her research used CAR (Classroom Action Research), the procedure of her research by using ELVES and taught the students in descriptive text that is describing a place. It is line with the title of the researcher is, “Increasing the Students’ Ability in Listening by using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy in SMP N
2 Lahomi”.
Ratya and the researcher has similarity in doing the research, such as the researcher and Ratya take listening as the skill of research and take the similar strategy that will be applied in solving the students’ problem in listening that is Listen skill.
C. The Conceptual Framework
Basically, there are four major language skills that should be mastered by the students, they are listening, speaking, reading and writing. In this research, the researcher chooses one of them, that is listening.
When the researcher observed at the eighth class b students of SMP Negeri 2 Lahomi, the most crucial problem that should be solved is the teacher’s strategy in teaching listening to the students. To solve the students problem the researcher usesELVES (Excite, Listen, Visualize, Extend and Savor) strategy. At first the researcher see the syllabus of SMP N 2 lahomi in the syllabus MCC is 65 points. The researcher uses ELVES (Excite, Listen, Visualize, Extend and Savor) strategy and implementing in CAR namely in Action, as the material to teach the students especially descriptive text. There generic structures in descriptive text namely identification and description, in descriptive text as the language features is present tense. After teaching the students by using ELVES (Excite, Listen, Visualize, Extend and Savor) strategy, the researcher evaluated the students result in learning listening skill in factly, the students can increase their ability in learning listening skill. To be clear, please follow and see the figure on the next page:
Syllabus of SMP N 2 Lahomi the MCC is 65 points RESEARCHER
The
researcher
The researcher choosed
invited the students to
the students to raise
ELVES (EXCITE,
The researcher invited the
The researcher invited
LISTEN,
students to discuss the story
the students encourages
VISUALIZE,
earlier and predict what The researcher choosed the
The researcher extended
students to look at the title
the meaning of the text by
CAR
bridging past knowledge The researcher asked the
students what they think The researcher allowed for reflection provided for the
Implemented ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy
Identification
Uses Present tense Description
DESCRIPTIVE TEXT
Students’ listening result
Increasing the Student’s Ability in Listening Skill
Figure 1. The Conceptual Framework
CHAPTER III RESEARCH METHOD
A. The Object of the Action Reseach
In conducted the research, the researcher used the Classroom Action Research (CAR). CAR focuses on developing, improving, or increasing the quality of the students. In teaching learning process. In this case the researcher want to found the appropriate technique which can make a better condition in the classroom. CAR is a research that can be used by teacher to evaluate what did they do in teaching learning process.
As Ebbutt in Wiriaatmadja (2007: 12) affirms that action research is a systematic study about the improvement of educational practice that is done by teacher through some improving actions based on their reflection of the previous action’s result. On the other hand Classroom Action Research is done by the teacher in order to improve and increase the quality of the teaching and learning processes and also the students’ learning result by doing actions continuously based on the observation and reflection of the previous action. Futhermore, Aqip (2008: 3) states the Classroom Action Research (CAR) is a research done by the teacher in his or her own classroom. This statement means that Classroom Action Research gives a large opportunity for the teacher to do some improvement actions in his/her own classroom. The goal is not only the students’ result, but also to improve the quality of the teaching and learning processes.
It is concluded that the object of action in the research is the students’ ability in listening skill through ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy.