The effect of fun listening android application (FLAP) on the listening comprehension of grade X students.

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xv ABSTRACT

Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.

To have a good listening comprehension, students need to expose themselves to input and practices. The way to obtain input and practices is through learning listening. For the majority of Indonesian students, English class is the only time to learn listening. Yet there are only 2-3 contact hours per week in the classroom. As a result, students lack sufficient input and practices. Because of these constraints, a medium for learning listening is necessary. The medium proposed in this study is Fun Listening Android Application (FLAP). The research questions are: (1) Is there an effect of FLAP on the listening comprehension of grade X students?, (2) Is there an interaction effect of FLAP on listening comprehension across the use of listening strategies by grade X students?, and (3) What is learning listening using FLAP like?

This is a mixed-method research involving factorial experimental design supported by qualitative survey design. The sample was 60 tenth grade students of SMAN 1 Depok who made up the experimental and control group. The data collection techniques were listening comprehension tests (pre-test and post-test), questionnaire, and in-depth interview. The research data were the results of two sets of listening tests, the results of the listening strategy questionnaire, and the

students’ responses towards learning listening using FLAP.The results of the test and questionnaire were analyzed using a two-way ANOVA with a post hoc test

while the data of the students’ responses were analyzed descriptively.

The research findings confirm that there is an effect of FLAP on the listening comprehension. The analysis result indicates that the difference between the two techniques (FLAP and non-FLAP) is significant (F=45.6,

p=0.00<_{=0.05). There is also a significant difference between the two strategies} (more varied and less varied) indicated by F=55.6 atp=0.00<_{=0.05. In addition,} the analysis result shows that there is no interaction effect of technique and listening strategy (joint factors) on the listening comprehension (F=0.19, p=0.66>_{=0.05). Based on the}_{post hoc}_{test, the most significant difference lies in} the comparison between students with more varied strategies taught using FLAP and students with less varied strategies taught using non-FLAP technique. Meanwhile, the least significant difference lies in the comparison between students with less varied strategies taught using non-FLAP and FLAP technique. Furthermore, FLAP can support a better learning condition for listening class. FLAP is a helpful medium for learning listening as it provides input (exposure) and practices for them. It also provides a fun situation since it can motivate their learning and is enjoyable for them because of its practicality, flexibility and portability as a learning medium.

Based on the results of the study, it shows that FLAP can contribute positively to the learning process of listening. Hence, it can be used as an alternative technique as well as a medium for teaching listening to the students to improve their listening comprehension.

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xvi ABSTRAK

Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.

Untuk memiliki pemahaman menyimak (listening) yang baik, siswa perlu membiasakan dirinya terhadap input dan latihan. Cara untuk memperoleh input dan latihan adalah dengan belajar listening. Mayoritas siswa belajar listening

hanya pada saat di kelas Bahasa Inggris. Sebagai akibatnya, siswa kekurangan input dan latihan. Karena kendala ini, media untuk belajar listening diperlukan. Media yang disarankan pada penelitian ini adalah Fun Listening Android Application (FLAP). Pertanyaan penelitian adalah: (1) Apakah ada pengaruh FLAP terhadap pemahaman listening siswa kelas X?, (2) Apakah ada pengaruh interaksi FLAP pada pemahaman listening dilihat dari strategi yang digunakan oleh siswa kelas X?, dan (3) Seperti apakah belajar listening menggunakan FLAP?

Penelitian ini menggunakan metode kombinasi yang melibatkan desain eksperimen faktorial dan survei kualitatif. Sampel adalah 60 siswa kelas X SMA 1 Depok yang terbagi dalam kelas eksperimen dan kontrol. Teknik pengumpulan data adalah tes pemahaman listening (pre-tes dan pos-tes), kuesioner dan interview mendalam. Data penelitian adalah hasil tes listening, hasil kuesioner strategi menyimak (listening strategy) dan respon siswa terhadap pembelajaran dengan FLAP. Hasil tes dan kuesioner dianalisis dengan ANOVA dua jalur dengan ujiPost Hocsedangkan data respon siswa dianalisis secara deskriptif.

Hasil penelitian menunjukkan bahwa ada pengaruh FLAP terhadap pemahaman listening. Hasil analisis menunjukkan bahwa perbedaan antara dua teknik (FLAP dan non-FLAP) signifikan (F=45.6, p=0.00<_{=0.05). Tedapat pula} perbedaan signifikan antara dua strategi (lebih bervariasi dan kurang bervariasi) (F=55.6, p=0.00<_{=0.05). Selain itu, hasil analisis menunjukkan bahwa tidak ada} pengaruh interaksi teknik dan listening strategy (faktor bersama)terhadap pemahaman listening (F=0.19, p=0.63>_{=0.05). Berdasarkan uji} _{Post Hoc,} perbedaan yang paling signifikan adalah antara siswa dengan strategi yang lebih bervariasi diajar menggunakan FLAP dan siswa dengan strategi yang kurang bervariasi diajar menggunakan teknik non-FLAP. Perbedaan yang kurang signifikan adalah antara siswa dengan strategi kurang bervariasi diajar menggunakan teknik non-FLAP dan siswa dengan strategi kurang bervariasi diajar menggunakan teknik FLAP. Selain itu, FLAP mendukung kondisi pembelajaran yang lebih baik. FLAP sangat membantu para siswa karena menyediakan input dan latihan. FLAP juga menyediakan situasi yang menyenangkan sehingga memotivasi mereka dalam belajar, serta FLAP membuat mereka nyaman dalam belajar karena karakteristiknya yang praktis, fleksibel dan portabel.

Berdasarkan hasil penelitian, hal ini menunjukkan bahwa FLAP berkontribusi positif terhadap proses belajar listening. Oleh karena itu, FLAP dapat digunakan sebagai alternatif teknik atau media untuk mengajar listening

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THE EFFECT OF FUN LISTENING ANDROID APPLICATION (FLAP) ON THE LISTENING COMPREHENSION OF GRADE X STUDENTS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies

Maria Wulandari Student Number: 136332014

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

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A THDSilS

THE, E,FT'ECT OT FTIN LISTEITTTI{G AFIDN.OID _{APPLICATION ET"AD} ON THE LISTEhIIITIG CQMPR,EEENSION OT GRAI}E X STUDEJT{"S

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ATIIESIS

TIIE EFFECT OF FUN LISTEI\IING AI\IDROID APPLICATION (FI,AP} ON TIIE LISTET{ING COMPREHENSION OF GRAI}E X STUDENTS

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Presentedby MarieWulandrri Student Number: 136332014 Dcfended before fhe Thesis Committee

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andDeclaredAcceptable

Chdrperson

Secretary

Members

THESIS COMIUITTEE FX. Mukarto, Ph.D.

2. Jaslinfkhsan,

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Ilr. J. Bismoko

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1. Dr. B.B.Ilrijatmoho,lt{,A.

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Yogyakarta December 15, 2015 Program Director

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DEDICATION PAGE

“I dedicated this thesis with much love to

my family,

my teachers, my lecturers,

and

my best friends

who have helped me and inspired me to achieve the best in my life.”

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STATEMEFrr CISGNreINALTTY

This is to certify that all ideas, phrases, sentenceg, unless otherwise stated, are the ideas, phrases and sentences of hre thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else's ideas, phrases, or sentences without

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LEMBAR PERNYATAAI\ PERSETUJUAII

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAIY AKADEMIK

Yang bertanda tangan di bawab ini, saya *uhurir*u Universitas Sanata Dharrv{.

Nama

: Maria Wulandari

Nomor Mahasiswa : 136332A14

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE EFFECT OF Ft'N LISTEI\ING AIYDROID APPLICATION (FLAP) ON THE LISTEMNG COMPREHENSION OF GRADE X STI]DENTS

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam'bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pemyataan ini saya buat dengan sebenarnya.

Dibuat di: Yogyakarta Pada tanggal: l0 Juli 2015 Yang menyatakan

ffi,

Maria Wulandari

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vii

ACKNOWLEDGMENTS

Alhamdulillah, thanks be to Allah, the Almighty, for the blessing poured that this thesis has finally been written up.Firstly, I would like to express my greatest gratitude to my supervisor, Dr. J. Bismoko, whose encouragement, guidance and support have made it all possible for me to finish this thesis. I would also like to express my gratitude to all lecturers of the Graduate Program in English Language Studies of Sanata Dharma University: F.X. Mukarto, Ph.D, Dr. B. B. Dwijatmoko, M.A., Dr. Fr. B. Alip, M.Pd., M.A. and Widya Kiswara, M.Hum. for giving me many valuable things during my years of study.

Secondly, I greatly appreciate the big family of SMAN 1 Depok, Sleman especially to the headmasterDrs. Maskur, the English teacher Priyanta Ari Nugraha, S.Pd. and the tenth grade students especially class XA, XB and XC who have helped me so much during the research.

Thirdly, my special thanks go to my beloved friend, Joan Sanitawhose encouragement and care made me stronger during the process of finishing my study. I am also grateful to my partner in the umbrella project, Ika Fathin Resti Martanti for the encouragement, guidance and cooperation. I also wish to thank all of my friends in English Language Studies, Sanata Dharma University for a beautiful friendship and memory we have during the learning process.

Last but not least, my sincere gratitude goes to my beloved family: my father and mother, my grandfather and grandmother, my sister and brother, for their support, care, prayer, and endless love. I am grateful to all of those who supported me in any respect during the completion of my study. I hope this thesis will be useful for readers and the idea presented is expected to give contribution to the improvement of life quality.

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viii

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE... iii

DEDICATION PAGE... iv

STATEMENT OF ORIGINALITY... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS... . viii

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

ABSTRACT... xv

ABSTRAK... xvi

CHAPTER I. INTRODUCTION A. BACKGROUND... 1

B. PROBLEM IDENTIFICATION ... 5

C. PROBLEM LIMITATION... 7

D. PROBLEM FORMULATION ... 8

E. RESEARCH GOALS... 8

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ix CHAPTER II. LITERATURE REVIEW

A. THEORETICAL REVIEW ... 12

1. Mobile Learning (M-Learning) ... 12

2. Listening ... 14

a. Listening Comprehension... 15

b. Teaching Listening Comprehension... 16

c. Factors Affecting Listening Comprehension ... 19

d. Listening Strategies ... 21

e. Teaching Listening in Senior High School ... 23

f. Listening with Technology... 26

3. Fun Listening Android Application (FLAP) ... 27

B. THEORETICAL FRAMEWORK ... 30

CHAPTER III. RESEARCH METHODOLOGY A. RESEARCH DESIGN ... 39

B. RESEARCH PROCEDURE ... 41

C. DATA ... 48

1. Nature of Data... 48

2. Sources of Data... 48

D. DATA GATHERING... 50

1. Technique ... 50

2. Instrument ... 50

3. Process ... 52

E. DATA ANALYSIS ... 53

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CHAPTER IV. ANALYSIS RESULTS AND DISCUSSIONS

A. ANALYSIS RESULTS ... 61

1. Quantitative Data (Factorial Experimental Design) ... 61

a. Data from Listening Comprehension Tests ... 62

1) The Pre-test Result ... 62

2) The Post-test Result ... 66

b. Data from Listening Strategy Questionnaires... 71

c. Hypothesis Testing... 72

2. Qualitative Data (Qualitative Survey Method)... 78

a. The Use of FLAP as Media ... 80

b. The Features of FLAP and the Activities in the Classroom ... 83

c. Feelings towards Learning Using FLAP... 87

B. DISCUSSIONS.. ... ... 89

1. The Effect of FLAP on the Listening Comprehension of Grade X Students... 89

2. The Interaction Effect of Learning Technique and Listening Strategy towards Listening Comprehension of Grade X Students ... 92

3. The Description of Students’ Responses towards the Use of FLAP in Learning Listening.. ... 92

CHAPTER V. CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS A. CONCLUSIONS ... 96

B. IMPLICATIONS... 98

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BIBLIOGRAPHY ... 101 APPENDICES ... 107

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xii

LIST OF TABLES

Table 2.1 Basic Competencies for Teaching Listening in Grade X ... 25

Table 2.2 The Pre-Figured Themes for the Interview ... 37

Table 3.1 The Factorial Design 2 x 2 ... 41

Table 3.2 The Experimental and Control Group ... 49

Table 3.3 The Criteria of Listening Comprehension Score... 55

Table 4.1 Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Control Class ... 62

Table 4.2 Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Control Class ... 62

Table 4.3 Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Experimental Class ... 63

Table 4.4 Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Experimental Class ... 63

Table 4.5 The Comparison of Descriptive Analysis of the Pre-Test Scores between Experimental and Control Class ... 64

Table 4.6 Normality Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class... 65

Table 4.7 Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 65

Table 4.8 The Results of T-test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 66

Table 4.9 Descriptive Analysis of the Post-Test Score on Listening Comprehension of the Control Class ... 66

Table 4.10 Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Control Class ... 67

Table 4.11 Descriptive Analysis of the Post-Test Score on Listening Comprehension of the Experimental Class ... 68

Table 4.12 Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Experimental Class ... 68

Table 4.13 The Comparison of Descriptive Analysis of the Post-Test Scores between Experimental and Control Class ... 69

Table 4.14 Normality Test of the Post-Test Scores on Listening Comprehension in the Experimental and Control Class ... 69

Table 4.15 Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 70

Table 4.16 The Results of T-test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 70

Table 4.17 The Result of Statistical Test about Students’ Listening Strategy... 72

Table 4.18 Test of Normality ... 73

Table 4.19 Homogeneity Test ... 73

Table 4.20 The Results of Two-Way ANOVA... 74

Table 4.21 The Comparison of Listening Comprehension Mean Scores... 76

Table 4.22 The Results of Post Hoc Test ... 77

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xiii

LIST OF FIGURES

Figure 2.1 The Appearance of Front Page and Menu Page of FLAP... 27

Figure 2.2The Appearance of Topics Menu ... 28

Figure 2.3The Appearance of Focus Button (Listen, Practice, Review) ... 29

Figure 2.4 The Appearance of Fun Button ... 29

Figure 2.5 The Conceptual Framework of the Study ... 31

Figure 3.1 Ideal Mean and Ideal Standard Deviation (Sudijono, 2009)... 54

Figure 3.2 The Criteria Formulation (Sudijono, 2009: 175) ... 54

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xiv

LIST OF APPENDICES

Appendix 1 The Blue Print of Listening Comprehension Test... 107

Appendix 2 Listening Pre-Test ... 108

Appendix 3 Listening Post-Test... 111

Appendix 4 Audio Transcript of Listening Pre-Test... 114

Appendix 5 Audio Transcript of Listening Post-Test ... 117

Appendix 6 Blue Print of Listening Strategy Questionnaire... 120

Appendix 7 Listening Strategy Questionnaire ... 121

Appendix 8 Interview Guideline ... 124

Appendix 9 Interview Transcripts... 125

Appendix 10 The Pre-Test Score ofStudents’ Listening Comprehension.... 139

Appendix 11 The Post-Test Score of Students’ Listening Comprehension... 140

Appendix 12 The Pre-Test Score of Students’ Listening Strategy... 141

Appendix 13 The Post-Test Score of Students’ Listening Strategy... 142

Appendix 14 The Categorization of Students’ Listening Strategy in Control Class ... 143

Appendix 15 The Categorization of Students’ Listening Strategy in Experimental Class... 144

Appendix 16 Descriptive Statistics of Listening Comprehension Test... 145

Appendix 17 Descriptive Statistics of Questionnaire Result ... 146

Appendix 18 Normality and Homogeneity Test of the Listening Comprehension Test ... 147

Appendix 19 Normality and Homogeneity Test of the Listening Strategy Questionnaire ... 148

Appendix 20 Samples of Materials in FLAP ... 149

Appendix 21 Photo Documentation ... 158

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xv ABSTRACT

Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.

students’ responses towards learning listening using FLAP.The results of the test and questionnaire were analyzed using a two-way ANOVA with a post hoc test

while the data of the students’ responses were analyzed descriptively.

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xvi ABSTRAK

Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.

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1 CHAPTER I INTRODUCTION

In this chapter I would provide readers with the background to the research. This includes a justification of the study in terms of the need for investigating the effect of Fun Listening Android Application (FLAP) on the listening comprehension of grade X students. In addition, this chapter also provides the identification of the problems, and the limitation of the problems which provide the background to the framing of the research questions to be addressed in his study. The goal and the benefits of the research would also be elaborated in this chapter.

A. BACKGROUND

The demand of English competence is rising recently along with the development of various aspects of human life. English has long been an international language which is learned by diverse students from all around the world. As a global lingua franca, English in Asia especially in Indonesia is regarded as important for getting job, interacting with foreign people, preparing academic future, and so forth. To be competent in English, ones should master its four skills: listening, speaking, reading and writing. Those skills are related one another. In educational context, especially English teaching and learning, they cannot be separated because they may support each other in enhancing language acquisition. The EFL teachers should give attention to each of those skills.

The result of English learning in educational context is often known as English learning achievement. English learning achievementhas long been the

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researchers’ interest in conducting research because in fact there are a lot of problems in the field related to English learning achievement. One problem of the English learning achievement is related to listening skill. Listening skill is one of the important skills to master.It plays significant role in the development of overall language competence since it provides language input. It is believed that comprehensible input will support the process of learning the language and thus will help students to achieve the goal of language learning, that is to be able to communicate by using the language. Furthermore, in the view of what it means to learn language, listening is considered as the way of learning language sinceit gives information to build up the knowledge necessary for using the language. When this knowledge is built up, the learner can begin to speak (Nation and Newton, 2009: 38).

In the school, students’ listening skill is often correlated with their test results in the final examination. In fact, most of the students in Indonesia have not achieved satisfactory level in their listening comprehension test. Many of themstill complain about their difficulties in comprehending spoken texts. One of the possible factors is because they have limited opportunity to practise. This problem is culminated because many teachers give less attention to listening skill (Field, 2009: 1). To some extent, teachers do not encourage students’ listening habit. The lack of chance to learn listening is also frequently accompanied by the lack of media used in the English learning process of listening in the classroom.

Media are often regarded as tools that can help students learn better. It can function as the facilitator in the learning process and make the English language teaching more effective (Rao, 2014: 142). In the teaching and learning process of

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listening there are some alternative media that can be used like video, tape-recorder, television, radio, and so on. Despite the availability of media, it seems that teachers do not use it so frequently in the teaching and learning process. The use of media for teaching listening is still limited. Sometimes, although they are available, many teachers have not maximized the use of media in teaching listening because of the limitation of knowledge or fund. Whereas, media are important to support teaching and learning process of listening.

The teaching of listening must be innovative and attractive in order to get effective learning outcomes.Good teachers should always improve and vary the way they teach. They should also have initiative to use media to facilitate learning. Moreover, there are many innovative media that have been available today. This is due to the development of technology which becomes closer to education. One of the innovative media is Android application for learning. Android application is developed in line with the vast number of Android smartphone users that has been increasing from time to time. Prayogi (2014) in his article mentions a report from a digital marketing research organization, eMarketer, that the number of smartphone users in the world will increase by 4.55 billion in 2014. This research organizationalso predicts that during the year of 2013 to 2017 the penetration of smartphone will growfrom 61.1 % to 69.4%. The possible reason of why such phenomenon occurs is that recently smartphones are available with various levels of prices, from the high to the low prices. Many consumers can get the cheap ones with the complete features. In Indonesia, almost everybody has an Android smartphone even the students who are teenagers also own their smartphone today. It becomes a favorite thing for them because there

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are a lot of applications and features that they can use especially the social media applications and games.

Along with the development and the growth of Androidsmartphone, there are many Android learning application developed recently to facilitate students in learning. One of the learning application product is FLAP (Fun Listening Android Application). FLAP is an Android application for learning listening which is the product of a research and development project in Sanata Dharma University. The product was researched and developed by Martanti (2015). Meanwhile, the recent research is essentially afollow up of that project, that is the implementation of the product to see its effect in improving students’ listening comprehension. According to the previous study by Martanti (2015), FLAP has fulfilled principles of m-learning model. Therefore, it is believed that FLAP can facilitate students in learning listening so that students have better comprehension. FLAP offers some features which can be used for students to develop their listening skills. It is also completed by the concept of fun learning which is expected to motivate students when they learn listening. In addition, FLAP offers students independent learning because they can learn listening without the limitation of time and space. It is expected that it can create higher efficiency in the teaching and learning of listening.

However, there were still limited studies about the use of mobile phones in language learning (Kim, Rueckert, Kim and Seo, 2013: 54), moreover, the studiesin the local context which investigate the effect of the innovative media like FLAP Android application on the students’ achievement in the real practice. Therefore, this study basically tries to discover the effect of FLAP on students

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listening comprehension.In discovering the effect, there are a lot of variables that may influence listening comprehension. One of them is listening strategy. Listening strategy needs to be considered in this research therefore it is necessary to investigate the interaction effect of FLAP on listening comprehension across the use of strategies. Interaction effect happens when the effect of an independent variable towards the dependent variable depends on the level of other independent variable. So, the effect of FLAP towards listening comprehension may differ depends on the level of the use of listening strategy. If, for example, listening strategy is divided into more varied and less varied strategy, the effect of FLAP might be different towards listening comprehension of grade X students.

B. PROBLEM IDENTIFICATION

There are many problems in the teaching and learning process of listening. In the context of Indonesia, the problems may arise from various aspects. The first problem, for example,deals with students’ listening comprehension achievement. As everybody knows, listening is one of the skills which is tested in the national examination. However, there are many students who are still complaining about their difficulties in comprehending the spoken text. They often get low score on the listening comprehension test. The students’ difficulties in listening may be caused by the process of comprehending the spoken text itself. Students commonly listen word by word and because of that they are distracted and cannot comprehend the spoken text very well. Students also often find it difficult to follow the speed of the speakers in the conversation.

The second problem deals with the teacher awareness of the importance of listening skill. It seems that many teachers still give less attention to listening

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skill. The emphasis put by most of English teachers in teaching isthe other skills like reading and writing. Listening skill is undervalued. Some teachers do not encourage students to develop their listening skill during the class hours. Whereas, motivation from the teacher is also important in order thatthe students develop their listening skills.

The third problem deals with the listening habit. In Indonesia where English is treated as a foreign language, there is only limited exposure in the environment. Students actually can access the exposure along with the development of electronic devices such as television, radio, computer, etc. However, not all students have good listening habit to English outside the class. Students sociocultural background may also affect their listening habit. Students who are considered rich in their sociocultural background might be more motivated to listen to spoken English such as through films, songs, podcasts and so on. Meanwhile, students who are considered poor in their sociocultural background might be less motivated to listen to spoken English so that they get less frequent exposure to the target language, that is English.

In addition to listening habit, there is another possible problem of teaching listening skill which is often found in senior high school, that is the problem related to media. Some schools have not had the media which can facilitate students in learning English especially listening skill, for example the language laboratory. In addition, the teachers have not maximize various media which grow in the surrounding environment. Some teachers prefer to use conventional media or sometimes teacher talk in giving input for listening since they are considered simple. They rarely vary the use of media. This condition makes the teaching and

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learning process of listening monotonous. Thus, it makes students demotivated. When the students feel demotivated, they have less attention to learning and their comprehension tends to be poor.

The last but not least, the problem of listening skill arises from the lack of practice by students. It is also stated by Tyasari (2010: vii) who conducted a research on listening comprehension. She stated that one of the reasons that students considered listening difficult is lack of practice. English sounds are different from the words written in the paper. Also, there is a context which include in an English conversation. It becomes sources of difficulties by students because they do not familiar with those aspects. It is because they rarely get opportunities in the school as well as outside the school in practising their listening skills.

C. PROBLEM LIMITATION

There might be many problems in learning listening skills. There are also many possible waysto solve those problems. Regarding the feasibility of the research, one solution that can be implemented in solving the problems related to listening skill is using FLAP to improve students listening comprehension. I also limit the research subject, that is for grade X. The content that is taught is only the content for grade X. The consideration is that because it is to guide students in learning listening and to build their listening habit since they are at the beginning stage in senior high school. Therefore, they need to be prepared to master listening skills since the first year of study.There are many factors affecting listening comprehension. However, regarding the urgency and feasibility of the research, the moderator variable chosen in this context is listening strategy.

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D. PROBLEM FORMULATION

This study is conducted to answer three research questions:

1. Is there an effect of FLAP on listening comprehension of grade X students? 2. Is there an interaction effect of FLAP on listening comprehension of grade X

students across the use of strategies?

3. What is learning listening using FLAP like? E. RESEARCH GOALS

The goal of this research is threefold. First, I would like to discover the effect of FLAP on the listening comprehension of grade X students. As mentioned earlier, FLAP is the product of an R and D project. It has fulfilled the principle of m-learning. However, it has not been implemented as the part of teaching-learning process of listening in the school. Therefore, this research tries to fill this gap. Discovering the effect of FLAP is important to check how the media works in the real practice. It is done by employing an experimental design, that is finding out

the difference of the students’ achievements between the experimental and the

control group after the treatments using a two-way ANOVA statistical procedure.

In addition, the students’ achievement is also presented in the descriptive statistics

to show at glance the comparison between the score obtained by experimental and control group. The significance level of 0.05 is used to determine whether the difference is significant or not. If the difference is significant, then, it means that there is an effect of FLAP on the listening comprehension of grade X students.

Second, I would like to discover the interaction effect of FLAP on the listening comprehension of grade X. As mentioned earlier, interaction effect happens when the effect of an independent variable towards the dependent

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variable depends on the level of other independent variable. This goal of the research is related to the first goal above, to discover the effect of FLAP or the the effect of the learning technique. However, listening comprehension might not only be affected by the learning technique used in the learning process because there are still many factors affecting listening comprehension. Rather than FLAP only, other possible factors may influence the attaintment of the first goal. In this research listening strategy is selected and considered a strong factor that may influence the effect of FLAP. Therefore, in addition to discovering the effect of technique (FLAP and non-FLAP), I would also like to discover the joint effect of the technique (FLAP and non-FLAP) and the listening strategy (more varied and less varied) used by the students towards their listening comprehension. If, for example, there is an interaction effect, it means that the effect of FLAP may differ depends on the level of the use of listening strategy. However, if there is no interaction effect, it means that the effect of FLAP does not depend on the level of the use of listening strategy.

Thirdly, I would liketo describe students’ responses about learning listening using FLAP.It is necessary to describe students’ responses since it will reflect the way they learn using FLAP and the strengths as well as the weaknesses that has been found during the implementation of FLAP in learning listening. Information about the effect of FLAP will be more comprehensive if it is viewed not only from the product (listening achievement) but also from the process. Therefore, the third goal of this research is actually intended to give an additional insight about the learning process of listening by using FLAP, including its benefit and limitation.

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F. RESEARCH BENEFITS

This research is expected to give some benefits. Theoretically, this study is expected to facilitate the emergence of new technique of teaching listening comprehension using media especially Android application. It is also expected to give contribution to mobile-assissted language learning studies since it shows how FLAP as one form of Android application for learning listening can effectively facilitate students to improve their listening comprehension. Although there have been many researchers carrying out researches on MALL, it is possible that there are still some works left to be done and some information need to be uncovered.By discovering the effect of FLAP on students’ listening comprehension, its interaction effect with listening strategy and the students’ responses about the use of FLAP, it is expected to give better prediction, control, and explanation about the implementation of learning using Android application in the field of English Education.The findings of this study can be used to give insight for evaluating the effect of applying Android application for learning and to stimulate more studies on the use of Android application in the English teaching-learning process.

Practically, the study is usefulto improve the effectiveness and efficiency of the teaching-learning process of listening. It is expected that FLAP can help teachers in presenting the listening materials more effectively and giving more practices when the time in the class is not sufficient. In other words, this study is expected to provide information for the English teachers about the usefulness of mobile phones/smartphones for learning and how to implement technology or mobile-assissted language learning in the listening class. Besides that, this study is

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also expected to bring advantages for the students as FLAP can give more opportunities to students to develop their listening comprehension (cognitively and emotionally). FLAP is featured with practices, feedback and also fun aspects like songs, stories and poems so that students can learn more liberately. Furthermore, the use of FLAP can provide a good foundation for the students to become autonomous learners. In addition, this is also useful for other practitioners who are interested in the use of technology in the classroom. It is expected to give contribution in providing information and knowledge to develop or to implement other kinds of learning media in the classroom.

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12 CHAPTER II LITERATURE REVIEW

In this chapter, the researcher discusses some theories that are used as theoretical base for the research. This chapter consists of the theoretical review and theoretical framework followedby the hypothesis and a pre-understanding. A. THEORETICAL REVIEW

1. Mobile Learning (m-learning)

Nowadays, mobile phones are popular in education since its portability and wide access (Tayebinik and Puteh, 2012: 60). Morevover, mobile phones with high capabilities (smartphones) have been extensively accessible among the society. The accessability of mobile phones or smartphones have attracted

researchers’ interest in developing media for learning. There has been growing evidence of using mobile phone as the media for learning which is familiar with the term mobile learning (m-learning).

Mobile learning (m-learning) is defined as any service or facility that contributes to acquisition of knowledge regardless of time and location (Lehner and Nosekable, 2002 as cited in Tayebinik and Puteh, 2012: 58). Mobile learning includes the use of mobile phones, MP3 players, Personal Digital Assistants (PDAs) such as Palm hand-held computers and devices using Windows Mobile Computing platforms such as the iPAQ (Dudeney and Hockly, 2007: 156). Miangah and Nezarat (2012: 309) state some characteristics of mobile learning. They are personalized (freedom of time and place), spontaneous, informal and ubiquitous. Ubiquitous is often defined as existing or being everywhere at the same time (Calimag, Miguel and Conde, 2014: 119). Miangah and Nezarat (2012:

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309) also mentioned two other characteristics of mobile learning: portability and connectivity.

Mobile learning has been popular in language learning. The use of mobile phones in language learning is also known as Mobile-Assissted Language Learning (MALL). Mobile learning can be in the classroom but it is more frequently done outside the classroom. Usually, teachers lack time in presenting all materials in the classroom. In this case, mobile learning will be fruitful to solve the problem. Students can learn and practise more outside the class through their mobile phones. Because of its practicality, Miangah and Nezarat (2012: 311) even state that mobile learning technology is more useful for doing activities outside the classroom. In other words, mobile learning (m-learning) is a new learning that

has great potential to make ‘learning’ on the ‘move’ and ‘anytime, anyplace

learning’ a realization (Lee, 2005 cited in Kim, 2014; Demouy and Kukulska-Hulme, 2010).

Some studies has shown the success of using mobile phones. Kiernan and Aizawa (2004 as cited in Tayebinik & Puteh, 2012: 58) conducted a study about

the effectiveness of course delivery on Japanese university students’ achievement

in EFL classes using mobile devices. The result of the study shows that learning gained through task-based mobile learning including text messages, emails and speaking activities was satisfactorily achieved by the students. They found that second language acquisition is significantly enhanced through learning using mobile devices. More specific researches have been available which concern on learning English using certain mobile varieties such as PDA, Ipods, podcast and cell phones (Tayebinik and Puteh, 2012: 58-59). Another study by Huang and Sun

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(2010 cited in Kim, 2014: 69) studied the effects of m-learning on English listening. They found that students who practised listening exercises through mobile phones improved their listening comprehension skills.

In integrating mobile devices to language learning, Kim (2013: 12) stated that mobile devices need to be supported based on a variety of learning theories and methodological approaches.Therefore, in terms of teaching listening, teachers need to pay attention to learning theories and learning approaches which are suitable for the classroom context and the students’ needs. One of the points that teachers need to consider is the materials selection. Teachers need to select the

materials which are relevant to students’ interests, includes variety of conversation types, modes of presentations and situations, as quoted from Elkhafaifi (2005) and Kao (2006) cited in Kim (2013: 14).

2. Listening

Listening is one of the four significant skills in English. According to Lynch and Mendelsohn (as cited in Schmitt, 2002: 193), listening can be defined as the activity to make sense of spoken language which usually accompanied by other sounds and visual input, assited by background knowledge and context. Listening has long been considered as Cinderella skill. It got less attention in teaching foreign language in some countries, including in Indonesia. It was also considered as unimportant and passive. Whereas, listening actually is an active process. It is not a passive skill (Gebhard, 2000: 143). It deals with the active and purposeful process of making sense of what people hear (Nunan, 2003: 24).When the listeners listen, they engage in a variety of mental processes in an effort to comprehend information from spoken texts.

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a. Listening Comprehension

As stated in the paragraph above, listening is a purposeful activity. Everyone has a purpose when listening to spoken text. Wolvin and Coakely (1996 as cited in Goh, 2002: 2) classifies five types of purposeful listening which is important for individual. They are discriminative, comprehensive, therapeutic, critical and appreciative. In the language classroom, listening is often considered comprehensive or it is commonly called listening comprehension. It is listening to understand the message.Mendelsohn (1994 in Gilakjani and Ahmadi, 2011: 978) defines listening comprehension as the ability to understand the spoken language

of native speakers.’ O‘Malley, Chamot, and Kupper (1989 in Gilakjani and Ahmadi, 2011: 978) offer a useful and more extensive definition that listening comprehension is an active and conscious process in which the listener constructs meaning by using cues from contextual information and from existing knowledge, while relying upon multiple strategic resources to fulfill the task requirement.

Furthermore, Buck (2001: 1-2) states that comprehension can be classified into comprehension of linguistic and non-linguistic knowledge. Comprehension of

linguistic knowledge means the learners’ understanding on the knowledge of

phonology, lexis, syntax, semantics, and discourse structure. Meanwhile, comprehension of non-linguistic knowledge refers to the learners’ understanding on the knowledge about the topic, context and general idea about the world.

According to Hasan (2000: 138), listening comprehension provides the right conditions for language acquisition and development of other language skills. This is in line with what have been stated by Krashen and Terrel (1983) that

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“acquisition can take place only when people understand messages in the target language” (cited in Richards & Rodgers, 2001: 180). Furthermore, in more recent literature, Richards and Renandya (2002: 205) strengthen the importance of comprehension by stating that comprehension is important not only because it precedes production chronologically (in L1 anyway, and in L2 too in many cases),

but primarily because, “it appears to be the basic mechanism through which the rules of language are internalized”.

According to Anderson and Lynch (1988, in Gilakjani and Ahmadi, 2011: 978), arguing what is successful listening, understanding is not something that happens because of what a speaker says: the listener has a crucial part to play in the process, by activating various types of knowledge, and by applying what he knows to what he hears and trying to understand what the speaker means.

Besides for acquisition, listening comprehension skill plays an important role in autonomous learning. Field (2007, in Kurita, 2012: 40) argues: “True learner empowerment consistsof the freedom to learn outside the teaching context and the ability to continue learning after instruction has finished.” Rost (1994 in Richards and Renandya, 2002: 239) points out that listening is vital in the language classroom since it provides input for the learners. Regarding the importance of listening comprehension as discussed above, teachers need to make

efforts to develop students’ listening comprehension. b. Teaching Listening Comprehension

As it has been known, long time ago in the field of language teaching, listening skill was considered unimportant in language learning. The emphasis of teaching English as a foreign language is more or less on grammar. Listening was

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assumed to play a significant function in the teaching and learning process since the beginning of 1900s (Rost, 2002: 15). In the era of communicative language teaching today, listening skill is inevitably important in the process of developing communicative competence. Listening activities can provide input and model for learners in order to be able to produce spoken language. Despite the importance of teaching listening, the development of appropriate methods and media for listening instruction is relatively slow. In most of the country where English is taught as a foreign language, listening is considered as a ‘Cinderella’ skill which does not get enough attention compared with other skills. Moreover, in Indonesia, many teachers put more emphasis on reading and writing in the English teaching and learning process.

According to Harmer (2001: 98), teaching listening is much different from teaching other skills as there are some ways in which listening activities differ from other classroom exercises. First, unlike the reading activity where the individual student can read at their own pace, in listening activities the audio keeps on even if the individual student is left behind. They cannot go back to a previous paragraph and think for a bit before continuing. Second, listening is special since in spoken language, particularly the informal one, there are some unique features such as incomplete utterances, repetitions, hesitations, and so forth. Therefore, in teaching listening teachers need to give lots of practice opportunities to students so that they will be familiar with the rate of speech in the target language and other characteristics of spoken language.Renandya and Farrel (2010: 58) state that the teacher should provide students with lots of listening practices which are meaningful, enjoyable, and comprehensible.

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When teaching listening, it is also crucial for teachers to establish appropriate teaching sequences or teaching phases. Teaching phases will help teachers to organize their teaching better and to give scaffolding to students so that the students can learn more effectively and efficiently. There are some common phases that can be applied in teaching listening: pre-listening activities, while-listening activities and post-listening activities. In this study, these phases are combined with the language learning approach which is selected for this study to teach listening comprehension, i.e. task-based listening.

The first phase is pre-listening activities. Pre-listening activities, according to Vandergrift (2003), can help listeners focus their attention on meaning while listening. According to Gilakjani and Ahmadi (2011: 982), pre-listening activities

have two primary goals: (a) to help to activate students‘ prior knowledge, build up

their expectations for the coming information, and (b) to provide the necessary context for the specific listening task.The second phase is while-listening activity. Commonly, in while-listening phase, the learners answer some comprehension questions. If students answer the questions after they listen, usually emerges some problems, such as the learners may get the answers wrong, teachers do not know if it is because they do not understand, they understand but forget, or they are focusing on something else so that it disturbs their understanding (Helgelsen and Brown (2007: 11). Therefore, in this step, ‘task’ is used in order for the students to have a purpose in listening. There are various purposes of listening such as listening to catch very specific information, listening to get general idea and listening to draw inferences. The last phase is post-listening activities. Based on task-based learning approach, in the last phase, teachers can give opportunity for

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students to learn in more detail about the language features they have found in the materials presented in the previous phase. Learning language features for example some expressions or vocabularies that they have listened before is important since it will likely make the students notice to the target language. As Schmidt (2010) has stated, noticing is important for helping learners to process input into intake so that later they will be able to use it for communication.

From the paragraph above, it can be concluded that giving lots of practice to students is important for them to improve their listening comprehension. However, teachers should not teach listening by merely giving lots of practice. They also need to consider the sequence of teaching that can assist students in improving comprehension and developing their listening skills. The appropriate approach to teaching is also necessary to be applied. Task-based approach is use

by considering the practicality and students’ familiarity to this approach that make

it feasible for the research.

c. Factors Affecting Listening Comprehension

As a good English teacher, it is important to know the factors affecting the

students’ listening comprehension. Understanding of the factors is crucial like

how they can affect performance in listening comprehension, which difficulties the factors can originate from and so on.

Teng (2006) stated that students often face difficulties in learning listening because of the interference of the first language and the time limitation. This statement can be true since in Indonesian context, for example, listening comprehension often becomes difficult because of the failure of recognizing sound signals in English language since the written words are different from the

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spoken one. For example the word ‘ship’ and ‘sheep’ which are pronounced differently between the vowel /ı/ and /i:/ but they look the same when it is heard from the recording. According to Ur (1984; 11), it takes a considerable amount of practice for the students to understand things like that. Besides that, in the school, there is little amount of time given by the teacher to learn listening.

A study by Ardila (2013: 103) mentioned some factors affecting listening comprehension. They are motivation, paralinguistic features, the lack of

vocabulary, lack of concentration, teachers’ methodology and variety of tasks, and

the learners’ background knowledge. Another study on listening by Arief (2013: 55) stated five factors that make students difficult in listening, they are: 1) colloquial language, 2) stress, rhytm and intonation, 3) reduces forms, 4) redundancies, and 5) accents. In addition to factors mentioned by Arief, Underwood (1989 as cited in Gilakjani and Ahmadi, 2011: 981-982) stated seven causes of obstacles to listening comprehension. First, listeners cannot control the speed of delivery. Second, listeners cannot always have words repeated. Third, listeners have a limited vocabulary. Fourth, listeners may fail to recognize the signals which indicate that the speaker is moving from one point to another, giving an example, or repeating a point. Fifth, listeners may lack contextual knowledge. Sixth, it can be difficult for listeners to concentrate in a foreign language. Seventh, students may have established certain learning habits such as a wish to understand every word.

From the paragraphs above, I conclude that there are two main factors in listening comprehension: internal and external factor. Internal factor in this case is the factor which is originated from the students themselves related to linguistic

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and non-linguistic factors. Linguistic factors are, for example, lack of vocabulary, poor understanding of sentence relation, poor recognizing of reduces forms, lack of understanding towards colloquial language and so on. Non-linguistic factors are for example lack of motivation, concentration, background knowledge, listening strategy, anxiety, and related to the way the spoken text is presented.Meanwhile external factors are the factors which come from the environment. For example the environment does not support them to develop listening habit, lack of input and practices and lack of immediate feedback when listening.

To tackle problems related to internal factors like the linguistic factors, students need to have a lot of practice.Long time ago, there was also a study conducted by Boyle (1984) on factors affecting listening comprehension. He conducted a survey to thirty teachers from two universities in Hongkong, Polythecnic, teacher training colleges and schools. In addition to teachers, he also involved sixty students who have just finished secondary education in the survey.This study discovers that both teachers and students consider lack of practice the most important factor. Therefore, practice is important in listening comprehension. In addition, to tackle problems of non-linguistic factor as well as the external factors, a supportive environment to support students in learning listening is very crucial to be established.

d. Listening Strategies

Listening strategies are conscious plans to deal with incoming speech, particularly when the listener knows that he or she must compensate for incomplete input or partial understanding (Rost as cited in Carter and Nunan,

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2001: 10). To be successful in listening comprehension, many studies have revealed the importance of listening strategy. Most of the studies said that the use of listening strategy may help learners to be an independent and competent learner. Oxford (1990 as cited in Rahimi, 2012: 551) argues that strategies are important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. To define learning strategies, it is better first to know learning strategy as listening strategy is a part of it. In the Concise Encyclopedia of Educational Linguistics (1999as cited in Rahimi, 2012: 551), Oxford offers this definition: learning

strategies for second or foreign language learners are “specific actions, behaviors,

steps, or techniques that students use to improve their own progress in developing skills in a second or foreign language. These strategies can facilitate the

internalization, storage, retrieval, or use of the new language.” There are various

strategies that can be used for listeners in listening. In this research, I took the

taxonomy from Vandergrift. Vandergrift (1997b) taxonomy is based on O’Malley

and Chamot (1990, 137-139); Oxford (1990, 21); Vandergrift (1996). He proposed three types of strategies, metacognitive, cognitive, and socio-affective. Harmer (2008: 34) explained that cognitive strategies are strategies that we use in order to complete an immediate task. For example, a student may find out about the topic before listening, in order to predict content. Metacognitive strategies are related to learning in general and often have long-term benefits. For example students might choose to tune in to a BBC recording once a week as a strategy for improving their listening. Socio-affective strategies are concerned with the

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example they may choose to rehearse a telephone conversation in L2 with another student in order to develop confidence, or reward themselves with a doughnut when they successfully complete some task in the target language.

As listeners, especially in the countries that treat English as a foreign language, often face difficulties in listening, they will naturallyemploy different kinds of listening strategies ranging from cognitive, metacognitive and socio-affective strategies as explained above.Considering the close relation of listening strategy in listening process, it is important to consider it in improving listening comprehension. In this case, listening strategy is taken as a moderator variable of the research. It is not manipulated yet it is observed to strengthen the external validity of the research results. It means that the involvement of listening strategy

in this research is to explain whether the effect of FLAP on the students’ listening

comprehension can be generalized across all the types of listening strategies students belong to (more varied or less varied strategies).

e. Teaching Listening in Senior High School

According toBadan Standar Nasional Pendidikan(BSNP), the objective of the English teaching-learning process in Senior High School is to develop communication skills in the form of spoken and written to achieve functional literacy level (2006: 235).Literacy level involves performative, functional, informational, and epistemic. On the performativelevel, people are able to read, write, listen and speak using the shared symbols. On the functional level, people are able to use language in meeting his or her daily needs such as reading newspaper or manuals. On the informational level, one is able to access knowledge with his or her language competency. Meanwhile, on the epistemic

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level, people are able to express knowledge into the target language (Wells, 1987 cited in BSNP, 2006: 234).

The teaching and learning of English in senior high school aims at assisting learners to achieve the functional and informational level. In the listening class, students are expected to be able to understand spoken language that they often find to fulfill the daily needs such as listening to conversations, listening to short functional texts, and some spoken text types.

Considering the needs of learning listening for senior high school students, teachers should also be aware that listening involves complex skills. Comprehending spoken texts which are complex needs lots of practice. The practice can be done by employing students to various microskills. This will make the students familiar with the effective way to listen to target language. Therefore, in the teaching program, teachers need to consider teaching some listening microskills to the students.Below is the microskills of listening comprehension proposed by Richards (1983 in Brown, 2001: 256).

1. Retain chunks of language of different lengths in short-term memory. 2. Discriminate among the distinctive sounds of English.

3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in signalling information.

4. Recognize reduced forms of words.

5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.

6. Process speech at different rates of delivery.

7. Process speech containing pauses, errors, corrections, and other performance variables.

8. Recognize grammatical word classes (nouns, verbs, etc), systems (tense, agreement, pluralization), patterns, rules, and elliptical forms. 9. Detect sentence constituents and distinguish between major and minor

constituents.

10. Recognize that a particular meaning may be expressed in different grammatical forms.

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12. Recognize the communicative functions of utterances according to situations, participants, and goals.

13. Infer situations, participants, goals using real-world language.

14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

15. Distinguish between literal and implied meanings.

16. Use facial, kinesic, body language, and other nonverbal clues, to decipher meanings.

17. Develop and use a battery of listening strategies such as detecting keywords, guessing the meaning of words from context, appeal for help, and signaling comprehension of lack thereof.

Teachers do not need to force students to master all of the skills above at one time. Teachers can select some of them to focus on for a certain period of time during the teaching and learning process.In the field of language teaching in a formal situation, teachers should follow the national curriculum. In the recent regulation, the government has given option for each school to adapt a certain curriculum proposed by the government, that is 2006 Curriculum or 2013 Curriculum. In the context of the school in which the research is conducted, the curriculum adopted is KTSP 2006. Therefore, in this research, the listening materials is based on KTSP 2006. The basic competenciesif listening skillare presented below.

Table 2.1 Basic Competencies for Teaching Listening in Grade X

No. Basic Competencies Topic/Material

1.1 Responding meanings in transactional (to get things done) and interpersonal (to socialize) conversations both in the formal and informal occasion that use accurately, fluently and acceptably simple spoken discourses in daily life contexts and involve action and expressions of: introducing people, greetings/leave-takings, accepting offers/invitations, accepting and cancelling appointments.

1. Invitation (dialogue) 2. Appointment (dialogue)

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2.1 Responding meanings accurately, fluently and acceptably in simple short of functional spoken text (e.g. announcement, advertisement, invitation, etc.) both in formal and informal occasion used in various daily life contexts.

1. Advertisement (short monologue) 2. Announcement

(short monologue) 8.2 Responding meanings in simple spoken

monologue texts that use spoken discourses accurately, fluently and acceptably in daily life contexts in the forms of narrative, descriptive, and news item.

1. Narrative (long monologue)

2.Descriptive (long monologue) f. Listening with Technology

The development of technology today has brought many benefits for daily life. In addition to daily life, many educators and experts believe that technology can be employed in teaching-learning activities in order to improve the outcomes. In addition to the outcomes, technology often positively contributes to the

learning process itself as cited from Kurniawati (2012: 158), “Technology can be an effective alternative to improve students’ learning process and achievements.”

Therefore, employing technology in teaching-learning activities can be a useful idea for English teachers who want to have better process as well as better outcomes.

Related to listening, technology can serve as media for learning listening. Through technology, students can access more input for language learning, in this case is learning how to listen and to comprehend spoken English. It has been known that in the local context of Indonesia, most of the students have little exposure or input of English language. If they do not practice listening to spoken English, comprehension will tend to be difficult. Now that technological devices with its materials have been widely spread in the environment, teachers or students may utilise it whether in the classroom or outside the classroom to improve listening comprehension. Rost (as cited in Carter and Nunan, 2001: 13)

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gives emphasis that the widespread availability of some technological devices such as audiotape, videotape, CD-ROMs, DVDs and internet downloads of sound and video filescan be potential input for language learning.

Nowadays, technology has been growing more advanced. There is a new mode of learning using technology, namely by using mobile phone or recently the more sophisticated one, that is using Android smartphone. Learning by using mobile phone as the media can be called as mobile learning.

3. Fun Listening Android Application (FLAP)

Fun Listening Android Application (FLAP) is a product developed under R and D projectby Martanti (2015) and had been tested for its feasibility as the media for learning listening. FLAPwas developed by using the program named

appinventor, that is by accessing http://ai2.appinventor.mit.edu/. FLAP consists of some parts, that is the front page, home page, and content page. Each screen is connected to other screens by clicking at the instruction button. The front page of the product is featured by picture and the instruction button “enter” to enable students to go to the next screen, that is the menu.

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In the menu page, there are four buttons: Focus, Fun, Final and Forum.

‘Focus’ menu includes the audio materials, exercises, and the vocabulary review.

Fun menu includes entertainment such as songs, stories and poems. Final menu consists of some examples of the national exams questions for practice.

Meanwhile, the ‘Forum’ menu provides a place for students to share or to communicate with teachers or other students. The ‘Focus’ menu, if it is clicked it will lead to‘Topics’which consists of fifteen units respresenting different themes such as Introducing Oneself and Others, Showing Sympathy, Describing People, Visiting Jatim Park and Announcement.

Figure 2.2 The Appearance of Topics Menu

Each unit consists of three parts: Listen, Practice and Review. By clicking at the Listen button, students can listen to the audio in the forms of dialogue or monologue. Meanwhile, by clicking at the Practice button, students can do the exercises in the forms of True or False, Multiple Choice or Short Answers. In the last button, that is Review button, students can learn the language expressions and vocabularies related to the audio.

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Figure 2.3 The Appearance of Focus Button (Listen, Practice, Review) The next part is Fun which consists of language, stories and poems. Through this page, students can get entertainment in learning English by listening to the fun audio. There are various songs, stories and poems that the students can listen while they can also learn through it. The examples of the Fun page can be seen below.

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The last button in the homepage that can be used for learning is the Final button. In the Final page, students can learn by doing some exercises which mostly are taken from examples of the national exams questions. This is to give challenging opportunities for students to review their ability in listening after they get some practices in the Focus and Fun page.

B. THEORETICAL FRAMEWORK

The first objective of the study is to discover the effect of FLAP on the listening comprehension. As it is known, there are many problems related to listening comprehension. This research tries to discover whether FLAP can be effective media to solve listening comprehension problems and to improve students listening comprehension. According to the theory, problems of listening comprehension are many. Underwood (1989 in Chen, 2005) stated that there are

seven listening problems often faced by learners: (1) listeners’ limited vocabulary,

(2) failure to recognize the signals, (3) lack of control over the speed at which the speaker speaks, (4) problems of interpretation, (5) not being able to get things repeated, (6) inability to concentrate, and (7) lack of listening habit

The following is the concept map of problems in listening comprehension. I tries to relate it with some advantages of FLAP which might be useful for solving those problems. The usefulness of FLAP in solving the problems of listening comprehension will be explained in the next paragraph.

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Figure 2.5 The Conceptual Framework of the Study

Listening comprehension is a complex cognitive process. Therefore, listening comprehension is difficult in a second or foreign language (Lynch and Mendelsohn, 2002: 207). There are many factors contributing to the success of understanding messages in spoken language. One of them is related to the

students’ familiarity with features of spoken language. Students especially in EFL

context often face difficulties since they are not familiar to the features of spoken language such as vocabulary and sounds signals (Underwood, 1989 in Chen, 2005). In order to be familiar, they need to expose themselves with English vocabularies and sound signals. Unfortunately, many EFL learners have very few opportunities to get exposure (input) in their surrounding from which they can familiarize themselves with vocabularies and sound signals in English. This problem might be solved by using media, in this case is FLAP. The role of media

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as stated by Newby, Stepich, Lehman and Russel (2000: 100) is to facilitate student learning. It may serve as source of input. FLAP as media for learning listening provides input in the forms of various spoken texts including transactional and interpersonal type, dialogue and monologue as well. Through this way, students are expected to be able to be familiar with vocabularies, expressions and sound signals in English.

Listening, with its complex process not only requires students to be familiar with the input (exposure). It also requires students to process the input in the forms of spoken text. In fact, students often find it difficult in the listening process. As stated by Underwood (1989 cited in Chen, 2005), several problems related to the listening process are lack of control over the speed at which the speaker speaks, problem of interpretation and not being able to get things repeated. Those problems actually can be solved through extensive practice of listening. Whereas it is important to familiarize students with input, it is also necessary to familiarize students with practice. This can be done by using FLAP. FLAP provides various types of texts and tasks (exercises) which are useful for

developing students’ listening comprehension skills.

Listening also involves affective factors such as being motivated and

stimulated to attend to another person’s message (Weaver, 1972 cited in Gungor, 2012: 127). In the listening classroom, in which students are put into a one-way

listening, affective factors can be interpreted as the students’ motivation towards

listening materials.Increasing students’ motivation can be done by using FLAP. It varies the teaching-learning activities and give chances for students to try fun activities provided in it.

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Review Button

Practice your pronunciation skills

Tall Wear Casual

Relaxed Atmosphere Coast

Laughing Likable

Unit 14 Let’s Buy This Product!

Topic : Advertisement

Description : In this unit, you will learn about how to advertise a product or a service.

Listen button

Listen to the audio

How do you get a tasty beverage from point A to point B? Strawz provide the materials. You build the design. The set includes 24 drinking straws-12 short and 12 long. Hook them up with the bendy rubber connectors which come in various styles. You get eight straight extensions, 4 Us, 4 right angles, 2 Ts, and two four-ways. Get another set of straws and let them join forces. The possibilities are only limited to your imagination. Case in point: The Double Dipper, perfect for mixing flavours. Or for more romantic occasions, The Double Sipper. When you’re done, you can store all the pieces in the original packaging for convenience. So, how do you create and share the perfect mixed drinks? Strawz. Strawz, let the fun begins. Available now at Vat19.com. Practice Button

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Majestic, serene. Just two words to describe the scenic regions of Utah in the Mountain West of the United States. Now, our office offers fabulous, five-day outdoor packages of the state for the adventurous. On the first day of your tour, visit the capital of historic Salt Lake City, Temple Square, home to the world-famous Mormon Tabernacle Choir, and other local historical sites. Then, your tour will take you on a four-day adventure of a lifetime to central and southern Utah where you will hike and backpack through Arches National Park, Goblin Valley, and Bryce National Park. You'll also explore the magical world of Little Wild Horse Canyon. This very narrow, winding chasm, with its steep walls on either side of you, will leave you in amazement knowing that it was formed from rushing water and erosion over millions of years.

You'll also hike and scramble up to remote indian ruins, study their history along the way, and learn how to respect and preserve the sites and wildlife you encounter. You also learn the basics in rappelling---techniques designed specifically for the novice climber.

The price of your tour package includes local transportation in Utah, one-nights lodging in a four-star hotel in Salt Lake City, hiking and camping gear, two meals a day, and your professional tour guide. Transportation from your point of origin is not included. Contact our office between 8 and 5:30 p.m. for more information and current availability on this wilderness trek, and reservations must be made thirteen days in advance. Let us show Utah like no one else can.

(2)

Choose the correct answer based on the questions.

1. The advertisement is about...

a. A tour to historical sites in Utah. b. A tour package to Utah.

c. A hiking adventure in Utah.

d. A visit to Arches National park in Utah. 2. On the first day, the tour will take you to...

a. Little Wild Horse Canyon b. Goblin Valley

c. Temple Square d. Arches National Park

3. In Central and Shoutern Utah, you will be taken on a four day adventure to the following places, except...

a. Arches National Park b. Bryce National Park c. Gobblin Valley d. Salt Lake City

4. The amazing thing you will find in Little Wild Horse Canyon is... a. Remote Indian ruins.

b. The world famous Mormon Tabernacle Choir. c. Rushing water and erosion.

d. A narrow winding chasm.

5. The following are the facilities that are included in the tour package, except... a. Staying one night in a four-star hotel.

b. Transportation from your point of origin. c. Two meals a day.

d. Hiking and camping gear.

Review Button

Practice your pronunciation skills

 How do you get a tasty beverage from point A to point B  Strawz provide the materials.

 You build the design.

 The possibilities are only limited to your imagination.

 When you’re done, you can store all the pieces in the original packaging for convenience.  So, how do you create and share the perfect mixed drinks?

 Let the fun begins.  Available now.

(3)

Unit 15 Attention Please!

Topic : Announcement

Description : In this unit, you will learn about how to announce something.

Listen button

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This is an announcement for passengers travelling to Amsterdam on flight KL 1050. Well all passengers with express boarding tickets and passengers travelling with young children, please go to Gate 6 for boarding. That’s all passengers with express boarding tickets and passengers travelling with young children, g to Gate 6 for boarding. Thank you.

Practice Button

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Hello Shoppers. We have a lost boy named Marshall who was found in the sporting goods section of our store, and he's looking for his mom. He's five years old, and he's wearing a blue and white sweat shirt, tan pants, and a black and white baseball cap. You can find him at the check-out counter at the main exit. Thank you.

Fill in the blanks with the correct answer.

Hello,_______. We have a lost boy_________Marshall who was found in the__________goods section of our____________and he’s looking for his_________.He’s five years old, and he’s wearing a ___and white sweat shirt,________pants, and a_______and white baseball_______. You can find him at the check-out___________at the main exit. Thank you.

Review Button

Practice your pronunciation skills

 This is an announcement for passengers travelling to Amsterdam.  All passengers with express boarding tickets.

 Passengers travelling with young children.  Please go to gate six for boarding.

(4)

Appendix 21

PHOTODOCUMENTATION

Note:The students were practicing listening using FLAP. They were very motivated to do the exercises in the application. They could also repeat the audio more than once. Sometimes, the teacher also gave additional tasks to modify the activities available in the application to strengthen students’ comprehension.

(5)

PHOTO DOCUMENTATION

Note:The students were enthusiastically learning using FLAP in the classroom. They did various activities in FLAP on their own or with their friends. The teacher monitored the students’ activities and assisted the students if they had difficulties.

(6)

Appendix 22 Permission Letter

The effect of fun listening android application (FLAP) on the listening comprehension of grade X students.

AMor

Yo[Srrtrrtr,fnryrOErS-

A^-ff

--.

.

:

;

n

rr-,t

“I dedicated this thesis with much love to

my family,

my teachers, my lecturers,

and

my best friends

who have helped me and inspired me to achieve the best in my life.”

profr

Nama

ffi,

Parts

Dokumen yang terkait

The Effect of Using Animated Video on the Eighth Grade Students' Listening Comprehension Achievement at SMPN 1 Bangsalsari

THE EFFECT OF USING FLASH VIDEOS ON THE EIGHTH GRADE STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT AT SMPN 6 JEMBER

THE EFFECT OF USING QUESTIONING TECHNIQUE ON THE STUDENTS` LISTENING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS AT MAN 1 JEMBER

The Effect of Picture and Video on Students Listening Comprehension

THE IMPLEMENTATION OF EXTENSIVE LISTENING AND ITS EFFECT ON THE STUDENTS’ LISTENING SKILL.

Fun listening android application (flap): m-learning model of English listening comprehension for grade X students.

The Effect of Using Digital Storytelling on Students’ Reading Comprehension and Listening Comprehension

A COMPARATIVE STUDY ON THE EFFECT OF JIGSAW LISTENING AND COMPREHENSION QUESTIONS IN TEACHING LISTENING ON THE LISTENING ACHIEVEMENT OF GRADE X STUDENTS

CHAPTER I INTRODUCTION - A comparative study on the effect of jigsaw listening and comprehension questions in teaching listening on the listening achievement of grade X students - Widya Mandala Catholic University Surabaya Repository

A comparative study on the effect of jigsaw listening and comprehension questions in teaching listening on the listening achievement of grade X students - Widya Mandala Catholic University Surabaya Repository

Dukungan

Links

The effect of fun listening android application (FLAP) on the listening comprehension of grade X students.

AMor

Yo[Srrtrrtr,fnryrOErS-

A^-ff

--.

.

:

;

n

rr-,t

“I dedicated this thesis with much love to

my family,

my teachers, my lecturers,

and

my best friends

who have helped me and inspired me to achieve the best in my life.”

profr

Nama

ffi,

Parts

Dokumen yang terkait

The Effect of Using Animated Video on the Eighth Grade Students' Listening Comprehension Achievement at SMPN 1 Bangsalsari

THE EFFECT OF USING FLASH VIDEOS ON THE EIGHTH GRADE STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT AT SMPN 6 JEMBER

THE EFFECT OF USING QUESTIONING TECHNIQUE ON THE STUDENTS` LISTENING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS AT MAN 1 JEMBER

The Effect of Picture and Video on Students Listening Comprehension

THE IMPLEMENTATION OF EXTENSIVE LISTENING AND ITS EFFECT ON THE STUDENTS’ LISTENING SKILL.

Fun listening android application (flap): m-learning model of English listening comprehension for grade X students.

The Effect of Using Digital Storytelling on Students’ Reading Comprehension and Listening Comprehension

A COMPARATIVE STUDY ON THE EFFECT OF JIGSAW LISTENING AND COMPREHENSION QUESTIONS IN TEACHING LISTENING ON THE LISTENING ACHIEVEMENT OF GRADE X STUDENTS

CHAPTER I INTRODUCTION - A comparative study on the effect of jigsaw listening and comprehension questions in teaching listening on the listening achievement of grade X students - Widya Mandala Catholic University Surabaya Repository

A comparative study on the effect of jigsaw listening and comprehension questions in teaching listening on the listening achievement of grade X students - Widya Mandala Catholic University Surabaya Repository

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