AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS: Case Study in One Language Center in Bandung.
Yella Dezas Perdani, 2015
AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
AN IMPLEMENTATION OF STRATEGY TRAINING IN
TOEFL LISTENING CLASS
(Case Study in One Language Center in Bandung)
THESIS
Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education
By
YELLA DEZAS PERDANI
1201637
ENGLISH EDUCATION STUDY PROGRAM
SCHOOL OF POSTGRADUATE
INDONESIA UNIVERSITY OF EDUCATION
2014
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Yella Dezas Perdani, 2015
AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
Oleh
Yella Dezas Perdani S.Pd UNP Padang, 2011
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Yella Dezas Perdani 2014 Universitas Pendidikan Indonesia
Juli 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
This thesis entitled “THE INVESTIGATION OF STRATEGIES TAUGHT BY
THE INSTRUCTOR IN LISTENING TOEFL” has been approved by:
Supervisor
Dr. Dadang sudana M.A Nip. 196009191990031001
Head of english education study program,
Prof. Emi Emilia, M. Ed., Ph.d Nip. 196609161990012000
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ABSTRACT
Taking TOEFL test is one of the graduation requirements for non-English learners. Nevertheless, some of the learners still face difficulties in answering the test, especially on the listening section as it is regarded as the most difficult one for non-English learners. Because of that reason, the learners need to join strategy training program in order to learn the appropriate strategy to answer TOEFL listening questions. Thus, this research was carried out to investigate the strategies trained by the instructor of the TOEFL listening section in teaching non-English University learners, the way the strategies trained and the effects of those strategies on the learners’ listening ability as an attempt to help the learners to cope with their difficulties. By employing largely a descriptive qualitative research, this study was conducted at one language center in Bandung, West Java, involving the instructor of the listening TOEFL section and 25 learners enrolling in his class. The data were collected through observation, interview, questionnaire and pre-test post test result. An eight-meeting observation was carried out in two months. The interviews were addressed to both the instructor and four of his learners. The questionnaire was distributed to all of the learners. And the result of pre-test and post-test were measured by using t-test. The results of this research show that there are 22 strategies trained by the instructor which are effective in helping learners to choose the right answers in the TOEFL listening section. Among the 22 strategies, 17 strategies were found in part A, and 5 others were found in part B and part C. There are three stages conducted by the instructor in applying strategy training; pre-teaching, whilst-teaching and post-teaching. The results further reveal that the strategies improve the learners’ listening ability and their TOEFL score, especially in the listening section; familiar with the strategies of TOEFL listening and can apply it; familiar with english text; and enjoy english more which encourages them to use English for communication.
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ABSTRAK
Mengikuti tes TOEFL adalah salah satu persyaratan bagi mahasiswa non-bahasa Inggris. Namun begitu, sebahagian mahasiswa masih menghadapi kesulitan dalam menjawab soal-soal pada tes tersebut, khususnya pada sesi menyimak yang diketahui sebagai sesi tersulit bagi mahasiswa non-bahasa Inggris. Karena alasan tersebut, mahasiswa perlu mengikuti program strategi training untuk mempelajari strategi dalam menjawab pertanyaan pada sesi menyimak. Dengan demikian, penelitian ini ini dilakukan untuk menginvestigasi strategi yang di ajarkan oleh instruktur TOEFL dalam mengajarkan mahasiswa non-bahasa Inggris, cara strategi tersebut di ajarkan, dan efek dari strategi tersebut pada kemampuan menyimak mahasiswa. Dengan melaksanakan peneliatian kualitatif, penelitian ini dilaksanakan disalah satu Balai Bahasa di Bandung, Jawa Barat, melibatkan instruktur dari TOEFL dan 25 orang mahasiswa yang mengikuti kelasnya. Data dikumpulkan melalui observasi, wawancara, angket, dan hasil pre tes dan post test. Delapan pertemuan diobservasi selama dua bulan. Wawancaea diajukan kepada instruktur dan empat orang mahasiswa. Angket diberikan kepada semua mahasiswa. Dan hasil pre test dan post tes dihitung dengan menggunakan t-tes. Hasil dari penelitian ini menunjukkan ada 22 strategi yang diajarkan yang efektif dalam membantu mahasiswa dalma menjawab pertanyaan menyimak TOEFL, ada 17 strategi untuk sesi A dan 5 strategi untuk sesi B dan C. Ada tiga tahap pengajaran yang dilakukan oleh instruktur, pre-teaching, whislt-teaching dan post-teaching. hasil penelitian menunjukkan bahwa strategi yang di ajarkan meningkatkan kemampuan menyimah mahasiswa, mereka menjadi familiar dengan strategi dalam menjawab pertanyaan menyimak TOEFL, dan mereka juga menyukai bahasa Inggris sehingga mendorong mereka dalam menggunakan bahasa inggris lebih sering.
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TABLE OF CONTENTS
PAGE OF APPROVAL ...i
ACKNOWLEDGEMENT ...ii
DECLARATION ...iii
ABSTRACT ...iv
TABLE OF CONTENTS...v
LIST OF TABLES ...viii
LIST OF FIGURES ...ix
CHAPTER I INTRODUCTION ...1
1.1 Background of the study...1
1.2 Purpose of the study ...3
1.3 Research questions ...3
1.4 Significance of the study ...3
1.5 Definition of the key terms ...4
1.6 Organization of the thesis ...5
1.7 Concluding remark ...5
CHAPTER II LITERATURE REVIEW...6
2.1 Nature of listening ...6
2.1.1 Listening process...8
2.1.2 Listening sub-skills ...11
2.2 Nature of TOEFL ...13
2.3 Nature of teaching listening...16
2.3.1 Teaching listening stages ...18
2.3.2 Teaching listening strategies ...21
2.4 Strategy training ...23
2.4.1 Steps in conducting the strategy training ...25
2.4.2 Listening strategies ...26
2.5 TOEFL listening strategies ...28
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2.5.2 Strategies in listening part B ...33
2.5.3 Strategies in listening part C ...35
2.6 Related previous research ...35
2.7 Concluding remark ...38
CHAPTER III METHODOLOGY...39
3.1 Research design ...39
3.2 Research site ...40
3.3 Research participants ...40
3.4 Data collection techniques...40
3.4.1 Classroom observation ...41
3.4.2 Interview ...44
3.4.3 Questionnaire ...45
3.4.4 Pre-test and post-test result ...45
3.5 Data analysis...46
3.6 Concluding remark ...47
CHAPTER IV FINDINGS AND DISCUSSION ...48
4.1 Strategies trained by the instructor ...48
4.1.1 Listening part A ...48
4.1.2 Listening part B and part C ...81
4.3 Stages of teaching ...87
4.3.1 Stages of teaching the strategy in part A...89
4.3.2 Stages of teaching the strategy part B and C ...93
4.4 Effects of the strategies on learners’ listening ability ...95
4.4.1 Improving listening ability...96
4.4.2 Knowing the strategies of TOEFL listening and can apply it...99
4.4.3 Familiar with English text...100
4.4.4 Enjoying English more ...101
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5.1 Conclusions ...102
5.2 Suggestions ...103
BIBLIOGRAPHY ...105
APPENDICES ...113
Appendix 1 Observation form ...113
Appendix 1.1 First observation ...114
Appendix 1.2 Second observation ...116
Appendix 1.3 Third observation ...118
Appendix 1.4 Fourth observation ...120
Appendix 1.5 Fifth observation ...122
Appendix 1.6 Sixth observation...124
Appendix 1.7 Seventh observation ...126
Appendix 2 Interviewees data summary ...128
Appendix 2.1 Interview’s questions for the instructor...129
Appendix 2.2 Interview questions for the learners ...138
Appendix 3 Data pre and post test 2014 ...150
Appendix 4 Questionnaire ...151
Appendix 4.1 Categories of Questions Elicited in Individual Questionnaire Based on Themes ...152 Appendix 4.2 Condensed Version of Data from Learners’ Interviews 154
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LIST OF TABLES
Table 3.1 Research questions and data collection techniques used 41 Table 3.2 Observation process 42 Table 4.3 Strategies trained in part A 49 Table 4.4 Strategies trained for listening part B and C 82 Table 4.5 Paired Samples Test 97
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LIST OF FIGURES
Figure 4.1 Teaching stages conducted by the instructor in teaching strategies of Part A 92 Figure 4.2 Teaching stages conducted by the instructor in teaching
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CHAPTER I INTRODUCTION
This chapter discusses background of the study encompassing background of this study, research questions, purposes of the study, significance of the study, definition of key terms and organization of the thesis. It ends with a concluding remark.
1.1Background of the study
TOEFL is designed and administered by Educational Testing Service (Hinkel, 2005; p. ii; Riyanto, 2007, 2008, p. v; Johan & Anne, 2009, p. 9; Educational Testing Service, 2012). It is developed for ensuring English language proficiency for non-native speakers who want to study in American universities. It has become an admission requirement for non-native English speakers of many English-speaking colleges and universities. In addition, TOEFL certificate is also used to apply the job, continue the study abroad and graduating from the university.
Therefore, many educational institutions put English ability as one of the requirements for graduating from the institutions. One of the institution, the state universities in Bandung, obligates all of the learners to take TOEFL test and reach the required score in order to graduate. However, they got some difficulties in passing the required TOEFL score, especially for non-English learners. At that university, the standard score of TOEFL for non English learners are 425 to 450. As the early interview data revealed, most of learners admitted that it was difficult to reach the required score. They also stated that the most difficult section was listening. It is in line with the findings of Gunawan (2008) and Abbound and Hussein (2011) that listening was the most difficult section in TOEFL. It was also proved by the listening average score of 109 learners of non-English majors that was 44.752 (Balai Bahasa, 2012). It means that the learners get 20 correct answers out of 50 questions in general.
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These data were taken from eight-time test conducted from December 17th to December 21st in 2012.
As matter of facts, those learners of non-English majors argued that listening section was difficult because they listened to the text only once (King and Stanley, 1989, p. 2) and it was not repeated and not be printed on the test book. They had to focus on and listened to the text, and then answered the questions in three seconds. Once they got lost, it was hard for them to get the idea of the text and answer the question.
In addition, those learners said the conversations were not clear and sometimes too fast. It is in line with the findings of this research that 58.33% of the participants thought so. It is because they are not familiar with spoken English texts and get difficulties in understanding them. Additionally, the learners also did not know the strategies yet so they could not answer the questions correctly. They did not know the appropriate strategies in answering the questions.
From the problems explained above, it is clear that TOEFL listening section is the most difficult section, especially for the learners of non-English majors. It might
be resulted from the learners’ incapability in using appropriate strategies. They need to know the proper strategies to answer TOEFL listening questions. Because of that reason, the learners necessitate to join the strategy training. Strategy training is the process of teaching the learning strategy to the learners in order to improve the
learners’ listening ability and comprehension. It has been used in some other research as the way to improve listening ability of the learners (Chang, 2001, p. 151; Jou, 2009, p. 1; Abdullah, 2010, p. 35; Zang, 2012, p. 625; Malik et al., 2013, p. 57; Movahed, 2014, p. 88). Furthermore, one language center in Bandung provides the class conducting strategy training in order to help learners in reaching the required score and it is called TOEFL preparation class.
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There is no research found in examining the implementation of strategy training in answering TOEFL listening questions, especially in Indonesia. Thus, this study aims to investigate the strategy training implemented by the instructor in one language center in Bandung, the stages of conducting the strategy training and the effects of the strategy on the learners’ listening ability. This research was done in one language center in Bandung that involved one instructor and 25 non-English University learners.
1.2Purpose of the study
As indicated in the background of the study, the purposes of this study are to investigate the strategy trained by the instructor in answering TOEFL listening section, to know the stages in conducting strategy training by the instructor, and to
reveal the effects of the strategy training to the learners’ listening skill. 1.3Research questions
Regarding the background of the study above, the following are the research questions:
1. What are the strategies trained by the instructor in answering TOEFL listening section?
2. How is the strategy training implemented?
3. What are the effects of the strategy on the learner's listening skill?
1.4Significance of the study
This research is expected to be useful for the readers who are concerned with the strategy training in answering TOEFL listening questions. The research findings can give contributions on three aspects; theoretically, practically, and professionally.
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Theoretically, the study adds an empirical support to the existing theories of teaching TOEFL, especially the TOEFL listening section for learners of non-English majors. This can be the reference for others instructors in the future to conduct the kind of advance research related to this topic
Practically, the result of the study helps to clarify and define more precisely on what strategy trained, how the strategy training conducted and the effects on the
learners’ listening ability. Professionally, this study enriches the understanding about
the way of implementing the strategy training for TOEFL listening section.
1.5Definition of the key terms
Key terms used in this research are as follows:
TOEFL listening section : TOEFL section that tests the listening ability of the learners and contain 50 questions.
Listening skill : the ability of understanding conversation and long talk.
Strategy Training : the teaching of the learning strategies in answering TOEFL listening questions.
TOEFL Listening Strategies : the strategies trained by the instructor that started from stating the name, explaining the supporting theories, and evaluating the strategy.
Teaching steps : the steps conducted by the instructor in teaching each of the strategies.
Teaching stages : the stages of teaching conducted by the instructor in every meeting.
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Part A : the first part of TOEFL listening section contained 30 short conversations and questions, and can be answered by using 17 specific strategies.
Part B : the second part in TOEFL listening section contained 8 questions, and can be answered by using 5 strategies training.
Part C : the third part in TOEFL listening section contained 12 questions, and can be answered by using 5 strategies training.
Instructor : the one who taught the strategies of TOEFL listening section for 8 meetings.
1.6Organization of the thesis
The organization of the forward chapters is conducted at the following. Chapter 2 explores the perspectives of this research on its relevance to the theories which are related to listening, TOEFL and strategy training. It includes the nature of listening, nature of TOEFL, nature of teaching listening, nature of strategy training and related previous research. Moreover, chapter 3 outlines the methodology of the research, including the description of research design, setting and participants of the research, data collection techniques and data analysis. Furthermore, chapter 4 contains findings and discussion of the research. It also shows the justification of the data found. Finally, chapter 5 consists of a conclusion and suggestion for further research.
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1.7Concluding remark
This chapter has discussed the introduction part of the study. It provided the background of the study, research questions, purposes, significance, definition of key terms and organization of the thesis. Finally, the details of the literature review will be discussed in great detail in the next chapter.
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CHAPTER III METHODOLOGY
This chapter discusses methodology that was used in this research. The description starts with research design, research site, research participants, data collection techniques which are classroom observation, interview, and data analysis. It is ended by concluding remark.
3.1Research design
The design of this research was largely a descriptive qualitative method; however, inferential statistic was also employed to enrich the result. This design is called concurrent triangulation strategy (Creswell, 2006, p. 237). Additionally, this research was a theory-driven (Holliday 2005, p. 19; Sugiyono, 2008, p. 7). This research focused on the investigation about what strategy trained by the instructor, how the instructor trained the strategy and what the effects of the strategy to the
learners’ listening ability. After that, the strategies that were found become the theory established in TOEFL listening section.
As the nature of qualitative research, this research figured out the instructor
and learners’ experiences in teaching and learning TOEFL listening section (Dawson, 2002, p. 14; Sugiyono, 2008, p. 7). The experience included the participants’ personal opinions about the strategies used by the instructor in teaching TOEFL listening (Holliday, 2002, p. 6, Saedi 2002, p. 1, 3). This research used a qualitative approach which was provided rich descriptive data about what happen in the classroom (Day, 1990). Moreover, the findings of this research were explained deeply and related to the theories of teaching listening (Liamputtong 2009, p. 11) and cross-checked with the existing theories (Wallace 2002, p. 38).
In addition, inferential statistic was employed in order to provide more
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listening ability and the significant improvement of learners’ score (Creswell, 2006, p. 9-10).
3.2Research site
This study took place in one Language Center in Bandung. The reason for choosing this place was because it provides a TOEFL preparation class, especially for learners of non-English majors. Besides, the site was accessible.
3.3Research participants
The participants of this research were chosen by using purposive sampling. The participants were chosen by the researcher herself and guided by time and resources (Silverman, 2005, p. 136). In addition, the participants were chosen because of the specific purpose (Cohen, Manion and Morrison 2007, p. 214) that the instructor trained the strategy for the TOEFL and the learners learned it.
There were two kinds of participants in this research. The first participant was the TOEFL listening instructor. The instructor teaches TOEFL listening in the Language Centre in Bandung. The second participants were his learners who were from non–English majors. All of the learners were in the same class. There are 24 of them who finished the course (8 meetings). There were 8 learners from Magister program and 16 learners from an undergraduate program. To avoid the confusion, the participants would be called as instructor (I) and the learners (L).
3.4Data collection techniques
In order to avoid bias, this research conducted triangulation data collection techniques. Triangulation is the attempt to get the fact as clear as possible by combining some data collection techniques (Silverman, 2005, p. 212) (see table 3.1). The data collection techniques in this research were classroom observation, interview,
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and questionnaire. The data collection techniques and research qestions answered can be seen in the table 3.1.
Table 3. 1 Research questions and data collection techniques used
Research questions Data collection techniques used
1. What are the strategy training taught by the instructor in answering TOEFL listening section?
- classroom observation - interview
- questionnaire
2. How is the strategy training conducted? - classroom observation - interview
3. What are the effects of strategy training on the learner's listening skill?
- interview - questionnaire
- pre-test and post-test result
3.4.1 Classroom observation
The first data collection technique used in this research was a classroom observation. This research focused on the paying attention to search information on what the instructor did in teaching strategy for TOEFL listening from the beginning of the class until the end, and what happened in the class during teaching and learning process through the sense (Emilia, 2000; Tsai, 2008 Cresswell, 2012, p. 213).
The technique of the observation done in this research was called field observation (McMillan and Schumacher, 2001, p. 437-442). It was the observation techniques that the researcher observed directly without interaction. Therefore, the researcher came into the class and observed what happened in the class directly and soughtfor the strategies trained. There was no interaction with the participant; only came and observed during the teaching learning process. In this research, the researcher’s role was as nonparticipant observer. The observation was done by
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visiting the site and recording notes without involving in the activities of the participants (Creswell, 2012, p. 214-215).
Table 3.2 Observation process
Observation Date The strategies training
TOEFL listening section
1. February 7th, 2014
- focus on the second line, choose - answer with synonyms
- avoid similar sound
Part A 2.
February 14th, 2014
- draw conclusion about who what where
- listen for who and what in passive - listen for who and what with
multiple nouns
3.
February 21st, 2014
- listen for double negative expression,
- listen for almost negative expressions
- listen for negative with comparatives
4.
February 28th, 2014
- listen for expression of agreement, - listen for expression of uncertainty
and suggestion
- listen for emphatic expression of surprise
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7th, 2014 - listen for untrue conditions
6.
March 14th, 2014
- listen for two-and three part verbs - listen for idioms
7.
March 21st, 2014
- anticipate the topics - anticipate the questions - determine the topic
- draw conclusion about who, what, when, where
- listen for answers in order strategies Part B and C 8. March 28th, 2014 Post test
The TOEFL preparation class was a two month process. There were 24 meetings for each TOEFL preparation class. Those meetings were divided into three sections, listening, structure and written expression and reading. Each of the section requires eight meetings. So there were eight meetings of listening that were observed by the researcher. The researcher joined the class in every meeting and did observation. There were two and half hours in every meeting, from 13.00 to 15.30. In summary, the researcher paid attention to what strategies taught by the instructor in teaching strategy TOEFL listening section.
There were some steps conducted in observing the classroom (Bowman, 1994; Emilia, 2000; Saedi, 2002; Gray 2004, p. 244, 250-256; Blessing and Chakrabarti, 2009, p. 104), they were as follows:
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1. The observation format was designed based on the research questions. It was overt observation (the participant knew that they were observed) and it was also non-participant observation in which the researcher as an observer was not a participant.
2. The observations were focused on the strategies trained by the instructor in teaching listening TOEFL.
3. The data were gathered by using field note and were written up immediately following the observation. It was also saved by recording the whole activities in the class (Derry, 2007, p. 8). The components of field note were chronological log, reflection and recall, pre-analysis data (ideas and inference), impressions and personal feeling and forward planning.
4. The proses of observation was started by getting in, informed consent, becoming invisible (immersed), building raport, observing and learning, and getting out (see appendix 1)
5. The reliability of observation data was checked by reviewing the recording video done in every meeting
6. The observation format included the context of the class (setting of the class), number of participants, the place, strategies taught and steps conducted by the instructor.
3.4.2 Interview
The second data collection technique used in this research was interview. The interviews were between the researcher and the instructor, and the researcher and four learners. The interview in this research was the interaction (question-answer) between the interviewer and interviewee (Wallace, 2001, p. 124). In addition, this interview was semi-structured interview. In this kind of interview, the questions are open (Travers, 2001, p. 3; Wallace, 2001, p. 147). There were the guidance questions, and
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then the followed up questions were intended to give an opportunity to the participants to interpret the question and encourage them to give detailed responses.
The participants interviewed were chosen randomly. There were four learners asked; they were Economic education learners of Magister program, an undergraduate learner of geography education, an undergraduate learner of business management and an undergraduate of family welfare education. The interviews were conducted after the post-test.
There were some steps conducted in gaining interview data (Saedi, 2002; Gray 2004, p. 219-221), they were as follows:
1. The interview was designed based on research questions. It was semi-structured interview.
2. The validity of the interview questions was checked by one of the instructors in that language center who was not a participant, and one of the learner who has already taken preparation class and was not a participant also.
3. The interview process was done after the preparation class was over and all of the interviewees were treated with the same protocol. The questions were asked one by one orderly and they were allowed to answer freely without limited time. And it was one-by-one and face-to-face interview in different places and times.
4. The indicators of the interview quality were the consistency (researcher actions and analysis), accuracy (the data were fair presentations of what the participant actually said) and neutrality (the researcher was aware of the possible confounding effect).
5. The participants were informed about the purpose of the interview. 6. The interviews were recorded and then transcribed manually.
7. There were 17 questions that were asked to the instructor and 18 questions asked to the learners (see appendix 2).
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3.4.3 Questionnaire
The fourth data collection was a questionnaire. The learners were given a systematic format of the questions and it was answered by the learners. Therefore, The questionnaires were given to 24 learners of TOEFL listening preparation class. There were 13 questions in the questionnaire (see appendix 4).
There were some steps conducted in collecting the data through questionnaire in this research (Gray 2004, p. 205-207); they were as follows:
1. The questionnaire was designed based on the research questions. It was an open-ended questionnaire.
2. The piloting of the questionnaire was checked by giving the draft to one of the instructors in that language center who was not a participant in this research 3. The questionnaires were administrated by self-administrated. The researcher gave
the questionnaire after the course over, and collected it right away after the learners filled the questionnaire.
3.4.4 Pre-test and post-test result
The fourth data collection technique was pre-test and post-test result. The tests were pre-test that was done by the learners before joining the class and post test was the one after joining the class. The result of pre-test and post-test result were taken from the Language Center itself. Therefore, the pre-test and post-test was consucted by the institution. The hyphotheses were:
Ho: There is no significant improvement of TOEFL listening score. H1: There is a significant improvement of TOEFL listening score.
In measuring the tests result, the application of SPSS 16 was used. It was measured by pair-sample t-test. The purpose is to find out the significance
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improvement of the learners’s score so that could enrich and support the data found. T-test was used to differenciate between two mean in order to see the significant improvement of the score.
3.5Data analysis
The data were analyzed by using grounded theory or was called inductive process (Gray 2004, p. 346). It is the “the analytic process through which data is
fractured, conceptualized and integrated to form a theory” (Corbin in Frankel,
Wallen, and Helen Hyun, 2012, p. 436).
There were five steps conducted in analyzing the data in this research. The first thing was coding. The data found were assigned based on the items and its group (Maxwell 1996, p. 78; Gray 2004, p. 346; Blaxter, Hughes and Tight, 2006, p. 203; Creswell 2012, p. 236). This research focused on the strategies taught, the stages implemented and their effects on the learners’ listening ability, so that the data coded were about the strategies found and its effects to the learners from data collection instruments. It was the process of dividing and sorting the data and put them into broader themes and issues.
The second step was annotating. The process in this step included the addition of notes and comments from the researcher (Blaxter, Hughes and Tight, 2006, p. 203) and interpretation of various data sources (McMillan and Schumacher, 2001, p. 461; Frankel, Wallen, and Hyun, 2012, p. 431). It was done by highlighting the significant data to this research. The third step was labelling. The data were labeled based on the research questions (Blaxter, Hughes and Tight, 2006, p. 203), that were about the strategies taught by the instructor, the stages implemented and their effect to the learners. It was also describing the findings and forming themes of data (Creswell, 2012, p. 236)
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AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
The fourth step was selecting. The significant data were chosen and then discussed and emphasized in this research (Blaxter, Hughes and Tight, 2006, p. 203).
It included the process of choosing the data about participants’ opinion, the answer of the questionnaire and the quotation from data interviews. After that, the data were represented and reported (Creswell, 2012, p. 236). The last step was summarizing. This was the process in which the synopsis of the whole data were produced (Mayring, 1983; Flick in Gray 2004, p. 328-329; Blaxter, Hughes and Tight, 2006, p. 203), made the generalization of the data about the strategies found and their effects on the learners’ listening ability. In addition, the final summary also contained the clarification of the data and comments of the researcher (Emilia, 2009, p. 211).
Finally, the inferential statistic was employed to examine the improvement of the statistical significance. The pre-test and post-test results were measured by using SPSS 16.
3.6Concluding remark
This chapter focused on a detail methodology discussion in conducting this research. It has explained that this research used largely a qualitative method and supported by the inferential statistics. This chapter contained research design, research site, research participants, and data collection techniques and data analysis.
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AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Chapter 5 contains the conclusions and the suggestions of the research. There are seven points as the conclusion of this research and there are three suggestions of this research.
5.1Conclusions
This research aims at investigating the strategy trained by the instructor in improving the listening ability of the non-English so that they can improve their TOEFL score. After doing the research and analyzing the data, there are 7 points that could be drawn from this research. First, there are 22 strategies trained by the instructor in order to improve his learner's listening ability to answer TOEFL listening section. There are 17 strategies for listening part A, and 5 strategies for listening part B and C. Those strategies were enrolling 8 meetings in 2 months. Second, the instructor trained two until four strategies in one meeting when he taught strategies in part A, and five strategies in one meeting when he taught the strategies for part B and C.
Third, the strategies for part A are divided into 6 general strategies, they are the general strategies for part A, who what and where, negatives, functions, contrary meanings and idiomatic language. Each of the general strategies has specific strategies. First, General strategy of listening to part A contains the strategy of focusing on the second line, choosing answer with synonyms and avoiding similar sound. Who, what and where involves drawing conclusions about who what where, listening for who and what in passive and listening for who and what with multiple nouns. Strategy of negative expression contains listening to negative expressions, listening for double negative expression, listening for almost negative expressions and listening for negatives with comparatives. Strategy of functions includes listening for expression of agreement, listening for the expression of uncertainty and suggestion and listening for emphatic expression of surprise. The strategy of contrary meanings contains listening for wishes and
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AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
listening for untrue conditions. Last, the strategy of idiomatic language involves listening for two-and three part verbs and listening for idioms.
Fourth, there are 5 strategies taught by the instructor in order to improve his learner's listening ability so that they can answer the questions in part B and C. The strategies trained in part B and C are similar and taught in one meeting. They are divided into two general strategies; they are before listening strategies and while listening strategies. In before listening strategies, there are anticipating the topics and anticipating the questions. In while listening strategies, there are the strategies of determining the topic, drawing conclusion about who, what, when, where and listening for answers in order.
Fifth, there are three stages of teaching; they are pre-teaching, whilst-teaching, and post-teaching. In pre-whilst-teaching, the instructor reviews the previous strategies taught. In whilst teaching, the instructor explains the strategies and gives exercises. And in post-teaching, the instructor emphasizes the strategies taught.
Finally, there are four effects of the strategies on the learners’ English ability. The strategies taught can improve the listening ability of the learners and also their TOEFL scores, especially in listening section. In addition, the learners become familiar with the strategies and English spoken text and like English more.
5.2Suggestions
Based on the findings and conclusion of this research, there are three suggestions that could hopefully help and beneficial to the participants and next researches. First, the data show that it would be better if the explanation of the strategies part B and C were divided in order to avoid confusing and by using variety activities (Ross, 2006, 2007). Some learners argue that they get confused when the explanation of strategies in part B and C explain only one time. In addition, the learners also argue that it would be more interesting if the activities
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AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
varied. Then, based on the participants, the number of the learners should not be more that 15 in order to create the effective learning environment so that the instructor can focus on each of the learners.
Second, as the learners suggest, it would be better if each of the strategy training taught were evaluated, whether it was easy to understand and apply or not. Some learners also feel that there are too many strategies should be learned in a short time. Therefore, they felt uneasy somehow. If a strategy could be combined with other strategies, it would be better so that they could focus on fewer strategies and more exercises. Finally, for the next research, the experimental research can be done based on the findings. The next research can use the findings of this study as the teaching plan.
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AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
3.4.3 Questionnaire
The fourth data collection was a questionnaire. The learners were given a systematic format of the questions and it was answered by the learners. Therefore, The questionnaires were given to 24 learners of TOEFL listening preparation class. There were 13 questions in the questionnaire (see appendix 4).
There were some steps conducted in collecting the data through questionnaire in this research (Gray 2004, p. 205-207); they were as follows:
1. The questionnaire was designed based on the research questions. It was an open-ended questionnaire.
2. The piloting of the questionnaire was checked by giving the draft to one of the instructors in that language center who was not a participant in this research 3. The questionnaires were administrated by self-administrated. The researcher gave
the questionnaire after the course over, and collected it right away after the learners filled the questionnaire.
3.4.4 Pre-test and post-test result
The fourth data collection technique was pre-test and post-test result. The tests were pre-test that was done by the learners before joining the class and post test was the one after joining the class. The result of pre-test and post-test result were taken from the Language Center itself. Therefore, the pre-test and post-test was consucted by the institution. The hyphotheses were:
Ho: There is no significant improvement of TOEFL listening score. H1: There is a significant improvement of TOEFL listening score.
In measuring the tests result, the application of SPSS 16 was used. It was measured by pair-sample t-test. The purpose is to find out the significance
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AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
improvement of the learners’s score so that could enrich and support the data found. T-test was used to differenciate between two mean in order to see the significant improvement of the score.
3.5Data analysis
The data were analyzed by using grounded theory or was called inductive process (Gray 2004, p. 346). It is the “the analytic process through which data is
fractured, conceptualized and integrated to form a theory” (Corbin in Frankel,
Wallen, and Helen Hyun, 2012, p. 436).
There were five steps conducted in analyzing the data in this research. The first thing was coding. The data found were assigned based on the items and its group (Maxwell 1996, p. 78; Gray 2004, p. 346; Blaxter, Hughes and Tight, 2006, p. 203; Creswell 2012, p. 236). This research focused on the strategies taught, the stages implemented and their effects on the learners’ listening ability, so that the data coded were about the strategies found and its effects to the learners from data collection instruments. It was the process of dividing and sorting the data and put them into broader themes and issues.
The second step was annotating. The process in this step included the addition of notes and comments from the researcher (Blaxter, Hughes and Tight, 2006, p. 203) and interpretation of various data sources (McMillan and Schumacher, 2001, p. 461; Frankel, Wallen, and Hyun, 2012, p. 431). It was done by highlighting the significant data to this research. The third step was labelling. The data were labeled based on the research questions (Blaxter, Hughes and Tight, 2006, p. 203), that were about the strategies taught by the instructor, the stages implemented and their effect to the learners. It was also describing the findings and forming themes of data (Creswell, 2012, p. 236)
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Yella Dezas Perdani, 2015
AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
The fourth step was selecting. The significant data were chosen and then discussed and emphasized in this research (Blaxter, Hughes and Tight, 2006, p. 203).
It included the process of choosing the data about participants’ opinion, the answer of the questionnaire and the quotation from data interviews. After that, the data were represented and reported (Creswell, 2012, p. 236). The last step was summarizing. This was the process in which the synopsis of the whole data were produced (Mayring, 1983; Flick in Gray 2004, p. 328-329; Blaxter, Hughes and Tight, 2006, p. 203), made the generalization of the data about the strategies found and their effects on the learners’ listening ability. In addition, the final summary also contained the clarification of the data and comments of the researcher (Emilia, 2009, p. 211).
Finally, the inferential statistic was employed to examine the improvement of the statistical significance. The pre-test and post-test results were measured by using SPSS 16.
3.6Concluding remark
This chapter focused on a detail methodology discussion in conducting this research. It has explained that this research used largely a qualitative method and supported by the inferential statistics. This chapter contained research design, research site, research participants, and data collection techniques and data analysis.
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Yella Dezas Perdani, 2015
AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Chapter 5 contains the conclusions and the suggestions of the research. There are seven points as the conclusion of this research and there are three suggestions of this research.
5.1Conclusions
This research aims at investigating the strategy trained by the instructor in improving the listening ability of the non-English so that they can improve their TOEFL score. After doing the research and analyzing the data, there are 7 points that could be drawn from this research. First, there are 22 strategies trained by the instructor in order to improve his learner's listening ability to answer TOEFL listening section. There are 17 strategies for listening part A, and 5 strategies for listening part B and C. Those strategies were enrolling 8 meetings in 2 months. Second, the instructor trained two until four strategies in one meeting when he taught strategies in part A, and five strategies in one meeting when he taught the strategies for part B and C.
Third, the strategies for part A are divided into 6 general strategies, they are the general strategies for part A, who what and where, negatives, functions, contrary meanings and idiomatic language. Each of the general strategies has specific strategies. First, General strategy of listening to part A contains the strategy of focusing on the second line, choosing answer with synonyms and avoiding similar sound. Who, what and where involves drawing conclusions about who what where, listening for who and what in passive and listening for who and what with multiple nouns. Strategy of negative expression contains listening to negative expressions, listening for double negative expression, listening for almost negative expressions and listening for negatives with comparatives. Strategy of functions includes listening for expression of agreement, listening for the expression of uncertainty and suggestion and listening for emphatic expression of surprise. The strategy of contrary meanings contains listening for wishes and
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AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
listening for untrue conditions. Last, the strategy of idiomatic language involves listening for two-and three part verbs and listening for idioms.
Fourth, there are 5 strategies taught by the instructor in order to improve his learner's listening ability so that they can answer the questions in part B and C. The strategies trained in part B and C are similar and taught in one meeting. They are divided into two general strategies; they are before listening strategies and while listening strategies. In before listening strategies, there are anticipating the topics and anticipating the questions. In while listening strategies, there are the strategies of determining the topic, drawing conclusion about who, what, when, where and listening for answers in order.
Fifth, there are three stages of teaching; they are pre-teaching, whilst-teaching, and post-teaching. In pre-whilst-teaching, the instructor reviews the previous strategies taught. In whilst teaching, the instructor explains the strategies and gives exercises. And in post-teaching, the instructor emphasizes the strategies taught.
Finally, there are four effects of the strategies on the learners’ English ability. The strategies taught can improve the listening ability of the learners and also their TOEFL scores, especially in listening section. In addition, the learners become familiar with the strategies and English spoken text and like English more.
5.2Suggestions
Based on the findings and conclusion of this research, there are three suggestions that could hopefully help and beneficial to the participants and next researches. First, the data show that it would be better if the explanation of the strategies part B and C were divided in order to avoid confusing and by using variety activities (Ross, 2006, 2007). Some learners argue that they get confused when the explanation of strategies in part B and C explain only one time. In addition, the learners also argue that it would be more interesting if the activities
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Yella Dezas Perdani, 2015
AN IMPLEMENTATION OF STRATEGY TRAINING IN TOEFL LISTENING CLASS
varied. Then, based on the participants, the number of the learners should not be more that 15 in order to create the effective learning environment so that the instructor can focus on each of the learners.
Second, as the learners suggest, it would be better if each of the strategy training taught were evaluated, whether it was easy to understand and apply or not. Some learners also feel that there are too many strategies should be learned in a short time. Therefore, they felt uneasy somehow. If a strategy could be combined with other strategies, it would be better so that they could focus on fewer strategies and more exercises. Finally, for the next research, the experimental research can be done based on the findings. The next research can use the findings of this study as the teaching plan.