CHAPTER I INTRODUCTION

A. RESEARCH BACKGROUND Listening to a foreign language requires more efforts. The learners should concentrate and focus on what they listen to, and they need to increase their efforts when they are asked to write it. It means that they should think quickly in determining the language aspects like grammar and vocabulary. They also have to be able to adapt with the speed of the speaker, especially the native speakers. Therefore, the learners should practice regularly on listening ability and the teachers have to add more listening activity in the teaching and learning process. One effort that should be done by the seven grade students is when they have a listening activity using C material for listening from C in !nglish. Teaching and learning

mostly contained of the voice from native

speakers. "hen the students are listening to it, they are e#periencing something new because in the past time, they $ust had listened the materials orally from the teacher for most of time. They need more time to get used and to speak or write it when asked to. %ccording to the syllabus for seventh grade students, the standard of competence for listening is to understand the meaning of a simple transactional and interpersonal conversation to interact well with their friends, family, or with a person they $ust have met. &eanwhile, the basic
1

competences they have to achieve are to respond a greeting, respond to other people introducing himself or herself, and respond to people request or prohibition. 'ased on the e#perience of the researcher when he was teaching the seven grade students in &adrasah Tsanawiyah arul (hairat )ontianak, it

had been found that most of the students came from elementary school which had not taught them !nglish. They were surprised at the first time learning !nglish, especially at the listening session conducted by the teacher. They became pu**led and cannot concentrate well when listening to the recording. They were confused to answer the e#ercise given by the teacher at the first learning activity. The problem was happened because the students only have small portion of listening practice in the class. That is why the ((& is hard to achieve. The ((& of this school is +,. The researcher is interested in conducting a classroom action research. The research will be conducted in &adrasah Tsanawiyah arul

(hairat. The researcher had observed the environment of the school, the situation of the class, and the students- !nglish ability. The researcher is planned to use a supplementary !nglish book which accompanied with a C recording titled Living Language. !asy !nglish. In correlation with the use of !asy !nglish book and recording, the students will practice a technique called /elective Listening. It is a technique where the listeners will listen only to certain part in spoken sentence or

sentences. This technique can be helpful in improving students- listening ability because it will increase the students- awareness to select which part of sentence they want to listen or what they have been ordered to listen by the teacher. Teacher uses laptop and speakers to play the recording and give the learning material and e#ercise paper copies to each student in the listening practice.

B. RESEARCH PROBLEM In order to restrict the problem of this research, the writer needs to state the problem statement as follow. 0ow well can the use of !asy !nglish book with recording in listening activity improve students- listening ability1

C. RESEARCH PURPOSE 'ased on the problem statements above, the purposes of the study is to know how well the use of !asy !nglish book with recording in listening activity can improve students- listening ability.

D. ACTION HYPOTHESIS The use of !asy !nglish book with recording in listening activity can improve the listening ability of seventh grade students in &adrasah Tsanawiyah arul (hairat )ontianak %cademic 2ear 3,4563,47 very well.

E. RESEARCH SCOPE 1. Terminology There are some terminologies related to the topic of this research. It is necessary to be defined in order to avoid misunderstanding among readers. They are. a. Listening is the activity of paying attention and trying to get meaning for something we hear 89nderwood 4:;:.4<. It is a comple# process that allows us to understand spoken language. Through listening, we process language in real time employing pacing, units of encoding and pausing that are unique to spoken language 8=ost, 3,,4.+<. b. Listening %bility is the capability to listen that has to be presented with listener for the successful recognition and analysis of the sound. In this research that means the listening ability of students at the seventh grade. c. Teaching listening in this research refers to teaching the students listening ability to understand what they had heard and give the response as the purpose or as ordered. d. /elective Listening technique is a technique of learning listening which the listeners choose what part of spoken language they want to hear.
4

arul (hairat

e.

!asy !nglish is a te#tbook written by Christopher %. "arnasch and published in 3,,, by =andom 0ouse Company as one of Living Language series book.

f.

&adrasah Tsanawiyah

arul (hairat is a private school located on >l.

r. "ahidin /udirohusodo no. ?? )ontianak, (alimantan 'arat. The school is )esantren@based and has separated dormitory for male and female students. Arade BII students are students who were learning on their first year in that school.

CHAPTER II LITERATURE RE IE!

A. Te"#$ing Engli%$ "% " &oreign L"ng'"ge

%ccording to 'rown 83,,,. ;<, teaching is guiding and facilitating learning, enabling, and setting the condition for learning. Teaching is not only about informing the knowledge. Teaching is also about how a teacher interacts with students and creating a good teaching and learning atmosphere among them so that the students will feel comfortable and en$oy the learning. % good atmosphere in teaching and learning can increase the motivation of the students in doing their learning activity. Thus, the teachers need to be creative, active, and know what they will do in the classroom. In teaching a foreign language like !nglish, a teacher should have teaching ob$ective. The ob$ective is to make learners to be able to communicate by using the target language orally and in written form. Teachers carry a big responsibility in their classroomsC they have a huge impact on their learners either positive or negative and it is the teacher-s responsibility to create friendly and supportive atmosphere. Teacher should make the learning environment comfortable so students can learn easier. Teacher provides the material, media, and give them certain session to practice. %ccording to the division suggested by 0armer there are eight main roles of a teacher. They are. A (e"#$er "% "n org"ni)er @ one of the most important roles of a teacher since the success of the students depends on the teacher-s organi*ation skills. % teacher has to e#plain what the students are going to do, give clear instructions, and at the end of the lesson the teacher should
6

give a constructive feedback. Teacher as an organi*er prepares the listening lesson covering all designated activities and give clear instructions. A (e"#$er "% " #on(roller @ is a teacher who conducts the whole lesson. It is the teacher-s responsibility to organi*e what students do, when they should speak and what language they use. Teacher who has a role to control the lessons specifies what students should do throughout the listening stages. A (e"#$er "% "n "%%e%%or@ another important part of a teacher-s $ob is to assess the students by giving the students a score on their performance. The teacher should evaluate how good the students are. A (e"#$er "% " re%o'r#e@ this kind of teacher can facilitate the students by giving advice and is available when the learners need to consult some problems about the material. The teacher usually help with unknown vocabulary or grammatical patterns. A (e"#$er "% " ('(or@ is a teacher who acts as a coach and as a resource 80armer 4::4. 373< and is able to help the students to develop ideas. Teacher as a tutor who can help the students during each stage and their help is very valuable during the while@listening stage, which they should help their students with prediction of the missing information. A (e"#$er "% "n in*e%(ig"(or@ a teacher, who observes the activities in the lessons and subsequently evaluates the efficiency. The teacher keeps reflective $ournals and evaluate the benefits of each listening activity.

A (e"#$er "% " +rom+(er@ is a teacher who encourages the students and offers suggestions about activities that are being done by the students. The teacher should support the students during each stage so that the students can be more successful. A (e"#$er "% " +"r(i#i+"n(@ a teacher can participate as an equal in the set activities but the teacher should beware of leading in these activities. The teacher-s participation can also improve the classroom atmosphere. Teachers as participants can participate in students- discussion as well. &eanwhile, by learning a foreign language, students can recogni*e that there are other ways of saying things, other ways of thinking, and other patterns of emphasis. Ine#tricably bound with a language, and for !nglish, with each world variety, are the cultural patterns of its speech community. !nglish, by its composition, embodies certain ways of thinking about time, space and quantityC embodies attitudes towards animals, sport, the sea, relations between the se#esC embodies a generali*ed !nglish speakers- world view, because !nglish has different tenses . 'y operating in a foreign language, then, students face the world from a slightly different standpoint and can structure it in slightly different conceptual patterns. /ome of the educational effects of foreign language learning are achieved, albeit subconsciously in the first months of study, though obviously a Dfeel- for the new language, together with the subtle impacts on the students- perceptual, aesthetic and affective development, is a function of the growing e#perience of its written and spoken forms. Clearly
8

the broader aims behind foreign language teaching are rarely something of which the learner is aware and fashionable demands for learner@selected goals are not without danger to the fundamental processes of education. 'ased on the e#planation above and as what can be seen in the community, !nglish is a widespread and important language in the world today. It is used for everything from international academic conferences to news reports to popular music lyrics. It is used not only for communication between native speakers and nonnative speakers of !nglish but between non@ native speakers. /tudents have to learn !nglish from the early level so they can improve their !nglish together with their increased level of education.

B. Te"#$ing Li%(ening In learning a foreign language, students must acquire the ability of listening. They should be able to discriminate the sound of the target language as well as discriminate the unfamiliar sounds. They should increase the effort of their ears to listen what is being said and to verify their own pronunciation. Teaching listening is related with designing and choosing the materials and the tasks. The techniques, materials, and e#ercise that the teacher uses in teaching to improve the students- listening skill should be appropriate. )lanning the e#ercise, listening materials, and the teaching process should be taken into good preparation. It means that the teacher should use suitable materials in teaching listening ability. EThe listening
9

process is defined as auditory reception of sounds with active involvement on the part of hearerF 89nderwood, 4:;:C 9r, 4:;7<. %s the opposite of hearing, listening is a process in which the recipient should take the active part by making an effort to understand what is being said. E%lthough it comes naturally in the case of one-s mother tongue , foreign language listening poses much difficulty and needs to be taught and learnedF 8 9nderwood , 4:;:<. Gor /heerin 84:;+. 43H< effective teaching of listening involves Eprocedures such as provision of adequate preparation, adequate support and appropriate tasks, together with positive feedback, error analysis and remedial actionF. /he also emphasi*es that language teachers can present listening lessons effectively when they make adequate pre teaching preparation, for e#ample studying the te#t, identify and ad$ust the level of difficulty of the listening tasks. The work of teachers of young children is easier if the learners are motivated and en$oy what they are doing. In connection with this, 'rumfit et al 84::H. 4?;< state the following. EIt is up to us 8teachers< to ensure that the activities they are engaged in are interesting and fun. "e also have to be clear about how much we want our children to listen in !nglish. "e should provide purposeful and carefully directed listening activities where learners are asked to focus on specific points. "e must ensure that the children-s learning is supported wherever necessaryF. Teacher has important role in determining how much !nglish the students have to listen and the activity they are engaged in should be fun.
10

Iowadays, there are many !nglish communities outside the school and teacher can guide the students to $oin a community in order to help them improving their !nglish. Or else, teacher can build his 6 her own !nglish community, guide them, motivate them, and support them by any means necessary. /tudies of classroom interaction show that children spend a large part of their time listening to the teacher, to each other or to pre@recorded material. !ach time the teacher uses !nglish to e#plain something, give instructions, tell a story or praise someoneC he6she is making listening demands on the pupils. )roblems are likely to arise if teachers do not teach children how to listen, so that they can cope effectively with these demands 8Ibid. 4?;<. &ost of times, listening tasks ask children to demonstrate their understanding in question and answer sessions. This kind of activity simply encourages children to remember what they have $ust heard rather than understanding. Listening is a very important part of learning !nglish. It could be seen on the following statement EThe importance of listening in language teaching can hardly be over@estimated. Through reception, we internali*e linguistic information without which we could not produce language. In classroom, students always do more listening than speaking. Listening competence is universally ElargerF than speaking competence. EIs it any wonder, then, that is recent years the language teaching profession has placed a concern emphasis on listening comprehension1F 8'rown, 4::7<.

11

0owever, there are two possible problems that students will face in listening. Girst, students may get left behind when trying to figure out the previous words. This is one problem that most people who studied a foreign language have e#perienced at one time or two. This often happens when the students hear a word or two that they half remember and then find out they have completely lost the thread of what was being said by the time they remember what it means. Teacher could use a recording in shorter segments or use the pause button to give the students- brain a chance to catch up, but teaching them the skill of coping with the multiple demands of listening and working out what words mean is not so easy. /econd, students are often distracted by background noise. "hile making sure the tape doesnJt have lots of hiss or worse 8e.g. by recording tape to tape at normal speed not double speed, by using the original or by ad$usting the bass and treble< and choosing a recording with no street noise etc, teacher also need to cut down on noise inside and outside the classroom. Teacher should plan the listening activity well, choose the time when it will be quiet outside, e.g. not at lunchtime or when the class ne#t door is also doing a listening. Cut down on noise inside the classroom by doing the first task with books closed and pens down. Ginally, when they start to get used to it, give them an additional challenge by using a recording with background noise such as a cocktail party conversation.

12

&ost of students faced some problems mentioned above. Teacher should help the students in listening process by providing the support in these three ways. 4. )roviding prior e#perience with aspect of the te#t. It can be done by rehearsing the te#t in advance, using a simpler version, repeating the listening, using language or ideas within learnerse#perience while increasing the skill demand of a task, and pre@teaching items. The topic of the te#t may come from the learners- e#perience 8conte#tual< and could be based on their native language te#t. 3. )roviding guidance during the listening activity. The learners can be guided through the te#t by using completion activities where part of the te#t is provided but the learners should fill in the gap using certain targeted words, having questions to answer the main point of the input, and having information transfer diagrams to fill in or using pictures to label the te#t, and additional guiding pictures for young learners. 5. /etting up cooperative learning arrangement. Learners can treat the listening activity as a kind of group work where they are able to negotiate with the person who provides the input. This will allow a kind of negotiation to occur during the activity. "hen students are asked to take note, they can take the note cooperatively.
13

C. Te"#$ing Li%(ening in M",r"%"$ T%"n"-iy"$ Listening ability is an important part in learning a foreign language. !very students are e#pected to have good listening ability because it can support the development of the other language skills. Listening is an activity in which the students try to identify and understand what others are saying. It involves understanding a speaker-s accent or pronunciation, grammar, vocabulary, and then trying to grasp the meaning. In the process of teaching listening to &adrasah Tsanawiyah, the teacher should guide and facilitate the acquiring of listening, enabling the learner to learn and setting the condition for learning. 'ased on 'rown 83,,,.+< teaching can be defined as Eshowing or helping someone to learn how to do something, giving instructions, guiding the study of something, and providing learners with knowledge causing them to know or understandF. &adrasah Tsanawiyah is the same level with $unior high school. The difference between them is students have to learn additional Islamic sub$ects in &adrasah Tsanawiyah. 0owever, !nglish is still a primary sub$ect and &adrasah Tsanawiyah consider that !nglish should be taught with the same importance as the other primary sub$ects. The !nglish teacher in &adrasah arul (hairat teaches his students

about using te#t book that belong to the school. /chool will lend the books to the students. The book used by them in classroom will be returned at the end

14

of the teaching and learning activity. !ach student get a student e#ercise paper 8L(/< for them to have individual e#ercise at their dorm. 9nder this circumstance, the researcher wants to use !asy !nglish as an enrichment to increase the learning source and the recording to be used in the listening e#ercise. The book is targeting the young learner, so the level is suitable for seventh grade students of &adrasah Tsanawiyah arul (hairat. The standard of competences that the students must achieve are how to do greetings, respond the greetings, introduce themselves and introduce others, be it a family member or a friend. 'ut, most of the students may not have familiar with !nglish yet. 'ecause not every elementary school taught !nglish. In fact, most of students in arul (hairat came from village and

small town outside )ontianak. They don-t have enough learning source and learning media at their place. 'ut, arul (hairat has some supporting media

like tape recorder and speaker. 'efore the teaching learning process starts, it is important to make sure that the teacher or the researcher get the attention from all students because teaching listening needs calm atmosphere and low noise.

D. Sele#(i*e Li%(ening Te#$ni.'e /elective Listening is informational inputs to tasks aims to help students drive specific information from te#ts, even when the te#ts themselves are well beyond the students- current level of linguistic and content knowledge 80aregewein, 3,,5.4:<
15

/elective listening is listening what you want or what you e#pect to listen instead of what is being spoken. The technique that the researcher will use here is to specify the part of speech that the students will write in the e#ercise. /elective listening based e#ercise will focus on students- attention on specific key parts of the spoken language. 'y noticing the key parts, the students can build up their understanding of the overall meaning by filling in the empty gap in the e#ercise. /elective listening involves listening to selected part of a te#t, to predict information and to select the surrounding information of the cue. Thus, the listeners may have an assessment of their development in listening to authentic language. 0ere the focus is on the main parts of the discourse and by noticing these parts listener construct their understanding of the meaning of whole of the te#t through inferring. %s the e#pectation on understanding is focused and has a purpose, in these activities, listeners have the chance of second listening to check understanding and have feedback repeatedly. Listening to sound sequences, documentary, story maps, incomplete monologues, conversation cues and topic listening are e#amples of selective listening.

E. Im+ro*ing Li%(ening /y U%ing E"%y Engli%$ Boo0 "n, Re#or,ing In developing and improving the listening ability, students need the suitable learning material. It is also important for the teacher to decide the appropriate teaching media that should be used in teaching and learning
16

process. The purpose of using media is to facilitate the students in learning something so the process of acquiring the material can be done easier. The researcher plans to teach the BII grade students using the !asy !nglish book and recording. The book itself consists of 3H; pages and 3, Lesson with various topics. The materials inside the book meet the requirement of students- basic competence and standard of competence based on curriculum for BII grade students. The book is the script for the recording. The recording pronunciation is clear, the intonation speed is average, and the recording will automatically repeat the same dialog but with the addition of short pauses at every sentence spoken. The recording is divided into some parts depend on the material of the Lesson. There are also pictures and vocabularies enrichment in each Lesson. The e#ercise of this book is gap filling type. /tudents will fill that using the words that they will listen selectively. 'y this arrangement, this book is suitable as the learning material for students in grade BII.

CHAPTER III METHOD O& RESEARCH

A. &orm o1 Re%e"r#$

17

There are some definitions of action research stated by some e#perts. %ccording to (emmis and 0enry as quoted by %llwright and 'ailey 84::4.77<. E%ction research has been defined as a form of self@reflective enquiry undertaken by participants in social situations in order to improve the rationality and $ustice of their own social or educational practices, as well as their understanding of these practices and the situation in which these practices are carried outF. Gurthermore, Gerrance 83,,,.3< says, E%ction research is undertaken in a school setting. It is a reflective process that allows for inquiry and discussion as components of the Eresearch.F Often, action research is a collaborative activity among colleagues searching for solutions to everyday, real problems e#perienced in schools, or looking for ways to improve instruction and increase student achievementF. 'y the definition of action research above, it can be concluded that action research is a series of procedures, activities, and a piece of research carried out by a teacher in the classroom in order to improve aspects of the teaching or to evaluate the success and 6 or appropriateness of certain activities and procedures, without changing the phenomenon under investigation. The special feature that characteri*ing an action research can be identified. "hile according to Cohan and &anion as cited by Iunan 84::3. 4;<, Ethe aim of action research is to improve the current state of affairs within the educational conte#t in which research is being carried outF.

18

%ction research is done through many repeated cycles and there are at least two cycles in action research. Gurthermore, %ction research has four stages that should be done as the procedures, as Lewin cited in Cohen, et al. 83,,H.357< classified the action research process into planning, acting, observing, and reflecting. It can be seen as the figure below.

Gigure 4. Classroom %ction =esearch /piral. The activities are described in the following. 4. )lanning 3. %ction 5. Observation . 0ow to make a better activity . The action of planning in the real treatment . To see how the process of treatment

19

7. =eflection

. =eflect what the researcher had been done

Classroom action research is a research that is done by a teacher and collaborator to overcome the problem that occurred in the classroom and school where the problem is discussed and then found a solution to overcome the problem. In conducting action research, a teacher must have special purposes and hope to get the benefits from it. The benefits of action research are. 4< Aetting more familiar with problems in teaching and learning activity. 3< (nowing which methods and technique that are appropriate in teaching and learning activity 5< Improving teacher-s self@confidence because they have more knowledge and e#perience to solve the problem. 7< 0elping teachers to understand the essence of education practically not theoretically. ?< &ore effective compared to other research. H< Improving research tradition among teachers. This research is conducted in order to know how well the !asy !nglish book with recording can improve students- listening ability for seven grade students of &adrasah Tsanawiyah arul (hairat in academic year

3,4563,47. The technique that used in this research is selective listening. The
20

researcher conducted the research with the help of his research collaborator in the classroom when the teaching and learning activity was happening. In accordance to the aim of this research, the use of the method and media that are appropriate have been prepared by the researcher. 'ased on the curriculum in &adrasah Tsanawiyah arul (hairat, in correlation with

the competence standard written in the syllabus, students should be able to do greetings, introduce his 6 herself and introduce other people to his 6 her friends. The researcher used !asy !nglish book and recording as the learning source for the students. !asy !nglish book has the content that is relevant and in accordance to the hand book in curriculum and used in the school. 'ecause the researcher himself has been in charge of the seven grade, he found out that some students had the difficulties to answer the questions who had been given orally whether it is from the teacher or from a recording. /ince it is the first time for most of the students studying !nglish, the researcher provided more listening e#ercise in the teaching and learning activity to make the students get used to listening spoken and recorded !nglish. Listening e#ercise needed audio player and speakers and the researcher had prepared them. The class that was used by the teacher is on the second floor and located in the most corner of the school building. 9nder this circumstance, the noise from outside was reduced and students were not disturbed when they are listening the listening materials.

21

!asy !nglish book contains the script from recording. !verything spoken in the recording is written on the book. The learning topics are different in each lesson. The researcher chose which topic is correlated with the competence standard that the students have to meet, and the basic competence the students need to achieve. 'efore the teaching and learning activity starts, the researcher will give the brainstorming about the first topic. %fter the students get the idea, the researcher will give each students one set of Lesson, the material, and the question. The researcher will assess students- achievement through the test. The questions are included in the recording. !ach lesson has different number of questions, but the researcher can add or reduce the number of questions in order to make the data easier to calculate. "hen listening activity starts, students look at the book and do the e#ercise correlated with the spoken dialog or sentence they listen. The researcher gives certain period for the students to think and answer at the end of each dialog or the sentence. In observation period, the researcher will get the help from his research collaborator. The collaborator will help him in gathering the required data so the researcher can focus on his teaching. The collaborator will take some pictures of the teaching and learning activity using a digital camera. The collaborator will also write the field note and observation check list. %ll recorded data will be discussed together with the researcher in the reflecting period.

22

B. S'/2e#( o1 Re%e"r#$ The research was conducted at &adrasah Tsanawiyah which is located on >alan arul (hairat,

r. "ahidin /udirohusodo no. ?? )ontianak.

/ub$ects of the research are the seventh grade students in academic year 3,4563,47. The researcher took class BII %. There are 5, students and all of them are male. %ll students lived in the school dormitory because the school is using the )esantren system.

C. T$e Pro#e,'re o1 Cl"%%room A#(ion Re%e"r#$ This research conducted in two small cycles of research. % small cycle consists of one or two meetings which each meeting last in ;, minutes. In each cycle, the researcher used the !asy !nglish book and recording in the teaching and learning activity. The activities of each cycle were divided into. a. )lanning )lanning is the first step of the research procedure to determine what activities should be done in this research. The researcher with the collaborator prepared the lesson plans, !asy !nglish book and the C 8the test item already in the book<, laptop, and speakers for the teaching and learning activity in the class as well as prepared observation checklist and field note to collect the data.
23

b. %cting In this acting step, the researcher will teach the materials to the students using !asy !nglish book together with the recording. The researcher introduced /elective Listening to the students as well. The researcher also becomes a facilitator when the listening practice occurs in the classroom. c. Observing Observing is the activity which the researcher and his collaborator e#amine the process of teaching and learning of listening. In this stage, the observation will be done entirely during teaching and learning process. The researcher is helped by his collaborator to observe how well the students- listening ability can improve by using !asy !nglish book and recording during the acting process. The collaborator observes anything that occurs in the class and writes them in the observation check list and in the field notes as well. The collaborator helps the researcher in scoring and e#amining students- achievement, and be a discussing partner in deciding the ne#t way in the researcher-s treat. d. =eflecting =eflecting is the activity of evaluating the progress or change of the students in the class. The outcomes of treatment are conducted after three previous steps 8planning, acting, and observing<. The researcher and collaborator observe the teaching progress and having discussion concerning the teaching and learning process. Through the discussion, the researcher will get some feedback. The discussion of the weaknesses of
24

the teaching and learning will be used to determine the improvement to solve the problem.

D. Te#$ni.'e "n, Tool% o1 D"(" Colle#(ing 1. Te#$ni.'e o1 D"(" Colle#(ing a. &easurement The researcher measured students- achievement in each cycle by using listening test in which the students were asked to do the gap filling e#ercise. The researcher applied the measurement test when he finished teaching or at least on the last 3, minutes before the lesson ended. b. Observation The researcher and his collaborator observed the students- activities during the implementation of treatment. The observation will be done after the collaborator filled the observation check list and the class ended.

3. Tool% o1 D"(" Colle#(ing Tools of data collecting will be used in this research are. a. %chievement Test %chievement test used in this research is gap filling type e#ercise with students- achievement in listening to be assessed. The student scores are ranged from , K 4,,. There will be 3, test items in each cycle. Correct answer will get ? and wrong answer will get ,. b. Gield Iote
25

Gield note is written by the collaborator when the researcher were doing the research. The collaborator wrote everything occurred in class during the teaching and learning activity. The researcher looked at this note after the process of teaching and learning has finished. c. Observation Check List The collaborator put check marks at the appropriate columns regarding what was happening in the classroom during the teaching and learning activity. 4. Te#$ni.'e o1 D"(" An"ly%i% The researcher focused on the computation of mean score as it is the best indicator of students- achievement. The researcher and his collaborator analy*ed students- score using mean score formula below.

M 5 67 N
& . The students- average score L# . The sum of the students- score I . The number of the students being observed

%s the &inimum &astery /tandard, it will be adopted from &adrasah Tsanawiyah arul (hairat )ontianak-s Standar Ketuntasan Minimum, which

is +, 8seventy<. To classify the data, the researcher provides the qualification criteria of the students- mean score as follows.

26

T"/le 1. S(',en(%8 9'"li1i#"(ion To("l S#ore ;H K 4,, +4 K ;? ?H K +, , K ?? C"(egory % ' C 9'"li1i#"(ion !#cellent Aood %verage )oor

Taken from Students Qualification of MTs. Darul Khairat Pontianak

E. T$e Pre+"r"(ion "n, Im+lemen("(ion o1 Re%e"r#$ 4. The )reparation of =esearch The researcher as the teacher and his collaborator prepared the lesson plan, laptop, speakers, and !asy !nglish book for the listening activity and prepared the observation check list and field note to collect the data. 3. The Implementation of =esearch The whole implementation of the research were. a. The research holds on 3,th of %ugust and 5rd of /eptember 3,45.

27

b. The researcher starts the class and checks students- attendance. c. The researcher introduces !asy !nglish book and e#plains the topic. d. The researcher e#plains about /elective Listening. e. The researcher gives the students the copies of !asy !nglish book. f. The researcher plays the material in the recording. g. /tudents do the e#ercise and practice the /elective Listening as well. h. "hen the recording finished, students collect all the papers. i. The researcher with his collaborator compute the students- score. $. The researcher and his collaborator discussed their observation result.

CHAPTER I RESEARCH &INDING AND DISCUSSION

A. Re%e"r#$ &in,ing In this part, the researcher analyses the data to know how well the students- listening ability improvement when they were studying using the !asy !nglish book and recording with /elective Listening technique in the classroom. The research findings were discussed based on the result of the

28

mean scores and the field notes. The researcher used analytical rating scale which is used by the school to $udge the position of students score. "hile the researcher was teaching using !asy !nglish book and recording in the teaching and learning activity, the research collaborator was observing the class and putting on check marks to the process in the classroom within the observation checklist so the ob$ective of the process in teaching and learning can be done well. The collaborator also write some notes on what should be revised later regarding what happened in class. %fter collecting the students- scores from the e#ercise, the researcher put the scores in qualification table and calculated the mean score to obtain the research findings. 0aving done the teaching activity in the first cycle, the following was the result.

1. T$e Re%'l( o1 Cy#le 1 ". Pl"nning The first cycle was prepared for a meeting in class BII % which lasted in eighty minutes 83 # 7, minutes<. The researcher made a lesson plan 8see %ppendi# I on page ?5< based on (urikulum Tingkat /atuan )enga$ar 8(T/)< with is requiring the students to be able to greet their friends, responding to their friends- greeting, introduce themselves, and introduce their friend to other friend. Teacher prepared the material for students and also prepared the media for listening activity such as laptop and speakers.
29

&oreover, the researcher prepared an e#ercise as well for the assessment of the students. The e#ercise was to answer the questions based on the recording that has been provided. 'esides, the researcher also prepared observation checklist and field note for data collecting.

/. A#(ing The first acting steps were conducted on 3, th %ugust 3,45. %ll the activities were done as written in lesson plan. The researcher started the class and the teaching and learning process. The researcher distributed the copies of the material 8see %ppendi# III on page H?< taken from !asy !nglish book to each students and told the students what they will learn in there as well. Then the researcher played the recording through his laptop and speakers that had been prepared before, so students could get the e#ample by listening the voice of native speakers. %fter a couple of minutes, the researcher stopped the recording and asked the students about their understanding of the topic and about the native voice. /ome students still didn-t get the idea and they were surprised when listening to the native voice for the first time. The researcher then introduced the /elective Listening technique to help students in their listening practice and to listen more precisely. 9sing /elective Listening technique, students have to focus on what words they have to listen instead of what they would hear, and the teacher e#plained what would be the main focus on the material. The researcher asked his collaborator to write

30

every problem happened to be discussed after the teaching and learning activity. The researcher then continued to play the recording. The researcher asked the students to listen carefully, but there are some students that were making some noise in the back row seats. %fter e#plaining the importance of silence and concentration while listening the material, the students who sat in the back row became quiet. The recording was played and after certain part of the recording has passed, the researcher paused it and asked the studentsdifficulties in listening to the recording. /ome students said that the native voice was too fast for them to follow and the native accent was still new to them. =egarding this situation, the researcher replayed the dialog because the dialog will repeated automatically slower after the regular speed part. The researcher e#plained to the students that the accent that they heard was the native voice. "hile the second recording was playing, the researcher asked the students to do the e#ercise at their papers. The research collaborator had written the report of the Cycle 4 in the form of observation check list 8%ppendi# IB on page HH< and field note 8%ppendi# B on page H;<. The report of the observation check list from the collaborator while the teaching and learning occurred suggested that. @ @ @ !ach student got the copies of the material &ost of the students were not paying attention to the teacher /tudents didn-t know and understand the material

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/tudents asked some questions about /elective Listening technique and tried to practice it

@ @ @

/tudents were not listening seriously and talking to each other /tudents were doing the e#ercise /tudents collected their papers and were listening to the teacher-s conclusion of the material

The field note of the collaborator reported that. @ /tudents were a little bit surprised when listening the recording with native speakers voice for the first time @ @ &ost of the students were still confused with /elective Listening /tudents who sat on the back row seats tend to disturb their friends who were listening the recording seriously @ There were noises because the students on the back row seats were talking with their friends #. O/%er*ing The researcher and the collaborator discussed about the studentsresult in this stage. /tudents- score were obtained from their total correct answers multiplied by ?, and their classification were based on their score. T"/le 3. S(',en(%8 A#$ie*emen( in Cy#le 1
TOTAL NO NAME CORRECT SCORE ANS!ERS CLASSI&ICATION

4 3 5 7

%' 9L "%(IL %C0. G%9MI %A9IA "%029 IOIO %0&% 'IL%L

47 44 47 44

+, ?? +, ??

%verage )oor %verage )oor

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TOTAL NO NAME CORRECT SCORE ANS!ERS CLASSI&ICATION

? H + ; : 4, 44 43 45 47 4? 4H 4+ 4; 4: 3, 34 33 35 37 3? 3H 3+ 3; 3: 5,

%0&% /29(9= %=I!G GI=&%I %=IGII !=I( !="II G%0=9L &%9L9 II G!'2 )=%T%&% )9T=% 0%)IT 0%=I% I 0!I =I%I I&%& '9(0%=I I=B%I >%/I= G%=0%I (0OI=9L %M&I (0OLI( L9(&%I &%=TO'%T &%TI%(I= &IGT%09L C0OI= &O0. 0!I =I )9=IO&O &90%&&% &90%&&% %LI &90%&&% %&II &90. G%=0%I )%/0% &90%&&% &9M%((I= &90%&&% =%09L &90%&&% /%'=%I

44 45 45 47 44 44 45 44 45 44 45 44 43 45 44 44 44 45 44 47 45 44 44 43 45 44 TOT%L

?? H? H? +, ?? ?? H? ?? H? ?? H? ?? H, H? ?? ?? ?? H? ?? +, H? ?? ?? H, H? ?? 4;4,

)oor %verage %verage %verage )oor )oor %verage )oor %verage )oor %verage )oor %verage %verage )oor )oor )oor %verage )oor %verage %verage )oor )oor %verage %verage )oor

&N

4;4,

5,

H, .5

The total score of the students in Cycle 4 was 4;4,. The mean score of students- achievement was :;.4, means that the mean score of studentsachievement in Cycle 4 was %verage or C. There were 4? students categori*ed as )oor 8?,O< and 4? students categori*ed as %verage 8?,O<.

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Grom the percentages above, the average score of the students were below the minimum standard requirement 8((&< of the school 8+,<. Two of students- score can be seen in %ppendi# BII on page +7 and +?.

,. Re1le#(ing %fter analy*ed students- scores, the researcher and his collaborator had concluded that the result of Cycle 4 was still not satisfying and needed some improvement. 'ased on the report of observation check list and field note from the collaborator, there were some problems that needed to be fi#ed in the ne#t cycle. That problems were. 4< &any students still unfamiliar in listening to native voice. 3< The students that sat on the back row seats often make noises. 5< &any students were still confused about /elective Listening technique. 7< /ome students have not understood the lesson yet 'ased on the problems above, the collaborator wrote some suggestions. @ /tudents who were making noises on the back should have their seats replaced @ @ Teacher should e#plain the /elective Listening technique briefly /tudents who were still not understand about the lesson yet should get more e#planation

3. T$e Re%'l( o1 Cy#le 3 ". Pl"nning <Re*i%e,=

34

In this step the researcher and the collaborator prepared all the things needed, such as lesson plan 8%ppendi# II on page H4<, the media, and observation check list. In this reflecting stage the researcher and the collaborator discussed the improvements of the plan as follow. 4< The researcher had to look after the class before the lesson started to make sure that the class won-t be noisy and asked the students to pay attention to the lesson. 3< The researcher rearranged the students- seats. /tudents who were always talking to each other were moved to the front row seats and some of them get mi#ed up with students on the middle row seats. This way was taken to minimi*e the noise. 5< The researcher e#plained about the /elective Listening and how to put it into practice. 7< The researcher e#plained how to do the e#ercise.

/. A#(ing The ne#t acting step was held on 5 rd /eptember. 'efore the lesson started, the researcher looked around the class. /ome students who were making noise at the previous acting step had been warned by the researcher and the researcher changed their seats position. %fter that, the researcher started to distribute the copies with similar material 8%ppendi# III on page H?< as previous meeting and e#plain a little about the materials. The researcher also e#plained about /elective Listening technique and the target

35

words they have to write in the blank sentences of their e#ercise papers. The researcher played the recording and asked the students if they still had the problems about the target words or about the sound system. There were some students asked about the targeted words and the researcher e#plained it again. Then the researcher played the recording and gave the students time to do their e#ercise. uring the period they were doing their e#ercise, no more

noises from the students. %fter the students finished their e#ercise, they submitted it to the researcher. The collaborator wrote down all what happened during the teaching and learning process. The collaborator had written the report based the observation check list 8see %ppendi# IB on page H+< on Cycle 3 and the report suggested. @ @ @ @ !ach student got the copies of the material /tudents were paying attention to the teacher /tudents understood the material /tudents asked some questions about /elective Listening technique and tried to practice it @ @ @ /tudents were listening to the recording seriouslynot talking to each other /tudents were doing the e#ercise /tudents collected their papers and were listening to the teacher-s conclusion of the material The field note of the collaborator 8see %ppendi# B on page H:< reported. @ /tudents were get used to listening the recording

36

/tudents who sat on the back row seats were mingled with students on the center and on the front row seat

The noises because the students on the back row seats were reduced

#. O/%er*ing In this stage, the collaborator and the researcher discussed about the meeting in Cycle 3 and checked the students- e#ercise. This was the studentsachievement in Cycle 3. T"/le 4. S(',en(%8 A#$ie*emen( in Cy#le 3
TOTAL NO NAME CORRECT ANS!ERS SCORE CLASSI&ICATION

4 3 5 7 ? H + ; : 4, 44 43 45 47 4? 4H 4+ 4; 4: 3, 34 33 35

%' 9L "%(IL %C0. G%9MI %A9IA "%029 IOIO %0&% 'IL%L %0&% /29(9= %=I!G GI=&%I %=IGII !=I( !="II G%0=9L &%9L9 II G!'2 )=%T%&% )9T=% 0%)IT 0%=I% I 0!I =I%I I&%& '9(0%=I I=B%I >%/I= G%=0%I (0OI=9L %M&I (0OLI( L9(&%I &%=TO'%T &%TI%(I= &IGT%09L C0OI= &O0. 0!I =I )9=IO&O

4H 4H 4H 47 4? 4? 4H 47 47 47 47 47 47 47 47 47 4? 4? 47 47 47 45 47

;, ;, ;, +, +? +? ;, +, +, +, +, +, +, +, +, +, +? +? +, +, +, H? +,

Aood Aood Aood %verage Aood Aood Aood %verage %verage %verage %verage %verage %verage %verage %verage %verage Aood Aood %verage %verage %verage %verage %verage
37

TOTAL NO NAME CORRECT ANS!ERS SCORE CLASSI&ICATION

37 3? 3H 3+ 3; 3: 5,

&90%&&% &90%&&% %LI &90%&&% %&II &90. G%=0%I )%/0% &90%&&% &9M%((I= &90%&&% =%09L &90%&&% /%'=%I

4? 45 4? 47 47 47 47 TOT%L

+? H? +? +, +, +, +, 34H,

Aood %verage Aood %verage %verage %verage %verage

&N

= 34H,
N
5,

= +3

The total score of students in Cycle 3 was 34H,. The mean score of studentsachievement was >3. It means that the mean score of students- achievement in Cycle 3 was Aood or '. There were 4, students categori*ed as Aood 855O< and 3, students categori*ed as %verage 8H+O<. Grom the percentages above, the average score of the students were above the minimum standard requirement 8((&< of the school 8+,<. Two of students- score can be seen in %ppendi# BIII on page +H and ++.

,. Re1le#(ing S("ge In reflecting stage, the researcher and the collaborator concluded that Cycle 3 had been successful. This was indicated from the students- scores comparison between Cycle 4 and Cycle 3. The students- score had improved from %verage level 8C< to Aood level 8'<. Then, the collaborator wrote some suggestions and conclusions.
38

@ @ @

/tudents- seat position affect the atmosphere of the class /tudents- seat position should be keep for the ne#t meeting /tudents who were still not understand yet should get more detailed e#planation about the lesson

B.

DISCUSSION This research was conducted in two cycles. !ach cycle consist of

planning, acting, observing and reflecting stage. In Cycle 4, the researcher started the teaching and learning process with less attention to studentssituation in the class such as their readiness in practicing listening or not really concerned to students who made the classroom noisy. %nother problem found by the collaborator while observing the class in Cycle 4 was less class management such as handling students who were $oking among themselves in the back row seats and influenced other students- concentration as well as their attention. 0owever, there were more students who got involved seriously in the teaching and learning process. In Cycle 3, the collaborator and the researcher took some changes of plan and acting. One of them was rearranged the students- seats. The students who made noise were moved to the front row and to the middle row to break their noise. The other change was giving more attention to the targeted words that the students should write on their e#ercise. Ie#t, e#plained briefly about /elective Listening technique and how the e#ercise should be done. The collaborator paid more attention to the students who always made noise

39

during the lesson. 'oth the researcher and the collaborator worked together to analy*e the students- achievement. In Cycle 4, research finding showed that the students- mean score was H,.5 or C 8%verage< and improved in Cycle 3 became +3 or ' 8Aood<. The lowest score was ?? in Cycle 4 and H? in Cycle 3. The improvement of students will be shown as table below. T"/le ?. Re%e"r#$ Re1le#(ion
Condition Cycle 4 =eflection &any students- score did not pass the ((&. Teacher did not get the attention of some students because of the noise. Cycle 3 The students still got confused about /elective Listening as well as how to do the e#ercise. &ost students- score passed the ((& The teacher got the attention from almost of all students- by rearranged some students seat. Less students confused about /elective Listening and most of them understood how to do the e#ercise.

Grom Cycle 4 to Cycle 3, students- mean score had improved moderately. That had been shown by Table 5 and Table 7. In Cycle 4, most of the students did not pass the ((& so Cycle 3 was necessary to be conducted. 'elow is the cycle diagram that shows the improvement of the students from Cycle 4 and Cycle 3
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CHAPTER CONCLUSSION AND SUGGESTION

A. Con#l'%ion

B. S'gge%(ion

BIBLIOGRAPHY %nderson, %. and T. Lynch. 84:;;<. Listening. O#ford. O#ford 9niversity )ress. 'rown, 0. ouglas. 84::7<. Teaching by )rinciples. An Interacti e A!!roach to Language Pedagog". Iew >ersey. )rentice 0all =egents,Inc. 'rown, 0. ouglas. 83,,,<. )rinciples of Language Learning P Teaching. 87th ed.<. Iew 2ork. Longman. 8pp. 7:@?;< 'rumfit, C., &oon, >. and Tongue, =. 84::H<. Teaching #nglish to $hildren. !ngland. !arling College. Louis Cohen, L. &. 83,,?<. %esearch Methods in #ducation &'th #dition&. London. Taylor P Grancis e@Library. Cook, B. 83,,4<. Second Language Learning and Language Teaching. Ne( )ork* O#ford 9niversity )ress. Gerrance, !. 83,,,<. Action %esearch. 9nited /tate of %merica. The
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!ducation %lliance. Ginocchiaro. 4:+7. #nglish as A Second Language* +rom Theor" to Practice. Iew 2ork. =egent )ublishing Company. Glowerdew, >. and &iller, L. 83,,?<. Second Language Listening* Theor" and Practice. Iew 2ork. Cambridge 9niversity )ress. 0aregewein Gantahun. 83,,5<. An In estigation of $lassroom Listening com!rehension Teaching Practices in %elation to Ne( #nglish course ,ooks. M.A. Thesis. %ddis %baba. %ddis %baba 9niversity. 0armer, >eremy. 3,,4. The Practice of #nglish Language Teaching. Iew 2ork. Longman. Littlewood, ". 84:;4<. $ommunicati e Language Teaching* An Introduction. Cambridge. Cambridge 9niversity )ress. &c.Iiff, >ean. 84::3<. Action %esearch in Princi!le and Practice. McMillan #ducation Ltd. London &orley >. 84::4<. Listening $om!rehension in Second-+oreign Language Instruction. In &. Celce@&urcia 8!d.<, Teaching !nglish as a /econd or Goreign Language 8pp. ;4@4,H<. 'oston, &%. 0einleP0einle. Iord, >.=. 84:;,<. De elo!ing Listening +luenc" .efore S!eaking* An Alternati e Paradigm.S"stem ; 4. 4K33. Iunan, avid. 84::3<. %esearch Method in Language Learning. Cambridge 9niversity )ress. Iunan, avid.84::;<. A!!roaches to Teaching Listening in The Language $lassroom. In )roceedings of the 4::+ (orea T!/OL Conference. Tae$on, (orea. (OT!/OL. http.66www.kotesol.org6publications6proceedings64::+6nunanQdav id.pdf 8html version< 8retrieved 4? Iovember 3,,+<. )ica, T., G. Lincoln@)orter, .)aninos, and >. Linnel. 84::H<. Language Learners- Interaction. 0ow does it address the input, output, and feedback needs of language learners1 T!/OL Ruarterly 5, 84<. ?:@;7 =ichards, >.C. 84:;?<. The $onte/t of Language Teaching. Cambridge. Cambridge 9niversity )ress.

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=ost, &. 84::,<. Listening in Language Learning. London. Longman. /heerin, /. 84:;+<. Listening $om!rehension* Teaching or Testing. !LT >ournal, Bol. 7463.43H@454. 9nderwood, &ary. 84:;:<. Teaching Listening. Iew 2ork. Longman. Bandergrift, L. 83,,3<. JIt was nice to see that our predictions were rightJ. De elo!ing Metacognition in L0 Listening $om!rehension. Canadian &odern Language =eview ?;.???@+?. Bandergrift, L. 84:::<. +acilitating Second Language Listening $om!rehension * Ac1uiring Successful Strategies. !LT>ournal, Bol. ?565.4H;@+?. "arnasch, C.%.83,,,<. #as" #nglish. 9nited /tates. Living Language, % =andom 0ouse Company. "init*, 0. 8ed.<.84:;4<. The $om!rehension A!!roach to +oreign Language Instruction. =owley,&ass.. Iewbury 0ouse. http.66itesl$.org6%rticles6(itao@"hyTeach.html

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