PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

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

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

by Maria Wulandari Student Number: 136332014

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2015

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THESIS COMIUITTEE

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DEDICATION PAGE

“I dedicated this thesis with much love tomy

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my teachers, my lecturers,andmy best friends who have helped me and inspired me to achieve the best in my life.”

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STATEMEFrr CISGNreINALTTY

This is to certify that all ideas, phrases, sentenceg, unless otherwise stated, are the ideas, phrases and sentences of hre thesis writer. The writer understands

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LEMBAR PERNYATAAI\ PERSETUJUAII PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAIY AKADEMIK

Yang bertanda tangan di bawab ini, saya

Nama

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*uhurir*u Universitas Sanata Dharrv{.

Maria Wulandari

Nomor Mahasiswa : 136332A14 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE EFFECT OF Ft'N LISTEI\ING AIYDROID APPLICATION (FLAP) ON THE LISTEMNG COMPREHENSION OF GRADE X STI]DENTS Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam'bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis

tanpa perlu meminta

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ataupun memberikan royalti kepada saya selama tetap

mencantumkan nama saya sebagai penulis. Demikian pemyataan dengan sebenarnya.

Dibuat di: Yogyakarta Pada tanggal:

l0 Juli 2015

Yang menyatakan

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Maria Wulandari

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ACKNOWLEDGMENTS

Alhamdulillah, thanks be to Allah, the Almighty, for the blessing poured that this thesis has finally been written up.Firstly, I would like to express my greatest gratitude to my supervisor, Dr. J. Bismoko, whose encouragement, guidance and support have made it all possible for me to finish this thesis. I would also like to express my gratitude to all lecturers of the Graduate Program in English Language Studies of Sanata Dharma University: F.X. Mukarto, Ph.D, Dr. B. B. Dwijatmoko, M.A., Dr. Fr. B. Alip, M.Pd., M.A. and Widya Kiswara, M.Hum. for giving me many valuable things during my years of study. Secondly, I greatly appreciate the big family of SMAN 1 Depok, Sleman especially to the headmasterDrs. Maskur, the English teacher Priyanta Ari Nugraha, S.Pd. and the tenth grade students especially class XA, XB and XC who have helped me so much during the research. Thirdly, my special thanks go to my beloved friend, Joan Sanitawhose encouragement and care made me stronger during the process of finishing my study. I am also grateful to my partner in the umbrella project, Ika Fathin Resti Martanti for the encouragement, guidance and cooperation. I also wish to thank all of my friends in English Language Studies, Sanata Dharma University for a beautiful friendship and memory we have during the learning process. Last but not least, my sincere gratitude goes to my beloved family: my father and mother, my grandfather and grandmother, my sister and brother, for their support, care, prayer, and endless love. I am grateful to all of those who supported me in any respect during the completion of my study. I hope this thesis will be useful for readers and the idea presented is expected to give contribution to the improvement of life quality.

Maria Wulandari

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TABLE OF CONTENTS

TITLE PAGE ...................................................................................................

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APPROVAL PAGE .........................................................................................

ii

DEFENSE APPROVAL PAGE.......................................................................

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DEDICATION PAGE......................................................................................

iv

STATEMENT OF ORIGINALITY.................................................................

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI.................................

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ACKNOWLEDGEMENTS .............................................................................

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TABLE OF CONTENTS................................................................................ . viii LIST OF TABLES ...........................................................................................

xii

LIST OF FIGURES ......................................................................................... xiii LIST OF APPENDICES .................................................................................. xiv ABSTRACT.....................................................................................................

xv

ABSTRAK ......................................................................................................... xvi CHAPTER I. INTRODUCTION A. BACKGROUND.........................................................................................

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B. PROBLEM IDENTIFICATION .................................................................... 5 C. PROBLEM LIMITATION............................................................................. 7 D. PROBLEM FORMULATION ....................................................................... 8 E. RESEARCH GOALS..................................................................................... 8 F. RESEARCH BENEFITS ............................................................................... 10

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CHAPTER II. LITERATURE REVIEW A. THEORETICAL REVIEW ............................................................................ 12 1. Mobile Learning (M-Learning) ................................................................ 12 2. Listening................................................................................................... 14 a. Listening Comprehension................................................................... 15 b. Teaching Listening Comprehension................................................... 16 c. Factors Affecting Listening Comprehension ..................................... 19 d. Listening Strategies ............................................................................ 21 e. Teaching Listening in Senior High School ........................................ 23 f. Listening with Technology................................................................. 26 3. Fun Listening Android Application (FLAP) ............................................ 27 B. THEORETICAL FRAMEWORK ................................................................. 30 CHAPTER III. RESEARCH METHODOLOGY A. RESEARCH DESIGN ................................................................................... 39 B. RESEARCH PROCEDURE .......................................................................... 41 C. DATA............................................................................................................. 48 1. Nature of Data............................................................................................ 48 2. Sources of Data.......................................................................................... 48 D. DATA GATHERING..................................................................................... 50 1. Technique .................................................................................................. 50 2. Instrument .................................................................................................. 50 3. Process ....................................................................................................... 52 E. DATA ANALYSIS ........................................................................................ 53 F. RESEARCH VALIDITY (LEGITIMATION) .............................................. 58

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CHAPTER IV. ANALYSIS RESULTS AND DISCUSSIONS A. ANALYSIS RESULTS .................................................................................. 61 1. Quantitative Data (Factorial Experimental Design) .................................. 61 a. Data from Listening Comprehension Tests .......................................... 62 1) The Pre-test Result ............................................................................. 62 2) The Post-test Result ............................................................................ 66 b. Data from Listening Strategy Questionnaires....................................... 71 c. Hypothesis Testing................................................................................ 72 2. Qualitative Data (Qualitative Survey Method).......................................... 78 a. The Use of FLAP as Media .................................................................. 80 b. The Features of FLAP and the Activities in the Classroom ................. 83 c. Feelings towards Learning Using FLAP............................................... 87 B. DISCUSSIONS.. ...................................................................................... ...

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1. The Effect of FLAP on the Listening Comprehension of Grade X Students.................................................................................... 89 2. The Interaction Effect of Learning Technique and Listening Strategy towards Listening Comprehension of Grade X Students .......................

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

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

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B. IMPLICATIONS.........................................................................................

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C. SUGGESTIONS..........................................................................................

99

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BIBLIOGRAPHY ............................................................................................ 101 APPENDICES ................................................................................................. 107

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LIST OF TABLES

Table 2.1 Table 2.2 Table 3.1 Table 3.2 Table 3.3 Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7 Table 4.8 Table 4.9 Table 4.10 Table 4.11 Table 4.12 Table 4.13 Table 4.14 Table 4.15 Table 4.16 Table 4.17 Table 4.18 Table 4.19 Table 4.20 Table 4.21 Table 4.22 Table 4.23

Basic Competencies for Teaching Listening in Grade X ................. 25 The Pre-Figured Themes for the Interview ...................................... 37 The Factorial Design 2 x 2 ............................................................... 41 The Experimental and Control Group.............................................. 49 The Criteria of Listening Comprehension Score.............................. 55 Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Control Class ............................................... 62 Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Control Class ............................................... 62 Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Experimental Class ...................................... 63 Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Experimental Class ...................................... 63 The Comparison of Descriptive Analysis of the Pre-Test Scores between Experimental and Control Class ........................................ 64 Normality Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class............................................. 65 Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class .................. 65 The Results of T-test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class .................. 66 Descriptive Analysis of the Post-Test Score on Listening Comprehension of the Control Class ............................................... 66 Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Control Class ............................................... 67 Descriptive Analysis of the Post-Test Score on Listening Comprehension of the Experimental Class ...................................... 68 Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Experimental Class ...................................... 68 The Comparison of Descriptive Analysis of the Post-Test Scores between Experimental and Control Class ........................................ 69 Normality Test of the Post-Test Scores on Listening Comprehension in the Experimental and Control Class .................. 69 Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class .................. 70 The Results of T-test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class .................. 70 The Result of Statistical Test about Students’ Listening Strategy ... 72 Test of Normality ............................................................................. 73 Homogeneity Test ............................................................................ 73 The Results of Two-Way ANOVA.................................................. 74 The Comparison of Listening Comprehension Mean Scores........... 76 The Results of Post Hoc Test ........................................................... 77 The Samples of Students’ Responses from the Interview................ 78

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LIST OF FIGURES

Figure 2.1 The Appearance of Front Page and Menu Page of FLAP................ Figure 2.2The Appearance of Topics Menu ....................................................... Figure 2.3The Appearance of Focus Button (Listen, Practice, Review) ............ Figure 2.4 The Appearance of Fun Button ........................................................ Figure 2.5 The Conceptual Framework of the Study ........................................ Figure 3.1 Ideal Mean and Ideal Standard Deviation (Sudijono, 2009)............ Figure 3.2 The Criteria Formulation (Sudijono, 2009: 175) ............................. Figure 4.1 The Profile Plots of the Listening Comprehension Mean Score ......

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27 28 29 29 31 54 54 75


LIST OF APPENDICES

Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Appendix 11 Appendix 12 Appendix 13 Appendix 14 Appendix 15 Appendix 16 Appendix 17 Appendix 18 Appendix 19 Appendix 20 Appendix 21 Appendix 22

The Blue Print of Listening Comprehension Test.................... Listening Pre-Test .................................................................... Listening Post-Test................................................................... Audio Transcript of Listening Pre-Test.................................... Audio Transcript of Listening Post-Test .................................. Blue Print of Listening Strategy Questionnaire........................ Listening Strategy Questionnaire ............................................. Interview Guideline .................................................................. Interview Transcripts................................................................ The Pre-Test Score of Students’ Listening Comprehension .... The Post-Test Score of Students’ Listening Comprehension... The Pre-Test Score of Students’ Listening Strategy ................ The Post-Test Score of Students’ Listening Strategy............... The Categorization of Students’ Listening Strategy in Control Class ............................................................................ The Categorization of Students’ Listening Strategy in Experimental Class................................................................... Descriptive Statistics of Listening Comprehension Test.......... Descriptive Statistics of Questionnaire Result ......................... Normality and Homogeneity Test of the Listening Comprehension Test................................................................. Normality and Homogeneity Test of the Listening Strategy Questionnaire ............................................................. Samples of Materials in FLAP ................................................. Photo Documentation ............................................................... Permission Letter......................................................................

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107 108 111 114 117 120 121 124 125 139 140 141 142 143 144 145 146 147 148 149 158 160


ABSTRACT Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students. Yogyakarta: The Graduate Program in English Language Studies. To have a good listening comprehension, students need to expose themselves to input and practices. The way to obtain input and practices is through learning listening. For the majority of Indonesian students, English class is the only time to learn listening. Yet there are only 2-3 contact hours per week in the classroom. As a result, students lack sufficient input and practices. Because of these constraints, a medium for learning listening is necessary. The medium proposed in this study is Fun Listening Android Application (FLAP). The research questions are: (1) Is there an effect of FLAP on the listening comprehension of grade X students?, (2) Is there an interaction effect of FLAP on listening comprehension across the use of listening strategies by grade X students?, and (3) What is learning listening using FLAP like? This is a mixed-method research involving factorial experimental design supported by qualitative survey design. The sample was 60 tenth grade students of SMAN 1 Depok who made up the experimental and control group. The data collection techniques were listening comprehension tests (pre-test and post-test), questionnaire, and in-depth interview. The research data were the results of two sets of listening tests, the results of the listening strategy questionnaire, and the students’ responses towards learning listening using FLAP.The results of the test and questionnaire were analyzed using a two-way ANOVA with a post hoc test while the data of the students’ responses were analyzed descriptively. The research findings confirm that there is an effect of FLAP on the listening comprehension. The analysis result indicates that the difference between the two techniques (FLAP and non-FLAP) is significant (F=45.6, p=0.00<=0.05). There is also a significant difference between the two strategies (more varied and less varied) indicated by F=55.6 at p=0.00<=0.05. In addition, the analysis result shows that there is no interaction effect of technique and listening strategy (joint factors) on the listening comprehension (F=0.19, p=0.66>=0.05). Based on the post hoc test, the most significant difference lies in the comparison between students with more varied strategies taught using FLAP and students with less varied strategies taught using non-FLAP technique. Meanwhile, the least significant difference lies in the comparison between students with less varied strategies taught using non-FLAP and FLAP technique. Furthermore, FLAP can support a better learning condition for listening class. FLAP is a helpful medium for learning listening as it provides input (exposure) and practices for them. It also provides a fun situation since it can motivate their learning and is enjoyable for them because of its practicality, flexibility and portability as a learning medium. Based on the results of the study, it shows that FLAP can contribute positively to the learning process of listening. Hence, it can be used as an alternative technique as well as a medium for teaching listening to the students to improve their listening comprehension.

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ABSTRAK Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students. Yogyakarta: The Graduate Program in English Language Studies. Untuk memiliki pemahaman menyimak (listening) yang baik, siswa perlu membiasakan dirinya terhadap input dan latihan. Cara untuk memperoleh input dan latihan adalah dengan belajar listening. Mayoritas siswa belajar listening hanya pada saat di kelas Bahasa Inggris. Sebagai akibatnya, siswa kekurangan input dan latihan. Karena kendala ini, media untuk belajar listening diperlukan. Media yang disarankan pada penelitian ini adalah Fun Listening Android Application (FLAP). Pertanyaan penelitian adalah: (1) Apakah ada pengaruh FLAP terhadap pemahaman listening siswa kelas X?, (2) Apakah ada pengaruh interaksi FLAP pada pemahaman listening dilihat dari strategi yang digunakan oleh siswa kelas X?, dan (3) Seperti apakah belajar listening menggunakan FLAP? Penelitian ini menggunakan metode kombinasi yang melibatkan desain eksperimen faktorial dan survei kualitatif. Sampel adalah 60 siswa kelas X SMA 1 Depok yang terbagi dalam kelas eksperimen dan kontrol. Teknik pengumpulan data adalah tes pemahaman listening (pre-tes dan pos-tes), kuesioner dan interview mendalam. Data penelitian adalah hasil tes listening, hasil kuesioner strategi menyimak (listening strategy) dan respon siswa terhadap pembelajaran dengan FLAP. Hasil tes dan kuesioner dianalisis dengan ANOVA dua jalur dengan uji Post Hoc sedangkan data respon siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa ada pengaruh FLAP terhadap pemahaman listening. Hasil analisis menunjukkan bahwa perbedaan antara dua teknik (FLAP dan non-FLAP) signifikan (F=45.6, p=0.00<=0.05). Tedapat pula perbedaan signifikan antara dua strategi (lebih bervariasi dan kurang bervariasi) (F=55.6, p=0.00<=0.05). Selain itu, hasil analisis menunjukkan bahwa tidak ada pengaruh interaksi teknik dan listening strategy (faktor bersama)terhadap pemahaman listening (F=0.19, p=0.63>=0.05). Berdasarkan uji Post Hoc, perbedaan yang paling signifikan adalah antara siswa dengan strategi yang lebih bervariasi diajar menggunakan FLAP dan siswa dengan strategi yang kurang bervariasi diajar menggunakan teknik non-FLAP. Perbedaan yang kurang signifikan adalah antara siswa dengan strategi kurang bervariasi diajar menggunakan teknik non-FLAP dan siswa dengan strategi kurang bervariasi diajar menggunakan teknik FLAP. Selain itu, FLAP mendukung kondisi pembelajaran yang lebih baik. FLAP sangat membantu para siswa karena menyediakan input dan latihan. FLAP juga menyediakan situasi yang menyenangkan sehingga memotivasi mereka dalam belajar, serta FLAP membuat mereka nyaman dalam belajar karena karakteristiknya yang praktis, fleksibel dan portabel. Berdasarkan hasil penelitian, hal ini menunjukkan bahwa FLAP berkontribusi positif terhadap proses belajar listening. Oleh karena itu, FLAP dapat digunakan sebagai alternatif teknik atau media untuk mengajar listening kepada siswa guna meningkatkan pemahaman listening mereka.

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CHAPTER I INTRODUCTION

In this chapter I would provide readers with the background to the research. This includes a justification of the study in terms of the need for investigating the effect of Fun Listening Android Application (FLAP) on the listening comprehension of grade X students. In addition, this chapter also provides the identification of the problems, and the limitation of the problems which provide the background to the framing of the research questions to be addressed in his study. The goal and the benefits of the research would also be elaborated in this chapter. A. BACKGROUND The demand of English competence is rising recently along with the development of various aspects of human life. English has long been an international language which is learned by diverse students from all around the world. As a global lingua franca, English in Asia especially in Indonesia is regarded as important for getting job, interacting with foreign people, preparing academic future, and so forth. To be competent in English, ones should master its four skills: listening, speaking, reading and writing. Those skills are related one another. In educational context, especially English teaching and learning, they cannot be separated because they may support each other in enhancing language acquisition. The EFL teachers should give attention to each of those skills. The result of English learning in educational context is often known as English learning achievement. English learning achievementhas long been the

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researchers’ interest in conducting research because in fact there are a lot of problems in the field related to English learning achievement. One problem of the English learning achievement is related to listening skill. Listening skill is one of the important skills to master.It plays significant role in the development of overall language competence since it provides language input. It is believed that comprehensible input will support the process of learning the language and thus will help students to achieve the goal of language learning, that is to be able to communicate by using the language. Furthermore, in the view of what it means to learn language, listening is considered as the way of learning language sinceit gives information to build up the knowledge necessary for using the language. When this knowledge is built up, the learner can begin to speak (Nation and Newton, 2009: 38). In the school, students’ listening skill is often correlated with their test results in the final examination. In fact, most of the students in Indonesia have not achieved satisfactory level in their listening comprehension test. Many of themstill complain about their difficulties in comprehending spoken texts. One of the possible factors is because they have limited opportunity to practise. This problem is culminated because many teachers give less attention to listening skill (Field, 2009: 1). To some extent, teachers do not encourage students’ listening habit. The lack of chance to learn listening is also frequently accompanied by the lack of media used in the English learning process of listening in the classroom. Media are often regarded as tools that can help students learn better. It can function as the facilitator in the learning process and make the English language teaching more effective (Rao, 2014: 142). In the teaching and learning process of


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listening there are some alternative media that can be used like video, taperecorder, television, radio, and so on. Despite the availability of media, it seems that teachers do not use it so frequently in the teaching and learning process. The use of media for teaching listening is still limited. Sometimes, although they are available, many teachers have not maximized the use of media in teaching listening because of the limitation of knowledge or fund. Whereas, media are important to support teaching and learning process of listening. The teaching of listening must be innovative and attractive in order to get effective learning outcomes.Good teachers should always improve and vary the way they teach. They should also have initiative to use media to facilitate learning. Moreover, there are many innovative media that have been available today. This is due to the development of technology which becomes closer to education. One of the innovative media is Android application for learning. Android application is developed in line with the vast number of Android smartphone users that has been increasing from time to time. Prayogi (2014) in his article mentions a report from a digital marketing research organization, eMarketer, that the number of smartphone users in the world will increase by 4.55 billion in 2014. This research organizationalso predicts that during the year of 2013 to 2017 the penetration of smartphone will growfrom 61.1 % to 69.4%. The possible reason of why such phenomenon occurs is that recently smartphones are available with various levels of prices, from the high to the low prices. Many consumers can get the cheap ones with the complete features. In Indonesia, almost everybody has an Android smartphone even the students who are teenagers also own their smartphone today. It becomes a favorite thing for them because there


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are a lot of applications and features that they can use especially the social media applications and games. Along with the development and the growth of Androidsmartphone, there are many Android learning application developed recently to facilitate students in learning. One of the learning application product is FLAP (Fun Listening Android Application). FLAP is an Android application for learning listening which is the product of a research and development project in Sanata Dharma University. The product was researched and developed by Martanti (2015). Meanwhile, the recent research is essentially afollow up of that project, that is the implementation of the product to see its effect in improving students’ listening comprehension. According to the previous study by Martanti (2015), FLAP has fulfilled principles of m-learning model. Therefore, it is believed that FLAP can facilitate students in learning listening so that students have better comprehension. FLAP offers some features which can be used for students to develop their listening skills. It is also completed by the concept of fun learning which is expected to motivate students when they learn listening. In addition, FLAP offers students independent learning because they can learn listening without the limitation of time and space. It is expected that it can create higher efficiency in the teaching and learning of listening. However, there were still limited studies about the use of mobile phones in language learning (Kim, Rueckert, Kim and Seo, 2013: 54), moreover, the studiesin the local context which investigate the effect of the innovative media like FLAP Android application on the students’ achievement in the real practice. Therefore, this study basically tries to discover the effect of FLAP on students


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listening comprehension.In discovering the effect, there are a lot of variables that may influence listening comprehension. One of them is listening strategy. Listening strategy needs to be considered in this research therefore it is necessary to investigate the interaction effect of FLAP on listening comprehension across the use of strategies. Interaction effect happens when the effect of an independent variable towards the dependent variable depends on the level of other independent variable. So, the effect of FLAP towards listening comprehension may differ depends on the level of the use of listening strategy. If, for example, listening strategy is divided into more varied and less varied strategy, the effect of FLAP might be different towards listening comprehension of grade X students. B. PROBLEM IDENTIFICATION There are many problems in the teaching and learning process of listening. In the context of Indonesia, the problems may arise from various aspects. The first problem, for example,deals with students’ listening comprehension achievement. As everybody knows, listening is one of the skills which is tested in the national examination. However, there are many students who are still complaining about their difficulties in comprehending the spoken text. They often get low score on the listening comprehension test. The students’ difficulties in listening may be caused by the process of comprehending the spoken text itself. Students commonly listen word by word and because of that they are distracted and cannot comprehend the spoken text very well. Students also often find it difficult to follow the speed of the speakers in the conversation. The second problem deals with the teacher awareness of the importance of listening skill. It seems that many teachers still give less attention to listening


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skill. The emphasis put by most of English teachers in teaching isthe other skills like reading and writing. Listening skill is undervalued. Some teachers do not encourage students to develop their listening skill during the class hours. Whereas, motivation from the teacher is also important in order thatthe students develop their listening skills. The third problem deals with the listening habit. In Indonesia where English is treated as a foreign language, there is only limited exposure in the environment. Students actually can access the exposure along with the development of electronic devices such as television, radio, computer, etc. However, not all students have good listening habit to English outside the class. Students sociocultural background may also affect their listening habit. Students who are considered rich in their sociocultural background might be more motivated to listen to spoken English such as through films, songs, podcasts and so on. Meanwhile, students who are considered poor in their sociocultural background might be less motivated to listen to spoken English so that they get less frequent exposure to the target language, that is English. In addition to listening habit, there is another possible problem of teaching listening skill which is often found in senior high school, that is the problem related to media. Some schools have not had the media which can facilitate students in learning English especially listening skill, for example the language laboratory. In addition, the teachers have not maximize various media which grow in the surrounding environment. Some teachers prefer to use conventional media or sometimes teacher talk in giving input for listening since they are considered simple. They rarely vary the use of media. This condition makes the teaching and


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learning process of listening monotonous. Thus, it makes students demotivated. When the students feel demotivated, they have less attention to learning and their comprehension tends to be poor. The last but not least, the problem of listening skill arises from the lack of practice by students. It is also stated by Tyasari (2010: vii) who conducted a research on listening comprehension. She stated that one of the reasons that students considered listening difficult is lack of practice. English sounds are different from the words written in the paper. Also, there is a context which include in an English conversation. It becomes sources of difficulties by students because they do not familiar with those aspects. It is because they rarely get opportunities in the school as well as outside the school in practising their listening skills. C. PROBLEM LIMITATION There might be many problems in learning listening skills. There are also many possible waysto solve those problems. Regarding the feasibility of the research, one solution that can be implemented in solving the problems related to listening skill is using FLAP to improve students listening comprehension. I also limit the research subject, that is for grade X. The content that is taught is only the content for grade X. The consideration is that because it is to guide students in learning listening and to build their listening habit since they are at the beginning stage in senior high school. Therefore, they need to be prepared to master listening skills since the first year of study.There are many factors affecting listening comprehension. However, regarding the urgency and feasibility of the research, the moderator variable chosen in this context is listening strategy.


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D. PROBLEM FORMULATION This study is conducted to answer three research questions: 1. Is there an effect of FLAP on listening comprehension of grade X students? 2. Is there an interaction effect of FLAP on listening comprehension of grade X students across the use of strategies? 3. What is learning listening using FLAP like? E. RESEARCH GOALS The goal of this research is threefold. First, I would like to discover the effect of FLAP on the listening comprehension of grade X students. As mentioned earlier, FLAP is the product of an R and D project. It has fulfilled the principle of m-learning. However, it has not been implemented as the part of teaching-learning process of listening in the school. Therefore, this research tries to fill this gap. Discovering the effect of FLAP is important to check how the media works in the real practice. It is done by employing an experimental design, that is finding out the difference of the students’ achievements between the experimental and the control group after the treatments using a two-way ANOVA statistical procedure. In addition, the students’ achievement is also presented in the descriptive statistics to show at glance the comparison between the score obtained by experimental and control group. The significance level of 0.05 is used to determine whether the difference is significant or not. If the difference is significant, then, it means that there is an effect of FLAP on the listening comprehension of grade X students. Second, I would like to discover the interaction effect of FLAP on the listening comprehension of grade X. As mentioned earlier, interaction effect happens when the effect of an independent variable towards the dependent


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variable depends on the level of other independent variable. This goal of the research is related to the first goal above, to discover the effect of FLAP or the the effect of the learning technique. However, listening comprehension might not only be affected by the learning technique used in the learning process because there are still many factors affecting listening comprehension. Rather than FLAP only, other possible factors may influence the attaintment of the first goal. In this research listening strategy is selected and considered a strong factor that may influence the effect of FLAP. Therefore, in addition to discovering the effect of technique (FLAP and non-FLAP), I would also like to discover the joint effect of the technique (FLAP and non-FLAP) and the listening strategy (more varied and less varied) used by the students towards their listening comprehension. If, for example, there is an interaction effect, it means that the effect of FLAP may differ depends on the level of the use of listening strategy. However, if there is no interaction effect, it means that the effect of FLAP does not depend on the level of the use of listening strategy. Thirdly, I would like to describe students’ responses about learning listening using FLAP. It is necessary to describe students’ responses since it will reflect the way they learn using FLAP and the strengths as well as the weaknesses that has been found during the implementation of FLAP in learning listening. Information about the effect of FLAP will be more comprehensive if it is viewed not only from the product (listening achievement) but also from the process. Therefore, the third goal of this research is actually intended to give an additional insight about the learning process of listening by using FLAP, including its benefit and limitation.


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F. RESEARCH BENEFITS This research is expected to give some benefits. Theoretically, this study is expected to facilitate the emergence of new technique of teaching listening comprehension using media especially Android application. It is also expected to give contribution to mobile-assissted language learning studies since it shows how FLAP as one form of Android application for learning listening can effectively facilitate students to improve their listening comprehension. Although there have been many researchers carrying out researches on MALL, it is possible that there are still some works left to be done and some information need to be uncovered.By discovering the effect

of FLAP

on

students’ listening

comprehension, its interaction effect with listening strategy and the students’ responses about the use of FLAP, it is expected to give better prediction, control, and explanation about the implementation of learning using Android application in the field of English Education.The findings of this study can be used to give insight for evaluating the effect of applying Android application for learning and to stimulate more studies on the use of Android application in the English teaching-learning process. Practically, the study is usefulto improve the effectiveness and efficiency of the teaching-learning process of listening. It is expected that FLAP can help teachers in presenting the listening materials more effectively and giving more practices when the time in the class is not sufficient. In other words, this study is expected to provide information for the English teachers about the usefulness of mobile phones/smartphones for learning and how to implement technology or mobile-assissted language learning in the listening class. Besides that, this study is


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


CHAPTER II LITERATURE REVIEW In this chapter, the researcher discusses some theories that are used as theoretical base for the research. This chapter consists of the theoretical review and theoretical framework followedby the hypothesis and a pre-understanding. A. THEORETICAL REVIEW 1.

Mobile Learning (m-learning) Nowadays, mobile phones are popular in education since its portability and

wide access (Tayebinik and Puteh, 2012: 60). Morevover, mobile phones with high capabilities (smartphones) have been extensively accessible among the society. The accessability of mobile phones or smartphones have attracted researchers’ interest in developing media for learning. There has been growing evidence of using mobile phone as the media for learning which is familiar with the term mobile learning (m-learning). Mobile learning (m-learning) is defined as any service or facility that contributes to acquisition of knowledge regardless of time and location (Lehner and Nosekable, 2002 as cited in Tayebinik and Puteh, 2012: 58). Mobile learning includes the use of mobile phones, MP3 players, Personal Digital Assistants (PDAs) such as Palm hand-held computers and devices using Windows Mobile Computing platforms such as the iPAQ (Dudeney and Hockly, 2007: 156). Miangah and Nezarat (2012: 309) state some characteristics of mobile learning. They are personalized (freedom of time and place), spontaneous, informal and ubiquitous. Ubiquitous is often defined as existing or being everywhere at the same time (Calimag, Miguel and Conde, 2014: 119). Miangah and Nezarat (2012: 12


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309) also mentioned two other characteristics of mobile learning: portability and connectivity. Mobile learning has been popular in language learning. The use of mobile phones in language learning is also known as Mobile-Assissted Language Learning (MALL). Mobile learning can be in the classroom but it is more frequently done outside the classroom. Usually, teachers lack time in presenting all materials in the classroom. In this case, mobile learning will be fruitful to solve the problem. Students can learn and practise more outside the class through their mobile phones. Because of its practicality, Miangah and Nezarat (2012: 311) even state that mobile learning technology is more useful for doing activities outside the classroom. In other words, mobile learning (m-learning) is a new learning that has great potential to make ‘learning’ on the ‘move’ and ‘anytime, anyplace learning’ a realization (Lee, 2005 cited in Kim, 2014; Demouy and KukulskaHulme, 2010). Some studies has shown the success of using mobile phones. Kiernan and Aizawa (2004 as cited in Tayebinik & Puteh, 2012: 58) conducted a study about the effectiveness of course delivery on Japanese university students’ achievement in EFL classes using mobile devices. The result of the study shows that learning gained through task-based mobile learning including text messages, emails and speaking activities was satisfactorily achieved by the students. They found that second language acquisition is significantly enhanced through learning using mobile devices. More specific researches have been available which concern on learning English using certain mobile varieties such as PDA, Ipods, podcast and cell phones (Tayebinik and Puteh, 2012: 58-59). Another study by Huang and Sun


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(2010 cited in Kim, 2014: 69) studied the effects of m-learning on English listening. They found that students who practised listening exercises through mobile phones improved their listening comprehension skills. In integrating mobile devices to language learning, Kim (2013: 12) stated that mobile devices need to be supported based on a variety of learning theories and methodological approaches.Therefore, in terms of teaching listening, teachers need to pay attention to learning theories and learning approaches which are suitable for the classroom context and the students’ needs. One of the points that teachers need to consider is the materials selection. Teachers need to select the materials which are relevant to students’ interests, includes variety of conversation types, modes of presentations and situations,

as quoted from

Elkhafaifi (2005) and Kao (2006) cited in Kim (2013: 14). 2.

Listening Listening is one of the four significant skills in English. According to Lynch

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


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a. Listening Comprehension As stated in the paragraph above, listening is a purposeful activity. Everyone has a purpose when listening to spoken text. Wolvin and Coakely (1996 as cited in Goh, 2002: 2) classifies five types of purposeful listening which is important for individual. They are discriminative, comprehensive, therapeutic, critical and appreciative. In the language classroom, listening is often considered comprehensive or it is commonly called listening comprehension. It is listening to understand the message.Mendelsohn (1994 in Gilakjani and Ahmadi, 2011: 978) defines listening comprehension as the ability to understand the spoken language of native speakers.' O‘Malley, Chamot, and Kupper (1989 in Gilakjani and Ahmadi, 2011: 978) offer a useful and more extensive definition that listening comprehension is an active and conscious process in which the listener constructs meaning by

using cues from contextual information and from existing

knowledge, while relying upon multiple strategic resources to fulfill the task requirement. Furthermore, Buck (2001: 1-2) states that comprehension can be classified into comprehension of linguistic and non-linguistic knowledge. Comprehension of linguistic knowledge means the learners’ understanding on the knowledge of phonology, lexis, syntax, semantics, and discourse structure. Meanwhile, comprehension of non-linguistic knowledge refers to the learners’ understanding on the knowledge about the topic, context and general idea about the world. According to Hasan (2000: 138), listening comprehension provides the right conditions for language acquisition and development of other language skills. This is in line with what have been stated by Krashen and Terrel (1983) that


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“acquisition can take place only when people understand messages in the target language” (cited in Richards & Rodgers, 2001: 180). Furthermore, in more recent literature, Richards and Renandya (2002: 205) strengthen the importance of comprehension by stating that comprehension is important not only because it precedes production chronologically (in L1 anyway, and in L2 too in many cases), but primarily because, “it appears to be the basic mechanism through which the rules of language are internalized”. According to Anderson and Lynch (1988, in Gilakjani and Ahmadi, 2011: 978), arguing what is successful listening, understanding is not something that happens because of what a speaker says: the listener has a crucial part to play in the process, by activating various types of knowledge, and by applying what he knows to what he hears and trying to understand what the speaker means. Besides for acquisition, listening comprehension skill plays an important role in autonomous learning. Field (2007, in Kurita, 2012: 40) argues: “True learner empowerment consistsof the freedom to learn outside the teaching context and the ability to continue learning after instruction has finished.” Rost (1994 in Richards and Renandya, 2002: 239) points out that listening is vital in the language classroom since it provides input for the learners. Regarding the importance of listening comprehension as discussed above, teachers need to make efforts to develop students’ listening comprehension. b. Teaching Listening Comprehension As it has been known, long time ago in the field of language teaching, listening skill was considered unimportant in language learning. The emphasis of teaching English as a foreign language is more or less on grammar. Listening was


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assumed to play a significant function in the teaching and learning process since the beginning of 1900s (Rost, 2002: 15). In the era of communicative language teaching today, listening skill is inevitably important in the process of developing communicative competence. Listening activities can provide input and model for learners in order to be able to produce spoken language. Despite the importance of teaching listening, the development of appropriate methods and media for listening instruction is relatively slow. In most of the country where English is taught as a foreign language, listening is considered as a ‘Cinderella’ skill which does not get enough attention compared with other skills. Moreover, in Indonesia, many teachers put more emphasis on reading and writing in the English teaching and learning process. According to Harmer (2001: 98), teaching listening is much different from teaching other skills as there are some ways in which listening activities differ from other classroom exercises. First, unlike the reading activity where the individual student can read at their own pace, in listening activities the audio keeps on even if the individual student is left behind. They cannot go back to a previous paragraph and think for a bit before continuing. Second, listening is special since in spoken language, particularly the informal one, there are some unique features such as incomplete utterances, repetitions, hesitations, and so forth. Therefore, in teaching listening teachers need to give lots of practice opportunities to students so that they will be familiar with the rate of speech in the target language and other characteristics of spoken language.Renandya and Farrel (2010: 58) state that the teacher should provide students with lots of listening practices which are meaningful, enjoyable, and comprehensible.


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When teaching listening, it is also crucial for teachers to establish appropriate teaching sequences or teaching phases. Teaching phases will help teachers to organize their teaching better and to give scaffolding to students so that the students can learn more effectively and efficiently. There are some common phases that can be applied in teaching listening: pre-listening activities, while-listening activities and post-listening activities. In this study, these phases are combined with the language learning approach which is selected for this study to teach listening comprehension, i.e. task-based listening. The first phase is pre-listening activities. Pre-listening activities, according to Vandergrift (2003), can help listeners focus their attention on meaning while listening. According to Gilakjani and Ahmadi (2011: 982), pre-listening activities have two primary goals: (a) to help to activate students‘ prior knowledge, build up their expectations for the coming information, and (b) to provide the necessary context for the specific listening task.The second phase is while-listening activity. Commonly, in while-listening phase, the learners answer some comprehension questions. If students answer the questions after they listen, usually emerges some problems, such as the learners may get the answers wrong, teachers do not know if it is because they do not understand, they understand but forget, or they are focusing on something else so that it disturbs their understanding (Helgelsen and Brown (2007: 11). Therefore, in this step, ‘task’ is used in order for the students to have a purpose in listening. There are various purposes of listening such as listening to catch very specific information, listening to get general idea and listening to draw inferences. The last phase is post-listening activities. Based on task-based learning approach, in the last phase, teachers can give opportunity for


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students to learn in more detail about the language features they have found in the materials presented in the previous phase. Learning language features for example some expressions or vocabularies that they have listened before is important since it will likely make the students notice to the target language. As Schmidt (2010) has stated, noticing is important for helping learners to process input into intake so that later they will be able to use it for communication. From the paragraph above, it can be concluded that giving lots of practice to students is important for them to improve their listening comprehension. However, teachers should not teach listening by merely giving lots of practice. They also need to consider the sequence of teaching that can assist students in improving comprehension and developing their listening skills. The appropriate approach to teaching is also necessary to be applied. Task-based approach is use by considering the practicality and students’ familiarity to this approach that make it feasible for the research. c. Factors Affecting Listening Comprehension As a good English teacher, it is important to know the factors affecting the students’ listening comprehension. Understanding of the factors is crucial like how they can affect performance in listening comprehension, which difficulties the factors can originate from and so on. Teng (2006) stated that students often face difficulties in learning listening because of the interference of the first language and the time limitation. This statement can be true since in Indonesian context, for example, listening comprehension often becomes difficult because of the failure of recognizing sound signals in English language since the written words are different from the


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spoken one. For example the word ‘ship’ and ‘sheep’ which are pronounced differently between the vowel /ı/ and /i:/ but they look the same when it is heard from the recording. According to Ur (1984; 11), it takes a considerable amount of practice for the students to understand things like that. Besides that, in the school, there is little amount of time given by the teacher to learn listening. A study by Ardila (2013: 103) mentioned some factors affecting listening comprehension. They are motivation, paralinguistic features, the lack of vocabulary, lack of concentration, teachers’ methodology and variety of tasks, and the learners’ background knowledge. Another study on listening by Arief (2013: 55) stated five factors that make students difficult in listening, they are: 1) colloquial language, 2) stress, rhytm and intonation, 3) reduces forms, 4) redundancies, and 5) accents.

In addition to factors mentioned by Arief,

Underwood (1989 as cited in Gilakjani and Ahmadi, 2011: 981-982) stated seven causes of obstacles to listening comprehension. First, listeners cannot control the speed of delivery. Second, listeners cannot always have words repeated. Third, listeners have a limited vocabulary. Fourth, listeners may fail to recognize the signals which indicate that the speaker is moving from one point to another, giving an example, or repeating a point. Fifth, listeners may lack contextual knowledge. Sixth, it can be difficult for listeners to concentrate in a foreign language. Seventh, students may have established certain learning habits such as a wish to understand every word. From the paragraphs above, I conclude that there are two main factors in listening comprehension: internal and external factor. Internal factor in this case is the factor which is originated from the students themselves related to linguistic


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and non-linguistic factors. Linguistic factors are, for example, lack of vocabulary, poor understanding of sentence relation, poor recognizing of reduces forms, lack of understanding towards colloquial language and so on. Non-linguistic factors are for example lack of motivation, concentration, background knowledge, listening strategy, anxiety, and related to the way the spoken text is presented.Meanwhile external factors are the factors which come from the environment. For example the environment does not support them to develop listening habit, lack of input and practices and lack of immediate feedback when listening. To tackle problems related to internal factors like the linguistic factors, students need to have a lot of practice.Long time ago, there was also a study conducted by Boyle (1984) on factors affecting listening comprehension. He conducted a survey to thirty teachers from two universities in Hongkong, Polythecnic, teacher training colleges and schools. In addition to teachers, he also involved sixty students who have just finished secondary education in the survey.This study discovers that both teachers and students consider lack of practice the most important factor. Therefore, practice is important in listening comprehension. In addition, to tackle problems of non-linguistic factor as well as the external factors, a supportive environment to support students in learning listening is very crucial to be established. d. Listening Strategies Listening strategies are conscious plans to deal with incoming speech, particularly when the listener knows that he or she must compensate for incomplete input or partial understanding (Rost as cited in Carter and Nunan,


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2001: 10). To be successful in listening comprehension, many studies have revealed the importance of listening strategy. Most of the studies said that the use of listening strategy may help learners to be an independent and competent learner. Oxford (1990 as cited in Rahimi, 2012: 551) argues that strategies are important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. To define learning strategies, it is better first to know learning strategy as listening strategy is a part of it. In the Concise Encyclopedia of Educational Linguistics (1999as cited in Rahimi, 2012: 551), Oxford offers this definition: learning strategies for second or foreign language learners are “specific actions, behaviors, steps, or techniques that students use to improve their own progress in developing skills in a second or foreign language. These strategies can facilitate the internalization, storage, retrieval, or use of the new language.” There are various strategies that can be used for listeners in listening. In this research, I took the taxonomy from Vandergrift. Vandergrift (1997b) taxonomy is based on O’Malley and Chamot (1990, 137-139); Oxford (1990, 21); Vandergrift (1996). He proposed three types of strategies, metacognitive, cognitive, and socio-affective. Harmer (2008: 34) explained that cognitive strategies are strategies that we use in order to complete an immediate task. For example, a student may find out about the topic before listening, in order to predict content. Metacognitive strategies are related to learning in general and often have long-term benefits. For example students might choose to tune in to a BBC recording once a week as a strategy for improving their listening. Socio-affective strategies are concerned with the learners’ interaction with other speakers and their attitude towards learning. For


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example they may choose to rehearse a telephone conversation in L2 with another student in order to develop confidence, or reward themselves with a doughnut when they successfully complete some task in the target language. As listeners, especially in the countries that treat English as a foreign language, often face difficulties in listening, they will naturallyemploy different kinds of listening strategies ranging from cognitive, metacognitive and socioaffective strategies as explained above.Considering the close relation of listening strategy in listening process, it is important to consider it in improving listening comprehension. In this case, listening strategy is taken as a moderator variable of the research. It is not manipulated yet it is observed to strengthen the external validity of the research results. It means that the involvement of listening strategy in this research is to explain whether the effect of FLAP on the students’ listening comprehension can be generalized across all the types of listening strategies students belong to (more varied or less varied strategies). e. Teaching Listening in Senior High School According to Badan Standar Nasional Pendidikan (BSNP), the objective of the English teaching-learning process in Senior High School is to develop communication skills in the form of spoken and written to achieve functional literacy level (2006: 235).Literacy level involves performative, functional, informational, and epistemic. On the performativelevel, people are able to read, write, listen and speak using the shared symbols. On the functional level, people are able to use language in meeting his or her daily needs such as reading newspaper or manuals. On the informational level, one is able to access knowledge with his or her language competency. Meanwhile, on the epistemic


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level, people are able to express knowledge into the target language (Wells, 1987 cited in BSNP, 2006: 234). The teaching and learning of English in senior high school aims at assisting learners to achieve the functional and informational level. In the listening class, students are expected to be able to understand spoken language that they often find to fulfill the daily needs such as listening to conversations, listening to short functional texts, and some spoken text types. Considering the needs of learning listening for senior high school students, teachers should also be aware that listening involves complex skills. Comprehending spoken texts which are complex needs lots of practice. The practice can be done by employing students to various microskills. This will make the students familiar with the effective way to listen to target language. Therefore, in the teaching program, teachers need to consider teaching some listening microskills to the students.Below is the microskills of listening comprehension proposed by Richards (1983 in Brown, 2001: 256). 1. 2. 3.

Retain chunks of language of different lengths in short-term memory. Discriminate among the distinctive sounds of English. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in signalling information. 4. Recognize reduced forms of words. 5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance. 6. Process speech at different rates of delivery. 7. Process speech containing pauses, errors, corrections, and other performance variables. 8. Recognize grammatical word classes (nouns, verbs, etc), systems (tense, agreement, pluralization), patterns, rules, and elliptical forms. 9. Detect sentence constituents and distinguish between major and minor constituents. 10. Recognize that a particular meaning may be expressed in different grammatical forms. 11. Recognize cohesive devices in spoken discourse.


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12. Recognize the communicative functions of utterances according to situations, participants, and goals. 13. Infer situations, participants, goals using real-world language. 14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. 15. Distinguish between literal and implied meanings. 16. Use facial, kinesic, body language, and other nonverbal clues, to decipher meanings. 17. Develop and use a battery of listening strategies such as detecting keywords, guessing the meaning of words from context, appeal for help, and signaling comprehension of lack thereof. Teachers do not need to force students to master all of the skills above at one time. Teachers can select some of them to focus on for a certain period of time during the teaching and learning process.In the field of language teaching in a formal situation, teachers should follow the national curriculum. In the recent regulation, the government has given option for each school to adapt a certain curriculum proposed by the government, that is 2006 Curriculum or 2013 Curriculum. In the context of the school in which the research is conducted, the curriculum adopted is KTSP 2006. Therefore, in this research, the listening materials is based on KTSP 2006. The basic competenciesif listening skillare presented below. Table 2.1 Basic Competencies for Teaching Listening in Grade X No.

Basic Competencies

1.1

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

Topic/Material

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


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2.1

Responding meanings accurately, fluently and 1. Advertisement acceptably in simple short of functional spoken (short monologue) text (e.g. announcement, advertisement, invitation, etc.) both in formal and informal occasion used in 2. Announcement various daily life contexts. (short monologue)

8.2

Responding meanings in simple spoken 1. Narrative (long monologue texts that use spoken discourses monologue) accurately, fluently and acceptably in daily life 2. Descriptive (long contexts in the forms of narrative, descriptive, and monologue) news item.

f. Listening with Technology The development of technology today has brought many benefits for daily life. In addition to daily life, many educators and experts believe that technology can be employed in teaching-learning activities in order to improve the outcomes. In addition to the outcomes, technology often positively contributes to the learning process itself as cited from Kurniawati (2012: 158), “Technology can be an effective alternative to improve students’ learning process and achievements.” Therefore, employing technology in teaching-learning activities can be a useful idea for English teachers who want to have better process as well as better outcomes. Related to listening, technology can serve as media for learning listening. Through technology, students can access more input for language learning, in this case is learning how to listen and to comprehend spoken English. It has been known that in the local context of Indonesia, most of the students have little exposure or input of English language. If they do not practice listening to spoken English, comprehension will tend to be difficult. Now that technological devices with its materials have been widely spread in the environment, teachers or students may utilise it whether in the classroom or outside the classroom to improve listening comprehension. Rost (as cited in Carter and Nunan, 2001: 13)


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gives emphasis that the widespread availability of some technological devices such as audiotape, videotape, CD-ROMs, DVDs and internet downloads of sound and video filescan be potential input for language learning. Nowadays, technology has been growing more advanced. There is a new mode of learning using technology, namely by using mobile phone or recently the more sophisticated one, that is using Android smartphone. Learning by using mobile phone as the media can be called as mobile learning. 3. Fun Listening Android Application (FLAP) Fun Listening Android Application (FLAP) is a product developed under R and D projectby Martanti (2015) and had been tested for its feasibility as the media for learning listening. FLAPwas developed by using the program named appinventor, that is by accessing http://ai2.appinventor.mit.edu/. FLAP consists of some parts, that is the front page, home page, and content page. Each screen is connected to other screens by clicking at the instruction button. The front page of the product is featured by picture and the instruction button “enter” to enable students to go to the next screen, that is the menu.

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


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In the menu page, there are four buttons: Focus, Fun, Final and Forum. ‘Focus’ menu includes the audio materials, exercises, and the vocabulary review. Fun menu includes entertainment such as songs, stories and poems. Final menu consists of some examples of the national exams questions for practice. Meanwhile, the ‘Forum’ menu provides a place for students to share or to communicate with teachers or other students. The ‘Focus’ menu, if it is clicked it will lead to ‘Topics’ which consists of fifteen units respresenting different themes such as Introducing Oneself and Others, Showing Sympathy, Describing People, Visiting Jatim Park and Announcement.

Figure 2.2 The Appearance of Topics Menu Each unit consists of three parts: Listen, Practice and Review. By clicking at the Listen button, students can listen to the audio in the forms of dialogue or monologue. Meanwhile, by clicking at the Practice button, students can do the exercises in the forms of True or False, Multiple Choice or Short Answers. In the last button, that is Review button, students can learn the language expressions and vocabularies related to the audio.


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

Figure 2.4 The Appearance of Fun Button


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The last button in the homepage that can be used for learning is the Final button. In the Final page, students can learn by doing some exercises which mostly are taken from examples of the national exams questions. This is to give challenging opportunities for students to review their ability in listening after they get some practices in the Focus and Fun page. B. THEORETICAL FRAMEWORK The first objective of the study is to discover the effect of FLAP on the listening comprehension. As it is known, there are many problems related to listening comprehension. This research tries to discover whether FLAP can be effective media to solve listening comprehension problems and to improve students listening comprehension. According to the theory, problems of listening comprehension are many. Underwood (1989 in Chen, 2005) stated that there are seven listening problems often faced by learners: (1) listeners’ limited vocabulary, (2) failure to recognize the signals, (3) lack of control over the speed at which the speaker speaks, (4) problems of interpretation, (5) not being able to get things repeated, (6) inability to concentrate, and (7) lack of listening habit The following is the concept map of problems in listening comprehension. I tries to relate it with some advantages of FLAP which might be useful for solving those problems. The usefulness of FLAP in solving the problems of listening comprehension will be explained in the next paragraph.


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Figure 2.5 The Conceptual Framework of the Study Listening comprehension is a complex cognitive process. Therefore, listening comprehension is difficult in a second or foreign language (Lynch and Mendelsohn, 2002: 207). There are many factors contributing to the success of understanding messages in spoken language. One of them is related to the students’ familiarity with features of spoken language. Students especially in EFL context often face difficulties since they are not familiar to the features of spoken language such as vocabulary and sounds signals (Underwood, 1989 in Chen, 2005). In order to be familiar, they need to expose themselves with English vocabularies and sound signals. Unfortunately, many EFL learners have very few opportunities to get exposure (input) in their surrounding from which they can familiarize themselves with vocabularies and sound signals in English. This problem might be solved by using media, in this case is FLAP. The role of media


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as stated by Newby, Stepich, Lehman and Russel (2000: 100) is to facilitate student learning. It may serve as source of input. FLAP as media for learning listening provides input in the forms of various spoken texts including transactional and interpersonal type, dialogue and monologue as well. Through this way, students are expected to be able to be familiar with vocabularies, expressions and sound signals in English. Listening, with its complex process not only requires students to be familiar with the input (exposure). It also requires students to process the input in the forms of spoken text. In fact, students often find it difficult in the listening process. As stated by Underwood (1989 cited in Chen, 2005), several problems related to the listening process are lack of control over the speed at which the speaker speaks, problem of interpretation and not being able to get things repeated. Those problems actually can be solved through extensive practice of listening. Whereas it is important to familiarize students with input, it is also necessary to familiarize students with practice. This can be done by using FLAP. FLAP provides various types of texts and tasks (exercises) which are useful for developing students’ listening comprehension skills. Listening also involves affective factors such as being motivated and stimulated to attend to another person’s message (Weaver, 1972 cited in Gungor, 2012: 127). In the listening classroom, in which students are put into a one-way listening, affective factors can be interpreted as the students’ motivation towards listening materials. Increasing students’ motivation can be done by using FLAP. It varies the teaching-learning activities and give chances for students to try fun activities provided in it.


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Another listening problem according to Underwood is the lack of concentration. The lack of concentration may correlate with affective factors since it is often caused by students motivation towards listening. Students’ lack of motivation may decrease students’ concentration in listening. Also, technical problem such as unclear audio may lead students to give up easily from listening activity because their concentration are distracted. In FLAP, listening materials are presented in more interesting mode of presentation than the media in traditional class which use the class speaker and paper pencil exercises. This characteristic is expected to engage students to practice listening. Besides that, using FLAP, technical problems like unclear audio when listening using speaker in the classroom can be solved. By learning using FLAP students may use earphone to reduce sounds from outside and they can adjust by themselves the volume of the audio based on their needs so that they can enjoy listening with better condition. In addition, in listening class, there is also one problem which is rarely seen by most of the students, that is problem related to lack of listening habit. Listening habit is important in developing listening comprehension. Students’ listening habit is actually related to learning support or the availability of materials or media. In the environement, students are often lazy to get the materials by themselves. Most of them depend themselves on the listening materials they got from the class. They do not want to get engaged to listen outside the class. They only listen mostly in the classroom. Whereas classroom contact hours are very limited. Some possible problems of lacking listening habit is that students do not have access to the material or it might be because the material is not interesting and the media is


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not available. FLAP is considered an appropriate medium for students to tackle this problem. In addition, the characteristics of portability and flexibility give useful value for students to learn listening without limitation of place and time. Based on the reasons above, it can be concluded that, theoretically, FLAP is an effective media that can facilitate listening learning process and lead to the improvement of students’ listening comprehension. However, this conclusion is only tentative since it has not been examined empirically. Therefore, confirmation is necessary to discover the effect of FLAP on the listening comprehension. The hypothesis proposed is: there is an effect of FLAP on the listening comprehension of grade X students. This hypothesis can be expressed operationally withHo= the post-test mean score of the control group is the same as the experimental group’s, and H1= the post-test mean score of the experimental group is different from the control group’s.Meanwhile, the hypothesis can also be expressed with the statistical equationHo:1=2 and H1: 1≠2 with 1 as the mean score of experimental group and 2 as the mean score of control group. The second objective of this research is to discover the interaction effect of FLAP on the listening comprehension across the use of strategy. This is the answer to the second research question. It is proposed as a research question because it is necessary to strengthenor to make the result of the first research question clearer. It is a question whether FLAP can work effectively with the condition that students have various listening strategies. Learning strategy is often found to be correlated with learning technique. Students’ have preferences towards certain learning technique. Students with more varied strategies might challenge themselves with learning technique which include many exercises and


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tasks. However, students with less strategies might be more convenience using a regular technique in which they can develop their vocabularies and contain less exercises. It can be said that way because listening strategy is negatively correlated with listening anxiety. Students with more varied strategy usually have less anxious feeling in learning while students with less varied strategy have more anxious feeling towards learning. Students with more varied strategy are convenience with learning technique which include many listening tasks. However, students with less varied strategy will likely be more anxious facing a classroom which force them to do various listening tasks. Those type of students probably would prefer to focus on the input such as understanding vocabulary and expressions than exposing themselves into frustrating exercises. Besides that, listening strategy is often correlated with listening comprehension. Advanced learners usually employ more strategies than less advanced learners. Students who use more strategies, regardless of the learning technique, might perform better in their listening comprehension test than those who use less strategies. The correlation between listening strategy and learning technique as well as the correlation between listening strategy and listening comprehension should lead to the consideration of involving listening strategy in this research. It is to give deeper understanding of possible factor which may influence the result of the research concerning the effect of FLAP on the students’ listening comprehension. Therefore, the second hypothesis that is proposed is: there is an interaction effect of FLAP on the listening comprehension of grade X students across the use of strategy. Operationally, it can be expressed that Ho= there is no interaction effect of learning technique and listening strategy on the listening comprehension


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of grade X students , and H1= there is an interaction effect of learning technique and listening strategy on the listening comprehension of grade X students. It can be expressed by statistical equation Ho:1A=1B=2A=2Band H1: at least one mean is different;with 1Aas the mean score of experimental group with more varied listening strategy, 1Bas the mean score of experimental group with less varied strategy, 2A as the mean score of control group with more varied listening strategy, and 2B as the mean score of control group with less varied listening strategy. The third objective of this research is to describe the students’ responses about the use of FLAP in learning listening. To my best knowledge, if students are given FLAP as a medium for learning listening they will likely benefit from it and give positive responses to it. It is just like when they are given English learning through the medium of computer. FLAP is actually computer in hand. Students can play quiz or do exercises like what they usually do in the computer. With the computer students can click while with their smartphone students can touch the screen. It is almost the same. However, FLAP is more efficient because it is more handy and recent. It is relevant with characteristics of students of their age who like to experience new way of learning rather than the traditional class which often makes them get bored easily. In addition to students’ affective state, FLAP is also believed to be a medium which can help students in learning through the exposure and practice in it. In the surrounding environment, students rarely got exposure. The establishment of FLAP in their daily life can enhance their willingness to learn listening and to get engaged more with listening materials. Besides that, materials


37

are important for students to make them accustomed to spoken text. It is sometimes not easy for students to differentiate sound and written words. Provided exposure helps students to get input so that they will learn to recognize the discrepancies between spoken and written words. Besides that, FLAP provides various texts and exercises. Texts include not only words and sentences but also the context of the spoken text. Knowing the context is important in learning listening to interpret the message. FLAP will likely help students tackle problem with interpretation that is often occur when they listen to a certain text. Availability of exercises with different types may enhance students’ opportunity to practice and avoid students boredom in learning. Various texts and exercises available in FLAP can be utilized by students to extend their learning. They not only have to learn listening class. They can develop themselves to be independent learner since FLAP facilitate their learning not only in the classroom but outside the classroom. FLAP combined with activities in the classroom can create supportive condition for learning listening. Learning occurs not only in the classroom but also outside the classroom. The characteristics of FLAP explained above, then, can be summarized into pre-figured themes below.The pre-figured themes are developed as guidance for obtaining the data of students’ responses towards the use of FLAP in learning listening. Table 2.2 The Pre-Figured Themes for the Interview No. 1

Interview Points The students’ response towards the use of FLAP as media

Pre-Figured Themes Provided exposure, repeated practice, portability, flexibility


2

The students’ response about the features of FLAP and the activities in the classroom

Features of FLAP, activities in the classroom, independent learning and listening habit

3

The students’ response about their feeling towards the use of FLAP

Interesting, attractive and motivating

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CHAPTER III RESEARCH METHODOLOGY In order to answer the research questions and to verify the empirical truth of this study, the appropriate method to conduct the research is needed. Therefore, in this chapter, I would like to present the detail of the research method employed in the study. It consists of research design, nature of data, source of data, instruments, data gathering techniques and data analysis. A. RESEARCH DESIGN The goal of this research is mainly to discover the causal relationship of FLAP towards listening comprehension. Besides that, it also studies the causal relationship of another variable, that is listening strategy, towards listening comprehension. In addition, it also tries to describe the implementation of FLAP in the listening teaching-learning process. This study used a mixed-method design. A mixed method design or approach isto intertwine both qualitative and quantitative methods in a single study (Litchman, 2013: 104). The benefit of using the mixed-method design is to give more informative result of the study about things being investigated. This study employs an experimental study with factorial design and supported by qualitative survey research design. This study belongs to explanatory mixed method design. In explanatory research design, the quantitative data are collected and analyzed. Major emphasis is on the quantitative data. The qualitative data are collected to follow up or refine results from quantitative data (Lodico, et al., 2006: 286).

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An experimental study involves settingup precisely controlled conditions to which the individuals or groups being studies must react (Baker, 1999: 20). According to Vogt (as cited in Creswell, 2012: 311), factorial designs “represent a modification of the between-group design in which the researcher studies two or more categorical, independent variables, each examined at two or more levels.” Further, he stated that the purpose of factorial design is to study the independent and simultaneous effects of two or more independent treatment variables on an outcome (Creswell, 2012: 311; Gall, Gall and Borg, 2007: 418). Hatch and Farhady (1982: 151) stated that factorial design is used when the researcher have more than one independent variable in the design. In this case, there are two independent

variables,

they are the teaching technique and

listening

comprehension strategy. Each of the independent variable has two levels. It means that the teaching technique consists of FLAP and non-FLAP technique, and the listening comprehension strategy consists of more varied and less varied strategy (Appendi 14 and Appendix 15). Factorial design in this study used to discover the interaction effects between the technique (FLAP and Non-FLAP) across the listening strategies (more varied and less varied) used by students of grade X in improving listening comprehension. Interaction effects exist when the influence on one independent variable depends on (co-varies with) the other independent variable in an experiment). The design can be presented schematically as follows.


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Table 3.1 The Factorial Design 2 x 2 Listening Strategies More Varied

Less Varied

FLAP

Using FLAP with More Varied Strategies

Using FLAP with LessVaried Strategies

Non-FLAP

Using non-FLAP with More Varied Strategies

Using non-FLAP with Less Varied Strategies

Technique

In this case, factorial design is aimed to answer the question related to the interaction effect: Is there a difference on listening comprehension of students taught using FLAP/non-FLAP across the use of strategy (more varied and less varied listening strategy)? In addition to factorial design, this study is supported by qualitative survey research design. Qualitative survey research design belongs to a type of survey research design. Survey research has various functions such as to describe trends, to determine individual opinions, or to identify important beliefs and attitude of individuals (Creswell, 2012: 376). Cohen, Manion and Morisson (2007: 205) states that survey design is used to gather data at a particular point in time with the intention of describing the nature of existing conditions, or identifying standards against which existing conditions can be compared, or determining the relationship that exists between specific events. In this study,qualitative survey research is also used because it aims to describe data on variable of interest, that is on the use of FLAP in learning listening to improve listening comprehension. B. RESEARCH PROCEDURE In general, I adapted the procedure of mixed method research proposed by Creswell (2012: 555). There were some steps followed for this design. The first is to determine whether a mixed-method design is feasible to the context. Feasible


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means that the research is possible to be conducted successfully within the time constraint and available resources. The mixed-method design is feasible to be conducted since there was sufficient time and also supporting resources such as the valid instruments for data collection, the respondents/participants, and the researcher who played important role to implement the design based on the procedure. Secondly, the rationale for conducting a mixed-method study should be established. The background for selecting the mixed-method was actually the need to answer the research questions. In this case, there are three research questions. The first and the second research question are to discover the effect and the interaction effect of FLAP on the listening comprehension. To answer these questions, an experimental research need to be conducted. Meanwhile, the third research question is to discover the students’ responses toward learning listening using FLAP. This aims to follow up the answer to the first research question, that is to get better understanding of the students who have learned listening using FLAP. To answer the third research question, a qualitative survey design by using interview was used.The procedure for conducting the experimental and qualitative survey designwill be clarified later in the next paragraph. In addition to answering those research questions, the reason for selecting mixed-method design is also to strengthen the external validity of the research, that is the generalizability of the research.After that, the data collection technique should be identified. In this research, the data collection technique used was listening comprehension test, listening strategy questionnaire and the interview. Then, the instruments were made and validated. After that, data collection is conducted in the field followed by the data analysis and report writing.


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The paragraph above clarifies in general the procedure for the mixedmethod design employed in this research. The following is the procedure, in more detail, for conducting the experimental and qualitative survey design. The procedure was started by setting up the research questions. Then, the literature review was conducted. After that, the conceptual framework is established, the hypotheses were formulated for the first and second research question and the pre-figured themes were established for the third research question. To verify the hypothesis and to get responses from the students about the use of FLAP in learning listening comprehension, data collection process were necessary. Before collecting data, an observation to the school was conducted to know the real situation of the research subject and the conditions where the research would be implemented. The observation was conducted. Available resources and possible constraints were identified. This was important for establishing control to the experimental study. From the discussion with the teacher, three classes were selected for the study. This selection was based on the teacher’s opinion since the teacher has experienced with the students. So, the teacher was able to predict the students’ competence. In this case, the selected classes were those which have approximately the same competence in English. After selecting three classes, the random selection is done (cluster random sampling). The control group was class XA while the experimental group was class C. Class B was selected as the pilot test class. After the subject of the research was ready, the instruments were created. The instruments were in the forms of listening test and listening strategy


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questionnaire. The instruments were validated conceptually and empirically. Conceptually, the blue print was made while empirically the pilot test was conducted. To validate the instruments conceptually, a consultation to the lecturer and the English teacher was done. The content of the test was based on the syllabus and the indicator was based on the listening comprehension skills proposed by Goh (2002: 2). Meanwhile for the interview, the interview guideline was made to reveal the students’ responses. The guideline contains mostly the general questions since this would be followed up with questions developed during the interview (semi in-depth interview). After conceptual validation, the empirical validation was done. The pilot test was conducted to class XB. The test and questionnaire of listening strategy were administered to the students. There are 25 questions for the pilot test of listening comprehension. After analyzed using ITEMAN, 4 items were not valid. Therefore, there were only 21 items which were valid and 20 items which were used for the real test. Meanwhile, for the questionnaire, there were 45 items for the pilot test. After analyzed by using Pearson Product Moment Correlation(in SPSS 17 Program) to obtain the valid items, there were 37 items which were valid. However, only 35 items were used in the later stage to make it easier for conducting the calculation. After the pilot study, the pre-test was conducted. The scores were obtained and analyzed. The normality and homogeneity were also checked. Then, preparation for conducting the treatment was done. In conducting the treatment, the independent variable was manipulated. In this case, the independent variable which was manipulated was the learning technique (FLAP and non-FLAP). The


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listening strategy was also the independent variable but this is not manipulated. Since the treatment is teaching listening comprehension, so the preparation was related to the text (material), audio, exercises and learning activities.Then, treatment or the teaching-learning process was conducted. The researcher acted as the teacher in both classes (experimental and control class). In delivering the lessons, the approach of teaching-learning process was considered and also the amount of time. The treatment was conducted in three meetings. Each meeting lasts for 100 minutes. In addition to the meeting in the classroom, the independent learning activities at their home was also done by students. The teacher gave the homework and feedback in the following meetings. There were 6 materials they should learn. During the listening learning process, students learn how to identify the main idea of the spoken text, identify the detail information, and draw the inference. Generally, the teacher researcher started each lesson with a pre-listening activities such as reviewing the lesson that they have learned at home and preparing vocabularies and background knowledge for the next lesson. After the warming-up activities considered sufficient, the teacher moved to the main listening activities, that is listening the materials through the audio in the classroom. In this stage, students learned how to identify main idea, to identify detail information and to draw inference. The first material might be the model of the spoken text. The students listened to it and did not allowed to take notes. The students were asked the general information about the text, for example the main idea of the text. Then, the teacher showed the questions to the students. The students and the teacher discussed the question to make sure that all of the


46

students understood what was being asked. This was to train the students to have something in their mind when they were listening. In the second listening, students are allowed to take notes. After that, the questions and the answer were discussed together. This could be a group work.If it was a dialogue, then the teacher could ask the students to conduct a role play before going to the next materials. This was to vary the activities so that the students did not easily get bored.As a follow-up exercise, students were asked to practice listening individually or remains in group. In this case, there was a difference between the experimental and control group. The follow-up activity in the experimental class used FLAP as the medium of learning while in the control class, the regular class speaker was used. The tasks in this stage might be the same as in the previous stage, that is identifying the main idea, detail information and drawing inference. After the main-listening activity, the teacher moved to the post-listening activity. The students and the teacher discuss what they had learned. In task-based approach, this activity is also called language focus activity in which students and the teacher can discuss the vocabulary, expression or phrases that they had listened previously so they could understand better. Additionally, students might also be given opportunity to practice pronouncing the words or expressions in English. In experimental class, they might use their FLAP to learn pronunciation. Lastly, before the teacher closed the lesson, a homework was assigned for students. They were asked to learn another topic of listening independently. This would be discussed in the next meeting. The students in experimental class were given an instruction to listen from the FLAP since the topic was there while the students in control class were given the soft-file which they could listen from their


47

computer or laptop at home. However, the topic, the materials and the tasks were the same. From the procedure above, it is known that the only difference applied to the two classes is that in the use of FLAP and non-FLAP. In FLAP class, students were supplemented by exercises from FLAP while in non-FLAP class, students were learning listening using regular device, that is the class speaker. In addition to the amount of time which was the same between experimental and control group, the teacher also used the same approach of teaching and learning process, that is task-based approach. Task-based approach is employed because it is practical to be implemented during the research period. It is also challenging especially for students who are in the intermediate level as grade X students to learn from tasks. Task-based approach emphasizes the importance of outcome. Outcome in this case, because it is listening class, is the students’ understanding of the spoken English. Task-based approach is not relatively new for students. Students are accustomed with tasks in everyday lesson. It will also keep the control to the research. Meanwhile, the learning sequence in this research combined the approach used and the common steps in teaching listening (prelistening, while-listening and post-listening). The task-based sequence which adapted in this study consists of pre-tasks, tasks-cycle, and post-tasks. Students in experimental and control class followed this kind of learning sequence. After conducting the treatment, post-test was conducted. The listening strategy questionnaire was also administered. The interview was also conducted to reveal students’ responses after learning listening using FLAP. Then, the results were collected and analyzed.


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C. DATA 1.

Nature of Data The data in this research consist of quantitative data and qualitative data.

The quantitative data are obtained from listening comprehension test and listening strategy questionnaire. Listening comprehension test was conducted two times: pre-test and post-test. The type of the data obtained from the test is interval data. Meanwhile, listening strategy questionnaire was also given to the students. This close-ended questionnaire with 4-points Likert scale revealed the data in the forms of interval data which is then converted into nominal (categorical) data in order to make it able to be operated using statistical analysis of two-way ANOVA. Besides the data from test and questionnaire, I also obtained the data from interview. The interview data, in general, are in the forms of students’ responses towards the use of FLAP in learning listening (verbal data). 2.

Sources of Data The population of this research is students of grade X inSMAN 1 Depok

Yogyakarta which include in six classes. Regarding the ethics of conducting the research project, a permission letter was obtained first the government. Then, the observation was conducted. The sources of data are determined through two phases. They are determining the sampling design and determining the sampling method and sample size. First, the sampling design needs to be determined. The mixed sampling design used in this study is nested concurrent design. Johnson and Christensen (2012: 239) state that in nested concurrent design, the quantitative and qualitative data are collected at approximately the same time (concurrently) with the


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qualitative sample is the subset of the quantitative sample (nested relation). Second, the sampling method and sample size for both quantitative (experiment/factorial design) and qualitative research in this study will be explain as follows. The sampling method suggested for the experimental research/factorial design is random sampling. The sample should be selected randomly (random selection) and assigned to experimental and control group (Gall, Gall & Borg: 2007). The sample that has been taken by using cluster random sampling was class XA and XC for control and experimetal group respectively. In this research, the students identity were protected by using numbers, for example Student 1, Student 2 and so on. The table below shows the distribution of the students belonging to the experimental group and control group. Table 3.2 The Experimental and Control Group Group

Class

Number of Students

Control

X-A

30

Experimental

X-C

30

Meanwhile, the sampling method for the qualitative research used in this case is critical-case sampling. According to Johnson and Christensen (2012: 237), in critical-case sampling, cases that can be used to make a previously justified point particularly well or are known to be particularly important are selected for in-depth study. In this study, four students was selected for an in-depth interview.


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D. DATA GATHERING 1.

Technique The data collection techniques of this research is a test, a questionnaire and

an interview. A test, according to Ary, Jacobs and Razavieh (2002: 216) is a set of stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. Therefore, in this case, the test is intended to get the data of students’ listening comprehension ability which then is represented into score of students’ listening comprehension. The test is conducted two times. The first test was used to gain the score of the pre-test and the second test was used to gain the score of the post-test after the treatment. The questionnaire is given to the students to know their use of strategy in dealing with spoken text (listening activity). The questionnaire is given at the end of the teaching-learning process during the experimental study. The interview is basically to gain the data about the factors contributing to the effect of FLAP on students listening comprehension. It is done before, during and after the treatment. 2.

Instrument In line with the technique of data collection mentioned previously, the

instrument used in this research is thetest items, a questionnaire and an interview guideline. The test items are the listening comprehension test for students of grade X. Therefore, the items (questions) formulated for this test are derived from the basic competences of listening skill that students should master in the first semester of class X. To make it clear, the blue print of the listening comprehension test can be seen in Appendix 1. The test consists of 20 items in the forms of multiple choice test (see Appendix 2 and Appendix 3). Since this was a


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listening test, the audio material was used. The transcripts of the audio were provided in Appendix 4 and Appendix 5. In addition to test items, another instrument used in this research is questionnaire. The questionnaire is about listening strategy. It is derived from the concept of listening strategy by O’Maley and Chamot (1990) who divides listening strategy into three: cognitive, metacognitive and socio-affective strategy. The questionnaire is in the forms of 4point Likert scale (Appendix 6 and Appendix 7). Besides that, for the qualitative data, the instrument used to collect the data is interview guidelines. The interview guidelinesconsists of 10 major points(Appendix 8) that later can be extended by the researcher in order to get deeper information about the students’ opinion related to the use of FLAP on improving students’ listening comprehension. Before the instruments were used in collecting the data, the instruments were validated. The instrument should be able to measure what is intended to be measured. It should fulfil the construct validity and the empirical validity. The construct validity is related to the concept. Therefore, clarification of concepts about listening comprehension, listening strategy and FLAP in Chapter II are provided to support the construct validity of the instruments. In addition to construct validity, the empirical validity is also tested. For the listening comprehension test, the empirical validity is tested by conducting a try out, compute the results into ITEMAN and analyzing it from the aspect of discrimination index, difficulty level and distractor analysis. For the questionnaire of listening strategy, the empirical validity is tested using Pearson Product Moment Correlation with the help of SPSS 17 program.


3.

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Process In conducting this study, the data are collected through some stages. The

first stage is gathering the data for the experimental research. There are two types of data for the experimental research. The first type is the test score and the second type is the listening strategy questionnaire. To get the first type data, a pre-test and post-test were conducted to each group (experimental and control group). The test items were validated first before it was used in pre-test. After the pre-test was conducted, the treatment was done and the post-test results were obtained. The post-test data from experimental and control group are computed in SPSS program. It aims to find the mean difference of listening comprehension test results between experiment and control class after given the treatment. To get the second type of data, i.e. students’ listening strategy, the questionnaire of listening strategy was distributed to the students in each group. The questionnaire consists of 35 questions. The questionnaire is in the form of Likert rating. Before it is administered to the students, a try out was conducted to validate the questionnaire. The questionnaire data are obtained to find out and to categorize the students’ listening strategy. There are two categorizations: more varied listening strategy and less varied listening strategy. The students who use more strategy werecategorized into more varied listening strategy while those who use less strategy werecategorized into less varied listening strategy. This categorization was used to test whether differences exist between the experimental and control group if it is seen from the use of strategy.


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The second stage is gathering the data for the qualitative survey research. The data are collected through in-depth interview with four respondents from the experimental group. In-depth interview is an interview to obtain in-depth information about a participant’s thoughts, beliefs, reasoning, motivations, and feelings about a topic (Johnson and Christensen, 2012: 202). This interview is conducted to support the quantitative findings. In this case, it is to obtain the information on what the students opinion or feeling about learning listening using FLAP. E. DATA ANALYSIS The data obtained in this research need to be analyzed in order to answer the research questions. The data, as mentioned previously, consist of quantitative and qualitative data. The quantitative data are analyzed using descriptive andinferential statistics and the qualitative data are analyzed descriptively. The detail of the data analysis are as follows. 1. Descriptive Statistics Before conducting a hypothesis testing using inferential statistics, I used descriptive statistics first to describe and summarize the data. The data that are gathered from the students in the forms of test score and listening comprehension score are processed in the SPSS 17 program to obtain some information about the mean, median, mode, standard deviation, maximum and minimum score. Furthermore, frequency distribution table is also presented to illustrate the condition of the students’ listening comprehension before and after the treatment. This table shows the categorization of students’ listening comprehension which is divided into six categories: very poor, poor, fair, good and very good. The


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categorization is based on the formula by Sudijono (2009) which take into account the ideal mean (Mi) and ideal standard deviation (SDi) of the data as follows. Ideal Mean (Mi)

= (maximum score + minimum score)

Ideal Standard Deviation (SDi)

= (maximum score-minimum score)

Figure 3.1 Ideal Mean and Ideal Standard Deviation (Sudijono, 2009) The ideal mean (Mi) can be obtained by adding the highest score and the lowest score, and then divided by two. Meanwhile, the ideal standard deviation (SDi) can be obtained by subtracting the highest score from the lowest score, and then divided by five. After that, the criteria can be formulated. The formulation is also adopted from Sudijono’s quantitative data conversion as shown in the following figure.

Very Good Mi + 1,5 SDi Good Mi + 0,5 SDi Fair Mi – 0,5 SDi Poor Mi – 1,5 SDi Very Poor

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

The listening comprehension test in the forms of multiple choice test consists of 20 questions with 5 possible answers. The total number of students in both classes (experimental and control class) is 60 students. From the


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scoresobtained in the pre-test and post-test, the calculation was conducted to determine the criteria of score categorization using the formula above. After the calculation, it was found that the ideal mean (Mi) is 70 and the ideal standard deviation (SDi) is 12. Thus, the criteria can be seen in the following table. Table 3.3 The Criteria of Listening Comprehension Score Formula

Interval

Criteria

Mi+ 1.5 SDi= 70 + 1.5 (12)=88

88-100

Very Good

Mi+ 0.5 SDi=70+0.5 (12) =76

76-78

Good

Mi – 0.5 SDi=70 - 0.5 (12) =64

64-75

Fair

Mi – 1.5 SDi=70 - 1.5 (12) =52

52-63

Poor

0-51

Very Poor

After the criteria obtained, the scores could be categorized based on those criteria. With the maximum score of 100, students who scored higher than 88 were considered very good in listening comprehension. Then, the students who obtained score of 76 to 78 were considered good in listening comprehension. The score of 64 to 75 could be categorized into fair category. Meanwhile,the score of 52 to 63 are categorized in poor category. Lastly, the students who obtained 0 to 51 are categorized in very poor category. These criteriawere used to describe the students’ achievement of listening comprehension in each class both in the pretest and post-test. It will be presented in the next chapter. 2. Inferential Statistics The inferential statistics is used to test the research hypotheses. Before this statistical analysis applied, the pre-analysis tests were conducted. The pre-analysis tests consist of normality and homogeneity test.


a.

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Normality test The normality test is used to find out whether or not the data obtained

fromthe research variable has a normal distribution of scores. The test of normality will be used in this research is the Kolmogorov-Smirnov test. If the p value is higher than 0.05 it can be stated that the scores have a normal distribution. b. Homogeneity test The test was done: a) to analyze whether the distribution of the scores of the condition of the groups are homogeneous or not, 2) to reveal whether there is a significant difference of the sample. This research applied the Levene Test (F-test) to find the homogeneity (Hadi, 2004: 312). c.

Hypothesis testing The hypothesis testing is used to answer the two research questions. The

first question is whether FLAP has an effect on listening comprehension of grade X students. The second question is whether an interaction effect exists in relation to the effect of FLAP on listening comprehension across the use of strategy by grade X students. To test this hypotheses, statistical technique ANOVA is used. This technique is also in line with the design of the research, that is factorial design. ANOVA is used to investigate the relationship between one dependent variable and two or more independent variables each of which may have several levels (Hatch and Farhady, 1982: 151). Through using ANOVA, the effect each technique on students’ listening comprehension can be analyzed. In addition, it can analyze the effect of other independent variable or the combination of independent variables on students’


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listening comprehension. This kind of analysis is usually called factor analysis or in another literature, for example in Ary, Jacobs and Razavieh (2002: 202), it is also called multifactor analysis. They stated that multifactor analysis enables the researchers to analyze the combined effects of two or more independent variables in relation to a dependent variable. In this research, after analyzed, the quantitative data will be presented in some tables and also graphs containing numbers. The table will show the result of the statistical analysis ANOVA which tries to answer the research questions about the effect of FLAP on listening comprehension of grade X students and the effect interaction exist in this study. 3. Descriptive Qualitative To answer the second research question, the researcher uses qualitative data analysis. According to Ary, Jacobs and Sorensen (2010: 481-482), qualitative data analysis consists of three steps in general. They are: 1) familiarizing and organizing the data, 2) coding and reducing the data, 3) and interpreting and representing the data. The first step is familiarizing and organizing the data. The researcher should become familiar with the data through reading or listening to the data she/he has obtained during the data collection process. In this case, the researcher will listen to the audio recording of the interview and then transcribe the interview in order to be ready for analysis. Once the transcription has been made (Appendix 9), the researcher will read and reread it. After reading for several times, then it is necessary for the researcher to organize the data whether the data will be


58

oraganized based on the people, based on the topic, or based on the time period of the research. The second step is coding and reducing. Coding and reducing is the core of the qualitative analysis and includes the identification of categories and themes and their refinement (Ary, Jacobs, and Sorensen, 2010: 483). In the process of coding, the researcher develops the concept from the raw data. It is done by read and reread all of the data and find the behavior patterns, thinking or events that seem appear regularly and seem important. The researcher, in this step, may also cut some irrelevant data which appear to be less important in the research. The third step is interpreting and representing. According to Ary, Jacobs and Sorensen (2010: 490), interpreting involves reflecting about the words and acts of the study’s participants and abstracting important understandings from them. The interpretation, however, is not only based on the researcher’s feeling, but it should be supported by the data. Meanwhile, representing is related to how the data are presented. In this research, the researcher presented the interview data in the forms of descriptive detail related to the participants’ opinion, comments and suggestion about the use of FLAP in the teaching and learning process of listening. This descriptive qualitative data will essentially be used to support or explain more about the quantitative finding (Miles and Huberman, 1994: 10). F. RESEARCH VALIDITY (LEGITIMATION)

The research validity (or legitimation) used in this mixed research refers to the theory by Onwuegbuzie & Johnson (2006 as cited in Johnson and Christensen,


59

2012: 273-275). They stated nine types of mixed research validity. In this research the validity used is weakness minimization validity. It refers to the extent to which the weakness from one research approach is compensated for by the strengths from the other approach. Validity of research means that the research results are compatible with the goal of the research as well as the research questions. In Chapter I, it has been stated that the goal of the research is to discover things related to learning as a whole, that is as the product and the process. To fulfill the validity of the research, in this research two designs were combined to complete each other since each research design has its limitation in discovering the answer to the research questions. As stated previously, learning in general can be viewed as process and product. To discover about the product of learning using FLAP, an experimental design was used while to discover the process of learning, tht is related to students’ feeling and responses, a qualitative survey design was used. The later approach or design was expected to support the former one and to compensate its weakness as experimental design can only discover about the product of learning, that is students’ achievement in listening comprehension. Therefore, the goals of the research to discover things related to the product of learning and the process of learning can be achieved. In addition to combining two methods, the validity was also obtained by fulfilling the requirements of both experimental design and the qualitative survey design. The requirement for the experimental design is to control the extraneous varible. The efforts to fulfil this requirement included the use of the same materials, the same amount of time, the same teacher, the same level of ability


60

(proven by the statistical test of normality) and the same approach or activities during the teaching-learning process. Meanwhile, for the qualitative survey design, four respondents were selected as representative of the class to reveal their responses on the use of FLAP in learning listening. During the interview, they were asked to tell their experience and feelings toward FLAP freely without the intervention from the interviewer. The validity was also obtained from the instrumentation. The instruments are important since they are the tools for collecting data. If the instruments are not valid, then the research results are questionable. All of the instruments (test, questionnaire, interview guideline) in this research has fulfilled the validity. The listening comprehension test as well as the listening strategy questionnaire were validated conceptually and empirically. They were based on the theory and consulted to the lecturer and the teacher who are competent in the topic. In addition to that, they were also validated by using trusted statistical program such as ITEMAN and SPSS 17. Meanwhile, the interview guideline was also validated conceptually by referring to the pre-figured themes and consulting to the lecturer before it was used. Furthermore, in this research, the moderator valiable is used, that is listening strategy. This was done to strengthen the external validity. In other words, by having a moderator variable (listening strategy), it is very likely that the research results can be more generalizable than if it was done without examining the moderator variable. Lastly, the efforts to establish the validity of the research result were done by conducting the research procedure systematically.


CHAPTER IV ANALYSIS RESULTS AND DISCUSSIONS

In this chapter, I would like to present the analysis results and discussion. The first section is the analysis results. This section is presented to describe the quantitative data, to verify the hipotheses proposed in Chapter II and to describe the students’ responses towards FLAP. The second section of this chapter is the discussion. This section is presented to discuss the analysis results. A. ANALYSIS RESULTS As mentioned previously, there are three research questions addressed in this study: (1) Is there an effect of FLAP on the listening comprehension of grade X students?, (2) Is there an interaction effect of FLAP and listening strategy on the listening comprehension?, and (3) What is learning using FLAP like? The first and the second research questions will be answered using quantitative data, meanwhile the last research question will be answered by using the qualitative data obtained from the research. Therefore, to make the findings clear, the quantitative and the qualitative data, as well as its statistical processes are presented here. 1. Quantitative Data (Experimental Method) The quantitative data are important in experimental method. Quantitative data in this research are the data obtained from the listening comprehension test and the listening strategy questionnaire. These data were processed using descriptive and inferential statistics. Descriptive statistic is used to describe the

61


62

data in order to be understood better while inferential statistics was conducted to test the hypothesis. At first, the data will be presented in the forms of descriptive statistics and then followed by the inferential statistics. a. Data from Listening Comprehension Tests 1) The Pre-test Result The data obtained from the pre-test given to control class (Appendix 10) shows that the minimum score is 40 and the maximum score is 80. Moreover, the mean value is 62.2, the mode is 70, the median is 65, and the standard deviation is 9.8. The results of the data analysis presented in the table of descriptive analysis as shown below. Table 4.1 Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Control Class N

Minimum

Maximum

Mean

Mode

Median

Std. Deviation

30

40.00

80.00

62.1667

70.00

65.0000

9.79825

In addition to the table above, the pre-test data from the control class are presented on the score criteria to describe the students listening comprehension before the research is conducted. There are five categories to classify the scores such as very good, fair, poor and very poor. Table 4.2Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Control Class

No. 1 2 3 4 5

Score 88-100 76-87 64-75 52-63 0-51 Total

Absolute 0 1 15 9 5 30

Frequency Relative Cumulative (Percentage) (Percentage) 0 0 3 3 50 53 30 83 17 100 100

Category Very Good Good Fair Poor Very Poor


63

In reference to the pre-test score of the control class, the categorization of the students listening comprehension is presented in Table 4.2. There are 5 students (17%) who are classified into very poorcategory, then 9students(30%) are classified into poor category, 15students(50%) are classified into fair category, 1student is classified into good category and no student is cassified into very good category. The data of the pre-test results above show that most of the students in control class, before the treatment, were in very poor to fair category. In addition, the pretest was also given to experimental class. The data from the experimental class (Appendix 10) show that the minimum score is 40 and the maximum score is 80. Moreover, the mean value is 63.8, the mode is 65, the median is 65, and the standard deviation is 10.3. The results of the data analysis presented in the table of descriptive analysis as shown below. Table 4.3Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Experimental Class N

Minimum

Maximum

Mean

Mode

Median

Std. Deviation

30

40.00

80.00

63.8333

65.00

65.0000

10.31264

Moreover, in reference to the pre-test score of the experimental class, the categorization of the students listening comprehension is presented in the following table below. Table 4.4Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Experimental Class Frequency Score Category Relative Cumulative No. Absolute (Percentage) (Percentage) 1 88 - 100 0 0 0 Very Good 2 76 - 87 2 7 7 Good 3 64 - 75 16 53 60 Fair 4 52 - 63 8 27 87 Poor 5 0 - 51 4 13 100 Very Poor Total 30 100


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Table 4.4 shows that there are 4 repondents (13%) classified into very poor category. Then, 8students (27%) are classified into poor category, 16 students (53%) are in fair category, 2 students (7%) are in good category and no student is classified into very good category. It means that most of the students in experimental group were in very poor to fair category. To make the result of the pre-test clearer, the descriptive statistics of the pre-test of control and experimental class are also compared. The comparison can be seen in the table below. Table 4.5The Comparison of Descriptive Analysis of the Pre-Test Scores between Experimental and Control Class Class

Minimum

Maximum

Mean

Mode

Median

Std. Deviation

Cont.

40.00

80.00

62.1667

70.00

65.0000

9.79825

Exp.

40.00

80.00

63.8333

65.00

65.0000

10.31264

From the table above it can be seen that the mean of the control class is 62.17 and the mean of the experimental class is 63.83. It means that the students listening comprehension in experimental and control class is almost the same at the beginning of the research. This statement is also supported by further calculation by employing a t-test. A t-test is usually used to compare two means, in this case, the subject are separated, therefore an independent-samples t-test is used (see Appendix 16). Before conducting the calculation, the normality and homogeneity is also tested (see Appendix 18). The result of the normality of the pre-test data from experimental and control class is as follows.


65

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

Kolmogorov-Smirnov CLASS SCORE

Statistic

df

Sig.

cont.

.155

30

.065

exp.

.145

30

.108

The requirement for judging that the data is in normal distribution is if the value of p or sig. is greater than =0.05. From the Kolmogorov-Smirnov test, the significance value shows that the data both in control and experimental class are in normal distribution (0.07>0.05 and 0.11>0.05). The homogeneity test is then conducted. The results of the homogeneity test is presented in the table below. Table 4.7Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class Levene's Test for Equality of Variances

Equal variances assumed score

F

Sig.

.068

.795 .80

Equal variances not assumed

The requirement for judging that the two classes are homogeneous is if the value of p or sig. is greater than =0.05. From the Levene’s test, the significance value shows that the samples variances of the two classes are homogenous (0.80>0.05). After knowing that the data are normal and homogenous, a t-test is conducted to test whether there is any significant difference of the pre-test scores in both classes before the treatment was applied. SPSS 17 computer program was used to analyze the hypothesis and the data. In hypothesis testing, H 1 is accepted if the value of p<0.05 or tobserved>ttable. So, Ho is rejected and H1 is accepted. The result of t-test is presented in the following table.


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

Tobserved

Ttable

df

p



Interpretation

Pre-test

0.642

4.01

58

0.524

0.05

Not Significant

From the table above, it can be seen that tobserved (0.52>0.05). Therefore, the null hypothesis is accepted. It means that there is no difference on the students listening comprehension between experimental and control class before the research or the treatment is given. Although the mean score of the experimental class is higher than that of the control class (63.83>62.16), the difference is not significant. In other words, the classes have almost similar ability in listening comprehension and they are proper to be used for the experimental research. 2) The Post-Test Result The data obtained from the post-test of the control class (Appendix 11) show that the minimum score is 50 and the maximum score is 95. Moreover, the mean value is 71.3, the mode is 70, the median is 70, and the standard deviation is 10.3. The results of the data analysis are presented in the table of descriptive analysis below. Table 4.9Descriptive Analysis of the Post-Test Score on Listening Comprehension of the Control Class N

Minimum

Maximum

Mean

Mode

Median

Std. Deviation

30

50.00

95.00

71.3333

70.00

70.0000

10.33352

Moreover, the data of the post-test of control class is also displayed in categories or score criteria. As previously mentioned in the pre-test score categories, there are five categories to classify the scores. They are very good,


67

good, fair, poor, and very poor. The results of the categorization can be seen below. Table 4.10Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Control Class

No. 1 2 3 4 5

Score 88 - 100 76 - 87 64 - 75 52 - 63 0 - 51 Total

Absolute 2 5 18 5 0 30

Frequency Relative Cumulative (Percentage) (Percentage) 6 6 17 23 60 83 17 100 0 100

Category Very Good Good Fair Poor Very Poor

The table shows that there is nostudent classified into very poor category. Then, 5students are classified into poor category. There are 18 students in fair category, 5 students in good category and 2students classified into very good category. After the sequence of teaching-learning process in control group, there is some sort of change on the score attainment of listening comprehension test. The post-test results show that most of the students in control group were rangedfrom fair to very good category. The data of listening comprehension post-test are also obtained from the experimental class (Appendix 11). The descriptive statistics of the post-test data from experimental class is presented in the table below. From the table below it can be seen that the minimum score is 65 and the maximum score is 100. The median, mode and standard deviation are 85, 80 and 10.09 respectively. Meanwhile, the mean score of the post-test in experimental class is 84.2.


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

Minimum

Maximum

Mean

Mode

Median

Std. Deviation

30

65.00

100.00

84.17

80.00

85.0000

10.09296

In addition to the table above, the data from the post-test of experimental class are presented in score criteria. There is no student cassified into very poor and poor category. In addition, 8students are classified into fair category, 10 students are cassified into good category and 12students are classified into very good category. Table 4.12Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Experimental Class Frequency Score Category Relative Cumulative No. Absolute (Percentage) (Percentage) 1 88 - 100 12 40 40 Very Good 2 76 - 87 10 33 73 Good 3 64 - 75 8 27 100 Fair 4 52 - 63 0 0 0 Poor 5 0 - 51 0 0 0 Very Poor Total 30 100 Most of the students in experimental group, after the treatment, obtained satisfactory scores which ranged from fair to very good category and no student is classified into poor and very poor category. The range that the students obtained in experimental class in the post-test is the same with that of the control group (from fair to very good category). However, the highest frequency of score in experimental class is in very good category while in control class is in fair category. In addition, in control class, there were still 5 students who were in poor category while in experimental class there was no student included in this category.


69

To make the result of the post-test clearer, the descriptive statistics of the post-test of control and experimental class are also compared. The comparison can be seen in the table below. Table 4.13The Comparison of Descriptive Analysis of the Post-Test Scores between Experimental and Control Class Class Minimum Maximum Mean

Mode

Median

Std. Deviation

Cont. 50.00

95.00

71.3333 70.00

70.0000

10.33352

Exp.

100.00

84.17

85.0000

10.09296

65.00

80.00

In the table above, it can be seen that the mean score of the control and experimental class is different. The mean score of the experimental classis higher than that of the control class (84.2>71.3). However, a further statistical analysis needed to be done to know whether the mean is really different or not. This was done by using independent-samples t-test(see Appendix 16). Before calculating the data, the pre-analysis of normality and homogeneity was done (see Appendix 18). Here is the result of the normality test of control and experimental class. Table 4.14Normality Test of the Post-Test Scores on Listening Comprehension in the Experimental and Control Class a


Statistic

df

Sig.

cont.

.149

30

.089

exp.

.118

30

.200*

The requirement for judging that the data is in normal distribution is if the value of p or sig. is greater than =0.05. From the Kolmogorov-Smirnov test, the significance value shows that the data both in control and experimental class are in normal distribution (0.09>0.05 and 0.20>0.05). The homogeneity test is then conducted. The results of the homogeneity test is presented in the table below.


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Table 4.15Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class Levene's Test for Equality of Variances

Equal variances assumed score

F

Sig.

.108

.743


The requirement for judging that the two classes are homogenous is if the value of p or sig. is greater than =0.05. From the Levene’s test, the significance value shows that the samples variances of the two classes are homogenous (0.74>0.05). After knowing that the data are normal and homogenous, a t-test is conducted to test whether there is any significant difference of the pre-test scores in both classes before the treatment was applied. SPSS 17 computer program was used to analyze the hypothesis and the data. In hypothesis testing, H 1 is accepted if the value of p<0.05 or tobserved>ttable. So, Ho is rejected and H1 is accepted. The result of t-test is presented in the following table. Table 4.16The Results of T-test of the Post-Test Scores on Listening Comprehension in the Experimental and Control Class Data Pre-test

Tobserved 4.866

Ttable 4.01

df 58

p 0.000

 0.05

Interpretation Significant

From the table above, it can be seen that tobserved>ttable (4.87>4.01) with p> (0.00<0.05). Therefore, the null hypothesis is rejected. It means that there is a difference on the students listening comprehension between experimental and control class after the research or the treatment is given. The mean score of the experimental class is significantly higher than that of the control class (84.2>71.3).


71

b. Data from Listening Strategy Questionnaires In addition to the data of the listening comprehension test, in this part, the data related to the students listening strategy will be presented. The data were taken from the listening strategy questionnaire that has been developed and validated previously. The listening strategy questionanire was administered two times, i.e. at the beginning of the research (pre-test) and in the end of the research (post-test). They served different purposes. At the beginning of the research, the listening strategy questionnaire was administered to make sure about the students listening strategy, i.e. whether their strategies are various or not since they would be classified into two levels, i.e. using more varied and less varied strategy. In addition to that purpose, the data are used to control the experimental condition because it would be compared to the data of the students listening strategy at the end of the research. After administering the questionnaire to the students, the data of listening strategy were obtained (Appendix 12 and Appendix 13). Then, the calculation using SPSS 17 program was done. The descriptive statistics was presented (Appendix 17). The normality and homogeneity test were conducted (Appendix 19). Then, the statistical analysis paired-samples t-test is used to know whether there is any difference between students listening strategy before and after conducting the treatment. As it is noted, listening strategy in this case is the moderator variable that is not manipulated. The variable that is manipulated is only the technique used in teaching listening (FLAP or non-FLAP). The table below shows the result of statistical test of the students listening strategy.


72

Table 4.17 The Result of Statistical Test about Students’ Listening Strategy The mean score of listening strategy Pre-test Post-test Control Class Experimental Class

Mean difference

p



Interpretation

93.60

95.13

1.53

0.294

0.05

Not Significant

93.60

92.27

1.33

0.510

0.05

Not Significant

From the table above, it can be seen that the score of listening strategy before and after the research in both classes is different. However, the difference is not significant. The mean difference of the control class is 1.53 and the mean difference of the experimental class is 1.33. In addition, statistically, the p value of the control class is 0.29 (>0.05) and the p value of experimental class is 0.51 (>0.05), therefore, it can be concluded that there is no difference between the listening strategy score before and after the treatment. It means that the experimental condition for the research had been fulfilled (statistically). c. Hypotheses Testing Hypotheses testing was conducted to answer the research question number 1 and number 2. Hypotheses testing was done by employing inferential statistics two-way ANOVA since the design of the research is factorial design which consists of two independent variables each with two levels and an dependent variable. The results from the two-way ANOVA test is divided into two: main effect and interaction effect. The answer of hypothesis 1 can be seen from the main effect and the answer to the hypothesis 2 can be seen from the interaction effect. However, before testing the hypothesis using two-way ANOVA, some prerequisites tests needed to be done: normality test and homogeneity test. The data which were used in this case was only the data taken after the treatment


73

because it was considered as the recent data that reflected the condition after the treatment. The following table is the result of the normality test. Table 4.18 Test of Normality Tests of Normality a

Kolmogorov-Smirnov class score

Statistic

df

Shapiro-Wilk

Sig.

Statistic

df

Sig.

cont.

.149

30

.089

.964

30

.384

exp.

.118

30

.200

*

.956

30

.240

a. Lilliefors Significance Correction *. This is a lower bound of the true significance.

From the table above it can be seen that the significant value of both classes are more than 0.05. The significance value of the experimental class is 0.20 (>0.05) and the significance value of the control class is 0.09 (>0.05). It means the data from both classes are in normal distribution. Meanwhile, to look at whether the samples are homogenous or not, a homogeneity test (Levene test) was conducted. The following table presents the result of the homogeneity of the post-test scores. Table 4.19 Homogeneity Test Levene's Test for Equality of Variances F score

Equal variances assumed

Sig. .108

.743


From the table above, it can be proven that the data are homogenous. The significance value is 0.74, that is more than 0.05. If the p> 0.05, the data are homogenous. After knowing that the data are normal and homogenous, the statistical analysis two-way ANOVA was conducted to know the main effect and interaction effect of the variables. Before testing the hypothesis, the level of significance should be determined first. In this research, the level of significance


74

determined was 0.05. The results of the analysis of two-way ANOVA is presented as follows. Table 4.20 The Results of Two-Way ANOVA Tests of Between-Subjects Effects Dependent Variable:score Source

SS

df

Corrected Model

5491.250

MS

F

Sig.

a

3

1830.417

33.829

.000

362703.750

1

362703.750

6703.436

.000

technique

2470.417

1

2470.417

45.658

.000

strategy

3010.417

1

3010.417

55.638

.000

10.417

1

10.417

.193

.663

Error

3030.000

56

54.107

Total

371225.000

60

8521.250

59

Intercept

technique * strategy

Corrected Total

a. R Squared = ,644 (Adjusted R Squared = ,625) SS= Sum of Squares ; MS= Mean Square

The results were three types. The first result of the ANOVA presented in the table reveal significant differences on the listening comprehension across the technique used (in experimental and control class). For the technique, the F table (1, 58) at 0.05 significance level is 4.01 while the Fobserved was 45,66. Ho is rejected when Fobserved>Ftable and vice versa. Therefore, this result indicated that the null hypothesis is rejected, that is there is significance difference of the listening comprehension at 0.05 significant level between two different techniques (FLAP and non-FLAP). The second result revealed that there is significant differences on the listening comprehension based on the strategy used by the students. As it is noted, in this research the students have been classified into more varied and less varied strategies using the score of the questionnaire administered after the posttest. The students classified to have more varied strategies were likely better in


75

their listening comprehension than that of less varied strategies. the Ftable (1, 58) at 0.05 significance level is 4.01 while the Fobserved was 55,64. Ho is rejected when Fobserved>Ftable and vice versa. Therefore, this result indicated that the null hypothesis is rejected, that is there is significance difference of the listening comprehension at 0.05 significant level between two classification of listening strategies (more varied and less varied strategy). The third result is about the interaction effect (technique by listening strategy). The result shows that there is no interaction effect (Fobserved=0,19=0.05). It indicates that the null hypothesis is not rejected. The results in the table 4.20 can be graphically presented in the figure below.

Figure 4.1 The Profile Plots of the Listening Comprehension Mean Score Based on the profile plots above, it can be seen that there is significant main effect for both independent variables (learning technique and listening strategy).


76

However, the two lines are parallel. It means that there is no interaction effect. Whenever the lines are parallel, an interaction is not present. Interaction means that the effect of one variable depends on the level of other variable being considered and this would produce non-parallel lines (Johnson and Christensen, 2012: 307). Therefore, in the graph above interaction effect is not present. Students who are taught using FLAP always performed better than those taught using Non-FLAP technique regardless of the listening strategy levels (more varied or less varied), indicating a main effect of learning technique. Based on the profile plots above, it can also be seen that students with more varied strategy taught using FLAP shows higher achievement in the listening comprehension test than those who are taught using non-FLAP technique. Other comparisons can also be observed from the plots. However, the table below probably can show in more detail the comparison of listening comprehension score in each group of students who have certain level of strategy taught by using certain level of learning technique. Table 4.21 The Comparison of Listening Comprehension Mean Scores A1 (Non-FLAP)

A2 (FLAP)

B2 (More Varied Strategy)

78.00

91.67

B1 (Less Varied Strategy)

64.67

76.67

Each cell of the table above contains the mean score of students’ listening comprehension. Although the mean seemsto be different each other, it is still unclear where the difference lies. Therefore, a further analysis using Post Hoc test is necessary to be conducted. Since the sample sizes are the same, I used Tukey Post Hoc Test. The results are presented in table of multiple comparison below.


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Table 4.22 The Results of the Post Hoc Test (I) samplegroup

(J) samplegroup

Mean Difference (I-J)

Std. Error

Sig. (p value)

A1B1

A2B1

-12.00000*

2.68594

A1B2

-13.33333

*

A2B2

-27.00000

*

A1B1

12.00000

*

A1B2

-1.33333

A2B1

A1B2

A2B2

95% Confidence Interval Lower Bound

Upper Bound

.000

-19.1121

-4.8879

2.68594

.000

-20.4454

-6.2213

2.68594

.000

-34.1121

-19.8879

2.68594

.000

4.8879

19.1121

2.68594

.960

-8.4454

5.7787

A2B2

-15.00000

*

2.68594

.000

-22.1121

-7.8879

A1B1

*

2.68594

.000

6.2213

20.4454

13.33333

A2B1

1.33333

2.68594

.960

-5.7787

8.4454

A2B2

-13.66667*

2.68594

.000

-20.7787

-6.5546

A1B1

27.00000*

2.68594

.000

19.8879

34.1121

A2B1

15.00000

*

2.68594

.000

7.8879

22.1121

13.66667

*

2.68594

.000

6.5546

20.7787

A1B2

*. The mean difference is significant at the 0.05 level. Notes: A1B1=students with more varied strategy taught using FLAP A1B2=students with more varied strategy taught using non-FLAP A2B1=students with less varied strategy taught using FLAP A2B2=students with less varied strategy taught using non-FLAP

The table shows that all of the comparison is significant with p value of 0.00 (<0.05) except the comparison between students with less varied strategy taught using FLAP (A2B1) and students with more varied strategy taught using nonFLAP technique (A1B2) because the probability value of this comparison is p=0.96 (>0.05). The most significant difference lies in the comparison between students with more varied strategy taught using FLAP (A2B2) and students with less varied strategy taught using non-FLAP technique (A1B1). The mean difference of this comparison is 27.00. The least significant difference lies in the comparison between students with less strategy taught using non-FLAP (A1B1) and FLAP technique (A2B1). The mean difference of this comparison is 12.00.


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2. Qualitative Data (Qualitative Survey Method) The results of quantitative data previously are supported by the qualitative data which are obtained through an in-depth interview with the students. The interviews were conducted to reveal the students’ opinion and attitude towards the use of FLAP in learning listening comprehension. By using interview, more detailed information about how students use FLAP, their feelings and opinions during the learning process and and how they follow the teaching and learning process of listening can be investigated. After the data were obtained from the interviews, they were transcriptedand coded. Some samples of students’ responses are presented as follows. Table 4.23The Samples of Students’ Responses from the Interview Interview Points

Themes Provided Exposure Repeated Practice

The students’ responses towards the use of FLAP as media

Clarity of Audio

“I’m so motivated to practice because the [materials] have been provided”(Appendix 9A13) “Yes listening is hard right, but if [we] have lots of practice we will understand better”(Appendix 9-A03) “By using FLAP I can listen with better concentration (focus), moreover it uses headset. We can also listen in a closer distance [in the context of using the smartphone]”( Appendix 9-A34)

“I can play, I mean I can learn using it at home”( Appendix 9-R09) “and then we can do [the tasks] flexibly. We can repeat it, if in the classroom we should Flexibility follow the teacher’s [instruction].” (Appendix 9-I36) Features of FLAP “It is exciting because we know and understand various kinds of 1. Topic conversations...we know new vocabularies...” (Appendix 9-R26) Portability

The students’ responses about the features of FLAP and the activities in the classroom

Sample of Students’ Interview


2. Audio Transcript

3. Exercises

4. Feedback

Activities in the classroom

Independent learning

Listening Habit

Exciting The students’ responses about their feeling towards the use of FLAP Attractive

Motivating

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“There is the transcript while we are listening, right? So it can train us to know the pronunciation of the words or how someone prononunces it”( Appendix 9-R30) “It’s various so that we can try different exercises”( Appendix 9-I29) “It is good for exercises so that we can understand the content of the conversations” (Appendix 9-R31) “that [feedback] is also helpful, so that we know which one is correct and which is incorrect. Yet there is no explanation.” ( Appendix 9-R32) “It makes me easier to understand, usually we only listen as if we are in the test then [the exercises] are discussed...however, the activities [now] are more various so that we can extend our knowledge”( Appendix 9-R07) “...and then there is this application, I would like to learn [listening] from this [application]”( Appendix 9-R19) “we can try to do exercises by ourselves by using that application. At least we know the intention if there are some questions since it’s just almost the same”( Appendix 9-S29) “If we are not accustomed to listen it will be difficult”( Appendix 9-A04) “I will be accustomed to listening and we can extend our knowledge”( Appendix 9-R49) “If we learn using Android, of course, it is more exciting than if we learn using the regular activities” (Appendix 9-A35) “It’s very good. It’s exciting, so that it is not monotonous like learning listening in the class. If we use our smartphones we can be more relaxed.”( Appendix 9-I11) “Yes, it’s more attractive and challenging. We can listen through our smartphone. Then, we can also do exercises through it and it is challenging.”( Appendix 9-S21) “It’s exciting because we can understand various kinds of conversations” (Appendix 9-R26)

In the following paragraphs, I would like to elaborate some students’ responses based on the themes covered in Table 4.23 and other possible themes that emerged from the students’ interviews.


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a. The Use of FLAP as Media FLAP has provided materials for students so that the learning can take place. The materials in FLAP covers some topics from the syllabus of grade X. There are also additional materials such as songs, poems and stories taken from various sources mainly from the internet. The existence of materials in listening help students learn better. The medium, in this case FLAP, functions as a tool for delivering the listening materials. It brings advantages for students as can bee seen from some of the students’ responses below. “I’m so motivated to practice because the [materials] have been provided”(Appendix 9-A13) “I like it very much because we [now] have the materials for learning[listening]”(Appendix 9-R09) Students need media that are close to them, ready to access and provide them with the materials that they can learn in the classroom or ouside the classroom. Through FLAP students are encouraged to listen. The provided materials in FLAP enhance them in practicing listening comprehension skills.In addition to providing materials for learning listening. FLAP also facilitates students to do lots of practice (repeated practice). Because listening is complex skills, students need to practice listening continuously. “we can repeat listening when we have something which are not understood yet, a specific part can be repeated” (Appendix 9-S53) “because we have many practices, then we also have tasks [for learning listening] at home, so we do not forget easily and we become accustomed.” (Appendix 9-R15) “Then, if there is a difficult part sometimes if we are in the classroom we cannot repeat it but if using the smartphone we can adjust or repeat it.” (Appendix 9-I12)


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Learning using FLAP makes them possible to do repeated practice for their own comprehension. They can adjust how many times they will repeat the audio, for example, until they can understand the part they they have not understood yet. It is different from using the speaker in the classroom. They can only listen two or three times because of the limited time.In the classroom, when using the speaker, most of the control is held by the teacher so that the students are not free in adjusting to their pace of learning.Listening using FLAP also facilitates better listening in terms of the clarity of audio. Clarity of the audio is important for students since it will influence the transmission of sounds to them. It will lead to their comprehension as well. “By using FLAP I can listen with better concentration (focus), moreover it uses headset. We can also listen in a closer distance [in the context of using the smartphone]”(Appendix 9-A34) ”It’s clear enough. We can listen by using the headset so that we can listen more clearly.” (Appendix 9-R46) FLAP facilitates their comfort in listening. It brings advantages more than that of the class speaker because they can listen closer with the media so that the sound is clearer. They are not distracted by other sounds which can disturb their concentration in listening.FLAP as a medium for learning listening also give advantages to students in terms of portability. Portability means that the media can be brought everywhere. “FLAP can be brought everywhere, if we do not have much time we can listen while doing something else.” (Appendix 9-S48) “I can play, I mean I can learn using it at home” (Appendix 9-R09) “I think that is good...so we can practice [listening] outside the class” (Appendix 9-S35)


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Students benefitvery much from FLAP in terms of portability. Students do not always have to learn in the classroom. They can learn outside the classroom as well, such as at home, at the bus stop, etc.It is also flexible for them. In terms of the flexibility, FLAP is useful to provide students better timing for their learning. Students have more flexible time in learning. They do not always need to learn with a certain limitation of time. “then, we also learn through our smartphones so that we can learn whenever we want to learn.”(Appendix 9-R09) “and then we can do [the tasks] flexibly. We can repeat it, if in the classroom we should follow the teacher’s [instruction].” (Appendix 9I36) Students have different condition to learn. Sometimes, they need the right time in order to process the information from the spoken text better. The flexibility of FLAP make it possible for the students so that they can adjust the timing for their learning.In the interview, there is also an emergent theme related to the students’ responses towards the use of FLAP as media. The emergent theme is about the practicality of FLAP. In terms of practicality, FLAP is practical as the media for learning. It helps them provide better learning condition especially in learning listening. “because there are some exercises that have been available and we do not need many papers so that it’s more practical. We do not have to bring the papers [containing the tasks] that should be done,because I usually forget and left it easily at home.” (Appendix 9-I35) “Usually, we asked the file then listen to [it] at home, yet we should connect our flashdisk first so that we can only learn it at home. However, if I use FLAP, sometimes when I am waiting for my friend I can open [this application].(Appendix 9-A39) In the regular class, students are given the homework in the forms of paper pencil tasks. They, sometimes, can easily forget to bring the papers. By using


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FLAP, they do not need to bring the papers home. They just need to do the exercises through their smartphones. Besides that, in terms of practicality FLAP is more practical than any other previous devices that students use for example a PC/laptop. They do not need to have the file from the teacher and play it on computer. They just need to open their smartphone and turn on the application. b. The Features of FLAP and the Activities in the Classroom The features of FLAP in this case means some important points which might be noticed by students such as the topics, the audio transcript, the exercises, and the feedback.The first comment presented here is about the topic. The students’ comments are expressed as follows. “it’s exciting because we know and understand different kinds of conversation [topics].”(Appendix 9-R26) “no, because there are many choices [of topics]”(Appendix 9-S39) The topics included in FLAP are various. Students did not get bored easily by listening to it. In terms of knowledge, the students can understand different types of spoken text with various topics included in FLAP. Another feature of FLAP is the audio transcript. Audio transcript is provided in FLAP in the ‘Focus’ menu. The students can hear the voice with its audio transcript. Students can get the benefit from the audio transcript since they really need to know difference between sounds and words when they are listening. “There is the transcripts while we are listening, right? So it can train us to know the pronunciation of the words or how someone prononunces it” (Appendix 9-R30) “that is the one with transcript so that I know what they are talking about and then the words become clearer and I can follow it.” (Appendix 9-I21)


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In addition to audio transcript, there are several exercises in FLAP which are very useful for students to practice listening (materials extension). The exercises are in different forms such as multiple choice, true or false, and filling the gap. Students benefited from those various exercises in FLAP. They do agree that by practicing the exercise they understand more the content of the spoken text. The illustration for the students who were practicing exercises in the class can be seen in Appendix 20. By having various exercises, studentswere not end up with boredom. “It is good for exercises so that we can understand the content of the conversations” (Appendix 9-R31) “It’s various so that we can try different exercises” (Appendix 9-I29) Moreover, the availability of feedback supports the effectiveness of FLAP as the medium for learning listening independently. Students can improve their understanding by doing the exercises. If they are not sure with their answers, they can check it in the end of the exercises. If they are not successful yet, they may try again and repeat the audio to focus on their difficulties. “that [feedback] is also helpful, so that we know which one is correct and which is incorrect. Yet there is no explanation.”(Appendix 9-R32) In addition to the features that are asked to the students above, there is another comment about one feature that is not listed before. This emergent theme is related to speech recognizer. This feature is in the ‘Review’ menu. Through this feature students can learn how to pronounce words or expressions that they have heard before. “The review part is also good. We can practice our pronunciation using it so that we know how to pronounce it. (Appendix 9-R34)


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Although this feature does not directly support listening comprehension, the students stated that this feature is also useful. They can learn deeper about words or expressions that are listed and they can also try to pronounce them correctly.In addition to features of FLAP, the students’ responses towards the activities are also obtained. The responses show that the students like to learn listening by using both activities inside and outside the classroom. All of them can support the students in learning listening. Through various activities given in the classroom supported by activities outside the classroom, students can get some benefits for their improvement of listening comprehension. “[I like] the activities like telling the story in front of the class and watch the video. It becomes clearer if I can listenwith the picture [from the video].” (Appendix 9-I05) “discussion gives us opportunity to share our opinions. If there is something unclear we can discuss it together. If we are alone sometimes we do not know or understand the words in the question. Thus we can get confused easily.” (Appendix 9-R45) “That’s also good because it is to check our understanding...sometimes if we do not do that kind of activity we can forget [the materials]easily.” (Appendix 9-S49) In addition to learning using FLAP, there are some other activities in the classroom. Since it is based on task-based approach, there are three parts of learning sequence. In pre-task activities, students did warming up for their main listening activity. Several tasks for warming up among others are: role playing, watching video, predicting and retelling the story. In task phase, students do exercises individually or in groups. In post task phase students learn some linguistic features they find in the spoken text that they learn previously and they are also given task at home to listen using FLAP. The next meeting, a quiz is


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given to students to check their comprehension. Most of the students liked the activities as can be seen in some pieces of interviews above. Besides that, the students’ view about independent learning and listening habit were also obtained. The students argued that FLAP supported independent learning since FLAP helped students manage their own learning. It provides materials, various activities in the forms of Focus, Practice and Review in each Unit. Also, it provides fun activities so that students can keep learning listening with activities which are enjoyable. With all of the supported features of FLAP, it is favorable for students to be used as tool that encourage independent learning for students. “...and then there is this application, I would like to learn [listening] from this [application]”(Appendix 9-R19) “So that we can try to do exercises by ourselves by using that application. At least we know the intention if there are some questions since it’s just almost the same” (Appendix 9-S29) Furthermore, the availability of FLAP also supports students in developing listening habit. Listening habit is important since it can help students to be familiar with spoken English. “because if we are accustomed to listening it will be easier for us [to comprehend].” (Appendix 9-R16) “If we are not accustomed to listen it will be difficult” (Appendix 9A04) “the listening, I mean we can learn to listen to conversations, then stories, so that we can be familiar when we have an exam, especially at class XII we should be able to listen [better]” (Appendix 9-I32) Spoken English is different from written one. The students need to be familiar with the rate of the speed in a speaking situation, the intonation also


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sounds that go together in a conversation or a talk. The listening habit helps them in comprehending spoken text better. c. Feelings towards the Use of FLAP The students’ feeling is important in this research because it is related to affective aspects and affective aspects need to be considered in every teachinglearning process. In the interview, the students’ feelings are revealed. The students stated that learning using FLAP is exciting, attractive and motivating. “If we learn using Android, of course, it is more exciting than if we learn using the regular activities” (Appendix 9-A35) “It’s very good miss. It’s exciting, so that it is not monotonous like learning listening in the class. If we use our smartphone we can be more relaxed.”(Appendix 9-I11) Based on the students’ opinion above. Learning using FLAP is exciting. The students do not easily get bored. It is different from the previous learning that are monotonous. Besides that, learning using FLAP is attractive. It is said to be attractive because it can attract students to get involved with the listening materials. This condition can also be seen in Appendix 20. “Yes, it’s more attractive and interesting. We can listen through our smartphones. Then, we can do the exercises. It’s more interesting if [the exercises are done] through the smartphones.”(Appendix 9-S21) “It’s more interesting and fun...if it is fun I can learn with more....encouragement...we also learn as if we play a game...” (Appendix 9A40) Last but not least, learning using FLAP is motivating for the students. Motivating here means that by using FLAP students are more motivated to learn and develop their listening skills. “It’s exciting because we can understand various kinds of conversations” (Appendix 9-R26)


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“It makes me motivated in learning [listening]...actually I want to develop my listening skills since the beginning because it was said that listening will be important later.” (Appendix 9-R19) It is believed that motivation is important in learning. If students are motivated in learning listening, it is very likely that they will develop their listening skills. As a result, their listening comprehension becomes better. In the above sections, students’ responses to several aspects of teachinglearning process of listening using FLAP have been presented. It was found that the students’ responses were various. Therefore, it had been divided into several themes. Here is the conclusions that can be drawn based on the interview points and themes mentioned in Table 4.23. First, students had responded that FLAP is a good medium for learning listening. It hassome advantages like the portability and the flexibility. In addition, it provides exposure, repeated practice and clear audio which are considered helpful for listening learning process. Second, students also responded that the features of FLAP and the combined activities in the classroom helped them learn listening more easily. The various topic, the audio transcript, exercises and feedback encourage them to understand spoken text better. Students had positive responses toward the activities of learning using FLAP outside the class since it can give them opportunity for independent learning and build their listening habit. Third, students had positive feelings towards the use of FLAP in learning listening. They were agree that FLAP is exciting, attractive and motivating for learning listening. In sum, FLAP had positive responses from students since it is very useful for improving their listening comprehension cognitively and affectively.


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B. DISCUSSIONS The aim of this study is mainly to discover the causal relationship of FLAP towards listening comprehension. To strengthen the findings of the study, a mixed-method design was used. Three research questions are proposed for this study: (1) Is there an effect of FLAP on listening comprehension of grade X students?, (2) Is there an interaction effect of FLAP on listening comprehensionof grade X students across the use of listening strategy, and (3) What is learning using FLAP like? This section presents the discussion of each answer to the research questions. 1. The Effect of FLAP on the Listening Comprehension of Grade X Students The quantitative analysis revealed the answers to the first and second research questions. Based on the result of inferential analysis, a two-way ANOVA, the main effect and interaction effect can be examined. The main effect means the effect of independent variable (technique or strategy) without regards to its level to the listening comprehension. In this study, the main effect of technique on listening comprehension is obvious. The descriptive statistics (Table 4.13) shows that the students who employ FLAP as the media in learning listening perform better in their listening comprehension than that of the students who are in the regular class (not employing FLAP). The two-way ANOVA result (Table 4.20) shows that there is significant differences on the listening comprehension attributable to the technique used (using FLAP and non-FLAP technique). Therefore, it can be concluded that FLAP as a mobile-based learning can affect listening comprehension. This finding supports a research by Huang and Sun


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(2010 in Miangah and Nezarat, 2012: 314) which shows that exercises through mobile devices can enhance learner’s English listening abilities to a high degree. This finding is also in line with other studies which are also successful in employing mobile technologies in learning (Kim, 2013; Kukulska-Hulme, 2009; Nash, 2007). As there is an effect of FLAP on the students’ listening comprehension, the explanation that can be made as follows. In learning listening, supportive conditions are necessary in order that students can learn listening more effectively and efficiently. Supportive condition can be established through the learning technique used. It is the way teacher delivers materials. So, it is related to the activities, the media, the materials, and the tasks or exercises. FLAP as a learning technique offers various activities. It also plays a role as an attractive mediumof learning listening. In addition, the materials used are authentic materials and the tasks are of various types. Various activities, attractive media, authentic materials, various types of tasks are the ingredients of successful learning. By using FLAP, students were encouraged to learn listening since this medium is attractive for the students in terms of the visualization or mode of presentation. The listening materials and exercises which are presented in digital form are more appealing for the students. As supported by Ur (1984: 30), a visually attractive medium can stimulate students’ motivation and focus to the listening materials. Therefore, being attracted with the medium, students can got engaged with it. Then, they used it to learn and practice listening. As they practice listening frequently, they got many benefits such as familiarity with some vocabularies, familiarity with the speakers’ speed of speaking, familiarity of


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expressions and phrases, differentiating the sound signals, interpreting the speakers’ intention, and so on. In other words, they got more exposure as well as the practices.Besides that, they were able to concentrate better since the medium was in their hands. They can adjust the volume so that the audio quality can be clearer or they can repeat the audio several times to achieve good understanding. This absolutely was not the case when they learn listening in the classroom by using the class speaker. In addition to that, by using FLAP they build their listening habit, not only in the class but also outside the class. FLAP also provides immediate feedback which help students learn when they are outside the class though the feedback is still limited. The importance of giving immediate feedback is also stated by Ur (1984: 28). She stated that “students should be given immediate feedback on their performance of the task.” FLAP also offers a type of exercise which provide audio transcripts for the students so that it will be easier for students to differentiate sounds signals while they look at the transcription. Therefore, the features mentioned above cansupport the development of students listening comprehension which may contribute to their listening comprehension achievement. In addition to the main effect of technique as the answer to the research question 1, the main effect of listening strategy is also obtained. In this study, listening strategy affects listening comprehension. It shows by the statistical result of two-way ANOVA presented in Table 4.20. This finding supports previous studies by Zhang (2012) who discovered that listening strategy contributed positively to the listening comprehension.


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3. The Interaction Effect of Learning Technique and Listening Strategy towards Listening Comprehension of Grade X Students The last statistical finding is related to interaction effect. The interaction effect means the combined effect of learning technique and listening strategy in influencing the students’ listening comprehension. It is found from the study that there is no significant interaction effect of learning technique and listening strategy towards students’ listening comprehension (Table 4.20). This means that the factors (learning technique and listening strategy) do not work together to influence listening comprehension. That FLAP is better than non-FLAP does not depend on the use of listening strategy. The last finding above leads tothe discussion about the limitation of this research. Students’ listening comprehension is affected by various factors. The factor that is taken as the moderator variable in this study is limited to listening strategy. Listening strategy may affect listening comprehension as shown empirically in the main effect result. However, with the learning technique, it shows no interaction effect. There are still many possible factors, other than listening strategy, that may affect listening comprehension. The non-existence of interaction effect in this study might be caused by other factors. Those factors are for example students vocabulary mastery, background knowledge, learning style, and so on. 4. The Description of Students’ Responses toward the Use of FLAP in Learning Listening In this study, FLAP is used as a medium in the teaching-learning of listening. However, FLAP alone cannot supports listening comprehension. For a


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successful teaching of listening comprehension, the use of method and the media is combined. The combined media and method in experimental class, then, can be called as FLAP listening teaching-learning model. Therefore, in this discussion, I will discuss FLAP not only as a medium of learning but also as the learning technique which also includes activities designed in the classroom. Overall, M-learning model with FLAP benefited students in providing better learning condition. Better learning condition here means the condition in which students can learn with comfortable and get the maximum benefit of the learning process for their learning development. Better learning condition can be summarized into three words reflecting the advantages of FLAP: helpful, fun and enjoyable. These will be discussed in the following paragraphs. FLAP as a teaching-learning model is helpful for students. It means that students can utilize FLAP for helping them improve their listening comprehension. The points that make it helpful are the activities created in the learning process (accompanying activities in the classroom), the provided materials, the clarity of audio, and the repeated practice, the features of FLAP, and the concept of independent learning and listening habit that were emerged from the implementation of FLAP. One point that is also worth noting is that repeated listening can be one of the benefits that students can take from learning using FLAP. According to the research by Li and Renandya (2012: 92), repeated listening to the input material could help make the information more comprehensible to the learners. Those points have been regarded as helpful in creating good condition for listening learning process to take place.


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In addition to ‘helpful’, learning using FLAP is also ‘fun’. By learning using FLAP, students’ affective filter is lowered. If students’ affective filter is lowered, they will feel comfortable. If the students feel comfortable with their environment, they will be likely successful in learning a subject matter, in this case, listening comprehension. It has been elaborated previously that FLAP can benefit students because it is exciting, attractive and motivating. This is in line with the previous study by Kim (2013) in which the participants/students perceived mobile-based listening practice is effective and motivational. Furthermore, FLAP makes students enjoyable in learning. By using FLAP students do not have to learn in the classroom. Students can utilize FLAP as a medium for their learning without limitation of place and time. This benefitcan influence the learning of listening although it does not have direct influence. It just make the learning easier for students. Students benefited from the characteristics of

FLAP which are related to its practicality, flexibility and

portability. The findings of this study revealed that students like to learn using FLAP because it is practical. The availability of media which is practical supports students to learn without limitation of place. This study supports the statement by Prensky (2005) that mobile phones (in learning) ‘are particularly useful computers that fit in [a student’s] pocket, are always with [students], and are nearly always on’.They can also be flexible in terms of time for learning and for repeating exercises. The same facts are also demonstrated in the study by Reinders and Cho (2010) whichreveal that the students are excited about being given practice materials through mobile phones that they could use in their own time and outside the classroom. This also supports the finding by Tayebinik and Puteh (2012: 58)


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which show that individual learners who are engaged in M-learning can personalize their learning environments by deciding where and when to learn. In addition to the teaching-learning model, FLAP itself as a medium also gives strong contribution for learning listening especially related to its role in providing exposure to listening (input) and practice. Exposure (input) and practice are two important things in listening comprehension. A medium, in this case FLAP, is regarded as a tool for providing input for students in learning listening. The availability of exposure makes it possible for students to develop their listening comprehension. In addition to exposure, practice is needed. Media also function as tools for providing practices for students. To improve their comprehension, students should have much practice because listening involves complex process. Developing listening habit through practices is very helpful for students’ listening comprehension. In conclusion, the students have positive responses related to the use of FLAP in learning listening. The students’ responses revealed that FLAP is a helpful medium for learning listening as it provides input (exposure) and practices for them. It also provides fun situation since it can motivate their learning and is enjoyable for them because of its practicality, flexibility and portability as a learning media. Norbrook and Scott (2003 in Chinnery, 2006: 11) suggest that portability and immediacy, are the essential motivating factors in mobile language learning.


CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

This chapter consists of three parts. In the first part, conclusionsof the study would be presented.Thereafter, the implications of the study would be provided. Finally, the suggestions for the teachers and the future researchers would be proposed. A. CONCLUSIONS This study mainly aims to discover the effect of FLAP on listening comprehension of grade X students. It is also intended to discover the interaction effect of FLAP on listening comprehension accross the use of strategy by grade X students. In addition, it is initiated to discover the students’ opinion related to the use of FLAP in improving their listening comprehension.The research goals had been achieved and presented in the previous chapter. Therefore, the conclusionsare made as follows. Firstly, the findings and the discussion have revealed that there is an effect of FLAP on the listening comprehension. The descriptive statistics shows that the mean score of the experimental group (taught using FLAP technique) is higher than that of the control group (taught using non-FLAP technique). Based on the two-way ANOVA, the F value is significant (Fobserve=45.7>Ftable=4.01 and p=.000<=0.05). The result indicates that the null hypothesis is rejected. It means that the means score of

the experimental group and the control group are

significantly different.It also means that there is an effect of FLAP on listening comprehension.

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Secondly, this study revealed that there is no interactioneffect of FLAP on listening comprehension accross the use of strategy. The result of two-way ANOVA indicates no significant interaction (technique by strategy) effect for listening comprehension. The F value is not significant (Fobserve=0.19=0.05). This result indicates that the null hypothesis should be accepted. It means that there is no interaction effect of FLAP. In other words,technique and listening strategy do not cooperate in affecting listening comprehension.

That

FLAP

is

better

in

affecting

students’

listening

comprehension does not depend on the students’ listening strategy. FLAP is considered effective as a listening learning technique are appropriate for both students with more varied or less varied listening strategies in improving their listening comprehension. However, there is still possibility for other factors which may go together with the listening learning technique. Those factors are various. It might be students’ vocabulary mastery, background knowledge, learning stylesand so forth. Thirdly, some students’ responses towards the use of FLAP in learning listening were also obtained.They can be summarized into three points. The three interesting points help teachers in developing favorable listening learning environment for students. The points are helpful, fun and enjoyable. That FLAP is helpful can be seen from many aspects such as the learning process (combined activities inside and outside the classroom), the provided materials, the clarity of audio, the repeated practice, the concept of independent learning, the concept of listening habit and the features of FLAP itself. Meanwhile, FLAP is fun because it is exciting, attractive and motivating as has been clarified in the previous chapter.


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Last but not least,FLAP is enjoyable for students to be used as media for developing listening skills

because of its

practicality, flexibility and

portability/mobility. Therefore, because of the characteristics or advantages in FLAP as stated above, itis consideredthat FLAP learning technique is effective in creating better learning condition for students to be successful in their listening comprehension. In conclusion, the effect of FLAP as a listening teaching-learning technique is also obvious from the students’ responses which shows that learning using FLAP is helpful for students in developing their listening comprehension. It is also fun and enjoyable. In addition, students benefited very much from FLAP as the media in terms of providing exposure (input) and practices so that students are also encouraged to get engaged and to learn independently. B. IMPLICATIONS Because FLAP is effective to improve students’ listening comprehension, FLAP can be used as an alternative for teaching listening to the students in order to improve their listening comprehension. Related to listening strategy, FLAP is appropriate for being implemented both with students who have more varied or less varied strategies. In using FLAP as a medium for learning, teachers need to combine it with the appropriate method or activities which make students interested in learning. The decision to adapt certain learning approach to be combined with FLAP needs careful attention. Teachers should know the students’ characteristics in learning listening first. Activities are also needed to be varied. In addition to this, if the teachers to employ a certain learning technique for listening, they need to consider other factors that might influence listening comprehension.


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C. SUGGESTIONS Based on the conclusion, I would like to propose some suggestions which are expected to be useful for teachers, media developers, students and other researchers. Firstly, I would suggest that teachers should open their mind to use technology in the classroom. Now that the globalization era grows fastly, English teaching-learning process should always be improved to face the needs of the students to be competent in English and to fulfil the demand of the global communication. Based on the research result, FLAP which is one type of technology application in the listening learning process has given effect to the improvement of students’ listening comprehension. Not only that, students have given positive responses to the use of FLAP as a medium of learning. This fact should motivate teachers to make innovation or to use available technological devices which are interesting and useful for students, especially in teaching listening. The barrier of limited time in the classroom when teaching listening has been solved by the use of FLAP. Innovation with technology not only helps teachers teach more effectively but also more efficiently. Therefore, it is strongly suggested to teachers to utilize technology in the classroom, especially Android application for learning which was found to be interesting and engaging. Secondly, as I mentioned Android application, I would like to address my suggestion for to the media developers. The role of media developers especially those who concern in developing learning media cannot be neglected. Developing a good media, especially learning media, is not an easy task. The model and the content of the media should be appropriate with the purpose of the media itself. FLAP is an example of media which previously has been researched and


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developed using a systematic way. Although it is said to be good and fulfill the principle of m-learning, there are always things to be improved. Therefore, I suggest the media developers to keep developing and improving the quality of the learning media including the appearance, content and function of the media. Cooperating with teachers is also a good idea to develop learning media since teachers might have better understanding about the context and the content of the learning materials that will be delivered to students. Thirdly, technology has helped students learn better. The implementation of FLAP has helped students improve their listening habit including listening practices and input. Rather than waiting for the teachers initiative to bring certain devices to the classroom, it is suggested for the students to have initiative to learn independently or to suggest new technological devices or applications in order to be used in the teaching-learning process.There are many free applications that can be downloaded by students to maximize their learning, including the learning of listening. This study was covered by some limitations including time, fund and knowledge. There are still many areas of the study which has not been covered yet. Therefore, for other researchers, it is possible to conduct a more comprehensive study. It can be a similar type of study which has the purpose to discover the effectiveness of othermedia but with noticing to different moderator variables or with larger samples of the study.


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Appendix 1 Blue Print of Listening Comprehension Tests

Working definition: Listening comprehension in this research is defined as the ability to listen and to understand spoken language especially in one way tasks. Listening comprehension skills (Goh, 2002: 2) includes identifying the general idea, identifying detail information, and drawing inference based on contextual and linguistic information.

Concept

Sub-Concept

Identifying the Listening Comprehension general information of the text

Identifying detail information of the text

Drawing inference

Indicators  Students can find the topic of the text  Students can find the purpose of the text  Students can find the main idea of the text  Students can determine the correct information in the form of statement related to the text  Students can determine the correct information in the form of things or person related to the text  Students can determine the correct information in the form of place related to the text  Students can determine the correct information in the form of time related to the text  Students can find the reason to a specific case in the text  Students can find the moral value of the text  Students can determine a certain context related to the text

Data Gathering Items Pre-test Post-test 1, 10, 12 10 16

14

5, 9

2, 8

6, 11, 17, 19

6, 13

3

1, 12, 19

7

4, 7, 17 18

2, 4, 8

3, 5, 9, 20

14, 20

15

15, 18

16

13

11


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Appendix 2 LISTENING PRE-TEST Part 1 Directions: In this part of the test, you will hear some dialogues or questions spoken in English. The questions and the dialogues will be spoken twice. They will not be printed in your test book so you must listen carefully to understand what the speakers say. After you listen to the dialogue and the question about it, read the five possible answers and decide which one would be the best answer to the question you have heard. Audio for number 1 and 2 1.

What is the conversation about? a. An invitation d. A meeting b. An appointment e. An interview c. A reservation 2. When will the woman come to see the doctor? a. Thursday at 10 a.m. d. Tuesday at 3 p.m. b. Friday at 10 a.m. e. Friday at 3 p.m. c. Tuesday at 10 a.m. Audio for number 3 and 4 3.

What type of film does Jack like? a. Romantic comedy d. Science fiction b. Horror e. Thriller c. Animation 4. What time they will meet? a. At 8 p.m. d. At 7.30 p.m. b. At 9 p.m. e. At 9.30 p.m. c. At 8.30 p.m. Audio for number 5 and 6 5.

What is the conversation about? a. Having a formal meeting with an enterpreneurs’ club at the beach b. Studying together at the beach c. Having dinner together at the beach d. Inviting a friend to the party at the beach e. Inviting a friend to a picnic at the beach 6. What will Lisa likely do? a. She will not come because she is studying the whole day. b. She will reinform Joey about her decision later. c. She will come to the picnic after she finish studying. d. She will come to the party all day and evening. e. She will have another picnic on Saturday afternoon.


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Part 2 Directions: In this part of the test, you will hear several monologues. Each monologue will be spoken two times. They will not be printed in your test book, so you must listen carefully to understand what the speakers say. After you hear a monologue and the questions about it, read the five possible answers and decide which one would be the best answer to the questions you have heard. Audio for number 7 to 9 7.

Where does the announcement probably take place? a. At the hotel d. At the market b. At the bank e. At the supermarket c. At the station 8. What is the closing time based on the announcement? a. 8.45 d. 8.00 b. 9.45 e. 8.15 c. 9.00 9. What does the announcement in the supermarket mainly about? a. People should come to the check out stands soon because of the closing time. b. People should bring any items to the check-out stands soon to get the bonus. c. People can bring any items to the check-out stands. d. People cannot buy items before 9. e. People should look at the items they purchase before going to check-out stands. Audio for number 10 and 11 10. What is being advertised? a. Heart medication d. Instant coffee b. An energy drink e. A cough medicine c. A cola beverage 11. What does the speaker claim about Rev Up? a. It will make you stronger. b. It is a new type of drug. c. It will leave you tired. d. It works for five hours. e. It will make you happier. Audio for number 12 and 13 12. What is being advertised? a. A lotion to promote hair growth b. A procedure for hair restoration c. Surgery to implant new hair d. Discounts for bald customers e. A tool for reducing hair fall 13. Who is the primary intended audience? a. Children c. Teen-aged man b. Teen-agedmen d. Middle-aged men

e. Middle-aged women


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Audio for number 14 and 15 14. Why was Cinderella sad? a. Because she was not allowed to go to the ball b. Because she was not allowed to eat c. Because she was not allowed to play with her stepsister d. Because she was not allowed to see her mother e. Because she was not allowed to dance 15. What is the moral value of the story? a. Patienty will be granted by God b. Fight will not benefit everyone c. Admiration makes someone fall in love d. The evil and the kindness will always live together e. Dream will come true Audio for number 16 to 18 16. What is the purpose of the story? a. To tell how to make something b. To entertain with a fairy tale c. To explain the cause-effect situation d. To describe about a specific thing e. To persuade people to do something 17. What did the shoemaker do in return to the kindness of the elves? a. He gave much money for the elves b. He made clothes and shoes for the elves c. He made beautiful garden for the elves d. He gave delicious food for the elves e. He built a beautiful house for the elves 18. What is the moral value of the story? a. A kind person will always find a help. d. Don’t be afraid of the elves. b. Never believe in the elves. e. Money is important in life. c. A help can make someone lazy. Audio for number 19 and 20 19. What does the man usually do with his favorite thing? a. He used it to offers clothes in online shops b. He used it to chat with a friend c. He used it to do the assignment d. He often downloads songs from it e. He often uploads photos in it 20. Why does the mother prohibit her son to bring the tablet at dinner time? a. Because it will disturb him when eating e. Because it will be burdensome b. Because it will be impolite c. Because it will not work nicely d. Because it will give bad impact to his health


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Appendix 3 LISTENING POST-TEST

Part 1 Directions: In this part of the test, you will hear some dialogues spoken in English. The dialogues will be spoken twice. It will not be printed in your test book so you must listen carefully to understand what the speakers say. After you listen to the dialogue, read the questions and the five possible answers and decide which one would be the best answer to the question you have heard. Audio for number 1 to 3 1. Who is probably speaking in the telephone? a. The doctor and the patient b. The receptionist and the doctor c. The receptionist and the patient d. The doctor and the nurse e. The nurse and the patient 2. What is the conversation mainly about? a. A patient wants to ask about the recipe b. A patient wants to meet the doctor c. A patient wants to complain about the health care service d. A patient wants to buy the medicine e. A patient wants to ask about health insurance 3. When will the appointment be? a. Friday at 10 a.m. d. Friday at 10 p.m. b. Friday at 3.30 p.m. e. Friday at 10.30 a.m. c. Friday at 3.30 a.m. Audio for number 4 to 6 4.

Where does David work? a. At the hospital d. At the medical centre b. At the school e. At the phone company c. At the call centre 5. When will the documentary film festival be held? a. Next month d. Next day b. Next week e. On Sunday c. Next year 6. What will the woman do with the movie schedule? a. She will rearrange the movie schedule b. She will email the movie schedule c. She will select the movie schedule for David d. She will call David again for the movie schedule e. She will ask Greg about the movie schedule


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Part 2 Directions: In this part of the test, you will hear several monologues. Each monologue will be spoken two times. They will not be printed in your test book, so you must listen carefully to understand what the speakers say. After you hear a monologue, read the questions and the five possible answers and decide which one would be the best answer to the questions you have heard. Audio for number 7 to 9 7.

Where can we find this announcement? a. At the airport d. At the market b. At the railway station e. At the bus station c. At the bank

8.

What does the announcement mainly tell the passengers about? a. The passengers need to exchange the ticket for a boarding pass b. The passengers cannot buy the ticket at the station c. The passengers should pass the security check before boarding d. The passengers should know how to use the automated ticket machines e. The passengers need to buy the ticket online

9.

When will the boarding time begin according to the announcement? a. At 9.00 d. 9.35 b. At 9.45 e. 9.25 c. At 9.15

Audio for number 10 to 13 10. What is the topic of the advertisement? a. Second-hand car promotion b. Car renting system c. Motorcycle credit system d. High prices motorcycle promotion e. Low prices vehicle promotion 11. Who is the intended audience for this advertisement? a. Business executives b. Housewives c. Drivers without credit cards d. People who are rich e. People with little money 12. How much money must customers pay in advance to buy a vehicle? a. $13 d. $3,000 b. $30 e. $30,000 c. $300 13. What does the speaker advise listeners to do? a. Make a credit card e. Promote the dealership b. Save money to buy the car c. Make an appointment d. Visit the dealership

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Audio for number 14 to 16 14. What is the purpose of the story? a. To tell how to make something b. To entertain the listeners with the story c. To explain the cause-effect situation d. To describe about a specific thing e. To persuade people to do something 15. Why did the stone cutter want to change himself into different things? a. He wanted to feel what other things feel. b. He was unhappy with his current life. c. He was happy with his current life and wanted to share his happiness. d. He was wondering how other things work. e. He was cursed by the God into different things. 16. What is the moral value of the story? a. Power is something that actually we have already, right inside us. b. Power is the most important thing in the world. c. Power can be achieved by changing ourselves. d. Power is something that is impossible. e. Power cannot change someone’s life. Audio for number 17 to 20 17. Where would you go to check out books? a. Level 1 d. Level 4 b. Level 2 e. Basement c. Level 3 18. Where would you find a January 1996 issue of Time Magazine? a. Level 1 d. Level 4 b. Level 2 e. Basement c. Level 3 19. What is available at Level 4? a. Copy facilities b. Multimedia center c. Arts and humanities books d. Circulation desk e. Science and engineering books 20. When does the library close on Friday nights? a. 8.30 PM b. 9.00 PM c. 9.30 PM d. 10.00 PM e. 11.00PM

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Appendix 4 AUDIO TRANSCRIPT OF LISTENING PRE-TEST

1

APPOINTMENT (Question Number 1 and 2) Receptionist Hina Receptionist Hina

: Bushy Hill Surgery? : Hello, I’d like to book an appointment please. : Right, we have Thursday morning at 10 or Friday afternoon at 3pm. : Thursday morning suits me and I'd prefer to see a lady doctor, if that's possible.

Adapted from: www.bbclearningenglish.com 2

INVITATION (Question Number 3 and 4) Jack Ismael Jack Ismael Jack Ismael Jack Ismael Jack Ismael Jack Ismael Jack Ismael Jack Ismael Jack Ismael Jack Ismael

: Hi, Ismael. How are you? : Hi, Jack. I’m OK but I’ve got loads of homework. : Me too. But would you like to come with us to the cinema tonight? : Who’s ‘us’? : Me, Jamie, Nicola and Selina. : OK and what’s the film? : We don’t know. We can’t decide. There’s that new horror film “Light and Dark” : No, no, no! I don’t like horror films. : OK. Well, there’s a comedy about a school. : Oh, no more school, please! What about a romcom. : Romcom? : You know, romantic comedy, boy meets girl... : What? really? No, I hate romantic films. I like action. : Well, there’s a new science fiction film “Alien Attacks”. : OK I like science fictions. Let’s see that. : OK. I'll ask the others if they like sci-fi. : What time is the film? : At 8 o’clock. Let’s meet at 7.30 outside the cinema. : OK. See you later! : Bye!

Adapted from: www.britishcouncil.org/learnenglishteens 3

INVITATION (Question Number 5 and 6) Joey

: Hi, Lisa! My Enterpreneurs’ Club is having a picnic at the beach next Saturday afternoon. Would you like to come? Lisa : I’d like to, Joey, but I have to study next Saturday until at least 3:30 Joey : That’s OK. Call me when you finish studying. The picnic will be all day and evening and you’ll be hungry. Lisa : You’re right! OK, then I’ll go! Adapted from: Thrush, E.A., Baldwin, R., & Blass, L. (2014). Interactions: Listening/Speaking (Sixth Edition). New York: McGraw-Hill Education.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 4

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ANNOUNCEMENT (Question Number 7, 8 and 9) Can I have your attention please? It is 8:45, and we will be closing in 15 minutes. Please bring any items you'd like to purchase to one of the check-out stands. Those already in a check-out line by 9 will be served, but the front doors will be locked at that time, and we will not accept new customers in check-stand lines after 9. Once you have made you purchase, we ask that you exit by one of the two side doors. We thank you for shopping with us tonight, and remind you that we will open tomorrow at 10, and will be open from 10 to 8. Thank you for your cooperation, and have a good night. Adopted from: http://www.englishtest.net/toeic/listening/announcing_the_closing_time_at_a_supermarket.html

5

ADVERTISEMENT (Question Number 10 and 11) Feeling run down? Low on energy? Like you'll never make it through the day? Then it's time for you to Rev Up. One package of Rev Up contains enough vitamins and minerals to energize you for five straight hours. And the best part is, you won't come crashing down even more tired than when you started. Mix amazing Rev Up with a glass of cold water, and you'll feel energized and ready to tackle the busy day ahead of you. Rev Up contains more than 100 percent of the vital nutrients your body needs to help you think clearly and perform at maximum efficiency. Rev Up comes in three great flavors -- grape, lime and cherry -- and is available at supermarkets throughout the Tri-County area. When you're down, Rev it Up, with Rev Up. Adopted from: http://www.englishtest.net/toeic/listening/a_commercial_for_a_vitamin_supplement_product.html

1. 6 ADVERTISEMENT (Question Number 12 and 13) Hi, Pete Patterson here for Hair Apparent. If hair loss has got you feeling blue, then I've got good news for you. Hair Apparent can restore your hair naturally, without plugs, lotions, or painful surgery. Hair Apparent's experienced doctors combine the use of hair from other parts of your body with their patented growth gel to give you a full, natural-looking head of hair within six- to eight-weeks. My appointment with Dr. Barringer at Hair Apparent was smooth and easy. I relaxed and watched DVD's while Dr. Barringer examined my scalp, then painlessly started treatment. Guys, this was the best decision I have ever made. My nearly bald head is now covered with thick, rich, soft hair that honestly looks better than it did before it fell out. My wife can't believe it! Call Hair Apparent at 555-1209 today for a free consultation, or visit one of their two locations: 123 Main Street downtown or 345 Pine Street on the east side. Tell 'em Pete Patterson sent you, and you'll get 20 percent off. Don't wait! Act now! Trust me, you'll be glad you did. Adopted from: http://www.englishtest.net/toeic/listening/advertiser_is_promoting_hair_repair_product_urging_custome rs_to_get_a_discount.html

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 7

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NARRATIVE (Question Number 14 and 15) Once upon a time, there was a beautiful girl called Cinderella. She lived with her stepsister and stepmother. They were very bossy. She had to do all the houseworks. One day an invitation to the ball came to the family. Her step sister did not let her go, so Cinderella was very sad. The stepsister went to the ball without her. Fortunately the fairy godmother came and helped her to get to the ball. At the ball Cinderella danced with the prince. The prince fell in love with her then he married her. They lived happily ever after. Adopted from: http://mr.lukmanulhakim.blogspot.com/2013/03/mp3-soal-listeningbahasa-inggris-dan.html

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NARRATIVE (Question Number 16, 17 and 18) Long ago, there lived a shoemaker and his wife. Nobody bought their shoes any more and they had became poor. He had cloth left to make one last pair of shoes. His wife consoled him and asked him to stich the shoe the next day. Four little elves heard them talking from outside their window. They felt sorry for the kind man and decided to help him. They begin cutting, sewing and decorating the cloth. Before morning, they made the most beautiful pair of shoes. In the morning, the shoemaker was amazed to see the pretty shoes on the table. Soon, a merchant saw the shoes in the shop and bought them. He gave the shoemaker enough money to buy a cloth for two pairs of shoes. The elves returned that night and made two more beautiful pairs of shoes. This continued for few more nights. The shoemaker and his wife were puzzled and wondered who the friends were. One night, they decided to stay awake and find out who made shoes for them. They saw elves flying in and stitching the shoes. The shoemaker and his wife were so touched. They decided to make something for them in return. They made the best of clothes and shoes for the elves. When the elves came, they were thrilled to see their new clothes. They flew out in happiness and never to return again. The shoemaker continued to make the best shoes and never forgot the kind elves who help them in their time of need. Adopted from: http://www.proprofs.com/quiz-school/story.php?title=septiakurniawardani

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DESCRIPTIVE (Question Number 19 and 20) My favorite thing has to be my new tablet. It’s really light and quite small, so I take it with me everywhere. I’m always writing messages to friends and it’s big enough to do college work on it too. It takes really good photos, and I play games and listen to music on it as well, of course. I often download films onto it and watch them in bed. My mum says I’m addicted, because I’m always on it. I even read things on it at breakfast time. I’m not allowed to at dinner time, though. I have to be polite and talk to people then. “Welcome back to real life,” my mum says. Adopted from: http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/favourite-things


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Appendix 5 AUDIO TRANSCRIPT OF LISTENING POST-TEST 1

APPOINTMENT (Question Number 1, 2 and 3) Clinic : Dundas Medical Clinic. Can you hold for a moment? Patient : Yes. Clinic : How can I help you? Patient : I’d like to make an appointment to see Dr. Scott. Clinic : Just a moment, please. The next available appointment is Friday at 10 a.m. Patient : Oh, I’m sorry, I can’t make it then. Are there any openings in the afternoon on Friday? Clinic : Let me check. Yes, you can see him at 3.30 p.m. Patient : That’s great, thank you. Clinic : May I have your chart number please? Patient : Yes, it’s Z7823 Clinic : Your name is Michael Hayes Patient : Yes, Okay, so that’s Friday, June 8th, at 3.30 p.m. Clinic : Yes Patient : Thank you. Bye. Clinic : Bye

2

INVITATION (Question Number 4, 5 and 6) David Julie David Julie David Julie David Julie David Julie David

Julie David Julie David Julie David Julie David

: Hello? : Hi, David? : Yeah. : It’s Julie. : Julie! It’s good to hear from you. : Are you busy right now? : Not at all. How are you? : I’m great. What’s new with you? : I’ve just started a new job. : You did? Tell me about it. : It’s at a call centre. But it’s a pretty good job. No selling, I’m working 4 p.m. to midnight,which I really like, because then I have afternoons free to do other things. : That’s great, David. Congratulations. So, listen, do you know about the documentary film festival that’s starting next week? : No, I don’t. : They’re showing documentary films from all over the world. We should go. How about one afternoon before you go to work, or maybe on Saturday? : That would be great. I’d love to go. : I’ll email you the schedule. Just pick a couple that you are interested in and let me know. : Will do. By the way, Julie, have you spoken to Greg? : Not for a couple of weeks. Why? : Well, I was just wondering how he was doing. When I spoke to him last he


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was having some problems with his girlfriend. Julie : No, I don’t know anything about that. Poor Greg! Anyway, I should let you go. I’ll email you the movie schedule. David : Thanks, Julie. That’ll be fun. Julie : Take care. David : You too. Julie : Bye 3

ANNOUNCEMENT (Question Number 7, 8 and 9) Good morning, rail passengers. For those of you taking the 9:45 Starlight Special to Amityville, you will need to exchange your ticket for a boarding pass before you board the train. Boarding passes are available now at the purple booth next to door 9. If you need to buy tickets, come to one of the ticket windows on the east side of the station, or use one of our automated ticket machines located throughout the lobby. Once you have your tickets, each passenger must exchange them for a boarding pass, including young children. When you have obtained your boarding pass, you are ready to access the platform. The train will board through door 9 beginning at approximately 9:15. Thank you.

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ADVERTISEMENT (Question Number 10, 11, 12 and 13) Hi friends. Sherry Hawkins here, owner of Hawkins Motors. Do you need a new car but feel like you can't afford one? Well come on down to Hawkins, where you can buy a new or used vehicle for just $30 down. You heard right: Not $3,000, not $300, just $30 down lets you drive off the lot in your very own vehicle. We have hundreds of new and used compacts, sedans, SUVs or pick-ups to choose from, and a variety of financing options to meet your needs even if your credit's not too hot. Still think you can't afford a car? Think again friends. Come on down to Hawkins Motors, at the intersection of Highway 5 and State Route 99. We're open 9-5 weekdays, 9-9 on Saturdays and Sundays. We'll see you soon!

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NARRATIVE (Question Number 14, 15 and 16) Once upon a time there was a stone cutter. The stone cutter lived in a land where a life of privilige meant being powerful. Looking at his life, he decided that he was unsatisfied with the way things were and so he set out to become the most powerful thing in the land. Looking around his land he wondered to himself what it is tobe powerful. Looking up he saw the sun shining down on all the land. “The Sun must be the most powerful thing that there is, for it shines down on all things and all things grow from its touch.” So he became the Sun. Days later, as he shone his power down on the inhabitants of the land, there came a cloud which passed beneath him obstructing his briliance. Frustrated, he realized that the sun was not the most powerful thing in the land, if a simple cloud could interupt his greatness. So, he became a cloud, in fact, he became the most powerful storm that the world had ever seen. And so he blew his rain and lightning, and resounded with thunder all over the land, demonstrating that he was the most powerful. Until one day he came across a boulder. Down and down he poured and his thunder roared, lightning flashed and


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filled the sky, striking the ground near the boulder. His winds blew and blew and blew, and yet, despite all his efforts, he could not budge the boulder. Frustrated again, he realized that the storm was not the most powerful thing in the land, rather it must be the boulder. So he became the boulder. For days he sat, unmovable, and impassive, demostrating his power, until one day, a stone cutter came and chiselled him to bits. DESCRIPTIVE (Question Number 17, 18, 19 and 20) Hello and welcome to the university library. This taped tour will introduce you to our library facilities and operating hours. First of all, the library's collection of books, reference materials, and other resources are found on levels one to four of this building. Level one houses our humanities and map collections. On level two, you will find our circulation desk, current periodicals and journals, and our copy facilities. Our science and engineering sections can be found on level three. You can also find back issues of periodicals and journals older than six months on this level. Finally, group study rooms, our microfilm collection, and the multimedia center are located on level four. Undergraduate students can check out up to five books for two weeks. Graduate students can check out fifteen books for two months. Books can be renewed up to two times. There is a 50-cents-a-day late fee for overdue books up to a maximum of $15.00. Periodicals and reference books cannot be checked out. The library is open weekdays, 8:00 a.m. to 10:00 p.m., and on Saturdays from 9:00 a.m. to 8:30 p.m. The library is closed on Sundays.


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Appendix 6 Blue Print of Listening Strategy Questionnaire

Concept Listening Strategy (O’Malley and Chamot, 1980)

Sub-Concept Metacognitive strategy

Cognitive strategy

Socio-Affective Strategy

Indicators involving the manipulation or transformation of the learning materials/input (e.g., repetition, summarizing, using images). involving higher-order strategies aimed at analyzing, monitoring, evaluating, planning, and organizing ones’ own learning process involving interactions with others. Social: involving interpersonal behaviors aimed at increasing the amount of L2 communication and practice the learner undertakes (e.g., initiating interaction with native speakers, cooperating with peers). Affective: involving taking control of the emotional (affective) conditions and experiences that shape one’s subjective involvement in learning

Items A1, A15, A25, B1, B2, B3, B4, B5, B6, B7, B10

A2, A3, A4, A5, A6, A7, A8, A10, A12, A13, A18, A19, A20, A21, A23

A9, A11, A16, A17, A22, A24, B8, B9


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Appendix 7 Listening Strategy Questionnaire

Isilah kuesioner di bawah ini dengan memberi tanda checklist (√) sesuai dengan pendapat anda mengenai setiap butir pernyataan tentang strategi yang anda gunakan dalam belajar listening. Sebelum membaca daftar pernyataan dan mengisi kuesioner, bacalah petunjuk skala terlebih dahulu. Jawaban Anda tidak akan merugikan atau mempengaruhi nilai Anda. Terima kasih untuk ketulusan dan kerjasamanya. Petunjuk skala: 4: Sangat Sering 3: Sering 2: Jarang 1: Tidak pernah A. Strategi dalam Mendengarkan Teks Lisan Bahasa Inggris No.

Pernyataan

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Saya mendengarkan setiap kata yang diucapkan oleh narator(orang yang berbicara) secara detil. Pada saat mendengarkan saya hanya fokus pada pesan utama/penting yang disampaikan oleh narator. Saya mencatat hal-hal penting saja dari apa yang saya dengarkan. Saya berusaha memahami dialog/monolog yang saya dengarkan dengan mencoba menebak makna kata-kata yang diucapkan oleh narator dalam sebuah dialog atau monolog. Saya berusaha memahami isi dialog atau monolog dengan menghubungkan apa yang saya dengar dan pengetahuan/pengalaman yang saya miliki. Saya berusaha menebak kata-kata sulit dengan menggunakan konteks yang saya pahami, seperti: situasi (misalnya di supermarket), hubungan antar pembicara dan lawan bicara, dan sebagainya. Saya mendengarkan dan memberikan perhatian dengan seksama terhadap aspek-aspek khusus dalam teks lisan Bahasa Inggris (seperti intonasi, pengucapan, dan penekanan kata) Ketika saya tidak memahami isi teks lisan dalam Bahasa Inggris saya mendengarkannya berulang kali. Saya mudah menyerah apabila tidak memahami makna kata dalam teks lisan berbahasa Inggris.

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Ketika mendengarkan, saya membuat gambaran di dalam pikiran saya mengenai situasi yang terjadi dalam dialog/monolog. Saya mudah putus asa bila tidak memahami makna kosa kata yang ada dalam dialog/monolog. Saya harus menerjemahkan per kata ke dalam Bahasa Indonesia untuk bisa memahami isi dari sebuah teks lisan baik berupa dialog maupun monolog. Sebelum mendengarkan, saya terlebih dahulu memprediksi/menebak mengenai isi dari teks lisan baik monolog maupun dialog. Saya berusaha untuk rileks dan tenang saat mendengarkan teks lisan berbahasa Inggris. Saya berusaha fokus ketika mendengarkan teks lisan berbahasa Inggris. Ketika saya mengalami kesulitan atau ada hal yang kurang jelas selama mendengarkan teks lisan Bahasa Inggris, saya bertanya pada guru. Ketika saya mengalami kesulitan atau ada hal yang kurang jelas selama mendengarkan teks lisan Bahasa Inggris, saya bertanya pada teman. Setelah mendengarkan sebuah teks lisan berbahasa Inggris, saya belajar bagaimana mengucapkan kosakata bahasa Inggris dengan benar dan tepat. Setelah mendengarkan sebuah teks lisan berbahasa Inggris, saya belajar bagaimana mengungkapkan ekspresi bahasa Inggris dengan benar dan tepat. Saya mendengarkan dan mengulang berkalikali bagian yang kurang saya pahami dalam sebuah teks lisan Bahasa Inggris. Saya berusaha merangkum dan menyimpulkan sendiri isi dari sebuah teks lisan berbahasa Inggris. Saya berdiskusi dengan teman untuk memahami makna dari sebuah teks lisan berbahasa Inggris. Dalam mendengarkan teks lisan bahasa Inggris saya memperhatikan elemen-elemen bahasa seperti struktur kalimat, tenses, penggunaan susunan pasif, dan sebagainya. Saya mencocokkan pemahaman yang saya miliki dengan pemahaman teman saya setelah mendengarkan teks lisan berbahasa Inggris. Saya menggunakan daftarchecklist(misalnya tentang siapa, apa, mengapa dan bagaimana) untuk membantu mendapatkan poin-poin dari teks lisan bahasa Inggris yang saya dengarkan.

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B. Strategi dalam Mengembangkan Keterampilan Listening No. 1

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Pernyataan Saya meningkatkan keterampilan listening saya dengan mendengarkan musik dan lagu yang berbahasa Inggris. Saya berupaya mengembangkan keterampilan listening saya dengan menonton film dalam Bahasa Inggris. Saya mengembangkan keterampilan listening saya dengan menonton berita (news) dalam Bahasa Inggris. Saya memanfaatkan video/audio pembelajaran Bahasa Inggris yang didownload dari internet atau sumber lainnya untuk meningkatkan keterampilan listening saya. Saya mengembangkan keterampilan listening saya dengan menonton acara-acara televisi yang berbahasa Inggris. Saya memanfaatkan video/audio dengan topik tertentu yang saya sukai untuk belajar mendengarkan dalam bahasa Inggris. Saya mengasah keterampilan listening saya melalui website-website pembelajaran Bahasa Inggris khususnya listening (seperti esl.podcast, britishcouncil, dan sebagainya). Saya mencoba berkomunikasi dengan wisatawan asing menggunakan Bahasa Inggris sehingga saya dapat mengembangkan keterampilan listening saya secara tidak langsung. Saya mencoba mencari partner (teman atau guru) untuk berkomunikasi dalam Bahasa Inggris sehingga saya dapat mengembangkan keterampilan listening secara tidak langsung. Saya mengembangkan keterampilan listening saya dengan mendengarkan acara radio yang berbahasa Inggris.

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Appendix 8 Interview Guideline

1. Do you like listening class? 2. What is your opinion about learning listening that you have experienced for several meetings? 3. What is your opinion about FLAP as the media for learning listening? 4. Do you like the features of FLAP? 5. Does it help you solve your listening comprehension problems? 6. Does it motivate you to learn listening? 7. Does it provide you enough input? 8. Does it provide you enough practice? 9. Could you tell me about your experience in learning using FLAP? 10. What do you think the advantages or the disadvantages of using FLAP?


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Appendix 9 Interview Transcripts

Interview transcript 1 W Selamat pagi dek Adit. Boleh ya minta waktunya wawancara sebentar. A A01 OK mbak. W Apakah kamu menyukai pembelajaran listening seperti yang sudah kita lakukan di beberapa pertemuan kemarin? A A02 Iya mbak, soalnya kan kita sebelumnya jarang dapet listening gitu jadi enak lebih pengalaman sekarang. W Lebih pengalaman gimana dek? A A03 Ya kan kalo mendengarkan itu susah ya mbak, tapi klo banyak latian kan jadi tambah paham. W O gitu ya. Kalo dari belajar listening selama ini di kelas kayak kemarin-kemarin itu gimana menurutmu dengan pemahamanmu? A A04 Ya jadi bertambah mbak. Jadi ngerti kalo ditanya ada pertanyaan-pertanyaan gitu. Kadang jadi nambah kosa katanya juga. Kan kalo gak kebiasaan ndengar juga susah. W Oh jadi kosa katanya ya. Emang kesulitannya selama ini di kosa kata ya kalo mendengarkan A A05 Enggak cuma itu sih mbak. Kadang juga kalo itu si....apa mbak...speaker-nya ngomongnya kecepetan kan kita juga susah ngikutinnya....trus kalo ngomongnya sambil agak nggremeng gitu....hehe W Oh iya ya. Kalo dari audio yang dipelajari selama pembelajaran kemarin masih kesulitan ga? Maksudnya sudah cukup jelas atau ada yang menurutmu susah? A A06 Kalo kemarin sih yaa...lumayan mbak... W Lumayan gimana? A A07 Cukup jelas...walaupun ada dikit saya yang kadang kurang jelas....tapi setelah didengarkan berulang-ulang jadi lebih jelas W Oh iya iya. Trus kan kita kemarin belajarnya juga pakai aplikasi Android yang FLAP itu ya. Menurutmu gimana? Apa pendapatmu mengenai itu? A A08 Seneng mbak. Kan jadi gak boring ya mbak kalo mendengarkan lewat itu speaker kayak sama aja kayak sebelumnya. Ini yang pake Android lebih asyik aja. W Oh gitu ya. Kamu sering ya sebelumnya pake Android-mu buat belajar? A A09 Hehe enggak sih mbak paling ya cuma buat itu internetan kalo disuruh nyari sama guru. W Oh nyari tugas gitu ya. A A10 Iya mbak atau nyari kalo ada yang gak ngerti, hehe. W Hmm, OK. Tadi kamu bilang belajar pake Android itu asyik ya, bisa dijelasin kenapa itu kok asyik? A A11 Yah kan ada lagunya juga mbak, hehe. Jadi ga monoton. W Oh, suka lagunya? A A12 Suka mbak, tapi apa ya, kalo lebih banyak mungkin lebih bagus lagi itu mbak. W Oh gitu ya. Iya itu kan kemarin memang sedang dalam proses pengembangan ya aplikasinya jadi ya lagunya baru segitu. OK, menurutmu belajar dengan menggunakan FLAP itu bisa membantu kamu lebih baik gak dalam listening? A A13 Iya mbak. Pertama gak boring karena ada aplikasinya kayak gitu. Kedua mungkin saya jadi terpacu buat latian mbak karena sudah tersedia disitu. W Kalo dulu pernah gak latihan-latihan gitu?

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI A W A W A

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A14 Jarang mbak. Oh gitu. Nah masih tentang FLAP ya, didalamnya itu kan setelah kamu latihan ada feedback ya, menurutmu gimana dengan adanya feedback itu? A15 Feedback mbak? Oh iya maksudnya itu misalnya setelah kamu menjawab, terus di akhir keluar skor kan ya sama keterangan kalo jawaban kamu benar atau salah. A16 Oh, itu ya cukup bagus mbak kan jadi tahu sendiri kesalahan sendiri terus bisa ngulangin lagi sampe bener. Cuma ya itu mbak mungkin kalo ditambah keterangannya lebih baik. Maksudnya ditambah keterangan dek? A17 Ya itu mbak misalnya ini benar kenapa trus ini salah kenapa. Eh tapi gak papa juga dink kayak gitu kan kita jadi penasaran salahnya dimana. Tapi kadang itu lho mbak saya kalo gak ngeh kesalahannya dimana jadi suka bingung, hehe. Oh gitu. Ngomong-ngomong soal bingung kalo bingung sm yang ada di FLAP apa yg kamu lakukan? A18 Ya palingan cari di kamus mbak Ga nyoba nanya temen? A19 Iya kadang-kadang mbak. Oiya kemarin itu kan ada juga group work-nya ya, ndengerin bareng lewat FLAP, menurutmu gimana aktifitas itu? Bermanfaat ga buat kamu? A20 Iya mbak, soalnya kan kalo diskusi kayak gitu jadi bisa saling melengkapi...kalo aku pahamnya bagian ini temenku paham yang bagian yang lain...kan gak semuanya kadang kita bisa denger tu kata-katanya...tapi kalo sama temen jadi kita bisa lebih jelas, gampang ngerjain soal latihannya... OK deh. Kalo dari materinya? A21 Hmm, materi? Iya, susah ato gak? A22 Hehe...so so..mbak Oh lumayan ya. Bisa sedikit dijelasin A23 Yah ga terlalu sulit kok mbak kan memang itu materinya kayak yang pernah kita dapet kayak naratif tapi biasanya kita dapetnya pas bukan listening tapi pas apa itu mbak, reading gitu. Oh gitu. Kalo yang percakapan? A24 Yang percakapan...oh yang kayak mengundang kemarin ya mbak? Iya A26 Yah, lumayan juga mbak...menurutku sih ga terlalu susah ga terlalu gampang mbak. Kalo topik-topiknya menurutmu gimana? A27 Topiknya ya cukup menarik mbak...banyak dan macem-macem....tapi kemarin belum nyoba semuanya...baru dikit nyobanya...Cuma yang dikasih tau mbak kemarin yang banyak nyobanya....sama suka nyoba yang lagu-lagu... Oh..he em. Kalo tasks-nya? Emm maksud saya exercise-exercise nya gitu gimana? Pertama mungkin tentang tingkat kesulitannya, termasuk terlalu mudah, terlalu sulit, sedang-sedang aja atau gimana? A28 Exercisenya....emm, lumayan sih mbak, yaa ga terlalu sulit ga terlalu mudah.... Nah trus klo mengenai macam-macamnya, maksudnya exercise nya monoton apa gak menurutmu? A29 Enggak sih mbak.... Oh...kamu udah pernah nyobain latihan yang seperti apa aja? A30 Itu mbak yang ngisi lirik, eh apa itu....ya kayak melengkapi gitu mbak...terus yang


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pilihan juga sama yang benar salah.... Paling suka yang mana? Yang ngisi lirik mbak, hehe... Sip deh, klo menurutmu belajar dengan bermacam-macam exercise seperti itu membantu pemahaman kamu gak? Ya cukup terbantu mbak. Jadi bisa ngecek kalo saya paham atau gak. Kan kalo gak ada exercise nya kayak kita udah paham tapi kalo ditanya dikelas masih bingung jawabnya. Klo udah latihan jadi tahu maksudnya. OK. Nah sekarang klo dari segi suaranya. Nah kalo dari kualitas suaranya sendiri gimana? Jelas gak? Cukup jelas mbak. Ya meski ada juga yang menurut saya kecepetan jadi saya gak bisa ngikutin. Oh ya. Kalo dibandingkan dengan mendengarkan lewar speaker mendengarkan lewat FLAP itu menurutmu gimana? Ya beda mbak yang jelas. Klo lewat FLAP itu lebih menyenangkan tentunya mbak, ga ngebosenin. Trus juga lebih bisa konsentrasi aja mbak. Kan kalo speaker gitu kalo saya pas duduk di belakang kadang kurang kedengeran. Tapi klo lewat FLAP saya jadi bisa ndengerin bisa fokus gitu mbak kan pake headset atau bisa didengerin dari deket. Trus kalo menurutmu apa ada kekurangan dan kelebihan dari pembelajaran listening dengan didukung oleh aplikasi Android FLAP seperti kemarin? Kelebihan...kalo kelebihan banyak mbak, kalo belajar pake aplikasi Android jelas kalo menurut saya itu lebih menyenangkan mbak daripada listening biasa...terus juga membuat kita banyak latihan jadi kita...kita bisa tahu lebih banyak...kosa kata...atau juga makin paham sama klo ada pertanyaan-pertanyaan gitu.... Sering ga aplikasinya dibuka di rumah pas kemarin saya kasih waktu belajar mandiri sebelum post-test Ya lumayan mbak... Kapan waktunya kamu belajar pake FLAP? Ya...fleksibel mbak...kadang kalau saya mau tidur...atau pas sambil nonton TV... Sering nyoba latihannya? Pas awal itu saya nyoba semuanya mbak, tapi cuma...sekilas-sekilas gitu mbak...yang pas terakhir kemarin baru saya coba materi yang dipilih mbaknya kemarin Oiya tadi fleksibel kan ya...dengan waktu yang fleksibel itu menurutmu bisa lebih mudah dalam belajar listening gak? Oh jelas donk mbak...kan kalo biasanya itu cuma belajar di kelas...habis itu kalo ada yang mau biasanya minta filenya trus didengerin di rumah tapi kan harus nyolok flesdis jadi harus pas di rumah belajarnya tapi klo pake FLAP ini kadang saya di jalan pas nunggu teman gitu bisa sambil buka-buka... Oh gitu...hmm, oiya masih ada lagi ga kelebihan yang ingin kamu sampaikan? Emm apa ya mbak...ya lebih menarik sama fun aja mbak...hehe kayak namanya...kalo fun gitu kan sy juga belajarnya jadi lebih apa ya...terpacu gitu mbak...belajarnya jadi kayak nge-game... Nge-game? Iya mbak kan ngerjain latihannya itu kayak kalo kita nge-game. Oh, he em he em....nah trus ada lagi? Hmm mungkin itu aja mbak.... OK. Klo kekurangannya? Dari semuanya, mulai dari proses pembelajaran aktifitas kita di kelas sampai ke penggunaan FLAP untuk listening ini sendiri menurutmu


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apa? Ada hal yang selama ini menjadi uneg-uneg mu gitu misalnya diungkapin aja. A43 Kekurangannya emm mungkin itu mbak pas di awal saya kurang bisa mengikuti dengan baik soalnya tugasnya kalau menurut saya terlalu banyak mbak...hehe. tapi di akhir-akhir kemarin udah engga’ Oh di awal itu ya. A44 Iya mbak. Trus mungkin FLAPnya lebih menarik aja kalo lagunya ditambah sama warnanya dipilih yang agak cerah dikit. Hehe. Oh gitu. OK deh dek. Mungkin cukup sekian kita ngobrolnya, makasih ya atas waktunya. A45 Sama-sama mbak.

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Good morning, Rinta. Morning miss. Minta waktunya bentar ya, miss mau tanya-tanya tentang pembelajaran listening kemarin-kemarin itu yang sama miss. OK miss. Sebelumnya nih ya, miss mau tanya, kamu sebelum miss mengajar kayak kemarin sering belajar listening gak di kelas? Pernah sih miss di kelas pak Ari... Berapa kali...sering ya? Jarang miss...palingan berapa kali ya waktu itu...dua kali miss kalo gag salah Ouw...kalo belajar sendiri...misalnya di rumah gitu atau pas lagi santai? Hehe ga pernah miss...emm palingan dengerin lagu Bahasa Inggris aja miss... Suka ya dengerin lagu Bahasa Inggris Hmm kalo ada yang bagus kadang suka miss Baiklah. Menurutmu ada perubahan gak sebelum belajar listening lewat pembelajaran dengan miss kemarin yang juga didukung oleh aplikasi FLAP sama sewaktu sebelumnya? Ya, ada tho miss...jadi lebih gampang paham miss, kalo biasanya dulu kan cuma ndengerin kayak pas ujian gitu trus dibahas gitu aja...tapi ini kegiatannya lebih banyak, jadi menambah pengetahuan kita juga miss Oh kegiatannya banyak maksudnya gimana tuh? Yah kan ada ndengerin pake speaker...tapi ada juga kerja kelompok atau yang berdua gitu buat diskusi...ada nebak-nebak sama yang maju cerita ke depan kelas kemarin miss kan seru... Oh gitu...kalo belajar pake aplikasi Android nya? Oh iya miss..yang itu juga...suka banget miss karna kita jadi punya bahan buat belajar sendiri...terusan juga lewat HP jadi bisa mainin kapan aja...eh mainin...muternya bisa buat belajar di rumah gitu maksudnya miss Oh gitu. Emang biasanya kalo belajar listening sebelumnya ga pernah dengerin di rumah? Pernah sih miss. Waktu itu dikasih tugas cari rekaman di Internet terus didengerin tapi kan kadang lupa disimpen terus pas mau buat belajar lagi tuh ilang. Kalo di FLAP ini kan semua dah jadi satu jadi bisa bolak balik buat belajar. Emm gitu. Emang ga bosen ya sama materinya kalo bolak-balik belajar pake itu? Ya, enggak sih miss, kan banyak juga O udah nyoba semuanya ya

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R12 Belum miss, cuma baru liat-liat aja kalo yang selain yang miss terangkan di kelas Rencana mau nyoba? R13 Iya miss, kemarin baru nyoba yang miss kasih tau aja... Oh gitu. Ya nanti dicoba lagi aja kalo ada waktu senggang. R14 Iya miss. OK. Sekarang miss mau tanya terkait dengan proses pembelajarannya ya, aktivitasaktivitasnya kayak gitu....menurutmu dari selama kita belajar listening sejak awal sampai akhir aktivitasnya banyak membantu kamu dari kesulitan dalam listening ga? R15 Iya miss...karna kan kita banyak latihan ya terus juga ada tugas di rumah jadi enggak gampang lupa dan jadi terbiasa aja....kalo biasanya kan dengerin di kelas terus paling tugas cari di internet terus udah ga latihan-latihan lagi.... Ouw jadi menurutmu kalo latihan-latihan gitu bisa mengurangi kesulitan kamu dalam listening? R16 Iya miss...karena kalau kebiasaan ndengerin kan jadi lebih gampang miss...jadi tahu kosa katanya...sama kalo orang ngomong cepet jadi agak terbiasa... Oh, he em....emang selama ini kamu ga coba latihan-latihan sendiri biar jadi kebiasaan ndengerin? R17 Hehe...males miss...soalnya susah cari materinya miss...palingan baru latihan kalau dikasih filenya aja habis ndengerin di kelas gitu...atau pas dikasih PR Ouw gitu...Trus gimana pendapatmu dengan penggunaan media pembelajaran aplikasi Android pada pembelajaran listening kemarin? R18 Ya..bagus itu miss...lebih menarik dan memotivasi aja...kan kalo belajar lewat HP beda dari biasanya lewat speaker....lebih unik aja mbak... Trus itu ngaruh ga sama diri kamu khususnya dalam belajar listening? R19 Iya mbak....menyebabkan saya itu jadi lebih senang belajar....sebenarnya pengen belajar juga listening sejak awal mbak karena katanya kan listening nanti itu juga penting...itu apa namanya diujikan juga nanti di kelas atas kata kakak tingkat...trus ada aplikasi ini kan nanti saya bisa belajar dari sini Oh gitu kalo sebelum ini kamu belajar listening nya gimana? R20 Ya kalau dikasih di kelas aja mbak...kalo belajar sendiri palingan nonton film Oh film yang ada subtitle nya gitu ya... R21 Iya mbak... Kalau ada subtitle nya kamu ngerasa lebih terbantu untuk paham gitu? R22 Iya mbak kalau ada tulisannya kan bisa tau orangnya ngomong apa, hehehe. Oh gitu...sip deh lanjutkan. Masih mengenai belajar dengan menggunakan FLAP. Itu kan banyak ya fitur-fitur..eh..menu-menu nya gitu...udah kamu coba semua? R23 Iya mbak, pas di awal pas pertama dapat FLAP itu udah dicoba semua...tapi sebagian baru sekilas sih Yang paling sering kamu buka yang mana? R24 Yang latihan-latihan sama yang FUN itu mbak... Klo yang FINAL? R25 Belum mbak...belum sempet...hehe OK. Apa yang menarik dari belajar listening selama ini dengan menggunakan media FLAP ya? R26 Apa ya miss...hmm menyenangkan karena kita jadi tahu dan paham macam-macam percakapan....tahu kosa kata baru... Oh...menurutmu kalau listening penting ya pengetahuan kosa kata itu? R27 Iya miss...penting banget kan miss...lah kalau ga tau artinya gimana donk mau pahamnya...

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Klau kamu selama ini kesulitan ga dengan kosa kata Klo sekarang sdh lumayan sih mbak...mungkin karena udah biasa ndengerin... Oh iya ya. Nah sekarang miss mau tanya per bagian yang ada di FLAP ya. Kalau fitur FOCUS itu menurutmu gimana, bisa membantu kamu belajar listening lebih baik ga? FOCUS yang mana sih miss Oh mungkin sambil dibuka yuk FLAPnya Oh iya yang ini ya miss Iya...gimana menurutmu kan itu ada suara sama transcript-nya, menurutmu itu bagus ga buat belajar listening? Yah ini bagus juga miss. Ada tulisannya sama sambil dengerin suaranya gitu kan jadi ngelatih untuk bisa tahu kata ini ucapannya apa kata itu ucapannya gimana. Oh gitu. OK. Kalo bagian selanjutnya PRACTICE gimana? Yah ini kan bagus juga miss buat latihan-latihan biar kita makin paham sama isinya percakapan. OK. Di latihan itu kan ada feedback ya. Menurutmu dengan adanya feedback itu membantu kamu belajar ga? Oh iya miss, itu juga membantu, kita jadi tahu benar salah. Tapi kurang ada penjelasannya miss. Oh iya. Penjelasannya kemarin kan udah waktu di kelas hari berikutnya? Iya sih miss, tapi kalo di HP juga ada bisa buat belajar sendiri. Oh gitu. Yah mudah-mudahan nanti bisa disempurnakan ya. Trus bagian REVIEW. Gimana menurut pendapatmu? Bagian review juga bagus miss kan bisa latihan gimana pengucapan. Kan kalo kita mau ngucapin kita tahu caranya. Oh OK. Gimana dengan bagian FUN? Paling seneng miss. Karena bisa dengerin lagu sama cerita juga. OK. Trus bagian FINAL? Klo bagian FINAL aku blm nyoba yang beneran miss...kemarin baru nyoba bentarbentar. Yapp gak apa-apa. Menurut pendapatmu gimana dengan adanya menu FINAL itu? Ya jadi tambah bagus miss. Khan bisa untuk latihan menghadapi UN. Oh OK. Klo materinya sendiri gimana, kayak topik-topiknya gitu? Topiknya ga menarik atau gimana menurutmu? Topiknya menarik menarik aja miss. Buat belajar listening gimana menurutmu? Yah ga kurang gimana-gimana kok miss. Maksudnya apa udah bervariasi. Terus susunannya enak buat belajar. Iya miss. Udah ada banyak macemnya sama susunannya juga jelas. Oh ya. Sulit apa gak materinya? Hehe, kadang sulit kadang engga miss. Ada yang gampang itu dengerinnya tapi kalo pas susah atau agak panjang sama yang speaker nya ngomongnya cepet ya agak sulit. Kalo task atau tugas-tugasnya selama belajar listening kemarin menurutmu gimana? Apa itu cukup membantumu dalam belajar? Iya lah miss. Banyak latihannya jadi saya jadi ga bingung-bingung lagi kayak pas di awal Emang ga bosen banyak latihan? Engga miss. Kan juga biar tambah paham. Kalo ga ada tugas malah boring nanti miss. Terus ada tugas yang lewat aplikasi Android nya juga.

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Menurutmu ngerjain tugas di kelas kayak latihan-latihan bareng di kelas kemarin sama ndengerin sendiri di rumah pake aplikasi Android mana yang lebih baik menurutmu? Baik semua sih miss. Kalo di kelas kan bisa langsung diskusikan bareng. Itu juga bagus. Kalau di rumah kan kita bisa coba-coba sendiri buat mengulang biar tambah paham. Oh gitu ya. Ngomong-omong soal diskusi bareng, kemarin kan sempat tuh ada kegiatan di kelas ndengerin lewat Android atau yang pas pake speaker trus setelah itu ada diskusi kecil sama teman membahas exercise-nya, menurutmu itu bermanfaat membantu dalam belajar listening ga? Iya donk miss. Kalau diskusi gitu kan bisa bertukar pendapat. Kalo ada yang ga denger atau ga dong bisa didiskusikan bareng. Kalo sendiri kadang ada kosa kata ga ngerti atau ga paham pertanyaannya jadi bingung. Ok. Baiklah. Kalau mengenai audionya ya sekarang. Menurutmu gimana dengan kualitas audio yang ada di FLAP? Udah bagus atau jelas belum? Yah lumayan bagus miss. Cukup jelas kok. Ndengerinnya juga pake headset jadi lebih bisa kedengeran aja. Oh gitu. Menurutmu audio yang jelas bisa membantu dalam listening ga? Ya iya miss, kalau audionya kurang jelas itu bikin saya susah nangkepnya. Ouw OK OK. Terakhir ni ya mungkin. Bisa sebutkan kelebihan dan kekurangan dari pembelajaran listening kemarin-kemarin itu? Dari segi apanya aja boleh, dari pas belajar di kelas sampai pas belajar listening pake aplikasi Androidnya. Kelebihannya ya, tambah jelas miss kalo mendengarkan itu. Kalau ditanya apa gitu tentang isi percakapan jadi ga susah kayak dulu karena kita dah banyak ndengerin sama latian juga. Terus belajar pake FLAPnya itu juga menarik banget miss. Seneng aja bisa belajar lewat HP. Oh, kamu ngerasa dapat sesuatu yang baik ga dalam belajar selama ini yang pake aplikasi FLAP? Iya miss. Jadi lebih kebiasa dengerin kata-katanya juga jadi tambah pengetahuan. Oh maksudnya pengetahuan kosakatanya jadi nambah gitu ya. Kapan emangnya kamu belajar kosakatanya? Ya pas kalo ndengerin ga ngerti itu miss langsung liat kamus. Pas belajar di Android? Belajar di Android iya di kelas juga pas miss bahas kosa kata sama cara pengucapannya itu. Oh kalo pas di Android belajar kosakatanya pada bagian apa? Saat latihan ya? Iya itu kan ada bagian khusus ya miss. Kan bisa belajar kosa kata dari situ sama caranya ngucapin. Oh itu yang ‘Review’ ya maksudnya. Iya miss. OK. Itu kelebihan ya brarti. Ada lagi? Emm...jadi punya materi buat belajar aja miss. Kan listening harus banyak latihan. Ouw. Emang selama ini ga nyoba nyari di internet gitu. Males miss, hehe. Ga ada waktu. Halah emang ngapain ga ada waktu, hehe. OK. Trus kalo kekurangannya? Oiya mungkin apa ya miss. Miss suaranya kurang keras pas di awal kemarin saya ga denger jadinya disuruh ngapain. Hehe OK. Suara miss ya. Kalau yang berkaitan sama kegiatan belajarnya ada yang kamu kurang suka atau gimana, oh atau terkait sama FLAPnya, kekurangannya? Kalau kegiatan belajarnya udah OK miss.

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Oiya maksudnya miss kemarin kan pake introduction, pengenalan materi dulu trus habis itu baru kalian belajar sendiri pake Android, itu urutannya udah membuat kalian belajarnya lebih mudah apa gak? Iya gitu aja bagus miss. Kalau aku malah seneng gitu daripada langsung latihan sendiri kan juga kita perlu nanya-nanya juga miss kalo ga ngerti. Oh gitu. Yang lainnya? Mungkin terkait aplikasinya gitu? Kalo aplikasinya udah bagus miss. Cuman mungkin kalo bisa di update gitu lebih enak miss. Hehe. Bisa di update gag miss? Oh maksudnya diperbarui ada latihan-latihan baru gitu ya? Iya miss kayak lagunya gitu juga di update bisa gag sih miss? Oh untuk saat ini mungkin belum dek karena ini kan masih dalam proses pengembangan. Ntar ya kemungkinan kalau udah bagus bisa masuk Play Store. Hehe. OK ga ada lagi? Ga ada miss. OK. Makasih banyak ya Rinta. See u. See you miss.

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Halo dek . S01 Halo miss. Ada apa kesini lagi miss. Ini dek mau tanya-tanya wawancara gitu tentang pembelajaran listening kemarinkemarin sama miss itu. Lagi apa ni? S02 Oh. Ini miss lagi santai aja lagi kosong kelasnya. Oh gitu, boleh miss minta waktunya bentar ya tuk wawancara. S03 Boleh miss. OK. Menurutmu listening itu susah ga? S04 Susah miss. Kenapa tuh kok susah? S05 Yah maklum miss klo dengerin bahasa Inggris kuping saya agak budeg mis, hahaha. Oh bukan budeg lah mungkin kurang jelas gitu aja ya S06 Ya gitulah miss. Apalagi kalo cepet banget ngomongnya. Hehe. Menurutmu listening itu penting ya? S07 Iyalah miss kan nanti kelas 3 ujiannya ada listeningnya klo kita belajar dari sekarang kan nanti jadi lebih mudah Terus berarti menurutmu perlu ga belajar listening itu? Maksudnya selain buat ujian lho. S08 Ya perlu banget miss. Kan biar paham kalo denger yang Bahasa Inggris kayak gitu. Kan kalau diajak ngomong Bahasa Inggris kalau ga paham nanti susah juga ngasih jawabnya. Oh he em. Betul itu dek. Kalau kamu belajar listening itu kayak gimana biar enak atau biar mudah paham? S09 Hehe...ya, harus sering ndengerin kan miss, harus tahu kosa katanya... Oh iya. Terus kalau urutan pembelajarannya sendiri gimana, kalau kayak miss kemarin kamu mudah gak mengikutinya? S10 Ya, lumayan miss...bisa ngikuti...jadi tambah paham karena ada penjelasan sama diskusinya.... Klo biasanya emang gimana?

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S11 Jarang sih misslistening kayak gitu... Lho kata temanmu pernah S12 Iya miss tapi cuma berapa kali ya dua kali cuma miss. Oiya tadi penjelasan ama diskusi maksudnya yang bagian mana ya? S13 Yang itu miss kalau habis nebak-nebak, terus ndengerin terus bahas pertanyaan atau mengulang ceritanya dalam bahasa Indonesia, kan jadi lebih jelas Oh yang naratif kemarin ya S14 Iya miss By the way itu kan banyak ya aktifitas latihan-latihannya baik di kelas maupun latihan di rumah pake FLAP, kamu ngerasa bosan ga? S15 Kadang bosan miss tapi kalo pas di kelas....kalo yang pake FLAP menurut saya itu seru miss...bikin ga bosan aja Oh berarti yang di kelas bosan ya, kenapa? S16 Ya, kadang miss kalau pake speaker ndengerinnya harus bener-bener miss karena suaranya kadang kurang kedengeran. Kalo pake FLAP kan sambil santai trus suaranya juga jelas karena lewat HP atau headset. Oh gitu kalo sama aktifitas belajarnya gimana yang pas di kelas kayak kerja kelompok, atau berpasangan berdiskusi tentang yang sudah didengarkan bersama S17 Ya menurut saya sudah baik miss, bisa saling menambahin kalo ada yang kurang. Kemarin pas kerja kelompok apa yang dibahas...bisa kasih contohnya? S18 Ya kemarin itu lho miss yang dikasih pertanyaan seputar orang hilang ciri-cirinya apa kan kita diskusiin di kelompok karena masih bingung. Oh yang tentang announcement itu ya. S19 Iya miss. OK. Nah sekarang lebih khususnya tentang pembelajaran dengan menggunakan media FLAPnya. Kan kemarin itu belajar pake aplikasi FLAP ya, gimana komentar kamu tentang itu? S20 Ya, suka miss. Kenapa kok suka? S21 Ya, lebih asyik dan seru aja miss. Kan bisa ndengerin lewat HP. Terus ngerjain latihan-latihannya jadi lebih seru kalo lewat HP. Oh gitu. Kalau sudah belajar lewat HP menurutmu masih perlu ga belajar di kelas? S22 Ya, masih lah miss. Kan kalau ada yang ga jelas bisa ditanya di kelas gitu kayak kemarin itu. Oh gtu. Menurutmu FLAP ini cocok ga buat belajar listening? S23 Ya cocok banget miss. Kan materinya juga yang kayak kalau biasanya ujian, jadi nanti bisa terlatih miss, kalau kelas XII jadi lebih mudah kalau dari sekarang udah sering ndengerin. Oh ya, he em. Menurutmu belajar listening dengan model kayak kemarin itu cukup membantu kamu belajar ga? Emm... maksudnya model itu ya kamu kan ada 6 materi ya...yang 3 materi itu kita belajar di kelas terus yang sisanya kamu belajar sendiri pake FLAP. Selama belajar sendiri audio-audio lainnya pake FLAP kamu merasa terbantu ga dengan adanya FLAP itu sendiri? S24 Ya cukup terbantu miss. Kalau belajar pake FLAP kan udah komplit ya ada latihan sama skornya jadi kayak latihan di kelas aja, cuma bedanya penjelasannya kurang banyak kalau di FLAP. Oh iya ya bagian feedback ya. S25 Iya miss. Selama latihan ada kesulitan ga S26 Ya ada miss,

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Kesulitannya apa dan apa yang kamu lakukan? Itu miss kadang kalo yang pas ga ada transcript nya ada yang ga denger gitu susah pahamnya Terus apa yang dilakukan? Biasanya ya tanya temen gitu miss atau googling Oh gitu. Menurutmu belajar listening secara mandiri itu gimana, baik ga buat meningkatkan pemahaman kamu? Ya lumayan miss. Jadi bisa latihan sendiri pake aplikasinya itu. Setidaknya jadi tahu maksudnya kalau ada pertanyaan itu, kan mirip-mirip kemarin. Oh gitu. Kamu ngerasa lebih siap ga dalam post test listening kemarin? Iya miss. Kenapa? Ya karena kan udah banyak latihan sama dijelasin juga di kelas miss. Oh gitu. Latihan yang mana, yang di kelas apa yang di FLAP? Ya, semuanya miss. Oh, OK. Nah sekarang tentang FLAPnya ya, lebih khusus. Apa yang kamu suka dari fitur FLAP? Kalau yang disuka yang cerita miss sama lagu.... Kenapa Seru aja miss dengerin lagu atau cerita sambil ngisi bagian yang kosong itu, kayak quiz, jadi cukup menantang... Oh gitu...kalo yang di bagian PRACTICE...? Oh yang exercise-exercise itu ya miss...itu kalo menurut saya juga bagus...jadi kita bisa latihan-latihan kalo di luar kelas... Kemarin udah dicoba semua Sebagian miss, tapi baru yang buat mau persiapan tes kemarin aja kebanyakan Oh gitu. Nah menurutmu gimana apa sudah cukup bervariasi dari segi exercise nya? Udah miss Topik-topiknya gimana? Ya biasa aja miss kan memang itu yang diajarin Ouw...engga maksudnya apa itu cukup membosankan atau engga? Ya, engga sih miss kan banyak pilihannya Hmmm OK, exercise nya susah ga Hehe ada yang susah ada yang gampang klo buat aku miss Ouw...klo susah tu menurut kamu apanya yang bikin susah sih Itu miss klo kedengerannya di aku apa tapi ternyata sebenarnya dia ngucapin kata yang lainnya gitu miss....sama kalau omongannya panjang agak susah nangkepnya miss Kalo ngerjain sering liat skornya ga Iya miss... Dapet bagus ga kalo yang susah gitu audionya Ya sering jelek miss....tapi terus diulang lagi hehe Diulang lagi ya....berapa kali biasanya ngulang kalau yang susah Ya bisa 3 atau 4 kali miss pokoknya sampe bisa bener semua miss Suka tanya sama temennya ga Iya miss kalau pas ga tau kosa katanya gitu Kemarin bagus ga hasil tesnya Alhamdulillah bagus miss Sip deh. Oiya menurutmu penggunaan aplikasi Android bisa buat belajar


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listeningsecara mandiri ga? Misalnya kan kalau di kelas jarang ada listening ya. Ya bisa miss. Kalau menurut saya itu memang cocok buat belajar di rumah. Menurutmu apa kelebihannya dibanding kalau ndengerin di kelas saja Ya kan kalu pake FLAP bisa dibawa kemana-mana miss, kalau ga sempat bisa ndengerin sambil ngapain kek, jadi lebih enjoy gitu lho miss....ga kayak di kelas. Ouw gitu. Oh iya hampir kelewatan masih tentang FLAP. Kalau dengan adanya quiz seperti kemarin di kelas setelah tugas mendengarkan dengan FLAP di rumah menurutmu gmana? Ya gak apa-apa miss, itu bagus juga kan buat ngecek pemahaman kita...kan kadang kalau ga gitu kita lupa. OK mungkin ni yang terakhir ya pertanyaannya, gimana menurutmu kelebihan dan kekurangan pembelajaran dengan menggunakan FLAP kemarin? Ya bisa mulai dari awal pengenalan materi sampe ke belajar mandiri pake FLAP. Klo pengenalan materi pas di kelas ya miss? Iya Ya itu bagus miss, kita kan biar tahu dulu terus setelah tahu baru kita latihanlatihan sendiri..... Oh OK. Terus apa lagi kelebihannya Belajar pake FLAP yang pasti lebih menarik miss. Lebih enjoymiss. Ada lagunya, hehe. Ouw gitu. Kalau belajar pake FLAP memudahkan ga dalam memahami? Iya miss, kan kita bisa ngulang-ngulang ndengerinnya kalo ada yang ga paham, bagian mananya bisa kita ulang lagi Kalau kekurangannya? Emm, apa ya miss... Apa...emm misalnya tentang kegiatannya dulu deh selama di kelas kayak gitu contohnya? Kegiatannya ga ada sih miss udah enak...gitu... Kalau aplikasi FLAPnya? Kalau FLAPnya juga udah bagus....paling cuma, apa ya mungkin ga tau kalo teman-teman, kalo saya itu warnanya miss kurang terang dikit, hehe terusan klo ada videonya juga lebih bagus tuh miss. Oh gitu. Oke. Makasih yaa untuk sarannya dan pendapat-pendapatnya dek. Sama-sama miss.

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Siang dek Irwan. Miss mau wawancara kamu sebentar ya. OK miss. OK. Kamu kan sudah mengikuti ya pembelajaran listening dari awal sampe akhir kemarin. Menurutmu itu membantu kamu lebih mudah gak belajarnya? Oh, pastinya miss, hehe. Kok bisa kenapa coba dijelasin Itu kan kemarin belajarnya ya lebih santai miss Lebih santai, kan ngerjain latihan-latihan tu apa gak capek, hehe Iya miss tapi seneng karena jadi lebih paham Lebih pahamnya karena apa, aktivitasnya? Tugas-tugasnya atau karena apa? Ya semuanya miss. Aktivitasnya kayak yang menceritakan bercerita di depan itu lho miss sama ada yang nonton video saya kan jadi lebih jelas kalo liat ada gambarnya, hehe

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Kalo tugas-tugasnya gimana menurutmu? Terlalu banyak...terlalu sulit atau mudah...gimana tuh komentarmu? Tugasnya enggak terlalu banyak kok miss menurut saya, cuma pas di awal tuh miss yang kayaknya terlalu banyak jadi saya capek ngerjainnya, hehe...kalau sulit sih ya memang kayak gitu kan miss, listening kadang ada yang sulit ada yang engga Kalau yang sulit itu karena apa menurutmu? Biasanya karena omongannya terlalu cepet miss, susah nangkepnya, sama kadang suaranya keras kadang suaranya kecil yang ngomong Oh gitu. Nah masih inget ga aktivitas-aktivitas yang kamu kerjain selama pembelajaran listening kemarin? Yang kamu suka apa, yang membantu kamu menjadi lebih mudah atau suka dalam belajar listening apa? Kalau aktivitasnya saya suka semua miss kayak yang ada latihan kita berdialog di depan, sama yang menebak dan menceritakan kembali isi cerita itu, sama yang jelas itu miss yang berlatih menggunakan aplikasi Oh yang Android ya yang FLAP. Ngomong-omong kemarin susah ga tuh nginstallnya aplikasi FLAPnya? Engga miss. Untungnya ga usah pake internet miss soalnya kemarin kan kuotanya lagi habis, hehe. Oh gitu. Sipp deh. Langsung nyoba di kelas ya latihan-latihannya kemarin habis diinstall? Iya miss. Nah menurut pendapatmu gimana belajar listening tidak hanya di kelas tapi juga lewat aplikasi FLAP itu? Bagus miss, menyenangkan, jadi belajarnya ga monoton cuma di kelas aja. Pake HP lebih santai, hehe. Santainya kenapa Ya kan kita bisa nyoba berkali-kali miss. Kalau di kelas paling cuma 1 atau 2 kali. Trus kalau ada bagian yang kita sulit kadang kalau di kelas ga bisa diulang-ulang tapi kalau lewat HP bisa diatur atau diulang gitu miss. Oh jadi bisa mengulang sendiri dirumah gitu ya. Iya miss. Oh he em. Nah kan sudah punya FLAP sekarang ya, kalau kamu lebih suka belajarnya listening itu latihan-latihan saja sendiri pake FLAP atau juga masih perlu ada pertemuan di kelas, belajar bareng listening di kelas? Kalau menurut saya belajar bareng di kelas tetep perlu miss karena kan kalo ada yang ga jelas bisa ditanyain miss. Kalau dibahas kan jadi lebih paham sama isiisinya. Kadang saya ada yang ga ngerti kosa katanya miss. Klo ga ngerti biasanya gimana kalau kemarin-kemarin itu? Liat kamus, atau tanya temen miss. Tapi tetep aja kadang artinya kurang nyambung. Oh gitu. OK. Lebih khusus mengenai aplikasinya, FLAPnya itu sekarang ya. Kamu sudah sering nyoba belajar pake FLAPnya? Sudah miss. Oke berapa kali itu? Berapa....sering juga kok miss, Bagian apa yang sering kamu liat? Yang latihan sama yang lagu-lagu, hehe Ouwh gitu. Menurutmu belajar dari FLAP ngaruh ga ke diri kamu? Ya cukup ngaruh miss. Jadi semangat aja belajar Bahasa Inggrisnya. Ga


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boringkalau ada aplikasinya gini kan miss. Disamping bikin ga boring menurutmu FLAP sendiri bisa mempermudah kamu dalam belajar listening ga? Iya miss, memepermudah. Oh gitu. Trus menurutmu apa yang membuat kamu mudah dalam belajar listening kalo di FLAPnya sendiri? Itu lho miss kan ada transcriptnya jadi saya jadi tau itu ngomong apa, trus katakatanya apa jadi jelas saya ngikutinnya Oh kayak yang di awal bagian FOCUS ya? Iya miss sama yang dilagu-lagu itu kan seru, saya bisa ngerjain latihan melengkapi lagu-lagunya, hehe Nah klo ga ada transcript nya gimana dong, kayak yang di bagian latihan gitu, bagus ga? Ya gapapa miss kalo bagian latihan kan emang buat ngelatih kita udah paham belum latihan-latihan biar kita makin paham Jadi kamu setuju kalau sebagian ada transcriptnya sebagian engga? Iya miss OK. Kalau materinya topik-topiknya gitu menurutmu udah sesuai belum sama keinginan kamu belajar listening, kan ada percakapan sama pengumuman atau cerita gitu itu menurutmu bagus gak? Ya udah bagus kok miss... kita bisa ndengerin materi macem-macem Kalau tugas-tugas atau latihan di FLAPnya? Cukup banyak miss. Kesulitan ga tapi? Kadang miss ada yang susah kayak kemarin itu yang apa itu nawarin apa gitu miss, soalnya ada suara-suara efeknya miss, jadi agak terganggu ndengernya Oh berarti kualitas suaranya ya...itu di bagian itu saja atau yang lain-lain juga, maksudnya audio-audio yang lainnya menurutmu udah jelas belum? Udah miss kalau yang lainnya kayaknya...tapi belom nyoba semua sih... Oh gitu. Kembali ke pertanyaan miss tadi kalau latihannya menurutmu monoton ga kan macem-macem itu ya ada fill in the blanks, ngisi yang rumpang itu lho, ada pilihan ganda sama ada true and false, menurutmu gimana Cukup suka miss, ga cuma satu macem jadi bisa coba latihan-latihan yang bedabeda Nah setelah latihan di rumah kayak kemarin yang tiga pertemuan pertama kan miss kasih kuis, menurutmu itu bagus ga buat belajar, jadi belajar di rumah dulu habis itu miss kasih kuis Ya bagus miss, cukup tertantang miss, jadi kita bisa mengulang lagi yang kita pelajari di rumah biar tambah paham Oh gitu. Nah sekarang menurutmu apa kelebihan dan kekurangan dalam pembelajaran listening kemarin, mungkin juga ada saran dari kamu, coba bisa kamu sebutkan Emm...kelebihannya mungkin jadi tahu banyak hal miss Maksudnya banyak hal apa saja Ya, ndengerinnya kan bisa belajar listening tentang percakapan, trus yang cerita, jadi makin terbiasa aja klo nanti ujian, kan kelas XII sekarang harus bisa listeningmiss Oh gitu, trus apa lagi? Jadi lebih enjoy aja miss belajarnya Yang mana?

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Kalo pake FLAP miss, kan bisa belajar di rumah sambil santai, hehe OK. Kalau dibandingin sama ndengerin pake speaker, ndengerin pake FLAP mana yang kamu suka? Pake FLAP miss karena udah ada latihannya sama ga usah banyak-banyak kertas kan lebih praktis miss, ga harus bawa pulang kertas terus dikerjain, soalnya suka lupa miss suka ketinggalan...haha.... Oh gitu jadi ramah lingkungan gitu mungkin ya kata lainnya, hehe Iya miss. Terusan kita ngerjainnya fleksibel, bisa diulang-ulang juga, kalau di kelas harus ngikut gurunya, hehe Oh gitu. Jadi lebih inget gitu ya. Engga miss...emm...iya maksudnya kalau diulang-ulang bagian yang ga ngerti itu kan lama-lama lebih jelas miss. Oh, ya ya ya. Kalau kekurangannya? Dari aktifitas di dalam kelas dulu kemudian tentang FLAPnya gimana menurutmu? Apa ya miss. Kalau di dalam kelas mungkin kadang yang susah kalo pas ndengerin pake speaker nya pas kalo kurang jelas. Oh gitu. Apa lagi Ga ada miss. Itu aja mungkin. Kalo dari segi FLAPnya? Apa ya...emm....Gambarnya itu kok anak kelas D sih miss...hahaha Oh minta diganti gambar kamu aja ya Hehe engga miss Iya deh masalah gambar. Kalau yang lainnya apa? Udah sih miss...eh miss itu lagunya bisa ditambah ga miss...atau diganti-ganti gitu Wah kalau itu belum bisa sekarang....nanti kalau udah canggih mungkin bisa ditambah, hehe. OK deh, ada lagi? Ga ada miss. Yaudah klo gitu makasih ya Irwan buat waktunya. Sama-sama miss. See you. See you miss.


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Appendix10 The Pre-Test Score of Students Listening Comprehension

Class A No. 1. Student 1 2. Student 2 3. Student 3 4. Student 4 5. Student 5 6. Student 6 7. Student 7 8. Student 8 9. Student 9 10. Student 10 11. Student 11 12. Student 12 13. Student 13 14. Student 14 15. Student 15 16. Student 16 17. Student 17 18. Student 18 19. Student 19 20. Student 20 21. Student 21 22. Student 22 23. Student 23 24. Student 24 25. Student 25 26. Student 26 27. Student 27 28. Student 28 29. Student 29 30. Student 30 Mean Score

Name

Class C Score 70 60 65 55 55 75 65 65 80 70 75 60 40 45 70 70 65 70 60 50 70 70 65 70 60 60 55 50 45 55 62.17

Name Student 1’ Student 2’ Student 3’ Student 4’ Student 5’ Student 6’ Student 7’ Student 8’ Student 9’ Student 10’ Student 11’ Student 12’ Student 13’ Student 14’ Student 15’ Student 16’ Student 17’ Student 18’ Student 19’ Student 20’ Student 21’ Student 22’ Student 23’ Student 24’ Student 25’ Student 26’ Student 27’ Student 28’ Student 29’ Student 30’ Mean Score

Score 55 80 80 60 50 45 40 75 55 65 75 75 65 70 70 50 70 60 55 70 70 65 65 55 75 60 55 75 65 65 63.83


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Appendix 11 The Post-Test Score of Students Listening Comprehension


Name

Class C Score 75 70 70 65 55 85 75 75 95 80 90 70 50 50 70 80 70 70 75 60 75 80 70 75 80 75 65 65 60 65 71.33


Score 75 95 100 80 70 65 65 95 75 80 100 100 85 90 80 70 90 85 85 90 90 90 85 75 95 80 75 95 80 85 84.17


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Appendix 12 The Pre-Test Score of Students Listening Strategy


Name

Class C Score 98 83 104 101 82 100 100 100 97 94 99 84 104 81 92 102 91 89 95 88 89 100 97 91 89 85 92 92 92 97 93.60


Score 80 89 108 86 98 91 93 103 108 123 106 97 98 91 93 95 91 89 101 76 92 94 94 87 79 91 85 88 86 96 93.60


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Appendix 13 The Post-Test Score of Students Listening Strategy


Name

Class C Score 93 98 90 93 92 99 101 95 96 98 100 94 93 90 89 99 106 90 105 91 96 95 89 91 103 97 92 95 91 93 95.13


Score 83 95 96 90 91 89 82 98 89 84 100 100 96 99 93 92 97 81 103 94 95 87 97 88 98 95 92 94 87 83 92.27

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 14 The Categorization of Students Listening Strategy in Control Class


Name

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Category

Less Varied

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 15 The Categorization of Students Listening Strategy in Experimental Class

Class A No. 1. Student 18’ 2. Student 7’ 3. Student 1’ 4. Student 30’ 5. Student 10’ 6. Student 22’ 7. Student 29’ 8. Student 24’ 9. Student 6’ 10. Student 9’ 11. Student 4’ 12. Student 5’ 13. Student 16’ 14. Student 27’ 15. Student 15’ 16. Student 20’ 17. Student 28’ 18. Student 2’ 19. Student 21’ 20. Student 26’ 21. Student 3’ 22. Student 13’ 23. Student 17’ 24. Student 23’ 25. Student 8’ 26. Student 25’ 27. Student 14’ 28. Student 11’ 29. Student 12’ 30. Student 19’ Mean Score

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 16 Descriptive Statistics of Listening Comprehension Test

Pre-test Class A

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Statistics

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score Valid

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Missing Mean

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Statistics

Statistics

VAR00001 Valid Missing

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Valid

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 17 Descriptive Statistics of Questionnaire Result

Pre-test Class A

Pre-test Class C Statistics

Statistics VAR00001

VAR00001 N

Valid

30

Missing

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Std. Deviation

a

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VAR00001 Valid

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Mean

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Median

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Mode Std. Deviation

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Minimum

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Maximum

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Appendix 18 Normality & Homogeneity Test of the Listening Comprehension Test

Pre-test Tests of Normality a


Statistic

df

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Sig.

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Sig.

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a. Lilliefors Significance Correction Levene's Test of Equality of Error Variances

a

Dependent Variable:score F

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df2 1

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.795

Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + class

Post-test Tests of Normality a

Kolmogorov-Smirnov class score

Statistic

df

Shapiro-Wilk

Sig.

Statistic

df

Sig.

cont.

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exp.

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*

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30

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Levene's Test of Equality of Error Variances

a

Dependent Variable:score F

df1 .108

df2 1

Sig. 58

.743

Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + technique


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Appendix 19 Normality & Homogeneity Test of the Listening Strategy Questionnaire Pre-Test Tests of Normality a

Kolmogorov-Smirnov class quest.score

Statistic

df

Shapiro-Wilk

Sig.

Statistic

df

Sig.

1

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30

.200

*

.948

30

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2

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30

.200

*

.955

30

.230



a

Dependent Variable:quest.score F

df1

1.004

df2 1

Sig. 58

.321

Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + class

Post Test Tests of Normality a

Kolmogorov-Smirnov class scorequest

Statistic

df

Sig.

df

Sig.

.156

30

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.933

30

.059

2

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30

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.969

30

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a

Dependent Variable:SCORE df1 .000

Statistic

1

a. Lilliefors Significance Correction

F

Shapiro-Wilk

df2 1

Sig. 58

.983

Tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. Design: Intercept + TECHNIQUE


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Appendix 20 Samples of Materials in Fun Listening Android Application (FLAP)

Unit 4 Would You Like to Join Us? Topic : Invitation Description : In this unit, you will learn about how to give and accept an invitation.  Listen Button Listen to the audio Peter Aunt Merci Peter Aunt Merci Peter Aunt Merci Peter Aunt Merci Peter

: Hello Aunt Merci. How is it going? : Oh Peter! It’s all going fine. How are you? : I am fine too, Auntie. Merry and I have our wedding anniversary next week. : Oh yes! I almost forgot about that! : So, would you please come to our place next Tuesday? : Yes. I’ll be there Peter! Did you call up your uncle about it? He is at the office now. : I haven’t called him yet. : Don’t worry. I’ll tell him about it. : Thank you. See you both on Tuesday!

 Practice Button Listen to the audio A B A B A B A B

: Would you and your wife be free next Saturday night? : I’ll have to check it with my wife. Do you have something planned? : Well Samantha and I would like to have you for dinner if you’re free. : It would be a pleasure, but I think I should make sure that Vanessa is free. : Maybe you can call her and find out. : Yes, I’ll call her and tell you. I think she’ll be free. : Great! In that case please come to our house by 7.30. : Alright. I think we’ll make it. See you on Saturday!

Choose the best answer according to the question. 1. What does the woman ask the man and his wife to do? a. To call Vanessa b. To come for a dinner c. To check with his wife d. To tell Vanessa to be free 2. Who is Vanessa? a. The man’s wife c. The man’s friend b. The man’s girlfriend d. The man’s sister

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 3. When is the invitation for? a. Sunday evening b. Saturday evening c. Sunday afternoon d. Saturday afternoon 4. What time should the man and his wife come to the woman’s house? a. A quarter past seven b. A quarter past eight c. Half past eight d. Half past seven 5. What will the man do to make sure that his wife is free? a. Come to see her b. Callher c. Find her d. Go home to check it  Review Button Practice your pronunciation skills     

Merry and I have our wedding anniversary next week. I almost forgot about that. Would you please come to our place next Tuesday? Yes, I’ll be there. See you on Tuesday.

Unit 5 Can We Meet Up at 7 p.m.? Topic : Appointment Description : In this unit, you will learn about how to make an appointment.  Listen button Listen to the audio Andrew Sanna Andrew Sanna Andrew Sanna Andrew Sanna Andrew

: What are you doing tomorrow night? : Nothing much. Why do you ask? : How about going to the movies? : Which movie? : I think “Now You See Me” would be a great choice. : That sounds pretty good. I’ve seen the trailer. : Where should we meet? : I can pick you up. Is 7 p.m. alright for you? : Perfect!

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 Practice Button Listen to the audio A B A B A B A B

: Good morning, Hudson Dental Clinic. How may I help you? : Hello. I’d like to schedule an appointment for tomorrow. : Sure... May I know your name please? : My name is Kate Bridgestone. : All right. What time would suit you best? : I’d prefer a morning appointment. Before 11:00 maybe.. : Sure. I can fit you in for an appointment at 10:45 AM? : That’d be great. Thank you so much.

Fill in the blanks with the correct words. Sanna Kate Sanna Kate Sanna Kate Sanna Kate

: Good morning, Hudson Dental _________How may I help you? : Hello. I’d like to schedule an____________for tomorrow. : Sure. May I know your name, please? : My name is Kate Bridgestone. : All right. What time would____________you best? : I’d________a morning appointment. Before 11:00 maybe. : Sure. Can I_____________you in for an appointment at 10.45 AM? : That’d be great. Thank you so much.

 Review Button Practice your pronunciation skills         

What are you doing tomorrow night? Why do you ask? How about going to the movies? Which movie? That sounds pretty good. I’ve seen the trailer. Where should we meet? I can pick you up. Is 7 p.m. alright for you? Perfect!

Unit 11 Listen to This Fairytale! Topic Description

: Narrative : In this unit, you will learn about how to tell stories, e.g. fables and fairytales.


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 Listen button Listen to the audio Long ago, there lived a shoemaker and his wife. Nobody bought their shoes any more and they had become poor. He had cloth left to make one last pair of shoes. His wife consoled him and asked him to stitch the shoe the next day. Four little elves heard them talking from outside their window. They felt sorry for the kind man and decided to help him. They begin cutting, sewing and decorating the cloth. Before morning, they made the most beautiful pair of shoes. In the morning, the shoemaker was amazed to see the pretty shoes on the table. Soon, a merchant saw the shoes in the shop and bought them. He gave the shoemaker enough money to buy a cloth for two pairs of shoes. The elves returned that night and made two more beautiful pairs of shoes. This continued for few more nights. The shoemaker and his wife were puzzled and wondered who the friends were. One night, they decided to stay awake and found out who made shoes for them. They saw elves flying in and stitching the shoes. The shoemaker and his wife were so touched. They decided to make something for them in return. They made the best of clothes and shoes for the elves. When the elves came, they were thrilled to see their new clothes. They flew out in happiness and never to return again. The shoemaker continued to make the best shoes and never forget the kind elves who help them in their time of need.  Practice Button Listen to the audio One day and hunter and his dog went out to hunt in the jungle. They looked for animals to hunt but couldn’t find any.Then they saw a mongoose. The dog got ready to leap on him but the hunter stopped him. Slowly the hunted stepped towards the mongoose. He realized that something was odd. Generally animals sense when someone is nearby and they runimmediately. But this mongoose was absolutely still.The hunted moved closer to themongoose. He saw that the mongoose was facing a danger. A poisonous cobra was in front ofhim and both the snake and the mongoose were ready to strike each other. The cobra was long and black and was hissing on the mongoose. Both the animals were in a crouched position. Suddenly with a loud hiss the cobra stuck at the mongoose. But the mongoose quickly jumped aside and tried to counter the cobra. The hunter stood there and watched the two animals fight while the dog was getting restless. This made the hunter realize that he too had to hunt his prey. He took aim with his gun and fired. Instantly the mongoose fell down and died. The faithful dog rushed to the dead mongoose in excitement. The dog wanted to show that he was also part of the hunt so he sniffed the mongoose’s body and danced around it. But suddenly, the dog cried out in pain. “Oh my god!!” the hunter shouted. “ I had totally forgotten about the cobra!” But it was too late now. Because the cobra couldn’t fight with the mongoose, he had bitten then dog’s leg. The dog fell down next to the mongoose and died. The cobra then slithered away into the bushes.


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“Oh no! What have I done!, iff only I hadn’t killed the mongoose in such a hurry, it would have killed the cobra. There would be one less cobra in the jungle and my dog would have been alive.” Choose the correct answer based on the question. 1. What is the correct title for the story a. The miserable mongoose b. The hunter and the dog c. The toughtless hunter d. The hunter and the mongoose 2. What was strange with the mongoose when the hunter came toward it? a. It did not run. b. It was fighting wit the snake. c. It ran immediately. d. It was facing a danger. 3. What animal did the hunter shoot? a. The snake b. The mongoose c. The dog d. The bird 4. At the end, what happened with the dog? a. It ran away to the forest b. It was bitten by the snake c. It beat the mongoose. d. It slithered away to the bushes. 5. What lesson can you learn from the story? a. You should think carefully before making a decision. b. You should wait until you get the opportunity. c. You should be careful with dangerous animals. d. You must beat other creatures to get what you want.  Review Button Practice your pronunciation skills         

Shoemaker Bought Cloth Consoled Stitch Merchant Puzzled Wondered Touched

     

Thrilled Elves Heard Sewing Decorating Amazed


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Unit 12 What Does She Look Like? Topic Description

: Descriptive : In this unit, you will learn about how to describe a person or a place.

 Listen button Listen to the audio Hello, my name is Elsa. I am forty years old, rather tall and I have blue eyes and short black hair. I wear casual clothes as I teach students in a relazed atmosphere. I enjoy my job because I get to meet and help so many different people from all over the world. During my spare time, I like playing tennis which I play at least three times a week. I also love listening to classical music and I must admit that I spend a lot of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I enjoy eating great Italian food and laughing with the likable people who live here.  Practice Button Listen to the audio Jatim Park is one of the famous tourism object in East Java province. Jatim Park offers a recreation place as well as a study center.Jatim Park is located at Jl. Kartika 2 Batu, East Java. To reach the location is not too difficult because the object is only 2, 5 kilos meters from Batu city. This Jatim Park tourism object is about 22 hectares width. Visitor can enjoy at least 36 kinds of facilities which can attract them as well as give new knowledge. Just after the pass gate, the visitors will find an interesting view of ‘Galeri Nusantara’ area. This study offering continues to step on ‘Taman Sejarah’ area, which contains of miniature temple in East Java like Sumberawan temple, customhouse of Kiai Hasan Besari Ponorogo and Sumberawan Statue. The other facility which is able to be enjoyed is ‘Agro Park’ area. It presents crop and rareness fruits, animal diorama which consists of unique animals that have been conserved, and supporting games like bowling, throw ball, scooter disco, etc. Jatim Park is suitable for family and school recreation. The recreation area sites offer precious tour and can used as alternative media of study. Choose T is the statement is True and F if the statement is False. No. Statement 1 Jatim Park is located 3.5 kilometers from Batu city. 2 Visitors will find Galeri Nusantara after passing the gate. 3 Visitors can enjoy miniature temple, custom house, and statue in Agro Park. 4 Agro Park provides animal diorama which consist of conserved animals. 5 Jatim Park is a great place for family and school recreation.

T

F


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 Review Button Practice your pronunciation skills Tall Relaxed Laughing

Wear Atmosphere Likable

Casual Coast

Unit 14 Let’s Buy This Product! Topic Description

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

 Listen button Listen to the audio How do you get a tasty beverage from point A to point B? Strawz provide the materials. You build the design. The set includes 24 drinking straws-12 short and 12 long. Hook them up with the bendy rubber connectors which come in various styles. You get eight straight extensions, 4 Us, 4 right angles, 2 Ts, and two four-ways. Get another set of straws and let them join forces. The possibilities are only limited to your imagination. Case in point: The Double Dipper, perfect for mixing flavours. Or for more romantic occasions, The Double Sipper. When you’re done, you can store all the pieces in the original packaging for convenience. So, how do you create and share the perfect mixed drinks? Strawz. Strawz, let the fun begins. Available now at Vat19.com.  Practice Button Listen to the audio Majestic, serene. Just two words to describe the scenic regions of Utah in the Mountain West of the United States. Now, our office offers fabulous, five-day outdoor packages of the state for the adventurous. On the first day of your tour, visit the capital of historic Salt Lake City, Temple Square, home to the world-famous Mormon Tabernacle Choir, and other local historical sites. Then, your tour will take you on a four-day adventure of a lifetime to central and southern Utah where you will hike and backpack through Arches National Park, Goblin Valley, and Bryce National Park. You'll also explore the magical world of Little Wild Horse Canyon. This very narrow, winding chasm, with its steep walls on either side of you, will leave you in amazement knowing that it was formed from rushing water and erosion over millions of years. You'll also hike and scramble up to remote indian ruins, study their history along the way, and learn how to respect and preserve the sites and wildlife you encounter. You also learn the basics in rappelling---techniques designed specifically for the novice climber. The price of your tour package includes local transportation in Utah, one-nights lodging in a four-star hotel in Salt Lake City, hiking and camping gear, two meals a day, and your professional tour guide. Transportation from your point of origin is not included. Contact our office between 8 and 5:30 p.m. for more information and current availability on this wilderness trek, and reservations must be made thirteen days in advance. Let us show Utah like no one else can.


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Choose the correct answer based on the questions. 1. The advertisement is about... a. A tour to historical sites in Utah. b. A tour package to Utah. c. A hiking adventure in Utah. d. A visit to Arches National park in Utah. 2. On the first day, the tour will take you to... a. Little Wild Horse Canyon b. Goblin Valley c. Temple Square d. Arches National Park 3. In Central and Shoutern Utah, you will be taken on a four day adventure to the following places, except... a. Arches National Park b. Bryce National Park c. Gobblin Valley d. Salt Lake City 4. The amazing thing you will find in Little Wild Horse Canyon is... a. Remote Indian ruins. b. The world famous Mormon Tabernacle Choir. c. Rushing water and erosion. d. A narrow winding chasm. 5. The following are the facilities that are included in the tour package, except... a. Staying one night in a four-star hotel. b. Transportation from your point of origin. c. Two meals a day. d. Hiking and camping gear.  Review Button Practice your pronunciation skills        

How do you get a tasty beverage from point A to point B Strawz provide the materials. You build the design. The possibilities are only limited to your imagination. When you’re done, you can store all the pieces in the original packaging for convenience. So, how do you create and share the perfect mixed drinks? Let the fun begins. Available now.


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Unit 15 Attention Please! Topic Description

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

 Listen button Listen to the audio This is an announcement for passengers travelling to Amsterdam on flight KL 1050. Well all passengers with express boarding tickets and passengers travelling with young children, please go to Gate 6 for boarding. That’s all passengers with express boarding tickets and passengers travelling with young children, g to Gate 6 for boarding. Thank you.  Practice Button Listen to the audio Hello Shoppers. We have a lost boy named Marshall who was found in the sporting goods section of our store, and he's looking for his mom. He's five years old, and he's wearing a blue and white sweat shirt, tan pants, and a black and white baseball cap. You can find him at the check-out counter at the main exit. Thank you. Fill in the blanks with the correct answer. Hello,_______. We have a lost boy_________Marshall who was found in the__________goods section of our____________and he’s looking for his_________.He’s five years old, and he’s wearing a ___and white sweat shirt,________pants, and a_______and white baseball_______. You can find him at the check-out___________at the main exit. Thank you.  Review Button Practice your pronunciation skills    

This is an announcement for passengers travelling to Amsterdam. All passengers with express boarding tickets. Passengers travelling with young children. Please go to gate six for boarding.


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Appendix 21 PHOTODOCUMENTATION

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


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PHOTO DOCUMENTATION

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

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 22 Permission Letter

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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