STUDENTS’ INTEREST IN LISTENING CLASSES AND THE TECHNIQUES USED IN LISTENING CLASSES IN SOME SENIOR HIGH SCHOOLS IN SEMARANG
A Thesis Presented as a partial Fulfillment of the Requirement to Obtain the Sarjana Degree in the English Linguistics Study Programme
By : NIKE YUNIARTI Student Number
: 00.80.0058
ENGLISH LETTERS STUDY PROGRAMME FACULTY OF LETTERS SOEGIJAPRANATA CATHOLIC UNIVERSITY SEMARANG 2006
i
A THESIS ON,
STUDENTS’ INTEREST IN LISTENING CLASSES AND THE TECHNIQUES USED IN LISTENING CLASSES IN SOME SENIOR HIGH SCHOOLS IN SEMARANG
By: NIKE YUNIARTI Student Number : 00.80.0058
Approved by,
Dra. Wuryani Hartanto, M.A Major Sponsor
July 28, 2006
Dra. Emilia Ninik Aydawati, S.P,M.Hum Co Sponsor
July 28, 2006
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A thesis defended in front of the Board of Examiners on july 28, 2006 and declared acceptable
BOARD OF EXAMINERS
Chairperson
: Dra. Wuryani Hartanto, M.A
…………………………..
Secretary
: Emilia Ninik Aydawati, S.P,M.Hum …………………………..
Member
: Angelika Ryandari SS.,M.A
…………………………..
Semarang, July 28,2006 Faculty of Letters Soegijapranata Catholic University Dean,
Heny Hartanto, SS, M.A 058.1.1998.221
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ACKNOWLEDGMENT
First of all I want to thank God for taking care of me and allowing me to have fantastic life and experience. I would also like to thank both of my sponsors, Dra. Wuryani Hartanto, M.A., who always supported and provided me with so many valuable ideas, advice, information and guidance to finish my thesis and Emilia Ninik A, SP, M.Hum, my co sponsor, who always gave me support to finish my thesis. I would also like to thank Dra. S.R.M. Bernadetti, the headmaster of SMU Sedes Sapientiae and Mrs. Sri Kristiani. S.Pd, the English teacher. My thanks are also extended to the head master of SMU Theresiana 1, Dra. Rosalia Prihartiwi and Mr. Andreas Surasmin, S.Pd, the English teacher, and also to Drs, Eddy Susanto, the headmaster of SMU St. Louise and Mrs. Maria Rosalia, S.Pd, the English teacher. Thank you so much for all of your help and cooperation. The most important person who always supports me is my sweet heart, (you are the only reason to finish my thesis quickly bubs), my parents and elder sister who always give a lot of encouragement and financial support, my big family and all of my best friends; Retna, Adies, Teh Iyus, and Titik (thanks for all of your love and spirit, girls!!) and to those people who cannot be mentioned individually here, I’d also like to express my thanks. Finally, I realize that this thesis is far from being perfect. Therefore, comments, suggestions or criticisms are always welcome for the progress of my future research. Semarang, July 28, 2006 Nike Yuniarti
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TABLE OF CONTENTS
PAGE OF TITTLE COVER PAGE .....................................................................................................
i
A THESIS APPROVAL ......................................................................................
ii
BOARD EXAMINERS .......................................................................................
iii
ACKNOWLEDGMENT ......................................................................................
iv
TABLE OF CONTENT .......................................................................................
v
ABSTRACT .........................................................................................................
vii
ABSTRAK ...........................................................................................................
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CHAPTHER I.
CHAPTER II.
INTRODUCTION .................................................................
1
1.1. Background of the Study ...............................................
1
1.2. Scope of the Study .......................................................
3
1.3. Problem Formulation ....................................................
3
1.4. Objectives of the Study .................................................
3
1.5. Significance of the Study ..............................................
4
1.6. Definition of Terms ......................................................
4
THEORETICAL REVIEW ....................................................
5
2.1. Attitudes ........................................................................
5
2.2. Interest ...........................................................................
7
2.3. Techniques in Teaching Listening ................................
8
2.4. Steps that should be taken to prepare a learner to become a listener ...........................................................
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10
2.4.1. Prediction ..........................................................
10
2.4.2. Interpretation by Analogy .................................
11
2.5. Some Consideration in Preparing Appropriate Task ..........
12
2.5.1. The Nature of Comprehension ..........................
12
2.5.2. Discourse Type .................................................
13
2.6. Positive Feedback .........................................................
14
2.6.1. The Important f the Success ..............................
14
2.7. Support during Listening ..............................................
15
2.7.1. Visual Support ...................................................
15
2.7.2. Transcript ..........................................................
16
2.7.3. Error Analysis and Remedial Action ................
16
2.8. Listening Materials ........................................................
16
CHAPTHER III. RESEARCH METHODOLOGY ...........................................
19
3.1. Data Collection .............................................................
19
3.1.1. Participants ........................................................
19
3.2. Instruments ....................................................................
20
3.2.1. Questionnaire ....................................................
20
3.2.2. The Administration of the Questionnaire ..........
20
3.2.3. Interviews ..........................................................
21
3.2.4. Classroom Observation .....................................
21
3.3. Data Analysis ................................................................
22
CHAPTER IV.
DATA ANALYSIS AND INTERPRETATION .........................
23
CHAPTER V.
CONCLUSION AND SUGGESTION ..................................
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5.1. Conclusion ....................................................................
49
5.2. Suggestion .....................................................................
50
BIBLIOGRAPHY APPENDICES vi
ABSTRACT
Learning a language involves four important skills. They are : writing, reading, listening and speaking. Similarly, learning English also involves such skills, particularly for High School students. At this stage, English learning is held in a more specific way. The advancement of technology supports the English teaching learning process by providing language laboratories at schools. They give students many advantages in learning English especially in developing their listening skills. The objective of this study is to discover students’ interest and techniques used in listening class. The study tried to find out about what kind of techniques teachers applied in the listening class in order to make students interested in the listening class. Respondents of this study were 107 students of several senior high schools in Semarang city, ranging from 1st, 2nd and 3rd grades, these schools have language laboratories. Respondents were composed of 36 students of SMU Sades Sapientiae, 36 students of SMA St. Louise and 36 students of SMU Theresiana. Data was collected through direct in-class observation on listening lesson of each school by fulfilling observation schedule in order to find out listening class atmospheres in each school. Further, questionnaires were distributed among respondents. They were asked to fulfill the questionnaires. There were two kinds of questionnaires used in the study, including closed and open ones. Questionnaire results were, then, analyzed by computing all results using SPSS (Statistical Package for Social Science). In addition, the researcher ran random interviews with both students and related teachers. Based on the observation, it was found that listening class activities in the three senior high schools were good. It was indicated by students’ high interest in the listening class. The successful listening class activities could be achieved through an appropriate technique application. Techniques the teachers used in listening class were relatively varied, ranging from the using of LKS or Students Task Activity, hand-outs to syllabus-based conversation compiled by teachers themselves. In addition, teachers of listening class could understand what their students needed, such as playing sweet songs, to make students interested in the listening class
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ABSTRAK Dalam mempelajari bahasa, ada 4 kecakapan yang harus diperhatikan, yaitu: menulis, membaca, mendengarkan, dan berbicara. Hal ini juga berlaku pada saat belajar bahasa Inggris, terlebih lagi pada murid-murid Sekolah Menengah Umum (SMU). Pada tahap ini bahasa Inggris dipelajari lebih spesifik lagi. Seiring dengan perkembangan teknologi adanya laboratorium bahasa yang dimiliki oleh sekolah-sekolah sangat membantu siswa dalam mempelajari bahasa Inggris. Di sinilah para siswa dilatih dan diperkenalkan dengan pelajaran mendengarkan. Tujuan dari penelitian ini adalah untuk mengetahui ketertarikan dan tekhnik yang digunakan dalam pelajaran mendengarkan. Penelitian ini mencoba mengetahui teknik apa saja yang digunakan oleh para guru dalam kelas mendengarkan sehingga para siswa dapat tertarik dengan pelajaran mendengarkan. Peserta penelitian adalah murid SMU di Kota Semarang dari kelas satu, dua, dan tiga yang memiliki fasilitas laborotarium bahasa. Peserta berjumlah 107 siswa, terdiri dari 36 siswa dari SMU Sedes Sapiantiae, 36 siswa dari SMU St. Louise dan 35 siswa dari SMU Theresiana. Pengumpulan data dilakukan melalui pengamatan kelas pelajaran mendengarkan secara langsung dengan mengisi observation schedule pada setiap SMU untuk mengetahui aktivitas secara langsung langkah selanjutnya adalah pembagian kuesioner kepada para siswa peserta penelitian. Mereka diminta untuk mengisi kuesioner tersebut, disini ada dua kuesioner yang harus diisi yaitu kuesioner tertutup dan kuesioner terbuka. Hasil kuesioner kemudian di analisis dengan cara perhitungan dengan komputer SPSS (Statistical Package for Social Science). Disamping itu peneliti juga melaksanakan wawancara secara acak kepada para siswa dan kepada para guru yang memberikan pelajaran mendengarkan. Berdasarkan hasil observasi, diketahui bahwa aktivitas pelajaran mendengarkan di tiga SMU di Kota Semarang sudah cukup baik. Hal ini dapat dilihat dari adanya ketertarikan para siswa terhadap kelas mendengarkan. Keberhasilan pejaran mendengarkan dapat diraih karena adanya penerapan teknik – teknik yang tepat dan variatif yang diterapkan dalam pelajaran mendengarkan mulai dari penggunaan LKS, buku pegangan sampai dengan percakapan yang dibuat sendiri oleh pengajar. Disamping itu juga para guru sudah bisa mengerti apa yang diinginkan siswanya misalnya dengan memberikan lagu – lagu yang menarik, sehingga para siswa tertarik dengan pelajaran mendengarkan..
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