TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU
THESIS Partial in Submitted Fullfillment of the Requirements for the Degree of Sarjana Pendidikan
Ainul Yaqin 112009091
ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013
TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU
THESIS Partial in Submitted Fullfillment of the Requirements for the Degree of Sarjana Pendidikan
Ainul Yaqin 112009091
Approved by:
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COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text. Copyright@ 2013. Ainul Yaqin and Dra.Martha Nandari M.A All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
Ainul Yaqin:
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In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the content therein entitled: TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU along with ant pertinent equipment. With the non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer. This declaration is made according to the best of my knowledge. Made in : Salatiga Date : June 26, 2013 Verified by signee,
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TEACHERS’ STRATEGIES IN TEACHING LISTENING TO STUDENTS OF SMP N 1 BANYUBIRU
Ainul Yaqin
Abstract Listening plays a significant role in daily communication and educational process. In spite of its importance, listening has long been the neglected skill in second language acquisition. The Indonesian government policy, not to include listening in English final eximination, has made the problem even worse. The study tried to find the teachers’ strategies in teaching listening to students of SMP N 1 Banyubiru. The participants of the study were 3 English teachers in SMP N 1 Banyubiru. An interview was mainly used as the only instrument to collect the data in this study. The study showed that teachers used mostly bottom up process activities in the listening class. The problems faced by the participants were the limited available listening materials and the low level of students’ basic English proficiency. To overcome those problems, teachers made their own listening materials and emphasized on the teaching of vocabulary as pre listening activities. Key words: listening, teacher strategies, listening activity.
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BACKGROUND OF THE STUDY.
International communication plays a more and more important role. The evergrowing needs for fluency in English around the world have given priority to finding more effective ways to teach English . As we all know, listening and speaking are not the only important forms of communication, but also the most direct language activities for people to convey information and express their ideas (Gurses & Saricoban, 2009). Although once labeled a passive skill, listening plays an important role in communication as it is said that, of the total time spent on communicating, listening takes up 40-50%; speaking, 25-30%; reading, 11-16%; and writing, about 9% (Mendelsohn, 1994) as cited in (Gilakjani & Ahmadi , 2011) Although the teaching of listening comprehension has long been somewhat neglected and a poorly taught, (Mendelsohn, 1994) as cited in (Gilakjani and Ahmadi, 2011) found that listening is now regarded as much more important in both EFL classrooms and SLA research. Listening involves an active process of deciphering and constructing meaning from both verbal and non-verbal messages, (Nunan, 1998) cited in (Gilakjani and Ahmadi, 2011). In most of junior high school states in Indonesia, learners have English courses during their educational lives. Listening activities are also practiced; however, as to the application of the procedures, it is seen that the students attending those classes do not receive adequate information on how to listen or the way to learn
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how to listen. They only listen to the teachers reading the materials which are mostly written in their coursebooks, and then comprehension questions are asked; such activity is much more like practicing listening rather than teaching listening, (Field, 1998) cited in (Gurses and Saricoban, 2009). There is only very limited listening activities in their coursebooks provided by Ministry of National Education for 7th, 8th and 9th year classes. Therefore, the students do not have any chance to hear the examples of native speech, as a result, learners get problems to develop their listening skills. They simply study English grammar presented in reading passages and dialogues, and try to do grammar exercises or write in the language they rarely hear. This condition happens because of the Education Ministry’s policy does not include the listening skills in the Final examination (Ujian Akhir) and teachers have to follow the Syllabus provided by the Ministry of Education. Aim of the study This situation has made the writer interested in
knowing and deeply
observing the teachers’ strategies in teaching listening to the students. The writer wanted to know how English teachers cope with very limited listening materials available in the coursebooks provided by the government and how they teach listening. The case study took place in SMP N 1 Banyubiru. The research questions to be answered are: 1. What are the teachers’ strategies in teaching listening to students of SMP N 1 Banyubiru? 6
2. What are the problems found by the teachers in teaching listening and how they overcome those problems?
Significance of the study Hopefully the result of the study could inspire other teachers in Indonesia especially in rural area such as in SMP N Banyubiru to develop the appropriate strategies to teach listening to their students. Also, the writer also hopes that the results of this study can be used by the teachers all over Indonesia to identify problems in each of their schools and know how to overcome the problems.
Literature Review A. Listening According to Devine (1982) cited in Gilakjani and Ahmadi (2011) listening is the primary means by which incoming ideas and information are taken in. Underwood (1989) simplified the definition of listening to "the activity of paying attention to and trying to get meaning from something we hear”. Mendelsohn (1994) cited in Gilakjani and Ahmadi (2011) defines listening comprehension as the ability to understand the spoken language of native speakers.'' O‘Malley, Chamot, and Kupper (2001) cited in Karen (2003) 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
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knowledge, while relying upon multiple strategic resources to fulfill the task requirement. Purdy (1997) cited in Gilakjani and Ahmadi (2011) defined listening as "the active and dynamic process of attending, perceiving, interpreting, remembering, and responding to the expressed (verbal and nonverbal), needs, concerns, and information offered by other human beings" . Listening comprehension is an inferential process (Rost, 2002). Linguistic knowledge and world knowledge interact as listeners create a mental representation of what they hear (Rost, 2002). From some definitions from experts above, the writer wants to base his own research which is about listening strategies used by teachers in SMP N 1 Banyubiru, on those theories. Listening is the most frequently used language skill. Gilbert (1988) noted that students from kindergarten through high school were expected to listen to 65-90 percent of the time. Both in and out of the classroom, listening consumes more of daily communication time than other forms of verbal communication. Listening is very much an active process of selecting and interpreting information from auditory and visual clues , (Richards, 2008) cited in (Gilakjani and Ahmadi, 2011). In this active process, students receive and construct information.The most surprising truth is that although the significance of listening has been accepted and known very well, it does not overlap what takes place in Teaching English as a Foreign Language (TEFL) classrooms. It has not received a great deal of attention until more recent times
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Anderson and Lynch in their study (1988) cited in Gilakjani and Ahmadi (2011), argue that in 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. Rost (2002) defined listening as a process of receiving what the speaker actually says, constructing and representing meaning, negotiating meaning with the speaker and responding, and creating meaning through involvement, imagination and empathy. To listen well, listeners must have the ability to decode the message, the ability to apply a variety of strategies and interactive processes to make meaning, and the ability to respond to what is said in a variety of ways, depending on the purpose of the communication. Listening involves listening for thoughts, feelings, and intentions. In other words, listening is a two ways communication between the listeners and speakers where the listener needs to understand what the speakers communicate, which can be indicated through the response that the listeners give to the speakers. The studies conducted by Coakley&Wolvin and Truesdale’s (Gilakjani and Ahmadi,2011) indicated that efficient listening skills were more important than reading skills as a factor contributing to academic success. However, Dunkel study (1991) cited in Abbas and Muhammad (2011) reported that international students' academic success in the United States and Canada relied more on reading than
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listening comprehension, especially for those students in engineering, psychology, chemistry, and computer science. Thus, the importance of listening in classroom instruction has been less emphasized than reading and writing. Nevertheless, it is evident that listening plays a significant role in the lives of people. Listening is even more important for the lives of students since listening is used as a primary medium of learning at all stages of education. Listening involves an active process of deciphering and constructing meaning from both verbal and non-verbal messages (Nunan, 1998). Thus, the label of passive skill applied to listening is a misnomer. This misunderstanding may appear from the fact that superficially learners seem to only sit in a language lab quietly, listen to prerecorded dialogues, and write the answers to some questions related to the oral stimulus. It is evident, then, that listening is not as passive as it has been claimed.
Effective language instructors show students how they can adjust their listening behavior to deal with a variety of situations, types of input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation.
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B. Listening Strategies
Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input. There are two subsuming cognitive processes: bottom-up (data-driven) and top-down (conceptually-driven).
1. Bottom-Up processing strategy
The bottom-up processing involves constructing meaning from the smallest unit of the spoken language to the largest one in a linear mode (Nunan, 1998). Thus, the learners attempt to understand a spoken discourse by decoding a number of sounds to form words. Next, words are linked to form phrases, which make up sentences. These sentences build a complete text, the meaning of which is then constructed by the listeners. In addition to the grammatical relationships, stress, rhythm and intonation also substantially contribute to this data driven processing (Van Duzer ,1997 as cited in Abbas and Muhammad, 2011). Learners can be trained to perform this processing, for instance, by activities that require them to discriminate two sounds or distinguish rising and falling intonations. There are exercises that involve bootom-up listening ; retain input while it is being processed, recognize word division, recognize key word in utterances, recognize key transition in a discourse, use knowledge of word order patterns to identify constituent in utterances, recognize
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grammatical relations between key element in sentences, recognize the function of word stress in sentences, and recognize the function of intonation in sentences.
2. Top-Down processing strategy
The top-down processing, on the other hand, refers to interpreting meaning as intended by the speakers by means of schemata or structures of knowledge in the mind (Nunan, 1998).Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies include listening for the main idea, predicting, drawing inferences, and summarizing. There are exercises that are involved in Top-down listening; use key words to construct the schema of a discourse, construct plans and schema from elements of a discourse, infer the role of the participants in a situation, infer the topic of a discourse, infer the outcome of an event, infer the cause of effect of an event, infer unstated detail of a situation, infer the sequence of a series of event, infer comparisons, distinguish between literal and figurative meanings, and distinguish betwen facts and opinions.
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3. Interactive processing strategy
As the development of language teaching, the listening strategies are now developing. The teacher or instructor combine the two listening strategies above to teach the students, which is called Interactive processing. According to Peterson (2001) Interactive processing is the combination of top-down and bottom-up data. In this strategies the students are required to have brainstorming with other students or partner, such as, discussing vocabulary realated to a topic, or invent a short dialogue relevant to functions such as giving directions or shopping. In the process, they base their information on their knowledge of life (top-down information) as they generate vocabulary and sentences (bottom-up data). The result is a more integrated attempt at processing. The learners are activating their previous knowledge. Also, according to Richards, (1990) the success of listening strategies will depend on the combination of the both, Top-down and Bottom-up Processing. Thus, the combination of the two listening strategies will be very useful for the teacher to teach the Listening course.
C. Obstacle in listening
Underwood’s study(1989), mentions seven causes of obstacles to efficient listening comprehension. First, listeners cannot control the speed of delivery. He says,'' Many English language learners believe that the greatest difficulty with listening comprehension is that the listener cannot control how quickly a speaker speaks'' (Underwood, 1989, p. 16). Second, listeners cannot always have words
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repeated. This is a serious problem in learning situations. In the classroom, the decision as to whether or not to replay a recording or a section of a recording is not in the hands of students. Teachers decide what and when to repeat listening passages; however, it is hard for the teacher to judge whether or not the students have understood any particular section of what they have heard (Underwood, 1989, p. 17). Third, listeners have a limited vocabulary. The speaker may choose words the listener does not know. Listeners sometimes encounter an unknown word which may cause them to stop and think about the meaning of that word and thus cause them to miss the next part of the speech. 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. Discourse markers used in formal situations or lectures such as ''secondly,'' or ''then'' are comparatively evident to listeners. In informal situations or spontaneous conversations, signals are vaguer as in pauses, gestures, increased loudness, a clear change of pitch, or different intonation patterns. These signals can be missed especially by less proficient listeners. Fifth, listeners may lack contextual knowledge. Sharing mutual knowledge and common content makes communication easier. Even if listeners can understand the surface meaning of the text, they may have considerable problems in comprehending the whole meaning of the passage unless they are familiar with the context. Nonverbal clues such as facial expressions, nods, gestures, or tone of voice can also be easily misinterpreted by listeners from different cultures. Sixth, it can be difficult for listeners to concentrate in a foreign language. In listening comprehension, even the shortest break in attention can 14
seriously impair comprehension. Conversation is easier when students find the topic of the listening passage interesting; however, students sometimes feel listening is very tiring even if they are interested because it requires an enormous amount of effort to follow the meaning. Seventh, students may have established certain learning habits such as a wish to understand every word. Teachers want students to understand every word they hear by repeating and pronouncing words carefully, by grading the language to suit their level, by speaking slowly and so on. As a result, they tend to become worried if they fail to understand a particular word or phrase and they will be discouraged by the failure. It is necessary for students to tolerate vagueness and incompleteness of understanding (Underwood, 1989)
The Study Context of the study The setting of the study is SMP Negeri 1 Banyubiru, which is located in the small town of Kabupaten Semarang, Central Java, Indonesia. English is not actively used in the oral communication activities in this place. Learners rarely have opportunities to communicate orally and directly with foreigners. The subject of this small-scale study is the teachers of SMP Negeri 1Banyubiru. The school has five hours English course each week. The New Language Laboratory was built and is ready to use. The reason of choosing this School is due to the easiness of getting the
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data because the writer has already known the participants and the school conditions are appropriate with the needs of the writer’s study. Participants The participants of this study were three teachers of SMP Negeri 1 Banyubiru. The first teacher graduated from a Private University in Salatiga, majored in Education, and she has been teaching there for thirteen years. The second teacher graduated from another Private University in Salatiga and also majored in Education, she has been teaching there for ten years. Moreover, the third teacher was also graduated from a State University in Semarang and mainly majored in Literature, he has been teaching English there for eight years. Instruments of data collection To get the data, the writer interviewed English teachers’ of SMP Negeri 1 Banyubiru by using semi structured interview. Semi-structured interviewe or “interview guided approach” (Patton, 1990) is similar to structured interview but it allows for greater flexibility. The flexibility includes changing the order of the questions to provide opportunity for follow-up questions. The interviews took 15-20 minutes each on the average and were recorded and transcribed. Data Analysis After the main data were collected, the result of the interview was transcribed and the data were analyzed qualitatively. The writer uses Holistic-content analysis, that means to decide on a major theme ( Brown, 2001; Brown and Rodger, 2002) that 16
is to know the teachers’strategies in teaching listening in SMP N 1 Banyubiru and how they coped with the problems especially regarding the limited readily avilable listening materials. The writer focused on the whole interview transcript (which can be seen in the Appendix 2) for each participant because there were a small number of participants.
DISCUSSION The strategies that the teacher used in teaching listening To find out the kind of strategies the teachers used to teach listening in class, the writer gave a list of activities or techniques as listed in the table below and asked the teachers to choose the ones they used. The activities include 9 in-class techniques which are based on bottom-up process and 9 other techniques which are based on topdown process. The result are presented in the table below. Table of list of listening activities used by teachers at SMP N 1 Banyubiru
No
Exercise
1
identify the reference of pronouns used in conversation
2
Recognize if sentence passive or active
3
Identify major constituents in a sentence, such a subject and √ object, verb and adverb. Distinguish between sentences with and without auxiliary verb Recognize the use of word stress to mark the information focus of a sentence
4 5
(BOTTOM UP)
A
17
B
C √
√ √
6
Recognize the time reference of a sentence
√
√
7
Distinguish between positive and negative statement
√
√
8
Recognize sequence marker
9
Distinguish between Yes/ No and Wh-questions.
NO Exercise ( TOP DOWN) 10 11
A
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Read a list of key points to be covered in a talk and then number them in sequence while listening t talk. Read information about the topic, then listen to a talk on the topic and check weather the information was mention or not. Read one side of the telephone converstation and guess other speaker ‘s responses, then listen to the telephone conversation Look at pictures of people speaking and guess what might be saying or doing; then listen in their actual conversation Complete a story, the listen to how story really ended
16 17
√
B
C
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Guess what news headlines might refer to, then listen to news broadcests about the event refered.
A
: 1st Teacher
B
: 2nd Teacher
√ √
Listen to conversation and identify the setting
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√
Listen on part of coversationand infer the topic of the √ conversatiton Look at the picture and then listen to conversation about the pictures and match them with the picture
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14
√
C
: 3rd Teacher
From the table, it was revealed that most of teachers in SMP N 1 Banyubiru tend to use Bottom-Up activities in teaching listening. They used Bottom-Up activities because they considered the level of the students in SMP N 1 Banyubiru. 18
Grammar exercises such as identifying pronoun reference, identifying the subject, object, verb and adverb, recognizing time reference and other bottom-up exercises are the most frequently used exercises by the teachers. As for the the pre-teaching activities one teacher mentioned about providing vocabulary to the students. The following statement was quoted from one of the participants. “...I prefer to give vocabulary to the students in the beginning of the lesson…”
The reason behind this strategy was due to the lack of vocabulary that students’ have related to the materials or topic of the lesson. Besides, the students of SMP N 1 Banyubiru had also low enthusiasm in learning English, especially in the listening subject. Moreover, this strategy is used to familiarize the students with the topic of the listening activity because through this strategy, the teachers can activate students’ awareness toward the topic of the lesson. However, in certain occasions the teachers also used Top-Down listening activities while they were teaching listening, such as, providing the students with pictures related to the material before the main listening activity. The aim of using this activity was to increase the students understanding or comprehension toward a certain topic of the listening. From the activities that teachers’ used, it was obvious that the teachers in SMP N 1 Banyubiru tended to use Bottom- Up activities in listening class rather than Top- Down Activities. The tendency of using Bottom-Up activities could raise
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students perception that they should comprehend or understand every single word that was used in the listening activity.
Problems in applying the activities In applying the activities in listening class, it was revealed that the teachers had quite similar responses one to another. For example, “...The most difficult thing is to find out the material... “ The problems are basically from the material that is not available in the language laboratory. One participant mentioned, that she cannot find any additional material which is going to be used in teaching listening in the language laboratory. Besides, another obstacle which appeared during the listening activity was also stated by another participant. “...The difficulty is on the students who have low level on their English basic proficiency...” This obstacle may have coused the teachers to use more bottom-up activities which focus on the teaching of language components rather than the top-down process activities which deal with listening to the main idea, predicting, inferring and other meaning interpretation exercises. Additionally, during the interview one of the participants mentioned that the students seem not to be enthusiastic following the
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listening activities which can increase the burden to the teachers. Such kind of condition may frustrate the teacher while they are teaching listening. Solutions the problems Considering the problems that the teachers found in listening class, they proposed some solutions to overcome the problems. To overcome the problems in finding materials for listening class, one participant mentioned that she overcomes the problems by creating her own materials or recordings by herself. “...I construct my own conversation if there is no material the in laboratory...” The books or disc used in the English classes or laboratory may not include any listening materials but it should not discourage the teachers to search for and find listening materials. In fact, it is not difficult and it does not take too much time to find listening materials in such an era in which the technology and internet play very important roles. There is also information and guidelines on how to use those materials, or which strategies can be used in these materials. The only issue is the enthusiasm of the teacher and this is also strengthened when the teachers see the eagerness and excitement of the learners. Unfortunately only one teacher made use of the materials they could find in the internet. Another problem was that the students have low level of basic English proficiency. To overcome the problem, the following statement was the response from one of the teachers.
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“...I am emphasizing on the vocabulary...”. Vocabulary seems to be the most important language component for understanding the material. That is why the teachers provided a solution by emphasizing the teaching of vocabulary before the main listening activity was started. The reason of using such kind of strategy in teaching listening was to prepare the students before they come in the main listening activity so that they will not get confused with the materials they will learn. The last problem which was related to the students’ enthusiasm toward the listening activity in the class was still under consideration. Here is the statement from the teacher. “…for this problem I still find the solution..” Based on the interview result above, the teacher revealed that they had not found the solution of how to increase the students’ motivation and enthusiasm toward the listening activity in the class. The overall discussion shows that the teachers in SMP N 1 Banyubiru tend to use the Bottom-Up listening strategies in teaching listening. The use of Bottom- Up listening strategies due to the available materials and the low level of students ability in vocabulary. Moreover, the discussion reveals that the problems that the teacher found when they are appliying the strategies are mostly on the material which are limited, the students’ low level of vocabulary, and the students’ enthusiasm in the 22
listening class. To overcome those problems the teachers proposed some sollution, such as creating materials by their own and emphasizing the use of vocabulary. CONCLUSION AND SUGGESTION This study is conducted to answer these research questions which are about the teachers’ strategies in teaching listening to students of SMP N 1 Banyubiru and also the problems found by the teachers in teaching listening and how they overcome those problems. The aim of this study is to find out the listening strategies used by the teachers in teaching listening, to find out the problems found by the teachers in applying the strategies and the solutions to overcome those problems. Also, the writer hopes that the result of this study can inspire other teachers in Indonesia, especially in rural area such as SMP N 1 Banyubiru to develop the appropriate strategies to teach listening to their students. Moreover, the result can also be used by the teachers all over Indonesia to identify problems in each of their schools and know how to overcome the problems. The present study reveals the SMP N 1 Banyubiru’s teachers, especially English teachers who teach listening class. The finding show that the teachers in SMP Negeri 1 Banyubiru tend to use the Bottom Up strategy in their listening activity. The strategy is used to adjust with the students low ability in English. To avoid the impression that listening should be done by listening to every single word, the
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teachers are encouraged to include more top-down process activities in teaching listening. Because of the limitations in the listening materials, the teachers should find additional material, for the teaching of listening or even made the materials by themselves. The writer suggest that teachers make use of the materials available in the internet. Since the writer is still a beginner researcher, the study may still have weakness. The only weakness may be on the amount of the participants which may seem to be small participants (only consists of 3) and it may lead to the validity of the data. As a final suggestion for the further studies, another researcher who are interested in conducting on the same topic, they should have more teachers as their participants.
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ACKNOWLEDGEMENT I would express my thankfulness to those who have become part of finishing my thesis and study. Firstly, I would like to express my gratitude to Allah for always giving me strength and answering my prayers. My appreciation also goes to my supervisor, Ibu Martha Nandari, M.A who has kindly give me guidance to do my thesis, and also my examiner, Ibu Sesilia Rani M. Hum who has also spared her precious time to read and examine my thesis. My student advisor, Ibu Suzana Maria and other English Department lecturers who have been kindly sharing their knowledge during my study in ED. My lovely family; my parents (Rika and Asrofi) , who has been patiently and wisely giving me supports and courages, The Pendowo Brothers (Malik, Tajudin, Kasan, and Begundal Messi),My sister-in-law (Rovi, Eny, and Titik),My Beloved Winda, and my NTC brothers ( Wahyu, Yustian, Deo, Deri, Adi, Topik, Cyr, Felix, Yusuf), who have helped me a lot in finishing my study in ED. Thank You.
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References Abbas , P.G., & Muhammad, R.A. (2011) A Study of Factors Affecting EFL Learners' English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research , 2(5), 977-988. Anita, Y.K.P. (2011). Integrative-Narrative Method: The Role of Narratives, Integrated Skills and Cognitive Strategies in the Teaching of English, The Asia-Pacific Education Researcher 20:3. 477-488 Brown, J.D., & Rodgers. T. S (2002). Doing second language research. New York: Oxford University press. Field, J. (1998). Skills and Strategies: Towards a new methodology for listening. ELT Journal, 52 (2), 110-118 Gilbert, M. B. (1988). Listening in school: I know you can hear me--But are you listening? Journal of the International Listening Association, 2, 121-132. Karen , A. C., (2003). Improving High School English Language Learners’ Second Language Listening Through Strategy Instruction. Bilingual Research Journal, 27:3. Nunan, D. (1998). Approaches to Teaching Listening in the Language Classroom. Paper presented at the Korea TESOLConference, Seoul. 109-156. O,Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used bybeginning and intermediate ESL students. Language Learning, 35, 21-46. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle&Heinle. Patton, M.Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications, Inc Peterson , P. W. (2001). Skills and strategies for proficient listening. In M. CelceMurcia (ed.) Teaching English as a Second or Foreign Language. Boston, MA : Heinle & Heinle.
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Pinar, G., & Arif, S. ( 2009). Developing Listening Skills of the 9th Year Students at Cubuk Imam Hatip High School, Ekev Akademi Dergisi, 2, 40. Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman. Underwood, M. (1989).Teaching listening. New York: Longman.
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Appendix These questions are for teachers to know the strategies in teaching listening and ways coping the difficulties in teaching listening. 1. What kinds of activities do you use in your pre-listening activities? 2. Do you use any strategies as mention below? What is your purpose of using each of the activity?
No
Exercise
1
identify the reference of pronouns used in conversation
2
Recognize if sentence passive or active
3
6
Identify major constituents in a sentence, such a subject and object, verb and adverb. Distinguish between sentences with and without auxiliary verb Recognize the use of word stress to mark the information focus of a sentence Recognize the time reference of a sentence
7
Distinguish between positive and negative statement
8
Recognize sequence marker
9
Distinguish between Yes/ No and Wh-questions.
4 5
(BOTTOM UP)
Response
NO Exercise ( TOP DOWN) 10 11
Listen on part of coversation and infer the topic of the conversatiton Look at the picture and then listen to conversation about the pictures and match them with the picture
28
12
Listen to conversation and identify the setting
13
Read a list of key points to be covered in a talk and then number them in sequence while listening talk. Read information about the topic, then listen to a talk on the topic and check weather the information was mention or not. Read one side of the telephone converstation and guess other speaker ‘s responses, then listen to the telephone conversation Look at pictures of people speaking and guess what might be saying or doing; then to listen in their actual conversation Complete a story, then listen to how story really ended
14
15
16
17 18
Guess what news headlines might refer to, then listen to news broadcests about the event refered. 3. What difficulties do you find in applying such activities in teaching listening? 4. How will you overcome those difficulties?
29
Appendix II These are the results of the interview from three teachers in SMP N 1 Banyu Biru.
Teacher A : A
: Selamat pagi bu, saya Ainul mau interview tentang learning process di kelas listening. Sebelumnya aktifitas yang ibu gunakan dalam pre list apa saja?
B
: mmm....kalau pre listening saya lebih ke topiknya dulu, misal tentang text diskriptive, tentang suatu tempat maka saya biasanya pre-nya membahas kosa katanya dulu. Biasanya saya explore: what they know about this place. Supaya nanti waktu mereka mendengarkan listening itu, text itu. Maka mereka akan punya semacam gambaran. “ohh, tadi saya sudah mendengar ya, kata ini waktu pre.” Jadi pre-listening sebenarnya untuk “to bridge” the.......what’s it? Student knowledge to the topic.
A
: Jadi dengan memberikan vocabulary itu untuk menambah pengetahuan siswa tentang topik.
B
: Memberi gambaran apa yang dibicarakan.
A
: Kalau dibawah ni kan ada beberapa aktivitas beserta contoh strategi yang sudah sya tuliskan disini, apakah ada yang ibu gunakan? Seperti ini :
Identify the referent of pronoun used in conversation, seperti menunjukan contoh excercise. Atau recoqnize if sentence is passive or active, contohnya(menunjukan ke contoh yang disiapkan)ini. Active sentense itu kalau the subject of the sentence perform the action atau passive. The subject of the sentence has an action done... : Ya ...itu kan kembali ke topik tadi, kan ita harus lihat, kalo kita bicara tentang text report , maka saya pasti akan bicara tentang passive , memberi background knowledge, kalo anak-anak nya denger was done, maka tau itu kalimat pasiv.
B
A
: Kalo mencari major constituent in a sentence, seperti mencari subject , verb yang mana, direct object yang mana?
B
: Ya tadi kan baru pre ya, kita masih bicara Pre ya?
A
: Iya
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B
: Saya lihat dulu text nya , dalam text , apa dulu yang harus saya berikan kepada anak sebelum listening. Yeah, So I have to identify what might be the difficulties in the text , right? Ya jadi kan itu topical juga kan? Nah , kita mau memperdengarkan apa di diskriptive , itu kan ada adjective kan noun phrase , maka, so I will talk about adjective and Noun Phrase, supaya anak tau kan, kayak its beautiful city, so they knw its noun prhase
A
: Dari berbagai macam strategi atau exercise ini bisakah ibu memberikan tanda tentang apa saja yang ibu berikan atau gunakan? Bisa ibu memberikan tanda , terus.. untuk sementara itu dulu bu..
(rekaman pause, memberikan kesempatan Ibu Ambar memberikan tanda di kolom yang telah di sediakan) A
: Dari strategi yang Ibu gunakan atau pilih tadi, selanjutnya apakah ada kesulitan dalam menerapkan dalam kelas listening ? dalam kelas listening, apakah dari classroom atau dari siswa nya?
B
: Kalo kebanyakan , kita materinya dulu, yaa....yang paling sulit adalah materi,hehe, kalo pas saya listening itu kebetulan nemu materi yang apa yaa.. yang applicable, ya student lavelnya gitu a, cocok gitu ya, biasanya hambatanya.. materi yang sesuai ke anak juga kesulitan adalah mereka jarang di berikan listening practice.
A
: Oh ,,,yaaa...
B
: Kenapa jarang? Ya itu tadi berubungan dengan materi yang sesuai dengan anak , kami punya multimedia dengan listening activity yang very good ya..tapi sayang, pronounciation nya itu gak representative itu lho.
A
: Untuk anak kelas tertentu gitu ya bu
B
: Karena itu gak native.
A
: hmmm..
B
: Jadi kalo saya kalo ngasih contoh ga bener atau gak seperti yang di harapkan juga untuk apa?
A
: Tidak memenuhi dalam materi tersebut gitu ya bu.
B
: Jadi pronounciation nya bagus kayak greeting gitu ya, apa itu ... tapi pronounciation nya indonesian .
A
: Terus untuk mengatasi masalah tersebut gimana bu?
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B
: Saya biasanya ini “construct my own” , what is it? Ya kalo conversation nya saya minta tolong sama pak wohono untuk...kan biasanya conversation cowok sama cewek ya, supaya tau bedanya, “ ow, bariki iki, mau iki”, yah simple dialog aja, minta tolong sama lagi nanti, setelah di perdengarkan, wah kok masih sound Indonesianjuga gitu lho, karena kita kan juga bukan native , kalau kita cari di internet itu, ada sih beberapa, apa yaa... mereka native ya terutama dari ESL learning.. Listening for ESL disitu banyak sekali...mm...kadang ya gak sesuai dengan daftar tema kita, jadi kesulitan nya pertama materi, kalo seandainya ada buku, kita punya kanguru, nah setelah kita punya kanguru, itu baru apa.... temuan bahasa apa...materinya sudah sesuai dengan KTSP. Saya punya bukunya jadi setelah iu sering memberikan kelas listening.
Teacher B: Lisna Hasana. A
: Selamat pagi bu, saya Ainul mau interview tentang learning process di kelas listening. Sebelumnya aktifitas yang ibu gunakan dalam pre list apa saja?
B
: Yang sering digunakan adalah meberikan vocabulary ( kata-kata sukar) sebelum aktifitas listening. List-list atau daftar vocabulary yang akan muncul dalam aktifitas Listening dibahas dan di tulis d depan kelas terlebih dahulu. Sehingga nantinya siswa dapat memahami atau mengetahui isi percakapan di dalam listening.
A
: Bu lisna bisa memilih strategi atau aktifitas yang di gunakan?
B
: Aktifitas yang saya gunakan adalah, 1. 2. 3. 4. 5.
Memberikan vocabulary. Recognize the time reference of a sentence Distinguish between positive and negative statement Recognize sequence marker Listen to conversation and identify the setting
A
: Apakah tujuan dari aktifitas itu bu?
B
: Tujuanya adalah agar siswa paham dengan materi yang akan diberikan, karena sebelumnya sudeah diberikan knowledge sebelum Listening.
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A
: kesulitan yang bu lisna hadapi dalam pengajaran listening?
B
: Kesuliatan yang di temukan adalah vocabulary (kosakata) yang minim dari siswa , sehingga Ibu Lisna harus memberikan penekanan pada kosakat. Materi yang tersedia di LAB ,kadang tidak sesuai KTSP, jadi harus mencari materi sendiri d Internet. Selain itu, antusias yang renadh dalam belajar bahasa inggris.
A
: bagimana mengatasinya ?
B
:Untuk mengatasi vocabulary (kosakata) yang minim dari siswa, maka Ibu Lisna menekankan pada vocabulary, sehingga lebih mudah untuk anak memahami isi dalam percakapan. Kalo motivasi, belum ditemukan solusinya. Selain itu, harus sering mengajak siswa ke LAB supaya terbiasa mendengar native speaker.
Teacher C: Sebelum wawancara, bapak Wahono, di berikan sebuah kertas berisikan macammacam aktivitas, dan memilih beberapa aktivitas yang beliau pernah digunakan dalam kelas. A:
selamat pagi pak, saya ainul, ini akan menanyakan atau interview tentang pre listening. Disini ada lab multimedia pak?
B
: ada
A
: tersedia untuk kelas listening ya pak ya, terus, berapa kali dlam sebulan anak-anak masuk ke kelas listening? B: Ya, kalo kelas 8 saya sesuaikan dengan materi, kebetulan tidak banyak , kalo materinya memang membutuhkan listening , saya masukkan ke Lab Bahasa.
A
: O,,ya pak.. jadi sesuai kebutuhan (materi).. terus ... dalam kelas listening itu pak ... aktivitas yag digunakan dalam pre teaching oleh pak wahono apa?
B
: ya misalnya kalo di kelas, greeting ( menyapa) di kelas anak-anak di Lab juga saya gunakan, terus terutama persiapan untk menggunakan alat-alat tetep saya pantau siswanya.
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A
: itu juga kalo menggunakan strategi nya yang bapak pilih tadi , tujuannya menggunakan itu apa pak?
B
: biar anak-anak makin paham tentang context materi , membaca atau penulisanya saja tapi bentuk pengucapan , jadi mereka bisa mendengarkan bentuk kalo di ucapkan gimana jadi mereka ta gitu, oh seperti itu yaa.
A
: ini saya ingin tau dari beberapa yang bapak pilih adalah identify the referent of pronoun, identify the major constituent, distinguish between positive and negative statement. Terus.. look at picture,..listen one side of telephone conversation, nah dalam strategi-strategi itu apa bapak mengalami kesulitan?
B
: kalo kesulitan pasti ada ya, contoh nya kalo , paling gampang itu ya.. postive dan negative itu ya, contoh nya “ Can”, kalo anak anak peke can not udah tau, nah kalo di singkat, katakanlah, “Can’t” ada yang “ Cannt”, itu di tekankan dengan mendengar dari penjelasan sebelum listening material, nanti bisa membedakan “Can” positive gimana. “can’t” negative gimana pengucapanya dari itu bisa tau.
A
: jadi sebelum aktifitas listening bapak itu memberikan penjelasan terlebih dahulu sesuai materi ?
B
: penjelasan singkat, nanti supaya ..ya...apa...pre listening , nanti kalo materi ksih bahan dan mencocokan apa yang di dengar dan di baca ,di usahakan sama.
A
: dari pre teaching juga bapak memberikan knowledge , materi yang akan muncul dalam list gitu ya pak? Tujuananya apa pak?
B
: ya biar, .. saya kan kalo ngajar kalo materi tidak anak-anak tidak tau, nanti kan anak-anak malah bingung.
A
: jadi biar, biar anak-anak lebih tahu atau paham materinya seperti itu ya pak ya, kan ada kesulitan dalam itu. Mengajarkan list, mengatasinya gmana pak?
B
: itu kalo listening mau gak mau harus mengulang-ulang latihan. kalo anakanak pronounciationya kan kadang-kadang.. kalo di bawa ke Lab bahasa nanti kan tau..oh..pengucapanya kayak gini to seharusnya..gitu.. kalo di kelas kan mereka Cuma baca , kalo di Lab nanti kan bisa di bedakan materi yang di pegang sama yang didengarkan di Lab, tau bagaimana cara bacanya
A
: ya pak , itu saja pertanyannya dari saya.
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