THE STRATEGIES USED IN TEACHING LISTENING FOR THE
FIRST YEAR STUDENTS OF SMKN 3 MALANG
THESIS
By:
YOVENTA DEA ISA APRILIA
09360052
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
THE STRATEGIES USED IN TEACHING LISTENING FOR THE
FIRST YEAR STUDENTS OF SMKN 3 MALANG
THESIS
By:
YOVENTA DEA ISA APRILIA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
THE STRATEGIES USED IN TEACHING LISTENING FOR THE
FIRST YEAR STUDENTS OF SMKN 3 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
YOVENTA DEA ISA APRILIA 09360052
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO AND DEDICATION
Life is like a wheel, sometimes you will be on the top, sometimes you will
be at the bottom. It is not important when we become on the top or at
the bottom. But the most important is syukur when success and shabar
when fail
DEDICATION:
ACKNOWLEDGMENT
In the name of Allah SWT, the Almighty and the most merciful in this world. The writer has no better word than to say her highest and deepest praise and gratitude to Allah SWT for his blessing and majesty so that the writer can complete and finish this thesis.
First of all, the writer would like to address her sincere gratitude to her first advisor Drs. Hartono, M. Pd and Drs. Mas udi, M. Ed her second advisor for their patience and guidance during the entire process of consultation period. Their comment, criticism and advice become the most valuable thing in composing this thesis. The writer extends her highest gratitude and appreciation Dra. Siska as the English teacher and all the teachers of SMKN 3 Malang who had given a lot helps during conducting the research in that school.
Finally, special thank belongs to her beloved father (S. Budi Sudianto), beloved mother (Kusminingsih), sister (Yolanda, Yovita), brother (Mas Endy), and my grandmother. To all her fiends (Vytrie Hardiyanto Aron and Venny Fresti Frarisma) for their wonderful friendship. The last to someone special in my live (Hendro Nur Cahya Putra) thanks a lot for everything so that she can finish this thesis.
Malang, August 1, 2013
TABLE OF CONTENT
COVER . i
APPROVAL ii
LAGALIZATION iii
MOTTO AND DEDICATION . iv
ACKNOWLEGDEMENT v
ABSTRACT vi
TABLE OF CONTENT vii
CHAPTER I INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problems .. 5
1.3 Purpose of the Study ... 6
1.4 Significance of the Study 6
1.5 Scope and Limitation .. 7
1.6 Definition of the Key Terms ... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English at SMK 9
2.2 Teaching Listening .. 10
2.5 Solution of the Problems in Teaching Listening .. 19
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ... 22
3.2 Research Subject .. 23
3.3 Data Collection . 23
3.4 Research Instruments 24
3.5 Data Analysis 26
CHAPTER IV FINDING AND DISCUSSION
4.1 Research Finding .. 27
4.2 Discussion ... 36
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 41
5.2 Suggestion . 42
5.2.1 For English Teachers 42
5.2.2 For the Next Researchers .. 42
REFERENCES
Schwartz, A.M. 1998. Listening in a foreign language: Modules for the professional preparation of teaching assistants in foreign languages. Washington DC: Grace Stovall Burkhart, ed.
Brown, S. 2006.Teaching Listening.New York: Cambridge University Press.
McErlain, Tricia. 1999.The Nature of Listening: The need for listening in English for Academic Purposes. Retrieved on March 24th, 2013 from www.aelfe.org/documents/text1-McErlain.pdf.
Kline, John. 1996.Listening Effectively. Alabama: Air University Press.
Nunan, David. 2003. Practical English Language Teaching. Singapore: McGraww Hill.
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy.New York: Pearson Education.
Robinson, Rebecca B. 1983. Improving Speaking and Listening Skills, Jossey Bass Inc.
Ur, Penny. 1984. Teaching Listening Comprehension. New York: Cambridge University Press.
Ur, Penny. 2000. A Course in Language Teaching: Practice and Theory. New York: Cambridge University Press.
Al-Khatib, M, (2007). English in the Workplace: An Analysis of the communication Needs of Tourism and Banking Personnel. Asian EFL Journal, Vol. 7, No. 2, 2007.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study.Foreign Language Annals, 30 (3), 387-409. Jou, Yi-Jiun, 2010.A Study of English Listening Strategies Applied by Technological University Students. Department of Applied Foreign Languages, Cheng Shiu University.
Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Sar çoban, A. 1999. The teaching of listening. The Internet TESL Journal. Vol. 5 (12). http://iteslj.org/Articles/Saricoban-Listening.html
Sevik, M. 2012. Teaching Listening Skills to Young Learners through Listen and Do Songs. English Teaching Forum. Number 3, 2012.
Sevik, M. 2012. First Step to Effective Listening: Listen and Show Songs. International Journal of English and Education. Volume 1, Issue 1, July 2012.
Masifern, E. & J. Vila. 2002. Strategic Thinking: Strategy as a Shared Framework in the Mind of Managers.Research Paper. No. 461, March, 2002.
Kunitake, N. 2006. Good Language Learning through Cycles of Reflection and Strategy Usage. Module 2, Second Language Acquisition, University of Birmingham.
Yagang, F. (1994) Listening: Problems and solutions. In T. Kral (ed.) Teacher Development: Making the Right Moves. Washington, DC: English Language Programs Divisions, USIA
Burford, L. 2009. What problems do your learners have with listening? Language School, UABC, Tijuana México. http://idiomas.ens.uabc.mx/ plurilinkgua/docs/v4/1/LindsayArticleWhatproblemsEN.pdf
Hirschler, J.A. 1994. Preschool children's help to second language learners. The
Journal of Educational Issues of Language Minority Students. Vol. 14, Winter 1994, p. 227-240.
Ary, Donald. 2002. Introduction to Research in Education. New York: Holt, Rinehart, and Winston.
Gay, L. R., & Airasian, P. (2003). Educational research: Competencies for analysis and application(7th ed.). Upper Saddle River, NJ: Pearson Education. Buck, G. (2001).Assessing Listening.Cambridge: Cambridge University Press. Brown, D. H. (1994). Principles of Language Teaching and Learning. Third Edition.
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Chapter I of this research proposal presents such topic as background of the
study, statement of the problem, purpose of the study, significance of the study, scope
and limitation, and definition of the key terms. Each section is presented as follows.
1.1 Background of the Study
Among the many vocational areas that make the world of English for specific
purposes, that of English for tourism is one of the most attractive because all of us are
tourists on countless occasions, bringing our own real experiences to the classrooms.
Such a program, might, for example, emphasize the development of reading skills in
students who are preparing for working in business administration; or it might
promote the development of spoken skills in students who are studying English in
order to become tourist guides.
Al-Khatib (2007), examined the communicative needs of tourism and banking
personnel by shedding lights on their perceptions of needs, wants, lacks, and attitudes
toward English in order to include what is needed and exclude what is deemed less
important to them. It has been observed that the type of work plays a significant role
in evaluating and using English. The most common reasons for communicating as a
travel agency worker are found to be offering destination guides, writing and sending
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booking, etc. Travel agency users are found to be heavier users of English than their
banking counter parts.
Teaching is guiding and facilitating learning, enabling the learners to learn and
setting the condition for learning. The teachers understanding about learning will
determine his or her understanding in teaching. The approach, the methods, and the
techniques that used in the classroom depend on the teacher s understanding in
learning (Brown, 2000:7)
Listening skill develops faster than the other three skills and can affect reading
and writing abilities in learning a new language (Vandergrift, 1997). According to
Feyten in Marilyn et. al. (2012), in daily communication, people allot 45% of time on
listening, 30% on speaking, 16% on reading, and only 9% on writing. The listening
skill is not only a rule of language but also acquisition of second language skill
(Vandergrift in Jou, 2010).
Listening is a highly refined skill which includes a number of different
cognitive and affective mechanisms. It is not only the process of a unidirectional
receiving of audible sounds but also a psychomotor process of receiving sound waves
through the ear and transmitting nerve impulses to the brain, and an interactive
process as the brain acts on the impulses (Brown, 2001). Listening is the receptive
use of language, and since the goal is to make sense of the speech, the focus is on
meaning rather than language (Cameron, 2001). Sar çoban (1999) states that listening
is the ability to identify and understand what others are saying. Whether speech
3
that listening tasks are extremely important in the primary school setting, providing a
rich source of language data from which children begin to build up their own ideas of
how the foreign language works. Listening is the initial stage in first and second
language acquisition. According to Sharpe in Sevik (2012), the promotion of
children s speaking and listening skills lies at the heart of effective learning in all
subjects of the primary curriculum. Linse in Sevik (2012) also considers the teaching
of listening skills as foundational to the development of other language skills.
Successful listening can also be looked at in terms of the strategies the listener
uses when listening. Tregoe and Zimmerman in Masifern & Vila (2002) define a
strategy as a framework which guides those choices that determine the nature and
direction of an organization. A focus on how to listen raises the issues of listening
strategies. Strategies can be thought of as the ways in which a learner approaches and
manages a task, and managing their listening. These activities seek to involve
listeners actively in the process of listening.
Brown defines a learning strategy as how a person approaches a learning task
(1994:104). It is the method whereby students perform the task of learning, the
utilization of personal styles of learning. Buck (2001:104) identifies two kinds of
strategies in listening: (1) Cognitive strategies: Mental activities related to
comprehending and storing input in working memory or long-term memory for later
retrieval; (2) Metacognitive strategies: Those conscious or unconscious mental
activities that perform an executive function in the management of cognitive
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Teachers can build listening skills by asking students to focus on their reason
for listening each time they listen. This is a form of strategy training. Strategies are
clearly a way to ease the burden of listening and should be taught. One approach is to
choose a number of selected strategies and to teach them repeatedly. The idea of
knowing the purpose of listening is a very effective first strategy to teach because it
helps students organize and reflect on their learning (Mally and Chamot in Brown,
2006:6). If students know why they are listening, they are more focused. Teachers
can help students understand what they are hearing if they activate their prior
knowledge, teach them (or remind them of) the words that are useful for the listening
task, and tell them the purpose of their listening. All of these things lessen the
considerable demands that listening makes on students (Brown, 2006:6).
A previous research, Rahma (2010) investigated Study On The Students
Learning Strategies In Listening Comprehension At English Department Of UMM .
In this study, the researcher wanted to know the kinds and the most dominant
learning strategies used by students in listening comprehension at English department
of UMM. The result of the research showed that the learning strategies used by
students in listening comprehension at English department of UMM were cognitive
strategies, metacognitive strategies, and socioaffective strategies. While the most
dominant strategies used by students of listening comprehension at English
department of UMM was cognitive strategies. While, in this research, the researcher
would like to analyze the strategies used by teacher in teaching listening at SMKN 3
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SMKN 3 Malang is a vocational school in the field of tourism. With its
strategic location, easily accessible and recognizable by the public, it is closer and
blends with the community at large. The skill programs which are available at SMKN
3 Malang are: (1) Hotel Accommodation, (2) Food Service, (3) Clothing Boutiques,
(4) Beauty Hair, (5) Beauty Skin, (6) Computer and Network Engineering. SMKN 3
Malang wants to realize the school as a center of education and training in the field of
tourism which can generate self-employment at national and international levels.
So that is why, the researcher really interested in doing research about the
strategies used by English teacher in teaching listening for first year students of
SMKN 3 Malang.
1.2 Statement of the Problems
Based on the background of the study, the research problems are stated as
follows.
1. What strategies does the English teacher use in teaching listening to the first
year students of SMKN 3 Malang?
2. What problems does the English teacher face in using the strategies to teach
listening to the first year students of SMKN 3 Malang?
3. How does the teacher solve the problems in using the strategies to teach
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1.3 Purpose of the Study
Based on the research questions above, the purpose of this study are to know:
1. The strategies used by the English teacher in teaching listening to the first
year students of SMKN 3 Malang.
2. The problems faced by the English teacher in using the strategies to teach
listening to the first year students of SMKN 3 Malang.
3. The way of the English teacher solves the problems in using the strategies to
teach listening to the first year students of SMKN 3 Malang.
1.4 Significance of the Study
The result of this study is expected to give contribution to:
1. The English Teacher
The result of this study may give source information about the strategies in
listening and main preparation to teach in order to get success in teaching
learning process to their students. In this case, they can compare or adapt the
appropriate strategies for their students. The English Teacher of SMKN 3
Malang in particular can use the result of this study as a feedback to improve
their quality of teaching listening in applying the strategies.
2. The Students
By good and appropriate strategies, the students can improve their
achievement after using those strategies. So they can minimize problems to
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3. The Next Researchers
The next researchers are expected to research about the technique of teaching
listening and students achievement in listening subject.
3.1 Scope and Limitation
The scope of this study is related to the strategies used in teaching listening at
SMKN 3 Malang. In order that this research is more effective, so the writer limits the
study only on the teacher who teaches in first year students at SMKN 3 Malang.
3.2 Definition of the key term
1. Teaching: guiding and facilitating learning, enabling the learners to learn and
setting the condition for learning. The teachers understanding about learning
will determine his or her understanding in teaching. The approach, the
methods, and the techniques that used in the classroom depend on the
teacher s understanding in learning (Brown, 2000:7).
2. Strategy: the smallest set of (intended or actual) choices and decisions
sufficient to guide all other choices and decisions (or, more concisely, the
smallest set of choices to guide all other choices ). Strategy thus provides
each decision maker with just enough of the full picture to ensure consistency
(Steen, 2012:2).
3. Listening: a highly refined skill which includes a number of different
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unidirectional receiving of audible sounds but also a psychomotor process of
receiving sound waves through the ear and transmitting nerve impulses to the
brain, and an interactive process as the brain acts on the impulses (Brown,
2001).
4. Teaching Listening: proposes principles for designing listening techniques
should relevant to listening principles, comprise both bottom-up and top-down
process, develop authentic language and contexts, intrinsically motivating and
