CHAPTER II
THEORITICAL REVIEW
This chapter will explain about the review of the definition of listening, the elements of listening, kinds of listening, the importance of listening, definition of podcast, the types of podcast, the advantages of podcast, the disadvantages of the podcast, definition of STAD, the components of STAD, the steps of using STAD in listening class, the advantages and disadvantages of STAD, the previous study related with this research, and the hypothesis.
A. Listening
1. Definition
Listening is an activity which the listeners listen the sound to get some information. Listeners should try to comprehend about what the speaker says. Bartos (2008) explains that listening comprehension is a process of trying to understand what spoken language refers to in one’s
experience or in the real world. Listening comprehension is more than extracting meaning from incoming speech. It is a process of matching speech with what listeners already know about the topic. Therefore, when listeners know the context of a text or an utterance (Vandergift, 2002:75).
2. The Elements of Listening Skill
According to Tyagi (2003:1) states that listening consists of some key components. It means that, if the students want to be good listeners, they have to:
a. discriminate between sounds.
b. recognize words and understanding speakers meaning. c. identify grammatical grouping of words.
d. identify expression and sets of utterances that act to create meaning e. connect linguistic cues to non-linguistic and paralinguistic cues f. use background knowledge to predict and confirm meaning. g. recall important words and ideas.
3. Kinds of Listening
a. Extensive Listening:
Extensive listening refers to the listening activity about general things and freer to a statement, it is not necessary to be guided directly from the teacher (Tarigan: 1987). There are some phases in extensive listening. They are:
1) Social Listening
2) Secondary Listening
The kinds of listening activity incidentally (casual listening) and extensively (extensive listening). For example listening to the music or radio when we are writing letter or studying.
3) Aesthetic Listening
Aesthetic listening can be called as appreciation listening. This is the last phase in listening activity. The example of the aesthetic listening is listening to the music, poetry, or story that is read by teacher.
4) Passive listening
Passive listening is a listening activity that is done without any effort or certain purpose. For example there is someone who always hears certain local language in which she/he cannot use the language, but after 2 to 3 years she/he can speak the language. b. Intensive Listening
Intensive listening is listening activity where the students are controlled and handled to the certain thing. There are some phases in intensive listening. They are:
1) Critical listening
a) Understanding the meaning of the context b) Concluding the statement
c) Making decision
d) Finding solution of the problem 2) Concentrative listening
It can be called as study-type listening. The examples of concentrative listening are:
a) Obtaining some information. b) Obtaining definition deeply.
c) Understanding the sequence of the speaker’s ideas. d) Looking for and recording the important facts. 3) Interrogative listening
This is a listening activity which needs more concentration and selection. The listener should pay attention to the speaker’s
statement, because the listener will ask some questions. In interrogative listening, the listener will limit the topic to get some information.
4) Selective listening
Selective listening is a type of listening performance in which the test-taker listen to a limited quantity of aural input and must observe within it some specific information.
4. The Importance of Listening
a. Listening is one of the most crucial for language learning especially at the beginning level.
b. Maintained listening helps the learners to internalize the rules of language and then facilitate the emergence of other skills.
c. Listening is because it is a skill needed for constructing and
communicating meaning.
5. The Strategies of Teaching listening
Kalkstein (2006:9-18) states that there are some basic structures in
teaching listening, as follow:
a. Pre-listening
In this stage, the teacher gives task to build learners basic perception of
content related to what they will hear.
b. Listening task
The teacher has to know, whether the students can understand what
they hear or not. After having basic perception, students will be given
some questions. Then, they have to answer the question.
c. Post listening
In this stage, the teacher should check the students’ answer. The stage
can be done in some ways. Such as by telling the learners about the
correct answer, eliciting answer from the students themselves, or
B. Podcast
1. Definition
In this era, technology is quite often used in teaching and learning. However, podcast has not been quite popular in students’ circle, especially
for Indonesian students. The technology of podcasting is relatively new
and yet seems to be becoming a very popular method in education, giving
the learners the opportunity to study anytime and anywhere. Podcasts are
audio (sometimes video) programs on the Web which are usually updated
at regular intervals. New episodes can be listened to on the computer, or
downloaded to an MP3 player or iPod for later listening (Sze: 2006)
It is different with music and movie that have been commonly used
in teaching learning process, especially for listening. Nonetheless, the
researcher tries to examine the effectiveness of podcast in teaching
listening. Podcast is an audio or video file that is broadcasted via the
internet and we can download it to our computer or gadget such as an MP3
or MP4 player when we want to listen and/or view it again if we need. The
closest analogy to a podcast is that of a radio or TV show, but the
difference is that you can listen and watch a podcast wherever and
whenever you want to. Typically, podcast content is released either
sporadically or at regular interval, for example every day or once a week.
We can find the topic that we are interested in it which is covering a wide
2. Types of Podcast
There are various types of podcast teachers and educators might use with their students. Sze (2006) divides them into 2 sections: Radio Podcast and independent podcast.
a. Radio Podcast
Radio podcast is existing radio programs turned into podcast, such as those produced by BBC ( British Broadcast Corporation) and RHTK (radio Television Hong- Kong)
b. Independent Podcast
Independent podcasts are Web-based podcasts produced by individuals and organizations. It is the type of podcast which has huge potential for ELT because these can be tailor-made to suit the needs of different learners. They can be created by learners themselves with utmost ease, thanks to the advent in recent years of the MP3 sound file format, and of free and user-friendly sound recording and editing software such as Audacity, and to MP3 players and increasingly the iPod becoming an
electronic gadget owned by every teenager.
3. The Advantages of podcast
The advantages of podcast can be described as follows:
a. Podcast is interesting. It makes listener feel curious to the episodes that is provided by podcast.
they can download and listen it. Podcast on computer in the school. Podcast is also easy to use. It is very functional, it can be paused, forwarded, or skipped, it means that the user can control podcast agree with their need.
c. Cheap, downloaded of learning material are free, and developing materials can be done for fraction of the cost of producing traditional materials and in hour rather than years.
4. The Disadvantages of Podcast
Besides podcast has some advantages, it also has disadvantages. It can be described as follows:
a. Large files (especially for video) require strong connection to be able to download the file.
b. Podcasts are not searchable. Those are not always easily searchable. Although there are several search engines you can use, it is impossible to directly search within the audio file itself.
c. The computer or gadget should be connected with internet. However, not all of the school have internet connection.
C. Students Team-Achievement Division
1. The Nature of STAD
other. Small groups of learners with different levels of ability work together to accomplish a shared learning goal. The teacher presents a lesson, and then students work together within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another. Students’ quiz scores are compared to their own past averages,
and points are awarded on the basis of the degree to which students meet or exceed their own earlier performance. These points are then summed to form team scores, and teams that meet certain criteria may earn certificates or other rewards.
2. The components of STAD
Acording to Slavin (2009), there are five components of STAD- class presentation, team, quiz, individual improving score, and team recognition.
a. Class presentation
First, a material in STAD is presented in the class. The teacher presents the material directly like teaching in a general way and the lesson discussion led by the teacher.
b. Team
c. Quiz
After the teacher presents the material and make team practice, the students will do the quiz individually. The students are not allowed to help each other in doing the quiz. Every student is responsible individually in understanding the material.
d. Individual Improving Score
The concept of individual improving students is to tell the result that can be reached if they work harder and do their effort better than before. Every student contributes maximum point to their team. Every student is given “first” score which got from average of
students’ previous effort in doing the same item. Then, to collect the
point for their team is based on the score improving level of the quiz just than their first score.
e. Team Recognition
The team will get appreciation if their average score reaches the certain criteria.
3. Steps of Student Team Achievement Division (STAD) Using Podcast
Here are some steps which should be done by teacher to teach listening using podcast through STAD. They are:
a. presenting the material.
b. making groups that consist of 4 heterogeneous students. c. playing podcast audio related with the material.
e. asking group members go back to their own seats f. playing another audio podcast.
g. giving the students quiz. In this stage, the member of the group might not help each other
h. giving evaluation
i. teacher gives recognition to the group which get highest score
4. The advantages of STAD
The advantages of STAD are as follows:
a. Group has greater information resource than individuals do.
b. Group can employ a greater number of creative problem-solving methods.
c. Working in group fosters improves learning and comprehension of idea discussed.
d. Members’ satisfaction with the group decision increases because they participate in the problem solving process.
e. Group members gain a better understanding of themselves as they interact with others.
5. The disadvantages of STAD
The disadvantages of STAD in are as follows:
a. Group members may pressure others to conform to the majority opinion.
b. Certain group members may dominate the discussion.
6. Previous Study
First study is by Juni Bayu Saputra in a research entitled The Effectiveness Of Using Podcast In Teaching Listening Comprehension Viewed From Students’ Listening Habit. The place of the research was
SMP Muhammadiyah 1 Way Jepara. The finding of the research was that podcast is more effective than movie to teach listening comprehension, students having high listening habit have better listening comprehension than those having low listening habit, and there was interaction effect between teaching media and different listening habit on the students’ listening comprehension.
The second is by Sri Wiyanah. Her title research was Improving Listening Skill Using Podcast for English Department Students of UPY. This was class action research. She conducted the research in PGRI University of Yogyakarta (UPY) to English department students. The result of the research was the students could study better because they could share their knowledge without feeling afraid of making mistakes in re-telling what they have listened. They also felt happy in learning using podcast.
The third is by Viki Wahyudi. His title was Using STAD (Student Team- Achievement Division) Technique in Developing Students’ Speaking Ability. This research was Class Action Research. He conducted his research in XI Science 3 of MAN 1 Purwokerto. The result of this research was STAD could improve students’ speaking ability and could
The difference of this research and the previous study is the researcher tries to combine the two things namely the use of STAD with podcast in SMA N 1 Sidareja in academic year 2016/2017.
7. Hypothesis
