THE IMPLEMENTATION OF EXTENSIVE LISTENING AND ITS EFFECT ON THE STUDENTS’ LISTENING SKILL.

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THE IMPLEMENTATION OF EXTENSIVE LISTENING AND ITS

EFFECT ON

THE STUDENTS’ LISTENING SKILL

(An Experimental Study at a Senior High School in Bandung Barat)

A Thesis

Submitted to the Post Graduate School in partial fulfillment of the Requirements for Master’s Degree in English Education

MEMI MAHMUDAH

1202195

Postgraduate Study of English Education Department

Indonesia University of Education

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The Implementation of Extensive

Listening and its Effect on the Students’

Listening Skill

Oleh

Memi Mahmudah

S.Pd. STKIP Siliwangi, 2002

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh

gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan

Seni

Universitas Pendidikan Indonesia

Januari 2015

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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DECLARATION

I hereby certify that this thesis entitled “The Implementation of Extensive

Listening and Its Effect on the Students’ Listening Skill; (An Experimental Study

at a Senior High School in Bandung Barat)” is completely my own work. I am

fully aware that I have quoted some statements and ideas from various sources.

All quotations have been acknowledged.

Bandung, Januari 2015

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PREFACE

Alhamdulillah, praise be to Allah Almighty, by His guidance and blessing.

I finally could complete this thesis entitled “The Implementation of Extensive

Listening and Its Effect on the Students’ Listening Skill”. This thesis has

investigated the effectiveness of extensive listening practice in improving the

students’ listening skill.

This research was conducted as a final assignment to fulfill one of the

requirements for master’s degree in English Education. Hopefully, it would be of

a constructive contribution to solving the students’ problem in listening

comprehension.

Finally, I realize that there are some limitations in this thesis; therefore,

corrections, comments, constructive suggestions and criticism are welcomed and

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ACKNOWLEDGEMENT

Alhamdulillah, praise be to Allah. Finally this thesis has been completed.

There are many people who have contributed in the process of making this thesis,

directly and indirectly.

First of all, I would like to express my gratitude to both of my supervisors,

my main supervisor Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd. and

cosupervisor Pupung Purnawarman, M.S.Ed.Ph.D, for giving me guidance in

conducting the study and writing this thesis; my academic supervisor Prof. Didi

Suherdi, M.Ed. for his encouraging advise before and during the study; to the

Chief of English Education Department, Prof. Emi Emilia, M.Ed. Ph.D. and all

the lecturers in English Department of Post Graduate Study for the knowledge and

guidance in encouraging me to become a better teacher and better person.

I would also like to thank my beloved mother, Hj. Eulis Hafsah for her

support, prayers and love; my beloved seven sisters, Teh Imas, Teh Cicah, Teh

Yuyum, Teh Dewi, Teh Tuti, Teh Ika and Nina for their support and

encouragement; the Head master and fellow teachers of SMA ALBIDAYAH; to

all the students especially to the twelth grade that had become the participants in

this study.

I would also like to thank all my classmates in Class B who are now

considered as my second family, and to all of those who cannot be mentioned

here. Thank you for everything.

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ABSTRACT

This study attempts to investigate the effect of exposure to spoken English by implementing

the extensive listening procedure (Field, 2009) to the students’ listening skills and also the

students’ attitude towards listening activities in general and also the implementation of

extensive listening . The participants of the study were students in the eleventh grade of Senior High School in Bandung Barat. This study used a quasi experimental study and the data were collected by giving pre-test and post-test to the experimental group, which were given some instructions to implement the extensive listening procedure, and the control group, which were given selective listening procedure. The difference between the groups was tested by using the t-test in the SPSS. The students attitude towards the implementation of extensive listening was investigated by giving questionnares to the students. From the result of the tests it was found that there was a significant difference between the experimental and the control group. This was indicated by the value of t observed with the equal variances assumed is 2.367 which is higher than the value of t in the critical table (1.684) for df = 39. The significant difference can also be seen from the value of sig (two tailed) which is 0.023 which is lower than 0.05. The analysis of the questionnaires also found that most students responded positively to the implementation of extensive listening even though there were some students who also found that the listening materials were difficult. It can be concluded that exposure to English materials by implementing the extensive listening

could have positive effect to the student’ listening skills. Thus, it is recommended that

teachers should encourage students to do the extensive listening, because the more students are exposed in English listening materials the more they get better in understanding the language.

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The Implementation of Extensive Listening and its Effect on the Students’ Listening Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRAK

Penelitian ini bertujuan untuk menyelidiki efek Extensive Listening terhadap kemampuan siswa dalam menyimak, dan juga pendapat siswa tentang aktifitas menyimak secara umum dan juga tentang penerapan Extensive Listening. Partisipan dalam penelitian ini adalah siswa kelas sebelas di sebuah SMA di Bandung Barat. Penelitian ini menggunakan metode kuasi eksperimental dan datanya diperoleh dengan cara memberikan pre-test dan post-test kepada kelompok eksperimental, yang diberikan instruksi untuk menerapkan Extensive Listening. Perbedaan antara 2 kelompok ini diuji dengan menggunakan t-test dalam SPSS. Sikap siswa terhadap penerapan Extensive listening diteliti dengan cara memberikan kuisioner pada siswa. Dari hasil analisis ditemukan bahwa terdapat perbedaan yang cukup signifikan antara kelompok eksperimental dan kelompok kontrol. Hali ini dapat dilihat dari nilai t (2.367) yang lebih tinggi dari nilai t dalam tabel (1.684) untuk df = 39. Perbedaan dapat juga dilihat dari nilai α yaitu 0.023 yang mana nilai tersebut lebih rendah dari 0.05. Dari analisis kuisioner juga ditemukan bahwa kebanyakan siswa merespon secara positif terhadap penerapan

Extensive Listening meskipun ada beberapa siswa yang menganggap materi listening terlalu sulit. Dapat disimpulkan bahwa pemberian materi Bahasa Inggris dengan menerapkan

Extensive Listening dapat memberikan efek positif pada kemampuan menyimak siswa. Oleh sebab itu, direkomendasikan bahwa guru-guru harus mengajak siswa untuk menerapkan

Extensive listening, karena semakin banyak siswa mendapatkan materi listening, semakin mudah juga bagi mereka dalam memahami materi Bahasa Inggris.

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TABLE OF CONTENTS

1.1 Background of the Study ...

1.2 Research Questions ...

1.3 Hypothesis of the Research ...

1.4 Variables of the Study ...

1.5 Clarification of the Terms ...

1.6 Purpose of the Study ...

1.7 Significance of the Study ...

1.8 Scope of the Study ...

1.9 The Organization of the Thesis ...

CHAPTER II

LITERATURE REVIEW ...

2.1 Introduction ...

2.2 Listening and Listening Comprehension ...

2.3 The Difficulties of Listening ...

2.4 The Strategies of Listening ...

2.5 Extensive Listening ...

2.5.1 Defining Extensive Listening ...

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2.5.3 Types of Projects for Extensive Listening ...

2.5.4 Materials Used in Extensive Listening ...

2.5.5 The Benefits of Extensive Listening ...

2.6 The Principles of Teaching Listening ...

2.7 Teaching Listening ...

2.7.1 Principles of Instructional Design in Teaching Listening ...

2.7.2 Types of Classroom Listening Performance ...

2.8 Listening Assessment ...

2.8.1 Approaches to Listening Assessment ...

2.8.2 Designing Listening Test ...

2.9 Related Previous Research Report ...

2.10 Conclusion of the Chapter ...

CHAPTER III

RESEARCH METHODOLOGY ...

3.2 Research Design ...

3.3 Research Site and Participants ...

3.4 Data Collection ...

3.4.2.1 The Reliability and Validity of the Test ...

3.4.2.2 The Reliability and Validity of the Questionnaire ...

3.4.2.3 Listening Activities in the Experimental Group and Control Group ...

3.5 Data Analysis ...

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CHAPTER IV

TEACHING PROGRAMS, RESULTS AND FINDINGS ...

4.2 The Teaching Program ...

4.2.1 Preliminary Phase of the Teaching Program ...

4.2.1.1 Searching for Teaching Materials ...

4.2.1.2 Trying Out the Pre-test and Post-test ...

4.2.1.3 Administering the Pre-test ...

4.2.2 Teaching Program ...

4.2.2.1 Listening Activities in the Experimental Group ...

4.2.2.2 Listening Activities in the Control Group ...

4.2.3 Post Teaching Phase ... 4.3 The Effect of Extensive Listening on the Students’ Listening Skill ... 4.4 Students’ Perception about the Extensive Listening Instruction ... 4.5 Discussion ...

4.6 Conclusion of the Chapter ...

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LIST OF TABLES

Table 2.1. Instructions to Learners for Peer Listening Task ...

Table 2.2. The List of Micro- and Macroskills of Listening ...

Table 2.3. The Taxonomy for Assessing Listening ...

Table 3.1. The Design of Pre- and Post-test ...

Table 3.2. The example of dialogue with the comprehension items ..

Table 3.3. The topics of the dialogues for the test ...

Table 3.4. The sample of teaching procedure ...

Table 3.5. The type of items used in the try out ...

Table 4.1. The Mean scores of the pre-test ...

Table 4.2. The mean scores of the post-test ...

Table 4.3. One Sample Kolmogorov- Smirnov Test ...

Table 4.4. One Sample Kolmogorov- Smirnov Test ...

Table 4.5. The difference of the mean scores ...

Table 4.6. The result of the paired sample t-test ...

Table 4.7. The result of the difference between means of the groups.

Table 4.8. The result of reliability analysis of Cronbach Alpha ... Table 4.9. The analysis of students’ response about their interest ... Table 4.10. The analysis of students’ response about their opinion.... Table 4.11. The analysis of students’ response about their attitude.... Table 4.12. The analysis of students’ response about their behaviour

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CHAPTER I

INTRODUCTION

1.1. Background of the Study

Listening skill is one of the language skills which is tested in the National

Examination for students of Senior High School or SMA in Indonesia, along with

reading and writing. Since 2005, listening skill has been included in this

examination and automatically it has become one of passing standard in the

National Examination (Balitbang Depdiknas, 2005). In other words, to pass high

school, the students of Senior High School have to pass the listening, reading, and

writing skill test in National Examination as well as other subjects which are

tested in National Examination.

Listening skill is also a part of language curriculum which has to be taught

to students in high school. EFL instruction in the curriculum of 2006 is expected

to meet the demand to master all the four language skills, and these skills need to

be taught in an integrated way (Cahyono & Widiati, 2009:195). Previously, the

implementation of the teaching listening in the classroom is often neglected or

poorly taught. Most teachers used to think that listening skill is a passive skill and

will automatically acquired by the students as they are exposed to spoken English

often and as they learn to speak the language (Persulessy, 1988:50 in Hamouda,

2013:114; Call, 1985 in Osada, 2004; Cahyono & Widiati, 2009:195). However,

throughout the 1990s until recently the shift of attention to listening in language

teaching was daramatically increased (Osada, 2004).

In recent years, there were many studies which were conducted in

teaching listening. The acceptance of the importance of listening comprehension

for foreign language learners were also gradually increasing. In spite of these

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of classroom practices in many countries which consider that listening is still

regarded as the least important in language teaching. This condition is also

happening in Indonesia. Mostly the focus of English instruction in the classroom

is on reading texts. According to Cahyono and Widiati in their article, this

condition is caused by limited listening materials which are suitable with the 2006

standard of content (Cahyono & Widiati, 2009:202).

Despite the fact that it is important to teach and study listening, students

often find some difficulties in listening English spoken language. Those

difficulties are caused by many factors. One of the factors might be that students

are not taught how to learn listening effectively (Vandergrift, 2007 in Kurita,

2012: 30). In the classroom, students are often given a narrow focus on

comprehension questions and this does not significantly contribute to students’

understanding and comprehension of the listening materials.

Rubin (1994: 199-221) also reviewed some research about listening and

found some factors that make listening diificult for the students. The examples of

the factors are the variation in the texts, the speakers’ personal characteristics, and then the students’ level of perception about the text and also the difference between the students’ first and second language. Richards (2008) furthermore stated that there are some characteristics of spoken language that can make the

listening process difficult. Spoken discourse or spoken language are often

considered very fast by the second language listeners (see also Renandya and

Farrel, 2011:53), although speech rates considerably. And unlike written

discourse, spoken discourse is usually unplanned and often reflects the process of

construction such as hesitation, reduced forms, fillers, and repeats. Another

characteristic is that spoken discourse has also been described as having linear

structure, compared to a hirearchical structure for written discourse. And then

spoken text may be spoken with many different accents, from standard to

non-standard, regional, non-native, and so on (Richards, 2008:3).

Besides the characteristics of the spoken language, another reason why

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spoken English. In the classroom, students only get about three to four hours in a

week of English lesson. It is the teacher’s job, then, to encourage students to listen

to spoken English as many as possible, not only in the classroom but also outside

the classroom on their free time. It is done because the more students listen, the

better they get at listening – and the better they get at understanding pronunciation

and at using it appropriately themselves (Harmer, 2007).

Encouraging students to listen to English listening materials as often as

possible in their free time is one of the teaching listening techniques which is also

known as extensive listening. In this technique, students are encouraged to listen

to the listening materials with their own choice for pleasure in order to get general

understanding (Harmer, 2000; Field, 2009; Renandya and Farrel, 2011:56;

Renandya, 2012:2; Waring, 2008; Takaesu, 2013:152). By implementing

extensive listening, students will have a chance to listen to spoken English as

much as possible and also practice their listening skill. Besides practicing the

students’ listening skill, extensive listening activities could help many aspects of

the students’ English including reading, listening, speaking, vocabulary,

motivation and language awareness (Ware, 2012). And then according to some

other studies conducted by Onoda (2012), and Ucan (2010), they found that

extensive listening could improve the students’ listening skill and comprehension,

and that the students feel more comfortable when listening to English, they also

feel less anxious to speak in the target language.

This study was conducted based on the consideration of the difficulties,

the importance of listening and also the previous findings stated above. This study

also has a purpose to implement extensive listening as a technique to improve the

students’ listening skill. And based on some previous studies stated above, it is

also hoped that this technique will also be able to improve the students’ aspect of

language ability (vocabulary, pronunciation and grammar) an their other language

skills (reading, speaking, and writing). When the students’ listening skill has

improved, they will enjoy the lesson and feel more confident in practising their

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1.2. Research Questions

This study was conducted to find the answer of the following research

questions.

1. To what extent can extensive listening affect the students’ ability in

listening skill?

2. What is the students’ attitude towards the implementation of extensive

listening?

1.3. Hypothesis of the Research

The hypotheses stated in this study are the Null hypothesis and the

alternative hypothesis.

H0 : there is no significant difference between the means of the

experimental group that implement the extensive listening and the

control group that do not implement the extensive listening.

H1 : there is significant difference between the means of the experimental

group that implement the extensive listening and the control group

that do not implement the extensive listening.

1.4. Variables of the study

There are two kinds of variables involved in this study, the independent

variable and the dependent variable. The independent variables are those that

researchers choose to study in order to asses their possible effects(s) on one or

more other variables. On the other hand, the dependent variable is the variable that

the independent variable is presumed to affect (Fraenkel & Wallen, 2008;

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This study is an experimental study which was conducted to determine the

possible cause and effect between the independent and dependent variables by

controlling the dependent variable so that there would be an effect in the

independent variable (Creswell, 2012: 295). The independent variable in this

study is the improvement of the students’ listening skills and the dependent

variable is the use of extensive listening.

1.5. Clarification of the terms

The terms which are going to be defined are: implementation, extensive

listening, effect, student, and listening skill.

Implementation is synonymous with ‘the use’ or the action of putting a

plan into operation (Woodford & Jackson, 2003).

Extensive listening is one of listening procedure where a teacher

encourages the students to choose for themselves what they listen to and to do so

for pleasure and general language improvement (Harmer, 2000; Renandya and

Farrel, 2011; Renandya, 2012). The listening activities take place outside the

classroom as the students’ extra assignment. In the classroom, the term extensive

listening refers to a sort of performance which aims to develop a top-down, global

understanding of spoken language. Extensive listening performance could range

from listening to lengthy lectures, to listening to a conversation and deriving a

comprehensive message or purpose. Extensive listening may require the students

to invoke other interactive skills (e.g. note-taking, and/or discussion) for full

comprehension.

An effect means the result of a particular influence (Woodford & Jackson,

2003).

Student is a person who is learning at a college or university, or sometimes

at a school (Woodford & Jackson, 2003).

Listening skill is a skill amongst the language skills which occupies an

active and immediate analysis of the streams of sounds (Saha & Telukdar, 2012).

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something we hear (Underwood, 1989) cited by Wright and Hosbach. It is

synonymous with listening comprehension which has a main function in language

learning to facilitate understanding of spoken discourse (Richards, 2008)

1.6. Purpose of the Study

This study attempts to investigate whether extensive listening procedure

has an effect in the students’ listening skills. It also attempts to find out the

students’ attitude towards studying listening in general and also towards the

implementation of extensive listening procedure.

1.7. Significance of the Study

This study is expected to have theoretical and practical significance.

Theoretically, this study will give a lot of additional knowledge, information, and

good contribution to the author and also to any other teachers who read this study.

And practically, the teaching technique in this study can be used in other

classrooms and other schools because extensive listening is one of teaching

techniques that can be used not only to improve the students’ listening skill, but

also another aspect of language including reading, writing, speaking, vocabulary

and grammar.

1.8. Scope of the Study

This study is limited to the use of extensive listening procedure, in which

students are encouraged to listen to spoken English as much as possible using

various media of their own choice in their own free time as a treatment to give

effect in the improvement of the students’ listening skill. It is also limited to see

the improvement of the students’ listening skill, even though there are many

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(speaking, reading, and writing) which can be improved by using this teaching

procedure.

1.9. The Organization of the Thesis

The thesis consists of five chapters. The chapters are organized as follows:

 Chapter I, Introduction.

This chapter discusses the background of the study, research questions,

research hypothesis, research variables and definition of the terms, the

purpose of the study, the significant of the study and the scope of the

study.

 Chapter II, Literature Review

This chapter is about the Literature Review. It discusses Listening and

Listening Comprehension, the difficulties of listening, the Strategies and

Principles of Listening, the Extensive Listening, Teaching Listening,

Listening assessment, Types of Classroom Listening Performance, and

related previous studies of extensive listening.

 Chapter III, Research Methodology

This chapter is about the methodology of the study. It discusses the

research design, the participants of the study, data collection, validity and

reliability of the test and then the data analysis.

 Chapter IV, Teaching Programs, Results and Findings

This chapter discusses the teaching programs, the result and findings of the

study. It includes the discussion of the implementation of the teaching of

extensive listening, the results of the data analysis of students’ improvement in their listening skill and the discussion of the students’

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 Chapter V, Conclusions and Recommendations

This chapter is about conclusion which is drawn from the result of the

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CHAPTER III

RESEARCH METHODOLOGY

3.1. Introduction

There are four parts which will be discussed in this chapter. They are the

research design, the research site and the participants of the research, the data

collection which will also describe the procedure of the implementation of the

extensive listening, and and the last one is the data analysis.

3.2. Research Design

The research design used in this study is quantitative study and employed

an experimental research. According to Fraenkel and Wallen (2008), experimental

research is a type of research that directly attempts to influence a particular

variable, and when properly applied, it is the best type for testing hypothesis about

cause-and-effect relationships. In an experimental study, researchers look at the

effect(s) of at least one independent variable on one or more dependent variable.

In this research, the independent variable would be extensive listening, and the

dependent variable would be listening skill.

Experimental research can also be used to test our hypothesis. According

to Burns (1994), hypothesis is an educated guess which is suggested for the

purpose of being tested. In this study, the hypothesis stated is the Null Hypothesis

which states that there is no significant difference between the experimental group

that implement the extensive listening procedure and the control group that does

not implement the extensive listening procedure.

The design used in this study was quasi-experimental design.

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the quasi-experimental design does not include the use of random assignment

(Christensen, 1941; Fraenkel & Wallen, 2008; Creswell, 2009). In other words,

the participants are chosen purposefully to fulfill the needs of the study.

The quasi-experimental design is divided into two categories, they are the

nonequivalent before-after design and the simulated before-after design

(Christensen, 1941). The research design which is used in this study is the

nonequivalent before-after design. Another name is used by Cresswell (2009)

concerning this type of research design. It is called pre- and post-test design. It is used considering the small numbers of samples (< 30) in one group so it is

impossible to do the random assignment of subjects. The table of the design is as

follows.

Table 3.1.

The design of pre- and post-test

Pre- and post-test design time

Select experimental group Pre-test Treatment Post-test

Select control group Pre-test No treatment Post-test

In this design, there are two groups which are selected purposefully. The

experimental group and the control group. The experimental group is the group

who receive a treatment after a pre-test is administered to both groups. And after

the treatment, a post-test is given also to both groups to see whether the treatment

has a positive effect or not (Cresswell, 2009).

3.3. Research Site and Participants

The site of the study was one of an Islamic private high school in Bandung

Barat. It was chosen because it was easy to get access to the school. The

participants of this study are 41 students of the eleventh grade. They were chosen

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there is also listening test in the national examination, they need to be prepared

and also prepare themselves to face the examination. The students are from 2

classes of Science class and social science class. Since there is no difference in the

curriculum for those classes, the two classes are suitable for this study. Their

average ability in English is also similar so the two classes will be treated as two

groups. The Science Class, which consists of 20 students, was the experimental

group. The Social class, which was chosen as the control group, consists of 24

students but three of the students were absent during the pre-test and the post-test,

so there are only 21 students who were chosen as the participants of the study

from this group.

3.4. Data Collection

In collecting the data of the study, which used the pre- and post-test

design, there were three kinds of instruments which were given to the participants

of this study. They were the pre-test, the post-test and the questionnares.

3.4.1. Instrumentation

Instruments are tools or devices for measuring, observing, or documenting

quantitative data (Fraenkel & Wallen, 2008:110; Creswell, 2012:151). They are

used to measure achievement, assess individual ability, observe behaviour,

develop a psychological profile of an individual, or interview a person. In this

study, the instruments used for collecting the data are tests and questionnaire. The

tests were used for measuring the students’ achievement of their listening skill and the questionnaire was for observing the students’ behaviour and perception during the experimental study.

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The pre-test was given to the participants of the study. It aimed to measure

some attribute or characteristics of the participants in an experiment before they

receive a treatment (Creswell, 2012). There are two other purposes of giving a

pre-test, Linn & Gronlund (1995) mention that testing and assessment may be

given at the beginning of an instructional segment to determine whether students

have the prerequisite skills needed for the instruction (to determine readiness) or to determine students’ placement or modification of instruction (Linn & Gronlund, 1995). In this study, the test was given to measure the students’ ability

in listening comprehension before the students receive the treatment which was a

set of instructions to do extensive listening. The test consisted of listening test

which was adapted and modified from a book titled ‘New English Files’ and also

from the listening section of National Examination year 2005. There were 25

items of the listening test which are based on four dialogues and one monologue.

The items were in multiple choice form with one stem and five options.

There were some considerations why the multiple choice form were used

in the tests. According to Linn and Gronlund (1995: 197), the multiple choice

form is flexible and can be used to measure various learning outcomes in any

level of understanding. It is also applicable in the measurement of various phases

of achievement. Oller (1979) also adds that the advantages of multiple choice test

are that it is more convenient in scoring and administrating the result of the test.

these considerations have become the reasons why multiple choice form was used as the tool for measuring the students’ understanding of the listening materials.

In the test, the students were presented with a stimulus dialogues and

monologues and then they were asked to respond to a set of comprehension

questions. This is also known as communicative stimulus – response tasks

(Brown, 2004: 132). The following is the example of the dialogue and

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Table 3.2

The example of the dialogue with the comprehension items

The students hear:

Listen to the dialogue and choose the best answer!

(Michael is calling Susan on the phone) Susan : Hello.

Michael : Hi, Susan. It’s me, Michael.

Susan : Oh, hi, Michael. How are you doing?

Michael : Oh, not bad. Say, are you doing anything on Saturday night? Susan : No, nothing special. Why?

Michael : Well, do you feel like going to that new disco? Susan : Oh, that’s a terrific idea.

Michael : Great. What about having a pizza first? Susan : Sure, why not? Where do you want to meet? Michael : Why don’t I pick you up at your house? Susan : OK. What time?

Michael : Is seven o’clock OK?

Susan : Fine. Well, see you at seven. Michael : Right. So long for now. Susan : Bye.

The students read:

1. Why is Michael calling Susan on the phone?

a. He wants to say Hi d. He wants to go to see a concert b. He wants to have a pizza e. He wants to go to a new disco c. He wants to invite Susan to go out

2. Where are they going to meet?

a. At Susan’s house d. At Michael’s house

b. At the new disco e. At the restaurant

c. At the cinema

3. Which statement is TRUE?

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b. Susan asks Michael to pick her up at her house

c. They are going to have a pizza before they go to the disco d. They are going to have a pizza after they go to the disco e. They are going to go on Friday night

The items in the pre-test consisted of 25 items which were based on five

dialogues and one monologue. The topics of the dialogues for the test are

described in the following table.

Table 3.3.

The topics of the dialogues for the test

Number of items Topic of the dialogue and monologue

1 to 4 Dialogue between Natasha and Darren about their first meeting. Taken from ‘New English File’

5 to 7 Dialogue about Michael who invites Susan to go out. Taken from ‘Person to Person’

8 to 12 Dialogue between Simon and his doctor about Simon’s problem. taken from ‘New English File’

13 to 17 Dialogue between Mark and Allie who said goodbye in the airport. Taken from ‘New English File’

18 to 21 Dialogue between Charlotte and Rob who talk about their plan for holiday and about Charlotte’s anger to Rob. Taken from ‘New English File’

22 to 25 Monologue about Albert Einstein. Taken from ‘National Examination (2005)’

3.4.1.2. Post-test

After the pre-test, the participants received a treatment which consisted of

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students were given a set of listening materials which they took home and listened

to on their own free time.

Beside the listening materials from the teacher, the students were also

encouraged to listen to other listening materials by their own choice. The listening

material can be English songs, stories, films, news, etc. The length of the

treatment was two months, and the students’ progress and achievement was

checked weekly during the treatment.

After two months of treatment, the students were given a post-test. The

main interest of a post-test is in measuring the extent to which the intended

learning outcomes have been achieved (Linn & Gronlund, 1995). In other words,

this post-test was given to measure the improvement of the students’ listening

skill. The test items in the post-test was the same as the test item in the pre-test.

3.4.1.3. Questionnaire

The other instrument used in this study is questionnaire. Brown (2001), as

cited in Dornyei (2009), proposes a definition for questionnaires as follows:

“questionnaires are any written instruments that present respondents with series

of questions or statements to which they are to react either by writing out their

answers or selecting from among existing answers”

(Brown, 2001:6)

There are three types of data about the respondents which are produced from

questionnaires, they are: factual, behavioral, and attitudinal which also concerns

attitudes, opinions, beliefs, interests, and values (Dornyei, 2009:5).

In this study there were only two types of data which were attempted to

be found, behavioral and attitudinal. The attitudinal questions only concern

attitudes, opinions, and interests. These questionnaires were intended to answer

the second research question, which was about the students’ perceptions of the

implementation of the extensive listening. The students were given a set of

questionnaires related to the topic and were asked to give their own opinion about

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The type of the questionnaire used was the close ended questions in which

the respondents were provided with ready-made response options to choose from

(Dornyei, 2009:26). Dornyei (2009) furthermore adds that the advantage of this

type of questionnaire is that their coding and tabulation is straightforward and

leaves no room for rater subjectivity.

The questionnaire consisted of 20 statements and were divided into four

parts. The first part, which included statements number 1, 4, 6, 7, and 12 was about the students’ interest in English and listening comprehension. The second part, statements number 2, 9, 13, 14, 16, and 20, asked about the students’ opinion

of the implementation of extensive listening. The third part, which was asking about the students’ attitudes toward English and listening comprehension, included statements number 3, 5, 8, 10, and 19. The last part which included statements number 11, 15, 17, and 18 was asking about the students’ behavioral in studying English and listening comprehension. In answering the questionnaire the

students had to choose one of the options provided based on their opinion and interest. The options were ‘strongly disagree’, ‘disagree’, ‘slightly disagree’, ‘slighty agree’, ‘agree’, and ‘strongly agree’. The questionnaire can be seen in the appendix.

In order to avoid misunderstanding and misinterpretation, the

questionnaire was written in Bahasa Indonesia and the instruction to the students

was also given in Bahasa Indonesia.

3.4.2. Procedure

This study was conducted not only to answer the research questions but

also to test the hypotheses. Before testing the hypotheses, the measurement of

variables or the test items and the questionnaires have to be checked whether they

are valid and reliable (Hatch & Lazaraton, 1991). The reliability of a test is

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when administered under similar condition (Brown 1988; Hatch & Lazaraton,

1991).

3.4.2.1. The reliability and validity of the test

To estimate the reliability, according to Brown (1988), there are three

ways which can be chosen to conduct. The first one is test-retest reliability which is usually estimated by administering the same test twice to one group of subjects

and then calculating a correlation coefficient between the pairs of scores from two

administrations. The second one is Equivalent forms reliability which is estimated by administering two equivalent tests to one group of subject and calculating the

correlation coefficient between the scores on the form. The third one is Internal consistency reliability which can be estimated in a number of ways. One of the easiest methods to understand is the split half method.

There are three steps in this method of measuring reliability of the test.

The first step is scoring the even-numbered and the odd-numbered separately. The

second one is calculating the correlation between the scores and the last one is

adjusting the result of the calculation using a formula called the Spearman-Brown

prophecy formula for full test reliability (Brown, 1988: 99).

There is also another way to estimate the reliability. It is estimated without

using statistical procedure and formula but only by using the ANATEST. In this

study, the ANATEST was used instead of the statistical procedure mentioned

above. It was used not only for estimating the reliability of the test but also for

analysing whether the test items for the try out and pilot study were good enough.

And then the result of the analysis was used as a guideline for making the tests for

the pre test and the post test.

Besides estimating the reliability, the tests used in a study should also be

valid. According to Brown (1988), test validity can be defined as the degree in

which a test measures what it claims to be measuring (see also Brown, 2004: 22;

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validity refers to the appropriateness, meaningfulness, correctness, and usefulness

of the inferences a researcher makes.

There are three kinds of validity, content validity, construct validity, and

criterion-related validity. Content validity refers to the content and the format of

the instrument, the content and format of the test must be consistent with the

definition of the variable and the sample of subject to be measured (Fraenkel &

Wallen, 2008: 148). In this study, the listening test used can be considered valid

because the content and the format of the test are appropriate for measuring the

students’ listening ability and the test items have also been approved by experts,

i.e. the supervisors, who were involved in the process of the study.

Construct validity refers to the nature of the psychological construct or

characteristic being measured by the instrument (Fraenkel & Wallen, 2008: 148).

One of the ways of establishing the construct validity of the test, according to

Brown (1988), is to set up an experiment to demonstrate that a given test is

indeed testing the construct that it claims to be testing. In this study, the construct

validity was established by doing the try-out and the pilot study to the students

who are the participants of the study.

Another kinds of validity which has to be established is the

criterion-related validity. It refers to the relationship between scores obtained using the

instrument and scores obtained using one or more other instruments or measures

(Fraenkel & Wallen, 2008: 148; Linn & Gronlund, 1995: 50).

3.4.2.2. The reliability and validity of the questionnaire

The reliability and the validity of the questionnaire, which was also the

instrument in this study, should also be established. They are two key concepts in

measurement theory which refer to the psychometric properties of the

measurement techniques and the data obtained by them (Dornyei, 2003: 110). He

furthermore adds the definition of the reliability of a psychometric instrument

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measurement, and validity is the extent to which a psychometric instrument

measures what it has been designed to measure.

To estimate the reliability of the questionnaire, one of the statistical

procedures which can be used in the SPSS is by estimating the Cronbach Alpha coefficient. Dörnyei (2003: 112) mentions that questionnaires can be considered as reliable when the result of the analysis exceeds 0.70. In this study, from the

analysis using the SPSS it was found that the value of the Cronbach Alpha of the

questionnaire used was 0.72. This means that the questionnaire used in this study

can be considered reliable.

The validity of the questionnaire should also be taken into account. Which

means that the content of the questionnaire needs to cover the study issues that

have been specified (Gray, 2004). Foddy (1993) as cited in Gray (2003),

suggested a series of steps that must be followed in establishing the validity of the

questionnaire.

 The researcher has to be clear about the information required and encode this accurately into a question.

 The respondent must interpret the question in a way the researcher intended.

 The respondent must construct an answer that coontains information that the researcher has requested.

 The researcher must interpret the answer as the respondent had intended to be interpreted.

Foddy (1993) in Gray (2003)

In this study, all the steps stated above had been conducted. The statements in the questionnaire aimed to find information about the students’ opinion about listening in general and extensive listening, and the students’ attitude towards the implementation of extensive listening. From the realiability

analysis, it was found that the students did not get difficulties in understanding the

questions and they were able to give reliable answer. The last step which wass

about analysing and interpreting the students’ answer was also conducted

thouroughly. The result and analyis of the questionnaire can be seen in Chapter

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3.4.2.3. Listening Activities in Experimental and Control Group

This study aimed to measure the effect of implementing extensive listening procedure on the students’ listening skill. It implemented one of the extensive listening procedure proposed by Vandergrift and Goh (2012), which is

the Facilitated Independent Listening. The listening procedure was implemented

or administered in the experimental group, where students were given extra

assignment to practice their listening skills outside the classroom in their own free

time. The control group also practiced their listening skill by using intensive

listening which was only conducted in the classroom.

The difference between the activities in the experimental group and the

control group can be seen in the following table which is about the sample of

teaching procedure in both groups.

Table 3.4

 The teacher greets the students

 The teacher tells the objectives of the lesson and explains the activity that the students will do

 The teacher introduces a topic that is going to be discussed in the lesson

 The teacher and the students disscuss the topic of the lesson.

Pre activities

 The teacher greets the students

 The teacher tells the objectives of the lesson and explains the activity that the students will do.

 The teacher introduces a topic that is going to be discussed in the lesson

 The teacher and the students disscuss the topic of the lesson.

Whilst activity

 The teacher plays a recording of a dialogue.

 The students listen to the dialogue.

 The teacher asks the students what the dialogue is about and then discusses the dialogue with the students.

 The teacher explains about the function and the expression stated in the dialogue

Whilst activities

 The teacher plays a recording of a dialogue.

 The students listen to the dialogue.

 The teacher gives some questions related to the dialogue and asks the students to answer the questions.

 The teacher asks the students to listen to the dialogue again to check their answers.

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 The teacher explains about the function and the expression stated in the dialogue.

Post activity

 The teacher gives some recordings of dialogues and asks the students to listen to other dialogues at home.

 The teacher asks the students to visit some websites to find some listening materials that they can listen to and study.

 The teacher reviews the materials that have been discussed.

 The teacher reminds and

encourages the students to do the extensive listening at home.

Post activities

 The teacher reviews the materials that have been discussed.

 The teacher gives homework or assignment related to the teaching materials.

From the table, it can be seen that the difference between the experimental

and the control group is that there were extra assignment for the students to do the

extensive listening outside the classroom. The assignments included listening to

the listening materials given by the teacher at home, visiting some websites to find

listening materials and practicing the listening materials they found in their free

time.

3.5. Data Analysis

The section will discuss the statements of the hypothesis of the study and

then the procedure used in analysing the data of this study. It also includes the

explanations of data analysis during the try out, the pilot study, the pre-test and

post-test, and also the analysis of the questionnaires.

Before analyzing the data, the hypotheses of the study were needed to be

formulated. The hypotheses stated here are the Null hypothesis and the alternative

hypotheses.

H0 : there is no significant difference between the means of the

experimental group that implement the extensive listening and the

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H1 : there is significant difference between the means of the experimental

group that implement the extensive listening and the control group

that do not implement the extensive listening.

The procedure of collecting and anayzing the data during the try-out, the

pilot study, the pre-test, the post-test and data analysis of the questionnaires are as

follow.

 The try out

The purpose of analysing the result of the try out is to find appropriate test

items for the pilot study and the pre-test and post-test. There were 30 items in the

test which were divided into five parts. The division of the items is described in

the following table.

Table 3.5.

The types of items used in the try out

Items 1 to 10 Listening to the difference and choosing the one that

they hear.

Items 11 to 15 Listening to questions and choosing the best response

for the questions.

Items 16 to 20 Listening to the difference and choosing the one that

they hear.

Items 21 to 25 Listening to questions and choosing the best response

for the questions.

Items 26 to 30 Listening to two monologues and choosing the best

answer for the comprehension questions given.

The test items in the try out were in multiple choice form, with one stem

and five options. The result of the test was scored and analysed by using

ANATEST. There are some advantages of item analysis. The first one is that

item-analysis data provides a basis for efficient class discussion of the test result.

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improvement of classroom instruction and also for increased skill in test

construction (Linn and Gronlund, 1995).

ANATES which was used for item analysis reveals that the items of the

test is too easy, moderate, or too difficult. It also tells whether the distractor or the

options of the test is very good, good enough, or even bad and need to be

changed. (the result of the analysis can be seen in appendix 12).

The construction of the test items in the try out was based on list of micro-

and macroskills of listening proposed by Brown (2004), and the conversational

listening taxonomy suggested by Richards (1983) as cited by Buck (2001) stated

in Chapter II.

 The Pilot Study

The pilot study was conducted after administering the try out and

analyzing the result of the try out. This was done to prepare the students to take

the pre-test before the experiment and also to check whether the items used in the

tests were valid and reliable. The items of the test of the pilot study were the

revision and changes from the items in the try out. The revision and changes were

needed because after conducting the item-analysis, it was found that there were

test items in the try out which are considered too easy and too difficult, and there

were also some options which are considered as bad distracters. The result of the

pilot study was also analysed by using the ANATEST and the result of the

item-analysis was used as a guideline in making revision and changes in the item test

for the pre-test.  The Pre-test

The pre-test was conducted before the treatment in the experimental group

which is the implementation of extensive listening. It was given to both the

experimental group and also the control group. The test items for the pre-test

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that the students have to listen. The result of the pre-test was scored manually and

then the mean scores were analyzed by using the SPSS. The analysis used were

the Kolmogorov-Smirnov test which was used to analyze the normality of the

scores, and then the paired sample t-test and the independent sample t-test which

were used to find the differences between the means and also the significance of

the difference between the mean scores. The result of the tests can be seen in the

appendices.

 The Post-test

The post-test was conducted after the implementation of the extensive

listening in the experimental group. The items of the test were the same with the

items in the pre-test. The result of the tests were then scored, and the mean scores

were calculated and also analyzed by using the SPSS. The difference of the mean

scores between the experimental and control group were analyzed by using the

paired samples t-test. The difference and the significance between the two groups

were also analyzed by using the independent samples t-test. These were done to

find out the effect of the treatment on the experimental group.

 The Questionnaire

The type of the questionnaire used was close-ended question, with the

Likert scale as the rating scale. The questionnaire consists of 20 items and were divided into four groups to measure the students’ interest, opinion, attitude and behavior. With close-ended items, coding is usually straightforward: each

predetermined response option is asign a number (Dornyei: 2009.p: 85). There

were six options in this questionnaires, strongly disagree, disagree, slightly

disagree, slightly agree, agree and strongly agree. The coding for each option is: 1 for ‘strongly disagree’, 2 for ‘disagree’, 3 for ‘slightly disagree’, 4 for ‘slightly agree’, 5 for ‘agree’, and 6 for ‘strongly agree’.

The result of the coding was then analyzed by using the SPSS and the analysis used was the Cronbach’s Alpha which was used to measure the reability of the questionnaire. To calculate the mean scores for each item of the

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frequency and then divided by the number of students (N=20). By analyzing this

mean scores, the students’ perception about the implementation of the extensive

listening can be found out.

3.6. Conclusion of the Chapter

This chapter has discussed the methodology used in this study. It includes

the elaboration of the research design which is the quasi experimental design, the

research site and participants, the procedure used in collecting the data, and the

procedure in anayzing the data. The type of quasi-experimental used in this study

is the pre- and post test design, which seeks to find out the difference and the

significance of the difference between two groups (the experimental and the

control group). In collecting the data, this study used three kinds of instruments,

which are the pre-test, the post-test and the questionnaire. The collected data are

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CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1. Introduction

This chapter discusses the conclusions which is concluded from the results

of the study. It also provides recommendations for future research on listening

comprehension and on another language skills.

5.2. Conclusions

This study investigated the extent of the implementation of extensive

listening in improving the students’ listening skill and the students attitude toward

the implementation of extensive listening. After analysing the data from the

pre-test, the post-test and the questionnaires, there are several results from this study:

First, the results of the analysis found that there are differences between

the scores in the pre-test and post-test in both experimental and control group. The

difference is statistically significant. This can be seen from the result of the

analysis by using the Paired Sample t-test, which seeks to find the significant

difference between the score in the pre-test and the score in the post-test of each

group. The result of the t-test in the experimental group is (t = -12.025, df = 19)

and in the control group the result is (t = -4.982, df = 20). This means that there is

improvement both in the experimental group and also in the control group after

series of treatment of listening practise.

Second, there is also a slight difference between the scores of the post-test

in the experimental group and the scores of the post test in the control group.

Students in the experimental group who received treatment of extensive listening

slightly outperformed those who were taught listening only in the classroom.

Exposures to listening activities outside the classroom gave the students a little

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the t-test analysis (t = 2.367, df = 39) and the value of the t-observed which is

higher than the value of the t-table. This means that the implementation of the

extensive listening has positive effect in improving the students’ listening skill.

This finding supports previous studies on the benefit of implementing extensive

listening (Borges Ucan, J.L (2010); Waring (2003); Yonezawa and Ware (2008)

to improve the students’ ability in comprehending English. This also implies that

extensive listening or exposure to listening materials in English could improve the

students’ listening comprehension.

Third, from the analysis of the questionnaire it can be found that most

students answered positively to the statements in the questionnaire. Most students

completely realize the importance of studying English and particularly listening

skill. They also think that practising listening in their free time enable them to

improve their competence in comprehending English. Even though it was also

stated that some of the students feel that listening materials in English are difficult

which also support previous studies on the students’ difficulty in listening (Goh,

M. (2000), Yousif (2006), Bloomfield et.al. (2010), and Rubin (2011)), they

completely understand that practising listening skills by listening to English

songs, short stories, English radio programs and also watching English television

program enable them to improve their ability in English.

Considering the findings of the experiment, it can be concluded that even

though the students’ improvement is not significant, extensive listening or

exposure to English listening materials has been proved to have a positive effect

in improving the students’ ability in their listening skill. Therefore, it is suggested

that teachers of senior high schools should encourage the students to listen as

much as possible to English listening materials in order to make the students feel

ready and confident in facing National Examination and also other examinations

that they are going to have.

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Memi Mahmudah, 2014

After looking at the results and the findings stated in the previous section,

it is recommended that foreign language teachers especially those who teach in

senior high school should also use and implement extensive listening. There were

time limitation during the study so it will be better if the implementation is given

to the students longer than the time used in this study. Because the more students

are exposed to English listening materials the more they get better in

understanding the materials.

Furthermore, it is also recomended for other teachers that they should try

to implement other listening techniques such as selective and intensive listening

practise which are also beneficial for the improvement of the students ability in

comprehending English.

5.4. Further Research

Further research in this field can be conducted after this study. The first

one is a qualitative study, targetting on low achiever students to find out the

students’ interest and difficulties in implementing the extensive listening. The

study shall includes types of research instruments such as observation, interview,

and listening test. The second study is a quantitative study which investigate the

effect of extensive listening on the students’ listening test score. This study shall

use listening test which is taken from National Examination and observation as

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