An Investigation of Teacher’s Strategies in Teaching Listening.

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Joni Amir, 2014

An Investigation of Teacher’s Strategies in Teaching Listening

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

An Investigation of Teacher’s Strategies

in Teaching Listening

(A case study at one Junior high school in Bandung)

A THESIS

Submitted to the English Education Program in Partial Fulfillment of

the Requirement for the Master Degree in English Education

By JONI AMIR NIM: 0908303

ENGLISH EDUCATION STUDY PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

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An Investigation of Teachers’ Strategies

in Teaching Listening

(A Case Study at One Junior High School in Bandung)

Oleh

Joni Amir

UPI Bandung 2009

Sebuah thesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Fakulatas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia September 2013

Hak Cipta dilindungi undang-undang

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APPROVAL SHEET

An Investigation of Teachers’ Strategies in Teaching Listening

(A case study at one Junior high school in Bandung)

Approved by:

Supervisor,

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Joni Amir, 2014

DECLARATION

I hereby certify that this thesis entitled “An Investigation of Teachers’ Strategies in

Teaching Listening (a case study on a Junior high school in Bandung)” is

completely my own work. I am fully aware that I have quoted some statement and ideas from other sources, and they are properly acknowledged in the texts. If any claim related to this thesis persist in the future, I will be fully responsible for clarification.

Bandung, July 31st 2013

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ACKNOWLEDGEMENTS

Thanks to Allah, the Gracious, the Merciful that I could finally finish writing this thesis. Without His help, I could hardly imagine how I could conduct the research and write this thesis.

This thesis has widened my horizon as a learner and also as a teacher of English. This thesis, in part, is reflection of mind exploration and I would like to address my sincere gratitude and deep appreciation. I offer thanks to my foremost to my academic advisor DR. Hobir Abdullah, M.Ed whose support, guidance, and encouragement helping me throughout this thesis process. I appreciate the hours of reading, editing, and meetings on my behalf. Through his guidance, I have gained a great understanding of the dedication and service linked with a career in academia.

I wish to begin by thanking to my supervisor, DR. Wachyu Sundayana, M.A, thank you for the wisdom, understanding, and compassion that you have imparted to me and my ideas. You have offered guidance, support, and unwavering patience throughout this process. I have been blessed to have such a brilliant mentor to help me navigate the thesis process.

My special thank would be for all lecturers in the English Education Department of the Graduate School for their tireless guidance and encouragement. Every one of them have motivated me and contributed significance values in every course they teach.

My special thanks are also due to the teacher of English namely “Kurniawan, S.Pd”. and the students of SMP Lab. School UPI Bandung, who have given me an opportunity to do the research and learn together.

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TABLE OF CONTENT

1.7 Thesis Organization ……… 7

1.8 Closing Remark ……… 7

CHAPTER II THEORITICAL FRAMEWORK 2.1 The Nature of Listening ……… 8

2.1.1 The Uniqueness of Listening ………. 8

2.1.2 The Importance of the Listening ……… 9

2.1.3 Feature s of Spoken Language ……… 12

2.1.4 Difficulties in Listening ……… 16

2.2. Approaches in Teaching Listening ... 18

2.2.1 Bottom-up Strategies ………. 19

2.2.2 Top-Down Strategies ……….……… 24

2.2.3 Interactive Strategy ………….……… 27

2.3 Teaching Listening Stages ……….……… 30

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2.3.2 While-Listening ……… 32

2.3.3 Post-Listening Activities ……… 36

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ……… 40

3.2 Research Site ……… 40

3.3 Research Setting and Participants ……… 41

3.4 Research Schedules ………... 42

3.5 Data Collecting Techniques ……… 43

3.5.1 Classroom Observation ……… 43

3.5.2 Interview ……… 43

3.6 Data Analysis ……… 45

3.6.1 The Data from Classroom Observation ……….. 45

3.6.2 The Data from Interview ……… 45

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APPENDICES

Appendix 1. Instruments

Appendix 1.1 Form Observation Checklist Appendix 1.2 Form Teacher Interview

Appendix 2. The Transcriptions of Video Observation

Appendix 2.1 First Video Observation Transcription Appendix 2.2 Second Video Observation Transcription Appendix 2.3 Third Video Observation Transcription Appendix 2.4 Fourth Video Observation Transcription Appendix 2.5 Fifth Video Observation Transcription

Appendix 3. The Observation Checklist

Appendix 3.1 First Observation Checklist Appendix 3.2 Second Observation Checklist Appendix 3.3 Third Observation Checklist Appendix 3.4 Fourth Observation Checklist Appendix 3.5 Fifth Observation Checklist

Appendix 4. The Teacher Interviews

LIST OF TABLES

Table 2.1 Illustration bottom-up strategies in real situation listening activity 20

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Table 2.3 The Eleven Micro-Skills ………. 22

Table 2.4 Illustrations for top-down processing ………. 25

Table 2.5 The Six Macro-Skills ……… 26

Table 2.6 Typical activities in integrative model ……… 29

Table 2.7 Tips for the teacher before the listening lesson ……… 31

Table 2.8 Techniques for Note-taking ………. 34

Table 2.9 Activities in While-listening ………. 35

Table 3.1 Research Schedule ……… 42

Table 4.1 Recapitulation Teacher’s Strategies in Teaching Listening … 78

List of Figures Figure 2.1 Proportions of time spent by college students in communication activities ……… 11

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Abstract

This study is aimed at exploring EFL teachers’ strategies in teaching listening

comprehension at one junior high school in Bandung. It was conducted to get detailed information about the strategies used by teachers in teaching listening comprehension. Specifically, this study is driven by three research questions. Those are (1) how does the teacher teach listening, (2) What strategies are frequently used by the teacher in teaching listening and (3) why are the strategies used in teaching listening. This study employed a case study research design which used two data collection techniques, observation and interview.

Observation was used to get main data about teachers’ strategies in teaching

listening comprehension. Interview was used to support the data gathered from classroom observation. All of the data were analyzed by using three major phases of analyses: data reduction, data display, and conclusion drawing and verification (Miles and Huberman: 1994). After being analyzed, the data revealed that the most used teaching phases in listening comprehension were pre, while, and post listening. Meanwhile the types of strategies used were bottom-up, top-down, and interactive. Yet, among them, the bottom-up strategy was frequently used (from five times observations the teacher used dictation three times) because bottom-up strategy (dictation) was not only easy to present but also simple to prepare. Based on the findings, the teacher theoretically did not have any experience in teaching listening comprehension strategies. He practically used strategies in teaching listening in his classroom activity unconsciously.

Keywords: teachers’ strategies, teaching listening, bottom-up, top-down and Interactive strategy.

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CHAPTER I

INTRODUCTION

This study attempts to investigate teacher‟s strategies and student‟s responses

in teaching listening comprehension. This chapter presents the background of the

research, statement of the problems, the objectives of the study, significance of the

study, scope of the study, and clarification of main terms, thesis organization, and

summary of the study.

1.1 Background of The Study

Listening is a very important language skill in human communication or

foreign language classroom through which students receive and interact with the

target language (Vandergrift and Goh, 2012; Etman and Zaida, 2009; Brown, 2001;

and Nunan, 1999). In other words, listening competence is universally „larger‟ than

speaking competence. That is why, students need listening practice more in order to

cope with real communication in the real world.

To facilitate learners with a good listening comprehension, English teachers

need to apply suitable strategies in teaching listening. As Vandergrift and Goh

(2012: 4) believe “every language teachers needs to have a clear understanding of

the processes involved in listening and in particular how strategies can be used to

manage comprehension efforts”. Teaching listening strategies, as Sanjaya (2008 in

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reach specific teaching and learning goal. Additionally, Taba (1966: 45) defines that

teaching strategies are consists of two distinct modes, the generic and the unique.

The generic can be describes as the technique of teaching and the second as personal

judgment, or the art of teaching. It means that an English teacher (who is responsible

to handle a classroom listening activities) has to have the ability to manage listening

process and has to be smart to use strategies in teaching listening comprehension in

order to help learners develop their listening competence.

There are still many debates of which strategies are best in teaching listening

comprehension. Before discussing more about strategies in teaching listening

comprehension, there is an interesting illustration from Anderson (2005: 762) who claims that “what researchers and teachers must keep in mind is that there are no

good or bad strategies but there is only good or bad application of strategies.” This

may be implied that the difference is in how the strategies are executed and

orchestrated.

Commonly, listening teaching strategies can be carried out in three stages,

namely pre-listening, while-listening and post-listening (Wilson, 2008: 60-110).

Within these three stages, there are two processes (Wong, 2005:26), those are

teaching and learning of listening by focusing on identifying single words, phrases

and sentences which called bottom-up processes, and the other by focusing on the

main ideas or meaning, called top-down processes. Additionally, the two processes

can be used together, which is called interactive strategy (Shelton, 2004 as cited in

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In this respect, there are previous studies in similar issue. First, Jiang (2009:

93) conducts the study investigating the strategy in teaching listening

comprehension in Qingdao University, China. The study indicates that potential

obstacles the students encounter in listening class. Then, among the many strategies

the teacher chooses the prediction strategy and describes it in three stages:

pre-listening, while-pre-listening, and post-pre-listening, which effects are tested and proved

efficient. Second, Yekta et. al. (2013: 108) conducts a study investigating the

impact of teaching strategies on Iranian EFL are teenage learners‟ listening

comprehension ability. In their study, there two groups treat by two different

strategies. The results of data analysis reveal that teaching strategies help students

improve their listening comprehension ability.

However, most of schools in Indonesia, according to many English teachers,

considered listening comprehension as the most difficult language skill to teach

than other skills (Kurita, 2012: 30). They feel that they have difficulties in finding

suitable listening materials for junior high school students, in applying suitable

strategies that can make students joyful and successful to listen to the material

given, and in preparing the equipment needed in teaching listening in the

classroom, etc. In this sense, Harmer (2007: 143-135) also says that “the teachers

will face problems to find listening materials in different genres (text types) in

student real life. In the meantime, the teachers should give their students authentic English as soon and as often as the teacher can.”

Some of the difficulties in comprehending authentic oral material, for students

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the natives. They feel frustrated because they think the speaker speaks too fast or

swallowed his words (Fields, 2008: 27), they cannot always have words repeated

(Underwood, 1989 cited in Osada, 2004: 62) and the environment, the conditions

which may affect listening performance including the temperature of the room,

background noise or defective equipment which affects the clarity of a recording

(Wilson, 2008: 12).

In School Based Curriculum (Kurikulum Tingkat Satuan Pendidikan Sekolah

Menengah Pertama-KTSP SMP), it is expected that the students of Junior high

school are able to develop their English in four language skills, listening, speaking,

reading and writing. The main objective of listening comprehension practice in

junior high school level is to make the students learn to function successfully in

real life situations. In detail, the purpose of listening activity is to make the

students able to do instructions and to gain information from different kinds of

listening texts or genres (monolog: speech, report, instruction, poems, songs, and

dialog: debate, discussion, movie, etc.). Particularly, according to the competency

standard and basic competency of school based curriculum, the students is expected

to be able to complete the information and respond to transactional, interpersonal,

functional text and monolog text (Emilia, 2010). To reach the goals, the teacher

should consider several aspects, such as planning and applying suitable strategies in

listening activity in the classroom.

Unfortunately, listening comprehension is not included in final examination for

junior high school and in its graduate competency standard 2012 (standar

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resulted in teacher‟s tendency in excluding listening among four language skills to

be taught.

Finally, based on the reasons explained above, this study is conducted to find

out the portrait of teachers‟ strategies in teaching listening comprehension at one

junior high school in Bandung. This is aimed at answering the assumption saying

that many teachers, sometimes, pass listening activity in order to focus on other

skills.

1.2 Statement of the Problems

This study explores strategies used by one English teacher in teaching listening

at one junior high school in Bandung. Noticeably, this research is aimed at

answering the following questions.

1. How does the teacher teach listening?

2. What strategies are frequently used in teaching listening?

3. Why are the strategies used in teaching listening?

1.3 The Objective of the study

As indicated in the statement of problems, the purpose of this study is aimed

at:

1. Finding out how does the teacher teach listening

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3. Finding out why the strategies are frequently used in teaching listening.

1.4 Significance of the Study

It is expected that the result of this study will be useful for those who

participate in the teaching English as a foreign language. Those are the teachers of

English, the education officers and the school stake holders who hold and facilitate

any kinds of teachers training, the writer of this study, and the other researchers

who are interested in conducting the same field of the study. It is also expected

that this research contributes to the development of teaching English generally and

specifically for teachers‟ strategies development in the future.

1.5 Scope of the Study

This study attempts to investigate teacher‟s strategies in teaching listening for

a junior high school in Bandung. It observes the preparation, actions and evaluation

of strategies used by a teacher in the classroom, frequently-used teaching listening

strategies, and reasons in applying them in classroom listening comprehension.

1.6 Clarification of Main Terms

1. Teacher in this study means a person who teaches listening at one junior high

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2. Listening in this study means one of the language skills considered as the most

difficult language skill among three other skills not only for the teacher but also

for the students.

3. Strategies in this study mean what the teacher does in teaching listening

comprehension in the classroom.

4. Teaching Listening comprehension is the process of understanding speech in

first or second language (Richards and Schmidt, 2002: 324). The active process

of receiving, constructing meaning from, and responding to spoken and/or

nonverbal messages (International Listening Association or ILA, 1995cited in

Pearson et. al., 2011: 111). In this research, it refers to that stated by ILA.

5. Teaching listening strategy is a plan that consists of sequence of activities in

order to aim specific teaching listening goal (Kemp, 1995). In this research, it

refers to teacher plans and actions in sequential activities in order to reach the

teaching listening goal.

1.7 Thesis organization

This thesis is organized into five chapters. The current chapter I is general

introduction. Chapter II is theoretical foundation. It describes the theory of teaching

listening. Chapter III is research methodology. It describes the research methodology

which comprises of research design, data collection and data analysis method.

Chapter IV is finding and discussion. Lastly, chapter V is the conclusion and

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1.8. Closing Remark.

This chapter has presented the introduction of the study, which includes the

background of the study, the objective of the study, significant of the study, scope of

the study, clarification of main terms, and thesis organization. The following chapter

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CHAPTER III

RESEARCH METHODOLOGY

This chapter will discuss the research methodology adopted in the present

study. In this chapter, the researcher will provide a detailed delineation of the

methodology of study. The description will include: research design, research site,

research participants, and data collecting techniques and data analysis.

3.1Research Design

This study employed a qualitative case study design. A case study was chosen

because this study observed characteristics of an individual unit in order to

attempt a phenomenon by studying in depth about the teachers’ strategies on

teaching listening comprehension in the classroom (Gay, 1992; Cohen, Manion&

Morrison, 2007; Fraenkel and Wallen, 2007; and Dornyei, 2007). In line with this,

it was an ideal design to understand and interpret observations of educational

phenomena (Heigham and Croker, 2007).

3.2Research Site

This study was carried out at one junior high school in Bandung Regency in

West Java Province, Indonesia. The research site has been chosen for two reasons.

First, this school was chosen because the school located inside the researcher’s

campus and not so far from the researcher’s resident. This reason could make the

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needed and to get related theories at hand (Alwasilah, 2009). Second, hopefully,

the results of this study would be useful for improving the quality of teaching and

learning English, especially for teaching listening comprehension in this school.

3.3 Research Setting and Participants

The study was undertaken at SMP Lab. School UPI located in Indonesian

Education University Bandung. The school is insight the researcher’s campus and

it is not too far from the researcher’s residence. Moreover, the principal is very

open-minded to welcome to the research program in order to improve the ability

of his English teachers as well as his institution. At the first meeting, he

immediately recommended the English teachers to discuss with the researcher to

suit the classroom schedules. The English teacher at this school is also very kind

to allow the researcher to interview him and to take video in their classroom. The

reasons above make the accessibility to gain the data is easier.

The participant in this study was one of EFL teacher of UPI SMP Lab. School

Bandung. The English teacher was chosen as the participant because he had better

experiences and allowed the researcher to take data needed. However, this study is

not aimed at comparing those teacher teaching strategies but to get concrete

information as much as possible about teachers’ strategies in teaching listening

comprehension, and to find out the type of listening strategies used most by the

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Convenience sampling was used in this study because the participant or the

teacher was chosen he had special characteristics (Alwasilah 2009). He was a very

active teacher, such as: he was often as the presenter when some visitors as guest

from other school came to see English class in this school, he joined many courses

for English teacher, and the important one is he welcomed any researcher who

wanted to study his classroom.

3.4 Research schedules

The research was taken place at one junior high school in Bandung from

April 8th – June 03rd 2013. The data was recorded five times at grades eighth in

this school. The researcher could observe the teaching listening comprehension

activities every week because of the teaching listening was conducted integratedly

with other skills. In other words, teaching listening comprehension was

administered as often as reading, speaking or writing. Most of teaching listening

comprehension activities taught integratedly with other skills, for example when

teacher taught reading skill, he integrated it with listening activity. For the detail

research activities can be seen below:

No Date Place Time Notes

1. April 8th Office 09.00 Meet the Headmaster

2. April 8th Teacher’s office 12.00 Meet English Teacher

3. April 12th School 13.00 Survey

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3.5Data Collecting Techniques

As it is mentioned earlier, this study is employed qualitative research,

precisely a qualitative case study, so that, to explore the characteristics and

phenomenon of the single case, multiple data collection techniques intended to

use. They were classroom observation and interviews.

3.5.1 Classroom Observation

The classroom observation is aimed to have a direct understanding about

the teacher-student interaction in the teaching-learning process that is focused on

the teacher’s strategies in teaching listening in the real classroom (Alwasilah,

2009).

The observation was carried out five times for each classroom, and they

are all video-taped in order to avoid the possibility of missing some behavior

during the process and could review time and again to help ensure that important

aspects of the incident were not overlooked. And of course it would make easier

for the researcher to analyze the data. The researcher, in this activityt, acts as a

non-participant observer(Frankle and Wallen 2007; Thomas, 2003). Furthermore,

in this observation activity (video recorded) was supported with the help of

systemic observation instruments such as observation checklist (Van Lier, 1988).

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The interview with one teacher was carried out in this study was the

second technique of data collection in order to support the data from observation.

Frankle and Wallen (2007:455) say that interviewing provides the researcher with

a means of gaining a deeper understanding on how the participants see and

interpret a phenomenon that cannot be gained through observation. They also

believe that interviewing is an important way for the researcher to verify or refute

the impression he has gained through observation.

The interview was conducted in order to find out the teacher perception all

about teacher strategies in teaching listening. This interview is took place in the

administration office after the classroom observation. Individual semi structured

interviews with open-ended questions were used in this study. In which the

interviewer used an interview guide with specific questions that were organized

by topics but were not necessarily asked in specified order (Bailey, 2007: 100).

Heigham and Croker (2009) explained that most interviews used semi structured

approach involving the asking of structured questions followed by clarifying

unstructured or open-ended questions. He also added that the unstructured

questions facilitate explanation and understanding of the response to the

structured questions.

Before the interview, the researcher informed the interviewees (the

teachers) some important things like; (1) points to be discussed, (2) the use of

pseudonym in the research report, (3) the fact that the conversation would be

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interviewees. All these were taken out to meet the ethics of a research, so that the

interviewees were willing to disclose a lot of personal information (Dawson,

2009: 149).

3.6Data Analysis

Data analysis was conducted after collecting the data over the study. The

data that analyzed and interpreted based on the data from observation, and

interviews. All of the data analyzed by using the major phases of data analysis:

data reduction, data display and conclusion drawing and verification (Miles and

Huberman, 1984, in Sugiono, 2011: 246).

3.6.1 The Data from Classroom Observation

The data from observation were analyzed in several steps. First, the

researcher transcribed the data from the video tape. Second, the researcher

classified the data into sub-categorization relevant to research questions

(Alwasilah, 2009:231).

3.6.2 The Data from Interview

The second step of the analysis was on the interview with the teachers.

Each participant’s recorded interview was coded and categorized immediately

after the data were gathered. This was underpinned by Alwasilah (2009: 159)

saying that coding helps the researcher to facilitate phenomenon identification,

facilitates the counting of phenomenon frequency as well as the coding frequency

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researcher to categorize and sub-categorize. The data gained from interview was

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CHAPTER V

Conclusions and Recommendations

This study puts forward the conclusions as the answer of the research

problems and some recommendations for some relevant purposes. The

conclusions are developed on the basis of research analysis and findings taken

from observation and interview. Then the recommendations are directed to close

who responsible, interested and willing to accomplish the further study on the

same field with the present study.

5.1 Conclusions

In line with the theories, research findings and the interpretation presented

in the previous chapter, and then the conclusions of the present study are related

to the limitation of the research problems.

For the first research problem, it has to do with the teacher’s strategies in

teaching listening comprehension. Based on classroom observation data, it can be

concluded that the teacher used teaching listening strategies to encourage the

students in comprehending the text in the pre-listening, while listening and

post-listening stages. In the pre-post-listening stage, he conducts dictation, activating prior

knowledge and gap-filling. Then in while-listening stage, he conducts dictation,

detailed information, inferring and gap-filling. In the post-listening stage, he

creates Checking and summarising, Discussion, and Deconstructing the listening

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From the interview, it is found that he proposes the theorists of strategy

based on his knowledge and his experiences in teaching listening. Although he

proposes some relevant and unique theorists, his understanding is not

comprehensive yet. It is because of lack knowledge and experiences. Therefore,

the teacher needs to learn more theories to enlarge their knowledge

The next one from the interview, it is revealed that the teacher’s reason for

conducting the strategies is to help their students in comprehending the text

selection in listening activity. Although he has his own intuitive reason for each

strategies used, they are compatible with the theories proposed in this present

study. In other words, the teacher’s strategies and their reason are in line with the

theories given from some researchers who work at the same field in this study.

On the other hand, he had done what he did not mention as his strategies in

teaching listening comprehension in the interview. It means that he did not know

the theory but he did it in practice since he had experience in doing the activity in

the classroom. He also did partly the strategies mentioned in his concepts. It can

be assumed that he did the strategies as theory suggested but he did not know to

do it. Thus, this condition has implicated to his teaching strategies in the

classroom; he did not do the strategies in the well-formed of procedures or steps.

It means that the teacher of the present studies needs to increase his ability in

these two aspects; knowledge and experience, to become the skillful teacher.

The second research problem, it has to do with the type of teaching

strategiesmostly used in teaching listening comprehension. Based on the data

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observation can be concluded that the teacher used bottom-up in three meetings,

once for top-down and once for interactive strategies in the classroom. It can be

seen in detail on the recapitulation of observation checklist in chapter four. In this

case the teacher was unconsciously used bottom-up, top-down and interactive

strategies in his teaching activity and it revealed when the interview issued the

teacher frankly confessed that he has not used any strategy in teaching listening

comprehension because he was not interested in teaching listening comprehension

and also listening comprehension was not his focus in teaching English to his

students. Sometimes he taught listening integratedly with other skills and of

course incompletely.

The third research problem, it has to do with the reasons why the teacher

used that type of teaching strategy mostly in his teaching listening comprehension.

Based on the data taken from the recapitulation of observation checklist and

teacher interviews on chapter IV, it reveals that the teacher’s reason mostly used

bottom-up strategy unconsciously in teaching listening comprehension is that he

explained in interviews, he does not have any idea about the strategies in teaching

listening comprehension theoretically but practically he uses it in his listening

activity in his classroom.

5.2 Recommendations

Based on the conclusions above, this study suggests some

recommendations which are addressed to the theorists’ enrichment for the teacher

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First for the teacher, he is suggested to enlarge his knowledge by

learning some relevant theories which are considered as the strategies for teaching

listening comprehension. Second, he is also suggested to have some teaching’s

trainings in order to get the ideal strategies for teaching several kinds of text.

Third, he is suggested to make a framework of teacher’s strategies for appropriate

texts before teaching in the classroom. Fourth, in applying the framework, it is

suggested to expose some instructions about the strategies that will use in teaching

listening in order to understand the activity and the listening text selection.

Second for the Headmaster, he is suggested to help the teacher of the

present study to get some references of theories for teacher’s strategies in teaching

listening comprehension to enlarge the teacher’s knowledge. Second, he is

suggested to conduct or let him to follow the training activity for teacher in order

to enrich the teacher’s experiences in teaching. Third, they are suggested to

complete the teaching aids, especially for teaching listening comprehension.

Third for the other researchers, the findings of this study can inform

other researcher who want to carry out another research in the same field such as

teacher’s techniques in teaching listening, teacher’s motivation in teaching

listening, etc. It means that the findings can be used by other researchers as the

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