STUDENTS’ LISTENING SKILL OF ICT CLASS AT SMP MUHAMMADIYAH 1 YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements for Degree of
Sarjana Pendidikan
Tivani Kusuma
2012 054 0013
English Education Department Language Education Faculty Universitas Muhammadiyah Yogyakarta
iii
Statement of Authenticity
I certify that this Skripsi entitled “The Effectiveness of Using Audio Books in Improving Students’ Listening Skill of ICT Class at SMP Muhammadiyah 1 Yogyakarta” is authentically my own work. I am completely responsible for the
content of this paper. Others’ opinions of findings included in this thesis proposal are
quoted in accordance app with the standards.
Yogyakarta, August 2016
The researcher,
iv
Acknowledgement Bismillahirrahmanirrahim,
I express my greatest gratitude to Allah SWT who give me strength, mercy, and love in completing this skripsi.
This skipssi is dedicated to my beloved family. My parents Wirtadi Nata Kusuma and Suniah, my sister Novani Kusuma, and my brother Nurdin Wahyudin who have always showered me with love, passion, and prayers in writing this skripsi.
With all sincerity and honesty, I would like to express my gratitude sincerely to my supervisor Sri Sudarsi, S.S., M.In.T. who have given her patience, time, advice, direction, and encouragement during the process of this skripsi writing. Thank you also to the examiners Indah Puspawati, S.Pd., M.A. and Puput
Arfiandhani, S.Pd., M.A. for your suggestion and feedback in analyzing this skripsi.
I am thankful to SMP Muhammadiyah 1 Yogyakarta. To the headmaster who has given me a chance to conduct the experimental study, the English teacher Feri Widayanti S.Pd., and all students of VIII-A academic year 2015/2015, who have helped me much in the process of collecting data.
Many thanks are also due to my friends Nuranggra, Riswanda, Anisa, Lia, Dewi, Erlin, Erni, Reni, Oscar, and Lina who have always supported me,
accompanied, and helped me in accomplishing this skripsi. Thank you also to all other people who have helped and supported me of this skripsi writing. It is impossible, however, to mention them all by name. I pray may Allah bless them.
Finally, I realize that this skripsi still need some improvements. However, I hope this skripsi will be useful for the readers particularly the teachers and English learners.
Yogyakarta, June 2016
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Table of Contents
Cover ... i
Approval Sheet ... ii
Statement of Authenticity ... iii
Acknowledgement ... iv
Table of Contents ... v
List of Tables ... viii
List of Figures ... ix
List of Appendices ... x
Abstract ... xi
Chapter One ... 1
Introduction ... 1
Background ... 1
Problem Statement ... 5
Problem Limitation ... 7
Research Question ... 7
Research Objective ... 7
Research Significance ... 7
Research Outline ... 8
Chapter Two ... 9
Literature Review ... 9
Listening Skill ... 9
Type of Listening ... 9
vi
Process of Teaching Listening ... 14
Assessing Students’ Achievement in Listening ... 20
Audio Books ... 21
Definition and History of Audio Books ... 22
Benefits of Using Audio Books ... 22
The Implementation of Using Audio Books in the Classroom ... 24
ICT Class of SMP Muhammadiyah 1 Yogyakarta ... 29
Review of Related Study ... 31
Conceptual Framework ... 32
Chapter Three ... 36
Research Methodology ... 36
Research Design ... 36
Population and Sampling ... 38
Research Instrument ... 39
Validity and Reliability ... 42
Data Collection Procedure ... 43
Data Analysis ... 45
Chapter Four ... 47
Findings and Discussion ... 47
Findings ... 47
Discussion ... 55
Chapter Five ... 62
Conclusion and Recommendation ... 62
Conclusion ... 62
vii
References ... 65
viii
List of Tables
Table2.1 Type of Listening Practice ... 9
Table 2.2 Language-oriented and Knowledge Oriented for Pre-listening .. 15
Table 2.3 Integration Insight for Every Level ... 26
Table 2.4 Integration Insight for Classrooms’ Setting ... 27
Table 3.1 Listening Rubric... 41
Table 3.2 The Reliability ... 43
Table 3.3 Research Timeline ... 43
Table 4.1 Statistic of Pretest Score ... 48
Table 4.2 Statistic of Posttest Score ... 50
Table 4.3 The Normality of Pretest ... 51
Table 4.4 The Normality of Posttest ... 51
Table 4.5 The Reliability of Pretest ... 52
Table 4.6 The Reliability of Posttest ... 52
Table 4.7 Paired Sample Statistic ... 53
Table 4.8 Paired Sample Test ... 53
ix
List of Figures
Figure 2.1 Example of Conversation ... 17
Figure 2.2 Example of a Closed Task ... 20
Figure 2.3 Example of an Open Task ... 21
Figure 2.4 Example of Integrative Test ... 21
Figure 2.5 Conceptual Framework ... 34
Figure 3.1 The One Group Pretest and Posttest Design ... 37
Figure 3.2 Scoring System ... 40
Figure 4.1 Students’ Level Performance of Pretest ... 49
Figure 4.2 Students’ Level Performance of Posttest ... 50
x
List of Appendices
Appendix 1. Research Permit ... 68
Appendix 2. Research Completion ... 69
Appendix 3. Audio Books ... 70
Appendix 4. Students’ Score ... 74
Appendix 5. Data Analysis ... 76
Appendix 6. Attendance List ... 77
xi Abstract
Listening plays a vital role in language learning. Students should have a good
listening skill as a foundation that determine the success of other language skill
learning. However, many students face some problems in listening such as grammar,
unfamiliar vocabulary, pronunciation, and students’ cultural background. This study
is aimed at investigating the effectiveness of using audio books in improving
students’ listening skill. This study was designed as a quantitative data with
experimental approach. A time series design including pretests, treatments, and
posttests was used in this experiment. This study explored the effectiveness of using
audio books as a teaching media with technology based approach in improving
students’ listening skill. This research employed purposive sampling. The class with
strong technology support or ICT class is considered appropriate to be the setting of
this research, thus this research involved 25 students of ICT class at Junior High
School of Muhammadiyah 1 Yogyakarta grade VIII-A. The result revealed students’ level before the treatments were in fair level; that was 60.24. After the treatments,
students’ level performance improved to good level; that was 72.16. Students’ level
improved from fair level to good level after they were taught using audio books as
shown by the mean score of students’ performance in pretests and posttests. The use
of audio books had a significant effect; that was a large effect. Based on the result,
the use of audio books was effective to improve students’ listening skill. The alternative hypothesis of this study there is statistically significant difference
between a new condition and previous condition of students’ listening skill after they
are taught by using audio books was accepted.
Chapter One Introduction
The first chapter of this study introduces the reasons why this research should
be conducted. This part discusses background, problem statement, problem
limitation, research question, research significance, and outline of this study.
Background
Listening is the first skill of humans when they are born. As the most basic
part of language skill, listening plays a vital role in a learning as it is one of four main
skills in language acquisition (Renukadevi, 2014).Furthermore, she stated that when
we get involved in a communication, we gain 45% of language competence from
listening, 30% from speaking, 15% from reading and 10% from writing. Similarly,
Mendelsohn, as cited in Bingol, Celik, Yildiz, and Mart (2014) argued that listening
also has an important part in communication. He mentioned that students spend 50%
of the time operational in a foreign language to listen. It indicates that listening is the
most frequently used skill in the classroom.
In learning foreign languages, students should have a good listening skill as a
foundation to determine the success of other language skill learning. Harmer (2007)
claimed that listening is good for students’ pronunciation. He argued that students
could accurately acquire pitch, intonation, word stress, and the sounds of both single
word and multiple words in connecting the speech. In the other words, listening
serves as the foundation for speaking development.
Listening as a basis of language skill is important to be learned. Krashen
(1985) as cited in Hamouda (2013) argued that people acquire language by
understanding the linguistic information that they hear. Ranukadevi (2014)
skill that first develops in a human being. Hamouda (2013) stated that language
acquisition is acquired mainly through receiving understandable input and listening
ability is the critical element in achieving understandable language input. In addition,
listening is needed as a tool in the development of spoken language proficiency. In
line with Hamouda, Rost (2011) stated that developing proficiency in listening is the
key to achieve proficiency in speaking. It means that listening should be learned
optimally by beginner learners because it determines students’ ability in developing
their speaking.
As a foundation of language skill, beginner learners should know how to
master listening skill. In Indonesian, English is firstly taught as a subject at school
start from junior high school level. This can be assumed that students in this level are
12 years old. Specifically, that age is the first year of junior high school or grade VII.
This research was conducted for junior high school learners.
Many beginner students face the difficulties in listening comprehension.
Hamouda (2013) investigated that many students find that listening is hard to learn.
In his study on Saudi Arabia learners, he found about listening problem such as
accent, pronunciation, the speed of speech, insufficient vocabulary, the different
accent of speakers, lack of concentration, anxiety, and bad quality of recording file
are the major listening comprehension problems. This case also happened in
Indonesian schools. The researcher found that beginner learners have low
performance in listening skill based on her observation during practicum and
internship program at Muhammadiyah schools in Yogyakarta.
Listening is not only hard to learn but also hard to teach. Walker (2014,
p.168) claimed that “listening is the most difficult skill to teach”. Pronunciation,
classroom (Bloomfield and Osada as cited in Walker, 2014). Besides, Bingol (2014)
indicated that most of the educators focus more on improving speaking proficiency
as the target in learning a foreign language than listening. This is suitable with the
facts that the researcher found in the classroom that the portion of speaking tasks is
more than listening tasks.
Many teachers think that speaking is more important than listening as a result
in a teaching course. Vandergrift (2004) stated, “At one time, listening was assumed
to be a passive activity, meriting little classroom attention” (p. 3). Brown (2001)
highlighted that in the decades of 1950s and 60s listening hardly attracts the attention
of English teachers and their focus is on speaking although now the trend has
changed. Some schools begin to pay attention to listening. However, Walker (2014,
p.168) stated, “Listening is the forgotten skill”. It was assumed that the focus of most
teachers is in speaking aspect although what their students said based on what they
listen.
Students need a good listening source to improve their proficiency. Harmer
(2007) stated, “One of the main sources of listening for students is the voice of their
teacher” (p.133), but he pointed out the problem when the teacher is non-native
English speakers. He mentioned non-native English teachers has varieties of accents.
It is possible for them to do a mistake and pronounce inaccurately. Based on that
problem, teachers need additional sources to support them in teaching practice.
On the other hand, students in this era are growing up with technology as a
part of their daily life, as Prensky (2001) said that students of this era are digital
native, which means that they are born with technology. He argued that digital native
researcher thinks to change conventional tools in the classroom become
digital-based. This way is to gain students’ attention in the learning.
Audio books are an alternative of conventional books becoming digital
books. Audio books are printed books with audio files, so when learners read a book
they also listen to the audio. Grover and Hannegan (2008) stated, “Audio books
bring together a listening experience and a learning experience that benefits students
and teachers” (p.1). Moreover, when an audio file is read by English native speakers,
so the foreign language learners can listen accurately the sound of every word in the
text. Grover and Hannegan (2008) found out that using audio books enhance
comprehension, fluency, vocabulary, and language acquisition. From this analysis,
teachers can implement audio books in listening class.
Audio books are interesting tools. Baskin and Harris (1995) claimed that
audio books are an interesting media for learners. They mentioned that audio books
increase the interest of the readers. They argued, “Audio books can facilitate
understanding of dialect and complex language, emphasize humor and drama, and
provide the advantages of storytelling” (Baskin and Harris, 1995, p. 372). This
meant that audio books help learners to understand the book. Audio books can also
be implemented in learning process. Audio books may help students to develop their
listening skill with the audio file in audio books.
Based on the benefits of audio books in improving students’ listening skill,
the researcher tried to implement audio books in listening activities. This study
presented the effectiveness of using audio books. Besides, this study also discussed
how to implement audio book in the classroom. While listening is a foundation of
language skill, this research was conducted in junior high school. It was a first
digital-based media that it was appropriate media for students born as digital native.
The researcher wanted to know how effective audio book is in improving students’
listening skill.
Problem Statement
Based on the researcher’s experience during the internship program at SMP
Muhammadiyah 1 Yogyakarta, the researcher found some problems in teaching
learning process especially in listening. The problems included the teachers,
students, material, and media.
Although listening is very important as a foundation of language learning,
listening rarely receives a lot of attention. An English teacher of SMP
Muhammadiyah 1 Yogyakarta mentioned that listening was not examined in national
examination and final test in junior high school level. Hence, she assumed that these
cases make many teachers focus more on other skill than listening. Listening was
rarely taught in classes. Listening also took the smallest portion of the whole classes
during the semester. The fact happened in SMP Muhammadiyah 1 Yogyakarta that
listening did not receive any attention in English teaching is a common case, as
Walker stated that “Listening is the forgotten skill” (Walker, 2014 p.168).
Another problem came from student itself. They lacked opportunities to learn
in listening. This case made it hard for them to face listening test because they rarely
practiced listening skill. In addition, students lacked vocabulary. Pronunciation of
English native speaker also became a problem for students. Those reasons are that
made students have low performance in listening.
An English teacher of SMP Muhammadiyah 1 Yogyakarta mentioned that
audio files that the sound was from English native speaker. The English teacher
mentioned that there were many textbooks which were not completed with audio
files. The teacher said that sometimes she only used a song or even she just dictated
the words or sentences orally. This case possibly made the students listen
inaccurately, as Harmer (2007) stated that when non-native English speakers became
a source of listening, they possibly made mistakes or pronounced inaccurately.
The last problem was the lack of exploring ICT class in that school. SMP
Muhammadiyah 1 Yogyakarta has two ICT classes in every batch. These classes are
facilitated with LCD projector, sound system, and everything that is needed to
implement tools with technology-based. The researcher wanted to optimize the use
of multimedia class in teaching learning process. This study encouraged teachers to
use technology-based media.
From this condition, the researcher formulated the problem that both students
and teachers face in listening skill. Teacher and students perceived that listening was
difficult. SMP Muhammadiyah 1 Yogyakarta has digital classes that it has powerful
facilities to implement technology-based tools in learning process. Students in that
school are also digital native that Presnky (2001) said that they were born with
technology and more interested in technology-based tools. From these cases, the
researcher wanted to use audio books as learning media with technology-based. It
will supply students’ need in listening.
This study is to examine the effectiveness of using audio books in improving
students’ listening skill. If the use of audio books gives benefit to the learners,
Problem Limitation
This study is aimed at examining the effectiveness of audio books as
technology-based media in listening class.However, the researcher limited this
study. It was conducted at SMP Muhammadiyah 1 Yogyakarta. The sample was
students of class VIII-A academic year 2015/2016. This class was ICT class that
support in the implementation of audio books. Audio books that be used in a short
story format that appropriates with students’ level.
Research Question
The purpose of this study is to know the effectiveness of using audio books
in improving students’ listening skill. The main question addressed in this study is:
1. Is there any significant differences of students’ listening skill after they are
taught by audio books?
Research objective
This research contains one research objective, which is set as follow:
1. To investigate the effectiveness of using audio book in improving students’
listening skill
Research significance
There are five significant of this study including for the researcher, for the
teachers, for the students, for the schools, and for the further researchers.
For the researcher. The result of this study improves the researcher’s
knowledge in exploring teaching learning media.
listening class. This study helps teachers to choose media that can improve students’
listening skill. In addition, teachers know how to implement audio book.
For the students. This research introduces audio book as educational media in learning foreign languages. Students may practice their listening skill by audio
book. This research helps students to improve their listening skill, and help them to
know the benefit of using audio book.
For the schools. This study also explores, optimize and promote technology school-based that the digital class is helpful for students.
For further research. This research provides a literature and findings related the using of audio book that can be as references for further research in this area.
Research Outline
This study consists of five chapters. The first chapter introduces the reasons
why this research should be conducted. The second chapter presents the literature
that related with this study. The third chapter discusses the research methodology.
The fourth chapter discusses the result of this study including findings and
discussion. The last chapter explains the conclusion and the recommendation of this
Chapter Two Literature Review
The second chapter presents the literature review such as listening skill,
audio books, and ICT class. The listening part explains the type of listening, the
problems in learning listening, process of teaching listening, and assessing students’
achievement in listening. Besides, this chapter also discusses audio books including
the definition and history of audio books, benefits of using audio books, and the
implementation of audio books in listening activities. This part also explains ICT
class of SMP Muhammadiyah 1 Yogyakarta. Additionally, review of related studies,
conceptual framework, and hypothesis are also explained.
Listening Skill
Type of listening practice. Human listen anythingeveryday such as in a conversation, in the television program, and discussion or presentation in the
classroom. Rost (2011) classified listening practice into six types including
intensive, selective, interactive, extensive, responsive, and autonomous. When
people know the types, they can determine learning focus and activity focus of each
type for EFL learners.
Table 2.1 Type of listening practice according to Rost (2011)
No
Listening type
Learning focus Learning activity
1 Intensive Focus on
phonology,
syntax, lexis
Learners pay close attention to what is
actually said. Teachers give feedback on
2 Selective Focus on main
ideas, pre-set tasks
Learners attempt to extract key information
and construct or utilize information in a
meaningful way. Teacher intervention
during task and feedback on task completion
3 Interactive Focus on becoming
active as a listener;
attempt to clarify
meaning or form
Learners interact verbally with others, in
collaborative tasks, to discover information
or negotiate solutions. Teacher gives
feedback on form and outcome of interaction
4 Extensive Focus on listening
continuously,
managing large
amounts of
listening
input
Learners listen to longer extracts and
performs meaning-oriented tasks. Teacher
directs instruction on comprehension
strategies; global feedback from teacher
5 Responsive Focus on learner
response to input
Learners seek opportunities to respond and
convey her own opinions and ideas. Teacher
‘pushes output’ from learner
6 Autonomous Focus on learner
management of
progress, navigation
of ‘Help’ options
Learners select own extracts and tasks,
monitors own progress; decides on own
patterns of interaction with others. Global
feedback from teacher on learning path
Intensive listening. Intensive listening means that learners listen to a text closely. The intonation of the speaker is to decode input analysis. The ability to
essential part of listening proficiency. This type does not seem like in a daily
situation, it needs a higher level of listening comprehension. The value of intensive
listening is increasing listening proficiency including language-focused learning.
Selective listening. Selective listening refers to listening with planned purpose in mind. It is closely related to pre-set tasks before students do listening
activities. Learners use this type when they gather specific information to perform a
task. By using carefully planned and graded listening lessons, students will be easier
in learning to listen and get facts so they become ready to listen and get ideas.
Interactive listening. Interactive listening means that learners are involved in
a collaborative conversation. This type enables learners to have interaction through
providing feedback, asking questions, and supporting the speaker. The conversation
can be between a native speaker, teachers, or other students. By doingthis stage,
learners can acquire new linguistic forms such as syntactic structures, words, and
lexical phrases.
Teachers can set the class with pair group in which every student should
make a conversation. This type will be more effective when the native speaker acts
as a source because thenative speaker will pronounce accurately. It will minimize
mistakes that will be made by students.
Extensive listening. Extensive listening focuses on listening continuously. This type focuses on meaning that known as listening for academic purposes and
sheltered language instruction. Extensive performance ranges from listening to a
conversation and deriving comprehensive messages or purposes.
Responsive listening. Responsive listening refers to allow studentsrespond the goal of the activity. The methodology that will be used in this type is a paused
requires the teachers to specify points during the input phase of the activity. The
design of this task is short inputs. This step requires a short-term memory.
Autonomous listening. Autonomous listening refers to independent listening without guidelines of the teacher. It means that learners as controlled for themselves.
This type may include all types oflistening such as intensive, selective, interactive,
extensive, and responsive. This kind is also known as natural language acquisition.
Problems in learning listening. Listening is a basis of language skill, many students face the difficulties in listening comprehension. These problemsalso
influence in another language skill. Yagang (1994) as a cited in Hamouda (2013)
highlighted that thosedifficultiesconsist of four following factors including the
message, the speaker, the listener, and the physical setting.
Linguistic.In listening section, many students complain that they do not
understand what the speaker said. Renukadevi (2014) pointed out that lack of effort
to understand every word and lack of vocabulary become problemsin listening
comprehension. In line with Renukadevi (2014), Hamouda’s (2013) investigation
indicates that 80-85% of Arabic students argue that vocabulary and grammar are the
factors that make listening becomes difficult. He stated that unfamiliar words
including idiom make students argue that listening is hard. This case becomes a
serious problem because when students do not understand a word, it possibly will
make them hard to understand a whole text.
Accent and pronunciation.When teachers’ voice becomes the main source
in listening, students easily catch all the words that the teachers mentioned. This
condition happenedbecause both teachers and students have the same first language
background. Unfortunately, when recorded file is played, many students feel hard to
argue that native speakers’ accent and pronunciation become confusing
(Renukadevi, 2014). In addition, Bingol et al. (2014) pointed out that the accent of a
teacher is British or America as a standard variety of English. While students found
every country in this world that using English has different accent and uniqueness on
how to pronounce a word. Therefore, many students debated how actually English
accent standard is.
Students’ condition. Besides the material and accents of the speakers, the
difficulties of listening task come from students themselves. Hamouda (2013)
mentioned two problems in listening tasks including a failure of concentration and
psychological characteristic of students as listeners. When the text of listening is too
long, it will make students become boring and lack of concentration. This is the
major factor that most students face in listening comprehension. Then,new words
andthink another question or another answer are the factors that make students
failed to concentrate.
Based on a survey of Hamouda (2013),he found that anxiety and lack of
interest also have a role in listening difficulties. Most of the Arabic students feel that
they are worry and nervous when they face listening task. This anxiety contributes
them hard to answer listening test. Another factor, when the topic is not interesting,
students willnot curious to answer.
Cultural background.In learning a foreign language, we will find new term
including cultural background in native English speaking countries. The culture is
introducing their country. Native culture also appears in a text, for example for
words ‘thanksgiving’ or ‘Halloween’. Walker (2014) stated that background culture
is a connection of successful learning foreign language. When we know the native
Process of teaching listening. To improve students’ listening
comprehension, teachers should organize some stages for activities in the classroom.
This stage should be applied in listening activities such as pre-listening,
while-listening, and post-listening. This part will focus on the activities that teachers can do
in teaching practice. Pre-listening is preparation before listening activities.
While-listening is true While-listening with audio file or teachers’ voice. The last is post-listening,
it isthe evaluation after listening process. Thoseprocesses are needed to make
listening more purposeful and directed. Vandergrift and Goh (2012) formulated
metacognitive activities in pre and post activities. Besides, Brown (2006) suggested
some activities during listening that can be applied byteachers in listening
comprehension task and practice.
Pre-listening. Pre-listening is the preparation before students face the listening comprehension in a higher level. The purpose of pre-listening activity is to
develop students’ knowledge. This activity retrieves existingknowledge and creates
new knowledge to help students develop information and input during the listening
test.
Language orientation.Before doinglistening tasks, a teacher can recognize
linguistic function. The teacher may list possible difficult words in the text and
discuss those unfamiliar words to students. By preparing linguistic orientation, it can
reduce students’ anxiety during listening comprehension. It also prepares students
for a linguistic challenge to make word recognition and lexical segmentation become
easier.
Knowledge generation.This activity is to activate students’ knowledge that
they are needed for the task. The teacher can provide the relevant schema or create
Strategy activation. The strategy is needed for learners to engage the task
accurately. Process-oriented exercises help students plan and prepare the strategies
they will need for the task.
Teachers can create some activities in pre-listening. These activities can be
carried out by learners before they face in listening tasks. The main focus of
pre-listening is to provide knowledge and language area of the task.
Table 2.2 Language-oriented and knowledge oriented activities for pre-listening learning according to Vandergrift and Goh (2012)
Activity What learners do Interaction
Brainstorming Think of words and phrases associated
with the topic. Teachers write them on the
board or screen
teacher-led class
work
Mind-mapping Create a map of all ideas interconnected
with the topic by using words and, if it is
necessary to use pictures
independent work
& pair work
Discussion Based on prompt questions from the
teacher, discuss possible responses or
discuss an idea or issue that is related to
the topic of the listening text
pair work & group
work
Games Play word games or language where the
responses can be linked to the meaning or
language in the listening text
teacher-led class
work
Question Draw up a list of questions to ask about the
topic
independent work
Reading Read a short text provided by the teacher
that is based on the topic of the listening
text, and note down ideas and vocabulary
that can help with the listening tasks
independent work
& pair work
Pictures Study photos, maps, and diagrams that are
linked to the content of, or theme in, the
listening text
group work &
teacher-led class
work
Research Conduct simple research on the internet
about the topic of the of the listening text
or the situation in which topic may be
discussed
independent work
& pair work
While-listening. In this stage, the material will be transferred to students. The
material can be the teachers’ voice or audio file. Students should have the high
concentration to understand the material. Brown (2006) suggested some approach
that teachers cando in while-listening including activation of prior knowledge for
improved listening comprehension, purpose listening for main ideas; listening for
details; and listening and making inferences, stimulating integration of real-world
cultural information for students to know and share, and presentation of extensive
listening tasks leading to personalized speaking.
Activation of prior knowledge. Although in pre-listening students have done
with background knowledge, in this stage teacher should activate students’ prior
knowledge too. Previous studies state that prior knowledge hasan effect on learners’
cognition. Brown (2006) argued that “the idea of prior knowledge is one part of the
listen or read, we process the information andwe hear both top-down and bottom-up
process.
Top-down and bottom-up are processes in listening. Top-down is using our
prior knowledge and experiences. The information is based on our knowledge about
certain things, certain topics, and situations. People use that information to
understand. Besides, the bottom-up processing means using the information thatwe
have about sounds, word meanings, and discourse markers. We canconnect those
steps at a time.
The purpose of listening. Learners should know why they listen, such as
listening for main ideas, for detail information, or for making inferences. To make it
clear, the examples could be seen in the conversation below.
Figure 2.1 example of conversation according to Brown (2006)
Woman : We’re going out to dinner after class. Do you want to come, too?
Man : Maybe. Where are you going?
Woman : Pizza King.
Man : Pizza? I love pizza!
After the listening, students could listen to the main idea. The main idea is
the purpose or the important information of the conversation. Teachers may ask
students whatthe main thing that they are talking about is. If students answer dinner,
they understand the general information.
Teachers also may ask students the detail information. Listening to detail
information is needed for supporting information of the text. The detail information
The last important reason for listening is making inferences. Speakers do not
always say exactly what they meant. That is, important aspects of meaning are
sometimes implied rather than stated. If students know why they are listening, they
will be more focused. Think back to the statement that the human mind is limited in
its ability to process information.
Stimulating integration of real-world cultural information. Teachers teach
English contextually. It means that when we teach language we also teach about the
culture. Culture becomes the main place that language is learned. Most students are
interested in the culture of the place where the language they are studying is spoken.
This situation makes students more motivated to learn. They want to know the
culture and also want to share their culture. This sharing of the culture is potential to
motivate the learners.
Students’ motivation and curiosity about the culture are the keys for teachers
to teach in the classroom. Teachers can use the culture as the topic. The topic can be
English native culture or students’ culture. By sharing each culture, it may increase
students’ motivation in learning language.
Presentation of extensive listening tasks leading to personalized speaking.
After the listening course, teachers may ask students to response. This way is to
know students’ achievement in listening progress. The task can be through pairing
listening and speaking. It is natural in listening courses to give students a chance to
practice listening to other students as well as to an audio recording. This means
teachers may wish students to spend some of their times to speak to each other. This
activity could also connect listening and speaking. Students will produce words in
Post-listening.The most important part after listening task is post-listening
activities. These activities are helpful in increasing the authenticity of overall
listening task. This stage is an important because it can provide students with
specific language input, thus useful to facilitate students’ acquisition of target
language.
Meaning elaboration.Listening means elaboration of others skills such as
speaking, writing, and reading. The purpose of listening is to achieve knowledge and
information that we acquire through listening. Listening as meaning elaboration is
when students enable all aspects of language skill. When we listen, we synthesize
and evaluate the text. We also learn how to organize and present the text based on
what we listen. It means that listening improves learners’ speaking and writing skills
at the same time. Inthis post-listening, the teachers can ask the students to provide
the information by further reading. Listening enables to contribute in improving
reading, speaking, and writing skills.
Language analysis.Listening is a chance for learners to access information
that contributes to second language acquisition. Besides, most of the students focus
on meaning whereas focusing on language forms is also important. Analyze the
language after listening is good to provide students’ cognitive resource of language
aspect including grammar, vocabulary, and pronunciation. Students can be asked
about unfamiliar words, how to pronounce, structure, and organize the text.
Evaluation and planning.Evaluation and planning refer to the reflection that
enhances students’ understanding after listening. This stage is to solve students’
problem in listening section. The teacher also canask students’ opinion and
Assessing students’ achievement in listening. At the end of a course,
teachers should know the proficiency that their students achieve in tasks. Vandergrift
and Goh (2012) suggested that achievement test is given to assess what students
know with regard to the objectives of that particular unit. The achievement tests can
be answering multiple-choice or open-ended questions, transferring information to a
table, choosing a picture, and ordering a set of pictures.
Teachers need to formulate a form of assessments. It refers to the materials,
general procedures and rubric for taking the test or participating in the assessment.
This way is also needed to know the mean of students’ score. Rost (2011) suggested
some assessment for a teacher to test their students.
Discrete item tests.An example of discrete item test is multiple-choice.
Multiple-choice is a question with some possible answers. If there are four options,
only one option is correct, and the others are incorrect.
Task-based tests. Closed task and open task are the assignments of
task-based tests. The closed task involvessingle information that the learners listen to the
information of the speakers. Besides, the open task is harder than the closed task.
The open tasks involve multiple information that students should collect for the
[image:31.595.162.494.615.719.2]answers.
Figure 2.3 Example of an open task according to Rost (2011)
Integrative tests.This test is to know students’ memory. This test can be
missing words. Scoring is based on the accuracy and correct answer.
Figure 2.4 Example of integrative test according to Rost (2011)
Interview test.In listening test, the teachers can also interview the students.
[image:32.595.133.498.430.655.2]listen. The scoring based on checklist items including response to the question and a
scale of ‘native-like’ behaviors.
Portfolio assessment.Teachers may ask students to write a portfolio. This
task is written periodically in every meeting or at the end of a course based on
students’ observation and evaluation.
Audio Books
Definition and history of audio books. Audio books have become a collection of library and bookstore. According to Chen (2004) in the late 1970s and
early 1980s, audio books are growing. She explains that “in 1986, the Audio
Publisher Association (APA) was organized and it formally adopted “audiobook” as
the accepted term for recorded books or books on tape (p.22)”. Audio books have
been growing continuously in recent years. A survey in American household
indicated that over 22% of society had listen to audio books. The result showed that
people can listen to audio books while doing homework, participating in exercises,
taking a trip, and undertaking anything that doesn’t need full concentration. Audio
books help learners to understand books in every condition and limited time.
Audio books are printed book with an audio file. Moody (1989) stated that
“Audio books have evolved from straightforward oral readings to full-scale dramatic
presentations that can include music, sophisticated sound effects, and a full cast of
characters” (p.1). Chen (2004) argued that in early 1980s, audio books are a
combination of conventional storytelling and cassette. She stated that audio books
have a magic power. Audio books areused to engage learners’ interesting with a
dramatic narrator of recorded story. After the success of storytelling recorded, many
publishers develop audio books in various books. Nowadays, audio books are
Benefits of using audio books. Previous studies show that there are many benefits when we use audio books. The advantages are the effectiveness of time,
vocabulary development, fluency, and students’ motivation and engagement to
interest.
Alternative material.An audio book is one of the alternative media and
authentic materials that are needed to support both teachers and learners in teaching
learning. According to Talalakina (2011), “audio books provide alternative and
authentic material recorded for general audience without consideration for
non-native speakers” (p.2).
Effective time to learn.We know that there is an audio file in audio books. It
will help learners learn books in every situation. Cardillo, Coville, Ditlow, Myrick,
and Lesesne (2007) highlighted that audio book can offer more time learners to read.
The schedule of students is not only in the classroom but there are also some
extracurricular that require students have lack of time to read. It means that learners
may use audio books in their overschedule to learn.
Developing vocabularies.When we listen to audio book, there are many new
vocabularies that it is possibly unfamiliar for learners. Casbergue and Harris (1996)
stated that audio book is increasing vocabulary. They argue that students’ knowledge
can be enhanced by the literature in the text. Teachers who stimulate vocabulary
development provide opportunities for students to hear and see words multiple times,
to use them actively in their own talk, and to encounter them in compelling contexts.
Increasing fluency.The speakers of audio book arenative speakers. On the
other words, students who are listening to audio books can listen to accurate
pronunciation than their non-native English teachers’ voice. This is related to
that “audio book can serve as a model of verbal fluency” (p.46). In line with Cardillo
et al.(2007), Alcantud and Gregori (2013) claimed that audio books exposevarieties
of speech that it is increasing students’ fluency. While fluency is the key of literacy,
audio books represent how a fluent speakers’ sound. Audio books give benefits
about the pacing of oral language, pronunciation, and even idiomatic expression.
Fostering motivation and engaging students’ interest.As an interesting
media, audiobooks help students learn to enjoy literature and build a wide and
diverse knowledge base. According to Cardillo et al. (2007), “audio books can
motivate reluctant learners and provide assistance for struggling learners” (p.46). On
the other words, audio books might engage students’ interest in learning. Audio
books help them as assistance in reading books even in learning.
The implementation of using audio books in the classroom. When teachers want to implement audio book as their supporting material, they have to
notice some aspects. The aspects includehow to create the activities during teaching
practices, the guidelines such as tips and how learning with audio books and the
criteria of audio books which suitable with their students.
Activities of audio books in the classroom.As educators, teachers should
create their ideas to provide various activities. The activities should be interesting so
that they can engage students in learning. Serafini (2004) points out some ideas of
activities by using audio books that can be implemented in the classroom.
Discussion.The teachers play an audio book. In the middle, the teachers may
pause. Then ask students about the story including the characters, setting, and
summarizing by drawing inferences. After the whole of the story end, ask them to
analyze every character. Teachers also ask about the story and the value of the story.
Book clubs.Teachers divide students into small groups. Each group consists
of 3-5 students. Ask every group to choose one of their favorite books. Books will be
discussed by every group. Using these book clubs, students will discuss in groups.
They can share their ideas. Give time for them, for example one week for one story.
Teasers.Give a teaser of an audio books to students. The teachers may
introduce the story. By introducing them a new story, it can make them curious
about a whole of the books.
Book backpacks.Book backpack allows students to take home the audio
book as their book backpack. For example, teachers choose an audio books as
homework. Teachers share a copy of audio book. Students can read at home. This
way involves the role of parents in improving learners’ skill. In the next meeting, the
teachers discuss that audio book as the topic.
Guideline to teach students using audio books.Based on Learning Ally
(2011) there are some tips using audio books. These tips guide the teachers to
implement audio books in the classroom. This guideline also explains audio book
based on students’ level.
Use audio books to teach and reinforce phonemic awareness and phonics
skills.Audio books provide auditory reinforcement by introducing letters and
sounds. Audio books allow students to listen and read a book by connecting the
words with the letters and sounds. Audio books are effective for listening center,
whole class listening session, and students’ independent learning.
Integrate audio books at all grade levels across the curriculum.Audio books
can be implemented at the elementary, middle, and high school with various levels.
eliminate some of the frustrations for students who have difficulties with text-only
[image:37.595.111.524.188.730.2]materials.
Table 2.3 Integration insight for every level according to LearningAlly.org (2011)
Grade Range Integration Insight
Elementary Use audio books during teachers’ read-aloud sessions.
Students get important auditory support and can
practice independent reading
Use audio books to augment the lessons and reinforce
key concepts rather than simply “delivering” content
Middle school Add audio books in the content areas, including math,
science and social studies, when content is more
dense, difficult or complex
Use audio books paired with print textbooks to help
students build background knowledge and understand
concepts
High school Use audio books to help students develop and
strengthen their academic independence
Encourage students to listen to reading assignments
and take notes, as they would with text-only materials
Help students develop test preparation strategies by
repeating select audio sections and reviewing key
Use audio books to build students’ critical thinking and listening skills.
Students are asked to provide a specific goal for listening. The teachers may ask
them to listen several pages and they have to identify the characters or the value of
the story. The teachers may give some exercises after listening such as graphic
organizer and blank words. These exercises help students clarify and record their
thoughts. The last teachers can use pair students to summarize and draw the
interference.
Use audiobooks to develop fluency and comprehension skills. Listening
while reading are multiple activities that can increasestudents’ fluency. It provides
students with opportunities to access audio books and literature in multiple times.
Besides, audio books also allow students to focus on the meaning rather than
struggling with decoding. Teachers ask students to listen with purpose including give
students specific question, make a prediction, and retell the story after they have
listened.
Make audio books a standard part of your classroom management approach.
Teachers can treat their students using audio books by some approaches. There are
[image:38.595.111.518.607.724.2]whole class listening, listening centers, small group instruction, and individual use.
Table 2.4 Integration insights for classrooms’ setting according to
LearningAlly.org (2011)
Instructional Setting Integration Insights
Whole class listening Use audiobooks to introduce the entire class to a new
piece of literature or nonfiction by playing the audio
Listening centers Create an area in your classroom or library with the
audio and print versions of text of books and the
equipment including headphones or sound system
Use listening centers for both assigned projects, and
reward or leisure listening
Small group
instruction
Play an audio book during small group reading or
study sessions
Replay text for students as needed and support others
during listening to reinforce key concepts and skills.
It’s a great way to maximize teacher time and
individualize instruction
individual use Audio learners can access curriculum by listening at
the same time as their peers
Set up a listening or usage schedule with your audio
learners to provide adequate reading and study time
Criteria of audio book that can be implemented in the classroom.When
teachers will implement audio books, they should choose good audio books that
appropriate with their students. Alcantud and Gregori (2013) identify some aspects
or criteria about the audio that teachers should notice when they decide audio books
for their students. The sounds should be clear even they have music effects with
dramatical sounds. The characters of the story are dramatized vocally and
maintained through production. Teachers have to choose audio books with good
Audio book in listening activities. Audio books involve listening and reading comprehension. Alacntud and Gregori (2014) states that people make
connections between the words they listen and the written text, especially for
beginner learners. It can be assumed that students need tools that involve their audio
visual. Audio books can mediate students’ need to make a connection between the
text they read and the audio that they listen. Therefore, audio books are a media that
can improve students’ skill and a tool to complete them in learning activities.
ICT Class of SMP Muhammadiyah 1 Yogyakarta
This research was conducted at ICT class of SMP Muhammadiyah 1
Yogyakarta. ICT class or Information Communication and Technology Class is a
class with advantages in technology information and communication development.
This class is also known as multimedia class, meaning that the class has multi-tools
or media in learning package or instructional procedure. If regular class usually used
the textbooks, this class have multi facilities in teaching learning such as internet
access and audiovisual support. Therefore, the target of ICT class is students who are
interested in technology areas. They can access source rapidly from the virtual world
and implement the information in learning activity. By connecting the technology,
students are expected to have a good academic achievement.
ICT class is a technology-based class that support students to improve their
performance to access information. Every student in this class has password to
connect with the internet. Other facilities are this class have multimedia tools
including audio and LCD projector as visual support. Students in this class are also
The technology-based approach in the classroom should be implemented for
students in this era. Teoh and Neo (2007) stated that using technology in teaching
learning fulfilled students’ needs in modern context. Thus, they explained that
students in technology-based class showed active learning and had good confident in
a learning. Furthermore, Nazir, Rizvi, and Pujeri (2012) argued that
multimedia-based instruction including technology could open a new paradigm in teaching
learning that technology approach was more appropriate than conventional learning
for students in this era.
Although the use of technology showed good result, there was found a
problem in the implementation of a digital class including teachers’ role. Liu (2010)
stated that teachers would play a significant role in teaching learning process,
meaning that they would be a connector between the facilities to be attractive
materials. Teachers should update their instructional material. Thus, the function of
technology would be optimized. In line with Liu (2010), Nazir, Rizvi, and Pujeri
(2012) highlighted that teachers’ role determined the successful of digital class.
Teachers should have good ability in designing instruction which suitable with the
class. The combination of teachers’ performance and the powerful class would
encourage students’ achievement.
Teachers in ICT class of SMP Muhammadiyah 1 Yogyakarta used PPT slides in
teaching learning. However, they rarely used other media such as audio files, video,
or online class. Similarly, Wahyuni (2008) stated that the use of ICT class was not
optimal. The factor was including teachers’ ability in operating media. They just
taught using PPT, meaning that teachers were not exploring other media. Teachers
Review of Related Study
In conducting this study, the researcher reviewed some other research that
related with this study. The reviews discussed about the implementation of audio
books in listening class. The researcher summarized two research that related with
this study.
The first study was from Kartal and Simsek (2011) with the title “The Use of
Audio Book in EFL Classes to Improve Reading and Listening Skill”. This study
presents the benefits of audio books as one of technological innovation in teaching
practice. The aim of this study is to investigate the contribution of using audio books
in improving students’ reading skill and listening skill. The methodology was
experimental research. The study used three audio books in experimental group and
a normal book in a control group. The findings showed that audio book is helpful to
improve students’ reading skill and listening skill.
Kartal’s and Simsek’s research hadsimilarities in this research. Both of the
studies were to investigate the using of audio books in improving students’ listening
skill. Both of studies were also for beginnerlearners in EFL classes. This study
focused only on listening while their research was to investigate reading and
listening skill. Both of studies used experimental research. Kartal’s and Simsek’s
study used control group, while this study used a time series research, it meant that
this study has longer meetings.
Another research that relates to this study was “Audio Book in Advanced
ESL classroom: Developing Critical Listening” by Talalakina (2010). The purpose
of this study is to find out the issues of developing a methodology of implementing
the use of digital audiobooks in advanced ESL classroom. A sample of this research
University Higher School of Economics in Moscow. The methodology of this
research used experimental research in advanced ESL classroom. The results showed
that audiobooks contributed to overall academic listening proficiency with an
average indicator of a 23% increase, while comparative analysis of empirical data
displayedthat the results of the experimental group on average exceed the results of
the control group by 12%.
This research has similarities with Talalakina’s study. Both of them used
experimental research although this research without a control group. This study
focused on listening comprehension, while Talalakina’s research was for advanced
class, but this study is to investigatestudents’ improvement of using audio books in
beginner learners.
Conceptual Framework
As a foundation of language skill, listening plays the important role in
determining EFL learners in learning English. There are six types of listening
including intensive, selective, interactive, extensive, responsive, and autonomous.
Theresearcher focus on using interactive and responsive approach because the
process learning that will be applied is student-centered learning. Students have a big
part in an interaction of every activity. They can also require being responsive by
expressing their opinion and discussion.
In teaching learning process, there are pre-listening; while listening; and
post-listening. The source of the process is teachers’ voice and audio file. In this
case, many students face difficulties in listening comprehension. Hamouda (2013)
claims that EFL learners have serious problems in English listening comprehension
due to the fact that universities pay more attention to English grammar, reading, and
researcher observation at the elementary school, junior high school, and senior high
school.
Based on those problems, the researcher offers audio books to help students
in listening comprehension. This is based on previous studies, which stated that
audio book can improve students’ listening skill. Previous studies show that audio
book has many benefits including being alternative media in teaching learning,
effective time to learn, developing vocabularies, increasing fluency, and improving
students’ motivation.
This study has two variables. There are audio books as an independent
variable and listening skill as a dependent variable. Audio books are an independent
variable because audio book influences listening skill. Besides, listening skill is a
dependent variable because it will be influenced by audio books. The improvement
of a sample in this study will be done by the treatments. Thus, the result of this study
is beneficial forboth students and teacher. The theories are used to provide a basic
investigation of the effectiveness of using audio books in listening activities. This
Figure 2.5 Conceptual Framework
Problem:
Linguistic
Accent and pronunciation
Condition of students
Cultural background
Audio Book
Benefits
Being more attractive material, effective time to learn, developing vocabulary, increasing fluency, and improving motivation
Hypothesis
Based on the literature, the researcher found the same cases and
characteristics as the researcher’s study. There are two hypotheses which are used in
this research:
Null Hypothesis (H0). There is no significant difference between a new
condition and previous condition of students’ listening skill after they are taught by
using audio books.
Alternative Hypothesis (H1). There is a statistically significant difference between a new condition and previous condition of students’ listening skill after they
Chapter Three Research Methodology
The third chapter describes the methodology that was used in this study. This
chapter includes research design, population and sampling, research instrument,
validity and reliability, data collection procedure, and data analysis.
Research Design
The aim of this research is to investigate the effectiveness of using audio
books of ICT class at SMP Muhammadiyah 1 Yogyakarta. This research used a
quantitative approach in gathering data. Quantitative research methodology was
appropriate for this study because the researcher wanted to know how effective the
use of audio books is to improve students’ listening skill. Creswell (2012) stated that
“quantitative research identifies a research problem based on trends in the field or on
the need to explain why something occurs” (p.13). Additionally, quantitative
research problem involved how a variable affects another.
In this quantitative research, the researcher used experiment research
methodology to examine the effectiveness of using audio books in improving
listening skill. An experimental design is used when the researcher wants to establish
possible cause and effect between independent and dependent variable (Creswell,
2012). Similarly, Cohen, Manion, and Morrison (2011) mentioned that an
experiment involves making a change in the value of one variable and observing the
effect that changes on another variable. They stated that the essential feature of the
experimental study is the researcher purposely control and manipulates the
conditions that determine the events when the researcher introduces an intervention
books and listening skill. The researcher used the experimental design to collect the
data and answered how audio book affect listening skill.
In experimental design, the researcher chose a time series experiment. There
was only one experimental group with multiple pretest and posttest. Cohen et al.
(2011) stated that the repeated tests both before and after treatment enable students
to become their own controls. In addition, this design helped the researcher focus on
students’ performance before and after treatments. Some treatments would be
[image:48.595.126.460.353.496.2]applied in the experimental group, so this design was appropriate for this study.
Figure 3.1 The one group pretest and posttest design according to Cohen, Manion, and Morrison (2011)
O1 : Group before treatment
X : Experimental manipulation
O2 : Group after treatment
The process of a time series research has been shown in figure 3.1. The
researcher measured a group on the independent variable before the treatments (O1).
Then, the researcher treated students with some interventions where the students
followed experimental treatments. The researcher measured again the condition of
the group after the treatments (O2). Then, the researcher proceeded to account
differences between pretest and posttest scores by seeing reference to the effects of
experimental manipulation (X).
Population and Sampling
Population in this study was students of SMP Muhammadiyah 1 Yogyakarta.
There were some reasons to choose this school. First, this study explored audio
books as teaching and learning media with technology-based. SMP Muhammadiyah
1 Yogyakarta has ICT class that possibly in applying audio books in the classroom.
Thus, students in this school already used technology-based in teaching and learning
process. Therefore, the implementation of audio books would be easily accepted for
students in that school. Another reason was the researcher became a volunteer as a
teacher in that school during internship program in 2014. By this program, the
researcher found that students in that school had problems in listening, and the
researcher observed them again in November 2015. By having a discussion with an
English teacher in that school, she explained that students keep facing difficulties in
listening. Those issues above supported the reason to implement audio books that
researcher needed in this study. Additionally, the researcher wanted to help students
in developing their listening skill and exploring the use of technology there.
The researcher used purposive sampling in selecting the participant. Cohen et
al. (2011) stated that purposive sampling has been chosen for a specific purpose.
Additionally, the particular characteristics sample build up a satisfactory for specific
needs. The sample of this research was students in grade VIII. In this case, the
reason was because a narrative text was used as a treatment instrument of this study,
and based on the syllabus, that kind of text is learned by students of grade VIII.
Thus, students of grade VIII as a sample will be suitable with the level of this
research.
In grade VIII, there are seven classes. The classes are classified into class A
class. The researcher chose ICT class because this class was qualified with this
research. There were two ICT classes that possible to implement the audio books.
The researcher only needed one group of this research. The researcher chose
class VIII-A academic year 2015/2016 as a sample in this research. It was based on
teacher’s recommendation because students of VIII-A have big interesting in
learning English. The English teacher said that some students in this class faced
problems in listening comprehension. Students in this class consisted of 26 students
with the same background that they used English as a foreign language. At the
beginning, the sample of this research was 26 participants, but there was a student
who did not complete the whole process in this research. Thus, the total sample of
this study consisted of 25 participants.
Research Instrument
In this study, the researcher used three instruments to support the data
collection. The instruments that the researcher used were including test, lesson plan,
and audio books.
Test. The tests that were given in this study included pretest and posttest. The researcher also gave some exercises by games during the treatments. Cohen et al.
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