TEACHER’S STRATEGIES AND STUDENTS’ RESPONSES IN
TEACHING LISTENING SKILL IN THE LANGUAGE
LABORATORY
(A case study in a Junior High School in Tanjung Pinang)
A THESIS
Submitted in partial fulfillment of the requirements for Master’s degree in English Education
By
PETRUS EDI SUCAHYO 0603786
ENGLISH DEPARTMENT
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
DECLARATION OF OWNERSHIP
I hereby certify that this thesis entitled “TEACHER’S STRATEGIES AND STUDENTS’ RESPONSES IN TEACHING LISTENING SKILL IN THE LANGUAGE LABORATORY” (A Case Study in a Junior High School in Tanjung Pinang) is honestly my own work. I am fully aware that I have quoted some statements and ideas from various sources, and they are properly acknowledged in the text.
Bandung, July 2009
PREFACE
Praise God that the writer has finally finished writing his thesis entitled “Teacher’ Strategies and Students’ Responses in Teaching Listening Skill in the Language Laboratory” (A Case Study in a Junior High School in Tanjung Pinang) is aimed at investigating how far the English teacher of a Junior High School in Tanjung Pinang applied Strategies to teach listening skill in the language laboratory and to know students’ responses toward teacher’s strategies.
This study was conducted to carry out improvement especially in applying strategies to teach listening skill in the language laboratory. It is also expected that it is going to be useful for the readers who are interested in teaching listening skill in the language laboratory.
This thesis is submitted in partial fulfillment of the requirements for Master’s degree in English Education of Indonesia University of Education. The writer realizes that this thesis is far from being perfect, thus, he really appreciates any suggestion and criticism for the betterment of this thesis writing.
Bandung, July 2009
ACKNOWLEDGEMENTS
I would like to express my great appreciation, gratitude to my supervisors Dadang Sudana, M.A., Ph.D. as the main supervisor and Dr. Yoyo Surjakusumah, M.Pd. as my co-supervisor, who have patiently supervised and encouraged me in conducting the research. I would like to express my sincere gratitude to my academic supervisor Iwa Lukmana, M.A., Ph.D for his kindness and assistance that motivated me to initiate this thesis.
A great respect and special thanks also go to the Head of English Department, Dr. Emi Emilia, M.Ed., Ph.D., Prof. A. Chaedar Alwasilah, M.A., Ph.D., Prof. Dr. Nanden Sri Lengkanawati M.Pd., Dr. Bachrudin Musthafa, M.A., Prof. E. Aminudin Aziz, M.A,. Dr. Didi Suherdi, M.Ed., Dr. Odo Fadloeoli, MA, Dr. Rd Safrina Noorman, M.A, who they always gave me guidance and motivation during my study at Universitas Pendidikan Indonesia (UPI).
Special gratitude is expressed to ibu Linda as the headmistress and Ibu Dewi Untari as the participant who allowed me to conduct this study in this junior high school.
I also want to express my gratitude to my beloved parents, my beloved wife and daughter, my sisters, brothers, and my colleagues for their supports during my study.
ABSTRACT
This study is concerned with teacher’s strategies and students’ responses in teaching listening in the language lab. It used a case study research design involving one English teacher and seventy-two grade VII students of a junior high school in Tanjung Pinang conducted on February 12th-23rd, 2009. It aims to figure out teacher’s strategies in teaching listening in the language laboratory, their strengths and weaknesses, and the students’ responses toward teacher’s strategies. It utilized a set of method to get data i.e. observation, interview, questionnaire, and supported by document analysis.
The findings of this study show that the teacher has good understanding of strategies in teaching listening. The teacher’s strategies in teaching listening in the language laboratory are relevant to the theory of language teaching highlighted by Lado (1979), Peterson (1991 as cited in Brown, 2001), Harmer (2001), Vandergrift (1996 in Rost, 2002), Berne in Osada (2004), Howatt and Dakin in Mohammed (2005),. Regarding the strengths of the strategies, the teacher could help the students more easily to master listening and speaking skills. The teacher believes that language laboratory is more effective and beneficial to teach English rather than in the classroom.
The weaknesses of the strategies are caused by the teacher inability to operate the master control well. Besides, the difficulty is caused by the use of native-based cassettes and VCDs media as the students could not follow the speakers’ pronunciation and intonation. However, the students are easier to comprehend the material of listening if it non-native voice or by the teacher herself. For this the teacher uses cassettes or CDs taken from Singapore.
The students responded positively toward the English teacher’s strategies. They felt interested, comfortable, and more active when they studied English in the language laboratory. They admitted that their knowledge of English especially listening and speaking skills had increased.
CHAPTER I INTRODUCTION
This study attempts to investigate teacher’s strategies and students’ responses in teaching listening skill in the language laboratory. This chapter presents the background of the research, statement of the problems, the objectives of the study, scope and limitation of the study, research method, and thesis organization.
1.1 Background of the Study
develop these skills prior to the other skills. Relevant to the issue Philip (1993:5) states that in a primary school, listening tasks are important because it provides a rich source of language data from which the children begin to build up their own idea of how the language work.
In teaching and learning process, the learners are expected to have life skills by doing acts such as initiate and respond conversation, close conversation, ask assist etc. ”Those overall life skills should be realized into the lexical-grammar or the grammar and vocabulary” (Kurikulum, 2006). However, it must be remembered that teachers should not spend much their time only to teach grammar and vocabulary.
Pinter (2006:45) mentions that listening is an active skill and many factors that contribute to its difficulties. They are the type and the length of the text the children listen to and familiarity of the person who they are listening to. It is easier for students to listen to their teacher than to recordings because teachers can adjust their speed and modify their language. The teacher can also repeat message, use gestures, and facial expressions to help children to work out the meaning.
There are some variety of materials available to learners and teachers, such as in the form of video and audio tapes or language laboratory media. According to Lie (2004) there are only few teachers who use the media of language laboratory or tape-deck in a classroom. By using the media of language laboratory, the teachers are expected to be able to help students master English through listening and to train them listen to their teacher’s voice or the native-speaker. Unfortunately, not all schools are able to use this media to develop students’ ability in listening skills because it is very expensive to construct.
Harmer (2001:141) affirms the idea in the above paragraph that the language laboratory helps to train some students to really listen to what they say and how they say it. When they compare their pronunciation with correct version on the tape, they begin to notice the differences, and this awareness over period helps them to hear and pronounce English better as hearing sound. Furthermore, Harmer (2001:142) mentions that the modern language laboratory has ten or twenty booths, each equipped with a tape deck, headphones, microphone, and now computer. Students can work on their own, can be paired or grouped with other students, or can interact on a one-to-one basis with the teacher. The teacher can broadcast the same work with different material. Students can interact with each other, and written texts can be sent to each computer screen.
is new medium of instruction for them. Teachers should be the facilitator who provides significant guidance in the students’ use of language laboratory tools and support weaker students. Teachers should identify the problems faced by students in teaching listening in language laboratory such as the level of listening material, the use of native-based cassette or VCD, students’ limited grammatical and vocabulary, inability to interpret, etc. Underwood (1989) mentions that these problems as being related to students’ different background such as their culture and education. The students whose culture and education includes a strong storytelling and oral communication tradition are generally better at listening comprehension.
Therefore, teachers should be able to design, prepare, and apply the appropriate strategies related to the students’ problems in teaching listening. Based on the description above, the study examines the strategies used by the English teacher in teaching listening to grade VII of a junior high school in the language laboratory. Furthermore, it attempts to find out the strengths and weaknesses of the strategies used by the English teacher and the students’ responses toward the strategies used by the English teacher.
1.2 Statement of the Problems
teacher, and also the students’ responses toward the strategies used by the English teacher in teaching listening in the language laboratory.
Related to the situation above, this study formulates the problem in the following research questions:
1. What strategies does the English teacher use in teaching listening skill to grade VII of a junior high school in the language laboratory?
2. What are the strengths and weaknesses of the strategies used by the English teacher?
3. What are the students’ responses toward the strategies used by the English teacher?
1.3 The objectives of the Study
Based on the problem mentioned above, the present study aims:
1 to find the English teacher’s strategies in teaching listening to grade VII of a junior high school in the language laboratory,
2 to find the strengths and weaknesses of the strategies used by the English teacher,
3 To find the students’ responses toward the strategies used by the English teacher.
1.4 Scope and Limitation of the Study
Pinang. More specifically, this study describes the English teacher’s strategies, the strengths and weaknesses of the strategies, and the students’ responses toward the English teacher’s strategies used in teaching listening in the language laboratory.
1.5 Research Method
Three main aspects of the research are discussed: first, research design; second, data collection method, and third data analysis method. This study employed both qualitative and descriptive quantitative design by employing a case study. The study employed three instruments to collect data: observation, interview, and questionnaire. To support collecting data, the study used document analysis such as lesson plans, subject materials, and achievement of students in learning English. Detail elaboration of research method is presented in chapter III.
1.6 Thesis Organization
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes methodological aspects of the present study which attempts to find information about teacher’s strategies in teaching listening in the language laboratory, their strengths and weaknesses, and the students’ responses toward teacher’s strategies. Three main aspects of the study are discussed: first, research design; second, data collection method; and third, data analysis method.
This study uses both qualitative and descriptive quantitative design by employing a case study. Three instruments of data collection methods: observation, interview, questionnaire, and supported by document analysis as the data collection techniques.
3.1 Research Design
item of view is essential; therefore, the objective of qualitative research is to understand participants from their items of view (McMillan, 1989).
Furthermore, Merriam (1988:16) mentions that “A qualitative data consists of detailed description situations, events, people, attitudes, believes and thoughts; excerpts or entire passages from documents, correspondence, records and case histories”. This study can be considered as in case study because it posseses the characteristics of a case study among others.
The case of this study is to do with the people suh as an English teacher and seventy-two students as reseach participants. In line with this, Merriam (1998) mentions that “a case study presents that the case, then, could be person such as a teacher, a student, a principles, a program, and so on. The analysis of the finding was aimed at presenting how the teacher implemented strategies in teaching listening in the language laboratory, their strengths and weaknesess, and the students’ responses toward the teacher’s strategies.
The other characteristics of a case study are it can be conducted in small scale (Merriam, 1988; Nunan, 1992; Connole et. al., 1993). A case study which is in line with this study is it used a variety of lines of action in its gathering segments and can meaningfully make up and contribute to the application of theory (Yin, 2003 as cited in Berg, 2007). Hence, this study employed multiple data collection techniques, namely observation, interview, questionnaire, and document analysis.
teacher. Hence, this study employed three instruments of data collection methods; observation, interview, questionnaire, and supported by document analysis.
3.1.1 Setting of the Study
The study was conducted in a junior high school in Tanjung Pinang Kota Kepulauan Riau Province. It is a National Standard School which recently has become one of the most favorite junior high schools there. It has five classes for grade VII which consist of one bilingual class and four regular classes with 180 students, it equipped with a language laboratory that consists of 38 booths equipped with CCTV, headset, computer, microphone, tape recorder, TV, internet, VCD/DVD player, LCD, and just one English teacher who teaches them and they study listening skill in the language laboratory.
The access for the study became the reason why this study conducted in this school because the English teacher as participant is my fellow teacher in the group of course teachers (MGMP) in Kepulauan Riau Province. The teacher as the subject ever taught at the same school with the researcher for three years in a junior high school in Lingga Regency Kepulauan Riau Province
3.1.2 Subjects of the Study
The subjects of this study include one English teacher who teaches grade VII students and seventy-two students of junior high school in Tanjung Pinang Kota. They voluntary participated in this study. The teacher was chosen beacuse there was one English teacher who teaches at grade VII and automatically she became the subject. She has taught English almost ten years and has experiences in teaching and learning in the language laboratory so that she can give valuable information relates to this study.
Generally, grade VII students of junior high school age 11 until 14 years old. They may be categorized as young learners. It likes Slattery and Willis (2005:54) state that: “young learners (YL) were 7-12 years old; very young learners (VYL) were defined is under 7 years of age.” Harmer (2001:38) supports the idea with his statement as follow “young children, especially those up the age of nine or ten, learn different from older children, adolescent and adult.”
Furthermore, this study chose seventy-two students at grade VII as the subjects comprising thirty six students of bilingual class and thirty six students of regular class. They were taken to represent the five classes of grade VII In teaching science, mathematics, and Indonesian in the bilingual class almost 50% of teachers use English, 90% use English in the language laboratory, and they visit foreign tourist resorts to practice their English every month, but the regular classes do not. They function as the subjects of this study for the purpose of obtaining data and information needed to find out the students’ responses toward the strategies used by the English teacher. Besides that, this way was intended to know the situation of students in the class observation.
3.2 Instruments for Data Collection
In collecting data, this study used the appropriate instruments such as Observation, interview, questionnaire, and supported by document analysis which provided extremely rich, detailed, and in-depth information. All data collection was recorded in order to keep the authenticity of the data.
3.2.1 Class Observation
says “observation notes focused on what was said and done by both the teacher and students in the interactional setting” as cited in (Emilia, 2008).
The intensive classroom observation was conducted three times for each class in the first week until the second week of February 2009. During classroom observation, the observer sat among the students observing teacher’s activities and taking notes on the steps taken by teacher; teacher’s strategies and teacher’s skills in conducting teaching-learning process.
The purpose of this way was to investigate how far the teacher implemented strategies in teaching listening in the language lab, the strengths and weaknesses, and the students’ responses toward teacher’s strategies. The observer did not take part in the classroom activity or acted non-participant observer.
The class was observed carefully until the observer enable to identify the pattern of teacher’s strategies in teaching listening in the language laboratory, the strengths and weaknesses, and students’ responses toward the strategies used by the English teacher. During the classroom observation the observer paid attention to the teacher’s presentation, methods, strategies, and teacher or students interaction in conducting the classroom activities.
accurate data. The videotaping records all of activities, specifically during
1. VIIA Descriptive Thursday, 12th February 2009
07:30-09:00 A descriptive text which describes a particular person 2. VIIB Descriptive Thursday, 12th February
issue Kvale (1996) says “the data from interview were then transcribed, categorized, and interpreted to address the research questions”.
3.2.2.1Teacher Interview
Regarding with the function of interview which was used to gather the data and information, the interview to an English teacher was relevant to answer the research questions number 1, 2, and 3 that is to investigate how far the teacher implements strategies in teaching listening in the language laboratory, their strengths and weaknesses, and the students’ responses toward teacher’s strategies.
The interview was carried out after the class ended with the questions in Bahasa Indonesia and this study prepared the list of questions which can be seen in Appendix 2. The interview was in the form of semi-structured that lasted for 35 minutes and it was initiated with open ended question. The questions were then followed by subsequent questions, which were conversational, in an attempt to get the interviewee to further discuss what she has mentioned in her answers. The interview was also recorded. Thus, the interviewee’s contribution can be recoreded and reanalyzed after the interview.
3.2.2.2 Students Interview
6 to 8 minutes for each student. It was carried out in Bahasa Indonesia to the thirty students who consist of fifteen students of bilingual class and fifteen students of regular class. Each class was classified into three groups; five students from the high proficiency, five from middle, five from low ones. The questions were followed by subsequent questions, which were conversational, an attempt to get information and data to further discuss what they had mentioned in their answers. Therefore, there was no limitation of the number of questions asked to each participant. The interview was recorded, thus, all the interviewees’ contribution can be reanalyzed after the interview. The list of questions can be seen in Appendix 3. The schedule of interview can be seen in Table 3.2 below.
Table 3.2 Schedule of interview with teacher and students
Interview Time and Place
First interview February 19th-20th, 2009 with the students in the classroom
Second interview February 22nd, 2009 with the teacher in the teachers’ room
3.2.3 Questionnaire
(1992:143) mentions that “A closed item is one in which the range of possible responses in determined by the researcher, for example: foreign language should be compulsory in high school: Agree/neutral/disagree.”
According to Arikunto (1996) there are six aspects of questionnaire guideline; (1) learning material input, (2) listening activities, (3) listening goals, (4) listening competencies, (5) listening difficulties, and (6) problem-solving strategies. The study used Likert scale questionnaire to check the students’ responses toward teacher’s strategies with five alternative responses; strongly agree, agree, undecided, disagree, strongly disagree as Gall, Gall & Borg (2003:214) state that “ A Likert scale asks individuals to check their level of agreement (e.g. strongly agree, agree, undecided, disagree, or strongly agree).”
The questionnaire was written in Bahasa Indonesia to ensure complete understanding of items by participants. The questionnaire guide was presented in Appendix 4.
3.2.4 Documents Analysis
In line with the instruments to collect data above, triangulation took place in this study. The triangulation has function to validate data Wiersma (1986) as cited in Sugiyono (2008) mentions that “triangulation is qualitative cross-validation. It assesses the sufficiency of the data that relates to the convergence of multiple data sources or multiple data collection procedures”.
3.3 Data Analysis
The data of this study were analyzed through qualitative and descriptive quantitative data analysis. The data analysis was immediately conducted after the data from observation, interview, questionnaire, and from document were available. All data were analyzed on basis of the research questions stated in chapter one, and were categorized into three main central themes: the teacher’s strategies, the strengths and weaknesses, and the students’ responses toward the strategies used by the English teacher in teaching listening in the language laboratory. There were two techniques in analyzing the data.
3.3.1 Qualitative Data
To support the answer of the research question number 1, document analysis was also conducted. The documentation, which covered students’ text, was useful to gain data about the students’ knowledge of developing skills in learning listening. Furthermore, teacher’s lesson plans, teaching listening materials, and students’ achievement were also taken to be analyzed to support the above findings.
.
3.3.2 Descriptive Quantitative Data
The descriptive quantitative questionnaire was applied to find respondents’ tendency on perception, opinion, and judgment. It was used to analyze the students’ responses toward the strategies used by the English teacher by using questionnaire. The data were analyzed by using the most basic descriptive statistic (frequency) which refers to how often something occurs. The steps were as the following:
- Scoring the students’ responses on the questionnaire.
- Calculate the questionnaire to find frequency and percentage.
- Make a table consist of the statement, the frequencies and the percentage that have been computed.
To get a more a specific description of the data collection and analysis techniques above are described in the tabulation below.
Table 3.3 Data collection and analysis techniques
the English teacher use employed both qualitative and desriptive quantitative design by employing a case study. The setting of the study was a junior high school in Tanjung Pinang Kota and it involved an English teacher and seventy-two students grade VII as the participants.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter discusses the conclusion of the present study. There are two parts in this chapter. The first part presents the conclusion of the study and the second part presents suggestions.This part will also present the limitation of study which may become the point to consider for further study.
5.1 CONCLUSIONS
This study investigates how the English teacher implemented strategies in teaching listening to grade VII of a junior high school in the language laboratory, the strengths and weaknesses of the strategies used by the English teacher, and the students’ responses toward the strategies used by the English teacher.
the story. The teacher also offered reward to the student who was able to answer the questions given. In conclusion, by implementing the appropriate strategies related to the students’ problem in teaching listening, the teacher will be easier to help the students in mastering English especially listening and speaking. Besides, the students will be more responsive in following the listening activities.
The strengths of the English teacher’s strategies used in teaching listening in the language laboratory are (1) among other the teachers could more easily help the students to master listening and speaking because the tools available in the language laboratory enabled her to control the students’ activities during teaching-learning process. (2) The teacher used CCTV from master control to individual students or groups and to broadcast the same taped material to each booth, or to have different students or groups of students work with different material. (3) The teacher could not only listen, but also talk with one student at a time by using headsets or microphones. In addition, the teacher can join booths in pairs or groups, irrespective of their position by selecting them on the screen.
All facilities in the language laboratory seem to facilitate the students to develop their abilities in English especially in listening and speaking besides they could also learn to master and to recognize how to use the instruments in the language laboratory.
The weaknesses of the English teacher’s strategies used in teaching listening in the language laboratory are (1) the teacher couldn’t operate the master control well and she was helped by the language laboratory assistant. Therefore, the teacher depended on the language laboratory assistant to operate the master control. (2) In early stage of the lesson, the teacher did not explain grammar and vocabulary aspects related to the given text. (3) With the large class, the teacher couldn’t evaluate the students’ works one by one periodically. (4) The time allocation for teacher to present the material of English was not proportional to a large class with thirty-six students, so the teacher couldn’t focus to individual students’ achievement in teaching listening in the language laboratory.
the teacher must be able to operate the equipments of the laboratory appropriately. Besides, the teacher must be selective in using materials for teaching listening. For this, the materials used must be simplified based on the students’ proficiency and interest.
Although the students found it difficulty to catch the listening materials however, the students responded positively toward teacher’s strategies in teaching listening in the language laboratory. They felt interested, more active, comfortable and enjoyable when they studied in the language laboratory. They admitted that their knowledge of English especially in listening and speaking skills had increased. In other words, to achieve strategies in teaching listening more successfully, the teacher should identify the students’ problem. While, to present listening materials, the teacher should be relaxed, pleasant, and enjoyable.
As this study only investigated the English teacher’s strategies and students’ responses in teaching listening in the language laboratory at one site, the result of this study cannot be generalized into large scope. Therefore, further studies are suggested to involve large scope, more participants, different setting of schools, different focus of the study, and to explore the effect of strategies on students’ schievement in English. With regard to the weaknesses, however, the study presents useful information about teacher’s strategies and students’ responses in teaching listening in the language laboratory.
In order that the teaching-learning process in language laboratory can be carried out more successfully, the teacher should pay more attention to the students who couldn’t operate the laboratory tools. Regarding this problem, the teacher should ask the language laborant to facilitate the students in operating the tools.
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