CHAPTER II
LITERATURE REVIEW
A. Listening
1. Definition of Listening
Listening is an activity where one uses their ears to get information or entertainment. It is an interactive, and active process of receiving, organizing meaning form, and responding to spoken or nonverbal messages where listeners use both before and linguistic knowledge in understanding messages (Vandergrift 2002:75; Findan, 2014).
Listening is the basis for development of all other skills and the main channel of the students which make initial contact with the target language and the culture. It is language modality and the key to receiving messages effectively. It is a combination of hearing what another person says and psychological involvement with the person who is talking (Tyagi, 2013:1).
So when they are listening to something there must be a moment for understanding what they are listening to. (Little Wood, 1981:65) 2. The Elements of Listening Skill
Tyagi (2013:1) states that listening consists of some key components. This means that in order to have good listening skill, students have to: a. Discriminate between sounds
b. Recognize words and understanding speakers meaning c. Identify grammatical groupings of words
d. Identify expressions and sets of utterances that act to create meaning
e. Connect linguistic cues to non-linguistic and paralinguistic cues f. Use background knowledge to predict and to confirm meaning g. Recall important words and ideas.
Without having those components, students will not be able to have good listening skill.
3. The Importance of Listening Skill
In education, it is not a surprising thing that listening skill has equal role with speaking skill. When students are in classroom, they spent all of their time with listening to the teacher. Having good listening ability is a medium of getting success in communication, especially in teaching-learning process.
Student who has good listening skill will be more productive. He will be able to:
a. Understand assignments in better way and find and what is expected from him.
b. Build rapport with co-workers, bosses, and clients; c. Show support;
d. Work better in a team-based environment;
e. Resolve problems with customers, co-workers, and bosses; f. Answer questions
g. Find underlying meanings in what others say. (Lawson, 2007:15)
4. The Strategies of Teaching Listening
Kalkstein (2006:9-18) states that there are some basic structures in teaching listening, as follow:
a. Pre-listening
teacher gives tasks to build learners basic perception of content related to what they will hear.
b. Listening Tasks
The teacher has to know whether students have comprehended about what they heard or not. After having basic perception, students will be given some comprehension questions. Then, students have to answer those questions. c. Post-listening
In this stage, teacher checks students’ answers. The stage
can be done by some ways, such as by telling the learners what the correct answers are, by eliciting answers from the students themselves, or by having students compare their answers in pairs or small groups. The ranges of post-listening activities have to be at least as wide as listening tasks themselves.
Listening strategies are needed when teacher teaches in listening class. Those strategies are activities that contribute to the comprehension of listening input. Listening strategies can be classified according to how students process the listening input.
a. Top-down
Top-down strategy is listener based. The listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations or perception that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies consist of listening for the main idea, predicting, drawing inferences, and summarizing. b. Bottom-up
Bottom-up strategy is text based. The listener relies on the language in the message which is the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies consist of listening for specific details, recognizing cognates, and recognizing word-order patterns.
(Tyagi, 2013:3)
B. Round Robin Technique
1. The Definition of Round Robin Technique
requires students take turns responding orally rather than responding on paper. Students deliver their idea or answer by stating orally to the teacher and other groups.
In this technique, teacher plays an audio which tells about narrative text (e.g. Cinderella story). Students are asked to listen to it. After that, students are divided into several groups consisting of four to six students where there is a student becomes a leader of group. Each group sits in a circle. Teacher poses some oral questions which students have to answer. Each group will get the same questions with, and the leader of each group will listen to it from the teacher. After listening to the teacher, students are given time to think their answer. After that, they share it with one another within their group by whispering the answer. Then, the last student who gets the answer will write it on a piece of paper and give the answer to the teacher. The teacher will check the answer by having each group compare their answers.
2. The Advantages and Disadvantages of Round Robin Technique According to Kagan in the Department of Program Development and Alignment (2000) round robin technique has some advantages. They are:
c. The technique is useful for reviewing material or practicing a skill
d. The students will be more active and interested in learning process.
Kagan also states that Round Robin has some disadvantages. They are:
a. It consumes much time to prepare.
b. Teacher will feel difficult in holding the technique for a big class.
C. Teaching Listening Through Round Robin Technique 1. Pre-listening
In this stage, teacher explains about narrative text which covers the generic structures and language feature. This stage, teacher gives tasks to build their basic perception of content related to what they will hear.
2. Listening Tasks
the answers within their group. Then, each student can share the answer through whispering to other member.
3. Post-listening
In this stage, teacher checks students’ answers. The stage can be
done in some ways, such as by telling the learners what the correct answers are, by eliciting answers from the students themselves, or by having students compare their answers in pairs or small groups.
D. Basic Assumption
Listening skill has to be mastered by someone. Having good listening skill requires some stages. They are hearing, understanding, remembering, evaluating and responding. When evaluating stage, the listener has to avoid message bias, so that he or she will get and respond the message well. Round Robin Technique can help the listener to evaluate the message while listening. The technique creates positive peer response group. It will help the listener to avoid message bias. Based on those reasons, it is assumed that Round Robin Technique is effective for teaching listening skill.
E. Hypothesis
Based on the basic assumption above, the hypothesis of this experiment can be formulated as: “Round Robin Technique is effective for teaching
