FACTORS INFLUENCING THE LISTENING INTEREST OF THE SECOND GRADE STUDENTS OF SMA NEGERI 1 WATAMPONE
A PROPOSAL
Submitted to the FBS of Universitas Negeri Makassar in Part Fulfillment of the Requirement for Research in ELT Subject
SYAHRAMADHANI 095204073
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE STATE UNIVERSITY OF MAKASSAR
CHAPTER I INTRODUCTION
A. Background
The teaching learning process of English language concntrates on the four skills, that are: listening, speaking, reading, and writing. One of the four skills which plays the first role is listening. As a skil, listening is the ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his
meaning (Howatt and Dakin 1974). An able listener is capable of doing these four things simultaneously. Willis (1981:134) lists a series of micro-skills of listening, which she calls enabling skills. They are:
• predicting what people are going to talk about
• guessing at unknown words or phrases without panicking
• using one’s own knowledge of the subject to help one understand • identifying relevant points; rejecting irrelevant information • retaining relevant points (note-taking, summarizing)
• recognizing discourse markers, e.g., Well; Oh, another thing is; Now, finally; etc. • recognizing cohesive devices, e.g., such as and which, including link words, pronouns, references, etc.
• understanding different intonation patterns and uses of stress, etc., which give clues to meaning and social setting
• understanding inferred information, e.g., speakers’ attitude or intentions
are at getting our point across or communicating ideas, the better we are at communicating. There is a flip-side to communication - listening.
(M S Sridhar July 3, 2010Mahatma) Listening and hearing are not the same Listening is conscious, active process with the mind hearing is with the senses so Listening = Hearing + Focusing on the message + Comprehending and interpreting + Analyzing and Evaluating to
Understand Judge Respond Remember Some Facts
7 out of every 10 minutes we are communicating 45% of time is spent on listening
30% of time on talking 16% spent on reading and 9% spent on writing
Few people consider they can significantly improve their communications skills and thereby increase their leadership skills, by learning to listen more effectively. Many students get difficulties in listening.
Good listeners learn to listen with attention rather than just hearing the words. Attentive listening not only takes in what is being said, but also what is not being said in terms of body language, information that is left out, or information that is vague. Listening is a whole-mind activity that requires concentration.
Many English learners find improving English listening comprehension hard. When they go to an English-speaking country, and face real life English for the first time, it is normally the speed of English that makes them get overwhelmed. But don't overload yourself. The key is to practice and learn English everyday at your own pace. It takes time and effort and make sure you have fun learning English.
Many students feel bored with the materials of listening. They wanna something new that can make them interest. Its also feel by students of SMA Negeri 1 Watampone. Moreover, someone who wants to listen must be interest in. Student of English as a second language usually work grammar exercises and read stories in English. They practice writing compositions in English for their teacher to correct, and take English conversation classes or look for opportunities to practice speaking with others. There are many factors that make students listening is law. It can be cause by internal factors and external factors. Motivation, economic, background, learning materials and teachers’ performance including their teaching methods are the examples of external factors.
B. PROBLEM STATEMENT
The problem that will be investigated in this research is formulated as follows: 1. What`s factor that influence students` listening achievement?
C. OBJECTIVE OF THE RESEARCH
The aims of conducting this research is to know factors that influence students` listening interest
D. SIGNIFICANCE OF THE RESEARCH
The result of the research will be expected to be valuable input in learning teaching process of English as follow:
1. For teachers of English to be a problem solver
2. For students to give motivation to improve their English
3. For the next researchers as a contribution of opinion that can be taken as references in research in the same area.
E. SCOPE OF THE RESEARCH
CHAPTER II
REVIEWED OF RELATED LITERATURE A. RELATED RESEARCH STUDIES
Jafar (2000) in his thesis “Using Magazine Pictures to Develop The Students’ Writing Skill at SLTP Negeri 1 Binamu Kabupaten Jeneponto” showed that the differences between the increasing of score in experimental group and control group was not significant. This failure caused by students’ lack of vocabulary and it could not be helped by the magazine pictures that is provided by the researcher. The researcher suggested the next researcher to find out another media that can help the students to find some words that related with the topic that will be developed.
Baharuddin (2001) in his finding, “Teaching Writing by Using Reproduction Technique to The Second Year Students of SMU Negeri 1 Sungguminasa” showed that using reproduction technique can improve the students’ writing ablity, but it is only included the three aspects of mechanic component that measured namely: punctuation, capitalization, and spelling. It is because the text that is provided by the researcher is almost complete. Students were only asked to add some words and correct punctuation, and repair some error capitalization and spelling. It can be concluded that there must be more challenging device that can be used by students to increase their ability in developing paragraph.
B. Contextual teaching and learning approach The understanding of CTL
1. Writing
a. The understanding of CTL
b. The characteristic of CTL (johnson)
c. The principle of CTL
Constuctivism
Inquiry
Questioning
Learning community
Modeling
Reflections
Authentic assessment
d. The procedure of CTL in Teaching Listening
e. Writing Assessment
According to Jacobs in Munawwarah (2008), writing can be assessed based on the following explanation.
1) Content
27-30 Excellent to very good Knowledgeable, suitable, substantive
22-26 Very good to good Some knowledge of subject, adequate range
17-21 Fair to poor Limited knowledge. Little substance
13-16 Very poor Does not show knowledge of subject, not-substantive 2) Organization
Score Classification Criteria
18-20 Excellent to very good Fluent expression, ideas clearly stated
14-17 Very good to good Somewhat choppy, loosely organized but minimum ideas stand out
10-13 Fair to poor Non fluent, ideas confused or disconnected
7-9 Very poor Does not communicate, no organization
3) Vocabulary
Score Classification Criteria
18-20 Excellent to very good Sophisticated range, effective word/idiom choice and usage. 14-17 Very good to good Adequate range, occasional errors
of word/idiom, choice, and usage out meaning not occurred
10-13 Fair to poor Limited range, frequent errors of word/idiom form, choice, usage 7-9 Very poor Essential translation, little
knowledge of English vocabulary 4) Grammar
22-25 Excellent to very good Effective complex construction 19-21 Very good to good Effective but simple construction 11-17 Fair to poor Major problems in
simple/complex construction 5-10 Very poor Virtually no mastery of sentence
construction rules 5) Mechanics
Score Classification Criteria
5 Excellent to very good Demonstrate mastery of convictions
4 Very good to good Occasional errors of spelling punctuation
3 Fair to poor Frequent errors of spelling, punctuation, capitalization 2 Very poor No mastery of connections,
dominated by spelling errors, capitalization, paragraphing.
2. Audio Lingual Method a. Definition
b. Characteristics of Paragraph c. The function of paragraph
Listening
1. The nature of listening 2. Theory of listening
3. The assessment grading scale of listening C. RESUME
1. Writing is delivering information from mind into written from that is done systematically and pay attention on some aspects. They are smoothness, grammar, vocabulary, and spelling.
INPUT Teaching Writing
OUTPUT
Students’ Achievement Treatment
Treatment III Treatment II
Treatment I
3. Poetry is a kind of literature which express feeling imaginatively in very free composition.
4. There must be a creative way as strategy in making students are more interested to write in English.
D. THEORETICAL FRAMEWORK
The conceptual framework underlying this research is presented in the following diagram:
There are three man components will be described as follows:
1. Input : It refers to teaching writing through English poetry 2. Treatment : It refers to the implementation of the poetry in writing
paragraph.
3. Output : It refers to the ability of the students’ in writing paragraph. E. HYPOTHESIS
This research will present two hypothesizes namely:
CHAPTER III
METHOD OF THE RESEARCH
This chapter consists of the research design, variables and indicator, population and sample, instrument of the research, procedure and collecting data, and technique of data analysis.
A. Research Design
This research will use quasi-experimental method with inonequivalent control group design that is a design . this design choosen because the reserchers believe that using two groups can see how significance improve the speaking ability of experimental group compare to control group after treathment. The design of the experiment as follow:
E:O1X1O2 C:O3X2O4
Where E : Experimental group C : Control Group
O1 : the pre-test result for the experimental group O2 : the post-test result for the experimental group 03 :
O4 :
X1 : Treatment by using X2 : treatment by using
(Gay, 2006)
B. Research Variables and Their Operational Definition 1. Variables
There will be two variables in this research, they are: a. Independent variable
Independent variable of the study is CTL approach b. Dependent variable
.
1. Operational Definition
The following are the operational definition of variables
a. Writing paragraph ability is the students’ competence in writing paragraph based on the poetry.
c. Poetry is a literature that is explored the poet’s feeling in a very free form.
C. Population and Sample 1. Population
The population of the research will be the second year students of SMA 1 Watansoppeng in academic year 2011/2012. There are 8 classes which and the total number of population will be 266 students.
2. Sample
Due to the total of population was big, the researcher will take two classes, class XI IA 3 as experimental group and class XI IA 4 as the control group. Each group consisted of 30 students..
D. INSTRUMENT OF THE RESEARCH
To collect the data of this research, the researcher will use listening test... The test give to the students as pre test and post test. The pre test give to...
E. PROCEDURE AND COLLECTING DATA
In collecting data, the writer will apply the following procedure. 1. Pre test
The pre-test will be given in the following procedures.
a. The researcher will explain what the students are going to do. b. The pre-test will run for 60 minutes.
1) Pre writing 30 minutes 2) Writing 20 minutes 3) Post writing 10 minutes
c. The researcher will score to the students’ result test. 2. Treatment
a. Experimental group
The researcher will conduct the treatment 3 times and the poem will be given with time allocation 90 minutes (2X45 minutes) every meeting. The procedures of giving treatment will be implemented in pre-activities, while-pre-activities, and post-activities as follows:
a) The researcher greets the students
b) The researcher checks attendance list in class
c) The researcher asks the students about their experience
d) The researcher introduces the students about writing paragraph by using poem.
5) While activities
a) The researcher gives explanation about converting poem into paragraph
b) The researcher instructs the students to read the poetry using insight voice in order to understand the meaning of the poetry. c) The researcher asks the students to take a piece of paper. d) The researcher asks the students to do pre writing by listing
the goals and purposes of writing, the writing target, and organizing idea.
e) The researcher asks the students to develop the words or phrase in poetry to compose a new paragraph by still pay attention on some aspects that they have lists before.
f) The researcher asks the students to revise what they have written.
g) The researcher monitors students’ writing activity.
h) The researcher allows the students to ask the researcher if they found any trouble.
6) Post-activities
a) The researcher asks one students to read his/her paragraph. b) The researcher asks the students to collect their paragraph. c) The researcher explains more about the poetry to the students
whether they understand about the poetry or not and give further explanation about the steps to write paragraph through poetry.
d) The researcher also gives some tips to improve and to strengthen the writing skill.
e) The researcher informs the students what they will do in the next meeting and still give motivation in learning writing. b. Control group
treatment will be implemented in pre-activities, while-activities, and post-activities as follows:
1) Pre-activities
a) The researcher greets the students
b) The researcher checks attendance list in class
c) The researcher asks the students about their experience 2) While activities
a) The researcher asks the students to take a piece of paper.
b) The researcher asks the students to do pre writing by choosing the topic, listing the goals, purposes of writing, and the writing target, collecting some supporting information, and organizing idea.
c) The researcher asks the students to develops the idea in the outline by using information and literature that has been chosen before.
d) The researcher asks the students to revise what they have written.
e) The researcher monitors students’ writing activity.
f) The researcher allows the students to ask the researcher if they found any trouble.
3) Post-activities
a) The researcher asks one students to read his/her paragraph. b) The researcher asks the students to collect their paragraph. c) The researcher explains more about writing paragraph
d) The researcher also gives some tips to improve and to strengthen the writing skill.
e) The researcher informs the students what they will do in the next meeting and still give motivation in learning writing. 3. Post-test
a. After giving the treatment, both group (experimental and control class) will be given writing test.
b. The post-test will be run for 90 minutes c. The researcher scores the students’ test result. F. TECHNIQUE OF DATA ANALYSIS
Criteria Score
1. Calculating the students’ score
Score=Student s
'correct answer
Maximum score ×Weight
2. The researcher scored the score of that would be classified into five levels as follows: 3. Calculating the mean score of the students’ paragraph by using following
formula
Where X´1 = Mean score of the experimental class ´
X1 = Mean score of the control class
∑
X1 = Total raw score of the experimental class∑
X2 = Total raw score of the control classN1 = Total number students of the experimental class
N2 = Total number students of the control class
P=F
N×100
Where :
P = Percentage F = Frequency
N =Total number of sample
5. Finding standard deviation of the student pretest and posttest by applying the formula below
Where SD1 = Standard deviation of experimental class
SD2 = Standard deviation of control class
SS1 = Sum of squares of experimental class
SS2 = Sum of squares of control class
∑
X1 = Sum of all score of experimental class∑
X2 = Sum of all score of control classN1 = The number of student of experimental class
N2 = The number of student of control class
(Gay, 2006) 6. To find out whether the differences between pretest and posttest value of
the test using the formula
t= X´1− ´X2
Where t = Test of significance ´
´
X2 = Mean of control class
SS1 = The sum of squares of experimental class
SS2 =The sum of squares of control class
N1 = The number of students of experimental class
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