INTERACTIVE TECHNIQUES TO IMPROVE STUDENTS
’
L
ISTENING
C
OMPREHENSION
Yuslaili Ningsih
Department of Language, Communication and Tourism,
Politeknik Negeri Jember (POLIJE), Indonesia
Email: [email protected]
A
BSTRACTListening to native speakers in their way is the most challenging skill to learn for EFL students. This study was intended to apply interactive technique to solve the problems of the students of English Department in Listening Comprehension. The interactive technique consisted of kinds of questions to guide the students communication with the teacher that leads them to be able to comprehend the text of listening and encourage student motivation to involve more in teaching learning process.The design used in this study was collaborative Classroom Action Research which involved four stages; planning, implementation, observation, and reflection. The data
is in the form of the students‘ involvement in listening class activities and the result of the students‘ achievement. The instruments used are listening test, observation check list, questionnaire, and interview. The findings showed that by using interactive technique, the students of English Department got much better listening comprehension than before when they were taught by using other listening instructions.
Keyword: interactive technique, listening comprehension
Introduction
Listening is the acquisition of how one can firstly know and comprehend a language through the process of receiving sounds. Although listening is categorized as a passive skill in which students do not merely hear any sound catch and it just passed by without any deep attention, but in fact listening involves process of comprehension to get the meaning of delivered messages. Cahyono and Widiati (2009) argue that the Indonesian EFL students are highly recommended to have listening task involving native speakers of English as models and standards resulting to the importance of learners‘ mastery on listening skill in language learning.
listening comprehension and make it understand not only the lexical forms of a language, but also the discourse aspect meaningfully because listening takes main role in language acquisition. As stated by Brown that Listening as one of English skills that should be mastered by EFL students needs transforming interactively (Brown, 2007; Morley, 2001).
In teaching learning process, there are some difficulties that the students‘ faced. The common difficulty of listening comprehension of students in learning listening skill is that when listening is in process, the students are exposed to flow text. If they failed to recognize a word or phrase they have not understood, they often miss the next part of tape (Harmer, 1998). It can be assumed that the students have difficulty in catching the words, phrases, sentences or other linguistics aspects of that speed of speaker‘s utterance. EFL students were not familiar with English native speaker utterance environment and they rarely listen to English words. Then continuing from that difficulty, they got difficulty to understand the implied meaning and message of the discourse.
The problem that listeners often address is the rapid disappearance of the content of what they listen to. Being accustomed to smaller classrooms and discussion grouping, high school students coming to university for the first time often have to develop new skills of listening, for example note-taking, and using notes as a cognitive learning strategy. According to Ferris and Tagg (1996, cited in Kim, 2004) lack of note-taking skills and problems with note-note-taking as well as listening comprehension are troublesome areas most often reported by international students. Consequently, students‘ lack of comprehension may contribute to their silence in oral classroom discussion.That is why they still need guidance from the instructor.
Teachers‘ role can determine what will happen in listening class. According to Vygotsky (1962) in Dornyei & Murphey (2003), effective learning in students‘ zones of proximal development (ZPD) involves (starting out with) firm leading and modeling on the part of the teacher and (shifting) as students internalize more and more of the processes and teachers learn how to let the listening instruction be applied. This refers that interactive classroom running by a solid teamwork of teacher and students in building communication to have solution in everything they face in learning process whereas the teacher organize the class and play many roles such as controller, facilitator, manager, and as a resource. While the students actively involves in learning process by allowing develop to learn effectively.
Teaching Listening
include instruction in the two-way nature listening. Students need to understand that good listeners (in conversation) are good responders. They know how to negotiate meaning (to give feedback, to ask for clarification, to maintain a topic) so that the process of comprehending can be complete rather than aborted by insufficient interaction (Brown, 2007). The teacher should provide enough chance or time for students to express their opinion, difficulties or problem that they face concerning with the class activities. Newton & Nation, (2009) state that teacher can assist the learners by providing supporting listening in four main ways:
1. By providing prior experience with aspects of the text (i.e., with language, ideas, skills or text- types).
2. By guiding the learners through the text.
3. By setting up cooperative learning arrangements (for example, shared reading approaches).
4. By emphasizing the student's comprehension and clarification of sound source is line with the teaching learning objective.
Interactive Technique of Teaching Listening
Teaching listening using an interactive classroom performance is one of the technique that can include all five of the types of learners actively participate in discussion, debates, conversations, role plays and other pair and group work (Brown, Douglas, H.-2001). First, in the warming up we as the teacher an optional section to help focus on the topic and prepare them. Then in main activity students listen to the recording and fulfill a variety of realistic and authentic tasks. The last an opportunity to personalize the topic and develop the scope of the lesson.
Therefore, teaching listening needs questions from the teacher to keep alive the interactive classroom. Brown & Wragg (1993) list several functions of questions, such as to arouse interest and curiosity concerning a topic, to focus attention on a particular issue or concept, to develop an active approach to learning, to stimulate pupils to ask questions of themselves and others. However, with reference to language teaching, Nunan & Lamb (1996) state that teachers ask questions mainly to check learners‘ understanding, to elicit information and to control their classrooms. Morgan and Saxton (1991) cited in Brualdi (1998) add that teachers ask questions for several reasons. They ask questions to keep their learners involved during lessons, to express their ideas and thoughts, to enable learners to hear different explanations of the material, and to help teachers to evaluate their learners‘ learning and revise their lessons when necessary. Blosser (1975) captures that there are into four categories to give questions to the students:
1. Managerial: questions which keep the classroom operations moving;
statement;
3. Closed: questions used to check retention or to focus thinking on a particular point; and
4. Open: questions used to promote discussion or student interaction.
Following is a list of question types which the researcher uses to analyze students‘ listening comprehension in interactive technique.
1. Display question (managerial category)
Ellis (1994) defines the display question as ―one designed to test whether the addressee has knowledge of a particular fact or can use a particular linguistic item correctly‖. Lightbown & Spada (1999) note that teachers ask display questions not because they are interested in the answer, but because they want to get their learners to display their knowledge of the language. The display questions usually ask in pre listening.
2. Factual questions (rethorical, closed, open categories)
Questions which require the student to recall specific information s(he) has previously learned. Often these use who, what, when, where, etc. These questions are served in discussion in whilst teaching.
3. Structuring questions (managerial category)
Questions related to the setting in which learning is occurring. The researcher uses these questions in the end or in post teaching.
In this study, the researcher got the data which was based on the preliminary study by giving questionnaires to the students, document, and also by observing the teaching learning process of the English students, it was known that the listening class activity seemed ineffective. The teacher just asked the students to open the listening text book or BKPM (Buku Kerja Praktek Mahasiswa) then let the students learned in the part of brainstorming activity. Then, the teacher was playing the tape recorder while the students listened and did the exercises. After they did all the exercises, there was no discussion among the students or activities to support the comprehension of what they have listened because the time spent is just for match the students work and the correct answer gave by the teacher. She did not know how to bring the students to the correct answer. The teacher supplied not enough feedback for the students. This made them have low motivation and achievement in their work of listening. . As shown in the result of student score that most of the them got lower than the passing grade score of English Study program which is 70. They were 37,5% who got score above the passing grade, and 62,5% students who got under the passing grade score.
challenged to solve the problem by applying the interactive technique. It means teaching technique that emphasize in two way communication between teacher and students that leads them to be able to comprehend the text of listening and encourage student motivation to involve more in teaching learning process.
The researcher purposively select the interactive technique for some reasons such as this technique is based on the basic students need that they still need guiding from the teacher to comprehend native speaker utterance from tape recorder in listening class. The teacher should not let them listen to the native speaker from the tape recorder by themselves as the teacher‘s role of controller. The teacher should also create an interactive climate so that the students are encouraged to do or say, feel free to express their language performed, and as a result the teacher can predict everything that they will say and do. Second, interactive technique may create communicative classroom to have student communicative competence which is involved in human interaction. As Dornyei & Murphey (2003) explain, the success of classroom learning is very much dependent on how students relate to each other, what the classroom environment is, how effectively students cooperate and communicate with each other, and of course what roles the teacher and learners play. Third, interactive technique emphasizes in two way communication between teacher and students. The teacher as the resource implements the interactive technique by questions and answer between them to help the students in comprehending the topic discussed, courage them to be actively involved in class discussion who are stimulated by questions from the teacher to explore the student comprehension. This technique can help the student difficulties which is opened by communication and interaction both the teacher and students. It provides chance for the students to express their opinion and devote to the topic of discussion. The advantage of interactive technique in this research includes the interactive principles of structuring a theory of interaction language classroom (Brown, 2007). They are automaticity, intrinsic motivation, strategic investment, language-culture connection, and the students' inter language.
Problems of the Study
In line with the background, the problems of this study can be formulated as follows:
1. How does interactive technique improve the listening comprehension of the students of English Department of Jember State Polytechnic?
Objective of the Study
In accordance with the problem of the study, the objectives of the study are: 1. To describe how interactive technique can improve the listening comprehension of
the students of English Department of Jember State Polytechnic.
2. To describe how interactive technique can improve the active involvement of the students of English Department of Jember State Polytechnic in teaching learning process of listening.
Methods
This research employs collaborative Classroom Action Research (CAR). There are some steps in doing classroom action research; they are planning, implementing, observing, and reflecting in each cycle as promoted by Kemmis and Mc Taggart in 1988.
The research conducted at English Department of Jember State Polytechnic located at Jalan Mastrip PO.BOX 164 Jember, East Java. The researcher purposefully chose State Politechnic of Jember as a setting of this study is based on the consideration that the students had problems in learning listening.
In this research, the first step was preliminary study to detect the problem in listening class. The researcher conducted the research in cycle which consists of four steps, they are: 1) planning the action, 2) implementing the action, 3) observation, and 4) reflection that proposed by Kemmis and Mc Taggart (1988).
Furthermore, the researcher began to plan an action to solve the prolem based on the result of preliminary study and the findings. The activities in planning stage are: a) preparing the teaching technique and material, b) designing lesson plan, c) setting the criteria of success, and d) designing research instruments.
Preparing Teaching Technique and Material
task, reviewed the topic and/or instructed the post listening activity. It was also gave the feedback to the students. All those activities did by asking the questions related the topic and structuring questions.
Designing Lesson Plan
The design consists of objective, instructional media and material, the procedure, teaching learning activities, and evaluation. In designing the lesson plan, the researcher and collaborator referred to the curriculum of English study program.
The instructional objective is designed to achieve the criteria of success. Generally the listening objective points out the ability of students listening comprehension achievement in each meeting. The material was taken from the textbook of listening 2 obtained. The researcher and the collaborator selected 4 units for 4 meetings in one cycle, 3 units for the implementation of interactive technique, 1 unit for final test. While the instructional media to support the material was video and picture related to the topic. The procedure in teaching listening consists of pre-listening, whilst-listening, and post-listening. The teaching learning activities were concerned with the material and the implementation of interactive technique. The evaluation based on the student answer on listening exercise and the involvement or active participation in the class.
Setting Up the Criteria of Success
Based on the results of the Preliminary Study, the criteria of success in this research can be determined. First of all, the improvement of student listening comprehension is identified by the result of listening test. If more than 75% students get the mean score more than the passing grade score (minimum score) which is 70 it is considered successful. Afterward, the student activeness in teaching learning process which is identified by observation check list more than 75% students have actively involved in teaching learning activities, it is categorized successful.
Designing Research Instrument
Four instruments were used in the research. Firstly, the listening test was used to obtain the data of student listening comprehension. The test material took from the student work book BKPM. The data analysis for the students‘ achievement score of listening exercises was based in the following formula:
M = ∑x/ N M = mean score
∑x = total score earned N = number of students
The second instrument is observation check list. It was used for collecting data of the activities during the action application in the teaching listening process. The data from the observation were described by using categories of achievement such as poor, fair, good, very good, and excellent. All data were compared to the criteria of success to have the reflection.
The third instrument was questionnaire. The questionnaire is given to the students to identify and analyze about their opinion of the interactive technique implementation to have personal judgment whether the technique implemented has the advantage for them or not. Afterwards, the researcher employed the interview to have the students' perception on their teacher's performance in applying interactive technique.
Implementing the Action
The activities that the researcher conducted during the implementation of interactive technique to improve student listening comprehension are emphasized on student comprehension and the active involvement in the listening class. The implementation of the action is carried out based on the lesson plan in each meeting.
The first meeting was conducted on April 8th, 2014. The topic is Hotel. In pre-listening, in the opening session, the teacher needed to know about the prior knowledge of the students before come to the material. After greeting, in pre-listening, the teacher asked display questions to the students about hotel activities that may the students knew with some display questions. The example is as the following:
- Have you ever stayed in a hotel? Tell me?
- What kinds of activities the Hotel staffs do? What are they?
- Have you ever listened they make a conversation in English with foreigners? What was it?
- So what is the film about?
- Can you tell me?
Then the teacher played the video about activities at the hotel for some minutes. Then asked question such as the following:
- So what is the film about?
- Can you tell me?
The last is the researcher asked the students to do pre-listening task at Getting Ready session of BKPM all together.
For example :
1. -What was the words have you listened? -What was the quest request?
-What time did the quest ask to finish it? -What was the dialogue talking about?
-So, what hotel department is the guest calling? the correct answer is...? 2. -What was the quest ask for?
-Where was the call destination? -What was the hotel staff said? -Anybody listened the detail words?
-So, who is the person calling? the correct answer is...? - Do we need to playback?
After the discussion, the teacher asked the students to go on the next session. This stage is the tool to measure the achievement of students listening comprehension that showed more than 75% got score more than the passing grade score. In the post activity, the students were given opportunity to do short conversation. The teacher gave the instruction and asked the questions, they are:
1. All that we are talking about has finished, now please make a short conversation related with the hotel activities in pairs
2. What was the dialogue about?
3. Well, are there any questions related with this topic?
4. So mention the new term or vocabularies related to the topic
The second meeting was conducted on April 15th, 2014. The topic was Movie..In Pre-Listening, the teacher asked the students about movie with some display questions. Then play the movie clip. The questions were general questions such as ―Have you ever seen the movie?‖, ―What kinds of film do you like?‖ Then the teacher played the film with the title Freaky Friday. After ten minutes, the teacher stopped it. The researcher asked questions again concerning with the film.
During whilst- listening activity, the teacher stopped for each session to discuss the material. In this case the teacher asked the factual questions concerning the topic. In the post activity, more than ten students raised their hand. At the end the teacher gave some comment for their performance as feedback and motivated them by asking structuring questions to close the meeting.
In the post activity, the teacher gave feedback and review for some minutes by asking structuring questions to close the meeting.
Observation
Observation is used to obtain all the data of teaching learning activities during the implementation of interactive teaching technique. According to Kemmis and McTaggart (1988:13), action researchers need to observe the action process, the effects of action, the circumstances of and constraits on action. In this research, the observation includes observe the students‘ performance, activities, teacher performance in the listening practices. The observer used check list as the tool to observe.
The indicators of observation in the observational checklist are: 1. Paying attention to teachers‘ explanation.
2. Understanding the teachers‘ explanation
3. Asking the teacher if the students do not understand 4. Feeling enough replay the audio twice
5. Responding to the teacher‘s questions 6. Understanding to the teacher‘s instruction 7. Answering to the teacher‘s questions
8. Feeling comfortable and enjoyable in attending the class. 9. Doing the exercises individually/in group
10.Showing enthusiast and interest in teaching learning.
The researcher analyses the data by the following formula: Percentage = Acquired score x 100%
Total score
The Percentage of the Students‘ active involvement: …...%.
The categorized of the number of students who actively involve can be described by the percentage description in the following:
- score 0 = 0-25% means none of students perform (very bad). -score 1 = 26-50% means only a few of students perform (bad) -score 2 = 51-75% means half of the students perform
-score 3 = Most of the students perform (good) -score 4 = All of the students perform (very good).
Reflection
interactive technique was succeed or not. The data is taken from the students‘ tests score or evaluation, observation check list, and questionnaire. Evaluation is carrying out to find the succeed of interactive teaching technique by calculating the mean score of the result in each meeting whether it is taken from the exercise score and students‘ active involvement, or students‘ performance.
The researcher drew a temporary conclusion for each meeting included the test discussion. It was based on the result analysis of each meeting. After that the researcher drew reflection for all the results and findings.
Findings Meeting 1
The Student Achievement
The data of the student achievement after the analysis: M = ∑x/N
= 1.660/21 = 79.05
Based on the above result, it showed that the mean score of student‘s achievement is 79.05 which is more than the passing grade score 70. Only 4.8% or 1 student out of 21 got score 62 which is under passing grade score.
The Student Involvement
According to observation result, student‘s involvement in learning process of meeting 1 can be described after the result of analysis the number of the students who were actively involve were 17.5% which is categorized as very bad , the 82.5% students who passively involve . It means that more than half number of the students have passively involve in teaching learning process.
Reflection
Meeting 2
The Student Achievement
The data of the student achievement after the analysis : M = ∑x/N
= 1.690/2 = 80.5
Based on the result of the student‘s score it showed that most of the students got the score more than 70 with the mean score 80.5. It means that they all got more than the passing grade score.
The Student Involvement
According to observation result, student‘s involvement in learning process of meeting 2 can be described after the result of analysis the number of the students who actively involve 2 checks in categorized good, the students who categorized fair level were 6 checks, and the students who were passively involve/bad were 2 checks. It means that half number of the students have actively involve enough/fair in teaching learning process.
Reflection
The result of teaching learning process analysis showed the students score of their listening comprehension in the second meeting could improve the students‘listening comprehension and achieved the criteria of success determined by the researcher. The students actively involved were more than the first meeting. It reached half of them and categorized as good enough /fair level.
Meeting 3
The Student Achievement
The data of the student achievement after the analysis is 80.4. It means that most of the students got score more than the passing grade score 70. There were 86.8% ( 87%) students got score more than 70, and the rest 13% got under passing grade score.
The Student‟s Involvement
2 in fair category. It means that most of the students have actively involved in teaching learning process.
Reflection
Based on the result of teaching learning process analysis, the students score of their listening comprehension in the third meeting could be inferred that the implementation of interactive technique could improve the students‘ listening comprehension and met the criteria of success. Fortunately many students were actively involved in teaching learning process of third meeting.
Final Test in Meeting 4
On April 29th, 2014. The fourth meeting was focused on the listening comprehension of the Roommates topic as the final test. In the fourth meeting all 24 students were present.
Listening Test
In the listening test the result of analysis of the student‘s score of final test was as the
following:
The final test result Score The Number of
Student
Percentage
97 2 8.3%
96 1 4.2%
95 1 4.2%
94 1 4,2%
93 3 1.3%
92 5 20.8%
91 1 4.2%
90 1 4.2%
89 4 16.7%
87 1 4.2%
86 2 8.3%
82 1 4.2%
75 1 4.2%
Total 24 100%
The achievement of students listening comprehension that is showed from the result of score analysis has mean score 86.7 which is indicate more than the passing grade score 70.
The Student Involvement in Final Test Discussion
According to the observational checklist, the student‘s involvement increased to be almost all of the students who actively involved in the discussion after the final test. There were 5 checks in score 4 which was categorized very good and 5 checks in score 3 which was categorized good.
Reflection
Based on the result of test analysis, the students score of their listening comprehension in listening test could be inferred that the implementation of interactive technique could improve the students ‘listening comprehension and met the criteria of success. Many students were actively involved in discussion the result of their test. They showed good response to answer the teachers‘ factual questions during the discussion. By questions and answer, the students had good listening comprehension and were motivated to express their opinion to be actively involved in class discussion and as a result the interactive classroom could be created. Broadly speaking, the test result was categorized very good and also met the criteria of success.
Findings
Discussion
The discussion is based on how the interactive technique can improve the students‘ listening achievement, the students‘ active involvement in the process of the implementation, and the students‘ response about the interactive technique.
The interactive technique has been proven to overcome students‘ problem. It can be seen from the use of interactive technique to help the students‘ listening comprehension.
The evaluation on listening comprehension intended to know whether the teaching learning process has achieved the objective or not. There are two kinds of evaluation used in this study. The first is dealing with the process of implementation of the action. It was done by observing teaching learning process. The second is dealing with the result of the implementation of the action. It was done by assessing the listening exercise. The result of this study revealed that from the analysis of the teaching and learning process and the students‘ active involvement, the implementation of interactive technique gave satisfactory result on improvement of the students‘ achievement and students‘ involvement.
The implemetation of interractive technique has good response from the research respondent. It is based on the questionnaire and interview after the implementation. The interactive technique can also stimulate students‘ active involvement and participation in teaching learning process in the class. Most of the students increased their comprehension of the text which motivated them to answer the teachers‘ questions. The class environment was different compare with the situation before the implementation. They felt joyful and comfortable in learning process, and many other advantages. The students‘ response of the implementation of interactive technique showed that 96% students agree that interactive technique implementation can increase and help their
79.05 80.5 80.4 86.7
17.5
50
75
87.5
Meeting 1 Meeting 2 Meeting 3 Meeting 4
The Amount ofStudent Involvement
listening comprehension which is 23% students strongly agree and 73% students agree. While only 4% students disagree. It is clear enough that most of the students agree in the interactive technique implementation.
Conclusion
Based on the findings, two conclusions are derived. First the interactive technique can improve students listening comprehension achievement. Second the interactive technique is the appropriate technique to be implemented for listening class as it can improve the students‘ motivation to be actively involved in teaching learning process.
In implementing the interactive technique, it is recommended to pay attention to the principle of interactive communication where the questions become the tool of two-way communication between the teacher and the students to comprehend the text. The steps of interactive technique implementation are; in pre-listening, the teacher asks display questions to have the students‘ prior knowledge of the topic that will be discussed, in whilst-listening ask the factual questions to have students‘ listening comprehension, and ask structuring questions to review the topic discussed in post-listening. In case of interactive technique implementation, the teacher should give more questions to comprehending the text and encouraging students‘ motivation to respond to teachers‘ questions and their involvement in discussion. The teacher should also give chance for the students to express their opinions and give enough feedback to them.
The students‘ response on the interactive technique implementation indicates that this technique can be used in the teaching listening. It is showed from the result of students‘ questionnaire that most of the students agreed of the interactive technique implementation in their classroom.
To sum up, the implementation of interactive technique improves not only the students‘ achievement of listening comprehension but also their active involvement in the teaching learning process. Therefore, interactive technique can be used in the classroom as an alternative technique for teaching listening.
Suggestions
To follow up the findings, some suggestions are proposed in this research. This proposed to the English teacher, other researcher, and English Department.
To the English Teacher
To the Other Researchers
Other researchers are recommended to conduct research on implementing the interractive technique in other language skills such as speaking and reading. The use of media such as video or video klip, pictures etc.are also suggested exploring the interactive technique. Another research design can also be applied on the use of interactive technique to improve the teaching and learning process and the students‘ achievement as well.
To the English Department
It is suggested to facilitate the teaching technology in order to improve the teacher performance teaching learning process. It proposed especially in teaching listening.
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