xv ABSTRACT
Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.
To have a good listening comprehension, students need to expose themselves to input and practices. The way to obtain input and practices is through learning listening. For the majority of Indonesian students, English class is the only time to learn listening. Yet there are only 2-3 contact hours per week in the classroom. As a result, students lack sufficient input and practices. Because of these constraints, a medium for learning listening is necessary. The medium proposed in this study is Fun Listening Android Application (FLAP). The research questions are: (1) Is there an effect of FLAP on the listening comprehension of grade X students?, (2) Is there an interaction effect of FLAP on listening comprehension across the use of listening strategies by grade X students?, and (3) What is learning listening using FLAP like?
This is a mixed-method research involving factorial experimental design supported by qualitative survey design. The sample was 60 tenth grade students of SMAN 1 Depok who made up the experimental and control group. The data collection techniques were listening comprehension tests (pre-test and post-test), questionnaire, and in-depth interview. The research data were the results of two sets of listening tests, the results of the listening strategy questionnaire, and the
students’ responses towards learning listening using FLAP.The results of the test and questionnaire were analyzed using a two-way ANOVA with a post hoc test
while the data of the students’ responses were analyzed descriptively.
The research findings confirm that there is an effect of FLAP on the listening comprehension. The analysis result indicates that the difference between the two techniques (FLAP and non-FLAP) is significant (F=45.6, p=0.00<=0.05). There is also a significant difference between the two strategies
(more varied and less varied) indicated by F=55.6 atp=0.00<=0.05. In addition,
the analysis result shows that there is no interaction effect of technique and listening strategy (joint factors) on the listening comprehension (F=0.19, p=0.66>=0.05). Based on thepost hoctest, the most significant difference lies in
the comparison between students with more varied strategies taught using FLAP and students with less varied strategies taught using non-FLAP technique. Meanwhile, the least significant difference lies in the comparison between students with less varied strategies taught using non-FLAP and FLAP technique. Furthermore, FLAP can support a better learning condition for listening class. FLAP is a helpful medium for learning listening as it provides input (exposure) and practices for them. It also provides a fun situation since it can motivate their learning and is enjoyable for them because of its practicality, flexibility and portability as a learning medium.
xvi ABSTRAK
Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.
Untuk memiliki pemahaman menyimak (listening) yang baik, siswa perlu membiasakan dirinya terhadap input dan latihan. Cara untuk memperoleh input dan latihan adalah dengan belajar listening. Mayoritas siswa belajar listening hanya pada saat di kelas Bahasa Inggris. Sebagai akibatnya, siswa kekurangan input dan latihan. Karena kendala ini, media untuk belajar listening diperlukan. Media yang disarankan pada penelitian ini adalah Fun Listening Android Application (FLAP). Pertanyaan penelitian adalah: (1) Apakah ada pengaruh FLAP terhadap pemahaman listening siswa kelas X?, (2) Apakah ada pengaruh interaksi FLAP pada pemahaman listening dilihat dari strategi yang digunakan oleh siswa kelas X?, dan (3) Seperti apakah belajar listening menggunakan FLAP?
Penelitian ini menggunakan metode kombinasi yang melibatkan desain eksperimen faktorial dan survei kualitatif. Sampel adalah 60 siswa kelas X SMA 1 Depok yang terbagi dalam kelas eksperimen dan kontrol. Teknik pengumpulan data adalah tes pemahaman listening (pre-tes dan pos-tes), kuesioner dan interview mendalam. Data penelitian adalah hasil tes listening, hasil kuesioner strategi menyimak (listening strategy) dan respon siswa terhadap pembelajaran dengan FLAP. Hasil tes dan kuesioner dianalisis dengan ANOVA dua jalur dengan ujiPost Hocsedangkan data respon siswa dianalisis secara deskriptif.
Hasil penelitian menunjukkan bahwa ada pengaruh FLAP terhadap pemahaman listening. Hasil analisis menunjukkan bahwa perbedaan antara dua teknik (FLAP dan non-FLAP) signifikan (F=45.6, p=0.00<=0.05). Tedapat pula
perbedaan signifikan antara dua strategi (lebih bervariasi dan kurang bervariasi) (F=55.6, p=0.00<=0.05). Selain itu, hasil analisis menunjukkan bahwa tidak ada
pengaruh interaksi teknik dan listening strategy (faktor bersama)terhadap pemahaman listening (F=0.19, p=0.63>=0.05). Berdasarkan uji Post Hoc,
perbedaan yang paling signifikan adalah antara siswa dengan strategi yang lebih bervariasi diajar menggunakan FLAP dan siswa dengan strategi yang kurang bervariasi diajar menggunakan teknik non-FLAP. Perbedaan yang kurang signifikan adalah antara siswa dengan strategi kurang bervariasi diajar menggunakan teknik non-FLAP dan siswa dengan strategi kurang bervariasi diajar menggunakan teknik FLAP. Selain itu, FLAP mendukung kondisi pembelajaran yang lebih baik. FLAP sangat membantu para siswa karena menyediakan input dan latihan. FLAP juga menyediakan situasi yang menyenangkan sehingga memotivasi mereka dalam belajar, serta FLAP membuat mereka nyaman dalam belajar karena karakteristiknya yang praktis, fleksibel dan portabel.
i
THE EFFECT OF FUN LISTENING ANDROID APPLICATION (FLAP) ON THE LISTENING COMPREHENSION OF GRADE X STUDENTS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies
by
Maria Wulandari Student Number: 136332014
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
iv
DEDICATION PAGE
“I dedicated this thesis with much love to
my family,
my teachers, my lecturers,andmy best friends
vii
ACKNOWLEDGMENTS
Alhamdulillah, thanks be to Allah, the Almighty, for the blessing poured that this thesis has finally been written up.Firstly, I would like to express my greatest gratitude to my supervisor, Dr. J. Bismoko, whose encouragement, guidance and support have made it all possible for me to finish this thesis. I would also like to express my gratitude to all lecturers of the Graduate Program in English Language Studies of Sanata Dharma University: F.X. Mukarto, Ph.D, Dr. B. B. Dwijatmoko, M.A., Dr. Fr. B. Alip, M.Pd., M.A. and Widya Kiswara, M.Hum. for giving me many valuable things during my years of study.
Secondly, I greatly appreciate the big family of SMAN 1 Depok, Sleman especially to the headmasterDrs. Maskur, the English teacher Priyanta Ari Nugraha, S.Pd. and the tenth grade students especially class XA, XB and XC who have helped me so much during the research.
Thirdly, my special thanks go to my beloved friend, Joan Sanitawhose encouragement and care made me stronger during the process of finishing my study. I am also grateful to my partner in the umbrella project, Ika Fathin Resti Martanti for the encouragement, guidance and cooperation. I also wish to thank all of my friends in English Language Studies, Sanata Dharma University for a beautiful friendship and memory we have during the learning process.
Last but not least, my sincere gratitude goes to my beloved family: my father and mother, my grandfather and grandmother, my sister and brother, for their support, care, prayer, and endless love. I am grateful to all of those who supported me in any respect during the completion of my study. I hope this thesis will be useful for readers and the idea presented is expected to give contribution to the improvement of life quality.
viii
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEFENSE APPROVAL PAGE... iii
DEDICATION PAGE... iv
STATEMENT OF ORIGINALITY... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS... . viii
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
ABSTRACT... xv
ABSTRAK... xvi
CHAPTER I. INTRODUCTION A. BACKGROUND... 1
B. PROBLEM IDENTIFICATION ... 5
C. PROBLEM LIMITATION... 7
D. PROBLEM FORMULATION ... 8
E. RESEARCH GOALS... 8
ix CHAPTER II. LITERATURE REVIEW
A. THEORETICAL REVIEW ... 12
1. Mobile Learning (M-Learning) ... 12
2. Listening ... 14
a. Listening Comprehension... 15
b. Teaching Listening Comprehension... 16
c. Factors Affecting Listening Comprehension ... 19
d. Listening Strategies ... 21
e. Teaching Listening in Senior High School ... 23
f. Listening with Technology... 26
3. Fun Listening Android Application (FLAP) ... 27
B. THEORETICAL FRAMEWORK ... 30
CHAPTER III. RESEARCH METHODOLOGY A. RESEARCH DESIGN ... 39
B. RESEARCH PROCEDURE ... 41
C. DATA ... 48
1. Nature of Data... 48
2. Sources of Data... 48
D. DATA GATHERING... 50
1. Technique ... 50
2. Instrument ... 50
3. Process ... 52
E. DATA ANALYSIS ... 53
x
CHAPTER IV. ANALYSIS RESULTS AND DISCUSSIONS
A. ANALYSIS RESULTS ... 61
1. Quantitative Data (Factorial Experimental Design) ... 61
a. Data from Listening Comprehension Tests ... 62
1) The Pre-test Result ... 62
2) The Post-test Result ... 66
b. Data from Listening Strategy Questionnaires... 71
c. Hypothesis Testing... 72
2. Qualitative Data (Qualitative Survey Method)... 78
a. The Use of FLAP as Media ... 80
b. The Features of FLAP and the Activities in the Classroom ... 83
c. Feelings towards Learning Using FLAP... 87
B. DISCUSSIONS.. ... ... 89
1. The Effect of FLAP on the Listening Comprehension of Grade X Students... 89
2. The Interaction Effect of Learning Technique and Listening Strategy towards Listening Comprehension of Grade X Students ... 92
3. The Description of Students’ Responses towards the Use of FLAP in Learning Listening.. ... 92
CHAPTER V. CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS A. CONCLUSIONS ... 96
B. IMPLICATIONS... 98
xi
xii
LIST OF TABLES
Table 2.1 Basic Competencies for Teaching Listening in Grade X ... 25
Table 2.2 The Pre-Figured Themes for the Interview ... 37
Table 3.1 The Factorial Design 2 x 2 ... 41
Table 3.2 The Experimental and Control Group ... 49
Table 3.3 The Criteria of Listening Comprehension Score... 55
Table 4.1 Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Control Class ... 62
Table 4.2 Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Control Class ... 62
Table 4.3 Descriptive Analysis of the Pre-Test Score on Listening Comprehension of the Experimental Class ... 63
Table 4.4 Frequency Distribution of the Pre-Test Scores on Listening Comprehension of the Experimental Class ... 63
Table 4.5 The Comparison of Descriptive Analysis of the Pre-Test Scores between Experimental and Control Class ... 64
Table 4.6 Normality Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class... 65
Table 4.7 Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 65
Table 4.8 The Results of T-test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 66
Table 4.9 Descriptive Analysis of the Post-Test Score on Listening Comprehension of the Control Class ... 66
Table 4.10 Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Control Class ... 67
Table 4.11 Descriptive Analysis of the Post-Test Score on Listening Comprehension of the Experimental Class ... 68
Table 4.12 Frequency Distribution of the Post-Test Scores on Listening Comprehension of the Experimental Class ... 68
Table 4.13 The Comparison of Descriptive Analysis of the Post-Test Scores between Experimental and Control Class ... 69
Table 4.14 Normality Test of the Post-Test Scores on Listening Comprehension in the Experimental and Control Class ... 69
Table 4.15 Homogeneity Test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 70
Table 4.16 The Results of T-test of the Pre-Test Scores on Listening Comprehension in the Experimental and Control Class ... 70
Table 4.17 The Result of Statistical Test about Students’ Listening Strategy... 72
Table 4.18 Test of Normality ... 73
Table 4.19 Homogeneity Test ... 73
Table 4.20 The Results of Two-Way ANOVA... 74
Table 4.21 The Comparison of Listening Comprehension Mean Scores... 76
Table 4.22 The Results of Post Hoc Test ... 77
xiii
LIST OF FIGURES
Figure 2.1 The Appearance of Front Page and Menu Page of FLAP... 27
Figure 2.2The Appearance of Topics Menu ... 28
Figure 2.3The Appearance of Focus Button (Listen, Practice, Review) ... 29
Figure 2.4 The Appearance of Fun Button ... 29
Figure 2.5 The Conceptual Framework of the Study ... 31
Figure 3.1 Ideal Mean and Ideal Standard Deviation (Sudijono, 2009)... 54
Figure 3.2 The Criteria Formulation (Sudijono, 2009: 175) ... 54
xiv
LIST OF APPENDICES
Appendix 1 The Blue Print of Listening Comprehension Test... 107
Appendix 2 Listening Pre-Test ... 108
Appendix 3 Listening Post-Test... 111
Appendix 4 Audio Transcript of Listening Pre-Test... 114
Appendix 5 Audio Transcript of Listening Post-Test ... 117
Appendix 6 Blue Print of Listening Strategy Questionnaire... 120
Appendix 7 Listening Strategy Questionnaire ... 121
Appendix 8 Interview Guideline ... 124
Appendix 9 Interview Transcripts... 125
Appendix 10 The Pre-Test Score ofStudents’ Listening Comprehension.... 139
Appendix 11 The Post-Test Score of Students’ Listening Comprehension... 140
Appendix 12 The Pre-Test Score of Students’ Listening Strategy... 141
Appendix 13 The Post-Test Score of Students’ Listening Strategy... 142
Appendix 14 The Categorization of Students’ Listening Strategy in Control Class ... 143
Appendix 15 The Categorization of Students’ Listening Strategy in Experimental Class... 144
Appendix 16 Descriptive Statistics of Listening Comprehension Test... 145
Appendix 17 Descriptive Statistics of Questionnaire Result ... 146
Appendix 18 Normality and Homogeneity Test of the Listening Comprehension Test ... 147
Appendix 19 Normality and Homogeneity Test of the Listening Strategy Questionnaire ... 148
Appendix 20 Samples of Materials in FLAP ... 149
Appendix 21 Photo Documentation ... 158
xv ABSTRACT
Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.
To have a good listening comprehension, students need to expose themselves to input and practices. The way to obtain input and practices is through learning listening. For the majority of Indonesian students, English class is the only time to learn listening. Yet there are only 2-3 contact hours per week in the classroom. As a result, students lack sufficient input and practices. Because of these constraints, a medium for learning listening is necessary. The medium proposed in this study is Fun Listening Android Application (FLAP). The research questions are: (1) Is there an effect of FLAP on the listening comprehension of grade X students?, (2) Is there an interaction effect of FLAP on listening comprehension across the use of listening strategies by grade X students?, and (3) What is learning listening using FLAP like?
This is a mixed-method research involving factorial experimental design supported by qualitative survey design. The sample was 60 tenth grade students of SMAN 1 Depok who made up the experimental and control group. The data collection techniques were listening comprehension tests (pre-test and post-test), questionnaire, and in-depth interview. The research data were the results of two sets of listening tests, the results of the listening strategy questionnaire, and the
students’ responses towards learning listening using FLAP.The results of the test and questionnaire were analyzed using a two-way ANOVA with a post hoc test
while the data of the students’ responses were analyzed descriptively.
The research findings confirm that there is an effect of FLAP on the listening comprehension. The analysis result indicates that the difference between the two techniques (FLAP and non-FLAP) is significant (F=45.6, p=0.00<=0.05). There is also a significant difference between the two strategies
(more varied and less varied) indicated by F=55.6 atp=0.00<=0.05. In addition,
the analysis result shows that there is no interaction effect of technique and listening strategy (joint factors) on the listening comprehension (F=0.19, p=0.66>=0.05). Based on thepost hoctest, the most significant difference lies in
the comparison between students with more varied strategies taught using FLAP and students with less varied strategies taught using non-FLAP technique. Meanwhile, the least significant difference lies in the comparison between students with less varied strategies taught using non-FLAP and FLAP technique. Furthermore, FLAP can support a better learning condition for listening class. FLAP is a helpful medium for learning listening as it provides input (exposure) and practices for them. It also provides a fun situation since it can motivate their learning and is enjoyable for them because of its practicality, flexibility and portability as a learning medium.
xvi ABSTRAK
Maria Wulandari. 2015. The Effect of Fun Listening Android Application (FLAP) on the Listening Comprehension of Grade X Students.Yogyakarta: The Graduate Program in English Language Studies.
Untuk memiliki pemahaman menyimak (listening) yang baik, siswa perlu membiasakan dirinya terhadap input dan latihan. Cara untuk memperoleh input dan latihan adalah dengan belajar listening. Mayoritas siswa belajar listening hanya pada saat di kelas Bahasa Inggris. Sebagai akibatnya, siswa kekurangan input dan latihan. Karena kendala ini, media untuk belajar listening diperlukan. Media yang disarankan pada penelitian ini adalah Fun Listening Android Application (FLAP). Pertanyaan penelitian adalah: (1) Apakah ada pengaruh FLAP terhadap pemahaman listening siswa kelas X?, (2) Apakah ada pengaruh interaksi FLAP pada pemahaman listening dilihat dari strategi yang digunakan oleh siswa kelas X?, dan (3) Seperti apakah belajar listening menggunakan FLAP?
Penelitian ini menggunakan metode kombinasi yang melibatkan desain eksperimen faktorial dan survei kualitatif. Sampel adalah 60 siswa kelas X SMA 1 Depok yang terbagi dalam kelas eksperimen dan kontrol. Teknik pengumpulan data adalah tes pemahaman listening (pre-tes dan pos-tes), kuesioner dan interview mendalam. Data penelitian adalah hasil tes listening, hasil kuesioner strategi menyimak (listening strategy) dan respon siswa terhadap pembelajaran dengan FLAP. Hasil tes dan kuesioner dianalisis dengan ANOVA dua jalur dengan ujiPost Hocsedangkan data respon siswa dianalisis secara deskriptif.
Hasil penelitian menunjukkan bahwa ada pengaruh FLAP terhadap pemahaman listening. Hasil analisis menunjukkan bahwa perbedaan antara dua teknik (FLAP dan non-FLAP) signifikan (F=45.6, p=0.00<=0.05). Tedapat pula
perbedaan signifikan antara dua strategi (lebih bervariasi dan kurang bervariasi) (F=55.6, p=0.00<=0.05). Selain itu, hasil analisis menunjukkan bahwa tidak ada
pengaruh interaksi teknik dan listening strategy (faktor bersama)terhadap pemahaman listening (F=0.19, p=0.63>=0.05). Berdasarkan uji Post Hoc,
perbedaan yang paling signifikan adalah antara siswa dengan strategi yang lebih bervariasi diajar menggunakan FLAP dan siswa dengan strategi yang kurang bervariasi diajar menggunakan teknik non-FLAP. Perbedaan yang kurang signifikan adalah antara siswa dengan strategi kurang bervariasi diajar menggunakan teknik non-FLAP dan siswa dengan strategi kurang bervariasi diajar menggunakan teknik FLAP. Selain itu, FLAP mendukung kondisi pembelajaran yang lebih baik. FLAP sangat membantu para siswa karena menyediakan input dan latihan. FLAP juga menyediakan situasi yang menyenangkan sehingga memotivasi mereka dalam belajar, serta FLAP membuat mereka nyaman dalam belajar karena karakteristiknya yang praktis, fleksibel dan portabel.
1 CHAPTER I INTRODUCTION
In this chapter I would provide readers with the background to the research. This includes a justification of the study in terms of the need for investigating the effect of Fun Listening Android Application (FLAP) on the listening comprehension of grade X students. In addition, this chapter also provides the identification of the problems, and the limitation of the problems which provide the background to the framing of the research questions to be addressed in his study. The goal and the benefits of the research would also be elaborated in this chapter.
A. BACKGROUND
The demand of English competence is rising recently along with the development of various aspects of human life. English has long been an international language which is learned by diverse students from all around the world. As a global lingua franca, English in Asia especially in Indonesia is regarded as important for getting job, interacting with foreign people, preparing academic future, and so forth. To be competent in English, ones should master its four skills: listening, speaking, reading and writing. Those skills are related one another. In educational context, especially English teaching and learning, they cannot be separated because they may support each other in enhancing language acquisition. The EFL teachers should give attention to each of those skills.
researchers’ interest in conducting research because in fact there are a lot of problems in the field related to English learning achievement. One problem of the English learning achievement is related to listening skill. Listening skill is one of the important skills to master.It plays significant role in the development of overall language competence since it provides language input. It is believed that comprehensible input will support the process of learning the language and thus will help students to achieve the goal of language learning, that is to be able to communicate by using the language. Furthermore, in the view of what it means to learn language, listening is considered as the way of learning language sinceit gives information to build up the knowledge necessary for using the language. When this knowledge is built up, the learner can begin to speak (Nation and Newton, 2009: 38).
In the school, students’ listening skill is often correlated with their test results in the final examination. In fact, most of the students in Indonesia have not achieved satisfactory level in their listening comprehension test. Many of themstill complain about their difficulties in comprehending spoken texts. One of the possible factors is because they have limited opportunity to practise. This problem is culminated because many teachers give less attention to listening skill (Field, 2009: 1). To some extent, teachers do not encourage students’ listening habit. The lack of chance to learn listening is also frequently accompanied by the lack of media used in the English learning process of listening in the classroom.
listening there are some alternative media that can be used like video, tape-recorder, television, radio, and so on. Despite the availability of media, it seems that teachers do not use it so frequently in the teaching and learning process. The use of media for teaching listening is still limited. Sometimes, although they are available, many teachers have not maximized the use of media in teaching listening because of the limitation of knowledge or fund. Whereas, media are important to support teaching and learning process of listening.
are a lot of applications and features that they can use especially the social media applications and games.
Along with the development and the growth of Androidsmartphone, there are many Android learning application developed recently to facilitate students in learning. One of the learning application product is FLAP (Fun Listening Android Application). FLAP is an Android application for learning listening which is the product of a research and development project in Sanata Dharma University. The product was researched and developed by Martanti (2015). Meanwhile, the recent research is essentially afollow up of that project, that is the implementation of the product to see its effect in improving students’ listening comprehension. According to the previous study by Martanti (2015), FLAP has fulfilled principles of m-learning model. Therefore, it is believed that FLAP can facilitate students in learning listening so that students have better comprehension. FLAP offers some features which can be used for students to develop their listening skills. It is also completed by the concept of fun learning which is expected to motivate students when they learn listening. In addition, FLAP offers students independent learning because they can learn listening without the limitation of time and space. It is expected that it can create higher efficiency in the teaching and learning of listening.
listening comprehension.In discovering the effect, there are a lot of variables that may influence listening comprehension. One of them is listening strategy. Listening strategy needs to be considered in this research therefore it is necessary to investigate the interaction effect of FLAP on listening comprehension across the use of strategies. Interaction effect happens when the effect of an independent variable towards the dependent variable depends on the level of other independent variable. So, the effect of FLAP towards listening comprehension may differ depends on the level of the use of listening strategy. If, for example, listening strategy is divided into more varied and less varied strategy, the effect of FLAP might be different towards listening comprehension of grade X students.
B. PROBLEM IDENTIFICATION
There are many problems in the teaching and learning process of listening. In the context of Indonesia, the problems may arise from various aspects. The first problem, for example,deals with students’ listening comprehension achievement. As everybody knows, listening is one of the skills which is tested in the national examination. However, there are many students who are still complaining about their difficulties in comprehending the spoken text. They often get low score on the listening comprehension test. The students’ difficulties in listening may be caused by the process of comprehending the spoken text itself. Students commonly listen word by word and because of that they are distracted and cannot comprehend the spoken text very well. Students also often find it difficult to follow the speed of the speakers in the conversation.
skill. The emphasis put by most of English teachers in teaching isthe other skills like reading and writing. Listening skill is undervalued. Some teachers do not encourage students to develop their listening skill during the class hours. Whereas, motivation from the teacher is also important in order thatthe students develop their listening skills.
The third problem deals with the listening habit. In Indonesia where English is treated as a foreign language, there is only limited exposure in the environment. Students actually can access the exposure along with the development of electronic devices such as television, radio, computer, etc. However, not all students have good listening habit to English outside the class. Students sociocultural background may also affect their listening habit. Students who are considered rich in their sociocultural background might be more motivated to listen to spoken English such as through films, songs, podcasts and so on. Meanwhile, students who are considered poor in their sociocultural background might be less motivated to listen to spoken English so that they get less frequent exposure to the target language, that is English.
learning process of listening monotonous. Thus, it makes students demotivated. When the students feel demotivated, they have less attention to learning and their comprehension tends to be poor.
The last but not least, the problem of listening skill arises from the lack of practice by students. It is also stated by Tyasari (2010: vii) who conducted a research on listening comprehension. She stated that one of the reasons that students considered listening difficult is lack of practice. English sounds are different from the words written in the paper. Also, there is a context which include in an English conversation. It becomes sources of difficulties by students because they do not familiar with those aspects. It is because they rarely get opportunities in the school as well as outside the school in practising their listening skills.
C. PROBLEM LIMITATION
D. PROBLEM FORMULATION
This study is conducted to answer three research questions:
1. Is there an effect of FLAP on listening comprehension of grade X students? 2. Is there an interaction effect of FLAP on listening comprehension of grade X
students across the use of strategies?
3. What is learning listening using FLAP like?
E. RESEARCH GOALS
The goal of this research is threefold. First, I would like to discover the effect of FLAP on the listening comprehension of grade X students. As mentioned earlier, FLAP is the product of an R and D project. It has fulfilled the principle of m-learning. However, it has not been implemented as the part of teaching-learning process of listening in the school. Therefore, this research tries to fill this gap. Discovering the effect of FLAP is important to check how the media works in the real practice. It is done by employing an experimental design, that is finding out
the difference of the students’ achievements between the experimental and the
control group after the treatments using a two-way ANOVA statistical procedure.
In addition, the students’ achievement is also presented in the descriptive statistics
to show at glance the comparison between the score obtained by experimental and control group. The significance level of 0.05 is used to determine whether the difference is significant or not. If the difference is significant, then, it means that there is an effect of FLAP on the listening comprehension of grade X students.
variable depends on the level of other independent variable. This goal of the research is related to the first goal above, to discover the effect of FLAP or the the effect of the learning technique. However, listening comprehension might not only be affected by the learning technique used in the learning process because there are still many factors affecting listening comprehension. Rather than FLAP only, other possible factors may influence the attaintment of the first goal. In this research listening strategy is selected and considered a strong factor that may influence the effect of FLAP. Therefore, in addition to discovering the effect of technique (FLAP and non-FLAP), I would also like to discover the joint effect of the technique (FLAP and non-FLAP) and the listening strategy (more varied and less varied) used by the students towards their listening comprehension. If, for example, there is an interaction effect, it means that the effect of FLAP may differ depends on the level of the use of listening strategy. However, if there is no interaction effect, it means that the effect of FLAP does not depend on the level of the use of listening strategy.
F. RESEARCH BENEFITS
This research is expected to give some benefits. Theoretically, this study is expected to facilitate the emergence of new technique of teaching listening comprehension using media especially Android application. It is also expected to give contribution to mobile-assissted language learning studies since it shows how FLAP as one form of Android application for learning listening can effectively facilitate students to improve their listening comprehension. Although there have been many researchers carrying out researches on MALL, it is possible that there are still some works left to be done and some information need to be uncovered.By discovering the effect of FLAP on students’ listening comprehension, its interaction effect with listening strategy and the students’ responses about the use of FLAP, it is expected to give better prediction, control, and explanation about the implementation of learning using Android application in the field of English Education.The findings of this study can be used to give insight for evaluating the effect of applying Android application for learning and to stimulate more studies on the use of Android application in the English teaching-learning process.
12 CHAPTER II LITERATURE REVIEW
In this chapter, the researcher discusses some theories that are used as theoretical base for the research. This chapter consists of the theoretical review and theoretical framework followedby the hypothesis and a pre-understanding.
A. THEORETICAL REVIEW 1. Mobile Learning (m-learning)
Nowadays, mobile phones are popular in education since its portability and wide access (Tayebinik and Puteh, 2012: 60). Morevover, mobile phones with high capabilities (smartphones) have been extensively accessible among the society. The accessability of mobile phones or smartphones have attracted
researchers’ interest in developing media for learning. There has been growing evidence of using mobile phone as the media for learning which is familiar with the term mobile learning (m-learning).
309) also mentioned two other characteristics of mobile learning: portability and connectivity.
Mobile learning has been popular in language learning. The use of mobile phones in language learning is also known as Mobile-Assissted Language Learning (MALL). Mobile learning can be in the classroom but it is more frequently done outside the classroom. Usually, teachers lack time in presenting all materials in the classroom. In this case, mobile learning will be fruitful to solve the problem. Students can learn and practise more outside the class through their mobile phones. Because of its practicality, Miangah and Nezarat (2012: 311) even state that mobile learning technology is more useful for doing activities outside the classroom. In other words, mobile learning (m-learning) is a new learning that
has great potential to make ‘learning’ on the ‘move’ and ‘anytime, anyplace
learning’ a realization (Lee, 2005 cited in Kim, 2014; Demouy and Kukulska-Hulme, 2010).
Some studies has shown the success of using mobile phones. Kiernan and Aizawa (2004 as cited in Tayebinik & Puteh, 2012: 58) conducted a study about
the effectiveness of course delivery on Japanese university students’ achievement
(2010 cited in Kim, 2014: 69) studied the effects of m-learning on English listening. They found that students who practised listening exercises through mobile phones improved their listening comprehension skills.
In integrating mobile devices to language learning, Kim (2013: 12) stated that mobile devices need to be supported based on a variety of learning theories and methodological approaches.Therefore, in terms of teaching listening, teachers need to pay attention to learning theories and learning approaches which are suitable for the classroom context and the students’ needs. One of the points that teachers need to consider is the materials selection. Teachers need to select the
materials which are relevant to students’ interests, includes variety of conversation types, modes of presentations and situations, as quoted from Elkhafaifi (2005) and Kao (2006) cited in Kim (2013: 14).
2. Listening
a. Listening Comprehension
As stated in the paragraph above, listening is a purposeful activity. Everyone has a purpose when listening to spoken text. Wolvin and Coakely (1996 as cited in Goh, 2002: 2) classifies five types of purposeful listening which is important for individual. They are discriminative, comprehensive, therapeutic, critical and appreciative. In the language classroom, listening is often considered comprehensive or it is commonly called listening comprehension. It is listening to understand the message.Mendelsohn (1994 in Gilakjani and Ahmadi, 2011: 978) defines listening comprehension as the ability to understand the spoken language
of native speakers.’ O‘Malley, Chamot, and Kupper (1989 in Gilakjani and Ahmadi, 2011: 978) offer a useful and more extensive definition that listening comprehension is an active and conscious process in which the listener constructs meaning by using cues from contextual information and from existing knowledge, while relying upon multiple strategic resources to fulfill the task requirement.
Furthermore, Buck (2001: 1-2) states that comprehension can be classified into comprehension of linguistic and non-linguistic knowledge. Comprehension of
linguistic knowledge means the learners’ understanding on the knowledge of
phonology, lexis, syntax, semantics, and discourse structure. Meanwhile, comprehension of non-linguistic knowledge refers to the learners’ understanding on the knowledge about the topic, context and general idea about the world.
“acquisition can take place only when people understand messages in the target
language” (cited in Richards & Rodgers, 2001: 180). Furthermore, in more recent literature, Richards and Renandya (2002: 205) strengthen the importance of comprehension by stating that comprehension is important not only because it precedes production chronologically (in L1 anyway, and in L2 too in many cases),
but primarily because, “it appears to be the basic mechanism through which the
rules of language are internalized”.
According to Anderson and Lynch (1988, in Gilakjani and Ahmadi, 2011: 978), arguing what is successful listening, understanding is not something that happens because of what a speaker says: the listener has a crucial part to play in the process, by activating various types of knowledge, and by applying what he knows to what he hears and trying to understand what the speaker means.
Besides for acquisition, listening comprehension skill plays an important role in autonomous learning. Field (2007, in Kurita, 2012: 40) argues: “True learner empowerment consistsof the freedom to learn outside the teaching context and the ability to continue learning after instruction has finished.” Rost (1994 in Richards and Renandya, 2002: 239) points out that listening is vital in the language classroom since it provides input for the learners. Regarding the importance of listening comprehension as discussed above, teachers need to make
efforts to develop students’ listening comprehension. b. Teaching Listening Comprehension
assumed to play a significant function in the teaching and learning process since the beginning of 1900s (Rost, 2002: 15). In the era of communicative language teaching today, listening skill is inevitably important in the process of developing communicative competence. Listening activities can provide input and model for learners in order to be able to produce spoken language. Despite the importance of teaching listening, the development of appropriate methods and media for listening instruction is relatively slow. In most of the country where English is taught as a foreign language, listening is considered as a ‘Cinderella’ skill which does not get enough attention compared with other skills. Moreover, in Indonesia, many teachers put more emphasis on reading and writing in the English teaching and learning process.
When teaching listening, it is also crucial for teachers to establish appropriate teaching sequences or teaching phases. Teaching phases will help teachers to organize their teaching better and to give scaffolding to students so that the students can learn more effectively and efficiently. There are some common phases that can be applied in teaching listening: pre-listening activities, while-listening activities and post-listening activities. In this study, these phases are combined with the language learning approach which is selected for this study to teach listening comprehension, i.e. task-based listening.
The first phase is pre-listening activities. Pre-listening activities, according to Vandergrift (2003), can help listeners focus their attention on meaning while listening. According to Gilakjani and Ahmadi (2011: 982), pre-listening activities
have two primary goals: (a) to help to activate students‘ prior knowledge, build up
students to learn in more detail about the language features they have found in the materials presented in the previous phase. Learning language features for example some expressions or vocabularies that they have listened before is important since it will likely make the students notice to the target language. As Schmidt (2010) has stated, noticing is important for helping learners to process input into intake so that later they will be able to use it for communication.
From the paragraph above, it can be concluded that giving lots of practice to students is important for them to improve their listening comprehension. However, teachers should not teach listening by merely giving lots of practice. They also need to consider the sequence of teaching that can assist students in improving comprehension and developing their listening skills. The appropriate approach to teaching is also necessary to be applied. Task-based approach is use
by considering the practicality and students’ familiarity to this approach that make
it feasible for the research.
c. Factors Affecting Listening Comprehension
As a good English teacher, it is important to know the factors affecting the
students’ listening comprehension. Understanding of the factors is crucial like
how they can affect performance in listening comprehension, which difficulties the factors can originate from and so on.
spoken one. For example the word ‘ship’ and ‘sheep’ which are pronounced differently between the vowel /ı/ and /i:/ but they look the same when it is heard from the recording. According to Ur (1984; 11), it takes a considerable amount of practice for the students to understand things like that. Besides that, in the school, there is little amount of time given by the teacher to learn listening.
A study by Ardila (2013: 103) mentioned some factors affecting listening comprehension. They are motivation, paralinguistic features, the lack of
vocabulary, lack of concentration, teachers’ methodology and variety of tasks, and
the learners’ background knowledge. Another study on listening by Arief (2013: 55) stated five factors that make students difficult in listening, they are: 1) colloquial language, 2) stress, rhytm and intonation, 3) reduces forms, 4) redundancies, and 5) accents. In addition to factors mentioned by Arief, Underwood (1989 as cited in Gilakjani and Ahmadi, 2011: 981-982) stated seven causes of obstacles to listening comprehension. First, listeners cannot control the speed of delivery. Second, listeners cannot always have words repeated. Third, listeners have a limited vocabulary. Fourth, listeners may fail to recognize the signals which indicate that the speaker is moving from one point to another, giving an example, or repeating a point. Fifth, listeners may lack contextual knowledge. Sixth, it can be difficult for listeners to concentrate in a foreign language. Seventh, students may have established certain learning habits such as a wish to understand every word.
and non-linguistic factors. Linguistic factors are, for example, lack of vocabulary, poor understanding of sentence relation, poor recognizing of reduces forms, lack of understanding towards colloquial language and so on. Non-linguistic factors are for example lack of motivation, concentration, background knowledge, listening strategy, anxiety, and related to the way the spoken text is presented.Meanwhile external factors are the factors which come from the environment. For example the environment does not support them to develop listening habit, lack of input and practices and lack of immediate feedback when listening.
To tackle problems related to internal factors like the linguistic factors, students need to have a lot of practice.Long time ago, there was also a study conducted by Boyle (1984) on factors affecting listening comprehension. He conducted a survey to thirty teachers from two universities in Hongkong, Polythecnic, teacher training colleges and schools. In addition to teachers, he also involved sixty students who have just finished secondary education in the survey.This study discovers that both teachers and students consider lack of practice the most important factor. Therefore, practice is important in listening comprehension. In addition, to tackle problems of non-linguistic factor as well as the external factors, a supportive environment to support students in learning listening is very crucial to be established.
d. Listening Strategies
2001: 10). To be successful in listening comprehension, many studies have revealed the importance of listening strategy. Most of the studies said that the use of listening strategy may help learners to be an independent and competent learner. Oxford (1990 as cited in Rahimi, 2012: 551) argues that strategies are important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. To define learning strategies, it is better first to know learning strategy as listening strategy is a part of it. In the Concise Encyclopedia of Educational Linguistics (1999as cited in Rahimi, 2012: 551), Oxford offers this definition: learning
strategies for second or foreign language learners are “specific actions, behaviors,
steps, or techniques that students use to improve their own progress in developing skills in a second or foreign language. These strategies can facilitate the
internalization, storage, retrieval, or use of the new language.” There are various
strategies that can be used for listeners in listening. In this research, I took the
taxonomy from Vandergrift. Vandergrift (1997b) taxonomy is based on O’Malley
and Chamot (1990, 137-139); Oxford (1990, 21); Vandergrift (1996). He proposed three types of strategies, metacognitive, cognitive, and socio-affective. Harmer (2008: 34) explained that cognitive strategies are strategies that we use in order to complete an immediate task. For example, a student may find out about the topic before listening, in order to predict content. Metacognitive strategies are related to learning in general and often have long-term benefits. For example students might choose to tune in to a BBC recording once a week as a strategy for improving their listening. Socio-affective strategies are concerned with the
example they may choose to rehearse a telephone conversation in L2 with another student in order to develop confidence, or reward themselves with a doughnut when they successfully complete some task in the target language.
As listeners, especially in the countries that treat English as a foreign language, often face difficulties in listening, they will naturallyemploy different kinds of listening strategies ranging from cognitive, metacognitive and socio-affective strategies as explained above.Considering the close relation of listening strategy in listening process, it is important to consider it in improving listening comprehension. In this case, listening strategy is taken as a moderator variable of the research. It is not manipulated yet it is observed to strengthen the external validity of the research results. It means that the involvement of listening strategy
in this research is to explain whether the effect of FLAP on the students’ listening
comprehension can be generalized across all the types of listening strategies students belong to (more varied or less varied strategies).
e. Teaching Listening in Senior High School
level, people are able to express knowledge into the target language (Wells, 1987 cited in BSNP, 2006: 234).
The teaching and learning of English in senior high school aims at assisting learners to achieve the functional and informational level. In the listening class, students are expected to be able to understand spoken language that they often find to fulfill the daily needs such as listening to conversations, listening to short functional texts, and some spoken text types.
Considering the needs of learning listening for senior high school students, teachers should also be aware that listening involves complex skills. Comprehending spoken texts which are complex needs lots of practice. The practice can be done by employing students to various microskills. This will make the students familiar with the effective way to listen to target language. Therefore, in the teaching program, teachers need to consider teaching some listening microskills to the students.Below is the microskills of listening comprehension proposed by Richards (1983 in Brown, 2001: 256).
1. Retain chunks of language of different lengths in short-term memory. 2. Discriminate among the distinctive sounds of English.
3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in signalling information.
4. Recognize reduced forms of words.
5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
6. Process speech at different rates of delivery.
7. Process speech containing pauses, errors, corrections, and other performance variables.
8. Recognize grammatical word classes (nouns, verbs, etc), systems (tense, agreement, pluralization), patterns, rules, and elliptical forms. 9. Detect sentence constituents and distinguish between major and minor
constituents.
10. Recognize that a particular meaning may be expressed in different grammatical forms.
12. Recognize the communicative functions of utterances according to situations, participants, and goals.
13. Infer situations, participants, goals using real-world language.
14. From events, ideas, etc., described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
15. Distinguish between literal and implied meanings.
16. Use facial, kinesic, body language, and other nonverbal clues, to decipher meanings.
17. Develop and use a battery of listening strategies such as detecting keywords, guessing the meaning of words from context, appeal for help, and signaling comprehension of lack thereof.
Teachers do not need to force students to master all of the skills above at one time. Teachers can select some of them to focus on for a certain period of time during the teaching and learning process.In the field of language teaching in a formal situation, teachers should follow the national curriculum. In the recent regulation, the government has given option for each school to adapt a certain curriculum proposed by the government, that is 2006 Curriculum or 2013 Curriculum. In the context of the school in which the research is conducted, the curriculum adopted is KTSP 2006. Therefore, in this research, the listening materials is based on KTSP 2006. The basic competenciesif listening skillare presented below.
Table 2.1 Basic Competencies for Teaching Listening in Grade X
No. Basic Competencies Topic/Material
1.1 Responding meanings in transactional (to get things done) and interpersonal (to socialize) conversations both in the formal and informal occasion that use accurately, fluently and acceptably simple spoken discourses in daily life contexts and involve action and expressions of: introducing people, greetings/leave-takings, accepting offers/invitations, accepting and cancelling appointments.
2.1 Responding meanings accurately, fluently and acceptably in simple short of functional spoken text (e.g. announcement, advertisement, invitation, etc.) both in formal and informal occasion used in various daily life contexts.
1. Advertisement (short monologue) 2. Announcement
(short monologue) 8.2 Responding meanings in simple spoken
monologue texts that use spoken discourses accurately, fluently and acceptably in daily life contexts in the forms of narrative, descriptive, and news item.
The development of technology today has brought many benefits for daily life. In addition to daily life, many educators and experts believe that technology can be employed in teaching-learning activities in order to improve the outcomes. In addition to the outcomes, technology often positively contributes to the
learning process itself as cited from Kurniawati (2012: 158), “Technology can be
an effective alternative to improve students’ learning process and achievements.”
Therefore, employing technology in teaching-learning activities can be a useful idea for English teachers who want to have better process as well as better outcomes.
gives emphasis that the widespread availability of some technological devices such as audiotape, videotape, CD-ROMs, DVDs and internet downloads of sound and video filescan be potential input for language learning.
Nowadays, technology has been growing more advanced. There is a new mode of learning using technology, namely by using mobile phone or recently the more sophisticated one, that is using Android smartphone. Learning by using mobile phone as the media can be called as mobile learning.
3. Fun Listening Android Application (FLAP)
Fun Listening Android Application (FLAP) is a product developed under R and D projectby Martanti (2015) and had been tested for its feasibility as the media for learning listening. FLAPwas developed by using the program named appinventor, that is by accessing http://ai2.appinventor.mit.edu/. FLAP consists of some parts, that is the front page, home page, and content page. Each screen is connected to other screens by clicking at the instruction button. The front page of the product is featured by picture and the instruction button “enter” to enable students to go to the next screen, that is the menu.
In the menu page, there are four buttons: Focus, Fun, Final and Forum.
‘Focus’ menu includes the audio materials, exercises, and the vocabulary review.
Fun menu includes entertainment such as songs, stories and poems. Final menu consists of some examples of the national exams questions for practice.
Meanwhile, the ‘Forum’ menu provides a place for students to share or to communicate with teachers or other students. The ‘Focus’ menu, if it is clicked it will lead to‘Topics’which consists of fifteen units respresenting different themes such as Introducing Oneself and Others, Showing Sympathy, Describing People, Visiting Jatim Park and Announcement.
Figure 2.2 The Appearance of Topics Menu
Figure 2.3 The Appearance of Focus Button (Listen, Practice, Review) The next part is Fun which consists of language, stories and poems. Through this page, students can get entertainment in learning English by listening to the fun audio. There are various songs, stories and poems that the students can listen while they can also learn through it. The examples of the Fun page can be seen below.
The last button in the homepage that can be used for learning is the Final button. In the Final page, students can learn by doing some exercises which mostly are taken from examples of the national exams questions. This is to give challenging opportunities for students to review their ability in listening after they get some practices in the Focus and Fun page.
B. THEORETICAL FRAMEWORK
The first objective of the study is to discover the effect of FLAP on the listening comprehension. As it is known, there are many problems related to listening comprehension. This research tries to discover whether FLAP can be effective media to solve listening comprehension problems and to improve students listening comprehension. According to the theory, problems of listening comprehension are many. Underwood (1989 in Chen, 2005) stated that there are
seven listening problems often faced by learners: (1) listeners’ limited vocabulary,
(2) failure to recognize the signals, (3) lack of control over the speed at which the speaker speaks, (4) problems of interpretation, (5) not being able to get things repeated, (6) inability to concentrate, and (7) lack of listening habit
Figure 2.5 The Conceptual Framework of the Study
Listening comprehension is a complex cognitive process. Therefore, listening comprehension is difficult in a second or foreign language (Lynch and Mendelsohn, 2002: 207). There are many factors contributing to the success of understanding messages in spoken language. One of them is related to the
students’ familiarity with features of spoken language. Students especially in EFL
as stated by Newby, Stepich, Lehman and Russel (2000: 100) is to facilitate student learning. It may serve as source of input. FLAP as media for learning listening provides input in the forms of various spoken texts including transactional and interpersonal type, dialogue and monologue as well. Through this way, students are expected to be able to be familiar with vocabularies, expressions and sound signals in English.
Listening, with its complex process not only requires students to be familiar with the input (exposure). It also requires students to process the input in the forms of spoken text. In fact, students often find it difficult in the listening process. As stated by Underwood (1989 cited in Chen, 2005), several problems related to the listening process are lack of control over the speed at which the speaker speaks, problem of interpretation and not being able to get things repeated. Those problems actually can be solved through extensive practice of listening. Whereas it is important to familiarize students with input, it is also necessary to familiarize students with practice. This can be done by using FLAP. FLAP provides various types of texts and tasks (exercises) which are useful for
developing students’ listening comprehension skills.
Listening also involves affective factors such as being motivated and
stimulated to attend to another person’s message (Weaver, 1972 cited in Gungor, 2012: 127). In the listening classroom, in which students are put into a one-way
listening, affective factors can be interpreted as the students’ motivation towards
Another listening problem according to Underwood is the lack of concentration. The lack of concentration may correlate with affective factors since
it is often caused by students motivation towards listening. Students’ lack of
motivation may decrease students’ concentration in listening. Also, technical
problem such as unclear audio may lead students to give up easily from listening activity because their concentration are distracted. In FLAP, listening materials are presented in more interesting mode of presentation than the media in traditional class which use the class speaker and paper pencil exercises. This characteristic is expected to engage students to practice listening. Besides that, using FLAP, technical problems like unclear audio when listening using speaker in the classroom can be solved. By learning using FLAP students may use earphone to reduce sounds from outside and they can adjust by themselves the volume of the audio based on their needs so that they can enjoy listening with better condition.
In addition, in listening class, there is also one problem which is rarely seen by most of the students, that is problem related to lack of listening habit. Listening
habit is important in developing listening comprehension. Students’ listening habit
not available. FLAP is considered an appropriate medium for students to tackle this problem. In addition, the characteristics of portability and flexibility give useful value for students to learn listening without limitation of place and time.
Based on the reasons above, it can be concluded that, theoretically, FLAP is an effective media that can facilitate listening learning process and lead to the
improvement of students’ listening comprehension. However, this conclusion is
only tentative since it has not been examined empirically. Therefore, confirmation is necessary to discover the effect of FLAP on the listening comprehension. The hypothesis proposed is: there is an effect of FLAP on the listening comprehension of grade X students. This hypothesis can be expressed operationally withHo= the
post-test mean score of the control group is the same as the experimental group’s, and H1= the post-test mean score of the experimental group is different from the
control group’s.Meanwhile, the hypothesis can also be expressed with the statistical equationHo:1=2 and H1: 1≠2 with 1 as the mean score of
experimental group and2as the mean score of control group.
The second objective of this research is to discover the interaction effect of FLAP on the listening comprehension across the use of strategy. This is the answer to the second research question. It is proposed as a research question because it is necessary to strengthenor to make the result of the first research question clearer. It is a question whether FLAP can work effectively with the condition that students have various listening strategies. Learning strategy is often
found to be correlated with learning technique. Students’ have preferences
tasks. However, students with less strategies might be more convenience using a regular technique in which they can develop their vocabularies and contain less exercises. It can be said that way because listening strategy is negatively correlated with listening anxiety. Students with more varied strategy usually have less anxious feeling in learning while students with less varied strategy have more anxious feeling towards learning. Students with more varied strategy are convenience with learning technique which include many listening tasks. However, students with less varied strategy will likely be more anxious facing a classroom which force them to do various listening tasks. Those type of students probably would prefer to focus on the input such as understanding vocabulary and expressions than exposing themselves into frustrating exercises. Besides that, listening strategy is often correlated with listening comprehension. Advanced learners usually employ more strategies than less advanced learners. Students who use more strategies, regardless of the learning technique, might perform better in their listening comprehension test than those who use less strategies. The correlation between listening strategy and learning technique as well as the correlation between listening strategy and listening comprehension should lead to the consideration of involving listening strategy in this research. It is to give deeper understanding of possible factor which may influence the result of the research concerning the effect of FLAP on the students’ listening comprehension.
Therefore, the second hypothesis that is proposed is: there is an interaction effect of FLAP on the listening comprehension of grade X students across the use of strategy. Operationally, it can be expressed that Ho= there is no interaction
of grade X students , and H1= there is an interaction effect of learning technique
and listening strategy on the listening comprehension of grade X students. It can be expressed by statistical equation Ho:1A=1B=2A=2Band H1: at least one mean
is different;with 1Aas the mean score of experimental group with more varied
listening strategy, 1Bas the mean score of experimental group with less varied
strategy, 2A as the mean score of control group with more varied listening
strategy, and 2B as the mean score of control group with less varied listening
strategy.
The third objective of this research is to describe the students’ responses
about the use of FLAP in learning listening. To my best knowledge, if students are given FLAP as a medium for learning listening they will likely benefit from it and give positive responses to it. It is just like when they are given English learning through the medium of computer. FLAP is actually computer in hand. Students can play quiz or do exercises like what they usually do in the computer. With the computer students can click while with their smartphone students can touch the screen. It is almost the same. However, FLAP is more efficient because it is more handy and recent. It is relevant with characteristics of students of their age who like to experience new way of learning rather than the traditional class which often makes them get bored easily.
In addition to students’ affective state, FLAP is also believed to be a
