THE IMPLEMENTATION OF AUDIO STORYTELLING TECHNIQUE
IN TEACHING LISTENING COMPREHENSION
THESIS
Submitted to the English Education of School of Post Graduate Studies,
Indonesia University of Education in Partial Fulfillment of the Requirements for Thesis Project
By:
RATIH INAYAH, S.Pd
1102526
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF POST GRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
PAGE OF APPROVAL
THE IMPLEMENTATION OF AUDIO STORYTELLING TECHNIQUE
IN TEACHING LISTENING COMPREHENSION
By:
Ratih Inayah, S.Pd
1102526
Research Paper
Approved by:
First Supervisor
Bachrudin Musthafa, MA, Ph.D. NIP 195703101987031001
Second Supervisor
TABLE OF CONTENTS
PAGE OF APPROVAL
STATEMENT OF AUTHORIZATION……….. i
PREFACE………... ii 1.1 Background of the Research……… 1
1.2 The Scope of the Research………..… 7
1.3 Research Questions……….. 8
1.4 The Aim of the Research……….. 8
1.5 Clarification of Terms………. 8
1.6 Organization of the paper……… 10
CHAPTER II THEORETICAL FOUNDATION 2.1 The Teaching and Learning of Listening……… 12
2.1.1 Characteristics of an effective listener………... 15
2.1.2 Types of Listening………. 16
2.1.3Goals and Purposes of Listening Comprehension Program……… 18
2.1.4 Strategies for Developing Listening Skills……… 19
2.1.5 Listening for Meaning………. 20
2.1.6 The Principle of Teaching Listening……… 21
2.1.7 Bottom-up and Top-down Listening……… 22
2.1.8 Expose Students to Different Types of Listening………. 23
2.1.9 Teaching Listening Using Audio Material……… 24
2.1.10 Advantages of Using Narrative Text ………. 28
2.2.1 Types and Purposes of Storytelling……….. 31
2.2.2 The Power of Storytelling……….. 32
2.2.3 Components of The Story………. 35
2.2.4Teaching Listening Using Storytelling Technique……….. 38
2.2.5 Teaching and Developing Listening Using Audio story………….. 39
3.3 Population and Samples ……… 57
3.4 Selection of Sites……… 58
3.5 Research Instruments………. 58
3.6 Data Collecting Procedure………. 54
3.6.1 Administering Try Out Test……… 59
3.6.1.1 Validity Test……… 60
3.6.1.2 Reliability Test……… 61
3.7 Conducting the Pre-test………. 62
3.8 Giving Treatment to the Experimental Group……… 62
3.8.1Teaching Listening in Laboratory……….. 63
3.9Giving treatment to control group……… 63
3.10Selection of Stories……… 64
3.12Calculated the data using t-test……….. 64
3.13 Data Analysis on the Pretest and Posttest Scores……….. 65
3.14 Data Analysis on the Pre-test Score………. 65
3.15 Data Analysis on the Posttest Score……... 67
CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 The Effectiveness of Audio Storytelling on Students’ Listening Comprehension Skill………. 69 4. 2Students’ Attitude towardAudio Storytelling in Teaching Listening Comprehension……….. 79 CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions………. 85
5.2 Suggestion……… 86
References………... 1
Appendixes………. 2
Appendix 1 Lesson Plan
Appendix 2 Questionnaire
ABSTRACT
The research entitled The Implementation of Audio Storytelling Technique
in Teaching Listening Comprehension investigated whether or not audio
storytelling effective for developing students’ listening comprehension achievement.
The data was collected from 50 first grade undergraduate students of a private university in Bandung using quasi-experimental design. The samples of this research were two classes. The first class(Class B1) served as the experimental group and the other (Class B2) was the control group.
Results show that there was a significant difference between the posttest scores obtained by the experimental group and the control group ( tobt, 2.014 > tcrit,
CHAPTER 1
INTRODUCTION
This chapter gives a brief description of the whole content of the study,
including the background, scope of the research, aim of the research, clarification
of terms, and organization of the study.
1.1 Background of the Research
In modern language teaching and learning, listening has gained its active
and communicative value while, as comes in the literature, it had been neglected
for years or less emphasis was laid on this skill. Due to the technology
development, these days the teachers and the researchers benefit from various
listening tools to display tasks in the classroom to hone learners' listening
comprehension ability. Yet students in each level may have problems listening to
audio programs. In order to develop this skill, teachers have sought various
strategies and techniques to teach and receive appealing result. A very demanding
one would be audio story task, designed as supplementary material to language
textbooks that can remove the students' listening problem, up to a point.
Nevertheless, listening has remained a difficult skill to teach students since
setting listening task is considered time-consuming and boring if the strategy itself
is problematic to enhance students' level of proficiency. Learning a language,
-esteem‚ inhibition and so forth that let them keep the pace forward or give up and
quit the scene unsuccessfully. It seems the primary step overcoming the barriers
would be to understand the language spoken in a context. If the recipient do not
listen attentively, understanding may be undergone some difficulties interacting in
sides.
Larsen-Freeman (2000) states that, "being able to figure out the speaker's
or writer's intentions is part of being communicatively competent." According to
Richards (2008) earlier views of listening saw it as the mastery of discrete skills
or micro-skills such as recognizing reduced forms of words and so forth. Later
views drew on the field of cognitive psychology, which introduced the notion of
bottom-up and top-down processing and to the role of prior knowledge and
schema theory in comprehension. Hence, the role of the listener as an active
participant in listening is emphasized, employing strategies to facilitate, monitor,
and evaluate his or her listening in spoken discourse. Listening stages (sensation,
interpretation, evaluation, feedback), however, precede the speaking skill.
Listening, indeed, captures most of our communication time in comparison
with other skills. A good listener says, can be a good communicator. Vandergrift
(1999) defines listening comprehension as a complex, active process in which the
listener needs to discriminate between sounds, understand vocabulary and
grammatical structures, interpret stress and intonation, retain what was gathered in
previous steps, and lastly interpret it within the immediate as well as the wider
socio-cultural context. Therefore, the listener needs a great deal of mental activity
ability to understand the discourse around. Listening to and understanding the
input involves a number of processes, depending upon linguistic competence,
previous knowledge, and psychological variables as a link between.
Listening texts should ultimately be interesting like real-life situations and
so should the technique. Isbell (2002) believes that listening to stories, indeed,
draws attention to the sounds of language and helps children develop sensitivity to
the way language works. Many stories that children practice with include
repetitive phrases, unique words, and enticing description (p. 27). These
characteristics encourage students and push them to join in actively in group work
and class activities such as repeating, singing, or even retelling the story. Nation
(2007) also states that "the meaning-focused input strand involves learning
through listening and reading, using language receptively. Typical activities in
this strand include extensive reading, shared reading, listening to stories, watching
TV or films, and being a listener in a conversation." Moreover, Mesri (2012) in
her study indicated that there is a statistically significant effect of video cues
compared with picture and tape recorder. The real problem is that in different
English classes students are mostly expected to listen to audio program to do their
listening tasks. Therefore, the researcher intends to find a way to cover this area of
difficulty.
The literature on the teaching and learning/acquisition of listening
comprehension suggests different strategies and techniques to help learners
develop this skill. With this respect, the purpose of this study is to investigate how
students' listening comprehension ability. Students are interested in listening to
stories, because this follows sequential processing. There is logical and
meaningful link in listening to stories. It makes students understand the learning
process better and enhances students' interest to pursue the listening program. It
needs a starting point and the students are willing to listening what is coming next.
Therefore, this can be an effective technique to enhance students'
performance in current listening comprehension program and also by applying
this task they can perform better in their future academic assessments accordingly.
As most academic standard listening tests are designed and administered based on
playing audio program on the day of exam, hence, this study among these
techniques, investigates how to introduce audio story that can be enjoyable
material for the learners, into EFL classroom practice design to maximize the
students' exposure to suitable listening program. Ellis and Brewster (1991)
indicates that "listening to stories develops the students’ listening and
concentrating skills" that leads to performing well in listening test.
The teaching of listening comprehension in EFL instruction has received
more and more attention in the EFL circle in recent years. Many researchers and
classroom teachers are doing research to find out what listening comprehension in
the target language is, and to solve the learners’ problems in English listening
comprehension. Selecting the suitable listening materials is one important
research branch. Because authentic materials –unsolicited, spontaneous, natural
and covering a wide spectrum of styles from formal to very informal, can reflect
language used in reality, it becomes increasingly attractive to language experts,
classroom practitioners and the learners.
Compared with foreign language teaching as a whole, listening teaching in the
target language appeared much later. It first appeared in the Cambridge ESOL
FCE exam in 1970, in the form of written texts read aloud. In the early days of
English language teaching listening chiefly serves as a means of introducing
grammar through model dialogues. It was not until the late 1970s and the advent
of the communicative approaches that the skill was first taught in its own right.
The researchers and teachers tended to do more research into reading, writing and
speaking rather than listening. They often considered that listening was something
which could be picked up easily and saw little need for developing a specific
research agenda or approaches to teach listening. As a result, listening remains
very under-researched.
Listening is drawing more and more of people’s attention in recent years.
People recognized its important role in the language learning and communication
in the target language. In the 1980s, Krashen came up with his Input Hypothesis
which emphasizes the importance of listening comprehension. And more and
more books on listening, both practical and theoretical, especially dealing with
listening skills, have been published. Listening has been given an unprecedented
attention. Under this background, a considerable amount of research has been
done into listening materials. The next biggest concern to teach listening is to
discover an effective technique. Dickinson et al (2001) stated that storytelling
skill. Tales and story would be the effective listening materials for students to
develop listening comprehension and literacy both in their first and foreign
language. Stories can offer a valuable way of contextualizing and introducing new
language, making it meaningful and memorable. They are associated with feelings
and memories, as they are a distinctive manifestation of cultural values and
perceptions. Generally stories are read loudly by teacher in front of students.
There are some findings on storytelling. One of those was being discussed in
research journal by Cherry. The research conducted in 2001 at the Stamford
Public School revealed that storytelling develops listening skill, enhances verbal
expressions, increases comprehension, creates mental images, and highlights
verbal reasoning. It is a natural used vehicle for making connections with people
of all ages and also a flexible technique for developing skills in the language.
Furthermore, Rusdi (2006) also stated in his journal that storytelling gives
students opportunities to listen to stories and at the same time they learn English
and moral values. Storytelling creates a lively and enjoyable classrooms
atmosphere. It arouses students’ motivation and learning interest. It is therefore
worthwhile for English teachers to incorporate storytelling when teaching English.
Other research regarding to the issue of using storytelling technique in
teaching language had been conducted by Verdugo and Belmonte. The research
focused on the effectiveness of using stories in developing students listening
comprehension in Spanish. To accomplish this aim, a quasi-experimental research
study was launched in six state schools in Madrid. Findings indicate that the
These results raise interesting issues related to the use of stories in the context of
foreign language learning.
Referring to those explanations above, this research was aimed to seek the
effectiveness of storytelling technique in developing students’ listening
comprehension in teaching-learning process at college. It is hoped by using audio
storytelling will help students in learning English, especially to improve their
listening skill.
1.2 The Scope of the Research
Since listening plays an essential role in the lives of people in general and of
students in particular. It is important for educators to be more aware of the need
for developing teaching listening technique. This research adapted the storytelling
technique to be applied in teaching listening to the students in formal college
Therefore, the scope of the research will only focus on the implementation of
storytelling technique in first grade of college classrooms.
Moreover, the technique of teaching called storytelling will be tested to prove
its effectiveness in improving students’ listening skill. In this case, this research
will only emphasize on the ability to comprehend the explicit detail information
1.3 Research Questions
This research is conducted to answer the following questions :
1. Is using audio storytelling effective for developing students’ listening
comprehension skill?
2. What is students’ attitude toward the use of audio storytelling in teaching
listening?
1.4 The Aim of the Research
Associated with the research questions above, this research is proposed to
analyze the effectiveness of using audio storytelling technique in the improvement
of listening comprehension of first grade of undergraduate students and to find out
if the students like what they experience.
1.5 Clarification of Terms
1. Storytelling Technique
It can be defined as the conveying of events in words, images, and sounds in the
shape of narrative genre. It should include plot, characters, and events. It is
sometimes called narrative knowledge that attempts to recount events in the form
of a story (Maynard, 2005). Moreover, it is the art of bringing a story to life
2. Listening
According to Thompson &Rubin (1996) listening is process as an active process
through which the listeners select and interpret information that comes from
auditory and visual clues in order to define what is going on and what the speakers
are trying to express. Listening comprehension is viewed to be an active process
in which individuals focus on selected aspects of 'aural input', construct meaning
from passages and relate what they hear to existing knowledge.
In this case, students’ listening comprehension allows students to understand what
is being heard. In this study, listening is focused on listening to the story, where
the student should be able to capture and identify seven components of the story.
The seven components of the story are theme, plot, setting, characters, dialogue,
point of view and style (Mello, 2005).
3. Audio storytelling
According to Mc Adam (2009) audio storytelling is a technique that lets you focus
on a person’s voice. In many ways, it’s a more intimate form of storytelling than
using video
4. Attitude
An attitude is the psychological response to a person, an object, to a situation, to
Attitudes are either positive or negative (Van Den Berg et al., 2006;Eagly and
Chaiken, 1998)
1.6 Organization of the paper
The paper will be presented into five chapters. The chapter will be
subdivided into subtopics that will elaborate the issue given.
Chapter 1 (Introduction)
This chapter provides the background of the research, research questions, the
scope of the research, the aims of the research, clarification of terms, and the
organization of the paper.
Chapter 2 (Theoretical Foundation)
This chapter consists of related theories from the expert and some of researches
and related literatures that used in this research.
Chapter 3 ( Research Methodology)
This chapter will discuss the methodology in conducting the research. It includes
research method, hypothesis, population and sample, the instruments, data
Chapter 4 (Data Presentation)
This chapter will report the result of the research. The result will embrace the
answer of the research questions and also researcher’s interpretation about the
result of the research.
Chapter 5 (Conclusion and Suggestions)
This chapter consists of the research conclusion and suggestions for the readers or
CHAPTER 3
METHODOLOGY
This chapter describes the procedures of the research in order to find out
the answer to the research question previously stated in chapter one. The chapter
covers Research Design, Hypothesis, Population and Sample, The Research
Instruments, Data Collecting Procedure and, Data Analysis.
3.1. Research Design
Research question number one is answered quantitatively. This research
was conducted to find out the significance of audio storytelling in developing
students’ listening comprehension. Since experimental method was chosen to test
the hypothesis provided, this research tangled two groups; the first group was
control group and the second group was experimental group.
This research used experimental method because in an experiment,
investigators may also identify a sample and generalize to a population, this is
inline with Cresswell (2003) stated that the basic intent of an experiment is to test
the impact of a treatment (or an intervention) on an outcome, controlling for all
other factors that might influence that outcome .
The research design for this experimental research is the
quasi-experimental design. In this design, a popular approach to quasi-experiments, the
experimental group A and the control group B are selected without random
receives audio storytelling treatment, while the control group receives other
technique. The other technique is direct oral story reading. According to Nunan
(1992), there are times when, if we are to carry out an experiment at all, it will
have to be with intact groups of subjects, that is, subjects who have been grouped
together for reasons other than the carrying out of an experiment. In these
situations, while the internal validity of the experiment is weakened, it may still be
thought desirable to proceed with the research.
Furthermore as Hatch and Farhady (1982) mentioned that due to some
limitations it is difficult to construct a true experimental design, however it does
not meant that the researcher can abandon the research and let it invalid. That is
the reason why, the researcher has to reach the goal as closely as possible to meet
the standards of true experimental design. In cases like this, the research speaks of
quasi-experimental design rather than another design.
The variables investigated are independent and dependent variables.
Nunan (1995) states that the variable which the experimenter expects to influence
the other is called the independent variable while the variable upon which the
independent variable is acting is called the dependent variable. In this research,
the dependent variable is students’ achievement in listening comprehension,
while, the independent variable is storytelling technique.
While the result of post-test was compared to seek the significant different
between two groups or it is known as intact group design (Hatch and Farhady,
1982). The schematic representation of this design is
Where G1 is experimental group, G2 is control group, X is treatment and T1 is
post-test
3.2 Hypothesis
This research is begun with Null Hypothesis (H0) where experimental and control
group are similar.
H0 : µexperimental = µcontrol
It means that there is no difference between the experimental group and the
control group in the mean adjustment level (Gerald Kranzler and Janet
Moursund;1999). Hatch and Farhady (1982) stated that whenever we hope that
some techniques have helped our sample so that they can perform better than the
population from which they were selected, we use null hypothesis.
By using null hypothesis, every possibility of the research can be shown. If the
hypothesis is rejected, it can be concluded that experiment works. While, if the
hypothesis is accepted, the experiment doesn’t work. So, the null hypothesis
arouses in this research that storytelling technique is not effective in developing
students’ listening comprehension in learning English.
3.3Population and Samples
The population of this research is the students of a private university in
Bandung which is grouped into 5 classes. Each class consisted of 30 students,
The samples of this research are two classes (B1 and B2). The first class is
the experimental group and the other is the control group. It assumed that both
classes have the same range of ability based on the classification made by the
college. Each class consisted of 30 students. So, the total number of the
sample is 60 students. During the experiment, the experimental group was
treated by using audio storytelling, and the control group was treated by using
direct oral story reading.
3.4. Selection of Sites
I chose a private university in Bandung because I consider this research as
challenging and the most possible site to conduct my research is in this
private university. Convenience factor should be taken into consideration to
support the researcher to carry out the research Alwasilah, (2009)
3.5 Research Instruments
There were 2 kinds of instruments in this research. First is tests, second is
questionnaire.
The first was listening test as a pre-test and the second was listening test as
a post-test. Listening test was conducted in order to measure students’
comprehension in listening. Both pre-test and post-test comprises 7 items. The
tests were applied to both experimental group and control group. The pretests
were given in the beginning and posttest were then conducted at the end of the
Before applying the instrument to control and experimental group, the
value of its validity and reliability is required. So that 10 items of question-answer
items will be tested to another class in order to gain 7 questions items which are
valid and reliable.
To answer research question number two, the questionnaires were
administered after the treatments were done. The questionnaire was for students
who got audio storytelling treatments. It was in the form of likert scale.
Alwasilah (2003) argues that questionnaire could be used to know respondents’
opinion, attitude, and perceptions. In addition, it could be used to judge factual
information and to know implemented standard and compare it with the condition
in setting.
The close questions data from questionnaires were analyzed by calculating it in
percentage using frequency base with the following formula:
Number of students choosing certain option X 100% Total number of the students (25)
3.6 Data Collecting Procedure
In order to collect data, some procedures will be arranged during the research.
3.6.1 Administering Try Out Test
Before the instruments are applied to the sample, they are tested to non-sample of
research. It has aim to measure the validity and the reliability of the instruments
before it is used in the research.
3.6.1.1 Validity Test
rxy= correlation coefficient between X and Y variables
X = the item tested
Y = total scores of the sample
N = number of sample
The result of the calculation is then interpreted. One way to interpret
correlation coefficients based on Gay (2006) is this:
Coefficient Relationship Between Variables
Lower than +.35 or -.35 Low or none
Between +.35 and +.65 or between -.35
and -.65
3.6.1.2 Reliability Test
To see the reliability of the test, internal consistency methods by using Split half
method, Kuder- Richardson-21 was used in this research. It is because in this
research instruments, every single right answer is valued 1 and every wrong
answer is 0.
The formula for KR-21 is described as follows:
KR – 21 = K 1− � (� − �)
K - 1 K s2
Details:
K = number of items in the test
X = mean of the sample
S2 = variance of the sample
3.7 Conducting the Pre-test
After the validity and reliability of the instruments had been measured, the pre-test
was given to the students. The pre-test will be held in the beginning of the
research.
In the pre-test, the students are having listening test which comprises 7 essay
items. The post test is taken from LA Hill book, Intermediate Stories for
Reproduction
The pre test was conducted on April 4 2014
3.8 Giving Treatment to the Experimental Group
In this research, audio storytelling was used as treatment for the
experimental group. The treatment will be conducted in 5 meetings. The students
were listened to audio story and then they were asked to answer some questions
and their answer will be recorded. Their written answer will be homework for
them.
For every meeting, students are listened to the audio story twice, the audio
storywas played twice for the reason that it will be easier to understand. This is in
line with Barzaq (2009), stated that repeating the audio story will make the story
easier to be understood by the students. After students have listened to audio
story, they listen to the questions, they are asked to answer some questions orally
and their answers will be recorded, then the written answer will be taken home as
of listening and speaking (Richard, 2010). The treatment was conducted on April
7 2014 to April 12 2014
3.8.1 Teaching Listening in Laboratory
First of all, instructor in the laboratory asked how the students are. Then
instructor told them whether they liked to listen to the story, what kind of story
that they liked.
Then instructor told the students that she would play audio story and the
students must listen carefully in order to understand what the speaker said. The
story was played by using computer in laboratory and students listened to the
story individually by using headset that was available in the laboratory.
Audio storytelling was listened during ten minutes. Then, after those
students listened to the questions related to the story, students were expected to be
able to catch and understand the meaning of the story. Students were then listened
to the questions and then they answered it orally through microphone, those
answers were then recorded. Written answers were then taken home as homework.
3.9 Giving treatment to control group
Control group were also given treatment, the treatment are direct oral
reading by the teacher. The students are listened to direct oral reading of narrative
texts that is read by the teacher in front of the class. Then they answer some
questions related to the story. There are seven meetings, in every meeting direct
The treatment was conducted on April 21 to April 26 2014
3.10 Selection of Stories
The stories which were used in this research are kind of narrative stories.
The stories are adapted from L.A. Hill Intermediate Stories for Reproduction. I
chose some stories that are suitable for students learning evidence, then I
developed my own questions.
3.11 Conducting the Post-test
After the whole treatments had been conducted, post test will be
administered to both experimental and control groups. The post testswere taken
from LA Hill book, Intermediate Stories for Reproduction
3.12 Calculated the data using t-test
After the data were gained from the pre-test and post-test results, theywere
then calculated using t-test formula with the assistance of SPSS 20 systems.
3.13 Data Analysis on the Pretest and Posttest Scores
To verify the hypothesis of this research, t-test was chosen. The t-test has
primary purpose to see whether the mean score of two groups differ to a
statistically significant degree (Kranzlesr and Moursund, 1999: p. 89). This
research works with t test for independent sample to compare both groups. It has
3.14 Data Analysis on the Pre-test Score
At the beginning of the research, a pre-test is administered to both the
experimental and control group. The pre-test is aimed to find out whether or not
the two groups are homogenous. To verify the hypothesis, t test was chosen. The
t-test has primary purpose to see whether the mean score of two groups differ to a
statistically significant degree (KranzlerandMoursund, 1999: p.89). At the
beginning of the research, a pre-test was administered to both the experimental
and control group. The pre-test is aimed to find out the initial equivalence
between the two groups. Then, those scores are calculated by using t-test for two
independent samples to seek the difference between the mean of both classes, so
that the significance of the result is appeared. Formulas for the t-test for two
independent samples are described as follow:
= 1− 2
SM1-M2
SM1 –M2 = 2p+s2p
N1+N2
2 = N1−1 s2 1 + N2−1 s2 2
N1 + N2−2
Where:
N1N2 = the number of subjects in each of the two groups
s21, s22 = the estimates of the variances of the two populations
M1, M2 = the means of two groups
S2 p, sM1-M2 = values needed in order to arrive at t obt
The steps are elaborated as follow:
1.Stating the Hypothesis
Null Hypothesis (H0 : µ1 = µ2 )
2. Select the significance level ( α ) The level of significance level chosen at 0,05.
3. Finding number of sample (N)
4. Finding mean (M)
The formula for the mean of variable X is:
�= ∑�2− ∑� 2
( −1)
5. Finding the variance (s2) for each group.
The computational formula for the variance is:
2 =N∑X2− ∑X 2
N(N−1)
6.Doing the arithmetic indicated in the formula for s2p
2 = N1−1 s2 1 + N2−1 s2 2
N1 + N2−2
7. Next comes to the middle formula using the value that have been acquired first
(s2p)
8. Finding the value of tobt:
= 1− 2
SM1-M2
9. Finding the critical value of t (t crit) in the table.
10. Determining the degree of freedom of t-crit:
df= N-1 (N= Number of sample)
11. Computing t obt and t crit to accept or or reject the null hypothesis:
If the t obt< t crit , or if degree of probability (p) < 0,05 , the null hypothesis is not
rejected, the two groups were homogenous.
3.15 Data Analysis on the Posttest Score
After the treatment was given to the experimental group and control
group, post test scores of both classes are taken. The post test scores of each group
were analyzed by using t-test for independent samples to find out significance
difference between the two groups under comparison (Kranzler&Moursund,
1999).
The analysis of the posttest score was done by taking the similar steps
taken in the pretest score analysis. By the end of the calculation, tobtwere gained
and compared to tcrit. If the tobt is equal to or greater than tcrit, the results are
statistically significant. Then, the null hypothesis is rejected. In other words, there
is a significant difference between the experimental group and control group.
The calculation of both pretest scores and posttest scores were done with the
Then, the conclusion of this research will be based on those results of calculation.
The findings and discussion of the data would be presented and discussed in
CHAPTER 5
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
With regard to the finding of the study, the hypothesis of the study which
targeted the effectiveness of using audio storytelling at a private University
learners' listening comprehension ability was rejected. The results of the t-test
confirmed this analysis. The observed t value calculated by the SPSS was 2.00
while the critical value on the basis of two-tailed significance p-value (0.05) was
determined 2.014 (see table 4.4). According to the research question and
hypothesis, the results of the study can be discussed, here, to clarify the difference
between experimental group and control group performance after five meetings
treatment.
The results of the study say that there was a significant development in
experimental group's listening comprehension ability using audio story task after
the treatment sessions. This development can be defined because of the audio
story as a complementary material to classroom activities.
Designing stories to the educational space, as discussed earlier, are
considered helpful. However, audio storytelling is strange a bit at initial step. That
is, affecting factors can build obstacle and barriers to improving language learning
and teaching procedure, especially listening skill. Yet benefiting from the native
speakers' performance (stress, intonation, pitch, and rhythm) is something.
Therefore, the teacher actually tried to somehow consider subjects'
using the regular English class also developed at the end of the project. The
development in control group is undeniable because the students are expected to
improve listening comprehension along with the other skills after they receive five
times treatment. However, comparing two groups, the development of the
experimental group is statistically more significant than the control group.
Therefore, teaching listening can be integrated with audio storytelling task as an
effective input to improve learners' listening comprehension ability.
5.2 Suggestion
As the completion of this research, the following suggestions can be
given:First, it is suggested that the teachers implement audio storytelling as one
technique in teaching English, especially in listening class because it give benefits
to students’ achievement. It is expected that teachers intending to implement
audio story should be creative in finding story for the students to attract the
students’ attention and interests in listening.
Second, for further exploration, future researchers can extend the
investigation on audio story by providing more samples from different settings
and contexts. They can also explore the potential difficulties faced by the teachers
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