xiv
ABSTRACT
Padmi, Dianing. 2008. The Influences of Reading Texts as a Pre-Listening Material to Students’ Understanding. Yogyakarta: Sanata Dharma University.
Prior knowledge, among others, is one important part in the learning process. In this regard, students need to have prior knowledge to learn any subject. However, teachers should take part in preparing the students to construct prior knowledge in order to make the learning processes successful.
The present study investigated the implementation of reading text in extracurricular class of the third grade students of SMA Stella Duce Bantul as a strategy to help them to acquire listening skill. There were two questions formulated in the study. The first question discussed students’ perception toward the implementation of reading text as pre-listening material, whereas the second question explored the influences of the text to the students while listening to the recording.
xv ABSTRAK
Padmi, Dianing. 2008. The Influences of Reading Texts as a Pre-Listening Material to Students’ Understanding. Yogyakarta: Universitas Sanata Dharma.
Prior knowledge merupakan bagian penting dalam proses belajar para murid. Apapun yang akan dipelajari, murid sebaiknya memiliki prior knowledge yang cukup untuk memahami materi baru yang akan dipelajarinya. Dalam upaya untuk memberikan prior knowledge yang cukup kepada para murid, guru bidang studi hendaknya turut ambil bagian.
Studi ini mengkaji proses belajar Listening murid-murid kelas tiga SMA Stella Duce Bantul yang menggunakan teks bacaan sebagai media untuk membangun prior knowledge para murid. Ada dua permasalahan yang penulis kemukakan dalam penelitian ini. Permasalahan pertama membahas persepsi para murid dengan diterapkannya teks bacaan tersebut, sedangkan permasalahan kedua memaparkan pendapat para murid mengenai pengaruh teks bacaan tersebut terhadap kemampuan mendengarkan mereka.
THE INFLUENCES OF READING TEXTS
AS A PRE-LISTENING MATERIAL
TO STUDENTS’ UNDERSTANDING
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Dianing Padmi
Student Number: 031214047
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE INFLUENCES OF READING TEXTS
AS A PRE-LISTENING MATERIAL
TO STUDENTS’ UNDERSTANDING
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Dianing Padmi
Student Number: 031214047
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
I asked for health that I might do greater things;
I was given infirmity that I might do better things.
I asked God for strength that I might achieve;
I was made weak that I might learn to obey.
I asked for riches that I might be happy;
I was given poverty that I might be wise.
I asked for power and the praise of men;
I was given weakness to sense my need of God.
I asked for all things that I might enjoy life;
I was given life that I might enjoy all things.
I got nothing I asked for, but everything I hoped for;
In spite of myself, my prayers were answered –
I am among all men most richly blessed.
Anon
“a big gift” for mom, dad, brother, sister, and friends
vii
ACKNOWLEDGEMENTS
Finishing this thesis is the evidence of Jesus’ love to me. His kind and blessings accompanied me in the process of accomplishing this thesis in both my ups and downs. My gratefulness is worth giving to Him, my only Lord, Jesus Christ.
This thesis has been greatly improved by the help and comment of people who have been kind enough to be involved during the writing of my thesis. I am greatly indebted to Christina Kristiyani, my great major sponsor, who was willing to sacrifice her precious times, attention, motivation, detailed feedbacks, and guidance, for the sake of improving the content of my thesis. I thank her for being my friendly advisor and for unceasing encouragement. Moreover, I also owe immeasurable debts to Laurentina Sumarni, my co-sponsor, for valuable feedbacks in correcting my writing, support, and guidance. My sincere gratefulness also goes to
all PBI lecturers, who always provided valuable lessons for my future life, and secretariat staff, Mbak Danik and Mbak Tari, for all help and kindness during my five-year study. However, I would also like to acknowledge Ag. Suwardi, the head of SMA Stella Duce Bantul, who allowed me to conduct the research at the school.
viii
My deepest gratitude goes to all my friends of PBI’03, especially Priyatno Ardi, for all brilliant ideas, his kindness to guide me to conduct the research, to write and to correct my thesis, Mesya, for the hardest time and discussion we shared together in the process of accomplishing my thesis, cewe-cewe and cowo-cowo populer: Dame ’Batak’, Dita, ‘mak’ Miertah, Neti, Neng Tika, Bagong, Si Be, Jii, ‘Babah’ Lukas, Punto, Suki, Yessi, for all laughs, tears, love, jobs, discussion, surprises, unending support, money, prizes, foods, fool we shared during the last five years, Ozzi, Retha, Lintang, Melani, Ratna, Happy, ‘pon’ Nina, Tony, Devi, Ari, Meiske, Daniel, Paulina, Layung, Proti, for friendship, jokes, life experiences, and support, Joyce, Erlin, Mbak Ida, Mbak Etik, and all the members of Kasuari 7
who always remind me of finishing my thesis soon. Lastly, in completing this final project, I also owe a debt of gratitude to all of my participants: Tia, Novi, Silas, Berta, Santi, Mia, Puput, Tri, Tya, Pipit, for spending time to give me precious data.
ix
TABLE OF CONTENTS
Page
TITLE PAGE... i
APPROVAL PAGE ... ii
PAGE OF BOARD OF EXAMINERS... iii
PAGE OF DEDICATION... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ACKNOWLEDGEMENTS... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES... xii
LIST OF APPENDICES ... xiii
ABSTRACT... xiv
ABSTRAK... xv
CHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Problem Formulation ... 6
C. Problem Limitation ... 6
D. Objectives of the Study ... 6
E. Benefits of the Study ... 7
x
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description ... 11
1. Theory of Prior Knowledge ... 11
2. Theory of Listening ... 13
a. Listening as a Skill ... 14
b. Difficulties in Listening ... 15
c. Bottom Up and Top Down Process ... 17
3. Theory of Reading ... 19
a. Text Selection ... 21
b. Types of Texts ... 23
4. Reading Text to Construct Knowledge ... 24
5. Students’ Perception on the Implementation of Reading Text ... 25
B. Theoretical Framework ... 26
CHAPTER III: METHODOLOGY A. Research Method ... 29
B. Research Participants ... 30
C. Research Instruments ... 31
D. Data Gathering Techniques ... 35
E. Data Analysis Techniques ... 36
xi
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Students’ Perception toward Pre-Listening Material ... 41
B. The Influences of Reading Text to the Students while Listening to the Recording ... 48
1. Readiness ... 49
2. Comprehension ... 50
a. Following the Plot of the Story ... 50
b. Grabbing Detailed Information ... 53
c. Answering Comprehensive Questions ... 57
3. Language ... 60
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 63
B. Suggestions ... 65
REFERENCES
xii
LIST OF TABLES
Page
3.1 Level of Students’ Answers Rubrics ... 38
4.1 Students’ Perception toward Pre-Listening Material ... 48
4.2 Indicators Achievement ... 54
xiii
LIST OF APPENDICES
Page
Appendix 1 : Permission Letter ... 72
Appendix 2 : Statement of Research Completion ... 73
Appendix 3 : Reading Texts Materials ... 74
Appendix 4 : Comprehensive Questions after Listening Section ... 78
Appendix 5 : Students’ Answers to the Comprehensive Questions ... 80
Appendix 6 : Guiding Questions for Interviewing the Participants ... 86
Appendix 7 : Transcripts of Interview ... 87
Appendix 8 : Questionnaire ... 109
Appendix 9 : Participants’ Answers to the Questionnaire ... 110
xiv
ABSTRACT
Padmi, Dianing. 2008. The Influences of Reading Texts as a Pre-Listening Material to Students’ Understanding. Yogyakarta: Sanata Dharma University.
Prior knowledge, among others, is one important part in the learning process. In this regard, students need to have prior knowledge to learn any subject. However, teachers should take part in preparing the students to construct prior knowledge in order to make the learning processes successful.
The present study investigated the implementation of reading text in extracurricular class of the third grade students of SMA Stella Duce Bantul as a strategy to help them to acquire listening skill. There were two questions formulated in the study. The first question discussed students’ perception toward the implementation of reading text as pre-listening material, whereas the second question explored the influences of the text to the students while listening to the recording.
xv ABSTRAK
Padmi, Dianing. 2008. The Influences of Reading Texts as a Pre-Listening Material to Students’ Understanding. Yogyakarta: Universitas Sanata Dharma.
Prior knowledge merupakan bagian penting dalam proses belajar para murid. Apapun yang akan dipelajari, murid sebaiknya memiliki prior knowledge yang cukup untuk memahami materi baru yang akan dipelajarinya. Dalam upaya untuk memberikan prior knowledge yang cukup kepada para murid, guru bidang studi hendaknya turut ambil bagian.
Studi ini mengkaji proses belajar Listening murid-murid kelas tiga SMA Stella Duce Bantul yang menggunakan teks bacaan sebagai media untuk membangun prior knowledge para murid. Ada dua permasalahan yang penulis kemukakan dalam penelitian ini. Permasalahan pertama membahas persepsi para murid dengan diterapkannya teks bacaan tersebut, sedangkan permasalahan kedua memaparkan pendapat para murid mengenai pengaruh teks bacaan tersebut terhadap kemampuan mendengarkan mereka.
1
CHAPTER I
INTRODUCTION
This chapter discusses six sub-sections. The first one is background of the study which states the reason for choosing the topic of the study. The second sub-section concerns with problem limitation. This section limits the scope of the discussion of the study. The third is problem formulation, conveying the formulated problems of the study. The next sub-section deals with the objectives of the study that elaborate the aims of the study. The benefits of the study are discussed in the fifth sub-section, while the last sub-section deals with the definition of terms which covers the definitions of essential terms used in the study.
A. Background of the Study
The need to learn English language is rising nowadays since English is widely used in all over the world. English language becomes a medium of communication which is internationally used by many people of different countries. Considering the importance of its use in the international communication, English becomes a compulsory subject taught in Indonesia schools. However, it is still taught as a foreign language in Indonesia.
in learning the language, even though the teacher usually teaches using several approaches in order to make the students master English.
“Traditional learning approach” (Hanley, 1994: 1) believes that the students come to class as “blank slates”. It means that they come to class without keeping any information in their mind. In this regard, the students are considered as “empty vessels” (Benson, 2001: 19). Therefore, by learning in the classroom they are “to be filled with knowledge by the teacher” (Benson, 2001: 19). In this sense, the teacher becomes the only source of information or knowledge. This passive view of learning, which becomes the basic point of learning in traditional learning approach, results in ineffective learning.
Different from the traditional learning approach, constructivist believes that “knowledge cannot be taught, but must be constructed by the learner” (Benson, 2001: 68). Consequently, students do not merely depend on the teacher’s explanation in building a new understanding, but also on their existing knowledge. Students construct their own understanding in learning new materials using their existing or prior knowledge. Constructivism, thus, emphasizes the importance of the learners’ being actively involved in the learning process. It is unlike the previous educational viewpoint which considers that the teachers are to transfer new knowledge while the learners play a passive, receptive role. Therefore, in constructive view, it is necessary for the teacher to help the students construct the related knowledge that will be learned in the class.
class and begin new materials without any knowledge. The students should have prior knowledge about what to be learned. The Prior knowledge makes the mind ready to accept and retain new information.
There are several ways to activate students’ prior knowledge in the classroom. The teacher may review the previous learning to activate the students’ prior knowledge. Besides, a teacher can also use analogy if the present lesson has some similarities to something the learner already knows. The most common strategy is by asking questions to the students. Realizing the importance of prior knowledge, most teachers nowadays try to consider students’ prior knowledge before introducing a new material.
Students’ prior knowledge should be constructed first before the teacher explains or teaches a new material. Constructing students’ knowledge before the lesson begins is needed to be done in every lesson, including in English learning. Learning English means to learn its four skills, namely listening, speaking, reading, and writing. In learning those four skills, teachers usually activate students’ prior knowledge first by asking questions or by correcting homework. In the activities to acquire listening skill, teachers usually apply the common way in activating students’ prior knowledge, i.e. by asking questions related to what to be listened. However, the process is too short to maximize the students’ prior knowledge. Hence, the time constraint becomes one obstacle to maximize the ways used to activate prior knowledge.
starting point to make effective in communication. It implies that listening plays a major role in communication. Considering the reason for the importance of listening skill, the teacher should make the listening learning more effective in the class. However, in learning this skill, the students often find difficulties. The difficulties arise since the students are not familiar with the language and the material they listen to. Besides, sometimes the teacher does not inform the material that is going to be listened in the next meeting. Therefore, in learning listening skill, students’ prior knowledge has to be maximized in order to obtain better understanding of the new materials they learn.
One of the four skills that is learned by the students is listening skill. Activating students’ prior knowledge in listening section should not merely introduce the students to the new learning material, but also give them basic knowledge of what is going to be learned. Therefore, the way to activate the prior knowledge must be more than giving questions to the students before learning new materials. In this regard, pre-listening material in the form of reading text becomes a special way of constructing students’ prior knowledge. In fact, pre-listening material is necessary to prepare the students (http://teflboot_camp.com/1%20Communicative%20teaching.do c, accessed on 16 February 2008).
B. Problem Formulation
The problems are formulated in two questions, as follows: 1. How do the students perceive pre-listening materials?
2. What are the influences of reading text to the students’ understanding while listening to the stories in the classroom?
C. Problem Limitation
The research is limited to investigate students’ perception and the influence of reading texts on the students’ comprehension while listening to the stories. It is implemented in the third grade of Science students of SMA Stella Duce Bantul. The reading texts are intended to help students construct related knowledge for listening section in the class. Due to the time constraint, the reading texts were to be read at home a week before the listening section in class. Therefore, by the time the students come to classroom, they have already had knowledge on what to be learned.
D. Objectives of the Study
The research seeks to investigate the use of reading texts to construct students’ prior knowledge. Therefore, this study has several objectives to achieve. The objectives are as follows:
1. To identify the students’ perceptions on the use of reading texts as a pre-listening material.
E. Benefits of the Study
The research is expected to give valuable contributions both for the teachers and the students and the next researchers in English language teaching.
1. Teachers
This study will help teachers to realize the importance of prior knowledge in building a new understanding in learning listening skill. Besides, this way of constructing prior knowledge will become a consideration for the English teachers in teaching listening skill.
2. Students
The students will experience a new learning strategy in learning English listening skill. It is hoped that by constructing students’ knowledge through reading the materials at home, the students’ ability in acquiring listening skill is improved. Besides, the students will also have the habit of reading which is very useful for them.
3. Researchers
F. Definition of Terms
It is essential to clarify some terms used in this study in order to avoid confusion, misinterpretation and misunderstanding. Therefore, the writer provides the definition of terms as follows:
1. Pre-Listening Material
Pre-activity is an initial phase of teaching process. This phase “is organized to arouse interests in the students, to activate students’ prior knowledge, and to prepare them for the language that can be necessary to perform the main task using related material” (http://teflboot_camp.com/1%20Communicative%20teaching.doc, accessed on 16 February 2008). In this study, pre-listening material is used as material before the main learning process, i.e. listening section to construct students’ prior knowledge. The material is in the form of reading text and is to be read at home.
2. Reading Texts
Brown and Yule (1983: 6), as cited in Wallace (2003: 8), describe the meaning of a text as “the verbal record of a communicative act.” Therefore, in this study, reading text refers to the narrative form which is given by the teacher in order to prepare the students a week before listening section in the classroom.
3. Listening
SMU Stella Duce Bantul. In listening section, the students are to listen to narrative stories.
4. Perception
According to Altman and Hodgetts (1985: 85), perception is defined as “an individual’s view of reality”. In this study, the perception is gained from the students in order to find out their opinion toward the implementation of reading text as pre-listening material; whether the reading text is positively or negatively perceived. Positive means that the use of reading text was likely to help the students in many aspects, while negative means that the reading text caused problems to the students.
5. Influence
Influence is “power to produce an effect without using force or authority” (Barnhart and Thorndike, 1973: 570). In this study, influence means the effects of accessing the new knowledge in order to give clear description on the story they are going to listen in the classroom.
6. Extracurricular Class
learn English much more considering the time constraint in the regular class. Besides, the extracurricular class is used to prepare the students to face the final examination.
7. SMA Stella Duce Bantul
11
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts, namely theoretical description and theoretical framework. The theoretical description provides theoretical review used in the research whereas the summary of all relevant theories that are used to solve the research problems is explained in theoretical framework section.
A. Theoretical Description
There are four main theories used in this study, namely theory of prior knowledge, theory of listening, theory of reading text, and reading text to construct knowledge.
1. Theory of Prior Knowledge
Commonly, people learn in order to gain new knowledge. Learning is intended by someone to broaden his or her knowledge. For instance, learners learn English in order to give them more knowledge about the language so that they are able to use it in communication.
setting.” However, in the process of learning a language, the learners are aware of what they are doing.
It is undeniable that in the learning process the learners will obtain information and build a new understanding, but learners cannot construct new knowledge without having existing knowledge on what to learn. Ausabel’s meaningful learning theory believes that in the process of learning, the human organism needs to relate the new information to the existing information in the mind (Brown, 1994: 79). Therefore, the learners will understand the new material well if they can relate it to the knowledge the learners already possess.
Similar to the theory of meaningful learning, Brownell (1996: 10) also states that learning means to construct new knowledge and understanding based on what the students possess. It implies that the students need to be actively involved in the process of learning and do not merely receive the information from the teacher. Here, Brownell implicitly suggests that the existing knowledge contributes the successful learning. Furthermore, he explains that the existing knowledge will provide different effects in learners’ abilities to retain information, solve problems, and acquire new knowledge. Therefore, constructing students’ knowledge is needed before the lesson.
should precede the listening process itself. Thus, the background knowledge has also to be well constructed before the process of learning listening skill.
2. Theory of Listening
Learning English is intended to make the students able to use the language in communication. By learning four skills the learners are hopefully able to accomplish the primary function of English language learning. Therefore, by learning the skills, the learners will be able to communicate effectively.
According to Brownell (1996: 6), “effective communication begins with listening, not speaking”. It implies that listening skill becomes the basic skill to be learned in order to master a language. Similar to Brownell, Feyten (1991) states that “listening is the foundation of language acquisition”. It means that listening is the starting point to learn other skills. Whenever we want to speak, we must listen to others’ pronunciation, intonation, and utterances, so as to help us to produce utterances. Moreover, in practicing reading skill, listening is also essential. We must have a basic knowledge of pronunciation derived from listening to a dialogue in order to produce good sentences to be read. Besides, good listening skill is very useful to support writing skill. Unless we listen carefully, we cannot take note effectively. Of all above, listening skill contributes an important role in mastering English language.
recognize the sounds, but it involves the ability to understand or to construct the meaning on what is heard. Listening takes more attention and concentration to obtain the meaning of the spoken language. However, good listening skill can be learned.
In acquiring listening skill, students also need to have knowledge on what to be learned. According to Hein (1996: 2), “one needs knowledge to learn”. It means that even in learning a new material the learners need to have knowledge about the material in order to construct new understanding. Therefore, prior knowledge is needed in learning. In acquiring English listening skill at schools, prior knowledge is also significant. Listening, as a receptive skill, also needs prior knowledge. Rost (2002: 62) states that “listening also needs knowledge activation”. For that reason, teachers need to construct students’ prior knowledge to be used in acquiring listening skill.
a. Listening as a Skill
Listening skill, as well as reading, is categorized as receptive. As the result, listening which is very important in language learning is often believed as a passive skill. However, listening skill is not a passive skill. This belief is in line with Davies and Pearse (2000: 74), who state that receptive skills which are often considered as passive skills also need attention equally to other productive skill. It is to say that listening is as much active as other productive skills.
while listening. In listening process, the listeners will take intention, concentration, and also practice. He explains that listeners will not only listen to what is said by speaker, but also need to connect with their existing knowledge. Therefore, in acquiring listening skill, the learners also need to have existing knowledge.
b. Difficulties in Listening
Listening is often considered as a difficult skill to be acquired. Many students face difficulties in listening as it needs high attention and also concentration in order to be able to listen effectively. Students often have difficulties in doing the tasks of listening. However, the difficulties are as the result of many aspects.
The second problem is the listeners. It is related to the role of listeners, the level of response required, and the interest of the topic being listened. The role that listeners play affects the degree of listeners’ attention. When the listeners do not have big role in listening to the topic, the attention will be condensed so that it may cause lack of understanding. On the other hand, the level of response required from the listeners can also affect the degree of attention. The listeners will not listen to the whole information in order to obtain the whole idea or message of what is being listened. Otherwise, they will only listen to some parts they think to be important in giving responses. However, the most important thing is listeners’ interest. The listener will not pay much attention to the topic if they are not interested at all.
The content of what is being listened becomes the third difficulty. The content involves grammar, vocabulary, information structure, and background knowledge. The complex grammar and unfamiliar words cause low understanding. Moreover, the information structure that is how information is being told is also important. The structure of the information should be clear and orderly. Another difficulty is background knowledge. The background knowledge contributes the familiarity of the topic that is going to be listened to. As stated before, familiarity is important so as to make the listeners keep their attention. When the listeners are familiar to the topic, they will listen to it very carefully.
diagrams, or other visual aids. The use of those items is very useful to increase listeners’ motivation in doing the task.
In addition, citing Anderson and Lynch (1988), Nunan (1991: 24) provides five difficulties of listening task. Basically, the idea of the difficulties is the same, but is presented in different words. The difficulties are “the organization of information,” “the familiarity of the topic,” “the explicitness and sufficiency of the information,” “the type of referring information,” and “whether the text described static or dynamic relationship.”
As a final point, there are a lot of difficulties in completing listening task well. Therefore, teachers should be able to overcome the difficulty. One solution to reduce the problem is by helping the students construct knowledge about what to be listened to. By doing so, the students will be more familiar to the topic. Besides, they will also have clear and sufficient information about the topic, and also will understand the content better.
c. Bottom Up and Top Down Processes
1) Bottom Up Processing
Bottom up processing happens when “the students start with the component parts: words, grammar, and the like” (Nunan, 2003: 26). In other words, bottom-up is text based. It means that the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. The listeners process the information from the very basic or small part of language, i.e. sounds into the bigger one, such as words, phrases, clauses, and sentences. Anderson and Lynch (2003: 9) prefer to use the term “tape recorder” to describe the listeners in bottom up processing. Thus, it implies that the listeners will simply memorize and recall words that speakers said. However, bottom up processing does not merely receive and store audio input, but the listeners also need to interpret linguistics input through mental process (Goh, 2002: 5).
2) Top Down Processing
listeners do not come to class without any information. In fact, the listeners will actively build their own understanding on what they listen to by relating it with their existing knowledge.
In top down processing, the teacher, as the facilitator of learning in the classroom, may help the students to prepare or to construct their prior knowledge on what is going to be learned. In preparing the students, reading activity can be a way to help students construct prior knowledge which is important for listening comprehension in the classroom.
3. Theory of Reading
Reading is very significant in life. Through reading, someone can be rich of important information. A piece of reading text can make someone know more. In other words, by reading, people will gain more knowledge. Reading is one of the ways to broaden knowledge. Besides, according to Raygor and Raygor (1985: 3), reading is also a great source of entertainment for many people. Therefore, it implies that reading is very useful to give the readers new information and also to entertain them.
Additionally, intensive reading tends to put attention on the high quality of comprehension from small number of sources or texts.
1. Extensive Reading
Extensive reading covers a large area. Extensive reading involves the students to read long texts or large quantities for general understanding, with the intention of enjoying the texts (Stanley, 2005:1). In addition, this type of reading can encourage the students to acquaint various types of texts.
The use of more than one text or sources will enrich the students’ knowledge. However, Paulston and Bruder (1976: 199) note down problems found in extensive reading. The problems concern with the selection of reading materials or texts and how to make students read the texts.
2. Intensive Reading
a. Text Selection
Reading activity can be very useful in the learning processes in the school. McKim (1958: 15) states that “reading is important aspect of living in school”. It implies that printed sources, which are used in the reading activity, are very familiar to the students as they often learn using text books. Nevertheless, in using reading texts to support the learning in schools, the teacher should pay attention to the text selection, that is how the teacher chooses the text suitable for learning purposes, and the teacher should know the type of the text to be used in order to understand the function of each type of text.
In preparing the reading texts for the students, the teacher needs to be very selective. There are several things to be considered in preparing the reading texts in teaching learning process. Duffy (1985: 147) points out three important aspects to be measured in preparing usable texts for teaching. The aspects are as follows:
1. Audience
2. Purpose
Duffy (1985: 148) reveals that “printed materials used for many purposes to learn, to execute procedures related to work, as reference materials, and so on”. As so many purposes the reading activity gives, it is important for teachers to decide a definite purpose of a text to be read by the students first. By deciding the purpose of the text, it will be easier to choose an appropriate text.
3. Context
Context refers to the situation around the readers. The situation in which the texts are used also contributes a significant role of the reading activity. Carter categorizes context into four aspects, namely size of the text, style or type, clarity of graphics, and type of the paper. By considering the context, the text selected will be more appropriate to the audience.
to understand what they listen to. The last criterion deals with theme. In selecting the text for listening, the teacher should be able to choose theme that students can identify. Therefore, in selecting the texts for the students, the teachers need to be very selective.
b. Types of Texts
Reading text can be classified into two types, namely authentic and non-authentic texts. The division of the type of reading texts is influenced by the concept of communicative setting or elements contained in the text.
1. Authentic Text
An authentic text is defined as any original source materials which are made for the real world communication. Although this type of text is written for outside classroom use, it can be also very suitable for learning in the classroom. One reason stated by Murdoch (1999: 3) is that it challenges the learners. However, in the application in the classroom, there will be no modification of the text.
common texts used in the classroom. Besides, it can also train the students to understand the written texts in the real world.
2. Non-Authentic Text
Different from the authentic texts, the non-authentic text is designed for classroom use. In other words, the non-authentic texts are designed intentionally to be used in the classroom learning. Therefore, this type of text considers the level of students who read the texts.
The non-authentic texts can also be made by modifying an original text to adjust the level of difficulty to the students. The teacher, for example, may modify the diction to make the texts appropriate for the students. By doing so, the students will be easier to understand the texts. However, the non-authentic texts also provide advantages. The non-authentic texts are more readable and mistakes in this type of texts are avoided since the non-authentic texts have been already prepared for classroom use.
4. Reading Texts to Construct Knowledge
Reading skill is a helpful skill. It offers many advantages to the readers. In the learning process, reading also contributes important role to students. The students often prepare themselves by reading the materials. However, as stated before, reading texts are very useful to the success of the students.
improve language skills. In this sense, reading becomes the vehicle of learning, supporting the students to construct knowledge about what is going to learn. By doing so, all students will have basic knowledge since the teacher facilitated the reading texts.
In order to link or integrate reading with the other language skills, reading texts play an indispensable role. Reading texts have benefits to help the teacher to teach other skills. Through reading texts, the teachers can integrate reading with speaking, reading with writing, or even reading and listening, which both are receptive skill. Reading texts are usually used to give examples or background knowledge to the students.
In teaching writing skill, reading texts can be used as models to the students to start their own writing. It means that reading texts are used to prepare the students to learn writing skill. Reading texts are indeed frequently used to provide inputs for the students. Moreover, reading texts are also used in teaching speaking to the students. The students will read first and then talk. The last, reading texts also contribute background knowledge to the listening skill. By reading the texts before the lesson is started, the students will have knowledge of related topic to be learned.
5. Students’ Perception on the Implementation of Reading Text as
Pre-Listening Material
patterns” (Kalish, 1973: 77). Similar to the definition by Kalish, Gibson (1997: 97) states that perception is “a process of organizing the information that an individual gains from his environment to make it logical and sensible”. Another definition is proposed by Altman and Hodgetts (1985: 85). They stated that perception is “an individual’s view of reality”. Therefore based on the definitions, it can be concluded that perception involves organizing and interpreting information from the environment so as to make the information meaningfully interpreted.
People may see the same thing, but they may perceive it in different ways (Gibson, 1982: 53). Altman and Hodgetts (1985: 85) mentioned that people’s perception depend on how they process the available information. However, there are several factors that can influence one’s perception. Robbins (1997: 39) clearly stated that perception is commonly influenced by the perceiver and the characteristics of the target being observed. Further, the characteristic involves attitudes, interests, expectation, past experience, and needs, as well as emotion (Robbins, 1997: 40).
B. Theoretical Framework
Listening skill is in fact very significant to be mastered. In learning English language, listening skill can be said as the basic skill to acquire other language skills; speaking, reading, and writing. The contribution of listening skill to support other language skills makes listening worth to be learned seriously.
listening skill. Background knowledge will make the students easier to understand the message of what they listen to. It will also raise their motivation to listen. Therefore, lack of background knowledge may cause ineffective listening. Hence, prior knowledge is very significant in helping students construct new knowledge.
Prior knowledge gives contributions to the students in building a new understanding while learning in the classroom. Brownell (1996: 10) believes that prior knowledge contributes successful learning. He says that in order to learn new knowledge, people in fact need prior knowledge. In other words, people need to relate information they already possess to the new materials that is going to be learned in order to construct new knowledge (Brown, 1994: 79). Prior knowledge which is well constructed before learning a new material offers contributions to the students in the learning process (Brownell, 1996: 10). For this reason, prior knowledge also needs to be constructed to the students in learning listening skill. Students’ prior knowledge should have been well constructed when they enter the class to start the new materials.
29 CHAPTER III
METHODOLOGY
This chapter deals with methodology used in the research. The discussion of
this chapter consists of six sub sections. The first sub-section is about the research
method, in which the researcher explains the method used in the research. The second
section of this chapter deals with research participants, which tells about the subject
observed under the study. In the third sub section, the researcher explains about
instruments used in gathering the data. The fourth section discusses the data gathering
technique. This sub-section acquaints how the instruments are used in the study. The
fifth section, that is data analysis, explains how the data gathered were analyzed. The
last section is research procedure. This last section gives clear explanation about steps
in conducting the research.
A. Research Method
The research is a qualitative research. Ary, Jacob, Razavieh (2002: 22) say
that “qualitative focuses on understanding social phenomena from the perspective of
the human participants in the study.” Moreover, according to Holliday (2002: 5),
qualitative research is interpretive. He further explains that the researcher needs to
investigate the participants deeply as it is believed that people are mysterious and
need to be superficially touched. Thereby, qualitative research investigates human
Qualitative research in fact makes the researcher gain insight into the context
of the participants. By doing so, the researcher would better understand the behavior
of the participants (Ary, Jacob, Razavieh, 2002: 24). In other words, the use of
qualitative research makes the researcher come into the unforeseen areas of the
participants (Holliday, 2002: 5). It looks deeply into the quality of social life.
Since qualitative research uses human experiences to be observed, the data
gained in the research is usually descriptive. It means that the data are in the form of
words rather than numbers. The research is focused on face to face interaction to
obtain the data. Considering the theories above, the researcher applied qualitative.
Qualitative was best applied in the research since it was aimed to find out the
influences of reading texts which construct participants’ prior knowledge in acquiring
listening skill and also how the students perceived the implementation of the reading
materials to prepare them in listening section.
B. Research Participants
The target population of this study was the third grade students of science
class of SMA Stella Duce Bantul of academic year 2006/2007 consisting of 14 students. The third science grade students of SMA Stella Duce Bantul were chosen as the population of the study since they had learned English for years. Therefore, the
students of this level were considered to have already mastered English language
better than the lower level students. Furthermore, the researcher chose the population
because it was accessible. However, since it would not be possible to survey the
representative of the population selected then. Therefore, eight students were chosen
as participants who gave sufficient data about the implementation of the reading text
to build prior knowledge in listening section.
The selection of the participants in this study was based on several reasons. In
this study, the researcher only chose eight students of third science grade of SMA Stella Duce Bantul academic year 2006/2007 as the representatives of the population. The eight students were to be interviewed by the researcher. The researcher decided
to choose the eight participants based on their mark (from the highest until the lowest
one) to obtain more reliable data. Furthermore, the chosen students were believed to
be able to give much information about the implementation.
C. Research Instruments
The study used three instruments to gather data. The instruments were
interview, observation, and questionnaire. The instruments were used to make the
researcher easier to gather the data in order to answer the problems formulated in
problem formulation.
The first instrument was interview. The interview was conducted to the
research participants in order to answer the first problem of the research. Besides, the
interview also strengthened the data to answer the second problem of the research.
According to Kvale (1996: 11), as cited in Cohen, Manion, and Morrison (2000:
267), ”the use of interview in research marks a move away from seeing human
subjects as simply manipulable and data as somehow external to individuals, and
conversations”. The interview was aimed to gather information about the students’
opinion toward the use of reading texts as additional materials to construct their prior
knowledge and how the additional materials helped them to acquire listening skill in
the class.
The interview used in the research was structured. According to Wallace
(1998: 146), there are three types of interview, namely structured interview,
unstructured interview, and semi-structured interview. Structured interview, which
was used as one of the instrument of the study means that the questions for
interviewee were already prepared before the interview was conducted. There were
13 questions prepared and asked by the researcher in order to answer the problems of
the research. The detailed questions were enclosed in Appendix 4.
The second instrument, that was observation, was used to answer the first
problem of the research. According to Cohen, Manion, and Morrison (2000: 293),
“observational data are attractive as they afford the researcher the opportunity to
gather “live” data from “live” situation”. In other words, by doing observation, the
researcher was able to look at the real condition of the participants being observed.
The researcher used observation since it gave data on every detailed action taking
place in the classroom. Moreover, Cohen, Manion, and Morrison (2000: 293) also
state that observation enables the researcher to gather data on physical setting, human
setting, interactional setting, as well as programme setting. By using observation, the
researcher was facilitated to gather data in every setting.
In the research, the observation forms were very useful in helping the
The observation helped the researcher to observe the students’ behavior and attitudes
as well as their ability in listening during the learning process. Besides, through
observation, the researcher was able to gain information about the activities in the
classroom completely, whether or not the reading texts influenced the activities in the
classroom while listening.
There are two types of observation, namely participant observation and
nonparticipant observation. In doing the research, the researcher used nonparticipant
observation. In nonparticipant observation, the observer was not really involved in
the activities of the group (Ary, Jacob, and Razavieh, 2002: 430). The researcher
purely observed the students in the classroom. It was done in order to minimize the
missing data on the students’ progress and to provide more truthful data. Therefore, a
nonparticipant observer was very helpful.
The last instrument was questionnaire. According to Seliger and Shohamy
(1989: 172) “questionnaire are printed forms for data collection, which include
questions or statements to which the subject of the study is expected to answer”.
Thus, it was clear that the data from the questionnaire were in the written form. The
questionnaire was chosen as the instrument in the research since it helped the
researcher to gather data in order to answer the second problem of the research. In the
research, the questionnaire was given to the participants after they finished answering
comprehensive questions in listening section in each observation. By using
questionnaire, the researcher was able to observe whether the additional materials, i.e.
reading texts, influenced the participants or not. The participants were to choose one
comprehensive questions; whether they answered the questions based on the
information obtained by reading the text only, listening to the recording only, or both
of listening and reading. Further, the students also provided the reason for their
answer.
In using the questionnaire, the researcher mixed the two types of questions in
questionnaires; open-ended and close-ended questions. Cohen, Manion, and Marrison
(2000: 248) differentiate the types of questions in the questionnaire into two, based
on the way the participants or respondents answer the questions. In open-ended
questions, the participants are able to “write a free response in their own terms, to
explain and qualify their responses and avoid the limitations of pre-set categories of
response” (Cohen, Manion, and Marrison, 2000: 248). Therefore, in this type of
questions, the participants of the research were given freedom in answering the
questions. On the other hand, the researcher also provided close-ended questions in
the questionnaire. In close-ended questions, the participants have limitation only to
choose one of the provided answers. The close-ended questions were used to observe
participants’ source in answering questions in listening section, whether it was from
the reading texts they had read or purely from the listening section in the classroom
or from both sources. Open-ended questions were used to clarify the participants’
D. Data Gathering Techniques
It was stated that the researcher used three instruments in order to gather the
data to answer the problems of the research. This sub-chapter explained how the
instruments worked and also how the data were gathered.
In the first step of gathering data from the participants, the researcher
maximized the use of observation form. Observation was used in the implementation
of a particular method in teaching listening skill to the participants. In this step, the
researcher asked the teacher’s help to distribute the reading passages which were
related to the next topic. During the implementation of the method in classroom, the
researcher observed the students and wrote important notes about their behavior and
attitudes as well as the activities and learning situation in the classroom in the
observation forms. Moreover, the researcher also distributed questionnaire, while
observing the participants in the classroom. The questionnaire was used to measure
whether or not the reading texts they had read at homes influenced their
understanding in listening section. Hence, the participants were to answer questions
related to their ability in answering some questions from the stories they listened to.
Having finished observing the participants and the learning situation in the
classroom, the researcher began the next step, i.e. reflecting the implementation of the
method in the classroom. It was done by interviewing the participants. The
representatives of third grade of science students of SMA Stella Duce Bantul were interviewed one by one outside the classroom to create relax situation. By doing so,
conducted in the study was aimed to see participants’ opinion on the use of reading
passages in learning listening skill; how it was able to help them in listening.
E. Data Analysis Techniques
After the data were gathered, the researcher then analyzed them in order to
obtain the answer to the questions formulated in the problem formulation. In
analyzing the data from the instruments, the researcher triangulated all the data
gathered from observation, questionnaire, and interview. This step was conducted in
order to gain valid and reliable data. According to Bodgan and Biklen (2003: 107),
triangulation is used as “verification of facts”. This belief came from the idea that
more than one source of information were needed in order to establish a fact.
Therefore, many sources of data were better to lead to a fuller understanding of the
phenomena under the investigation.
The researcher first listed the students’ answers related to their perceptions
obtained from the interview. Based on the students’ answers, the researcher found the
patterns for the answers in order to classify them into the more common categories.
The categories used in this study then were positive and negative responses. When
the students perceive reading text positively, they will consider reading text as a help
to construct their prior knowledge which is important in listening section and they
will give positive attitudes and response toward the text, i.e. read the given text
before the listening section. Furthermore, the students’ positive responses could be
seen clearly from their statements in the interview, such as “helpful”, “enjoyable”,
they will not consider reading text important as a help and will not read the text
before they come to the listening section. The negative responses describe the
participants’ disagree of the implementation of the reading text which could be seen
from the statements as “boring” or “burdened”. Therefore, students’ different
perception on the implementation of reading text can be clearly seen in their attitudes
and responses.
Further, the researcher analyzed the result of observation in the classroom.
The observation also helped the researcher to answer the first problem formulation.
Moreover, the data from the observation gave description on participants’ activities in
the classroom, their attitudes during the learning process, and also their progress.
Furthermore, in assessing participants’ progress in listening skill, the researcher
provided two indicators. The indicators used by the researcher were based on Nunan
(1999: 31-32). The indicators were as follows:
1. The students are able to catch specific information from the recording by
answering the questions related to the texts including the time, name of people
and places, and the main ideas of the stories.
2. The students are able to retell the stories systematically.
The students’ answers then were classified into four levels, namely very good, good,
fair, and poor. The level of answers from the students was determined based on the
Table 3.1 Level of Students’ Answers Rubrics
Level of Students’ Answers Criteria
Very Good
• Accurately answer the questions provided
• Completely answer the questions provided
Good • Answer the questions correctly
Fair
• Incompletely answer the questions provided
• The answers are related to the questions
Poor
• Failed to answer the questions provided correctly
• The answers are not related to the questions
(Adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html)
In order to see the percentage of the indicators achievement, the researcher uses the
following formula:
x = number of students who answer the questions in particular level
∑n = the total number of students being observed x
∑n x 100%
The data obtained then were related to the theories. Next, the researcher
transformed the data into descriptive analysis. Having finished analyzing the data as
the result of observing the participants, the researcher continued the next step of
analysis. The researcher then analyzed the questionnaire. The questionnaire was very
essential to give further data whether the reading texts influenced participants’
understanding while listening to the stories in the classroom. In analyzing the
questionnaire, the following formula was used:
x = number of students who answer particular questions ∑n = the total number of students being observed
x
Next, the researcher analyzed the last instrument, i.e. interview. The interview
was used to answer the second question of the research on participants’ opinion on
the use of additional material. Hence, the interview was also used to clarify the data
from the observation in order to obtain more reliable and valid data.
F. Research Procedure
There were some steps used in the research. Before conducting the research,
the researcher firstly chose the problem to be discussed. Then, the researcher decided
the subject of the study. Next, the researcher came to the preparation step. In this
step, the researcher asked permission letter from the secretariat of the English
Language Study Program. Afterwards, the researcher proposed the proposal to the
headmaster of SMA Stella Duce Bantul to conduct the research in the school.
After discussing the method used in the classroom with the teacher of the
participants, the researcher, then, observed the class in which the teacher
implemented the reading text as pre-listening material. During the implementation,
the researcher fully observed the participants and the learning activities in the
classroom. At the end of the listening section in each meeting, the researcher
distributed questionnaire to the participants in order to obtain the data needed. After
the implementation had been conducted, the researcher interviewed the participants in
order to gain more information needed to answer the problems of the research.
The next step was analyzing the data gathered from the observation,
questionnaire, and the interview. The first problem was answered from the data
whereas the second problem was answered using questionnaire and the interview.
Afterward, the data gathered were interpreted. After the data were interpreted, the
researcher made conclusion based on the interpretation. As the last step, the
41
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher intends to presentthe findings of the research. This chapter is divided into two major sub-headings, namely students’ perceptions toward pre-listening material and the influences of reading text in listening section. The first sub-heading discusses students’ perception on the use of reading text as a medium to construct knowledge before listening section, whereas the second sub-heading provides the detailed discussion of the reading text influences to the students.
A. Students’ Perceptions toward Pre-Listening Material
Implementing reading text as a medium to construct students’ knowledge before listening section in class, the teacher provided three narrative short stories, namely Sleeping Beauty, Rapunzel, and Snow White. The reading text of each story was given to the students a week before the listening section. The students experienced the implementation of reading text for three weeks. Indeed, each student faced various experiences. As stated in Chapter III, the researcher employed observation sheet and interview to obtain the data on students’ perception.
In general, from the observation as well as from the interview with participants, it was surprisingly found that all participants actually liked learning listening. Two of them shared:
(I like learning listening.)
… saya lebih suka belajar listening … (Kelud, Interview) (… I prefer learning listening ….)
However, the students still found difficulties in acquiring listening skill. What makes listening skill difficult to be mastered is, as stated by Rost (2002: 8), the fact that listening involves the ability to understand or to construct the meaning on what is listened to. Therefore, listening does not merely mean to receive or recognize the sound. One student in the interview stated:
… kan kalo dari listening itu mbak, cepet banget ngomongnya. Baru nyoba ngerti kalimat yang satu, eh udah ngomong yang lain lagi. (Krakatau, Interview)
(… in listening to the recording, the speakers speak very fast. I was trying to understand the meaning of a sentence, but the speakers continue speaking another sentence.)
In providing the students with the texts before listening section, the teacher tried to employ a particular activity in learning listening, i.e. top-down processing. Therefore, the students came into class with background knowledge in their mind. As the result of top-down processing, they had to read pre-listening materials, i.e. reading text at home before listening section. However, there were various responses students shared toward the implementation of reading text as pre-listening material.
the recording was accepted by most participants. Six of eight participants (75%) thought that the texts were needed and were very useful for them. Experiencing the implementation of the text, six participants, namely Bromo, Bukit Siguntang, Kerinci, Krakatau, Merapi, and Tidar implied that they agreed with the teacher who provided them with the text. In the interview, they mentioned:
Reading text itu perlu, mbak. (Tidar, Interview) (Reading texts were needed.)
Reading text membantu banget untuk persiapan listening. (Bromo, Interview)
(Reading text was very helpful for preparing me before listening.) Reading text itu bermanfaat banget. …. Walaupun kadang reading textnya nggak dong tapi itu tuh membantu mbak. (Krakatau, Interview)
(Reading text was really useful … Even though sometimes I could not understand the text fully, but still it helped me.)
Furthermore, some students stated that they were not burdened by the pre-listening material since they liked reading and as far as the text helped them to prepare themselves before listening section. Two participants stated:
Aku suka membaca sih. (Krakatau, Interview) (I like reading.)
Aku sih nggak masalah sama panjang pendek teks, sejauh itu membantu aku. (Merapi, Interview)
(It does not a matter for me whether I have a long or short text, as long as the text can help me.)
On the other hand, other two students had their own argument in accepting the reading text. Both of them shared that they were not burdened by the text even though one student, Kerinci, did not like reading. However, another student implied that reading the text at home spent her time much. In the interview, the students said:
…nggak menyulitkan kalau ada waktu luang. (Bromo, Interview) (…it was not burdened me if I had spare time.)
Aku nggak suka membaca, tetapi aku nggak terbebani juga. (Kerinci, Interview)
(I do not like reading, but I was not burdened.)
Therefore, for most students reading text was a suitable medium for preparing them before listening section.
seriously. None of the students made noise when the teacher played the recording. Thus, it was evident that the students were not burdened by the text.
The reading texts which were given to the students, in fact, gave positive influences on most students. Several students in the interview undoubtedly stated that they preferred reading the text first before listening to the recording. However, it is clear that the text had successfully helped them to prepare themselves before listening section. As the result, the students preferred having the text first before listening section to directly listening to the recording in class. In the interview, they mentioned the reason:
Sebelumnya disiapin teks baru mendengar. (Merapi, Interview) (Prepared by the text first and then listen to the recording.)
Kalo aku lebih mudah kalo sudah diberi teks dulu. … Soalnya aku bingung sih kalo listening makanya aku perlu dipersiapkan jauh hari sebelumnya. (Krakatau, Interview)
(It was easier for me if there was a text first. …Since listening is confusing for me, I need to be prepared before listening section.)
Different from six students who thought positively about the additional pre-listening material, one student perceived reading text negatively. She thought that reading text was useless. In the interview, the participant confessed that she did not like reading. Her feeling, in fact, became a reason for her not to read the text.
Ya, yang jelas saya lebih suka belajar listening daripada reading. (Kelud, Interview)
(I prefer learning listening to reading.)
She also stated the reason for why she did not like reading. In the interview, she said: Membosankan, karena kalau misalnya nggak ngerti ya sudah
(Boring since if I did not understand the meaning of a word, I left it. I am lazy to open the dictionary.)
Therefore, it was useless to provide the text to her; in fact, she did not read the text before listening section. Furthermore, she stated that the text did not give her any influences. She mentioned:
Iyalah, sama aja ada teks atau nggak. (Kelud, Interview) (It was just the same whether I have the text or not.)
She proposed that it was better for the teacher not to provide the students with the texts before listening section. She had an opinion:
Ya, kalau bisa sih langsung listening aja nggak usah pake reading-reading an. (Kelud, Interview)
(It was better to come to listening section directly without having reading text.)
According to Kelud, from the interview, she preferred listening to the recording directly in the classroom without any text before. The text burdened her since she did not like reading. Besides, by having the reading text, it means that she had to read it before the class by herself. It spent much of her time. Therefore, the texts failed in helping her to be well-prepared in listening section.
Experiencing the process of learning, one student, Merbabu, had his own perception which differed from the previous seven students. He confessed that the implementation of reading text before listening section was not burdened him since he enjoyed reading very much. His confession was shared in the interview as below:
As a matter of fact, he accepted the text well and could take the advantage of the text. Hence, his opinion is in line with Raygor and Raygor (1985: 3) that reading activity can be a great source of entertainment for some people. However, one student, namely Merbabu stated his further opinion not to use the text if the purpose of learning was to practice the skill of listening. He explained:
… kalau mau belajar listening sebaiknya tidak perlu pakai reading teks terlebih dulu. Jadikan bisa belajar, walaupun nanti nggak dong …. (Merbabu, Interview)
(… if we are going to learn listening skill, it is better not to use reading texts, so we can learn, even though we cannot understand….)
to listen to the recording. In brief, all students’ perceptions toward the implementation of reading text as a pre-listening material can be summarized as follows:
Table 4.1 Students’ Perception toward Pre-Listening Material
Students’ Perception
Positive Negative
Reading text is needed Reading text is helpful Reading text is useful Reading text is not a burden Reading text makes listening becomes easier
Reading text is enjoyable
Reading text is useless Reading text is boring
Indeed, all perceptions influence on the scope of influences of the reading text in acquiring listening skill. Hence, the contributions or influences were discussed in a greater detail in the following subsection.
B. The Influences of Reading Text while Listening to the Recording
