Data Collection 25 - RESEARCH METHOD 23 - the lecturers' strategies in teaching listening

CHAPTER III RESEARCH METHOD 23

D. Data Collection 25

The data collected by the following steps:

 Observation

a. The first step, The researcher asked permission from the lecturer to doing observation.

b. The second step, The researcher observation the class by observing the learning process and taking documentation by using a hand phone.

 Interview

a. Third step, The researcher interview the lecturer by asking some questions to the lecturers and record the entire interview session with voice recorder.

b. Fourth step, The researcher make a transcript of the voice record.

c. The last step is to find out the lecturers strategies used in teaching listening comprehension and the implementation of the strategies.

E. Data Analysis

Data analysis is the next process after the data collection. The process of analysis do continually as long as the research is conducted. The data analysis is the qualitative research involves three things, namely; the data reduction, data display, and the conclusion drawing/verification (Sugiyono, 2016: 337).

1. The data reduction

It is process of selecting the basic things, focusing on something important to the content of data which derives from the

field. The researcher categorizes data taken from interview and observation. In this step, the researcher interviews the subject in this research and recorded the entire interview session with voice recorder. The researcher also held observation in the class and taking documentation by using a hand phone in process of succeeding the data.

2. The data display

After selecting and taking the data based on some criteria, the researcher described the data. Data display refers to show data that have been reduced in the patterns. It benefits to help the researcher in understanding the data.

3. The conclusion drawing/verification

After describing and interpreting, the researcher will make general vie toward the result of the interpretation. The conclusion then make based on the general view. The conclusion of this research will be the description of the strategies which used by the lecturers and implementation of the strategies.

FINDINGS AND DISCUSSION

This chapter deals with the findings of the research and discussion of the result of the data analysis.

A. Findings

The findings of this research presented the lecturers strategies and discussion concerned with description and explanation of the finding. To find the strategies by the lecturers, who teach listening comprehension in second semester at Muhammadiyah University of Makassar, the researcher analyzed the data based on the keywords which defined by the lecturers strategies related on the theories of language learning strategies in chapter two.

1. Strategies Used by the lecturers in teaching listening comprehension The interview was conducted in the second semester at Muhammadiyah University of Makassar. It was aimed at obtaining the data about the lecturers’ Strategies in teaching listening at English Department of Muhammadiyah University of Makassar. The researcher interviewed the lecturers who teach listening subject at the second semester.

a. Pre-Listening

Based on the interview result, some of the research subjects admitted that they used pre listening. It is indicated from their answer to words question “What are the strategies used in teaching listening comprehension?” Below are the extract from the dialogue

EXTRACT 1

1. “In my class, listening class, actually I divided the section in listening. The first is pre listening, so i still have pre listening in my class, and in this section, I introduce the students with the background information of the topic. (L1)

2. Yes I used that pre activities and listening. (L2)

From the previous paragraph, it can be concluded that 2 of 3 research subjects (subject number 1,2) used pre activities and listening strategies.

From all the extracts which coded as L1 and L2 shows that the subject applied pre activities and listening in teaching listening in the classroom.

From that strategies it can made the students easy to understand the materials because the lecturer explain the specific topic or specific information about the materials so the students can understand about the content from the audio.

b. Questioning Strategies

Based on the interview session, some of the research subjects also confirm that they used of questioning strategies in teaching listening in classroom. It is indicated from their answer to words questions “Which strategies are dominant used in teaching listening comprehension ?”

Below are the extract from the dialogue:

EXTRACT 2

1. Like before teaching or in pre listening I used questioning strategies to the students to stimulate them to give them background information topic that they are going study about. (L2)

From the previous paragraph, it can be concluded that 1 of 3 research subjects (subject number 2) used questioning strategies From all the extracts which coded as L2 shows that the subject applied questioning strategies in teaching listening in the classroom. From that strategies it can made the lecturer and students interact each others and they discuss about some topic from the audio and then the lecturer give the students task.

2. Implementation of the strategies a. Fill Out the Worksheet

Based on the interview result, one of the research subject admitted that He was ask the students to fill out the worksheet and then evaluated his students after pre-listening to implementing the strategy. The research subject was evaluated the students by asking them one by one and then check their answer and try to help the students to understand the topic. It is indicated from his answer to words question “How do you implementing your strategies ?” Below are the extract from the dialogue

EXTRACT

1. “Sometimes I ask them to fill out the worksheet and after that I evaluated them after pre-listening and while listening. I evaluated them by asking them one by one. For example, to check their answer and try to help them to understand about the example if they get wrong answer. I just try to give them understanding why they got wrong answer and how to get result for the next section, just like that”. (L1)

From the previous paragraph, it can be concluded that 1 of 3 research subjects (subject number 1) From all the extracts which coded as L1 show that the subject used the worksheet to implement his strategy in teaching listening in the classroom. from that worksheet it can made the students easy to understand the materials because the lecturer was evaluated the students’ answer and ask the students one by one and then try to help the students understand why they got wrong answer so the students can understand about the content from the audio.

b. Asking Questions

Based on the interview result, one of the research subject admitted that she was asking questions to the students related to the topic. It is indicated from his answer to words question “How do you implementing your strategies ?” Below are the extract from the dialogue

EXTRACT

1. Of course I asking my students question related to the topic and encourage them to think about the topic and try to make them familiar with the topic before their listen to the audio or the dialog so it will help them to understand about the audio better". (L2)

From the previous paragraph, it can be concluded that 1 of 3 research subjects (subject number 2) From all the extracts which coded as L2 show that the subject asking questions to implement her strategy in teaching listening in the classroom. from that question it can made the students familiar with the topic before the students listen the audio or dialog so it will help the students to understand about the audio better.

Table 4.1 Kinds of strategies used by the lecturer in teaching listening in classroom

No. Lecturer Strategies No Implement of the strategies 1 Pre Listening – Activities 1 Fill out the worksheet

2 Questioning Strategies 2 Asking questions

The information from interviews in table showed that there were 2 kinds of lecturer strategies implemented in teaching listening in classroom.

B. Discussion

As has been presented on findings, results in interview showed that research subject had various answer towards the question of their strategies on teaching listening comprehension in classroom. There are two kinds of strategies which used by the research subjects, such as pre-listening strategies and questioning strategies. Chatom (1987) points out that learning strategy are techniques, approaches or deliberate actions that students take in order to facilitate learning and recall of both linguistic and content area information.

Oxford (1990) defines language learning strategy as conscious step or behaviors used by language learners to enhance the acquisition, storage, retention, recall, and use of information. Ellis (1994) points out a strategy, which consists of mental or behavioral activity relates to some specific stage in the overall process of language acquisition or language use. there are three types of strategies in listening comprehension. Such as cognitive, metacognitive, and socio-affective.

1. Strategies used by the lecturers in teaching listening comprehension a. Pre-listening

Based on findings above, the research subjects used two kinds of the strategies in teaching listening comprehension in classroom, such as pre- listening strategies and questioning strategies. In the extract 1, 2 of 3 research subjects (subject number 1,2) used pre activities listening strategies which coded as L1 and L2, shows that the subjects applied pre activities listening in teaching listening in the classroom. From that strategies it can made the students easy to understand the materials because the lecturer explain the specific topic or specific information about the materials so the students can understand about the content from the audio.

In addition, the theories related to the findings of lecturers strategies in teaching listening comprehension is part of metacogtitive strategies was a kind of self-regulated learning. It included the attempt to plan, check, monitor, select, revise and evaluate, etc. For example for metacognitive planning strategies, learners would clarify the objectives of an anticipated listening task, and attend to specific aspects of language input or situational details that assisted in understanding the task. (Vandergrift, 1999). Generally, it can be discussed through pre-listening planning strategies, while-listening monitoring strategies, and post-listening evaluation strategies. Pre-listening strategies used of research subjects.

b. Questioning Strategies

According to the findings above, 1 of 3 research subjects used questioning strategies in teaching listening comprehension in the

classroom. From the extracts 2 which coded as L2 shows that the subject applied questioning strategies in teaching listening in the classroom. From that strategies it can made the lecturer and students interact each others and they discuss about some topic from the audio and then the lecturer give the students task.

2. The implementation of the strategies a. Pre-listening

b. Questioning Strategies

Based on the interview result, one of the research subject admitted that she was asking questions to the students related to the topic. From all the extracts which coded as L2 show that the subject asking questions to implement her strategy in teaching listening in the classroom.

This chapter delineates the conclusions and suggestion of this research.

The conclusion are formulated from the research findings, and the suggestions present the recommendation for the English teachers and the further research.

A. Conclusion

According to this research listening is an activity of listening an audio to get information. In listening, the student must be able to know what are the speaker said. By listening the student can answer the question from the lecturer during the learning process. Whereas, listening comprehension is a comprehensive listening process. In listening comprehension, the student not only listening what are the speaker said, but also need to know and understand the contents of the audio.

O’Malley and Chamot (1990) claimed three main types of strategies, such as:

1. Meta-cognitive

Meta-cognitive strategies are higher order executive skills that may entail planning for, monitoring, or evaluating the success of learning activities (Brown et al., 1983). Meta-cognitive strategies for receptive or productive language tasks include selective attention, planning, monitoring, evaluation etc.

2. Cognitive strategies

Cognitive strategies refer to the steps or operations used in problem-solving that require direct analysis, transformation or

synthesis of learning materials (Rubin, 1981). Typical cognitive strategies for listening comprehension include rehearsal, organization, inferencing, summarizing, deduction, imagery, transfer, elaboration etc.

3. Social/affective strategies

Social/affective strategies concern the ways in which learners interact with other learners and native speakers. They represent a broad grouping that involves either interaction with another person or ideational control over affect. Cooperation, self-questioning, and self-talk are the typical social/affective strategies.

Based on the previous mentioned findings it can be concluded that:

1. This research investigated strategies that were strategy used in teaching listening in classroom including, (a) pre-listening that can made the students easy to understand the materials because the lecturer explain the specific topic or specific information about the materials so the students can understand about the content from the audio. And (b) questioning Strategies that can made the lecturer and students interact each other’s and they discuss about some topic from the audio and then the lecturer give the students task.

2. Implementation of the strategies including (a) Fill Out the Worksheet that can made the students easy to understand the materials because the lecturer was evaluated the students’ answer and ask the students one by one and then try to help the students understand why they got wrong answer so the students can understand about the content from the audio. In addition, (b)

Asking Questions that can made the students familiar with the topic before the students listen the audio or dialog so it will help the students to understand about the audio better.

B. Suggestion

Considering the conclusion mentioned previously, the researcher would like to propose some suggestions, which hopefully will be useful for teachers, students, and other researchers.

1. The students

The students have to improve their attention during the teaching and learning process so they will understand the material well.

2. The lectures

The result of this study can be useful for the lectures. By knowing the best practices including the best strategies in teaching that will help the students easily to understand the material and the lecturer will easily to deliver the material through the strategies.

3. The other researchers

The researcher suggests to the next other researchers to analyze more deeply about the strategies in teaching. The further researchers are going to be interested in using actual and more corpus to cover the limitation of the research.

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INTERVIEW TRANSCRIPT Researcher (R)

Sample 01 (S01)

R : Ok, Assalamualaikum Wr,Wb. Thanks for your time sir, I would like to ask you some questions about your strategies, the first is about what are the strategies used in teaching listening comprehension?

S01 : Well, in my class, listening class, actually I divided the section in listening. The first is pre listening, so i still have pre listening in my class, and in this section, I introduce the students with the background information of the topic, what they are going to study about, so I introduce the background information of the topic by asking them some questions related to the topic, for example when the topic related to the let say food, for invitation, so sometimes I ask the students directly like what kind of food they like or where do they is direct sometimes had dinner or lunch so I just ask them questions and other to …. Them to the topic and to give them a background information to the topic and the next is while listening, I just in my teaching I try to teach the students about the strategies in listening. So I teach them the strategies in listening like focus on specific information so sometimes in listening we need to focus on specific information, so I just try to give them understanding that they sometimes we don’t need to listen f the full information, just need to listen the information that we need or the question that we need. Actually in listening, we know that there are 2 kinds of processing information, the first is bottom up processing and top down processing. So button up means that we process the information based on the background of the information. So the study of the background of the information first in order to understand the information and then which means we study the element of the language like the lexical research, grammatical structure of the language in order to understand the information. So, I just try to teach

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