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IMPROVING STUDENTS’ LISTENING COMPRHENSION THROUGH SAVI (SOMATIC, AUDITORY, VISUALIZATION, INTELLECTUAL)
AT ELEVENTH-GRADE OF SMK LPP UMI MAKASSAR
Rahmatiah1, Rita Roswita Duyo2, Sri Yulianti Ardiningtyas3
1STKIP YPUP/Pendidikan Bahasa Inggris, Email : rahmatiahkenari@gmail.com
2STKIP YPUP/Pendidikan Bahasa Inggris, Email : ritaduyo@stkip.ypup.ac.id
3STKIP YPUP/Pendidikan Bahasa Inggris, Email : sriardiningtyas@stkip.ypip.ac.id ABSTRACT
The purpose of this research is to know whether the use of SAVI (Somatic, Auditory, Visualization, Intellectual) strategy can improve students’ listening comprehension at the eleventh-grade of SMK LPP UMI Makassar. This research uses pre-experimental design of pre-test and post-test design. The sample was 15 students taken by purposive sampling technique. Based on the results of data analysis, it was found that there was a significant different between the average score of pre-test and post-test (61.33<96). The t-test value was greater than t-table (5.792<2.411) in significant level of 0.05 with degrees of fredom (df) 14. Based on these results, it can be concluded that SAVI (Somatic, Auditory, Visualization, intellectual) can improve students’ listening comprehension at the eleventh-grade of SMK LPP UMI Makassar.
KEYWORDS: Listening Comprehension, SAVI (Somatic, Auditory, Visualization, Intellectual).
INTRODUCTION
Language serves as a tool for social interaction and human communication. Thoughts, ideas, intentions, thoughts, and emotions are directly communicated from one person to another in every human communication. It will be extremely difficult for humans to communicate their wishes, thoughts, opinions, sentiments, and messages without the use of language. There are numerous languages spoken throughout the world, including French, German, Arabic, Chinese, and most notably English.
English has become a globally recognized language. English is also highly useful for communication in the globalization era. People can converse in English with people from all over the world for a variety of reasons. As a result, in order to develop confidence in the face of global competitiveness, people, particularly students, must be able to interpret and communicate in English.
People should master the four language skills of listening, speaking, reading and writing. The first skill that people must master is Listening before people speak. This is very important because before people speak, we listen to the Native Speaker and then speak according to the way the Native Speaker pronounce a word.
Listening as one of the important skills that must be learned to master in English. Although listening is not easy to learn, people can master it if they get used to listening to everything in English, for example listening to English songs and news. By listening people will know how to pronounce the words, and by having excellent listening skill, they will easily pick up on the message of the speakers/others they interact with. The input they get is very good information, then the output they produce will be even better.
164 Based on the results of the researcher interview with one of the English teacher at SMK LPP UMI Makassar, the listening comprehension of students in listening was still unfamiliar, still not able to understand the commands delivered orally and do not understand the meaning of the words spoken or heard in English. So, students are still very difficult to understand the language they hear. A learning process requires the right strategy. Learning strategies are tangible result that are used to develop learning materials, assess existing materials, revise materials and plan learning activities. By sorting goals into learning can make learning more meaningful for students. Learning strategies play a role in increasing students curiosity to learn so that students can participate in the learning process.
The involvement of students in carrying out learning steps can sharpen memory about the content of the subject matter. A concept will be easier to understand and remember if it is presented through intersting steps and procedures (Hamzah, 2007:95).
Therefore, one of the most important factors in overcoming students’ listening comprehension is to apply interesting methods so that students who are learning English for the first time are not easily bored and can understand the learning material, and the method applied by the researcher SAVI (Somatic, Auditory, Visualization, Intelectuall).
The SAVI learning strategy was first introduced by Meier (2002:33), SAVI is stands for Somatic, Auditory, Visualization, and Intelectual. SAVI method is a learning method that emphasizes that learning should take advantage of all the sensory tools of the students. The somatic here means body movement (physical activity), where learning by experiencing and doing; Auditory, wich means that learning should be with listening, speaking, presentation, and expressing opinions; Visualization, which means learning should be using the eye senses to observe and to read; Intelectuall, which means that learning should be able to encourage the ability to think, learn to be concentrating to investigate, identify, to find, to create, to solve problems, and to apply.
To support the application of a learning method as well as the SAVI learning method mentioned above, we need a learning media that can support the success of the learning. According to Tekno English in Channel Youtube (2021 in follows are: (https://youtube/q471cwmYb2M). learning media is defined as a communication tool used in the learning process to bring information in the form of teaching materials from teachers to students become more interested in participating in learning activities. One type of media that can be used in learning is audio.
Based on the explanation obove, the researcher is interesting in conducting a research entitled:
“Improving Student’s Listening Comprehension through SAVI (Somatic, Auditory,Visualization, Intelectual) at Eleventh-Grade of SMK LPP UMI Makassar”.
METHOD
The researcher will use a pre-experimental design as the research method. It means the research tried to apply method by using one group pre-test and post-test designed. This design used for one group was pre-test (O₁), expose to a treatment (X), and post-test (O₂).
The design is illustrated as follows:
E: O₁ X O₂ Where:
𝑂1: Pre-test 𝑂2: Post-test X: Treatment
(Gay, 2012:265)
165 The method used in this research is the pre-experimental method. It aims to determine whether the SAVI strategy can improve students' listening comprehension.
This research was conducted at SMK LPP UMI Makassar. The population in this study were eleventh-grade consisting of one class and the number of students in this class was 15 students. In this study, researchers used a purposive sampling technique.
The instrument of this research is a listening test which is used in the pre-test and post-test. The pre-test was used to check the students' initial ability to hear dialogue questions in the form of comparative audio before being given treatment. After giving the pre-test, students were treated to dialogue questions in the form of audio using comparisons. There are four meetings for treatment and each meeting is about 80 minutes (2x40 minutes). Post-test is used to determine the progress of students after being given treatment.
RESULT AND DISCUSSION Results
Calculating the students score using the formula:
S = ∑ 𝑅
𝑁 x100 Where:
S : Score
∑ 𝑅 : The zum of right answer N : The total number of question
(Purwanto in Savitri and Rahman, 2016)
NO SCORE CLASSIFICATION
1 96-100 Excelent
2 86-95 Very good
3 76-85 Good
4 66-75 Fairly good
5 56-65 Fair
6 36-55 Fairly poor
7 0-35 Poor
To collect data, the researcher used a listening test. The listening test has a pre-test and a post- test. Before using the SAVI strategy, a pre-test was given to determine the students' prior knowledge, and a post-test was given to determine the students' improvement after being given treatment.
In the pre-test, the researcher asked students a series of questions, then instructed them to listen to an audio clip that corresponded to the questions. The students then responded to the questions with the appropriate options based on what they had learned from the audio. Twenty multiple-choice
166 questions were given to the students, but it was still quite challenging for the majority of them to comprehend what they were hearing in the audio.
The researcher provided treatment for four meetings after the students completed the pre-test.
In order to increase the students' listening comprehension and understanding, the researcher used the SAVI (Somatic, Auditory, Visualization, Intellectual) technique to explain greeting and leave-taking to them.
In the post-test, the researcher used the same procedure as in the pre-test, in which students were given questions and instructed to listen to the audio in accordance with those questions, which each included 20 multiple-choice answers.
Table 4.1. Students’ Score in Pre-test (X₁), Post-test (X₂), Gain/Dofference Between the Match Pair (D) and Square of Gain (D₂).
NO NAME SCORE OF
PRE-TEST
SCORE OF POST-TEST
GAIN (D) (X₂-X₁)
D₂
1 A 90 100 10 100
2 ESP 30 100 70 4900
3 G 40 80 40 1600
4 IA 30 100 70 4900
5 IAK 30 100 70 4900
6 MB 85 95 10 100
7 MAA 50 85 35 1225
8 MR 30 100 70 4900
9 MR 75 85 10 100
10 M 80 95 15 225
11 M 75 100 25 625
12 PIS 85 100 15 225
13 P 55 95 40 1600
14 R 60 80 20 400
15 RH 30 100 70 4900
TOTAL
N=15
845 1415 570 30700
MEAN
SCORE 56.3 94.3 38 2046.6
167 Chart 4.1. the Comparison of the Students’ Rate Percentage of Pre-test and Post-test
The graph above shows that the average score of students on the post-test is greater than the average score of students on the pre-test. This means that there is a significant difference between before and after using the SAVI Strategy as teaching material in teaching listening.
Table 4.2 Table of Significance
Df Level of Significant (P) T-test score T-table score
14 0.05 5.792 2.411
For the level of significance (P) was 0.05, the degree of freedom (df) was 14, and the t-table was 2.411. When compared to the t-test value, it can be concluded that the t-test value (5.792) was greater than the t-table value (2.411). In other words, it can be said that 5.792>2.411. It indicates that the null hypothesis (H0) of this research was rejected, but the alternative hypothesis (H1) was accepted, because there was a significant difference between pre-test and post-test by using SAVI strategy.
DISCUSSION
This part deals with the discussion of the findings that has been dwscribed previously in the research objective to determine wheter the SAVI strategy in greeting and leave taking in eleventh grade students of SMK LPP UMI Makassar was successful. And the description of the data obtained from students before and after being gave the treatment increased listening mastery in this study, the researcher used audio and visual as material and the pre-test and post-test tests.
After the researcherhas done the pre-test, the value of students’ listening comprehension was still fairly poor. To improve the students’ listening comprehension, the researcher used some strategies to motivate them to learn listening comprehension.
At least four sessions of the treatment were provided. Students learnt how to greet one another in the first meeting, how to greet one another formally in the second meeting, how to greet one another casually in the third meeting, and how to take a leave of absence in the fourth meeting. The researcher defined welcome and leave-taking in this part, as well as provided practice instructions. Students were able to practice this content after the researcher conveyed it to them. The researcher then engaged the students in a casual discussion. The pupils were then separated into seven groups by the researcher.
Six groups have two pupils in each, while one group has three.
Each group held a discussion about greetings and taking a break. Students then engage in talks that follow the dialogue of welcoming and taking a leave of absence. The greeting and leaving taking discussion conversations process is repeated until all groups have appeared in front of the class. Each
0 1 2 3 4 5 6 7 8
Excelent Very Good
Good Fairly Good
Fair Fairly Poor
Poor
Pre-Test Post-Test
168 group takes turns coming forward to start a conversation that has been made according to their different groups.
The researcher experienced various difficulties during the course of the therapy with students and teachers. First of all, the class was noisy, and some students occasionally entered and exited during class. Second, they were unable to comprehend the researcher's explanation of the instruction in English. The researcher thus merged the languages of Indonesian and English.
The researcher described how the students actively engaged in and enjoyed the teaching and learning process in this section. At least four therapy sessions were held, and the post-test was administered by the researcher. After employing the SAVI technique to teach students listening comprehension, it intended to determine how well the students had acquired it. The researcher anticipated that pupils would perform better on the post-test than they did on the pre-test.
Besides that, the students’ score of pre-test and post-test was disparate. The mean score of the pre-test supported students’ listening comprehension was 56.3 (fairly poor), while the post-test was 94.3 (very good). The result of post-test after conducting treatment in class for four meetings by using the SAVI strategy.
However, the researcher also performed a normality test after calculating the pre- and post-test scores. The post-test results were aberrant compared to the pre-test results, which were normal. The post-test results were remarkable for the pupils. The kids' exceptional performance on the post-test had a good reason, as well. It was because the pupils were so enthusiastic about studying throughout the therapy.
Students are very enthusiastic about studying greeting and leaving since they think it will be a challenging experience for each group and an intriguing learning process. Students remain focus on the group assignments given by the researcher, despite the fact that some are boisterous and others frequently enter and exit class.
In the experimental class, there was an increasing difference between the t-test and t-table results. It denotes that the null hypothesis (H₀) was rejected while the alternative hypothesis (H₁) was accepted. Therefore, the method employed to teach listening comprehension was effective.
Some findings, like the first one from Alfiani, supported those of the study (2008). She came to the conclusion that the SAVI technique can give kids the chance to discover excitement and a thirst for knowledge. Wijayanti came in second (2012). This study intends to improve English language learning and is driven by the fourth grade SDN students' poor levels of learning motivation! Blora Sonoreja. Yuniarnti was third (2018). She established that the study's goal is to determine how well the SAVI (Somatic, Auditory, Visual, and Intelectual) technique for teaching listening works.
It is clear from the discussion above that employing the SAVI technique helped the pupils' listening skills. As stated by Devito (2000), listening is a process that involves five steps: receiving, understanding, remembering, evaluating, and responding.
CONCLUSION
Based on the findings and discussion in the previous chapter, the researcher formulated the following conclussion:
There was an improvement in the students’ listening comprehension, especially about Greeting and Leave Taking in eleventh grade students of SMK LPP UMI Makassar after using the SAVI strategy, this can be seen from the results of the pre-test and post-test. Listening comprehension on students significantly before and after the using SAVI strategy. The presentation of data analysis from the pre-test and post-test shows that before the treatment was given to students, the results of students listening were qiute poor. Meanwhile, the goal of post-test, students can achieve a higher score, which shows a significant improvement after the treatment.
This could be seen after being given treatment four times. The mean score of pre-test was 56.33 with the classsification was faily poor, and the standard deviation score was 23.639, while the post-test mean score was 94.33 with the category was good, and the score of standard deviation was 7.761. Based on the data, it showed that the post-test score was higher than the pre-test score.
169 From the data presentation and the higher post-test result, it means that teaching listening comprehension by using SAVI strategy could be considered to be used and applied in the classroom activities especially about greeting and leave taking as one of the teaching methods. Furthermore, from the hypothesis testing, it was concluded that the hypothesis of the research was a kind of alternative hypothesis (H₁), which meant a significant difference between the mean score of pre-test and post-test.
It means that the research was conducted succesfully. Therefore, it could be concluded that using the SAVI strategy can improve listening comprehension for eleventh grade students of SMK LPP UMI Makassar.
SUGGESTION
In order to improve the students' listening comprehension, the researcher conducted research with students in the eleventh grade at SMK LPP UMI Makassar. The researcher would like to offer the following suggestions:
The researcher advises English teachers to implement the SAVI technique when instructing students in English, particularly when it comes to greeting and leave-taking. Because this method can encourage children to study and help them understand what they are learning by having them listen to it, so that the taught material would be more readily understood and retained by the students. This method of teaching listening comprehension offers various advantages and benefits to both students who learn through audio and imagery.
The researcher also anticipates that SMK LPP UMI Makassar will be able to use this technique to enhance students' listening abilities. After implementing this method, the researcher anticipates seeing improved listening outcomes from the pupils. Additionally, it is planned that students will participate more actively in the teaching and learning process, particularly in English, to enhance their skills. The researcher hopes that pupils will demonstrate interest in and attention to the teaching materials.
The researcher claims that they can perform even better research for next researchers, particularly if they conduct the same study to provide even better results. They can use this research as a source of data and as alternatives to help them carry out their own research. We intend for this data to serve as an educational resource for upcoming academics who might be interested in carrying out the same research.
REFERENCES
Alfiani, Dwi Anita. 2008. Penerapan Model Pembelajaran SAVI. Cirebon: Kampung Jurnal IAIN Syekh Nurjati.
Bahri in Wijayanti. 2002. Peningkatan Aktivitas Pembelajaran Bahasa Inggris Melalui Strategi SAVI (Somatic, Auditory, Visualization, Intelectually) Dengan Media Gmbar Terhadap Siswa Kelas IV SD Negeri 1 Sonorejo Blora. (online)
(https://scholar.google.com/scholar?start=10&q=judul+skripsi+pendidikan+bahasa+inggris +strategi&hl=id&as_sdt=0,5#d=gs_qabs&u=%23p%3DPqv_frc2M8cJ). Accessed January, 3 ͭ ͪ 20
Kaltsum, H. U., & Wijayanti, N. (2012). Peningkatan Aktivitas Pembelajaran Bahasa Inggris Melalui Strategi SAVI (Somatic, Audotory, Visualization, Intelectuall) Dengan Media Gambar Terhadap Siswa Kelas IV SD Negeri 1 Sonorejo Blora. Jurnal VARIDIKA, 24(2).
Wijayanti, Noviana. 2012. Penggunaan strategi pembelajaran SAVI(Somatic, Auditory, Visualization, Intelectuall) dengan media untuk meningkatkan aktivitas dan hasil belajar siswa kelas IV SDN 1 Sonorejo Blora tahun ajaran 2011/2012. Skripsi. Accessed January, 3 ͭ ͪ 2022.
Yuiarti, Fatma 2018. Teaching Listening Ability by Using Somatic, Auditory, Visual, and Intelectuall (SAVI) Technique. Lampung: Language and Art Faculty, STKIP Muhammadiyah Pringsewu.
