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TEACHING LISTENING BY USING DO YOU HEAR WHAT I HEAR ? STRATEGY FOR SENIOR HIGH SCHOOL STUDENTS
By:
*Rosa Oktaviana
**Elmiati, M.Pd English Department of College of Teacher Training and Education (STKIP) PGRI West Sumatera
ABSTRAK
Penulisan makalah ini bertujuan untuk membantu mengatasi permasalahan yang ada pada siswa dan guru dalam proses belajar dan pembelajaran mendengar dalam Bahasa Inggris pada sekolah menengah atas (SMA). Selain itu, makalah ini juga sebagai masukan bagi guru-guru Bahasa Inggris dalam melaksanakan pengajaran mendengar, sehingga siswa tertarik dan termotivasi untuk belajar Bahasa Inggris. Dalam makalah ini, penulis membahas tentang bagaimana mengajar mendengar dengan menggunakan strategi DO YOU HEAR WHAT I HEAR?. Dalam aplikasinya, pennggunaan strategi ini diawali oleh bimbingan guru, yang mana siswa di beri penjelasan tentang strategi ini dan instruksi-instruksi yang berkaitan dengan strategi DO YOU HEAR WHAT I HEAR?. Setelah itu, siswa di minta untuk mendengarkan percakapan yang di putarkan dengan kaset, dan siswa juga diminta untuk memahami tentang apa yanga disampaikan oleh pembicara didalam kaset tersebut. Kemudian guru memberikan instruksi-instruksi yang berkaitan dengan strategi DO YOU HEAR WHAT I HEAR?
agar siswa dapat meampaikan informasi yang telah mereka dengar. Untuk mengetahui lebih jelasnya penggunaan strategi DO YOU HEAR WHAT I HEAR?dalam proses belajar mengajar, penulis juga mengutip beberapa pendapat para ahli tentang penggunaan strategi DO YOU HEAR WHAT I HEAR?
dalam pengajaran mendengar. Dengan demikian, penggunaan strategi DO YOU HEAR WHAT I HEAR? sangat membantu siswa sekolah menengah atas (SMA) untuk memahami informasi yang mereka dengar melalui kaset dalam Bahasa Inggris.
Kata Kunci: Strategi DO YOU HEAR WHAT I HEAR?.
* Penulis
** Pembimbing
INTRODUCTION
Listening is very important skill to comprehend and understand in foreign language in learning process. Because, listening is an active process that may take many different forms for different people. In listening, the students should able to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, grammar, vocabulary, and meaning from the speaker.
Based on School Based Curriculum) or KTSP 2006 (Kurikulum Tingkat Satuan Pendidikan) states that the aim of teaching
listening for Senior High School students is to enable students to be listen any kinds of functional text (announcement, brochure, invitation card, and informal letter) and monolog text (narrative and recount) orally.
Nevertheless, based on the writer’s experience in teaching practice at SMA 1 Muara Bungo, she found that the students had low listening ability. It could be seen when the writer turn on a cassette about a text, the students did not know what the speaker was saying in the cassette . In this case, the students could not listen English well, and then they have bad comprehension in listening.
Beside, the students could not get some information from the recorder, so they can not answer the question on the paper from the recorder.
2 Moreover, this problem is caused by some factors. First, the teacher seldom guides the students to listen English in the class; she just explain the topic to the students. Second, the teacher often asks the students to answer the question based on worksheet. Then, she always asks the students to do the exercises on worksheet. Last, the teacher uses an untreated that in listening class. Therefore, the strategy do not be able to support and give enough opportunity practice their ability.
Based on the facts above, it is important for the teacher to find an appropriate strategy to develop students’ listening ability Do You Hear What I Hear? is a strategy that used by the teacher to guide the students to simply listen the first time and then they create a set notes during the second reading after listening.
REVIEW OF THE RELATED LITERATURE
A. Listening
In learning listening, the students should know how to understand and comprehend about what they have heard, so they can share the information to other as well.
According to Nunan (2003:24), listening is an active purposeful process of making sense of what our hear. It means that, listening is an active process to catch the information by the speaker on a recorder or video.
Then, Downs (2008:1) adds that listening is defined as making an effort to hear something to pay attention or heed. It means that, listening is a process to make some statement about what they heard with thing sound of the speaker.
Based on the theories above, the writer can conclude that listening is an active process of receiving, interpreting, and reacting to the massage from speaker to listener. Through the process, the students can catch the meaning of sound from the speaker.
B. Teaching Listening
Teaching listening is one of the activity that can help the students to improve their listening skill in comprehend the material.
According to Davies and Pearse (2000:77), there are three stages in teaching listening:
1. Pre-listening
In this stage, the teacher prepares the students for what they are going to hear, just as they are usually prepared in real life.
2. While-listening
In this stage, the teachers guide the students how to understand and comprehend about what they have heard.
3. Post-listening
In this stage, the teacher helps the students to connect what they have heard with their own ideas and experience, just as they often do in real life. It also allows them to move easily from listening to another language skill.
C. Do You Hear What I hear? Strategy 1. Definition of Do You Hear What I
hear? Strategy
In listening class, the students have ability to listen sound, voice, and sign of meaning from a text. The students can fine and think some information that they hear from the speaker. According to Waterman (2010:113) supports that Do You Hear What I Hear? is a strategy that come from the work and the ideas if the students interact with a text several time and learn to retell it accurately, then they will strengthen their comprehension skill in listening. The teacher should asks the students to choose their based work for grading with their partner and group work to motivate them engagement in the text. In listening, the students can do the physiological process of the ear absorbing sounds waves and transferring them in their brain. The students should think about the sound of what the speaker said. Then, the students can share the information to other based on their statement after they hear the recorder or speaker. In listening, the students should able to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, grammar, vocabulary, and meaning from the speaker.
2. Procedure of Do You Hear What I Hear Strategy
3 In teaching listening, there are some steps of Do You Hear What I Hear? strategy to apply by the teacher in teaching listening.
First, the teacher explains the topic to the students. Second, the students must hear a dialog from the cassette that has been played.
Third, the students think about the statement, the voice, the sound, and the meaning of the dialog from the recorder. Fourth, the students must write some statement which they have been heard. Then, the students work in group discussion, so they can easy to find different statement from their members in the group.
Last, the group must evaluate their statement so they can find the accurate statement based on the cassette. Waterman (2010:113) states that there are six steps Do You Hear What I Hear? strategy to apply in teaching listening, are:
1. Teacher gives some question to the students related with the topic.
2. Teacher asks the students to hear a recorder with some dialog.
3. Teacher asks the students to hear carefully about statement, voice, sound, and meaning of the dialog.
4. Teacher asks the students to write the statement on their notes.
5. Teacher asks the students to work with their partner and check their statements.
6. Teacher asks the students to evaluate their statement with giving some question related with the dialog.
In conclusion, the writer concludes that there are some steps of Do You Hear What I Hear? strategy that have purpose to make the teacher can understand and comprehend to apply this strategy easily and make the students easy to think about what they have heard. Based on the theories above, the writer chooses from Waterman’s explanation, because the teacher can apply this strategy easily and the students can understand the meaning of message from a recorder with think about the sound, voice, and statement of the text.
DISCUSSION A. Preparation
Before teaching activity started, the teacher should have some preparations about some points that the teacher and the students need in this activity.
1. The teacher should prepare the topic that will be discussed during teaching and learning process.
2. The teacher should prepare the material that will be used in learning activity.
3. The teacher should have prepared the other things that relate to the classroom.
B. Implementation
In pre-teaching activity, the teacher should do some steps, such as: greed the students, check the attendance list and brainstorming. In whilst-teaching activities, first, the teacher explains the topic to the students. Second, the students must hear a dialog from the cassette that has been played.
Third, the students think about the statement, the voice, the sound, and the meaning of the dialog from the recorder. Fourth, the students must write some statement which they have been heard. Then, the students work in group discussion, so they can easy to find different statement from their members in the group.
Last, the group must evaluate their statement so they can find the accurate statement based on the cassette.
CONCLUSIONS
Listening is an active process of receiving, interpreting, and reacting to the massage from speaker to listener. Through the process, the students can catch the meaning of sound from the speaker. In listening, the students should able to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, grammar, vocabulary, and meaning from the speaker. The students should think about the sound of what the speaker said.
Moreover, the teacher can use Do You Hear What I Hear? strategy for Senior High School. Do You Hear What I Hear? is a strategy that the teacher uses to guide the students to understanding of a text through their hearing. In listening class, the students are asked by the teacher to understand and
4 comprehend about a text the related with material. After the students listen a text, they should answer some question based on the text. the questions should prepare with their teacher, so they just answer the questions.
REFERENCES
Department Pendidikan Nasional
(Depdiknas). 2006. Kurikulum Tingkat Satuan Pendidikan.(KTSP). Jakarta:
Depdiknas.
Downs, Stanborn. 2008. Teaching Listening:
Suggestions for the Classroom.
Wellington: Victoria University.
Pearse, Gould. 2000. 50 Ways to Turn Teaching into Learning. Canada:
Stenhouse Publisher.
Rojas, Virginia Pauline. 2007. Strategy For Success With English Language Learners. Alexandria: ASCD.
Silver, Harvey F. 2007. The Strategic Teacher.
New York: SCD.
Stickley, Crawford. 2010. Teaching and Learning Strategies for the Thinking Classroom. New York: The
International Debate Education Association.
Nunan, David. 2003. Practical English Language Teaching. New York:
McGraw-Hill.
Waterman, Sheryn Spencer. 2010. Assessing Middle And High School Social Studies & English. New York: ISBN.
