The findings of this research showed that this research investigated strategies that were strategies used in teaching listening in the classroom, including, (a) pre-listening that can make students understand the materials more easily because the lecturer explains the specific topic or specific information about the material so that students understand the content from the audio. And (b) questioning Strategies that can make the lecturer and students interact with each other and they discuss a topic from the audio and then the lecturer gives the students a task. Applying strategies including (a) Complete the Worksheet that can make students understand the materials more easily because the lecturer was evaluated by the students' answer and asked the students one by one and then try to help the students understand why were they wrong? answer so that students understand the content from the audio.
INTRODUCTION 1
- Background 1
- Problem Statement 3
- Objectives of the Research 3
- Significance of the Research 4
- Scope of the research 4
Based on these explanations, the researcher will examine which strategies the teacher has used in teaching listening comprehension and how the teacher implements the strategies in class. Emphasize that this research can offer the alternative strategies used in teaching listening comprehension to improve students' listening skills.
LITERATURE REVIEW 5
Previous of Related Research Findings
The literature review showed that when teachers are aware of students' learning difficulties, they can help them develop effective listening strategies and ultimately resolve their listening difficulties and improve their comprehension skills. hearing. Desmayulisa (2018) in her title is, "Listening Strategies and Listening Comprehension of Islamic High School Students" She argues that the instrument used in her research were listening strategies questionnaire and comprehension test of listening conducted to measure student understanding. Pearson product moment, regression analysis, R square were used to find correlation and influence between variables.
The result revealed that there was a significant correlation between listening strategies and listening comprehension, and there was also a significant influence of listening strategies on listening comprehension with 26.6. Furthermore, from the aspect of the similarities between this research and the previous studies above, it could be seen from the strategies for learning listening comprehension that were studied. Only one aspect that makes this research different from the previous research is the implementation of the strategies in teaching listening comprehension in the classroom.
Some Pertinent Ideas
- The Concept of Listening Comprehension
- The Strategy in Teaching Listening
According to Rost (2009), listening helps us understand the world around us and is one of the necessary elements in creating successful communication. Kline (1996) (in Yıldırım, S., Yıldırım, Ö's diary 2016) states that being aware of the difference between hearing and listening is an important characteristic for effective learning and teaching of listening. According to Vandergrift (2010) (in the diary of Emma Ivarsson and Malin Palm) states that listening is the only skill of the four.
According to Vandergrift (2010), the various processes involved in listening are difficult to access due to the hidden characteristics of the process and the brevity of the spoken input. In listening comprehension, the student not only listens to the speaker's words, but also has to know and understand the content of the sound. For students, one method by which students can be actively involved in controlling their own learning is through the use of strategies.
For metacognitive planning strategies, listeners clear the goals of a listening task and apply specific features of the listening language input that facilitate that understanding of listening input. Brown in zare stated that "Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself". Explanation/verification which refers to those strategies that the learner uses to verify or explain their understanding of the new language.
Memorization also refers to strategies that focus on storing and recalling language; therefore, some of the strategies, such as
Conceptual Framework
The first is the pre-listening, so I still have the pre-listening in my class and in this part I introduce the students to the basic information about the topic. These strategies can make it easier for students to understand the material because the lecturer explains a certain topic or specific information about the material so that the students can understand the content from the audio. The research subject was evaluated by students by asking them one by one and then checking their answer and trying to help the students understand the topic.
Based on the interview result, one of the subjects admitted that she asked questions to the students related to the topic. According to the above findings, one in three subjects used questioning strategies when teaching listening skills in the classroom. This study examined strategies used in teaching listening in the classroom, including (a) pre-listening that allows students to easily understand the materials because the teacher explains the specific topic or specific information about the materials so that students understand of being able to understand. the content of the audio.
Asking questions that can familiarize students with the topic before students listen to the audio or dialogue will help students understand the audio better. Them to the topic and to give them background information on the topic, and the next thing is while listening, I try to teach the students about the strategies in listening precisely in my teaching.
RESEARCH METHOD 23
Research Design 23
The final step is to identify the strategies teachers use when teaching listening skills and the implementation of these strategies. As before teaching or pre-listening, I used questioning strategies with the students to encourage them to provide background information on the topic they were about to study. From those strategies, it can make the teacher and students communicate with each other and they discuss a topic from the audio, after which the teacher gives the students a task.
Based on the result of the interview, one of the research subjects admitted that Atij asked the students to complete the worksheet and then evaluated his students after hearing about the implementation of the strategy in advance. Based on the above findings, the research subjects used two types of strategies in teaching listening comprehension in the classroom, such as pre-listening strategies and questioning strategies. Students should improve their attention during the teaching and learning process so that they understand the material well.
By knowing the best practices, including the best strategies in teaching, which will help the students to easily understand the material, and the teacher will easily deliver the material through the strategies. S01 : Actually, just like before teaching or before listening, I used questioning strategies to the students to stimulate them to give them background information that they need to study about. After that, I just have to face-to-face interaction for the students and give them a task, so I think it like direct method or direct interaction to the students.
S02 : I think, I don't have any specific strategies to teach listening, the only thought I do is that I keep the students' thoughts on the topic and I try.
Research Population and Sample 23
Research Instrument 24
- Observation 24
- Interview 24
The researcher used instruments to supplement all the data that is needed in this research, there are some instruments that the researcher used namely observation and interview. To gain insight into the strategies used by lecturers in teaching listening comprehension in class, the researcher acts as a passive observer who merely observes the class during teaching and learning by recording all class activities with a hand phone. In this research, the researcher as an interviewer asks some questions to the lecturers as interviewees in the classroom in order to obtain some information regarding the strategies used by the lecturers and the implementation of the strategies.
The researcher records the entire interview session with a voice recorder and then transcribes the lecturers' interview.
Data Collection 25
- Observation 25
- Interview 25
Strategies used by the teachers in teaching listening comprehension The interview was conducted in the second semester at Muhammadiyah University of Makassar. This is evident from their answers to the word question "What are the strategies used to teach listening comprehension?" Below is the excerpt from the dialogue. From all the extracts coded as L1 and L2, it appears that the subject used pre-activities and listening in teaching listening in the classroom.
Based on the interview, some researchers also confirmed that they used questioning strategies in teaching listening in the classroom. This can be seen in their answers to the word questions “Which strategies are dominant in teaching listening comprehension. From the previous paragraph, we can conclude that 1 out of 3 researchers (subject no. 2) used questioning strategies. All the extracts coded as L2 show that the subject used questioning strategies when teaching listening in the classroom.
Excerpts 2, coded as L2, show that the subject applied questioning strategies when learning to listen in class. All fragments coded as L2 show that the subject asks questions to implement her strategy when learning to listen in the classroom. The first one 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 giving them some to ask questions related to the topic, for example when the topic is related to food, for example, as an invitation, so sometimes I ask the students directly what kind of food they like or where they have eaten or had lunch sometimes so I just ask them questions and other things.
S02: mmm, I'm not sure if these are my problems, but sometimes it's quite difficult to encourage the students to lose their prayer knowledge because of their passive or yes not sure, or maybe they don't want to answer the questions because this especially for the second semester.
