Judul Skripsi: Improving Students' Listening Skills Using the Tune in, Question, Listen, Review (TQLR) Technique (Classroom Action Research). Judul Skripsi : Improving students' listening skills using the Tune in, Question, Listen, Review (TQLR) technique (Action Research in the Classroom). The purpose of this research is to discover the improvement of students' listening ability using the Tune in Question, Listen Review (TQLR) technique in the eleventh grade of SMA Negeri 9 Makassar.
The finding of the first cycle showed that students' listening ability improved along with lots of listening exercises. Performance indicators were: (1) students knew English sounds; (2) students were more enthusiastic about listening; and (3) students' vocabulary mastery improved. Improving Students' Listening Ability Using TQLR (Tune in, Question, Listen, Review) Technique (Classroom Action Research on Grade Eight Students of SMA Negeri 9 Makassar)”.
How is the improvement of students' listening ability in terms of dialogue through the T.Q.L.R (Tune in, Question Listen, and Review) technique in the eleventh grade students of SMA Negeri 9 Makassar?‖.
The author concluded that there is an active process in listening activity, because the listeners do not only listen to the speaker, but they should use all the aspects that can help them to understand the massage that is conveyed. Decoding refers to the means by which the listener makes sense of the message by taking in chunks and not just sentences. Nonverbal cues are crucial in relational listening, they indicate that we are paying attention to the speaker or not. b).
It is the response of the listener and the quality of appreciative listening largely depends on three factors, namely: A). Attention to the sound structure of the language will lead to better discriminative listening. Most students have trouble listening to English because they cannot determine how fast a speaker speaks.
It can be seen in most of the school, listening was taught traditionally (the teacher repeats and pronounces the words carefully, speaking slowly and pausing often).
RESEARCH METHOD
Action
The teacher used a mechanical pause to give the student time to answer the questions after the students listened to the tape recorder or through the teacher's oral presentation. The listener listened for certain information and ideas when they were present, anticipating what the speaker would say next.
Observation
The action in cycle II was performed by continuing the first cycle steps based on the second cycle planning. The material and the learning model were the same, namely listening test through TQLR technique, but the researcher was more concerned about the field of summarizing because the students need to be taught more clearly about it. Generally in this section, observation of the second cycle was continuous action in the first section.
In cycle II, the researcher found that the students' improvement in the area of focus is good, while in the summary, the students need to be clearly taught how to analyze the sentence. Reflection was done to see, analyze, understand and conclude activity the result of the second cycle action process. The researcher analyzes the result of cycle I to know if the action of this cycle reaches success criteria, based on test result of second action.
The dependent variable was the student's dialogue text listening ability in terms of vocabulary achievement as indicators.
Research Instrument
Students listened to voice recording through oral presentation from the researcher or from tape recorder, and a researcher asked some students to answer the available questions. Students listened to voice recording through oral presentation from the researcher or from tape recorder, and a researcher asked some students to write the main ideas. The researcher used observation sheets to observe students' participation or activity during the teaching learning process by using TQLR technique.
Grammatically correct and the ideas are true A grammatical error but the idea is true Many grammatical errors but the idea is really true Grammatical errors and the idea is false. Based on the above explanation, the writer has chosen the objective test as the testing instrument. The data description of the test students' listening comprehension score can be divided into five criteria.
The data collected from the listening test was analyzed using the following formula:. Finding the average score of students in the first and second cycle using this formula. In this chapter, the finding of the cover of the research is specifically presented with a description of the improvement of students' listening comprehension.
The Findings
- The Result of The Students’ listening comprehension in cycle 1
- Implementation of Cycle I a. Cycle 1
- Planning and Action in Cycle 1
- Observation in Cycle 1
- Reflection of Cycle 1
- The Result of The Students’ listening comprehension in cycle II
- The Implementation of Cycle 2 a. Plans and action of Cycle 2
- The Improvement of The Students’ listening comprehension in Cycle II In implementation of TQLR (Tune in, Question, Listen, Review)
To recognize the students' achievements in their listening ability, the researcher gave a pre-test in the first meeting. For the use of the TQLR technique that was applied in Cycle 1, the researcher and the English teacher agreed to do the activities that would be used to improve students' listening ability and make students familiar with English sounds and spellings. The discussion was based on observations in the teaching and learning process, the opinions of students and colleagues.
From the first to the second meeting in Cycle 1, the researcher always used classroom English to motivate the students. The data in the table above shows the students' listening comprehension as a result of calculating the cycle diagnostic test and cycle II of the students. Listening Comprehension by TQLR (Tune in, Question, Listen, Review) Technique where students' scores in diagnostic test and cycle I.
The English teacher gave the researcher the idea to add the picture and vocabulary questions to each meeting to make the students more interested. Based on the reflection in the first cycle, some students still had problems with spelling, so the researcher planned to practice them in some vocabulary questions. Still the same as in the first cycle, in the second cycle the researcher and the English teacher agreed that they tried to apply interesting topics so as not to bore the students.
In addition, to discipline the students, the researcher asked them to raise their hands before answering all the teacher's questions. In the first meeting in cycle 2, the researcher started the presentation by asking the students about the dialogue based on the material. Similar to the second meeting in cycle 1, with the theme "Happy New Year", the researcher conducted the meeting by asking the students about their history in the new year.
After implementing the actions in cycle 2, the researcher and the English teacher had a discussion to make a reflection based on the observations during the implementation of the actions and the interviews with the English teacher and the students after the actions were implemented. The improvement of students' listening comprehension in cycle II In the implementation of TQLR (Tune in, Question, Listen, Review) In the implementation of TQLR (Tune in, Question, Listen, Review) Technique for improving listening comprehension.
Discussion
- The Improvement of the Students’ Listening Comprehension in Cycle I The application of TQLR (Tune in, Question, Listen, Review) Technique at
- The Improvement of the Students’ Listening Comprehension in Cycle II The data analysis the researcher found the result of students‘ listening
- Complete the phrases in each sentence
- Complete the phrases in each sentence
When experience was gained in this area and the researcher asked students to look for podcast material as an alternative, podcasts could also be considered as one option among a range of options for using and producing authentic material with the new features of collaborative online tools, using the TQLR technique helps in listening understanding. The result of the research Listening Comprehension of students as a result of the calculation of the cyclic diagnostic test and the 1st cycle in the Listening Comprehension of students with TQLR (Tune in, Question, Listen, Review), students. From the definition above, the writer can conclude that the TQLR strategy is a strategy that can help students to increase their skills and knowledge.
Student behavior affected the completion of the teaching and learning process and greatly influenced the overall completion and submission of learning materials. In the first session, she used English to explain the material, but when the students had difficulty understanding the material, she used Indonesian for clarity. The English classroom was effective in the second meeting, although some students struggled to pronounce the new vocabulary well.
The improvement of the students' listening comprehension in cycle II The data analysis the researcher found the result of students' listening The data analysis the researcher found the result of students' listening comprehension as the result of the calculation of cycle diagnostic test and cycle II at the students' Listening Comprehension through TQLR (Tune in, Question, Listen, Review) Technique, where the students' score in diagnostic test and cycle II. After performing some actions, the students improved in four main issues addressed in this research. Giving reward to the students who achieved the highest score in each assignment was effective in motivating the students to learn listening skill.
The researcher also had a positive response from the students when she applied the rule of raising hands before answering the questions. The researcher also paid more attention to the students' sentence production and sometimes corrected their vocabulary mistakes. Using different topics in each meeting can make the students feel comfortable with the activity.
This study was successful in its attempt to improve students' listening skills through the TQLR (Tune in, Question Listen, and Review) technique, supported by some other actions such as correcting the spelling of the word, giving rewards to the students, applying some listening tasks, etc. The other researchers can follow this research in different contexts to find more actions to improve the students. Siswa dapat memahami kata-kata noun dan verb dari teks dialogue 3. Siswa dapat menggunakan vocabulary yang tepat dalam mendengar E. Dialogue text berjudul: Happy New Year teaching materials.
Siswa dapat memahami kata benda dan kata kerja dari teks dialog 3. Siswa dapat menggunakan kosakata yang sesuai ketika mendengarkan.
OBSERVATION RESULT
When she completed her high school education, she studied at SMAN 9 Makassar and graduated in 20011. In 2011, she continued her studies at Muhammadiyah University of Makassar and was admitted as a student of the English Department of the Teacher Training and Education Faculty. .
