(Thesis) A DESCRIPTIVE STUDY ON THE PROBLEMS OF TEACHING LISTENING ON THE SEVENTH GRADE STUDENTS OF...

A DESCRIPTIVE STUDY ON THE PROBLEMS OF

TEACHING LISTENING ON THE SEVENTH GRADE

STUDENTS OF SMP NEGERI 4 AT BANJARMASIN BARAT

ACADEMIC YEAR 2012/2013

SARJANA’S THESIS

AGUS SAIFULAH

REG. NUMBER: A1B208057

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

LAMBUNG MANGKURAT UNIVERSITY

BANJARMASIN

2013

A DESCRIPTIVE STUDY ON THE PROBLEMS OF

TEACHING LISTENING ON THE SEVENTH GRADE

STUDENTS OF SMP NEGERI 4 AT BANJARMASIN BARAT

ACADEMIC YEAR 2012/2013

SARJANA’S THESIS

Presented to Faculty of Teacher Training and Education as a Partial

Fulfillment of the Requirements for Completing the Sarjana

Pendidikan Program in English Language Education

AGUS SAIFULAH

REG. NUMBER: A1B208057

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

LAMBUNG MANGKURAT UNIVERSITY

BANJARMASIN

2013

LETTER OF APPROVAL

This is to certify that the Sarjana’s thesis entitled ”A Descriptive Study on

the Problems of Teaching Listening to the Seventh Grade Students of SMP

Negeri 4 at Banjarmasin Barat Academic Year 2012/2013” has been approved

by the thesis advisors for oral examination.

Banjarmasin, May 2013

Advisor I

(Drs. H. Ahmad Farid, M. Pd.)

NIP. 19500308 198303 1 002

Banjarmasin, May 2013

Advisor II

(Noor Eka Chandra, S. Pd., M. Pd.)

NIP. 19771023 200112 2 003

Approved by,

Head of the English Department,

(Drs. Fatchul Mu’in, M. Hum.)

NIP. 19610304 198903 1 003

EXAMINATION SHEET

This is to certify that the Sarjana’s thesis of Agus Saifulah, Reg. Number

A1B208057 entitled ”A Descriptive Study on the Problems of Teaching

Listening to the Seventh Grade Students of SMP Negeri 4 at Banjarmasin Barat

Academic Year 2012/2013” has been examined by the Board of Examiners as the

requirement for completing Sarjana Pendidikan Program in English Language

Education.

Banjarmasin, Juli 2013

(Drs. H. Ahmad Farid, M. Pd.) ………………………......................Chair

NIP. 19500308 198303 1 002

(Noor Eka Chandra, S. Pd., M. Pd.) ………………...………….....Member

NIP. 19771023 200112 2 003

(Dra. Rina Listia, M. Pd.) ....…………..……………………………Member

NIP. 19640424 199403 2 008

Approved by,

Head of the English Department,

(Drs. Fatchul Mu’in, M. Hum.)

NIP. 19610304 198903 1 003

ABSTRACT

Agus Saifulah. 2013. ”A Descriptive Study on the Problems of Teaching Listening on the Seventh Grade Students of SMP Negeri 4 at Banjarmasin Barat Academic Year 2012/2013”. SARJANA’S THESIS, English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Drs. H. Ahmad Farid, M. Pd., the second advisor: Noor Eka Chandra, S. Pd., M. Pd.

Key words: Problems, Teaching Listening

In the progress of learning, English should be taught in an integrated way because each skill is connected. Listening is one of the English skills that should be mastered by the students. Considering listening as a receptive skill, the skill lets the students attempt to comprehend the material that will focus on their ability to listen to something. The correlation with its skill also includes English components such as pronunciation. Therefore, the teachers should be aware about the development of the ability of the students in listening skills with the components that support it.

This research aims to describe the problems in teaching listening at the seventh grade of SMPN 4 Banjarmasin. The subjects of this research are the English teacher and the seventh grade of SMPN 4 Banjarmasin. This research used observation, interview, and questionnaires as the techniques of collecting the data.

Based on the result of the research, the main problem in the teaching listening is the teacher’s methodology. The second problem is the utility of the media in teaching. From the class observation, the teacher accurately followed the contents, instructions and tasks given in the textbook step by step. All the teachers presented the new words, gave the instructions, and asked students to read the requirements, read the text or play the tapes twice or three times for students to listen.

The teacher should be more creative in teaching English, often uses the media such as language laboratory to support the teaching and learning process. The teacher should find a method to make some interesting activities in the classroom, and the students have to motivate and accustomed themselves to listen and practice in English and try to enrich their own vocabulary by watching movies, listening to English songs and reading English articles.

ACKNOWLEDGEMENT

بسم اهللا الر محن الر حيم بسم اهللا الر محن الر حيم بسم اهللا الر محن الر حيم بسم اهللا الر محن الر حيم

Alhamdulillah, the highest gratitude is placed to Allah Subhanahu Wa

Ta’ala, for all of His blesses to the writer which enable him to accomplish this

academic task. Shalawat and Salam that will always be given to the prophet of

Allah SWT, Muhammad SAW with his family, friends and all his followers until

the judgment day.

The writer would also like to express his sincere gratitude to all people who

help him in conducting and writing this research, especially thanks to:

1. My parent; H. Anang Abas and Hj. Ratnawiyah who patiently taking care of

me with their sincere love since I was born until today, and always support

me to finish my thesis. May Allah SWT will always give His Blesses for

both of you.

2. Drs. H. Ahmad Sofyan, M. A., as the dean of FKIP UNLAM.

3. Drs. Fatchul Mu’in, M. Hum., as the head of English Department.

4. Drs. H. Ahmad Farid, M. Pd., as my first Thesis’ advisor, for his generous

help, guidance, comments, suggestion, support, and trust during the

completion of this thesis.

5. Noor Eka Chandra, S. Pd., M. Pd., as my second Thesis’ advisor, for her

generous help, guidance, comments, suggestion, support, and trust for

finishing this thesis.

6. Novita Triana, S. Pd., M. A., as my academic advisor. And all the lecturers

of English Department, for all their help in my study since my first

semester.

7. Librarians of English Department, thank you for the books.

8. Mr. Brian McNamee, an American tourist and the Author of “With

Pythons’ Head-Hunters in Borneo”. Thank you for your help and the best

effort in correcting my grammatical error of my thesis.

9. Drs. Rustam Effendi, headmaster of SMPN 4 Banjarmasin. Thank you for

giving me some time to do research in the school.

10. Barkiyah, S. Pd., English teacher of SMPN 4 Banjarmasin. Thank you for

all the generous help and information during research.

11. And last but not least, all my friends and colleagues in the English

Department, especially Liya, Nikma, Bahder, and Upy.

Due to the fact that the writer is still being acquainted with this thesis, in

which the analysis is still far from being perfect, the writer only hopes that the

result of this will be useful for the students, especially students of English

Department.

Banjarmasin, July 2013

Writer

LIST OF CONTENTS

LETTER OF APPROVAL

ABSTRACT

ACKNOWLEDGEMENT

LIST OF CONTENT

LIST OF APPENDICES

CHAPTER I INTRODUCTION

1.1 Background of the Study ...................................................... 1

1.2 Statement of the Problems ................................................... 6

1.3 Objectives of the Study ......................................................... 6

1.4 Significances of the Study .................................................... 6

1.5 Scopes of the Study ............................................................... 7

1.6 Definition of Key Terms ....................................................... 7

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 The Nature of Listening

2.1.1 Definition of Listening................................................... 9

2.1.2 The Process of Listening............................................... 10

2.1.3 Types of Listening......................................................... 12

2.1.4 Components of Listening.............................................. 17

2.2 Teaching Listening

2.2.1 Teaching Listening: Extensive Listening.......................19

2.2.2 Teaching Listening: Intensive Listening........................19

2.2.3 Integrating Listening with Other Teaching Activities... 22

2.2.4 Teaching Listening at Junior High School.................... 23

2.2.5 The Elements of Teaching and Learning of Listening...25

CHAPTER III RESEARCH METHOD

3.1 Research Design................................................................... 28

3.2 Subjects of Research ........................................................... 28

3.3 Population, Sampling and Sampling Technique

3.3.1 Population ................................................................ 28

3.3.2 Sampling and Sampling Technique.......................... 29

3.4 Technique of Data Collection............................................... 29

3.5 Technique of Data Analysis................................................. 30

3.6 Instrumentation..................................................................... 31

CHAPTER IV FINDINGS AND DISCUSSION

4.1 The Research Findings

4.1.1 The Process of Teaching Listening........................... 32

4.1.2 The Interview Results............................................... 37

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion............................................................................. 40

5.2 Suggestions............................................................................ 41

BIBLIOGRAPHY

APPENDICES

LIST OF APPENDICES

1. Observation schedule

2. Observation Sheet on the Teaching Learning Activities

3. Checklist Statements of Four Meetings

4. Teacher’s Interview Guidelines

5. Teacher’s Interview Results

6. Questionnaires Results

7. Rekaman Konsultasi Mahasiswa

8. Surat Izin Penelitian dari FKIP UNLAM Banjarmasin

9. Surat Izin Penelitian dari Dinas Pendidikan Kota Banjarmasin

10. Surat Pernyataan Melaksanakan Penelitian dari SMPN 4 Banjarmasin

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is one of the methods of communication. Language has its

components that construct it, and there are many languages all over the world

whether local languages, national languages or international languages. English is

one of the international languages. Many countries use English as their national

language, therefore most people in the world use English to communicate to

people of other countries which makes English one of the International languages.

Specifically, the use of English could be defined as English as First a Language

(EFL), English as Second Language (ESL), and some countries use English as

Foreign Language (EFL) such as Indonesia. English has also become a subject

matter of education in many countries. Indonesia is one of the countries that

makes English the subject matter of education. English is learned at school, yet

the people do not speak English in their daily life or in society. English is used

only in a particular occasion such as speaking to foreign people when go abroad

or meet the foreign tourist in Indonesia, and interview for getting job. That is why

English known as Foreign Language (EFL) in Indonesia.

As the subject of education, English is one of the important subjects that

should be taught from elementary school to senior high school, and college. In

order to learn English, students should know that English has certain skills. The

skills of English are divided into four skills; Listening, Speaking, Reading, and

Writing. Then, those skills are grouped into two groups; Receptive skills and

Productive skills. The skills support the learners to comprehend their study of

English. However, one skill could not be taught alone. The skill must be

integrated with other skills when they are taught in the classroom.

Listening is one of the receptive skills in English along with reading, and

while both of them are receptive skills, listening is different than reading.

Commonly, people are able to use the skill of listening since they were born, and

it is the first skill that babies use to comprehend their first language. A baby that is

just born is not able to read written language, they first must learn how to read

words. Therefore, listening is important because listening is the greatest part of

our daily communication. As Chastain, (1976: 278) stated that we spend 40 to

60% of our daily communication in listening. The phonological system of the

language is acquired by listening, and oral communication is impossible without a

listening skill that is much more highly developed than the speaking skill. It

means listening skill is the basis to developing other skills, especially speaking

skills. Furthermore, in order to achieve success of comprehending English, the

students have to be more focused in using their ability in listening first and then

integrating it with the three other skills. In Indonesia, English has differences with

the national language (Bahasa Indonesia). The differences are pronunciation,

sounds, stress and intonation. In Bahasa Indonesia, the speakers pronounce the

words as they were written; in English, the speakers are pronounce the words

differently than the words are written. Generally, every sound and stress of words

in Bahasa Indonesia has the same meaning, but in English every sound and stress

of words determine different meaning. In Bahasa Indonesia, the intonation is

rarely used as the purpose of the sentence; in English intonation is used as the

purpose of the sentence whether it is declarative or a question. Because of these

differences, listening has an important part in making students understand the

languages’ differences between English and Bahasa Indonesia.

Listening comprehension is the method of teaching English through

listening. Listening comprehension consists of discriminating sounds, directing

required responses, questions and statements, and dialogues and monologues.

Students often have difficulty in listening comprehension. They have difficulty

understanding what the speaker says. They have difficulty understanding because

they lack the vocabulary to distinguish the sounds, stress, and intonation. Sound,

stress, and intonation determine the meaning of words. Jones, (1987: 245)

described that stress is the degree of force with which a sound or syllable is

uttered. Jones, (1987: 275) also defined that intonation is variations which take

place in the pitch of the voice in connected speech. In English, stress is divided

into word-stress and sentence-stress. Then, intonation is using as a signal when to

speak and when not by distinguishing the rise or fall of intonation when the

speaker speaks. However, the students have trouble understanding the stress or

determining the rise or fall of intonation because their first language does not

emphasis in stress or intonation of the sentence. As a matter of a fact, Bahasa

Indonesia only has 5 vowels sound and English has 15 vowels sounds.

In the progress of learning, English should be taught in an integrated way

because each skill is connected. Listening is one of the English skills that should

be mastered by the students. Considering listening as a receptive skill, the skill

lets the students attempt to comprehend the material that will focus on their ability

to listen to something. The corelation with its skill also include English

components such as pronunciation. Therefore, the teachers should be aware about

the development of the ability of the students in listening skills with the

components that support it. In each school, especially in junior high school and

senior high school, they provide language laboratories to assist the students in

developing listening comprehension. Yet, the use of the laboratory is not reaching

the effective level. The laboratory is rarely used properly as a laboratory that helps

students to comprehend listening as the discriminating sound, questions or

statements, dialogue and monologue. In summary, it makes the students find the

difficulty in comprehend listening so it becomes a problem in teaching and

learning process that need to be solved.

Another problem in teaching and the learning process is the disintegration of

the students. However there are still many problems in the teaching and learning

process that teacher should know better in order to make teaching and learning

activities more effective. The other problem of the teaching and learning process

in the classroom is the type of the class, whether it is an active class or passive.

Therefore teachers should consider the better technique in teaching an active class

or passive class. This problem could mix with the disintegration problem which is

the gap in the classroom between active students with passive students. By

knowing the type of the class, the teacher could determine the best technique in

teaching. In common case, the passive students dominated in the first grade

(seventh grade) of junior high school. It happened because that was the transition

time from elementary students becoming junior high school students. They begin

it by adapting to new situation, finding some new friends and getting along with

each other. The matter situation is when they begin learning in the classroom, and

the role of a teacher is to make the students get along with the subject easily.

Although they get along with each other easily, it does not mean that they will

understand the subject and know how to teach them easily. Some of the students

are going to feel shy or more solitaire than others. Furthermore some of them are

going to learn some new subjects that they had never been taught in the

elementary school.

Seventh grade students of junior high school, that have no experience in

English subject when studying in the elementary school, may have a higher

interest in studying English than students who already had been studying English

since elementary school, but the problem is that they may not have enough

knowledge of English. Despite their interest in the subject, they could be passive

students for some reasons such as shyness to be active for the lack of knowledge

of the subject or being afraid of making mistakes in the class, or not

understanding the materials of the subject. However, teachers should not blame

the students for being passive in the classroom, but they should play their role

correctly by organizing the class using the right method of teaching depending on

the type of the class. Related with the role of teacher and teaching methods, the

use of media is also required in teaching.

As the definition of the problems that are commonly found, the writer

focused the research in the teaching process, especially the way the teacher

teaches listening and the response of the students while they are in the teaching

and learning process. Based on the informal research conducted in the school, the

writer is interested in researching SMP Negeri 4 at Banjarmasin to find out the

problems of teaching listening of the seventh grade students in the school.

1.2 Statement of the Problem

The problem which is presented in this research is: “What are the problems

of teaching listening to the seventh grade students of SMP Negeri 4 at

Banjarmasin Barat Academic Year 2012/2013?”

1.3 Objective of the Study

Based on the problem of the study, the main purposes of this research are to

find out the problems of teaching listening that covered:

1. Problems in technique of teaching listening

2. Problems of using the media in teaching listening

1.4 Significance of the Study

This research is expected to provide some knowledge for the reader such as;

1. Through the data collected by the instruments during the research, we

will know better about the problems in teaching listening in SMP

Negeri Banjarmasin Barat and also its effect on other skills, especially

in teaching of the seventh grade students.

2. To provide some theories of the problems of teaching and to give a

valuable input to develop various teaching methods that include the

use of media as an important aspect in teaching and learning process

especially in teaching listening skill.

3. To give valuable information in the development of English education

in their work for the success and effective teaching and learning

process in order to solve the problems.

4. To give or contribute some information to others who are going to do a

similar research and create further research in methodology of

teaching.

1.5 Scopes of the Study

The scopes of the study in this research are limited as follows:

1. This study will focus on the problems in teaching listening of the

seventh grade students of junior high school.

2. The subject of the research will be limited to the seventh grade

students of SMP Negeri 4 Banjarmasin, academic year 2012/2013 on

Jl. Teluk Tiram Barat No. 1, Kelurahan Banjarmasin Barat,

Kotamadya Banjarmasin, Kalimantan Selatan.

1.6 Definitions of Key Terms

- Listening:

Listening is an act of making effort to hear somebody or somebody; the

ability to identify and understand what others are saying. This act

involves understanding a speaker’s accent or pronunciation, his

grammar, and his vocabulary, and grasping his meaning.

- Problem:

Problem literally define as a thing that is difficult to deal with or to

understand; a question that can be answered by using logical thought or

mathematics. Specifically in teaching, problems could define as the

obstacles that found in a process or activity to reach the specific

purposes. It means that some barriers that influence the success of

teaching and learning.

- Teaching:

1. “Showing or helping someone to learn how to do something, giving

instructions, guiding in the study of something, providing with

knowledge, causing to know or understanding.” (Brown, 2001: 5)

2. Teaching is an act of giving lessons to someone, especially to students

in a school, college, university, etc. The purpose of teaching is to help

somebody learn something by giving information about it; to show

somebody how to do something so that they will be able to do it

themselves.

CHAPTER II

REVIEW OF LITERATURE

2.1 The Nature of Listening

2.1.1 Definition of Listening

Generally, listening is defined as the activity of using one of five

human senses, that is using the ears to listen to something. Listening is

different than hearing. Hearing is the basic activity that is connected with

sound and which leads to the listening act. In listening, we use the ability of

hearing and become more focused on it to find out the meaning of what

somebody is saying. Therefore, hearing is the basis of listening which is an

activity that involves knowing the sounds whether one understands or not.

John A. Kline stated that:

“Simply having good hearing does not make one a good listener. In fact, many people who have perfectly good hearing are not good listeners. Having good hearing does facilitate one’s perception of sound; but good listeners don’t simply hear words—they focus on the meaning. We communicate effectively with each other insofar as we share meaning. (John. A. Kline. 1996: 6-7)

Listening is more than hearing, in hearing we simply hear various sounds at

the time and sometimes we do not understand the meaning of the sound. In

contrast to hearing, listening is an act where we will listen to certain sounds

from someone or something and perceive the meaning while we focus on it.

Howard and Dakin (1996: 186) explained that listening is the process of

understanding what others are saying through the speaker’s accent, grammar,

vocabulary, and/or phonological systems such as pronunciation, intonation

and stress. Then identifying the meaning of what is the speaker is saying.

Taken from the definition as stated in the Oxford Advanced Learner’s

Dictionary, 1995 we can conclude that hearing is to perceive sounds with the

ears whether the sound has meaning or not, yet listening is to make an effort to

hear someone or something and understanding the meaning of the sounds that

we hear.

2.1.2 The Process of Listening

John A. Kline (1996: 16) specified the process of listening through five

steps which are divided into two groups:

- The first three steps are the necessary steps which are receiving,

attending, and understanding.

o Receiving is “The first step in the process of listening is

receiving. It is a process whereby the listener is receiving the

message from the speaker and leads to the next step of the

process.” John A. Kline (1996) The steps could not be continued

if the message is not received by the listener or they are not

interested in it.

o Attending is the process when the listener should pay attention to

the speaker that gives the message. In other words, the listener

will reject other sounds and focus on the message of one speaker.

This process is determined by three conditions which are

selectivity, strength and sustain.

� Selectivity means the reason the listener pays attention to

the selected sound.

� Strength means that the listener must have the effort and

willingness from within to pay attention to certain

sounds.

� The last condition that John A. Kline (1996:20) stated is

sustain. It means the length of time that it will take to pay

attention.

The attention will gradually decrease along with the strength or

energy that the listener had. For example, in the beginning of the

lesson in the classroom all students are paying complete attention

to their teacher’s explanation. Then, as the time passes by, some

students start to feel sleepy or start talking with their friends which

means they are starting to lose the attention of what their teacher

explained.

o Understanding is the situation whereby the process of listening

becomes an effective communication. The listening process does

not work until the listeners understand the message. The listener

must understand the meaning of the verbal (spoken) sounds as

delivered by the speaker.

- The secondary process consists of two steps which are responding and

remembering.

o Responding is an additional step along with remembering after

the first three steps have been done. Without these two steps, the

listening process may effectively end, and if it just ended by the

understanding process and message of the speaker then might be

called one-way communication. Therefore, the response may be

needed as feedback of what the speaker gives. It also lets the

speaker know that the message was received, attended to, and

understood.

o Remembering is a step where the listener stores the full message

or certain meaning of the message into their memory so that they

can recall it later. Cook (1991: 50)

Marilyn Lewis (cxc.pitt.edu) describes listening as a complex and

dynamic process. Marilyn Lewis defined the process of listening by the

purpose and nature of the listener and the speaker. Then the understanding of

the meaning based on the content and style of message, the channel of

communication and the environment around.

2.1.3 Types of Listening

John. A. Kline (1996) stated that “Different situations require different

types of listening. We may listen to obtain information, improve a

relationship, gain appreciation for something, make discriminations, or engage

in a critical evaluation.”

1. Discriminative listening, this is the most basic type of listening. In this

type, the listeners are being sensitive to the changes in a speakers’ rate,

volume, force, pitch, and emphasis. There are three things to consider

about this type of listening:

o Hearing ability – an effective listener who has good ability to

hear well will have less difficulty in discriminating among the

sounds. A person may have difficulty in discriminating the

sounds that are coming from a bass voice rather that from a

higher tuned voice.

o Awareness of sound structure, a listener must pay attention to the

sound structure of the language to have more proficient

discriminatory listening. An effective listener should have the

ability to recognize vowel and consonant sounds that do or do

not appear at the beginning, middle, or end of words.

o Integration of nonverbal cues. The way words are said, or the

way a speaker acts may be the key to understanding the true or

intended meaning. An effective listener must pay attention to

action, non-action, and vocal factors of the speaker.

2. Informative listening, it may be found in all areas of our lives. In fact,

our learning mostly comes from informative listening. When the

listeners are concerned about understanding and finding the meaning of

the message that the speaker gives without necessarily giving response

to it, then the activity of listening is becoming an informative listening.

There are some key variables that relate to this activity:

o Vocabulary in context, this variable influences the potential of

the listener whether he or she has good or poor understanding of

the meaning in listening. One way to improve our vocabulary is

to be sensitive to the context in which words are used.

o Concentration, this variable requires discipline, motivation, and

acceptance of responsibility in order to be effective in

informative listening. Many people simply have not learned to

concentrate while they are listening. This lack of concentration is

possibly caused by the lack of curiosity, energy, or interest from

the listeners. Sometimes listeners are distracted by other things

than the speaker.

o Memory

“Memory is the ability of human beings and other organisms to register and store information based on experience and retrieve it whenever required.” (http://www.mtilink.com)

3. Relationship listening has the purpose to help with individual matters

and/or to improve the relationship among people. Relationship listening

requires the listeners to listen for information first, then emphasis it in

order to understanding the other person. Attending, supporting, and

empathizing are three behaviors key to effective relationship listening.

Attending and supporting indicate whether the listeners are focusing on

the speaker or not. Eye contact is one of the most important parts in this

behavior. Listeners must look appropriately and comfortably at the

speaker to show their interest on the topic. The way listeners lean is also

part of attending and supporting a listener will lean toward the speaker

as the act of supporting and showing interest in the message of the

speaker; leaning away will indicate a lack of interest and is a non-

supportive act of listeners. Head nods, smiles, and verbal responds such

as “uh huh,” “I see,” or “yes” are positive attending and supporting

behaviors. A pleasant tone of voice, gentle touching, and concern to the

comfort of the speaker are other positive behaviors from listeners. On

the contrary, unpleasant tone of voice, interrupting, changing the subject,

or attempting to manipulate the conversation will have a negative effect

on the relationship. Therefore, a good relationship listener knows when

to talk and when to just listen or keep silence as an act of respecting the

speaker. The other key is empathizing, which is a behavior showing the

feeling and thinking with another person (empathy). This is the behavior

where the listeners are able to feel what the speaker feels, see as the

speaker sees and hears as the speaker hears. The listener will have the

same experience as the speaker.

4. Appreciative listening is one-way communication type of listening. It

includes activities for enjoyment such as listening to music. Listeners

will listen to certain music because they like the styles of the speakers,

genres of the music, etc. Appreciative listening is the response of the

listeners, not the source of the message from the speaker. The quality of

appreciative listening depends on three factors:

o Presentation – the way the speaker presents the sounds affects

the interest of the listener to appreciate it or not. For example, an

appreciative listener may like rock music but it does not mean he

or she likes all music with genre pop. It may be caused by the

failure of the speaker (the singer) who could not represent the

meaning of the music itself. Then, the listener would enjoy the

music presented by a singer who could understand the meaning

of the music.

o Perception influences all areas of our lives, it determines whether

or not we enjoy or appreciative the things that we listen to, and it

determines what we listen to in the first place.

o Previous experience is similar to background knowledge, it is

where we would or would not enjoy listening to someone or

something. As we have background knowledge to something, it

means we had an experience that made us recall the things

around that area. Usually, if the listeners used to listen or had

pleasant memories with certain sounds, they will appreciate or

enjoy it. On the contrary, if the listeners had unpleasant

memories of experience to certain sounds, they will not

appreciate or enjoy it. However, a good appreciative listener

could not close his or her mind on learning to appreciate, enjoy,

and accept such new and different things. This learning would

make the listener become a better appreciative listener.

5. Critical listening requires the emotional, intellectual, physical, and

spiritual powers of the listener. This is the process where the listener

hears the message of the speaker critically – for example in a job

interview, or in the court room. Politicians, the Press, or lawyers are

usually the critical listener. Effective critical listening depends on the

listener keeping all three elements of the speaker’s message in the

analysis and in perspective. These three were outlined by Aristotle more

than 2000 years ago in his treatise, The Rhetoric. The elements are:

o Ethos or source credibility is determined by expertness and

trustworthiness of the speaker. A speaker may be expert, but not

trustworthy; or the speaker is a trustworthy person but not an

expert. Therefore, listeners should have critical judgment or

response as to whether the speaker is a credible source, an expert

on the subject and can be trusted, unbiased, and straightforward.

o Logos or logical argument is well-supported arguments;

arguments from the speaker that contain both true propositions

and valid conclusions. A good critical listener should expect

these arguments from the speaker.

o Pathos or psychological appeals often misunderstood and

misused by the speaker in order to gain an emotional response

from the listeners. However, critical listeners should have

determination to focus on the message of the speaker carefully,

not only by the physical appearance of the speaker.

2.1.4 Components of Listening

According to Chastain (1976), there are five components in listening

comprehension, and every component is dependent on other components. The

five components are:

a. Discrimination

There are phonological systems in listening such as the sound, stress and

intonation. In order to comprehend those systems, listener should have the

ability to differentiate all of them – the sounds, intonation, patterns of the

spoken language, and voice qualities in the second language. Then, the

listener will discriminate between them and interpret the unfamiliar sounds

into the familiar ones in order to be able to process what they have heard.

After they discriminate the sounds, these sounds are placed into words to

determine whether they can identify the differences within the context of a

word. Then, the sounds and words are combined into sentences and

communicative context to provide listening discrimination practice.

b. Perception of Message

Afterward listeners are able to discriminate the sounds, intonation, and

voice qualities of what the speaker is saying. Listeners would listen to the

whole sentences in order to find the meaning. They need to feel the

possibility of comprehending what they hear, what is being said with the

intention of doing something with what they hear. Therefore, they should

have the perception of the entire message from what the speaker said.

c. Auditory Memory

When the listeners are able to discriminate the various linguistics cues and

perceive the message, they should develop the ability to keep the sentences

in their memories. In other words, it is the ability to hold the message in

their auditory memory and process it.

d. Comprehension in the First Language

In this component, the listeners, with the three first components try to

convert the information into their first language using their background

knowledge in semantic and syntax to understand the received message.

e. Comprehension in the Second Language

It is the listeners’ ability to use the message from the speaker. In this

section, the message is comprehended without converting it into the first

language. They should be able to concentrate on the content of familiar

dialogues and monologues without being consciously aware of the manner

of expressions.

2.2 Teaching Listening

2.2.1 Teaching Listening: Extensive Listening

Harmer (2001) defines that extensive listening is similar with

extensive reading whereas both help the students acquire the phonological

systems - pronunciation, sounds, stress, intonation and linking. Extensive

listening is “where a teacher encourages the students to choose for themselves

what they listen to and to do so for pleasure and general language

improvement.” Extensive listening provides chances for students to listen to

various sounds. The material could be found from a number of sources, and

this activity takes place outside the classroom meaning the activity is not

limited by a certain time. The students can do it at their houses, or when they

travel elsewhere. However, teachers should take the role as guidance which is

giving some explanation to the benefits of extensive listening. Then, the

teacher and students come to some kind of agreement about how much and

what kind of listening they should do. (Jeremy Harmer. 2001: 228-229)

2.2.2 Teaching Listening: Intensive Listening

Intensive listening is divided into two groups based on the way of the

listening is applied: intensive listening using taped material and intensive

listening ‘live’ listening.

a. Intensive listening using taped material

Listening is one of the four English skills, therefore in teaching the

students in the classroom listening is included in the material integrated

with other skills. The activity of teaching listening as the material of

teaching in the classroom that using taped material at certain times is

known as intensive listening. Harmer (2001) explained that intensive

listening has some advantages and disadvantages:

- Advantages: the material is definitely available and it allows the

students to hear different voices. The taped material will provide

various voices, especially from the native speaker. They will find

some different situation in the material, and it will help them to

understand the way to pronounce certain words or sentences,

understanding the phonological systems – stress, linking, and

intonation.

- Disadvantages: the problem will be found in a big classroom with

poor media of listening. For example the poor record that makes

audibility becomes the concern of the students. It would create

difficulty for all the students in the room to equally hear the taped

material. Another problem is the speed of the speaker, each students

has a different ability in listening which means each student has a

different ability in comprehending the material. Furthermore, while

listening to the same taped material they cannot interact with the

speaker.

b. Intensive listening: ‘live’ listening

Obviously, in live listening the students can interrupt the speakers and

ask for clarification when they do not understand certain material. The

disadvantage of intensive listening using taped material becomes an

advantage to live listening. Harmer (2001) wrote that live listening can

take some forms, as the following:

- Reading aloud: the integrity of skills that combine the ability of

students in reading skills with listening skills. It is an enjoyable

activity where the teacher reads certain text aloud in front of the

class. Furthermore, the teacher could read and act out the text that he

or she read, or role play in front of the class by asking colleagues to

help him or her act out the play. When the students listen to what

their teacher read, it allows them to identify the spoken version of

the written text.

- Story-telling: in this activity the students and teacher equally active,

when the teacher tell a story the students will be asked to predict the

up-coming story based on previous story that they listened from their

teacher. Students also be asked to described about the characters that

involved in the story or give comment about the story.

- Interviews: the activity will asked for the creativity of the students in

speaking skill, they probably could not have similar answer with

other students while the teacher act as interviewer or they could not

adopt the similar question from other when their teacher ask them to

be interviewer.

- Conversations: in this section of live listening, teacher could ask or

invite certain person or his/her colleagues to the classroom. Then

they are do some conversation in front of the classroom, so the

students could watch the interaction as well as they listen to it.

2.2.3 Integrating Listening with Other Teaching Activiti es

A skill would not be able to stand alone in the process of teaching. As

we know, speaking is productive skill and the students need an input first to

make them able to produce the words in their speaking. This input could be

listening and/or reading, that is the reason why the teacher should integrate

one skill to other skill. As the result, if the teachers create certain technique in

teaching speaking, they have to create the technique of teaching listening too.

Therefore, both intensive listening using taped material and live listening are

very useful to develop the skills.

Harmer (2004: 228) stated that when students acquired listening quite

well, students were also able to acquire their speaking skill. As the result of

listening activity, students improved their pronunciation. Similar with other

class’ activities, in listening session teachers should arrange the teaching and

learning process in the classroom. However, how much teacher plans the

lesson; he or she should consider how to make the class still flexible. In

general, teachers should use listening material for as many purposes as

possible. It would entail practicing various skills to enhance the listening skill.

The improvement of listening ability deals with the teaching process that

teachers applied in the classroom and media in the material, and the way the

teacher teaches the students.

Brown (2000) points out that for almost six decades of research and

practice in English, language teaching has identified the “four skills” -

listening, speaking, reading and writing - as of paramount importance. It is

important to develop listening skills together with other skills. Most of the

time in real life, listening occurs together with speaking and it also occurs with

writing, e.g. taking notes while listening to a lecture (Oxford, 1993). Listening

can be practiced with note-taking, and answers, role plays, re-telling,

interviewing, discussions, or a writing task. The important thing in designing

listening activities is to give a clear purpose, a specific task and an appropriate

context for doing them (Wang Qiang, 2006).

2.2.4 Teaching Listening at Junior High School

Lynch (2007) suggested that there are some basic problems in teaching

that would be the English language learning’s most critical problems. Those

critical problems are lack of learner motivation; insufficient time, resources,

and material; and over-crowded English classes. (Lynch, 2007. “Three

Critical Problems in English Language Teaching and Learning,”

http://www.ezinearticles.com)

In teaching listening, teachers should master a process of teaching that

is the process that occurs during the basic listening is occurring. The cognitive

process is divided into two types, and these processes are often referred to as

bottom-up and top-down processing.

a. Bottom-up processing

In this process, listeners use their linguistic knowledge to derive

meaning from and interpret the message. They try to understand the

message from sounds, to words, to grammatical relationship, to lexical

meaning. Stress and intonation have a great part in this process because

listeners can practice recognizing words and statements or questions by

distinguishing stress and intonation.

“Bottom-up processing refers to using the incoming input as the basis for understanding the message. Comprehension begins with the received data that is analyzed as successive levels of organization – sounds, words, clauses, sentences, texts – until meaning is derived. Comprehension is viewed as a process of decoding. The listener’s lexical and grammatical competence in a language provides the basis for bottom-up processing. The input is scanned for familiar words, and grammatical knowledge is used to work out the relationship between elements of sentences.” (Jack C. Richards, 2008: 5)

Brown (2001: 260) suggested some techniques in bottom-up processing:

- Discriminating between intonation contours in sentences.

Listen to a sequence of sentence patterns with either rising or fallen

intonation depending on the pattern listeners hear.

- Listening for normal sentence word order.

Listen to a short dialogue and fill in the missing words that have

been deleted in certain places of the script.

- Recognizing connected details in the speech term.

Listen to the live model that will read certain spoken text.

b. Top-down processing

In this process, listeners are using their background knowledge to derive

meaning from and interpret the message. The background knowledge

can be the previous knowledge about the topic of discourse, situational

or contextual meaning, culture-understanding or global understanding.

On the contrary of bottom-up processing, top-down processing goes

from meaning to language.

Jack C. Richards (2008: 9-10) suggested some exercises that involved

the top-down processing to develop listeners’ ability in the following:

- Use key words to construct the schema of a discourse

Students generate a set of questions they expect to hear about a

topic, then listen to see if they are answered.

- Infer the setting for a text

Students generate a list of things they already know about a topic

and things they would like to learn more about, then listen and

compare.

- Infer the role of the participants and their goals

Students read one speaker’s part in a conversation, predict the other

speaker’s part, then listen and compare.

- Infer causes or effects

Students read a list of key points to be covered in a talk, then listen

to see which ones are mentioned.

- Infer unstated details of a situation

Students listen to part of a story, complete the story ending, then

listen and compare endings.

- Anticipate questions related to the topic or situation

Students read news headlines, guess what happened, then listen to

the full news items and compare.

2.2.5 The Elements of Teaching and Learning of Listening

a. Teacher

Teacher acts as the facilitator to guide the students to understanding

the lesson. Hall (2007: 1) stated that one of the roles of the teacher in the

classroom is as an agent of change which is expected to be able to transfer

the component of the curriculum such as objective, methodology, material,

and evaluation into practical English classroom activities.

b. Learner

A learner is a center of teaching and learning process. (Kemp in

Khairiani, 2006: 5) Learner that is become a listener in the way of learning

has certain characteristics that could have an affect on the learner.

- Proficiency level

“Axiomatic to state those more advance learners, with a greater store of linguistic knowledge, and a more sophisticated control over this knowledge, achieve greater understanding of speech. Language proficiency level is going to be a major variable factor in all listening contexts.” (Rost, 1990, in http://www.univ-batna.dz)

- Concentration

Listeners can choose the right information if they have concentration

to the message that is being said.

“Concentration, on the other hand, is the ability to cut out the parasitic information.” (Lynch, 1994, in http://www.univ-batna.dz)

c. Materials of Teaching

Choosing the material of teaching is not as easy as we think. Teachers

should consider the appropriate material of teaching. In listening, teachers

should have considered the characteristics of the material, such as;

- Speech Rate and Pauses

Sometimes listeners find it difficult to understand the message that

was delivered by a native speaker. Teachers should consider the

speech of the speaker which may be too fast for the students even

though the speaker is talking in a normal manner. Therefore,

teachers should give listening exercises by controlling the speech

rate of the text and by starting with a lower speech rate until

reaching a faster speech rate. Then, pauses could be used for the

students as a time to gather the information that they absorbed.

- Intonation

Students should consider how English is spoken and used. When

English is spoken, the speakers use stress and intonation to

determine their intention because stress and intonation in English

has meanings which are more than lexical meaning. In ordinary

speech the tune of voice is changing. If the speakers change the

stress and intonation, the meaning will be also changed even though

the words are still the same.

CHAPTER III

METHODOLOGY OF RESEARCH

3.1 Research Design

Research is a study on a scientific principle that finds new information of

problems around us. In this research, the writer will use descriptive qualitative

method, this is a method of research which involves observing and describing the

behavior of a subject without influencing it in any way. According to Fraenkel

(2012:7) the objective of the descriptive method is to describe the result of

observation, interview, questionnaires, and documentation about the research

systematically, factual, and accurately. It will describe all of the phenomena at the

school naturally.

3.2 Subject of Research

The subjects of the research are the English teacher and students of seventh

grade in SMPN 4 Banjarmasin. The school is on Jalan Teluk Tiram Darat No. 01

Kel. Teluk Tiram Darat, Kec. Banjarmasin Barat, Kota Banjarmasin, 70113.

3.3 Population, Sampling and Sampling Technique

3.3.1 Population

According to Fraenkel (2012: 91) Population is the group to which

the researcher would like the results of a study to be generalizable; it

includes all individuals with certain specified characteristic. The researcher

determines the population who will be used in this research. From the

population, it will get a large overview about people who become the subject

in this research. The subjects of this research are the English teacher and

seventh grade students. The researcher takes the school as the population’s

range based on the previous data that had been conducted in the mini

research at the same school.

3.3.2 Sampling and Sampling Technique

The researcher use purposive sampling technique as the technique of

sampling, based on Fraenkel (2012: 100) “purposive sampling technique is

when the researchers assume they can use their knowledge of the population

to judge whether or not a particular sample will be represent”. The

researcher takes two classes as sample of the seventh grade classes by using

purposive sampling. The classes are representative of the whole seventh

grade students’ ability. They must have three types of learners: those are fast

learners, average learners and slow learners. For the teacher, researcher only

takes one teacher.

3.4 Technique of Data Collection

In this research, the researcher will apply several methods to collect data

from subjects. First of all, the researcher will observe several classes each several

times that divide in a month. The samples are two classes; VIID and VIIE. In the

second step, teachers will be interviewed to find out their background knowledge

of English Teaching. The researcher already prepared questions for the interview

(guided). By the end of the month, the researcher will takes the results by giving a

questionnaire to each class.

3.5 Technique of Data Analysis

Data analysis refers to shifting, organizing, summarizing, and synthesizing

the data so as to arrive at the results and conclusions of the research (Seliger and

Shohamy 1989: 201).

When all the data had been collected, the researcher analyzed them and

classified the result of the data to clarify the problems occurred in the teaching

process. The researcher run the data collection step by step in a month, the process

started by observed the teaching process in the classroom. By using the

observation sheet, the researcher observed how the teacher teaching listening on

his/her students. The researcher also use statement checklist as the additional to

support the observation sheet result. After four-time of observation during a

month, the researcher continued to the second step which is interview the teacher.

The researcher then analyzed from the observation sheet and interview guide to

conclude the results of the research, and the researcher used a qualitative method

as the technique to analyze the data.

The last step of collecting data the researcher distributed the

questionnaires to the students of the two classes where the researcher had

observed before. The questionnaires provided some information to support the

result of the data that was gathered from the two instruments before.

3.6 Instrumentation

In this research, the writer uses several techniques to collect the data.

Techniques in data collection in this research are:

1. Observation

Observation is the activity to observe something (object) using all of the

senses (sight, smell, hearing, touch, and taste).

In this research, the writer uses systematic observation and a guided list of

observation as the instrument. In this process, the writer needs to sign the

activity happening in the teaching-learning process based on the guided

list of the observation.

2. Interview

Interview is a conversation/question-answer activity between interviewer

and someone being interviewed regarding their opinion, comment, etc.

In this research, the researcher uses guided interview as the instrument.

The researcher interviewed the English teacher about the education

background of the English teacher and to find out the problems he/she

finds when he/she taught English, especially in listening.

3. Questionnaires

In this process, questionnaires are given to the student in the last meeting.

The questionnaires results are used to collect the student data about their

problems in comprehending listening.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter gives a detailed analysis of the data found in the research. The

data will be drawn from the observation, the interview, and the questionnaires.

The components discussed in this chapter are the process of teaching listening, the

problems faced by the teacher in teaching listening and the factors which

influence the listening skill.

4.1 The Research Findings

The process of teaching listening was found during four observation

periods. There were many things that the researcher learned from the observation.

These are the descriptions of each meeting of teaching listening which were

obtained during the observation.

4.1.1 The Process of Teaching Listening

Based on the researcher observation in four time of teaching and learning

process in the classroom, the researcher conclude the teacher used three-phase of

teaching; pre, while and post activities. From the four meetings, the teacher only

using record in one meeting, the other three meetings the teacher only asked the

students to listen to the words orally from the teacher.

Based on data that the researcher found, the researcher concluded that

teaching and learning activities were as follows:

a. Pre Activitities

In this step, the teacher checked the presence list and prepared the students

readiness. After the students were ready, the teacher explained the objective of the

lesson. The teacher explained that they were going to learn about listening. The

objective was for the students to identify the words by listening to the teacher. It

took about 10 minutes to deliver the lesson objective.

b. While Activities

Then, the teacher began the lesson by explaining listening. Before that, the teacher

had to motivate the students to learn listening. To motivate the students in

learning listening, the teacher prepared some pictures related to the listening. The

teacher showed the pictures of items relating to a house and asked the students

what the pictures were. The media of picture quite effective to motivated students

to began the learning process. After that, students were prepared to do a listening

test. Before the listening test, the teacher prepared the students by asking them to

mention the items of the house and to spell them correctly. Then, the teacher

started the listening test. When the teacher applied the test using record, the

students had more difficulties in comprehending the sound compare when the

teacher applied the listening test directly spoken.

c. Post Activities

After the listening test was finished, the teacher asked the students to collect their

answer sheet and then discussed the test together. For the discussion, the teacher

again mentioned the words in the listening test and asked the students to write the

words on the whiteboard randomly. As the end of the activity, the teacher gave

homework. The homework was memorizing five words and the meanings in the

listening test. The teacher closed the lesson by reminding the students to study and

to do their homework.

In addition, the researcher found some problems faced by the students in

learning listening. Based on the observation and the results of the exercise, the

students encountered some problems that affected their listening skills. There

were some problems related to components of listening. The problems are

described below.

a. Content

Students are supposed to grasp the contents of what they heard. Some

students in the classroom were not be able to comprehend information related to

the text that they heard. Some of the students could not answer the questions

related to the text and did not even comprehend what the text was about.

b. Vocabulary

The other problem in their listening activities was vocabulary. The students

could not comprehend the meaning of some words. Resultantly, their activities in

in learning listening ran ineffectively. In theory, to a certain extent, the size of

vocabulary determines listening comprehension. Vocabulary is the major

component of language. People frequently compare vocabulary to building

materials. For every English learner, studying English without a certain amount of

vocabulary is just like builders building houses without bricks. Vocabulary plays a

vital role in English learning. It is the foundation of all training and the hearing is

no exception. In listening, a dialogue, language, the discourse is formed by

sentences, and the sentence is formed by vocabulary. Many people believe that the

more you listen, the better one’s abilities of listening comprehension. However,

the level of the hearing is not determined by the amount how much one listens or

the length of the content.

New words appearing in the listening passage seem to be boring for

students. Students usually assume that if they do not know all the words, they

cannot understand the passage. So when they hear unfamiliar words, they become

nervous and ponder the word. As as a result, they fail to comprehend the

following sentences. Actually none of us listens to every word spoken to us, yet

we can understand what is said.

c. Differentiate the sounds

Sound is the direct medium of listening and speaking. Only by using correct

sound, can students express their views and ideas accurately. English

pronunciation is the first obstacle that students must overcome. The purpose in

learning English is to communicate with others. Moreover, communication is a

mutual activity. This requires us to express ourselves as clearly as possible when

we communicate with others. On the other hand, we should understand others’

expression. Unfortunately, we found that many students lack basic phonetic

knowledge of distinguishing sounds, liaison, incomplete plosive, words stress and

intonation. These linguistic features adversely affect listening comprehension.

For example, students can hardly distinguish the words like “chip” from “cheap”,

“bad” from “bed” and “sing” from “thing”. In a sentence like “She stands to the

right of the door and assists the boss.”, when some students hear the words “right”

and “boss”, they will incorrectly recognize them as “light” and “bus”. Also, there

are some students, affected by their dialect language, who can’t discriminate the

phonemes “n”, “l”, “s” or “z”, causing them to pronounce them incorrectly. This

adds to the difficulties of English listening training.

Some words, especially in form of minimal pairs have similar sounds. These

words were confusing for the students. If they could not differentiate the words

by the sounds, they would refer to the unrelated words

Based on the problems related to components of listening above, the

researcher concluded that there were several reasons for the problems which

occured in components of listening.

a. Vocabulary Mastery

The students possessed a limited amount of English vocabulary.

Resultantly, most of the students became confused in listening. They did not

understand a single word and thus were unable to grasp the meaning of the text

which they heard.

b. Uninterested in Learning English

Most of the students stated that English was one of the most difficult subjects in

the curriculum. They believed English to be a complicated language. They

frequently had difficulty in both understanding and writing English words. Since

English was a new subject for them, they did not possess a basic foundation of the

language.

c. Boredom in Learning English

Occasionally, the students became bored in learning English. One of the

contributing factors was the students’ limited English vocabulary. They did not

understand the meaning of the text and they considered English as one of the most

difficult subjects. The other factor was the teaching technique of the teacher. The

teacher rarely changed the technique. Consequently, the students did not have any

variation when the teacher delivered the material.

d. Students’ Own Personality

The students’ own personality also had a large influence in listening text.

The students should realize that when learning a new language, they should also

learn the culture behind the language itself. They should be self-motivated to learn

English because as an international language, learning English will have a positive

influence on their success.

4.1.2 The Interview Results

According to the result of observation and the interview of the teacher, the

researcher identified some problems encountered by the teacher in teaching

listening.

1. Techniques in teaching listening

The first problems which occured in teaching listening entailed the teacher’s

technique. Primarily, the teacher only used one kind of activitiy to teach

listening skills. During the class observation, the teacher closely followed

the contents, instructions and tasks, step-by-step, from the textbook. The

teacher simply present the new words, gave instructions, ask the students to

read the requirements, and read the text or play the tapes two or three times

for the students to listen. In the process of teaching listening, the techniques

used by the teacher were almost the same for every meeting. The teacher

often used the natural approach as the technique in teaching listening. This

technique was emphasized on teacher monologue (teacher’s explanation)

and direct repetition. Based on the researcher’s observation, this technique

was not effective because most of teaching learning listening activity

focused on the teacher and it did not involve the students in class activity.

The students also did not understand the teacher’s explanation clearly which

caused the teacher to have to repeat the explanation. There was no

difference or significance between a listening lesson and the other skills.

2. The media in teaching

The use of media is not optimal, based on information that obtain in

observation and interview the researcher found out that the school provides

some media of teaching. They are language laboratory, television, record as

in cassette, CD and/or DVD. The teacher used pictures as media in teaching

listening text. The pictures could trigger the students’ prior knowledge about

listening and they could help the students in learning listening, yet it would

be better if the teacher often use another provided media such as television

as audio-visual media or using language laboratory as the place of learning

English to avoid the boredom atmosphere in learning in the classroom then

make the facility more useful by use the record tools in the laboratory as the

media of teaching.

3. Monotonous teaching process

The teacher should choose an activity that would encourage and attract the

students' attention to listen better, and arrange the activities which were

going to be used in the class. To overcome this problematic condition, the

teachers explained the materials several times until the students understood.

In relation to the textbook used, the teachers had difficulties because there

was not clear guidance and the instruction provided was unclear. This

research revealed that problems encountered by the teacher in teaching

listening were various. The teachers faced problems in relation to teaching

preparation, teaching techniques, and the textbook used. However, they had

strategies to overcome the problems faced. Teachers engaged in teaching

preparation before they taught. However, they only made lesson plans and a

semester program for one year in the early semester. As a consequence, the

teacher had difficulties in understanding the instructional objectives,

choosing themes and topics, combining materials from the textbook and the

workbook used, and had insufficient time to complete all of the instructional

preparation.

Based on all the instruments that applied, the researcher can make a

conclusion that the teacher in teaching listening should be using the media as the

way it use. The technique of teaching listening should be more various, the

techniques used by the teacher were almost the same for every meeting. The

teacher often used the natural approach as the technique in teaching listening.

Based on the researcher’s observation, this technique was not effective because

most of teaching learning listening activity focused on the teacher and it did not

involve the students in class activity. The teacher used the laboratory as the place

of study, not as the media of listening as the way the laboratory as should use.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusions

From the findings of the research, the researcher can conclude several

points about teaching listening comprehension in the classroom. According to the

result of observation, interview to the teacher, and questionnaire to the students,

then the researcher conclude the problems in the teaching listening for the seventh

grade students in SMPN 4 Banjarmasin are following,

1. The teacher just used one kind of activities in teaching listening. The

teacher teaching followed the contents, instructions and tasks given in the

textbook step by step. The teacher present the new words, give

instructions, and ask students to read the requirements, read the text or

play the tapes twice or three times for students to listen.

2. The process of teaching and learning seemed too serious, the teacher never

used games or songs as variant of teaching and learning activities. It is

almost full of verbal explanations, question and answer, and doing written

exercises.

3. The use of media as teaching aid was not optimal. The teacher is lack of

capability in operating the language laboratory so the teacher did not

exploit the available facility well-used.

4. The media in teaching listening is not used to the way it should be use.

The students will be interested in learning English if the teacher can

deliver the lesson not only verbally and focus on the text book, but also by

using media that can attract their attention such as recording and audio-

visual.

5.2 Suggestions

From the findings of the research, the researcher has some suggestions to

the teacher and the students. The suggestions are:

1. It is suggested that the teacher should be more creative in teaching such as

using cooperative teaching technique, attractive media and also make

listening outline in order to help and attract students’ interest to the lesson.

2. It is suggested that the teacher could creating pleasant atmosphere in the

classroom to make students experience fun English learning activities.

3. The teacher should concern about media in teaching listening, especially

the language laboratory which is demanding teacher to learn how to

operate the language laboratory.

BIBLIOGRAPHY

Brown. A and Dowling. P.1998. Doing Research/Reading Research: A mode of Interrogation for Education. London: The Falmer Press.

Brown, Douglas H., 2001. Teaching By Principles: An Interactive Approach to Language Pedagogy. New York: Longman.

Chastain, Kenneth. 1976. Developing Second Language Skills:Theory to Practice. Boston: Houghton Mifflin, Co.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. London: Longman.

Persulessy, George Herman. 1998. Listening Improvement Exercises for Students of English as a Foreign Language. Jakarta: Depdikbud.

Richards, Jack C. 2008. Teaching Listening and Speaking: From Theory to Practice. United States of America: Cambridge University Press.

INTERNET REFERENCES

Case, Alex. 2008. Why Your Students Have Problems with Listening Comprehension. UsingEnglish.com. http://www.usingenglish.com/articles/. Being accessed on August 8th, 2012

Hamilton, Samuel. Problems in Teaching Listening Skills. http://www.ehow.com/. Being accessed on August 8th, 2012

Key, James P. 1997. Research Design in Occupational Education. Oklahoma State University.http://www.okstate.edu/ag/agedcm4h/academic/aged5980newpage110.htm. Being accessed on June 25th, 2012

Kline, John A. 1996. Listening Effectively. Air University Press Maxwell Air Force Base, Alabama. http://www.au.af.mil/au/awc/awcgate/kline-listen.html. Being accessed on January 13th, 2012

A P P E N D I C E S

OBSERVATION SCHEDULE

No Date Class Material

1 March 6th, 2013 VIID My House

2 March 13th, 2013 VIID Daily Activities

3 March 20th, 2013 VIIE Things Around You

4 March 27th, 2013 VIIE My Family

OBSERVATION SHEET

Day & Date :

Topic :

No T&L Identity / Stages of T&L Activities Y N

1 Pre-Teaching and Learning

Activities

1. Greet the students (Menyapa/memberi salam)

2. Focusing (memfokuskan perhatian)

3. Preview(mengulang pelajaran yang lalu)

4. Warming-up (pemanasan menuju pengenalan topik)

2 While Teaching and learning

Activities

1. Introduction to new session(mengenalkan topik yang akan diajarkan

2. Explain the lesson (menjelaskan) 3. Listening to the text

(memperdengarkan teks)

4. Explain the text (menjelaskan teks yang telah diperdengarkan)

5. Students discussing the text (murid mendiskusikan teks )

6. Full student Practice (latihan) 7. Question-Answer (pertanyaan/

latihan)

8. Reinforcing (penguatan/ mengulang pelajaran tadi)

9. Review (mengulang pelajaran yang telah diajarkan)

10. Evaluation (Evaluasi)

3 Post-Teaching and Learning

Activities

1. Motivating (memotivasi siswa) 2. Introduction to Home-work

(memberi PR)

01. Check list statements 1st meeting

No Pertanyaan Ya Tidak Keterangan

1. Ada tidak siswa yang dalam pelajaran asyik

berbicara dengan kawan? √

2. Ada tidak siswa yang dalam pelajaran memandang

keluar kelas? √

3. Ada tidak yang spontan merespon tentang

pertanyaan yang diajukan? (jika ada berapa orang) √ 5 orang

4. Ada tidak anak yang mengantuk selama pelajaran ?

(jika ada berapa orang?) √

5. Ada tidak anak yang bertanya tentang teks yang

diperdengarkan ? (jika ada berapa orang?) √ 3 orang

6. Apakah semua siswa memperhatikan teks yang

diperdengarkan dengan baik? √

7. Adakah siswa yang acuh ketika diminta

mendengarkan teks? (Jika ada berapa orang?) √

8 Apakah guru memberikan pertanyaan tentang teks

yang diperdengarkan? √

9 Apakah ada siswa yang menjawab pertanyaan

secara spontan ? (jika ada berapa orang?) √ 6 orang

10

Apakah siswa yang menjawab pertanyaan,

menjawab dengan tepat? (Jika ada berapa

orang?)

√ 4 orang

11 Apakah para siswa langsung mengangkat tangan √ 8 orang

ketika diberi pertanyaan oleh guru?

(jika ada berapa orang?)

12 Apakah ada murid yang aktif bertanya kepada

guru? (jika ada berapa orang?) √ 4 orang

13

Apakah ada anak yang aktif berkomentar tentang

teks ? (jika ada berapa orang ?) √ 5 orang

14 Apakah guru memberikan penjelasan tentang

gambar? √

15 Apakah seluruh siswa memperhatikan semua

penjelasan guru? √

16 Adakah siswa yang asyik sendiri? (jika ada berapa

orang?) √

17 Adakah siswa yang tampak bosan ? (jika ada

berapa orang?) √

18 Adakah siswa yang mengeluh, selama pelajaran

berlangsung? (jika ada berapa orang?) √

19 Apakah selama pengajaran guru menyelingi dengan

nyanyian? √

20 Apakah para murid ikut serta bernyanyi? √

21 Adakah murid yang diam dan tidak ikut bernyanyi?

(jika ada berapa orang?) √ 2 orang

22 Apakah selama pengajaran murid-murid menjadi

lebih aktif? √

23 Apakah murid-murid menjadi lebih akrab dengan √

guru?

24

Adakah siswa yang langsung hafal semua kosa kata

baru dari teks yang diperdengarkan? (jika ada

berapa orang?)

√ 3 orang

25 Apakah guru memberi evaluasi setelah pelajaran? √

26 Adakah murid yang kesulitan memberikan jawaban

saat evaluasi? (jika ada berapa Orang? ) √

02. Check list statements 2nd meeting



berbicara dengan kawan? √ 4 orang


keluar kelas? √















10



orang?)

√ 3 orang






13




gambar? √




orang?) √


berapa orang?) √ 3 orang




nyanyian? √





lebih aktif? √


guru?

24



berapa orang?)

√ 3 orang



saat evaluasi? (jika ada berapa orang? ) √ 4 orang

03. Check list statements 3rd meeting



berbicara dengan kawan? √ 3 orang


keluar kelas? √




(jika ada berapa orang?) √ 1 orang


diperdengarkan ? (jika ada berapa orang?) √









10



orang?)

√ 4 orang






13




gambar? √


penjelasan guru? √ 2 orang


orang?) √ 2 orang


berapa orang?) √ 2 orang




nyanyian? √





lebih aktif? √


guru?

24



berapa orang?)

√ 4 orang



saat evaluasi? (jika ada berapa orang? ) √

04. Check list statements 4th meeting



berbicara dengan kawan? √


keluar kelas? √















10



orang?)

√ 2 orang






13




gambar? √




orang?) √


berapa orang?) √




nyanyian? √





lebih aktif? √


guru?

24



berapa orang?)

√ 5 orang



saat evaluasi? (jika ada berapa Orang? ) √

TEACHER’S INTERVIEW GUIDELINES

1. How do you teach listening for Junior high school?

2. Is there any difficulty when you teach listening? What are they?

3. What kind of resources do you use in teaching listening?

4. What is your goal in teaching listening?

5. How are the responses of the students in listening activities?

6. How do you encourage the students in listening activities actively?

7. Do you think it is hard for your students to learn listening?

8. What are the difficulties which faced by the students in listening?

9. What will you do to solve the problems?

10. Could some media attract the students’ attention in learning?

11. Are the students going to be more motivated in learning listening by

using media?

12. Is it easier for the students to catch the lessons through media?

13. Are the students going to be bored when they learn the lessons of

listening?

TEACHER’S INTERVIEW RESULTS

1. How do you teach listening for Junior high school?

Untuk mengajarkan kemampuan Listening, guru menggunakan latihan-latihan

langsung yang diberikan kepada siswa. Latihan yang diberikan di antaranya

memperdengarkan kepada siswa kata-kata dalam bahasa Inggris dengan

menggunakan suara guru sendiri. Dan kemudian menanyakan kepada siswa

informasi yang telah diperdengarkan. Guru jarang menggunakan media suara

(Audio) karena keterbatasan kemampuan guru untuk menggunakan media

tersebut.

2. Is there any difficulty when you teach listening? What are they?

Masalah umum yang sering dihadapi guru dalam kegiatan pembelajaran

adalah menyiapkan Rencana Pelaksanaan Pembelajaran ( RPP ) yang tepat

dalam rangka membantu siswa mencapai kompetensi. Hal ini disebabkan oleh

kenyataan bahwa dalam kurikulum atau silabus, Rencana Pelaksanaan

Pembelajaran hanya dituliskan secara garis besar dalam bentuk “materi acuan

untuk mengajar”. Hal ini membuat guru sulit melaksanakan kegiatan

pembelajaran yang tepat dalam pembelajaran di kelas.

Dalam hal pengajaran di kelas, guru sering mengalami kesulitan dalam

melaksanakan metode pembelajaran yang tepat untuk mengajarkan bahasa

inggris. Dan juga, guru belum menguasai sepenuhnya empat kemampuan

berbahasa inggris yaitu membaca, menulis, berbicara dan mendengarkan.

Guru hanya berfokus pada sebagian keterampilan berbahasa.

Dalam hal pengajaran kemampuan Listening, guru mengalami kesulitan

dalam menjelaskan perbedaan bentuk bunyi kata-kata bahasa Inggris yang

hampir mirip. Dalam beberapa kata saja, guru harus menggunakan waktu

lebih untuk dapat memberikan pemahaman kepada siswa, sehingga waktu

dalam pembelajaran sering tidak teralokasi dengan baik.

3. What kind of resources do you use in teaching listening?

Sumber belajar yang guru gunakan dalam pengajaran listening ini adalah

perangkat media audio yang telah tersedia di sekolah. Namun dalam hal

penggunaan, guru masih mengalami kesulitan untuk dapat

memaksimalkannya karena keterbatasan penguasaan terhadap sumber yang

ada.

4. What is your goal in teaching listening?

Tujuan guru dalam mengajarkan kemampuan listening ini adalah agar siswa

dapat membedakan bentuk bunyi kosakata tertentu dalam bahasa inggris dan

juga siswa diharapkan dapat mengetahui informasi yang disampaikan guru

melalui apa yang telah disimak oleh siswa.

5. How are the responses of the students in listening activities?

Pada saat siswa mengikuti kegiatan listening, siswa kurang terbiasa untuk

menyimak. Karena tidak biasa dalam aktivitas ini, siswa kadang-kadang

berbicara dengan teman dan tidak memperhatikan apa yang dikatakan oleh

guru. Guru kadang harus menghentikan membacakan kata dalam bahasa

inggris untuk menegur siswa karena siswa yang berbicara mengganggu

konsentrasi siswa yang memperhatikan dengan seksama.

6. How do you encourage the students in listening activities actively?

Untuk dapat menumbuhkan motivasi siswa dalam kegiatan listening, guru

berupaya dengan memberikan

7. Do you think it is hard for your students to learn listening?

Untuk memberikan pemahaman kepada siswa dalam kegiatan pembelajaran

listening pada saat di kelas dirasa guru cukup sulit. siswa kadang terkendala

pada kata-kata yang baru mereka temui dan menghubungkan arti kata ke

dalam tema yang dibahasa. kadang memerlukan waktu banyak sehingga

sering menyita waktu pelajaran yang sudah sangat terbatas

8. What are the difficulties which faced by the students in listening?

Siswa mengalami kesulitan ketika menemukan kata-kata sulit yang mereka

dengarkan. Siswa juga sering kebingungan ketika ada teks yang cukup

panjang

9. What will you do to solve the problems?

Untuk membantu siswa terhadap masalah ini, guru memberikan waktu ekstra

untuk memberikan pemahaman terhadap teks. Guru juga memberikan siswa

waktu untuk mencari arti dari kata-kata sulit di dalam kamus. Jika siswa tetap

tidak bisa, guru langsung memberikan arti yang sebenarnya dari kata tersebut

10. Could some media attract the students’ attention in learning?

Guru meyakini media dapat membantu dalam pengajaran listening. Namun,

Guru jarang menggunakan media dalam pengajaran listening. Guru biasanya

menggunakan teks yang ada pada buku pelajaran, dan kadang menggunakan

barang-barang yang ada di kelas sebagai media untuk memberikan

pemahaman kepada siswa berkaitan dengan teks.

Perangkat audio yang dimiliki di sekolah sangat jarang digunakan karena

kurangnya penguasaan guru terhadap perangkat tersebut.

11. Are the students going to be more motivated in learning listening by using

media?

Pada saat guru menggunakan media, perhatian siswa langsung terpusat pada

apa yang disampaikan oleh guru. Siswa dengan seksama menyimak semua

yang diucapkan oleh guru yang menggunakan media.

12. Is it easier for the students to catch the lessons through media?

Dengan adanya media yang digunakan sangat membantu siswa dalam

mengikuti kegiatan pembelajaran listening.

13. Are the students going to be bored when they learn the lessons of

listening?

Pada saat pertama pembelajaran listening, siswa merasa bosan karena mereka

bingung dan tidak dapat memahami apa yang diharapkan oleh guru. Namun

pada saat pembelajaran berikutnya. Guru berupaya memperbaiki proses

pembelajaran dan menggunakan media tertentu sehingga siswa merasa sangat

senang dan mampu mengikuti proses pembelajaran dengan baik.

QUESTIONNAIRES RESULTS

NO. Questions Answer Total

1.

2.

3.

4.

5.

Apakah anda suka pada mata

pelajaran Bahasa Inggris?

Secara umum, apa kesulitan yang

mendasar/sering dialami dalam

belajar Bahasa Inggris?

Aspek/Komponen apa yang paling

anda sukai dalam Bahasa Inggris?

Aspek/Komponen apa yang paling

TIDAK anda sukai dalam Bahasa

Inggris?

(tentang listening/mendengarkan)

Secara umum, apa kesulitan yang

sering anda alami dalam menangkap

a. sangat suka

b. suka

c. kurang suka

d. tidak suka

a. vocabulary (kosakata)

b. grammar/tenses (tata

bahasa)

c. pronunciation

(pengucapan)

d. lainnya

a. listening (mendengarkan)

b. speaking (berbicara)

c. reading (membaca)

d. writing (menulis)

e. structures (tenses/tata

bahasa)

a. listening (mendengarkan)

b. speaking (berbicara)

c. reading (membaca)

d. writing (menulis)

e. structures (tenses/tata

bahasa)

a. kata/kalimat yang kurang

jelas

b. kata/kalimat disampaikan

11

32

10

3

10

16

25

5

21

15

8

9

3

5

10

9

10

22

4

25

6.

materi yang disampaikan lewat

rekaman?

Menurut anda apakah penggunaan

media pembelajaran berupa

laboratorium bahasa dan rekaman

memberikan anda kemudahan

meningkatkan kemampuan listening

(mendengarkan) anda dalam

berbahasa Inggris?

terlalu cepat sehingga sulit

untuk difahami

c. kesulitan membedakan

bunyi pada kata-kata yang

disampaikan dalam

rekaman

d. kurangnya perbendaharaan

kosa kata, sehingga sulit

memahami kalimat dalam

rekaman

a. sangat memudahkan

b. memudahkan

c. kurang memudahkan

d. tidak memudahkan

22

5

7

40

8

1

Total Respondent 56

1. From 56 students, the researcher concluded that:

a. 11 students very like English subject

b. 32 students like English subject

c. 10 students not really like English subject, and

d. 3 students do not like English subject

2. Commonly, in English subject 25 students found the difficulty with

pronunciation; 16 students with the grammar/structures; 10 students with

the vocabulary and the rest (5 students) found the difficulty with another

matters of problems in learning English,

3. Listening becomes the most favorite aspect/component in learning English. 21 students choose Listening as their favorite aspect/component; 15 students choose speaking; 9 students choose writing; 8 students choose reading; and 3 students choose structures.

4. As the opposite, 22 students choose structures as the aspect/component that they are dislike in learning English. 10 students choose speaking, and 10 students choose writing as the aspect/component that they are dislike; 9 students choose reading; and 5 students choose listening.

5. 25 students stated that speech rate in the record that use as the media in teaching listening becomes the main problems for them. Then, 22 students found the problems in differentiate the sounds of each words in the record; 5 students stated that the lack of vocabulary as their problems in comprehend listening the record; and 4 students stated that the sentences are not clear enough.

6. 40 students stated that the use of language laboratory and the record as the media of teaching and learning are helpful for them in order to learn listening. Meanwhile, 8 students stated that it was not really helpful; 7 students stated that it was very helpful; and 1 student stated that it was not help him/her at all in learning listening.

CURRICULUM VITAE

Agus Saifulah was born in Martapura, South Kalimantan on August 24th, 1989. He was the first son in his family. He completed his elementary school at SDN Danau Salak 1 Astambul in 2002, MTs Al-Fattah Astambul in 2005, and MAN 4 Martapura in 2008.

He continued his study at the English Department, FKIP UNLAM Banjarmasin from 2008 to 2013. His Sarjana’s Thesis is about problems in teaching listening at the seventh grade of SMPN 4 Banjarmasin academic year 2012/2013. He graduated for his Sarjana Program in English Language Education from the English Department of FKIP UNLAM Banjarmasin in 2013.

(Thesis) A DESCRIPTIVE STUDY ON THE PROBLEMS OF TEACHING LISTENING ON THE SEVENTH GRADE STUDENTS OF...

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