Baehaqi, Luqman (2010) Improving the listening skills of second semester students of English Dapartment of Kanjuruhan University of Malang through the discovery listening technique using podcast / Luqman Baehaqi. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis. Graduate Program in English Language Education State University of Malang. Advisors (1) Prof. Bambang Yudi Cahyono M.Pd M.A Ph.D. (2) Dr. Suharmanto M.Pd Key words Listening skills Discovery Listening technique podcast process-based approach. The teaching of listening that merely emphasized on testing listening rather than teaching how to listen had practically held up the second semester students of English Department of Kanjuruhan University Malang from proper listening comprehension and learning participation. Lack of language proficiency involving vocabulary pronunciation and grammar affected their ability to recognize words and their meanings in communicative use. To overcome these classroom problems the process-based approach underlying Discovery Listening Technique combined with podcast the internet-based listening material was applied in collaborative action research. This research was intended to know how the technique using podcast can improve listening skill of the students. The technique required the students to realize causes of their listening problems in order to find out appropriate way of improving listening comprehension. The listening skill that was specifically improved was the ability of recognizing words and their meaning in contextual use because it touched the basis of listening comprehension skill in general. It gave balance between focus on form and attention on meaning. The research findings showed the positive improvement of both achievement and activity involvement in the majority of the students. The achievement gain of the students displayed positive results as indicated by the increase of mean score which was 62 in the preliminary study and steadily increased 72 in Cycle 1 and reached 79 in Cycle 2 revealing that twenty six (72%) of the students scored above average of 75 out 100 points. In regard with the students participation in the teaching and learning process in the two cycles of the research the analysis of observation field notes and questionnaire data demonstrated positive results in that the students participate more active during the teaching and learning process. The improvement of the listening skills could be seen through the process based approach underlying Discovery Listening technique which encompassed three stages training practicing and reflecting stages. In the training stage the students were introduced to promote their language proficiency by practicing the following activities 1) activating schemata listening texts were easily understood when prior knowledge was known 2) listening text for gist specific instruction on general gist of text focused listener on contextual meaning rather than merely form 3) confirming comprehension on the text enthusiast contribution encouraged positive achievement and constructive competition 4) finding out sources of listening difficulties realized during listening the search increased metacognitive awareness 5) listening to segmented clauses and sentences of the text where the cause of listening problems found in detail consciousness on the language features focused listener on form 6) reproducing the segmented expressions spoken by native speakers expressive imitation enhanced their language proficiency. In the light of this stage the playing of podcast might be repeated according to the students search t of the source of listening difficulty in order to familiarize the students with the language in communicative use. In the practicing stage the students performed the tasks mentioned in Discovery Listening worksheet guiding them to the understanding of listening process occurred in their minds 1) listening for gist of text without note taking it forced the students to understand a whole text using their background knowledge 2) self-assessing comprehension level it improved metacognitive awareness 3) writing down of listening comprehension confirmation of comprehension in written form improved language proficiency of grammar and meaning of words by using contextual clue 4) listening to segmented clauses and sentences of the text by making use of individual note taking the focus on form encouraged them to listen in a more narrowed context of text 5) reconstructing text based on the individual notes in a group the students were cooperated to match their own comprehension with other friends 6) comparing the reconstructed text with the original one noticing differences of language features in the text and matching them with their own perception enhanced 7) discovering sources of listening difficulties and writing the reasons of miscomprehension metacognitive awareness enhanced listening performance. The listening text from podcast was supposed to be played and segmented after the explanation of contextual clue to avoid the students from noticing and reconstructing text without understanding the meaning. The reflecting stage encouraged the students to reflect on the activities they had conducted by pooling knowledge about aspects of teaching and learning and before closing of the lesson the students listened to a short podcast for refreshment and encouragement. To conclude the students of low level proficiency as the majority group in the class had demonstrated positive improvement of achievement and learning participation within six meetings but not for the high proficient students who looked less enthusiasm in the second cycle of the research due to their boredom on repetitive strategies and of less challenge. The use of podcast in the same direction had successfully enhanced the teaching and learning efficiency and interest of the students for more extensive listening. For further recommendation development of appropriate procedure of Discovery Listening technique in another action research can be conducted with the diversity of listening microskills and variety of challenges for different level of proficiency in order to reduce boredom while experimental research can compare the effectiveness of this technique to others in the improvement of EFL learners listening comprehension.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 15 Sep 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58469 |
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