Teaching and Learning of Listening (Pengajaran dan Pembelajaran Mendengarkan)
CHAPTER II
THEORETICAL FRAMEWORK
2.1. Previous Research Overview
In this research, the researcher overviews three previous research. The first, is from Ernia (2011) entitled “ The correlation between students’ vocabulary mastery and speaking ability at the tenth class of MA Riyadlus Sholmin Bungamayang in Academic Year 2011/2012
In this research, the researcher determined two variables of research investigated. Those were independent variable and dependent variable. Independent variable of this research was the students’ vocabulary mastery ( X ) and dependent variable of this research was the students’ speaking ability ( Y ). The number of population was 28 students which all of students were taken as sample. The instrument of this research were vocabulary and speaking test. The vocabulary test consist of 20 items in the form of multiple choice test. After having both of the data, the researcher analyzes The conclusion of the research from the result computation showed that there was a positive correlatiothe data statistically with the level significant 99% and 95%. The result of the analysis was robserved > rtable , based on the number of the sample has been tested there was significant correlation between students vocabulary mastery and speaking ability. This fact could be proved by the result of the robserved = 0.837 > rtable= 0,483. It seemed that students' listening ability and their speaking performance has positive and significant correlation.
The strengthness of this research are this research used detail explanation in each chapter and used valid instruments because the instruments have been tried out first. The weakness from the research is in population and sample, it just had few population “28 students”, and all of them be sample. Meanwhile the researcher has a different research variabel with the research untitled, ‘the correlation between students' listening ability and their speaking performance’. The researcher will conduct at SMA N 03 Metro Academic Year 2011/2012, research method is correlation product moment which sample 37 students. The technique of sampling used random sampling. The instruments used are listening test, and speaking performance test. The formula used HJ X fernandes formula for counting speaking ability result.
The second previous research taken from Raroz (2010) entitled “The Correlation Between Students’ Vocabulary Mastery and Their Listening Achievement at Tenth Grade of MAN 1 Metro Academic Year 2009/2010”.
In this research, the researcher determined two variables of research investigated. Those were independent variable and dependent variable. Independent variable of this research was the students’ vocabulary mastery ( X ) and dependent variable of this research was the students’ listening achievement ( Y ). The instrument of this research was test. The conclusion of the research from the result computation showed that there was a positive correlation between students’ vocabulary mastery and their listening achievement, that was, the students whose vocabulary mastery were high will tend to have high scores in listening achievement. The strengthness of this research are this research used detail explanation in each chapter and used clear explanation in taking sample. The weakness from the research is there was no try out test for making sure that the items were suitable or valid to be tested. Meanwhile the researcher has a different research variabel with the research untitled, ‘the correlation between students' listening ability and their speaking performance’. The researcher will conduct at SMA N 03 Metro Academic Year 2011/2012, the population is 185 students which 37 students as sample. The technique of sampling used random sampling. The instruments used are listening test, and speaking performance test.
The third previous research taken from Mujiarti (2011) entitled “ The correlation between students’ vocabulary achievement and listening skill at SMA Utama Wacana Metro in Academic Year 2011/2012
In this research, the researcher determined two variables of research investigated. Those were independent variable and dependent variable. Independent variable of this research was the students’ vocabulary achievement ( X ) and dependent variable of this research was the students’ listening skill ( Y ). The number of population was 360 students which 36 of students were taken as sample. The instrument of this research were vocabulary and listening test. The sampling technique used in the data cluster random sampling. Both of vocabulary and listening test consist of 40 items in the form of multiple choice test. After having both of the data, the researcher analyzes The conclusion of the research from the result computation showed that there was a positive correlation. It was proved by the value of rtable (0,329). It meant the rise of the independent variable(students vocabulary achievement) will be followed by the rise of dependent variable(istening skill). The effective contribution of the students’ vocabulary achievement and listening skill was 67.4 %.
The strengthness of this research are this research used clear explanation in taking sample from the population, used many items as instruments in both of variable, had accurate result in analysing the data. The weakness from the research is there was no try out test for making sure that the items were suitable or valid to be tested. Meanwhile the researcher has a different research with the research above untitled, the correlation between students' listening abilty and their speaking performance. The researcher will conduct at SMA N 03 Metro 2011/2012 Academic Year, research method is correlation product moment which sample 37 students. The technique of sampling used random sampling. The instruments used are listening test, and speaking performance test.
Based on the three studies above we can see that there is any correlation between students’ pronunciation and speaking ability, correlation between students’ vocabulary achievement and listening skill and also with the specific one the correlation between students’ vocabulary mastery and their listening achievement. So, the researcher assumes that students' listening ability and their speaking performance also have positive and significant correlation. The researcher uses try out to make the instruments which are going to be used are valid and reliable. And the researcher also uses 185 population and the researcher takes 20% from population to be the sample. So, the sample is 37 students which are taken by using random sampling technique.
2.2 Theoritical Framework
2.2.1 Concept of Listening Ability
Listening ability is viewed theoretically as an active process in which individuals focus on selected aspects of aqtual input, construct meaning from passages, and relate what they hear for existing knowledge. Listening ability is also important for the students because through listening activity, they can practice how to get ideas from the speaker systematically and to communicate with the others. Moreover, supporting the explanation listening above is started at curriculum of SMA (in competence based curriculum-all grades) as a compulsory thing that need to be gained by students during their English learning at SMA level. Nevertheless, in fact the ability of SMA students in listening as it's all know is still far from the objective stated in curriculum and many SMA graduated have difficulty in listening.
Brown (2001:247) states:
Listening as major component in language learning and teaching first hit spotlight in the late 1970s with Asher’s work on Total Physical Response, in which the role of comprehension was given prominance as learners were given great quantities of language to listen to before they encouraged to respond orally”.
In this case, even though the students have learnt English in years, they still find difficulties to get the ideas in proper words and sentences. Hence, many problems still can be found in teaching listening. Most students have difficulty in getting ideas on their mind, that they are too worried in making some errors on their listening which cause them to be reluctant to listen. This theoretical view has not been sufficiently supported by direct research which clarifies what listeners actually do while engaged in listening tasks.
Moreover, Nation in Raroz (2010:18 ) adds that:
Listening is not only the way of learning huiguage that ran give the learner information from which to build up the knowledge necessary for using he language but also the way to get information or to understand the sense of communication which will be sent in oral.
In teaching learning, the teachers always involves listening directly because when the teacher speaks and reads in class the students will listen too or try to understand what the teacher says. However, listening cannot absolutely be separated from those who acquire a foreign language. For the importance of listening, the proportion of skills must be emphasized on listening because a listener must listen something before he speaks.
2.2.2 Teaching and Learning of Listening
Finocchiaro in Raroz (2010:18) states that at the first time, students' seriously conflict with the production of the new language sounds. They feel confused about the pronunciation: Therefore, teacher needs to follow the three essential steps in teaching listening, and for the next time students' are expected to be able to produce native-like sound. They must be able to:
- Hear the sound
The students hear the information from the speaker in verbal communication.
- Identify the sound
Here the students make sense out of the information by using their background knowledge or their former experience. Moreover, if they consider it new, they will keep it in his mind.
- Produce the sound
The students after identifying the information, they will interpret the data and respond to the speaker as the reflection that they receive the information by using the means of language (speaking).
In relation to the statement above, in language learning a learner must concentrate on listening comprehension because listening comprehension is experienced first. Listening comprehension can be divided in three stages, they are:
1. Listening and making no response (following a written text, nothing specific information, etc).
2. Listening and making short responses (obeying instruction-physical movement, building models, picture dictation, etc).
3. Listening and making longer responses (repetition and dictation, paraphrasing, answering questions, predictions, fillings gaps, summarizing, etc).
The term of teaching listening here means not only the process where the teacher is teaching listening but also the process where the students are learning listening. Shortly, in order to comprehend, the learners who learn language should be conditioned into the atmosphere of real teaching learning activity that emphasized on the mastering of listening. In this activity, the teacher gives the students material and the students listen carefully. Then the students try to respond the information they get in listening process.
According to Wolvin and Coakley in Raroz (2011:3) identify four different kinds of listening;
a. Comprehensive (Informational) Listening. It means students listen for the content of the message,
b. Critical (Evaluative) Listening. It means Students judge the message,
c. Appreciative (Aesthetic) Listening. It means Students listen for enjoyment,
d. Therapeutic (Empathetic) Listening. It means Students listen to support others but not judge them.
It means that we should make instruments based on the explanation above in order to get optimal result.
Based on Rust's in Raroz (2010:21) views, the researcher assumes that in the process of listening when the students first confronted with a foreign language, the students only hear meaningless noise. They notice and recognize such elements, then keep them in their memory through comprehension. Teaching listening is not merely to get the concentration of the students just listen to, but rather it should be integrated involving other important activities or skill such as speaking, reading, and writing.
2.2.3 Listening Teaching Technique
A teacher should be creative in selecting a teaching technique that uses in order to arise the students' motivation. In teaching learning activity, a technique has a great role without appropriate technique the teaching learning process and the result of the teaching will be far from satisfactory. The use of many kinds of technique is necessary for adjusting the material with situation, students' educational background (students' level and interest, and avoiding the students' boredom).
The techniques that may teacher use in teaching listening are :
1. Song , the aims of teaching in learning English through song are :
a. Practicing the pronunciation of new vocabulary.
b. Helping the students to remember new vocabularies easily.
c. Creating learning situation that make the students enjoy and relax.
In order to achieve the aims, the teacher should do some steps in applying song technique. First, the teacher plays the song. The students try to complete the song script given. Second, the teacher plays the song and asks the students to repeat the sentence until the students can pronounce the sentence correctly. Third, the teacher plays all part of song and asks the students to listen. The teacher sing the song line by line and asks the students to repeat it. Fourth, the teacher and the students sing the song together until they can sing the song correctly. The last without the teacher, students sing the song together.
2. Jigsaw listening, jigsaw listening is the term popularized by Marian Geddes and grill. Sturbridge to describe an activity in which different students get information from different listening passage which they have to share in order to perform some kind of task. In other words, three students may listen to different tape conversation. The conversation their listen to is different in each case (each person listens to only one conversation) thus giving each students a different piece of jigsaw. The students then join together to exchange and pool their information and are enabled to reconstruct a complete picture of a situation, or perform task.
3. Picture, a number of pictures are presented to the students. The aim is to arrange the pictures in the correct order according to the listening text. Generally the ordering can only be done by numbering each picture.
4. Dialogue, students listen to a dialogue given. Then they answer the questions. The questions are written and it is given to the students before they listen the dialogue. Question in these type of exercise are formulated using the words of the original text and require students to have understood of what they have heard.
2.2.3.1 Material
It is important to have criteria in choosing recorded text. Criteria for selecting recorded material:
a. Language, using the language texts of the right level (combined with appropriate activities) will not only develop listening skills but also contribute to the students overall language learning.
b. Length, the length of the text must be suitable for the level of students.
c. Content, it is important for students to use plain, straight forward content text. Text should be avoided if they jump backwards and forwards in time or full of jargon words.
d. The style of delivery, every individual has his or her own way of speaking some people speak quickly, others slowly; some give more stress to significant words than others do; some vary their pitch or volume more than others do. It is easier for students if they are not faced with too many variables at once.
e. The quality of production, the recorded material should have good quality.
2.2.4 The Concept of Speaking Performance
Speaking is also the important thing in language skill. This skill is as important as listening skill. In general, these skills are learned first, and then writing and reading. In this case, speaking is the first means of communication, because spoken language is more frequently used than written language in daily life. Therefore, the function of spoken language is neccesary. In this session I want to deal with speaking as a part of language skills.
According to Welty and welty in Santoso script (2011:10) said “ speaking is the skill of communication. Based on this idea, it is understood through speaking: someone can communicate or wants in order to understand to another.
In addition, a large percentage of the world’s language learners study English in order to be able to communicate fluently. It is strengthened by British Council’s in Muawiyah (2011:11) which states that more than two billion people use English to communicate. Some people often think that the ability to speak langaunge is the product of languag learning. They assumes that speaking is a crucial part of language learning process.
Many language learners regard speaking performance as the measure of knowing a language. That is why the main purpose of language learning is to develop profeciency in speaking and communicative efficiency. They regard speaking as the most important skill. They can acquire as asses their progress in terms of their accomplishment in spoken communication. Byrne in Muawiyah (2011:12) defines speaking as a two way process between speakers and listeners. It involves the productive skills and respective skills of understanding; it means that in the process of speaking, we try to communicate with each others and use our language to send our message to the second person. In this case, the speaking process needs at least two person, one is speakers who produce information speaking activity happens for many reasons. One of the reason is for communication as Doff said in Muawiyah (2011:13) that very often peole talk in order to tell other peole things to do from other peole.
Meanwile, Fulcher in Muawiyah (2011:13) gives the wide exlpanation that is summarized into 5 factors in speaking. Those are:
- Pronunciation.
Away in which language is spoken in the definition of pronunciation. It is included of segmental feature, vowel, consonant, stand intonation patterns. The speaker are supposed to apply them well and correctly.
- Vocabulary
One of the linguistics factor in which it is a number of word with the role combining them to make up language in speaking. Vocabulary is very essential but it is the first thing to be considered if speaking takes place in very early stages. Vocabulary is tthe total number of the word, which make up a language.
- Grammar
Grammar is the rule in spoken language and written language. We must obey the rules of grammar to obtain a good result in writing, we can also find the grammar rule in pronunciation morphology and syntax. In speaking performance, sometime the speaker and the listener do not care about the grammar it self. But in this time the writer does not discuss about the grammar so far.
- Fluency
It shows that people are able to communicate well. Someone who can communicate fluently but he may not be able to use the language fluently. Someone can be said fluent if he can require some criteria or categories. Those are; can say the words fluently and knows what he/she will say then.
- Comprehension
It means the mind’s act or power understanding that is expalined in the oxford advanced learners’ dictionary of current English. In speaking, the speaker and the listener must have a good understanding, So that conversation certainly requires a subject to response to speech as well as to initiate it.
2.2.5 The Correlation Between Listening and Speaking
Most of English teachers agree that listening and speaking are two of the most important things, perhaps the most difficult skill to teach students in a country where English is still foreign language or second language. Teachers should not be afraid, beacuse all people are capable to learn a foreign language. The students may be trained to listen to oral conversation or oral exercise which they are also request to retell orally short way. Through this technique, the students learn two skills, those are listening and speaking skills. Naturally, interest speaking is stated by misting sound is means from instating second finally the students tries to speak.
Listening and speaking are two language skills which are related to each other, this is supported by the same components such as phonology, vocabulary, structure, rate and general fluency. As it is illustrated by Harris Santoso (2011:10) in the following figures; The language skill : listening, speaking, reading and writing. Second competent vocabulary needs scoring listening, speaking, reading, and writing. The third competent structure needs scoring listening, speaking, reading, and writing. The fourth competent general fluency needs scoring listening, speaking, reading, and writing. In practical both of them can not be separated. Each of them has important faction in communicating process.
An English teacher should develop the ability of the students in order to be able to use English in spoken. However to be able to use English, especially in speaking performance, the students should have the skill or ability in listening. According to Byrne in Santoso (2011:9) said “Speaking or oral communication is two ways procces between a speaker and listener productivity and respecttive skill of understanding or listening understanding”. From this definition it can be seemed that in order to able to speak, someone should master listening skill well. Underwood in Nuramalia (2010:12) said that listening is the activity of paying attention to and trying to get the meaning from something we hear. It means that How could they speak or respond English if they do not know what someone says? So, the students should have the ability or skill of listening in order to know what some one says. Harris in Nuramalia (2010:12) states that it is appearently important that listening needs thinking and memory. From the simple statement above it seems that to listen succesfully in spoken language, we need to able to work out what speakers mean when they use particular ways on particular accent, and not simply to understand the word themselves.
Based on theories and explanation above, it is clear that speaking or conversation needs students’ vocabulary which are gained from listening activity.
2.3 Thinking Framework and Design of Correlational Theoretical
2.4.1 Thinking Framework
The object of teaching and learning English as Foreign Language that the students should have more practice. The abilityto use or practice in their school or with the people who have learnt English. Because by having practice, the students are able to listen English well. However, to be able to speak the student should have the ability either in listening and speaking. So, if the students grade of their listening ability is low, the grade of speaking performance is low too.
It is mean, If the student do not have the mastery in listening, they will make some mistake in their task or about what they speak and many problems will faced by the students during speaking performance. The researcher would like to identify the correlation between students' listening ability and their speaking performance
2.4.2 Design of Correlational Theoritical
For making the contribution of each variable on this research, the researcher shows the design of the thinking framework below :
 |
Where:
X = Independent variable as listening ability
= Correlational Between X and Y.Y = Dependent variable as speaking performance
2.5. Hypothesis.
Based on theoritical framework, the resercher formulates the hypothesis as follow :
2.5.1 Alternative Hypothesis (Ha)
There is a correlation between the students’ listening ability and their speaking performance at the tenth grade of SMA N 03 Metro Academic Year 2011/2012
2.5.2 Null Hypothesis (Ho)
There is no significant correlation between the students’ listening ability and their speaking performance at the tenth grade of SMA N 03 Metro Academic Year 2011/2012
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