chapter iv zuby
TRANSCRIPT
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CHAPTER IV
FINDINGS AND DISSCUSSION
This chapter elaborates two main parts of findings of the study. These two main
parts are research findings and the discussion. The findings discuss the analysis of
pilot study result of pre-posttest, and result of pre-posttest. Then all of the findings
are analyzed and interpreted in the discussion part of research findings.
4.1 Students Listening on Pre-test and Post-test Results
4.1.1 Description of Students; Listening on Pre-test and Post-test Results
The table below describes the students listening test result (experiment
class) on pre-test and post-test including their scores category.
Table 1: Number of students sit in pre-test and post-test, and their score
description
GroupPre-test
(N)
Post-test
(N)
Min. and
Max.
Score in
Pre-test
Min. and
Max.
Score in
Post-test
Pre-test
Catego
ry (N)
Post-test
Category
(N)
ExperimentValid: 30Missing: 0
Valid: 26Missing: 4
Min: 17Max: 63
Min: 33.4Max: 87.3
VL : 2L: 16F: 6H: 2
VH: 0
VL : 0L : 6F: 17H: 1
VH: 2
VL = very low
L = low
F = fair
H = high
VH= very high
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Table 1 shows that the number of students sit in the pre-test was not same
number in the post-test number. Out of 30 students in the experiment class, only
26 of them were valid. Some of them who took pre-test did not take post-test.
Table 1 shows the Experiment students test scores which were shown in
the maximum and minimum score for pre- and post-test columns indicates that
students score were improved. It seems that there was significant difference
between pre-test and post-test result. Students score showed improvements in
post-test. Although, some students stay in low level (see table 1).
4.1.2 Hypothesis 1 Testing (Paired samples t-testResult)
Before conducting paired sample t-test analysis, it was a number of
initially proceeded by the assumption of parametric statistic will be check
includes the assumption of normal distribution, and type of data form. It was
found that none of those assumptions had been violated (see appendix 8) which, in
turn, assured the application on this analysis.
The result of paired sample t-test suggested that the performance in the
post-test, after adjusting pre-existing differences in the pre-test and post-test,
wassignificantly different from one another, which means that hypothesis
wasaccepted, p (.0005) .05. The effect of correlation between the groups was
indicated by effect size ( R ) equals 0.6, which was considered as large effect size
related to Cohens standard (Cohen,1988).
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A comparison of the test score between the groups was presented in the
following table:
Table 2. Mean scores for the pre-test and post-test of both groups
Group Pre-test Post-test Gain (in points)
Experiment 35.2692 47.8846 12.6154
4.2. Questionnaire Results about students perception on learning listening
with Taskbased technique
The questionnaire results presents about the experiment students
perception on Task-Based after they learned listening. There were 10
statements reported in diagrams display.
1. Statement 1 (I prefer to learn listening without using TB technique)
In response to statement 1, the number of students who disagree chose to
be high. It meant that twenty-three of them prefer to learn listening with
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Task-based technique. This indicated that Task-based was their technique
preference.
2. Statement 2 (I am worried that I cant learn well without using TBtechnique )
The majority of students who responded felt that Task-based did
affect their listening ability. When the students were listening, their listening
quality might be affected by their concentration, and ability to generating
ideas, or found clue what the point speaker talking about. The students
choices as shown on the bar were mostly have a hunch that Task-basedgive
effect on their listening during the listening process. Five of them seemnot to
be affected by positively or negatively. Yet four of them felt that Task-based
technique did not affect their listening ability.
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3. Statement 3 (I enjoy my English listening class when teacher uses TBtechnique.)
From twenty-six students, twenty of them felt that they enjoy follow
listening class when teacher use TB technique. That choice, even though
seems positive, that feeling might also be caused of negative result from
statement 1. It was indicated and makes strong argue that they prefer learn
listening with TB technique cause they enjoy in English listening class.
4. Statement 4 (Learning listening by using TB technique is the same aslearning listening without using TB technique.)
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That Statement leads the students to compare the effect of their
learning activities with or without TB. The distribution of choices was
virtually mostly neutral todisagree, it means that Learning with or without TB
has positive effect. It signed that TB could affect their learning listening
process positively. Besides, it could not be denied that the other 6 students
agreed with this Statement, which implied that TB did not affect their
learning listening. Some factor could be reason like some student feel bored.
5. Statement 5 (Learning listening by using TB technique is boring.)
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From diagram, most of the students expressed the belief that they were
not boring to listen to TB technique while learning listening. However, seven
of them strongly agree that TB technique was boring. However that result did
not make contradicted with questionnaire 1 cause, that result was most likely
because they must they should do much task for one meeting.
6. Statement 6 (I would like to continue learning listening by using TBtechnique.)
From 26 of the students, 14 of them agreed to continue to learn
listening with TB technique. However, quite a lot of them were
choosingneither agree nor disagree, because some of them felt using TB
technique or not is same and that was prove in result statement no.4.
Besides that, five of them disagree to continue learning listening using TB
technique. That to be reasonable based on the results statement 5 that some
of them felt boring.
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7. Statement 7 (I feel confident in my ability to express my ideas clearly inlistening when teacher uses TB technique.)
Most of students agree that they became more confident to write down
their answer and to present in front of class. Indeed, it can be seen beginning
at the second meeting where students have bravely stepped forward to the
whiteboard and presented their answers. However, some of them choose
option strongly disagree because not all of them believe their answer and
afraid to presented their answer in front of the class.
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8. Statement 8 (The listening test is harder when teacher uses TBtechnique.)
When the students were asked about this statement, the majority chose
that to disagree that TB made the listening test harder. They considered that
the difficulty level of the test as the main factor to think whether it was easy
or hard.Furthermore, student thought TB technique help them to understand
well the test and make it easy.
9. Statement 9 (I am motivated to listen well when teacher uses TBtechnique)
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From the result, the students mostly agreed that TB technique could
motivate them to listen well. However, it was difficult to draw the conclusion
that one factor affects the results of their test.
10. Statement 10 (I can learn very well when teacher uses TB technique.)
The majority of the students believed that they were at their best
performance on listening when teacher used TB technique. However, it could
be proved from their listening scores in post-test.
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4.3. The Effectiveness of TB Technique Defined By Gender Results
Group Man (1) Mean
ManValid: 11
Missing: 0
Man : 44,3636
WomenValid: 11
Missing: 4Women: 51,4545
A one-way between groups analysis of Independent Sample T Test was
conducted to compare the effect of two different genders (groups) on students
listening achievements. In this analysis, students post-test scores were used as the
dependent variable and the group as the independent variable or
factor.Considering table result independent sample t-test (appendix:10) F = 5.454
(p= 0.30) then it can be said that, there were differences in the variance between
scores man and women, in other words score data was not homogeneous. Because
it is not homogeneous, then we see the bottom row (Equal variances not assumed)
t = -1.083 df =13.387 (p>0.05). It could be concluded that there was no difference
in scores between man and women. In other word, it was found that there was not
a meaningful difference between the performances of male and female learners of
the experimental group under task-based technique. Therefore, based on the
results of this study, gender did not have a determining effect on the success of
language learners.
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4.2 Discussion
The hypotheses of this study were testing about listening tests results by
students who learn listening with TB technique and inquiring for their perception
on TB and see is there the effectiveness TB defined by gender. That part
discussed the reasons why TB was significantly affects the students
comprehension on listening by connecting it with theory and their perception
revealed from questionnaire.
TB is an approach where learners carry out tasks such as solving a
problem or planning an activity. Tasks serve as a compelling and an appropriate
means for realizing certain characteristic principles of communicative language
teaching and learning (Candlin and Murphy, 1987:5). However, Task-based
Language Teaching is not just about getting learners to do one task and then
another task and then another. In this case, learners would probably become quite
expert at doing tasks and resourceful with their language, but they would almost
certainly gain fluency at the expense of accuracy (Willis, 1996: 40).
The main idea behind a task-based approach to developing listening isthat
students become activelisteners (Brown 1987). With this approach,students are
asked to listen to what are described as authentic situationsand to do
something with the information. This may be completing a diagramor chart,
filling in a table, or drawing a picture, for example. The informationis usually
transferred from spoken text to a graphic form. Becausethe texts are authentic
(usually semi-scripted), students cope with languagebeing spoken at normal speed
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and with features such as accents, hesitations,fillers, and ellipses (John
Flowerdewand Lindsay Miller 2005).
Based on result, TB could give positive significant effect to the students
listening comprehension. It has proven based on the descriptive analysis in which
students pre-test average score (mean) is 35.26 (before treatment), while mean of
the post-test is 47.88 (after treatment or Task-Based Task has been applied).
Moreover, as a result, one-tailed hypothesis H0was rejected and H1was accepted.
It means that Task-Based gives positive significant effect on students listening
comprehension.
This significant effect on the students listening comprehension in this
study was not directly happened without some things affecting, but rather affected
by supporting factors. The use of Task-Based Task in this study was one of the
major effects to the improvement beside other factors, such as motivation,
interest, material.
In Task-Based, there were some activities involved in it, started from pre
task, task cycle until language focus activities. During the study, students showed
their high enthusiasm.Based on statement questionnaire statement that I am
motivated to listen well when teacher uses TB technique majority of student
choose agree. In the other word, Teachers effort was successful to gain students
interest and motivation.
In order to gain students interest and motivation before students listened to
the recorded text, teacher tried to activate the existing knowledge of students. That
activity referred to encourage students to ask to themselves what they already
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know about the topic. As Willis states that pre-task activities help the students
recall and activate words and phrases during the task. It was also needed to
introduce a few vital topic-related words and phrases that the students are unlikely
to know. Pre-task activities to explore the topic language should actively involve
all students, gave them relevant exposure, and above all, create interest in doing a
task on this topic. Pre-task also could make a good communication not only
among students but also between students and the teacher, so students seemed
relax and enjoyed the process, that wassupported with the result of questionnaires
from statement that I enjoy my English listening class when teacher uses TB
techniquegave positive result.
In one lesson, one or two pre task activities such as listing task or
matching up vocabulary task would be done by the students. When the teacher
was conducting pre task activity at the first meeting, pre task ran a bit longer
because there were some students find difficulties how to accomplish the task
even some pictures, words, and phrases already showed and introduced to them
before doing listing task in group. Those students had limit vocabulary so they got
confused how to expose their idea to describe thing. To overcome, the teacher
explained more than one times until they have image about the material to lead
them to expose their idea to describe things. Sohopely that they themselves could
arise their schema prior knowledge to be activated and opened their particular
concept of thing. Once they did it successfully, later they did not need to be led
anymore. Therefore, that could lead the students to learn independently. Teacher
had to make sure that process could run well for each group so later in the task
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activity, they would not confused anymore, their knowledge of something were
sufficient, and they could use those to accomplish prediction task in the task
activity. The tasks both listing and prediction tasks that given during the
treatments was the way to lead students activate their schema which is needed in
order to describe things. Schema itself was the complex knowledge structure in
the mind that was groups all that an individual knows about, or associates with, a
particular concept (Bartlett as cited in Field, 2009). The result of the combination
of scaffolding technique with the procedure of the task was very helpful for
students.
In the task activity, scaffolding technique was used again when the
students were challenged to predict what the speaker tells about through making
questions in prediction task. In here, the teacher found that, not all of the students
could do this task well. They were confused how to pour their idea into a
question. By taking some ideas that they have written in the listing task that had
been modified, the teacher led students to pour the ideas into 2 or 3 questions and
then let the students themselves make their questions. Then prediction task had
proven that it motivated them to listen. As Field (2009) said that one way to
motivate students is by writing a title for the listening passage on the board, and
then ask the learners to predict what they will hear. Once they have created a set
of expectations, the goal of the listening phase is to check which of their
predictions prove to be correct and incorrect. The process could even be
competitive.
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Furthermore, could not be denied that other factor such as class activity
and the facility used in the listening process should be considered. Each of
students ought to have different background knowledge, learning strategies, and
ability to get the point of the speaker, which was related to how they train their
ear. Therefore, a thing should be concerned particularly by the teacher was how to
play the recorded material effectively. It was actually involved in Task-Based as
applied in the task activity phase.
The researcher as the one who taught the students had applied the activity
by playing the recorded text straight through at the first time in order to allow
learners getting a general understanding about the recorded text itself. The
researcher then played the recorded text several times to give students chance to
hear again the language that they were not able to understand first. Finally, the
researcher played the audio for the last time with pauses (stopping it at the point
that they predicted) to give learners opportunity to check whether their prediction
are exact or miss.
The teachers strategy in playing the recorded text was likely to the
method that Sahifah (2009) specified in order to help learners comprehend the
listening passage and deal with the listening task (as cited in Kangguru Magazine,
2004). Indeed, students at class VIIH admitted that they never were taught
listening in the classroom.
Overall most of the students had shown their enthusiasm to learn and listen
meeting by meeting. They participated actively in each activity. For example, in
the report stage, without teacher selected which pairs should report their task, they
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with full of self-confidence proposed themselves to report, that was proving by
statement that I feel confident in my ability to express my ideas clearly in
listening when teacher uses TB technique 53,9% student agree. The interaction
also was created naturally when doing a task in pairs or group, it gave learners
confidences to try out whatever language they know, or think they know, without
fear of being wrong or of being corrected in front of the class. That was proper to
Willis statement that students who have experimented with Task Based Learning,
they gain confidence in speaking and interacting quite soon after beginning a task-
based course.
Applying Task-Based for three meetings could help students in detailed
comprehension of recorded text and train students to understand what they
listened for. It could be helpful for students in term of supporting the students to
interpret the passage. As Karakas (2002) states that, listening activities try to
prevent failure so that they can support the learners interpretation of the text. If
the failure was omitted or minimized, students could have a good ability in
listening and get a good mark.
The problem also came from the unwillingness of some students to work
in group. They were passive in the class. This unwillingness also demotivated the
other students to do the task. This made the teacher should pay attention to each
group and make sure all students in each group participated actively in every task.
Change their partner in every treatment was one solution to overcome this
problem. The other problem came from some student said, This tasks make me
boring in last meeting. Based on questionnaire Learning listening by using TB
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technique is boring eight students agree with this statement, the reason is they
must do much task in every meeting.
This study confirmed that Task-Based could give an advantage for both
teacher and students. For teacher, Task-Based as one of solutions in the teaching
listening in the classroom, while for students, it could increase students listening
comprehension. It also had been seen from students attitude, how they were
opened to this new technique in which they had tried to ensure themselves that
this way could bring a good effect for them. When they were taught under Task-
Based, they were really enthusiasm, more active, and attentive although a bit
noisy. Even though some students disliked doing the task in group and this made
them lazy. It should be admitted that creating a good interaction in the class was
one of the way to get a successful teaching and learning process. As the theory of
natural approach which has been stated by Krashen (1983) that activities in the
classroom focus at all times on topic which are interesting and relevant to the
students and encourage them to express their ideas, opinions, desires, emotions
and feelings. An environment which is conducive to acquisition must be created
by the instructor low anxiety level, good rapport with the teacher, and friendly
relationship with other students; otherwise acquisition will be impossible. Such an
atmosphere is not a luxury but a necessity. In addition this hypothesis states that
attitudinal variables relating to success second language acquisition: Performers
with optimal attitudes have a lower affective filter. A low filter means that the
performer is more open to the input, and that the input strikes deeper (Dulay
and Burt in Krashen, 1983).
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Task-Based could improve the students listening comprehension in term
of their ability to do the task and to find out the key words then relate them with
their background knowledge. In addition meeting by meeting they become
familiar with the recoded text. For example, when the students had to find the
overall understanding about of the cat, they had to listen to the key words, such as
ear, tail, and purr related them with their previous knowledge to find the answer.
It means that to understand the content of recorded text, the students tried to use
integrated the words they listen and their knowledge. This finding is relevant to
Willis says that all text based tasks aim to encourage natural and efficient reading
/ listening / viewing strategies, focusing initially on retrieval meaning for the
purpose of the task. This will entail both holistic processing, i.e. gaining an
overall impression, and picking up detailed linguistics clues: a combination of
what are commonly called top-down and bottom-up processes. Besides, the
researcher conclude that Task Based Language Teaching can give motivation to
student in learning listening, which in teaching learning process they show their
enthusiast toward the lesson, especially to student in group work, and also it can
be increase the students listening comprehension.Collaboration is more effective
than competition as a means of promoting effective. It is supported by Finch
(2006) who stated that learners learn more in-group than individually, since
comparative social interaction produces new, elaborate, advanced psychological
processes that are unavailable to the organism working in isolation.
Furthermore, the use of recorded text by native speaker gives variety in
listening and introduces the natural characteristics of spoken text to the students.
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Especially in language focus phases when they had a chance to practice in
recognizing units and key words that can help their comprehension. At the first
time, they were difficult to recognize the stressed words and key words and
sometimes they were lost and complained that it was very difficult to catch and
follow what the speaker told about but after practicing and listening for many
times, bit by bit they could follow.
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 ConclusionThis research has presented an overview of applying Task-based on the listening
comprehension. The results of this study showed that there was positive
significant effect of Task-basedtechnique on first graders listening
comprehension at SMPN 3 Kendari. It was proven by the obtained score of
students in pre-test before listening was being taught by using Task-based. It was
found the minimum score was17.00 and the maximum score was 63.00 and the
mean was 35.2692 while the students scores in the post test after being taught by
using Task-based, the minimum score was 29.00 while the maximum score was
83.00 and the mean score was 47.8846. (Appendix: 8) Furthermore, the value of
sig. one tailed was 0.0005. It was less than the alpha value (0.05). It could be
stated that Howas rejected and H1was accepted. Hence, it means that there was
positive significant effect of Task-based on students listening comprehension.
It could not be denied that the improvement of students listening
comprehension from pre-test to post-test was backed up by Task-based in the
teaching listening. However, there were some factors which had influenced the
teaching and learning process such as, class atmosphere, facility, and other
important things such as students interest and motivation. The researcher as the
one who taught students has tried to put in students mind that listening is not
difficult to be learned as long as they have will (kemauan) to learn it.
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In this study, the researcher wants to emphasize that teacher was the one
who holds whether the classroom activity runs well or not. He has an important
role to encourage students to be involved in the teaching learning process so that
the target of learning can be achieved. Besides, as the teacher applies this
technique, he/she should exactly know about it particularly about several activities
which may help them improve students listening ability because this technique
consists of some phases (pre task, task activity, and language focus) which try to
prevent failure so that they can support learners interpretation of the audio, text
or tasks. The teacher also can modify the procedure of Task-based in order to
adapt it to students characteristics and the teaching learning process in the class.
As what the researcher done, she??? implemented scaffolding technique to Task-
based. Therefore, it may be concluded that by applying Task-based as one of the
teaching techniques in listening train students to be more familiar with listening
and its passage form. It actually could help them in the listening test of National
Examination, or other same test.
5.2 LimitationsThere are some limitations of this study as follows:
1. As the subject of this study was still small, and the subjects were notrandomly chosen, the results cannot be generalized to all Junior High School
students in Kendari. Besides, the small subject affects the reliability
measurement.
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2. The teaching time provided was too long which likely activity one untilevaluation (apa kow maksud disitu?). There was not enough time for
evaluation.
3. There were many tasks in one meeting which caused the students felt boring.
5.3 RecommendationThrough the findings of this study, the researcher wrote several recommendations
for next research, are:
1. This study focused on students listening comprehension through Task-basedin Senior High School at the first grade. Therefore, the next researcher can
take sample from Junior High School students in order that they can be more
familiar with listening test, or even for University level to know how their
performance in listening.
2. This study used pre experimental one group pre-test and post-test design.Hence, the further researcher can apply in another design, for example; Action
research or True Experimental Design, or even Quasi Experimental that uses a
class control.
3. Teachers should consider about the source of materials. It is better to havecollaboration with the government in order they can help the distribution of
the English books which includes listening as one of its parts. They should
realize that teaching listening in the school is very important since it is
involved in the test of National Examination.