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THE IMPLEMENTATION OF TEACHING LISTENING USING STORYBOOK TO THE FIRST YEAR STUDENTS OFSMU. link download : http://www.ziddu.com/download/11008781/ProposalSkripsiFKIPInggris.doc.html
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THE IMPLEMENTATION OF TEACHING LISTENING USING
STORYBOOK TO THE FIRST YEAR STUDENTS OF
MAN KALIBEBER WONOSOBO
A. Background of the Study
The teaching of English in senior high school (SMA) is intended to
develop students’ communicative competence. The students should not learn how
to use the language in communication only after they have learned to master its
structure in drills and other mechanical exercises. The students should be given
the opportunity to use their skills even before they have completely mastered
them. They should focus on the messages, not on the form of their utterance.
Through interactions students can increase their language store as they listen to
or read authentic linguistic material, or even the output of the other students in
discussions, skills, joint problem solving task, or dialogue journals. The students
can use all those posses of the language in real life exchanges, which express
their real life meaning.
Today’s, teaching English in SMA is focused on the ability to
communicate with it. It means the communicative competence of the students is
the main stress. Students faced with certain situation, where they must express
what they think, what they feel and what they must do.
The young learners market continues to grow amidst a decade of
changing attitudes towards this sector of teaching. The teacher is now viewed as
a highly-skilled professional who has the knowledge, skills, flexibility and
sensitivities of a teacher both of children and of language, and one who is able to
balance and combine the two successfully.
The term 'young learners' in the network covers a wide age range; 4-18
years of age, and most problems encountered by teachers are due to a lack of
understanding of the developmental differences between children and teenagers,
and of the appropriate classroom management skills to deal with these.
Differences include conceptual and cognitive variations, variations in attention
spans and motor skills such as drawing and cutting, as well as social and
emotional differences. An understanding of these differences can help develop
the flexibility that teachers of young learners require.
Teaching Children English focuses on an activity-based approach to
teaching young learners aged seven years and over. It examines the educational
and linguistic needs of children and provides an overview of appropriate
classroom techniques. It highlights the importance of effective classroom
management and organization and supports teachers in the management of
classroom resources. It provides extensive practice in lesson planning in terms of
language aims. For example, theme-based approach for the task content and
includes stories, rhymes, songs, practical tasks and language tasks. Methodology
and classroom practice issues are related to festivals, animals, storytelling and
measuring.
The appearance of technology has changed the tools available to
storytellers. The earliest forms of storytelling are thought to have been primarily
oral combined with gestures and expressions.
Language learning depends on listening. Listening provides the aural
input that serves as the basis for language acquisition and enables learners to
interact in spoken communication. Listening is the language modality that is used
most frequently. It has been estimated that adults spend almost half their
communication time listening, and students may receive as much as 90% of their
in-school information through listening to instructors and to one another. Often,
however, language learners do not recognize the level of effort that goes into
developing listening ability. Listening is an active process, as the mind actively
engages in making meaning. It is therefore our duty as teachers to ensure that the
materials we use are comprehensible to our young learners, as well as within the
range of what they are developmentally ready for. Listening is also hard work. So
in order to maximize the potential for acquisition of language, we need to ensure
that young learners are not stressed about this process.
Teaching teenagers can be a frustrating and stressful experience. They
tend to be less motivated than other age groups; they can have low 'world'
awareness and can be unpredictable. Often they don't want to be in the class.
However, they can also be the most rewarding, fun and liveliest students we will
ever teach. However, as an English teacher must help the students surmount their
difficulties by giving motivation, and more creative in teaching especially in
teaching listening, the teacher can give many interesting ways to learn. In this
case, the writer wants to observe about the implementation of teaching English
listening using storybooks to the first year students of MAN Kalibeber
Wonosobo and tries to describe their ability in understanding listening by using
storybook.
B. Previous Study
There are some researchers who have the related study with this. The first
is entitled “A Study on the Teaching of Listening Comprehension in SMA
Muhammadiyah 2 Surakarta Based on English Curriculum 2004“by Icuk Dhani
Suprastowo (2006). The result of the research is divided into three main sections.
First, CLT is a method that is suitable to conduct teaching listening. Second, the
use of CLT method can make students active in the classroom. The last, the use
of CLT can help the students’ master English language especially listening skill.
Meanwhile, the problem of teaching listening is about the selection of material
and the time management by the teacher.
Other research was done by Suwignyo (2005) whose research entitled
“The Implementation of Teaching Listening in SMA 1 Purwodadi”. The result of
the research are, first, the implementation of teaching listening is still done
traditionally, second, the teaching of teaching listening is effective.
In this research, the writer is going to do the similar research; however the
writer specifies the research in other media that is teaching listening using
storybook to the first year students of MAN Kalibeber Wonosobo.
C. Problem Statement
Based on the background of the research, the writer formulated the
problem as follows:
1. How is the implementation of teaching English listening using storybook at
MAN Kalibeber Wonosobo?
2. What kinds of problem faced by the teacher when she taught listening using
storybook at MAN Kalibeber Wonosobo?
3. What are the strategies used by the teacher to solve the problem faced by the
first year students of MAN Kalibeber Wonosobo?
D. Limitation of the Study
In this research, the writer has limitation the study to make the research
easier. In senior high school, there are many ways to teach. But the writer
focused on the effectiveness of teaching listening using storybook to the first year
students of MAN Kalibeber Wonosobo.
E. Objective of the Study
Based on the problem statement, the writer has some objectives of the
study, they are:
1. To describe the process of teaching listening using storybook at MAN
Kalibeber Wonosobo.
2. To describe some problem faced by the teacher when she taught English
listening using storybook at MAN Kalibeber Wonosobo.
3. To describe what are the strategies used by the teacher to solve the problem
faced by the first year students of MAN Kalibeber Wonosobo.
F. Benefit of the Study
1. Academically
This result adds the English Department student knowledge about
teaching listening in different perspective; it can be used as the preference for
those who want to conduct a research in English teaching learning process.
2. Practically
The writer hopes this research will add the input about the
implementation of teaching listening using storybook to the readers’
especially English teachers.
G. Underlying Theory
1. The General Concept of Listening
Listening is an active not a passive operation. That is, as a listener, the
mind is actively searching for meaning. In Longman Dictionary of English
Language and Culture (2000: 769) listening is:
1. To give attention in meaning
2. To take notice : hear or consider with thoughtful attention
As Anderson, et al. (1997 : 6) say that understanding is not something
that happens because of what a speaker says the listener has a crucial part to
play in the process by activating various types of knowledge and trying to
understand what the speaker means.
2. Kinds of Listening
Harmer (2002 - 129) classified listening into two parts. It consists of
extensive listening and intensive listening.
a. Extensive Listening
In extensive listening, the teacher encourages students to choose for
themselves what they listen to and to do so for pleasure.
b. Intensive Listening
Intensive listening is the listening learning activities done in the
classroom. Teacher usually uses the taped material, videotapes or disk.
Hammer also stated that intensive listening is the live listening, where the
teacher or visitor come to the class to talk to the students.
There are four examples of the live listening:
1) Reading aloud
Teacher reading aloud the written text or they can also read or act out
dialogues either by intuiting someone into the class.
2) Story-telling
Teacher gives a story and asked the students to predict the meaning or
to describe the people in the story, so forth.
3) Interviews
Teacher is able to invite the visitor or a native speaker to hold an
interview with the student. Teacher is able to be a subject of the
interview ourselves. Because the most motivating listening activities
is the live interview, where the students able to make the question a
really listen the answers they themselves have asked for.
4) Conversation
Teacher can conduct the live conversation or perform a story by role
playing.
3. Teaching Listening
Listening is one of the fundamental language skills. It is a medium
through which children, young people and adults gain a large position of their
education, their information, their understanding of the world and of the
human affairs, their deals, sense of value and their appreciation.
Brown (1980: 7) points out that teaching is showing or helping someone
learn how to do something, giving instruction, guiding in the study. The goal
of teaching is to bring about the desirable learning in the pupils. The teacher
must know:
a. what learning is desirable for the pupils
b. how to bring about this learning
In teaching listening comprehension we must be careful not to go to
extremes, either by being concerned too much with theories without thinking
about their application to teaching, or by following the dull routines of
playing the tape recorder and asking some questions to the students. It is
essential for a language teacher to have a through understanding of the nature
of listening, as well as several activities which help students develop their
listening comprehension skills. Consequently, the teachers can vary their
classroom presentations that result in the more interesting classroom
activities. There are some procedures of teaching listening:
1. Before listening, plan for the listening task
Set a purpose or decide in advance what to listen for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to
the overall meaning) or from the bottom up (focus on the words
and phrases)
2. During and after listening, monitor comprehension
Verify predictions and check for inaccurate guesses
Decide what is and is not important to understand
Listen/view again to check comprehension
Ask for help
3. After listening, evaluate comprehension and strategy use
Evaluate comprehension in a particular task or area
Evaluate overall progress in listening and in particular types of
listening tasks
Decide if the strategies used were appropriate for the purpose
and for the task
Modify strategies if necessary
4. The Problem of Teaching Listening
In teaching listening, these are two problems. They are the problem of
teacher and the problem of learner.
a. Problem faced by teacher
1) teaching media
2) the material
3) managing time
4) motivation of student
5) the capability of student
b. Problem faced by student
1) background knowledge
2) motivation
3) inability to concentrate
4) problem of interpretation
5) limited vocabulary
6) self esteem
7) the lack of control: toward the speed of speaker
5. Media for Teaching Listening
There are some media for teaching listening. The teacher can use the
authentic material and situation for teaching listening, such as radio and
television programs, public address announcements (airports, train/bus
stations, stores), speeches and lectures, telephone customer service recording.
The other media for teaching listening are video, music, storybook, textbook,
etc.
6. Storybook
Storybook derives its name from the stories that are booked. Story is
clearly different from the novel that actually has the same plot, setting and the
flow of thinking.
Children have an innate love of stories. Stories create magic and a sense
of wonder at the world. Stories teach us about life, about ourselves and about
others. Storytelling is a unique way for students to develop an understanding,
respect and appreciation for other cultures, and can promote a positive
attitude to people from different lands, races and religions. According to
Taylor (2000: 16), storytelling is relating a tale to one or more listener
through voice and gestures oral telling tends to use much simpler language.
Sentences are generally shorter. With oral telling, we usually repeat things
more redundancy, especially the students are having difficulty to follow the
story. Children love to hear the language of storybooks. This language can
enhance the oral English they have been using in the classroom. The pictures
and the expression help children to understand the vocabulary and the story.
Children can see and hear the English they have learned come alive through
storybook characters.
7. Teaching Listening Using Storybook
Realizing that listening skill is as important as speaking skill, student
must succeed in listening. Rost (1994: 142) states that the skills of listening
must be succeed in listening by:
a. discriminating between soundb. recognizing wordc. identifying stressed words and groupings of wordd. identifying functions (such as apologizing) in a conversatione. connecting linguistic clues (gestures and relevant objects in the
situation) in order to construct meaningf. using background knowledge (what we have already known about
the content and the form) and the context (what has already been said) to predict and then to confirm meaning
g. recalling important word, topics and ideash. giving appropriate feedback to speakeri. reformulating what the speaker has said
There are some further reasons why teacher use storybook through
storytelling (Ellis, 1991: 1-2):
a. Stories are motivating and fun. They can help develop positive attitudes towards foreign language learning. They can create a desire to continue learning.
b. Stories exercise the imagination. Children can become personally involved in a story as they identify with the characters and try to interpret the narrative and illustrations. This imaginative experience helps develop they own creative power.
c. Listening to story in class is shared social experience. Storytelling provokes a shared response of laughter, sadness, excitement, which is not only enjoyable and encourage social and emotional development.
d. Children enjoy listening to stories over and over again. Many stories also contain natural repetition of key vocabularies and structures.
e. Listening to stories allows the teacher to introduce or revise new vocabulary and sentences structure.
f. Stories create opportunities for developing continuity in children’s learning since they can be chosen to consolidate learning in school subject across the curriculum. Listening to stories should be part of growing up for every child.
g. Listening to stories develops the child’s listening and concentrating skills via visual clues. For examples are pictures and illustrations.
h. Learning English through stories can lay the foundations for secondary school in terms of basic language functions and structures, vocabulary and language learning skill.
Based on Burns and Broman (1995: 73), young children enjoy listening
to story if it stimulates their imagination and ecliptics experiences they can
understand. Below are the criteria for selecting the story that appeal to young
children as stated by Burns and Broman (1975: 73)
1. A simple well develop plot is centered in one main sequence of events, so that a child can anticipate to some degree of the outcome of events with action predominant. A slight surprise element which makes the children wonder what will happen next.
2. Using repetition, rhyme and catch phrases that the child memorizes new words quickly and easily.
3. Using carefully chosen language, not using complicated words and using a large amount of direct conversation.
4. Using one main character which the child can easily identify, too many characters can be confusing.
H. Research Method
1. Type of Research
In this research, the writer uses classroom action research (CAR).
Action research methods were first proposed by Lewin in 1946, as a research
technique in social psychology. Action research is a model of professional
development where educators study student learning related to their own
teaching, a process that allows them to learn about their own instructional
practices and to continue to improve student learning. Classroom action
research is research on pedagogy which is specific to a particular classroom
or small set of classrooms. To achieve excellence in teaching, a teacher must
find out what works best for him or herself in each particular teaching
situation. Classroom action research helps a teacher systematically analyze
what is happening in the classroom. In addition to research on the individual
classroom, CAR can be conducted at the departmental level to examine an
entire program or curriculum.
2. Object of the Study
The object of the research is teaching English listening using
storybooks at MAN Kalibeber Wonosobo.
3. Subject of the Study
The subject of the study is the first year students of MAN Kalibeber
Wonosobo and the English teacher of first year students of MAN Kalibeber
Wonosobo.
4. Source of Data
The form of the data is information deriving from the observation of
teaching English listening process committed by the teacher and the students
and other source such as books, lesson plan, teaching listening process.
5. Method of Collecting Data
The process of action research involves four phases: identifying a
classroom problem, developing and implementing an action research plan,
collecting and analyzing data, and using and sharing results. Action research
never really ends because learning is a cyclical process. An action researcher
is always observing, analyzing, designing, assessing, and adjusting. The
cyclical nature of action research provides teachers with ongoing
opportunities to reflect on and refine their own teaching practices.
The Action Research Process
6. Technique for Analyzing Data
In analyzing data, the writer uses qualitative research. To analyze the
collected data, the writer takes these following steps:
1. Observing the class, teachers, students, and teaching learning process.
2. Giving the appropriate materials for the teacher (lesson plan, teaching
method and material)
3. Analyzing the teaching learning process by using storybooks at MAN
Kalibeber Wonosobo.
4. Analyzing the problem faced by the teacher when she taught English
listening using storybooks at MAN Kalibeber Wonosobo.
5. Analyzing the strategies used by the teacher to solve the problem faced by
the first year students of MAN Kalibeber Wonosobo.
6. Drawing the conclusion and suggestion based on the data analysis.
H. Research Paper Outline
CHAPTER I : INTRODUCTION
A. Background of the Study
B. Problem of Statement
C. Objective of the Study
D. Benefit of the Study
E. Research Paper Outline
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Previous Study
B. The General Concept of listening
C. Kinds of Listening
D. Teaching Listening
E. The Problem on Teaching Listening
F. Media for Teaching Listening
G. Storybook
H. Teaching Listening Using Storybook
CHAPTER III : RESEARCH METHOD
A. Type of Research
B. Object of the Study
C. Subject of the Study
D. Source of Data
E. Method of Collecting Data
F. Technique for Analyzing Data
CHAPTER IV :THE RESULT OF TEACHING IMPLEMENTATION
AND DISCUSSION
A. The Implementation of Teaching Listening Using
Storybook to the First Year Students of MAN Kalibeber
Wonosobo
1. Instructional Design
2. Classroom Management
3. The Procedure
B. The Advantages and Disadvantages of Teaching Listening
Using Storybook
C. Discussion
CHAPTER V : CONCLUSSION AND SUGGESTION
A. Conclusion
B. Suggestion
BIBLIOGRAPHY
Anderson, Anne, et al, 1997. Listening. Oxford: Oxford university press.
Brown, G & Yule, G. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press
Burns, Paul, et al. 1975. The Language Arts in Childhood Education. Chicago: Rand. Mc Nally
Ellis, G. and Brewster, J. 1991. The Storytelling Handbook: A guide for Primary Teacher of English. Hamondswath: Penguin book
Fauziati, Endang. 2002. Teaching of English as a Foreign Language (TEFL). Surakarta: Muhammadiyah University Press
Harmer, Jeremy. 2002. The Practice of English Language Teaching. England: Longman
Longman dictionary of English language and culture. 2000. Longman Group.ltd
Rost, Michael. 1994. Introducing Listening. England: Penguin English
Taylor, E. 2000. Using Folktales. Cambridge: Cambridge University Press
http:// www.longman.com/young_learners/teachers/teaching-tips/story.html Acceseed on March 20, 2007 at 02.25 PM.
http://www.cambridge.org/elt/elt_projectpage.asp? Accesseed on March 20, 2007 at 02.30 PM.
http://www.madison.k12.w1.us/sod/car/carhomepage.hmtl Accessed on March 26, 2007 at 09.00 AM.
http:// www.teachingenglish.org.uk/think/methodology/teen_angst.shtml Accessed on June 16, 2007 at 03.05 PM
http://www.teachingenglish.org.uk/think/methodology/manage_young.shtml Accessed on June 16, 2007 at 03.07 PM