Chapter IV Zuby

8/13/2019 Chapter IV Zuby

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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.

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Chapter IV Zuby

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