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THE LECTURERS’ STRATEGIES IN TEACHING LISTENING
COMPREHENSION
(A Descriptive Study at the Second Semester Students of English Department of
Muhammadiyah University of Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Sarjana Education
ULAN MUTIA
10535615014
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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ABSTRACT
ULAN MUTIA, 2020. The English Department, Faculty of Teacher Training and
Education Muhammadiyah University Of Makassar. Theses: The Lecturers’
Strategies in Teaching Listening Comprehension (A Descriptive Study at the
Second Semester Students of English Department of Muhammadiyah
University of Makassar). Guided by Erwin Akib and Yassir Mallapiang.
The objective of this research was to find out the lecturers’ strategies in
teaching listening comprehension and the implementation of the strategies in
listening class at the second semester students of English department of
Muhammadiyah University of Makassar.
The method of this research was descriptive method. The population of the
research are the lecturers who are in charge in listening comprehension in English
Department of Unismuh Makassar. The sample of the research taken were the
lecturers who teach listening comprehension in the second semester in English
Department of Unismuh Makassar which consist of 4 (four) lecturers. The
researcher obtained the data by using observation and interview. Which the
interview distributing some questions to know the lecturers’ strategies and the
implementation of the strategies.
The findings of this research showed that This research investigated
strategies that were strategy used in teaching listening in classroom including, (a)
pre-listening that can made the students easy to understand the materials because
the lecturer explain the specific topic or specific information about the materials
so the students can understand about the content from the audio. And (b)
questioning Strategies that can made the lecturer and students interact each other’s
and they discuss about some topic from the audio and then the lecturer give the
students task. Implementation of the strategies including (a) Fill Out the
Worksheet that can made the students easy to understand the materials because
the lecturer was evaluated the students’ answer and ask the students one by one
and then try to help the students understand why they got wrong answer so the
students can understand about the content from the audio. In addition, (b) Asking
Questions that can made the students familiar with the topic before the students
listen the audio or dialog so it will help the students to understand about the audio
better.
Keywords: Teaching English, Listening Comprehension, Lecturers’ Strategies,
Implementation Strategies.
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ABSTRAK
ULAN MUTIA, 2020. Jurusan Bahasa Inggris, Fakultas Keguruan dan Ilmu
Pendidikan Universitas Muhammadiyah Makassar. Tesis: Strategi dosen dalam
mengajar pemahaman pendengaran (kajian deskriptif pada semester kedua
mahasiswa Jurusan Bahasa Inggris Universitas Muhammadiyah Makassar).
Dipandu oleh Erwin Akib dan Yassir Mallapiang.
Tujuan penelitian ini adalah untuk mengetahui strategi para dosen dalam
mengajarkan pemahaman mendengarkan dan pelaksanaan strategi dalam kelas
mendengarkan siswa semester II jurusan bahasa Inggris Universitas
Muhammadiyah Makassar.
Metode penelitian ini adalah metode deskriptif. Populasi dari penelitian ini
merupakan dosen yang bertugas mendengarkan pemahaman di Jurusan Bahasa
Inggris di Unismuh Makassar. Sampel penelitian yang diambil adalah dosen yang
mengajarkan pemahaman pendengaran pada semester II di Jurusan Bahasa Inggris
di Unismuh Makassar yang terdiri dari 4 (empat) orang dosen. Peneliti
memperoleh data dengan menggunakan pengamatan dan wawancara. Wawancara
yang mendistribusikan beberapa pertanyaan untuk mengetahui strategi dosen dan
pelaksanaan strategi.
Temuan penelitian ini menunjukkan bahwa penelitian ini menyelidiki
strategi yang merupakan strategi yang digunakan dalam pengajaran
mendengarkan di kelas termasuk, (a) pre-Listening yang dapat membuat siswa
mudah untuk memahami materi karena dosen menjelaskan topik tertentu atau
informasi spesifik tentang materi sehingga siswa dapat memahami tentang konten
dari audio. Dan (b) mempertanyakan strategi yang dapat membuat dosen dan
mahasiswa saling berinteraksi dan berdiskusi tentang beberapa topik dari audio
dan kemudian dosen memberikan tugas kepada siswa. Pelaksanaan strategi
termasuk (a) isi lembar kerja yang dapat membuat siswa mudah memahami materi
karena dosen mengevaluasi jawaban siswa dan meminta siswa satu per satu dan
kemudian mencoba untuk membantu siswa memahami mengapa mereka
mendapat jawaban yang salah sehingga siswa dapat memahami tentang isi dari
audio. Selain itu, (b) mengajukan pertanyaan yang dapat membuat siswa terbiasa
dengan topik sebelum siswa mendengarkan audio atau dialog sehingga akan
membantu siswa untuk memahami tentang audio yang lebih baik.
Keywords: Mengajar Bahasa Inggris, Pemahaman Mendengarkan, Strategi Dosen,
Implementasi Strategy.
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ACKNOWLEDGMENTS
Bismillahirrahmanirrahiim
All praise be to Allah, the Lord of the worlds, who has bestowed upon the
researcher in completing this thesis. Peace and blessing from Allah’s Messenger,
Prophet Muhammad SAW, his family, his companions, and all of his followers.
In finishing this thesis, the researcher got many guidance and motivation
from people around her. There for, she would like to express her grateful to them,
they are: her beloved family, especially her parents, her sisters and her brother, for
their patience and their support to the researcher life.
The researcher also realizes that she would never finish this thesis without
the help of some people. Therefore, she would like to give appreciation and
special thanks to:
1. Rector of Muhammadiyah University of Makassar, Prof. Dr. H Abd.
Rahman Rahim, SE.,MM.
2. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of the FKIP Unismuh
Makassar.
3. Ummi Khaerati Syam S.Pd., M.Pd., the Head of English Education
Department of FKIP UNISMUH Makassar, who gave her valuable
authorities and suggestion in doing proposal, also for lecturers and staffs
of English Education Department for giving the knowledge and guidance
and help during the reseracher’s study.
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4. Her High appreciation and great thankfulness to Erwin Akib, S.Pd., M.Pd,
Ph.D, as her first consultant and Yassir Mallapiang, S.S., M.Pd., as the
second consultant who had given their valuable time and guidance to
finish this proposal.
5. To beloved sister Kiky Resky Andriani, S.Pd, she gave best support to the
researcher and best motivator to make this done at any times.
6. The beloved classmate, thanks for our long journey as 4 years.
Makassar, February 2020
Ulan Mutia
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TABLE OF CONTENTS
Page
COVER i
HALAMAN PENGESAHAN ii
APPROVAL SHEET iii
COUNSELLING SHEET iv
SURAT PERNYATAAN v
SURAT PERJANJIAN vi
MOTTO vii
ABSTRACT viii
ACKNOWLEDGMENT ix
TABLE OF CONTENTS xi
LIST OF FIGURE xiii
LIST OF TABLE xiv
CHAPTER I : INTRODUCTION 1
A. Background 1 B. Problem Statement 3 C. Objectives of the Research 3 D. Significance of the Research 4 E. Scope of the research 4
CHAPTER II : LITERATURE REVIEW 5
A. Previous of Related Research Findings ………………….….....5 B. Some Pertinent Ideas……………………..……………………………….....5
1. The Concept of Listening Comprehension……………………..7 2. The Strategy in Teaching Listening……………...................11
a. Metacognitive Strategies………………………………………..12 b. Cognitive Strategies………………………………………………..14 c. Socio-Affective Strategies…………………………….…………16
C. Conceptual Framework………………………………………..…………………20
CHAPTER III : RESEARCH METHOD 23
A. Research Design 23 B. Research Population and Sample 23 C. Research Instrument 24
1. Observation 24 2. Interview 24
D. Data Collection 25 1. Observation 25 2. Interview 25
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E. Data Analysis 25
CHAPTER IV : FINDINGS AND DISCUSSION 27
A. Findings 27 1. Strategies Used by the Lecturers in
Teaching Listening Comprehension 27
a. Pre-Listening 27 b. Questioning 28
2. Implementation of the Strategies 29 a. Fill Out the Worksheet 29 b. Asking Questions 31
B. Discussion 32 1. Strategies Used by the Lecturers in Teaching
Listening Comprehension 33
a. Pre-Listening 33 b. Questioning Strategies 34
CHAPTER V : CONCLUSION AND SUGGESTION 35
A. Conclusion 35 1. Metacognitive 35 2. Cognitive Strategies 36 3. Social/Affective Strategies 36
B. Suggestion 37
1. The Students 37
2. The Lecturers 37
3. The Other Researchers 38
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xii
LIST OF FIGURE
Page
Figure 2.1 Conceptual Framework 17
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LIST OF TABLE
Page
Table 4.1 Kinds of strategies used by the lecturer in teaching
listening in classroom 28
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LIST OF APPENDICES
Page
Appendices A. Questionnaire 34
Appendices B. Interview Transcript 35
1
CHAPTER I
INTRODUCTION
A. Background
Teaching English has been developed dramatically in the recent
years because of globalization impacts which every ones is leaded to
understand English as it is an International language. The development of
English as the result of globalization impact that can also be seen in
Indonesia, in which English starts to be taught earlier to young learners.
There are four skills that should be mastered by students in learning
English. They are speaking, listening, reading, and writing. One of the
important skills in English is listening.
Now days, students as part of international community for example
on the internet, they have to find many issues discuss in English. Those
issues not only express in writing form but also in oral form, like the issue
comes up by you tube. To get the issues express orally, the student should
have capability to listen very well to the English speakers to understand
any issues coming up. For those reasons, the development of listening skill
is very essential and students as language learners need to be proficient
listeners of the English. Therefore, listening skill is more important than to
have greater understanding when listening to teachers’ speaking, native
speakers, or other materials, but it facilitates learners to study abroad
where they are in fact as a part of global target-language community.
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Listening skill is the important things that must be concerned in teaching
English. Because we must be able to know what the people say. The
students need to understand the words which they hear. Listening is one of
the ability of a person to receive and analyze what is spoken by the
speaker. Therefore, listening has several goals, such as to understand and
obtain information, analysis of the quality of information and the ability
to analyze words or sentences. In addition, the listening process also has
components like listening, giving attention, understanding, remembering
and responding. Where responding is primary where listening is well or
not.
Studies indicated that listening comprehension consisted of several
procedures. First, listeners had to distinguish the sound, stress, intonation
and pitch of the language. After they could be awere of the entire
information that the speakers said, listeners had to hold the information in
their memory until it could be understood. Then, they had to unscramble
the information from what they heard and that was the output or the
utilization process (Brown, 1995; Chastain, 1975) (In Yi-Jiun Jou’s
journal). Clark & Clark (1977) concluded that there were three parts in the
process of listening comprehension. Such as, the perceptual, parsing, and
utilization.
For the perceptual, listeners received the sounds by a speaker and
formed an image in their short-term memory, and learners transferred
quickly to the information in echoic memory to short-term memory to
process the sound for meaning. The parsing process reoganized the
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messages into a meaningful word that could be stored in short-term
memory. Listeners utilized long-term memory to link the incoming
message to their original knowledge. When the information could link
with existing knowledge, comprehension occurred.
By those explanation, the researcher is going to investigate what
are the lecturer’s strategies were used in teaching listening comprehension
and how the lecturer implement the strategies in the class.
B. The Problem Statement
Based on the background above, the problem statements can be
formulated as follows:
1. What are the lecturer’s strategies in teaching listening comprehension
?
2. How are the strategies implemented in teaching listening
comprehension ?
C. Objective of the Research
Based on the background above, The objectives of the reserch can be
formulated as follows:
1. What kinds of lecturers’ strategy used in teach ing listening
comprehension.
2. How the strategies are implemented by the lecturers in teaching
listening comprehension.
D. Significance of the Research
This reseach will be expected to be information for the readers,
lecturers and respective institution about the strategies used by some
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lecturers in teaching listening comprehension. Emphasize that this
research can offer the alternative stratgies used in teaching listening
comprehension to improve students’ listening skill.
E. Scope of the Research
The research discussion was limited to the lecturers’ strategies in
teaching listening and how they implement those strategies.
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CHAPTER II
LITERATURE REVIEW
A. Previous of Related Research Findings
Many researchers have reported the result of their research about
listening comprehension and strategies in teaching listening
comprehension. Some of findings are presented in the following section.
Abdalhamid (2012) in his tittle is, “Listening Comprehension
Strategies of Arabic-Speaking Esl Learners” He stated that The listening
test and listening strategy use questionnaire data was run through multiple
statistical tests, including factor analysis, multiple regression, and t-tests,
to identify the strategies the research participants had used and explain the
relationship between strategy use and listening comprehension. He stated
that the results of this research indicated both advanced and intermediate
listeners used metacognitive, cognitive, and socio affective strategies.
However, there was some variation in terms of the use of cognitive and
metacognitive strategies. As far as cognitive strategies were concerned,
the results revealed that the advanced listeners.
Abbas (2016) in his tittle is, “Learners’ Listening Comprehension
Difficulties in English Language Learning” He stated that Students have
critical difficulties in listening comprehension because universities and
schools pay more attention to writing, reading, and vocabulary. He stated
that Listening is not an important part of many course books and most
teachers do not pay attention to this important skill in their classes. In his
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paper, he was reviewed the terms listening, listening comprehension,
listening comprehension strategies, and listening difficulties. The review
of literature indicated that when teachers are aware of students’ learning
difficulties they can help them develop effective listening strategies and
finally solve their difficulties in listening and improve their listening
comprehension abilities.
Desmayulisa (2018) in her tittle is, “Listening Strategies and
Listening Comprehension of Islamic Senior High School Students” She
argue that the instrument used in her research were listening strategies
questionnaire and listening comprehension test conducted to measure
students listening comprehension. Pearson product moment, regression
analysis, R-square were used to find out the correlation and the influence
between variables. The result revealed that there was a significant
correlation between listening strategies and listening comprehension and
there was also a significant influence of listening strategies on listening
comprehension with 26.6 %.
Moreover, from the aspect of the similarities between this research
and the previous researches above, it could be seen from the strategies in
learning listening comprehension that investigated. However, only one
aspect that make this research different from the previous research is the
implementation of the strategies in teaching listening comprehension in
classroom.
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B. Some Pertinent Ideas
1. Concept of Listening Comprehension
Listening has been defined by many researchers. In Abbas
Pourhosein Gilakjani1 & Narjes Banou Sabouri2’s journal, Chastain
(1971) defineded listening as the ability to understand native speech at
normal speed. Morley (1972) said listening involves auditory
discrimination, aural grammar, selecting necessary information,
remembering it, and connecting it to the process between sound and form
of meaning.
According to Postovsky (1975), listening differs in meaning from
sound discrimination to aural comprehension. Goss (1982) defineded
listening as a process of understanding what is heard and organizing it into
lexical elements to which meaning can be allocated. Bowen, Madsen, and
Hilferty (1985) demonstrated that The listening is understanding the oral
language. Students hear oral speech, divide sounds, classify them into
lexical and syntactic units, and comprehend the message. Listening is a
process of receiving what the speaker says, making and showing meaning,
negotiating meaning with the speaker and answering, and creating
meaning by participation, creativity, and empathy.
According to Purdy ( 1997), listening is the process of receiving,
making meaning from, and answering to spoken and nonverbal messages.
Rost (2002) defineded listening as a complex process of interpretation in
which listeners match what they hear with what they already know.
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According to Rost (2009), listening helps us to understand the world
around us and is one of the necessary elements in creating successful
communication. Jafari and Hashim (2015) emphasized that listening is a
channel for comprehensible input and more than 50 percent of the time
learners spend in learning a foreign language is devoted to listening.
Kline (1996) (in Yıldırım, S., Yıldırım, Ö’s journal 2016) states
that being aware of the difference between hearing and listening is an
important feature for learning and teaching listening effectively. He
describes the difference as follows: “Hearing is the reception of sound,
listening is the attachment of meaning to the sound. Hearing is passive,
listening is active” (p. 7). Similarly, Rost (2002) (in Yıldırım, S., Yıldırım,
Ö’s journal 2016) states the difference as follows: “Hearing is a form of
perception. Listening is an active and intentional process. Although both
hearing and listening involve sound perception, the difference in terms
reflects a degree of intention” (p. 8).
According to Flowerdew and Miller (2005) (in Yıldırım, S.,
Yıldırım, Ö’s journal 2016), all children are born with the ability to hear.
Children first listen and then start to speak. They speak before they read,
and finally writing comes after reading. That is, among all the other
language skills, listening is the first one to appear (Lundsteen, 1979) (in
Yıldırım, S., Yıldırım, Ö’s journal 2016).
According to Vandergrift (2010) (in Emma Ivarsson and Malin
Palm’s journal) states that, listening is the one skill out of the four
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foundational language skills that is the least understood and the hardest to
study.
According to Lundahl (2012), listening is a very important part of
language acquisition. Humans are not born with the ability to listen
actively, so that is something we have to learn in school. To be able to
learn, students need to listen, and therefore the students need to learn to
listen. This presumes that teachers create several opportunities for the
students to practise their active listening.
According to Vandergrift (2010), the different processes involved
in listening are difficult to access due to the hidden characteristics of the
process and the brevity of spoken input.
In Abbas Pourhosein Gilakjani1 & Narjes Banou Sabouri2’s
journal, Brown and Yule (1983), listening comprehension means that a
person understands what he/she has heard. If he/she learns the text through
hearing it, he/she will understand it. Driven and Oakeshott-Taylor (1984),
defined listening comprehension has the product of teaching methodology
and it matched by terms such as speech understanding, spoken language
understanding, speech recognition, and speech perception.
According to Nadig (2013), Listening comprehension is the
various processes of understanding and making sense of spoken language.
These involved knowing speech sounds, comprehending the meaning of
individual word, and understanding the syntax of sentences.
Moreover, Börjesson (2012) (in Emma Ivarsson and Malin Palm’s
journal) states that listening comprehension is a complex process and that
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individual conditions differ. However, we as teachers can, in the
classroom, focus more on the process than the product. Hopefully, this can
help students to become more aware of how to improve their ability to
listen and understand. Furthermore, Vandergrift claims that “recent studies
have led to some new insights into the underlying cognitive processes, the
teaching and the assessment of listening” (p.160). However, Vandergrift
further states that not many theoretical models have appeared, in
comparison to the other skills, and that there are still a lot of unanswered
questions regarding listening.
According to Corrales & Call, (1989); O’Malley, Uhl Chamot, &
Kupper, (1989) (in Ana Marie Ruiz McLafferty’s journal) Listening
comprehension is an active process in which the listener digests aural
information into relatable chunks that contain meaning. The more
advanced listeners are in their second language, the more easily they can
process the information. The work of EL learners is two fold in that they
have to understand grammar and vocabulary in their first language before
they can understand it in their second language. Successful listening
comprehension consists of understanding academic conversation with
peers and teachers as well as understanding read alouds and lecture-based
learning from the teacher.
By those explanantion, it can be concluded that listening is an
activity of listening an audio to get information. In listening, the student
must be able to know what are the speaker said. By listening the student
can answer the question from the lecturer during the learning process.
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Whereas, listening comprehension is a comprehensive listening process. In
listening comprehension, the student not only listening what are the
speaker said, but also need to know and understand the contents of the
audio.
2. The Strategy in Teaching Listening
For learners, one of the methods learners can become actively
involved in controlling their own learning is by using strategies. In
O’Malley, Chamot, Stewner-Manzanares, Kupper, and Russo’s (1985)
study, high school ESL students were randomly assigned to receive
learning strategy training on vocabulary, listening, and speaking task and
the result indicated strategy training can be effective for integrative
language task. Among all the strategies for listening, O’Malley and
Chamot (1990) claimed three main types of strategies, such as:
a. Metacognitive Strategies
b. Cognitive Strategies
c. Social Strategies
As cited in Zhang and Zhu (2004) (In Hongyu Wang’s journal)
research has shown that in general good listeners use a variety of
metacognitive, cognitive, social and affective strategies and strategy
instruction does help improve listening comprehension. (Cohen, 1990;
Chamot, 1993; O’Malley & Chamot, 1990). So careful strategy-based
teaching helps learners bring listening to a conscious level. Before
teaching listening, diagnosing students’ listening problems is
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indispensable. Goh (2000) said that it is very important to teach listening
strategies to students and before doing this, teachers should increase
learners’ knowledge of vocabulary, grammar, and phonology.
According to Vandergrift (1999), the development of strategy is
significant for the training of listening and learners can assess their own
understanding and answers. Many researchers such as Conrad, O’Mallay
and Chamot, and Rost and Ross, and Azmi Bingol, Celik, Yidliz, and
Tugrul Mart (in Abbas’s journal) expressed that there are three types of
strategies in listening comprehension. Such as cognitive, metacognitive,
and socio-affective. These strategies can change based on the level of
learners.
a. Metacognitive strategies
According to Rubin (1988), metacognitive strategies are management
techniques use by learners to control their learning through planning,
checking, assessing, and changing. For metacognitive planning strategies,
listeners clear the aims of a listening task and apply specific features of the
aural language input that make easy that understanding of aural input.
According to Baker and Brown and Abdalhamid (2012), there are two
kind of metacognitive skill: knowledge of cognition and regulation of
cognition. Knowledge of cognition deals with the learners’ consciousness
of what is going on, and regulation of cognition deals with what learners
should do to listen effectively.
The metacogtitive strategies was a kind of self-regulated learning. It
included the attempt to plan, check, monitor, select, revise and evaluate,
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etc. For example for metacognitive planning strategies, learners would
clarify the objectives of an anticipated listening task, and attend to specific
aspects of language input or situational details that assisted in
understanding the task. (Vandergrift, 1999). Generally, it can be discussed
through pre-listening planning strategies, while-listening monitoring
strategies, and post-listening evaluation strategies. Meta-cognitive
strategies are higher order executive skills that may entail planning for,
monitoring, or evaluating the success of learning activities (Brown et al.,
1983).
Metacognitive strategies are applicable to a variety of learning tasks
(Nisbet & Shucksmith, 1986). Advanced meta-cognitive learners make a
general but comprehensive preview of the concept or principle in an
anticipated learning activity and decide in advance to attend in general to a
learning task and to ignore irrelevant distractions (O’Malley & Chamot,
1990). Meta-cognitive strategies for receptive or productive language tasks
include selective attention, planning, monitoring, evaluation etc.
O’Malley in Zare (2012: 164) state that metacognitive is an
expression to the indicate an executive function, strategies which involve
planning for learning, thinking about the learning process as it is taking
place, observing of one’s production or comprehension, correcting your
own mistakes, and evaluating learning after an activity is completed.
Metacognitive strategies are strategies which allow learners to control
their own learning through organizing, planning and evaluating. It is
related to how students manage their own learning. Moreover, this strategy
14
covers some activities, such as: centering learning, arranging and planning
learning and evaluating learning.
b. Cognitive strategies
Brown in zare (2012: 164) stated that “Cognitive strategies are more
limited to specific learning tasks and they involve more direct
manipulation of the learning material itself”.
The types of this learning strategies of cognitive strategies may be vary.
1. Clarification/verification which refer to those strategies which
learner use to verify or clarify their understanding of the new
language. In the process of creating and confirming rules, in any
language, they may seek confirmation of their understanding of the
language, they may ask for validation of their production of words,
phrase or sentences is consistent with the new languages.
2. Guessing/inductive differencing refers to strategies which uses
previously obtain linguistic or conceptual knowledge to derive
explicit hypotheses about the linguistics form, semantic meaning or
speaker intonation.
3. Deductive which is a problem solving strategy in which the learner
looks for and use general rule in approaching the foreign or the
second language.
4. Practice which refers to strategy that contribute to the storage and
retrieval of language while focusing on the accuracy of usage.
5. Memorization also refers to strategies which focus on the storage
and retrieval of language; therefore some of the strategies such as
15
drill, repetition, used for practice are the same as the memorizing
strategies.
6. Monitoring refers to strategies in which the learner notice errors
(both linguistics and communicative ), observe how a message is
received and interpreted by the addressee.
Cognitive strategies are related to understanding and gathering input
in short term memory or long term memory for later use. Cognitive
strategy is a problem-solving method that learner apply to deal with the
learning activity and facilitate the learning of knowledge (Azmi Bingol,
Celik, Yidliz, and Tugrul Mart, 2014). According to Goh (1998), learners
analyse cognitive strategies to consist them process, keep, and remember
new information. There are two types of cognitive strategies in listening:
bottom-up and top-down. Bottom-up strategies are word-for-word
translation, arranging the rate of speech, repeating the oral text, and
concentrating on prosodic characteristics of the text. Top-down strategies
involve forecasting, guessing, explaining, and visualization.
Cognitive strategies refer to the steps or operations used in problem-
solving that require direct analysis, transformation or synthesis of learning
materials (Rubin, 1981). Generally, cognitive strategies operate directly on
incoming information, manipulating it in ways that enhance learning,
while they may be limited in application to the specific type of task in the
learning activity. Typical cognitive strategies for listening comprehension
include rehearsal, organization, inferencing, summarizing, deduction,
imagery, transfer, elaboration etc.
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c. Socio-affective strategies
Brown in zare (2012: 164) stated that socio-affective strategies have
close relationship with social-mediating activity and interacting with
others. The main socio-affective strategies include cooperation and
question for clarification.
Vandergrift (2003) and Abdalhamid (2012) expressed that socio-
affective strategies are techniques that listeners use to cooperate with
others, to check their comprehension, and to reduce their apprehension.
Maclntry said that affective strategies are very significant because the
learning situation and learners’ social-psychological factors are closely
related to each other. When students listen to English language, they face a
lot of difficulties such as; accent, unfamiliar vocabulary, length and speed
of listening.
Socio-effective strategies, Vandergrift (2003) defined the strategies
as the techniques listeners used to collaborate with other, to verify
understanding or to lower anxiety. Habte-Gabr (2006) stated that socio-
affective strategies were those which were non academic in nature and
involve stimulating learning through establishing a level of empathy
between the instructor and student. They included considering factors such
as emotions and attitudes (Oxford, 1990). It was essential for listeners to
know how to reduce the anxiety, feel confident in doing listening task, and
promote personal motivation in improving listening competence
(Vandergrift, 1997).
17
Socio-affective strategies concern the ways in which learners
interact with other learners and native speakers. They represent a broad
grouping that involves either interaction with another person or ideational
control over affect. Cooperation, self-questioning, and self-talk are the
typical socio-affective strategies.
Based on O’Malley’s & Chamot’s (1990) listening strategies and
combined with the unique characteristics of listening comprehension
process, the author summed up a set of listening strategies, which is
mainly divided into three categories, that is, cognitive strategies, meta-
cognitive strategies and socio-affective strategies. They are subdivided
into 31 strategies: language awareness, advanced preparation, directed
attention, selective attention, self-management, self-monitoring, self-
assessment, utilization of resources, repetition, induction, deductive
reasoning, analysis, imagination, hearing recurrence, using the key words,
connection between old and new knowledge, migration, reasoning, note-
taking, summary, restructuring, translation, identifying and using the fixed
language collocation, listening to real corpora, cultivating interest,
relieving anxiety, encouraging yourself, exchanging position, clarifying
issues, cooperative learning.
Listening activities, in general, should consist of some well-
structured pre-, while-, and post-listening stages. The pre-listening phase is
a kind of preparatory work which: “(...) ought to make the context explicit,
clarify purposes and establish roles, procedures and goals for listening”
(Rost 1990:232).
18
In real life situations a listener almost always knows in advance
something which is going to be said, who is speaking or what the subject
is going to be about. The pre-listening stage helps learners to find out the
aim of listening and provides the necessary background information. Jones
and Kimborough (1987:2) suggest introducing some preliminary
discussion in which students can talk together about their expectations and
make predictions about what they are going to hear. The abilities of
predicting what others are going to talk about and using one’s own
knowledge of the subject to help one understand are also stressed by Willis
(1981:134) and Doff (1988:208), the former one called them: enabling
skills. According to Doff these enabling skills contribute to building
feedback for the whole exercise. When doing exercises in the classroom,
he also advises asking students to guess what they are going to hear next,
which will improve their abilities and will keep the class actively involved.
Pre-listening work can consist of a whole range of activities,
including: the teacher giving background information, the students reading
something relevant, the students looking at pictures, discussion and answer
session, written exercises, following instructions for the while-listening
activity, consideration of how the while-listening activity will be done
(Underwood 1989:31).
Since the beginning of Communicative Language Teaching we
have taken for granted that teaching listening comprehension should be an
integral part of every general English course and that a listening session in
the classroom should consist of three stages: 1. pre-listening, 2. while-
19
listening and 3. post-listening. Pre-listening activities are things learners
do before a listening activity in order to prepare for listening. These
activities have various purposes, including pre-teaching or activating
vocabulary, predicting content, generating interest and checking
understanding of task.
Using strategies in giving questions for students is important to
help teachers elicit students’ verbal responses as questions can make them
attentive and engaged in a lesson. Questioning strategies provided ways
how to make students clear about teachers’ questions. Students are quiet
because they probably do not understand what have been asked, how to
answer it, or feel shy. By apply questioning strategies, teacher can solve
these problems. It can encourage students to answer and help them to
arrange utterances, so they are motivated to speak confidently.
Through the above the definition and classification of listening
strategies, we can see that strategy is the decision the listeners make and
the specific methods and behaviors the listeners adopt in order to listen
effectively and comprehensively.
20
C. Conceptual Framework
The conceptual framework in this research is show in the following
diagram:
LISTENING STRATEGIES
INTERVIEW OBSERVATION
RECORDING THE
ACTIVITIES IN
THE CLASS
DISTRIBUTING
SOME QUESTIONS
THE LECTURERS’
STRATEGIES AND THE
IMPLEMENTATION OF THE
STRATEGIES
21
The process of the research is illustrated as in the existing diagram
above. The research will be start by doing observation in the classroom by
recording the activities in the class, the researcher observe the class during
the teaching and learning process by recording all the activities in class by
using a hand phone.
After doing observation the reseacher will be continue with
interviewing the lecturer by distributing some questions. The researcher
recorded the entire interview session with voice recorder and then
transcribed the lecturers interview to know what are the lecturers’
strategies in teaching listening comprehension and how the lecturer
implement the strategy when teaching listening and obtain more
comprehensively information.
22
CHAPTER III
RESEARCH METHOD
This chapter discusses about the methodology of the research
refers to the research design, subject of the study, participants, research
instrument, data collection and data analysis.
A. Research Design
Research design is a plan that guides the decision about when and
how often to collect the data, what data to gather, from whom and how to
collect the data, and how to analyze the data. There are two kinds of
research design namely qualitative and quantitative research. However,
this research will focused on qualitative research.
Qualitative research is a general term refer to the research
involving detail, verbal descriptions of characteristic, case and setting.
Qualitative research usually involve fewer cases investigate in more depth
that quantitative research.
This research employed descriptive qualitative design, it described
the lecturers’ strategies in teaching listening comprehension in classroom
at the second semester in Muhammadiyah University of Makassar .
B. Research Subject
The subject of the research are the lecturers who are in charge in
listening comprehension in English Department of Unismuh Makassar.
And the research taken were the lecturers who teach listening
comprehension in the second semester in English Department of
Unismuh Makassar which consist of 4 (four) lecturers.
23
C. Research Instrument
The researcher used the instruments to complete all the data
which is needed in this research, there some instruments used by the
researcher namely observation and interview
1. Observation
To view strategies used by the lecturers during the teaching
listening comprehension in the class, the researcher acts as the
passive observer whom only observes the class during the
teaching and learning process by recording all the activities in
class by using a hand phone.
2. Interview
In this research, the reseacher as a interviewer give some
questions to the lecturers as a interviewee in the classroom in order
to get some information related the strategies used by the lecturers
and the implementation of the strategies.
3. Documentation
The researcher record the entire interview session with
voice recorder and then transcribe the lecturers interview.
24
D. Data Collection
The data collected by the following steps:
Observation
a. The first step, The researcher asked permission from the lecturer to
doing observation.
b. The second step, The researcher observation the class by observing
the learning process and taking documentation by using a hand
phone.
Interview
a. Third step, The researcher interview the lecturer by asking some
questions to the lecturers and record the entire interview session
with voice recorder.
b. Fourth step, The researcher make a transcript of the voice record.
c. The last step is to find out the lecturers strategies used in teaching
listening comprehension and the implementation of the strategies.
E. Data Analysis
Data analysis is the next process after the data collection. The process
of analysis do continually as long as the research is conducted. The data
analysis is the qualitative research involves three things, namely; the data
reduction, data display, and the conclusion drawing/verification
(Sugiyono, 2016: 337).
1. The data reduction
It is process of selecting the basic things, focusing on
something important to the content of data which derives from the
25
field. The researcher categorizes data taken from interview and
observation. In this step, the researcher interviews the subject in
this research and recorded the entire interview session with voice
recorder. The researcher also held observation in the class and
taking documentation by using a hand phone in process of
succeeding the data.
2. The data display
After selecting and taking the data based on some criteria,
the researcher described the data. Data display refers to show data
that have been reduced in the patterns. It benefits to help the
researcher in understanding the data.
3. The conclusion drawing/verification
After describing and interpreting, the researcher will make
general vie toward the result of the interpretation. The conclusion
then make based on the general view. The conclusion of this
research will be the description of the strategies which used by the
lecturers and implementation of the strategies.
26
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings of the research and discussion of
the result of the data analysis.
A. Findings
The findings of this research presented the lecturers strategies and
discussion concerned with description and explanation of the finding. To
find the strategies by the lecturers, who teach listening comprehension in
second semester at Muhammadiyah University of Makassar, the researcher
analyzed the data based on the keywords which defined by the lecturers
strategies related on the theories of language learning strategies in chapter
two.
1. Strategies Used by the lecturers in teaching listening comprehension
The interview was conducted in the second semester at
Muhammadiyah University of Makassar. It was aimed at obtaining the
data about the lecturers’ Strategies in teaching listening at English
Department of Muhammadiyah University of Makassar. The researcher
interviewed the lecturers who teach listening subject at the second
semester.
a. Pre-Listening
Based on the interview result, some of the research subjects
admitted that they used pre listening. It is indicated from their answer to
words question “What are the strategies used in teaching listening
comprehension?” Below are the extract from the dialogue
27
EXTRACT 1
1. “In my class, listening class, actually I divided the section in
listening. The first is pre listening, so i still have pre listening in
my class, and in this section, I introduce the students with the
background information of the topic. (L1)
2. Yes I used that pre activities and listening. (L2)
From the previous paragraph, it can be concluded that 2 of 3 research
subjects (subject number 1,2) used pre activities and listening strategies.
From all the extracts which coded as L1 and L2 shows that the subject
applied pre activities and listening in teaching listening in the classroom.
From that strategies it can made the students easy to understand the
materials because the lecturer explain the specific topic or specific
information about the materials so the students can understand about the
content from the audio.
b. Questioning Strategies
Based on the interview session, some of the research subjects also
confirm that they used of questioning strategies in teaching listening in
classroom. It is indicated from their answer to words questions “Which
strategies are dominant used in teaching listening comprehension ?”
Below are the extract from the dialogue:
28
EXTRACT 2
1. Like before teaching or in pre listening I used questioning strategies to
the students to stimulate them to give them background information topic
that they are going study about. (L2)
From the previous paragraph, it can be concluded that 1 of 3 research
subjects (subject number 2) used questioning strategies From all the
extracts which coded as L2 shows that the subject applied questioning
strategies in teaching listening in the classroom. From that strategies it can
made the lecturer and students interact each others and they discuss about
some topic from the audio and then the lecturer give the students task.
2. Implementation of the strategies
a. Fill Out the Worksheet
Based on the interview result, one of the research subject admitted
that He was ask the students to fill out the worksheet and then evaluated
his students after pre-listening to implementing the strategy. The research
subject was evaluated the students by asking them one by one and then
check their answer and try to help the students to understand the topic. It is
indicated from his answer to words question “How do you implementing
your strategies ?” Below are the extract from the dialogue
29
EXTRACT
1. “Sometimes I ask them to fill out the worksheet and after that I
evaluated them after pre-listening and while listening. I evaluated
them by asking them one by one. For example, to check their
answer and try to help them to understand about the example if
they get wrong answer. I just try to give them understanding why
they got wrong answer and how to get result for the next section,
just like that”. (L1)
From the previous paragraph, it can be concluded that 1 of 3 research
subjects (subject number 1) From all the extracts which coded as L1 show
that the subject used the worksheet to implement his strategy in teaching
listening in the classroom. from that worksheet it can made the students
easy to understand the materials because the lecturer was evaluated the
students’ answer and ask the students one by one and then try to help the
students understand why they got wrong answer so the students can
understand about the content from the audio.
30
b. Asking Questions
Based on the interview result, one of the research subject admitted
that she was asking questions to the students related to the topic. It is
indicated from his answer to words question “How do you
implementing your strategies ?” Below are the extract from the
dialogue
EXTRACT
1. Of course I asking my students question related to the topic
and encourage them to think about the topic and try to make
them familiar with the topic before their listen to the audio or
the dialog so it will help them to understand about the audio
better". (L2)
From the previous paragraph, it can be concluded that 1 of 3 research
subjects (subject number 2) From all the extracts which coded as L2
show that the subject asking questions to implement her strategy in
teaching listening in the classroom. from that question it can made the
students familiar with the topic before the students listen the audio or
dialog so it will help the students to understand about the audio better.
31
Table 4.1 Kinds of strategies used by the lecturer in teaching listening in
classroom
No. Lecturer Strategies No Implement of the strategies
1 Pre Listening – Activities 1 Fill out the worksheet
2 Questioning Strategies 2 Asking questions
The information from interviews in table showed that there were 2
kinds of lecturer strategies implemented in teaching listening in classroom.
B. Discussion
As has been presented on findings, results in interview showed that
research subject had various answer towards the question of their strategies
on teaching listening comprehension in classroom. There are two kinds of
strategies which used by the research subjects, such as pre-listening strategies
and questioning strategies. Chatom (1987) points out that learning strategy
are techniques, approaches or deliberate actions that students take in order to
facilitate learning and recall of both linguistic and content area information.
Oxford (1990) defines language learning strategy as conscious step or
behaviors used by language learners to enhance the acquisition, storage,
retention, recall, and use of information. Ellis (1994) points out a strategy,
which consists of mental or behavioral activity relates to some specific stage
in the overall process of language acquisition or language use. there are three
types of strategies in listening comprehension. Such as cognitive,
metacognitive, and socio-affective.
32
1. Strategies used by the lecturers in teaching listening comprehension
a. Pre-listening
Based on findings above, the research subjects used two kinds of the
strategies in teaching listening comprehension in classroom, such as pre-
listening strategies and questioning strategies. In the extract 1, 2 of 3 research
subjects (subject number 1,2) used pre activities listening strategies which
coded as L1 and L2, shows that the subjects applied pre activities listening in
teaching listening in the classroom. From that strategies it can made the
students easy to understand the materials because the lecturer explain the
specific topic or specific information about the materials so the students can
understand about the content from the audio.
In addition, the theories related to the findings of lecturers strategies
in teaching listening comprehension is part of metacogtitive strategies was a
kind of self-regulated learning. It included the attempt to plan, check,
monitor, select, revise and evaluate, etc. For example for metacognitive
planning strategies, learners would clarify the objectives of an anticipated
listening task, and attend to specific aspects of language input or situational
details that assisted in understanding the task. (Vandergrift, 1999). Generally,
it can be discussed through pre-listening planning strategies, while-listening
monitoring strategies, and post-listening evaluation strategies. Pre-listening
strategies used of research subjects.
b. Questioning Strategies
According to the findings above, 1 of 3 research subjects used
questioning strategies in teaching listening comprehension in the
33
classroom. From the extracts 2 which coded as L2 shows that the subject
applied questioning strategies in teaching listening in the classroom. From
that strategies it can made the lecturer and students interact each others
and they discuss about some topic from the audio and then the lecturer
give the students task.
2. The implementation of the strategies
a. Pre-listening
Based on the interview result, one of the research subject admitted
that He was ask the students to fill out the worksheet and then evaluated his
students after pre-listening to implementing the strategy. The research
subject was evaluated the students by asking them one by one and then
check their answer and try to help the students to understand the topic. It is
indicated from The implementation of pre-listening.
b. Questioning Strategies
Based on the interview result, one of the research subject admitted that
she was asking questions to the students related to the topic. From all
the extracts which coded as L2 show that the subject asking questions
to implement her strategy in teaching listening in the classroom.
34
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter delineates the conclusions and suggestion of this research.
The conclusion are formulated from the research findings, and the suggestions
present the recommendation for the English teachers and the further research.
A. Conclusion
According to this research listening is an activity of listening an audio to
get information. In listening, the student must be able to know what are the
speaker said. By listening the student can answer the question from the
lecturer during the learning process. Whereas, listening comprehension is a
comprehensive listening process. In listening comprehension, the student not
only listening what are the speaker said, but also need to know and
understand the contents of the audio.
O’Malley and Chamot (1990) claimed three main types of strategies, such
as:
1. Meta-cognitive
Meta-cognitive strategies are higher order executive skills that may
entail planning for, monitoring, or evaluating the success of
learning activities (Brown et al., 1983). Meta-cognitive strategies
for receptive or productive language tasks include selective
attention, planning, monitoring, evaluation etc.
2. Cognitive strategies
Cognitive strategies refer to the steps or operations used in
problem-solving that require direct analysis, transformation or
35
synthesis of learning materials (Rubin, 1981). Typical cognitive
strategies for listening comprehension include rehearsal,
organization, inferencing, summarizing, deduction, imagery,
transfer, elaboration etc.
3. Social/affective strategies
Social/affective strategies concern the ways in which learners
interact with other learners and native speakers. They represent a
broad grouping that involves either interaction with another person
or ideational control over affect. Cooperation, self-questioning, and
self-talk are the typical social/affective strategies.
Based on the previous mentioned findings it can be concluded that:
1. This research investigated strategies that were strategy used in teaching
listening in classroom including, (a) pre-listening that can made the
students easy to understand the materials because the lecturer explain the
specific topic or specific information about the materials so the students
can understand about the content from the audio. And (b) questioning
Strategies that can made the lecturer and students interact each other’s and
they discuss about some topic from the audio and then the lecturer give
the students task.
2. Implementation of the strategies including (a) Fill Out the Worksheet that
can made the students easy to understand the materials because the lecturer
was evaluated the students’ answer and ask the students one by one and
then try to help the students understand why they got wrong answer so the
students can understand about the content from the audio. In addition, (b)
36
Asking Questions that can made the students familiar with the topic before
the students listen the audio or dialog so it will help the students to
understand about the audio better.
B. Suggestion
Considering the conclusion mentioned previously, the researcher
would like to propose some suggestions, which hopefully will be useful
for teachers, students, and other researchers.
1. The students
The students have to improve their attention during the teaching
and learning process so they will understand the material well.
2. The lectures
The result of this study can be useful for the lectures. By knowing
the best practices including the best strategies in teaching that will
help the students easily to understand the material and the lecturer
will easily to deliver the material through the strategies.
3. The other researchers
The researcher suggests to the next other researchers to analyze
more deeply about the strategies in teaching. The further
researchers are going to be interested in using actual and more
corpus to cover the limitation of the research.
37
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ion_detail) `
A
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INTERVIEW TRANSCRIPT
Researcher (R)
Sample 01 (S01)
R : Ok, Assalamualaikum Wr,Wb. Thanks for your time sir, I would like to
ask you some questions about your strategies, the first is about what are
the strategies used in teaching listening comprehension?
S01 : Well, in my class, listening class, actually I divided the section in
listening. The first is pre listening, so i still have pre listening in my class,
and in this section, I introduce the students with the background
information of the topic, what they are going to study about, so I introduce
the background information of the topic by asking them some questions
related to the topic, for example when the topic related to the let say food,
for invitation, so sometimes I ask the students directly like what kind of
food they like or where do they is direct sometimes had dinner or lunch so
I just ask them questions and other to …. Them to the topic and to give
them a background information to the topic and the next is while listening,
I just in my teaching I try to teach the students about the strategies in
listening. So I teach them the strategies in listening like focus on specific
information so sometimes in listening we need to focus on specific
information, so I just try to give them understanding that they sometimes
we don’t need to listen f the full information, just need to listen the
information that we need or the question that we need. Actually in
listening, we know that there are 2 kinds of processing information, the
first is bottom up processing and top down processing. So button up
means that we process the information based on the background of the
information. So the study of the background of the information first in
order to understand the information and then which means we study the
element of the language like the lexical research, grammatical structure of
the language in order to understand the information. So, I just try to teach
the students in the listening class and I try to cooperative is processing
both up button up and top down processing in my class.
R : Ok, the next is which strategies are dominant used in teaching listening
comprehension?
S01 : Actually, like before teaching or in pre listening I used questioning
strategies to the students to stimulate them to give them background
information topic that they are going study about. After that I just face to
face interaction for the students and give them task, so I think it just like
direct method or direct interaction to the students.
R : How do you implement your strategies In teaching listening
comprehension?
S01 : Just like I have told you that we in my class we have worksheet in my
students, I just directly, sometimes I ask them to fill out the worksheet and
after that I evaluate them after pre listening and while listening I evaluate
them by asking them one by one. For example to check their answer and
try to help them to understand about for example if they get wrong answer
I just try to give them understanding why they got wrong answer and how
appoint or how to get result for the next section. Just like that.
R : Okay, so what are your difficulties when you implementing your
strategies?
S01 : The strategies, actually, okay I talk about the difficulties general in
listening, and in my class the difficult things when my students lack of
vocabularies and they don’t get used to listen. So, sometimes I get
difficulties to give them to try to make them understand. And In listening
the difficulties not really I think we have any difficulties, since we like
laboratory, worksheet. So it depends on how the lecturer present their
materials, but in my class sometimes lost of jocks. It because I just don’t
want to make the students they feel bored. Something like that. So it’s like
just want to make them relax in my class.
R : Ok, the last it’s about what do you do to resolve the difficulties in
teaching listening comprehension?
S01 : Okay, so the difficulties in teaching or?
R : When you implementing your strategies
S01 : Okay I just try to do. I mean sometimes I evaluate my self that which one
is lack in the implementation and what should I do to get better so I just
evaluate before I teach in class for the next meeting for the next section I
always evaluate my self that I need to get better to implement this
strategies, so actually the strategies, I just corporate the strategies in my
teaching I don’t know whether is strategies but I need the strategies to
teach strategies, I mean I put the strategies of listening in my teaching
process. For example I teach the student to listen for the list or listen
general information. So I try to make them understand that is in listening
sometimes we need to listen the general information or the context and
also sometimes we need to listen specific information from the
information. For example I teach them strategies to when the listening for
the specific information so they need to look at or highlight the keywords
of the information. So it’s just like that. I just try to each them the
strategies in listening.
R : Okay, thank you so much sir for your time and for your answer
Sample 02 (S02)
R : What are the strategies used in teaching listening ?
S02 : I think, I don’t have any particular strategies for teaching listening the
only think that i do is I keep the students’ think about the topic and I try to
encourage to be of their prepare knowledge at the first meeting at the first
time as the warming up and I play the audio and I try to answer her
question and after that check the understanding about the audio and then
which strategies make sure ?
R : Dominant, yeah in dominant.
S02 : Dominant, yes I used that pre activities and listening and after the
activities how do you implement the strategies? What do you mean of
how? Of course I asking my students question related to the topic and
encourage them to think about the topic and try to make them familiar
with the topic before their listen to the audio or the dialog so it will help
them to understand about the audio better and what are your difficulties?
R : yes to implement your strategies?
S02 : mmm, not sure is it my difficulties but sometimes it’s quite difficult to
encourage the students be out of their prayer knowledge because of there passive
or there yes not sure, or maybe they don’t want to answer the questions because
especially for the second semester. What do you do to resolve your difficult? I
guest I keep asking or I will give them like gesture or hints so they can think
about the topic. Yes, that’s old.
R : Thank you miss,
S02 : Your welcome
INTERVIEW
1. What are the strategies used in teaching listening ?
2. Which strategies are dominant used in teaching listening ?
3. How do you implement your strategy in teaching listening ?
4. What are your difficulties when implementing your strategy ?
5. What do you do to resolve the difficulty ?
CURRICULUM VITAE
Ulan Mutia, was born on December 26th
, 1996 in Lambarese,
South Sulawesi. She is the four of five siblings from the
marriage of Lukman and Naharmawati. She began her study at
SDN 109 Majaleje, graduated in 2008 and then her study at
SMPN 3 Burau and graduated in 2011. Afterwards, she continued her study at
SMAN 1 Burau and graduated in 2014. In 2014, she was registered as a student of
English Education Department of Teacher Training and Education Faculty of
Muhammadiyah University of Makassar. At the end of her study, she could finish
her thesis by the title “The Lecturers’ Strategies in Teaching Listening
Comprehension at English Department of Muhammadiyah University of
Makassar.
Email : [email protected]
