IMPROVING STUDENTS LISTENING ABILITY THROUGH EASY ENGLISH BOOK WITH RECORDING BY USING SELECTIVE LISTENING TECHNIQUE A.

RESEARCH BACKGROUND English is an international language that is used broadly. It is the number one universal language and has been considered as a second language in many countries, as well as in Indonesia. Because of this circumstance, the need of using English becomes higher. English should be mastered by every people and at every level of age. English not only been taught at the university, senior high school, and junior high school, but also at elementary and even from the playgroup level. In Indonesia for example, some school have set the English Day , which encouraged the students to have their conversation in English in one day full, inside and outside the class. !ome international standardi"ed school even had set more English Day in a wee#, and have their normal subject translated to English, li#e $athematics, %hysics, Biology, and so on. &hat is clearly shows us that English has been treated very important in our country. &here are four language s#ills that the students have to master in learning English. &hey are listening, spea#ing, reading, and writing. 'istening is the first s#ill that the students must learn before spea#ing, reading, and writing. 'istening becomes one of the determining factors for students success or failure (&arone and )ule, *+,+.-, and listening is now treated as a much more complex activity and one that is the cornerstone of language ac.uisition (/rashen, *++0-. &hat means, listening becomes very important. &he ability of listening now become a vital need and students should practice their listening ability to ma#e the teaching and learning process going well. 'istening a foreign language li#e English re.uires more efforts. &he learners should concentrate and focus on what they listen to, and they need to increase their effort when they are as#ed not only to listen but also to understand. It means that they should analy"e and thin# of the language aspects li#e grammar and vocabulary. &hey also have to be able to adapt with the speed and the accent of the spea#er, especially the native spea#er. &herefore, the learners should do a regular practice on this s#ill. &eacher have to add more listening session in the teaching and learning activity.
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In preparing the listening session, teacher can use teaching resources li#e boo#, student activity exercise paper ('/!-, song, and video. &eaching media li#e laptop or computer and audio spea#ers can be very helpful in the process of teaching listening and the listening practice itself. &here are also enrichment boo# speciali"ed in listening, li#e 'iving 'anguage1 Easy English which is chosen by the researcher in this research. Based on the syllabus for the seventh grade students, the standard competence for them is to understand the meaning of a simple transactional and interpersonal conversation to interact well with the nearby environment. 2earby environment means their friends, family, or the person they are spea#ing to. !ome of the basic competences they have to achieve in listening are to respond a greeting, respond to other people introducing him3herself in formal and non4 formal way, and respond to people re.uest or prohibition. In correlation with above explanation, the researcher is interested in conducting a classroom action research. &he research will be conducted in $adrasah &sanawiyah Darul /hairat, a private school in jl. Dr. 5ahidin !udirohusodo no. 66. &he researcher had observed the environment of the school, the class condition, and the students English s#ill. &he researcher will conduct the research to the seventh grade students in academic year 78*9378*0. Based on the experience of the researcher when he was teaching the seven grade students in $adrasah &sanawiyah Darul /hairat %ontiana#, it had been found that the students only have small portion of listening practice in the class. :nder such circumstance, the researcher is intended to increase the portion of listening practice to ma#e the students get used practically. $ost of the students came from elementary school which had not taught them English. &hey were surprised at the first time learning English, especially when the listening activity was conducted by the teacher. &hey became a little bit nervous and cannot concentrate in listening the recording. &hey also cannot answer the script exercise given by the teacher correctly at the beginning of the learning activity. In this research, the researcher would li#e to increase the portion of listening activity to familiari"e the students with listening. &he researcher would li#e to use the enrichment boo# titled 'iving 'anguage1 Easy English which also accompanied

with the recording in a ;D. &he recording will be played when students doing the exercise in the boo#. In correlation with the use of Easy English boo# and recording, the students will practice a techni.ue called !elective 'istening. It is a techni.ue where the listeners will listen only to certain part in spo#en sentence or sentences. &his techni.ue can be helpful in improving students listening ability because it will increase the students awareness to select which part of sentence they want to listen or what they have been ordered to listen by the teacher. &eacher uses laptop or computer and spea#ers to play the recording and give the script copy to each student in the listening practice.

B.

RESEARCH PROBLEM

In order to restrict the problem of this research, the writer needs to state the problem statement as follow1 <ow well can the Easy English boo# and recording improve students listening ability=

C.

RESEARCH PURPOSE

Based on the problem statements above, the purposes of the study is to #now how well the Easy English boo# with recording through selective listening techni.ue can improve students listening ability.

D.

ACTION HYPOTHESIS

&he use of !elective 'istening techni.ue through Easy English boo# with recording can improve the listening ability very well for seventh grade students in $adrasah &sanawiyah Darul /hairat %ontiana#, >cademic )ear 78*7378*9

E. 1.

RESEARCH SCOPE Termin ! "#

&here are some terminologies related to the topic of this research. It is necessary to be defined in order to avoid misunderstanding among readers. &hey are1 a. 'istening is the activity of paying attention and trying to get meaning for something we hear (:nderwood *+,+1*-. It is a complex process that allows us to understand spo#en language. &hrough listening, we process language in real time employing pacing, units of encoding and pausing that are uni.ue to spo#en language (?ost, 788*1@-. b. 'istening >bility is the capability to listen that has to be presented with listener for the successful recognition and analysis of the sound and in this research. In this research that means the listening ability of Darul /hairat students at the seventh grade. c. &eaching listening is teaching the students listening ability to understand what they had heard and give the response as the purpose or as ordered. d. !elective 'istening techni.ue is a techni.ue which the listeners choose what part of spo#en language they want to hear f. Easy English is a textboo# published by ?andom <ouse ;ompany as a sub boo# of 'iving 'anguage series. It has 7,7 pages and consists of 78 different 'esson and topics. It also accompanied with recordings and script that will be used by the researcher in his research. g. $adrasah &sanawiyah Darul /hairat is a private school located on Al. Dr. 5ahidin !udirohusodo no. 66 %ontiana#. &he school is %esantren4based and has dormitories differently for male and female students. Brade CII students are students who were learning on their first year in that school

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$RAME O$ THEORY 'istening is a process that enables the brain to construct meaning from the

1. T%e N&'(re ) Li*'enin" sounds heard. It is an internal process which can t be observed directly. &his is to say that it is difficult to assess whether the listener has effectively used the s#ills at a particular occasion, what listening strategies are employed, which source of information is dominantly used, and what problems the listener experiences (>nderson and 'ynch, *+,,19-. 'istening is the most common communicative activity in daily life, according to $orley (*++*, p.,7- Dwe can expect to listen twice as much as we spea#, four times more than we read, and five times more than we writeE. Fver 68 percent of time that the students spend functioning a foreign language will be devoted to listening (2unan, *++,- even though we often ta#e the importance of listening for granted. In second language learning, several writers and researchers in early *+,8s suggested that listening had a very important role (5init", *+,*-. >pproaches that gave more importance to listening were based on different ideas. Candergrift (*+++- further explains about listening1 D..... It is a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger socio4cultural context of the utterance. ;oordinating all of this involves a great deal of mental activity on the part of the listener. 'istening is hard wor#, and deserves more analysis and support . (p.*G,-E Candergrift s view of listening as a complex and active process is supported by other scholars. ?ost (788*- and ;oo# (788*- argue that as a goal4oriented activity, listening involves both bottom4up and top4down processing that are assumed to ta#e place at various levels of cognitive organi"ation1 phonological, grammatical, lexical and propositional. In the bottom4up processing, listeners attend to data in the incoming speech signals whereas, in top4down processing the listeners utili"e prior #nowledge and expectations to create meaning. +. Te&,%in" & $ rei"n L&n"(&"e
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In learning a foreign language, the learners may find some problems dealing with vocabulary, phonology or morphology, and how to arrange words into a sentence that are very different from their native language. In line with this, ?amelan (*++01 0- states1 If someone wants to learn a foreign language, he will obviously meet with all #inds of learning problems. &he difficulties have to do with the learning of sounds system, the learning of new vocabulary items, and the learning of the unfamiliar ways of arranging the foreign words into sentences. English is very different from Indonesian. &he objective of teaching a foreign language is to ma#e the learners to be able to communicate by using the target language orally and in written form. >ccording to Brown (*+,81 ,-, D&eaching is guiding and facilitating learning, enabling, and setting the condition for learningE. &eaching is not only about informing the #nowledge. &eaching is also about how a teacher interacts with students and creating a good teaching and learning atmosphere among them so that the students will feel comfortable and enjoy the learning. > good atmosphere in teaching and learning can increase the motivation of the students in doing their learning activity. &hus, the teachers need to be creative, active, and #now what they will do in the classroom.

-. Te&,%in" Li*'enin" In learning a foreign language, students must ac.uire the ability of listening. &hey should be able to discriminate the sound of the target language as well as discriminate the unfamiliar sounds. &hey should increase the effort of their ears to listen what is being said and to verify their own pronunciation. &eaching listening is related with designing and choosing the materials and the tas#s. &he techni.ues, materials, and exercise that the teacher uses in teaching to improve the students listening s#ill should be appropriate. %lanning the exercise, listening materials, and the teaching process should be ta#en into good preparation. It means that the teacher should use suitable materials in teaching listening ability. D&he listening process is defined as auditory reception of sounds with active involvement on the part of hearerE
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(:nderwood, *+,+H :r, *+,0-. >s the opposite of hearing, listening is a process in which the recipient should ta#e the active part by ma#ing an effort to understand what is being said. D>lthough it comes naturally in the case of one s mother tongue , foreign language listening poses much difficulty and needs to be taught and learnedE ( :nderwood ,*+,+-. Ior !heerin (*+,@1 *7G- effective teaching of listening involves Dprocedures such as provision of ade.uate preparation, ade.uate support and appropriate tas#s, together with positive feedbac#, error analysis and remedial actionE. !he also emphasi"es that language teachers can present listening lessons effectively when they ma#e ade.uate pre teaching preparation, for example studying the text, identify and adjust the level of difficulty of the listening tas#s. &he wor# of teachers of young children is easier if the learners are motivated and enjoy what they are doing. In connection with this, Brumfit et al (*++G1 *6,- state the following It is up to us (teachers- to ensure that the activities they are engaged in are interesting and3or fun .we also have to be clear about how much we want our children to listen in English. 5e should provide purposeful and carefully directed listening activities where learners are as#ed to focus on specific points. 5e must ensure that the children s learning is supported wherever necessary. !tudies of classroom interaction show that children spend a large part of their time listening to the teacher, to each other or to pre4recorded material. Each time the teacher uses English to explain something, give instructions, tell a story or praise someoneH he3she is ma#ing listening demands on the pupils. %roblems are li#ely to arise if teachers do not teach children how to listen, so that they can cope effectively with these demands (ibid1 *6,-. Fften times listening tas#s as# children to demonstrate their understanding in .uestion and answer sessions. &his #ind of activity simply encourages children to remember what they have just heard and tests recall rather than understanding. 'istening is a very important part of learning English. It could be seen on the following statement D&he importance of listening in language teaching can hardly be over4estimated. &hrough reception, we internali"e linguistic
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information without which we could not produce language. In classroom, students always do more listening than spea#ing. 'istening competence is universally DlargerE than spea#ing competence. DIs it any wonder, then, that is recent years the language teaching profession has placed a concern emphasis on listening comprehension=E (Brown, *++0-. .. Te&,%in" Li*'enin" in M&/r&*&% T*&n&0i#&% 'istening is taught as one of the teaching point. In teaching this s#ill, the priority on improving the mastery of listening ability is the aim of teaching English, included in the curriculum of $adrasah &sanawiyah. $adrasah &sanawiyah is the same level with junior high school. &he difference between them is students have to learn additional Islamic subjects in $adrasah &sanawiyah. <owever, English is still a primary subject and $adrasah &sanawiyah consider that English should be taught with the same importance as the other primary subjects. &he English teacher in $adrasah Darul /hairat teaches his students about using text boo# that belong to the school. !chool will lend the boo#s to the students. &he boo# used by them in classroom will be returned at the end of the teaching and learning activity. &he students are given a student activity exercise papers ('/!- for them to have individual exercise at their dorm. :nder this circumstance, the researcher wants to use Easy English as an enrichment to increase the learning source and the recording to be used in the listening exercise. &he boo# is targeting the young learner, so the level is suitable for seventh grade students of $adrasah &sanawiyah Darul /hairat. &he standard of competences that the students must achieve are how to do greetings, respond the greetings, introduce themselves and introduce others, be it a family member or a friend. But, most of the students may not have familiar with English yet. Because not every elementary school taught English. In fact, most of students in Darul /hairat came from village and small town. &hey don t have enough learning source and learning media at their place. But, Darul /hairat has some supporting media li#e tape recorder, spea#er, and even Before the teaching learning process starts, it is important to ma#e sure that the

teacher or the researcher get the attention from all students because teaching listening needs calm atmosphere and low noise. 1. Se!e,'i2e Li*'enin" Te,%ni3(e !elective listening is informational inputs to tas#s aims to help students drive specific information from texts, even when the texts themselves are well beyond the students <aregewein (78891*+!elective listening is listening what you want or what you expect to listen instead of what is being spo#en. &he techni.ue that the researcher will use here is to specify the part of speech that the students will write in the exercise. !elective listening based exercise will focus on students attention on specific #ey parts of the spo#en language. By noticing the #ey parts, the students can build up their understanding of the overall meaning by filling in the empty gap in the exercise. !elective listening involves listening to selected part of a text, to predict information and to select the surrounding information of the cue. &hus, the listeners may have an assessment of their development in listening to authentic language. <ere the focus is on the main parts of the discourse and by noticing these parts listener construct their understanding of the meaning of whole of the text through inferring. >s the expectation on understanding is focused and has a purpose, in these activities, listeners have the chance of second listening to chec# understanding and have feedbac# repeatedly. 'istening to sound se.uences, documentary, story maps, incomplete monologues, conversation cues and topic listening are examples of selective listening. current level of linguistic and content #nowledge.

4. Im5r 2in" Li*'enin" 6# U*in" E&*# En"!i*% 6 7 &n/ re, r/in" !tudents are often as#ed to listen more. !tudents are also re.uired to pay attention and develop their listening ability. In developing and improving the listening ability, students need the suitable source. &hey can use the recording 2owadays, English teacher can reproduce the dialog recordings and distribute them to students to increase the opportunities in practicing listening.
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>udio can be used in numerous academic contexts. $a#ing audio content available online can be an excellent way to reach students, who can listen from any location and at any time via the Internet. !tudents increasingly expect this content to be available to them, and, fortunately, the means of distribution are increasingly becoming easier to use. !ome reasons should be considered in offering audio recordings to students1

&o provide students with a study aid they can review after the activityH &o enable students to review the material in preparation for discussionH &o use on an ongoing basis as a reference for studentsH &o free up class time for discussion. &here are a few potential problems to #eep in mind. Iirst, because students

are listening at their convenience, their ability to as# .uestions or participate in discussion is limitedH teacher may want to offer online source or designate a portion of class time for this purpose if possible. !econd, the visual cues that may accompany the audio such as pictures and photo should be synchroni"ed with the audio trac#. &hird, teachers fear that providing content online may affect studentsJ attendance in class. 5ith the emergence of mp9 players and other portable digital audio technology, the .uality and ease4of4use of sound capture e.uipment has improved greatly, allowing teachers to begin to experiment with new ways to use audio as teaching material. Easy English is a boo# accompanied with audio recordings. &he boo# has 78 'essons and each 'esson has different topic. &here are also different pictures for different topic in each 'esson. &he recording itself consists of dialogs and exercises from the boo#. &he recording is very clear, the intonation speed is medium and it will automatically repeating the same dialog but added short pauses at every one sentence spo#en. &he recording is divided into some parts, differently depend on the material of the 'esson. 5ith these arrangement, Easy English becomes a suitable learning material.

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G.

$RAME O$ CONCEPT &his research is conducted in order to #now how well the Easy English

boo# with recording can improve students listening ability for seventh grade students of $adrasah &sanawiyah Darul /hairat in academic year 78*9378*0. &he method that will be used in the research is selective listening. &he researcher will conduct the research, with the help of his research assistant, in the classroom when the teaching and learning activity is on the process because the teacher himself is in charge of one class, while other class had already a different English teacher. In accordance to the aim of this research, the use of the method and media that are appropriate should have been prepared well by the researcher. Based on the curriculum in $adrasah &sanawiyah Darul /hairat, in correlation with the competence standard written in the syllabus, students should be able to do greetings, introduce his 3 herself and introduce other people to his 3 her friends. &he researcher concerns to Easy English boo# and recording as the learning source. Easy English boo# has the content that is similar and in accordance to the hand boo# in curriculum and used in the school. Because the researcher himself is the one who has been in charge of a class in seven grade, he found out that some students had the difficulties to answer the .uestions who had been given orally whether it is from the teacher or from a recording. !ince it is the first time for most of the students studying English, the researcher needs to provide more listening exercise in the teaching and learning activity to ma#e the students get used to listening spo#en and recorded English. &he listening exercise itself will need a recorder or music player and spea#ers. &he researcher had anticipated this and prepared the re.uired tools. $eanwhile, students may face some problems li#e the lac# of concentration and their focus on the material because of the noise from outside the class. It is a common problem happened in the process of listening activity. <owever, the class that will be used by the teacher is on the second floor and located in the

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most right part of the school building. :nder this circumstance, the noise is reduced and students will not be disturbed when they are listening. Easy English boo# contains of the script from the recording. Everything spo#en in the recording is written on the boo#. &he learning topics are different in each lesson. &he researcher chooses which topic is correlated with the competence standard that the students have to meet, and the basic competence the students need to achieve. Before the teaching and learning activity starts, the researcher will give the brainstorming about the first topic. >fter the students get the idea, the researcher will give each students one set of 'esson, the material and the .uestion. &he researcher will assess students achievement through the test in the boo#. &he .uestions are also included in the recording. Each lesson has different number of .uestions, but the researcher can add or reduce the number of .uestions in order to ma#e the data easier to calculate. 5hen listening activity starts, students loo# at the boo# and do the exercise correlated with the spo#en dialog or sentence they listen. &he researcher gives certain period for the students to thin# and answer at the end of each dialog or the sentence. In observation period, the researcher will get the help from his research collaborator. &he collaborator will help him in gathering the re.uired data so the researcher can focus on his teaching. &he collaborator will record the activity by using video camera as well as ta#ing some pictures of the teaching and learning activity. &he collaborator will also write the field note and observation chec# list. >ll recorded data will be discussed together with the collaborator in the reflecting period. H. METHOD O$ RESEARCH

&. $ rm ) Re*e&r,% &his research is ;lassroom >ction ?esearch in which the researcher pays attention in teaching and learning process. &he aim of this research is to improve the students listening ability through gap filling exercise by using Easy English boo# and audio.

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>ccording to ;arr and /emmis, *+,G (in $c2iff, *++717-, action research is1 Da form of self4reflective in.uiry underta#en by participants (teachers, students, or participants- for example in social (including educational- situation in order to improve the rationality and justice of (a- their own social or educational practices, (b- their understanding of these practices, and (c- the situations (and institutions- in which these practices are carried out.E &he researcher conducts the action research which purpose to overcome the problem that appears in the classroom. >pply the planning in the real treatment, observes the process and finally reflects the treatment. &he aim of action research is to change and to improve what happen in the classroom. /emmis and $c&aggart said (in 2unan, *++61*@- that there are there defining characteristics, they are1 *. It is carried out by inside researchers rather than outside researchers. 7. It is collaborative 9. It is aimed at changing things &he cycle form can be seen in this figure1

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%lanning >cting Fbserving ?eflecting

1 $a#e a plan for the teaching and learning activity 1 &he action of planning in real treatment 1 &o see the process of treatment 1 !tudy what have been done and reflect it for the next activity

&he researcher plans an activity that hopefully will overcome the problem that appears in the classroom. %ut the plan in action of a real treatment, the researcher observes the process and finally reflects the treatment. >ction research is a research where the teacher or the researcher tries to ma#e better teaching learning process. &he researcher administers the treatment with the help of collaborator. &he collaborator can also acts as the observer that observed the treatment. >t the end of the meeting, the researcher and the collaborator discuss the result of treatment to get feedbac# of the process. >fter that the researcher will revise the way of teaching in order to improve the .uality of the next teaching.

6. T%e Pr ,e/(re ) C!&**r m A,'i n Re*e&r,% &he action research conducts through four steps. &hey are planning, acting, observing, and reflecting. &hose activities are described as follow1 1. P!&nnin" %lanning is the first step of the research procedure. In this step, the researcher prepares what he needs in doing the action research such as lesson plans, teaching media, observation chec#list, and field note. %lanning is followed up for identifying the text to find out solution for problems. &his research is intended to find out1
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a. &he students response during learning process. b. &he students difficulties in listening the dialog &he researcher will conduct three cycles, three meetings for each cycle of research to #now the improvement of listening ability.

+. A,'in" >cting is a performance of planned action. In acting step, the researcher will teach the students the materials by using media that has already prepared before. -. O6*er2in" Fbserving is the activity of examining the collected data to supervise to what extent the result of DactingE reach the objective. In this stage, the researcher wor#s with a collaborator to observe what is happening in real teaching. &he collaborator that helps the writer is an English teacher who teaches in that school. &he collaborator helps the researcher to observe the situation including teaching and all activities in classroom. 2ext, the data of students score will be calculated by the researcher and his collaborator.

.. Re)!e,'in" ?eflecting is the activity of evaluating the progress or change of the students in the class. In this step, the researcher and collaborator observe the teaching progress, and having discussion concerning the teaching and learning process, and through the discussion, the researcher will get some important feedbac#. &he feedbac# is very important in re4planning the next action or presentation. It can change certain action or add some more action in order to improve the teaching practice and students listening ability.

,. S(68e,'* ) Re*e&r,%
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It is an action research, and the subjects of the study are the seventh grade students of $adrasah &sanawiyah Darul /hairat %ontiana# in academic year 78*9378*0. &here are 98 students.

I.

TECHNIQUE AND TOOLS O$ DATA COLLECTING

1. Te,%ni3(e ) D&'& C !!e,'in" &he researcher uses the measurement and observation techni.ue. &he measurement is used to get the data through the score, and the observation used by the researcher reflect what he has done to reflect and observe the next steps of the research. ;hoosing and using the appropriate techni.ue to collect the data of research is very important. &hey will guarantee that the hypothesis can be tested and the outcome of the research can be considered objective. In this research, the techni.ue to collect the data is measurement techni.ue. 'istening test will be done at the end of each cycle. &he result of the listening test will be measured by using the >verage !core. +. T !* ) D&'& C !!e,'in"

&ools of data collecting will be used in this research are1 &. A,%ie2emen' Te*' >chievement test which will be used in this research is gap filling exercise with students achievement in listening to be assessed. &he students achievement individually, accounted from number 8 K *88. &herefore, the score of the students will be described by using the formula $ean !core. S9 T ! & 2 : 1;; N 1 &he student s individual score of the test 1 &he total correct answers (x 61 &he total number of .uestion

In this research, the researcher uses test items to get the data through score. &here will be 78 test items per lesson. ;orrect answer will get score 6 and wrong answer will get 8. >fter giving the achievement test, the writer can

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prove and state how the use of Easy English boo# with recording can improve students listening ability.

6. $ie!/ N 'e Iield note is a note written by the researcher when he has applied the techni.ue to the students. &he researcher will write everything occur in the class. &he teacher writes this note after the process of teaching and learning has finished. It contains of planning, acting, observing, and reflecting. ,. O6*er2&'i n C%e,7 Li*' &he researcher will put a chec# list at the appropriate column and write some note regarding what is happening in the classroom during the teaching and learning activity
N .

Te&,%in" &n/ Le&rnin" A,'i2i'#

Ye*

N 'e

* 7 9 0 6 G @ , + *8

-. Te,%ni3(e ) D&'& An&!#*i*

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*. $easurement of $ean !core In this part, the researcher will analy"e the data which will be gathered from field notes and observation sheets. &o find out the students listening ability, it can be measured by using mean score formula below.

M = <: N

$ Lx 2

1 &he students average score 1 &he sum of the students score 1 &he number of the students being observed

.. D&'& An&!#*i* &o #now how well the use of selective listening techni.ue together with gap filling exercise in Easy English boo# with recording in improving the students listening ability, the researcher will conduct an observation in three meetings and the result of the three meetings will be compared. 5hen the average students score in filling the exercise at the second meeting is higher than the first meeting, the third meeting is higher than the second meeting, it can be concluded that gap filling exercise from the Easy English boo# and recording can improve students listening ability very well. &o #now how well the Easy English boo# and recording in improving students listening ability, the researcher will give a final test to the students. Irom the result of final test, the students score can be judged whether the exercise has improved their listening ability or not. <ere the .ualifications are1

&able of students .ualification

T '&! *, re ,8 K *88 @8 K @+ G8 K G+ 68 4 6+ 8 K 0+ C&'e" r# > B ; D E Q(&!i)i,&'i n Bood to excellent Bood >verage to good %oor to average %oor

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>nderson,>. and &.'ynch. (*+,,-. Listening. Fxford1 Fxford :niversity %ress.

Brown, <.D. (*++0-. &eaching by %rinciples1 An Interactive Approach to Language Pedagogy. 2ew Aersey1 %rentice <all ?egents,Inc.

Brumfit, ;., $oon, A. and &ongue, ?. (*++G-. Teaching English to Children. England1 Earling ;ollege. ;oo#, C. (788*-. Second Language Learning and Language Teaching. New York Fxford :niversity %ress.

Ilowerdew, A. and $iller, '. (7886-. Second Language Listening Theory and Practice. 2ew )or#1 ;ambridge :niversity %ress. <aregewein Iantahun. (7889-. An Investigation o! Classroo" Listening co"prehension Teaching Practices in #elation to New English course $ooks. %.A. Thesis. >ddis >baba1 >ddis >baba :niversity. /rashen, !. (*++0-. &he %leasure <ypothesis. Beorgetown :niversity. #ound Ta&le on Languages and Linguistics. 5ashington D;1 Beorgetown :. %ress.

'ittlewood, 5. (*+,*-. Co""unicative Language Teaching An Introduction. ;ambridge1 ;ambridge :niversity %ress. $c.2iff, Aean. (*++7-. Action #esearch in Principle and Practice. %c%illan Education Ltd. London

$orley A. (*++*-. Listening Co"prehension in Second'(oreign Language Instruction. In $. ;elce4$urcia (Ed.-, &eaching English as a !econd or Ioreign 'anguage (pp. ,*4*8G-. Boston, $>1 <einleM<einle.

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2ord, A.?. (*+,8-. )eveloping Listening (luency &e!ore Speaking An Alternative Paradig".Syste" , *1 *K77.

2unan, David. (*++7-. #esearch %ethod in Language Learning. ;ambridge :niversity %ress. 2unan, David.(*++,-. >pproaches to teaching listening in the language classroom. In Proceedingso! the *++, -orea TES.L Con!erence. Tae/on0 -orea -.TES.L. http133www.#otesol.org3publications3proceedings3*++@3nunanNdavid.pdf (html version- (retrieved *6 2ovember 788@-.

%ica, &., I. 'incoln4%orter, D.%aninos, and A. 'innel. (*++G-. 'anguage learners interaction1 <ow does it address the input, output, and feedbac# needs of language learners= &E!F' Ouarterly 98(*-1 6+4,0

?amelan. (*++0-. English Phonetics (ourth Edition. !emarang1 I/I% !emarang %ress ?ichards, A.;. (*+,6-. The conte1t o! Language Teaching. ;ambridge1 ;ambridge :niversity %ress.

?ost, $. (*++8-. Listening in Language Learning. 'ondon1 'ongman.

!heerin, !. (*+,@-. Listening Co"prehension Teaching or Testing. E'& Aournal, Col. 0*371*7G4*9*.

&arone, E. and B. )ule. *+,+. (ocus on the Language Learner.Fxford= Fxford :niversity %ress.

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:nderwood, $ary. (*+,+-. Teaching Listening. 2ew )or#1 'ongman.

Candergrift, '. (7887-. JIt was nice to see that our predictions were rightJ1 )eveloping %etacognition in L2 Listening Co"prehension. ;anadian $odern 'anguage ?eview 6,16664@6.

Candergrift, '. (*+++-. (acilitating Second Language ListeningCo"prehension Ac3uiring Success!ul Strategies. E'&Aournal, Col. 69391*G,4@6.

5arnasch, ;.>.(7888-. Easy English. :nited !tates1 'iving 'anguage

5init", <. (ed.-.(*+,*-. The Co"prehension Approach to (oreign Language Instruction. ?owley,$ass.1 2ewbury <ouse.

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?E2;>2> %E'>/!>2>>2 %E$BE'>A>?>2 (?%%-

N&m& Se7 !&% M&'& Pe!&8&r&n Ke!&* > Seme*'er

1 1 1

$adrasah &sanawiyah Darul /hairat Bahasa Inggris CII 3 Basal

S'&n/&r K m5e'en*i

1 *.

$emahami ma#na dalam perca#apan transa#sional dan interpersonal sangat sederhana untu# berintera#si dengan ling#ungan terde#at.

K m5e'en*i D&*&r

1 *.*. $erespon ma#na dalam perca#apan transa#sional (to get things done- dan interpersonal (bersosialisasi- yang meng4 guna#an ragam bahasa lisan sangat sederhana secara a#urat lancar dan berterima untu# berintera#si dengan ling#ungan terde#at yang melibat#an tinda# tutur1 menyapa orang yang belum3sudah di#enal, memper#enal#an diri sendiri3orang lain

K&r&7'er #&n" /i%&r&57&n In/i7&' r

Berani (courage?asa hormat (respect-

$erespon sapaan orang yang belum 3 sudah di#enal. %er#enalan diri sendiri 3 orang lain.
23

A! 7&*i W&7'(

7 P 08 menit

*. &:A:>2 %E$BE'>A>?>2 !etelah #egiatan pembelajaran, siswa diharap#an dapat1 o o o $erespon sapaan orang belum 3 sudah di#enal. $erespon per#enalan dari orang lain secara berterima bai# formal maupun informal. $erespon ung#apan perintah atau larangan

7. $>&E?I %E$BE'>A>?>2

24

9. $E&FDE %E$BE'>A>?>2 !elective 'istening

25

0. /EBI>&>2 %E$BE'>A>?>2 &. Ke"i&'&n Pen/&%(!(&n >persepsi 4 &anya jawab tentang gambar 4 &anya jawab melibat#an berbagai ung#apan sapaan $otivasi 1 4 $enjelas#an pentingnya materi yang a#an dipelajari beri#ut #ompetensi yang harus di#uasai siswa

6. Ke"i&'&n In'i E#splorasi Dalam #egiatan e#splorasi, siswa 1 o $encari informasi yang luas dan dalam tentang topi# 3 tema materi yang a#an dipelajari o $engguna#an beragam pende#atan pembelajaran, media pembelajaran, dan sumber belajar lainH o $emfasilitasi terjadinya intera#si antar siswa dan siswa dengan guru o $elibat#an diri secara a#tif dalam setiap #egiatan pembelajaran Elaborasi Dalam #egiatan elaborasi, siswa 1 o $embiasa#an membaca dan menulis yang beragam melalui tugas4tugas tertentu yang berma#na secara te#un o $emfasilitasi peserta didi# melalui pemberian tugas, dis#usi, dan lain4lain untu# memuncul#an gagasan baru bai# secara lisan maupun tertulisH
26

o $emberi #esempatan untu# berpi#ir, menganalisis, menyelesai#an masalah, dan bertinda# tanpa rasa ta#utH o $emfasilitasi peserta didi# ber#ompetisi secara sehat untu# mening#at#an prestasi belajarH o $emfasilitasi peserta didi# membuat laporan e#splorasi yang dila#u#an bai# lisan maupun tertulis, secara individual maupun #elompo#H /onfirmasi Dalam #egiatan #onfirmasi, guru1 o $emberi#an umpan bali# positif dan penguatan dalam bentu# lisan, tulisan, isyarat, maupun hadiah terhadap #eberhasilan peserta didi#, o $emberi#an #onfirmasi terhadap hasil e#splorasi dan elaborasi peserta didi# melalui berbagai sumber, o $emfasilitasi peserta didi# mela#u#an refle#si untu# memperoleh pengalaman belajar yang telah dila#u#an, o $emfasilitasi peserta didi# untu# memperoleh pengalaman yang berma#na dalam mencapai #ompetensi dasar1 o Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didi# yang menghadapi #esulitan, dengan mengguna#an bahasa yang ba#u dan benarH o $embantu menyelesai#an masalahH o $emberi#an motivasi #epada peserta didi# yang #urang atau belum berpartisipasi a#tif.

,. Ke"i&'&n Pen('(5 Dalam #egiatan penutup, guru1 o Bersama4sama dengan peserta didi# dan3atau sendiri membuat rang#uman 3 simpulan pelajaranH

27

o $ela#u#an penilaian dan3atau refle#si terhadap #egiatan yang sudah dila#sana#an secara #onsisten dan terprogramH o $erencana#an #egiatan tinda# lanjut dalam bentu# pembelajaran remedi, program pengayaan, layanan #onseling dan3atau memberi#an tugas bai# tugas individual maupun #elompo# sesuai dengan hasil belajar peserta didi#H o $enyampai#an rencana pembelajaran pada pertemuan beri#utnya.

6. !:$BE? BE'>A>? o Bu#u DEasy EnglishE beserta re#amannya o /omputer atau laptop dan perang#at spea#er

G. %E2I'>I>2 &e#ni# Bentu# Instrumen %edoman 1 &es &ertulis 1 Iilling in the blan# 1 Isilah bagian #alimat yang #osong 1 Aawaban benar mendapat nilai 6, jawaban salah tida# mendapat nilai

28

29

a. ?ubri# %enilaian Bagian :raian > Aawaban benar Aawaban salah B Aawaban benar Aawaban salah ; Aawaban benar Aawaban salah !#or 6 8 6 8 6 8

b. /unci Aawaban 1 &ida# &ersedia c. %edoman %enilaian *. Aawaban benar mendapat s#or 6 dan jawaban salah mendapat s#or 8 7. Aumlah s#or ma#simal 9. 2ilai ma#simal 0. 2ilai siswa 1 78 soal x 6 Q *88 1 *88 1 jumlah jawaban benar x 6
30

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31