AN EXPERIMENTAL STUDY OF THE EFFECTS OF INTEGRATED

LISTENING AND SPEAKING TECHNIQUE TO FACILITATE ENGLISH

LEARNERS ORAL COMMUNICATION IN SMA NEGERI
BANDARKEDUNGMULYO JOMBANG
Indah Hartanti
English Student Education Program of STKIP PGRI JOMBANG
Indah.nabila.azzahra@gmail.com
ABSTRACT
Recently many students learn English, but most of them cannot speak
English well. This problem appears because they just memorize all kinds of
grammar and do various exercises without practice speaking. Basically, in
learning language is listening then practice it, so the researcher want to figure out
the effectiveness of Integrated Listening and Speaking Technique in facilitating
English Language Learners oral communication. This study used quantitative
research method and the design is quasi experiment design. In this research
researcher used test and questioner as the instrument. The researcher was using
expression of opinion as the material. Moreover to collect data the researcher used
a pre and post test were designed for all students from XI MIA 1 class (N= 34) as
an experiment class and XI MIA 2 class (N= 34) as a controlled class from the
student of SMAN Bandarkedungmulyo. The collected data was analyzed through
ANCOVA test. Based on the data analysis, it appears that the significance figure
is 0,000. Due to the significant value far below 0.05 then the alternative
hypothesis (Ha) is accepted. It means that learning oral communication by using
Integrated Listening and Speaking Technique is effective than using Integrated
Reading and Speaking Technique.
Keywords: listening skill, speaking skill, oral communication, integrated

ABSTRAK
Baru-baru ini banyak siswa belajar bahasa Inggris, tetapi kebanyakan dari
mereka tidak dapat berbicara bahasa Inggris dengan baik. Masalah ini muncul
karena mereka hanya menghafal semua jenis tata bahasa dan melakukan berbagai
latihan tanpa praktek berbicara. Pada dasarnya, dalam belajar bahasa adalah
mendengarkan kemudian mempraktekkannya, sehingga peneliti ingin mengetahui
efektivitas teknik menggabungkan keahlian mendengarkan dan berbicara dalam
memfasilitasi komunikasi lisan Bahasa Inggris pelajar. Penelitian ini
menggunakan metode penelitian kuantitatif dan desain adalah desain kuasi
eksperimen. Dalam penelitian ini peneliti menggunakan tes dan kuesioner sebagai
instrumen. Peneliti menggunakan ekspresi berpendapat sebagai materi. Selain
untuk mengumpulkan data peneliti menggunakan pre dan post tes yang dirancang
untuk semua siswa dari kelas XI MIA 1 (N = 34) sebagai kelas eksperimen dan
kelas XI MIA 2 (N = 34) sebagai kelas kontrol yang berasal dari siswa SMAN
Bandarkedungmulyo. Data yang terkumpul dianalisis melalui uji ANCOVA.
Berdasarkan analisis data, tampak bahwa angka signifikan adalah 0,000. Karena
nilai signifikan jauh di bawah 0,05 maka hipotesis alternatif (Ha) diterima. Ini
berarti bahwa belajar komunikasi lisan dengan menggunakan Teknik
Penggabungan Mendengarkan dan Berbicara efektif dari pada menggunakan
Teknik Penggabungan Membaca dan Berbicara.
Kata kunci: ketrampilan mendengarkan, ketrampilan berbicara, komunikasi lisan,
penggabungan

1.

Introduction
Recently many students learn English, but most of them cannot speak English
well. This problem appears because they just memorize all kinds of grammar and
do various exercises without practice speaking. In Guoqiang Liaos journal (2009:
11) stated there are six reasons why students' difficulty speaking English fluently.
Like Indonesian teachers that did same case in teaching English. There are some
similarities problems between Indonesia students and Chinese students as
Guoqiang Liaos study. The first problem is teachers used teacher-centred
methodology in teaching English and considered grammar is important things.
The second is use traditional modes such as reading the dialogue, reciting texts
and doing translation. The third is teachers emphasized accuracy of speaking not
fluency. The fourth problem is there is not oral test in examination. The fifth is
teachers never use Communicative approach. And the last is less effective is
caused by students attitude. Speaking is the most important key of all sources of
language. It is proven when people ask about our language skill, the first
questions that appear are our speaking skill in order to make certain our
capability. Every human in the world will naturally be able to hear and speak
without having previously studied. Basically in learning language is hearing then
practices it. In his book Harmer (1991: 52) stating "one skill cannot be performed
without another. It is impossible to speak in a conversation if you do not listen as
well ". Based on the explanation above, it can be stated both listening and
speaking includes in integrated skills and both of them supports in developing
2

each other. In the line of that, both listening and oral communication cannot be
separated each other as Brown (2000: 275), also asserts that the integration of
listening and speaking skills is termed as oral communication skills because
listening can be developed indirectly by integrating it to speaking. The researcher
will find some weakness in previous study. Tavils research (2010 : 765770), she
uses information gap task, in her study there is a problem which is not solve yet, it
is the learning process situation was chaos. Moreover Yans research (2009: 194204), she uses two test, they are TSE (Test of Spoken English) and CET
(Listening comprehension section) to know the correlation between listening and
speaking and also to know the effectiveness of listening on speaking. TSE and
CET appropriate to be applied in collage and second language. Whereas in this
study was appropriated for the condition of students Senior high School. That
previous studies have similarity that is they are applied this technique for college
students and English in their country as second language. So, the researcher tries
to using Integrated Listening and Speaking Technique but focus on English
Language Learners oral communication for senior high school, whereas in
Indonesia English as foreign language. The researcher prefer use short movie in
order that the class is not chaos.
With these in mind, this study aims at answering the question whether
integrated listening and speaking technique effective to facilitate English language
learners oral communication. Objectives of the study is to figure out the
effectiveness of integrated listening and speaking technique in facilitating English
language learners oral communication.
2. Theory
2.1. Oral Communication
Qutbi (2013, 19) states communication is exchange of ideas between people
either orally or in writing. One definition of oral communication is to
communicate by talking, since this implies a two way interaction that emphasizes
the communication aspect rather than the simple act of articulation. According to
Byrne (1986 in Qutbi 2013, 19) in defines, Oral communication is a two way
process between the speaker and the listener and involves the productive skills of
speaking and the receptive skills of understanding. Speaking and listening are the
most widespread forms of communication. In most jobs, people spend much time
in speaking, listening and discussing rather than reading or writing. Talking is an
important medium for getting things done, but equally important is the ability to
listen carefully and use to both act and reflect on what is heard. Oral skills both
speaking and listening are at the very foundation of literacy. Oral
communication is effective when it is clear, relevant, appropriate to the intended
audience in phraseology and tone, concise, and informative. As Staab (1992, 7
Qutbi 2013, 19) states, I believe that oral language is important not only as a
vital communication tool that empowers us in our daily lives but also as a
valuable way to learn.
According to J. Michael OMalley and Lorraine Valdez Pierce (1996: 63)
they tell about the steps of assessment in oral language, one of the steps in

preparing for oral language assessment is developing rubrics and scoring

procedures. Scoring rubric in the table 1 (see appendix)
2.2. Integrated Listening and Speaking Technique
In the real life all of things that integrate with other, basic motivation use to
make new things that more good than before, same as skill that we can integrate
two or more skill to develop other skill. As Tavil (2010, 766) Integration of skills
exposes English language learners to authentic language and challenges them to
interact naturally in the language. By this way, English becomes a real means of
interaction and sharing among people. As the explaination above that the purpose
of learning a language is communication and deliver ideas and information as
Davies and Pearse (2002: 99 in Zekiye journal 2010,766) said in his book "Real
success in English teaching and learning is when the learners can actually
Communicate in English inside and outside the classroom". Based on this
statement we need a strategy to improve communication skills of students, by
combining listening and speaking skills. When we use one skill, it will be
automatically supporting the other skills, in other words a skill cannot stand alone.
Similarly, speaking skills, when we talk to others, it is not possible if there is no
response. As Harmer (1991: 52 in Guoqiang journal 2009, 12) suggests: one skill
cannot be performed without another. It is impossible to speak in a conversation if
you do not listen as well.
Caroline (2005:24) emphasizes listening as a foundation for other skills, the
relation between listening and speaking is clear because they are both oral skills.
By listening, children are preparing to replicate the sound when they speak. Byrne
(1986 in Qutbi 2013, 19) defines, Oral communication is a two way process
between the speaker and the listener and involves the productive skills of speaking
and the receptive skills of understanding. So when we are doing oral
communication we are using our mount and our ear. Staab (1992,6 in Qutbi 2013,
19) He considers listening and speaking as oral communication skills. As he
states, oral communication skills mean both speaking and listening to oral
language, both talking and listening are lifelong activities and probably our most
important communication tool. In his journal Qutbi (2013,13) reveals both are
integrated skills and supports in developing each other. It is proven by Brown
(1994:275), also asserts that the integration of listening and speaking skills is
termed as oral communication skills because listening can be developed indirectly
by integrating it to speaking.
Byrne (1986: 131 in Guoqiang journal 2009, 13) argues that: "we are not of
course suggesting that single skill activities are not effective: there will in fact be
many occasions when we shall ask the students just to talk or read or write,
because this is appropriate. He then emphasizes, "Equally, however, we should
be looking for opportunities to knit skills together, because this is what happens in
real life". In her journal Yan Zhang (2009, 197) implies that practice makes
perfect. The more they listen, and the more they follow the native speakers, the
greater progress theyll make in improving their oral English. Based on these
problems the writer tries to combine the two skills, they are speaking and listening
skills to develop their oral communication. The researcher tries to use the listening

that develops students' speaking. As you know many people that learn something,
they are very difficult to learn, we must learn by like it, after like it automatically
it will encourage us to be interested to learn. This is realized by researcher, the
researcher tries to make English as the preferred language by students so that they
will be interested to learn and assume English is not difficult subject. Most High
Schools students are really like listening song and watching movie, these two
activities will be used by writer to make students interested in studying English.
3.

Research Methodology
In this study used quasi experimental design, using all the samples to be given
treatment without taken randomly. The researcher wanted to see the potential
cause or effect of independent to dependent variables from the treatment given to
the sample and wanted to see whether the treatment made a difference or not. The
population of this research is second grade students at SMA NEGERI
Bandarkedungmulyo. The researcher took all students from XI MIA 1 class (N=
34) as an experiment class and XI MIA 2 class (N= 34) as controlled class. The
researcher used test and questioner as the instrument in this research.
Before starting the treatment, the researcher gave pretest to know the
students competence toward their oral communication. For the treatment the
researcher was playing short movie in experiment class, the student must listen
carefully, the researcher play the movie more than twice in order that the students
can familiar listen conversation in English. Furthermore, they were retelling the
story of that short movie. At the end of the research, a posttest was taken by the
students in two classes and the score of the students was compared. The
comparison used to find out which class that had higher score from experimental
and controlled class. The collected data was analyzed through ANCOVA test.
SPSS version 16 has been used to compute ANCOVA test
4.

Findings and Discussion

After the researcher took the data by conducting the research, the researcher
obtained two kinds of data, the score of pretest and posttest from both
experimental and controlled class. Each score of speaking aspects was got from
the way as based on the analytic oral language scoring rubric. The data were
collected from students pre-test and post-test in both two classes; experiment and
control. It comes which consist of 34 students in each class. In this research, the
alternative hypothesis (Ha) is there is a statistically significant (0.05) difference
of English Language Learners oral communication through Integrated Listening
and Speaking Technique (experimental group) and through Integrated Reading
and Speaking Technique (control group).
Based on the table 7 (see appendix), it can be inferred that in analyzing the
data, the researcher analyzed the hypothesis of pre-test and post-tests both of
class. This step is the main to figure out the effectiveness of Integrated Listening
and Speaking Technique in facilitating English Language Learners oral
communication. The researcher analysis by conducting ANCOVA, to test this
hypothesis, each group is given a pretest and posttest related. If this figure is
compared with the significance of categorical figure is 0.05, then these numbers

look bigger, so it can be ascertained that the variant of the dependent variable is a
homogeneous, thus meeting the requirements of ANCOVA. Testing is done by
eliminating the effect of pretest of the model. The number of significance for the
strategy in teaching oral communication is 0.000 because the value is far below
0.05 then Ha is accepted. Based on data description, the researcher can conclude
that in the second grade students of SMAN Bandarkedungmulyo that Integrated
Listening and Speaking Technique can facilitate English language learners Oral
Communication. The result of data got from test that divided into pre-test and
post-test. It can be concluded that there is a significant difference on students oral
communication by using Integrated Listening and Speaking Technique In learning
process. This finding same as Brown theory (1994 in Qutbi 2013:19) he asserts
that the integration of listening and speaking skills is termed as oral
communication skills because listening can be developed indirectly by integrating
it to speaking. That statement above same as Tavils research (2010: 769), she
found that listening and speaking tasks in integration through information-gap
tasks make students more successful than they can be when these skills are taught
separately. She suggests that students success rises when listening and speaking
skills are integrated through information-gap tasks. Researcher found that
Integrated Listening and Speaking Technique can facilitate their English language
Oral Communication.
Moreover for questioner analysis researcher can concluded that most of
students actually interested to learning English, but they are less confident. The
technique of researcher effective to facilitate students oral communication, but it
should be done step by step so that it can more effectively. They are also
difficulties in memorizing many words of English when they try to listen carefully
to the language of native speakers, it is because they have not been accustomed to
listening to native speakers speaking in English.
5.

Conclusion
After doing the experiment used Integrated Listening and Speaking
Technique and using Integrated Reading and Speaking Technique, the researcher
analyzing the data of experiment, and then the researcher continues to conclude it.
Based on the data which has been processed, the researcher looks that there is a
significance difference of students oral communication between students who are
taught by Integrated Listening and Speaking Technique and students who are
taught using Integrated Reading and Speaking Technique. It was getting from the
results of statistic calculation in previous chapter.
The researcher got the result of learners Oral Communication between
students in experiment class by using Integrated Listening and Speaking
Technique and students in control class without using Integrated Listening and
Speaking Technique by comparing the post test score of these two classes. After
the researcher calculated the data, the researcher analyzed the data by using
ANCOVA test. Based on the data analysis, it appears that the significance figure
is 0,000. Due to the significant value far below 0.05 then alternative hypothesis
(Ha) is accepted. It means learning oral communication by using Integrated

Listening and Speaking Technique is effective than using Integrated Reading and
Speaking Technique. Moreover for questioner analysis researcher can concluded
that most of students actually interested to learning English, but they are less
confident. Finally, the use of Integrated Listening and Speaking Technique is
effective to facilitate English Language Learners oral communication to eleventh
grade students at SMAN Bandarkedungmulyo Jombang.

6.

Bibliography

Alam, Qutbi. 2013. Improving English Oral Communication Skills Of Pakistani

Public School's Students, International Journal of English Language Teaching
Vol.1, No 2, pp. 17-36
Brown, H.D. (2000). Teaching by principles: An interactive approach to language
pedagogy.Second Edition. The United States of America: Tina Carver.
Cameron, Lynne. 2001. Teaching Language to Young Learners. Cambridge:
Cambridge University Press.
Dawes, Lyn.2011. Creating a Speaking and Listening Classroom: Integrating talk
for learning at Key Stage 2. New York: Routledge.
Harmer, Jeremy .2007. How To Teach English New Edition, London: Longman.
-------------------.1991.The Practice of Language Teaching. First Edition, London:
Longman.
------------------.2001.The Practice of English Language Teaching. Third Edition,
London: Longman.
-----------------.2007.The Practice of English Language Teaching. Fourth Edition,
London: Longman.
Khan, Nadeem & Ali, Arshad.2010. Improving the speaking ability in English:
The students perspective, Procedia Social and Behavioral Sciences 2, 3575
3579.
Liao, Guoqiang. Improvement of Speaking Ability through Interrelated Skills,
English language teaching, vol.2, no.3, 11-14.
Linse, Caroline.2005. Practicical English Language Teaching: Young Learner,
New York: Mcgraw-Hill Companies, Inc.
Tavil, Zekiye Mge.2010. Integrating listening and speaking skills to facilitate
English language learners communicative competence. Procedia Social and
Behavioral Sciences 9, 765770.

Zhang, Yang. 2009. An Experimental Study of the Effects of Listening on

Speaking for College Students. College Qingdao University of Science and
Technology,vol.2, no.3, 194-204.
Hoge, Aj. 2012. The Key To Excellent English.pdf Available
http://www.LearnRealEnglish.com [Last accessed 15 September 2013]

7.

at:

Appendices

Table 1. Adapted of Analytic Oral Language Scoring Rubric

No
1

Focus
Speaking

Fluency

Structure

Vocabulary

Listening

Criteria
Deliver any thoughts and expression and shown self confidence
in classroom discussion
Respond simple question in classroom discussion
Communicate simple conversation
Communicate single word
Follow words
Speaks fluently and confidence without any hesitation
sometimes hesitation
Speaks with often hesitation and using normal speed
Speaks with often hesitation and using slowly speed
Speaks in single word
Always repeat words
Uses variety structures
Uses predominantly present tense
Some grammatical error
Many grammatical error
No grammar
Use varied vocabulary
Use adequate vocabulary
Use limited vocabulary
Use very limited vocabulary but possible to make sentences
Vocabulary limitation so extreme and impossible make
sentences
Understands what interviewer said without difficulty
Understands simple question
Understands words and phrases but requires repetition
Understands words requires repetition
Understands little or no English

Rating
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1

Adapted from a rating scale developed by ESL teachers Portfolio Assessment Group (Grades 1-12), Fairfax
County Public Schools, Virginia.

Table 3. Oral Communication Score

Respondent
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

Mean

Control
Class
Pre-test Post-test
58
77
77
96
77
100
51
84
60
86
58
77
68
92
72
92
59
79
52
72
54
72
45
65
52
72
48
68
51
78
56
60
45
60
68
86
74
93
45
65
71
51
61
81
45
65
45
65
54
77
76
96
60
83
50
65
65
80
68
84
66
87
60
79
46
68
72
93
2009
2648
59.09
77.88

Experiment
Class
Pre-test Post-test
62
77
61
71
58
88
60
99
47
79
55
69
71
100
47
76
65
91
51
80
62
79
65
96
72
100
59
100
66
100
64
100
60
92
72
95
63
92
71
94
69
93
65
80
62
75
56
63
59
96
40
76
40
68
40
77
55
96
55
92
78
85
51
77
45
93
45
80
1991
2929
58.56
86.15

Table 4. Between-Subjects Factors

N
The strategy in
teaching oral
communication

control

34

experiment

34

Table 5. Descriptive Statistics

Dependent Variable: posttest
The strategy in teaching oral communication

Mean

control
experiment
Total

Std. Deviation

77.88
86.15
82.01

12.095
10.963
12.189

34
34
68

Table 6. Levene's Test of Equality of Error Variancesa

Dependent Variable:posttest
F

df1
2.874

df2
1

Sig.
66

.095

Tests the null hypothesis that the error variance of the dependent
variable is equal across groups.
a. Design: Intercept + Confounding variable + The strategy in
teaching oral communication

Table 7. Tests of Between-Subjects Effects

Dependent Variable: Post-test
Source
Corrected model
Intercept
Confounding
variable
The strategy in
teaching oral
communication
Error
Total
Corrected total

Type III
Sum of
Squares

Mean
Square

df

Sig.

Partial
Eta
Squared

Noncent. Observed
Parameter Powerb

4752.305a
3014.062

2 2376.153
1 3014.062

29.687
37.656

.000
.000

.477
.367

59.373
37.656

1.000
1.000

3591.114

1 3591.114

44.866

.000

.408

44.866

1.000

1270.300

1 1270.300

15.871

.000

.196

15.871

.975

5202.680
467351.000
9954.985

65
68
67

80.041

a. R Squared = .477 (Adjusted R Squared = .461)

b. Computed using alpha = .05

10

Table 7. Questioner Result

No.
1.
2.
3.
4.
5.

6.
7.
8.
9.
10.

QUESTION
Are you interested in learning English?
Do you like English, especially speaking?
Are you interested with teachers explanation?
Did you easily to understand the material that presented by
the teacher?
Did you feel interested and enjoyed to spoke English after
listened and imitated the teachers spoke English in the
class?
Did you feel comfortable and confident to spoke English
with other people?
Did you understood and can given the respond when other
people spoke English?
Did you know that the key to speak English is heard, you
must learned English with your ears not your eyes?
Can you practice and improve your listening and speaking
after the learned process?
Do not you difficult to memorizing many words of English
when you try to listen carefully to the language of native
speakers and try to implement it or practice it?

RESULT
YES
NO
34
0
28
6
26
8

%
100%
82%
76%

23

11

67%

21

13

61%

25

26%

17

17

50%

26

76%

31

91%

15

19

44%

11