THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE LEARNING

ON STUDENT’S LISTENING SKILLS.

A RESEARCH PROPOSAL
Acc untuk dilanjutkan ke
Approved for research proposal seminar
Pembimbing 1
Pembimbing 1

10/03/2022
April 2, 2022 2

Hilma Suryani, M.Pd

Faiqah Mahmudah, S.S.,M.Pd.
(pembimbing 2)

RIZKI NURAIDA

NIM.205180055

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN

JAMBI

2022
 TABLE OF CONTENTS

CHAPTER I INTRODUCTION

A. Background of the study ............................................................ 1

B. Identification of the problem ..................................................... 3
C. Limitatation of the problem ........................................................ 3
D. Formulation of the problem ....................................................... 3
E. Objective of study ...................................................................... 4
F. Significance of study .................................................................. 4

CHAPTER II : THEORETICAL FRAMEWORK .......................... 5

A. Listening Skill ............................................................................ 5

1. The definition of listening .............................................. 5
2. The Extensive and Intensive listening ............................ 6
3. Factors Affectimg Listening .......................................... 7
4. Teaching Listening ......................................................... 9
a. Procedure and Activities .................................... 9
b. Listening Materials ............................................. 10
B. Computer Ssisted Language Learning (CALL) ..................... 11
1. The definition of CALL ................................................. 11
2. The use of CALL ........................................................... 12
3. The advantages of CALL ............................................... 13
C. Thinking Framework ...............................................................13
D. Research Hypothesis ................................................................14

CHAPTER III RESEARCH METHODOLOGY ............................. 16

A. Place and Time of the study ...................................................... 16

B. Method and Design of the study ................................................. 16
C. Population and Sample .............................................................. 17
D. The Instrument of Data Collecting ............................................ 18
E. The Technique of Data Analysis ................................................ 19
F. Research schedule ...................................................................... 21

REFERENCES ..................................................................................... 22
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 CHAPTER I

INTRODUCTION

A. Background of the Study

In learning English as a foreign language, Listening plays a crucial role so as to speak

well. Students ought to have enough sources of input for being atttentive to to enhance
their listening skills. The primary factors that a students needs to develop to be able to
communicate in a foreign language is their listening comprehension ability.
The development of technology demand academics to form effective and economical
learning by abandoning the standard learning model that happens within the room. The
application of standard learning model is learning supported previous habits that square
measure less innovative and while not reference to the event of science and technology
within the field of education. Academics typically ignore the choice and also the use of
media within the learning method, whereas the media is one in every of the sources of data
that participate in deciding the accomplishment of learning objectives.
Utilization of computers within the field of education is currently getting down to be
developed. According to Shafaei (2012:109) claimed that computer is one in every of the
foremost useful and helpful tools in learning. the quantity of systems that facilitate
students to enhance their language is increasing.
Teaching listening comprehension is one in every of the duties that got to be conducted
by academics of English to enhance to the scholars listening ability. several students
complain that listening may be a tough subject, in order that they felt bored in learning it
while not motivation and variation in teaching and learning. So, we want new paradigm to
show listening by applying learning model primarily based on technology that's CALL.
According to Bancheri (2006) in (Widiawati, 2013) stateted that CALL may be a
technique of teaching and learning language that uses technology as a way of presentation,
aids and interpretation of instructed material and frequently incorporated parts of
interaction with the utilization of the program. A malicious program will offer a high level
of graspable input in varied media.

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 In today’s developed world, computer is one in every of the foremost useful and
helpful tools in learning. The quantity of systems that facilitate learners to enhance their
language is increasing. Computer assisted learning (CALL) may be a system that aids
learners to enhance and follow language skills. It provides a stress-free surroundings for
learners and makes them more experienced (Shafaei, Azadeh 2012).
The utilization of computers within the space of listening skills depends
substantially on the kind of hardware, as an example the pc with extra peripherals, like a
sound card and loud speaker. mistreatment multimedia system, computer with a sound
card, CD store or videodisc drive, the net, and voice recognition technology, may be the
simplest method of coping with every kind of listening activities. it's smart for college kids
as a result of it permits the scholars to interface with the target language in new ways in
which. the scholars enable to concentrate to model pronunciation, repeat and record
constant, hear their performance and compare with the model, and do self-assessment.
Besides that, students has the privacy to talk and listen.
From the results of the author’s observation in SMAN 4 Batanghari. It is known
that this school used the curriculum of 2013 and the learning methods commonly used by
English teacher are lecture and question and answer methods.
Although, every student has different characteristics and style in learning, an
English teachers need to provide an appropriate technique or approach that can make
listening process enjoyful.
At SMAN 4 Batanghari learning facilities and infrastructure is one of the things
that is given more attention to be developed, this can be seen from the complete learning
facilities, such as the use of the computer lab in learning, especially listening. this can be
used by teachers in teaching listening skill using Computer and teaching listening more
helpful. Teacher can choose for free materials from computer. For example by using
english song, audio, video, software program or maybe chats in interesting english
language. Teacher can also modify and adopt many CALL learning materials and create
relaxed atmosphere for learning as a result to suite the student’s needs and level
competence.
There are some studies related to computer assisted languange learning and student’s
listening skill. That have been conducted by other researcher before.
First, the research paper by the tittle The Effect Of Using Computer Assisted
Language Learning (CALL) Method On Students’ Listening Skill At The Seventh Grade

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Students Of SMP Negeri 3 Stabat, written by Ika Lestari, Ummi Ummara. The researcher
would like to know whether applying CALL approach in teaching listening skill at the
seventh grade of SMP negeri 3 Stabat. The result of the research shows that the Research
is successful. It can be concluded that proper application of CALL can be an effective
approach to leaner listening skill. It can help teacher present authentic materials and each
student in the class by taking advantage of a powerful assistant.
Second, The Use Computer Assisted Language Learning (CALL) Model To Improve
Students’ Listening Comprehension, written by Nurhikma from M uhammadiyah
University of Makassar. In that research aimed to whether CALL model has any effect in
improving students’ listening comprehension. In conclusion CALL model has significant
effect in improving students’ listening comprehension, the students’ are more motivated,
more active, focus, enjoy and more fun in learning.
Third, The Effect Of Computer Assisted Language Learning (CALL) On Listening
Skill. Written by Dr.N.V.S.N Lakshmi, D. Sunder Reddy. The main purpose of that
research was to investigate the effectiveness of CALL listening skill software focusing on
developing specific listening skill needed by the school students’. The result shows that the
software has proved to be effective in developing some listening skills school students, the
CALL software can be useful English language tool that raises students’ motivation by
inceasing their confidence, encouraging them and boardening their listening and oral skill.
Based on the research above, this study concerns on the effect of CALL on studets
listenig skill, wich in study used CALL as a teaching method and listening as a learning.
According to the explanation above, the researcher is intended to investigate a
research entitled “The Influence of Computer Assisted Language Learning on
Students’Listening Skill”.

B. Identification of the problem

Referring to the explanation contained in the background above, it can be

simplified that the possible causes of the problem are:

1. Lack of mastery of vocabulary in students and their pronounciation

2. Some students less concentration and focus when learning listening

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C. Limitation of Problem

The limitation of this problem is the use of Computer Assisted Language Learning
in the teaching learning process especially in listening skill at the first grade students
of SMAN 4 Batang Hari.

D. Formulation of the Problem

Based on the background of the problem above, the researcher makes the formulation of the
problems are arranged as follows:

1. How does Computer Assisted Language Learning (CALL) influence students listening skill?

E. The Objective of The Study

Overall the aim of this research is to know the Influence of Teaching Listening using CALL.

F. The Significance of Study

There are some benefit in this research that can be useful for :

1. The teachers

CALL can motivate the teachers in developing innovative listening, improving the teachers

insight in technological advancement and also it can help the teacherfor creating authentic

meaningful language learning environments.

2. The students

To improve the students’ motivation and achievement in learning English subject and

also other subjects at school.

3. The researcher

Teaching Listening with CALL model will provides new educational research to improve the

quality of education in the future.

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 CHAPTER II

THEORETICAL FRAMEWORK

In this chapter there will be the explanation of theoretical framework which covers about
listenisng skill including the definition, the extensive and intensive listening, the factors
affecting listening and teaching listening and then about computer assisted language learning
(CALL).

A. Listening

1. Definition of Listening

Listening is associate degree integral a part of effective communication. plenty of

individuals believe that listening is same with hearing. It primarily has totally different that
means from hearing. “Listening is completed with the pinnacle, eyes, heart, and gut. Hearing
is completed with the ears.” ( Ina Thomas and Brian Dyer 2007).

“Hearing could be a physical however passive act involving the method and performance
of perceiving sound. Listening is hearing the sounds with deliberate intention. Therefore, not
like hearing, listening could be a ability that improves through aware effort and
follow.”(Learning Guide, Active Listening, The University of Adelaide 2010).

In listening, someone doesn’t hear the sounds but also has an effort to interpret and
understand the message of the sounds, while hearing is only taking in sounds without any
effort to get the message. Listening is an active process in which the listener tries to identify
the sounds, decodes them, and understands meaning of words by means context. Therefore,
when the nature of the skill is understood, the process becomes interesting. In the words,
listening involves an active participation the part of the listener. The listener cannot
understand well what is said to him unless he first of all recognizes the sounds, words,
phrases, and the structure of the foreign language and then select the main points of message.

Therefore, it is conclude that listening is that the method of hearing and comprehending
of what has been aforesaid by the speakers. The listeners ought to be ready to grasp the words
and distinguish sounds to urge data, message and meaning communication. Meanwhile,
hearing means that the power to listen to sounds while not taking note to urge the that means.

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 2. The Extensive and Intensive Listening

The extensive and intensive listening is two kinds of listening, they are important to
improve students’ listening skill, they can increase their language input. The students can do
extensive listening in their own daily activities, they can listening what they like and what
they want to listen to and it is often done with the help and/or intervention of the teacher.
Intensive listening is serious activity that needs more concentration than extensive listening,
less relaxed, and often dedicated not so much to pleasure as to the achievement of a study
goal. (The University of Adelaide, 2010 p.204).

Furthermore, there are at least three more intensive listening activities such as:

b. Intensive listening: using taped material

Intensive listening by using taped material or material on disk allows students to hear a
variety of different voices apart from just their own teacher’s. It gives them an opportunity to
meet a range of different characters, especially where real people are talking. But even when
tapes contain written dialogues or extracts from plays, they offer a wide variety of situation
and voices. This activity is not suitable in the big class with poor acoustics, the audibility of
taped and disk material often gives cause for concern. It is difficult to ensure that all students
can hear the material clearly. So if the teachers want to use taped material, they need to check
the tape and machine quality before they use it in the class. (Learning Guide, Active
Listening, The University of Adelaide, 2010 P.229-230).

c. Intensive listening: “ live” listening

A popular way of ensuring genuine communication is live listening where teachers and or
visitors to the class talk to the students. This has obvious advantages since students can
interrupt speakers and for clarification. There are some activities that teachers can do in live
listening; reading aloud, story- telling, interview and conversations. (Learning Guide, Active
Listening, The University of Adelaide 2010 p.230-231).

d. Intensive listening: the role of the teacher

All activities for listening we need to be active in creating student engagement through
the way we set up the task. We need to build up students’ confidence by helping them listen

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 better than by testing their listening abilities. In particular, we need the focus on the following
roles:

1. Organizer : tell students exactly what their listening purpose is, and give them clear
instruction how to achieve it.
2. Machine operator : when we use tape or disk materoal we need to be as efficient as possible
in the way we use the tape recorder.
3. Feedba ck Organizer : teacher must give the feedback when the students have completed the
task. Teacher can ask the students to compare their answer in pairs.
4. Prompter : teacher ask the students to listen to a tape or disk again to notice a variety of
language and spoken features.

Students will improve their listening ability through a mixture intensive and intensive
listening materials and procedure. Listening of each sorts is particularly vital since it provides
the proper chance to listen to voices than teacher’s, allows the scholars to amass sensible
speaking habits as a results of the spoken English absorb, and facilitate to boost their own
pronunciation and listening ability.

3. Factors Affecting Listening Skill

In the communicative language teaching, listening exercise are judge as valuable to

extent that they stimulate the “Real Life” listening conditions that actual users of a language
operate within . (Michael Rost 1990 p. 28) In order to better understand the complex process
of spoken language, a listener must construct meaning from information presented by the
speaker. According to Joseph P. Boyle, there are three factors that affect listening skill :

a. Listener Factors

1. Experience/practice in listening to target language

2. General intelligent

3. Physical and educational

4. Intellectual (powers of analysis and selection, memory, etc)

5. Psychological (motivation and sense of purpose while listening, attitude of

listeners to the speaker, listener’s attention and concentration).

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b. Speaker Factors

1. Language ability of the speake

2. Speaker’s production: pronunciation, accent, variation, voice, etc.

3. Speed of delivery

4. Prestige and personality of the speaker.

c. Material Factors

1. The language used to convey the message; phonological features, including stress,
intonation, weak forms, syntax, cohesion and etc.
2. Difficulty of content and concepts, especially if the material is abstract, highly
specialized or technical, or lengthy.
3. Amount of support provided by gestures, visuals. (Joseph P. Boyle,1984 p.35).

Listening can cause problems as panic and difficulty. Students often panic when they
see the tape recorder because they know that they are faced with a challenging task. Two
things are guaranteed to increase that panic, the first is to refuse to play more than once and
the second is to expose an individual student’s lack of success in the listening task. Some
teachers and students find that listening to tapes is extremely difficult, especially when tapes
are fairly long. (Jeremy Harmer 1991 p.231).

These are some internal factors that might be faced by the students in understanding listening
process:

a. Intelligence : level of intelligence can influence the students’ listening

comprehension. The students who have a high level of intelligence will better
understand the listening material than the lower level one.
b. Language facility : the ability to segment and analyze speech accurately and
automatically into appropriate units is very important when listening to spoken
language.
c. Vocabulary : the students must have knowledge of vocabulary because some words
not only have one meaning but have many meanings depend on the context. It can
make the students easier in understand the material.
d. Background knowledge : the students who have lack of background knowledge of
the material can influence their comprehension in listening.

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 e. Speech register : Speech registers refer to the different styles of language a person
uses in a given social context.

A range of internal factors influence listening comprehension. By considering these factors,

people can analyze communication situations. This is an important step in detecting possible
causes of poor listening comprehension. (Ina Thomas and Brian Dyer p.3-4).

4. Teaching Listening

To ensure a success in the teaching of listening, a teacher needs to plan and implement
appropriate procedures and activities for the teaching

a. Procedures and activities

There are three steps in listening activities. They are pre-listening, while- listening
and post-listening.
Field summarized the format of the 1990’s listening lesson as follows:
Pre-listening : Set contex
Create motivation.
While-listening : Extensive listening (followed by questions
on context attitude) Pre-set task/pre-set question Intensive
listening Checking answers.
Post-listening : Examining functional meaning Inferring vocabulary
Meaning. (John field 1998 p.245).

In pre listening, the teacher has to activate students’ data of the topic; giving them the
aim of the listening material in order that they will build predictions to anticipate what they
could hear and giving them the new vocabulary. whereas listening is that the method of
listening, the teacher provide the fabric with the support of visual and clarification queries
then teacher checking the scholars comprehension. The last is post listening, during this steps
teacher follow up the activity supported new language (Vera Savic).

There are two types of listening activities according to Richard, they are noticing
activities and restructuring activities.

Noticing activities involve returning to the listening texts that served as the basis for
comprehension activities and using them as the basis for language awareness.

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For example, students can listen again to a recording in order to:

1. Identify differences between what they hear and a printed version of the text.
2. Complete a cloze version of the text.
3. Complete sentences stems taken from the text.
4. Check off entries from a list of expressions that occurred in the text.

Restructuring activities are oral or written tasks that involve productive use of selected
items from the listening text. Such activities could include:

1. Paired reading of the tape scripts in the case of conversational texts.

2. Written sentence-completion tasks requiring use of expressions and other linguistic
items that occurred in the text.
3. Dialog practice that incorporates items from the text.
4. Role plays in which students are required to use key language from the texts. (Jack C.
Richards 2008 p.16-17).

There are some activities in language laboratories when teaching and learning listening
skill. They are: repetition, drills, pairing, double-plugging and telephoning, note taking,
dictation, finding differences between a written text and a taped account of the same events,
answering comprehension questions, video watching activities (Jeremy Harmer p.143-145).

To develop students’ listening comprehension naturally, the teacher should always use
English as a medium of teaching learning process.

b. Listening Materials

There are two types of listening materials that can be used in the teaching of listening.
They are scripted and non-scripted materials. Scripted materials, according to Mathews as
quoted by Cahyono, one those which have been written down in advance before being read or
acted out, while non-scripted materials are those spontaneous and natural ones. (B.Y.
Cahyono, Pengajaran Bahasa Inggris: Teknik, Strategi dan Hasil Penelitian, (Malang: IKIP
Malang 1997 p.18).

Most classroom in SLTA use scripted materials, either recorded or non- recorded. The
using is considered as more practical in terms of preparation and easier to modify to meet
students’ need and level of ability. The teacher should prepare the materials, which are
appropriate to the topic and suitable for the students.

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There are some materials in listening which is not overt response (the learners have to do
anything in response to the listening; however, facial expression and body language often
show if they are following or not).

1. Stories: tell a job or real life anecdote, retell a well-known story, read a story from a
book, or play a recording of a story. If the story is well chosen, learners are likely to
be motivated to attend and understand in order to enjoy it.
2. Songs: sing a song yourself, or play a recording of one. Note, however, that if no
response is required learners may simply enjoy the music without understanding the
words.
3. Entertainment: films, theater, video. As with stories, if the contents are really
entertaining (interesting, stimulating, humorous and dramatic) learners will be
motivated to make the effort to understand without the need for any further task.
(Penny Ur 1996 p.113).

B. Computer Assisted Language Learning (CALL)

1. Definition of CALL

CALL as the research for and study of applications of the computer in language teaching
and learning. CALL embraces a wide range of ICT application and approaches to the
teaching and learning foreign languages. (M. Levy 1997 p.1).

Before using CALL term, the term of CALI (Computer-assisted language instruction) was
known, reflecting its origins as a subset of the general term CAI (Computer-assisted
instruction). CALL began to replace CALI in the early 1980s and it is now incorporated into
the names of the growing number of professional CALL associations worldwide.

The current philosophy of CALL puts a strong emphasis on student-centered materials

that allow learners to work on their own. Such materials may be structured or not, but they
usually represent two features, interactiv and individualize learning.
(Tryanuarsih.wordpress.com ).

The main aim of CALL is to find ways for using computers for the purpose of teaching
and learning the language. CALL is the use of computer technologies that promote
educational learning, including word processing, presentation packages, guided drill and

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practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and internet
applications such as e-mail, chat and the World Wide Web.

2. The Uses of CALL

The use of CALL can be divided into 6, they are computer as drill and practice, computer
as tutor, computer as simulation or problem solving, computer as game, computer as tool for
ELT teachers and learners and last application of internet for ELT.

(Web.warwick.ac.uk/CELTE//tr/ovCALL/booklet1.htm.)

First use of CALL is computer as drill and practice. In this use, computers are viewed as a
tool for saving time with immediate feedback. The main aim of drill and practice is to review
the content or background knowledge, and to assist the learners to master separate language
skills. Drill and practice CALL programs focused on practicing language skills and
component separately, such as vocabulary, grammar, reading and translation.

Computer as tutor; the role of the computer as tutor is to present to the learners the content
lesson as text graphics, video, animation, or slides, including learning activities, drills and
practice. Example of CALL tutorial programs are grammar (longman Grammar software,
grammar expert plus, etc), reading (Read it! Study skills, rocket reader; a speed reading
program, etc.), writing, paragraph Punch, write express easy letters, etc.), speaking,
pronunciation and listening (learn to speak, English pronunciation, real English, etc.),
integrated skills or courseware (active English, planet English, issues in English, etc.)

Simulations and problem solving is used to encourage analysis, critical thinking,

discussion and writing activities. The computer is not used for tutorial purpose but for
simulation or problem solving. The program is designed to create language interaction
through problematic situations, conditions pr problems challenging for the learner to solve.
Many simulation programs are problem solving games, which are entertaining and education
(edutainment), such as Oregon Trail. In this game the learners are challenged to make a series
of decisions to guide their party.

The main aim of computer as game is to create a pleasurable learning environment and to
motivate the language learner. CALL games and simulation games are similar; they are

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 designed to motivate students to learn through entertainment. Examples of CALL vocabulary
games are Spelling Games, Spelling Bee and Magic Hat, Word Order, etc.

Another function is computer as tool for teachers and learners; teachers and learners can
use the computer as word processors, spelling and grammar checkers, concordances to search
in huge databases to find all the uses of particular words, and the last as collaborative writing
to help the learner to write collaboratively on computers.

Computers can be connected to the internet and can incorporate interactive multimedia:
text, graphics, audio, video and animation. Electronic mail (E-mail), file transfer protocol
(FTP), World Wide Web (WWW) are the internet applications that teachers can use for
language teaching. In WWW, teacher and learner can search the materials, such as texts that
can be downloaded and save, pictures, audio and video files, chat and voice chat.

3. The Advantages of CALL

There are some benefits of how CALL can be used for language teaching and learning.
For the learners, CALL can adapt to the learner’s abilities and preferences, CALL offers
individualized and private learning, CALL allows learners to control their own learning
process and progress: CALL can be used for remedial work for slow learners and to
accelerate learning for fast learners; teaching learning with CALL can motivate the student.
For the teacher, CALL can change the role of teacher. The teacher becomes the facilitator
rather than a person who controls the learning environment. Teaching learning with CALL
can give the feedback and responsiveness immediately.

E. Thinking Framework

Listening is one of the skills that are taught in English teaching learning. It needs good
concentration and comprehension of listeners. Without those things, listening is useless and it
means only hearing sounds. Students should have skills of listening in order to comprehend
and understand listening materials.

To help the students in comprehend the message of listening materials, teachers should
provide interesting materials, teaching aids and create positive classroom environment.
CALL has important potential for English teacher. It can interest and motivate learners of
English. Using effective and suitable software applications, CALL can provide
communicative meaningful language learning environments.

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 CHAPTER III

RESEARCH METHODOLOGY

A. Place of the Study

The research conducted at first grade students of SMAN 4 Batanghari. Which is located
on Jalan Pematang Gadung Kec. Mersam.

B. Method of the Study and Design.

This research is a descriptive quantitative method by applying a survey research design.

Arifin (Fraenkel and Wallen (1993) in Arifin, 2011:64) state that survey research is research
by collecting information from a sample by asking through a questionnaire or interview for
describe various aspects of the population. According (Latief,2015:77) quantitative research as
each research is get this cover the underlying system of the research object, a research has to decide
the approptiate strategy for the purpose. The strategy is decided based on either quantitative or
quantitative approach.

C. The Population and Sampling

1. Population
The population is composed of the generalization, the object or subject that have
certain qualities and characteristic defined by the researcher to learn and then drawn the
conclusion (Sugiyono,2011:117). The population of the study was the first grade student
of SMAN 4 Batanghari wich consisted of two classes with a total population of SMAN 4
Batanghari.

Table 3.2 Population of the Research

No Class Strudents

1 XA 35

2 X B 35

Total 70

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 2. Sample
Sample is a part or representative of the population that will researched.
(Arikunto,2010:147). Helaludin and Wijaya (2019:62) explained that sample is small
part of population wich determined to be use in the process of data collection in research.
Furthermore, Taherdoost (2016:20) stated that sampling in research can be used to make
conclusions about a population or make generalization in relation to existing theories.
The sample of this research was taken by total sampling. Total sampling is a sampling
technique wich is the number of samples is the same as the population, because total of
population less than 100 (Sugiyono,2007).

Table 3.3 Sample of The Research

No Class Students

1 XA 35

2 XB 35

Total 70

D. Instrument of The Study and Data Collecting

The instrument used in this study was a questionnaires. According to Sugiyono (2011:199)
questionnaire is a technique of data collection which is done by giving a set question or
statement to the respondent to answer.
There are types of questionnaire items, as follows:
a. Closed Questionnaire
In a closed question, the researcher determines the range of responses that the
respondent can choose from. Closed questions are structured and useful because they can
produce frequency responses that can be received by treatment and statistical analysis.

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b. Open-ended questions
Open-ended questions are useful if the possible answers are unknown or the
questionnaire is exploratory. This questions allow participants to write using their own
terms, explain and fulfill the response requirements and avoid predetermined categories
of responses.

The researcher will use closed questionnaire in this research. It means the researcher
will prepare the question and its answer choice.

The preparation of the questionnaire in this research used likerst scale. This scale can
be used to measure attitudes,opinions, perceptions of a person or group of people about
social phenomena. Variable indicators become the starting point to arrange instrument
items in the form of statements or questions. Answers to each instrument that used likert
scale has a gradiation from very positive to very negative (Sugiyono,2016:134). To
facilitate statistical calculation, each item is scored as follows :

Disagree : 1
Strongly Disagree : 2
Agree : 3
Strongly Agree : 4

E. Technique of Data Analysis

According to Hasan (2001) descriptive statistics are part of statistics that study how
to collect data and present data so that it is easy to understand. Descriptive statistics are
only related to describing or providing information about a data or situation. With word
descriptive statistics function to explain the condition, symptom, or problem.

The researcher will use SPSS (Statistical Package for the Social Sciences). This
research data was analyzed using several steps. First, the researcher rank respondents'
data based on when the questionnaire was collected. Second, the data that has been
received is then entered into the research table. Third, in the research table, the
researcher calculates the percentage of respondents who are divided into four parts,
namely agree, strongly agree, disagree, and strongly disagree.

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 After the the data is collected completely, the next stage is the data will processed
and analyzed to answer the problems. In this case the researcher will use the
descriptive analysis technique through the calculation of Mean (M), Median (Me),
Mode (Mo) and Standard Deviation (SD). The description is as follows:

a) Mean, Median, Mode

Mean or average is probably the most commonly used method of describing
central tendency. Median is the score found at the exact middle of the set of
values and Mode is the most frequently occurring value in the set of scores.

b) Standart Deviation
The next description is categorizing the scores each of the variables. From
these scores are then grouped into in five categories namely high, medium, low.
Categorization is done based on the ideal mean (Mi) and standards The ideal
deviation (SDi) obtained. The formula used for determine the ideal Mean (Mi)
and the Ideal Standard Deviation (SDi) is as follows:

Mi = ½ (skor tertinggi + skor terendah)

SDi = 1/6 (Skor tertinggi - skor terendah)

Pengkategorian variabel sebagai berikut:

Tinggi = X > M + 1 SD
Sedang = M – 1 SD < X < M + 1 SD
Rendah = X < M – 1 SD

Meanwhile, to clarify the distribution of distribution data frequency in presenting

data, it will be presented in the form graph or diagram. The diagram is made based on
frequency data has been shown in the frequency distribution table.

17
 F. Research Schedule

3.4 Research Schedule

Bulan
NO Kegiatan Januari Februari Maret April Mei Juni

1 Pengajuan judul
2 Penyusunan
Proposal
penelitian
3 Pengajuan dosen
pembimbing
4 Seminar proposal
5 Revisi proposal
6 Riset / survey
7 Penyusunan hasil
penelitian
8 Sidang skripsi

18
 REFERENCES

Arikunto, Suharsimi. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara, 2006.

Boyle, Joseph. Factors Affecting Listening Comprehension. English Language Teaching,

XXXVIII, 1984.

Brown, Steven. Teaching Listening. New York: Cambridge University Press, 2006.

Deepika, V and Kalaiarasan, M. The Role of Language Lab in Learning English as a Second
Language, Journal of Technology for ELT. Vol. II no. 2, 2012.

Field, John. The Changing Face of Listening. English Teaching Professional, 1998.

Harmer, Jeremy. The Practice of English Language Teaching New Edition. New York:
Longman Publishing, 1991.

Harmer, Jeremy. The Practice of English Language Teaching Third Edition.

Kadir. Statistika untuk Penelitian Ilmu–Ilmu Sosial. Jakarta: Rosemata Sampurna, 2010.

Kavitha, J. The Importance of The English Laboratory in Developing Communication Skills,

The Criterion: An International Journal in English. 3, 2012.

Learning Guide. Active Listening. The University of Adelaide, 2010.

Richards, Jack C. Teaching Listening and Speaking. New York: Cambridge University Press
1996.

Rost, Michael. Listening in Language Learning. London: Longman, 1990.

Rost, Michael. Listening Tasks and Language Acquisition. Berkeley: University of

California.

Savic, Vera. Developing Language Skills in Teaching English to Young Learners: Listening
and Speaking.

Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Rajawali Grafindo Persada, 2010.

Thomas, Ina and Dyer, Brian. The Problem of Poor Listening Skills. October 28th, 2007.

Tryanuarsih.wordpress.com/2011/01/31/teaching-listening-using-Call/

Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press 1996.

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