DISERTASI dan TESIS Program Pascasarjana UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

An Extended Listening Strategy to Improve Students’ Listening Comprehension. Dissertation

Rosinta . Norawati




Norawati, Rosinta. 2017. An Extended Listening Strategy to Improve Students’ Listening Comprehension. Dissertation, English Education Program, Postgraduate School, State University of Malang. Advisors: (1) Prof. Ali Saukah, M.A., Ph.D, (II) Prof. Dr. YazidBasthomi, M.A., (III) Prof. Dr. NurMukminatien, M.Pd.


Key Words: extended listening strategy, listening comprehension, improve


            English Department of Faculty of Teacher Training and Education at University of Muhammadyah Malang is to produce qualified prospective teachers with good competences in teaching English. Under graduate students have to master English language skills which one of the language skills is listening. The primary goal of learning listening course is to facilitate the students in understanding the spoken materials from the lower intermediate level to more advance ones. There are four levels in listening course; Listening I, II, III, and IV. The requirement to be able to take courses at a higher level is they have to pass the previous level. However, even though the students have already passed their listening courses; I, II, and III, there has been no significant improvement on their listening ability when they were in Listening IV. They still had a habit of sentence-by-sentence listening, relying too heavily on their individual meaning. This is, of course, not far different from the way they listen when they first took the listening course before whereas on Listening IV, students are expected to able to acquire the overall meaning of spoken English at advance level which include comprehension of main ideas and details, literal and inferential comprehensions of dialogues, narrative, descriptive, and expository types of texts in the most efficient way in order to understand the connected discourses spoken natively in ordinary communicative situations.

This study was intended to improve students’ listening skills by focusing on how teacher explored the students’ background knowledge in applying top-down processing strategy with the combination of bottom up processing. Thus, the research question was formulated as follows: How can Listening IVbe optimized through the extended listening strategy to improve students’ listening skills in acquiring the meaning of spoken English text of English department students’ at Faculty of Teacher Training and Education of University of Muhammadiyah Malang.?

The extended listening strategy is a process of teaching listening which is a combination of top-down and bottom-up processing as well as listening process approach which represents the teacher’s own listening ability to set up strategies to help students to improve their listening ability. There are three sequences of this strategy; prior to class, in-class, and beyond the class. The prior to class is the teacher preparation activity before entering the class. He has to prepare materials to be taught and set up the processes and strategy to presents it to the class. The in-class activity is the process of teaching listening in the classroom where the activity is divided into three part; warm-up activity, main activity, and follow-up activity. The beyond class section is students’ extra listening activities done outside the classroom which aim is to make students getting used to listening practice.

This study was an English department-based action research and the subjects of the study were the second-year-students of English Department at University of Muhammadyah Malang who took Listening IV. In general, the levels of English competence were the same, thus, the subjects were taken from three classes among e classes available, consisting of 74 students. In this study, the researcher was as a participatory practitioner.The teachers represented as the practitioner and assisted the researcher in preparing the teaching process that would be applied in the classroom. The researcher was to monitor the implementation by observing the class and taking field notes, administering the listening test and questionnaire.

In the implementation of the extended listening strategy, the result of the study showed that, generally, most of the students could follow the extended listening strategy developed in this study, especially after the first phase. In phase I of first teaching, students looked perplexed, so the teacher tried to explain once again. And for the second teaching, the students already looked understand and participate actively in the class. However, the results of the first listening test, which consisted of 6 types of listening skills, have not shown the maximum outcome; the average score was only 52.09 point, increased slightly from the average score of preliminary study, which was 43.30 point. But, it was inversely proportional to the questionnaire’s result where students’ gave positive perception on each of elements of the questionnaire across the phases. After the second phase, the students’ score increased slightly sharply to 71.36 on the second test. The results obtained from observation list and field notes proved that students participated actively in the implementation of this strategy, and the percentage of participation increased across the phases. Thus, from all the data obtained and referring to research question, it can be concluded that Listening IV course can be optimized by using extended listening strategy which focused on exploring students’ top-down ability.

It is recommended that research on extended listening strategy needs further emphasis especially on monitoring the process of students’ activities beyond the class. In the field of the action research design, the need to follow up one investigation is often essential. Especially with the case of small-scale research project, repetition of the same study will reinforce findings. Future researchers, particularly those who are interested in the strategy of teaching listening  in their research are suggested to explore the absence of simple and efficient teaching in the implementation of strategy in teaching listening.