CHAPTER I

INTRODUCTION

A. Background of the Research

In the process of teaching and learning English, students ability in
mastering the four language skills becomes an important goal. These will involve
receptive skills; listening skill (understanding the spoken language), reading skill
(understanding written language) and productive skill; speaking skill (producing
spoken language) and writing skill (producing written language). Unfortunately,
most of Indonesia education institutions in which English is one of first foreign
languages have concerned with the teaching of written language. In fact,
mastering spoken language is very important in communication. On order to
master the spoken language, we must be able to speak and we must be able to
listen to spoken language.
In development of a field of language pedagogy, English is indeed
important on its existence as an inter language connection. In Indonesia itself,
English is stated as a foreign language (EFL). Foreign language learners still find
difficulties to get the goal of language acquisitions in Indonesia, because they are
illiterate of it. English is rarely used in daily conversation. So that, they are not
usual to converse each other as social interaction yet. Therefore, their goal in the
class is to be able to use English to find some sort of employment.
Listening which is the most frequently used form of language skill, plays a
significant role in daily communication and educational process. In spite of its

importance, listening ability development has received only slight emphasis on

language instruction. Therefore, to make students function effectively as listeners,
it is important for EFL teachers to prepare students for successful listening
comprehension by emphasizing on implementing successful strategies. Listening
skill has not been given proper attention of teachers in teaching and learning
English as a second or foreign language in secondary school in Indonesia
(Suparmin, 1999:21).
Listening is not a simple process. In order to understand the content of
spoken language, students require some of listening skills. Nunan describes
listening as follows: in relation to listening, learners need skills in segmenting the
stream of speech into meaningful words and phrases. The ability to recognize
words, phrases and words classes. Ways of relating incoming message to ones
own background knowledge, and identifying the rhetorical and functional intent
of an utterance or parts of an aural text. Skills in interpreting rhythm, stress and
intonation to identify information focus and emotional/attitudinal tone.
Furthermore, students listening ability can be improved by developing
their listening skill. Teaching listening of foreign language is the most difficult
one. Foreign language students do not have native speakers competence in using
their background knowledge and for recognizing words or grammatical
characteristic of spoken language easily. Listening is also more difficult than
reading, a reader can cast an eye back over misunderstood phrase, but the listener
gets no second time. English is a compulsory subject in Indonesia, which must be
taught starting from elementary school level until university level involving the
teaching of listening. The problems which are faced by students in learning

listening may be caused by many factors, such as teacher, students, teaching

technique and teaching material.
Questions response is technique that will be used in doing this research
that emphasizing to listening comprehension. Questions-response technique are
usually used in the matter of listening to the national vocational exams. Where the
question is given via tape and direct students to answer by choosing one of three
answers to multiple choice answer options. But here the writer did not use the tape
to the question asked orally but directly to students.
There are several reasons why the writer chose this title, the first since
listening is still one of the most difficult skills for students in the work, so the
writer were interested in lifting the title on the ability to listen. Second to
familiarize the students work on the problems in the listening activity using WHQuestion and yes / no question.
B. Research Question

Listening is one of fundamental language skill. It is amedium

through which children, young people and adults gain a large portion of
their education, their information, their understanding of the world of
human affairs, their ideals, sense of value and their appreciation
(Saricoban: 1999). The researcher tries to find out whether questionsresponse method have effectiveness on building students ability on
listening comprehension. The researcher wants to research listening
problems of language learning process are as follows:

1. Does questions-response technique of teaching listening to the second

year students of SMK 4 LPPM RI Padalarang have significantly better
result than the conventional method?
2. Is questions-response technique effective to teach listening to the
second grade students of SMK 4 LPPM RI Padalarang?
C. Hypothesis
A hypothesis is a tentative answer about the outcome of the
research(Schumacher:2005). To hypothesis the writer will analyzes the
results of students listening ability using questions response technique in
second grade students of SMK 4 LPPM RI Padalarang.
1. Null Hypothesis (Ho)
There is no significant difference in the result between questionsresponse technique and the conventional method in teaching Listening
to the second grade students of SMK 4 LPPM RI Padalarang.
2. Alternative Hypothesis (Ha)
There is significant difference in the result between questions response
technique and the conventional method in teaching Listening to the
second grade students of SMK 4 LPPM RI Padalarang.
D. The Aim of the Research

The writer has several purposes in researching teaching learning process

succesfully. Since he has a lot problem in doing her research, he has to try
to find out the answers of her problems above. The aims of conducting this
research are as follows:

1. To know whether or not teaching listening using questions response

technique effective.
2. To know whether or not questions response of teaching listening
encourage the students to learn.

E. The Benefit of the Research

This research has several advantages are as follow:

1. The result of this research useful for the researcher and the future of
teacher to know more the questions response technique if used on
teaching-learning process.
2. The result of this research useful reference for another research on the
same field.
3. The result of this research is hoped to be valuable input for the reader.
4. The result of this research can be used to add the knowledge of the
reader or the researcher itself.

F. Research Methodology
1. Research Design
The research that is conducted by the researcher uses the
experimental research. According to Seliger and Shohamy on their

book

entitled

Second

Language

Research

Method

(1989),

Experimental Research is carefully constructed so that variables can be

controlled and manipulated. So that, the first step of this research is
establish the population and sample, second is the treatment and the
last is the measurement of the treatment.

The research method used in this research is quasi

experimental. Quasi experimental method is method with two groups:
experimental group and control group. During the experiment, the
experimental group receives treatment by using questions response in
order to show the effectiveness of using this technique in teaching
listening in the second grade of vocational high school.
The design of this research is formulated as follows:
Group

pre-test

treatment

post

test
X

O
Time

McMillan and Schumacher (2001:342)

Note:

: represents experimental group and

: represents control group,

: represents observation, and

: represents treatment using questions-response technique in

the second grade of vocational school.

2. Research Subject
Population and Sample
a. Population
Population is a group of people with their different
characteristics and abilities. In this study, the writer chooses
the second grade of SMK 4 LPPM RI Padalarang in academic
year 2012/2013 as the population. The population of study
consist of 123 students.
b. Sample
The sample of this study is divided into two groups, one as
experimental group and the other as the control group. The
experimental group consists of 30 students and the control
group consists of 30 students.
3. Data Collecting Technique
In collecting the data, the writer used the tests called pre test and
post test.
a. Pre-test

Pre test is a pre-liminary test administered to know the

students basic ability. Pre-test is given to know the students
ability in listening. Pre-test was given to the experimental and
control group in the first meeting.
b. Treatment
Treatment is the lesson given to the experimental group in
teaching listening by using questions response technique.
c. Post-test
Post test was given to the experimental and control groups in
the end of the meeting. Post test is used to know the result
achieved. Post test is intended for finding out whether there is
a significant difference in the result between experimental
group and control group in teaching listening by using
questions response technique.
4. Data Analysis
The data are analyzed by using t-test. According to Miller
(2005:66) the t-test is a parametric test of the difference between
the means of two independent samples. The t-test assumes that the
two sets of scores come from normal populations with equal
variance, but the test is not affected by minor violations of these
rules. It is also assumed that the measurements are on an interval
scale.
The writer organizes and presents the data in an
understandable form. The next step, the writer calculates the data

to measure the student achievement on listening test. The writer

uses t test do determine significance different sample means.
Here are the procedures to analyze the data:
a. Computing the mean of the pre-test of the experimental and
control group.
b. Computing the difference between the score of pre test and
post test
c. Computing the degree of freedom the formula was: df = n-1
d. computing to (t- observe)
to describe the data, the writer used the test to know the
effectiveness of using questions response technique the writer
gives the formula of t-test adopted from Coolidge (2000:144)
as follow:

G. Clarification of the Term

This paper is entitled The Use Of Questions Response Technique

to Improve Students Listening Skill Ability(The Quasi Experimental
Study Done in The Second Grade of SMK 4 LPPM RI Padalarang). The
terms stated in the title may be perfectly clear for the writer and some

other. However to avoid misinterpretation of the terms in the title above,

the writer attempts to clarify them as follows:
1. Questions and response :a point or topic to be investigated or discussed
for answering or replying riven in speech;
2. Improve: to improve (improwe) oneself (of);
3. Listening skill: topay attention to something that you can hear;
4. Ability: suitableness or adaptation for a purpose.
H. Paper Organization
The paper of this research is organized into five chapters as follows:
Chapter I consist of introduction of the research such as background,
theoretical foundation, research questions, hypothesis, the aim of the
research, the benefit of the research, research methodology, clarification of
term and paper organization.
Chapter II consist of the theoretical foundation. It deals with the definition
of the words used in the title of the research. For this purpose, it explains
the detail of questions response technique for teaching listening.
Chapter III consist of research methodology. It deals with the procedures
and steps in doing the research including the procedures of collecting and
analyzing data. The information in this chapter will simply describes
practice in the next chapter.
Chapter IV consist of the research and discussion, this chapter discusses
on the data that were analyzed using the procedures in the chapter III. This
chapter also consist of the finding of the research in whole.
Chapter V consist of the conclusion of the research and suggestion
necessary for further research and understanding.

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