THE IMPLEMENTATION OF TEACHING LISTENING USING

STORYBOOK TO THE FIRST YEAR STUDENTS OF

MAN KALIBEBER WONOSOBO

A. Background of the Study

The teaching of English in senior high school (SMA) is intended to

develop students’ communicative competence. The students should not learn how

to use the language in communication only after they have learned to master its

structure in drills and other mechanical exercises. The students should be given

the opportunity to use their skills even before they have completely mastered

them. They should focus on the messages, not on the form of their utterance.

Through interactions students can increase their language store as they listen to

or read authentic linguistic material, or even the output of the other students in

discussions, skills, joint problem solving task, or dialogue journals. The students

can use all those posses of the language in real life exchanges, which express

their real life meaning.

Today’s, teaching English in SMA is focused on the ability to

communicate with it. It means the communicative competence of the students is

the main stress. Students faced with certain situation, where they must express

what they think, what they feel and what they must do.

The young learners market continues to grow amidst a decade of

changing attitudes towards this sector of teaching. The teacher is now viewed as

a highly-skilled professional who has the knowledge, skills, flexibility and

sensitivities of a teacher both of children and of language, and one who is able to

balance and combine the two successfully.

The term 'young learners' in the network covers a wide age range; 4-18

years of age, and most problems encountered by teachers are due to a lack of

understanding of the developmental differences between children and teenagers,

and of the appropriate classroom management skills to deal with these.

Differences include conceptual and cognitive variations, variations in attention

spans and motor skills such as drawing and cutting, as well as social and

emotional differences. An understanding of these differences can help develop

the flexibility that teachers of young learners require.

Teaching Children English focuses on an activity-based approach to

teaching young learners aged seven years and over. It examines the educational

and linguistic needs of children and provides an overview of appropriate

classroom techniques. It highlights the importance of effective classroom

management and organization and supports teachers in the management of

classroom resources. It provides extensive practice in lesson planning in terms of

language aims. For example, theme-based approach for the task content and

includes stories, rhymes, songs, practical tasks and language tasks. Methodology

and classroom practice issues are related to festivals, animals, storytelling and

measuring.

The appearance of technology has changed the tools available to

storytellers. The earliest forms of storytelling are thought to have been primarily

oral combined with gestures and expressions.

Language learning depends on listening. Listening provides the aural

input that serves as the basis for language acquisition and enables learners to

interact in spoken communication. Listening is the language modality that is used

most frequently. It has been estimated that adults spend almost half their

communication time listening, and students may receive as much as 90% of their

in-school information through listening to instructors and to one another. Often,

however, language learners do not recognize the level of effort that goes into

developing listening ability. Listening is an active process, as the mind actively

engages in making meaning. It is therefore our duty as teachers to ensure that the

materials we use are comprehensible to our young learners, as well as within the

range of what they are developmentally ready for. Listening is also hard work. So

in order to maximize the potential for acquisition of language, we need to ensure

that young learners are not stressed about this process.

Teaching teenagers can be a frustrating and stressful experience. They

tend to be less motivated than other age groups; they can have low 'world'

awareness and can be unpredictable. Often they don't want to be in the class.

However, they can also be the most rewarding, fun and liveliest students we will

ever teach. However, as an English teacher must help the students surmount their

difficulties by giving motivation, and more creative in teaching especially in

teaching listening, the teacher can give many interesting ways to learn. In this

case, the writer wants to observe about the implementation of teaching English

listening using storybooks to the first year students of MAN Kalibeber

Wonosobo and tries to describe their ability in understanding listening by using

storybook.

B. Previous Study

There are some researchers who have the related study with this. The first

is entitled “A Study on the Teaching of Listening Comprehension in SMA

Muhammadiyah 2 Surakarta Based on English Curriculum 2004“by Icuk Dhani

Suprastowo (2006). The result of the research is divided into three main sections.

First, CLT is a method that is suitable to conduct teaching listening. Second, the

use of CLT method can make students active in the classroom. The last, the use

of CLT can help the students’ master English language especially listening skill.

Meanwhile, the problem of teaching listening is about the selection of material

and the time management by the teacher.

Other research was done by Suwignyo (2005) whose research entitled

“The Implementation of Teaching Listening in SMA 1 Purwodadi”. The result of

the research are, first, the implementation of teaching listening is still done

traditionally, second, the teaching of teaching listening is effective.

In this research, the writer is going to do the similar research; however the

writer specifies the research in other media that is teaching listening using

storybook to the first year students of MAN Kalibeber Wonosobo.

C. Problem Statement

Based on the background of the research, the writer formulated the

problem as follows:

1. How is the implementation of teaching English listening using storybook at

MAN Kalibeber Wonosobo?

2. What kinds of problem faced by the teacher when she taught listening using

storybook at MAN Kalibeber Wonosobo?

3. What are the strategies used by the teacher to solve the problem faced by the

first year students of MAN Kalibeber Wonosobo?

D. Limitation of the Study

In this research, the writer has limitation the study to make the research

easier. In senior high school, there are many ways to teach. But the writer

focused on the effectiveness of teaching listening using storybook to the first year

students of MAN Kalibeber Wonosobo.

E. Objective of the Study

Based on the problem statement, the writer has some objectives of the

study, they are:

1. To describe the process of teaching listening using storybook at MAN

Kalibeber Wonosobo.

2. To describe some problem faced by the teacher when she taught English

listening using storybook at MAN Kalibeber Wonosobo.

3. To describe what are the strategies used by the teacher to solve the problem

faced by the first year students of MAN Kalibeber Wonosobo.

F. Benefit of the Study

1. Academically

This result adds the English Department student knowledge about

teaching listening in different perspective; it can be used as the preference for

those who want to conduct a research in English teaching learning process.

2. Practically

The writer hopes this research will add the input about the

implementation of teaching listening using storybook to the readers’

especially English teachers.

G. Underlying Theory

1. The General Concept of Listening

Listening is an active not a passive operation. That is, as a listener, the

mind is actively searching for meaning. In Longman Dictionary of English

Language and Culture (2000: 769) listening is:

1. To give attention in meaning

2. To take notice : hear or consider with thoughtful attention

As Anderson, et al. (1997 : 6) say that understanding is not something

that happens because of what a speaker says the listener has a crucial part to

play in the process by activating various types of knowledge and trying to

understand what the speaker means.

2. Kinds of Listening

Harmer (2002 - 129) classified listening into two parts. It consists of

extensive listening and intensive listening.

a. Extensive Listening

In extensive listening, the teacher encourages students to choose for

themselves what they listen to and to do so for pleasure.

b. Intensive Listening

Intensive listening is the listening learning activities done in the

classroom. Teacher usually uses the taped material, videotapes or disk.

Hammer also stated that intensive listening is the live listening, where the

teacher or visitor come to the class to talk to the students.

There are four examples of the live listening:

1) Reading aloud

Teacher reading aloud the written text or they can also read or act out

dialogues either by intuiting someone into the class.

2) Story-telling

Teacher gives a story and asked the students to predict the meaning or

to describe the people in the story, so forth.

3) Interviews

Teacher is able to invite the visitor or a native speaker to hold an

interview with the student. Teacher is able to be a subject of the

interview ourselves. Because the most motivating listening activities

is the live interview, where the students able to make the question a

really listen the answers they themselves have asked for.

4) Conversation

Teacher can conduct the live conversation or perform a story by role

playing.

3. Teaching Listening

Listening is one of the fundamental language skills. It is a medium

through which children, young people and adults gain a large position of their

education, their information, their understanding of the world and of the

human affairs, their deals, sense of value and their appreciation.

Brown (1980: 7) points out that teaching is showing or helping someone

learn how to do something, giving instruction, guiding in the study. The goal

of teaching is to bring about the desirable learning in the pupils. The teacher

must know:

a. what learning is desirable for the pupils

b. how to bring about this learning

In teaching listening comprehension we must be careful not to go to

extremes, either by being concerned too much with theories without thinking

about their application to teaching, or by following the dull routines of

playing the tape recorder and asking some questions to the students. It is

essential for a language teacher to have a through understanding of the nature

of listening, as well as several activities which help students develop their

listening comprehension skills. Consequently, the teachers can vary their

classroom presentations that result in the more interesting classroom

activities. There are some procedures of teaching listening:

1. Before listening, plan for the listening task

Set a purpose or decide in advance what to listen for

Decide if more linguistic or background knowledge is needed

Determine whether to enter the text from the top down (attend to

the overall meaning) or from the bottom up (focus on the words

and phrases)

2. During and after listening, monitor comprehension

Verify predictions and check for inaccurate guesses

Decide what is and is not important to understand

Listen/view again to check comprehension

Ask for help

3. After listening, evaluate comprehension and strategy use

Evaluate comprehension in a particular task or area

Evaluate overall progress in listening and in particular types of

listening tasks

Decide if the strategies used were appropriate for the purpose

and for the task

Modify strategies if necessary

4. The Problem of Teaching Listening

In teaching listening, these are two problems. They are the problem of

teacher and the problem of learner.

a. Problem faced by teacher

1) teaching media

2) the material

3) managing time

4) motivation of student

5) the capability of student

b. Problem faced by student

1) background knowledge

2) motivation

3) inability to concentrate

4) problem of interpretation

5) limited vocabulary

6) self esteem

7) the lack of control: toward the speed of speaker

5. Media for Teaching Listening

There are some media for teaching listening. The teacher can use the

authentic material and situation for teaching listening, such as radio and

television programs, public address announcements (airports, train/bus

stations, stores), speeches and lectures, telephone customer service recording.

The other media for teaching listening are video, music, storybook, textbook,

etc.

6. Storybook

Storybook derives its name from the stories that are booked. Story is

clearly different from the novel that actually has the same plot, setting and the

flow of thinking.

Children have an innate love of stories. Stories create magic and a sense

of wonder at the world. Stories teach us about life, about ourselves and about

others. Storytelling is a unique way for students to develop an understanding,

respect and appreciation for other cultures, and can promote a positive

attitude to people from different lands, races and religions. According to

Taylor (2000: 16), storytelling is relating a tale to one or more listener

through voice and gestures oral telling tends to use much simpler language.

Sentences are generally shorter. With oral telling, we usually repeat things

more redundancy, especially the students are having difficulty to follow the

story. Children love to hear the language of storybooks. This language can

enhance the oral English they have been using in the classroom. The pictures

and the expression help children to understand the vocabulary and the story.

Children can see and hear the English they have learned come alive through

storybook characters.

7. Teaching Listening Using Storybook

Realizing that listening skill is as important as speaking skill, student

must succeed in listening. Rost (1994: 142) states that the skills of listening

must be succeed in listening by:

a. discriminating between soundb. recognizing wordc. identifying stressed words and groupings of wordd. identifying functions (such as apologizing) in a conversatione. connecting linguistic clues (gestures and relevant objects in the

situation) in order to construct meaningf. using background knowledge (what we have already known about

the content and the form) and the context (what has already been said) to predict and then to confirm meaning

g. recalling important word, topics and ideash. giving appropriate feedback to speakeri. reformulating what the speaker has said

There are some further reasons why teacher use storybook through

storytelling (Ellis, 1991: 1-2):

a. Stories are motivating and fun. They can help develop positive attitudes towards foreign language learning. They can create a desire to continue learning.

b. Stories exercise the imagination. Children can become personally involved in a story as they identify with the characters and try to interpret the narrative and illustrations. This imaginative experience helps develop they own creative power.

c. Listening to story in class is shared social experience. Storytelling provokes a shared response of laughter, sadness, excitement, which is not only enjoyable and encourage social and emotional development.

d. Children enjoy listening to stories over and over again. Many stories also contain natural repetition of key vocabularies and structures.

e. Listening to stories allows the teacher to introduce or revise new vocabulary and sentences structure.

f. Stories create opportunities for developing continuity in children’s learning since they can be chosen to consolidate learning in school subject across the curriculum. Listening to stories should be part of growing up for every child.

g. Listening to stories develops the child’s listening and concentrating skills via visual clues. For examples are pictures and illustrations.

h. Learning English through stories can lay the foundations for secondary school in terms of basic language functions and structures, vocabulary and language learning skill.

Based on Burns and Broman (1995: 73), young children enjoy listening

to story if it stimulates their imagination and ecliptics experiences they can

understand. Below are the criteria for selecting the story that appeal to young

children as stated by Burns and Broman (1975: 73)

1. A simple well develop plot is centered in one main sequence of events, so that a child can anticipate to some degree of the outcome of events with action predominant. A slight surprise element which makes the children wonder what will happen next.

2. Using repetition, rhyme and catch phrases that the child memorizes new words quickly and easily.

3. Using carefully chosen language, not using complicated words and using a large amount of direct conversation.

4. Using one main character which the child can easily identify, too many characters can be confusing.

H. Research Method

1. Type of Research

In this research, the writer uses classroom action research (CAR).

Action research methods were first proposed by Lewin in 1946, as a research

technique in social psychology. Action research is a model of professional

development where educators study student learning related to their own

teaching, a process that allows them to learn about their own instructional

practices and to continue to improve student learning. Classroom action

research is research on pedagogy which is specific to a particular classroom

or small set of classrooms. To achieve excellence in teaching, a teacher must

find out what works best for him or herself in each particular teaching

situation. Classroom action research helps a teacher systematically analyze

what is happening in the classroom. In addition to research on the individual

classroom, CAR can be conducted at the departmental level to examine an

entire program or curriculum.

2. Object of the Study

The object of the research is teaching English listening using

storybooks at MAN Kalibeber Wonosobo.

3. Subject of the Study

The subject of the study is the first year students of MAN Kalibeber

Wonosobo and the English teacher of first year students of MAN Kalibeber

Wonosobo.

4. Source of Data

The form of the data is information deriving from the observation of

teaching English listening process committed by the teacher and the students

and other source such as books, lesson plan, teaching listening process.

5. Method of Collecting Data

The process of action research involves four phases: identifying a

classroom problem, developing and implementing an action research plan,

collecting and analyzing data, and using and sharing results. Action research

never really ends because learning is a cyclical process. An action researcher

is always observing, analyzing, designing, assessing, and adjusting. The

cyclical nature of action research provides teachers with ongoing

opportunities to reflect on and refine their own teaching practices.

The Action Research Process

6. Technique for Analyzing Data

In analyzing data, the writer uses qualitative research. To analyze the

collected data, the writer takes these following steps:

1. Observing the class, teachers, students, and teaching learning process.

2. Giving the appropriate materials for the teacher (lesson plan, teaching

method and material)

3. Analyzing the teaching learning process by using storybooks at MAN

Kalibeber Wonosobo.

4. Analyzing the problem faced by the teacher when she taught English

listening using storybooks at MAN Kalibeber Wonosobo.

5. Analyzing the strategies used by the teacher to solve the problem faced by

the first year students of MAN Kalibeber Wonosobo.

6. Drawing the conclusion and suggestion based on the data analysis.

H. Research Paper Outline

CHAPTER I : INTRODUCTION

A. Background of the Study

B. Problem of Statement

C. Objective of the Study

D. Benefit of the Study

E. Research Paper Outline

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Previous Study

B. The General Concept of listening

C. Kinds of Listening

D. Teaching Listening

E. The Problem on Teaching Listening

F. Media for Teaching Listening

G. Storybook

H. Teaching Listening Using Storybook

CHAPTER III : RESEARCH METHOD

A. Type of Research

B. Object of the Study

C. Subject of the Study

D. Source of Data

E. Method of Collecting Data

F. Technique for Analyzing Data

CHAPTER IV :THE RESULT OF TEACHING IMPLEMENTATION

AND DISCUSSION

A. The Implementation of Teaching Listening Using

Storybook to the First Year Students of MAN Kalibeber

Wonosobo

1. Instructional Design

2. Classroom Management

3. The Procedure

B. The Advantages and Disadvantages of Teaching Listening

Using Storybook

C. Discussion

CHAPTER V : CONCLUSSION AND SUGGESTION

A. Conclusion

B. Suggestion

BIBLIOGRAPHY

Anderson, Anne, et al, 1997. Listening. Oxford: Oxford university press.

Brown, G & Yule, G. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press

Burns, Paul, et al. 1975. The Language Arts in Childhood Education. Chicago: Rand. Mc Nally

Ellis, G. and Brewster, J. 1991. The Storytelling Handbook: A guide for Primary Teacher of English. Hamondswath: Penguin book

Fauziati, Endang. 2002. Teaching of English as a Foreign Language (TEFL). Surakarta: Muhammadiyah University Press

Harmer, Jeremy. 2002. The Practice of English Language Teaching. England: Longman

Longman dictionary of English language and culture. 2000. Longman Group.ltd

Rost, Michael. 1994. Introducing Listening. England: Penguin English

Taylor, E. 2000. Using Folktales. Cambridge: Cambridge University Press

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