| dc.description.abstract | This classroom action research was intended to improve the class XI-IPA-2
students’ listening comprehension achievement and to improve their active
participation in listening classes in SMAN 1 Arjasa-Jember in the 2010/2011
academic year. Based on the results of preliminary study through interview with the
English teacher on 27th July 2010, it was known that the class XI-IPA-2 students still
had problems in listening comprehension. Their average score was 65 whereas the
standard score of requirement is 70. The percentage of students who could achieve
standard score requirement was 29%. On the contrary, there were 71% of students
who still could not achieve standard score requirement.
Based on the classroom observation done by the researcher on 28th July
2010, some of those students lack in listening comprehension because they did not
pay attention to the English teacher when the English teacher explained the lesson.
Moreover, they seldom answer the questions of the English’s teacher. When the
English teacher asked him/her questions, they were confused and tend to ask the
answer to their mates, rather than trying to answer the question by themselves. They
seemed less motivated in following the teaching learning process. So, they did not
understand the English teacher’s explanation. The students were less expressed to
the speaker which usually used in the recorded material for listening.
This classroom action research consisted of two cycles in which each cycle
covered the stages of planning the action, implementation the action, classroom
observation and reflection of the action. The first Cycle was conducted in three
meetings, in which listening comprehension test conducted in the forth meeting. The
data about the students’ listening comprehension achievement were collected trough
listening comprehension test. Observation was used to monitor the students’ active
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participation in the teaching learning process of listening by using British Council
Recorded Stories.
From the results of classroom observation in Cycle 1, the percentage of the
students who actively participate in teaching learning process of listening was 57%.
In the second meeting there were 64% students who actively participated in the
teaching and learning process of listening. Meanwhile, there were 69% students who
actively participated in the teaching and learning process of listening in the last
meeting. It means that process evaluation has already achieved namely at least 50%
students participate in the teaching learning process of listening. Moreover, product
evaluation was successful. The results of listening comprehension test showed that
52,38% students who got score more than 70. It means that the results of listening
comprehension test in Cycle 1 has already achieved the research target that is at least
50% of students got score at least 70. Although the result of Cycle 1 has already
achieved the research target, the second Cycle was conducted to know the
consistency of the result of the actions.
Based on the results in the first meeting in Cycle 2, there were 74% students
who actively participate in the teaching learning process of listening. Meanwhile, the
percentage of the students’ listening comprehension test in Cycle 2 was 66,7%. It
means that the target of the research that is 50% of the total students got score at
least 70 have already achieved. It means that the result of students’ listening
comprehension achievement in Cycle 2 was improved.
Based on the results above, it could be concluded that the use of British
Council Stories could improve the class XI-IPA-2 students’ listening comprehension
achievement and improve the students’ active participation in the teaching learning
process of listening at SMAN 1 Arjasa-Jember in the 2010/2011 academic year.
Then, it is suggested to the English teacher also to use recorded materials as one of
the alternative technique in teaching listening to improve the teaching quality of
listening, the students’ listening comprehension achievement and students’ active
participation during the teaching learning process of listening | en_US |
