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Chapter Two Review of Related Literature: of Other Language, (Cambridge: Cambridge University Press, 2001), P. 7
Chapter Two Review of Related Literature: of Other Language, (Cambridge: Cambridge University Press, 2001), P. 7
Chapter Two Review of Related Literature: of Other Language, (Cambridge: Cambridge University Press, 2001), P. 7
A. Listening
1. Definition of Listening
those who wanted to learn English. It is the way used by the people to gather the
meaning of what the speaker said. To know more about listening, the researcher
language.1 This statement explained that listening is not only recognizing the
sound but also getting the meaning of word. Furthermore, Underwood mentioned
that listening is the activity of paying attention to and trying to get meaning from
not enough to just understand the words themselves; instead the incoming sound
understand what other people are saying.3 It could be said that through listening,
1
Ronald Carter and David Nunan, The Cambridge Guide to Teaching English to Speakers
of Other Language, (Cambridge: Cambridge University Press, 2001), p. 7
2
Mary Underwood, Teaching Listening: Longman Handbooks for Language Teachers,
(England: Longman, 1989), p. 1
3
Arif Saricoban, The Teaching of Listening. The Internet TESL Journal, Vol. 5, No. 12
8
9
grammatical structures.
concluded that listening the activity of identify, understand, and respond what
other people are saying. In listening activities, the students tend to pay conscious
understand it.
2. Type of Listening
There are many classification made by the experts in language area about
the type of listening. Some of them divided the listening into bottom-up listening
and top-down listening while the other divided it into reciprocal listening and non-
reciprocal listening.
According to Buck, listening was divided into two types, they are bottom-
and decoding the sounds bit by bit. The ability to separate the stream of speech
into individual words becomes more important here, if the people recognize, for
context.4
where the understanding takes place, they are reciprocal listening and non-
4
Gary Buck, Assessing Listening, (Cambridge: Cambridge University Press, 2003), p. 2
10
the interaction and alternately listens and speaks. When the people talking each
other, they not only listen to what the people said but also have a chance to
respond what other people said. They can ask for clarification, repetition, or
conversation. Here, the listener cannot respond what they listened. They not have
that listening is divided variously by the experts. Some of them divided the
listening based on the situation where the understanding takes place and other
experts divided listening based on the purposes. Based on the purposes, listening
was divided into bottom-up and top-down listening. Meanwhile based on the
situation takes place, listening was divided into reciprocal and non-reciprocal
listening.
important role for human life especially for the students. There is no
depends on not only receiving messages but also decoding them correctly.
Unconsciously, there are many activities related to the listening which many
5
Nation and Jonathan Newton, Teaching ESL/EFL Listening and Speaking, (New York:
Routledge, 2009), p. 60
11
students always do. Therefore, effective listening is extremely important for the
students because they spend most of their time to listen to their teacher. Besides,
some benefits will be gotten while the students master the listening skill.
Students with good listening skills are generally more successful than their
peers who are passive listeners.6 Students with good listening skills will follow
the directions given by the teacher correctly. It can make them not wasting much
time to understand what the teacher said because they do not need to ask the same
Furthermore, students who are good in listening use new information more
productively.7 It enables them to decide how to use this information. Students who
use active listening strategies also exhibit better concentration and memory.
Active listeners filter information, connect to what is important, use it and store it
and helps build his confidence and because speakers know they are really being
listened to, they feel valued. This promotes feelings of trust and respect which in
6
Steven Brown, Teaching Listening, (New York: Cambridge University Press, 2006), p. 8
7
Mili Saha and Ali Rezwan Talukdar, Teaching listening as an English Language Skill,
(Bangladesh: Noakhali Science & Technology University, 2006), p. 29
8
Heidi Byrnes, The Role of Listening Comprehension: A Theoretical Base. Foreign
Language Annals Journal, Vol. 17, Issue 4, 1984, p. 317-329
12
In addition, students who use active listening skills are better able to
students will have the bigger chance to be success than their peers who are not
mastering listening skill because they get the new information productively.
Besides, by mastering listening skill, the students tend to have more successful
interpersonal relationships because they can understand for what the speaker said.
some reasons that made listening is difficult to be mastered. The first reason is
that the students do not have the text in front of them to look at if they do not
understand the information. A second reason is the accent and intonation of the
native English speaker. In addition, each country has dialects and regional accents
which can confuse the listener. All of these make listening learning a major
trouble with sounds, have to understand every word, cannot understand fast and
natural native speech, need to hear things more than once, find it difficult to keep
9
Ibid., p. 317
13
up, and get tired.10 The other problem in learning listening is the students have no
control over the speed of what they are hearing and they cannot go back or rewind
to listen again. Although, in class the listening materials are recorded and can be
played again or students to listen again, it is usually under the control. Also,
because the speed at which native speakers usually speak, students feel that the
teacher asks the students to listen to the overall message and forget about what
they could not catch, which probably means what they did not understand, the
teacher has no idea that sometimes what they do not really understand can add up
difficulties that are directly related to the students themselves. One of the
problems which the students have established learning habits in the sense that they
probably speak slowly and clearly. Hence, when they fail to understand every
word while listening, they stop listening and lose the thread, which seems to be
the reason for state of panic they usually show before and during listening.12
10
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:
University Press, 1996), p. 111
11
Shelagh Rixon, Developing Listening Skills, (Basingstoke: Macmillan, 1986), p. 37
12
Hasyuni, The Students Preferred Activities for English Listening Classes (A Survey
Conducted to the Second and Fourth Semester Students of English Department of FKIP
Universitas Bengkulu Academic Year 2005/2006). Unpublished Thesis of Teacher Training and
Education Faculty of Universitas Bengkulu, 2006
14
carefully about making the activities successful and the content interesting. We
can create the interest activity in learning listening such as by listening English
songs. By creating of high students motivation, it hoped can reduce the listening
difficulties. Furthermore, the students will be stimulated and not be panic when
was not an easy skill. There are some difficulties faced by the students in
mastering listening. One of them was difficult in comprehending the word sound.
Besides, the students also difficult in comprehending the accent and intonation of
the speaker especially native speaker. Another difficult was the students difficult
in understanding the meaning of the words that they hearing. Those difficulties
made the students could not master the listening skill easily.
Word grab with song game is the combination between the word grab
game and the song media. It is a game to make the teaching learning process
becoming more interesting and fun.14 To know deeper about the word grab with
song game, the researcher presented some definition of word grab with song game
Peranich of Kazuno City. It is like karuta in that students must listen to a story
13
Steven Brown, Teaching Listening, p. 1
14
Nicola Turner, Word Grab with Song, Internet TESOL Journal, look at:
http://iteslj.org/games/9968.html (online), accessed on October 10th, 2015
15
and grab words in order as they hear them.15 Meanwhile, Turner mentioned that
word grab with song is the word grab game in which the students listen to the
song and then grab the word in that song that has been putted on the whiteboard.16
grab with song game is a word game in which the player grab the word they are
listened from a song that has been putted on the whiteboard. This game is played
in two teams. The winner of this game is determined by the total number of
Word grab with song game is one of the word games strategies which are
combined with the song. This game is good to be used in the English teaching
learning process especially listening class because it can interest the students in
joining the lesson and avoid the boredom in listening class. By using this game,
the students will be more spirit in joining the activities because the word should
be grabbed by the students in this game is come from the song they heard.
For many years, the song has played some important role in the classroom.
Papa and Iantorno claimed that singing is certainly one of the activities which
generates the greatest enthusiasm and is a pleasant and stimulating approach to the
culture of foreign people.17 Therefore, songs have a place in the classroom for
15
Anonym, Word Grab, Article, look at: http://akitajet.com/wiki/Word_Grab (online),
accessed on October 10th, 2015
16
Nicola Turner, Word Grab with Song
17
Mario Papa and Giuliano Iantorno, Famous British and American Songs, (London:
Longman Group Limited, 1979), p. 8
16
language learning.
Rosova also mentioned that songs definitely have the ability to maintain
jolly atmosphere and avoid satiety and repugnance, which is the right poison of
language. In this case, songs may strongly activate the repetition mechanism of
Besides, the song which is combined with the word grab game will help
the students in recognizing the sound that are heard. The combination between the
game and song will create the opportunity for students to practice their listening
skill. This is off course will improve their ability in comprehending the word
grab with song game gives some benefits for the students in listening class. The
main benefit is it can interest the students in joining the lesson and avoid the
boredom in listening class. The students will be more spirit in joining the
activities because the word should be grabbed by the students in this game is
come from the song. Another benefit is it gives opportunity for the students to
18
Veronika Rosov, The Use of Music in Teaching English, Diploma Thesis, Faculty of
Education, Masaryk University, Brno, 2007, p. 17
17
Every strategy or game used by teacher in teaching learning process has its
including this game. The general procedures of using word grab with song game
1. Choose a song that the students have or have not heard before.
2. Choose 10-15 pieces of vocabulary from the song and write them on
separate pieces of paper.
3. With lower level groups you may want to pronounce the words with
the students first.
4. Stick each word to the board with putty (blue tack).
5. Put the students into 2 teams each one in a line before the board.
6. Play the song.
7. When the 2 students at the front of their line hear a word in the song
that is on the board they must race each other to grab that word from
the board.
8. They then go to the back of the line and it's up to the next pair. The
team with the most words wins.19
Based on the procedures explain by the turner above, it could be found that
this game is applied in a word game. The activities of this game are begun with
choosing the song and then choose some words contain in that song. After that the
teacher puts the words has been chosen before on the whiteboard. After all the
words putted on the whiteboard, the teacher divides the students into 2 teams each
one in a line before the board. Having finished that, the teacher plays the song.
When the 2 students at the front of the line listen to the word in the song that is on
the board they must race each other to grab that word from the board. After that,
they go back to the line and the give the opportunity to next pair. This activity is
19
Nicola Turner, Word Grab with Song
18
go on until all of the students in both team grab the word. The team with the most
C. Previous Studies
There are some previous studies that related to the effect of using game in
Improving students mastery of simple past tense using grab the word game (a
which the result of the research showed that the students ability in writing simple
past tense improved after a series of treatments. It could be seen by comparing the
means of their tests. The mean score for the pre-test was 51.6, the mean score for
test 1 was 68.25, and the mean score for test 2 was 81.75, while the mean score
for the test 3 was 71.175. It is clear that the use of word grab game in improving
students mastery of simple past tense can help the students to solve their problem
Kudus in which the result of the research showed that the mean score for
experimental class was higher than control class. The mean score for experimental
class was 81.67. Meanwhile, the mean score for control class was 76.67. So, it
could be found that there is significant effect of detective game in teaching simple
past.
19
by the data will be collected.20 There were two hypotheses of the research in this
students who are taught listening by using word grab with song game from
students who are taught listening by using word grab with song game from
20
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, Cet. V, (Jakarta:
Rineka Cipta, 2002), p. 64