M.

Sulton Rizal
17020084021
Educational Research Methodology
2017A

THE IMPLEMENTATION OF EXTENSIVE LISTENING COURSE TO STUDENT’S

LISTENING ABILITY IN EFL CLASSROOM

Background of the study

Extensive Listening is a student listening practice which concerns to the easy and
enjoyable materials (Renandya & Farrell, 2011; Waring, 2008). Extensive Listening must be
enjoyable with the hope of encouraging their learning motivation in listening. Additionally,
extensive Listening can finish outside the classroom. That condition makes the student easy to
conduct a listening practice. This approach can encourage the student to listen to the use of
diverse materials based on the student level. The core of extensive Listening is materials
selections (Renandya, 2012). Perhaps the student might be unmotivated with non-appropriate
materials so that they have to select their listening materials based on two critical points. First,
the content is exciting and encourages them to finish. Second, the materials should appropriate to
their level. The materials for EL should grade the student to get the best in their Listening
(Waring, 2008). Generally, the level of Listening is deciding into three. Beginners level, here the
student only got a basic speech, e.g., words, phrases, and grammatical. Intermediate level, give a
chance to understand a speech by getting an idea. Advanced, it was a higher level of listening,
and it more challenging because the student should realize a fast speech with high recognition.
The study conducted by Saputra and Fatimah (2018) shows that TED and YouTube
sources give the students chances to develop their listening skills. They said if using interactive
sources exist a new atmosphere for their learning process. (Setyowati and Kuswahono, 2018) Do
similar research about the use of Extensive Listening in develops students' listening proficiency.
They conduct this research by using an experimental study with ten students of English
Departments. The results of those research are Extensive Listening increase their listening ability
and motivated to learn in class.
Listening is an essential skill in English as a Foreign Language classroom. However,
there are some difficulties in implementing listening for the student, especially on students with a
lower comprehensible level. Those difficulties usually caused by many factors. One factor that
can describe is the differences between spoken language and written language. Spoken language
usually uses unformal language, which uneasy to identify a grammatical structure and spoken
language as listening has a limited time rather than written language (Chang, 2012). Another
difficulty is in how to conduct listening activities effectively and also tricky to get materials
which practically. Also, the teacher still believes that listening is a passive skill (Cahyono &
Widiawati, 2009). It means that student is unable to develop their listening ability because if the
student wants to learn to speak the language, they should be exposed to the many varieties of
those spoken language. Due to acquiring listening skills in second language learner is essential,
many activities make students comfortable in learning to listen. The one that relevant to those
problems is Extensive Listening. Based on the problems, this study will be focused on Extensive
Listening implementation to enhance students listening ability in English as a Foreign Language
classroom.
Research Question
According to the problems that stated above, this study was conducted to fulfill this following
research question
1. What is the effect of implementing an extensive listening course for students listening
ability in the EFL classroom?
2. What is the student perception of extensive listening courses?
Purpose of the Study
This research was conducted to investigate the implementation of the Extensive Listening
course has an effect on students listening ability and also identifies the student perception after
they got an Extensive Listening course.
Significance of the Study
The result of this study was intended to give several benefits for teaching and learning
process, especially for these following stakeholders:
1. Teacher
This study will give a practical approach to the teaching-learning process. The teacher may
have some sources in their teaching style, particularly in teaching listening. This study can be
implemented indirectly in the classroom because extensive listening is not only to enhance the
listening ability of the student. It can be used to develop other skills in English as Reading,
Vocabulary, and Grammar.
2. Student
This study has several impacts for the student to develop their English language skills,
especially in Listening ability. The students also have a new way during their learning process
because the aim of Extensive Listening is improving the motivation in learning.
Hypothesis of the Study
Null hypothesis: “There is no significant difference between the experimental group that
implements the extensive listening and control group that does not
implement the extensive listening."
Alternate hypothesis: "There is a significant difference between the experimental group that
implements the extensive listening and control group that does not
implement the extensive listening."
Research Subject
The participants involved in this research are the students in the third semester who take
an English Education major at the State University of Surabaya. It was chosen because easy to
get access to the department. The students are taking from 2 classes. The classes are English
Education 2018 A, and 2018 B. The 2018 A-class, which consists of 22 students, is the
experimental group. The 2018 B class, which consists of 21 students, was conducted as control
group.
Data Collecting Technique
This research is using a quantitative methodology that is experimental research.
Experimental research is one of the quantitative studies which used to test a hypothesis with
cause and effect relationship (Fraenkel & Wallen, 2008). In the experimental research, the
researcher should pay attention to the effects of one independent variable and one or more
dependent variables. In this research, the independent variable is Extensive Listening and
Listening Skill as the dependent variable. By the used of this research design, the researcher
wants to know the effect of Extensive Listening implementation on the listening ability of
students.
The quasi-experimental research design was used in this research. It is because this
research needs to use two groups that selected for two purposes. The experimental group gives a
treatment and control group, which did not give any treatment. According to Cresswell (2009),
the quasi-experimental research design is conducted by the treatment given for the experimental
and control group, to see the treatments are giving impacts or not.
The sampling technique is using Non-probability sampling. It use convenience sampling.
It was chosen because this research needs a participant that available and ready to be the subject
of this research. It was taken from two classes that give an Extensive Listening course. The
researcher uses the participant from the same institution. It can be easy to access, saving time,
and saving money properly.
Research Instrument
The instrument is the tool for measure, observe, also documenting quantitative data
(Cresswell, 2012). This study is going to use tests and questionnaires. The test was used to
measure student's achievement on their listening course and questionnaire as observation tools
for getting student's perceptions during experimental study. These instruments can become the
way to collect the data from the participants and give a direction to the result of an extensive
listening course.
References:
Cahyono, B. Y., & Widiawati, U. (2009). The Teaching of EFL Listening in the Indonesian
Context : The State of The Art. TEFLIN, 2, 194–211.
Chang, C.-S. A. (2012). Gains to L2 learners from extensive listening: listening development,
vocabulary acquisition, and perceptions of the intervention. Hong Kong Journal of Applied
Linguistics, 14(1), 25–47.
Cresswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research (4th ed). Pearson Education, Inc.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mix- methods
Approaches (3rd ed). Sage Publication Inc.
Fraenkel, J., & Wallen, N. (2008). How To Design and Evaluate Research In Education.
McGraw-Hill Companies, Inc.
Renandya, W. A. (2012). Materials and Methods for Extensive Listening. TEFLIN Journal.
https://doi.org/10.1007/s00466-007-0237-z
Renandya, W. A., & Farrell, T. S. C. (2011). ' Teacher, the tape is too fast !' Extensive listening
in E LT. ELT Journal. https://doi.org/10.1093/elt/ccq015
Saputra, Y., & Fatimah, S. A. (2018). The use of TED and YOUTUBE in Extensive Listening
Course: Exploring possibilities of autonomy learning. International Journal of English
Language Teaching.
Setyowati, Y., & kuswahono, D. (2018). The effect of extensive listening with “ TED-ED video
” to promote students ’ proficiency in listening. The 1st international conference on
education language and literature (icon-elite) 2018, 261–264.
Waring, R. (2008). Starting Extensive Listening. The Journal of JALT, 1. Retrieved from
http://www.robwaring.org/er/ER_info/starting_extensive_listening.htm.