REVIEW OF RELATED LITERATURE

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CHAPTER II
REVIEW OF RELATED LITERATURE
A. LISTENING
1. Conceptual Definition
Listening is the act of hearing attentively. Research shows that 45% of our time is spent on listening. We listen more than speak. If this listening skill is used in a proper way we can master the tools of communicative skills. Listening is difficult, as human mind tends to distract easily. A person who control his mind and listen attentively acquires various other skills and is benefited.
Listening skill can be defined as, “Listening is the act of hearing attentively”. It is also a process similar to reading which should possess knowledge of phonology, syntax, semantics and text understanding. Thomlison (1984) defines listening as, “Active listening, which is very important for effective communication”. Listening can be also defined as, “More than just hearing and to understand and interpret the meaning of a conversation”.

Listening skill makes you successful in workplace, family and in the society. Good listening skill is mandatory to get into a profession in communications, management, planning, sales, etc. Listening skills involve a different set of etiquettes, questioning for explanation, showing empathy and providing a suitable response. Good listening skills include the understanding ability. Body language is also a part of listening skill. Eye contact with the speaker, sitting straight and alert are the good gestures of a good listener.
2. Difficulties in Listening Skill
Listening plays an important role in second language instruction for several reasons (Rost, 1994). If you cannot hear it well you will find it hard to communicate or perhaps you cannot pass your listening examination for instance. In fact, students often take the wrong way when listening and this leads them to the poor result. It should be noted that the learner’s perception of their listening problem and strategies can affect their comprehension both positively and negatively (Wenden, 1986). Thus, in order to help students get improved with their listening skill, it is needed finding out their listening problems which cause difficulties to them. According to Yagang (1994), the problems in listening were accompanied with the four following factors: the message, the speaker, the listener and the physical setting. Furthermore, a numbers of research have been carried out to pick out the problem in listening. The problems were believed to cause by the speech rate, vocabulary and pronunciation (Higgins, 1995). As Flowerdew & Miller (1996) assumed that the problems of the students were for the speed of delivery, new terminology and concept, difficulty in focusing and the physical environment. As Nguyen Ngoan stated in his article “listening to VOA: advantages, problems and solutions” the students have to face these three problems. First of all, the students find it hard to understand proper names as they have never heard about it before. In other words, they have no background knowledge about what they are listening. The second problem is believed to rise from the unfamiliar, uninteresting and too long listening which makes the students feel strange, discouraged and bored of what they are hearing. The last one is assumed to be about the sound connections and intonation spoken by native speakers with different accents.
The research available on second-language listening comprehension is insufficient. Comparing with other skills, Goh (1997:161) said that “there are fewer insights about the process of listening and the way it is learnt”. Similarly, Richards (1985:189) stated that:” there is little direct research on second language listening comprehension”. As for that, I am doing this research not only to help students in our university with better listening but also to contribute a small part to enrich the listening research which has been done so far.

3. Principles of Teaching Listening Skill

When teaching listening skill, the teachers have to know the principles. There are some principles of teaching listening skill, they are:
a. Listening should receive primary attantion in the early stage of ESL instruction
b. Maximize the use of material that is relevant to students’ real life.
c. Maximize the use of authentic language
d. Vary the materials in terms of speakers, gender, age, dialect, accent, topic, speed, noise, level, and genre.
e. Always ask student to listen with a purpose and allow them to show their comprehension in a task.
f. Language material intended to be use for training listening comprehension should never be presented visually first. (M. Fadli, 2010: chap, 2),

4. Listening Activities
Activities of students in learning English language competence encompass all the skills in the form of listening, speaking, reading, and writting. Here are some examples of listening activities:
a. Listen and imitate, students listen in advance what teacher say and then imitate the correct pronunciation
b. Listen and repeat
c. Liten and followinstructions, in this activity students listen carefully to the instructions given by the teacher later in the activity for appropriate follow instructions.
d. Listen and Match, teachers and students read sentences linking the right image with the new sentence conveyed by teachers. (Kasihani KE Suyanto, 2010: p. 23)

5. Types of Listening
There are two broad types of listening:
1. One way-listening
Typically associated with the transfer of information (transactional listening)
2. Two way-listening
Typically associated with maintaining social relations (interactional listening) (I.S.P, Nation & Jonathan Newton, 2009: p. 40)

B. SONG
1. Conceptual Definition
: a short piece of music with words that are sung
: the act of singing
: a series of musical sounds that are produced by a bird or an animal (such as a whale)
Full Definition of SONG
: the act or art of singing
: poetical composition
: a short musical composition of words and music
: a collection of such compositions
: a distinctive or characteristic sound or series of sounds (as of a bird, insect, or whale)
: a melody for a lyric poem or ballad
: a poem easily set to music
: a habitual or characteristic manner
: a violent, abusive, or noisy reaction
: a small amount

2. The Criteria of Song Selection

M. Lynch (2008), provides three principal song selection criteria, they are:
a. Use songs that are popular with the students whenever possible. Unfortunately, students frequently select songs for classroom use which are objectionable in some way making the song unusable.
b. Songs must have clear and understandable lyrics. Nothing is worse than a song almost nobody can understand. If you have trouble understanding the lyrics by listening, than another song needs to be selected.
c. Songs should have an appropriate theme. These’s enough bad news, negativity and violence in the world already. Songs with any type of negative theme should be avoided. There are plenty of positive, upbeat, even humorous songs available. (M. Fadli, 2010: chap. 2)
3. The Role of Choosing Song
According to Kasinahi K.E. Suyanto (2010), when the teaching English with the song, the teacher needs to konsider several things, among others, as follows.
1. Choose songs that fit with the characteristics of the students and the level of language development
2. The lyrics do not be too long, so not difficult to memorize
3. Song should be interesting, dynamic, and pitched excited.
4. For certain purposes, such as teachers want to teach a particular language item then choose a song that contains the repetition of language items
5. In selecting a song, it is necessary to consider simple words of song and easy to pronounce
6. Short song with simple words and happily pitched would be quickly memorized (p. 144)
4 The Benefits of Music
According to Ortiz (2002:86) the use of music in learning is useful for:
1. Motivate children to practice
2. Increase the body’s sensitivity
3. Enable the growth of a large motor skills
4. Improve coordination
5. Develop self-confidence and self-esteem
6. Act as a catalyst for imaginative improvisation
7. Introducing and maintaining the structure of the regular activities
8. Serves as a source of happiness and pleasure
9. Encourage social relationships
10. Creates a controlled environment where self-disclosure can be realized. (Amrizal, 2010: p. 9)

Learning is supported by a conducive atmosphere will affect the improvement of learning outcomes. The athmosphere was mostly influenced by various factors auch as indoorair circulation, lighting, and the influence of music in an atmosphere of learning. Specifically on the role of music in support of the implementation of an effective learning has been widely demonstrated in several recent studies.
Kraus and Chandresekaran (2010) argue that active engagement with music promotes an adaptive auditory system that is crucial for the development of listening skills. An adaptive auditory system that continuously regulates its activity based on contextual demands is crucial for processing information during everyday listening tasks. (Bill Jenkins, 2010: chap. 2)
In the other hand, Bobbi DePorter states, music is for the benefit of:
1. Reforming mood
2. Improve learning outcomes desired
3. Highlight the things that are important (Darmansyah, 2010: p. 35-36)
Music can influence on teachers and students. As a teacher, we can use music to let the mood, change the mental state of students, and supportive learning environment. Music helps students work better and remember more. Driden & Vos (1999) said that music to stimulate, rejuvenate, and strengthen learning, either consciously or unconsciously. In addition, most students really love the music (Darmansyah, 2010: p. 36)

C. PREVIOUS STUDY
There is a research that related to my research. It was done by Fathillah Firnanda. She is a student of State Institute Islamic STS Jambi. In her writting, she using Classroom Action Research as research method to find the result of English song toward listening skill. While data collected by observation checklist, interview, documentation and test. And, she found that the song media is an effective way to enchange the students’ listening skill and the students’ achievement in English subject.
In this research, the researcher will employ song to improve students’ listening skill too in Junior High School 11 Jambi. There is no different about research method that applied by researcher. He also will use Classroom Action Research to find the result of employing song toward students’ listening skill in his setting research. But, the school and the song are different in this research.





CHAPTER III
METHODOLOGY OF RESEARCH
A. Research Design
This research is a Classroom Action Research which is, “a type of research oriented to enacting immediate changes in an educational setting.” (Marguerite G. Lodico, Dean T. Spaulding, and Katherine H. Voegetle, 2006: p. 288)
AR is identify a’problematice’ situation or issue that the participats-who may include teachers, students, managers, administrators, or even parents – consider worth looking into more deeply and systematically. Again, the term problematic does not mean that the teacher is an incompetent teacher. The point is that, as a teachers, wee often see gaps between what is actually happening in our teaching situation and what we would ideally like to see happening. (Anne Burns, 2012: p. 2)

Collaborative action research between the researcher and an English teacher at Junior High School 11 Jambi will be implementing in this research.
Classroom Action Research is research conducted by teachers in the classroom itself through self-reflection, in order to improve his performance as a teacher, so that the learning process can run well, and improve student learning outcomes. (Hamzah B. Uno, Nina Lamatenggo, Satria M.A Koni, 2011: p. 40)

B. Setting and Subject of Research
This classroom action research will be conducted in Junior High School 11 Jambi at class seventh in English subject.
This study will be conducted at the beginning of the new academic year 2014/2015.
The subject in this research is students in seventh graduate that consist of 40 students, with composition 21 female and 19 male students. And, minimize completeness criteria (KKM) of English subject in this school is 70.
C. Research Procedure
D. Technique of Data Collection
E. Indicator of Performance
F. Technique of Data Analysis

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