Effects of Phonolgical Input as Pre-listening Activity on L2 Listening

Comprehension Test: A Quasi-experimental Study at Students of

English Education Department at Faculty Tarbiyah and Educational

Sciences UIN Syarif Hidayatullah Jakarta

Neneng Sunengsih

UIN Syarif Hidayatullah Jakarta, Indonesia

Keywords: phonological input; pre listening activity; listening comprehension test

Abstract: Effects of Phonolgical Input as Pre-Listening Activity on L2 Listening Comprehension Test. The purpose of

this study is to find out the empirical evidence concerning whether phonological input as pre-listening

activity affects the English Listening comprehension test . The Pre-listening activity is used to make the

students easier in comprehending the spoken ideas. because it helps them to give a clear picture about the

ideas that related to the topic. The writer is interested in conducting this research by applying the

phonological input as pre-listening activity to facilitate them in understanding the idea, so it is easy for them

to do the English listening comprehension test. The method used in this research is a quantitative method

and the research design is a quasi-experiment. The sample of this research is the first semester of students of

Department of English Education of Faculty Tarbiyah and Educational Sciences UIN Syarif Hidayatullah

Jakarta 2016 . They are class I B as the experimental class, and I A as the controlled class. Each class

consisted of 20 students. For sampling technique, the writer uses purposive sampling. The instrument used

in this research was listening test from Cambridge Preleminary English Test and the PET table and rubric to

get the scores of the student’s listening comprehension test on the pre and post-test. The result of calculation

shows that in the significance degree of 5% and 1%, the value of t-test (t

) > t-table (t

), (2.02 < 2.92 >

2.71). Based on the result, it is concluded that there is a significant difference between students’

achievement in listening comprehension test which is taught with pre-listening activity and without it. It

means that phonological input as pre-listening activity is effective for the first semester students to

understand the spoken idea.

1 INTRODUCTION

The presence of pre-listening activities in the

classroom will be the subject of an increase in the

number of studies to help students do better on the

L2 listening comprehension test. so far researchers

have examined four types of pre-listening activities:

repeated input, question preview, topic preparation,

and vocabulary pre-teaching. Repeated input and

question previewing seems to be a very common

practice in class. However, in tests such as the

English Language Test for International

Communication (TOEIC), the Test of English as a

Foreign Language (TOEFL), and the International

English Language Testing System (IELTS), it is not

possible to listen to the text twice, so students must

be accustomed to listening to oral texts only once to

prepare for the testing situation. As for preview

questions, it is not always considered a pre-listening

activity. Topic preparation seems to be an effective

technique when listening to lectures whose content

is difficult to understand for those who have no

knowledge of the topic.

Knowledge of previous topics has helped

students understand the content of lectures (Chiang

& Dunkel, 1992). However, the approach is not very

significant in the case of TOEIC, because tests

measure communicative abilities in everyday life

and in the workplace and thus require little or no

knowledge of special academic background. Being

able to handle spoken language is still important for

success at TOEIC.

As students of English Education Department,

they must formally learn the subject Listenings since

1290

Sunengsih, N.

Effects of Phonolgical Input as Pre-listening Activity on L2 Listening Comprehension Test: A Quasi-experimental Study at Students of English Education Department at Faculty Tarbiyah and

Educational Sciences UIN Syarif Hidayatullah Jakarta.

DOI: 10.5220/0009926612901297

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1290-1297

ISBN: 978-989-758-458-9

they are at the first year up to the second year which

is distributed on Listening I – IV. It is stated on the

syllabus that Listening I has an objective to make

the students understand the main TV programmes on

current affairs or topics of personal or professional

interest when the delivery is relatively slow and

clear. Considering the students come from different

background of senior high schools, Listening I starts

from the basic level. It still remains that not all of

them get understanding the basic spoken discourses.

In the classroom, some of the students still find

the difficulty in comprehending the spoken language

from the audio, either in getting the main idea or the

supporting details. To get the main idea, the students

are given some questions asking for the topic i.e.

predicting what the conversation will talk about, the

ending of the conversation, their opinions to the

topic and discussing or sharing with others in the

classroom. To get the details, they are given the

detail question by scanning the information starting

from the spelling, the unfamiliar words, identifying

the places/things/persons, and detail information

about the topic. They sometimes do not feel familiar

with the topic, so they find some unfamiliar

vocabularies. In this study we will study vocabulary

pre-teaching to find out if there are differences

between the two different types of vocabulary pre-

teaching: vocabulary activities with phonological

input and one without phonological input. In

particular, this study investigates whether

phonological input facilitates student vocabulary

learning and test results. Then examine how the two

different types of lexical support affect the second

language of the students (L2) listening to the

comprehension test performance. Post interviews

with several students were also conducted to obtain

additional information, and the results were

investigated in depth to reveal the implications of

the observed effects of pre-listening activities.

2 METHOD OF THE RESEARCH

This study used quantitative method with a

quasi-experimental study as the research design to

identify the effectiveness of phonological Input as

pre-listening on L2 listening comprehension test at

Department of English Education Faculty of

Tarbiyah and Educational Science UIN Syarif

Hidayatullah Jakarta. Pre-test and post-test are taken

in two classes; experimental and controlled class.

There was a different treatment between

experimental and controlled class. In experimental

class, the writer gave a treatment with phonological

input as pre-listening activity whereas the students in

controlled class were taught without the

phonological input as the pre-listening activity.

This study was conducted in the first year of the

first semester students of the Department of English

Education at UIN Syarif Hidayatullah Jakarta. This

research has been carried out for about three months

from September to October 2016. This research was

held in six meetings each class; pre-test, treatment in

four times, and post-test.

The population of the study consisted of the first

semester students of the first year in the Department

of English Eduction at Faculty Tarbiyah and

Educational science UIN Syarif Hidayatullah

Jakarta. There are three classes, IA, IB and IC. The

total of the first grade students was about 95

students. The samples of this research were; class IB

as the experimental class and IB as the controlled

class. In this study, the writer used Purposive

Sampling.

The instrument was Cambridge Preliminary

English Test 2 (PET); pre-test and post-test. The pre-

test was given before the treatment and the post-test

was given after the treatment. Here, the writer gave

the instruction of the tests based on the syllabus of

listening I which is taken from Common European

Framework of Reference (CEFR) assessment, level

B1.

Table 2: Common Reference Levels: self-assessment grid

UNDER

STANDI

LISTE

NING

B1 LEVEL

I can understand the

main points of clear

standard speech on

familiar matters

regularly encountered in

work, school, leisure,

etc. I can understand the

main point of many

radio or TV programmes

on current affairs or

topics of personal or

professional interest

when the delivery is

relatively slow and clear

To collect the data, the wrier used a preliminary

English Test (PET) 2 as the primary instrument.

There are two types of tests; pretest and posttest.

The pre-test was given in experimental and control

class to know how far the students’ listening

comprehension before receiving treatment. The post-

Effects of Phonolgical Input as Pre-listening Activity on L2 Listening Comprehension Test: A Quasi-experimental Study at Students of

English Education Department at Faculty Tarbiyah and Educational Sciences UIN Syarif Hidayatullah Jakarta

1291

test was given to know their listening

comprehension after the treatment. The pre-test and

post-test included in these processes:

The study conducted on September 9th 2016.

The students were observed in the classroom to

know the circumstances of English learning and

teaching of Listening.

The pre-test was given in control class on August

and in experiment class on September 16

2016.

On September 22

until October 7

2016, the certain

treatment was conducted in the experimental class

by giving the phonological pre-listening activity in

teaching listening.

The post-test was given to control class On

October 13rd,

2016, and in experimental class on

October 14

, 2016.

After getting the whole data, the result of the

students’ score in pre-test and post-test were

calculated by using the some formulations.

So, at the end of the study, it could be seen how

far the students’ ability and confidence were

increased in listening comprehension with the

phonological input as the pre-listening activity.

In analyzing the data, the t

test

formula was used

through SPSS (Special Package of the Social

Sciences) version 22 software. The t-test is one of a

number of hypothesis tests. The normality and

homogeneity tests were conducted before calculating

the t-test. The normality test is performed using

Kolmogrov Smirnov and Shapiro-Wilk.

Homogeneity test is performed to show whether the

data from the two groups, experimental and

controlled class, have the same variant in order that

the hypothesis can be tested by t-test or not.

After getting the data from pre-test and post-test

from experimental and control class, it needed to

find out the differences score after using the pre-

listening activity. Here, the two classes are

compared to the independent variable, the

experimental class is X variable and the controlled

class is Y variable. The writer used statistical

calculation of the t-test with significant degree 5%

and 1%. The formula of t

test

is expressed as follows

(Sudjono:2008):

3 DISCUSSION

Based on the result of pre-test in experimental

class, the highest score and the lowest score in the

experimental class those consist of 20 students. In

pre-test, the highest score was 73 obtained only by

one student and the lowest score in pre-test was 35

obtained by one student. The mean score of the

pretest was 49.75. From that data, it could be seen

that most of the experimental students’ listening

comprehension test was still very low.

In post-test, the mean score of post-test was

improved and it was 66. Moreover, the mean of

gained score was 16.25. The highest score of post-

test was 80 obtained by two students and the lowest

score in post-test was 43 obtained only by one

student.

Based on the result of pre-test in controlled

class, it can be showed that the highest score and the

lowest score in the controlled class which consisted

of 20 students. In pre-test score, the highest score

was 65 obtained by two students and the lowest

score was 38 obtained by three students. The mean

score of pre-test was 49.95. From that data, it could

be seen that most of the controlled students’ writing

ability in writing recount text was also still very low.

In post-test, the mean score of post-test was

improved and it was 58.35 and the mean of gained

score was 8.4. The highest score of post-test was 79

obtained only by one student and the lowest score in

post-test was 38 obtained by three students.

Moreover, there were two students whom the pre-

test score is higher than post-test score. From the

data description above, it could be concluded that

there was still positive effect towards the students’

achievement in listening comprehension test

although was not taught using the phonological input

as the pre-listening activity.

Table 3:

Table of Data Description of Pre-test Result

of Experimental Class

The table above shows that the total students of

experimental class, X.2, consisted of 20 students.

Mean score (49.75) of pretest in experimental class

was gained from the total or sum score (995) divided

with the number of the students (20). Median score

was 48.50. Mode score from the table was 40. The

ICRI 2018 - International Conference Recent Innovation

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mode is defined as the element that appears most

frequently in a given set of elements. Range score

was 38. The highest score of the pre-test in

experimental class was 73 and the lowest was 35.

The results of pre-test score in controlled class

of this research are presented in the table 4:

Table 4: Table of Data Description of Pre-test Result of

Controlled Class

The table above shows the pre-test data of class

IB as the controlled class was 20 with sum 999.

Mean score was 49.5. Median and mode scores from

the data were 51.00 and 38. The highest score was

65 and the lowest score was 38.

Table 5: Table of Data Description of Post-test

Result of Experimental Class

The table above shows that the data of class IA

as the experimental class was 20 students. The total

score of this class was 1320. The mean score of the

data was 66.00, and then the median data was 65.50.

After the treatment, the highest score in post-test of

experimental class was 80 and the lowest score was

43. The results of post-test score in controlled class

of this research are presented in the table 6:

Table 6: Table of Data Description of Post-test Result of

Controlled Class

From the table above, the data of class IB as the

controlled class was 20 students. The total score of

this class was 1167 where it was lower than the

experimental class. The mean score was 58.35 and

the median score was 41. The highest score in post-

test of controlled class was 79 and the lowest score

was 38.

The result of normality test on both

experimental and controlled class’ pre-test and post-

test was gained from Lilliefors test using SPSS 22.

The test is determined if the distribution of the data

from the sample is normal. If the normality is more

than the level of significance α(0.05), scores will be

normally distributed.

After doing the normality test, the homogeneity

test is used to test whether the data from the two

groups have the same variant in order the hypotheses

can be tested using t-test. The following tables

contained the result of homogeneity from pre-test

score between experimental and controlled class.

Table 7: Homogeneity Pre-test Results between

Experimental and Controlled Class

Test of Homogeneity of Variances

Pretest

Levene Statistic df1 df2 Sig.

.140 1 38 .711

Statistics

Control

N Valid

Missing

Mean

58.35

Median

62.00

Mode

Range

Minimum

Maximum

Sum

1167

Statistics

Experiment

N Valid 20

Missing

Mean 66.00

Median 65.50

Mode 78

Range 37

Minimum 43

Maximum 80

Sum 1320

a. Multiple modes exist. The

smallest value is shown

Effects of Phonolgical Input as Pre-listening Activity on L2 Listening Comprehension Test: A Quasi-experimental Study at Students of

English Education Department at Faculty Tarbiyah and Educational Sciences UIN Syarif Hidayatullah Jakarta

1293

Table 8: Homogeneity Post-test Results between

Experimental and Controlled class Test of Homogeneity

of variances

From the result of the Levene Statistic Test

above, it could be seen that the significance of the

data from experimental and control’s pre-test score

was 0.711 and the post-test was 0.579. It means the

significance of the data was higher than the

significance degree (α = 0.05). The result of

homogeneity test shows that pre-test and post-test

between experimental and controlled class had

homogeny distribution and can be tested using t-test.

Table 9: The Comparison Score between Students in

Experimental Class and Students in Controlled Class

After doing the normality and homogeneity test,

the researcher continued to do hypothesis testing.

Here, the researcher used comparative technique or

independent sample t-test to test the hypothesis. This

was the crucial calculation to answer the problem

formulation of this research. The independent t-test

was used to see the significant difference in the post-

test score of the experimental and the controlled

class after the given treatment.

After getting the data which are the result of

students’ listening comprehension score both of

two classes, the writer analyzes them by using

statistic calculation of the t-test formula on table 9.

Notes:

X = the difference of the experimental class’ post

and pre-test

Y = the difference of the controlled class’ post and

pre-test

= the degree of the difference of the experimental

class’ post and pre-test

= the degree of the difference of the controlled

class’ post and pre-test

After that, the researcher calculated the

gained score by using t-test formula. The

formulation as followed:

1. Determining mean of Variable X:

2. Determining Mean of Variable Y:

3. Determining Standard of Deviation Score of

Variable X:

4. Determining Standard of Deviation Score of

Variable Y:

5. Determining Standard Error of Mean of

Variable X:

6. Determining Standard Error of Mean of

Variable Y:

Posttest

Levene

Statistic df1 df2 Sig.

.313 1 38 .579

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7. Determining Standard Error of Difference of

Mean of Variable X and Y:

8. Determining

with the formula:

Based on the calculation above, it showed that

the result of the t-test from the experimental and

controlled class is 2.92.

After that, the writer should find the degree of

freedom. It is used to find out the value of the t-test

score in the t-table. To get the value of the t-test

from the t-table, the researcher used the value of the

significant of 5% and 1%. The procedure to get the

degree of freedom is as follow:

Based on the calculation above, the degree of

freedom (df) is 38 and the critical value of the df 38

by using the degree of significance 5% is 2.02.

Moreover, the critical value of the df38 by using the

degree of significance 1% is 2.71 and the t

is 2.92.

It can be said that the result of the comparison

between t

and t

table

were 2.02 < 2.92 > 2.71. It

means that there is a significant difference between

the score of pre-test and post-test.

The statistical hypothesis of this research could

be seen as follows:

: there is no significant difference between

students’ listening comprehension test using

the phonological input as the pre-listening

activity and without the pre-listening activity.

It means that the phonological input as the

pre-listening activity is not effective.

: there is significant difference between

students’ listening comprehension test using

the phonological input as the pre-listening

activity and without the pre-listening activity.

It means that the phonological input as the

pre-listening activity is effective.

The assumption of this hypothesis is as follows:

1. If t-test (t

) > t-table (t

) in significant degree of

0.05, H

(null hypothesis) is rejected, it means

that there is significant difference between

students’ achievement in listening

comprehension test after using the phonological

input as pre-listening activity and without using

the phonological input. The use of the

phonological input as pre-listening activity is

effective on students’ listening comprehension

test.

2. If t-test (t

) < t-table (t

) in significant degree of

0.05, H

(null hypothesis) is accepted. It means

that there is no significant difference between

students’ achievement in listening

comprehension test after using the phonological

input as pre-listening activity and without using

the phonological input. The use of the

phonological input as pre-listening activity is

not effective on students’ listening

comprehension test.

Based on the description of the calculation above, it

can be inferred that:

a) The value of t

table

in the significance 1% is 2.71

and 5% is 2.02

b) The value of t

is 2.92

c) So the result is 2.02 < 2.92 > 2.71. It means that

(t observation) is higher than t

(t table).

Thus, it can be summarized that t

(2.02 <

2.92 > 2.71) it means that the null hypothesis (H

) is

rejected and the alternative hypothesis is accepted.

The research found empirical evidence that using the

phonological input as pre listening activity is

effective for the students to learn listening

comprehension because there is a significant

difference students’ listening comprehension score

after implementing the pre-listening activity.

The discussion of this research is based on the

research question, which was to know the empirical

evidence on the effects of phonological input as pre-

listening activity on listening comprehension test on

the first year’ students of Department of English

Education at Faculty of Tarbiyah and educational

sciences UIN Syarif Hidayatullah Jakarta. Based on

the post-test result was known that the students’

Effects of Phonolgical Input as Pre-listening Activity on L2 Listening Comprehension Test: A Quasi-experimental Study at Students of

English Education Department at Faculty Tarbiyah and Educational Sciences UIN Syarif Hidayatullah Jakarta

1295

listening comprehension test showed the differences

in both experimental and controlled class. The mean

of pre-test score in experimental class is 49.75. The

mean of pre-test score in controlled class is 49.95.

Then, comparing with the mean of post-test in

experimental class is 66 and in controlled class is

58.35.

There were 20 students in each class

(experimental and controlled class). Therefore,

degree of freedom (df) is (20+20) – 2 = 38. The

critical value with df38 of significance 5% is 2.02

and significance 1% is 2.71.The t

is 2.92, it means

that t

= 2.92 is higher that the degree of significance

1% and 5%, 2.02 < 2.92 > 2.71. Therefore, t

higher that t

which the null hypothesis (H

) is

rejected and alternative hypothesis (H

) is accepted.

From those results, it can be interpreted that

post-test score of the experimental class and

controlled class increased better than the pre-test.

Although the mean of post-test score from both class

increased, the experimental class has more

increasing than controlled class. Thus, it can be

concluded that the phonological input as pre-

listening activity is an effective way to use in

learning listening comprehension for the first year

students of DEE Faculty Tarbiyah and Educational

sciences.

4 CONCLUSION

Based on the result of the data analysis, It can

be concluded that the result of t-test formula to test

the hypothesis of the research is supported the

effects of phonological input as pre – listening

activity on listening comprehension test. The writer

finds mean score at post-test in the experimental

class (66.00) is higher than post-test in controlled

class (58.35). Students’ post-test score in

experimental class is ∑X = 1320 higher than in

controlled class ∑X = 1167. After calculated the

whole formula, the researcher got the result that t

2.92 and t

table

from the significance 5% and 1% are

2.02 and 2.71. It means that is 2.02 < 2.92 > 2.71.

The researcher can concluded that Null Hypothesis

is rejected because t

table

..It means that the answer

of research problem was proven. There was a

significant difference in students’ achievement in

listening comprehension test using the phonological

input as pre-listening activity.

From the previous description finally it is

concluded that using phonological input as pre-

listening activity is effective for the first year

students of Department of English Education at

Tarbiyah and Educational Sciences UIN Syarif

Hidayatullah Jakarta. It can be seen from the

research findings that Faculty the students show

their improvement significantly in listening

comprehension test.

REFERENCES

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activities affect second language listening

comprehension? Hispania, 78(2), 316–329.

Boyle, J. P. (1984). Factors affecting listening

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Buck, G. (1991). The testing of listening comprehension:

An introspective study. Language

Testing, 8(1), 67–91.

Cervantes, R., & Gainer, G. (1992). The effects of

syntactic simplification and repetition on listening

comprehension. TESOL Quarterly, 26(4), 767–770.

Chang, A. C-S. (2005). Question preview in EFL listening

comprehension tests. New Zealand Studies in Applied

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impact of vocabulary preparation on L2 listening

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APPENDIX 1

Table of the students’ scores in Experimental

class (X)

Students Posttest Pretest Gained

1 62 52 10

2 65 46 19

3 78 64 14

4 80 42 38

5 43 35 8

6 70 41 29

7 65 50 15

8 43 38 5

9 69 52 17

10 60 40 20

11 61 42 19

12 78 51 27

13 70 40 30

14 61 49 12

15 78 65 13

16 80 73 7

17 80 71 9

18 54 40 14

19 66 56 10

20 57 48 9

∑

1320 995 325

Mean

66 49.75 16.25

In pre-test, the highest score was 73 obtained

only by one student and the lowest score in pre-test

was 35 obtained by one student. The mean score of

the pretest was 49.75.

In post-test, the mean score of post-test was

improved and it was 66. Moreover, the mean gained

score was 16.25. The highest score of post-test was

80 obtained by two students and the lowest score in

post-test was 43 obtained only by one student.

APPENDIX 2

Table of the students’ scores in controlled class

(Y)

In pre-test score, the highest score was 65

obtained by two students and the lowest score was

38 obtained by three students. The mean score of

pre-test was 49.95.

In post-test, the mean score of post-test was

improved and it was 58.35 and the mean gained

score was 8.4. The highest score of post-test was 79

obtained only by one student and the lowest score in

post-test was 38 obtained by three students.

Effects of Phonolgical Input as Pre-listening Activity on L2 Listening Comprehension Test: A Quasi-experimental Study at Students of

English Education Department at Faculty Tarbiyah and Educational Sciences UIN Syarif Hidayatullah Jakarta

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