CHAPTER I
INTRODUCTION
A.
The Background
of the Study
English,
nowadays, has become an international language that is taught in almost all
level of education in Indonesia. There
are many factors
which can influence
the students achievement
of certain language skills.
It might be
caused by the
teacher and the
students. From the teacher’s point of view, there are some
factors which can influence the
students’ achievement in language
skills, such as,
the quality of
the teacher, the
teaching style, the performance of the teacher and teaching technique or
strategy. From the students’ side, motivation, style in language learning,
and personality of the students
can give the
impact to the students’ achievement. In listening, the
learners are supposed to be able to comprehend what is being spoken (Muharrami, Setiyadi & Hasan 2006: 2).
Listening is
an active process
requiring participation on
the part of
listener. According to Bont et. al (2008:
7)
listening is the attending, receiving, interpreting, and
responding to messages presented aurally.
The idea above
indicates that the listeners
are usually playing
an active role
because they should
have ability to digest the message of the speaker. Listening
is not only the way of learning language that can give the learner information
from which to build up the knowledge necessary
for using the language but also the way to get information or to understand
the sense of
communication which will
be sent in oral.
Based
on Arono (2014: 2) Learning listening has been developed and advanced
especially in media and in learning materials used in the cities. There are
many choices of listening materials such as CD, DVD, or video applied in the
classroom. However, there are many evidences
that listening is
lack attention of teachers. When
they applied many
learning competencies in the
classroom, listening skill
was always accelerated
or reduced. Learning
course methodology was discussed and analyzed slightly, and
there was a tendency from the teachers that listening was ordinary activity in
life. The other factor was a lack of
teacher commitment to apply an appropriate approach in listening like using
integrative skill which affected
listening as an
indicator to teach
it in haste.
Reading and Listening
skills were as
primary in learning language
skill.
In teaching the teachers
should be creative to find the teaching technique in listening activity. The
technique chosen should help the students to learn the material and comprehend
listening because listening is an active
skill that should be a primary goal of the
EFL teacher. In teaching, the teacher should develop students competence and
opportunities to interact orally in the classroom or outside. So, the
technique should help students to get the purpose of listening, such as
listening for the main idea, and make students get many input from any sources
to make students comprehend what the speaker’s message accurately.
Based on explanation
above, the writer is interested in using ARCS (Attention, Relevance, Confidence
And Satisfaction) Model. Keller (2016: 5) These concepts, theories, strategies,
and tactics comprise the first major part of the ARCS model, which
is the synthesis
of the vast motivational literature
into a simple
and useful number of
components. They also
provide the basis
for the second
major feature of the
ARCS model which is the systematic design process that assists you in creating
motivational tactics that match student characteristics and needs. The
researcher formulate this research under the the titile “The Effect of ARCS (Attention, Relevance, Confidence and Satisfaction)
Model in Teaching Listening”
B.
The Identification of the Problem
Based on
the background above, there
are many reasons
why the writer chooses listening skill in this study.
The listening skill is essential to improve the language. Learning listening
has been mastered by the students in order to be able to communicate
in English most
students till have difficulties in listening skill as
follows
1. The students cannot convey their ideas from what they listen clearly because of their limited skill of listening.
2. The students often listen first to know some new vocabulary then read
3. Sometimes the students do not want to ask to what they do not know
4. The students’ knowledge about vocabulary and grammar also determined their ability to listen still lack
C.
The Scope and Limitation
Related to the problems
above, this paper is focused on the implementation of using ARCS (Attention,
Relevance, Confidence And Satisfaction) Model to teach listening to the students.
D.
The Formulation
of the Problem
Based on the limitation
of the problem above, the problem is formulated as following question: “How is
the implementation of using ARCS (Attention, Relevance, Confidence And
Satisfaction) Model to teach listening to
the students?”
E.
The Objective of the Study
The objective of the study states the target to be achieved
in conducting the study. Based on the
research questions above, the study propose the objective of the research is “
To find out the implementation of using ARCS
(Attention, Relevance, Confidence And Satisfaction) Model to teach listening to the students”
F.
The Significance of the Study
Research Significance
discusses the contribution
or the benefit
of the study to
the development of
science and technology,
and the educational stakeholders.
1. Teacher
This research as a contribution in teaching
learning process, by giving the information
how the significance
of improving students’ listening ability
by using ARCS (Attention,
Relevance, Confidence And Satisfaction) Model. Teachers
can also applied such kind of model to teach their students in
the class.
2. Students
This study will
be able to
expect the utilization
of the model in improving
their listening ability
especially by using ARCS
(Attention, Relevance, Confidence And Satisfaction) Model.
3. School
To
give information for
the school that ARCS
(Attention, Relevance, Confidence And Satisfaction) Model is
the kind of teaching
model which
is suitable with
the students to
improve their listening ability.
4. Other researcher
The writer hopes
that by this
study is expected
in giving the contribution of any value to the other
researcher in conducting the further research of the similar topic.
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