Muhammad Afwan , 2201408010 (2012) Using Talking Points of www.elllo.org to Enhance Students’ Understanding of English Monologue (A Classroom Action Research at the Eighth Graders of Ambarawa Islamic Junior High School at Ambarawa in the Academic Year of 2011/2012). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Listening is the first skill in language that needs to be learnt. There are numerous sites on the Internet that provide authentic listening material that can be utilized for language learning. Listening to short monologue is one of listening aspects in Junior High School curriculum. The problems of listening short monologue which were found by the students in Sudirman Junior High School underlay this study. The main objectives of this study were to find out how the use of “Talking Points” to teach and enhance students’ listening comprehension skill of short monologue to the eighth grade students of Junior High School and its strengths and weaknesses. To achieve the objective of the study, a classroom action research was conducted by using Talking Points of www.elllo.org. It was also supported by ESA that stands for Engage (motivate students and lead them to focus on the topic they are going to have), Study (expose students to the language or information and how it is constructed), Activate (give students activities to use language as freely and communicatively as they can). It was held at Sudirman Islamic Junior High School, Ambarawa. The subject of the study was the eighth graders. There were 34 students; 27 girls and 7 boys. The action consisted of five activities. It started with a preliminary observation to know the problems faced by the students and followed by pre-test. The pre-test indicated that the students’ listening understanding of short monologue was low. It was continued with the first treatment and second treatment. There were two meetings in cycle I and two meetings in cycle II. The last activity was the post-test. During the research, the students were observed by using a checklist and field notes. The checklist was meant to investigate whether the students are interested or not and about what aspects that influence them in learning. Field notes were used to observe the situation of the class during each activity of this study. In analyzing the data, a qualitative descriptive method was used. The analysis of the data showed that there was a significant difference of the students’ achievement in the Cycle I and Cycle II test. The average of the students’ achievement in the cycle I was (60.9) and in the second treatment was (77.9). The relative frequency showed that the mastery level of understanding monologue in the cycle II was better than the cycle I. In line with the result, it is suggested that a teacher should be creative to attract the students’ interest in listening by using sophisticated media. The use of “talking points” to enhance students’ understanding of short monologue is one way to achieve this goal. However, the teacher must select suitable materials for the topic he/she is going to teach.

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