Contoh Skripsi
Contoh Skripsi
Contoh Skripsi
RESEARCH DESIGN
By
NAME…………..
NIM. ………………..
the love and blessing of Allah Subhannahu Wata’ala the beneficent, the merciful,
source of knowledge, source of compassionate for the countless love, and Shalawat to
prophet Muhammad Sallallahu ‘Alaihi Wassallam, so that this research design finally
Many people involved in giving help and guidance in conducting the research
design. Therefore, the researcher would like to express her gratitude to:
1. Mr. Aunnurahman, M.Pd as the first supervisor for the support and guidance
2. Mr. Sahrawi, M.Pd as the second supervisor for her guidance, suggestion, time,
3. Prof. Dr. Samion AR, M.Pd as the Rector of IKIP-PGRI Pontianak for the best
4. Drs. H. Zuldafrial, M.Si as the Dean of Language Education and Art Faculty of
6. Desi Sri Astuti, M.Pd as the secretary of English Education Study Program of
IKIP-PGRI Pontianak.
7. The English Education Study Program lecturers who have given their knowledge
The researcher confesses this research still has many weaknesses. Therefore,
the researcher expects the opinions and suggestions from the reader which are very
useful as a good input for the perfection of this research. The researcher hopes that
this research will give a good contribution to all people, especially for the
The researcher
TABLE OF CONTENTS
PREFACE ..................................................................................................................... i
TABLE OF CONTENTS ........................................................................................... iii
CHAPTER I ................................................................................................................. 1
A. Background....................................................................................................... 1
B. Research Questions .......................................................................................... 3
C. Research Purpose ............................................................................................. 3
D. Benefits of research .......................................................................................... 4
1. The theoretical benefit .................................................................................... 4
2. Practical benefits ............................................................................................ 4
E. The Scope of Research. .................................................................................... 5
1. Research Variable........................................................................................... 5
2. Terminology. .................................................................................................. 5
CHAPTER II ............................................................................................................... 7
A. Listening ............................................................................................................ 7
1. The Definition of Listening ............................................................................ 7
2. Kinds of Listening Activity ............................................................................ 9
3. Stages of the Listening Process .................................................................... 11
4. The Element of Listening ............................................................................. 20
B. Potential Difficulties in Learning Listening ................................................. 21
1. Cultural Differences ..................................................................................... 22
2. Quality of Recorded Material ....................................................................... 22
3. Unfamiliar Vocabulary ................................................................................. 23
4. Length and Speed of the Listening ............................................................... 23
5. Lack of Concentration .................................................................................. 24
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CHAPTER III............................................................................................................ 26
A. Research Design ............................................................................................. 26
B. Population and Sample .................................................................................. 27
1. Population ..................................................................................................... 27
2. Sample .......................................................................................................... 27
C. Technique and tools for collecting data ....................................................... 28
D. Technique of Analyzing Data ........................................................................ 29
1. Data Reduction ............................................................................................. 29
2. Data Display ................................................................................................. 29
3. Conclusions Drawing and Verification ........................................................ 30
BIBLIOGRAPHY ..................................................................................................... 31
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1
CHAPTER I
INTRODUCTION
A. Background
In learning English there are four skills that should be mastered by the
students, they are listening, speaking, reading, and writing. Those skills always
become the target of the final learning objectives. To be mastered in those four
Consequently, the student has to apply the knowledge of language that she or he
gets during the process. Listening is one of the four language skill that students
should have. Among the four language skills, namely listening, speaking,
To evaluate the fast incoming material, the listener needs to draw from a
listening abilities, students can enhance their overall language competence and
in English during the academic year 2022/2023. By delving into the specific
challenge’s students has, this research aims to shed light on the factors that
impede their progress and provide valuable insights for language instructors and
environment.
language learning and provide insights into the specific needs and concerns of
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students at SMKS Muhammadiyah Sintang. Hopefully, the results will serve as a
world.
B. Research Questions
Based on the background and the problem of study above, the research
question in this thesis is: What are the difficulties faced by students in learning
C. Research Purpose
From the research question above, the research purpose in this study is to
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D. Benefits of research
These researches are expected can give theoretical benefit and practical
benefit as follows:
especially for people who are involved in education. The results of this
things that have been and will be made especially in the field of learning
listening.
2. Practical benefits
provide targeted support. This research sheds light on the specific areas
b. For students, this research helps them to improve their listening ability and
listening subject.
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c. For readers, this research can be a new perspective about listening
listening subject.
1. Research Variable.
organization that (a) researchers can measure or observe and (b) varies among
2. Terminology.
There are some terms that are necessary to give further explanations in
order that make the readers do not confuse about concept definition in this
words but also understanding the speaker's intentions, emotions, and the
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nonverbal cues to gain a complete understanding of the message being
interactions.
difficulties can arise from various factors and can hinder students'
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CHAPTER II
LITERATURE REVIEW
A. Listening
involves receiving and processing auditory signals through our ears, which
Skilled listeners are adept at filtering out irrelevant sounds and focusing on
comprehension.
abilities (Goh, 2000). The differences among the students play a significant
Some students may struggle with specific aspects of listening, while others
able to work out what speakers mean when they use particular words in
native speaker said. Listening is the natural precursor to speaking; the early
Some people now believe that learning a language is not just learning
to talk, but rather that learning a language is building a map of meaning in
the mind. These people believe that talking may indicate that the language
was learned, but they do not believe that practice in talking is the best
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way to build up this “cognitive” map in the mind. To do this, they feel,
the best method is to practice meaningful listening.
both kinds of listening provide the opportunity for the students to exposure
other voices except their teachers. It will make their ears more familiar with
English so it also can improve their speaking ability from the spoken English
which they listen to and it will help to improve their own pronunciation
a. Extensive Listening
interest and allows students to choose what they want to listen to,
for fun, this will inspire them to keep going. Harmer (2007) says that the
MP3 Player, DVDs, Video or on the internet- should consist of text that
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they can enjoy listening to because they more or less understand them
sources, such as the audio web, blogging, Audio Podcast, radio recorded,
student what are the benefits of that activity. Moreover, teacher needs to
explain or managing some task or guide list to make sure the students get
in Nasriah, 2011).
b. Intensive Listening
in which the media use is the audio tape or taped media. In common way,
hear a variety of different voice not only just their own teachers‟. It
talk. In other hand, using taped material is more reasonable in case of cost
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and flexibility. It does not need an expensive rate of cost and it also
or the acoustics audibility is very poor. This can make students difficult to
speed is proposed for all students, in facts, the students have different
process, paying attention in class, choosing the best bus to take to the
school, and many other areas of our lives depend on our ability to listen.
entails more than simply hearing the words that are said to them. By
actively listening, they can interpret, evaluate, and react to what we hear.
are the five stages of the listening process. In the sections that follow,
able to hear and recognize speech sounds that are being aimed at them,
to Bennetch, Owen and Keesey (2023) claim that there are all five stages
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a. The Receiving Stage
to. The clearer the sound, the easier the listening process becomes.
are speech sounds and which are not. Effective listening involves
For instance, a train passenger that hears the captain’s voice over the
what the captain is saying despite other voices in the cabin. Another
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busy street. In order to best listen to what she’s saying, the listener
as speech but not being able to break those speech sounds down into
step in the listening process. This is the stage during which the
audience determines the context and meanings of the words they hear.
message.
can begin to sort out the rest of the information they are hearing and
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political candidate listens to her opponent’s arguments to understand
words and sentences that you are hearing, but not immediately
office, people listen to their superiors for instructions about what they
who will get our vote. But without understanding what we hear, none
ask questions. Asking questions allows the listener to fill in any holes
message.
This stage of the listening process is the one during which the
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quantitatively. Evaluating allows the listener to form an opinion of
not the information they heard and understood from the speaker is well
speaker has come up with and conveyed the message that they
for jamming the copier is factually correct, but may also understand
that the co-worker’s child is sick and that may be putting them on
fully understands what the speaker is trying to say. While we can, and
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bogged down in ambiguities or spending unnecessary time and energy
terms of how what they heard will affect their own ideas, decisions,
from the speaker for future access. The result of memory allows the
person to record information about people, objects, and events for later
recall. This process happens both during and after the speaker’s
delivery.
depend on our memory to fill in the blanks when we’re listening and
to let us place what we’re hearing at the moment in the context of what
we’ve heard before. If, for example, you forgot everything that you
heard immediately after you heard it, you would not be able to follow
sees on the sidewalk ahead can help you recall that the friend began
dog.
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Remembering previous information is critical to moving
years before.
has different memories, the speaker and the listener may attach
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Nonverbal signals can include gestures such as nodding,
their head, smiling, rolling their eyes, grimacing, or any other body
said back to her in order to verify that the received message matches
responds verbally to what they hear and remember for example, with a
momentarily.
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the speaker may determine that she needs to lighten their tone to better
questions, the speaker may feel that the listener is engaged and her
1) Bottom-up Processes
the message piece by piece from the speech stream, going from the
2) Top-down processes
schemata to the parts. In other words, the listeners use what they
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message will contain, and use parts of the message to confirm,
deeper meanings, and a lot more. Moreover, Brown (2004) argues that
topics and ideas, guess the meaning from context, and detects sentence
Tyagi cited in Ulum (2015) mentions that the elements of listening are
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linguistic cues to non-linguistic and paralinguistic cues, using background
and ideas.
h. Without having those components, students will not be able to have good
listening skill
practice, the students can enhance their communication skills and foster
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creating positive atmosphere. There are several problems which may appear
1. Cultural Differences
indivisible (Brown cited in Maulida, 2018). The topic may contain completely
different cultural matter than the students have. In this case students may have
difficulties to imagine what has been told. Here the instructors should give
prior knowledge about the topic beforehand. For instance, if the listening part
is about Easter Day and it is not common in the area that language is being
Munro and Derwing (1999) claimed that too many genres of accented
ESL/EFL listeners are used to “their teacher’s accent or to the standard variety
students both British and American accent. It is an endless debate that what is
the Standard English? Some says the British English is the standard. But
English is spoken all over the world by Indian, Australian, Chinese, Turkish,
and so on. In my opinion the best one is the one you can communicate.
Even we are living 21st century which is that age of technology still
there are some classrooms do not have computer, smart board, multimedia
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systems and so on. The quality of sound system also affects understanding of
unclear pronunciations.
comprehension were due to the bad recording quality / poor- quality tapes or
disks. For example, the cassette might be recorded while there were noises
around or the cassette is used for such a long time so the quality was worn
3. Unfamiliar Vocabulary
students’ vocabulary was too limited to understand the message (Butt, 2010).
Listening passages with known words are easier for learners to understand,
even if the theme is unknown to them. Knowing the meaning of the words
might arouse students learning interest and lead to a positive effect in listening
ability. Another problem is here that many words have more than one
meaning and if they are used their less common usage students get confused.
The level of students plays a great role when listening long parts and
keeping all the information in the mind. It is not easy for the lower level
student to listen more than three minutes long listening then completing the
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desired activities. Short listening texts facilitate listening comprehension and
1977). Another reason makes listening text difficult is the speed. If the
speakers speak faster than normal listener may have difficulties to catch target
listener cannot control speed of the speaker and this cause the greatest
Most language learners and teachers agree that a slower speech rate
(1990) concluded that lessen the input speed is one of the effective technics
5. Lack of Concentration
Understanding is made simpler when students find the subject matter of the
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listening comprehension process is also a relatively complex psychological
anxious, he or she may not be concentrated. When one felt uncomfortable, his
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
how the research is carried out. There are many types of research design could be
and surveys are frequently employed to collect data (Gall, Gall, & Borg, 2007).
including their thoughts, perspectives, and attitudes. The data collection and
(2008) states that descriptive research is conducted to give detail image about
phenomenon.
1. Population
or objects that was the main focus of a scientific query and Creswell (2012)
that distinguishes them from other groups. This research will take the
Table 3.1
The Population of the eleventh-grade students of SMKS Muhammadiyah Sintang
2. Sample
is a smaller version of the population. To take the sample, the researcher will
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characteristics that are relevant to the research objective (Etikan, Musa, &
expertise to identify and select participants who can provide valuable insights
or information for the research. The selection criteria are predetermined and
Therefore, the researcher will interview the students from the population with
talking and listening to people and another way to collect data from
define the interviews as the ways for participants to get involved and talk
about their views. In addition, the interviewees are able to discuss their
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There are many types of interviews, which include: structured
frequently used in qualitative analysis. The researcher will make a list of key
questions to be covered.
Qualitative data was the data from the interview. In analysing the data got
from interview, the researcher will use data analysis given by Miles and
Huberman. Miles and huberman (1994: 10-11) explain the steps as follows:
1. Data Reduction
on important thing, and deleting unused date. In this case, the researcher
reduces the data found to make easier for the researcher to draw conclusion.
2. Data Display
After reducing the data, the second major flow of analysis activity is
that permitted conclusion drawing and action. In this step, the researcher
shows data simply in the form of words, sentence, narrative, table, and
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graphic in order to make easier for making conclusion or to make
understandable. In this research, after collecting and reducing the data, the
research.
verification. In this step, the researcher concludes and describes the research
after reducing and displaying the data based on the data had been found.
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BIBLIOGRAPHY
Bennetch, R., Owen, C., & Keesey, Z (2023) Effective professional communication:
A rhetorical approach. Retrieved from Bennetch, Owen and Keesey
https://openpress.usask.ca/rcm200/chapter/stages-of-
listening/#:~:text=The%20listening%20process%20involves%20five,more%20d
etail%20in%20later%20sections.
Gall, M.D., Gall, J.P., & Borg, W.R. (2007), Educational research: An introduction
(8th ed.). Boston: Pearson.
Munro, M. J., Derwing, T. M., & Patton, M. Q. (2000). Qualitative research and
evaluation method. London: SAGE Publications
Nasriah. (2011). The implementation of minimal pair card game to improve students’
listening comprehension. A thesis of FKIP Almuslim University, Biruen.
Retrieved from http://id.scribd.com/doc/106587828/7/Definition-of-Listening
Tyagi, B. (2013). Listening: An important skill and its various aspects. The Criterion
An International Journal in English, 12(1), 1-8.
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Yagang, F. (1994). Listening: Problems and solutions. In Kral, T., (ed.) Teacher
development: Making the right moves. Washington, DC: English Language
ProgramsDivision, USIA
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