Draft proposal (chapter 2)
- 1. CHAPTER 2 LITERATURE REVIEW 2.0 Introduction This study will explore on the use of video and audio in listening comprehension in order to improve students listening skill. The main objective of this chapter is to analyze and review past studies on the effect of using different tools to improve students listening skills. This chapter divided into three parts. First part will discuss on theory of listening process. Second part will discuss further on students learning strategies. The last section focused on the use of video as listening tool. Thus, this chapter will provide on the information about listening comprehension and types of tools used to improve listening skills. 2.1 Theory of Listening Process As cited by (Afshin Ghanimi, 2014), according to (Vandergrift, 1999) listening is an active process that is complex where listeners need to differentiate the sounds, understand vocabulary and grammatical structures, interprets stress and intonation, retain what has been gathered in previous process and lastly decode it among social-culture context. The listeners will go through three stages before they are able to interpret the info that they hear (Marta Szczepaniak, 2013). The first stage is known as ‘bottom-up’ (Marta Szczepaniak, 2013). This is the first stage that need to be develop. At this stage the listeners are trying to understand what they hear where they need figure out on small units in listening such as individual sound or phonemes (Marta Szczepaniak, 2013). As sited by (Marta Szczepaniak, 2013), according to (Flowerdew and Miller, 1999), after the listeners have collected small info they will combine it into words, phrases, clauses and sentences. Listeners later on will decode the ideas that they get from the complete set of sentences.
- 2. 2.2 Students Learning Strategies It is important for the learners to identify their preferred learning strategies in order for them to become more effective and independent learners (Al-Qahtani, 2013). Learners preferred learning strategies are normally related with their learning styles where it represent on learners charactertistics which will remain stable and unchange (Tugba Kafadar, 2014). There are three types of learning strategies, which are cognitive, metacognitive and social strategies. (O’Malley & Chamot, as cited in Al-Qahtani, 2013). Cognitve strategies can be divided into five sub-groups which are attention strategy, storage strategies in short time memory, coding strategies, restoration strategies and monitoring strategies (Tugba Kafadar, 2014). 2.3 The Use of Video as listening tool To identify the most suitable tools or approaches to improve students listening comprehension is base on their preferred learning strategies. From students preferred learning strategies, teachers are able to choose the most suitable tools to use for listening class. The most suitable learning strategy for listening task is cognitive strategy (Vandergrift, 1999 as cited by Marta Szczepaniak). Cognitive strategy is the most suitable strategy for listening task is because it present pictures and words visually as animation and on-screen text give additional load on the learner visual information-processing process (Li, 2013). Video or moving picture as the aid for listening will give redundant meaning where it will be useful in helping the learners to understand more in listening passages (Chung, 1994). Besides that, according to (Ur, 1984) as cited by Chung , her pedagogical text assume that visual information does not distract the learners and it help the students to correctly interpret the meaning of the visual data.
- 3. Bibliography Afshin Ghanimi, M. A. (2014). The Effect of Audio Story Practice on Iranian EFL Learners' Listening Comprehension Ability. International SAMANM Journal of Business and Social Sciences , 92. Al-Qahtani, M. F. (2013). Relationship between English Language, Learning Strategies, Attitudes, Motivation,. Education in Medicine Journal , 20. CHUNG, U. K. (1994). THE EFFECT OF AUDIO, A SINGLE PICTURE, MULTIPLE PICTURES, OR VIDEO. 13. Li, C.-H. (2013). An alternative to language learner dependence on L2 caption-reading input for comprehension of sitcoms in a multimedia learning environment. Journal of Computer Assisted Learning , 18. Szczepaniak, H. (2013). A STUDY OF TEACHING LISTENING TO. INTERNATIONAL JOURNAL of ACADEMIC RESEARCH , 208. Tugba Kafadar, B. T. (2014). LEARNING STRATEGIES AND LEARNING STYLES USED BY STUDENTS IN SOCIAL STUDIES. INTERNATIONAL JOURNAL of ACADEMIC RESEARCH , 260.