The Effectiveness of Buzz Group to Teach Listening Viewed From Students’ Self-Esteem (An Experimental Research in the Second Year students of SMK Muhammadiyah 1 Sukoharjo in the Academic Year of 2011/2012)

Oleh :
Muntaha - S891008055 - Sekolah Pascasarjana

The objectives of this research aim at identifying whether: (1) Buzz group technique is more effective than the lecturing technique to teach listening; (2) students having high self-esteem have better listening skill than those having low self-esteem; and (3) there is an interaction effect between teaching techniques and students’ self-esteem on the students’ listening skill. The research was conducted at SMK Muhammadiyah 1 Sukoharjo in the academic year of 2011/2012. The research method used was an experimental study. The population was the second grade students. The sample consists of two classes, XI TKR 1 consisting 30 students as an experimental class and XI TSM 2 consisting 30 students as a control class. They were taken by using cluster random sampling. The instruments used to collect the data are questionnaire and test. Before the instruments were used, a try out was done to know the validity and reliability of the instrument. The writer also used normality test and homogeneity test in order to check whether or not the data of the two groups were in normal distribution and homogeneous. The data were analyzed using ANOVA test and TUKEY test to test the research hypotheses. The result of data analysis are: (1) Buzz group is significantly different from lecturing to teach listening because Fo (4.86) is higher than Ft (4.08) and qo (3.11) is higher than qt (2.89) and buzz group is more effective than lecturing to teach listening because the mean of C1 ( 66.5) is higher than C2 (61.2); (2) The listening ability of the students having high self-esteem is significantly different from that of those having low self-esteem because Fo ( 5.22) is higher than Ft (4.08) and qo (3.23) is higher than qt (2.89) and the students who have high self-esteem have better listening ability than the students who have low self-esteem because the mean of R1 (66.6) is higher than R2 (61.1); and (3) There is an interaction between teaching techniques and self-esteem to teach listening because Fo (27.48) is higher than Ft (4.08), and the result of Tukey test shows that buzz group technique is effective to teach listening for students with high self-esteem, while lecturing is effective to teach listening for the student with low self-esteem. It can be concluded that buzz technique was effective to teach listening for the second grade students of SMK Muhammadiyah 1 Sukoharjo in the academic year of 2011/2012, and the effectiveness was influenced by the level of students’ self-esteem. In accordance with the above result, the English teacher is expected to apply the appropriate teaching technique to teach listening by considering students’ characteristics especially based on their degree of self-esteem. Key words: Buzz Group, Lecturing, Self-esteem, Listening