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Journal for all Subjects : www.lbp.world
1
ENHANCING LISTENING PROFICIENCY IN ENGLISH USING
INSTRUCTIONAL STRATEGY BASED ON SIOP MODEL
Dr. Jaya Jaise1 and Chinchu S Kurian2
1Professor, School of Pedagogical Sciences, Mahatma
Gandhi University, Kottayam, Kerala.
2 Research Scholar, School of Pedagogical Sciences,
Mahatma Gandhi University, Kottayam, Kerala.
ABSTRACT:
Listening skill is the most neglected skill among
language skills in English for students in Indian classrooms.
Having felt the relevance of enhancement of listening
proficiency in English, the present study is conducted with an
objective to enhance the listening proficiency in English
among students at Higher Secondary Level. Innovative
pedagogical changes can uplift the students listening
proficiency. In this study, the investigator develops an Instructional Strategy based on SIOP Model for
Standard XI to enhance the listening proficiency in English of students at Higher Secondary Level. The
Experimental Method with the Pretest-Posttest Nonequivalent-Groups Design was used for the study. A
Listening Proficiency Test was employed for gathering data. The findings of the study showed that the
Instructional Strategy based on the SIOP Model is very effective in enhancing Listening Proficiency among
Higher Secondary School Students.
KEYWORDS:
Listening
Proficiency, SIOP.
INTRODUCTION:
The More He hears; the Better
He speaks:
The Better He speaks, the Best
He understands
The nature of the English
language is very dynamic and
teachers of English should also
develop the same dynamic
nature in themselves. This is
the need of today's era. The
scope of the English language
is unlimited in this era of
globalization and so the same
is with English language
teaching. With all its
innumerable instructional
objectives like enhancement of
the aural
-
oral skills of listening
and speaking, graphic skills of
reading and writing, appreciation,
etc. English has changed into one
of the most difficult subjects to
teach in the Indian situation.
It is a well-known fact that the
main objective of teaching English
as a second language, in India was
the development of the linguistic
skills of reading and writing. This
was just because the role of
English in India was only that of a
library language. Spoken language
and listening to good English was
never given priority in the history
of English teaching in Kerala. The
concept of language teaching is
gradually changing to the
development of proficiencies in
basic language skills. A fourfold
concept in
to listening, speaking,
reading and writing are implicit
in the division of proficiency.
Proficiency in the first and
second language is thus the
intuitive mastery of basic
language skills. These are
divided into Receptive Skills
(listening and reading) and
Productive Skills (Speaking
and Writing. Language skills can
also be divided into Aural
(Listening and Speaking) and
Graphic (Speaking and Reading).
This method has received very
wide acceptance in all world
systems of education.
The recent developments across
the world where English acts as
the main lingua franca made it
imperative to develop the skills
issN: 2249-894X
impact factoR : 5.7631(Uif)
UGc appRoved JoURNal No. 48514
volUme - 8 | issUe - 8 | may - 2019
ENHANCING LISTENING PROFICIENCY IN ENGLISH USING INSTR UCTIONAL STRATEGY BASED ……. volUme - 8 | issUe - 8 | may - 2019
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of speaking and listening on the part of the learners. Nowadays, educational circles are moving strongly
in the direction of emphasizing the importance of listening skills. The teachers must realize the present
scenario and the shape of things to come in the near future and equip students better in enhancing their
listening skills.
Good ability in listening means the ability to transfer information either in writing or oral.
Nation and Jonathan (2009) says that listening is a bridge to learn a language. So, in order to be
proficient in English students should have good proficiency in listening. Having good ability in listening
is one of the main skills that have to be mastered by language learner because it tightly relates to the
communication process. Harmer (2007) also states that listening can be helpful for students in
running successful communication. The communicative competence of learners directly depends on
their ability in listening. Pupils who have limited vocabulary mastery in English face serious problems
in transferring the information they hear orally or in writing. Lack of understanding of word structures,
pronunciation, accents and speech rates also hinder the listening comprehension of students.
Buck (2001) states that there are two kinds of knowledge used in listening.
a. Linguistics knowledge: Linguistics knowledge in listening comprehension relates to students’
abilities in understanding phonology, syntax, lexis, semantics, and discourse structure.
b. Non-Linguistics knowledge: Non-Linguistics knowledge is knowledge about the topic, context,
and general knowledge. Both of them are really needed in the process of comprehending aural
information because listening is a complex process.
Buck also stated that some components need to be considered in constructing a listening
comprehension test; phonology, accents, prosodic features, speech rate, hesitation, and discourse
structure. In other words, during the listening comprehension process, listeners will deal with those
components. As the studies disclose, particularly, in a digital era, people around the globe speak to each
other through a variety of digital platforms. This global technical communication progresses, underline
the importance of listening skill in our daily contacts and also contributes much too higher learning.
BASIC STEPS IN LISTENING
Real listening is an active process that has three basic steps:
i. Pre-Listening-Purpose of listening is given in this stage.
ii. While Listening-Time during listening to some utterance/speech
iii. Post Listening-Involves speaking or writing.
DIFFERENT KINDS OF LISTENING
Wolvin and Coakley (1996) propose five different kinds of listening.
Discriminative Listening -Discriminative Listening helps listeners draw a distinction between
facts and opinions.
Comprehensive Listening- Comprehensive listening facilitates the understanding of oral input.
Critical Listening -Critical listening allows listeners to analyse the incoming message before
accepting or rejecting it
Therapeutic Listening- Therapeutic Listening serves as a sounding board and lacks any aspect
of critiques.
Appreciative Listening- Appreciative Listening contributes listeners to enjoy input and receive
emotional impressions.
SUB SKILLS OF LISTENING
Review of few important skills of listening is given below:
Listening for gist: This is an extensive listening for skimming. This happens when we listen to
get a general idea about a topic.
ENHANCING LISTENING PROFICIENCY IN ENGLISH USING INSTR UCTIONAL STRATEGY BASED ……. volUme - 8 | issUe - 8 | may - 2019
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Example: Listening to a summary of the day’s news on the radio.
Listening for specific information: This is when we listen to something because we want to
discover one particular piece of information.
Example: Listening to the weather report to discover the weather in your city.
Listening in detail: It is the intensive listening for scanning. This is when we listen, we listen
very closely, paying attention to all the words and trying to understand as much information as
possible.
Example: A member of a jury listening to a statement from a witness.
Listening for attitude.
Extensive listening.
Listening for individual sounds.
This study was made with the purpose of pinpointing the important skills of the Listening
Proficiency, which would serve as referents of proficiency in the English language of Higher Secondary
students of Kerala. The listening proficiency test revealed that there is a lack of consensus as to the
constituent skills of Listening Proficiency.
SIOP Model
Echevarria, Vogt, & Short (2000) developed the SIOP (Sheltered Instruction Observation
Protocol) as an observation tool for researchers to measure teachers’ implementation of sheltered
instruction techniques and evolved into a lesson planning and delivery approach with 30 features of
instruction grouped into eight components - Lesson Preparation, Building Background, Comprehensible
Input, Strategies, Interaction, Practice & Application, Lesson Delivery, and Review & Assessment. It
focuses on providing opportunities for students to improve their basic skills in English- Listening,
Speaking, Reading and Writing. In this strategy, the use of visuals, multimedia and many audios taped
special tests provide opportunities for student's opportunities to listen to good English. Paraphrasing,
repetitions and carefully structured lesson delivery provide more opportunities for oral language
practice.
Hence, the present study is an attempt to make the Instructional Strategy based on the SIOP
Model an interesting one to develop the listening skills of students. The present study aims at finding
the effectiveness of Instructional Strategy based on the SIOP Model for enhancing Listening Proficiency
among Higher Secondary School Students.
OBJECTIVE OF THE STUDY
To construct a Listening Proficiency Test in English for analysing the Effectiveness of
Instructional Strategy based on the SIOP Model on Listening Proficiency of students at Higher
Secondary Level.
Hypothesis
The Instructional Strategy based on the SIOP Model will be significantly more effective than
Activity Oriented Method for improving English Language Proficiency among Higher Secondary School
Students.
Methodology
Experimental Method with Pretest-Posttest Nonequivalent Groups design was used to
conduct the study. Teaching using Instructional Strategy based on the SIOP Model and Activity Oriented
Method were the independent variables, while Listening Proficiency in English was the dependent
variable.
ENHANCING LISTENING PROFICIENCY IN ENGLISH USING INSTR UCTIONAL STRATEGY BASED ……. volUme - 8 | issUe - 8 | may - 2019
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Materials and Tools used for the study
The materials and tools used for the study were:
Instructional Strategy based on SIOP Model
Lesson Plans using Activity Oriented Method.
Listening Proficiency Test
Population and Sample
The population of the Experimental part of this study consists of students of higher secondary
schools of Kerala following the State Syllabus. The Stratified Random Sampling Method was adopted for
the selection of the sample. The sample comprised 392 students Standard XI Students.
Analysis of the Data
The data was gathered, tabulated and analysed using statistical measures like Arithmetic Mean,
Standard Deviation, Critical Ratio (t-test), Analysis of Variance (ANOVA) and Analysis of Covariance
(ANCOVA).
Before Experiment
The Arithmetic Means and Standard Deviations of the Pre-test scores on Listening Proficiency of
Higher Secondary School Students in the Experimental and Control Groups were computed and the data
and results of the test of significance of difference in the Mean scores are given in Table 1.
Table 1: Data and Results of Test of Significance of Difference between Mean Pre-test Scores on
Listening Proficiency of Experimental and Control Groups
Listening Proficiency
Groups
N
AM
SD
t
-
value
P
Experimental
196
4.52
0.85
0.24
P>0.05
Control 196 4.5 0.79
Result: ‘t’ values are not significant
From Table D, for df 390 (Components), t0.05 = 1.97
Table-1 shows that the Pre-test scores of Students in the Experimental and Control Groups do
not differ significantly even at 0.05 level (‘t’=0.24) for the Component ‘Listening Proficiency. From the
Mean scores of the Experimental (4.52) and Control (4.5) Groups, it can be concluded that both the
Groups of Higher Secondary School Students are identical with regard to their Pre-test scores on
‘Listening Proficiency.’
After the Experiment
The Arithmetic Means and Standard Deviations of the Post-test scores on Listening Proficiency
of Higher Secondary School Students in the Experimental and Control Groups were computed and data
and results of the test of significance of the difference in Mean scores are given in Table 2.
Table 2: Data and Results of Test of Significance of Difference between Mean Post-test Scores on
Listening Proficiency of Experimental and Control Groups
Listening Proficiency
Groups
N
AM
SD
t
-
value
P
Experimental
196
21.97
1.70
94.08
P>0.05
Control
196
7.73
1.26
Result: ‘t’ values are not significant
From Table D, for df 390 (Components), t0.05 = 1.97
ENHANCING LISTENING PROFICIENCY IN ENGLISH USING INSTR UCTIONAL STRATEGY BASED ……. volUme - 8 | issUe - 8 | may - 2019
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Table-2 shows that the Post-test scores of Students in the Experimental and Control Groups
differ significantly at 0.01 level (‘t’=94.08) for ‘Listening Proficiency’. From the Mean scores of the
Experimental (21.97) and Control (7.73) Groups, it can be seen that the Experimental Group far excels
the Control Group in ‘Listening Proficiency’.
Gain in Performance
The difference in the Mean Pre- and Post-test scores on Listening Proficiency of students in both
Experimental and Control Groups were tested for significance of their Mean Gain scores. The data and
results of the test of significance on the Mean Gain scores are given in Table 3.
Table 3: Data and Results of Test of Significance of Difference between Mean Gain Scores on
Listening Proficiency of Experimental and Control Groups
Listening Proficiency
Groups N AM SD t-value P
Experimental
196
17.45
1.83
84.39
P>0.05
Control
196
3.23
1.26
Result: ‘t’ values are not significant
From Table D, for df 390 (Components), t0.05 = 1.97
Table-3 shows that the Gain scores of Students in the Experimental and Control Groups differ
significantly at 0.01 level on Listening Proficiency(‘t’= 84.39).
Summary of Analysis of Variance (ANOVA)
The Analysis of Variance for the Pre-test scores (X) and the Post-test scores (Y) on Listening
Proficiency of the Students taught using Instructional Strategy based on SIOP Model and Activity
Oriented Method were tested for significance and the results are presented in Table 4.
Table 4: Summary of Analysis of Variance of Pre-test (X) and Post-test (Y) Scores on Listening
Proficiency of Experimental and Control Groups
Listening
Proficiency
Source of
Variation
df
SS
X
SS
Y
MS
X
MS
Y
F
X
F
Y
Among
Means
1
0.04
19885.9
0.04
19885.88
0.06
8852.06
Within Groups
390
265.92
876.1
0.68
2.25
Total
391
265.96
20762.0
- -
Result: F
X
values are not significant
FY values are significant at 0.01 level
From Table F, for df 390 (Components), F0.05 = 3.87 and F0.01 = 6.72
Table-4 shows that the FX values obtained are 0.06 for ‘Listening Proficiency’, which is not
significant even at 0.05 level. This indicates that there is no significant difference between the Pre-test
scores of Students in the Experimental and Control Groups on Listening Proficiency. Table 4 also shows
that the FY values obtained are 8852.06 for ‘Listening Proficiency’, which is significant at 0.01 level. This
shows that the Experimental and Control Groups differ significantly in their Post-test scores on
Listening Proficiency.
ENHANCING LISTENING PROFICIENCY IN ENGLISH USING INSTR UCTIONAL STRATEGY BASED ……. volUme - 8 | issUe - 8 | may - 2019
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b. Summary of Analysis of Covariance (ANCOVA)
The Total Sum of Squares and Adjusted Mean Square Variance for the Post-test scores of
Listening Proficiency are computed and the results of the Analysis of Covariance are presented in Table
5.
Table 5: Summary of Analysis of Covariance of Pre-test (X) and Post-test (Y) Scores on Listening
Proficiency in English of Experimental and Control Groups
Listening
Proficiency
Source of
Variation
df
SS
X
SS
Y
SS
XY
SS
YX
MS
YX
SD
YX
F
YX
Among
Means
1 0.04 19885.88 28.49 19876.81 19876.81
1.5
8855.31
Within
Groups
389
265.92
876.1
19876.8
873.16
2.24
Total 390
265.96 20762.0 19905.0 20749.97 -
From Table F, for df 390 (Components), F0.01 = 6.72
From Table 5, it can be seen that since the FYX ratios are greater than the Table value, they are
significant at 0.01 level 8855.31 for ‘Listening Proficiency’, The significant F-ratios for the Adjusted
Post-test scores show that the final Mean scores of Students in the Experimental and Control Groups
differ significantly after they are Adjusted for the Difference in the Pre-test scores. The significant F-
ratios necessitate that the difference be tested separately by the comparison of Adjusted Mean scores
(t-test).
Calculation of Adjusted Means
The Adjusted Means for the Post-test scores (Y Means) on Listening Proficiency of Students in
the Experimental and Control Groups were computed. The data and results are shown in Table 6.
Table 6: Data for Adjusted Means of Post-test Scores on Listening Proficiency of Experimental
and Control Groups
Components Groups N MX MY MYX
(adjusted)
‘t’ value P
Listening
Proficiency
Experimental 196 4.52 22.0 21.22
84.04
P<0.01
Control
196
4.50
7.7
8.50
General Means
392
4.51
14.86
-
Result: ‘t’values are significant at 0.01 level
From Table D, df 390 (Components), t0.01 = 2.59
In Table 6, it can be seen that the difference in Adjusted Means for the Post-test scores of the
Experimental and Control Groups was tested for significance and ‘t’ values are found to be significant
at 0.01 level (84.04) for 'Listening Proficiency', It may, therefore, be concluded that the students who
were exposed to the Instructional Strategy based on SIOP Model have enhanced ‘Listening Proficiency’
as compared to those exposed to Activity Oriented Method. In other words, the Instructional Strategy
based on the SIOP Model is more effective than Activity Oriented Method in improving ‘Listening
Proficiency’ at Higher Secondary School level.
Tenability of Hypothesis
The formulated Hypothesis is accepted based on the findings in this regard.
ENHANCING LISTENING PROFICIENCY IN ENGLISH USING INSTR UCTIONAL STRATEGY BASED ……. volUme - 8 | issUe - 8 | may - 2019
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CONCLUSION
Thus, Instructional Strategy based on the SIOP Model in the higher secondary classrooms has
indeed facilitated Listening proficiency of students. In the classroom, using Instructional Strategy based
on the SIOP Model leads on to a stress free environment where the students are focused on the listening
objectives they need to achieve. Indeed, Instructional Strategy based on the SIOP Model can produce
effective responses from the students and also motivates further focusing on the different sub-skills of
listening.
EDUCATIONAL IMPLICATIONS OF THE STUDY
The educational implications of the study are:
It was hoped that the findings could provide guidance for the curriculum makers producing apt
syllabus and material revisions and revise classroom practice regarding the development of
English language listening skill at higher secondary level.
The integration of techniques used in the SIOP Model provides rich learning experiences and
enables learners to develop the ability of ‘how to listen’.
A shift from achievement tests to language proficiency tests help students to perform well in
higher learning arenas and to get better placements in career.
REFERENCES
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Washington, DC: Center for Research on the Educational Achievement and Teaching of English
Language Learners. Retrieved from http://www.cal.org/create/resources/pubs/
3. Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An
instructional model for English language learners. Journal of Educational Research, 99(4), 195-
211.
4. Echevarria, J., Vogt, M. E. & Short, D. (2013). Making Content Comprehensible for English Learners:
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6. Hadijah, Sitti & Kunci, Kata & Menyimak, Kemampuan & Perspektif, Dan. (2016). A Study on
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