Khóa luận Improving Listening skill for grade 9 at The Asian High School, Cao Thang Campus

DECLARATION
I am Nguyen Hoang Lam declare that the work presented in this Graduation Thesis is
uniquely prepared by me.
This is my research about “Improving Listening skill for grade 9 at the Asian High
School (AHS) . I declare that my research do not copy from other. All the information
used in my research are cited from books and website with specific sourses.

Name: Nguyen Hoang Lam
Student ID: 97011501027
Course: 8 – Class: 15DTA
Major: English Language
The Saigon International University

Date submitted: …………………………….
Signed: ……………………………………..


ABTRACT
I wrote the research of “Improving Listening skill for grade 9 at The Asian High School,
Cao Thang Campus”. To support my graduation from The Saigon International School
and Mr. Nguyen Thanh Tuan – my instructor. My study did not only my support my
graduation but also help other people have a look English language. Everyone can read
my research, especially new teachers and students who have difficulties in teaching
English for students grade 9 at The Asian High School and studying English.


ACKNOWLEDGEMENT
I have received many helps before I completed my thesis proposal.
First of all, I would like to express my gratitude to Mr. Nguyen Thanh Tuan who helped
and encouraged, guided and willing motivated me from the beginning to the end of this
work.

Secondly, I would like to appreciation The Saigon International University for providing
me a professional environment and facilities of studying, and all teachers in the English
Language major for giving enthusiasm and sympathies that help me finish this research.
In addition, because of my limited nuts and bolts, and mistakes which hardly avoided, so I
believe to receive advices from teachers to make my study more perfect.
I really thank to all people helping me to finish this graduating thesis.
Best regard,
Nguyen Hoang Lam


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Contents
CHAPTER I: INTRODUCTION.....................................................................................1
1. Statement of the problem.............................................................................................1
2. Purpose of the study.....................................................................................................1
3. Significance of the research.........................................................................................1
4. Research questions.......................................................................................................1
5. Limitation.....................................................................................................................2
6. Scope............................................................................................................................2
CHAPTER II: LITERATURE REVIEW........................................................................3
1. Definitions of key terms...............................................................................................3
1.1 What is the Listening skill:..................................................................................3
1.2 Difficulties:............................................................................................................3
1.3 Problems:...............................................................................................................3
1.4 Solutions:...............................................................................................................4
Keep an open mind....................................................................................................5
2. Reviews previous works............................................................................................15
CHAPTER III: METHODOLOGY...............................................................................18
3.1 Research Design.......................................................................................................18
3.2 Procedures................................................................................................................18
3.3 Participants...............................................................................................................19
3.4 Sample Selection......................................................................................................19
3.5 Material Techniques.................................................................................................19
3.6 Data Collection:.......................................................................................................19
3.7 Reliability and Validity............................................................................................20
CHAPTER IV: ANALYSIS AND DISCUSSION.........................................................21
Translating Creates a Barrier Between Yourself and the Person Who Is

Speaking....................................................................................................................25
Most People Repeat Themselves.............................................................................25
Use Key Words.........................................................................................................26
Listen for Context....................................................................................................26
CHAPTER V: CONCLUSION.......................................................................................28
REFERENCES.................................................................................................................29
APPENDIX.......................................................................................................................31


CHAPTER I: INTRODUCTION
1. Statement of the problem
1.1 Nowadays, English becomes the main language in around the world when you
communicate. Listening is one of the most important skills that people can use for
communiate each other and listen something they want. However, some Vietnamese
students in secondary school still get some difficulties in listening when they participate
in the exam,test in class and listening homeworks.
1.2 Since this problem happens to most Vietnamese students. I decided to choose this
topic:”Improving the Listening skill for the grade 9 at Asian High School (AHS)”.

2. Purpose of the study
This research is aimed to find out the mistakes students at Asian High School (AHS)
usually have while they have a Listening test. Since their faults happen quite a lot when
they build an academic essay, this research also gives students best methods to improve
their listening skills. Because of serious misunderstanding between vocabularies,
grammars and styles of person speaking and the accent, this research points out types of
person speaking, accent, and style which are demonstrated in this study as well.

3. Significance of the research
This research bases on my recent survey. It illustrates how an academic essay is Listen.
Common mistake of Listening in English will be shown in this research. It is very

important for first year students who are non – English majored to work on their writing
mistakes.

4. Research questions
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What problems do Asian High School grade 9 students get with Listening skill?
Why do they get into problems with Listening?
How do they improve their Listening skills?

5. Limitation
Limitation of the study.
This study is applied to the secondary students who are not good at Listening in The
Asian High School (AHS).

6. Scope
Scope of the study.
The object of this research is the secondary students about Listening skills.

Summary
I have to teach and enjoy time at The Asian High School. This is my research about “How
to improving the listening skill for grade 9 students at The Asian High School”.

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CHAPTER II: LITERATURE REVIEW.
1. Definitions of key terms.
1.1 What is the Listening skill:

Listening is the ability to accurately receive and interpret messages in the communication
process.

Listening is key to all effective communication. Without the ability to listen effectively,
messages are easily misunderstood. As a result, communication breaks down and the
sender of the message can easily become frustrated or irritated.

If there is one communication skill you should aim to master, then listening is it
(Remen,2018)

1.2 Difficulties:
Secondary students have some problems when they join in the exam with some reasons
they cannot hear the speaking-file clearly and they misunderstanding.

1.3 Problems:
The evidence that shows why listening is difficult comes mainly from four sources: the
message to be listened to, the speaker, the listener, and the physical setting (Yagang,n.d)
Listening is the weakest skill for many leaners. To improve your listening, you first need
to know what your learning problem are (Ruth,2018).
1.3.1 - There are too many new words : This is what I was referring to above. The
real problem is not necessarily your listening ability. Either you need to increase your
vocabulary or choose easier listening materials.

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1.3.2 - People speak too fast: Here I'm getting at the changes that happen in fast,
natural speech. In English, we use a lot of connected speech and miss out a lot of sounds.
1.3.3 - They cannot hear what people say: This is one of two things - the extreme
version is where it's just a stream of sounds and you can barely pick anything out.

Another problem might be that you're unable to hear familiar words. This could again be
because of changes we make words when we say them in fast, natural speech.
1.3.4 - They can hear but they do not understand: This is where you can hear a lot
words but you're not getting the overall message, or you're missing key words and so not
understanding. It might also be because you're focusing too much on trying to hear and
understand every words, instead or using listening strategies to compensate when you do
not hear anything (just like we do in our native language)
(Ruth,2018).

1.4 Solutions:
In today's high-tech, high-speed, high-stress world, communication is more important
then ever, yet we seem to devote less and less time to really listening to one another.
Genuine listening has become a rare gift—the gift of time. It helps build relationships,
solve problems, ensure understanding, resolve conflicts, and improve accuracy. At work,
effective listening means fewer errors and less wasted time. At home, it helps develop
resourceful, self-reliant kids who can solve their own problems. Listening builds
friendships and careers. It saves money and marriages (Schilling,2012)

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They have ten steps solutions for this problem (Schilling,2012)

Face the speaker and maintain eye contact.
Talking to someone you need to look at them when you talk, it is call “eyes contact”.
How much of the person’s divided attention you are actually getting? If the person who
were your child or your friends you might demand “Look at me when I’m talking to you”,
But that is not the sort of thing we say to a lover or colleague. (Schilling,2012)

Be attentive, but relaxed.

Now that you have made eye contact, you need to relax when you were talking with them.
You do not have to look at their face during your story or your conversation. You can
look at around and keep talk like a normal person. But the most important thing is to be
attentive during talking.



Be present



Give attention



Apply or direct yourself



Remain ready to serve.

Enough the background and sounds around you. In addition, try not to focus on the
speaker’s accent or speech because this was the reason why you lost attention. Finally, do
not be distracted by your thought, feelings or biases. (Schilling,2012)

Keep an open mind.

“Listen without judging the other person or mentally criticizing the things she tells you”.
When everything, which she talked to you, made you feel uncomfortable or made you
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confused, do not say to yourself “Well, that was a stupid move”. If you indulge in
judgmental bemusements, that was you not a listener.

Listen without jumping to the conclusions. Remember that the speaker when they talked
to you, they said what they thought and they feelings inside their brain. You do not know
what they thought and their feelings are and the best way for you to be a good listener.
(Schilling,2012)

Listen to the words and try to picture what the speaker is saying.
Allow your mind to create a new thing from the information being communicated.
Whether a black picture, or an arrangement of abstract concepts, your brain will do the
necessary work when you stay focus with the fully senses.
When you listen from the speaker talk to you, you do not spend time for planning what to
say next. You cannot prepare and listen at the same time. Think only about what the
speaker is talking.
At the end, stay focus on what is being said, even it bores you. If your thoughts start not
focus, immediately force yourself to refocus. (Schilling,2012)

Don't interrupt and don't impose your "solutions."
Children used to be taught that it is rude to interrupt. Certainly, the majority of tv shows,
where loud, aggressive, in your face behavior is condoned, if not encouraged.

Interrupting messages were send a variety:



You less important than me.



Anything I have to say is more interesting, accurate or relevant.



What you think, I do not care.
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

I do not have time for you

If you are absolutely have a bright solution, at least you need to ask the speaker first
“would you like to hear my ideas?”. This is the way to make the speaker pay attention to
your idea and feel polite. (Schilling,2012)

Wait for the speaker to pause to ask clarifying questions.

In the conversation, when you do not understand what they talk to you, of course you
should ask the speaker to explain, but you cannot jump in wait until the speaker pauses.
Then say something like “I do not understand what you just say about… / Can you
explain? I do not understand…” (Schilling,2012)

Try to feel what the speaker is feeling.

When you listen the story from the speaker, if you feel sad and the person with whom you
are talking expresses sadness, happiness when she expresses happy, fearful when she
describes her fears – those feelings through your facial expressions and words. Empathy

with the speaker by heart and soul, you are a good listener. (Schilling,2012)

On the other hand, Harvey Deutschendorf said we tend to pay a great deal of attention to
our ability to speak. From Toastmasters to an unlimited amount of course, workshops,
and training available we see that speaking, especially public speaking, is a highly
desirable, sought-after skill.(Deutschendorf,2014).

Put yourself in their shoes

You agree with the speaker or interest in what they are saying is important to them.
Imagine you are in their situation, want only to have someone listen to them. When they
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are speaking try to listen where they come from and why. Imagine what their life is like
and what their life is like. People will appreciate that you made the effort to understand
and hear them. (Deutschendorf,2014).

Pick up key points and let the speaker know you did

Many people cannot stay focus on the speech for longer than a minute or so. It is easy
for our attention to move on something else that we might find more interesting. If you
lost your attention, try to find something or some main idea of the speech. After they
finish talking, let them know that you heard about them, let’s show them few key
points you heard them say and ask them to explain what problems you do not
understand clearly. You will be forgiven for not following the whole conversation,
because the speaker believes that you made an honest effort. (Deutschendorf,2014).

Practice active listening

Most people are thinking of how they are going to reply when someone is talking.
Instead of doing that, try to focus completely on what the person is saying. Pretend that
you will be tested on how much of what they were saying you heard and understood. A
good exercise to practice is to sit down with a family member or a good friend and
practice simply giving feedback to them of what you heard them say. You will notice
that it gets much easier to focus on their words when you aren’t worrying about how
you will respond. (Deutschendorf,2014).

Show the speaker you are listening
It is possible to listen without showing the emotions on your face. Visibly and audibly
demonstrating that we are listening, interested in what is being said, as important as the
listening itself. But during the conversation the key is to provide appropriate feedback,
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this is the signal you show them you are in their conversation. Here are some of the things
we can do to confirm to others that we are listening:


Head nods



Leaning forward



Maintaining eye contact



Taking notes when appropriate



Verbal affirmation (asking questions of clarification, answering questions posed by
the speaker when appropriate, and brief affirmations like “mrm-hrm”)

By contrast, here are many of the things we do, deliberately or not, which imply to others
that we are not listening:



Crossing our arms



Fidgeting



Multitasking



Leaning away from the speaker



Failing to make steady eye contact



Failing to answer questions posed by the speaker (Valdes,2018)



Pay attention to both verbal and non-verbal messages

Pay attention to the speaker body language is just as important as paying attention to the
words. (Valdes,2018)

2. Reviews previous works.
Fan Yagang worked:
The Speaker

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Ur (1984:7) points out that “in ordinary conversation or even in much extempore speechmaking or lecturing we actually say a good deal more than would appear to be necessary
in order to convey our message. Redundant utterances may take the form of repetitions,
false starts, re-phrasings, self-corrections, elaborations, tautologies, and apparently
meaningless additions such as I mean or you know.” This redundancy is a natural feature
of speech and may be either a help or a hindrance, depending on the students’ level. It
may make it more difficult for beginners to understand what the speaker is saying; on the
other hand, it may give advanced students more time to “tune in” to the speaker’s voice
and speech style.

Learners tend to be used to their teacher’s accent or to the standard variety of British or
American English. They find it hard to understand speakers with other accents.

Spoken prose, as in news broadcasting and reading aloud written texts, is characterized by
an even pace, volume, pitch, and intonation. Natural dialogues, on the other hand, are full
of hesitations, pauses, and uneven intonation. Students used to the former kinds of
listening material may sometimes find the latter difficult to understand.

The Listener

Foreign-language students are not familiar enough with clichés and collocations in
English to predict a missing word or phrase. They cannot, for example, be expected to
know that rosy often collocates with cheeks nor to predict the last word will be something
like rage when they hear the phrase he was in a towering… This is a major problem for
students.

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Lack of sociocultural, factual, and contextual knowledge of the target language can
present an obstacle to comprehension because language is used to express its culture
(Anderson and Lynch 1988).

Foreign-language learners usually devote more time to reading than to listening, and so
lack exposure to different kinds of listening materials. Even our college students majoring
in English have no more than four hours’ regular training per week.

Both psychological and physical factors may have a negative effect on perception and
interpretation of listening material. It is tiring for students to concentrate on interpreting
unfamiliar sounds, words, and sentences for long periods.

Physical Setting

Noise, including both background noises on the recording and environmental noises, can
take the listener’s mind off the content of the listening passage.

Listening material on tape or radio lacks visual and aural environmental clues. Not seeing
the speaker’s body language and facial expressions makes it more difficult for the listener
to understand the speaker’s meaning.

Listening material on tape or radio lacks visual and aural environmental clues. Not seeing
the speaker’s body language and facial expressions makes it more difficult for the listener
to understand the speaker’s meaning.

Unclear sounds resulting from poor-quality equipment can interfere with the listener’s
comprehension.

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CHAPTER III: METHODOLOGY.
3.1 Research Design
To search about the mistakes which is the most Vietnamese student high school students
often get when they are listening in English. This research uses both methods: qualitative
and quantitative to do “Improving listening in English of Vietnamese high school students
(AHS)”. Qualitative conceptual about the concerned with understanding human behavior
from the informant’s perspective – Assumes a dynamic and negotiated reality. Qualitative
methodological about data are collected through participant observation and interviews.
Data are analysed by themes from decriptions by infomants. Data are reported in the
language of the informant. Quantitative conceptual about the concerned with discovering
facts about social phenomena – Assumes a fixed and measurable reality. Quantitative
methodological about data are collected through measuring things. Data are analysed

through numerical comparisons and statistical inferences. Data are reported through
statistical analyses. (Minchiello et al,1990, p.5). In my research, I chose quantitative to
did my research.

3.2 Procedures
To begin with, I would like to make a question “what problem do Asian High School
grade 9 students encounter when they study?” Most students still get some basic mistakes
in listening in English, although they are a good leaner. There are certain mistakes that
they usually have are vocabulary, word form, grammar, plural form, they cannot focus on
the record. The second question is “How do they improve their problems?” I show them
some website and books to improve listening skill. For example: TED, students can listen
every topic and try to listen, take note and after that remember come to class and talk
about their video.

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3.3 Participants
Students in grade 9 at The Asian High School to support my survey. They are love
playing soccer in break-time and almost students at The Asian High School support
Korean music (K-Pop). For example: they support Black Pink, BTS, Big Bang, T-ara…

3.4 Sample Selection
I chose 20 students I teach in grade 9 at The Asian High School to support my research.
And they happy to did my survey. They were all 15 years old and study at AHS.

3.5 Material Techniques
During my study, I used Google form to support my survey, Excel and Microsoft Word to
support my survey. It is a web application where people can create a question table to
collect people ideas or responses. It is very convenient because people can do and collect

answers from anywhere and anytime. Users’ question form will be sent shortly to other
people so that users can collect number of responses quickly. In addition, this web
application can automatically show my charts about people’s responses which help you
understand trends or phenomena. Also, I used Google search service to find sourses
which helped me have a comparison with my results.

3.6 Data Collection:
I started my survey by making a question form from Google Form. I printed these
questions into A4 papers so that it was easy for students to answer. I printed twenty
copies for twenty students in class 9/25 at the Asian High School. Next, I went to school
and gave them to answered my questions. Then, they spent twenty minutes to answered
six questions in my questions form which will be demonstrated below.

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3.7 Reliability and Validity
My research is definitely reliable because my survey was conducted through strictly and
carefully stages which were listed at procedures. In addition, my twenty participants did
not have any barrier in understanding English. Therefore, they could answer my questions
exactly.
In addition, I believe that my study is valuable due to some reasons. Firstly, my research
is based on reliable response from students. Secondly, my survey was conducted to
collect exact numbers. Finally, it provides me difficulties and mistakes when students
write English.

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CHAPTER IV: ANALYSIS AND DISCUSSION

This is my survey information I had done with my students at The Asian High School.
The charts will show the data I collected when I teach at school.
4.1 Amount of time to study English

This pie chart shows the percentage how long students have study English. Almost
students at The Asian High School study in English more than 5 years. They have enough
knowledge and vocabulary to understand my questions and answered it carefully.
4.2 Difficult skill to learn

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This bar chart shows the number of students feel the skill was difficult. Listening had the
highest percentage, 11 students and 50%. The next was Writing which was difficult for
students to learn, 5 students and 25%.
4.3 Time spending to practice Listening at school

This pie chart shows the percentage of time they spend to practicing Listening at school.
Fifty-percent chose they have enough time to practice Listening at school. That time for
them go to school and enjoy their listening lesson.

4.4 Practice Listening skill at home

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This pie chart shows more than seventy-percent students say No in this question. They
did not have homework about Listening when they finished at school. On the other hand,
twenty-five-percent students thought they have several times a week they did the
Listening homework.

4.5 Problems when they have listened the record

Vocabulary was the biggest problem when they listened the record that was the reason
why fifty-percent students they voted it. In some case, they cannot hear the record clearly,
the record runs so fast.
4.6 Part they want to improve

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Vocabulary was one of the most important part in the Listening skill. When they
participated in the semester exam or test in class. If they understood words in the record
they easy to did the test. This was the big thing for them to improve and learn more.

Solution to improve listening skill
In two months I observed and teach students at The Saigon International School (AHS).
Then, I gave them my survey the number and the charts would shows their problems and
part they want to improve more.
First of all, they need to prepared to listen. For example: when they receive the test paper,
they need to underline the keywords and focus on wh-questions or yes/no questions to
answer the question. In the test they always have twice to listen the record and when they
communicate to each other if they do not catch everything the first time, they can ask
them to repeat.
Secondly, they must to listen for specific information, when teacher play the record they
need to focus on the main idea and keywords they have to underline it already in the
question sentences.
Thirdly, they have to listen for pleasure. For instance, my students can listening to
US/UK music to improve their listen skill or watching TV show in English without
subtitle and then watch it again and check how many percent they can understand.
Finally, carefully observe the people you listen to, watching people can also help you

listen. When you have talk with your friend or another people try to look and hear their
tone of voice, hand gestures or how they stand. Body languages is one of the most things
when people talk they always use it.

Once you have begun to listen on a regular basis, you might still be frustrated by your
limited understanding. Here are a few courses of action you can take:
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

Accept the fact that you are not going to understand everything.



Stay relaxed when you do not understand -- even if you continue to have trouble
understanding for a while.



Do not translate into your native language.



Listen for the gist (or general idea) of the conversation. Don't concentrate on
detail until you have understood the main idea(s).

First, translating creates a barrier between the listener and the speaker. Second, most
people repeat themselves constantly. By remaining calm, you can usually understand
what the speaker had said. (Beare,2019).

Translating Creates a Barrier Between Yourself and the Person Who Is Speaking

While you are listening to another person speaking a foreign language (English in this
case), the temptation is to immediately translate into your native language. This
temptation becomes much stronger when you hear a word you don't understand. This is
only natural as we want to understand everything that is said. However, when you
translate into your native language, you are taking the focus of your attention away from
the speaker and concentrating on the translation process taking place in your brain. This
would be fine if you could put the speaker on hold. In real life, however, the person
continues talking while you translate. This situation obviously leads to less -- not more -understanding. Translation leads to a mental block in your brain, which sometimes
doesn't allow you to understand anything at all. (Beare,2019).

Most People Repeat Themselves

Think for a moment about your friends, family, and colleagues. When they speak in your
native tongue, do they repeat themselves? If they are like most people, they probably do.
19


That means that whenever you listen to someone speaking, it is very likely that they will
repeat the information, giving you a second, third or even fourth chance to understand
what has been said.

By remaining calm, allowing yourself to not understand, and not translating while
listening, your brain is free to concentrate on the most important thing: understanding
English in English.

Probably the greatest advantage of using the Internet to improve your listening skills is
that you can choose what you would like to listen to and how many and times you would

like to listen to it. By listening to something you enjoy, you are also likely to know a lot
more of the vocabulary required.(Beare,2019)

Use Key Words

Use keywords or key phrases to help you understand the general ideas. If you understand
"New York", "business trip", "last year" you can assume that the person is speaking about
a business trip to New York last year. This may seem obvious to you, but remember that
understanding the main idea will help you to understand the detail as the person continues
to speak. (Beare,2019).

Listen for Context

Let's imagine that your English speaking friend says, "I bought this great tuner at JR's. It
was really cheap and now I can finally listen to National Public Radio broadcasts." You
don't understand what a tuner is, and if you focus on the word tuner you might become
frustrated.

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