TEACHING LISTENING ABILITY BY USING SOMATIC , AUDITORY , VISUAL , AND INTELECTUAL ( SAVI ) TECHNIQUE

The objective of the research is to find out the Effectiveness of using SAVI (Somatic, Auditory, Visual and Intellectual) Technique to teach Listening Ability. The research was a Case Study method. The data from classroom observation were obtained from video recording, student’s checklist and lecturer’s field notes. The findings of this study showed the use of SAVI (Somatic, Auditory, Visual and Intellectual) Technique is an effective technique for teaching listening Ability. Significantly, it can be seen that the students enjoyed their listening. As a result, they responded positively and enthusiastically to lesson, and engaged easily in the whole learning process.


INTRODUCTION
Today, English becomes more widely used.English is not only an international language for general communication, but also a language for specific needs.People willingly learn English because they realize that English is meaningful to widen their knowledge in their work fields.
As an international language, English plays an important role in many aspects of human life all over the world.
English regarded as the second foreign language is used to transfer and to develop science and technology.
Besides, English has function as an aid to conduct international relationship with the other countries and nations in the world.Hutchinson and Waters (1987: 6) state that English becomes the accepted international language of technology and commerce.It creates a new generation of learners who know specially why they are learning a language businessmen and who want to sell their product, mechanics who have to read instructional manuals, and who needs to keep up with the development in their field and a whole range of students whose course of the study include text books and journals available in English.
In teaching and learning process, English receives high priority.In our formal education, English is one of the compulsory subjects taught from kindergarten to university.In Indonesia, the goal of teaching-learning of English is that students are expected to be able to communicate in English well.In English, there are four abilities which must be mastered.They are listening, speaking, reading, and writing.All of these abilities are important, but in learning language, listening is regarded as one of the most important as a basic important ability of communication.
According to Byrnes (1984: 9), listening is the ability to express oneself intelligibly, accurately, and reasonably.
It means that the listening ability is the capacity or power to do something physical or mental.
According to Hornby (1963: 140) Listening is the language modality that is used most frequently.It  Given the importance of listening in language learning and teaching it is essential for language teachers to help their students become effective listeners.
In the communicative approach to language teaching, this means modeling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom.
According to Nunan (1997:48), there are two reasons that listening is more difficult than the other abilities.Therefore, it is difficult to implement the individual control for each student.
Thus, the teacher cannot evaluate each student's proficiency.There were some steps and instruments used in gaining the data to reveal the answer of the research questions.
The data were collected through several

Classroom Observation
Classroom observation is one of the characteristics in a case study.In this

Data Presentation and Discussion
The data acquired from observation was used in form of teacher field notes,  Besides that, preparing the multimedia has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another.Often, however, language learners do not recognize the level of effort that goes into developing listening ability.Far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text.Not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academic lectures.Language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them.Listening involves a sender (a person, radio, and television), a message, and a receiver (the listener).Listeners often must process messages as they come, even if they are still processing what they have just heard, without backtracking or looking ahead.In addition, listeners must cope with the Fatma Yuniarti.................................. Teaching Listening.......................................... sender's choice of vocabulary, structure, and rate of delivery.The complexity of the listening process is magnified in second language contexts, where the receiver also has incomplete control of the language.
participation, and students preference to use their mother language and not to have a good habit to listen English with the other friends.Besides, some of the students are naturally shy or lack of confidence when it comes to listening in public.This may cause students to speak too fast or stumble over their words.They might even listen in low, muffled or with a high-pitched and squeaky voice.Secondly, the lecturer is having difficulties to teach listening in a big class.The main problem is the way to manage it.During the teaching hours, the teacher should make the students pay attention to the materials given to them.It needs hard work for getting the students' attention.Lack of control also occurs when they teach in a big class.
data were collected in three weeks.During the research, the researcher took part and acted as the lecture.
in teaching listening ability as the media.Note-takings and running record were conducted during the observations in order not to miss the important points, and also to obtain the natural reaction and interaction during learning English through SAVI, the students' activities were videotaped.The data from classroom observation was obtained from students' checklist and lecturer's field notes during the teaching program in the classroom.Each meeting spent 60 minutes per meeting.Video recording was used in each meeting to be observed by the researcher to gain more data about the students' activities in classroom in learning English by using SAVI.'s field notes and student's checklist were very useful to comprehend lecturer's belief in carrying out the lesson plans.To fully understand, lecturer's field notes and student's checklist were read over and over again, categorized into several aspects related to the research questions and it was also paired with relevant theories.Then, in their activity.However, in the first meeting, the students were still confused with the learning tasks that were given by the lecturer, the material available outside the classroom (e.g., radio, TV, personal computer, the Internet) can be used for extensive listening.Their familiarity with the SAVI was given is likely due to the fact that they use various media to listen outside the classroom.However, some of the students started to show their negative responses in two ways.First, some of them tend to be reluctant, gave their negative attention and became less enthusiastic when they found that the SAVI (Somatic, Auditory, Visual and other problem to consider in selecting the material to be used in the classroom.It was because the learners learn English mostly with their native language as a medium of instructions.So, they had to make efforts in adjusting with the language used in the SAVI (Somatic, Auditory, Visual and Intellectual) method.Therefore, the role of lecturer was very important to help them overcome the difficulty encountered.To deal with this problem, lecturer tried to present the topic which is interesting and appropriate with students'characteristics that would invite their full engagement in the classroom.
The third are media and material of learning that support students' activity in the classroom.Media and material have a big role in the English teaching and learning process.Actually, media and material that are available are more than enough.The examination of media and material to facilities and to supports the English teaching learning process will be rarely done.Although there are some computers provided in the institute such as computer assisted laboratory and language laboratory, but the English teacher never uses it normally.An interactive computer uses the language laboratory because there are many personal computers.If we use interactional computer successfully is the classes we need to be aware of potential problems such as, poor viewing conditions.We have to be sure that students operate the computer and do not operate another program in the computer.Learning method, in this Fatma Yuniarti.................................. Teaching Listening.......................................... case, is important thing that should be prepared well by the lecture in delivering the materials to the students.