correctly, besides that using movies or videos as media also helps student to know the expression that is used in describing something directly from
authentic material such as video that also trigger students’ sensitivity sense
of hearing. Based on the authenticity of the material, in this research the
writer will use descriptive video which related to the topic or theme of material that is taught in ten grade students of SMK Islamiyah,
the writer’s reason of applying this descriptive video is expected to help student in
understanding the information on listening for information. With this descriptive video the listening material is expected to be easy to deliver
and help the comprehension of student on material and expression used in describing something. The video is taken from several resources such as
you tube, or website that served a description of something, someone or place which related to theme or topic in the textbook, for example the
descriptive video about visit Indonesia which describe about the tourism place around Indonesia.
As the writer read the result from several previous related studies that average students tend to prefer listening with visual aids rather than
just listen to an audio format. Hence, based on the assumption above it is expected that teaching listening by using descriptive video can offer an
alternative way on providing the variation techniques in teaching listening. Finally, the writer has intended to study more and selects his topic about
the
“The Effect of Using Descriptive Video in Teaching Listening Comprehension
” Quasi-Experimental Research at First Year of SMK Islamiyah
B. Identification of Problems
According the background study, the writer identifies some problems
relating to the teaching listening:
1. Although many factors that can affect leaners’ achievement,
teaching method is important in teaching learning process because it can affect learners’ motivation in learning.
2. The teaching method used in SMK Islamiyah Ciputat Tangerang
Selatan may not encourage learners’ activities, especially
teaching method in teaching listening comprehension. 3.
Some learners in SMK Islamiyah Ciputat Tangerang Selatan have low score on several listening comprehension exercises.
4. Students’ lack of vocabulary in learning listening due to
students less of practice 5.
Lack of media in teaching listening due to limited facility 6.
Teachers have few varieties teaching methodology to make more interactive listening activity in their class.
C.
The Limitation of the Study
In conducting this research, the writer limits the problem to avoid misunderstanding and only focuses on the effect of the use of descriptive
video in teaching listening comprehension to learners’ score in the ten
grade of SMK Islamiyah Tangerang in 20142015 academic year.
D. The Formulation of Problems
Based on identification of problems the writer formulates research problems as follow:
“Does the use of descriptive video in teaching listening affect the learners’ comprehension score
?”
E. Purpose of the study
The purpose of this study is to investigate the effect of the use of descriptive video in teaching listening to
learners’ score. Whether or not the use of descriptive video can affect the
learners’ score. Hopefully this method becomes an alternative way on providing the variation techniques
in teaching listening.
F. Significance of the Study
The result of this research is expected to give information for: 1.
The teachers For the teachers, the result of this research is expected to give
them information about the effect of using descriptive video in increasing students’ listening comprehension score, so the teachers
can use this method in teaching listening. 2.
The students For the student the research result is expected to motivate them
in learning listening because by using descriptive video, the class will be interesting. Hence, the students can improve their listening
skill. 3.
The reader For the reader, the research result is expected to give
information and knowledge about the effect of using descriptive video
in increasing students’ listening comprehension score.
7
CHAPTER II THEORETICAL FRAMEWORK
A. Listening
1. The Nature of Listening
Students can understand and response the language by listening. Listening is one of the most important elements in studying of foreign language.
Listening is needed for natural precursor to speaking EFL. Generally, there are no a specific definitions of listening but there are consistent element that people
agree should be included in a listening definition. A content analysis of 50 definitions of listening found that the five most used elements were perception,
attention, remembering, and response.
1
The author quoted the definition of listening due to not to be confused, as “The selective process of attending to hearing, understanding, and remembering
aural symbols.”
2
It means that listening not just attending to hearing but also understanding and remembering information selectively. Hearing is dealing
with sense but listening deals with mind. Therefore, hearing and listening are being as natural ability, but listening different from hearing. Hearing is simple
recognition of sound but listening implies some conscious attention to the message of what is said. So, listening needs to teach due to its characteristic
that usually the source message difficult to understand, comprehend and need thinking process.
1
Glenn in janusik, listening pedagogy: Where Do We Go from Here? In Andrew D. Wolvin,Ed. Listening and Human Communication in 21
st
Century ,London: Blackwell Publishing Ltd, 2010,P.204
2
Barker in janusik ,listening pedagogy: Where Do We Go from Here? In Andrew D. Wolvin 2010, P.205
2. Kinds of Listening
According to Jeremy Harmer there are two kinds of listening namely extensive and intensive listening. To improve students listening skill in
listening English Language it is important for them to increase their language input by practicing extensive and intensive listening. The number of listening
skills practiced would depend on the nature of the listening passage, the level of the learners, and the purpose of listening.
3
Below are the kinds of listening based on Jeremy Harmer:
a. Extensive listening
This type is where a teacher encourages students to choose for them what they listen to and do it, for pleasure and general language
improvement, it is can also have a dramatic effect o n a students‟ language
learning Extensive listening has also a greater ease than other types as it is
concerned to promote overall comprehension of a text and never requires learners to follow every word and understand them. Learners need to
comprehend the text as a whole which is called global understanding. Activities in this section must be chosen in terms with the proficiency level
of the listeners. At the lower level they may have problems to organize the
information, so some of non-verbal forms in responding might be given such
3
Betty Parrish, Teaching Adult ESL A Practical Introduction,New York: McGraw Hill,2004,p.97
