Background of The Research

their friend, and some of them feel sleepy because they already know what they have to do in listening material time. In fact, the writer thinks that the students in SMPN 8 Tangerang Selatan need variety in listening then just listen to the teacher’s voice. Listening to the teacher can be boring and monotonous. Listening comprehension lessons also too often in a series of listening tests in which tapes or audio only are played, comprehension exercises are attempted by the learners, and feedback is given in the form of the right or wrong answer. In teaching listening skills, many teachers just gives the material, the students listen and write. The teacher does not explain what it means. This can affect to their score from listening test, the result of their listening test is not satisfy the teacher. Therefore, the students seems to have thought in mind that if they will learn listening material, then it will be using the teacher’s voice or using the audio from the cassette or tapes. The most important element and fundamental for the interaction is the ability to understand what the speaker has said. It is the duty for the language teacher. With the increasing attention to listening skills, teachers must understand and apply teaching strategies that can help learners improve their listening ability. Listening comprehension is one of the important aspects in language learning. Learners want to understand second language L2 speakers and want to comprehend a variety of L2 multimedia such as DVDs and the internet. Whereas in listening comprehension skill not only theory that being explained but also it involves practice and understanding. The students must be given a chance to be active to develop their ability to understand the subject. Because an important teaching goal is to help students becomes more creative Santrock, 2006, p. 311. Teaching listening skills in the classroom should no longer be the case of the teacher switching off as soon as the tape recorderCD player is switched on. For many students listening is stressful and, therefore, potentially de-motivating. In planning a listening skills lesson teacher should not only consider that the listening exercise is the next activity in the textbook, for example, but also take into account why students may find the listening task difficult, what are the backgrounds of the students, what materials should be used, and what will be happening at different stages of the listening lesson. In teaching listening, it is advisable to orient students to what they are about to hear by providing various forms of listening supports Pospieszyńska, 2000, p. 1; Chang, 2007, p. 375 in order to give learners a context for interpretation and also activate background knowledge Chang and Read, 2007, pp. 376 –394; Brown, 2006, p. 4. Listening to other supplemental material such as records from native speaker might also produce challenge experience. One of the ways to orient learners to a listening comprehension task is by providing them visual material such as pictures, maps and diagrams Hadley, 2001, pp. 18 –22. Authentic listening texts such as stories, songs and radio shows can, conversely, be used to motivate students into listening to ‘real’ language. A classroom technique has a great chance for success if it gives some beneficial feedback to the students. The students attend the course because it is fun, interesting, challenging and not because they need some knowledge from the course or reward from their teacher Douglas Gifford, 2001, pp. 295 –309. So, by providing some authentic listening materials will definitely motivate them to joint listening course. According to Salvin as cited by Rehman, 2014, p. 345 motivation is considered as an integral part in the achievement of any goal. Motivation as an internal process that activates, guides and maintain behavior over time. It is an important factor that has a positive influence in any educational learning process especially in learning second language. Specific to the language teaching, some experts have commented on the important position of motivation for in the teaching. For example, Rost 2006, p. 1 considers motivation is more important than teaching methodology. According to Rost 2006, p. 2, there are two main reasons why motivation is so important. The first is that motivation arouses students’ interest. The second is that motivation helps the students keep their enthusiasm. What might be assumed from Rost’s view is that a good method will not automatically result in good learning outcomes, but they depend on how the motivation of the students is. Such important role of motivation, therefore, has then led to numerous studies attempting to search possible measures in order to promote students’ motivation in learning. Based on Brown 2006, p. 2 one very important idea for teaching listening is that listening courses must make use of stud ents’ prior knowledge in order to improve listening comprehension. Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students’ achievement of instructional objectives. This may include traditional materials such as chalkboards, hand-outs, charts, slides, overheads, realia, and videotape or film, as well newer materials and methods such as computers, DVDs, CD- ROMs, the Internet, and interactive video conferencing Carey, Carey, Dick, 2001, p. 150. Ogunbote and Adesoye 2006, pp. 100 –111 expressed that multimedia technology adds new dimension to learning experiences because concepts were easier to present and comprehend when the words are complemented with images and animations. Stating further that it has been established that learners retain more when a variety of senses are engaged in impacting knowledge; and the intensity of the experience aids retention and recall by engaging social, emotional and intellectual senses. The effectiveness of visual aids has been found to be higher than that of the lecture method. Visual aids have been used to enhance learning successfully and teachers are taught and encouraged to utilize instructional media when teaching. They can therefore exploit current techniques at their disposal. Recently a lot of listening materials are derived from recorded extract, for instance on CDs, tape records, videos and others. Using video can be much richer than using audio. Video doesn’t only produce sound but also produce moving picture; speaker can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, etc. and background information can be filled in visually Harmer, 2007, p. 144. Picture can be used as an aid to give the students illustration on the natural situation where the language is used. Picture provides the information for the students on what they will listen. Moreover, because it gives illustration on the real context, it is expected to be able to increase the students’ interest in the subject. Based on Van der Werff 2003, p. 2 some teachers are successfully brings the most reticent students to the lesson by using pictures. This shows how pictures can be used as an effective media in teaching listening to ESL and EFL. Buck 2001, p. 173 stated that many communicative situations, the verbal information is also accompanied by visual information. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students have a new way and increased their motivation when they got the listening material from the teachers. Usually most of teachers just play the audio material from a cassette or another source and asked the students to answer the question from it. A method like that will make the students do not feel like to learn listening material and they will think that it was bored. One of the ways to orient learners to a listening comprehension task is by providing them visual material. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students having a new way and expected to increase their motivation when they got the listening material from the teachers. The aim of this study is to find out the students listening achievement after being taught by video compare to the students listening proficiencies after being taught by picture and how students’ motivation can be improved through video and picture. B. Problem Identification Based on the problem, the identification of the research as follows: 1. There are teachers that still focus on the old learning model, the students just listen to the teachers’ voice or the cassette and answer the teacher’s questions correctly. 2. There are teachers that teach listening material by giving only the material, the students listen and write. 3. Some teachers didn’t know the usage of learning media such as picture or video can be used as teaching strategies that can help learners improve their listening ability. 4. Students ’ low motivation in learning listening material is because of not enough explanation and example about the material. 5. Students low motivation in learning listening material because the learning media is not used properly in the classroom.

C. The Limitation of Problem

Based on the problem, this research was limited on which was more effective between picture and video to affect students learning motivation and listening comprehension at the eighth grade of SMPN 8 Tangerang Selatan Junior High School. D. Research Questions Based on the background of the problem so this research formulates the questions, as follow: 1. Was there any different achievement between students who are taught by video and students who are taught by picture in their listening comprehension? 2. Was there any different achievement between high and low motivation students’ in their listening comprehension? 3. Was there any interaction between learning media picture and video and students’ motivation in their listening comprehension achievement?

E. Research Objectives

Based on the research questions the research conducted to reveal the effect of learning media using video and picture towards students’ motivation on the students of Eighth Grade of SMPN 8 Tangerang Selatan listening proficiencies and hopefully it can give the students new experience in doing listening and at the same time increase their listening proficiencies.

F. Research Significance

The result of this study has expected to contribute significantly not only theoretically but also practically for these following parties:  For study program, this research will give some ideas in teaching listening, not only use the teacher voice or audio, but it can also teach use the video and picture.  For the English teachers, hopefully it can improve their professionalism, confidence, knowledge, and skills to create the good strategies for teaching.  For the institution which related to this research. It can be a reference for the innovation of education program.  For the learners, this research will give the students new experience in doing listening and at the same time increase their listening proficiencies, and also it will give challenging and motivating experience in their listening course.  For the future researcher, those techniques can combine with variation of tasks and activities, such as use the DVD in listening and omitting the subtitles and so on.