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.