Variable of the Research
students at the eighth grade from six classes. Each class consists of 32 students.
The eighth graders are selected due to the fact that they are studying more about listening and oral text, one of the obligatory materials given in
their grade based on the syllabus for the eighth grader from the Ministry of Education.
2. Sample Sample is the individual selections who will be participate to be
observed or questioned. It will be taken from the group on which information is obtained. The group itself can be called by population.
In this section, cluster random sampling will be chosen in taking the sample. Cluster random sampling is kind of random sampling method that
select of groups, or clusters of subject. It is considered as simple random, and then more effective with larger number of cluster. It is also easier to
implement in school, and it is frequently less time consuming. Because making separate classes to do the experiment in a school is not allowed, so
to make it easier the researcher use the classes that already available in that school.
From the statement above the researcher took two classes to investigate this study, the researcher took all the students in the selected
classes in the sample exactly 32 students who sit at class VIII.4 as the first class by using video, and then 32 students who sit at class VIII.5 as the
second class by using picture technique.
Table 3.2 The Data of Grade VIII students of SMPN 8 Tangerang Selatan as the
population
Class Number of
Students Number of
Sample Note
VIII.1 Regular class
32 -
VIII.2 Regular class
32 -
VIII.3 Excellent class
32 -
VIII.4 Regular class
32 32
Using Video VIII.5
Regular class 32
32 Using Picture
VIII.6 Excellent class
32 -
TOTAL 192
64
There are six classes of grade eight in SMPN 8 Tangerang Selatan. The population of the research is 192 students, and the sample of the research will
take from 64 students. F.
The Technique of Collecting Data
The technique of collecting data in this research through two instruments, those are questionnaire and test. Questionnaire is used to measure
the students’ motivation and test is used to measure the students listening skill. The test is exactly listening test. It is to find out the score of listening skill.
The test is taken from the Listening Part in TOEFL Junior Standard Test,
because of the writer doesn’t have the authority to make her own listening test. TOEFL Junior Standard Test is a paper-based test that measures Reading
Comprehension, Listening Comprehension, and Language Form and Meaning. But, the writer only uses the Listening Comprehension part only.
The TOEFL Junior Standard English Learning Center offers an Exploring Language feature to raise students linguistic awareness. Students
engage in shorter text-completion activities, such as notes, emails, announcements, brief biographies and book extracts. This kind of material is
also stated as an indicator in basic competence that Junior High School students
have to achieve in the 2013 Curriculum. So, the writer uses it as a source for listening test and gets the students listening skill achievement.
G.
Research Instrument
Research instrument is needed to collect data from the sample in an investigation. It is considered a very important tool of collecting data. The
writer will find trustable data if she constructs, prepares and administers the instrument perfectly. The data will prove whether or not the hypothesis is true.
Instruments are a means of collecting data and it can be in the form of the observation sheet, questionnaire, interview and test. In order to know the effect
of instructional media picture and video in students
’ motivation and listening comprehension, the writer uses a test and questionnaire as the media for
collecting data in this research. 1.
Students’ Learning Motivation Questionnaire To get the data about students’ learning motivation, the writer used
questionnaire to get the students answer. The questionnaire given to the students consists of 20 items about students’ learning motivation and in this
case it concerns about students’ motivation in learning English subject. There are 20 items used 5 points Likert scale ranging from Strongly Disagree 1
point to Strongly Agree 5 points. The questionnaire consists of several
questions indicating students’ learning motivation in English subject and it will be later analyzed. For more details the scale of students’ learning
motivation is presented in the following table.
Table 3.3 Students’ Learning Motivation Questionnaire Scale
Definition Score + Score -
Strongly agree 5
1 Agree
4 2
Neither agree nor disagree 3
3 Disagree
2 4
Strongly disagree 1
5
Description: SA
: Strongly Disagree A
: Agree NAND : Neither Agree nor Disagree
D : Disagree
SD : Strongly Disagree
The items in the questionnaire adapted from Gardner 1982 AttitudeMotivation Test Battery AMTB for use with the secondary
school students studying English as a foreign language. F
or more details, the scale of the students’ learning motivation questionnaire is presented in the following table:
Table 3.4 The Indicators of Students Learning Motivation
No Aspects
Indicators Kinds of Statements
Total Positive
Negative 1
Intrinsic - Interesting in foreign language
- Students’ integrative orientation.
- Students’ efforts toward the target
language group. -
Students’ interests toward the target language teacher.
- Students’ interests toward the
language course. -
Students’ desire to learn the language.
- Students’ efforts toward learning
the language. 1, 6
4 10
11, 14 2, 12
3, 9 16, 20
- 7
- 5
15, 18 8
- 2
2 1
3 4
3 2
2 Extrinsic
- Students’ efforts for reasons such
as grades. -
Students’ efforts for reasons such as life goal.
- Students’
parental supports
toward learning English. 13
17 19
- -
- 1
1 1
Total 15
5 20
2. The Test for Students Listening Comprehension The test for the Listening Comprehension is taken from the
Listening Part in TOEFL Junior Standard Test, because of the writer doesn’t have the authority to make her own listening test. TOEFL Junior Standard Test
is a paper-based test that measures Reading Comprehension, Listening Comprehension, and Language Form and Meaning. But, the writer only uses
the Listening Comprehension part.
The TOEFL Junior tests are part of the TOEFL® Family of Assessment, which also included the TOEFL iBT® test and the TOEFL®
ITP Assessment Series. Based on the long-standing and trusted heritage of the TOEFL test, the TOEFL Junior tests use the most up-to-date methods for
language testing and are fair, reliable and valid for their intended purposes. The TOEFL Junior® tests, intended for students ages 11+, provide real insight into
your students English communication to help them make the best decisions and guide them on a path to success.
The TOEFL Junior Standard English Learning Center offers an Exploring Language feature to raise students linguistic awareness. Students
engage in shorter text-completion activities, such as notes, emails, announcements, brief biographies and book extracts. This kind of material is
also stated as an indicator in basic competence that Junior High School students have to achieve in the 2013 Curriculum. So, the writer uses it as a source for
listening test and gets the students listening skill achievement.
The Listening Comprehension section measures the students’ ability to listen for instructional, social, and academic purposes. The section contains
three different question types, each designed to meet one these purposes: - Classroom Instruction
In this question type, students’ will listen to a short talk by a teacher, principal, librarian, or other school staff member. Each talk lasts 20 to 45
seconds. After the talk students’ will answer one question. The question may ask you to identify the main idea or the purpose of the talk, or make an
inference or prediction based on what the speaker says.
- Short Conversation In this question type, students’ will listen to a conversation between two
students or between a student and a school staff member, like a teacher or librarian. The conversation last 60-90 seconds. After the conversation they
will answer 3-4 questions. The questions may ask to identify the main idea or one of the important details of the conversation; to make an interference
or prediction based on the conversation; to identify why a speaker talks about certain information; or to recognize how a speaker means when using
certain intonation or stressing certain words.
- Academic Listening In this question type, students will listen to a classroom lecture or
discussion about an academic topic. After they listen, they will answer 4-5
questions. The question may ask you to identify the main idea or one of the important details of the lecture or discussion; to make an inference or
prediction based on the lecture or discussion; to identify why a speaker talks about certain information; or to recognize how a speaker feels or what a
speaker means when using certain intonation or stressing certain words.
The indicators of the listening comprehension test are presented in the following table:
Table 3.5 The Indicators of Listening Comprehension Test
The measured
aspect Indicators
Number of
question Total
Classroom Instruction
identify the main idea identify the purpose of the talk
make an inference make prediction based on what
the speaker says 4
3, 9 1, 5, 7, 10
2, 6, 8 1
2 4
3
Short Conversation
identify the main idea identify one of the important
details of the conversation identify why a speaker talks
about certain information recognize how a speaker means
when using certain intonation recognize how a speaker means
when stressing certain words 22
11, 12, 18, 20 25
13, 15, 19, 21, 23, 25
14, 16 17, 24
1 5
6 2
2 Academic
Listening identify the main idea of the
lecture or discussion identify one of the important
details of the lecture or
discussion identify why a speaker talks
about certain information recognize what a speaker
means when stressing certain words
26, 30, 34, 39 27, 32, 37, 41
29, 31, 35, 38, 40, 42
28, 33, 36 4
4
6 3
Total number of questions 42
Adapted from The TOEFL Junior Standard English Learning Center page