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

H. Statistical Hypothesis

The statistical hypothesis will be proposed: 1. Teaching Technique audio picture and audio video Ho : M A1 ≤ M A2 Hi : M A1 M A2 Ho : There is no significant difference between the student s’ who were taught by using picture and those who were taught by using video on students listening comprehension. Hi : There is significant difference between the students’ who were taught by using picture and those who were taught by using video on students listening comprehension. 2. Students Motivation Ho : M B1 ≤ M B2 Hi : M B1 M B2 Ho : There is no significant different of low motivation and high motivation student s’ on students’ listening comprehension Hi : There is significant different of low motivation and high motivation student s’ on students’ listening comprehension 3. Between both teaching technique and students’ motivation Ho : M AB1 ≤ M AB2 Hi : M AB1 M AB2 Ho : There is no significant interaction between both teaching technique and students’ motivation on students’ listening comprehension. Hi : There is significant interaction between both teaching technique and students’ motivation on students’ listening comprehension.

I. Validity and Reliability

According to Basrowi 2010, p.17, a measurement can be said to have validity, when the content of the measurement is eligible to measure an object which should be measured and suitable with the fixed criteria. Validity means an accuracy of an measurement in measuring data. In this research, the researcher uses content validity to validate the instrument of listening test. She uses an instrument of listening based on the material of learning. It is balanced with the content of syllabus such as basic competence, indicators, the material and learning objectives. Referring Basrowi 2010, p.29 reliability is one that produced essential the same result consistently on different occasion when the condition of the test remains the same, reliability is also known as a measurement that has reliable when that measurement is used to measure the data frequently but the result keep in same. In line with that statement, reliability is one that produced essential the same result consistently in different occasion when the condition of the rest remains the same. 1 Instruments Validity The writer uses Pearson Product Formula to calculate the validity of the test and Alpha method in calculate the reliability of the test to achieve the appropriateness of the test. Arikunto, 2009, p.18. The following is the formulation of Pearson Product Formula. Note: r 1 = time score result X and Y for each respondent ∑ = score of test instrument X ∑ = score of test instrument Y ∑ = quadratic score instrument X ∑ = quadratic score instrument Y The validity of each item from the column corrected item total correction r count compare with r table . If r count r table that item is valid or otherwise using α = 0,05. 2 Instrument Reliability To analyze the reliability of the instrument, the writer uses Cronbach Alpha Method. It is used to determine the consistency of the interval among the variables and instruments. �� = � ∑ � � − ∑ �. ∑ � �. ∑ � − ∑ � �. ∑ � − ∑ � r 11 = � �−1 1 − ∑ � � 2 � � 2