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50 Those students said that the software helped them to make listening media. The
positive side of the software was that it could make the media more interesting than not using it.
“Berguna sekali karena itu akan membantu membuat material dengan baik, seperti contoh saya pakai di micro teaching. Saya mendapat bagian listening.
Di situ saya merekam suara saya sendiri .” student 3
it is very useful because it can help me making good material, like what I just did in micro teaching. I got listening part, then I record my own voice
using software that was used in Language Teaching Media class
It could be seen from the data above that the students had positive perception on the available software in Language Teaching Media class. They
satisfied with the provided software. They were thankful because they could still use the software on the other subjects in English Language Education Study
Program.
B. Discussion
This section discussed the data analysis in order to answer the research questions. The researcher would also combine the data findings with the
supporting theories so that it would have strong basis. There were two research questions in this research. The first one was how students in Language Teaching
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51 Media class developed listening media. The last was
the students’ perceptions on the use of software to develop listening media in Language Teaching Media class.
From the data analysis on the factors that influence listening skill, we could see that there were more than 50 of the students considered some factors
before making listening media. The students in Language Teaching Media class considered the factors of interest in developing listening media. Those factors of
interest were clarity, the anxiety and stress, the stimuli, and the willingness from the listeners. It was important to consider those factors because Brownell 1996
states there are some factors influencing listening. Those factors were the personal style of the listeners, the intelligence, the willingness from the listeners, the
anxiety and stress, gender, the culture, the clarity of the speaker, and the stimuli. The clarity aspect could be found on the interview data as follows.
“Kalo misalnya kita cuma menggunakan suara kita asli tanpa ada software, jadi kita enggak merekam tapi cuma langsung ngomong ke
mereka siswa. Ya kalo itu bener apa yang kita omongkan, kalo itu salah kan kita bisa cek misalnya lewat kamus pronunciationnya gimana. Kalo
misalnya kita rekam kan itu bisa kita edit-editlah, intinya kita banyak mengedit kalo menggunakan software. Jadi kekurangan kita, misal suara
kita terlalu kecil, kan adakan ya orang yang suaranya terlalu kecil gak bisa teriak keras, kalau kita tidak menggunakan software nanti siswa-
siswa tidak dapat mendengarkan suara kita
” student 1 for example If we only using our voice pure without any editing.. so we
don’t record our voice but directly speak to the students.. Well, lucky we if what we say is correct. If it is wrong we can check on the dictionary and
check the pronunciation. If we record our voice we can correct our mistakes in pronunciation, or give any editing. So our weakness, for
example someone who cannot speak aloud, can be covered up by the
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52 editing tools on the software.
If we don’t edit it, then students cannot listen to our voice.
Based on the data above, the student considered the factor of clarity before developing the listening media. It was also supported by the result of the
questionnaire that all students 100 agreed to use correct pronunciation in making listening media. The students also mentioned that if the sound of the
listening media was unclear then the listeners could not listen to the listening media well. It meant that the students realized that clarity was important so that
the message or the lesson through the listening media could be understood by the listeners.
The stimuli and the listeners ’ willingness could be seen on the interview
and questionnaire, as could be seen on the data below.
“Software yang kita gunakan di dalam LTM class sangat membantu karena itu dapat membuat materi yang kita buat itu lebih menarik untuk
dipelajari oleh siswa. Kalau kita menggunakan software kan kita bisa menambah misalnya suara-suara, backsound, supaya mereka juga lebih
tertarik untuk mendengarkan, dan mereka juga penasaran, kira kira ini listeningnya tentang apa. Kalau kita cuma merekam suara kita tanpa ada
editan sama sekali itu akan membuat siswa merasa bosan dan nanti ujungnya siswa mungkin bisa tidur dan tidak melakukan aktivitas
mendengarkan dengan baik
.” Student 1 the software we used in LTM class is very helpful because it can make
our material more interesting to be learned. if we use software, we can put additional sound and backsound for example, so that they will be more
interested in the listening media and they will be curious what the listening is about. If we only record our voice without giving any editing, that will
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53 make students bored and the worst part is that they can sleep in the class
and won’t do the listening activity well.
Based on the data above, the student considered the stimuli and the listeners’ willingness as the factors in developing listening media. It was also
supported by the questionnaire data that all students 100 agreed they made stimuli by giving listeners some pictures on the media. So the stimuli were not
only sounds but also pictures. As stated by Gagne and Briggs 1980, a stimulus is the main factor in selecting the learning media. Then the students in Language
Teaching Media class chose videotape as the media based on the stimuli they given.
Cegala 1981 also Daley and McCroskey 1984 state that the willingness to listen is a key to pay attention and have accurate interpretation. Most people
simply improved their listening skill by giving more effort to the listening activity. By giving stimuli through pictures, students tried to raise the
listeners’ effort on the listening activity. Then it was explained by the student that the
pictures and the editing on the listening media would not make them sleepy in the class, so that they could understand the lesson well.
The researcher mentioned five out of eight factors on the statements provided in the questionnaire. The 100 of the students agreed only at two
statements out of five statements. The two statements contained two factors influencing listening, which were pronunciation and picture as the stimuli. It
meant that the students in Language Teaching Media class gave full concern on
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54 the pronunciation and picture as the stimuli. Their concern on pronunciation or
clarity of the speaker was also mentioned by one of the students as follows.
“If I want to make a recording for my children, the recording must not be very clear or there are some sounds that is inappropriate, because of the
software we can normali ze the sound and make it more clear.” Student 2
Some of the students were still hesitant whether personal style, opening session to decrease the anxiety and stress according, and also culture needed to be
considered in developing listening media. Philips 1977 states that the anxiety and stress have a profound effect on the ability to listen well. That was the reason
students made an opening session on the listening media and added additional backsound on the listening media.
Developing listening media could not be separated from instructional design. Smith and Ragan 2005 define instructional design as the systematic and
reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information, resources, and evaluation. As
supported by Newby 2000, instructions are the process of helping students learn through the deliberate arrangement of information, activities, methods, and media.
That was the reason to have listening media that was appropriate with the lesson plans. Based on the data analysis, the students had implemented some steps in
developing listening media by making a lesson plan and also considering factors that might influence listeners’ listening skill. The lesson plan contained the class
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55 that was going to be taught, the objective of the study, the indicator and also the
material or the type of the story. The lesson plan they made was not as complete as it had to be because the main focus on Language Teaching Media class was on
the media making. Yet, simple lesson plan was needed in order to be able to make listening media as supported by Gagne and Briggs 1980 that a stimulus is the
main factor in selecting learning media. Media that was not adjusted to the lesson plan could not reach the learning goal that had been settled.
The findings of the research we re influenced by the students’ perceptions.
People could see the same thing but they might have different perceptions on the same object. There are four things influenced perception which are selection of
stimuli, organization of stimuli, the situation, and the pers on’s self-concept
Altman et al, 1985. The students’ perceptions on the use of computer software to develop
listening media in Language Teaching Media class was attached on the students’
mind because the students experience by themselves. As supported by Warga 1983 that perception is based on the past experience. Based on the data analysis,
students showed positive perceptions on the use of the available software in Language Teaching Media Class to develop listening media. It could be seen from
the data which was more than 50 of the students agreed with the statements provided. The students gave opinion that the software helped them improved the
quality of the listening media. The quality could be improved by using the tools available on the software. The things that could not be done by human skills could
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56 be covered up by using the software, for example giving sounds of birds and
monsters. From the data analysis, students also showed positive perceptions on the
role of the lecturer in Language Teaching Media class. More than 50 of the students agreed to the research statements related with the roles of the lecturers. It
was influenced by the bonding between lecturer and students. It was supported by Ronald 1996 that the relationship is in complex process of perception. The clear
explanation and also the learning approach that were implemented in the class gave students positive perception on their lecturers.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions from the finding discussed in the Chapter IV and the recommendations. The researcher divides this chapter into two
parts. In the first part, the researcher presents the summary of the research results. The second part presents the recommendations for the lecturers, the students, and
the future researchers.
A. Conclusions
There were two research questions in this study. The first research question was how the listening media was developed by students in Language
Teaching Media class. The second research question was the students’ perceptions
on the use of software to develop listening media in Language Teaching Media class.
By doing the research, the researcher obtained the data about how the English Language Education St
udy Program’s students developed listening media. The first data was the steps in developing listening media. There were two
steps in developing listening media. The first one was the students considered some factors that could influence the
listeners’ listening skill so that their listening media they made could fill up the needs of the listeners. Those factors were
