AUDIO VISUAL MEDIA IN TEACHING LISTENING AT SMP MUHAMMADIYAH 06 DAU MALANG
AUDIO VISUAL MEDIA IN TEACHING LISTENING
AT SMP MUHAMMADIYAH 06 DAU MALANG
THESIS
By:
BIMA TERESNA ALISANDI
07360201
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
AUDIO VISUAL MEDIA IN TEACHING LISTENING
AT SMP MUHAMMADIYAH 06 DAU MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Department
By:
BIMA TERESNA ALISANDI
07360201
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
MOTTO
“Satu-Satunya Orang Yang Tidak Membuat
Kesalahan Adalah Orang Yang Tidak Berbuat
Apa-apa. Jangan Takut Kepada Kesalahan
Dengan Syarat Anda Tidak Mengulangi
Kesalahan Yang Sama.”
(Roosevelt)
“Kegagalan Masa Lalu Merupakan Pedoman
Bagi Kesuksesan Di Masa Mendatang.”
(Anonim)
DEDICATION
I dedicated this thesis to:
My Beloved Parents
My Sisters
My Beloved Eby
My Friends
ACKNOWLEDGEMENT
Alhamdulillah,all praise is to ALLAH SWT, the Merciful and Charitable.
Because of his guidance, blessing and affection, he can finish this thesis. Sholawat
and peace are always for our prophet Muhammad.
He would like to express great appreciation and thank to many persons who
are being mind the completion of his thesis. He appreciate and thank to Drs. Mas’udi,
M.Ed and Drs. Adiloka, M.Pd for the valuable guidance and their worth advice; thus,
his thesis can run well. Thank you very much to institutes SMP Muhammadiyah 06
Dau Malang, especially Mr. Alfan Ajizan S.Pd who help permitted and helped my
research.
Great thank are also to his beloved parents, Ali Mashudi, M.E, and
Lisdiyarohmi, S.Pd, his beloved grandma “Emak” his beloved brother and sister
“Anton, Citra, Davi, Elita” and her beloved inside “Nadyn (I will merry u)”, for
prays, encouragement, guidance, sacrifice, and support for success in every part of his
life includes in this thesis. Additional thanks go all lectures at English Department of
Muhammadiyah University of Malang who have given so much worth knowledge
and great suggestions in finishing her study.
Finally, her special expression of gratitude is for all her best friends
especially, Ghoshong, Imam, Imam S, Nuzul, dendy, Ireh (penceng), Rizal S, Budi,
Amin, Mardex, Wim and all of ceki guys, his great friends (Ayu, Risma, Dhani), 3,5
of UMM Group, JC Study Group (Imam, Zaky, Adji, Rizal, Sun u see, Sate, Abdi,
Emon, Dendy), Mr. Yusuf (Boarding house owner 12A) Emak café, Sahabat Cafe,
Boarding house friends Gg.12 and others that could not be mentioned one by one.
Malang, 28 January 2012
The Writer
Bima Teresna Alisandi
TABLE OF CONTENT
APPROVAL .....................................................................................................
i
LEGALIZATION ............................................................................................
ii
MOTTO AND DEDICATION ........................................................................
iii
ACKNOWLEDGEMENT ...............................................................................
iv
ABSTRACT .....................................................................................................
v
TABLE OF CONTENT ...................................................................................
vi
CHAPTER I INTRODUCTION
1.1
Background of the study ...........................................................................
1
1.2
Statement problems...................................................................................
5
1.3
Purposes of the study ................................................................................
5
1.4
Significance of the study ...........................................................................
5
1.5
Scope and limitation .................................................................................
6
1.6
Definition of the key terms........................................................................
6
CHAPTER II REVIEW AND RELATED LITERATURE
2.1
Teaching English ......................................................................................
8
2.2
Teaching listening .....................................................................................
10
2.3
Teaching media ........................................................................................
15
2.4
Kinds of media .........................................................................................
16
2.5
Student’s responses ...................................................................................
25
CHAPTER III RESEARCH METHODOLOGY
3.1
Research design ........................................................................................
27
3.2
Research subject .......................................................................................
27
3.3
Research Instruments ................................................................................
28
3.4
Data collection ..........................................................................................
33
3.5
Data analysis.............................................................................................
34
CHAPTER IV RESEACH FINDINGS AND DISCUSIONS
4.1
Research findings .....................................................................................
35
4.2
Discussions ...............................................................................................
39
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1
Conclusion................................................................................................
41
5.2
Suggestions...............................................................................................
42
REFFERENCES
APPENDIXES
REFFERENCES
Ary, donald. (2006). Introduction to Research in Education (eight Edition). USA:
Wadsworth Group.
Brindley, S. (1994), Teaching English. Open University: Routledge 29 West 35th
Street, New York, NY 10001.
Choudron, graig.1988. Secondary Language Classroom. USA: Cambridge University
Press.
Davison, J. & Dowson, J. (2002), Learning to Teach English in the Secondary
School. USA, Canada: Routledge 29 West 35th Street, New York, NY
10001.
Flowerdew, J. & Miller, L. (2005), Second Language Listening. New York:
Cambridge University Press.
Hamzah, B. & Lamatenggo, N. (2010), Teknologi Komunikasi dan Informasi
Pembelajaran. Jakarta: PT Bumi Askara.
Hapsari, (2008). The Effectiveness Of Using Different Teaching Media To Teach
Vocabulary To Young Learners. Unpublished Thesis. Malang: UMM.
Harmer, J. (2001), The Practice of English Language Teaching (third edition), UK,
Cambridge: Longman Group.
http://www.wordnik.com/words/respond
http://elektindo.com/link/pengertian-vcd-player
Kline, S. (2000).”mediating Media: Chilhood between Research and Practice; child
and youth culture.”University of Denmark-Odense Hindsgavl, Funen,
Denmark.
McMillan, James.H and Schumacher, Sally. 1993. Research in Education a
Conceptual Introduction. HarperCollins College Publishers, 10 East 53rs
Street, New York, NY 10022.
Munadi, Yudhi. (2008). Media Pembelajaran. Jakarta: Gaung Persada Press.
Milan. Mc Donald. 1993. Behaviour Modification in Education. New York: the Mac
Milan Company.
Nazir, Mohamad. (2005). Metode Penelitian. Bogor: Ghalia Indonesia.
Ni’mah, Yuniani. (2007). A Study of Using Media in Teaching English at SMU 3
Madiun. Unpublish Thesis. Malang: University of Muhammadiyah Malang.
Nunan, D. (1991), Language Teaching Methodology. Prentice Hall press, Englewood
cliffs.
Palmer, E. (1988). Television & America's children : a crisis of neglect. New York:
Oxford University Press.
Pollard’s, L. (2008), Guide to Teaching English. London University Press.
Richard, J.C. & Lockhart, C. (1996), Reflective Teaching in Second Language
Classroom, USA: Cambridge University Press.
Sadiman et al, (2008). Media Pendidikan. Jakarta: PT Raja Grafindo Persada.
Sadiman et al, (2006). Media Pendidikan. Jakarta: PT Raja Grafindo Persada.
Saputri, Novi. (2004). A Study on the Use of Media in Teaching English at SDN
Perak Barat 1 Surabaya. Unpublish Thesis. Malang: University of
Muhammadiyah Malang.
Soler, E.A. & Jorda, M.P.S. (2007), Intercultural Language Use and Language
Learning. A C.I.P Catalogue, Library of Congress, P.O Box 17, 3300 AA
Dordrecht, Netherlands: Springer.
Trask, R.L. (1999). Key Concepts in Language and Linguistics. Routledge 29 West
35th Street, New York, NY 10001.
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of the problem,
purpose of the study, significance of the study, scope and limitation, and the
definition of the key terms.
1.1 Background of the study
English is an international language that functions as a means of
communication, which is needed for economic, politics and education development in
the modern era. In the field of economics, we find that English is used in trade. In
politics, English is used to communicate the idea or the opinion of the people, and in
education, we know that a lot of book are written in English. English serves as a
means of absorbing and developing science, international aid and administration,
technology and culture. So, it is very important for the students to have the ability to
comprehend the information by learning English. It is supported by Trask (1999),
who claims that English is beyond dispute the premier international language
throughout the world.
English has four basic skills. Those skills are listening, speaking, reading and
writing. According to Burley-Allen (1995, in Second Language Listening: Flowerdew
& Miller, 2005:22) has shown that the average time spent on basic skills during the
daily communication process is 35 percent for speaking, 16 percent for reading, 9
1
2
percent for writing, and 40 percent for listening. Based on the data above, it can be
concluded that listening is the most important skill. Listening is a communication
technique that requires the listeners/students to understand, interpret, and evaluate
what they hear. In addition, listening skill is imperative for English language learners
because without understanding the information what other people say, students
cannot reply. So, the students who are able to practice listening in teaching listening
process well will able to apply the language when they are in other situations.
A teaching listening process guides the students to listen and to get the main
idea of what is being said without focusing on specific details and without hesitating
over unknown words by using certain instructional media to the learners (Pollard,
2008:39). It means that for making the teaching listening process successful, media is
needed as a special tool for creating successful learning process especially listening.
According to Sadiman (2008:17), media gives a good impact to young learners; it can
make message of the materials delivered clearly, it can make the learners active in
teaching learning process including motivating the learners and letting them study by
themselves based on their interest and ability. By using media it will change the
response of the students. It will make students interested in studying English.
There are several kinds of media that can be used by a teacher in teaching
listening, for example visual, audio and audio visual media. The teacher has to be
smart to select the appropriate media. It is to keep the willingness of students in
learning English. By selecting the appropriate media, it will help teacher manage and
control the class during a teaching learning process. Sadiman at al (2006) state that in
making a decision to use media, a teacher needs to ask three out of four basic
3
questions; (1) Is it easy for use to prepare? (2) Is it relevant to the teaching learning
purpose? and (3) Is it stimulating student sense?
Based on the statement above, it can be a concluded that the audio visual
media is an appropriate media to use in the classroom. By using it, the teacher will be
easy to convey messages to the learners because this media is very flexible, practical,
and easy to prepare. It is supported by Rose et al. (2001, in Soler & Jorda, 2007:245)
who state that the use of audio visual material as a valuable source that can present
learners with samples of appropriate language use in a variety of contexts. In
addition, audio visual media can be used for individual or large number of students.
Besides, it can manipulate the situation and condition in the class. It means that the
students will feel that the object provided is real. It is supported by Hamzah and
Lamatenggo (2010:135) who say that small, large, dangerous object, or the object
cannot be provided in the class, it can be shown by audio visual media.
Ni’mah (2007), in her research of “A Study of Using Media in Teaching
English at SMU 3 Madiun”, found that the teacher used several teaching media. They
are visual media consists of whiteboard, real object, overhead projector and text book.
Audio media consist of radio, tape recorder and language laboratory. Audio visual
media consist of Television program, VCD player and computer/internet.
Other previous research, conducted by Hapsari (2008), about “The
Effectiveness of Using Different Teaching Media to Teach Vocabulary”, found that
the posttest mean score of the group that used visual media was 76,52 and the posttest
mean score of the group that used audio media was 68,91. It means that teaching
vocabulary using visual media is more effective than using audio media. Soler &
4
Jorda (2007:224) claimed that visual media often do not present a specific language
function or a speech act at all and, when they do, it may not reflect real language use.
Based on the data above, it can be concluded that there are many media that
can be used in teaching English. They are visual media, audio media, and audio visual
media. About visual media, there are different results of the study between Hapsari
(2008) and Soler and Jorda (2007). Hapsari (2008) stated that teaching vocabulary
using visual media is more effective than using audio media for student such as
playing, easy to remember and easy to forget. The research conducted by Soler and
Jorda (2007) showed that the recorded material of the visual media did not pay much
attention to the interactive features. Moreover, Soler and Jorda, supported by Salazar
& Uso-Juan (2001, in Soler & Jorda, 2007:226) argued that the input learners are
exposed to in visual media fails to offer examples of requests that reflect natural
instances of language use in authentic situations.
Because of the data above, the researcher wants to combine audio media and
visual media to be audio visual media. In addition, the researcher wants to know the
result how are the student’s responses for the used of audio visual media if it is
applied in teaching listening. The success of teaching learning by using media is
shown by the responses of the students. If the responses of the students indicate that
they enjoy the class, it means that the media is suitable with the students’ needs. It is
successful when the learners are able to answer the question. However, the learners
will not focus and get sufficient motivation or support to study if the media is not
suitable with the learners’ needs and characteristics, unattractive and uninteresting.
5
All in all, from those explanations above, the writer is interested in conducting
a study at SMP Muhammadiyah 06 Dau Malang. The writer decides to conduct a
study about the audio visual media in teaching listening at SMP Muhammadiyah 06
Dau Malang. Besides, the writer is interested in knowing the responses which are
shown by the students at the school.
1.2 Statements of the problem
1.
What are the kinds of audio visual media used by the teacher in teaching
listening at SMP Muhammadiyah 06 Dau Malang?
2.
What are the students’ responses toward the audio visual media in teaching
listening at SMP Muhammadiyah 06 Dau Malang?
1.3 Purpose of the study
Based on the statement problems above, the purposes of the study are:
1.
To find out the kinds of audio visual media that is used by the teacher in teaching
listening at SMP Muhammadiyah 06 Dau Malang.
2.
To know the students’ responses toward the audio visual media in teaching
listening at SMP Muhammadiyahm 06 Dau Malang.
1.4 Significance of the study
There are several significances expected by the writer of this study, they are:
for the teachers of English, for teachers/lectures of English department and for the
next researchers.
6
For the teachers, it will give information on the use of media which are
appropriate with the material in teaching listening. Moreover, it will anticipate the
teacher’s difficulties in doing listening process and also selecting suitable media.
Likewise, teachers can develop and find best media in teaching listening. For
teachers/lecturers of English Department, this research is expected to give
contribution to improve and elaborate the theory especially the used media in
teaching listening. For the next researchers it may give contribution to conduct
investigation in the same subject. It will give a guidance of how to conduct the
similar research. In addition, the result of the study can be used as a source of
information to develop this research.
1.5 Scope and Limitation
The writer realizes that it is impossible to include all factors related to this study
and it is necessary to scope and limit this study. This study stresses on investigating
the media used by teachers in teaching English. Furthermore, the limitation of this
study is the audio visual media used in teaching listening by the teacher of 2nd grade
at SMP Muhammadiyah 06 Dau Malang.
1.6 Definition of the key terms
There are some key terms that must be defined in order to avoid mistakes and
misunderstanding of the contents of the study, they are:
7
1. Audio visual media
Audio Visual media is combination media of seeing and hearing sensory, they
are: Television programs, Film/Video strips and overhead Transparencies (Kasbolah,
1999 in Saputri, 2004). In other word, it can be said that Audio Visual media is a
media with both sound and visual that are work together.
2. Listening
Listening is the act of hearing to get the information from the speakers by
predicting and analyzing what is being said. It is supported by Pollard (2008), who
claimed that listening was one of the receptive skills and as such it involves students
in capturing and understanding the input of English.
3. Teaching Listening
Teaching listening is process of guiding to listen to get the main idea of what is
being said without focusing on specific details and without hesitating over unknown
words (Pollard, 2008). In short, teaching listening is guiding the students to get
information, main idea and receiving the messages by listen to the speakers.
4. Responses
To answer or reply in any way; exhibit some action or effect in return to a force
or stimulus. (http://www.wordnik.com/words/respond). On the other hand, it can be
said that response is the students’ reaction in getting knowledge transferred by
teacher using media.
AT SMP MUHAMMADIYAH 06 DAU MALANG
THESIS
By:
BIMA TERESNA ALISANDI
07360201
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
AUDIO VISUAL MEDIA IN TEACHING LISTENING
AT SMP MUHAMMADIYAH 06 DAU MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Department
By:
BIMA TERESNA ALISANDI
07360201
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
MOTTO
“Satu-Satunya Orang Yang Tidak Membuat
Kesalahan Adalah Orang Yang Tidak Berbuat
Apa-apa. Jangan Takut Kepada Kesalahan
Dengan Syarat Anda Tidak Mengulangi
Kesalahan Yang Sama.”
(Roosevelt)
“Kegagalan Masa Lalu Merupakan Pedoman
Bagi Kesuksesan Di Masa Mendatang.”
(Anonim)
DEDICATION
I dedicated this thesis to:
My Beloved Parents
My Sisters
My Beloved Eby
My Friends
ACKNOWLEDGEMENT
Alhamdulillah,all praise is to ALLAH SWT, the Merciful and Charitable.
Because of his guidance, blessing and affection, he can finish this thesis. Sholawat
and peace are always for our prophet Muhammad.
He would like to express great appreciation and thank to many persons who
are being mind the completion of his thesis. He appreciate and thank to Drs. Mas’udi,
M.Ed and Drs. Adiloka, M.Pd for the valuable guidance and their worth advice; thus,
his thesis can run well. Thank you very much to institutes SMP Muhammadiyah 06
Dau Malang, especially Mr. Alfan Ajizan S.Pd who help permitted and helped my
research.
Great thank are also to his beloved parents, Ali Mashudi, M.E, and
Lisdiyarohmi, S.Pd, his beloved grandma “Emak” his beloved brother and sister
“Anton, Citra, Davi, Elita” and her beloved inside “Nadyn (I will merry u)”, for
prays, encouragement, guidance, sacrifice, and support for success in every part of his
life includes in this thesis. Additional thanks go all lectures at English Department of
Muhammadiyah University of Malang who have given so much worth knowledge
and great suggestions in finishing her study.
Finally, her special expression of gratitude is for all her best friends
especially, Ghoshong, Imam, Imam S, Nuzul, dendy, Ireh (penceng), Rizal S, Budi,
Amin, Mardex, Wim and all of ceki guys, his great friends (Ayu, Risma, Dhani), 3,5
of UMM Group, JC Study Group (Imam, Zaky, Adji, Rizal, Sun u see, Sate, Abdi,
Emon, Dendy), Mr. Yusuf (Boarding house owner 12A) Emak café, Sahabat Cafe,
Boarding house friends Gg.12 and others that could not be mentioned one by one.
Malang, 28 January 2012
The Writer
Bima Teresna Alisandi
TABLE OF CONTENT
APPROVAL .....................................................................................................
i
LEGALIZATION ............................................................................................
ii
MOTTO AND DEDICATION ........................................................................
iii
ACKNOWLEDGEMENT ...............................................................................
iv
ABSTRACT .....................................................................................................
v
TABLE OF CONTENT ...................................................................................
vi
CHAPTER I INTRODUCTION
1.1
Background of the study ...........................................................................
1
1.2
Statement problems...................................................................................
5
1.3
Purposes of the study ................................................................................
5
1.4
Significance of the study ...........................................................................
5
1.5
Scope and limitation .................................................................................
6
1.6
Definition of the key terms........................................................................
6
CHAPTER II REVIEW AND RELATED LITERATURE
2.1
Teaching English ......................................................................................
8
2.2
Teaching listening .....................................................................................
10
2.3
Teaching media ........................................................................................
15
2.4
Kinds of media .........................................................................................
16
2.5
Student’s responses ...................................................................................
25
CHAPTER III RESEARCH METHODOLOGY
3.1
Research design ........................................................................................
27
3.2
Research subject .......................................................................................
27
3.3
Research Instruments ................................................................................
28
3.4
Data collection ..........................................................................................
33
3.5
Data analysis.............................................................................................
34
CHAPTER IV RESEACH FINDINGS AND DISCUSIONS
4.1
Research findings .....................................................................................
35
4.2
Discussions ...............................................................................................
39
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1
Conclusion................................................................................................
41
5.2
Suggestions...............................................................................................
42
REFFERENCES
APPENDIXES
REFFERENCES
Ary, donald. (2006). Introduction to Research in Education (eight Edition). USA:
Wadsworth Group.
Brindley, S. (1994), Teaching English. Open University: Routledge 29 West 35th
Street, New York, NY 10001.
Choudron, graig.1988. Secondary Language Classroom. USA: Cambridge University
Press.
Davison, J. & Dowson, J. (2002), Learning to Teach English in the Secondary
School. USA, Canada: Routledge 29 West 35th Street, New York, NY
10001.
Flowerdew, J. & Miller, L. (2005), Second Language Listening. New York:
Cambridge University Press.
Hamzah, B. & Lamatenggo, N. (2010), Teknologi Komunikasi dan Informasi
Pembelajaran. Jakarta: PT Bumi Askara.
Hapsari, (2008). The Effectiveness Of Using Different Teaching Media To Teach
Vocabulary To Young Learners. Unpublished Thesis. Malang: UMM.
Harmer, J. (2001), The Practice of English Language Teaching (third edition), UK,
Cambridge: Longman Group.
http://www.wordnik.com/words/respond
http://elektindo.com/link/pengertian-vcd-player
Kline, S. (2000).”mediating Media: Chilhood between Research and Practice; child
and youth culture.”University of Denmark-Odense Hindsgavl, Funen,
Denmark.
McMillan, James.H and Schumacher, Sally. 1993. Research in Education a
Conceptual Introduction. HarperCollins College Publishers, 10 East 53rs
Street, New York, NY 10022.
Munadi, Yudhi. (2008). Media Pembelajaran. Jakarta: Gaung Persada Press.
Milan. Mc Donald. 1993. Behaviour Modification in Education. New York: the Mac
Milan Company.
Nazir, Mohamad. (2005). Metode Penelitian. Bogor: Ghalia Indonesia.
Ni’mah, Yuniani. (2007). A Study of Using Media in Teaching English at SMU 3
Madiun. Unpublish Thesis. Malang: University of Muhammadiyah Malang.
Nunan, D. (1991), Language Teaching Methodology. Prentice Hall press, Englewood
cliffs.
Palmer, E. (1988). Television & America's children : a crisis of neglect. New York:
Oxford University Press.
Pollard’s, L. (2008), Guide to Teaching English. London University Press.
Richard, J.C. & Lockhart, C. (1996), Reflective Teaching in Second Language
Classroom, USA: Cambridge University Press.
Sadiman et al, (2008). Media Pendidikan. Jakarta: PT Raja Grafindo Persada.
Sadiman et al, (2006). Media Pendidikan. Jakarta: PT Raja Grafindo Persada.
Saputri, Novi. (2004). A Study on the Use of Media in Teaching English at SDN
Perak Barat 1 Surabaya. Unpublish Thesis. Malang: University of
Muhammadiyah Malang.
Soler, E.A. & Jorda, M.P.S. (2007), Intercultural Language Use and Language
Learning. A C.I.P Catalogue, Library of Congress, P.O Box 17, 3300 AA
Dordrecht, Netherlands: Springer.
Trask, R.L. (1999). Key Concepts in Language and Linguistics. Routledge 29 West
35th Street, New York, NY 10001.
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of the problem,
purpose of the study, significance of the study, scope and limitation, and the
definition of the key terms.
1.1 Background of the study
English is an international language that functions as a means of
communication, which is needed for economic, politics and education development in
the modern era. In the field of economics, we find that English is used in trade. In
politics, English is used to communicate the idea or the opinion of the people, and in
education, we know that a lot of book are written in English. English serves as a
means of absorbing and developing science, international aid and administration,
technology and culture. So, it is very important for the students to have the ability to
comprehend the information by learning English. It is supported by Trask (1999),
who claims that English is beyond dispute the premier international language
throughout the world.
English has four basic skills. Those skills are listening, speaking, reading and
writing. According to Burley-Allen (1995, in Second Language Listening: Flowerdew
& Miller, 2005:22) has shown that the average time spent on basic skills during the
daily communication process is 35 percent for speaking, 16 percent for reading, 9
1
2
percent for writing, and 40 percent for listening. Based on the data above, it can be
concluded that listening is the most important skill. Listening is a communication
technique that requires the listeners/students to understand, interpret, and evaluate
what they hear. In addition, listening skill is imperative for English language learners
because without understanding the information what other people say, students
cannot reply. So, the students who are able to practice listening in teaching listening
process well will able to apply the language when they are in other situations.
A teaching listening process guides the students to listen and to get the main
idea of what is being said without focusing on specific details and without hesitating
over unknown words by using certain instructional media to the learners (Pollard,
2008:39). It means that for making the teaching listening process successful, media is
needed as a special tool for creating successful learning process especially listening.
According to Sadiman (2008:17), media gives a good impact to young learners; it can
make message of the materials delivered clearly, it can make the learners active in
teaching learning process including motivating the learners and letting them study by
themselves based on their interest and ability. By using media it will change the
response of the students. It will make students interested in studying English.
There are several kinds of media that can be used by a teacher in teaching
listening, for example visual, audio and audio visual media. The teacher has to be
smart to select the appropriate media. It is to keep the willingness of students in
learning English. By selecting the appropriate media, it will help teacher manage and
control the class during a teaching learning process. Sadiman at al (2006) state that in
making a decision to use media, a teacher needs to ask three out of four basic
3
questions; (1) Is it easy for use to prepare? (2) Is it relevant to the teaching learning
purpose? and (3) Is it stimulating student sense?
Based on the statement above, it can be a concluded that the audio visual
media is an appropriate media to use in the classroom. By using it, the teacher will be
easy to convey messages to the learners because this media is very flexible, practical,
and easy to prepare. It is supported by Rose et al. (2001, in Soler & Jorda, 2007:245)
who state that the use of audio visual material as a valuable source that can present
learners with samples of appropriate language use in a variety of contexts. In
addition, audio visual media can be used for individual or large number of students.
Besides, it can manipulate the situation and condition in the class. It means that the
students will feel that the object provided is real. It is supported by Hamzah and
Lamatenggo (2010:135) who say that small, large, dangerous object, or the object
cannot be provided in the class, it can be shown by audio visual media.
Ni’mah (2007), in her research of “A Study of Using Media in Teaching
English at SMU 3 Madiun”, found that the teacher used several teaching media. They
are visual media consists of whiteboard, real object, overhead projector and text book.
Audio media consist of radio, tape recorder and language laboratory. Audio visual
media consist of Television program, VCD player and computer/internet.
Other previous research, conducted by Hapsari (2008), about “The
Effectiveness of Using Different Teaching Media to Teach Vocabulary”, found that
the posttest mean score of the group that used visual media was 76,52 and the posttest
mean score of the group that used audio media was 68,91. It means that teaching
vocabulary using visual media is more effective than using audio media. Soler &
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Jorda (2007:224) claimed that visual media often do not present a specific language
function or a speech act at all and, when they do, it may not reflect real language use.
Based on the data above, it can be concluded that there are many media that
can be used in teaching English. They are visual media, audio media, and audio visual
media. About visual media, there are different results of the study between Hapsari
(2008) and Soler and Jorda (2007). Hapsari (2008) stated that teaching vocabulary
using visual media is more effective than using audio media for student such as
playing, easy to remember and easy to forget. The research conducted by Soler and
Jorda (2007) showed that the recorded material of the visual media did not pay much
attention to the interactive features. Moreover, Soler and Jorda, supported by Salazar
& Uso-Juan (2001, in Soler & Jorda, 2007:226) argued that the input learners are
exposed to in visual media fails to offer examples of requests that reflect natural
instances of language use in authentic situations.
Because of the data above, the researcher wants to combine audio media and
visual media to be audio visual media. In addition, the researcher wants to know the
result how are the student’s responses for the used of audio visual media if it is
applied in teaching listening. The success of teaching learning by using media is
shown by the responses of the students. If the responses of the students indicate that
they enjoy the class, it means that the media is suitable with the students’ needs. It is
successful when the learners are able to answer the question. However, the learners
will not focus and get sufficient motivation or support to study if the media is not
suitable with the learners’ needs and characteristics, unattractive and uninteresting.
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All in all, from those explanations above, the writer is interested in conducting
a study at SMP Muhammadiyah 06 Dau Malang. The writer decides to conduct a
study about the audio visual media in teaching listening at SMP Muhammadiyah 06
Dau Malang. Besides, the writer is interested in knowing the responses which are
shown by the students at the school.
1.2 Statements of the problem
1.
What are the kinds of audio visual media used by the teacher in teaching
listening at SMP Muhammadiyah 06 Dau Malang?
2.
What are the students’ responses toward the audio visual media in teaching
listening at SMP Muhammadiyah 06 Dau Malang?
1.3 Purpose of the study
Based on the statement problems above, the purposes of the study are:
1.
To find out the kinds of audio visual media that is used by the teacher in teaching
listening at SMP Muhammadiyah 06 Dau Malang.
2.
To know the students’ responses toward the audio visual media in teaching
listening at SMP Muhammadiyahm 06 Dau Malang.
1.4 Significance of the study
There are several significances expected by the writer of this study, they are:
for the teachers of English, for teachers/lectures of English department and for the
next researchers.
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For the teachers, it will give information on the use of media which are
appropriate with the material in teaching listening. Moreover, it will anticipate the
teacher’s difficulties in doing listening process and also selecting suitable media.
Likewise, teachers can develop and find best media in teaching listening. For
teachers/lecturers of English Department, this research is expected to give
contribution to improve and elaborate the theory especially the used media in
teaching listening. For the next researchers it may give contribution to conduct
investigation in the same subject. It will give a guidance of how to conduct the
similar research. In addition, the result of the study can be used as a source of
information to develop this research.
1.5 Scope and Limitation
The writer realizes that it is impossible to include all factors related to this study
and it is necessary to scope and limit this study. This study stresses on investigating
the media used by teachers in teaching English. Furthermore, the limitation of this
study is the audio visual media used in teaching listening by the teacher of 2nd grade
at SMP Muhammadiyah 06 Dau Malang.
1.6 Definition of the key terms
There are some key terms that must be defined in order to avoid mistakes and
misunderstanding of the contents of the study, they are:
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1. Audio visual media
Audio Visual media is combination media of seeing and hearing sensory, they
are: Television programs, Film/Video strips and overhead Transparencies (Kasbolah,
1999 in Saputri, 2004). In other word, it can be said that Audio Visual media is a
media with both sound and visual that are work together.
2. Listening
Listening is the act of hearing to get the information from the speakers by
predicting and analyzing what is being said. It is supported by Pollard (2008), who
claimed that listening was one of the receptive skills and as such it involves students
in capturing and understanding the input of English.
3. Teaching Listening
Teaching listening is process of guiding to listen to get the main idea of what is
being said without focusing on specific details and without hesitating over unknown
words (Pollard, 2008). In short, teaching listening is guiding the students to get
information, main idea and receiving the messages by listen to the speakers.
4. Responses
To answer or reply in any way; exhibit some action or effect in return to a force
or stimulus. (http://www.wordnik.com/words/respond). On the other hand, it can be
said that response is the students’ reaction in getting knowledge transferred by
teacher using media.