can be instructed with videos. Videos are not only used for entertainment, but they also can provide a great approach for language teaching and learning. The
availability of video materials for teaching listening is high, the choice of videos is the key which can make videos useful or useless in a lesson plan. In line with that
Susan Stempleski and Barry Tomalin argued that video is a combination of moving pictures and sound that can present language more comprehensively than
any other teaching medium. Most video materials show people with objects in a setting particularly if it is
a real setting, when learners watch the video programs; they are exercising their listening skills. With video the students have the additional clues the visuals give
them while they watch and listen. Therefore, teaching listening by using authentic material such as video can reduce these difficulties because usually visual and
audio are integrated each other to make language understandable. So that, teaching listening using video could be new variation way in learning listening.
E. Advantages of Using Video in Learning Listening
According to Joe Hambrook there are several advantages of using video in classroom language learning:
1. Authenticity
One of the main benefits often claimed for video is that it can show language in use in the real world. This is very important for learners to know about how
language is used in the real world in order to show them the use of language in daily life. Hopefully it can help them to have ability for using language
contextually. 2.
Cultural concerns
The increasingly discriminating uses of video have substantially confirmed that cultural aspects of language and language use are often conveyed with
considerable force on the screen. It is therefore natural that course designers and others should want video to be a powerful instrument in developing
language learners awareness of important features of culture and culture- specific language use.
3. Interactivity
Video is a powerful medium, and it is not surprising that people who use it to teach languages would like to see their students reacting and responding to
what they see on the screen.
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4. Contexts of use
Careful consideration of the contexts in which materials might be used is essential for effective course design in interactive video. What are the
constraints of the physical environment in the learners living room, in the classroom, and so on, it will help student to be more comprehension about
using the context of the word.
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JoeHambrook,Video in Foreign language Teaching, Stellenbosch :Perlinguam journal VOL 2No.1 1986.
F. Research Hypothesis
H
o
: Using descriptive video in teaching listening comprehension does not affect the learners‟ score positively at ten grade student of SMK Islamiyah
H
a
: Using descriptive video in teaching listening comprehension affects the learners‟ score positively at ten grade student of SMK Islamiyah.
G. Previous Related Study
Some related studies conducted by: 1.
Fajri Rohman the title of his research is “Using Short Story Video in Teaching
Listening”. The purpose of his research is to find out the effectiveness of using short story video in teaching listening. He conducted the research at
second grade of SMP Islam Assa ‟adah, the sample of his research was 70
students of second grade SMP Assa‟adah divided into two groups, he uses quasi- experiment research control and experiment group with pre-test and post-test as
an instrument. The result of his research showed that there is significant effect of using short story video in increasing students‟ score in learning listening, it can
be seen from the t
o
is higher than t
t
. on critical signification 5 and 1 2.009.912.65. It means that H
a
is accepted and H
o
is rejected. This is provesthat there is an effect of using short story video in teaching listening.
2. Eka Sopiyanti her title of research is “Teaching Listening Through Flash
Videos And Its Effect Toward Student‟s Listening Skill”. The purpose of her research is to find out the effect of using flash video in increasing students‟
listening score. She conducted the research at SDN Cibogo Girang, Subang she
