Theoretical Framework Hypotheses of the Study

E. Theoretical Framework

The main objective in English language learning is to use that language to communicate, to understand what others are saying and to comprehend nicely about what ever information they hear. Students who learn English should become more attentive to English sound, so they can get information comprehensively. There are four skills that should be mastered in English language learning in school; they are listening, speaking, reading, and writing. From the writer‘s point of view, listening take the important role to be mastered first. Listening for learners is considered difficult to learn, so they get bad score in listening. The thing that causes student‘s difficulties in listening is they cannot recognize the words they hear, and they rarely get listening practice in school. The teachers, who teach listening, do not use any medium to cope with. Furthermore, the teaching medium of language laboratory is available and in good condition to bring about into good teaching and learning but are hardly ever used. Language laboratory can gives of what teachers need, -audio visual, speaker, and booth for each student. It can give focus to students in learning listening. Moreover, language laboratory is intended to learn language. It can motivate students to learn listening, stimulates and builds connection by experiencing listening to their learning strategy visually. Because of this, the writer would like to employ of language laboratory in teaching listening.

F. Hypotheses of the Study

In this research, the writer would like to find the empirical evidence whether or not the use of language laboratory is really has effective role in students listening skill than without the language laboratory. It is also to find out whether there is a significant difference in achieving students listening skill between students who are taught through the language laboratory and the students who are taught without using language laboratory at the first grade of SMA Islamiyah Sawangan. To accomplish this objective, the writer proposed two hypotheses to be tested: Ha: there is significant influence in teaching listening to students who are taught by using language laboratory teaching medium than the students who are taught without language laboratory medium at the first year students of SMA Islamiyah Sawangan Depok. Ho: there is no significant influence in teaching listening to students who are taught by using language laboratory teaching medium than the students who are taught without language laboratory medium at the first year students of SMA Islamiyah Sawangan Depok. 35

CHAPTER III RESEARCH METODOLOGY

In this chapter consists of research implementation, which includes the time and place of the research, method and design of the research, population and sample, the technique of data collecting, technique of data analysis, and statistical hypotheses.

A. Place and Time of the Study

The research of this study was conducted at SMA Islamiyah Sawangan which is located at Jl. Raya Muchtar No. 39 Sawangan Depok. The research began by doing observation and interview. The research was carried out from 22 March 2012 to November 2013. The research conducted for eight meetings, consisting of giving pre-test, presenting materials, and giving post-test in the last meeting.

B. Research Design

The research of this study is categorized as an experimental research. Experimental research has components such as pre-test and post-test, a treatment group and a control group, random assignment, and etc. In experimental research the information or the data is arranged together in order to find out about the influence of independent variable to the students. In this case the independent variable is teaching listening with language laboratory. In this study, the writer took two groups of sample. The two groups are from two classes of first grade students of X.1 and X.2 SMA Islamiyah Sawangan. Class X.1 is as experimental class or treatment group and X.2 is as control group. The two classes were taught the same material and taught by the same teacher. In the experimental class, the writer uses language laboratory as a medium in teaching listening while in control class she taught listening without using language laboratory medium.