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Those advantages imply that video helps the teacher to teach listening more attractive. Video can increase the students’ motivation to be more active in
teaching-learning process. It is because students do not only hear the language but also see it.
B. Review of Relevant Studies
There were some research studies about the use of videos in English teaching and learning. The first one was a study done by Susilowati 2008. Her finding
showed that the use of videos can improve the students’ listening skill. The second one was written by Masitoh 2008. Her finding showed that there are
some improvements in students’ speaking skills including fluency, grammar, pronunciation accuracy, vocabulary, and language function usage. The next
research study was done by Arono 2014. His finding showed that video was effective learning media to improve students critical listening skill.
In conclusion, the relevant studies above show that videos can be effective media for the teaching-learning process. In this research, the researcher finds the
effectiveness of video program as a media to teach listening. The researcher tries to develop the media to support the teaching-learning process.
C. Conceptual Framework
Listening is the ability to receive and respond to messages in communication process. It is important to be learned by young learners. Without the ability to
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listen, the message will be misunderstood. Because of that, listening is necessary for communication in order to understand the message which people delivered.
Moreover, teachers need interesting media in the teaching-learning process of listening skills. Media will help students to understand the materials and improve
their motivation. It gives real model for students in order to make them understand better in learning language. That is why student will be more interested in the
teaching-learning process. Video is one of the interesting media to be developed as English instructional
media. However, there are not many interesting media found in the elementary school which can be used in an effective way. This research is organized to design
a video which is suitable to be applied in the teaching-learning English in elementary schools. It aims to make the teaching-learning English process run
effectively. The teacher will support the students’ needs well and the students will reach the goal of learning English.
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Figure 2.I: The Conceptual Framework of the Study
Solution Developing a listening media for
the teaching of listening to the third grade students of elementary
schools
Listening class problems The limited listening materials
in teaching listening The limited media for learning
listening The use of traditional method in
teaching listening
Steps 1.
Conducting Needs Analysis 2.
Writing the Course Grid 3.
Designing the Media 4.
Producing the Media 5.
Assessing the Media 6.
Revising the Media 7.
Trying Out the Media 8.
Evaluating the Media 9.
Developing the Final Media
Product
Cover, main menu, core competence and basic
competence, indicators and learning objective, videos, tasks,
help. The students need to learn
listening in order to achieve communicative competence
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D. Research Questions
1. What are needed by the third grade students of elementary schools to help
them in learning a listening skill?
2.
What is the course grid for listening tasks like?
3.
How does the researcher design a video program for teaching of listening?
4. How is the developed video program being revised and evaluated?
