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THE EFFECT OF ACTIVATING THE EIGHTH GRADE STUDENTS’ SCHEMATA WITH
PICTURES IN PRE-LISTENING STAGE ON THEIR LISTENING COMPREHENSION
ACHIEVEMENT AT SMPN 2 BALUNG IN THE 2011/2012 ACADEMIC YEAR
By
Rimbi Budi Setiarini
NIM 070210401106
Consultants
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Consultant II : Drs. Annur Rofiq, M.A., M.Sc.
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Pre-Listening Stage on Their Listening Comprehension Achievement at SMPN 2
Balung in the 2011/2012 Academic Year; Rimbi Budi Setiarini, 070210401106;
2012:43 pages; The English Language Education Study Program of Language and
Arts Department, The Faculty of Teacher Training and Education, Jember University.
In learning English, especially English as Foreign Language, learners still face
many problems and difficulties in mastering the four language skills. Most students
who learn EFL (English as a Foreign Language) consider that listening is relatively
difficult. This condition also happens to Indonesian learners, especially at Junior High
Schools. The problem of listening also occurrs at the grade eight students who study
at SMPN 2 Balung. The students often experience difficulties in grabing the ideas
from the spoken language, especially with unfamiliar topics. To help the students
develop their listening comprehension, the researcher proposed to activate students‟
schemata with pictures in the pre-listening stage as one of the teaching techniques in
teaching listening comprehension. By activating the studens‟ schemata, the teacher
can help the students to predict the materials that they will be heard. Besides that, the
use of pictures to activate the students‟ schemata is very useful. They help the
students to match the visual information with the audio. Therefore, using pictures to
activate students‟ schemata helped the students to predict the text that they listened
and then comprehended it. Sheerin (1987:127) states that the language teachers have
to help and encourage the students to set up useful predictions and activate relevant
concepts and experiences in their mind before they listen in the classroom because the
listening materials and the listener‟s task are difficult and complex.
This research was conducted to investigate the effect of activating the eighth
grade students‟ schemata with pictures in pre-listening stage on their listening
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comprehension achievement at SMPN 2 Balung in the 2011/2012 academic year. The
population of this research was all of the grade eight students of SMPN 2 Balung in
the 2011/2012 academic year. The research respondents were determined by
homogeneity analysis. The homogeneity analysis was conducted by taking the grade
eight students final exam score in the first semester. The total number of the
respondents was 70 students, consisting of 32 students of grade VIII-A as the
experimental group. The experimental group received treatment that was teaching
listening comprehension by activating students‟ schemata with pictures in prelistening stage, while the control group consisted of 38 students of grade VIII-B
taught by using question and answer technique in CLL approach.
The primary data of this research were collected from the students‟ scores of
listening test. The primary data were collected from the post-test to compare the two
different groups after treatment, and analyzed the result by using Independent sample
T-Test (SPSS). Based on the calculation, the result of this research showed that the
value of significant column of t-test table by using SPSS sofware, and the result was
0.017 which was lower than 0.05 (significant level of 5%). This means that the null
hypothesis (H0) formulated: “There is no significant effect of activating the eighth
grade students‟ schemata with pictures in pre-listening stage on their listening
comprehension achievement at SMPN 2 Balung in the 2011/2012 academic year”
was rejected, thus the alternative hypothesis: “There is a significant effect of
activating the eighth grade students‟ schemata with pictures in pre-listening stage on
their listening comprehension achievement at SMPN 2 Balung in the 2011/2012
academic year” was accepted.
The research results proved that there was a significant effect of activating the
eighth grade students‟ schemata with pictures in pre-listening stage on their listening
comprehension achivement at SMPN 2 Balung in the 2011/2012 academic year.
viii
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THE EFFECT OF ACTIVATING THE EIGHTH GRADE STUDENTS’ SCHEMATA WITH
PICTURES IN PRE-LISTENING STAGE ON THEIR LISTENING COMPREHENSION
ACHIEVEMENT AT SMPN 2 BALUNG IN THE 2011/2012 ACADEMIC YEAR
By
Rimbi Budi Setiarini
NIM 070210401106
Consultants
Consultant I : Drs. Sudarsono, M.Pd.
Consultant II : Drs. Annur Rofiq, M.A., M.Sc.
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The Effect
ttpwith Pictures in
ttpGrade Students’ Schemata
ttp of Activating the Eighth
h
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Pre-Listening Stage on Their Listening Comprehension Achievement at SMPN 2
Balung in the 2011/2012 Academic Year; Rimbi Budi Setiarini, 070210401106;
2012:43 pages; The English Language Education Study Program of Language and
Arts Department, The Faculty of Teacher Training and Education, Jember University.
In learning English, especially English as Foreign Language, learners still face
many problems and difficulties in mastering the four language skills. Most students
who learn EFL (English as a Foreign Language) consider that listening is relatively
difficult. This condition also happens to Indonesian learners, especially at Junior High
Schools. The problem of listening also occurrs at the grade eight students who study
at SMPN 2 Balung. The students often experience difficulties in grabing the ideas
from the spoken language, especially with unfamiliar topics. To help the students
develop their listening comprehension, the researcher proposed to activate students‟
schemata with pictures in the pre-listening stage as one of the teaching techniques in
teaching listening comprehension. By activating the studens‟ schemata, the teacher
can help the students to predict the materials that they will be heard. Besides that, the
use of pictures to activate the students‟ schemata is very useful. They help the
students to match the visual information with the audio. Therefore, using pictures to
activate students‟ schemata helped the students to predict the text that they listened
and then comprehended it. Sheerin (1987:127) states that the language teachers have
to help and encourage the students to set up useful predictions and activate relevant
concepts and experiences in their mind before they listen in the classroom because the
listening materials and the listener‟s task are difficult and complex.
This research was conducted to investigate the effect of activating the eighth
grade students‟ schemata with pictures in pre-listening stage on their listening
vii
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comprehension achievement at SMPN 2 Balung in the 2011/2012 academic year. The
population of this research was all of the grade eight students of SMPN 2 Balung in
the 2011/2012 academic year. The research respondents were determined by
homogeneity analysis. The homogeneity analysis was conducted by taking the grade
eight students final exam score in the first semester. The total number of the
respondents was 70 students, consisting of 32 students of grade VIII-A as the
experimental group. The experimental group received treatment that was teaching
listening comprehension by activating students‟ schemata with pictures in prelistening stage, while the control group consisted of 38 students of grade VIII-B
taught by using question and answer technique in CLL approach.
The primary data of this research were collected from the students‟ scores of
listening test. The primary data were collected from the post-test to compare the two
different groups after treatment, and analyzed the result by using Independent sample
T-Test (SPSS). Based on the calculation, the result of this research showed that the
value of significant column of t-test table by using SPSS sofware, and the result was
0.017 which was lower than 0.05 (significant level of 5%). This means that the null
hypothesis (H0) formulated: “There is no significant effect of activating the eighth
grade students‟ schemata with pictures in pre-listening stage on their listening
comprehension achievement at SMPN 2 Balung in the 2011/2012 academic year”
was rejected, thus the alternative hypothesis: “There is a significant effect of
activating the eighth grade students‟ schemata with pictures in pre-listening stage on
their listening comprehension achievement at SMPN 2 Balung in the 2011/2012
academic year” was accepted.
The research results proved that there was a significant effect of activating the
eighth grade students‟ schemata with pictures in pre-listening stage on their listening
comprehension achivement at SMPN 2 Balung in the 2011/2012 academic year.
viii
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APPENDICES
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