THE USE OF VIDEO MOVIE TO IMPROVE STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT AT THE FIRST YEAR STUDENTS’ OF SMAN 1 NATAR LAMPUNG SELATAN

I. INTRODUCTION

This chapter introduces the reasons for conducting the research. In the background of the problem, the writer states how students’ listening comprehension skill is still low. The writer also identifies the problems, limits the problem, formulates the problem and gives the objective and the uses of this research. The writer also explains the scopes of this research and definitions of related terms.

1.1Background of The Problem

Language is the instrument to communicate in daily life. Without language people cannot communicate with others. In this globalization era, people are expected to know foreign language especially English. As an international language, English is used by the people to communicate in many fields. Mastering English subject is important for all people especially students in senior high school. According to the researcher, students in senior high school must be ready to learn English seriously because many students are not able to use English both in written and spoken form. The students in senior high school are expected to have language skills in English. There are four language skills that are developed, i.e. listening, speaking, reading, and writing. In addition to the mastery of each

skills, the students should also be equipped with language components i.e. vocabulary, grammar, and pronunciation.

Listening is one of the four language skills which learners usually find the most difficult. According to Rivers (1986), we have to spend much of our time through listening activities; he estimates that the time adult spends in communication activities is 45% for listening, 30% for speaking, 16% to reading, and only 9% to writing skills. Based on the teacher’s information when the writer observed in SMAN 1 Natar, many students have difficulties to follow listening activity. They felt under pressure to understand every word. It means that the students have difficulty in catching the information from the speaker. This might be caused the student’s limited vocabulary mastery and the condition of the class was very noisy. As a result, the students have hearing problem and most of them have low motivation to learn listening.

English Teacher have moral burden to encourage their students to gain success in listening. Based on KTSP, the standard competence in senior high school is to understand the meaning in interpersonal and transactional oral text, both formally and informally in the form of some text e.g. recount, narrative, procedure, etc, in the context of daily life. In this research, the writer focused on narrative text of listening comprehension because narrative text is mostly used in reading text and actually the text is simple and that is easier than the other text. Unfortunately, the objective stated above has not been achieved yet. The students usually feel at a loss when listening to some new text.

Moreover, based on the pre observation done by the researcher, it was found that most of the first year students of SMAN 1 Natar have insufficient ability in listening comprehension. In listening activity, over 50% of the students could not understand the meaning of the material after listening to the audio for the first time. After that, the teacher played the audio again. Still, at least 30% of students might not understand it. Sometimes the teacher had to stop the audio to explain the difficult words and occasionally she explained the material each sentence through the whole text, but the students are still confused to understand the material. This is a serious problem because many students cannot understand the whole text after listening three times in class.

Actually, the facility in the school has been sophisticated enough for supporting the students to learn listening. However the media that are used for teaching listening are still poor. English teacher only uses a tape audio in teaching listening. Some students were not interested in the activity for listening; even some of them were sleeping or chatting while listening. They felt like their teacher or cassette telling them a story that made them feel bored.

In order to solve this problem, the teacher needs to find new media for teaching listening. Teacher as a facilitator of learning should find an effective way to create an active and enjoyable learning atmosphere. They have to look for ways that can be used for improving students’ listening comprehension achievement especially in the teaching learning process.

Based on the explanation above, the researcher purposes video movie to increase the students’ listening comprehension achievement. Video movie is one of the audio visual aids that can be used in language teaching. In line with statement above, Sadiman (2005:29) said that video is storage of picture and sound information system where audiovisual signal is not only recorded on magnetic tape but also on disk. The use of video movie can motivate students to follow the class actively because a movie provides interesting pictures and sounds. It can also help the students retain information, introduces new vocabularies, grammar pattern, message, and entertainment at the same time.

Besides that, by using video movie, information that will be received by the students will last longer than using tape recorder. It is hoped that by using this media the students are able to memorize and use the word so that they can learn easily than by memorizing through list of words. It is also aimed that teaching learning objective can be achieved optimally through video movie.

Considering the background above, the researcher intends to conduct the research by using video movie as a media to improve students’ listening comprehension achievement. This research used experimental class which was used to find out whether there was any significant increase of student’s listening comprehension achievement after being taught through video movie in the classroom.

The researcher chose SMAN 1 Natar Lampung Selatan because she wanted to improve the student’s listening comprehension achievement and there is no research using video movie that has been carried out in the school. The researcher assumed that the students of the first year of SMA need to be introduced with easy ways to improve their achievement in listening comprehension. Therefore the title of this research is “The Use of Video Movie to Improve Students’ Listening

Comprehension Achievement at the First Year Students’ of SMAN 1 Natar Lampung Selatan”.

1.2Identification of the Problems

There are some problems why listening felt difficult to be mastered by the students. From the English teacher the writer found that the problem such as:

1) The students get difficulties to follow listening activity in the classroom. For example: They feel under pressure to understand every word, lack of vocabulary, distracted by background noise, then have hearing problems. 2) The students lack of motivation in learning listening

The students have poor mastery of English listening skill because they lack of motivation. Some students were not interested to follow listening activity; they were sleeping or chatting in the listening class. 3) The teachers use inappropriate materials in teaching English. It makes

difficult for the students to improve their English ability well.

4) The media which provide in the school is poor. English teacher only uses a tape audio in teaching listening.

1.3Limitation of the Problems

The researcher realizes her capability in doing her research. Therefore, the research was focused on the students’ difficulties in the listening comprehending of the narrative text because of inappropriate media that used by teachers. As the solution to overcome their difficulties, the researcher is interested in investigating teaching listening through video movie which is regarded to be effective way in helping students understand listening comprehension easier.

1.4Formulation of the Problems

Based on the limitation of the problem, the researcher formulated the research problems as follows:

1. Is there any significant increase of student’s listening comprehension achievement after being taught through video movie at the first year of SMAN 1 Natar Lampung Selatan?

2. How is the process of teaching listening comprehension by using video movie at the first year of SMAN 1 Natar Lampung Selatan?

1.5Objective of the Research

1. To find out whether there is any significant increase of student’s listening comprehension achievement after being taught through video movie at the first year of SMAN 1 Natar Lampung Selatan

2. To investigate the process of teaching listening comprehension by using video movie at the first year of SMAN 1 Natar Lampung Selatan

1.6Uses of the Research

This research aims at having the following uses:

1. Theoretically, this research can be used to support the idea that teaching listening comprehension through video movie can help teachers arise student’s interest in learning English.

2. Practically, as the information about the process of teaching through video movie to help students in learning listening comprehension.

1.7Scope of the Research

This quantitive research was conducted at the first year of SMAN 1 Natar Lampung Selatan. The focused of this research was the students’ listening comprehension and students’ participation during teaching learning in implementing video movie. The video movie used in this research was flash video in form of narrative spoken by native speakers. The topics of video movie were about fairy tales. The reason for chosing this material is because narrative text is one of the monologue texts that should be mastered by students in this level.

1.8Definition of Terms

Some terms are defined in order to give basic understanding of the related variables and concepts. These are stated below:

Listening

It refers to an active process of deciphering and constructing meaning from both verbal and non-verbal messages. It can comprehend the general idea of the utterances heard by listener

Comprehension

It refers to a process of understanding the meaning of the written or spoken language

Video movie

It is a kind of technology gadget consisting of a system which is able to show picture with sound coming out through stereo sound

Improvement

It is an effort in changing something low previously to be higher. In this case, students’ listening comprehension achievement will be increase

Fairy Tale

It deal with an old story about magic things happened intended for amusing and giving lessons, meanings, and moral values.

II. FRAME OF THEORIES

In literature review, the section discusses some previous research of video movie, concept of listening, concept of teaching listening, concept of video movie, concept of narrative text, concept of fairy tale, teaching listening through video movie, procedures of teaching listening through video movie, the advantages and disadvantages of using video movie in listening class, theoretical assumption and hypothesis.

2.1 Review of Previous Research

Several studies have been conducted related to video movie as a media for teaching listening comprehension achievement. There were four advantages of using movie as a media for teaching listening. First it can develop listening skills, such as listening for global understanding and listening for details, the second is to provide information, the third is to reinforce language for example to reinforce grammar and vocabulary, and the last is to stimulate language production. It means that video is used as a basis for discussion, a model for learners to follow, and a visual aid.

According to Winda (2010) video movie can increase students‟ ability in comprehending stated and unstated meaning conveyed in the text in terms of identifying the main idea, specific information and inference. She found that video movie can increase students‟ participation in listening class. Other research has been done by Rahayu (2007) about the use of animation movies to improve students listening skill of narrative text. She found that teaching listening through animation movie is effective way to improve students‟ score in comprehending narrative text.

Moreover, video movie provide visual clues that can enhance students‟ comprehension in listening as well as students‟ motivation to follow the lesson. In is in line with the findings in the previous research done by Karlina (2010). She found that the use of video in teaching listening can improve students‟ achievement and motivation in listening comprehension class rather than using audio tape. Karlina (2010) who conduct a comparative study of the students‟ listening comprehension achievement taught by audio tape and taught by video movie. The result showed the significant difference of the data from the posttest in both classes. The students‟ average score in video movie class was significantly higher than the average score in audio tape class. Thus, it can be concluded that the use of video movie is better than tape recorder to be implemented in listening class.

Considering the previous researches above, it can be inferred that video movie can be implemented as the effective way to teach English in the classroom. However, this research was focused on how to create situation where the use of

video movie in the learning process can increase the students‟ listening comprehension achievement significantly.

2.2Concept of Listening

Listening skill is as important as speaking skill, many people cannot communicate face to face unless the two types of skills are developed in tandem (Anderson and Lynch, 2002:3). It means that without good listening skill usually people can‟t speak fluently with others, they need listening skill to help their idea in understanding what someone says.

Brown (2001:247) states that in classroom, students always do more listening than speaking, listening competence is universally “larger” than speaking competence. It means that listening considered as a major component of language learning and teaching. Listening consumes more time than other facets of language skills in our daily life. Listening not only giving passive attention to what is said but also more than we have to be more active to get the meaning of the spoken language.

Listening skill of second language is not derived naturally; it needs some processes of learning. The processes of listening in the classroom involve a teacher and students. Probably the main source of listening for students is the voice of their teacher. Individual voice of the teacher can also be called as the source of listening, because in teaching learning process, teacher talk is giving some instructions should also be understood by their students.

According to James (2006:1) listening comprehension refers to understanding the spoken language. Testing for listening comprehension must be grade-level appropriate. Here are some characteristic of spoken language based on James (2006:25) as follows:

1. Clustering 2. Redundancy 3. Reduce forms

4. Performance variable

5. Colloquial language 6. Rate of delivery

7. Stress, rhythm, and intonation 8. Interaction

Some teacher find that their students are often busy talking and chatting among others and do not concentrate on the listening subject. Usually in listening subject students need full concentration on the video being played. Some students have low motivations because they are forced to be in the class and because their own willingness. Some of them have problem on concentration and find listening is more difficult than other subjects. Students simply turn off when listening to spoken English as it seems too difficult to follow without high level of concentration.

According to Hughes (1991:134) there are two skills involved in the listening. They are macro skill and micro skill of listening.

 Macro skill

In macro skill, to understand what someone says, a listener has to involve with listening for specific information, obtaining gist of what is being heard or the listener should get the general idea of the information, following instructions or directions etc. This skill called macro because it involves many terms and complex process. It means that these skill surely focus on the largerelements.

The explanation of each term will be elaborated below: 1. Identifying the main idea

Identifying the main idea of a text is one of the most important specific comprehension skills. The main idea is the essence of the text, or rather what the speaker is trying to get across to the listener. In other words, that is what the speaker wants listener to know about. So, the main idea is the important idea that the speaker develops throughout the text.

2. Identifying specific information

Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect statistics and quotation.

3. Identifying inference

Kathleen (1986:31) states that an inference is an educational prediction about something unknown based on available facts and information. The listener will be able to do this by making use of the context in which the word occurred, in order to give him a rough idea of its meaning

4. Identifying reference

References are words or phrases used either before or after the reference in comprehension material. When such words are used, they are signals to the listener to find the meaning elsewhere in the text.

5. Vocabulary

Vocabulary is the stock of word used by people or even for person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances in listening.

 Micro skill

In this occasion, the listener has to interpret intonation pattern (e.g. recognize stress and rhythm), recognition of faction of structures (interrogative as request, imperative e.g. Sit down! cohesive devices e.g. such as and which, detect sentence constituent e.g. subject, verb, object, preposition) recognizing discourse marker (e.g. well; oh; another thing is; now; finally). This skill called micro because in evaluating listening we make judgment about what the other person is saying whether something is good, bad, worthy, or unworthy. It is particularly pertinent when other person is trying to persuade us, to change our behavior or our culture. The researcher however is interested in Hughes theory of developing listening students‟ macro skill. The reason for choosing macro skill because in this research her expectation is that the students have to involve with listening for specific information, obtaining gist or the point of what is being heard or they should get the general idea of the information, following instruction or direction.

It means that the research was focused on the macro skill since the researcher used video movie as a media that measured the specific information and the gist of the text that the students should get from the text. Danaher (1994: 2) states that macro skill of listening within the foreign language learning is the most important skill for the beginner students, in order to prepare them for speaking and later for reading and writing. In this study, the researcher focuses on the macro skill in terms of identifying the main idea, identifying specific information, identifying inference, reference and vocabulary from the text.

Based on the statement above, listening can be said as a process of getting and comprehending general idea or general picture of something that the students‟ heard. Therefore, comprehending information or ideas of what is being said is important. Listening plays an important role in student‟s success, because listening is the activity of paying attention and trying to grasp the meaning of something we hear.

2.3Concept of Teaching Listening

Listening is the ability to identify and understand what others are saying. Listening involves understanding a speaker‟s accent or pronunciation, his grammar, his vocabulary, and grasping his meaning (Saricoban, 1999). It shows that listening requires students‟ ability to recognize different vocabulary, grammar, accent or pronunciation. According to Swift (2007:18), teaching listening suggest that we need to take a more active approach to improve listening abilities, by focusing on the specific problems that the students have and planning listening activities, which will help to resolve the problems.

Related to the statement above, according to Wong (2005:4), way of treating the teaching and learning of listening by focusing on how to get the main ideas, the gist or the meaning in listening materials is often called the top-down processing approach. Therefore, the writer used the top-top-down approach since this approach encouraged the students to listen for overall understanding and to get the gist of the text.

In addition (Byrne‟s 1978:16) states that there are many types of activities, which can be used to make the students active in teaching listening comprehension, such as: a) Listen and do

It means the listener listens to message from the speaker and then she/he does based on the speaker‟s intends

b) Listen and speak

It means the listener listens to message from the speaker and then he/she speaks based on the speaker‟s intention.

c) Listen and draw

It means the listener listens to message from the speaker and then he/she draw based on the speaker‟s instruction.

Teaching listening comprehension is a process where the teacher leads the students of how to master the listening skills so that they are able to understand fully the message, and to respond based on the speaker‟s intention. In teaching listening activity, either the teacher or students must be involved actively in the teaching learning process. By using video movie, the students will be more active, and the researcher will overcome the student‟s boredom.

Based on the explanation above, it can be concluded that the teacher is the person who motivates the students to learn by selecting and using the media that can make the condition of the class alive. Both the teacher and the students must be active in listening process so that it can help the students to develop their listening skill.

2.4Concept of Video Movie

Video is one of the audio visual aids that can be used in language teaching. In teaching listening comprehension, teacher may use video instead of audio tape for some reasons. In other words video is one of the audio-visual equipment used by teacher to transfer the concepts, ideas and experiences caught by sight and hearing senses in order to make the students understand the material taught easily. In line with statement above, Sadiman (2005:29) state that video is storage of picture and sound information system where audiovisual signal is not only recorded on magnetic tape but also on disk. Video disk facilitate the teacher to do: (1) reverse and fast forward ;(2) speed or slow motion, upward or backward;(3) single frame, upward or backward;(4) speech search facility and (5) stereo sound.

Referring to the definition above, it can be assumed that video is a kind of technology tool that consists of some kinds of system used to show picture with sound coming out through stereo sound. The video that are discussing here is video used for education.

2.5 Concept of Narrative Text

A narrative is a story that is created in a constructive format (as a work of writing, speech, poetry, prose, pictures, song, motion pictures, video games, theatre or dance) that describes a sequence of fictional or non-fictional events. Narrative text is a sequence of events, which is based on life experience and is person-oriented using dialogue and familiar language. The purpose of narrative

text is to amuse or entertain the readers with actual or imaginary experiences in difference ways. Narrative is always deals with some problems which lead to the climax and then turn into a solution to the problem. The examples of genres that fit the narrative text structure:

Folktale is very old traditional story from a particular place that was originally passed on to people in a spoken form, e.g., The Mighty

Fairy tale is an old story about magic things happened intended for amusing and giving lessons, meanings, and moral values, e.g., Cinderella. Fables is traditional short stories that teach moral lesson, especially one with the animals as characters; these stories are considered as one group of animal stories, e.g., The Lion and the Mouse

Myth is a story from ancient times, especially one that was told to explain about natural events or to describe the early history of place or people, e.g., Tower of Babel

Based on the examples of genres narrative text above, the writer choose „fairy tale‟ as the material of the subject. The reason why the researcher chooses this material is because narrative text in the form of fairy tale is one of the monologue texts that should be mastered by students in this level.

2.6 Concept of Fairy Tale

Fairy Tale is stories both created and strongly influenced by oral tradition. The precise definition of fairy tale is a fictitious, highly fanciful story or explanation. A fairy tale is usually used as a way to evoke children‟s imagination (Keightley, 1970). A fairy tale would logically be described as a story containing enchanting and illusory subject matter (Keightley, 1970). The messages that are brought are related with the issues community and universal human emotions such as: poverty, love, hate and kindness. In the late ninetieth and twentieth century, the fairy tale comes to be associated with children‟s literature; adults were originally as likely as children to be the audience of the fairy tale.

The reason for using fairy tale as the material in teaching listening because this fairy tale is simply material so that they can better comprehend the structures of literature as well as for the state of the wonder, pleasure and human understanding these stories can provide in their own right. There are several example of narrative text, i.e. Cinderella, Rapunzel, Snow White, The Frog Prince, etc.

2.7 Teaching Listening through Video

Teaching is described as training process aimed to develop students‟ ability to communicate. Teacher should be creative to create the classroom communication situations relevant to students‟ daily life in order to motivate their learning and to encourage their participation in activities in the class. Learning a language involves the integration and manipulation of many skills, but mainly those

regarding listening and speaking, which play an active and important part in the communication process. The process of learning is never-ending and hence we must be willing to learn. Listening is a half of the communication process. Learning how to become a critical listener is an important step towards comprehension and successful communication. Listening comprehension can be developed by using some innovations of media in teaching learning process, such as video.

As mentioned before, video provides a combination of visual and audio stimuli that can promote the comprehension. The use of video is appropriate media to attract the student‟s attention and the student‟s interest in understanding the unknown words since the teaching languages through video makes language more alive and meaningful and helps to bring the real world into the classroom. Teaching listening through video movie is good medium to be used in classroom. It can stimulate and motivate student‟s interest. The use of visuals overall can help learners to predict information, infer ideas and analyzed the world that is brought into the classroom via the use of video instruction, video can manipulate language and at the same time be open to a variety of interpretations.

From the writer‟s own experience as a student and a teacher, she found that everything which is new or amusing makes students excited, enthusiastic and willing to learn. That is why the writer decided to introduce audio visual aid (video movie) to the students to help them to learn English. People learn by watching, listening, and doing things.

2.8The Procedure of Teaching Listening through Video

In developing students‟ listening comprehension of narrative text the writer would like to present the application of video movie as a media in teaching listening. The researcher‟s purpose is to make it easier for students to improve their listening comprehension achievement of narrative text.

The procedures of teaching listening comprehension through video movie was conducted by using following steps:

1. Pre Activity

a. The teacher opened the class and greeted the students.

b. The teacher showed some pictures of cartoon movie. The picture was used as a media to attract the students to learn enthusiastically.

c. The teacher asked several questions to the students to get some

information and to stimulate students‟ background knowledge about what was going to be taught.

2. While Activity

a. Teacher informed to the students about the narrative story that will be showed in video movie

b. The teacher reminded about narrative text through LCD as a media to attract students to learn enthusiastically

c. The teacher asked some questions to check students‟ understanding of the material.

d. The teacher played the video until it is finished

e. The teacher replayed the video and asked students to watch and take note any important information of the video.

f. The teacher divided the students in a group work; each group consisted of six students. The teacher divided the group by asking them to count one to seven. Students with the same number were in the same group.

g. The teacher gave the worksheet to the students and the students are asked to work in group

3. Post Activity

a. Point some of students to answer the question and discuss together, if there is mistake in answering questions, the teacher tell the students to make it correct

b. The teacher asked the students about the material which have been taught (gave reflection)

c. Teacher summarized the lesson and closed the meeting. The listening comprehension test was given after all of the activities had covered.

2.9 The Advantages and Disadvantages of Using Video in Listening Class

The researcher believes that there are some advantages and disadvantages of video movie in teaching listening.

a) Advantages

1. Videos can motivate students to engage in language learning

2.Video can help students improve their comprehension skills, because videos provide sounds and images with the target language. Students can guess meanings of new words and meanings with visual support while learning 3. Video can be used for every grade of education

4. Video can translate abstract things into realistic ones 5. Video can be used individually or group

6. Video can show the movement and the sound of the objects 7. Videos also create a relaxing and enjoyable learning environment. 8. Videos can make lessons more fun and interesting

b) Disadvantages

1. It takes time for the teacher to preview and selects authentic videos and then to prepare activities for learners

2. The use of video movie in the classroom is depend on the electrical problem. It means that when the lamp are turn off, the teacher can‟t play the video

3. Video may be boring if overused and do not foster interaction among students and teacher if the teacher does allows the video control

4. Video can‟t be conducted in the schools that have not been facilitated language laboratory or computer laboratory

2.10The Theoretical Assumption

In teaching listening, there were some media that can help the teacher to reach the aim of teaching learning process. The use of interesting media is necessary for teaching listening comprehension. Video movie is one of media that can motivate the students‟ learning activity, especially in listening subject. Video movie can be used in teaching listening comprehension because it may make the students involved and active in the teaching learning process. Therefore, video movie can be an effective and interesting media in teaching listening.

Furthermore, the researcher believed that teaching listening through video movie creates a good atmosphere in the classroom, so that the students would not get bored and they would not realize when this condition can help them improve their achievement in listening subject.

2.11Hypothesis

The line with the theoretical assumption above, the researcher formulated the hypothesis as follows:

1. There was significant increase of student‟s listening comprehension achievement after being taught through video movie at the first year of SMAN 1 Natar Lampung Selatan.

2. The teaching learning using video movie would also increase the process of teaching learning listening at the first year of SMAN 1 Natar Lampung Selatan.

III. RESEARCH METHOD

This chapter discusses the design of this research and how to collect the data from the samples. The researcher describes the data collecting technique, the procedures and the instrument of this research. The researcher also gives the scoring system and how to analyze the data

3.1 Research Design

This research was quantitative research carried out by using One Group Pretest-Posttest Design. In this design, pretest and posttest was administered to find out whether Video Movie can be used to increase students’ listening comprehension achievement. The researcher chose one class as the experimental class by applying probability sampling using lottery. In this research, the students were given the pre test before treatment and post test after the treatment. The treatments were given three times by teaching listening through vidoe movie. The design of this research is represented as follow:

T1 X T2 Where:

T1 : Pre-test X : Trématent T2 : Post-test

3.2 Population and Sample

1. Population

The population of this research was the first grade students of SMAN 1 Natar Lampung Selatan. There were nine classes in this school of the first year students: X1, X2, X3, X4, X5, X6, X7, X8, X9. Each class consists of 35-40 students. The total number of the population were 342 students, consisting of 178 female students and 164 male students. In this research, the researcher chose the first year students to be investigated. The researcher choose X2 as the experimental class and it consists of 36 students.

2. Sample

From the population above one class were taken as the sample of this research, as the experimental class, that was given the treatment (teaching listening through video movie). The sample was selected by using random sampling technique. The experimental class (X2) was chosen based on the consideration that every student has low score in English. The sample of experimental class:

Experimental class

Female Male Total

22 14 36

3.3 Data Collecting Technique

The data of the research were the students’ listening comprehension achievement before the treatment (pre-test) and after the treatment (post-test) to

see whether or not there is significant increase of student’s listening comprehension achievement after being taught by using video movie. To collect the data, the researcher uses the following ways:

 Test

The test was divided into pretest and posttest, it was elaborated in the following section:

a. Pre-test

The pretest was conducted before the treatment. It was used to know how far the students’ listening comprehension achievement before treatment was given. The researcher gave pretest to the experimental class. The pretest was objective test in the form of multiple choices. The numbers of the items in the test were 30 items and each item had four options of the answer. One is the correct answer and the rests are the distracters. The total score was 100 points, so if the students answer the whole questions correctly they got 100 point.

b. Posttest

The posttest was conducted after the researcher had given the treatments. It was used to know how far the students have mastered listening comprehension after being taught through video movie. Similar to the pretest, in the posttest the researcher gave test of multiple choices. The questions were the same as it was used in pretest. But, the order of the questions and the distracters were changed from those in the pretest. The posttest consists of 30 items with four options of answer for each (A, B, C, D). One is the correct

answer and the rest were the distracters. This posttest had the same difficulty as the pretest.

3.4 Procedures of the Research

The procedures of the research were as follow:

1. Determining the population and sample of the research

To determine the population and sample of the research, the researcher chose two classes from nine classes at the first year students in SMAN 1 Natar Lampung Selatan which is divided in X1 until X9 and each of which consists of 35-38 students. Those classes one class was choosen as the try-out class and one class as the experimental class. In the try-out class, the researcher gave try-out test in the form of multiple choices. Then in the experimental class, the researcher gave pre-test, treatment, and post-test. The researcher took the sample randomly by using lottery, where all the classes have the same opportunities to be the sample.

2. Administering listening test (try out) to know the quality of the test

Try out test was carried out to know the quality of the test in order to take the data. The try out was conducted in the first meeting. The class was used for the try out test was the class which is not included in the experimental class. Try out was conducted to measure the reliability of pretest and posttest. It was administered for 40 items in 90 minutes. The aim of try out was to know the quality of the test which used as the instrument of the research, and determine which item should be revised for the pretest and posttest. This research used

the result of the try out test to measure the level of difficulty and discrimination power, to find out the validity and reliability.

3. Preparing the materials which will be taught

The researcher took the material based on youtube video (Fairy Tales Story Collection retrieved on 21 June 2012 from http://www.appuseries.com/ fairytales.php). The video movie used in this research is flash video/FLV in form of narrative spoken. The topics of video movie were about Fairy Tales with the title are: Rapunzel, The Frog Peince, and The Proud Teacher. The reason why the researcher choose this material was because narrative text is one of the monologue texts that should be mastered by students in this levels. 4. Administering the pre-test

In this research, there was one pre-test that proper to the first grade students of SMAN 1 Natar. The researcher administered the pre-test in order to find out the student’s basic ability before treatment. In this term the researcher asked the students to do multiple choice test which consist of 30 items and the student should choose the correct answer from four option, e.g. a, b, c, and d. The pre-test took 90 minutes.

5. Giving treatment

After giving the pretest to the students, the treatment was conducted for three times. The class was given treatments with three different lesson plans. Those three lesson plans consist of three different topics. It was necessary in order to increase the students’ ability in comprehending the English text. During the process of treatment, the researcher used video movie as a media for teaching listening, then the English teacher observed the students’ activity.

6. Administering the post-test

Post-test was done after giving the treatment. Post-test was very important in this research because the researcher need to know whether there was any significant increase of students’ listening comprehension achivement after being taught through video movie. The post-test took 90 minutes which consist of 30 items and divided in four option a, b, c and d.

7. Analyzing the data (pre-test and post-test)

Both of the pretest and posttest results of the class treated by using repeated measures t-test (Repeated Measures t-test of SPSS (statistical package for social science) version 16.0 for windows). It would test in order to find out whether there was any significant increase of student’s listening comprehension achievement after being taught by video movie.

8. Concluding the results

After analyzing the results of both pretest and posttest, the conclusion would be explained based on the result.

9. Reporting the results

In reporting the result, the data were arranged systematically based on the pretest and posttest to see whether there is an increase on the student’s achievement in listening comprehension activity significantly or not.

3.5 Instrument Used for Collecting the Data 3.5.1 Listening Test

The instrument of this research is a set of listening comprehension tests that were used for try out, pretest and posttest. These tests were in the form of multiple

choices. There were 40 items of multiple choices (objective test) in the try-out. Then, there were 30 items of multiple choices in pretest and postest. The multiple choices tests were used since its marking is rapid, simple, and most importantly reliable, not subjective or influenced by the marker’s judgment (Heaton, 1975).

3.5.2 Observation

To know the process of teaching listening by using video movie the researcher used observation sheet that would be used during teaching learning process. Researcher made lesson plan and taught the students based on the lesson plan. In collecting the data the researcher was assisted by English teacher. When the researcher acts as the teacher, the English teacher observed student’s activities in the classroom.

3.6Criteria of a Good Test

To know whether the test is good or not, some criteria should be considered. The criteria of a good test are: Validity (content validity and construct validity), Reliability, level of difficulty and discrimination power.

3.6.1 Validity

Validity refers to the extent to which the test measures what is intended to measure. It means that it relates directly to the purpose of the test (Shohamy, 1985:74). There are four types of validity, namely face validity, content validity, construct validity, and empirical validity or criterion-related validity. To measure

whether the test has a good validity, the researcher was used content validity and construct validity. Face validity only concerns with the layout of the test, while the criterion-related validity is concerned with measuring the success in the future, as in replacement test, (Hatch and Farhady, 1982:251). So these two validities are considered to be less needed. Therefore, To measure whether the test has a good validity, this research used content and construct validity. the two types of validity which will be used in this research, as follows:

 Content validity means that the test is good reflection of what has been taught and the knowledge which the teacher wants the students to know (Shohamy 1985: 74). It means that the items of the test should present the material being discussed. Then, the test is determined according to the materials that have been taught to the students. In other words, the test is based on the materials in the English curriculum, so that it can be said that the test has content validity since the test is good representation of material studied in the classroom.

 Construct validity was concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985; 74). It means that the test items should really test the students or the test items should really measure the students’ ability in listening comprehension.

Since listening and reading have the same purpose in comprehending the message while listening comprehends the oral message, reading comprehend the written messages. Therefore, the researcher used the same aspects of listening comprehension namely determining the main idea of the text, finding specific information of the text, inference, similar or opposite meaning, referencing and vocabulary in the test instrument. The table specification of the instrument test could be seen on the table below:

Table 3.1 Table Specification of Listening Comprehension Test

Aspects Objectives Description Number

of items Percentage

Macro Skill

Identifying main idea -_-What is the main idea of the story? _{What does the story tell us about?} 2 5%

Identifying specific information

-Who are involve in the story? -What is the characteristic of wicked

witch?

22 55%

Reference

-They ate, played, and slept together slowly. The underlined word “they” in

the sentence refers to… 6 15% Vocabulary

-Rapunzel grew up to be a beautiful girl. The word “beautiful” has the opposite

meaning to… 4 10%

Inference

-What is the moral value of the story you heard?

-What is the coclusion of the story you heard?

6 15%

Total

40 100%

3.6.2 Reliability

Reliability refers to extend to which test is consistent in its score and gives us an indication of how accurate the score test are. The concept of reliability stems from the ideas that no measurement is perfect even if we go to the same scale there would be differences in our weight which are a result of the fact that measuring instrument is not perfect.To measure the coefficient of the reliability

between odd and even group, this research will use the Pearson Product Moment formula as follows:

r1= 2 2 _y x xy Where:

rl : coefficient of reliability between odd and even numbers items x : odd number

y : even number

x2 : total score of odd number items y2 : total score of even number items xy : total number of odd and even number

(Lado : 1961 in Hughes, 1991: 32) Then this research used “Spearmen Brown`s prophecy formula” to know the coefficient correlation of whole items. The formula is as follows:

rk = Where:

rk : the reliability of the test r1 : the reliability of half the test

(Hatch and Farhady, 1982:246) The criteria of reliability are:

0.80- 1.00 : very high 0.50 – 0.79 : moderate 0.00 – 0.49 : low

3.6.3 Level of Difficulty

Difficulty level related to how easy or difficult the item is from point of view of the students who take the test. This was important since test items, which are too easy, tell us nothing about differences is discarded.

To see the level of difficulty, this research used the following formula:

LD=

Where: LD= Level of difficulty

R = the number of students who answer correctly N = the number of then students

(Arikunto, 1992: 23) The criteria are:

LD < 0.30 = difficult LD 0.30 – 0.70 = average LD 0.70 – 1.00 = easy

3.6.4 Discrimination Power

The discrimination power (DP) refers to the extent to which the item differentiates between high and low level students on the test. A good item according to this criterion is one which good students do well on and bad students fail. To know the discrimination power of the test, the researcher used the following formula:

DP = Where:

U : the proportion of upper group students L : the proportion of lower group students N : total number of students

The criteria are:

D: 0.00-0.20 : poor items

D: 0.21-0.40 : Satisfactory items D: 0.41-0.70 : Good items D: 0.71-1.00 : Excellent items

D: - (Negative) : bad items (should be omitted)

(Heaton, 1975:180) 1. If the value is positive discrimination a large number of more

knowledgeable students then poor students god the item in correct. If the value is zero, no discrimination.

2. If the value is negative, it means that more low-students than high level students got the item correct.

3. In general, the higher the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.

(Shohamy, 1985:81) 3.6.5 Scoring System

In scoring the students result of the test, this research used Arikunto`s formula. The ideal higher score is 100. The score of pretest and post tests are calculated by using formula as follows: S = 100

N R

Where:

S : the score of the test

R : the total of the right answers N : the total items

3.7 Data Analysis 3.7.1 Test

The data were analyzed in order to see whether the students’ listening comprehension achievement is increase or not. The researcher examined the students’ scores using the following steps:

1. Scoring the pretest and posttest.

2. Tabulating the results of the test and calculating the scores of the pretest and posttest.

3. Drawing conclusion from the tabulated result of the pretest and posttest administered, that is by statistically analyzing the data using statistical computerization i.e. Repeated Measure t-test of Statistical Package for Social Science (SPSS) version 16.0 for windows to test whether the increase of students’ gain is significant or not, in which the significance is determine by p < 0.05. It is uses as the data come from the two samples. (Hatch and Farhady, 1982:111)

3.7.2 Process

Learning process is the students’ activities during the listening comprehension test of narrative text through the use of video movie. The indicator of the student’s activities is that if 80% students are active during learning process.In interpreting all data available by selecting material, the researcher selected the data in order to keep them relevant with the research question about the process of teaching listening comprehension. The process of teaching listening comprehension through video movie can be showed in appendix 14.

3.8 Hypothesis Testing

The researcher used the hypothesis testing to prove whether the hypothesis proposed in this research was accepted or rejected.

The hypothesis of the research was: “There was a significant increase of students’ listening comprehension achievement after being taught through video movie” The hypothesis was statistically analyzed using repeated measures t-test that was used to draw the conclusion in significant level of 0.05 (P<0.05) in which the hypothesis is approve if Sig<α.

H0 : There is no significant increase of students’ listening comprehension achievement after being taught through video movie

H1 : There is a significant increase of students’ listening comprehension achievement after being taught through video movie.

3.9 Result of a Tryout test

Before conducting the pre-test and post-test, a try out test was carried out. This test was administered in order to determine the quality of the test as instrument of the research. To know the reliability of research instruments, the try out test was administered at the first meeting on August 28th, , 2012 approximately at 07.30- 09.00 a.m. at class X3. It required 2 x 45 minutes to administer the try out test. There were 40 items of multiple choices in try out test. In this activity the researcher did not use video movie, the students only hear sound of the story without looking the media. After analyzing the data, the writer got that 30 items were good, 10 items were bad and should be dropped . The result of the reliability found through this research was 0.98 (appendix 4).

V. CONCLUSIONS AND SUGGESTIONS

This chapter is intended to elaborate the conclusion and suggestion. It includes the explanation of the effectiveness of video movie in improving students’ listening comprehension and some suggestions for further research.

5.1 Conclusion

In line with the result of the data analysis, the researcher draws a conclusion as follows:

1. There was a significant increase of students’ achievement in listening comprehension of narrative texts after taught through video movie. It can be proved from the increase of the students’ mean score of the pretest and the posttest. The result of the posttest was higher than the result of the pretest. The average score of pre-test is 54.83 and the post-test is 72.17. The gain score is 17.33. The result of T-test computation shows that t-value is higher than t-table that is (13.338 > 2.030). The hypothesis test showed the value of two tail significant was (2-tailed) value was 0.000 (p< 0.05, p=0.000). So, teaching listening through video movie is appropriate and effective way to be used in increasing students’ listening comprehension achievement by using narrative texts.

2. In teaching learning process, it can be concluded that teaching learning through video movie creates more conducive condition and good situation for the students’ at the first year of SMAN 1 Natar Lampung Selatan. The students’ were more active and enthusiasm to learn listening. There were variations of the process of teaching listening through video movie from the first treatment to last the treatment. It was indicated student’s interest in learning listening. The result of observation through learning process between observer and the researcher ran as well as possible based on the lesson plan that the researcher made before. In other words, the result of learning process has a good categorize because the indicator of the research has been achieved. The process also influenced the students’ score.

5.2 Suggestion

In reference to previous findings of the study, some suggestions are presented as follow:

1. English teachers are recommended to apply video movie as one of the ways in teaching listening comprehension of narrative text because it can help the students in comprehending text easier.

2. Teacher have to be well prepared in implementing video movie in the classroom especially in preparing the media (LCD and Speaker) in order to avoid the inefficiency time when learning process is occurred. Then, the teacher should prepare the condition of the class; in this case teacher convinces the students to keep silent so that they feel already to study.

3. There are various English video that can be applied as media in teaching listening comprehension, but not all the videos meets students’ need are exactly appropriate with the curriculum. Therefore in order to help the students mastery in listening skill, the teachers has to carefully select and prepares a variety of the quality of teaching material. The material should be appropriate with the curriculum.

4. In this research, the implementations of video movie just focus on the macro skills of listening. Therefore, it is suggested for further research to investigate the implementations of video movie in terms of micro skills of listening

U : the proportion of upper group students L : the proportion of lower group students N : total number of students

The criteria are:

D: 0.00-0.20 : poor items

D: 0.21-0.40 : Satisfactory items D: 0.41-0.70 : Good items D: 0.71-1.00 : Excellent items

D: - (Negative) : bad items (should be omitted)

(Heaton, 1975:180) 1. If the value is positive discrimination a large number of more

knowledgeable students then poor students god the item in correct. If the value is zero, no discrimination.

2. If the value is negative, it means that more low-students than high level students got the item correct.

3. In general, the higher the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.

(Shohamy, 1985:81) 3.6.5 Scoring System

In scoring the students result of the test, this research used Arikunto`s formula. The ideal higher score is 100. The score of pretest and post tests are calculated by using formula as follows: S = 100

N R

Where:

S : the score of the test

R : the total of the right answers N : the total items

3.7 Data Analysis 3.7.1 Test

The data were analyzed in order to see whether the students’ listening comprehension achievement is increase or not. The researcher examined the students’ scores using the following steps:

1. Scoring the pretest and posttest.

2. Tabulating the results of the test and calculating the scores of the pretest and posttest.

3. Drawing conclusion from the tabulated result of the pretest and posttest administered, that is by statistically analyzing the data using statistical computerization i.e. Repeated Measure t-test of Statistical Package for Social Science (SPSS) version 16.0 for windows to test whether the increase of students’ gain is significant or not, in which the significance is determine by p < 0.05. It is uses as the data come from the two samples. (Hatch and Farhady, 1982:111)

3.7.2 Process

Learning process is the students’ activities during the listening comprehension test of narrative text through the use of video movie. The indicator of the student’s activities is that if 80% students are active during learning process.In interpreting all data available by selecting material, the researcher selected the data in order to keep them relevant with the research question about the process of teaching listening comprehension. The process of teaching listening comprehension through video movie can be showed in appendix 14.

3.8 Hypothesis Testing

The researcher used the hypothesis testing to prove whether the hypothesis proposed in this research was accepted or rejected.

The hypothesis of the research was: “There was a significant increase of students’ listening comprehension achievement after being taught through video movie” The hypothesis was statistically analyzed using repeated measures t-test that was used to draw the conclusion in significant level of 0.05 (P<0.05) in which the hypothesis is approve if Sig<α.

H0 : There is no significant increase of students’ listening comprehension achievement after being taught through video movie

H1 : There is a significant increase of students’ listening comprehension achievement after being taught through video movie.

3.9 Result of a Tryout test

Before conducting the pre-test and post-test, a try out test was carried out. This test was administered in order to determine the quality of the test as instrument of the research. To know the reliability of research instruments, the try out test was administered at the first meeting on August 28th, , 2012 approximately at 07.30- 09.00 a.m. at class X3. It required 2 x 45 minutes to administer the try out test. There were 40 items of multiple choices in try out test. In this activity the researcher did not use video movie, the students only hear sound of the story without looking the media. After analyzing the data, the writer got that 30 items were good, 10 items were bad and should be dropped . The result of the reliability found through this research was 0.98 (appendix 4).

V. CONCLUSIONS AND SUGGESTIONS

This chapter is intended to elaborate the conclusion and suggestion. It includes the explanation of the effectiveness of video movie in improving students’ listening comprehension and some suggestions for further research.

5.1 Conclusion

In line with the result of the data analysis, the researcher draws a conclusion as follows:

1. There was a significant increase of students’ achievement in listening comprehension of narrative texts after taught through video movie. It can be proved from the increase of the students’ mean score of the pretest and the posttest. The result of the posttest was higher than the result of the pretest. The average score of pre-test is 54.83 and the post-test is 72.17. The gain score is 17.33. The result of T-test computation shows that t-value is higher than t-table that is (13.338 > 2.030). The hypothesis test showed the value of two tail significant was (2-tailed) value was 0.000 (p< 0.05, p=0.000). So, teaching listening through video movie is appropriate and effective way to be used in increasing students’ listening comprehension achievement by using narrative texts.

2. In teaching learning process, it can be concluded that teaching learning through video movie creates more conducive condition and good situation for the students’ at the first year of SMAN 1 Natar Lampung Selatan. The students’ were more active and enthusiasm to learn listening. There were variations of the process of teaching listening through video movie from the first treatment to last the treatment. It was indicated student’s interest in learning listening. The result of observation through learning process between observer and the researcher ran as well as possible based on the lesson plan that the researcher made before. In other words, the result of learning process has a good categorize because the indicator of the research has been achieved. The process also influenced the students’ score.

5.2 Suggestion

In reference to previous findings of the study, some suggestions are presented as follow:

1. English teachers are recommended to apply video movie as one of the ways in teaching listening comprehension of narrative text because it can help the students in comprehending text easier.

2. Teacher have to be well prepared in implementing video movie in the

classroom especially in preparing the media (LCD and Speaker) in order to avoid the inefficiency time when learning process is occurred. Then, the

teacher should prepare the condition of the class; in this case teacher

3. There are various English video that can be applied as media in teaching listening comprehension, but not all the videos meets students’ need are exactly appropriate with the curriculum. Therefore in order to help the students mastery in listening skill, the teachers has to carefully select and prepares a variety of the quality of teaching material. The material should be appropriate with the curriculum.

4. In this research, the implementations of video movie just focus on the macro skills of listening. Therefore, it is suggested for further research to investigate the implementations of video movie in terms of micro skills of listening