FV : Index of difficulty
R : the number of students who answer correctly
N : the total number of students following the test
The criteria are: 0.30
= difficult 0.30 - 0.70
= average 0.70
= easy
3.7.4 Discrimination Power
Discrimination Power refers to the extent to which the item differentiates between high and low level students on the test. Discrimination power D indicates the extent
to which the item discriminates between the testees, separating the more able testees from the less able. It tells us whether the students perform well overall test tended to
do well or badly on each item of the test. The formula:
�� = � − �
1 2
� DP
: Discrimination Power U
: the proportion of upper group students L
: the proportion of lower group students N
: total number of the students
The criteria are: 0.00-0.20 = poor
0.21-0.40 = satisfactory 0.41-0.70 = good
0.71-1.00 = excellent Negative = bad items should be omitted
3.8. Data Analysis
3.8.1. Test
The researcher analyzes the data statistically using repeated measure t-test. Because this research compares 5 aspects of listening and only takes one class for
experimental class. It is used statistical test for comparison of more than two means in order to analyze how significant the improvement
of the students’ aspects of listening comprehension. The researcher uses these following procedures:
1. Scoring the pre-test and post-test
2. Tabulating the result of the test and calculating the mean of pre-test and post-
test 3.
Drawing a conclusion from the tabulated results of pre-test and post-test, then analyzing by using SPSS to test how significant the difference between the
score of pre-test and post-test in each aspects of listening.
3.9. Hypothesis Testing
The researcher used hypothesis testing of this research is to prove whether the hypothesis proposed in this research was accepted or rejected. The hypothesis is
“There is a significant increase of the aspects of listening after being taught through video at the second year of
SMA Negeri 1 Pringsewu.” The hypothesis is statistically tested using repeated measure t-test through computing with SPSS. It is used to draw
the conclusion in significant level of 0.05 p0.05. It means that the probability of error in the hypothesis is only about 5.
3.10. Schedule of the Research
No DayDate
Activities 1
Monday, May 5
th
, 2014 Observation
2
Wednesday, May 7
th
, 2014 Administering try out test in 4C IPA
3
Monday, May 12
th
, 2014 Administering pre test in 4D IPA
4 Tuesday, May 13
th
, 2014 First treatment in 4D IPA
5 Thursday, May 15
th
, 2014 Second treatment in 4D IPA
6 Monday, May 19
th
, 2014 Third treatment in 4D IPA
7 Tuesday, , May 20
th
, 2014 Administering post test in 4D IPA
8 Thursday, May 22
nd
, 2014 Conducting Interview
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the research and suggestion for other researchers and English teachers. It explains the result of the research in improving
students’ listening comprehension through video as media.
5.1. Conclusions
Based on the result of data analysis in chapter IV, the researcher draws a conclusion as follow:
1. There was a significant increase of students’ listening comprehension through
video as media after being taught through video as media at the second year of SMA Negeri 1 Pringsewu. The data showed that the total score of pretest was
1740 increased to 2220 in posttest. The mean score in pre test was 49.71, while in posttest, the mean score was 63.43. The result of T-test analysis
showed that t-value was higher than t-table 9.2482032 and Significance 2 tailed p=0.000, p0.05. It meant that there was significant increase of
students’ listening comprehension achievement after being taught trough video. So, teaching listening through video as media is appropriate and
effective to be used in improving students’ listening comprehension achievement.
According to the analysis of the result of pretest and posttest in listening aspects, it showed the improvement of each aspect. The highest improvement was main
idea 20.00, which increased from 29.14 up to 49.14. Meanwhile, the lowest improvement was reference 5.14. The results of SPSS analysis showed that
the aspects of listening significantly increased after treatments were main idea, specific
information, and vocabulary. And the aspects of listening didn’t significantly increase significantly after treatments were reference and
inference. The results of analysis of all aspects of listening can be compared each other. Main idea has t-value was higher than t-table 4.3812032 and
Significance 2 tailed p=0.000, p0.05. In Specific information, t-value was higher than t-table 3.0672032 and Significance 2 tailed p=0.004, p0.05.
Reference, t-value was lower than t-table 1.7172.032 than p=0.095 p0.05. Inference has t-value was lower than t-table 1.9742032. And Sig.
2-tailed or p=0.057. And vocabulary point out that t-value was higher than t- table 3.4822032 and p was lower than 0.05.
2. Students who got low score in listening comprehension have problems and
difficulties. The problems and difficulties faced by students who got low score can be seen in the result of interview. Based the result of interview, the
researcher found out that the most problems and difficulties faced by students who got low score were pronunciation, vocabulary, speed of the speech,
speechaccent of the native speaker.
5.2. Suggestions
Referring to the results of and discussion, suggestions are presented as follow: 1.
Based on the results of data analysis in listening aspects, the lowest aspect of listening was main idea and the lowest improvement was reference. And the
one aspect of listening didn’t increase significantly was inference. The researcher suggests that the teacher should give students more practice in
identifying the main idea, reference, and inference. 2.
Based on the results of interview, the one of students’ difficulties in listening comprehension was vocabulary. So, teacher should pay attention to develop
students’ vocabulary. Giving more practice to increase students’ vocabulary and giving the students practice to recognize the spoken words.
3. English teachers should prepare the video appropriately. Teacher should
choose news video which no longer than 2 minutes. The speed of the speaker should not be too fast. Teacher can reduce the speed of the video by using
software. The topic should be interesting for students and appropriate with curriculum.
4. In teaching learning activity, Teacher should not play the video too long. The
video can be played 2 times enough. Teacher can test the students’ listening
comprehension by asking students to retell the video in front of the class.
