lvii students did not come early to the classroom. To identify the students’ learning
motivation, he used questionnaires, giving the questionnaires were given before and after implementing the research. Based on the result of the questionnaires
before doing the research, he knew that the students had low learning motivation. The results of the questionnaires were converted into quantitative data by using
to Likert scale. The result of the Likert scale showed that the mean score the students’ learning motivation was 44.
To identify listening proficiency of the students, he conducted a pre-test. The mean which was 42 indicated that students had low listening proficiency.
The data collected during the pre-research were important to confirm the assumption about the problems. In addition, the pre-research also provided the basis of
choosing Power Point to improve students’ learning motivation and listening proficiency.
2. Research Implementation
The implementation of teaching listening using Power Point through classroom Action Research included three cycles. Every cycle was held in three meetings and
each of them took 90 minutes. The first cycle discussed report text as the topic. It was held from October 3
to October 16, 2007. Meanwhile, the second cycle discussed about film Snow White and was held from November 6 to November 27, 2007. The
third cycle discussed about film the Prince and the Pauper and it was held from
lviii November 10 to November 17, 2007 The implementation of each cycle was
summarized on Table 4.2, 4.3, and 4.4. Each cycle consisted of four steps. The steps were: 1 planning the action, 2 implementing the action, 3 observing the action, 4
reflecting of the observation results. The steps of Cycle I are shown on Table 4.2.
Table 4.2. The Implementation of Cycle I CYCLE 1
1. Planning To discus the result of pre-test of listening test
To present Power Point of songs and monologue report texts
2. Action First meeting
To present a song through Power Point slide 1 To present monologue report texts through Power Point slide 2
up to 10
Second meeting
To present a song through Power Point slide 11 To present monologue report texts through Power Point slide 12
up to 20
Third meeting
To present a song through Power Point slide 21 To present monologue report texts through Power Point slide 22 up
to 29
3. Observation The students didn’t care with result of the pre-test
In the beginning the students were noisy The situation of the class was getting better after an English song was
played. The situation of the class was noisy again after the song was stopped.
The students were not enthusiastic to continue to the next topic. They wanted the song to be played again.
4. Reflection
+
To use Power Point in the topic of song attracted students curiosity There was an improvement of students learning motivation during the
teaching and learning process. It was proven by enthusiasm in paying attention to the lesson.
There was an improvement of students listening proficiency. It was proven by the improvement of the post-test result in the cycle.
lix
-
Most of the students were very enthusiastic especially when the song was played, but when they began to listen the report texts, few
of them are not eager learn. They want to sing again. Some students complain about the sound produced by the slides of Power Point
a.
Cycle 1 1 Planning the Action
The action plan for the first cycle was based on the problems that were identified on the pre-research as follows: 1 students had low learning motivation; and 2 students
had low listening proficiency. To overcome those problems, the writer decided to conduct a study by focusing on improving the students learning motivation and the
students’ listening proficiency through Power Point. After identifying the students’ learning motivation and listening proficiency, he presented songs and monologue
report texts. Before the real action was implemented, he prepared the materials,
students worksheets, a lesson plan as a guidance in teaching listening, English learning CD, and everything related to the action. The observer observed the whole
process during teaching and learning process in the classroom.
2 Implementing the Action
In the first cycle, the writer presented two kinds of listening materials, the first was a song as a warming up and the second was monologue report texts. The
lx students could practice to listen to monologue report texts through Power Point.
The students could listen to and watch the texts on the screen which were presented through LCD projector
. The first cycle was conducted in three meetings. Each meeting was divided into three terms, namely: warming up and presentation,
practice, and production.
a First Meeting 1 Warming Up and Presentation
The lesson started at 08:00 a.m. The writer told the students that the listening class would be held in the language laboratory. Based on the schedule
they came in the laboratory enthusiastically. The lesson began, he opened the lesson by greeting them, he said,
“Good morning everybody “, The students answered, ”Good morning sir”, “How are you” They answered ,”Fine”. Then, he checked the attendance of the students.
Next, he told them that today we were going to have a listening subject, we were going to listen to an English song and many monologues of report texts through Power
Point. He explained to the students that they were going to listen to an English
song before learning about the monologue report texts. He added that the title of the song was Words. The students responded enthusiastically. At first, they were asked to
listen to the song. Then, they were asked to complete the missing words of the song
lxi lyrics. After finishing this task, they were asked to sing together. This activity lasted for
15 minutes. The example of the song slide was shown in Appendix 4.
2 Practice
The students could practice listening to many kinds of materials through Power Point. The students’ worksheets were given, they could practice together by
listening to the sound delivered by a speaker through Power Point. They were asked to fill in the students’ worksheets to check their understanding of the text.
After listening to the song, the students were asked to listen to monologue report texts. The materials of listening in this section were about job in the form of simple
report texts. Each slide in Power Point which presented images and sounds was played twice, by clicking the Power Point active buttons.
3 Production
In this stage, the writer gave listening exercises. The exercises were based on the material which were presented through Power Point. The test materials were just
filling in short answers. The students were asked to give their answers on students’ worksheets.
b Second Meeting 1
Warming Up and Presentation
lxii The writer started the lesson at 07.15 a.m. by greeting the students and then
checking students attendance. He began the lesson by continuing the listening materials related to the materials given before.
He explained to the students that they were going to listen to an English song before continuing to listen to monologue report texts. He added that the title of the
song was Sun. The students responded enthusiastically. At first, they were asked to listen to the song. Then, they were asked to complete the missing words of the song
lyrics. After finishing this task, they were asked to sing together. This activity lasted for 15 minutes.
2 Practice
The students could practice listening to many kinds of materials through Power Point. The students’ worksheets were given, they could practice together by
listening to the listening materials delivered by a speaker through Power Point. To check the students’ understanding of the texts, they were asked to fill in the
students’ worksheets. After listening to the song, the students were asked to listen to monologue report texts. The materials of listening in this section were continuing
the topic presented in the first meeting. The topic was still monologue report texts. Each slide in Power Point which presented images and sounds was played twice, by
clicking. The example of the monologue report text was shown in Appendix 4.
3 Production
lxiii In this stage, the writer gave listening exercises. The exercises were based
on the materials presented in Power Point. The students were asked to give short answers on students’ worksheets.
c
Third Meeting 1 Warming Up and Presentation
The writer started the lesson at 08.00 a.m. by greeting the students and checking students attendance. Then, he began the lesson by continuing the listening
materials related to the materials before. He explained to the students that they were going to listen to an English song
before continuing to listen to monologue report texts. I added that the title of the song was A beautiful girl. The students responded enthusiastically. At first, they were
asked to listen to the song. Then, they were asked to complete the missing words of the song lyrics. After finishing this task, they were asked to sing together. This activity
lasted for 15 minutes.
2 Practice
To check the students’ understanding, the writer asked the students to fill in their work sheet. The materials of listening in this section discussed about jobs that
were told by the native speaker in the form of simple report texts. Each slide in Power Point was played twice. By clicking the Power Point active buttons, the
sound of the speaker could be listened to the students clearly.
lxiv
3 Production
In this stage, the writer gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked
to give short answers on students’ worksheets.
3
Observing the Action
When the writer implemented the teaching listening through Power Point, all activities in my listening class were observed b y the observer, s he wrote
observation results on the field notes. Generally, the teaching and learning process using this technique ran well. The classroom situation during implementation
became more alive. Assisted by Power Point listening class attracted students curiosity and attention, so that they were enthusiastic to the material presented by
the English teacher. The eagerness of students could be seen when an English song was played, most of them were singing together enthusiastically. They were really
interested in singing an English song, they asked me to repeat the song over and over. “No ”, he said. He stated that the materials of listening in this section were
not only singing a song but also other topics related to report texts. The students said, “ Okay’. They realized that the learning must be continued to other topics.
Most of the students could enjoy listening to the materials. Slide to slide was listened well. Only a few students looked to the right and to the left, to their friends, in
doing the tasks given by the teacher.
lxv Nevertheless, the result of Cycle I was not satisfactory yet because there were
some weaknesses during the implementation of the action. Some students did not come on time to the language laboratory. Also some of them were active to learn only when
the song was played. A few of students suggested to me to add the volume of Power Point sound
.
4 Reflecting the Observation Results
Based on the observation results which were collected in the field notes, The observer and the writer reflected several positive results and weaknesses in Cycle I, they
were described as follows: 1 Positive results
a Using Power Point of which topic is song attracted students curiosity. b There was an improvement of students learning motivation during the
teaching and learning process. It was proven by the students’ enthusiasm in paying attention to the lesson.
c There was an improvement of students listening proficiency. It was proven by the improvement of the post-test result in the cycle.
lxvi 2 Weaknesses
a Most of the students look more active especially when the song was played, but when they began to listen to report texts, a few of them could
not enjoy the learning well. They want to sing again. b Some students complain about the volume of the sound produced by Power
Point. c The listening materials were only focusing on monologue texts, a few students
suggested to present dialogue texts as well. By analyzing the observation results as the reflection, the observer and the
writer concluded that using Power Point brought about the positive result in learning. However, there were many weaknesses found. The weaknesses must be solved to get
better results. So, the writer concluded that it is necessary to revise the action plan to next cycle.
5 Revising the Plan
To solve the problems that appeared in Cycle I, the writer revised the plan for the next cycle, so that the weaknesses would not occur anymore. The plan for the next
cycle would be more focused on improving students learning motivation and listening
proficiency by using Power Point. For the next cycle the listening materials would not be only focusing on monologue texts but also focusing on dialogue texts as a
part of the topic film “Snow White”.
lxvii
b.
Cycle II 1 Planning the Action
The action plan for Cycle II was done, after reflecting the observation results for Cycle I, the writer found the weaknesses of Cycle I. In this Cycle II he used
Power Point to present new listening materials. To overcome the weaknesses of Cycle I, the writer revised the plan as follows: 1 using Power Point not only discuss
about monologue texts but also dialogue texts as a part of the film Snow White. 2 improving the quality of the sound in the slide of Power Point, and 3 punishing
those who come late by writing the summary of report texts which were discussed before.
The writer prepared the materials, students worksheets that consisted of some tasks, lesson plan as the guidance in teaching listening and everything
related to the action such as the CD of the film Snow White to be inserted in Power Point. To get the result, the observer observed the whole process durin g the
teaching and learning process in the classroom.
2 Implementing the Action
The action was implemented by the writer. In the second cycle, he said that the topic that day was the film Snow White. He used Power Point to teach
listening. The students were asked to comprehend many expressions both in the dialogue and monologue texts as parts of the film. The second cycle was conducted in
lxviii three meetings. Each meeting was divided into three terms, namely: warming up and
presentation, practice, and production.
a First Meeting 1 Warming Up and Presentation
The writer entered the language laboratory at 08:45 a.m. He started the lesson by greeting the students and, then, checking students attendance. Before starting
the lesson, he gave a short pre-test for Cycle II to the students. He distributed the students’ worksheets. Then, he asked if they like
watching a film. The students answered, “Yes’. He told them that we were going to watch the film. Although their English teacher has told them about Snow White orally,
they have not watched the film yet. After a few minutes, to prepare the film, they watched the film seriously. Their attention was focused on the slide to slide of Power
Point. They had no chance to do other things such as: talking to each other, and disturbing their friends.
2 Practice
The materials of listening in Power Point in this section was about narrative texts presented by the film Snow White Part A.1 and A.2. For each slide, the
writer just clicked and clicked the active buttons, and the sound and images could be enjoyed well. The students were practicing to understand the expressions in
either the dialogues or monologues texts delivered by the characters of the film.
lxix He asked the students to fill in their answers on students’ worksheets. The slide
of the film was played slide by slide and stopped for 3 minutes, to give them a chance to write down the listening tasks.
3 Production
In this stage, the writer gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked
to summarize the story of Snow White Part A.1 and A.2.
a Second Meeting 1 Warming Up and Presentation
The writer entered the language laboratory at 09:30 a.m. He started the lesson by greeting the students and, then, checking students attendance.
He distributed the students’ worksheets. Then, he asked if they still enjoy watching film. The students answered , “Yes’. He told them that we were going to
watch the film again, the next part of the film Snow White. The students gave good response. After a few minutes, to prepare the film, they watched it enthusiastically.
Their attention was focused on the slides of Power Point.
2 Practice
The materials of listening in Power Point in this section was still about narrative texts that were presented by the film Snow White Part A.3, A.4, B.1 and
B.2. The students were practicing to understand the expressions either the
lxx dialogue or the monologue texts delivered by the characters of the film. I asked
the students to fill in their answers on students’ worksheets. The slide of the film was played slide by slide and stopped for 3 minutes, to give them a chance to write
down their listening comprehension.
3 Production
In this stage, the writer gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked
to summarize the story of Snow White Part A.3, A.4. B.1, and B.2.
c Third Meeting 1 Warming Up and Presentation
The writer entered the language laboratory at 07:15. a.m. he started the lesson by greeting the students and then, checking students attendance. Only a few of
them were absent. He distributed the students’ worksheets. Then, he asked if they still enjoy
watching a film. The students answered , “Yes’. He told them that we were going to watch the film again, the next part of the film Snow White. The students gave good
lxxi response. After a few minutes, to prepare the film, they watched it seriously. Their
attention was focused on the slides of Power Point.
2 Practice
The materials of listening in Power Point in this section was still about narrative texts that were presented by the film Snow White Part B.2, B.3 and B.4.
The writer just clicked and clicked the Power Point active buttons. The sound and pictures could be enjoyed well. The students were practicing to understand the
expressions in either the dialogue or monologue texts delivered by the characters of the film. He asked the students to fill in their answers on students’ worksheets.
The slides of the film were played and stopped for 3 minutes, to give them a chance to write down their listening tasks. The example of the film slide can be
seen in Appendix 4.
3 Production
In this stage, the writer gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked
to summarize the story of Snow White Part B.2, B.3, and B.4.
3
Observing the Action
When the writer implemented the model of teaching listening by using Power Point, all activities in my listening class were observed b y the observer, she
lxxii wrote the observation results in field notes. Generally the teaching and learning
process using this technique could run well. The classroom situation during implementation became more alive. Power Point used in listening class attracted
students curiosity and attention, so that they were enthusiastic to pay attention to the materials which were presented by the English teacher. The eagerness of
students could be known when the first slide of Power Point was showed, most of them were enthusiastic to learn. Actually, they wanted to sing the English song again
or enjoy other entertaining topics, they asked me to repeat the song again. “No ”, He said. He stated that the materials of listening in this section was not only to get
an entertainment but also to study other topics related to more complex texts. He added that we would discuss the monologue and dialogue texts as parts of the film.
The students said, “Okay’. Based on their answer, it showed that they realized that the learning could be continued with other topics.
Most of the students could enjoy listening to the following topics. Slides by slides were enjoyed well, although just a few students looked right and left to their
friends in doing the tasks given by the teacher. Nevertheless, the results of Cycle 2 were not satisfactory yet, because there were some weaknesses during the
implementation of the action. Some students did not come on time to the listening class. Some of them were very active only when the song was played, they were enthusiastic
to sing. The students who sit on the back row suggested to me that the size of the slides of Power Point should be maximized.
lxxiii The implementation of Cycle II can be summarized on Table 4.3
Table 4.3. The Implementation of Cycle II CYCLE 1I
1. Planning To discus the result of pre-test.
To present Power Point of film Snow White.
2. Action First meeting
