DEVELOPING SOUND MIXING LISTENING MEDIA FOR JUNIOR HIGH SCHOOL.

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DEVELOPING SOUND MIXING LISTENING MEDIA

FOR JUNIOR HIGH SCHOOL

A THESIS

Submitted in Partial Fullfilment of the Requirements for the Degree of Sarjana Pendidikan

BY:

NURUL JANNAH

Reg. Number: 2123121036

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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i ABSTRACT

Jannah, Nurul. 2123121036. Developing Sound Mixing Listening Media for Junior High School. A Thesis. English and Literature Department. Faculty of Languages and Arts. State University of Medan. 2016

This study deals with the developing of sound mixing listening media for junior high school students. The objective of this study is to find out how to develop sound mixing listening media for better listening of junior high school students. The research was conducted by using Research and Development (R&D) method. The subject of this research was 2016/2017 students of the ninth grade of Class A in SMP YPAK PTPN III Sei Karang. The number of the students was 46 students. The data of this study was collected by using need analysis questionnaire, expert judgment, and selective listening test. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing sound mixing listening media. Expert judgment data were calculated by using Likert scale, mean and criteria interval of expert judgment to know the validity of sound mixing media which has been developed. Selective listening test was in the form of listening cloze test which consisted of ten missing words. After the data analyzed, it was found that the experts’ judgment result was 4.25 which had a very good criteria interval. For the result of listening cloze test, the mean of the students’ score was 4 which showed an improvement. The result of the research find that sound mixing listening media is a very good listening media to be used in teaching listening.

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ACKNOWLEDGEMENT .

Praise to the Almighty Allah SWT, the cherisher and sustainer of the world, that has given his blessing, sturdiness, and patience, the ability to complete her thesis as the partial fulfillment of the requirements for degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts, State University of Medan.

In completing this Thesis, she has been through a lot of difficulties since the beginning to the last. This Thesis would not have been possible without the guidance and the help of several individuals who always contributed and extended their valuable assistances in the preparation and completion of this Thesis. She would like to acknowledge her deep gratitude for all of them for their generous guidance and assistance:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, the Reviewer and Examiner who has given her precious time, guidance, suggestions, and comments.

 Dra. Meisuri, M.A., the Secretary of English Department.

 Nora Ronita Dewi, S.S, M.Hum., the Head of English Education Study Program.

 Dr. Rahmad Husein, M.Ed., her first Thesis Advisor.

 Rita Suswati, S.Pd., M.Hum., her second Thesis Advisor and Academic Advisor.

 Anggraini Thesisia Saragih, S.Pd., M.Hum., her Reviewer and Examiner.

 Rafika Dewi Nasution, S.Pd., M.Hum., and Moratoyono Hasibuan, S.Pd., the Validators of listening media.

 All the Lectures of English and Literature Department who have taught, guided, and advised her throughout the academic years.

 Eis Sri Wahyuningsih, M.Pd and Mr. Pantes, Administrative Staff of English Department.

 Drs. Irawadi Husni, the Headmaster of SMP SWASTA YPAK PTPN III Sei Karang.

 Her beloved parents, her father Muhammad Yusuf and her mother Markowiyah, for the patience, affection, prayers and everything that

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have been given not only in finishing her study but also in her entire life. Her brother: Ibnu Sholihin. Her sister: Khairunnisa.

 Her best friend since senior high school Ishmah Najla.

 All her best friends Rahayu, Anisyah, Nadya, Arif, Irma, Iza, Nurul, Rizha, Desy, Boy and Betha for their support, kindness, and care to the writer, also warm hearted encouragement friendship in finishing this thesis to the writer.

 All her beloved friends in Dik12B for all good memories. .

Medan, September 2016 The Writer,

Nurul Jannah Reg. No. 2123121036

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Pages

Abstract ... i

Acknowledgement ... ii

Table of Content ... iv

List of Tables ... vi

List of Figures ... vii

List of Appendices ... viii

CHAPTER I. INTRODUCTION A. The Background of the Study ... 1

B. The Problem of the Study ... 7

C. The Objective of the Study ... 8

D. The Scope of the Study ... 8

E. The Significance of the Study ... 8

CHAPTER II. LITERATURE REVIEW A. Theoretical Framework ... 10

1. Definition of Listening ... 10

2. Attention in Listening ... 11

3. Types of Listening ... 13

4. Selective Listening ... 14

5. Listening Based on Purpose ... 16

6. The Nature of Listening ... 18

7. Listening Process ... 20

a. Bottom up ... 20

b. Top down ... 21

8. Teaching Listening ... 22

9. Problem in Teaching Listening ... 23

10.Listening Media ... 24

11.Listening Material... 27

12.Material Used in Sound Mixing Listening Media ... 27

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14.The Advantages of Sound Mixing Listening Media ... 33

B. Related Studies ... 33

C. Conceptual Framework ... 35

CHAPTER III. RESEARCH METHOD A. Research Design ... 39

B. The Developing Media ... 40

C. Subject of Research ... 43

D. Instrument of Data Collection ... 44

E. Data Collection Technique ... 44

F. Techniques of Data Analysis ... 45

CHAPTER IV. RESEARCH FINDINGS AND DISSCUSSION A. Research Findings ... 46

1. Need Analysis... 46

2. Planning ... 50

3. Developing the Media ... 52

4. Validating to Experts ... 57

5. Revision of the Product ... 61

6. Field Testing ... 62

7. Producing the Final Product ... 62

B. Discussion ... 62

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 65

B. Suggestions ... 65

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LIST OF TABLES

Pages

Table 3.1 Likert Scale for Expert Judgment ... 45

Table 4.1 Assessment in the Syllabus ... 51

Table 4.2 Interval Criteria of Expert Judgment ... 57

Table 4.3 Analysis of the Usefulness of the Media ... 58

Table 4.4 Analysis of Appropriateness of the Material ... 59

Table 4.5 Analysis of Appropriateness of Listening Cloze Test ... 59

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vii

LIST OF FIGURES

Pages Figure 2.1 Schematic of Increasing Levels of Difficulty ... 33 Figure 2.2 Flowchart of Conceptual Framework... 38 Figure 3.1 Borg, Gall and Gall Steps Scheme ... 40 Figure 3.2 Flowchart Steps of Developing Sound Mixing Listening media .. 43

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viii LIST OF APPENDICES

Pages

Appendix A. Syllabus ... 70

Appendix B. Need Analysis Sheet... 73

Appendix C. The Result of Need Analysis. ... 76

Appendix D. Expert Judgment Sheet. ... 78

Appendix D1. The Result of the First Expert. ... 81

Appendix D2. The Result of the Second Expert. ... 84

Appendix E. The Analysis of Expert Judgment Validation ... 87

Appendix F. Listening Material Used in Sound Mixing Listening Media .... 89

Appendix G. The Result of Listening Cloze Test... 95

Appendix H. The Sample of Students’ work in Listening Cloze Test... 96

Appendix I. The Sample of Students’ work in Observation Test. ... 100

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1 CHAPTER I INTRODUCTION

A. The Background of the Study

In learning English, there are four skills which need to be owned. They are listening, speaking, reading and writing. Speaking and writing are skills meant to express or to produce output or information. Students can express their mind by speaking up or writing down information they need to deliver. Meanwhile listening and reading are in different case, they are receiving information or getting input. Of course listening and reading are important matters especially in learning process, as to learn something means students need to receive information or knowledge, and in this matter listening and reading are being used.

Sarıcoban in Sevik (2012) states that listening is a receptive skill and receptive skills give way to productive skills. If someone fails to receive some information, then he will get trouble later in expressing them, such as delivering wrong information.

As explained above, clearly listening is one of important skill in English for students to be owned. Listening needs to be taught properly, and for this we should know the difference between listening and hearing so that we do not misplace them.

Listening and hearing are often used interchangeably, but actually they are two different matters. Quoting Tarigan and Sutari, Arono (2014) states hearing and listening are related with different meanings in language teaching. Hearing was an activity of process to accept words or sentences accidentally, while

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listening activity is done by giving full attention, comprehension, appreciation, interpretation to get information, to get message, and to understand communicative meaning.

Based on the explanation above, attention is one of the matters in listening. The better students in focusing their attention means the better listening they do. They will not be able to catch the information if their attention, focus and concentration can be easily distracted. According to Rukovets (2013), we don’t pay equal attention to all the sounds in our environment. Instead, we actively focus on what we are interested in and largely ignore everything else. For instance, if you are talking to someone at a crowded party, you focus on what the other person is saying and ignore other speakers.

Actually students can focus their attention and concentration in listening even when there are distractions and other sounds. It is called as cocktail party effect. According to Koch et al. (2011), at a cocktail party, you may wish to listen

to your friend’s interesting story while ignoring noise and other conversations in

the background. In real life, there are so many sounds as distractions around us. People should deal with other sounds while trying to focus to something they want to listen. This is actually the real practice and the natural of listening.

Meanwhile, in schools students are not trained well to increase their attention in listening, yet listening itself is rarely to be done. Field in Arono (2014) states there are many evidences that listening is lack attention of teachers. When they applied many learning competencies in the classroom, listening skill was always accelerated or reduced.

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Based on the researcher’s observation done at SMP YPAK PTPN III Sei Karang on the ninth grade students, listening is clearly a problem for the students. In the observation, the researcher presented selective listening material and media which contained a text and distraction. Students found it really hard to catch the information. Once they lost one word, they tended to lose their concentration and attention as well. They no longer listened to the next words, so that in the end they failed completely to listen. The mean of their score were not impressive as well. Average, from ten questions given they answered two correctly. It shows that their attentions are still lacking in listening.

On the other hand, by having interview to the teacher, the researcher found that the media used did not really train students to focus their attention. Here is a part of interview done by the researcher with English teacher of ninth grade students in SMP YPAK PTPN III Sei Karang:

The researcher : My research is about developing listening media. So my questions will be around that topic. Is that alright, Sir?

The teacher : Yes, it is alright.

The researcher : I was a student of this school and as I knew language laboratory in this school was great. It was used to do listening activity. How about now, sir? The teacher : Pretty much the same. We still do some listening

activities in language laboratory.

The researcher : Do students often go to language laboratory to do listening, Sir?

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The teacher : Students do listening activity, but not very often. Mostly students learn English in the classes.

The researcher : What is the media used in teaching listening? The teacher : The media used is mostly in the form of songs.

Students are asked to listen to several songs, after that they need to fill in the blank.

The researcher : Is there any other kind of listening media which is being used, Sir?

The teacher : Sometime we use monologue, but the most used media is song.

The researcher : How about the book, Sir?

The teacher : We use KTSP books for English and students worksheet book of KTSP. The materials are gotten from those books.

The researcher : Sir, would you permit me to test the students in listening?

The teacher : Yes, of course. The researcher : Thank you, Sir.

From the interview, it is obvious that the media were mostly in the form of songs. Listening tests which were used are in the form of listening cloze. In listening cloze task, students saw a transcript of the song with some parts were blank. They were asked to fill in the blanks with the words or phrases. In order to able to do that, students needed to focus their attention to the words or phrases

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they should listen. Listening cloze task actually contains attention training, but the media used did not train students’ attention in listening.

This problem certainly cannot be denied as listening is one of important skill. Not to mention, in the Kurrikulum Tingkat Satuan Pendidikan (KTSP) syllabus of junior high schools which is being used in the school mentioned require students to be able to listen some kind of text related to the material in each chapter, for instance transactional utterances (to get things done). It also gets clearer as one of basic competences existed in the curriculum is listening.

In order to solve the problem and to increase students’ achievement

listening skill especially to train and strengthen their concentration, teacher should develop a suitable media. The concept of media is explained by Benson and Odera (2013) state that media is expected to play a critical role in enhancing academic performance. Selection and use of instructional resources form a vital ingredient

in the instructional process and ultimately reflects on the overall students’

performance in academic subjects.

A proper media will help students learn well as it is sort of bridge for them to understand the material and achieve learning purposes, not to mention a media is sort of a must in listening. It is hardly possible to teach listening without media involved. But in fact, listening media is also hardly being used and developed. Latif (2015) states that the teachers rarely used media or developed listening media that made the students interested in joining the learning process.

Here, the researcher is interested to develop a listening media to train and

strengthen students’ attention, called sound mixing listening media. The concept is by combining two different sounds together, one sound is the main sound or

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audio that the students should listen to, and the other is as the distractions sound. The main sound they should listen will be in the form of monologue based on materials in the syllabus of Kurikulum Tingkat Satuan Pendidikan (KTSP) that is about procedure text, while the distractions will be music and songs with certain characteristics as distracters.

Based on the cocktail party effect, the researcher tries to train and strengthen students’ attention in listening by mixing two sounds together, so the students need to concentrate their attention to the sound they should listen and ignore the distractions so that they could get the information needed.

Actually sound mixing listening which will be developed is a development of dichotic listening concept. According to Musiek and Chermak (2015), dichotic listening refers to listening to different acoustic events presented to each ear simultaneously.

This sound mixing listening media also will be developed based on media which often have been used before by the teachers such as: music and songs. Sound mixing listening will be in the form cassette (CD) so it can be accessed in language laboratory to practice listening.

Yet, the researcher has some reasons why should develop sound mixing

listening media, it’s because in observation the researcher has found some

phenomena of students’ condition in teaching learning process especially listening.

They are:

a. By having observation, the researcher found that many students easily get distracted in learning even if it is not especially listening, when they listen to the teacher then there is a distraction, they will lose their attention

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instantly, yet the result of listening test in the observation showed that students are still lacking to focus attention in listening.

b. By having interview with the teacher, listening media used was not enough to improve students’ attention in listening. Meanwhile in real communication, there are distractions around, so people need to focus their attention in listening.

c. In Kurikulum Tingkat Satuan Pendidikan (KTSP), listening becomes

one of standard competences, but it’s rarely done in class compared to other skills. One of the reasons is because listening media is not often researched and developed.

Based on the phenomena, the researcher is interested to carry out a

research entitled “Developing Sound Mixing Listening Media For Junior High

School”. The sound mixing listening media which will be developed is hopefully contributed to help teaching learning process of listening so that students’ listening ability will get better in the future.

B. The Problem of the Study

Based on the background of the study, the problem of this study is formulated a follows:

“How is sound mixing listening media developed for better listening of junior high school students?”

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C. The Objective of the Study

In relation to the problem, the objective of the study is to find out how to develop sound mixing listening media for better listening of junior high school students.

D. The Scope of the Study

This study will be concentrated on developing sound mixing listening media for junior high school on the first semester of the ninth grade students of SMP YPAK PTPN III Sei Karang. The media will be developed based on syllabus of Kurikulum Tingkat Satuan Pendidikan (KTSP) which is about procedure text. As explained, sound mixing media will be consisted of two sounds combined, one as the main sound should be listened, and the other as the distraction. Sound mixing listening media will be developed based on the concept to train and strengthen students’ attention in listening so that their listening skill will get better.

E. The Significance of the Study

Finding of this study is fully expected to be useful and relevant for:

Theoretically:

a. This research could increase knowledge about developing listening media and sound mixing listening media which is about the concept of developing sound mixing listening media, the implementation, and the impact for better listening.

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Practically:

a. English teacher, as the source to improve students’ listening skill by being more creative in using media to train students’ attention in listening.

b. English students, to improve their listening skill and strengthen their attention, so that listening is no more difficult.

c. Other researchers who have intention to conduct similar research and interested to develop listening media.

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65 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The media used in listening is not satisfied for the students, so it needs the improvement by developing listening media in teaching which is relevant to the students’ needs.

Sound mixing listening media was developed in order to train students’ concentration so that they can listen well and effectively in the present of distracter and competing voice around as it is the nature of listening. Sound mixing listening media was developed by using steps in the Research and Development method (R&D). After conducting need analysis and planning, sound mixing listening media was developed and assessed by experts. The total mean is 4.25 which shows that sound mixing listening media is a very good media to be used in teaching listening. Yet, sound mixing media was tested to the students, and the mean of students’ score is 4 which shows that there is improvement of students’ score. Yet, for better result, sound mixing listening media should be used continuously not only once so that students’ ability in listening will get better. From the result, sound mixing listening media is successfully developed.

B. Suggestions

Teachers should be able to use and develop attractive media based on the needs of the students, one of the example is sound mixing listening media. As the key of teaching-learning process in listening, a media is sort of a must.

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It is hardly possible to teach listening without media involved. So rather than using one kind of listening media, the teacher should use various media.

On the other side, institution also have to take a part and support the developing listening media for the students as listening is receptive skill we do the most but unfortunately the research about it is less than the other skills.

The last but not least, it is finally suggested that other researchers should conduct further studies on developing listening media, which has a very close reference to the students’ needs.

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