their knowledge. It is also supported by Buck 2001:31 that listening comprehension is an active process of constructing meaning, and that this is done
by applying knowledge to the incoming sounds. Based on the ideas above, listening is important because listening is known as
the first stage when we learn a language. By listening we get input such as vocabularies and how to pronounce the words.
2.2 Listening Comprehension Achievement
In fact, listening may have different definition for each person. According to Andrew Basquille in Akufah 2012:11, listening is the activity of paying
attention and trying to get the meaning from something that has been listened. Furthermore, listening comprehension is a process, a very complex process Buck,
2001: 1. However, Thompson Rubin 1996:331 define listening process as an active process through which the listeners select and interpret information that
comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express. It can be assumed that the complex process
through what the listeners sees and listens are in the line of listening comprehension to gain and interpret the information from the speaker. While
listening comprehension is defined as active process of getting the information from the speaker, listening comprehension achievement is the measurement to
know how deep the students can get the information from what they are listening. Brown 2010:9 states that achievement relates to the test that should be limited to
particular material addressed in curriculum within a particular time and offered after a course and focused on the objectives. In addition, McMillan 1992:117
states that achievement is the emphasis of what has been learned by the students on recent school learning. The measurement of listening comprehension
achievement itself is a test. Listening comprehension achievement in this research deals with the result
of listening activities that shows the students’ ability in comprehending are text.
The students’ listening comprehension achievement is achieved by giving the learners a listening comprehension test.
2.3 Teaching Listening Comprehension
Teaching listening comprehension is divided into some kinds. Brown 2010:120 states that we can derive four common identified types of listening
performance. They will be presented as follows: 1.
Intensive It is listening for perception of the components phonemes, words,
intonation, etc for a large r stretch of language. 2.
Extensive It is listening to develop a global understanding of spoken language.
Listening for the gist, for the main idea and making inferences are all parts of extensive listening.
3. Responsive
It is listening to a relatively short stretch of language a greeting, a question, a command in order to make an equally short response.
4. Selective
The processing stretches of discourse such as short monologue for several minutes in o
rder to “scan” for detail idea names, certain facts, events. Among the four kinds of listening comprehension, the researcher
combined the selective and extensive listening comprehension because they focus on gaining the main idea and detail idea.
2.4 The Definition of Video
