A COMPARATIVE STUDY OF STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT TAUGHT THROUGH VIDEO AND THOSE TAUGHT THROUGH AUDIO IN SMPN 26 BANDAR LAMPUNG

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A COMPARATIVE STUDY OF STUDENTS’ LISTENING

COMPREHENSION ACHIEVEMENT TAUGHT THROUGH VIDEO AND THOSE TAUGHT THROUGH AUDIO IN SMPN 26 BANDAR LAMPUNG

By

Logi Bellamari Puspita

The objective of this research is to find out whether there is a significant difference of the students’ listening comprehension after being taught through video and those who were taught through audio tape. This research was a quantitative research. This research was conducted to the first grade students of SMP Negeri 26 Bandar Lampung. As the sample of this research, the researcher took 2 classes; class VII.H as experimental class 1 and class VII.I as experimental class 2. The sample was chosen randomly under the assumption that each class had the same level of ability. In collecting the data, the researcher used multiple choice items. The data were analyzed by using Independent Sample t-test in SPSS 16.0 with significant level of 0.05.

The researcher found that there is a relative difference of the students’ listening comprehension achievement between the students who were taught through video and those who were taught through audio. It can be seen from sign is smaller than α, (0.026<0.05). In experimental class 1 the increase score is 15.7 while in experimental class 2 is 10.82.

Futhermore, based on the result of the data, teaching listening through video is more effective to increase studenst’ listening comprehension because video can give more enjoyable listening atmosphere for the students in the classroom. When the students watch the video, they are very enthusiastic and curious to the text. This situation creates a more active class and pleasurable study for them to learn and comprehend the listening skill. The video is also able to motivate them to the lesson in the class.

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CURRICULUM VITAE

The writer, Logi Bellamari Puspita, was born in Bandar Lampung, March 21st, 1993. She is the first daughter of Ir. Dwi Agus Priyanto and Lilis Suryani, S.Sos. She has one brother and one sister.

The writer started her study from kindergarten at TK Kartika II-26 Bandar Lampung from 1997 and graduated in 1998. She studied in elementary school at SD Kartika II-26 Bandar Lampung from 1998 until 2004. In the same year, she continued her study at SMP Negeri 25 Bandar Lampung and graduated in 2007. Then, she entered SMA Negeri 10 Bandar Lampung and graduated in 2010.

After finishing her high school studies in 2010, she continued her study at the Teacher Training and Education Faculty of Lampung University, Arts and Language Education Department at English Education Study Program. She carried on Kuliah Kerja Nyata Kependidikan – Terintegrasi (KKNK-T) at SMA Ar-Rahman Sukau, West Lampung and did the research at SMP Negeri 26 Bandar Lampung.

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DEDICATION

This script is fully dedicated to:

My beloved parents, Ir. Dwi Agus Priyanto and Lilis Suryani, S.Sos. My beloved brother and sister, Loga Febio Bagaskoro and Lige Sibil Dioctana

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MOTTO

“What you do in this world is a matter of no consequence. The question is what can you make people believe you have done.”

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ACKNOWLEDGEMENT

The writer would like to acknowledge her deepest gratitude to the Most Gracious and the Most Merciful, Allah SWT who gives endless bless throughout the writer’s life and also enables the writer to finish her script entitled; A Comparative Study of Students’ Listening Comprehension Achievement Taught Through Video and Those Taught Through Audio at the First Grade of SMP Negeri 26 Bandar Lampung. Shalawat and salaam to the greatest person ever lived, Prophet Muhammad SAW and his family.

The writer is eager to present her countless gratitude to the people who had supported her throughout her life and especially in finishing this script. Thus, the writer wants to express her sincere respect and gratitude to:

1. The writer’s first advisor, Dr. Muhammad Sukirlan, S.Pd., M.A., for his advices, kindness, patience, corrections, supports and valuable advices in helping the writer to improve this script to be better.

2. The writer’s second advisor, Drs. Deddy Supriyadi, M.Pd., suggestions, encouragement and guidance in finishing this script.

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3. Hery Yufrizal, M.A., Ph.D., as the examiner, for his kindness and critical suggestions to the script, thus his contribution had enabled the writer to finish the script rightly.

4. Dr. Muhammad Fuad, M.Hum., as the Chairperson of Language and Art Eduaction Department for his contribution and attention.

5. All lecturers of English Education Study Program who have contributed their guidance in accomplishing this script.

6. Mrs. Yuliana Siregar, S.Pd., the English teacher of SMP Negeri 26 Bandar Lampung, for the permission to conduct the research in her class and also for her gracious help in finishing the research.

7. The writer’s beloved parents, Ir. Dwi Agus Priyanto and Lilis Suryani, S.Sos., for their endless love, supports and prayers, and encouragements for the writer to accomplish everything in life.

8. The writer’s beloved brother and sister, Loga Febio Bagaskoro and Lige Sibil Dioctana for their loves, laughters, bickers, and supports.

9. The writer’s beloved best friends, Indah Nurhasanah, Puspa Aprilia Ningtyas, Shirtha El Rusyda, Yulia Agustiara Putri, Maulini Rizki, and Ria Sukanti Effendi, for their generous supports, encouragements, friendship, and amazing experiences of 4 years dedication in English Department.

10. The writer’s research companion, Kartika Wulandari and Aria Susanti Wulansari for the encouragements, experience, great ideas and helps. Moreover, the writers’ gratitude to all friends of ED 2010 for the amazing college experiences.

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11. The writer’s brothers and sisters at KKNK-T 2013. Fuspa, Anggi, Betari, Sonya, Gusti, Ayu, Eva, Arif, and Andre, for the great experiences, adventures, laugh, tears and beautiful friendship.

Finally, the writer realizes that this script is still far from perfection. Thus, comments, critics and suggestions will be openly appreciated for the better research. The writer hopes that this research would be a positive contribution to the educational development, the readers, and the other researcher.

Bandar Lampung, October 2014

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TABLE OF CONTENTS

Page

ABSTRACT i

CURRICULUM VITAE ii

DEDICATION iii

MOTTO iv

ACKNOWLEDGEMENT v

TABLE OF CONTENTS viii

I. INTRODUCTION 1. 1. Background of the Problem……… 1

1. 2. Identification of Problems……….. 4

1. 3. Objectives of the Research……….. 4

1. 4. Uses of the Research………... 4

1. 5. Scope of the Research………... 5

1. 6. Definition of Terms………. 5

I. LITERATURE REVIEW 2. 1. Listening...………... 7

2. 2. Listening Comprehension... 9

2. 3. Teaching Listening Comprehension……….... 12

2. 4. Video in Language Teaching……... 14

2. 5. Video in Teaching Listening Comprehension...………. 16

2. 6. Audio Tape in Language Teaching...…….………. 18

2. 7. Audio Tape in Listening Comprehension...……….. 19

2. 8. Procedures of Teaching Listening Through Video and Audio... 20

2. 9. Advantage and Disadvantages...……... 22

2. 10. Theoritical Assumption...….. 24

3. 2. Sourch of The Data………... 30

3. 3. Data Collecting Techniques………... 31

3. 4. Procedures for Collecting Data...……….. 32

3. 5. Research Instruments………. 35

3. 6. Data Analysis... 39

3. 7. Hypothesis Testing………. 41

III. RESULTS AND DISCUSSIONS 4. 1. Result of the Reseacrh……….. 42

4. 2. Result of Pretest………. 43

4. 3. Result of Posttest……… 45

4. 4. Random Test...………... 49

4. 5. Normality Test...………. 50

4. 6. Homogeneity Test...……… 51

4. 7. The Hypothesis... 51

4. 8. Discussions...……….... 55

IV. CONCLUSIONS AND SUGGESTIONS 5. 1. Conclusions………... 64

5. 2. Suggestions……… 65

REFERENCES APPENDICES

I. INTRODUCTION

This chapter discusses the background of the problems, formulation of the problems, the objectives of the research, the uses of the research, the scope of the research, and the definition of terms.

1.1.Background

Listening plays a crucial role in daily live communication. People listen for some purposes such as having entertainment, acquiring certain informations, and pursuing academic purposes. As for academic purposes, listening is one of important skills in foreign language teaching and learning. Listening is essential for learning a language, especially English as the Second Language because it is basic skill that has to be mastered by the students.

In listening comprehension, the more the students can understand what is being said, the better they have what is communicated. Moreover, they will be able to comprehend the characteristics of the target language which will help to improve their language development in all four key skill areas.

It is necessary to use interesting and suitable media in teaching listening because media cover recording, reproducing, and displaying moving images along with the sound, especially in the form that can be presented on the screen. Therefore, it is expected that those media can help students to grasp the gist of information

needed in the listening. Students are able not only to hear the information but also see it by themselves. Thus, media will lead to a greater understanding of the lesson in listening comprehension.

Furthermore, media is able to avoid students’ boredom during teaching at listening comprehension. It is reasonable to choose insteresting media which in this research are video and audio tape as the listening equipments because many children and teenagers like to watch video and it could make the learning process easier and fun. They would be interested and happy to listen through this media. Developing listening comprehension trough videos would also make the teacher get the importance of using technological tools in order to catch student’s attention. When students are totally engaged in a class, their learning and comprehension are completely opened to the new knowledge, so the objectives of listening comprehension can be successfully achieved.

Heaton (1984:64) states that an effective way of developing the listening skill is through provision of carefully selected practice material. Therefore, teacher should conduct an appropriate and suitable strategy for developing and enhancing students’ listening skill and motivate them as well, so that they will achieve the goals in listening comprehension. Since English is not the first language for Indonesian people, comprehending the conversation and materials in listening comprehension is not easy for students, especially for students at the first grade of junior high school.

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Based on interview to the students done by the researcher, it was found that most students in the first grade of SMP Negeri 26 Bandar Lampung lacked the ability in listening. They found it difficult to listen a simple dialogue based on the cassette. The material was recorded in rapid conversation that makes them hard to catch the meaning and the message of the words. This makes them unable to comprehend what they have heard. It was difficult to listen to the cassette or recorded media. They were still confused to understand the material and tended to repeat the record three times respectively. Although the material was familiar for the students, but they still could not get the main point of the listening through recorded media or cassette. If students could not get the point of what they have heard, then they could not comprehend the listening comprehension.

Besides that, students were still confused to the test because they tried to understand every word. They took full attention and focused on finding every word’s meaning. Moreover, students got left behind trying to know what the previous word means. Consequently, the students spent more times without trying to find the main point of the listening. The situation occured because the teacher did not use the media that was suitable with the students’ need or the students’ interest.

In finding the solution of the students’ listening problem, the researcher is interested to compare the audio tape that are used in the school and video in order to know which one of those media help to increase students’ listening comprehension.

1.2.Problems

As stated in the background of the research, the researcher states the objectives of the research as follows:

1. Is there any significant difference of students’ listening comprehension achievement after being taught through video and audio tape?

2. Which one of those media is more effective to increase students’ listening comprehension?

1.3.Objectives

Considering the problems above, the study is oriented towards the following objectives:

1. To find out whether there is a significant difference of the students’ listening comprehension achievement after being taught through video and audio tape. 2. To find out which one of those media is better to increase students’ listening

comprehension.

1.4.Uses

The findings of the research will be expected to give valuable contributions to the followings:

1. Theoretical

This research is expected to show which one of the following media; video and audio tape is better to help developing students’ listeming

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comprehension. Moreover, this research is also able to be the consideration as one of alternative media in future research works of listening comprehension. Hence, it can be used as a reference for the next researcher who will concentrate on the similar scope of research.

2. Practical

This research hopefully can be the consideration to contribute useful information for the students about using media in such as video and audio tape in developing their listening comprehension.

1.5. Scope

This study was conducted to investigate students’ listening comprehension in SMP Negeri 26 Bandar Lampung. The subject of this research was the first grade students in academic year of 2014-2015. The samples of the research were class VII.H and VII.I. The media that were used in teaching listening comprehension were audio tape and video in a form of flash video or FLV containing narrative text spoken by native speaker. The main focus of this research is students’ listening comprehension in using audio and video in teaching listening comprehension.

1.6. Definition of Terms Audio Tape

It is a media that is applied in this research. It includes the subject of the listening section that will be heard by the students . The media is in audio format cassete and played by speaker in the class.

Listening Comprehension

A definition of listening comprehension is more than just hearing what the spoken word said but also able to understand the meaning of the word and relate it with what he or she already knows along with negotiating the message and the meaning of the spoken word.

Teaching Listening

It is a process which required an active interactions between students and the teacher as the teacher leads them to master the listening skills so that they are able to comprehend the overall message and respond on the speaker’s intention.

Video

In this research, video is one of media that can be applied to develop students’ understanding in listening comprehension. A video is an audio -visual media which recording, reproducing, and displaying moving images along with the sound, especially in the format that can be presented on the screen.

Those are the content and discussion of chapter 1. The further explanation of the reserach will be discussed in the next chapter.

II. LITERATURE REVIEW

This chapter discuses several points, i.e. listening, listening comprehension, teaching listening comprehension, video in language teaching, teaching listening through video, audio in language teaching, audio in teaching listening comprehension, advantages and disadvantages, theoretical assumption, and hypothesis.

2.1. Listening

Krashen (1982) states that listening is the primary important in the language learning and that the ability to speak and write fluently will come on its own with time. It means that communication will not be running well without listening since listening is the basic skill of the language mastering. Listening fosters the learning of a second language because it provides input which is a main factor in the learning process as Krashen posited. It means that listening is a significant skill during the process of acquiring a language. In listening, listeners must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain, and interpret this within the immediate as well as the larger socio-cultural context of the utterance (Wipf, 1984).

Rost (2002) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation); constructing and representing

meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation).

It is important to recognize all of the language components that are required to understand the message because it is a fact that students face those language components when they are exposed to real and non-real contexts. Moreover, listening skill is the process that allows the listener to understand a determinate message and identify the parts that contains the speech. It also allows the listener to be an active participant in the society he or she is involved.

Listening is considered as a major component of language learning and teaching since it is the basic skill that has to be mastered in English. Listening usually consumes more time in acquiring than other language skills and needs some process of learning. The greater understanding in listening will lead to fun and easier learning in other skills acquisition such as reading, speaking, and writing.

In the classroom, students are exposed to the spoken language all the time. They tend to do more listening than speaking because teacher contributes the greater part of the teaching and learning process which is explaining the lesson in spoken language. In order for the students to fully understand the lesson, they have to be able to listen carefully to what the teacher said and they are required to interpret the message of lesson they have heard. If the students cannot comprehend the message and negotiate the meaning of the lesson, the objectives of the study itself will not fully achieved by the students.

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This research of listening comprehension helps us to identify which kind of the media that can be used depending on the students’ style of learning and their listening needs. Therefore, researcher proposes a solution for the best choice to compare audio and video media to increase students’ listening comprehension and by the reason that the media provide some benefits in help to get a greater understanding of listening comprehension.

2.2. Listening Comprehension

Listening is a basic input to communicate and interact. It plays an important role in building communication skill. Margaret (1988:19) states that listening comprehension is an active process in which the listener plays a very active part in constructing the overall message that is eventually exchanged between the listener and the speaker.

It means that in the process of acquiring a second language, listening skills need to be more feasible than the other skills, taking into account student’s interests and features in order to develop it effectively. Due to the difficulty to develop the listening skill, the teacher’s duty is to create strategies that maintain student’s attention high in order to make the learning process easier. The content of the instruction should be interesting for the students and the students can clearly identify all the listening components.

According to Hughes (1991:134) there are two skills involved in listening comprehension, they are:

I. Macro skill

In macro skill, to understand what someone says a listener has to involve with listening for specific information, obtaining a gist of what is being heard or the listener should get the general idea of the information, following instruction or directions etc. The explanation of macro skill will be elaborated as follows:

1) Identifying the main idea

Indentifying the main idea of a text is one of the prominent skills in listening comprehension. The main idea tells the topic of the paragraph which tells what all and most the paragraphs are about. Main idea helps students remember important information because it is the key concept of the whole paragraph.

2) Identifying specific information

Specific information includes the details of the paragraph and develops the main idea or the topic sentence. It consists of information such as how, what, when, where, why, how much, or how many in the paragraph.

3) Identifying inference

Inference is a knowledgeable prediction about something which is based on the information and facts. In order to get the inference of the text, students have to draw conclusions refers to information that is implied or not stated. Using the clues of information to give a deeper understanding

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and go beyond the surface details to see other meanings that the details suggest and imply.

4) Identifying reference

Reference is a relation between words or utterances which provides the information necessary to interpret the other. It is the connection between words in which one word as a signal or acts as a link to other words in the text.

5) Vocabulary

Vocabulary is the set of words within a language that are familiar and known to the person who uses it. Vocabulary is essential for communication purposes and acquiring knowledge.

II. Micro skill

In micro skill, to understand what someone says a listener has to interpret intonation pattern (e.g. recognize stress and rhythm), recognition of function of structures (interrogative as request, imperative e.g. sit down!; cohesive devices e.g. such as and which, detect sentence constituents, e.g. subject, verb, object, preposition), recognizing discourse markers (e.g. well; oh, another thing is; now, finally). Each skill has its usefulness in gaining information and objectives. For example, the macro skill is the skill that will be mostly used in this research because it deals with the informations that the learner or students will be retained.

In this research, both macro and micro skills will be involved because students have to use their prior knowledge to understand the general meaning of the message that they will listen in the video and audio tape. They also have to be able to interpret intonation and recognize the vocabularies along with the structure of the message. Students will listen for obtaining specific information and encouraging gist of what is being heard. They have to grasp the general idea of the information, following instruction or directions that they will heard and watch in the video and audio tape.

2.3. Teaching Listening Comprehension

Listening plays an important role in language learning. Therefore teacher has to be able to lead the students in improving and sharpening their listening skills in the class. Cross (1998) states that without listening skill, no communication can be achieved. Therefore teacher should lead the students in mastering their listening skills so that they are able to communicate and respond to the message of the speaker intended to.

Byrne (1978:8) states teachers need to follow the three essential steps in teaching listening comprehension, in forward; the students are expected to be able to:

a) Hear the sound. The students hear the information from the speaker in verbal communication.

b) Identify the sound. The students make sense out of the information by using their background knowledge. Moreover, if they consider it new, they will keep it in their mind.

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c) Produce the respond. After the students identifying the information, they will interpret the data and respond to the speaker as the reflection that they receive the information by using the means of language.

Through listening comprehension, the students are more than just hearing what the spoken word said but also able to understand the meaning of the word and relate it with what they already know. The listener also has to be able to respond and exchange the message of what they already heard from the speaker. Without understanding input appropriately, listening simply cannot get any improvement. Therefore, in teaching listening activity, both students and teachers should actively involve in the teaching and learning process. Teaching listening is a process which required an active interactions between students and the teacher as the teacher leads them to master the listening skills so that they are able to comprehend the overall message and respond on the speaker’s intention.

There are some techniques in listening comprehension based on the communicative approach. The selection of appropriate technique and media in teaching learning process is required for the teacher. In this case, the writer chooses video and audio tape in teaching listening comprehension. By implementing the video and audio tape, the writer assumed that it will overcome the students’ boredom during teaching listening comprehension. It is reasonable because young learners usually like to listen to audio tape alongside watch video which is an audio visual aid that involved sound and moving pictures so that students will be interested in the learning process.

When the pupose of teaching listening comprehension is achieved then students achievement in listening comprehension will be improved as well. Hence, teacher is required to apply suitable materials in teaching listening process because it is a process which required an active interactions between students and the teacher as the teacher leads them to master the listening skills so that they are able to comprehend the overall message and respond on the speaker’s intention.

2.4. Video in Language Teaching

Video is one of media that can be used to teach learning comprehension. The implementation of video in teaching, especially listening comprehension has become a consideration of alternative media in this modern era. Video is the system of recording, reproducing, or broadcasting moving visual images on or from videotape (Oxford Dictionary).

William & Lutes (2001) claim that through visual materials students have the opportunity to be observers and participants. It means that learning will be more natural because videos allow the English class to be more innovative and less traditional.

Additionally, according to Beare (2008), videos support students to become more conscious of their learning process. They allow the learner to get an immediate feedback being videos more effective than “simple teacher correction”. Moreover, Esseberger (2000) claims that videos can be used in a diverse way in a language classroom since they are an exceptional medium of learning. In this way, through

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videos, an immediate feedback can be provided in addition to the opportunity to having self-monitoring and self-evaluation processes.

Similarly, Harmer (2001) points out that one major advantage of videos is that learners not only can listen the language but also they can see it. In order to support comprehension, videos contain visual clues such as gestures and expressions which allow students to go beyond of what they listen, and also to interpret the video in a deeper way.

Hence, using video in teaching listening comprehension is necessary because by using video learners can see the language in use from natural contexts; they can make connections between words and images which help them to analyze their own use of the language or even to learn new language. Video provides a combination of visual and also audio stimuli that can advance the comprehension. Teaching listening through video is appropriate to attract students’ attention and interest since video helps to make the atmosphere of the class alive and interactive and make the lesson more understandable because students can be entertained by the medium and the classroom interaction will be meaningful.

Based on the previous statements, the researcher concludes that video is the suitable media to help teacher explain the material thoroughly and concretely. Using the video in the classroom allows the students to get more information when listening. Because the more concrete and understandable the lesson is, the greater level of comprehension will be achieved by the students.

2.5. Video in Teaching Listening Comprehension

In order to make learning English more interesting for students, teacher have to conduct a suitable and effective way to teach listening. Van Duzer (1998) highlights that learners listen to achieve a goal and issues that interest them; for that reason, facilitators took into account students’ interests in order to keep their motivation high.

Besides, Helgesen as cited in Moncada (2003) supports that listening helps learner to be “flexible listeners” and to know how to listen in order to get the general idea or the specific information needed to understand videos.

In developing students’ listening comprehension, there are some innovations of media in teaching listening process that can be used, such as video. By using video, students are not only hearing also seeing visual scene of the spoken language in the video and easily comprehend the meaning based on the audio-visual media. Therefore, students will be able to catch the purpose of the listening comprehension faster with video than hearing audio recording dialogs.

Silva (1983) states that unlike written dialogs, and even audio recordings, video is capable of capturing a communicative acts in its entirely; all the images, nonverbal communication, and actions shown in a video segment can communicate and provoke reactions in many ways.

Referring to the theory above, it can be assumed that video can support the listening comprehension because video contains visual gestures and acts that allow students to grasp the meaning of the spoken language. They are able to see

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the language in a form of natural contexts, so that they can analyze the use of the language and make connections between words and images.

Besides, Sadiman (2005:29) mentions that video is storage of picture and sound information system where audio-visual signal is not only recorded on magnetic tape but also on disk. Video disk has ability such as:

1. Reverse and fast forward.

2. Speed or slow motion, upward or backward.

3. Single frame, upward or backward.

4. Speech search facility.

5. Stereo sound.

In line with the statement above, Stempleski and Thao vu in Karlina (2010:25) states that video technology offers the obvious advantages of stop/start, rewind/replay, sound on/off, and freeze frame controls. These facilities make it possible for the teacher to present different sections of the video once or several time in different.

Therefore, video is a useful resource for learning a language because it presents students with language as well as pictures to enhance the context, this combination easily engages attention and interest, it is essential to go back in time and do brief review of the different teaching temporary English speaking environments (Stempleski, 1987:3).

In this research, the writer is interested in using video as the media in teaching listening comprehension because it provides visual stimuli that can lead to

generate prediction, speculation, and chance to activate students’ background schemata when viewing a visual scene. It is also good to enhance students’ interest in listening comprehension.

2.6. Audio Tape in Language Teaching

In language teaching, one of the main reasons for getting students to listen to spoken language is to let them hear different varieties and accents, rather than just hear the voice of their teacher.

Besides the direct listening and speaking skills practiced through the teacher-student talks, no proper application of the listening skill could be achieved without the use of listening equipments, since teachers were non-native English speakers and thus might lack proficiency in English. This equipment is audio tape which is available at schools and teachers of English are supposed to use them according to the indications of textbooks as an essential part of the curriculum. In this research, the researcher is interested in using the audio tape as the media for the students’ listening comprehension. There are several reasons why audio tape is chosen as the media such as it gives variation to the class instead of listening to teachers’ voice during the listening lesson consistently, it easy to be played because audio tape is accessible to everybody, and it is pretty obtainable because the audio tape is a usually cheap and available at schools and teachers use this media to help increasing students’ listening skill in the class.

An audio tape recorder, tape deck or tape machine is an audio storage device that records and plays back sounds, including articulated voices, usually using

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magnetic tape, either wound on a reel or in a cassette, for storage. In this present day form, audio tape records a fluctuating signal by moving the tape across a tape head that polarizes the magnetic domains in the tape in proportion to the audio signal. Tape-recording devices include reel-to-reel tape deck and the cassette deck (Wikipedia).

Using audio tape or tape recorders provides opportunities for students to hear a vast amount of authentic native speech. Tapes are an aural aid that may be employed for more than one purpose. They may be used to provide students with recorded samples of native speakers' pronunciation and intonation. They may also be used in grammar drills and in listening comprehension.

2.7. Audio Tape in Teaching Listening Comprehension

Recently, students need to be exposed to many varieties of spoken English. Therefore, teacher also needs to ensure that students are well prepared for listening and that they are clearly able to her what they listen to.

The main method of exposing students English is through the use of taped material which can exemplify wide range topics such as advertisements, news, broadcast, poetry reading, plays, pop songs, speeches telephone conversations and all manner of spoken exchanges (Harmer, 2001).

Exposure to language is fundamental requirements for students to deeply understand the listening comprehension itself. Listening to appropriate tapes provides such exposure and students get vital information not only about grammar and vocabulary but also about pronunciation, rhythm, intonation, pitch , and

stress. Similar to speaking, students get better at listening the more they do are exposed to the spoken language. Listening is a skill and any help given to the students by teacher in performing that skill will help them to be better listeners and better learner in listening comprehension.

The use of audio tape in listening comprehension has widely known and used for many years. Listening demands listener engagement. Suitable tape on subjects which students are interested with will able to be such motivation in the learning. Once students are able to do it then the comprehension will be achieved and the listening will become valuable.

2.8. Procedure of Teaching Listening Through Video and Audio

There are procedures of teaching listening through video and audio, the activities are:

1. Pre Viewing

In this beginning stage of study, the teacher spends a sufficient amount of time to help the learner gather the information and schemata or background knowledge that will be useful in this lesson. Some of previewing activities will conduct by the teacher in order to facilitate and developing students’ comprehension.

Those activities might include:

1. Previewing about the students’ previous lesson that have the implication or relation to the today’s learning

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 About video: Have you ever watched a video before? Do you like to watch a fairy tale story?

 About audio: Have you ever heard a fairy tale story? Do you like to listen to fairy tale story?

3. Telling the students about the story that they are going to watch or heard. 4. Conducting a class discussion about the generic structure of the text, e.g.

title, characters, setting, the moral value, and relevance vocabulary that found in the video or audio tape.

5. Asking the students to make a prediction about what will happen in the video or audio tape.

2. While Viewing

In this stage, students will be asked to watch the video and heard the audio multiple times. The first attempt is to make a guess or prediction of the text and what will happen. The second attempt is to take notes on the important points of the text.

Teacher will ask students to do the following activities:

1. Giving the direction to the students about what they are going to do. 2. Forming several groups. Each group consists of 5-6 people.

3. Ordering all students to watch or heard the short story about narrative text. 4. Playing the video or audio and orders students to make prediction of the

story.

5. Replaying the video or audio and asking students to make note concerning the specific information based on the story.

6. Giving the worksheet to each group

7. Asking students to discuss their work about information in the text for example the characters, the setting, the plot of the story, etc.

8. Checking the students comprehension by giving some questions related to the lesson to them.

3. Post Viewing

In the post viewing activities, the teacher is concluding about the today’s material and the knowledge that they gain after watching the video and hearing the audio, for example, new vocabularies which are related and generic structure of the video. The post viewing activities might include:

1. Concluding the material and give the feedback of the lesson. 2. Asking the students about the obstacles of the lesson.

3. Giving the motivation and homework about listening comprehension.

2.9. Advantages and Disadvantages

Listening comprehension through video and audio tape have some advantages and disadvantages. Those will be explained as follow:

1. Advantages

The advantages of the research are:

1. Video and audio tape adds varieties to the lesson and interesting for students at young age.

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3. Video contains visual learning that will help students understanding the facial expression, body language and at the same time audio tape provides the intonation, stress, and the rhythm of the language.

4. Video and audio tape can make a fun and more active learning process. 5. Video and audio tape can be controlled (stopped, paused, resumed) so that it

facilitate self-study.

6. Video and audio tape can help to strengthen students’ awareness of the target language through audio and visual because students’ at young age are most likely to be interested in audio-visual learning preference.

7. Video and audio tape can be implemented in every grade of education. 8. Video and audio tape can be used individually or group lesson.

2. Disadvantages

The disadvantages of the research are:

1. It takes time for teacher to preparing the tools and the material in the video and audio tape in front of the class.

2. It takes time to select an authentic material through video and audio tape teaching listening comprehension.

3. Video and audio tape often does not provide the complex grammatical skill. 4. Video and audio tape with long duration will lead to boredom and sleepiness

2.10. Theoretical Assumption

In teaching listening, there are several types of media that can be used for teaching. The use of interesting media is a necessity to get the aim of teaching learning process. In listening comprehension, students need to be able to to identify the general idea of different types of text for example in this research is narrative text. Not only is the general idea of the text but, the detail information also required for the students to identify. Therefore, the appropriate media should be used in this research for the students to clearly understand listening comprehension and grasp its purpose.

Based on the literature review above, the researcher assumed that video and audio tape can help the students’ listening comprehension. Those media can stimulate students’ understanding through audio and also visual aid. Thus, students are not only hearing but also viewing a visual scene. Moreover, video and audio tape can enhance students’ interest in listening comprehension.

The researcher believed that using video and audio tape in teaching listening comprehension create an active learning process and positive atmosphere in the classroom. Video and audio tape will overcome the students’ boredom and help to improve students’ achievements in listening subject.

In this research, the researcher are interested in using those media because of students’ different sense of preference in studying or students’ learning style, According DePorter and Hernacki (2002), learning style is a combination of absorbing, organizing, and processing information. There are three types of

25

learning styles based on individual modalities used in information processing (perceptual modality), they are as follows:

1. VISUAL or Visual Learning Styles (Visual Learners) focus on visual acuity. That means that in learning, the concrete evidence must be shown first so that they understand the lesson. This learning style relying on sight or preview the evidence so that they will be able to believe it. There are some typical characteristics for those who love the visual learning style. The first is the need to see something (information / instruction) visually to know or understand it, the second is the need to have strong sense of color, the third is the need to have sufficient understanding of the artistic problem, the fourth is having difficulty in using and understanding direct dialogue, the fifth is too reactive to sound, the sixth is having difficulties to follow the advice or instruction orally, and the seventh is easily misinterpreting word or utterance.The characteristics of the visual learning style are:

 Tend to see the attitude, movement, and the lips movements of the teachers.

 Not a good listener in communications.

 When the listener gets to do something, usually they usually tend to see other people reaction first then they will be able to react by themselves.  Do not like to speak in front of groups and do not like to listen to other

people too.

 Tend to be passive in discussions.

 Less able to recall the information given orally.

 Can sit quietly amid crowded situations and feel undisturbed.

2. AUDITORY or Auditory learning style (Auditory Learners) rely on hearing to be able to understand and remember. The major characteristic of learning models like this really puts hearing as the main tool to absorb the information or knowledge. That means that they need to hear, and then they can remember and understand the information. The first characteristic of people who have this learning style is all the information can only be absorbed through the hearing, the second is having difficulty to absorb information in written form directly, and the third is having difficulty in writing or reading. The characteristics of auditory learning styles are:

 Able to remember the teachers’ explanation in front of the class, or materials discussed in the group / class.

 Good Listeners: they easily mastering the lesson such as song in the television, radio, etc.

 Tend to be talkative.

 Do not like to read, and generally are not good reader because they are less able to remember well what they have just read.

 Less capable in performance tasks such as composing or writing.  Glad to discuss and communicate with others.

 Less pay attention to new things in their environment, such as the presence of a new student, the presence of bulletin boards in the corner of classroom, etc.

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3. KINESTHETIC or Kinesthetic learning styles (Kinesthetic Learners) require the individual concerned to touch something that gives certain information so that they can remember. There are some characteristics of this learning models that not everyone can do it. The first character is putting hands as the receivers’ main information in order to continue to remember the lesson. Just by holding or touching, someone who has this learning style can absorb the information without having to read the explanation. The characteristics of Kinesthetic learning styles are:

 Tend to touch everything especially while studying.

 Difficult to be silent or sit back because they always want to move around.  Do everything that will possibly activating the hand perception. For

example, when the teacher explains the lesson in the class, they usually listening with their hands busy drawing.

 Like to use the real objects as a learning tool.

 Difficult to master abstract things like maps, symbols and symbol.  Like to practice or experiment.

 Love games and physical activities.

Thus various learning styles hopefully could be a reference for determining which one of those learning styles that would lead to a good learning and fitting for students to be able to absorb the lesson well. From the explanation of students learning style above, the researcher assumed that there would be signifficant difference of students’ listening comprehension achievement between students who were taught through video and those taught through audio.

2.11. Hypothesis

Based on the problem and literature review above, the hypothesis is formulated as follow:

H1: There is no significant difference of students’ listening comprehension achievement between students taught through video and audio tape at the first grade of SMP Negeri 26 Bandar Lampung.

H2: There is a significant development of students’ listening comprehension achievement between students taught through video and audio tape at the first grade of SMP Negeri 26 Bandar Lampung.

Those are the content and discussion of chapter 2 in this research. The further explanation of the research will be discussed in the next chapter.

29

III. RESEARCH METHOD

This chapter deals with research design, population and samples, research instrument, the data collection techniques, the procedure of collecting data, and try out of the test (validity, level of difficulty, discriminating power, scoring system, research procedure, data analysis, and hypothesis testing).

3.1. Design

This research is a quantitative research with two group pre-test and post-test design. There were two groups of students in this research; the experimental class 1 in which the teacher used video and experimental class 2 by using audio tape. The researcher used video in experimental class 1 because the researcher assumed that video is better media for students in increasing their listening comprehension than audio tape. The students were given some tests for both classes with the same material but different media in order to find the difference achievement between students who taught through audio recorded and video. The research design can be presented as follows:

G1 T1 X T2

Notes:

G1 : Experimental class 1 (Video)

G2 : Experimental class 2 (Audio)

T1 : Pre-test

T2: Post-test

X : Treatment

(Hatch and Farhady, 1982;20)

3.2. Source of Data

1. Population

According to Gay (1987:102), population is the group of interest to research or to which she/he would like the result of the study to be generalize able. The population of this research will be conducted in SMP Negeri 26 Bandar Lampung at the first grade students. The sample is 2 classes as experimental class 1 and experimental class 2 which are selected by random sampling. It is applied based on the consideration that every student in the population had the same chance to be chosen and in order to avoid the subjectivity of the research.

2. Samples

Since the amount of the population is quite large, the writer uses random sampling because the students are formed into several classes. It is applied based on the

31

consideration that every student in the population had the same chance to be chosen and in order to avoid the subjectivity of the research. All the members of the selected groups have similar characteristics.

3.3. Data Collecting Technique

The data of study are the scores of the students’ listening comprehension that can be obtained by giving a pre-test that is conducted before the instruction (method) used. Post-test will be given after the teaching and learning process within three meetings. The test is aimed to measure how is the students’ development in teaching listening process and the students’ comprehension to the material given. The question given in the pre-test is the same as the material given in the post-test.

1. Pre-test

The writer administered the pre-test which take approximately 90 minutes. The purpose of the test is to know the preliminary ability in listening comprehension. In administering the pre-test, the writer will provide a multiple choice test in which the items derived from the selection of try out test of listening comprehension.

2. Post-test

The writer administered the post test spending 90 minutes. The purpose of this test is to know the students’ improvement in listening comprehension after the writer implementing the video. The technique of giving post-test is similar to the pre-test because the writer wants to know the students improvement after three treatments.

3.4. Procedure in Collecting the Data

There are some procedures that were applied for taking the data in this research:

1. Determining the population and sample of the research

The researcher determined the population and sample of the research by choosing two classes at the first year students in SMP Negeri 26 Bandar Lampung. The researcher randomly chose two classes as experimental class 1 and experimental class 2.

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

Administering try out test was for the researcher to find out the quality of the test in order to take the data. The try out test administered for the try out class to measure the reliability of pre-test and post-test. The tests administered for 30 items multiple choices in 90 minutes. The result of the try out test was used to know the level of difficulty and the determination power, along with the validity and the reliability of the test.

3. Preparing the materials which will be taught

The researcher took the material for listening comprehension based on YouTube video (Fairy Tales Story Collection retrieved on 31 January 2014 from http://www.appuseries.com/fairytales.php). The topics of the lesson were about Fairy Tales series entitled; Little Red Riding Hood, Cinderella, Jack and the Bean Stalk, The Beauty and The Beast, Three Little Pigs and The Dog and The Bone. The audio tape is played in the speaker and video is in a form of FLV (flash

33

video) spoken by native speaker in material of narrative text because this kind of text should be mastered by students in this level.

4. Administering the pre-test

The pre-test was conducted to determine the students’ ability in listening comprehension before they are given the treatment. The items in the pre-test were determined by the selection of the items of try out test with 40 item multiple choices which consist of four optional answer, e.g, a, b, c, and d. The time allocation for the pre-test was 90 minutes.

5. Giving the treatment

The treatments were audio tape and video in listening comprehension. The treatments were conducted in pre-activities or post-activities of teaching learning process. The material in the treatment Phase can be seen on the table 3.5 below:

Table 3.5. Material in Treatment Phase

No. Meeting Teaching Treatment Video Teaching Treatment Audio 1. 1 Little Red Riding Hood The Beauty and The Beast 2. 2 The Frog Prince The Three Little Pigs 3. 3 Jack and the Bean Stalk The Dog and The Bone

There are procedures of teaching listening through video and audio tape, the activities are:

1. Dividing the students into several groups which each group consist of at least 5 persons.

2. Giving the direction to the students about what they are going to do.

3. Ordering all students to listen to audio and watch the short video about narrative text.

4. Playing the audio or video and orders students to make prediction of the story.

5. Replaying the audio or video and asking students to make note concerning the specific information based on the story.

6. Giving the worksheet to each group

7. Asking students to discuss their work about information in the audio or video for example the characters, the setting, the plot of the story, etc. 8. Asking and checking group to group activity.

6. Administering the post-test

The items that used for post-test is similar to the test items of pre-test with the same level of difficulties. The time allocation was 90 minutes. Post test was administrated in order to measure the improvement of students’ listening comprehension achievement. The result of post-test was the final data for this research.

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

Both pre-test and post-test results were using Independent Samples T-test of SPSS (Statistical Package for Social Science) version 16.0 for windows to find out whether there is any significant difference of students’ listening comprehension after being taught by audio recorded and video.

35

8. Concluding the result

After collecting all the data, the result of this research will be explained in chapter four of result and discussion based on analyzing the results of pre-test and post-test.

3.5. Instrument

Try out of the test was conducted to measure whether the instrument of the research is good to be administrated so that it can obtain a valid data.

1. Validity

Validity is the extent to which the test measures what it is supposed to be measured and nothing else (Heaton, 1991:159). There are four types of validity: construct validity, face validity, construct validity, and empirical validity. In order to measure the test has good quality or not, the researcher used content and construct validity.

1. Content Validity

Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982:251).

2. Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985:74). The types of validity assume the existence of certain learning

theories or construct underlying the acquisition of ability and skills (Heaton, 1991:161).

There are many types of instruments that can be used to collect the data; questionnaire, test, multiple choices. In this research, the researcher used multiple choices.

Table 3.5. Table of Specification of Listening Comprehension Test

No. Objectives Descriptions Total

Items

Percentage

1. Identifying the main idea

-What is the main idea of the story?

-What does the story tell about?

4 10%

2. Identifying specific information

-Who are involve in the story? -How is the character of fairy godmother?

20 50%

3. Reference -Her mother had died when she was a child. The underlined word “her” in the sentence refers to..

3 7.5%

4. Inference -What is the moral value of the story?

-What is the conclusion of the story?

7 17.5%

5. Vocabulary -There were sweet little girl named Ella. The word “little” has the opposite meaning to..

6 15%

Total 40 100%

2. Reliability

Reliability refers to whether the test is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985:70). In this research, researcher used Split-Half Method or Odd-Even Method. The formula is:

37

�1 =

XY X2 _Y2 Note:

r 1 : coefficient or reliability between first and second half group X : Total numbers of first half group

Y : Total numbers of second half group X2 : square of X

Y2 : square of Y

(Lado (1961) in Hughes, 1991: 3)

The researcher used “Spearmen Brown’s Prophecy formula” (Hatch and Farhady, 1982 :262) to know the coefficient correlation of the whole items.

The formula is as follow:

� = 2 �

1 +�

Where :

rk : the reliability of the test

rl : the reliability of the half test The criteria of reliability are:

0.90 – 1.00 : high 0.50 – 0.89 : moderate 0.0- 0.49 : low

3. Level of difficulty

To see the level of difficulty, the researcher used following formula:

LD = � �

Where:

LD : Level of difficulty

R : the number of the students who answer correctly N : the total number of the students following the test The criteria tests are:

<0.30 : difficult 0.30 – 0.70 : average >0.70 : easy

(Shohamy, 1985: 79)

4. Discrimination Power

To see the discrimination power, the researcher used the following formula:

DP = � − � 1

2 �

Where :

DP : discrimination power

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

The criteria are:

1 If the value is positive discrimination, it means that more high level students than low-level students get the correct. If the value is zero, it means that no discrimination.

39

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

3 In general, the higher the discrimination index, the better. In the classroom situation most items should be higher than 0.20 indexes (Shohamy, 1985:81).

5. Scoring System

In scoring the students’ result of the test, the researcher used Arikunto formula. The ideal high score is 100. The score of the pre-test was calculated by using formula as follow:

S = �

� 100 Where :

S : The score of the test

R : The total of the correct answer N : The total items

(Arikunto, 1997:212)

3.6. Data Analysis

The researcher analyzed the data statistically using Statiscal Program for Social Science (SPSS). The step of the researcher analyzed the data:

1. Administering the normality of the distribution test

Normality test was used to know whether the data of both classes are normally distributed or not. In testing the data, the researcher used T-test. The criteria of the test are as follows:

H0 = The distribution of the data is normal H1 = The distribution of the data is not normal In this research, the criteria of hypothesis are:

H0 is accepted if sign > α. In this case, the researcher uses the level of significance α = 0.05.

2. Testing the Homogeneity of Variance

This test was used to determinate whether the data fulfill the criteria of the quality of variance. The test used T-Test to analyze the data. The hypothesis for the homogeneity of variance is as follows:

H0 = There is significant difference in the level of ability (equal) H1 = There is no significant difference in the level of ability (not equal)

3. Random Test

Random test was used to ensure whether the data is random or not. As stated by Setiyadi (2006:168-169), one of the assumption should be fulfilled in using T-Test was the data should be taken from the random sample in population. The criteria are:

H0 = The data is random H1 = The data is not random

In this research, H0 is accepted if sign > α, and the researcher used the level of significance 0.005.

41

3.7. Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis propose in this research is accepted or not. The hypothesis analysis is using Independent T-Test through computing with Statistical Program for Social Science (SPSS). The hypothesis is formulated as follow:

H0 : There is no significant difference of students’ listening comprehension after being taught through video and of those taught through audio tape.

H1 : There is significant difference of students’ listening comprehension after being taught through video and of those taught through audio tape.

Those are the content and discussion of chapter 3 in the research. The further explanation of the research will be discussed in the next chapter.

V. CONCLUSIONS AND SUGGESTION

This chapter deals with the conclusion and the suggestion of the research. It includes the explanation of the effectiveness of the video in improving students’ listening comprehension and some suggestions to further research.

5.1. Conclusion

Based on the result of the data analysis, the following conclusions can be drawn as follows:

1. There is a relative difference of students’ listening comprehension achievements between the students who were taught through video and of those who taught through audio tape. It can be seen from the smaller than alpha (sign > α, 0.026 < 0.05). It is also supported by the data of total score increase of both classes. In experimental class 1 the score increase is 15.7 while in experimental class 2 the score increased is 10.82. It can be concluded that there is relative difference of students post test score between two classes.

2. Teaching listening through video is more effective to increase students’ listening comprehension than through audio; it can be seen from the gained score of the students in post test. It was also because video can give more enjoyable listening lesson for the students in the classroom. When

65

the students watch the video, they are very enthusiastic and curious to the text. Thus creates a more active class and pleasurable atmosphere for them to learn and comprehend the listening skill. The video is also able to motivate them to the lesson in the class.

3. Teaching listening comprehension through video is also very helpful in noting the specific information in the text. Because video is an audio visual aid, the students are able to make connection between the sound and the image that they have seen so that the message of the text can be interpret clearly. The words that they heard through the video can be associated to the image that it’s presented, so that the students can get the meaning of the word more easily. That causing the purpose of listening comprehension can be achieved by the students.

5.2. Suggestion

Based on the finding of the research, the researcher proposes some suggestions as follows:

1. Since teaching listening through video can give better result for the students, English teachers are highly suggested to apply video as variation of media in teaching and learning process. Teaching listening comprehension through video is enjoyable for the students, since video consists of moving images along with the sound that are easily memorable and interesting for the students in the listening lesson. It helps the students to gain the information clearly and entertaining them as well. So, the

researcher suggested for teacher to use video as the media in teaching listening comprehension.

2. Teachers have to be well prepared in using video in the classroom especially in preparing the equipments (LCD and Speaker) in order to avoid the inefficiency time when learning process is occurred. Therefore, the teacher should make sure to preparing the whole class which includes making the students to keep quit in the class so that they feel ready to the study.

3. There are some various English video that can be applied in the teaching listening comprehension. But, the teachers have to be more careful because not all video is appropriate with the lesson. Hence, teacher’s awareness is needed in order to select and prepare a qualifying media for the students’ listening comprehension.

REFERENCES

Arikunto, S. 1997. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bina Aksara Beare, K. 2008. Choosing Props for the ESL/EFL Classroom, Props in Class.

Retrieved on Desember 18, 2013 from: http://esl.about.com/ed/esleflteachingtechnique/a/t_props_2.htm

Byrne, D. 1978. Teaching Oral English. Longman Publisher. Singapore. Cross. 1998.Teach English. Taken from:http://ed.lhu.edu.vn/139/662/

DePorter, B and Hernacki, M. 2002. Quantum Learning. Taken from: http://belajarpsikologi.com/macam-macam-gaya-belajar/

Derrington, C & Groom, B. 2004. Different Types of Listening. Retrieved on November 28, 2013 from: http://www.paulchapmanpublishing.co.uk/upm-data/9772_036767pg44_45.pdf

Esseberger, J. 2000. Notes on Using Video in the Language Classroom. Retrieved on November 28, 2013, from: http://www.englishclub.com/tefl-articles/video.htm

Gay, L.R. 1987. Educational Research Competence for Analysis and Application.

Third Edition. Boston: Merril Publishing Company.

González- Moncada, A. 2006. On Materials Use Training in EFL Teacher Education: Some Reflections.

Harmer, J. 2001. Teaching With Video. In A. Pearson Education Limited. Practice of English language teaching (pp. 282). England: Editorial Longman. Taken from:

repositorio.utp.edu.co/dspace/bitstream/11059/1936/.../371333A786.pdf‎ Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied

Linguistic. London: New Burry House, Inc.

Heaton, J.B. 1991. Writing English Language Test. London: Longman.

Hughes, A. 1991. Writing English Language Tests. New York: Longman Group. UK Limited.

Using Tape Recorder at SMAN 1 Sukoharjo. Unpublished Script. FKIP Unila Bandar Lampung.

Krashen, S. 1982. Priciples and Practice in Second Language Acquisition. Oxford: Pergamon Press.Taken from:is.muni.cz/th/14768/ff_m/text.pdf‎ Margaret, J. 1988. Communicationn Arts: The Teaching of Listening. The

Macmillian Company. New York.

Nunan, D. 2003. Listening in a second language. The English Centre, University of Hong Kong. Retrieved Desember 18, 2013. From:

http://www.jalt- publications.org/tlt/articles/2003/07/nunan

Ross, S. & Rost, M. (1991). Learner Use of Strategies in Interaction. Typology and Teachability. Language Learning 41:235-73. Retrieved on January 10, 2014 from: https://www.llas.ac.uk/resources/gpg/67

Sadiman, A. 2005. Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatan. Jakarta: Grafindo Press.

Shohamy, E. 1985. A Practical Handbook in Language Testing for The Second Language Teacher. Tel Aviv: Tel Aviv University.

Silva, T. (1990). Second language composition instruction: Developments, issues and directions in ESL. In B. Kroll (Ed.), Second Language Writing: Research Insights for the Classroom (pp. 11–23). New York: Cambridge

University Press. Taken from:

llt.msu.edu/issues/october2010/parkkinginger.pdf‎

Stempleski, S. 1987. Short Takes: Using Authentic Video in the English Class. From:http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storag e_01/0000019b/80/1d/8b/b0.pdf

William, R.T & Lutes, P. (2001). Using video in the ESL classroom. Retrieved on January 8, 2013 from: http://www.takamatsu.ac.jp/library/06_gaku

Wipf, J. (1984). Strategies for Teaching Second Language Listening Comprehension. Foreign Language Annals 17:345-48. Retrieved on January 10, 2014 from: https://www.llas.ac.uk/resources/gpg/67

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3.7. Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis propose in this research is accepted or not. The hypothesis analysis is using Independent T-Test through computing with Statistical Program for Social Science (SPSS). The hypothesis is formulated as follow:

H0 : There is no significant difference of students’ listening comprehension after being taught through video and of those taught through audio tape.

H1 : There is significant difference of students’ listening comprehension after being taught through video and of those taught through audio tape.

Those are the content and discussion of chapter 3 in the research. The further explanation of the research will be discussed in the next chapter.

V. CONCLUSIONS AND SUGGESTION

This chapter deals with the conclusion and the suggestion of the research. It includes the explanation of the effectiveness of the video in improving students’ listening comprehension and some suggestions to further research.

5.1. Conclusion

Based on the result of the data analysis, the following conclusions can be drawn as follows:

1. There is a relative difference of students’ listening comprehension achievements between the students who were taught through video and of those who taught through audio tape. It can be seen from the smaller than alpha (sign > α, 0.026 < 0.05). It is also supported by the data of total score increase of both classes. In experimental class 1 the score increase is 15.7 while in experimental class 2 the score increased is 10.82. It can be concluded that there is relative difference of students post test score between two classes.

2. Teaching listening through video is more effective to increase students’ listening comprehension than through audio; it can be seen from the gained score of the students in post test. It was also because video can give more enjoyable listening lesson for the students in the classroom. When

65

the students watch the video, they are very enthusiastic and curious to the text. Thus creates a more active class and pleasurable atmosphere for them to learn and comprehend the listening skill. The video is also able to motivate them to the lesson in the class.

3. Teaching listening comprehension through video is also very helpful in noting the specific information in the text. Because video is an audio visual aid, the students are able to make connection between the sound and the image that they have seen so that the message of the text can be interpret clearly. The words that they heard through the video can be associated to the image that it’s presented, so that the students can get the meaning of the word more easily. That causing the purpose of listening comprehension can be achieved by the students.

5.2. Suggestion

Based on the finding of the research, the researcher proposes some suggestions as follows:

1. Since teaching listening through video can give better result for the students, English teachers are highly suggested to apply video as variation of media in teaching and learning process. Teaching listening comprehension through video is enjoyable for the students, since video consists of moving images along with the sound that are easily memorable and interesting for the students in the listening lesson. It helps the students to gain the information clearly and entertaining them as well. So, the

66

researcher suggested for teacher to use video as the media in teaching listening comprehension.

2. Teachers have to be well prepared in using video in the classroom especially in preparing the equipments (LCD and Speaker) in order to avoid the inefficiency time when learning process is occurred. Therefore, the teacher should make sure to preparing the whole class which includes making the students to keep quit in the class so that they feel ready to the study.

3. There are some various English video that can be applied in the teaching listening comprehension. But, the teachers have to be more careful because not all video is appropriate with the lesson. Hence, teacher’s awareness is needed in order to select and prepare a qualifying media for the students’ listening comprehension.

REFERENCES

Arikunto, S. 1997. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bina Aksara Beare, K. 2008. Choosing Props for the ESL/EFL Classroom, Props in Class.

Retrieved on Desember 18, 2013 from: http://esl.about.com/ed/esleflteachingtechnique/a/t_props_2.htm

Byrne, D. 1978. Teaching Oral English. Longman Publisher. Singapore. Cross. 1998.Teach English. Taken from:http://ed.lhu.edu.vn/139/662/

DePorter, B and Hernacki, M. 2002. Quantum Learning. Taken from: http://belajarpsikologi.com/macam-macam-gaya-belajar/

Derrington, C & Groom, B. 2004. Different Types of Listening. Retrieved on November 28, 2013 from: http://www.paulchapmanpublishing.co.uk/upm-data/9772_036767pg44_45.pdf

Esseberger, J. 2000. Notes on Using Video in the Language Classroom. Retrieved on November 28, 2013, from: http://www.englishclub.com/tefl-articles/video.htm

Gay, L.R. 1987. Educational Research Competence for Analysis and Application. Third Edition. Boston: Merril Publishing Company.

González- Moncada, A. 2006. On Materials Use Training in EFL Teacher

Education: Some Reflections.

Harmer, J. 2001. Teaching With Video. In A. Pearson Education Limited. Practice of English language teaching (pp. 282). England: Editorial Longman. Taken from:

repositorio.utp.edu.co/dspace/bitstream/11059/1936/.../371333A786.pdf‎ Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied

Linguistic. London: New Burry House, Inc.

Heaton, J.B. 1991. Writing English Language Test. London: Longman.

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