IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING VIDEO OF ORAL NARRATIVE TEXT
IMPROVING STUDENTS’ LISTENING COMPREHENSION
BY USING VIDEO OF ORAL NARRATIVE TEXT
Tiara Puspa, Zainal Arifin, Surmiyati
English Education Study Program of Languages and Arts Education Department
of Teacher Training and Education Faculty, Tanjungpura University, Pontianak
email : tyarapuspa1703@gmail.com
Abstract: The purpose of this research is to investigate the effectiveness
of using video of oral narrative in teaching listening of oral narrative text in
improving students’ listening comprehension to the eighth grade students of
SMPN 4 Sungai Ambawang in academic year 2013/2014. The population of this
research was the eighth grade students of SMPN 4 Sungai Ambawang and the
total sample was 34 students from class VIII A. The data were derived from
multiple choice test. The result showed that the mean score of pretest was 50
while the posttest was 69. The different score between pretest and posttest was 19.
The calculation of the effect size shows that the ES value was higher than the
coefficient (2,4 < 0.8). In conclusion, this study proved that the use of video of
oral narrative text was effective in improving students’ listening comprehension.
Keywords : Narrative Text, Listening Comprehension, Video
Abstrak : Tujuan dari penelitian ini adalah untuk menyelidiki keefektifan
penggunaan video naratif di dalam mengajar kemampuan mendengarkan untuk
mengembangkan kemampuan mendengarkan siswa kelas VII dari SMPN 4
Sungai Ambawang tahun ajaran 2013/2014. Jumlah peserta dari penelitian ini
adalah siswa kelas VIII dari SMPN 4 Sungai Ambawang dan sampel berjumlah
34 siswa diambil dari kelas VIII A. Data diambil dari tes pilihan ganda. Hasil
menunjukkan nilai rata-rata dari pre test adalah 50 sedangkan post test adalah 69.
Perbedaan nilai antara pre test dan post test adalah 19. Penghitungan efek dari
stimulus oral video menunjukan bahwa hasilnya lebih tinggi dari pada
koefisiennya (2,4 < 0.8). Kesimpulannya, penelitian ini membuktikan bahwa
penggunaan video naratif teks efektif dalam meningkatkan kemampuan
mendengarkan siswa
Kata Kunci : Teks Naratif, Kemampuan Mendengarkan, Video
s foreign language, English has four skills (reading, listening, writing and
speaking) that have to be mastered by the students. From these skills,
listening is a skill that difficult to be mastered by the students, because it needs
more attention and concentration to comprehend the listening material. In learning
English as a foreign language, the problems that usually faced by the students in
listening are: first, the materials on tape are usually read by English speaking
people. There are different accents, difficult idioms and unfamiliar language
A
1
chunks in their speaking where the English teachers are usually local people, the
students may not be used to the accents of foreign people. Second, the speed of
the English-speaking people is quite fast for the students to follow. Students
sometimes have not even got the meaning of the first sentence, before the second
sentence has already passed. That can make them miss the whole passage. Third,
the contents of the tape, some of them are not always familiar with the students.
The students may lack the background knowledge about foreign countries and
culture.
Furthermore, listening is the language modality that is used most
frequently. Ellis and Brewster (1992: 56) mention that in early stage of learning
English, the pupils may spend much of their time listening to the teacher while
playing simple games, singing songs, saying rhymes or listening to simple stories.
Based on the several reasons that make listening so important in language learning
above the teacher should be pay attention to the language learner in teaching
listening. Without learning listening, people might not be able to speak, to read
and to write.
The same problem is also faced by the second year students of SMPN 4
sungai ambawang. The students often find difficulties in listening to specific
words and catching the ideas from the spoken language. The difficulty in listening
to specific words were find on the vocabulary problem that was pronunciatiation,
in this problem the students were hardly to recognize the words with the same
pronunciation for the example the word of two and too. Cathing the ideas here
means that the difficulty to understand the contents of the story, for the examples
are the characteristics and main idea of the story.
From the result of the preliminary study in the form of interview with the
English teacher of SMPN 4 sungai ambawang, it was revealed that the eighth
grade students of SMPN 4 sungai ambawang, especially the class VIII-A, still
faced some problems in listening comprehension. Because most students were
from different minority areas they started to learn English only at the first year of
junior high school and of course listening activity are not common for the
students, it was shown by the students’ listening score that was 12 of 34 students
could reach the standard score requirement of the school which is 70. It means
that the students’ listening achievement was still low. The teacher informed that
the common listening activities were done by the teacher read the text aloud to the
students as the source of listening materials, the teacher were not find the other
method to motivate the students. That was why the students were passive during
the teaching learning process of listening. If the teacher always uses the same
teaching methodology, they may become predictable and, perhaps, less interesting
for their students (Ross, 2006).
To help the students with their problems the teachers should find the
techniques or strategies of teaching that can attract the students’ interest in
listening and also can help students to comprehend the listening materials. In this
case the researcher used fables and fairytales video which the researcher called an
oral narrative video to help students improve their listening comprehension.
Because the students of junior high school enjoy something new and interesting,
2
so instead of reading the text, it is better if the teacher convey the material by
using some media that interesting for the example is video.
By using video, teachers can get the benefit of audio and visual supports at
the same time. Visual information in video is important in teaching and learning
process especially in teaching second-language listening. The teacher can simply
download the video from internet as the media, so the teacher should not read the
text loud for many times and also it will be easier to explain the material by the
visual of the video. Moreover, video as a medium that combines both audio and
visual supports is a perfect medium for students who are auditory or visual
learners. Related to foreign language learners, videos play an important part in
teaching and learning a foreign language, as they employ real-life expressions and
other particularities. In this case the students were able to see the real situation
that they heard, so the video presented the information that they do not understand
about what they have heard. Furthermore, video can help the teachers to avoid
general problems in the classroom, like boredom, weariness, and falling to
understand the relevance of the information.
The video used in this research was story telling videos focused for
teaching listening of narrative text. These videos come with ready made materials
that can be used directly. Teachers can get these videos of oral narrative by
downloading them through the internet. The video was made for teaching material
and it is free to download from the website of www.muffinsong.com. The video
of oral narrative here means the video that only 3 to 5 minutes length that there is
a speaker or narrator telling about the story and also some dialogues from animals
or persons. The researcher took the story of narrative text from students textbook
at school, so the material was not too far from the context of the material from the
book. The researcher did not modify the video because the video was related to
the material already.
Based on the explanation above, the problems that researcher found was
students achievement, teaching methodology, and vocabulary so, teaching
listening by using video of oral narrative is expected to give more effective result
than teaching listening without video. To prove this, the writer would like to
conduct an experimental research to measure the effectiveness of using video of
oral narrative text in teaching listening.
METHOD
This research is designed to describe the improvement of students’
English listening especially listening to narrative text through video. The method
of this research is pre-experimental in which the form used one group pre-test
post-test design.
According to Hatch and Farhady (1982: 19) says, “Pre-experimental
research is useful in getting preliminary information on research question”. In
addition, Widi (2010: 76) also states that a pre-experimental research can be
defined as a method which is done by doing some treatments. It means that this
research is done to know the effect after one or some treatments are done.
This research applied one group pre-test post-test experimental design.
The students first did a pre-test without giving them any treatment. Afterwards,
3
the treatments were given to them and followed by a post-test. Then, the results of
both tests were compared to see the progress of the students. Since this research
applies one group pre-test post-test experimental design, this research is a preexperimental research.
Meanwhile, since the aim of this research is to see the effectiveness of a
variable, it is necessary to use one of the part or pre-experimentaal study, namely
one group pretest-posttest design. As Ary et al (2010:303) state that the one-group
pretest–posttest design usually involves three steps: (1) administering a pretest
(Y1) measuring the dependent variable; (2) applying the experimental treatment
(X) to the subjects; and (3) administering a posttest (Y2), again measuring the
dependent variable, the ressearcher gave the students the same questions of pretest
on the first day and posttest at the end of the day.
The population of this research was from the eighth grade students of SMP
N 4 Sungai Ambawang in Academic year 2012/2013. There are three classes of
this grade; VIII A, VIII B and VIII C.
Table 1
Total of Students
Class
VIII A
VIII B
VIII C
Total
Number of Students
36
36
35
107
Sample is a small proportion of the entire population. Concerning this,
the writer selected one class of the cluster of population as the sample of this
research. Widi (2010: 198) states that it is impractical and impossible for any
researcher to observe all members of the population. Thus, in many cases it is
necessary to generalize the research based on one or some parts of the population
only. It can be concluded that sample is a representation of population that will be
used to gather data needed for this research.
In doing this research, the researcher took class A as the sample of this
research. The number of the students used as the sample in this research was 36
students.
FINDING AND DISCUSSION
Finding
After conducting a research on Teaching Listening Comprehension by
Using Video Material, the researcher got the substantial data for the sake of
hypothesis testing and research problems finding.
The Main Research Finding means all the data which collected by
researcher from the sample of the research. In this case are grade eight junior high
school students. The findings cover the result of the individual, mean or average,
4
the interval score of pre-test and post-test, the students’ significance score of pretest and post-test and the effect of the treatment.
The Students’ Score of Pre-Test and Post-Test
The pre-test given is recommended as the 1st test before the treatments.
The result of pre-test shows the result of the students’ score before the treatment is
conducted. Thus, the result of the test, the students’ achievement score considered
as pour to average, with the students’ average score is 50.
The computation of this finding can be described as follows:
X
= ∑X/N
= 1690/34
= 50
The post-test was administered after giving treatments. The post-test was
also considered as the final evaluation of students’ achievement on listening
comprehension by using video material whether effective or not. From the result
of post-test, the students’ achievement score was categorized as average to good,
with the average score of 72.
X2 = ∑X2/N
= 2450/34
= 72
The Students’ Interval Score of Pre-Test and Post Test
After having the mean for both pre-test and post-test, the writer was
calculating the students’ interval score between the students’ pre-test and post-test
result.
Md = X2 – X1
= 69 – 50
= 19
The Students’ Significant Score of Pre-Test and Post-Test
To find out the significant influence of the treatment processes the
students’ interval score was indicated as the significant change of the post-test
score. The score was calculated by using t-test formula
t=
Md
√∑D2 – (∑D)2
N
N ( N-1 )
5
t=
19
√396900 – (630)²
34
34 ( 34 -1 )
4.418
t=
Based on the computation result, the t-test score was higher than t-table
(see t-table appendix). In fact, the calculation of t-test indicated 4.418 which were
higher than t-table at 5% the degree of freedom N-1 (34-1=33) that is “2.0345”. In
conclusion, there was a significant difference between the mean score of pre-test
and post-test. These research findings also gave the answer for the hypothesis
testing.
Analysis of the Effect Size of the Treatment
After having the process of describing the score of t-test, the writer
describes the findings of significant effect of the treatment.
In this scoring process, (1) size effect of the independent variable on the
dependent variable, (2) the standard deviation of pre-test score and (3) standard
deviation of post-test score are computed by using the following formula:
x 2 x 2
2
Se =
=
N
2434
34
= 8.46
x1 x1
2
Sc =
=
N
1700
34
= 7.07
SD =
Ne 1Se 2 Nc 1Sc 2
Ne Nc 2
6
=
(34 1)(8.46) 2 (34 1)(7.07) 2
34 34 2
= 7.78
ES =
=
Xe Xc
Sd
69 50
7.78
= 2.4 (higher than 0.8 is categorized High)
Based on this result, effect size (ES) is categorized high because the
score is higher than 0.8. It can be seen from the illustration of criteria below.
ES 0.2 is categorized low
0.2 < ES < 0.8 is categorized moderate
ES > 0.8 categorized high
In other words, the use of video of oral narrative in teaching listening
proved by the measurement technique of data collecting as a good activity
especially for teaching narrative listening.
Testing Hypothesis
Based on the result of data computation, it was obtained that t-test score
was higher than t-table (4.418) at 5% the degree of freedom (df) = N-1 (34-1=33).
It could prove that the teaching listening on narrative text by using video of oral
narrative were effective to improve the students’ ability in comprehending the
material, the alternative hypothesis, ” The use of video of oral narrative is
effective to improve listening comprehension to the eighth grade students of
SMPN 4 sungai ambawang in academic year 2013/2014.” is accepted.
Discussion
In this research the writer taught listening comprehension on narrative text
by using video of fable and fairytale to the eight grade students of SMPN 4 sungai
ambawang. The video was downloaded from the internet by the researcher, its
only about 3-7minutes length. In teaching and learning process, teacher explained
the material about narrative text. Then teacher gave students a worksheet in form
of multiple choice items that the students should answer by watching the video.
After that the students discuss the answer together, to answer the question the
teacher played the video again and paused the video based on the answer to the
7
question. The teacher also asked the students to find the difficult words and
answered it together by guessing it from the video. The video and the assingment
was about narrative text so, the researcher used fable video that related to the
material and the assignment also related to the narrative text.
The teaching learning process through video of oral narrative was very
interesting for the students. By using this video the researcher could see how the
students liked the teaching learning process and most of them enjoyed the material
given by the teacher. Because through this video, the students learned to find
some statements or expressions that they can’t get from what they just heard.
Several features that the researcher found from the teaching listening by using
video of oral narrative were, first was on the vocabulary for the example the
students don’t know the meaning of “shepherd boy” (from one of the video that
the researcher gave), by looking at the video the students can guess it because
they saw some sheep on the video and the boy watching at that sheeps. Second
was on the pronunciation, students were hardly to recognize the words with the
same pronunciation that they heard, for the example the word of too and to, for
and four. By using the video it was easier to the students to recognize the words.
Third was in cacthing the ideas, by using the video the students was helped in
understanding the contents of the story for the example is characteristics and main
idea of the story and also the facial expression from the character, and also to
guess the character feeling.
Based on the data analysis, the students’ achievement on listening
comprehension was influenced by the process of teaching and learning. In this
research, there are three main steps. The first is pre-test. Based on the pre-test
result, the mean score which administered was 50. It was categorized as poor to
average. After conducting the pre-test, the researcher conducted two times
treatments. In the treatment, the researcher taught listening on narrative text by
using video material. In the first meeting, most of the students found difficulties in
answering the question. But in the second meeting, that condition changed. The
students’ mistakes in doing their practice and tasks decreased. This progress
continued until the last meeting. The next step was conducting the post-test. Based
on the post-test result the mean score is 69. It was categorized as average to good.
Thus, a different result indicated the students’ interval score of pre-test and posttest as 19. This point showed that the treatment through video material improved
the students’ achievement in listening comprehension on narrative text.
Then, the writer analyzed the significance of students’ interval score of
pre-test and post-test by using t-test formula. Based on the computation, the result
showed that t-test score (4.418) was higher than t-table (2.0345) at 5% with the
degree of freedom (df)= N - 1 (34 – 1 = 33). It means that the teaching listening
on narrative text by using video of oral narrative had different significant result
between pre-test and post-test which categorized as highly effective.
CONCLUSION AND SUGGESTION
Conclusion
The aim of doing this research was to know the use of video of oral
narrative in teaching listening especially on narrative text. In other words, it was
8
done to know whether or not a video of oral narrative gives any improvement to
student’s listening skill especially narrative text; thus, a pre experimental research
design was done. This pre-experimental research was designed in the form of one
group pre-test post-test in which there was no comparison group. Teaching
listening by using video of oral narrative is a cooperative learning. Students,
especially those who had lower level of competence in listening, were helped by
the video while listen to the difficult words. It helped the students in solving
problems that they usually faced when they tried to answer the listening
question.Therefore, with video of oral narrative they could get more knowledge
and solution for their problems in listening comprehension. From the result of the
research, there was a significant difference between pre-test and post-test scores.
The mean of scores increased significantly. It could be concluded that there was
an improvement in the students’ listening comprehension especially on narrative
text. When the students were given a pre-test, the mean of their scores was 50.
Then, when the students were given a post-test after they used the video of oral
narrative as the treatment for three times, the mean of their scores was 69. Hence,
it could be concluded that there was an improvement in the students’ achievement
in listening comprehension on narrative text after using a video of oral narrative
as media was done.
Suggestion
In this study, I would like to give some suggestions related to the
improvement of students’ ability in listening comprehension especially on
narrative text to get better result.First, for the students of SMPN 4 Ambawang
especially the eighth grade students it is necessary for the students to improve
their listening skill, because listening is a key to the acquisition of language for
students at all levels. So, in listening class the students should focus on the
listening material, for the example when the teacher using video the students
should focus on watching and listening to the video whether the story on the video
is funny, try to stay focus on the whole story. Discuss the assignment together in
the end of the lesson by using the video. Pause or replay the video that related to
the question to make the students easy to understand, and ask the students to try to
guess some difficult words by using the video too.
Second, for the next researchers that will use the same topic as the writer
but with different subject, I hope that other researchers can use this project as one
of their references in conducting their research on the same field of study.
Furthermore, it is believed that there are still many effective ways to teach
listening comprehension especially on narrative text. Last but not least, the writer
hopes there will be a better improvement for the next study.
REFERENCE
Ary, D et al. 2010. Introduction to research in Education. 8th Edition. USA :
Wadsworth Cengage Learning
Ellis, G & Brewster, J. 1992. The Primary English Teacher’s Guide.
9
Hatch, Everlyn and Hossein Farhady. 1982. Research Design and Statistic For
Applied Linguistics. USA: Newburry House Publication Inc.
Ross, Justine. (february 2006). ESL Listening Comprehension: Practical
Guidelines
for
Teachers.
The
Internet
TESL
Journal.
http://iteslj.org/Techniques/Ross-ListeningComprehension.html
Widi, R. K. 2010. Asas Metodologi Penelitian: Sebuah Pengenalan dan Penuntun
Langkah demi Langkah Pelaksanaan Penelitian. Yogyakarta: Graha Ilmu.
10
BY USING VIDEO OF ORAL NARRATIVE TEXT
Tiara Puspa, Zainal Arifin, Surmiyati
English Education Study Program of Languages and Arts Education Department
of Teacher Training and Education Faculty, Tanjungpura University, Pontianak
email : tyarapuspa1703@gmail.com
Abstract: The purpose of this research is to investigate the effectiveness
of using video of oral narrative in teaching listening of oral narrative text in
improving students’ listening comprehension to the eighth grade students of
SMPN 4 Sungai Ambawang in academic year 2013/2014. The population of this
research was the eighth grade students of SMPN 4 Sungai Ambawang and the
total sample was 34 students from class VIII A. The data were derived from
multiple choice test. The result showed that the mean score of pretest was 50
while the posttest was 69. The different score between pretest and posttest was 19.
The calculation of the effect size shows that the ES value was higher than the
coefficient (2,4 < 0.8). In conclusion, this study proved that the use of video of
oral narrative text was effective in improving students’ listening comprehension.
Keywords : Narrative Text, Listening Comprehension, Video
Abstrak : Tujuan dari penelitian ini adalah untuk menyelidiki keefektifan
penggunaan video naratif di dalam mengajar kemampuan mendengarkan untuk
mengembangkan kemampuan mendengarkan siswa kelas VII dari SMPN 4
Sungai Ambawang tahun ajaran 2013/2014. Jumlah peserta dari penelitian ini
adalah siswa kelas VIII dari SMPN 4 Sungai Ambawang dan sampel berjumlah
34 siswa diambil dari kelas VIII A. Data diambil dari tes pilihan ganda. Hasil
menunjukkan nilai rata-rata dari pre test adalah 50 sedangkan post test adalah 69.
Perbedaan nilai antara pre test dan post test adalah 19. Penghitungan efek dari
stimulus oral video menunjukan bahwa hasilnya lebih tinggi dari pada
koefisiennya (2,4 < 0.8). Kesimpulannya, penelitian ini membuktikan bahwa
penggunaan video naratif teks efektif dalam meningkatkan kemampuan
mendengarkan siswa
Kata Kunci : Teks Naratif, Kemampuan Mendengarkan, Video
s foreign language, English has four skills (reading, listening, writing and
speaking) that have to be mastered by the students. From these skills,
listening is a skill that difficult to be mastered by the students, because it needs
more attention and concentration to comprehend the listening material. In learning
English as a foreign language, the problems that usually faced by the students in
listening are: first, the materials on tape are usually read by English speaking
people. There are different accents, difficult idioms and unfamiliar language
A
1
chunks in their speaking where the English teachers are usually local people, the
students may not be used to the accents of foreign people. Second, the speed of
the English-speaking people is quite fast for the students to follow. Students
sometimes have not even got the meaning of the first sentence, before the second
sentence has already passed. That can make them miss the whole passage. Third,
the contents of the tape, some of them are not always familiar with the students.
The students may lack the background knowledge about foreign countries and
culture.
Furthermore, listening is the language modality that is used most
frequently. Ellis and Brewster (1992: 56) mention that in early stage of learning
English, the pupils may spend much of their time listening to the teacher while
playing simple games, singing songs, saying rhymes or listening to simple stories.
Based on the several reasons that make listening so important in language learning
above the teacher should be pay attention to the language learner in teaching
listening. Without learning listening, people might not be able to speak, to read
and to write.
The same problem is also faced by the second year students of SMPN 4
sungai ambawang. The students often find difficulties in listening to specific
words and catching the ideas from the spoken language. The difficulty in listening
to specific words were find on the vocabulary problem that was pronunciatiation,
in this problem the students were hardly to recognize the words with the same
pronunciation for the example the word of two and too. Cathing the ideas here
means that the difficulty to understand the contents of the story, for the examples
are the characteristics and main idea of the story.
From the result of the preliminary study in the form of interview with the
English teacher of SMPN 4 sungai ambawang, it was revealed that the eighth
grade students of SMPN 4 sungai ambawang, especially the class VIII-A, still
faced some problems in listening comprehension. Because most students were
from different minority areas they started to learn English only at the first year of
junior high school and of course listening activity are not common for the
students, it was shown by the students’ listening score that was 12 of 34 students
could reach the standard score requirement of the school which is 70. It means
that the students’ listening achievement was still low. The teacher informed that
the common listening activities were done by the teacher read the text aloud to the
students as the source of listening materials, the teacher were not find the other
method to motivate the students. That was why the students were passive during
the teaching learning process of listening. If the teacher always uses the same
teaching methodology, they may become predictable and, perhaps, less interesting
for their students (Ross, 2006).
To help the students with their problems the teachers should find the
techniques or strategies of teaching that can attract the students’ interest in
listening and also can help students to comprehend the listening materials. In this
case the researcher used fables and fairytales video which the researcher called an
oral narrative video to help students improve their listening comprehension.
Because the students of junior high school enjoy something new and interesting,
2
so instead of reading the text, it is better if the teacher convey the material by
using some media that interesting for the example is video.
By using video, teachers can get the benefit of audio and visual supports at
the same time. Visual information in video is important in teaching and learning
process especially in teaching second-language listening. The teacher can simply
download the video from internet as the media, so the teacher should not read the
text loud for many times and also it will be easier to explain the material by the
visual of the video. Moreover, video as a medium that combines both audio and
visual supports is a perfect medium for students who are auditory or visual
learners. Related to foreign language learners, videos play an important part in
teaching and learning a foreign language, as they employ real-life expressions and
other particularities. In this case the students were able to see the real situation
that they heard, so the video presented the information that they do not understand
about what they have heard. Furthermore, video can help the teachers to avoid
general problems in the classroom, like boredom, weariness, and falling to
understand the relevance of the information.
The video used in this research was story telling videos focused for
teaching listening of narrative text. These videos come with ready made materials
that can be used directly. Teachers can get these videos of oral narrative by
downloading them through the internet. The video was made for teaching material
and it is free to download from the website of www.muffinsong.com. The video
of oral narrative here means the video that only 3 to 5 minutes length that there is
a speaker or narrator telling about the story and also some dialogues from animals
or persons. The researcher took the story of narrative text from students textbook
at school, so the material was not too far from the context of the material from the
book. The researcher did not modify the video because the video was related to
the material already.
Based on the explanation above, the problems that researcher found was
students achievement, teaching methodology, and vocabulary so, teaching
listening by using video of oral narrative is expected to give more effective result
than teaching listening without video. To prove this, the writer would like to
conduct an experimental research to measure the effectiveness of using video of
oral narrative text in teaching listening.
METHOD
This research is designed to describe the improvement of students’
English listening especially listening to narrative text through video. The method
of this research is pre-experimental in which the form used one group pre-test
post-test design.
According to Hatch and Farhady (1982: 19) says, “Pre-experimental
research is useful in getting preliminary information on research question”. In
addition, Widi (2010: 76) also states that a pre-experimental research can be
defined as a method which is done by doing some treatments. It means that this
research is done to know the effect after one or some treatments are done.
This research applied one group pre-test post-test experimental design.
The students first did a pre-test without giving them any treatment. Afterwards,
3
the treatments were given to them and followed by a post-test. Then, the results of
both tests were compared to see the progress of the students. Since this research
applies one group pre-test post-test experimental design, this research is a preexperimental research.
Meanwhile, since the aim of this research is to see the effectiveness of a
variable, it is necessary to use one of the part or pre-experimentaal study, namely
one group pretest-posttest design. As Ary et al (2010:303) state that the one-group
pretest–posttest design usually involves three steps: (1) administering a pretest
(Y1) measuring the dependent variable; (2) applying the experimental treatment
(X) to the subjects; and (3) administering a posttest (Y2), again measuring the
dependent variable, the ressearcher gave the students the same questions of pretest
on the first day and posttest at the end of the day.
The population of this research was from the eighth grade students of SMP
N 4 Sungai Ambawang in Academic year 2012/2013. There are three classes of
this grade; VIII A, VIII B and VIII C.
Table 1
Total of Students
Class
VIII A
VIII B
VIII C
Total
Number of Students
36
36
35
107
Sample is a small proportion of the entire population. Concerning this,
the writer selected one class of the cluster of population as the sample of this
research. Widi (2010: 198) states that it is impractical and impossible for any
researcher to observe all members of the population. Thus, in many cases it is
necessary to generalize the research based on one or some parts of the population
only. It can be concluded that sample is a representation of population that will be
used to gather data needed for this research.
In doing this research, the researcher took class A as the sample of this
research. The number of the students used as the sample in this research was 36
students.
FINDING AND DISCUSSION
Finding
After conducting a research on Teaching Listening Comprehension by
Using Video Material, the researcher got the substantial data for the sake of
hypothesis testing and research problems finding.
The Main Research Finding means all the data which collected by
researcher from the sample of the research. In this case are grade eight junior high
school students. The findings cover the result of the individual, mean or average,
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the interval score of pre-test and post-test, the students’ significance score of pretest and post-test and the effect of the treatment.
The Students’ Score of Pre-Test and Post-Test
The pre-test given is recommended as the 1st test before the treatments.
The result of pre-test shows the result of the students’ score before the treatment is
conducted. Thus, the result of the test, the students’ achievement score considered
as pour to average, with the students’ average score is 50.
The computation of this finding can be described as follows:
X
= ∑X/N
= 1690/34
= 50
The post-test was administered after giving treatments. The post-test was
also considered as the final evaluation of students’ achievement on listening
comprehension by using video material whether effective or not. From the result
of post-test, the students’ achievement score was categorized as average to good,
with the average score of 72.
X2 = ∑X2/N
= 2450/34
= 72
The Students’ Interval Score of Pre-Test and Post Test
After having the mean for both pre-test and post-test, the writer was
calculating the students’ interval score between the students’ pre-test and post-test
result.
Md = X2 – X1
= 69 – 50
= 19
The Students’ Significant Score of Pre-Test and Post-Test
To find out the significant influence of the treatment processes the
students’ interval score was indicated as the significant change of the post-test
score. The score was calculated by using t-test formula
t=
Md
√∑D2 – (∑D)2
N
N ( N-1 )
5
t=
19
√396900 – (630)²
34
34 ( 34 -1 )
4.418
t=
Based on the computation result, the t-test score was higher than t-table
(see t-table appendix). In fact, the calculation of t-test indicated 4.418 which were
higher than t-table at 5% the degree of freedom N-1 (34-1=33) that is “2.0345”. In
conclusion, there was a significant difference between the mean score of pre-test
and post-test. These research findings also gave the answer for the hypothesis
testing.
Analysis of the Effect Size of the Treatment
After having the process of describing the score of t-test, the writer
describes the findings of significant effect of the treatment.
In this scoring process, (1) size effect of the independent variable on the
dependent variable, (2) the standard deviation of pre-test score and (3) standard
deviation of post-test score are computed by using the following formula:
x 2 x 2
2
Se =
=
N
2434
34
= 8.46
x1 x1
2
Sc =
=
N
1700
34
= 7.07
SD =
Ne 1Se 2 Nc 1Sc 2
Ne Nc 2
6
=
(34 1)(8.46) 2 (34 1)(7.07) 2
34 34 2
= 7.78
ES =
=
Xe Xc
Sd
69 50
7.78
= 2.4 (higher than 0.8 is categorized High)
Based on this result, effect size (ES) is categorized high because the
score is higher than 0.8. It can be seen from the illustration of criteria below.
ES 0.2 is categorized low
0.2 < ES < 0.8 is categorized moderate
ES > 0.8 categorized high
In other words, the use of video of oral narrative in teaching listening
proved by the measurement technique of data collecting as a good activity
especially for teaching narrative listening.
Testing Hypothesis
Based on the result of data computation, it was obtained that t-test score
was higher than t-table (4.418) at 5% the degree of freedom (df) = N-1 (34-1=33).
It could prove that the teaching listening on narrative text by using video of oral
narrative were effective to improve the students’ ability in comprehending the
material, the alternative hypothesis, ” The use of video of oral narrative is
effective to improve listening comprehension to the eighth grade students of
SMPN 4 sungai ambawang in academic year 2013/2014.” is accepted.
Discussion
In this research the writer taught listening comprehension on narrative text
by using video of fable and fairytale to the eight grade students of SMPN 4 sungai
ambawang. The video was downloaded from the internet by the researcher, its
only about 3-7minutes length. In teaching and learning process, teacher explained
the material about narrative text. Then teacher gave students a worksheet in form
of multiple choice items that the students should answer by watching the video.
After that the students discuss the answer together, to answer the question the
teacher played the video again and paused the video based on the answer to the
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question. The teacher also asked the students to find the difficult words and
answered it together by guessing it from the video. The video and the assingment
was about narrative text so, the researcher used fable video that related to the
material and the assignment also related to the narrative text.
The teaching learning process through video of oral narrative was very
interesting for the students. By using this video the researcher could see how the
students liked the teaching learning process and most of them enjoyed the material
given by the teacher. Because through this video, the students learned to find
some statements or expressions that they can’t get from what they just heard.
Several features that the researcher found from the teaching listening by using
video of oral narrative were, first was on the vocabulary for the example the
students don’t know the meaning of “shepherd boy” (from one of the video that
the researcher gave), by looking at the video the students can guess it because
they saw some sheep on the video and the boy watching at that sheeps. Second
was on the pronunciation, students were hardly to recognize the words with the
same pronunciation that they heard, for the example the word of too and to, for
and four. By using the video it was easier to the students to recognize the words.
Third was in cacthing the ideas, by using the video the students was helped in
understanding the contents of the story for the example is characteristics and main
idea of the story and also the facial expression from the character, and also to
guess the character feeling.
Based on the data analysis, the students’ achievement on listening
comprehension was influenced by the process of teaching and learning. In this
research, there are three main steps. The first is pre-test. Based on the pre-test
result, the mean score which administered was 50. It was categorized as poor to
average. After conducting the pre-test, the researcher conducted two times
treatments. In the treatment, the researcher taught listening on narrative text by
using video material. In the first meeting, most of the students found difficulties in
answering the question. But in the second meeting, that condition changed. The
students’ mistakes in doing their practice and tasks decreased. This progress
continued until the last meeting. The next step was conducting the post-test. Based
on the post-test result the mean score is 69. It was categorized as average to good.
Thus, a different result indicated the students’ interval score of pre-test and posttest as 19. This point showed that the treatment through video material improved
the students’ achievement in listening comprehension on narrative text.
Then, the writer analyzed the significance of students’ interval score of
pre-test and post-test by using t-test formula. Based on the computation, the result
showed that t-test score (4.418) was higher than t-table (2.0345) at 5% with the
degree of freedom (df)= N - 1 (34 – 1 = 33). It means that the teaching listening
on narrative text by using video of oral narrative had different significant result
between pre-test and post-test which categorized as highly effective.
CONCLUSION AND SUGGESTION
Conclusion
The aim of doing this research was to know the use of video of oral
narrative in teaching listening especially on narrative text. In other words, it was
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done to know whether or not a video of oral narrative gives any improvement to
student’s listening skill especially narrative text; thus, a pre experimental research
design was done. This pre-experimental research was designed in the form of one
group pre-test post-test in which there was no comparison group. Teaching
listening by using video of oral narrative is a cooperative learning. Students,
especially those who had lower level of competence in listening, were helped by
the video while listen to the difficult words. It helped the students in solving
problems that they usually faced when they tried to answer the listening
question.Therefore, with video of oral narrative they could get more knowledge
and solution for their problems in listening comprehension. From the result of the
research, there was a significant difference between pre-test and post-test scores.
The mean of scores increased significantly. It could be concluded that there was
an improvement in the students’ listening comprehension especially on narrative
text. When the students were given a pre-test, the mean of their scores was 50.
Then, when the students were given a post-test after they used the video of oral
narrative as the treatment for three times, the mean of their scores was 69. Hence,
it could be concluded that there was an improvement in the students’ achievement
in listening comprehension on narrative text after using a video of oral narrative
as media was done.
Suggestion
In this study, I would like to give some suggestions related to the
improvement of students’ ability in listening comprehension especially on
narrative text to get better result.First, for the students of SMPN 4 Ambawang
especially the eighth grade students it is necessary for the students to improve
their listening skill, because listening is a key to the acquisition of language for
students at all levels. So, in listening class the students should focus on the
listening material, for the example when the teacher using video the students
should focus on watching and listening to the video whether the story on the video
is funny, try to stay focus on the whole story. Discuss the assignment together in
the end of the lesson by using the video. Pause or replay the video that related to
the question to make the students easy to understand, and ask the students to try to
guess some difficult words by using the video too.
Second, for the next researchers that will use the same topic as the writer
but with different subject, I hope that other researchers can use this project as one
of their references in conducting their research on the same field of study.
Furthermore, it is believed that there are still many effective ways to teach
listening comprehension especially on narrative text. Last but not least, the writer
hopes there will be a better improvement for the next study.
REFERENCE
Ary, D et al. 2010. Introduction to research in Education. 8th Edition. USA :
Wadsworth Cengage Learning
Ellis, G & Brewster, J. 1992. The Primary English Teacher’s Guide.
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Hatch, Everlyn and Hossein Farhady. 1982. Research Design and Statistic For
Applied Linguistics. USA: Newburry House Publication Inc.
Ross, Justine. (february 2006). ESL Listening Comprehension: Practical
Guidelines
for
Teachers.
The
Internet
TESL
Journal.
http://iteslj.org/Techniques/Ross-ListeningComprehension.html
Widi, R. K. 2010. Asas Metodologi Penelitian: Sebuah Pengenalan dan Penuntun
Langkah demi Langkah Pelaksanaan Penelitian. Yogyakarta: Graha Ilmu.
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