lxxxiii By considering the observation results, the observer and the writer
concluded that using Power Point was suitable for the students to improve their learning motivation and listening proficiency, only a little weaknesses could be found.
Generally, the use of Power Point brought about positive results. Based on the result of reflection, the observer and the writer concluded to end the action of the cycle.
The observer and the writer identified the factors causing the students’ low learning motivation and listening proficiency. The factors came from the
English teachers, the students and the school. He, who is an English teacher should be more innovative in presenting listening materials. Generally, in teaching
listening subject the English teacher still uses an ordinary technique by playing tape recorder or sometimes by reading orally while the students are listening
without visual aids. Using a conventional learning media can bring about low students learning motivation and listening proficiency. As a matter of fact, the
students were not enthusiastic to join in teaching and learning process. They were getting bored, so that they did not understand what have been taught by the English
teacher.
B. Research Findings and Discussion
Having analyzed the data of this study, the writer found out several findings to answer research questions. The data were collected through several sources as
follows: field notes, research diary, pre-research observation reports, audio video
lxxxiv recordings, questionnaires, the scores of pre-test and pos-test, photographs, lesson
plans and listening materials. Besides focusing on answering the research questions as mentioned in Chapter I, The section also provides other findings during the
implementation of Action Research in this study. The findings are summarized on Table 4.5.
Table 4.5. The Summary of The Research Findings
Research Findings Facts
1. The use of Power Point improve
students’ learning motivation.
2.
The use of Power Point improve students’ listening proficiency
3. Other Findings
a. Teacher
b. School v The students’ participations,,
attendance, enthusiasm in listening class are getting better.
v Listening class is more alive. Ø The
students’ learning
achievement is getting better. Ø The students are getting more
confident in listening class. Ø The students get a learning
enlightenment in doing the tasks. · The researcher, who is the
English teacher was more innovative in presenting listening
materials. v The school is getting richer to
provide English
listening materials.
In the following sections, issues which arise from the research questions are presented.
The findings of this study showed that the use of Power Point in the listening class could improve the students’ learning motivation. The increase of the
lxxxv students’ learning motivation could be seen from the students’ participation, the
student’s attendance, the students’ enthusiasm, and more alive listening class. The students’ participation in the listening class before and after the study
through Power Point was very different. Many students were passive to answer the teacher’s questions before the study through Power Point, they were noisy to
discuss other topics which were not related to the academic discussion. But after the studies through Power Point, they were active to pay much attention to the listening
materials. There were many students coming late, before the study through Power
Point. But after the study, the students’ attendance was getting better, there was only a few students were coming late, and eventually there was nearly no students
coming late at all. When he asked them, ”Sudah insyaf ya?, sudah ingin rajin belajar bahasa Inggris?”. They said, “ Ya, pak, tidak mau ketinggalan untuk
menyanyi dan nonton film, pak. Based on the fact that singing English songs and watching films through Power Point made an enjoyable situation to learn. This
learning situation improved the level of students’ attendance. The students’ enthusiasm was also really different before and after the study.
Before the study, the students were not enthusiastic in learning, but after the study, their enthusiasm was getting better. When the bell rang for them to have a break,
they did not want to go out soon. Then he asked them, ‘Kenapa tidak mau cepat- cepat istirahat seperti biasanya?’. They answered, ‘Tak usah istirahat pak, nanti
lxxxvi saja, baru enjoy belajar’. The learning materials through Power Point which
covered songs, the monologue report texts, and movies made the students enjoy learning. They were enthusiastic and serious in learning. When he asked them to
sing a song they were singing together enthusiastically. Listening to a song which presented by Power Point made listening class more enjoyable. Ladousse 1996: 7,
stated that enjoyment leads to better learning. Related to the song Gilberto Diaz 1995: 25 stated that “…. songs have been motivational factor for many of those
who have engaged in EFL studies “. Their learning curiosity was better caused by singing songs through Power Point. Stephen N. Elliott et al. 2000: 346 stated that
learning curiosity influenced the successful learning in the classroom. Sounds and images which were presented by Power Point attract students’
attention. The sounds and colorful images made the students have no time to discuss other topics which were not the academic study. Tang Ling Shing 2000:
11 stated that sound and images attracted the students to learn, because they have many advantages as follows:
“…1 they arouse the students’ interest and attract learners’ attention, 2 they create an atmosphere in which students learn to think and 3 They bring
into the classroom alive language situation which involve both pattern already learned and new items”.
Based on the statements above the sounds and images influence the students’ learning motivation. The facts could be seen that before the study through Power
Point, the students look bored, but after the study the listening class was more alive. Many of the students suggested : “Pak bagaimana kalau semua pembelajaran
lxxxvii keterampilan bahasa Inggris dibantu dengan presentasi Power Point?”. He
answered,”Ya, itu ide brilian yang perlu dipertimbangkan”. The students’ suggestion showed that they had an eagerness to learn, they felt that learning through Power
Point was not boring. He considered well that for learning of comprehensive English proficiency covered speaking, reading and writing could be done through Power
Point. The findings of this study showed that the use of Power Point in the
listening class could increase the students’ listening proficiency. The increase of the students’ listening proficiency could be seen from the improvement of the students’
learning achievement, the improvement of the students’ enlightenments in learning,
and the improvement of the students’ confidence in listening class.
Before the study, he found that the students had poor learning achievements. Their learning achievement could be known from the listening test scores of the
pre-test and of the post-test conducted in cycle to cycle. The mean of the pre-test in Cycle I is 42, the mean of the pre-test in Cycle II is 46, the mean of the pre-
test in Cycle III is 48. But after conducting the study through Power Point the students’ achievement increased, the mean of the post-test in Cycle I is 45, the
mean score of the post-test in Cycle II is 50, the mean in post-test in Cycle III is 55. The increase of students’ listening proficiency was illustrated on Graph 5.1
Graph 5.1 The result of students’ listening test
lxxxviii The learning improvement could be known that the students got
enlightenments of learning. Before the study the students belonged to slow learners with low learning achievement, but after the study they were getting more
intelligent, they were faster to do the listening tasks. Before the study, the students were afraid of making mistakes in answering
questions and to express their idea, but after conducting the study they were not afraid of making mistake and were more confident in answering the questions.
Students’ listening proficiency could be improved through Power Point, because Power Point did not only present sound, images, and animation but also
present many kinds of movies. Power Point visualized the messages of movies which can attract the students’ attention. Anthoni 2002: 43 suggested that an effort of
visualizing the story when the activity is going on will strengthen the students’ understanding.
Marie Ernestova 1991: 5 stated that “…students understand and retain the meaning of a word better when
they have seen some objects associated with it. For this reason, the teacher can expose to real-life situations, when this is not possible, the
visual aid can serve as a useful substitute. As the images are more vivid than words, they are much easier to recall than words”.
10 20
30 40
50 60
pre test 1
post-test 1
pre-test 2
post-test 2
pre-test 3
post-test 3
The main
lxxxix Based on the statement above, the real objects of learning presented by
Power Point consisted sound, animations, images, and movies influence the students’ understanding, because they are as representatives of the real life
situations. According to him, improving students’ learning motivation and listening
proficiency through Power Point was a new and hard work. The learning materials related to improve student’s learning motivation and listening proficiency must be
connected to the learning materials which were related to standard competency and basic competency of social science study program for grade XII. After consulting
the standard competency and basic competency for senior high school, He took monologue report texts and narrative texts as urgent topics for the study.
The materials of the monologue report texts were taken by inserting the speech of a native speaker’ monologue into Power Point slides. The materials of
narrative texts were taken by cutting many CD movies and inserting them into Power Point slides. As a warming up, he presented English songs. He took many
English songs by inserting them into Power Point slides. He considered that these jobs were very challenging.
Before the study he did not use to teach through Power Point. But after the study, he became more innovative in using Power Point to improve students’
learning motivation and listening proficiency.
xc The school’s language laboratory where he teaches, is a new learning facility,
which provides penthium 4 computers, LCD projectors, audio-video recording, tape recorder, handy cam, and 40 head sets. However, only a few teachers were able to
operate these facilities. it was also very poor of learning media. He considered that the language laboratory facilities should be used optimally in learning. He had
an idea to improve students’ learning motivation and listening proficiency through Power Point which was held in the language laboratory.
Before conducting the study he was not familiar with operating Power Point, but after conducting the study he was able to do it better. He had made many
learning media for learning English. He copied in many compact discs. The language laboratory of the was getting richer of learning media.
xci
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Having conducted the research in improving the students’ learning motivation and listening proficiency through Power Point, the writer finds that the
use of Power Point is very helpful in improving learning motivation and listening proficiency.
Based on the result of the research above, he conclude the following important parts:
1. The analysis of the process shows that the use of Power Point can attract the students’ learning motivation. They enjoy the teaching and learning
process. It can be concluded that the use of Power Point is good and effective in improving the students’ learning motivation. It is supported by
the analysis of the result of questionnaires and interviews. 2. The use of Power Point can improve the students’ listening proficiency
because it helps the students in comprehending the listening materials. They are more confident in doing the tasks. This can be seen from the
