Research Findings 1. The Data Description

Table 4.1 The Data Labels No. Label Meaning 1 A1 Data of students’ listening comprehension using video 2 A2 Data of students’ listening comprehension using picture 3 B1 Data of students’ listening comprehension with high learning motivation 4 B2 Data of students’ listening comprehension with low learning motivation 5 A1B1 Data of listening comprehension of students with high learning motivation using video 6 A2B1 Data of listening comprehension of students with high learning motivation using picture 7 A1B2 Data of listening comprehension of students with low learning motivation using video 8 A2B2 Data of listening comprehension of students with low learning motivation using picture The data analyzed was obtained from test and questionnaire both of which were scored in numeric. The data analyzed with ANAVA 2 two ways. Based on the results, the data can be described as listed in the data analysis table below. Table 4.2 The Data Analysis of Listening Comprehension with Anava Two Ways Learning Motivation Statistics Learning Media Total Video A1 Picture A2 A1B1 A2B1 B1 High B1 N X X 2 ̅ SD 21 1523 2319529 72.5238 7.89062 21 1519 2307361 72.3333 1.07347 42 3042 9253764 72,4285 9,30550 A1B2 A2B2 B2 Low B2 N X X 2 ̅ SD 11 534 285156 48.5455 8.11620 11 345 119025 31.3636 9.83130 22 879 772641 39,9545 12,43833 A1 B1 Total N X X 2 ̅ SD 32 2057 4231249 64,2812 13,9751 32 1864 3474496 58,25 22,2797 64 3921 15374241 61,2656 18,6974 a Descriptive Analysis of Students’ Listening Comprehension using Video A1. A1 was the data of students listening comprehension taught by using Video. The data was taken from 32 samples that were taught by using Video, the data’s descriptive statistics was presented below. Table 4.3 Descriptive Statistics of A1 N Valid 32 Missing 32 Mean 64.2812 Std. Error of Mean 2.47048 Median 66.0000 Mode 66.00 a Std. Deviation 1.39752E1 Variance 195.305 Range 53.00 Minimum 35.00 Maximum 88.00 Sum 2057.00 Referring to the Table 4.3, t his data statistics derived from students’ listening comprehension scores taught by using Video. The maximum score was 100, from 32 respondents, the highest score was 88 and the lowest score was 35. The central tendency of data was distributed around the mean, 64.28, the median 66.0, and the mode, 66.0. Standard deviation was 13.97. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph. Histogram Figure 4.1. Graph of S tudents’ Listening Comprehension Taught by Using Video b Descriptive Analysis of Students’ Listening Comprehension using Picture A2. A2 was the data of students listening comprehension taught by using Picture. The data was taken from 32 samples that were taught by Picture, the data’s descriptive statistics was presented below. Table 4.4 Descriptive Statistic of A2 N Valid 32 Missing 32 Mean 58.2500 Std. Error of Mean 3.93854 Median 62.5000 Mode 71.00 a Std. Deviation 2.22797E1 Variance 496.387 Range 76.00 Minimum 14.00 Maximum 90.00 Sum 1864.00 Referring to the Table 4.4, t his data statistics derived from students’ listening comprehension scores taught by using Picture. The maximum score was 100, from 32 respondents, the highest score was 90 and the lowest score was 14. The central tendency of data was distributed around the mean, 58.2, the median 62.5, and the mode, 71.0. Standard deviation was 22.27. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph. Histogram Figure 4.2. Graph of Students’ Listening Comprehension Taught by Using Picture. c Descriptive Analysis of Students’ Listening Comprehension with high learning motivation B1. B1 was the data of students listening comprehension with high learning motivation. The data was taken from 42 samples from the students in both classes that had high learning motivation based on the questionnaire result; the data’s descriptive statistics was presented below. Table 4.5 Descriptive Statistic of B1 N Valid 42 Missing 22 Mean 72.4286 Std. Error of Mean 1.43587 Median 71.0000 Mode 69.00 a Std. Deviation 9.30550 Variance 86.592 Range 36.00 Minimum 54.00 Maximum 90.00 Sum 3042.00 Referring to the Table 4.5, t his data statistics derived from students’ listening comprehension scores with high learning motivation students. The maximum score was 100, from 42 respondents, the highest score was 90 and the lowest score was 54. The central tendency of data was distributed around the mean, 72.4, the median 71.0, and the mode, 69.0. Standard deviation was 9.30. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph. Histogram Figure 4.3. Graph of S tudents’ Listening Comprehension with High Learning Motivation. d Descriptive Analysis of Students’ Listening Comprehension with low learning motivation B2. B2 was the data of students listening comprehension with low learning motivation. The data was taken from 22 samples from the students in both classes that had low learning motivation based on the questionnaire result; the data’s descriptive statistics was presented below Table 4.6 Descriptive Statistic of B2 Referring to the Table 4.6, this data statistics derived from students’ listening comprehension scores with low learning motivation students. The maximum score was 100, from 22 respondents, the highest score was 45 and the lowest score was 14. The central tendency of data was distributed around the mean, 39.9, the median 42.0, and the mode, 42.0. Standard deviation was 1.24. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph. N Valid 22 Missing 42 Mean 39.9545 Std. Error of Mean 2.65186 Median 42.0000 Mode 42.00 Std. Deviation 1.24383E1 Variance 154.712 Range 45.00 Minimum 14.00 Maximum 59.00 Sum 879.00 Histogram Figure 4.4. Graph of Students’ Listening Comprehension with Low Learning Motivation. e Descriptive Analysis of Students’ Listening Comprehension with high learning motivation taught by using Video A1B1. A1B1 was the data of students listening comprehension with high learning motivation taught by using Video. The data was taken from 21 samples that identified as high learning motivation students. T he data’s descriptive statistics was presented below. Table 4.7 Descriptive Statistic of A1B1 N Valid 21 Missing 43 Mean 72.5238 Std. Error of Mean 1.72187 Median 71.0000 Mode 66.00 a Std. Deviation 7.89062 Variance 62.262 Range 27.00 Minimum 61.00 Maximum 88.00 Sum 1523.00 Referring to the Table 4.7, this data statistics derived from listening comprehension scores of 21 students with high learning motivation which was taught by using Video. The maximum score was 100, from 21 respondents, the highest score was 88 and the lowest score was 61. The central tendency of data was distributed around the mean, 72.5, the median 71.0, and the mode, 66.0. Standard deviation was 7.89. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below. Histogram Figure 4.5. Graph of Students’ Listening Comprehension with High Learning Motivation Taught by Using Video. f Descriptive Analysis of Students’ Listening Comprehension with low learning motivation taught by using Video A1B2. A1B2 was the data of students listening comprehension with low learning motivation taught by using Video. The data was taken from 11 samples that identified as low learning motivation students. The data’s descriptive statistics was presented below. Table 4.8 Descriptive Statistic of A1B2 N Valid 11 Missing 53 Mean 48.5455 Std. Error of Mean 2.44713 Median 50.0000 Mode 50.00 a Std. Deviation 8.11620 Variance 65.873 Range 24.00 Minimum 35.00 Maximum 59.00 Sum 534.00 Referring to the Table 4.8, this data statistics derived from listening comprehension scores of 21 students with low learning motivation which was taught by using Video. The maximum score was 100, from 11 respondents, the highest score was 59 and the lowest score was 35. The central tendency of data was distributed around the mean, 48.5, the median 50.0, and the mode, 50.0. Standard deviation was 8.11. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below. Histogram Figure 4.6. Graph o f Students’ Listening Comprehension With Low Learning Motivation Taught by Using Video. g Descriptive Analysis of Students’ Listening Comprehension with high learning motivation taught by using Picture A2B1. A2B1 was the data of students listening comprehension with high learning motivation taught by using Picture. The data was taken from 21 samples that identified as low learning motivation students. The data’s descriptive statistics was presented below. Table 4. 9 Descriptive Statistic of A2B1 N Valid 21 Missing 43 Mean 72.3333 Std. Error of Mean 2.34250 Median 71.0000 Mode 71.00 a Std. Deviation 1.07347E1 Variance 115.233 Range 36.00 Minimum 54.00 Maximum 90.00 Sum 1519.00 Referring to the Table 4.9, this data statistics derived from listening comprehension scores of 21 students with high learning motivation which was taught by using Picture. The maximum score was 100, from 21 respondents, the highest score was 90 and the lowest score was 54. The central tendency of data was distributed around the mean, 72.3, the median 71.0, and the mode, 71.0. Standard deviation was 1.07. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below. Histogram Figure 4.7. Graph o f Students’ Listening Comprehension With High Learning Motivation Taught by Using Picture. h Descriptive Analysis of Students’ Listening Comprehension with low learning motivation taught by using Picture A2B2. A2B2 was the data of students listening comprehension with low learning motivation taught by using Picture. The data was taken from 11 samples that identified as low learning motivation students. The data’s descriptive statistics was presented below. Table 4.10 Descriptive Statistic of A2B2 N Valid 11 Missing 53 Mean 31.3636 Std. Error of Mean 2.96425 Median 30.0000 Mode 28.00 a Std. Deviation 9.83130 Variance 96.655 Range 31.00 Minimum 14.00 Maximum 45.00 Sum 345.00 Referring to the Table 4.10, this data statistics derived from listening comprehension scores of 11 students with low learning motivation which was taught by using Picture. The maximum score was 100, from 11 respondents, the highest score was 45 and the lowest score was 14. The central tendency of data was distributed around the mean, 31.3, the median 30.0, and the mode, 28.0. Standard deviation was 9.83. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below. Histogram Figure 4.8. Graph o f Students’ Listening Comprehension With Low Learning Motivation Taught by Using Picture. 2. Prerequisite Test Analysis In order to attain valid outcomes, some prerequisite tests must be carried out to certify the hypotheses. To test the hypothesis in a 2x2 factorial design with analysis of variance technique ANAVA two ways, it was necessary to prerequisite test analysis first, which is the mean of the scores or data to be tested should have a normal distribution, derived from a homogeneous sample, as well as the mutual independence. The essential tests to accomplish were Normality and Homogeneity of certain data used. a. Normality Test Normality test was used to test the data, if the data has a normal distribution or not. Normality was no longer as something that was assumed, but it has become something that was required in performing a statistical test of the average difference. The normality were test taken from both classes, and because the sample in each class was less than 50 then the test was done by using the Shapiro –Wilk test. It was analyzed with SPSS version 16. The test criteria used at the significance level of 5, which means that if the number probability 0.05, it can be concluded that the data has a normal distribution. The results of the Shapiro –Wilk test can be seen in the table 4.11. Table 4.11 Table Tests of Normalit y From the data above it can be seen that the Sig Value from experimental and the control class, each has Sig value of 0.488 and 0.056. Both of the them had Sig value 0.05, so it can be concluded that the data above are normally distributed. b. Homogeneity Test. Homogeneity test is a test conducted to determine whether there are similarities variants of the number of samples used in the study Budiyono, 2004: 175. In order to test whether the experimental group that were treated with video and control groups homogeneous or not, it was carried out with the calculation of equivalence test alignment and used the homogeneity test sample. The criteria used in the significance level of 5, which means that if the probability number 0.05 then H accepted, it meant that the samples have the same variance or can be homogeneous. Here are the results of Chi – Square test. Table 4.12 Test Statistics Postest_Experiment Postest_Control Chi –Square 7.187 a 7.375 b Df 18 20 Asymp. Sig. .988 .995 From the data above it can be seen that, the variable in Asymp. Sig V Learning Outcomes Value in the control and experimental classes, each of them has a value of 0.988 and 0.995. Both of them had Sig valued 0.05, so it can be concluded that the above data is Homogeneous. Kolmogorov –Smirnov a Shapiro –Wilk Statistic df Sig. Statistic df Sig. .111 32 .200 .970 32 .488 .154 32 .052 .935 32 .056 3. The Testing of Hypotheses Normality and homogeneity test is the first step before hypothesis test. Then the next step is to test the hypothesis. To determine the effect of the use of video and picture evaluated from students motivation, conducted with test Analysis of Variance ANOVA two ways at significance level α = 5. Analysis of Variance ANOVA is an inferential techniques used to test the differences in mean values Arikunto, 2007, p. 401. The statistical hypothesis: 1 Teaching Technique picture and video Ho : There is no significant difference between the students’ who were taught by using picture and those who were taught by using audio video on students listening comprehension. Hi : There is significant difference between the students’ who were taught by using picture and those who were taught by using video on students listening comprehension. 2 Students Motivation Ho : There is no significant different of low motivation and high motivation student s’ on students’ listening comprehension Hi : There is significant different of low motivation and high motivation student s’ on students’ listening comprehension 3 Between both teaching technique and students’ motivation Ho : There is no significant interaction between both teaching technique and students’ motivation on students’ listening comprehension. Hi : There is significant interaction between both teaching technique and students’ motivation on students’ listening comprehension. Output results of 2x2 factorial analysis of variance designs that can be used to prove the hypothesis presented in Table Tests of between Subjects Effects as follows: Table 4.13 Table Tests of Between Subject Effect Source Type III Sum of Squares df Mean Square F Sig. Corrected Model 16849.307 a 3 5616.436 65.116 .000 Intercept 182345.119 1 182345.119 2.114E3 .000 Class 1089.297 1 1089.297 12.629 .001 Motivasi 15225.244 1 15225.244 176.519 .000 Class Motivasi 1042.047 1 1042.047 12.081 .001 Error 5175.177 60 86.253 Total 262247.000 64 Corrected Total 22024.484 63 The output results of analysis as presented in Table Test of Between – Subjects Effects indicate that the coefficient for the hypothesis Sig 1 –3 Class hypotheses, motivation, and interaction between the Class and Motivation entirely alpha specified 5 which is 0.05. It can be concluded that: 1. Ho stated that there was no significant difference between the students’ who were taught by using picture and those who were taught by using audio video on students listening comprehension rejected, so that it can concluded that there was significant difference between the students’ who were taught by using picture and those who were taught by using video on students listening comprehension. 2. Ho stated that there was no significant difference between of low motivation and high motivation students’ on students’ listening comprehension rejected, so that it can concluded that there was significant different of low motivation and high motivation students’ on students’ listening comprehension. 3. Ho stated that there was no significant interaction between both teaching technique and students’ motivation on students’ listening comprehension rejected, so that it can conclude that there was significant interaction between both teaching technique and students’ motivation on students’ listening comprehension.

B. Discussions

Three research questions guided this study. The first research question involved determining the overall effect of using learning media on students’ listening comprehension. The second research question involved determining the difference influence of students learning motivation in students listening achievement and the third research question involved determining the interactional effect between learning media and learning motivation to students listening comprehension. After analyzed the data and tested the hypotheses to examine the effect of Video and Picture and learning motivation to enhance students’ listening comprehension, the results were discussed as follows: 1 The Effect of Video and Picture on Students’ Listening Comprehension. The result of the first hypothesis confirmed that Hi was accepted and there was significant difference between the students’ who were taught by using picture and those who were taught by using video in their listening comprehension. The results in this study indicated that both of the learning media video and picture was effective in teaching listening skills. It can be seen from the result of their listening achievement before and after the treatment. There were significant difference between the score from the pre –test and post –test. Therefore, using video was more effective in learning listening than using picture. It can be seen from the students’ listening achievement. The mean results from students’ listening achievement when using video was 64.28, while using picture was 58.25. The use of video in teaching listening was more effective because students learn more through videos and they could see the situation and its participants, it can also provide samples of real –life situations. Learning listening using video also more entertaining and fun, since almost all real –life listening experiences are accompanied by dynamic visuals Feak, Salehzadeh, 2001, p. 45, video media is a more authentic medium for teaching listening comprehension. It seems that students perceive the video input as more authentic, with possibly more information, or simply they feel more comfortable with information accompanied with images. Students learn more through videos because they could see the situation and its participants. Therefore, through the video the students could also see the body language, facial expressions, and gestures of a speaker provide additional information to the listener. While with a picture the students ’ could only see the speakers without being able to see the body language and gestures of the speakers. So, video is effective to be one of the teaching media in enhancing students’ listening comprehension achievement. Therefore, picture is also can be an alternative way to teaching listening comprehension. The effectiveness of visual aids has been found to be higher than that of the lecture method. Visual aids such as video and picture have been used to enhance learning successfully and teachers are taught and encouraged to utilize instructional media when teaching. They can therefore exploit current techniques at their disposal. According to Azikiwe 2007, p. 108, instructional media cover whatever the teacher uses to involve all the five senses of sight, hearing, touch, smell and taste while presenting hisher lessons. They are very important in language teaching, especially the foreign language, because they facilitate the direct association between sounds and their symbols and also words and the objects they represent. They help to vividly illustrate meanings of things because they are associated with materials used by the teacher to improve the quality of his teaching. Teachers should be innovative enough and ready to venture out to environment so as to improve teaching and enhance learning Aggarwal, 2009, p. 76. Visual methods in teaching and learning create longer lasting experiences and relate readily to other sensory experiences. Parallel with developments in technology, video use in language teaching environments for improving listening comprehension has been on the rise O’Brien Hegelheimer, 2007, pp. 162 –180. This is fairly understandable approach, since videos have distinct advantages for improving listening abilities. Video has the power to make listening more authentic by presenting context, discourse, paralinguistic features, and culture Coniam, 2001, pp. 1 –14. These non–verbal clues, complementary to aural input, may help listeners understand better. 2 The Different Influence of Students’ Learning Motivation in Students’ Listening Achievement. The result of the second hypothesis test confirmed that students with high learning motivation who were taught by using video had higher average score than those with low learning motivation who also taught by using video in their listening comprehension. The students with high learning motivation who were taught by using picture also had higher average score than those with low learning motivation who were taught by using picture in their listening comprehension. The results in this study indicated that students ’ who had high motivation tend to have good achievement, while students who had low motivation tend to have relatively lower achievement. Motivation is one of the factors to determine the success of a person. The learning process will be efficient if it accompanied with motivation. So, motivation is an important thing to get better achievement and teacher should know what kind of strategies in teaching and learning activity that can gain students’ motivation in learning English especially in learning listening skill. When students’ were motivated to learn, it can lead to better achievement. According to Rost 2006, p. 2, there are two main reasons why motivation is so important. The first is that motivation arouses students’ interest. The second is that motivation helps the students keep their enthusiasm.