THE USE OF CONTEXTUAL VIDEO TO IMPROVE STUDENTS’ LISTENING ABILITY : A quasi experimental study of eighth year students in one of state junior high schools in Bandung.

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The Use of Contextual Video to Improve Students’

Listening Ability

(A quasi experimental study of eighth year students in one of state junior high schools in Bandung)

A Research Paper

Submitted to the English Department of FPBS Indonesia University of Education in Partial Fulfillment of the Requirement for Sarjana Pendidikan Degree

By:

Mardiya Kamilah (0608787)

English Education Department

The Faculty of Language and art Education

Indonesia University of Education

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The Use of Contextual Video to

I prove Stude ts’ Liste i g Ability

Oleh Mardiya Kamilah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Bahasa dan Seni jurusan Pendidikan Bahasa Inghris

Desember 2012

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL

The Use of Contextual Video to Improve Students’ Listening Ability

(A quasi experimental study of eighth year students in one junior high school in Bandung)

(A Research Paper)

By:

Mardiya Kamilah (0608787)

Approved by:

Main Supervisor Second Supervisor

Dr. Odo Fadloeli, M.A. Riesky, S.Pd., M.Ed. NIP. 195408041977021001 NIP. 198205252005011002

Head of the department of English Education, Faculty of language and Art Education

Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

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ABSTRACT

This study, entitled “The Use of Contextual Video to Improve Student’ Listening ability” aimed to investigate the effectiveness of contextual video usage in improving the students’ listening ability and to find out the students’ responses toward the use of contextual video in listening practice related to the students’ English knowledge and the students’ psychology. The participants of this study were the students of eighth year in one junior high school in Bandung that were designed into two groups: experimental class and control class. This study revealed that, in average, the experimental class (M =79.45, SE=1.69, p<0.05) is significantly different from the control class (M=73.21, SE=1.96) in listening with the effect size of 0.27. Thus it can be assumed that contextual video is effective in improving students’ listening ability. Furthermore, the result of students’ responses on questionnaire analysis indicated that the students’ responses toward the use of contextual video in listening practice were positive. Most of them stated that contextual video gave more advantages than the disadvantages. Related to the students’ English knowledge, most students stated that contextual video helped them in understanding the meanings and the messages that were conveyed in the conversation. Furthermore, related to the students’ psychology, most students stated that contextual video helped them to keep focused and concentrated during listening practice. In conclusion, it was found that contextual video can be used as an alternative teaching medium in teaching listening or the other language skills. For consideration, contextual video can also be used in other topics or even subjects.

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ABSTRAK

Penelitian yang berjudul “Penggunaan Kontekstual Video Untuk Meningkatkan Kemampuan Listening Siswa” ini bertujuan untuk menganalisis dan mencari tahu mengenai keefektifan dari penggunaan kontekstual video dalam pembelajaran listening dan juga mencari tahu bagaimana respon dari siswa terhadap penggunaan kontektual video dalam pembelajaran listening terkait dengan aspek pengetahuan siswa tentang bahasa Inggris dan aspek psikologis siswa itu sendiri dalam belajar. Partisipan dari penelitian ini adalah siswa kelas delapan SMP negeri 40 kota Bandung yang dikelompokan kedalam dua kelas: yang pertama adalah kelas 8A sebagai kelas control dan yang kedua adalah kelas 8D sebagai kelas eksperimental (placebo). Hasil dari penelitin menunjukan bahwa kontextual video efektif digunakan dalam pembelajaran listening. Hal trsebut ditunjukan oleh rata-rata nilai siswa di kelas experimental (=79.45, SE=1.69, p<0.05) yang dengan signifikan lebih tinggi dari rata-rata nilai siswa di keas control (M=73.21, SE=1.96) pada test akhir setelah pemberian treatment selesai dilakukan. Selain itu, hasil penelitian juga menunjukan bahwa respon yang diberikan oleh siswa terhadap penggunaan kontextual video dalam pembelajaran listening sangat baik. Terkait dengan aspek pengetahuan bahasa Inggris, sebagian besar siswa berpendapat bahwa kontekstual video dapat membantu mereka meningkatkan kemampuan dalam mendengarkan pelafalan dari setiap kosa kata bahasa Inggris yang disebutkan dalam kontektual video dan juga menambah pengetahuan mereka mengenai penggunaan kosa-kata tertentu dalam situasi tertentu. Terkait dengan aspek pisikologis siswa, para siswa juga sependapat jika kontektual video dapat membuat mereka lebih semangat, termotivasi, lebih ingin tahu dan lebih mengerti juga dapat lebih focus selama proses pembelajaran berlangsung. Selebihnya, Kontektual video tidak hanya cocok digunakan dalam pembelajaran listening tapi juga cocok di terapkan sebagai salah satu media mengajar untuk subjek pelajaran lainnya.

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Table of Content

PAGE OF APPROVAL

STATEMENT OF AUTHORIZATION

PREFACE ... i

ACKNOWLEDGMENT ... ii

ABSTRACT ... iii

Table of Content ... iv

Chapter I : Introduction ... 1

1.1 Background of the study ... 1

1.2 Scope of the Study ... 3

1.3 Research Questions ... 3

1.4 The purposes of the Study ... 3

1.5 Significance of study ... 4

1.6 Hypothesis... 4

1.7 Organization of the Paper ... 5

Chapter II: Theoritical Foundation ... 7

2.1 Listening ... 7

2.1.1 Definition of Listening ... 7

2.1.2 The Nature of Listening ... 9

2.1.3 The Significances of Listening ... 10

2.1.4 Some difficulties in listening ... 11

2.1.5 Type of Listening ... 13

2.1.6 Approaches in Teaching Listening ... 16

2.1.7 The Principal of Teaching Listening... 19

2.2 Video ... 21

2.2.1 The Advantages of Video ... 22

2.2.2 Video For Teaching Listening ... 24

2.3 Related Study ... 27

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3.1 Research Problem ... 29

3.2 Research Design ... 29

3.3 Research Hypothesis ... 30

3.4 Data Collection ... 31

3.4.1 Participants ... 31

3.4.2 Instrument ... 32

3.5 Research Procedures ... 35

3.5.1 Organizing Teaching Procedure ... 35

3.5.2 Organizing Research Instrument... 35

3.5.3 Conducting Pilot-test ... 36

3.5.4 Administering Pre-test and post-test ... 36

3.5.5 Conducting Treatments ... 37

3.5.6 Distributing Questionnaire ... 39

3.6 Data Analysis ... 39

3.6.1 Scoring Technique ... 39

3.6.2 Data Analysis of Pilot-test. ... 40

3.6.3 Data Analysis on pre-test and Post-test ... 44

3.6.4 Effect Size ... 46

Chapter IV: Findings and Discussions ... 50

4.1 Research Findings ... 50

4.1.1 Pilot Test Score Analysis ... 50

4.1.2 Pre-test Score Analysis ... 54

4.1.3 Post-test Score Analysis ... 58

4.1.4 Paired t-test on Experimental Group... 61

4.1.5 Effect Size ... 62

4.1.6 The Results of Analysis on Questionnaire ... 63

4.2 Discussions ... 70

4.2.1 The Effectiveness of Using Contextual Video in Improving students’ Listening Ability ... 70

4.2.2. Students’ Responses Toward the Use of Contextual Video in Listening Learning Practice ... 74

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5.1 Conclusion ... 78 5.2 Suggestions ... 80

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Chapter I Introduction

This chapter provides general outline of this study that covers the background of the study, the scope of the study, statement of problems, statement of purposes, the significances of the study, and the description about the research method including research design, population and sample, data collection and data analysis.

1.1 Background of the study

Listening is one of the four language skills that is important to be acquired. Brown (2001) pointed out that listening is an important skill in language learning and it cannot be underestimated especially in academic context because the students’ competences in language learning may increase with lots of listening practices. Portovsky (1974) stated that large amounts of listening practice before speaking or reading may prepare the students to acquire a second or foreign language with a greater efficiency than if he or she is taught all the skills simultaneously. Students also may have more capabilities to communicate well with others if they have a good listening skill. Moreover, listening dominates the

students’ daily activities in the classroom. Rivers (1981), supported by Morley (1991), stated that students spend twice as much as they speak, four times as much as they read, and five time as much as they write (Rivers, 1981; Morley, 1991).

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However, listening is difficult to learn and also to teach. It is hard to attract the students’ focus and concentration in listening practice, and sometimes they also feel bored in doing listening. Furthermore, the teacher also finds it difficult to obtain the suitable media for teaching listening. Therefore, attractive and interested media are needed in listening.

An interesting and attractive teaching medium can be an alternative way to solve the difficulties that are found in listening practice. According to Heinich (1993), teaching media can stimulate the students’ interest and encourage

students’ participation. Furthermore, based on their types, media are categorized into three. The first is additive media that use sound only, such as radio and tape recorder. Second is visual media that use visual only such as picture or photo, and the last one is audio visual media that combine both additive and visual media such as television, movie, etc. Among those types of media, audio visual media are more effective to use for listening, because the students will use their two multi sensory, sounds and sight, at the same time when doing listening (Harmer, 1998). Moreover, audio visual media can attract students’ focus and concentration more than audio or visual media only. Besides, Hruby (2010) also said that audio visual media such as video may increase the students’ motivation and will make the students happy and fun when doing listening practice that may affect the students to be more participated in TL process when listening. As Gagne (1985) said that well-designed lesson is begun with gaining students’ attention, then telling the learner about the learning objective, and continued by involving the

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learner into teaching-learning activities with giving stimulus of relevant knowledge before providing learning guidance. After giving some guidance the

next step is giving some feedbacks and asses the students’ performance. (Gagne,

1985)

The explanations above are elaborated to address this study of contextual

video usage in improving students’ listening ability.

1.2 Scope of the Study

This study will be focused on the use of contextual video from YouTube to find out whether the contextual video can improve students’ listening comprehension and the students’ responses toward the use of video in listening.

1.3 Research Questions

The problems of this study are formulated into two research questions as follows:

1. Does contextual video improve the students’ listening ability?

2. What are the students’ responses toward the use of contextual video in listening practice?

1.4 The purposes of the Study The purposes of this study are:

1. To find out whether the use of contextual video can improve students’ listening ability.

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2. To find out the students’ responses toward contextual video usage in listening learning practice.

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1.5 Significance of study

The result of the study is expected to give some contributions to the field of education especially in English learning. In particular, the study is intended to: 1. provide some information about the effectiveness of using video to improve

students’ listening comprehension.

2. give a detail description about the difficulties in applying video for listening;

3. motivate students to learn English especially in listening.

1.6 Hypothesis

This study will test two hypotheses. The first hypothesis is null hypothesis (Ho) which states there will be no significant difference in mean adjustment level between experimental class and control class after the treatment is given to the experimental class. Collidge (2000: 95) said there is no relationship between the independent variable and the dependent or responsive variable in null hypothesis. The null hypothesis is designed as follows:

(Ho: X1 = X2)

The second hypothesis is alternative hypothesis (Ha) which states there will be a significant difference in mean adjustment level between experimental class and control class after the treatment is given to the experimental class. The alternative hypothesis is designed as follows:

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1.7 Organization of the Paper This paper is organized into five chapters. Chapter I

This chapter contains introduction which discusses background of the study, statement of problems, scope of the study, aims of the study, significance of the study, hypothesis and organization of the paper entitled “The use of contextual

video to improve students’ listening ability”.

Chapter II

This chapter includes theoretical foundation from the experts and previous researchers as the foundation of research investigation regarding the use of

contextual video to improve students’ listening ability.

Chapter III

This chapter is about methodology of research employed in investigating

contextual video usage in improving students’ listening ability. The study focuses

on research designs, subject of the study, data collection, and the procedure of data analysis and clarification of terms.

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This chapter presents the finding and discussion of the study regarding the

use of contextual video to improve students’ listening ability in answering the research questions. The presentation is organized based on the research question. Chapter V

This chapter includes the interpretation of the study’s result in a form of

conclusion and suggestion concerning the use of contextual video to improve the students’ listening ability

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Chapter III Research Methodology

This chapter describes the methodology used in this study including research problems, research design, research procedures, participant, data collection and data analysis.

3.1 Research Problem

The study was conducted to investigate the use of contextual video in listening practice at a junior high school in Bandung. The problem to be investigated was formulated into two research questions as follows:

1. Does contextual video improve the students‟ listening ability?

2. What are the students‟ responses toward the use of contextual video in listening practice?

3.2 Research Design

This study used a quantitative method and applied a quasi-experimental design with non-equivalent control group pre-test and post test. According to McMillan and Schumacher (1989), quasi experimental design is a design that approximates the true experimental type with no random assignment of subject.

There were two groups involved in this study. The first is experimental class which is given the treatment by implementing contextual video, and the

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second one is control class which is given no treatment (McMilan and Schumacher, 1989).

Both groups took pre-test and post-test to measure the effectiveness of the treatment given and the t-test formula was applied to determine whether there is a significant difference between the experimental and control groups‟ means on the dependent variable (Collidge, 2000). The design of the study can be seen as follows:

� : ×

Where:

1 : Experimental group 2 : Control group

�1 : Pre-test

�2 : Post-test : Treatment

3.3 Research Hypothesis

According to Collidege (2000), hypothesis is an educated guess about some states of affairs. This study tested two hypotheses. The first is null Hypothesis (H0) which states that there is no significant difference in total mean score between experimental group and control group (Kranzler and Moursund, 1999). The notation of null hypothesis is as follows:

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H0: Null hypothesis μ1: Control group μ2: Experimental group

The second hypothesis is alternative hypothesis (Ha) which states that there is significant difference in total mean score between experimental and control groups (Kranzler and Moursund, 1999). The notation of alternative hypothesis is as follows:

Ha: μ1≠μ2

Ha: Alternative hypothesis μ1: Control group

μ2: Experimental group

3.4 Data Collection 3.4.1 Participants

The term participants covered population and sample of this study. According to McMillan and Schumacher (1989), population is the sample consisting of individuals selected from a larger group of person, and sample is smaller groups selected from the population (Coolidge, 2000).

The population of this study was the eighth grade students of junior high schools in Bandung, whereas the sample of the study was class 8D as the experimental class consisting of 38 students and class 8A as the control class consisting of 38 students.

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3.4.2 Instrument

Research instruments are the tools used to measure something that we observe in order to obtain the data and answer the research problems (Sugiono, 2011). The instruments that were used in this study are pre-test, post-test, and questionnaire.

3.4.2.1 Pre-test and post-test

The pre-test was conducted in the beginning of the study before the treatment was given to the experimental group. The purpose of conducting pre-test is to find out the students‟ initial ability. A listening test was used in pre-test as the instrument of this study. It consisted of 16 multiple choice questions (started from question no. 1 until questions no. 16), 2 true and false questions (Started from questions no.17 until no.18), and 5 matching English expression questions (started from questions no. 19 until questions no.23).

The questions of multiple choices were categorized into explicit and implicit questions. The explicit questions have clear and obvious answer that can be listened directly from the video when listening practice. The example of explicit question is able on question no. 9 in pre-test and no.10 in post-test, the question was related to offering help expression and the students can hear the answer directly from the conversation they listen. The other one was implicit questions. In implicit questions, the answer in not directly stated in the conversation. The example of implicit questions is able on the question no. 3 in pre-test and no. 2 in post-test and it was related to asking information expression,

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the questions was “How long will Martin be in vacation?” the answer of the questions didn‟t stated directly on the conversation. The correct answer for the question is „one week‟.

Post-test was conducted after the treatment given to the experimental group. The mean score of post-test would be compared with the mean score of pre-test to find out the effectiveness of contextual video usage in improving students‟ listening ability. The items that were used in the post-test were basically the same with those used in pre-test.

The detail of the multiple choices questions can be seen in the following table:

Table 1

Material Content of Multiple Choices Questions

No Number of Questions Learning Material

Pre-test Post-test

1 1,2,6,9 13, 16, 1, 10 Offering service expression 2 3, 4, 5, 7, 8, 10, 11,

14, 15

2, 6, 3, 12, 4, 5, 7, 8, 9

Asking for Information

3 13 14 Giving Service expression

4 12, 16 15, 11 Asking Service Expression

However, the pilot-test had to be administered before conducting pre-test and post-test to the experimental and control group in order to find out whether the instruments are appropriate to be used in pre-test and post-test by discovering the value of validity, index of difficulty, reliability, and discrimination index. The pilot test was conducted in another class that does not belong to the control and

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3.4.2.2 Questionnaire

According to Arikunto (2006), a questionnaire is a written test used to gain the information from the respondent. There are two types of questionnaire, namely closed questionnaire and open questionnaire. In closed questionnaire, a number of possible answers of questions are given by the researcher, so that the respondents only choose one of them. In open questionnaire, the respondents have a freedom to answer the question based on their own words or opinions. The advantage of using questionnaire is that the test can be given to a large number of people in the same time, while the disadvantages are the unclear or ambiguous questions cannot be clarified, and the respondents have no chance to expand or react verbally to particular questions (Conoley and Kramer, 1989)

This study used closed questionnaire and it was distributed in the experimental group only after both control and experimental groups finished their post-test. The questionnaire was conducted to find out the students‟ responses toward the use of contextual video in listening. It consisted of 12 questions covering advantages and disadvantages of using video that were related to the students‟ English knowledge and students‟ psychology. The detail of the instrument can be seen in Appendix B.

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3.5 Research Procedures

There were several steps in conducting this study covering organizing teaching procedures, organizing the research instrument, testing the instrument, conducting pilot-test, administering pre-test, applying treatments, administering post-test, and distributing questionnaire.

3.5.1 Organizing Teaching Procedure

The first step was organizing the teaching procedures and preparing the appropriate teaching materials for both experimental and control groups that would be implemented during the treatment session. In this study, five teaching materials were designed for at least five meetings, and the procedure of teaching experimental class was taught by using contextual video, whereas the control class was taught by using conventional method.

3.5.2 Organizing Research Instrument

The second step was organizing the research instruments including pre-test, post-pre-test, and questionnaire. Pre-test and pos-test were given to both experimental and control groups before and after the treatment was given, and the questionnare was distributed to the experimental group only.

There were 23 questions in pre-test and post test that consisted of 16 multiple choice questions, 2 true false questions and 5 questions of matching the English expressions with their meanings. All questions in pre-test and post-test

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were designed based on the curriculum of junior high school and appropriate with the purposes of this study and the level of the students‟ English ability.

3.5.3 Conducting Pilot-test

Before the instrument were applied in pre-test and post-test, it has to be tested in try-out session or pilot-test to find out the validity, reliability, difficulty index and the discrimination index.

The try out session was conducted in another class that does not belong to the experimental and control group, but the class was still in the same level with the experimental and control groups. In this study, the try-out session was applied in class 8H, whereas pre-test and post-test was conducted in 8A as control class and 8D as experimental class.

3.5.4 Administering Pre-test and post-test

The pre-test was conducted in the beginning before the treatment session is applied. The purpose of pre test is to find out the students‟ initial ability.

Post-test was conducted after the treatment session finish. The purpose of conducting post-test is to find out whether or not the contextual video is effective to be used in teaching listening.

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3.5.5 Conducting Treatments

In this study, two classes were selected as the experimental group (class 8D) in which the treatments of using contextual video was implemented and control group (class 8A) that was taught by conventional method.

There were five contextual videos used for the treatment sessions, and those videos contain four types of English expressions for junior high school students of eighth grade such as asking and giving information, asking and giving help, asking and giving opinion, asking and giving direction, ordering and offering something. The schedule of treatments can be seen in the following table.

Table 2

Schedule of the Treatment

NO Experimental Group Control Group

Date Material Date Material

1 7 Februari 2012 Pre-test 8 February 2012 Pre-test 2 21 Februari 2012 Asking

Information

22 February 2012 Asking and giving help 3 28 Februari 2012 Asking

Directions

29 February 2012 Asking Information 4 6 Maret 2012 Asking &

Giving a Service

7 March 2012 Asking & Giving a

Service 5 20 Maret 2012 Asking & 21 March 2012 Asking &

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Giving Opinion Giving Opinion

6 27 Maret 2012 Ordering & Offering

28 March 2012 Ordering and offering 7 3 April 2012 Post-test 4 April 2012 Post-test

In applying contextual video, there were three stages of teaching activities, namely pre-listening activities, while-listening activities and post-listening activities. In pre-listening activities, the students were asked about some questions related their experience and knowledge about asking help and information in the public place, e.g. „have you been traveling by public transportation such as plane or travel car to some place?‟ „How do you book the ticket for your traveling?‟ „What kind of information do you give to the travel agent?‟

In while-activities, the students were asked to read all of questions for 5-7 minutes before the listening practice began. It was conducted to make sure that the students understand all the questions given and have no difficult vocabularies that they don‟t understand about the meaning. After the students finished reading the questions and have no anything to be asked for more explanation, the students in experimental class began to listen the contextual video with the screen and the students in control class without the screen. The contextual video was played for 3 times in each class in order to give the students a chance for checking and making sure their answers were correct before collected it in front of the class.

In post-activities, the teacher doing some relaxing discussions with the students by asking about the students‟ feeling after doing listening practice and

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asked about the difficulties that students had during listening practice, then asked which question that the students felt as the hardest one. At the end, the teacher gave some feedback to the students and let the students know about the next material before closing the activities.

3.5.6 Distributing Questionnaire

After conducting post-test, the next step was administering the questionnaire to the experimental group only to find out the students‟ responses toward the use of contextual video in listening. This study uses closed questionnaire. It consists of twelve questions that cover the advantages and disadvantages of using contextual video.

3.6 Data Analysis

The term of data analysis covered scoring technique, data analysis of pilot test, data analysis of pre-test and post-test and data analysis of questionnaire.

3.6.1 Scoring Technique

Since this study employed multiple choice questions, the scoring technique of the questions used the formula with no punishment. The formula without punishment is a formula that has no minus system of scores to the students‟ answers which are incorrect (Arikunto, 2006). The formula of scoring technique is stated as follows:

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S= Score R= Right

3.6.2 Data Analysis of Pilot-test.

Data analysis of pilot-test covered the data analysis of validity, reliability, level of difficulty and discrimination index.

3.6.2.1Validity

Validity refers to appropriateness, meaningfulness, correctness and usefulness of the inferences that a researcher makes (Fraenkel & Wallen, 1990: 147). The purpose of conducting validity test is to see whether the test is valid or not to be used in pre-test and post-test.

Pearson’s Product Moment was applied to test the validity. The data can be calculated use Bivariate-Correlation in SPSS 14 for windows or calculated use anna-test programs. The result of r coefficient correlation is consulted to the critical table of r Product Moment. If the value of r-obtained is bigger than r critical value with alpha 0.05, the correlation is significant and it can be said that the item is valid (Arikunto 2003: 75)

3.6.2.2Reliability Test

According to Crocker and Algina (1986:105), reliability refers to some assurances or a desired consistency when a result of the test can be replicated if

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the same individuals are tested again under similar circumstance. It is a consistency of the scores obtained or answers from one administration of an instrument to another and from one set items to another ( Fraenkel and Wallen, 1990: 133).

This study used the formula of Cronbach„s alpha through SPSS 14 for windows to compute all items in estimating reliability test. The result of the coefficient of reliability is interpreted with the following categorization:

Table 3

Category of Coefficient Correlation (Reliability)

Coefficient Correlation Interpretation

0.0 – 0.20 Low

0.20 – 0.40 Moderate

0.40 – 0.70 High

0.70 – 1.00 Very High

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3.6.2.3Index of Difficulty Level

According to Flucher and Davidson (2007:102), index of difficulty is the numbers of correctly-answered items. It shows how easy or difficult the items in the test (Heaton, 1988). The items should not be too easy or too difficult for the population, the items with facility value around 0.5 are considered to be ideal, with acceptable range from around 0.30 to 0. 70 (Henning, as cited in Flucher and Davidson, 2007:102)

The formula of difficulty index or facility value is as follow:

� = �

�

(Heaton, 1988)

Where:

FV = Facility or index difficulty R = the number of correct answer

N = the number of students taking the test

Table 4

Table of Index Difficulty

Index of Difficulty Interpretation

0.00 – 0.30 Difficult

0.30 – 0.70 Moderate

0.70 – 1.00 Easy

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3.6.2.4Discrimination Index

Discrimination index is the individual items test to discriminate the higher ability and lower ability of the students (Flutcher and Dvidson, 2007: 103). It is used to indicate how far a single test items can differentiate the upper group from the lower group of the sample (Arikunto, 2006). According to Henning (1987), the items with value of 0.25 or greater are considered acceptable. The formula of Discrimination index is written as follow:

��= ��− � �

Where:

�� = point biserial correlation

� = mean score on the test for those who get the item incorrect

� = mean score on the test for those who get the item incorrect � = Standard deviation of the test scores

p = the proportion of test takers who get the item correct (facility value) q = the proportion of test takes who get the item incorrect.

The result of discrimination index is interpreted by consulting to the table of criteria of discrimination index, as follows:

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Table 5

Criteria of Discrimination Index

Discrimination Index Interpretation

< 0.25 Not Acceptable

< 0.25 Acceptable

(Henning , 1987)

Table 6

Criteria of Discrimination Index

Discrimination Index Interpretation

0.00 – 0.20 Poor

0.20 – 0.40 Moderate

0.40 – 0.70 Good

0.70 – 1.00 Excellent

(Arikunto, 2006)

3.6.3 Data Analysis on pre-test and Post-test

The analysis of data on pre-test was conducted to find out the students‟ initial ability, whereas the data collected from post-test was analyzed to find out the difference of mean score between post-test and pre-test. If there is a significant difference between mean score in pre-test and post-test after the treatment given, in which mean score in post-test are higher than mean score in the pre-test, it can be assumed that contextual video is effective to be used in teaching listening, and

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null hypothesis can be rejected. Vice versa, if there is no significant difference between mean score in pre-test and post-test after the treatment given, it can be assumed that contextual video are not effective to be used in teaching listening and null hypothesis is retain.

In analyzing the significant difference of mean score between pre-test and post-test, there were several tests should be conducted such as normal distribution test, homogeneity variance, and independent t-test. The details of those tests are described below.

3.6.3.1Normal Distribution Test

The analysis of normal distribution was conducted to find out whether the distribution of scores in experimental and control groups are normal or not. To calculate the test, Kolomogorov-Smirnov in SPSS 14 for windows is used. The score data was Normal if the p value (Asyimp. Sig) is bigger than significance alpha level at 0.05.

3.6.3.2Homogeneity of Variance

Test of variance homogeneity was conducted to find out whether the variances of experimental and control group are homogeneous or not (Uyanto: 2009). The data can be calculated by using Levene‟s test formula in SPSS 14 for windows, if the significance value is bigger than the significance alpha level at 0.05 means the data variances of experimental and control groups are equal and homogeneous.

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3.6.3.3Independent t-Test for pre-test and post-test

This independent t-test was used to analyze the significance difference between experimental and control groups‟ means in pre-test and post-test. The test was calculated by using statistician computation in SPSS 14 for windows. If t formula > critical value of 0.05 it indicates mean‟s score of the experimental and control group are different, and the null hypothesis can be rejected if the different is significant.

3.6.3.4Paired t-Test

This paired t-test was used to analyze the effectiveness of using contextual video by comparing means score on pre-test and post-test. Paired t-test was calculated by SPSS 14 for windows. If t-obtained is bigger than t-critical value at level 0.05, it means the contextual video is effective.

3.6.3.5Effect Size

Effect size test was conducted to find out the level of effect of the treatments given after the calculation of t-test is done. The purpose of the test is to determine how significant the impact of the treatment to the experimental group‟s score is. According to Collidge (2000: 151), effect size refers to the effect of the influence of independent variable upon the dependent variable. The formula of effect size can be seen as follow:

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�= � 2

�2₊�� Where:

r = effect size

t = tobt or t value from the calculation of independent t test df = N1 + N2 – 2 (degree of freedom)

The value of effect size will be interpreted to the following scale:

Table 7 Scale of Effect Size

Effect Size r Value

Small .100

Medium .243

Large .371

(Coolidge, 2000: 151)

3.6.4 Data Analysis of Questionnaires

The questionnaire was distributed to answer the problem about students‟ responses toward the use of contextual video in listening. The data gathered were analyzed by scaling. The result would be presented in percentage and described using qualitative method. The result of questionnaire is put on percentage below:

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Mardiya Kamilah, 2013

Where:

P = Percentage

fo = Frequency of observed n = number of sample

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3.7 Clarification of terms

Several terms that need to be clarified in this study are as follows: 1. Listening ability:

Listening ability is an ability or skill of paying attention to and trying to get meaning from something we here (Underwood, 1989)

2. Contextual video

In this study the terms of contextual video is a video that has particular theme which is suitable for the learning material and also has particular place, situation, and vocabularies that can help the students in understanding the meaning of every sentence in the conversation on video. Video itself means an electronic storage of moving image, such as film, video tape, VCD and DVD. The contextual video used in this study is a video taken from www.youtube.com that has a context and suitable with learning course material for junior high school students;

3. Improve

The word „improve‟ means make a significant improvement or something better (Oxford learners pocket dictionary). The word improve in this term is to make the students‟ listening ability increase or improve significantly. 4. Use

The word use means a method or manner of employing or applying something (http://www.meriam-webster.com/dictionary/use). In this term, the meaning of use is a method of applying contextual video that is taken from http://www.youtube.com to improve student‟s listening ability.

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Mardiya Kamilah, 2013

Chapter V

Conclusions and Suggestions

This chapter consists of two main parts, namely conclusions and suggestions. In conclusion, the findings and discussions that are elaborated in previous chapter are drawn together to get the summary of the study. All recommendations that can be useful for teaching listening through contextual video and further study are presented in suggestion as well.

5.1 Conclusion

Some points which have been discovered from the result of this study are summarized here. First, the use of contextual video is effective to use in

improving students’ listening ability. The effectiveness was found out by

comparing the students’ listening scores in experimental group that was taught by

using contextual video to the students’ listening scores in control group that was taught by using non-contextual video (conventional). The result of the calculation showed that, in average, the students’ listening score in experimental class (M=79.45, SE=1.69, p<0.05) is higher than the students’ listening score in control class (M=68.11, SE=1.67)

Second, regarding to the result of students’ responses analysis from questionnaire, the students’ responses toward the use of contextual video in listening practice was positive.

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There are two points that can be drawn from the questionnaire result. First,

related to the students’ English Knowledge, most students stated that contextual

video helped them to guess the vocabularies and to listen its pronunciation. Furthermore, the students could make a prediction in understanding the meanings that were conveyed. Through contextual video, the situation and facial expression of the actor/actress during the conversation that could be seen by the students when listening to the contextual video helped them to make the prediction of what the speakers were talking about. The different tones of voices such as intonation could also help the students to guess the meanings that were conveyed in the conversation. Therefore, the students can improve their listening ability.

Second, related to the students’ psychology, contextual video improved the

students’ motivation and students’ interest in listening practice. The students

could be more focused during listening practice because contextual video has dynamic vision and sound that attracted the students’ interest and curiosity and made the students enjoy the time during listening practice.

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Mardiya Kamilah, 2013

5.2 Suggestions

Through this study, the contextual video is recommended to be used as an alternative teaching medium. However, there are some suggestions that may be useful for both teacher and researcher.

students’ ability. The teacher should pay attention to the vocabularies which exist

in the video. The vocabularies should be familiar and not too difficult for the students. Besides, the video should be used as an alternative way to solve the problems in teaching-learning process in order to reach the goals of learning.

For the next researcher who would like to conduct the research related to the use of audio visual aid especially contextual video, this study may become one reference that is providing useful information that may help in doing the research. Furthermore, it is better to find out more theories in order to make a better research; and it is also important to have more allocated time in conducting the research because the more time allocated in implementing contextual video, the more skills that the students will acquire.

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Mardiya Kamilah, 2013

The Use of Contextual Video to Improve Students’ Listening Ability

(A quasi experimental study of eighth year students in one of state junior high schools in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

79 There are two points that can be drawn from the questionnaire result. First, related to the students’ English Knowledge, most students stated that contextual video helped them to guess the vocabularies and to listen its pronunciation. Furthermore, the students could make a prediction in understanding the meanings that were conveyed. Through contextual video, the situation and facial expression of the actor/actress during the conversation that could be seen by the students when listening to the contextual video helped them to make the prediction of what the speakers were talking about. The different tones of voices such as intonation could also help the students to guess the meanings that were conveyed in the conversation. Therefore, the students can improve their listening ability.

Second, related to the students’ psychology, contextual video improved the students’ motivation and students’ interest in listening practice. The students could be more focused during listening practice because contextual video has dynamic vision and sound that attracted the students’ interest and curiosity and made the students enjoy the time during listening practice.

(2)

Mardiya Kamilah, 2013

The Use of Contextual Video to Improve Students’ Listening Ability

(A quasi experimental study of eighth year students in one of state junior high schools in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

80 5.2 Suggestions

Through this study, the contextual video is recommended to be used as an alternative teaching medium. However, there are some suggestions that may be useful for both teacher and researcher.

To the English teachers who are interested to use contextual video or another audio visual aid as teaching media in their teaching-learning process, it is important to choose the video that is appropriate to the English level of their students’ ability. The teacher should pay attention to the vocabularies which exist in the video. The vocabularies should be familiar and not too difficult for the students. Besides, the video should be used as an alternative way to solve the problems in teaching-learning process in order to reach the goals of learning.