The Effectiveness of Using Pictures in Improving Students’ Listening Comprehension in Learning Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara - Repositori UIN Alauddin Makassar

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The Effectiveness of Using Pictures in Improving Students’ Listening

Comprehension in Learning Narrative of the first year students’ of

SMAN 1 Polongbangkeng Utara

  A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of

  Sarjana Pendidikan (S.Pd) of English Education Department Tarbiyah and Teaching Science Faculty

  Alauddin State Islamic University of Makassar By:

  JUMSRIYANTI Reg. Number: 20400111063

  

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2016

  PERNYATAAN KEASLIAN SKRIPSI Mahasiswa yang bertanda tangan di bawah ini : Nama : Jumsriyanti NIM : 20400111063 Tempat/ Tg. Lahir : Borong Leko 11 Juni 1993 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris/S1 Fakultas/Program : Tarbiyah dan Keguruan Alamat : Takalar Judul : The Effectiveness of Using Pictures in Improving Students’

  Listening Comprehension in Learning Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini benar adalah hasil karya sendiri. Jika dikemudian hari terbukti bahwa ini merupakan duplikat, tiruan, plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.

  Samata- Gowa, 28 Maret 2016 Penulis, JUMSRIYANTI NIM.20400111063 ii PERSETUJUAN PEMBIMBING Pembimbing penulisan skripsi saudari, Jumsriyanti Nim: 20400111063, Mahasiswa Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, setelah dengan seksama meneliti dan mengoreksi skripsi yang bersangkutan dengan judul “The Effectiveness of Using Pictures in Improving Students’ Listening Comprehension in Learning Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara” memandang bahwa skripsi tersebut telah memenuhi syarat-syarat ilmiah dan dapat disetujui untuk diajukan ke sidang munaqasyah.

  Demikian persetujuan ini diberikan untuk proses selanjutnya.

  Samata-Gowa, 28 Maret 2016 Pembimbing I Pembimbing II Dr. H. Abd. Muis Said, M.Ed. Dr. Hj. Djuwairiah Ahmad, M.Pd., M.TESOL NIP. 19700619 199403 2 001 NIP: 19651231 199003 1 024 iii

  ACKNOWLEDGEMENT

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ِمﯾِﺣﱠرﻟا§ِنﻣ ْﺣﱠرﻟا§ِﷲ§ِمْﺳِﺑ

  Alhamdulillah RabbilAlamin, the researcher would like to express her deepest gratitude to the almighty Allah S.W.T. the only provider, the most merciful who gives her guidance, inspiration and good healthy for all time to conduct the writing of this thesis. Also Shalawat and Salam are always delivered to the great Prophet Muhammad saw who has brought us from the darkness to the lightness.

  During the writing of the thesis, the researcher received much assistance from a number of people, for their valuable guidance, correction, suggestion, advice and golden support. Without them, the writing of this thesis would never be possibly completed.

  1.§ Therefore, the researcher would like to express the greatest thanks and appreciation for the writer’s beloved parents, Mansyur Dg. Sija and Hadasia Dg. Ngasi who always motivate, educate, support, and pray for the writer’s success. 2.§ Prof. Dr. H. Musafir Pababbari, M.Si as the Rector of Alauddin States

  Islamic University of Makassar and Dr. H. Muhammad Amri, Lc., M.Ag as the Dean of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar. 3.§ The researcher would like to express her gratitude to Dr. Kamsinah M.Pd.I and Sitti Nurpahmi, S.Pd., M.Pd as the Head and secretary of English

  Education Department of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar. 4.§ A very special thanks goes to Dr. H. Abdul Muis Said, M.Ed. as the first consultant and Dr. Hj. Djuwairiah Ahmad, M.Pd., M.TESOL. , as the second consultant who had given the researcher guidance, correction and support since the preliminary stage of manuscript until the completing of this thesis v writing.Then, the researcher’ lecturer in research lesson, H. Jemma, S.Pd.,M.Pd. thank for all the knowledge and guidance about research. 5.§ The researcher’s classmates in English Education Department PBI 3 and 4

  (Academic Year 2011), they are Junaeda Fatisari,S.Pd, Khairunnisa, Hidjranah Ibrahim, Marniati Pratiwi, Hasrawati Yunus (my LIIMER), Irnawati Nasir ,Muhammad Arfah, Misrawati and all friends who could not be mentioned. Thank for your friendship, togetherness during her study and suggestion to the researcher. 6.§ Also, for my beloved sister Syamsidar who always give the researcher support and motivation.

  7.§ All lectures and staff of English Education Department for their guidance and assistance during the years of the researcher’s study.

  This thesis perfectness still a simple one. Remaining errors are the researcher’s own. therefore, constructive criticism and suggestions will be highly appreciated. Finally, willingly the writer prays, May all our/the efforts are blessed by Allah SWT. Amin.

  Gowa, 2016 The Researcher vi

  LIST OF CONTENTS TITLE PAGE ........................................................................................................... i PENYATAAN KEASLIAN SKRIPSI ................................................................... ii PERSETUJUAN PEMBIMBING .......................................................................... iii PENGESAHAN SKRIPSI ..................................................................................... iv ACKNOWLEGEMENT ......................................................................................... v LIST OF CONTENT............................................................................................. vii LIST OF TABLES ................................................................................................. ix LISTOF FIGURES..................................................................................................x LIST OF APPENDICES ........................................................................................ xi ABSTRACT .......................................................................................................... xii CHAPTER

  I INTRODUCTION A.§ Background............................................................................ 1 B.§ Research Problem ................................................................. 4 C.§ Research Objectives .............................................................. 4 D.§ Research Significance ........................................................... 4 E.§ Research Scope ..................................................................... 5 F.§ Operational Definition of

  Terms………………………………......................................6

  CHAPTER II REVIEW OF RELATED LITERATURE A.§ Some Previous Research Findings ........................................ 7 B.§ Some Partinent Ideas ............................................................ 9 1.§ Listening ......................................................................... 9 a.§ Listening Comprehension ......................................... 9 b.§ Listening Types ..................................................... 14 c.§ Principles Of Teaching

  Listening..................................................................12 d.§ Skill Required to Have Good

  Listening…………………………………………..13 e.§ Teaching Listening………………………………..13 vii

  2. Picture In Language Learning…………………………15 a.§ Why use pictures...............................................15 b.§ Types Of Pictures ............................................. 16 c.§ Pictures in teaching listening ........................... 18

  C.§ Theoritical Framework........................................................19 D.§ Hypothesis………………………………………………...20

  CHAPTER III RESEARCH METHOD A.§ Research Design .................................................................. 21 B.§ Research Variable................................................................ 22 C.§ Population and Sample........................................................ 22 D.§ Research Instrument ............................................................ 23 E.§ Collecting Data Procedure .................................................. 23 F.§ Data Analysis Technique .................................................... 25 CHAPTER IV FINDING AND DISCUSSION A.§ Findings ............................................................................... 28 B.§ Discussion ........................................................................... 35 CHAPTER V CONCLUSSION AND SUGGESTION A.§ Conclussion ......................................................................... 38 B.§ Suggestion ........................................................................... 39 BIBLIOGRAPHIES APPENDICES viii

  LIST OF TABLES

Table 3.1 Control group pre-test and post-test…………………………..21Table 3.2 Students standard score………...……………………………...27Table 4.1 The students’ result of Mean Score, T-test, and T-table……………29Table 4.2 The data classification of students’ score of pre-test………..29Table 4.3 The data classificatioof students’ score of post-test…………32Table 4.4 The mean score and standard deviation in the post-test of the experimental class and controlled class………………………..33Table 4.5 The t-test of students’ achievement………...…………………34

  ix LIST OF APPENDICES Appendix A The Students’ Score Of Pre-Test And Post-Test Of

  Experimental Class………………...………………………………………….42

  Appendix B The Students’ Score Of Pre-Test And Post-Test Of Controlled Class…………………………………………………………….43

  Appendix C The Mean Score Of Experimental Class And Controlled Class ………………………………………………………………….44

  Appendix D Standard Deviation Of Experimental Class And Controlled Class……………………………………………………………45

  Appendix E The Significance Different……………………………………47 Appendix F Distribution Of t-Table……………………………………….48 Appendix G Rencana Pelaksanaan Pembelajaran..............................................49 Appendix H Narrative text and Sequence pictures……………..…………66 Appendix I Nama Siswa……………………………………….………….....79 Appendix J Research Instrument………………………….…………………80 Appendix K Kisi-Kisi Soal Instruemen Penelitian……………………….…..86 x

2.1 Theoretical Framework………………………………………………19

  xi LIST FIGURE ABSTRACT Thesis : “The Effectiveness of Using Pictures in Improving Students’

  Listening Comprehension in Learning Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara” Year : 2016 Researcher : Jumsriyanti Supervisor I : Dr. H. Abdul Muis Said, M.Ed. Supervisor II : Dr. Hj. Djuwairiah Ahmad, M.Pd., M.TESOL.

  This research aimed to see the effect of Using Pictures in Improving Students’ Listening Comprehension in Teaching Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara. The instruments used were multiple choice test in pre-test and post-test as research instrument.

  This research design is used True Experimental Design with experimental class and controlled class. For control class the researcher teaching without using pictures.

  After eight meetings, this research found out that the use of pictures is significantly effective to improve the students’ skill especially in listening comprehension of narrative text. The mean score for the experimental class was 37.30 for the pre test and 66.15 for the post test. While the mean score for the controlled class was 47.11 for the pre test and 60.61 for the post test. The result of this research clearly showed that there was a significant difference between the students’ score in the experimental and controlled class after the treatment, by using pictures. It indicated that the use of pictures is quite effective in improving students’ mastery in listening comprehension. It means H0 is rejected and H1 is accepted because the t-test is higher than t-table (2.261 Ō 2.000). Hence, the hypothesis of the research is accepted. xii

CHAPTER I INTRODUCTION A. Background Listening is one of the primary component for communication in human

  interaction. Failure to listen probably the cause of interpersonal problem of human communication. Therefore, to avoid misunderstanding about what the speaker said, the listener should pay attention to what the information they heard. Now days, many students get problem when they learn listening subject.

  They are difficult to catch the information or messages whether the speaker is a native or not.

  According to Kornblum (1995) Listening is assumed as an important thing in many language contexts. It is important in the language classroom because it can provide a contribution for learners. If the learners cannot understand the process of listening at the right level, the simple learning cannot begin well. In listening, learners were hoping to interact to achieve an understanding with accessing the second language speakers.

  In teaching listening skill, many Teachers just gives the material, the students listen and write. The teacher does not explain what it means. Whereas in listening comprehension skill is not only theory that being explained but also it involves practice and understanding. The students must be given a chance to

  

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  be active to develop their ability to understand the subject. Because an important teaching goal is to help students becomes more creative.

  The material that has been taught for students not only vocabulary and grammar but also genres and supporting competence such as linguistic competence, sociolinguistic competence, and strategy competence. Genres are written text that have systemic linguists and characteristic lexicogrammatical features. One of them is narrative text. It is taught by teacher in order to amuse/entertain the readers and to tell a story.

  In the language learning, basically the teacher still focuses on the old learning model. The students just hear the cassette and answer the teacher’s questions correctly. It can make listening uninteresting material and get the minimum attention from the students. In this case, first year students’ of SMAN

  1 Polongbangkeng Utara was learning listening by listen the audio and answer the questions. The students easily get bored and not focus on the listening material, in answer the questions most of them did not know what they want answer, because they did not understand the material that was given. This phenomenon has happened in the almost country in the world. It is the great duty of the language teacher because the most important element and fundamental of the interaction is the ability to understand what the speaker has said. In the daily life, we often meet listeners who cannot listen well both of their mother tongue and foreign language.

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  From the reality above, teachers must make conscientious decisions about selecting teaching strategy for specific purposes and about establishing and maintaining a positive and orderly classroom environment. In order to be able to teach well, teachers must have professional ability which consists of ten teachers' competences. One of the competences is by identifying, choosing, and using media. Using a variety of activities and teaching aids and assessing students appropriately will increase student’s participation. One of the strategies that can be used by the teacher in teaching listening to the students is by using media to support the teaching and learning process. The teacher should be creative to select the teaching media and techniques to draw students’ interest and motivation in learning listening. Teaching and learning process become more interesting and interactive teaching process becomes efficient, increasing students’ output since the media communicate the element of knowledge.

  Brown (2001) states that using a variety of media will increase the probability that the students will learn more and retain better what they learn in improving the performance of skill they are expected to develop. Harmer (2007) There are many kinds of teaching media that can be used to convey the lesson.

  One of media that can be used is picture. By using pictures in teaching listening, it is expected that this method can give better result and can increase Senior High School student’s motivation to master listening skill.

  From the explanation above, the researcher conclude that uses pictures that will be used as media in teaching listening comprehension on narrative text.

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  Pictures can be used as media to present new language through listening comprehension. It is good for students because they like to learn using visual aid.

  By using pictures as a mean for teaching listening comprehension skill, students will be more interested in the process of teaching learning and more active in learning. By pictures they will be active as a participant and they are given a chance for expressing their minds, emotions, feeling and attitudes. Hopefully, by doing this the students’ of SMAN 1 Polongbangkeng Utara can improve their listening comprehension by using picture.

B. Research Problem

  Based on the background, the research problem is “to what extent is the effectiveness of using picture in improving students’ listening comprehension in learning narrative of students’ of SMAN 1 Polongbangkeng Utara”.

  C. Research Objective Based on the problem statement above, the research aims to know the effectiveness of using picture in improving students’ listening comprehension in learning narrative of students’ of SMAN 1 Polongbangkeng Utara.

  D. Research Significance

1. Theoretical Significance

  The result of this research hopefully would be valuable and useful for the research herself and other researchers in the next study.

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2. Practical Significance

  a. For teacher It will provide the teachers with an alternative technique to improve the quality of language learning and teaching process, particularly in teaching listening. The successs of learning and teaching process depend on the media that teacher use. So that , important to use the appropriate media in teaching English.

  b. For students It can also be useful to facilitate the students to improve their listening comprehension and cooperatve with their friends because they are taught usng media which is theoretically effective to improve the quality of the students’ listening achievment.

  c. For researcher It can be considered or references for other researcher.

E. Research Scope

  This study is focused on analyzing the effectiveness of using picture in improving students’ listening comprehension in teaching narrative of the first year students’ of SMAN 1 Polongbangkeng Utara. The researcher used pictures as media to help to improving students’ listening skill, the researcher using narrative text which the students were familiar to them.

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F. Operational Definition of Terms

  Listening is one skill in teaching language. Listening in language skill is receptive skill. As receptive skill listening is one way to know the target language. By listening student can get information to build their understanding of the target language.

  Listening comprehension is the understanding the meaning and the message of the target language.

  Picture is one of visual aid that can be use to represent the real object.

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Research Findings Beddu (1999) in Sukriawati (2012) conducted “improving the sudents’ English speaking ability through describing pictures technique at the second of

  the Madrasah aliyah darul istiqamah Makassar”. The result of the research has shown that the use of sequence pictures can improve the students’ speaking achievement. The students’ scores of pre-test, 24 (60%) poor classification and 13 (32. 5%) in very poor classification. In post-test there were 30 (75%) in fairly good classification.

  Ermawati (2009), conducted the research of “using sequence picture to improve the students, listening comprehension at the second semester of the English Education Department of Tarbiyah and Teaching Faculty of UIN Alauddin Makassar”. The result of the research show that, the students had a fair score in pre-test. After treatment, their listening comprehension significantly increased. It can be seen from the result of their post-test, their listening comprehension change becomes a good classification.

  Ernawati (2009), the research conducted of “using sequence pictures in teaching speaking of the sixth semester students of English Department of Tarbiyah and teaching Science Faculty at UIN Alauddin Makassar”. the result of the research show that the significance different between the mean score of pre test and the mean score post-test, they were 2.99 and 3.39. In addition, we can

  

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  also see the value of t-test and the value of t-table (sample 35 students) were difference, they were 10.427 and 2.021. It means that using sequence picture is effective in improving the English speaking ability to sixth semester students of English Department of Tarbiyah and Teaching Science Faculty at Alauddin State Islamic University Of Makassar.

  Wahyuningrum (2012), the research conducted a research on “The Effectiveness Of Using Pictures to Improve Listening Comprehension Skill of Narrative Texts (An Experimental Research At The Eighth Grade Of SMP N 31 Semarang In The Academic Year Of 2011/2012)”. The result of the research was showed, There are some significant differences between experimental and controlled class. The average score for the experimental class was 56.83 for the pre test and 68.00 for the post test. While the averages score for the control class was 56.67 for the pre test and 62.33 for the post test. It means that there was an improvement of the students’ achievement in listening comprehension skill of narrative texts. Each class had different achievement. The achievement of the experimental class was higher than the control class.

  In the result of post test of experimental class was 68.00 which were higher than the controlled class 62.33. It means that teaching listening comprehension skill of narrative texts by using pictures as a media was better than the teaching listening comprehension skill of narrative texts without pictures.

  Based on previous findings above it can be concluded that, pictures in teaching listening can be used to improve the students’ reading comprehension.

  Relating to the previous researcher, the researcher considered that they were

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  successful in improving the students’ learning by using pictures. It means that, the media can be interested and motivated the students in learning process. From that consideration, the researcher decided to apply the same media in teaching listening comprehension to find out the students’ achievement and interest.

B. Some Pertinent Ideas

1. Listening

  a) Listening Comprehension Buck (2001) listening comprehension is a process, a very complex process and if we want to measure it, we must first understand how that process works.

  b) Listening Types According to Kline (1996) Listening can be broken down into five types depending on the message of the sender and intent of the receiver. The five types are:

  1) Informative: In this type, the listener is primarily concerned with understanding the message. In order to be more successful, listeners should hone their vocabulary, concentration, and memorization skills. 2) Relationship: This type of listening refers to the improvement of relationships among people. It’s the kind of listening where the listener allows the speaker to “vent;” to talk out a problem or situation. In this type of listening, it’s important to pay attention to the speaker and to be supportive: to keep the message in confidence and to not be judgmental.

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  It’s also important to glean whether the speaker wants you to suggest a solution or simply to listen.

  3) Appreciative: This type of listening refers to the listening we do for the pure enjoyment of it. We spend money on cassettes, CDs, and concerts, as well as much time listening to the radios in our cars because we enjoy music. Many of us also enjoy a good comedy act. The message of the song or routine may not be of importance to us, but we listen because we like the musician, music style, or comic. In this type, listening is a form of relaxation. 4) Critical Listening: In this type, we listen to form an opinion or make a decision. In forming an opinion or making a decision based on a message, we pay attention to three things: the speaker’s credibility, the logic of the argument, and the psychological appeal of the message. If one of those areas is lacking, we may make a poor decision or no decision at all. 5) Discriminative: This is not excluding speakers based on any trait. It can mean the ability to pick out the electric guitar from the bass in a song or to filter words from static on the radio. What we mean by discriminative listening is the ability to identify and filter verbal and non-verbal cues, to get to the bottom of the message. This type of listening, as Dr. Kline has said, is the foundation to all other types of listening because we can use it to infer both the speakers’ message and their intentions. Furthermore, Brown (2004) derives four commonly identified types of listening as follow:

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  1) Intensive. Listening for perception of component ( phonemes, words, intonation, discourse markers, etc.) of larger stretch of language.

  2) Responsive. Listening to a relatively short stretch of language ( a greeting, question, command, comprehension check, etc.) in order to make an equally short response. 3) Selective. Processing stretches of discourse such as short monologues foe several minutes in order to “scan” for certain information. The porpuse of such performance is not necessarily look for global or general meeting, but, to be able to comprehend designated information in a context of longer stretches of spoken language ( such as classroom direction from a teacher, TV or radio news item, or stories), listening the gist, for the main idea, and making inferences are all part of extensive listening. 4) Extensive. Listening to develop a top-down, global understanding of spoken language.

  Based on the statement above, the researcher concludes that the two experts have shown the different types of listening. It aims for us to understand that if we are in different types of listening. Therefore learning the kinds of listening is necessary for us in order that we can place them with the situation we are.

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  Principles of Teaching Listening

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  Based on Harmer (1998) the principle of teaching listening include on the following: a. The tape recorder is just as important as the tape

  However good your tape is, it will be useless if the tape recorder has a poor speaker or if the motor speed keeps changing and the tape goes faster or slower. You need to be sure that the tape recorder can be heard all round the classroom.

  b. Preparation is vital Teachers and students need to be prepared for listening because of the special features we discussed above. Teachers need to listen to the tape all the way through before they take it into class. So that, they will be prepared for any problems, noises, accents etc. Students need to be made ready to listen. This means that they will need to look at pictures, discuss the topic, or read the questions first.

  c. Once will not be enough There are almost no occasions when the teacher will play a tape only once. Students will want to hear it again to pick up the things they missed the first time.

  d. Students should be encouraged to respond to the content of a listening, not just to the language as with reading, the most important part of listening practice is to draw out the meaning, what is intended, what impression it makes on the students.

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  e. Different listening stages demand different listening tasks Because there are different things we want to do with a listening text, we need to set different tasks for different listening stages. This means that, for a first listening, the task needs to be fairly straightforward and general.

  f. Good teachers exploit listening texts to the full If teachers ask students to invest time and emotional energy in a listening task- and if they themselves have spent time choosing and preparing the listening- then it makes sense to use the tape for as many different applications as possible.

  d) Skill Required to Have Good Listening Skill Based on to Wilkie (2001) in order to have good listening skill, there are some important things that must be concerned, they are:

  1) Considering the context is essential to understanding the message 2) The ability of paraphrasing and use the own words in verbalizing to understand the message 3) Do not respond to just the meaning of the words, look for the feelings or intent beyond the words 4) Know when to quit using active listening. 5) Focus on the speaker’s said and control your own emotions

e) Teaching listening

  According to Brown (2006) because listening is so challenging, teachers need to think carefully about making our activities successful and our content

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  interesting. And there some things in teaching listening that teacher have to know

1. Activation of prior knowledge for improving listening comprehension

  One very important idea for teaching listening is that listening courses must make use of students’ prior knowledge in order to improve listening comprehension. To make this idea clear, this section introduces several concepts from the cognitive view of language learning, including schema, scripts, and top- down/bottom-up processing. This section also considers the similarities and differences between listening and reading, and then looks specifically at why the activation of prior knowledge is perhaps even more important in listening than in reading comprehension. Finally, there is a concrete example of activating prior knowledge in listening materials.

  2. Systematic presentation of listening for main ideas, listening for details, and listening and making inferences Systematically presenting (1) listening for main ideas, (2) listening for details, and (3) listening and making inferences helps students develop a sense of why they listen and which skill to use to listen better. Teachers can build skills by asking students to focus on their reason for listening each time they listen.

  This is a form of strategy training. Strategies are clearly a way to ease the burden of listening and should be taught.

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  3. Stimulating integration of real-world cultural information for students to know and share Teaching students about something other than the language they are learning is a logical outcome of the idea of communicative language teaching

  (CLT) because one of the principles of CLT is the presentation and practice of meaningful language in a context. When we teach materials in a context, we move beyond language as a set of example sentences to language as it is situated in the world.

  4. Presentation of extensive listening tasks leading to personalized speaking When we think of listening textbooks and classes, we have a tendency to think of students listening to a recording and doing a task. They overhear other people talk and then react to that conversation. This sort of task is important because it allows teachers to isolate student responses and thereby gauge the progress the students are making on listening skills. Courses that focus exclusively on listening skills can be quite effective, and some programs have a curriculum that necessitates a class devoted solely to listening.

  2. Picture In Language Learning

a. Why Use Pictures?

  According to Andrew Wright (2004) many language teachers are as concerned to help their students to develop as people and in their ability to relate to others as they are to help them to develop their ability to use the foreign language. For example, it is not enough for student to have a competent ability in

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  a language if they cannot develop a conversation or discussion or a text. In this sense, language teacher have a role as communication teachers and indeed, as teacher in the broadest sense. It is important to have as wide a range of resources as possible in the classroom so that the student can have a rich base and stimulus for this development. And the resources must include pictures. After all , verbal language is only part of the way usually get meaning from context. Things we see play an enormous par in affecting us and giving us information. We predict, deduce and infer, not only from what we hear and read, but from what we see around us and from what we remember having seen. Pictures are not just an aspect of method but through their presentation of place, object and people they are an essential part of the overall experiences we must help our student to cope with. Specifically, picture contributes to:

  1. Interest and motivation;

  2. A sense of the context of the language;

  3. A specific reference points or stimulus;

b. Types Of Pictures

  Language teacher used a variety of teaching aids to explain language meaning and construction, engage students I topic, or as the basis of a whole activity. One of the aids that usually used is picture.

  According to Jeremy Harmer, the form of picture as follow:

  17§ § 1) Flashcard (it is a small card which we can hold up for students to see.

  Flashcard is particularly useful for “drilling” grammar items, for cueing different sentences, or practicing vocabulary).

  2) Large wall pictures (it is big enough for everyone to see detail. Sometime teachers use large wall pictures when pointing to detail of a picture to elicit response). 3) Cue cards (it is small card which students use in pairs or group work.

  Teachers put students in pair of groups and give them some cards so that when a student picks up the top cue card in a pile he or she will say a sentence that the card suggests). 4) Photographs or illustrations (it is a photo or an image that depicts a situation or people in action. The teacher uses it to make the situation or the action clear. Photograph can be found in the book, newspaper, magazine, etc.).

  5) Projected slide (in multimedia class, the teacher also uses it to teach.

  Sometimes the teacher uses it to show the images in the big form) Moreover, Wright (2004) proposes types of pictures in eight ways, they are:

  1) pictures of single object 2) pictures of person (people) 3) pictures of place 4) pictures of fantasies 5) pictures of maps and symbols

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  6) cartoon pictures 7) ambiguous pictures 8) explanatory pictures

  Many types of pictures presented above can be used in teaching language as foreign language. However, in this research, pictures are combined with a text listened. The aims is to arrange the picture in the correct order according to the listening text. Pictures are just a learning aid and used to attract the learners attention. The two main points are picture can increase comprehension and stimulate or expand students’ imagination with various interpretations.

c. Pictures In Teaching Listening

  Some listening book texts have included some pictures in, in order to give the students some clues on what they will listen. They even include colorful picture to provide clues on color or just to attract the students’ intention. In this way picture also motivate the students to learn. Picture can be used as an aid to give the students illustration on the natural situation where the language is used. Picture provides the information for the students on what they will listen.

  Moreover, because it gives illustration on the real context, it is expected to be able to increase the students’ interest in the subject. In Dwinalida ,Werff (2003) as quoted in says that some teachers are successfully bring the most reticent students to the lesson by using pictures. This shows how pictures can be used as an effective media in teaching listening to ESL and EFL. Based on the information found in

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  there are several steps that we need to consider when choosing pictures. First in choosing the pictures we need to determine the theme to the class, the picture should be suitable with the chosen theme, and the last, the pictures quality should be good (clear and large enough for the students) and if it is possible we can provide them colorful pictures.

  Based on the explanation above the researcher can conclude that, because picture gives an idea of what something is like, give somebody the information they need to be able to understand a situation. Using picture in listening test can help students understand the situation or theme about the listening test.

C. Theoretical Framework

  

 䨸 릤䬬䬬 鯈䨸 䨸

⟴ 䨸 릤 䬬 § 쀔䬬ꮠ 갬§ ꮠ 䨸 릤§ § 릤§

ꮠ䬬 릤 ꮠ 갬§ 릤산 ꮠ 갬§ ꮠ牨  릤牨릤 §

  § § 牨 릤 릤 䬬ꮠ § ꮠ䬬 릤 ꮠ 갬§  § 릤§䬬 䨸 릤 䬬 § 산 산 ꮠ 릤§ 牨 릤 릤 䬬ꮠ §

  2.1 figure of theoretical framework

  1. Input (Pre-test) Pre-test is given to know the students prior knowledge about listening comprehension in narrative. This test will be given before the treatment.

  2. Process (Treatment) In this step the researcher will treat the students by using picture in teaching listening narrative. Experimental class will teach by using

  20§ §

  picture and control class will teach without picture. Both of the classes have the same listening narrative material.

3. Output (Post-test)

  After do the treatment the researcher will be giving the students post- test.

D. Hypothesis

  Arikunto (2013) stated that the hypothesis is temporary to a problem that still remains to be proven because it is still has to be verified its truth. The hypothesis of experiment research divides into two, they are:

  1. Null hypothesis (H ) is there is no significant difference between students’ listening ability in the experimental group after given a treatment by using pictures and students’ listening ability in controlled group that does not give treatment.

  2. Hypothesis (H

  1

  ) is there is a significant difference between the students’ listening ability in the experimental group after given a treatment by using pictures and students’ listening ability in controlled group that does not give a treatment.

  

CHAPTER III

METHOD OF THE RESEARCH A

  . Research Design This research design used True Experimental Design with experimental class and controlled class. In executing this research, the researcher used pre-test and post-test design. It aimed to know using pictures in improving students’ listening comprehension in teaching narrative. The treatment conducted after pre-test. Significant effectiveness was got by comparing the pre-test and the post-test result. The research design present as follow Arikunto (2006 : 86).

Table 3.1 Controlled Group Pre-Test and Post-test

  Class Pre-Test Treatment Post-Test E O1

  X O2 C O1

  X O2 Notation : E = Experimental class

  C =Controlled class O1 =Pre-Test O2 =Post-Test X =Treatment

  

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  B . Research Variable Variable is a variation object of the study. There are two types of variables: dependent variable (y) and independent variable (x). The dependent variable is the variable of focus or the central variable on which other variables will act if there is any relationship. The independent variable is selected by researcher to determine the relationship with the dependent variable. So, the variables in this study are:

  1. Independent Variable (x).

  Independent variable in this research is the use of the picture.

  2. Dependent Variable (y).

  Dependent variable in this research is improving students’ listening comprehension in narrative.

  C . Population and Sample

  1. Population According to Arikunto (2013) population is “the totality of the research subject”. The population of this research is the first year student consisting of

  204 students from 7 classes which class X.1 consist of 28 students, X.2 consist of 28 students, X.3 consist of 30 students, X.4 consist of 30 students, X.5 consist of 30 students, X.6 consist of 29 students, X.7 consist of 29 students.

  2. Sample In taking sample, the researcher used cluster sampling technique.

  Arikunto (2006) states that if the population is less than 100, it will be better to

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  choose all of them as the sample but if the population more than that, we may take 10% to 15% or 20% to 25% from the population. In this research the researcher use a random sampling which the researcher take 25% of the population. The researcher take class X.1 as the controlled group and class X.2 as the experimental group.

  D. Research Instrument The instrument which used in this research for collecting data is a listening test. The test is multiple choice, there are 20 number questions ( see appendix I:67 ). The data from listening test collected through pre-test and post- test. Pre-test was designed to measure the students’ prior knowledge of listening ability before they were given treatment. While post test was designed to measure the students’ competence in listening after they provided a treatment by researcher.

  E. Data Collection Procedure In collection the data, the researcher has to do three steps during research process, they are follows:

1. Pre-test

  Before applying the pictures in teaching listening narrative in improving listening comprehension, the researcher give the students pre- test both in experimental group and in controlled group. The result of this test is utilized to identify the students’ prior knowledge of listening

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  ability. In this test, the students are required to do all the instructions that the researcher asked.

2. Treatment

  After giving a pre-test to the students, the researcher gave them treatment. The treatment was administered in experimental class and the treatment conducted in six meetings. The procedure can be seen as follows: a) The researcher introduces the materials and explain to the students about the procedure of using picture for learning listening narrative.

  b) The researcher gives explanation to the student what they are going to do with listening.

  c) The researcher gives sequence pictures to students and asked them to predict the story of the pictures.

  d) The researcher asks students to listen audio tape attentively, while they are listening, they have to arrange the picture based on they hear.

  e) The researcher repeats once again to make sure students arrange the picture well.

  f) After that, the researcher gives the students some questions related to the material they have listened.