TEACHING LISTENING THROUGH FLASH VIDEOS AND ITS EFFECT TOWARD STUDENT’S LISTENING SKILL (A Quasi-Experiment Study at The Fifth Grade Students of SDN 2 Cibogogirang) A RESEARCH PAPER Submitted to the English Departement of STKIP Subang in partial fulfillment of the requirements for the degree of Sarjana Pendidikan By: EKA RATNA SOPYANTI NIM. 0618210113 ENGLISH EDUCATION PROGRAM SEKOLAH TINGGI KEGURUAN DAN ILMU KEPENDIDIKAN STKIP SUBANG 2010
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TEACHING LISTENING THROUGH FLASH VIDEOS AND
ITS EFFECT TOWARD STUDENT’S LISTENING SKILL (A Quasi-Experiment Study at The Fifth Grade Students of
SDN 2 Cibogogirang)
A RESEARCH PAPER
Submitted to the English Departement of STKIP Subang
in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
By:
EKA RATNA SOPYANTI
NIM. 0618210113
ENGLISH EDUCATION PROGRAM
SEKOLAH TINGGI KEGURUAN DAN ILMU KEPENDIDIKAN
STKIP SUBANG
2010
TEACHING LISTENING THROUGH FLASH VIDEOS AND
ITS EFFECT TOWARD STUDENT’S LISTENING SKILL (A Quasi-Experiment Study at The Fifth Grade Students of
SDN 2 Cibogogirang)
Approved by:
Supervisor I
WILLYANA RAMLAN, S.Pd., M.Pd.
Supervisor II
YAYAN RUHYANA, S.Pd., M.Ed.
Head of
English Education Study Programme
WILLYANA RAMLAN, S.Pd., M.Pd.
Head of
STKIP - Subang
Drs. ASEP PRIATNA, M.Pd.
TEACHING LISTENING THROUGH FLASH VIDEOS AND
ITS EFFECT TOWARD STUDENT’S LISTENING SKILL (A Quasi-Experiment Study at The Fifth Grade Students of
SDN 2 Cibogogirang)
By:
EKA RATNA SOPYANTI
NIM. 0618210113
Approved By:
NO. EXAMINER SIGNATURE
1 Farida Hidyati, M.Pd.
2 Drs. Mardjito, M.Pd.
3 Yayan Ruhyana, M.Ed.
4 Elih Sutisna Yanto, S.Pd. MM.
To my parent who taught me to be more patient
“The best lesson is the abstruction in living that has exceeded
successful with resulteness,
soul and accurately”
i
PREFACE
Alhamdulillahi rabbil „alamin, by the grace of Allah SWT who has given
his most generous motivation to the writer to complete this paper entitled
“Teaching Listening through Flash Videos and Its Effect Toward Student‟s
Listening Skill (A Quasi-Experiment Study at The Fifth Grade Students of SDN 2
Cibogogirang).”
The research has tried to focus on using the teaching aids, this is flash
videos to help students easy to choose the dialy English expression correctly by
listening to the videos. The aims of writing this paper are: firstly, to fulfill one of
the requirements for the Sarjana Pendidikan examination; secondly, to offer some
of the possible teaching techniques of teaching listening.
The writer is aware of her weakness that paper is far from perfect,
therefore, she would greatly appreciate all comment, criticism and meaningful and
helpful suggestion.
Finally the writer hopes that her writing will be useful particularly to the
writer helpself and generally to the readers who are interested in this field of
study.
Purwakarta, Juli 2010
The Writer
ii
ACKNOWLEDGEMENT
Alhamdulillah, I have succedded in finishing this study, which has been
greatly improved by comments, corrections, guidance and ideas of many peoples.
It is hard to even begin to acknowledge personally all those who have had an
impact on my life and study during the making of this paper. In this occasion, the
writer would like to express her sincerest thanks to the following person:
1. Her beloved father, mother and son for their prayer, support and
encouragement to her to finish her study.
2. Wilyana Ramlan, S.Pd., M.Pd., her supervisor who has given the
writer his valuable guidance, advice and help during the process of
writing this paper.
3. Yayan Ruhyana, S.Pd., M.Ed., her supervisor who has given the writer
his valuable guidance, advice and help during the process of writing
this paper.
4. Asep Priatna, Drs. M.Pd. Dean of STKIP – Subang.
5. Wilyana Ramlan, S.Pd., M.Pd., head of the English Departement of
STKIP – Subang.
6. Hasanudin, A.Ma.Pd., headmaster of SDN 2 Cibogogirang, for
allowing her to do the research there.
7. Eka L. Koncara, S.Pd.I., the teacher of English and the fifth grade
students of SDN 2 Cibogogirang.
8. Suherman, A.Ma.Pd., headmaster of SDN Citekokaler where I work.
All in all, her greatest and deepst debt is to Allah SWT, whose guidance
has enabled her to complete her study.
May Allah SWT bless you all. Amin yaa robbal „alamin.
Purwakarta, Juli 2010
The Writer
iii
ABSTRACT
The title of the research is “Teaching Listening through Flash Videos and Its
Effect Toward Student‟s Listening Skill (A Quasi-Experiment Study at The Fifth
Grade Students of SDN 2 Cibogogirang).”
The aims of the research is to know whether watching English flash videos
can improve students‟ listening skill. The study is oriented towards: 1) To find out
the effectiviness of using flash videos to improve the students‟ listening skill; 2)
To find out the advantages of using flash videos in improving student‟s listening
skill.
In order to achieve the aim of research, the writer used Quasi-
Experimental method. Quasi-experimental designs are commonly employed in the
evaluation of educational programs. Although quasi-experimental designs need to
be used commonly, they are subject to numerous interpretation problems. In this
study, the writer took the students of SD Negeri 2 Cibogogirang as population.
The samples are be fourty students in the fifth grade. Which are divided into
groups are experimental and control group.
The data needed was taken from a test. The test is used to identify the
students‟ achievement. The test is objective test. In the term pairing items consist
of 10 items. After observing the data, that is the score of pre-test and post test. The
writer calculating the mark of t-value and at least gives the interpretation of the
calculation.
Data : The scores of pre-test and post test.
Analysing Data : The writer count the value of t,
The writer used two groups as the sample, each group consists of 20
students, and the degree of freedom (df) is 19 for each group. Since the two
groups were chosen as representative subjects. The total df {(Ne-1)+(Nc-1)} is 38.
The t-observation is 2.674. This t-observation greater than t-critical (2.674>1.68).
Consequently, it is quite safe to reject the null hypothesis. It means that the two
groups have different scores on the post-test, and the difference is statistically
significant. So, this fact support the claim that students who were taught listening
by using flash videos get better scores than those were taught conventionally. The
experimental teaching program can improve the students‟ listening skill
effectively (2.90) from that what they got in the pre-test, while control group can
improve the students‟ listening skill less than the experimental group (2.70).
The conclusion of this research is watching to the flash videos contributes
the improvement of students‟ listening skill, makes English lesson live, make
change from the of teacher and text book, helps the students feedback has been
very positive and they are enjoying the benefit of flash videos, so listening
practice becomes more effective. The writer would like propose her suggestion
that teachers should try to use flash videos in listening lesson, because watching
flash videos is one type of listening experience that is interesting.
iv
TABLE OF CONTENTS
PREFACE ........................................................................................................... i
ACKNOWLEDGEMENT .................................................................................. ii
ABSTRACT ........................................................................................................ iii
TABLE OF CONTENTS .................................................................................... iv
CHAPTER I INTRODUCTION ................................................................ 1
1.1 BACKGROUND OF THE PROBLEM .......................... 1
1.2 REASON FOR CHOOSING TOPIC .............................. 4
1.3 LIMITATION OF THE STUDY..................................... 4
1.4 RESEARCH PROBLEM ................................................ 4
1.5 AIM OF THE STUDY .................................................... 5
Author analyzes the validity by using the sampling distribution
formula of correlation coefficient, the results were consulted with r-product
moment table. (Sudjana, 2005:377)
39
Because the r-count value of each items are greater than r-table value
(0.444), then the whole items can be declared valid to use as research
instrument.
4.2 STUDENTS’ SCORES OF PRE-TEST
Students‟ listening level at the beginning of the research is one of possible
intervening variables. It is very crucial as a starting point to ensure that the
experimental group and the control group have an equal level in speaking. The
result of pre-test data analysis can be seen in table below.
STUDENTS‟ SCORES OF PRE-TEST
Control class:
No Name Correct
answer
Incorrect
answer Score
1 Sample 1 6 4 6
2 Sample 2 7 3 7
3 Sample 3 7 3 7
4 Sample 4 6 4 6
5 Sample 5 5 5 5
6 Sample 6 6 4 6
7 Sample 7 7 3 7
8 Sample 8 6 4 6
9 Sample 9 6 4 6
10 Sample 10 1 9 1
11 Sample 11 1 9 1
12 Sample 12 3 7 3
13 Sample 13 2 8 2
14 Sample 14 5 5 5
15 Sample 15 5 5 5
16 Sample 16 1 9 1
17 Sample 17 3 7 3
40
18 Sample 18 4 6 4
19 Sample 19 6 4 6
20 Sample 20 4 6 4
Mean 4.55
Experimental class:
No Name Correct
answer
Incorrect
answer Score
1 Sample 1 10 0 10
2 Sample 2 10 0 10
3 Sample 3 7 3 7
4 Sample 4 7 3 7
5 Sample 5 2 8 2
6 Sample 6 9 1 9
7 Sample 7 9 1 9
8 Sample 8 6 4 6
9 Sample 9 8 2 8
10 Sample 10 2 8 2
11 Sample 11 3 7 3
12 Sample 12 9 1 9
13 Sample 13 9 1 9
14 Sample 14 3 7 3
15 Sample 15 2 8 2
16 Sample 16 3 7 3
17 Sample 17 4 6 4
18 Sample 18 7 3 7
19 Sample 19 4 6 4
20 Sample 20 3 7 3
Mean 5.85
41
Mean of Experiment Group Pre-Test
∑X
n
= 117
20
= 5.85
Standard Deviation of Experiment Group Pre-Test
(∑X)2
Sd1 = N
N – 1
1172
= 20
20 – 1
13689
= 20
19
= 851 – 684.45
19
= 166.55
19
= 8.766
= 2.961
Mean of Control Group Pre-Test
∑X
n
= 91
20
= 4.55
M1 =
∑X2 -
851 -
851 -
M 2=
42
Standard Deviation of Control Group Pre-Test
(∑X)2
Sd2 = N
N – 1
912
= 20
20 – 1
8281
= 20
19
= 495 – 414.05
19
= 80.95
19
= 4.261
= 2.064
t-value of Pre-Test
M1 – M2
t = Sd12 Sd2
2
N1 N2
5.85 – 4.55
= 2.9612 2.064
2
20 20
1.3
= 8.768 4.260
20 20
1.3
= 0.438 + 0.213
1.3
= 0.651
1.3
= 0.807
= 1.611
∑X2 -
495 -
495 -
+
+
+
43
STUDENTS‟ SCORE OF PRE-TEST
N M Sd Df
p-
level
t-critical
(t-table)
t-obs.
(t-value) Group E 20 5.85 2.961
Group C 20 4.55 2.064 38 0.05 1.68 0.611
The table shows that there is a difference in means (M) or standard
deviation (Sd). The t-test, however, describes that the two groups are similar in
the terms of subject‟s knowledge background. Moreover, t-obs of pre-test is less
than t-critical (0.611<1.68). It means that the null hypothesis of no different is
accepted. Therefore, it indicates that both groups have similarity in listening level.
4.3 STUDENTS’ SCORES OF POST-TEST
The post-test was carried out to both groups at the end of the program to
find out whether there are any differences between the experimental group and the
control groups‟ achievement. Table below presents the results of post-test.
STUDENTS‟ SCORES OF POST-TEST
Control class:
No Name Correct
answer
Incorrect
answer Score
1 Sample 1 5 5 5
2 Sample 2 9 1 9
3 Sample 3 9 1 9
4 Sample 4 5 5 5
5 Sample 5 9 1 9
6 Sample 6 8 2 8
7 Sample 7 9 1 9
8 Sample 8 9 1 9
9 Sample 9 10 0 10
44
10 Sample 10 8 2 8
11 Sample 11 9 1 9
12 Sample 12 5 5 5
13 Sample 13 2 8 2
14 Sample 14 10 0 10
15 Sample 15 7 3 7
16 Sample 16 5 5 5
17 Sample 17 5 5 5
18 Sample 18 5 5 5
19 Sample 19 9 1 9
20 Sample 20 7 3 7
Mean 7.25
Experimental class:
No Name Correct
answer
Incorrect
answer Score
1 Sample 1 10 0 10
2 Sample 2 10 0 10
3 Sample 3 10 0 10
4 Sample 4 8 2 8
5 Sample 5 7 3 7
6 Sample 6 10 0 10
7 Sample 7 9 1 9
8 Sample 8 9 1 9
9 Sample 9 10 0 10
10 Sample 10 8 2 8
11 Sample 11 7 3 7
12 Sample 12 10 0 10
13 Sample 13 9 1 9
14 Sample 14 7 3 7
15 Sample 15 8 2 8
16 Sample 16 8 2 8
17 Sample 17 9 1 9
18 Sample 18 10 0 10
19 Sample 19 8 2 8
45
20 Sample 20 8 2 8
Mean 8.75
Mean of Experiment Group Post-Test
∑Y
n
= 175
20
= 8.75
Standard Deviation of Experiment Group Post-Test
(∑Y)2
Sd1 = N
N – 1
1752
= 20
20 – 1
30625
= 20
19
= 1555-1531.25
19
= 23.75
19
= 1.25
= 1.118
Mean of Control Group Post-Test
∑Y
n
= 145
20
= 7.25
M1 =
∑Y2 -
1555 -
1555 -
M2 =
46
Standard Deviation of Control Group Post-Test
(∑Y)2
Sd2 = N
N – 1
1452
= 20
20 – 1
21025
= 20
19
= 1147-1051.25
19
= 95.75
19
= 5.039
= 2.245
t-value of Post-Test
M1 – M2
t = Sd12 Sd2
2
N1 N2
8.75 – 7.25
= 1.1182 2.245
2
20 20
1.5
= 1.25 5.040
20 20
1.5
= 0.063 + 0.252
1.5
= 0.315
1.5
= 0.561
= 2.674
∑Y2 -
1147 -
1147 -
+
+
+
47
STUDENTS‟ SCORE OF POST-TEST
N M Sd Df
p-
level
t-critical
(t-table)
t-obs.
(t-value) Group E 20 8.75 1.118
Group C 20 7.25 2.245 38 0.05 1.684 2.674
The writer used two groups as the sample, each group consists of 20
students, and the degree of freedom (df) is 19 for each group. Since the two
groups were chosen as representative subjects. The total df {(Ne-1)+(Nc-1)} is 38.
The t-observation is 2.674. This t-observation greater than t-critical (2.674>1.68).
Consequently, it is quite safe to reject the null hypothesis. It means that the two
groups have different scores on the post-test. So, this fact supports the claim that
students who were taught listening by using flash videos get better scores than
those were taught conventionally.
4.4 STUDENTS’ SCORES IMPROVEMENT
To gain students‟ scores improvement, the students scores of post-test
were subtracted into the students‟ score of pretest. The result of computation is as
follow:
Group E Group C
Pre-test mean 5.85 4.55
Post-test mean 8.75 7.25
Improvement mean 2.90 2.70
The table above shows that the experimental group improvement is higher
than the control group. It indicates that teaching listening by using flash videos is
better to improve the students‟ listening skill.
48
It can be concluded that the experimental teaching makes the students‟
listening skill is better than the control group. It means that it supports the
hypothesis of this research, that teaching listening by using flash videos facilitates
the students to improve their listening skill.
4.5 DISCUSSION
The experimental and the control groups, at the beginning of the research,
had similar background, and this was considered as a potential variable.
After carrying out the program and calculating the result of test, the result
of the investigation answer the research question stated in chapter I.
The conclusions are as bellow:
1. Using flash videos able to improve student‟s listening skill.
The experimental and the control groups were analyzed differently. The
experimental group was observed directly by the writer to know their
progress in the program. The students‟ score of post-test and pre-test were
compared to gain the students‟ achievement on the listening skill. The
calculation of improvement shows that the experimental group is higher
than the control group. It means that the experimental group could improve
their listening skill better than the control group.
2. The advantages of using flash videos that is better than teaching
conventionally in improving student‟s listening skill.
As was mentioned before that flash video is one of the visual aids or visual
materials where it is the most effective in use. Because by seeing the
49
videos students can know and understand about the message from the text
directly. Videos can be used to explain the meaning of vocabulary items.
Teaching listening by using flash videos, especially for children can be the
one way to help them in learning process. It showed by interview to all
research subjects after they follow the treatment by using flash videos.
This interview consist of five questions include of difficultness on English
teaching learning activity, Media on English teaching learning activity,
and their opinion about flash videos it self. This interview processed to all
the research subjects. Not only experimental group, but also control group.
Based on their answers, it can be conclude that flash videos can improve
students listening skill and more effective than teaching conventionally.
But, teaching english by using flash videos is rather difficult in rural
environments, due the minimum ability of english teacher in operating
computers.
English is a language that is hard to learn. To find out that problem the
writer interviewed students, there are some problem that students faced in learning
English:
1. In listening
2. In treasury of vocabulary
3. In the meaning of English word
Some factors that make some words more difficult than others are:
Pronunciation “the word that is difficult to pronounce are more difficult to learn”.
Spelling “spelling mismatches are likely to be the cause of errors, either of
50
pronunciation or spelling, and can contribute to a word‟s difficult”. Meaning
“when two words overlap in meaning, learners are likely confuse them.
Unfamiliar concepts many make a word difficult to learn”.
In introducing vocabulary on the names of animal, that familiarize students
with vocabularies related to animals. Moreover, students expected to be able to
memorize and pronounce and write each vocabulary correctly, and try to perform
a word to the picture that seen by the teacher.
Young children, especially those up to age of nine or ten, learn differently
from older children in the following ways:
1. They response the meaning even if they do not understand individual
word.
2. They often learn indirectly rather than directly-that is-they take-in
information from all side, learning from everything around them rather
then only focusing on the precise topic they are being thought.
3. They generally display an enthusiasm for learning and a curiosity about
the world around them.
4. They learn to talk about themselves, and response well to learning that
uses themselves and their own lives as main topics in the classroom.
5. They have a limited attention, unless activities are extremely engaging,
they can easily get bored, losing interest after ten minutes or so.
In the light of these activities, it can be concluded that good teacher at this
level used to provide a rich diet of learning experiences which encourage their
students to get information from a variety of sources. They need to work with
51
their students individually and in group developing relationship. They need to
arrange of activities for a given period, and the flexible enough to move on to the
next exercise when they see their students getting bored.
In fact, learning is human activity which is least needs manipulation by
other. Most learning is not the result of instruction. It is rather the result of
unhampered participation in a meaningful setting.
Based on the findings, especially in learning at primary it is a big
challenge, because in their ages, they still difficult to understand the meaning of
English words. There, needs teacher‟s patiently in learning process, teacher must
translating word by word until could be understood by students. Moreover, when
they face compound word, when they need to produce language try to find the
right word to fit the intended meaning is frustating when the teacher‟s stored of
words is limited, and when words get confused with each other.
52
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents 1) the summary of the research, 2) answer to
research questions and hypothesis, 3) implication and suggestion, and 4)
recommendation for further research.
5.1 CONCLUSIONS
The title of the research is “Using Flash Videos as Media to Improve
Students‟ Listening Skill (A Quasi-Experiment Study at The Fifth Grade Students
of SDN 2 Cibogogirang Plered – Purwakarta).”
The aims of the research is to know whether watching English flash videos
can improve students‟ listening skill. The study is oriented towards: 1) To find out
the effectiviness of using flash videos to improve the students‟ listening skill; 2)
To find out the advantages of using flash videos in improving student‟s listening
skill.
Having done the research by calculating the result of the test given to the
students, the result of the investigation answer the research question as follow:
1. Using flash videos is able to improve student‟s listening skill.
The experimental and the control groups were analyzed differently. The
experimental group was observed directly by the writer to know their
progress in the program. The students‟ score of post-test and pre-test were
compared to gain the students‟ achievement on the listening skill. The
53
calculation of improvement shows that the experimental group is higher
than the control group. It means that the experimental group could improve
their listening skill better than the control group.
2. The advantages of using flash videos that is better than teaching
conventionally in improving student‟s listening skill.
As was mentioned before that flash video is one of the visual aids or visual
materials where it is the most effective in use. Because by seeing the
videos students can know and understand about the message from the text
directly. Videos can be used to explain the meaning of vocabulary items.
Teaching listening by using flash videos, especially for children can be the
one way to help them in learning process. It showed by interview to all
research subjects after they follow the treatment by using flash videos.
This interview consist of five questions include of difficultness on English
teaching learning activity, Media on English teaching learning activity,
and their opinion about flash videos it self. This interview processed to all
the research subjects. Not only experimental group, but also control group.
Based on their answers, it can be conclude that flash videos can improve
students listening skill and more effective than teaching conventionally.
But, teaching english by using flash videos is rather difficult in rural
environments, due the minimum ability of english teacher in operating
computers.
Based on the problem stated the writer puts forward the hypothesis is using
flash videos can improve the students‟ listening skill. And after carrying out the
54
program and calculating the result of test, the writer gets that the hypotesis
“teaching listening by using flash videos facilitates the students to improve their
listening skill”, is accepted.
5.2 SUGGESTIONS
From the finding, the writer would like propose her suggestion as follows:
1. Teachers should try to use flash videos in listening lesson, because
watching flash videos is one types of listening experience that is
interesting.
2. Nowadays, the use of technological aids in the teaching of language such
as radio-cassette, video and television is likely to increase not diminish.
So, the writer thinks now is the time for teachers and students to learn
using them.
3. Teachers also should be smart and creative in using flash videos in the
classroom because successful language learning depends on the teacher‟s
technique to use the flash videos, since the teacher is the fundamental
classroom aid to language learning.
55
REFERENCES
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Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
Dunkel, P. (1991). Listening in The Native and Second/Foreign Language:
Toward an Integration of Research and Practice. TESOL Quarterly.
Hatch, Evelyn and Hossein Farhady. (1982). Research Design and Statistic
Bowley. ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc.
Heffner, Christopher L. (2004). Licensed Psychologist. http://allpsych.com/
researchmethods/preexperimentaldesign.html
Nasution, S. (2000). Berbagai Pendekatan dalam Proses Belajar dan Mengajar.
Jakarta: Bumi Aksara.
Nunan, David. (1991). Language Teaching Methodology. UK: Prentice Hall.
Persulessy, G.H. (1988), Listening Improvement Exercise for Students of English,
Jakarta: Depdikbud Dirjen Proyek Pengembangan Lembaga Pendidikan
dan Tenaga Pendidikan.
Richards, J. (1983). Listening Comprehension: Approach, Design, Procedure.
TESOL Quarterly.
Rixon, Shelagh. (1986). Developing Listening Skills. London and Basinstoke:
Mac Millan Publisher, Ltd.
Rost, Michael. (1991). Listening in Action. UK: Prantice Hall Intenational, Ltd.
Sudjana. (2005). Metode Statistika. Bandung: Tarsito.
Sudrajat, Akhmad. Media Pembelajaran. http://akhmadsudrajat/wordpress.com/.
accessed on January 12th
2008.
Sutikno, M. S. (2008). Belajar dan Pembelajaran. Bandung: Prospect.
Tafsir, Ahmad. (2008). Psikologi Pendidikan dengan Pendekatan Baru. Bandung:
PT. Remaja Rosdakarya.
Winataputra, Udin S. (2005). Strategi Belajar Mengajar. Jakarta: Universitas
Terbuka
_______. (2008). Strategi Belajar Mengajar. Jakarta: Universitas Terbuka
Appendices
SILABUS
Kelas : 5 (Lima)
Semester : 2 (Dua)
Standar Kompetensi : Mendengarkan
5. Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah
Kompetensi
Dasar
Materi
Pokok/Pembelajaran
Kegiatan
Pembelajaran Indikator
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
5.1 Merespon instruksi
sangat sederhana
dengan tindakan
secara berterima
dalam konteks
sekolah
Descriptive Text
- Characteristic of
Something
(Sifat/Ciri Suatu
Benda)
- Memperhatikan
deskripsi yang
diperlihatkan/
diperdengarkan
lewat komputer.
- Memahami
sifat/ciri benda
yang
dideskripsikan
lewat komputer.
- Merespon dengan
menulis/menceritak
an kembali deskripsi
benda yang
diperlihatkan/
diperdengarkan.
Tes Tulis
Responding
Watch the
computer
carefully,
and
complete
your
worksheet!
4 x 35
menit
Multimedia
Computer /
Notebook
Mengetahui, Purwakarta, 8 Juni 2010
Mahasiswa / Peneliti
Eka Ratna Sopyanti
Kepala Sekolah
SD Negeri 2 Cibogogirang
Hasanudin
NIP. 195807271978031003
Guru B. Inggris
SD Negeri 2 Cibogogirang
Eka L. Koncara, S.Pd.I.
RENCANA PELAKSANAAN PEMBELAJARAN
(Control Group)
Satuan Pendidikan : SD Negeri 2 Cibogogirang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 5/2
Pertemuan ke- : 1 – 2
Tema : My School
Aspek : Listening
Standar Kompetensi : 5. Memahami instruksi sangat sederhana dengan tindakan dalam
konteks sekolah
Kompetensi Dasar : 5.1 Merespon instruksi sangat sederhana dengan tindakan secara
berterima dalam konteks sekolah
Indikator : - Merespon dengan menulis/menceritakan kembali deskripsi
benda yang diperlihatkan/ diperdengarkan.
Tujuan Pembelajaran : - Siswa dapat memahami isi teks deskriptif yang diperdengarkan
dengan menulis/menceritakan kembali.
Materi Pokok : Characteristic of Something
(Sifat/Ciri Suatu Benda)
Metode : Ceramah
Alokasi Waktu : 4 x 35 menit
Langkah
Pembelajaran
Awal
(2 x 5 menit)
: a. Berdoa, memeriksa kehadiran siswa.
b. Tanya jawab/percakapan pembuka tentang tema dan tujuan
belajar yang harus dicapai.
Inti
Pertemuan I
(25 menit)
: a. Melakukan tes awal
b. Peserta didik memperhatikan dekripsi sifat/ciri benda yang
diperlihatkan/diperdengarkan oleh guru.
c. Guru membimbing siswa dalam memahami dekripsi sifat/ciri
benda yang diperlihatkan/diperdengarkan oleh guru.
d. Melakukan tanya jawab tentang sifat/ciri benda yang
diperlihatkan/diperdengarkan oleh guru.
Pertemuan II
(25 menit)
: a. Peserta didik memperhatikan dekripsi sifat/ciri benda yang
diperlihatkan/diperdengarkan oleh guru.
b. Guru membimbing siswa dalam memahami dekripsi sifat/ciri
benda yang diperlihatkan/diperdengarkan oleh guru.
c. Melakukan tanya jawab tentang sifat/ciri benda yang
diperlihatkan/diperdengarkan oleh guru.
d. Melakukan tes akhir.
Akhir
(2 x 5 menit)
: a. Menyimpulkan hasil pembelajaran
b. Penutup dan do‟a.
Sumber/Media
Belajar
: a. Buku Bahasa Inggris Kelas 5 SD.
Penilaian
Teknik : Tes Tulis
Bentuk : Responding
Instrumen : Listen to your teacher carefully, and complete your worksheet!
Num Name Characteristic
1 ……
……
……
……
……
……
2 ……
……
……
……
……
……
Rambu : Betul = 1
Salah = 0
Nilai = Jumlah Skor
Mengetahui,
Guru Mata Pelajaran
Eka L. Koncara, S.Pd.I.
Purwakarta, Juli 2009
Mahasiswa/Peneliti
Eka Ratna Sopyanti
Mengetahui,
Kepala SD Negeri 2 Cibogogirang
H A S A N U D I N
NIP. 1958 07 27 1958 03 1 003
RENCANA PELAKSANAAN PEMBELAJARAN
(Experiment Group)
Satuan Pendidikan : SD Negeri 2 Cibogogirang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 5/2
Pertemuan ke- : 1 – 2
Tema : My School
Aspek : Listening
Standar Kompetensi : 5. Memahami instruksi sangat sederhana dengan tindakan dalam
konteks sekolah
Kompetensi Dasar : 5.1 Merespon instruksi sangat sederhana dengan tindakan secara
berterima dalam konteks sekolah
Indikator : - Merespon dengan menulis/menceritakan kembali deskripsi
benda yang diperlihatkan/ diperdengarkan.
Tujuan Pembelajaran : - Siswa dapat memahami isi teks deskriptif yang diperdengarkan
dengan menulis/menceritakan kembali.
Materi Pokok : Characteristic of Something
(Sifat/Ciri Suatu Benda)
Metode : Computer Assisted Instruction (CAI)
Alokasi Waktu : 4 x 35 menit
Langkah
Pembelajaran
Awal
(2 x 5 menit)
: a. Berdoa, memeriksa kehadiran siswa.
b. Tanya jawab/percakapan pembuka tentang tema dan tujuan
belajar yang harus dicapai.
Inti
Pertemuan I
(25 menit)
: a. Melakukan tes awal
b. Peserta didik memperhatikan dekripsi sifat/ciri benda yang
diperlihatkan/diperdengarkan lewat komputer.
c. Guru membimbing siswa dalam memahami dekripsi sifat/ciri
benda yang diperlihatkan/diperdengarkan lewat komputer.
d. Melakukan tanya jawab tentang sifat/ciri benda yang
diperlihatkan/diperdengarkan lewat komputer.
Pertemuan II
(25 menit)
: a. Peserta didik memperhatikan dekripsi sifat/ciri benda yang
diperlihatkan/diperdengarkan lewat komputer.
b. Guru membimbing siswa dalam memahami dekripsi sifat/ciri
benda yang diperlihatkan/diperdengarkan lewat komputer.
c. Melakukan tanya jawab tentang sifat/ciri benda yang
diperlihatkan/diperdengarkan lewat komputer.
d. Melakukan tes akhir.
Akhir
(2 x 5 menit)
: a. Menyimpulkan hasil pembelajaran
b. Penutup dan do‟a.
Sumber/Media
Belajar
: a. Buku Bahasa Inggris Kelas 5 SD.
b. Computer/Notebook Multimedia.
Penilaian
Teknik : Tes Tulis
Bentuk : Responding
Instrumen : Watch the computer carefully, and complete your worksheet!
Num Name Characteristic
1 ……
……
……
……
……
……
2 ……
……
……
……
……
……
Rambu : Betul = 1
Salah = 0
Nilai = Jumlah Skor
Mengetahui,
Guru Mata Pelajaran
Eka L. Koncara, S.Pd.I.
Purwakarta, Juli 2009
Mahasiswa/Peneliti
Eka Ratna Sopyanti
Mengetahui,
Kepala SD Negeri 2 Cibogogirang
H A S A N U D I N
NIP. 1958 07 27 1958 03 1 003
RANGKUMAN MATERI
Adjectives
(Characteristics of Something)
A Monkey and A Turtle
One day, a monkey and a turtle ran a race.
The monkey said, “I am big. I can ran fast. I will win.”
The turtle said, “I am small. Iam slow. But I will do my best.”
The monkey ran faster than the turtle.
Then, the monkey‟s friend, the rabbit, came out.
The rabbit said to the monkey, “Let‟s play!”
The monkey thought he would win anyway.
So he played with the rabbit.
The turtle ran slowly, but he ran and ran.
Finally, the turtle won. The turtle shouted, “I won!”
The monkey was still playing with the rabbit. Then the monkeyfound the
turtle.
He was surprised. But it was too late.
1. Big (Besar) – Small (Kecil)
2. Tall (Tinggi) – Short (Pendek)
3. Fast (Cepat) – Slow (Lambat)
4. Win (Menang) – Lost (Kalah)
5. Sombong (Arrogant) – Humble (Rendah Hati)
6. Dilligent (Rajin) – Lazy (Malas)
7. Happy (Bahagia) – Sad (Sedih)
8. Conscious (Bersemangat)
9. Surprised (Kaget/Terkejut)
10. Dissapointed (Kecewa)
INSTRUMEN PENELITIAN
Teaching Listening through Flash Videos and Its Effect Toward Student’s Listening Skill
(An Experiment Study at The Fifth Grade Students of SDN 2 Cibogogirang)
Control Group
Student‟s Name : ......................................
Listen to your teacher carefully, and complete your worksheet!
Num Name Characteristic
1 ……
……
……
……
……
……
2 ……
……
……
……
……
……
Score
INSTRUMEN PENELITIAN
Teaching Listening through Flash Videos and Its Effect Toward Student’s Listening Skill
(An Experiment Study at The Fifth Grade Students of SDN 2 Cibogogirang)
Experiment Group
Student‟s Name : ......................................
Watch the computer carefully, and complete your worksheet!
Num Name Characteristic
1 ……
……
……
……
……
……
2 ……
……
……
……
……
……
Score
Pre-Test / Post-Test Instrument Name: …………………………………………… Watch the movie carefully, and draw some lines to connect the dialogue boxes to the expression boxes! 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.