THE EFFECT OF USING DESCRIPTIVE VIDEO IN TEACHING LISTENING COMPREHENSION (Quasi-Experiment Research at the First Year of SMK Islamiyah Ciputat) A “Skripsi” Presented to the Faculty of Tarbiyaand Teachers’ Training in Partial Fulfillment of the Requirement for the Degree of Strata1(Bachelor of Art) in English Language Education By: TEGUH FACHMI 1110014000020 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAAND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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THE EFFECT OF USING DESCRIPTIVE VIDEO IN
TEACHING LISTENING COMPREHENSION
(Quasi-Experiment Research at the First Year of SMK Islamiyah Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyaand Teachers’ Training in Partial
Fulfillment of the Requirement for the Degree of Strata1(Bachelor of Art) in English
Language Education
By:
TEGUH FACHMI
1110014000020
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAAND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY JAKARTA
2014
iii
Abstract
FACHMI,TEGUH,2014, The Effect of Using Descriptive Video in Learning Listening
(Quasi-Experiment Research at First Year of SMK Islamiyah Ciputat,Skripsi,
Department of English Education, The Faculty of Tarbiyah and Teachers’ Training,
State Islamic University SyarifHidayatullah Jakarta.
Advisor I :ZahrilAnasy, M.Hum.
Advisor II :Ertin MA TESOL.
Key Word: Learning Listening, and Descriptive Video.
The purpose of the research is to investigate the effectiveness of using descriptive
video in learning listening, specifically it is written on the title of this research, that is
“The Effect of Using Descriptive Video in Learning Listening, Quasi-Experiment
Research at First Year of SMK Islamiyah Ciputat.” This research is aimed to
determine the effectiveness of using descriptive video in learning listening and
without using it, also to find out the student’s ability in learning listening at first year
of SMK Islamiyah Ciputat. The method used in this research is the method of quasi-
experiment with pretest posttest control group design. Instrument used is form of
objective tests as multiple choices, and fill in the blanks.
The research was conducted at first year of SMK Islamiyah Ciputat on Augustus
1st until September 1
st 2014 of the school year 2014/2015. The sample used was a
student class X Accountancy 1 and X Accountancy 2 with the number of 35 students
in each class, the experimental class of class X Accountancy 1 is taught by using
descriptive video, whereas in controlled class X Accountancy 2 is taught by using
Tape recorder.After giving the treatment on experimental class and without it on
controlled class, the data collected and analyzed by using t-test. According to the
result of statistical calculation, it is obtained the value of to (t-observation) is 5.758
and the value of “tt”(t-table) from the df(68)on degree of significant of 5% = 1.7 and
1% = 2.4, as known “to” is higher than “t” table as 1.7< 5.758 > 2.4.It means that the
null hypothesis (Ho) which says there is significant effect of using descriptive video
in learning listening is rejected and the alternative Hypothesis (Ha) which says that
there is significant effect of using descriptive video in learning listening is accepted.
Based on the finding this study it can be concluded that learning listening by
using descriptive video has significant effect on student listening ability, that showed
by t-score above.
iv
Abstrak
FACHMI, TEGUH, The Effect of Using Descriptive Video in Learning Listening
(Quasi-Experiment Research at First Year of SMK Islamiyah Ciputat). Skripsi,
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam
Negeri Syarif Hidayatullah, Jakarta.
Advisor I :Zahril Anasy.,M.Hum
Advisor II: Ertin.,MA TESOL
Kata kunci: Belajar Mendengar (Listening), dan Video Deskripsi.
Tujuan penelitian ini adalah untuk meneliti keefektifan penggunaan video
deskripsi dalam pembelajaran listening. Penelitian ini berjudul “The Effect of Using
Descriptive Video in Learning Listening, Quasi-Experiment di Kelas Sepuluh SMK
Islamiyah Ciputat”. Penelitian ini dilakukan untuk mengetahui tingkat ke-efektifan
penggunaan video deskripsi dalam pengajaran listening dan tanpa menggunakan
video deskripsi dalam pengajaran listening, penelitian ini juga dimaksudkan untuk
mengetahui tingkat kemampuan listening siswa kelas 10 SMK Islamiyah. Metode
yang digunakan dalam penelitian ini adalah Kuasi-Eksperimen menggunakan pre-test
dan post-test, control grup desain, instrumen yang digunakan dalam penelitian ini
adalah test yang berupa pilihan ganda dan melengkapi yang kosong.
Penelitian ini dilaksanakan di kelas sepuluh SMK Islamiyah pada tanggal 1
Agustus sampai dengan tanggal 1 September 2014 tahun akademik 2014/2015,
sampel yang digunakan adalah kelas sepuluh Akuntansi satu dan sepuluh Akuntansi
dua dengan jumlah 35 siswa pada masing-masing kelas. Kelas eksperimen adalah
kelas x Akuntansi satu yang mendapatkan perlakuanya itu belajar listening
menggunakan video deskripsi dan kelas control adalah kelas x Akuntansi dua yang
tidak mendapatkan perlakuan. Setelah diberikan perlakuan terhadap kelas eksperimen
dan tanpa perlakuan di kelas control dan setelah dilakukan pre-test dan post-test maka
data yang sudah di dapatkan kemudian di analisa menggunkan t-test. Berdasarkan
hasil dari kalkulasi statistic, nilai to atau t-observasi adalah 5.758 dan nilai t-table (t-
tabel) dengan derajat kebebasan 68 dalam signifikansi 5 persen adalah1.7 dan dalam
signifikansi 1 persen adalah 2.4. maka diketahui bahwa to (observasi) lebih tinggi
nilainya dari t-tabel, 1.7< 5.758 > 2.4berdasarkan data hasil penghitungan statistic
diatas maka dapat disimpulkan bahwa Null Hipotesis (Ho) ditolak, sedangkan
Alternatif Hipotesis (Ha) dapat diterima, yang berarti terdapat pengaruh yang sangat
berarti dalam pembelajaran listening menggunakan video deskripsi.
Berdasarkan penjelasan diatas dapat disimpulkan bahwa pembelajaran listening
menggunkan video deskripsi memiliki pengaruh yang berarti dalam peningkatan
kemampuan mendengarkan siswa, yang dapat dilihat dari nilai t-skor diatas.
v
ACKNOWLEDGEMENT
In the name of Allah the Merciful, the Compassionate, all praises be to Allah
Subhanahu WaTa’ala, the almighty God, who has sent Muhammad, peace be upon
him, to be His prophet and messenger for people all over the world. The author
realizes and feels very sure that without His blessing, mercy, and guidance, it would
be impossible for me to finish this “skripsi”.
On this opportunity, the author herewith would like to express his profound
gratitude, more than he can express to Zahril Anasy M.Hum, his first advisor, who
has painstakingly spent his valuable time to guide and give excellent suggestions to
me in preparing this paper. His special thanks also go to Ertin MA TESOL., his
second advisor, for the correction and invaluable criticism and suggestions she has
rendered to me in the completion of the “skripsi”.
In addition, he is also very much indebted toDrs Syauki M.Pd, the present head of
English Education Department. His thanks also go to Didin Nuruddin Hidayat MA
TESOL as my academic advisor who always stimulates and encourages him to finish
the paper. Finally, his thanks go to Mulyono M.Pd the headmaster of SMK Islamiyah
who has permitted him to conduct observations and research at his school.
Last, but far from least, his very sincere thanks especially go to his own beloved
parents, (Mr. Abdul Halim S.Hi and Mrs Icih S.Pd.i) and all of those who have
helped him, who are not mentioned personally here, without their patience, guidance,
and cooperation this paper could have never been written.
Jakarta, September 10th
2014
The Writer
vi
TABLE OF CONTENT
CHAPTER I: INTRODUCTION
A. Background of the Study ………………………………… 1
B. Identification of Problem ………………………………... 3
C. Limitation of Problem …………………………………… 3
D. The Formulation of Problem ……………………………. 4
E. Purpose of Study…………………………………………. 4
F. Significance of Study ……………………………………. 4
CHAPTER II: THEORITICAL FRAMEWORK
A. Listening………………………………………………… 5
1. The Nature of Listening ……………………………. 5
2. Kinds of Listening…………..……………………….. 6
3. Technique in Teaching Listening……………..……. 8
4. Difficulties in Teaching Listening…………………... 11
B. Video…………………………………………………….. 13
1. Definition of Video …………………………………. 13
C. Descriptive Text…………………………………………. 14
1. Nature of Text and Descriptive text…………………. 14
2. Purpose of Descriptive Text………………………….. 14
3. General Structure of Descriptive Text……………….. 15
4. Function of Descriptive Text…………………………. 15
D. Teaching Listening Using Video…………………………. 16
E. Advantages of Using Video in Learning Listening………. 17
F. Research Hypothesis …………………........................... 18
G. Previous Related Study………………………………….. 19
CHAPTER III: RESEARCH METHODOLOGY
A. RESEARCH METHODOLOGY
vii
1. Research Design and Methodology……………… 21
2. Objective of The Research………………………. 21
3. Time and Place ……………………………….…. 21
4. Population and Sample …………………………. 22
5. Research Instrument ……………………………. 22
6. Technique of Data Collection ………………….. 23
7. Technique of Data Analysis ……………………. 23
8. Statistical Hypothesis …………………………… 24
CHAPTER IV: RESEARCH FINDING
A. RESEARCH FINDING …………………………… 25
1. Data Description and Data Analysis …………. 25
2. The Testing of The Hypothesis ………………. 31
3. Data Interpretation ……………………………. 32
CHAPTER V: CONCLUSION AND SUGGESTION
A. CONCLUSION …………………………………… 34
B. SUGGESTION ……………………………………. 34
BIBLIOGRAPHY
APPENDIX
viii
LIST OF TABLES
Table 1.1: The Score of pre-test and post-test experimental class………. 25
Table 1.2: The score of pre-test and post-test in control class………….… 27
Table 1.3: Gained score inboth experimental class and control class…… 31
1
CHAPTER I
INTRODUCTION
A. Background of the Study
In learning English there are four skills to be mastered namely
listening, speaking, reading and writing. Listening is receptive skill with
this skill student can get the information from the others, besides that
listening also a precursor skill to learn others English skills. Therefore,
listening is one that must be taught in order to improve student’s language
communication ability. This need is considered as the important thing to
be taught in vocational school due to their preparation to face the field of
work, according to BSNP Badan Standar Nasional Pendidikan states that
in listening skill student should be able to listen for information and
understand simple instructions.1
However, some Indonesian learners still face difficulty in learning
listening especially in getting and understanding the sound. It can be seen
when the writer did a pre-research in SMK Islamiyah Ciputat Tangerang
on Mei 2014. He found that some learners faced difficulty in getting and
understanding the information. They have low score on several listening
comprehension exercises on learners’ score book. The average score of
their listening comprehension exercises was 45. It categorized as low score
because it was below 70 as the English standard score at SMK Islamiyah
Ciputat Tangerang. The result of interview on Thursday, April 27th
2014
with the English teacher also showed that the learners faced difficulty in
understanding and getting the listening comprehension material, it might
occur due to their lack of vocabulary, less of practice on listening
comprehension material and then the availability of listening
comprehension tools such as sound and material are not easy to find.
According to M. Ngalim Purwanto, there are also some social factors
1 Badan Standar Nasional Pendidikan (BSNP) Silabus Bahasa Inggris SMK, Semua
Program Keahlian model Kurikulum Tingkat Satuan Pendidikan. 2006.
2
which influence the learners’ learning and achievement.2 Those social
factors are family condition, teacher and teaching method, equipment
which used in teaching learning process, learning environment, and social
motivation. As one of factors which influence learners’ achievement, the
teaching methods are important factor because they can affect the learners’
motivation. If the methods are discouraging, the learners will probably
demotivate. On the other hand, if the methods are interesting, the learners
will be motivated.3 Based on the interview with the English teacher in
SMK Islamiyah Ciputat Tangerang, he said that he explained the theme of
listening comprehension material then student listen to the sound, after
listening to the sound then answer some listening comprehension exercises
on their exercise book. This method may not encourage learners’ activities
so that the learners tend not to pay attention and they do not get the
information and understand what the sound talking about, on the other
hand by using visual aids such as video can help them to get the
information and understand what the sound talk about, because audio and
visual are integrated each other to make language understandable.4 Hence,
teaching method is important in teaching learning process because it can
affect students’ motivation in teaching learning process.
Having a good teaching method is one of criteria of good teachers.
Harmer states that the teachers have to create interesting class.5 He or she
has to be able to prepare interesting class atmosphere by using variuos
teaching method. Further, he or she can both motivate the learners and
release barriers such as fear and anxiety. This may be a way for the
learners to acquire the language more easily by interesting class
atmosphere.
2 M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: Remaja Rosdakarya, 2010), p.
102 3 Jeremy Harmer, Jeremy Harmer, The Practice of English Languange Teaching, (New
York: Longman Publishing, 1996),p. 5 4 Carla Meskill, Listening Skills Development Through Multimedia,(New York: University
at Albany,1995),P.184 5 Jeremy Harmer, Jeremy Harmer, The Practice of English Languange Teaching, (New
York: Longman Publishing, 1996),p.6
3
The English teacher can use a variation of method in teaching English
to make interesting class atmosphere. The teacher also can use various
sources in teaching language, for instance, teaching language by using
authentic visual materials, authentic printed materials, and realia.6 By
using various sources in teaching language, the learners may be more
motivated in learning English especially in learning listening
comprehension. They also would more understand and get more about the
sound while learning listening comprehension
Based on the description above, the researcher selects one of authentic
visual materials that are video because the video may be an effective and
helpful medium to motivate learners in language learning. According to
Carla Meskill she states that video is widely considered more powerful,
more salient, and more comprehensible input than other media for second
and foreign language students.7 In line with that, Susan Stempleski and
Barry Tomalin stated that video is the combination of moving picture and
sound which can present language comprehensively.8 Therefore, teaching
listening comprehension by using descriptive video will presumably affect
learners’ comprehension score because the video can improve learners’
understanding.
Furthermore, in learning language there are many various alternatives
techniques and media that teachers can apply for teaching language skills
especially for improving listening skill such as using, songs, podcasts,
movies or videos.9 Using descriptive video in teaching listening for
information might become an alternative ways because it is easy to
understand the information, motivating and help student to get information
6 Jerry G. Gebhard, Jerry G. Gebhard, Teaching English as a Foreign or Second
Language, A Teacher Sel- Development and Methodology Guide: Second Edition, (United States
of America: The University of Michigan Press, 2009),p.104 7 Carla Meskill, Listening Skills Development Through Multimedia,(New York:University
at Albany,1995),P.184 8 Stempleski, Susan and Tomalin, Barryy,Video In Action Recipes For Using Video In
Language Teaching,(Sydney: Prentice Hal,1990),p.3 9Jack C. Richard, New Ways in Teaching Listening (Illinois: Pantagraph Printing
2002)p.217
4
correctly, besides that using movies or videos as media also helps student
to know the expression that is used in describing something directly from
authentic material such as video that also trigger students’ sensitivity sense
of hearing.
Based on the authenticity of the material, in this research the
writer will use descriptive video which related to the topic or theme of
material that is taught in ten grade students of SMK Islamiyah, the writer’s
reason of applying this descriptive video is expected to help student in
understanding the information on listening for information. With this
descriptive video the listening material is expected to be easy to deliver
and help the comprehension of student on material and expression used in
describing something. The video is taken from several resources such as
you tube, or website that served a description of something, someone or
place which related to theme or topic in the textbook, for example the
descriptive video about visit Indonesia which describe about the tourism
place around Indonesia.
As the writer read the result from several previous related studies
that average students tend to prefer listening with visual aids rather than
just listen to an audio format. Hence, based on the assumption above it is
expected that teaching listening by using descriptive video can offer an
alternative way on providing the variation techniques in teaching listening.
Finally, the writer has intended to study more and selects his topic about
the “The Effect of Using Descriptive Video in Teaching Listening
Comprehension” (Quasi-Experimental Research at First Year of SMK
Islamiyah)
5
B. Identification of Problems
According the background study, the writer identifies some problems
relating to the teaching listening:
1. Although many factors that can affect leaners’ achievement,
teaching method is important in teaching learning process
because it can affect learners’ motivation in learning.
2. The teaching method used in SMK Islamiyah Ciputat Tangerang
Selatan may not encourage learners’ activities, especially
teaching method in teaching listening comprehension.
3. Some learners in SMK Islamiyah Ciputat Tangerang Selatan
have low score on several listening comprehension exercises.
4. Students’ lack of vocabulary in learning listening due to
students less of practice
5. Lack of media in teaching listening due to limited facility
6. Teachers have few varieties teaching methodology to make
more interactive listening activity in their class.
C. The Limitation of the Study
In conducting this research, the writer limits the problem to avoid
misunderstanding and only focuses on the effect of the use of descriptive
video in teaching listening comprehension to learners’ score in the ten
grade of SMK Islamiyah Tangerang in 2014/2015 academic year.
D. The Formulation of Problems
Based on identification of problems the writer formulates research
problems as follow:
“Does the use of descriptive video in teaching listening affect the learners’
comprehension score?”
6
E. Purpose of the study
The purpose of this study is to investigate the effect of the use of
descriptive video in teaching listening to learners’ score. Whether or not the
use of descriptive video can affect the learners’ score. Hopefully this
method becomes an alternative way on providing the variation techniques
in teaching listening.
F. Significance of the Study
The result of this research is expected to give information for:
1. The teachers
For the teachers, the result of this research is expected to give
them information about the effect of using descriptive video in
increasing students’ listening comprehension score, so the teachers
can use this method in teaching listening.
2. The students
For the student the research result is expected to motivate them
in learning listening because by using descriptive video, the class
will be interesting. Hence, the students can improve their listening
skill.
3. The reader
For the reader, the research result is expected to give
information and knowledge about the effect of using descriptive
video in increasing students’ listening comprehension score.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Listening
1. The Nature of Listening
Students can understand and response the language by listening. Listening
is one of the most important elements in studying of foreign language.
Listening is needed for natural precursor to speaking EFL. Generally, there are
no a specific definitions of listening but there are consistent element that people
agree should be included in a listening definition. A content analysis of 50
definitions of listening found that the five most used elements were perception,
attention, remembering, and response.1
The author quoted the definition of listening due to not to be confused, as
“The selective process of attending to hearing, understanding, and remembering
aural symbols.”2 It means that listening not just attending to hearing but also
understanding and remembering information selectively. Hearing is dealing
with sense but listening deals with mind. Therefore, hearing and listening are
being as natural ability, but listening different from hearing. Hearing is simple
recognition of sound but listening implies some conscious attention to the
message of what is said. So, listening needs to teach due to its characteristic
that usually the source message difficult to understand, comprehend and need
thinking process.
1 Glenn in janusik, listening pedagogy: Where Do We Go from Here? In Andrew D. Wolvin,(Ed.)
Listening and Human Communication in 21st Century ,(London: Blackwell Publishing Ltd,
2010),P.204 2 Barker in janusik ,listening pedagogy: Where Do We Go from Here? In Andrew D. Wolvin
2010), P.205
8
2. Kinds of Listening
According to Jeremy Harmer there are two kinds of listening namely
extensive and intensive listening. To improve students listening skill in
listening English Language it is important for them to increase their language
input by practicing extensive and intensive listening. The number of listening
skills practiced would depend on the nature of the listening passage, the level of
the learners, and the purpose of listening.3 Below are the kinds of listening
based on Jeremy Harmer:
a. Extensive listening
This type is where a teacher encourages students to choose for them
what they listen to and do it, for pleasure and general language
improvement, it is can also have a dramatic effect on a students‟ language
learning
Extensive listening has also a greater ease than other types as it is
concerned to promote overall comprehension of a text and never requires
learners to follow every word and understand them. Learners need to
comprehend the text as a whole which is called global understanding.
Activities in this section must be chosen in terms with the proficiency level
of the listeners.
At the lower level they may have problems to organize the
information, so some of non-verbal forms in responding might be given such