A.
Background
of Study
Listening
is one of the four language skills which learners usually find the most difficult.
But, listening is very important to learn. Without good listening skill usually
people cannot speak fluently with others, they need listening skill to help
their idea in understanding what someone says.
Based
on questionnaire which was given on 19 November 2016 to students of SMAN 13 Banda Aceh in the
second grade showed that many of them have difficulties to follow listening
activity. They felt under pressure to understand every word. It means that the
students have difficulty in catching the information from the speaker. As a
result, the students have low motivation to learn listening. Therefore, the
teachers have to find the way to motivate the students in order to make them
interest in learning listening. So, the goal of teaching listening is hoped can
be reached. One of the ways to motivate students’ interest in listening is by
using media.
Based
on types, media are categorized into three. The first is additive media that
use sound only, such as radio and tape recorder. Second is visual media that
use visual only, such as picture or photo. The last one is audio visual media
that combine both additive and visual media, such as television, movie, etc.
Among those types of media, audio visual media are more effective to use for
listening because the students will use their two multy sensory, sound and
sight at the same time when doing listening (Harmer, 2001). Moreover, audio
visual media can attract students’ focus and concentration more than audio or
visual media only. Besides, Hruby (2010) also said that visual media such as
video may increase the students’ motivation and will make the students happy
and fun when doing listening practice that may effect the students to be more
participated in TL process when listening.
In
addition, Ur (1984) said that one of several specialists that mention problems
in the area of listening comprehension, identified the main potential problems
as stated: the typical sounds of English words, the system of stress,
intonation-rythm, different accents, and the ability to use environment clues
to get the meaning of a phrase. Moreover, she suggested a key to the success in
practicing listening should involve using visual and aural environmental cues
which provided additional information about the listening situation, therefore,
promoting the importance of the learners’ mastery of listening skills.
In
this study, the writer would try the way to teach listening by using contextual
video. Contextual video is video that depend on the context. The students would
use their prediction about the word that the speaker said in the video when
they are listening because the video is based on the context and based on what
they are learning in the classroom. Here, the writer would try this method on
teaching listening by using contextual video about Procedure Text in SMAN 13 Banda Aceh. The
writer would show the video to the students that related to procedure text,
then the students would take note what they hear.
Based
on the reason above the writer is interested to raise a title ”Using contextual
video to improve students’ listening ability”.
B.
Research
Questions
Reseacher
intends to conduct research by using contextual video as a teaching tool to
answer to two main questions:
1. Does
contextual video improve the students’ listening ability in SMAN 13 Banda Aceh?
2. What
are the students’ responses toward the use of contextual video in listening
practice in SMAN 13 Banda Aceh?
C.
The
Aims of the study
1. To
find out whether the use of contextual video can improve students’ listening
ability in SMAN 13 Banda Aceh.
2. To
find out the students’ responses toward contextual video usage in listening
learning practice in SMAN 13 Banda Aceh.
D.
Hypothesis
An
experiment is a way to prove certain hypothesis: whether there is a significant
difference between students who are taught by applying contextual video and
students who are taught by not applying contextual video. The hypothesis of
this study can be stated as follows:
Ho
: There is no significant difference in mastering listening between students
who are taught
by applying contextual video and students who
are taught by not applying contextual
video.
Ha
: There is a significant difference in mastering listening between students who
are
taught by applying contextual video and
students who are taught by not applying
contextual video.
E.
Significance
of the study
1. Provide
some information about the effectiveness of using video to improve students’
listening comprehension.
2. Give
a detail description about the difficulties in applying video for listening.
3. Motivate
students to learn English especially in Listening.
F.
Methodology
a. Population
and sample
Population is a complete set of individual or
subject having some common observable characteristics (Arikunto, 1993:110).
Whereas sample is a part of a number of population.
The population of this study is the second grade
students of SMAN 13 Banda Aceh. There are 310 students that are devided into
eight classes. Those are XI IPA 1, XI IPA 2, XI IPA 3, XI IPA 4, XI IPS 1, XI
IPS 2, XI IPS 3, XI IPS 4. The sample is the students of class XI IPA 2 as the
experiment class consisting of 28 students which is given the treatment by
implementing contextual video and XI IPA 4 as the control class consisting of
28 students which is given no treatment. The writer choose these class because
base on interviewed with the teacher, she said that the students in these class
have some problems, especially in listening skill.
b. Research
Design
This study would use a quantitative method and
applied a quasi-experimental design with non-equivalent control group pre-test
and post-test. According to McMillan and Schumacher (1989), quasi experimental
design is a design that approximates the true experimental type with no random
assignment of subject.
In this study involve two groups, they are
experimental class and control class. Experimental class is the class which
will give the treatment by implementing contextual video, whereas, control
class is a class which will give no treatment.
|
Both groups will give pre-test and post-test to
measure the effectiveness of the treatment that will give and the t-test
formula will apply to determine whether there is a significant difference
between the experimental and control groups’ means on dependen variabel (Coolidge,
2000). The design is as follow:
Where:
O1 : Pre-test of experimental group
O2 : Post-test of experimental group
O3 : Pre-test of control group
O4 : Post-test of control group
X : Treatment
c. Data
collection procedure
In
this study the writer will need the data from the students. In getting and
collecting the data the writer used some techniques. Those are: Test and
Questionnaire.
1. Test
The
test is a method of measuring a person’s ability, knowledge, or performance in
a given domain (Brown, 2003:3). In this study the writer will conduct some
tests namely pre-test and post-test to measure students’ ability before and
after teaching learning process. The first one is pre-test. The pre-test is
done before teaching learning process. In the doing the test, the students have
to fill the blank the word which is given by the writer in a piece of paper and
the writer will play the video about how to make fried iced cream. The writer
give them ten words that must to fill in the blank that taken from video, then
every students have to fill it. In evaluating the result of test, the writer give
ten points for each correct answer. The second one is post-test. The procedure
of doing post-test is the same as the procedure in the pre-test.
2. Questionnaire
Questionnaire
is a document containing questions and other types of items designed to solicit
information appropriate for analysis. In constructing the questionnaire, the
writer will use closed questionnaire. It means that the respondents answer the
questions by choosing one of answered given by the researcher. In this study,
the writer will use questionnaire to get additional information about the
students’ perception toward the learning activities by applying contextual
video.
G.
Data
Analysis
In this study, the writer would use
quantitative analysis. Borg (1989: 383) states that the quantitative analysis
is used to analyze data for the first research question. The data analysis will
be conducted by organizing the data gained through pre-test and post-test
guide. The results of the students’ performance in the pre-test will compared
with the results of their post-test to find out whether the use of contextual
video can improve students’ listening ability.
To answer the second research
question, the writer used questionnaire. The result of questionnaires to find
out the students’ responses toward contextual video usage in listening learning
practice.
The data will be analyzed statistically
by using the program of statistical computer software, Statistical Product and
Service Solution (SPSS). Some steps of statistically procedure will used in
order to examine the comparison of the scores from both groups.
In order to prove the hypothesis,
the scores of data from experimental and control group will be calculated and
compared through statistically procedure of t-test. If t-obtained is bigger
than t-critical value at level 0.05, it means the contextual video is effective.
|
Next,
the data from the questionnaire was analyzed using the percentage procedure, as
follow:
P
is the percentage, f is the frequency of how many the answer will be chosen, n
is the number of students and 100 is the constant value. The formula will used
to find out whether the students feel strongly agree, agree, undecided,
disagree, or strongly disagree toward the statements stated in the
questionnaire.
H.
Terminology
In
this study, the writer needs to explain some terms in order to make the reader
do not get misunderstanding. The terms are:
1. Contextual
video
Contextual
video is a video that has particular theme which is suitable for the learning
material and also has particular place, situation and vocabularies that can help
the students in understanding the meaning of every sentence in the procedure
text on video. Video itself means an electronic storange of moving image, such
as film, video tape, VCD and DVD.
In
this study, the use of contextual video is a video about precudure text that taken
from www.youtube.com
about how to make fried ice cream that has a context and suitable with learning
material for senior high school students, especially for second grade students
in SMAN 13 Banda Aceh
2. Improve
The
word ‘improve’ means make a significant improvement or something better (Oxford
learners pocket dictionary).
In
this study, the word improve is to make the students’ listening ability increase
or improve significantly by using contextual video in teaching procedure text about
how to make fried ice cream in SMAN 13 Banda Aceh.
3. Listening
ability
Listening
ability is an ability or skill of paying attention to and trying to get meaning
from something we here (Underwood, 1989).
In this study,
it emphasizes students listening and overall comprehension of the procedure
text in the video, then students fill in the blank in a piece of paper which
was gave by the writer.
REFERENCES
Arikunto,
Suharmisi. (1993). Prosedur Penelitian.
Yogyakarta: PT Rineka Cipta
Borg,
Walter R, and Gall, Meredith D. (1989). Educational
Research. 5th edition, New York and
London: Longman
Brown,
D. (2003). Language Assessment Principle
and Classroom Practice. New York: Longman
Coolidge,
Federick L. (2000). Statistic: a Gentle
Introduction. London: SAGE Publications Ltd.
Harmer,
J. (2001). The Practice of English
Language Teaching. Cambridge: Longman
Hruby,
Jan. (2010). Teaching aids - The Use of
Video in English Langage Teaching. (Bachelore
Tesis; Univerzita Pardubice, Fakulta Filozofika)
McMillan,
J. H. & Schumacher S. (1989). Research
in Design.
Underwood,
M. (1989). Teaching Listening.
London: Longman
Ur,
Penny. (1984). Teaching Listening
Comprehension. The Edinburg building; Cambridge University Press: New York
A.
Background
of Study
Listening
is one of the four language skills which learners usually find the most difficult.
But, listening is very important to learn. Without good listening skill usually
people cannot speak fluently with others, they need listening skill to help
their idea in understanding what someone says.
Based
on questionnaire which was given on 19 November 2016 to students of SMAN 13 Banda Aceh in the
second grade showed that many of them have difficulties to follow listening
activity. They felt under pressure to understand every word. It means that the
students have difficulty in catching the information from the speaker. As a
result, the students have low motivation to learn listening. Therefore, the
teachers have to find the way to motivate the students in order to make them
interest in learning listening. So, the goal of teaching listening is hoped can
be reached. One of the ways to motivate students’ interest in listening is by
using media.
Based
on types, media are categorized into three. The first is additive media that
use sound only, such as radio and tape recorder. Second is visual media that
use visual only, such as picture or photo. The last one is audio visual media
that combine both additive and visual media, such as television, movie, etc.
Among those types of media, audio visual media are more effective to use for
listening because the students will use their two multy sensory, sound and
sight at the same time when doing listening (Harmer, 2001). Moreover, audio
visual media can attract students’ focus and concentration more than audio or
visual media only. Besides, Hruby (2010) also said that visual media such as
video may increase the students’ motivation and will make the students happy
and fun when doing listening practice that may effect the students to be more
participated in TL process when listening.
In
addition, Ur (1984) said that one of several specialists that mention problems
in the area of listening comprehension, identified the main potential problems
as stated: the typical sounds of English words, the system of stress,
intonation-rythm, different accents, and the ability to use environment clues
to get the meaning of a phrase. Moreover, she suggested a key to the success in
practicing listening should involve using visual and aural environmental cues
which provided additional information about the listening situation, therefore,
promoting the importance of the learners’ mastery of listening skills.
In
this study, the writer would try the way to teach listening by using contextual
video. Contextual video is video that depend on the context. The students would
use their prediction about the word that the speaker said in the video when
they are listening because the video is based on the context and based on what
they are learning in the classroom. Here, the writer would try this method on
teaching listening by using contextual video about Procedure Text in SMAN 13 Banda Aceh. The
writer would show the video to the students that related to procedure text,
then the students would take note what they hear.
Based
on the reason above the writer is interested to raise a title ”Using contextual
video to improve students’ listening ability”.
B.
Research
Questions
Reseacher
intends to conduct research by using contextual video as a teaching tool to
answer to two main questions:
1. Does
contextual video improve the students’ listening ability in SMAN 13 Banda Aceh?
2. What
are the students’ responses toward the use of contextual video in listening
practice in SMAN 13 Banda Aceh?
C.
The
Aims of the study
1. To
find out whether the use of contextual video can improve students’ listening
ability in SMAN 13 Banda Aceh.
2. To
find out the students’ responses toward contextual video usage in listening
learning practice in SMAN 13 Banda Aceh.
D.
Hypothesis
An
experiment is a way to prove certain hypothesis: whether there is a significant
difference between students who are taught by applying contextual video and
students who are taught by not applying contextual video. The hypothesis of
this study can be stated as follows:
Ho
: There is no significant difference in mastering listening between students
who are taught
by applying contextual video and students who
are taught by not applying contextual
video.
Ha
: There is a significant difference in mastering listening between students who
are
taught by applying contextual video and
students who are taught by not applying
contextual video.
E.
Significance
of the study
1. Provide
some information about the effectiveness of using video to improve students’
listening comprehension.
2. Give
a detail description about the difficulties in applying video for listening.
3. Motivate
students to learn English especially in Listening.
F.
Methodology
a. Population
and sample
Population is a complete set of individual or
subject having some common observable characteristics (Arikunto, 1993:110).
Whereas sample is a part of a number of population.
The population of this study is the second grade
students of SMAN 13 Banda Aceh. There are 310 students that are devided into
eight classes. Those are XI IPA 1, XI IPA 2, XI IPA 3, XI IPA 4, XI IPS 1, XI
IPS 2, XI IPS 3, XI IPS 4. The sample is the students of class XI IPA 2 as the
experiment class consisting of 28 students which is given the treatment by
implementing contextual video and XI IPA 4 as the control class consisting of
28 students which is given no treatment. The writer choose these class because
base on interviewed with the teacher, she said that the students in these class
have some problems, especially in listening skill.
b. Research
Design
This study would use a quantitative method and
applied a quasi-experimental design with non-equivalent control group pre-test
and post-test. According to McMillan and Schumacher (1989), quasi experimental
design is a design that approximates the true experimental type with no random
assignment of subject.
In this study involve two groups, they are
experimental class and control class. Experimental class is the class which
will give the treatment by implementing contextual video, whereas, control
class is a class which will give no treatment.
|
Both groups will give pre-test and post-test to
measure the effectiveness of the treatment that will give and the t-test
formula will apply to determine whether there is a significant difference
between the experimental and control groups’ means on dependen variabel (Coolidge,
2000). The design is as follow:
Where:
O1 : Pre-test of experimental group
O2 : Post-test of experimental group
O3 : Pre-test of control group
O4 : Post-test of control group
X : Treatment
c. Data
collection procedure
In
this study the writer will need the data from the students. In getting and
collecting the data the writer used some techniques. Those are: Test and
Questionnaire.
1. Test
The
test is a method of measuring a person’s ability, knowledge, or performance in
a given domain (Brown, 2003:3). In this study the writer will conduct some
tests namely pre-test and post-test to measure students’ ability before and
after teaching learning process. The first one is pre-test. The pre-test is
done before teaching learning process. In the doing the test, the students have
to fill the blank the word which is given by the writer in a piece of paper and
the writer will play the video about how to make fried iced cream. The writer
give them ten words that must to fill in the blank that taken from video, then
every students have to fill it. In evaluating the result of test, the writer give
ten points for each correct answer. The second one is post-test. The procedure
of doing post-test is the same as the procedure in the pre-test.
2. Questionnaire
Questionnaire
is a document containing questions and other types of items designed to solicit
information appropriate for analysis. In constructing the questionnaire, the
writer will use closed questionnaire. It means that the respondents answer the
questions by choosing one of answered given by the researcher. In this study,
the writer will use questionnaire to get additional information about the
students’ perception toward the learning activities by applying contextual
video.
G.
Data
Analysis
In this study, the writer would use
quantitative analysis. Borg (1989: 383) states that the quantitative analysis
is used to analyze data for the first research question. The data analysis will
be conducted by organizing the data gained through pre-test and post-test
guide. The results of the students’ performance in the pre-test will compared
with the results of their post-test to find out whether the use of contextual
video can improve students’ listening ability.
To answer the second research
question, the writer used questionnaire. The result of questionnaires to find
out the students’ responses toward contextual video usage in listening learning
practice.
The data will be analyzed statistically
by using the program of statistical computer software, Statistical Product and
Service Solution (SPSS). Some steps of statistically procedure will used in
order to examine the comparison of the scores from both groups.
In order to prove the hypothesis,
the scores of data from experimental and control group will be calculated and
compared through statistically procedure of t-test. If t-obtained is bigger
than t-critical value at level 0.05, it means the contextual video is effective.
|
Next,
the data from the questionnaire was analyzed using the percentage procedure, as
follow:
P
is the percentage, f is the frequency of how many the answer will be chosen, n
is the number of students and 100 is the constant value. The formula will used
to find out whether the students feel strongly agree, agree, undecided,
disagree, or strongly disagree toward the statements stated in the
questionnaire.
H.
Terminology
In
this study, the writer needs to explain some terms in order to make the reader
do not get misunderstanding. The terms are:
1. Contextual
video
Contextual
video is a video that has particular theme which is suitable for the learning
material and also has particular place, situation and vocabularies that can help
the students in understanding the meaning of every sentence in the procedure
text on video. Video itself means an electronic storange of moving image, such
as film, video tape, VCD and DVD.
In
this study, the use of contextual video is a video about precudure text that taken
from www.youtube.com
about how to make fried ice cream that has a context and suitable with learning
material for senior high school students, especially for second grade students
in SMAN 13 Banda Aceh
2. Improve
The
word ‘improve’ means make a significant improvement or something better (Oxford
learners pocket dictionary).
In
this study, the word improve is to make the students’ listening ability increase
or improve significantly by using contextual video in teaching procedure text about
how to make fried ice cream in SMAN 13 Banda Aceh.
3. Listening
ability
Listening
ability is an ability or skill of paying attention to and trying to get meaning
from something we here (Underwood, 1989).
In this study,
it emphasizes students listening and overall comprehension of the procedure
text in the video, then students fill in the blank in a piece of paper which
was gave by the writer.
REFERENCES
Arikunto,
Suharmisi. (1993). Prosedur Penelitian.
Yogyakarta: PT Rineka Cipta
Borg,
Walter R, and Gall, Meredith D. (1989). Educational
Research. 5th edition, New York and
London: Longman
Brown,
D. (2003). Language Assessment Principle
and Classroom Practice. New York: Longman
Coolidge,
Federick L. (2000). Statistic: a Gentle
Introduction. London: SAGE Publications Ltd.
Harmer,
J. (2001). The Practice of English
Language Teaching. Cambridge: Longman
Hruby,
Jan. (2010). Teaching aids - The Use of
Video in English Langage Teaching. (Bachelore
Tesis; Univerzita Pardubice, Fakulta Filozofika)
McMillan,
J. H. & Schumacher S. (1989). Research
in Design.
Underwood,
M. (1989). Teaching Listening.
London: Longman
Ur,
Penny. (1984). Teaching Listening
Comprehension. The Edinburg building; Cambridge University Press: New York
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