AUDIO VISUAL MEDIA IN TEACHING LISTENING AT SMP MUHAMMADIYAH 06 DAU MALANG
THESIS
By:
BIMA TERESNA ALISANDI
07360201
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUDIO VISUAL MEDIA IN TEACHING LISTENING AT SMP MUHAMMADIYAH 06 DAU MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Department
By:
BIMA TERESNA ALISANDI
07360201
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO
“
Satu-Satunya Orang Yang Tidak Membuat
Kesalahan Adalah Orang Yang Tidak Berbuat
Apa-apa. Jangan Takut Kepada Kesalahan
Dengan Syarat Anda Tidak Mengulangi
Kesalahan Yang Sama.
”
(Roosevelt)
“
Kegagalan Masa Lalu Merupakan Pedoman
Bagi Kesuksesan Di Masa Mendatang.
”
(Anonim)
DEDICATION
I dedicated this thesis to:
My Beloved Parents
My Sisters
My Beloved Eby
ACKNOWLEDGEMENT
Alhamdulillah,all praise is to ALLAH SWT, the Merciful and Charitable. Because of his guidance, blessing and affection, he can finish this thesis. Sholawat and peace are always for our prophet Muhammad.
He would like to express great appreciation and thank to many persons who are being mind the completion of his thesis. He appreciate and thank to Drs. Mas’udi, M.Ed and Drs. Adiloka, M.Pd for the valuable guidance and their worth advice; thus, his thesis can run well. Thank you very much to institutes SMP Muhammadiyah 06 Dau Malang, especially Mr. Alfan Ajizan S.Pd who help permitted and helped my research.
Great thank are also to his beloved parents, Ali Mashudi, M.E, and
Lisdiyarohmi, S.Pd, his beloved grandma “Emak” his beloved brother and sister “Anton, Citra, Davi, Elita” and her beloved inside “Nadyn (I will merry u)”, for
prays, encouragement, guidance, sacrifice, and support for success in every part of his life includes in this thesis. Additional thanks go all lectures at English Department of Muhammadiyah University of Malang who have given so much worth knowledge and great suggestions in finishing her study.
Finally, her special expression of gratitude is for all her best friends especially, Ghoshong, Imam, Imam S, Nuzul, dendy, Ireh (penceng), Rizal S, Budi, Amin, Mardex, Wim and all of ceki guys, his great friends (Ayu, Risma, Dhani), 3,5 of UMM Group, JC Study Group (Imam, Zaky, Adji, Rizal, Sun u see, Sate, Abdi, Emon, Dendy), Mr. Yusuf (Boarding house owner 12A) Emak café, Sahabat Cafe, Boarding house friends Gg.12 and others that could not be mentioned one by one.
Malang, 28 January 2012
The Writer
TABLE OF CONTENT
APPROVAL ... i
LEGALIZATION ... ii
MOTTO AND DEDICATION ... iii
ACKNOWLEDGEMENT ... iv
ABSTRACT ... v
TABLE OF CONTENT ... vi
CHAPTER I INTRODUCTION 1.1 Background of the study ... 1
1.2 Statement problems... 5
1.3 Purposes of the study ... 5
1.4 Significance of the study ... 5
1.5 Scope and limitation ... 6
1.6 Definition of the key terms... 6
CHAPTER II REVIEW AND RELATED LITERATURE 2.1 Teaching English ... 8
2.2 Teaching listening ... 10
2.3 Teaching media ... 15
2.4 Kinds of media ... 16
CHAPTER III RESEARCH METHODOLOGY
3.1 Research design ... 27
3.2 Research subject ... 27
3.3 Research Instruments ... 28
3.4 Data collection ... 33
3.5 Data analysis... 34
CHAPTER IV RESEACH FINDINGS AND DISCUSIONS 4.1 Research findings ... 35
4.2 Discussions ... 39
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion ... 41
5.2 Suggestions... 42
REFFERENCES
REFFERENCES
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Brindley, S. (1994), Teaching English. Open University: Routledge 29 West 35th Street, New York, NY 10001.
Choudron, graig.1988. Secondary Language Classroom. USA: Cambridge University Press.
Davison, J. & Dowson, J. (2002), Learning to Teach English in the Secondary School. USA, Canada: Routledge 29 West 35th Street, New York, NY 10001. Vocabulary To Young Learners. Unpublished Thesis. Malang: UMM.
Harmer, J. (2001), The Practice of English Language Teaching (third edition), UK, Cambridge: Longman Group.
http://www.wordnik.com/words/respond
http://elektindo.com/link/pengertian-vcd-player
Kline, S. (2000).”mediating Media: Chilhood between Research and Practice; child and youth culture.”University of Denmark-Odense Hindsgavl, Funen, Denmark.
McMillan, James.H and Schumacher, Sally. 1993. Research in Education a Conceptual Introduction. HarperCollins College Publishers, 10 East 53rs Street, New York, NY 10022.
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Nazir, Mohamad. (2005). Metode Penelitian. Bogor: Ghalia Indonesia.
Ni’mah, Yuniani. (2007). A Study of Using Media in Teaching English at SMU 3 Madiun. Unpublish Thesis. Malang: University of Muhammadiyah Malang.
Nunan, D. (1991), Language Teaching Methodology. Prentice Hall press, Englewood cliffs.
Palmer, E. (1988). Television & America's children : a crisis of neglect. New York: Oxford University Press.
Pollard’s, L. (2008), Guide to Teaching English. London University Press.
Richard, J.C. & Lockhart, C. (1996), Reflective Teaching in Second Language Classroom, USA: Cambridge University Press.
Sadiman et al, (2008). Media Pendidikan. Jakarta: PT Raja Grafindo Persada.
Sadiman et al, (2006). Media Pendidikan. Jakarta: PT Raja Grafindo Persada.
Saputri, Novi. (2004). A Study on the Use of Media in Teaching English at SDN Perak Barat 1 Surabaya. Unpublish Thesis. Malang: University of Muhammadiyah Malang.
Soler, E.A. & Jorda, M.P.S. (2007), Intercultural Language Use and Language Learning. A C.I.P Catalogue, Library of Congress, P.O Box 17, 3300 AA Dordrecht, Netherlands: Springer.
1 CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of the problem, purpose of the study, significance of the study, scope and limitation, and the definition of the key terms.
1.1 Background of the study
English is an international language that functions as a means of communication, which is needed for economic, politics and education development in the modern era. In the field of economics, we find that English is used in trade. In politics, English is used to communicate the idea or the opinion of the people, and in education, we know that a lot of book are written in English. English serves as a means of absorbing and developing science, international aid and administration, technology and culture. So, it is very important for the students to have the ability to comprehend the information by learning English. It is supported by Trask (1999), who claims that English is beyond dispute the premier international language throughout the world.
2 percent for writing, and 40 percent for listening. Based on the data above, it can be concluded that listening is the most important skill. Listening is a communication technique that requires the listeners/students to understand, interpret, and evaluate what they hear. In addition, listening skill is imperative for English language learners because without understanding the information what other people say, students cannot reply. So, the students who are able to practice listening in teaching listening process well will able to apply the language when they are in other situations.
A teaching listening process guides the students to listen and to get the main idea of what is being said without focusing on specific details and without hesitating over unknown words by using certain instructional media to the learners (Pollard, 2008:39). It means that for making the teaching listening process successful, media is needed as a special tool for creating successful learning process especially listening. According to Sadiman (2008:17), media gives a good impact to young learners; it can make message of the materials delivered clearly, it can make the learners active in teaching learning process including motivating the learners and letting them study by themselves based on their interest and ability. By using media it will change the response of the students. It will make students interested in studying English.
3 questions; (1) Is it easy for use to prepare? (2) Is it relevant to the teaching learning purpose? and (3) Is it stimulating student sense?
Based on the statement above, it can be a concluded that the audio visual media is an appropriate media to use in the classroom. By using it, the teacher will be easy to convey messages to the learners because this media is very flexible, practical, and easy to prepare. It is supported by Rose et al. (2001, in Soler & Jorda, 2007:245) who state that the use of audio visual material as a valuable source that can present learners with samples of appropriate language use in a variety of contexts. In addition, audio visual media can be used for individual or large number of students. Besides, it can manipulate the situation and condition in the class. It means that the students will feel that the object provided is real. It is supported by Hamzah and Lamatenggo (2010:135) who say that small, large, dangerous object, or the object cannot be provided in the class, it can be shown by audio visual media.
Ni’mah (2007), in her research of “A Study of Using Media in Teaching
English at SMU 3 Madiun”, found that the teacher used several teaching media. They
are visual media consists of whiteboard, real object, overhead projector and text book. Audio media consist of radio, tape recorder and language laboratory. Audio visual media consist of Television program, VCD player and computer/internet.
Other previous research, conducted by Hapsari (2008), about “The
Effectiveness of Using Different Teaching Media to Teach Vocabulary”, found that
4 Jorda (2007:224) claimed that visual media often do not present a specific language function or a speech act at all and, when they do, it may not reflect real language use.
Based on the data above, it can be concluded that there are many media that can be used in teaching English. They are visual media, audio media, and audio visual media. About visual media, there are different results of the study between Hapsari (2008) and Soler and Jorda (2007). Hapsari (2008) stated that teaching vocabulary using visual media is more effective than using audio media for student such as playing, easy to remember and easy to forget. The research conducted by Soler and Jorda (2007) showed that the recorded material of the visual media did not pay much attention to the interactive features. Moreover, Soler and Jorda, supported by Salazar & Uso-Juan (2001, in Soler & Jorda, 2007:226) argued that the input learners are exposed to in visual media fails to offer examples of requests that reflect natural instances of language use in authentic situations.
Because of the data above, the researcher wants to combine audio media and visual media to be audio visual media. In addition, the researcher wants to know the
result how are the student’s responses for the used of audio visual media if it is
applied in teaching listening. The success of teaching learning by using media is shown by the responses of the students. If the responses of the students indicate that
they enjoy the class, it means that the media is suitable with the students’ needs. It is
successful when the learners are able to answer the question. However, the learners will not focus and get sufficient motivation or support to study if the media is not
5 All in all, from those explanations above, the writer is interested in conducting a study at SMP Muhammadiyah 06 Dau Malang. The writer decides to conduct a study about the audio visual media in teaching listening at SMP Muhammadiyah 06 Dau Malang. Besides, the writer is interested in knowing the responses which are shown by the students at the school.
1.2 Statements of the problem
1. What are the kinds of audio visual media used by the teacher in teaching listening at SMP Muhammadiyah 06 Dau Malang?
2. What are the students’ responses toward the audio visual media in teaching listening at SMP Muhammadiyah 06 Dau Malang?
1.3 Purpose of the study
Based on the statement problems above, the purposes of the study are:
1. To find out the kinds of audio visual media that is used by the teacher in teaching listening at SMP Muhammadiyah 06 Dau Malang.
2. To know the students’ responses toward the audio visual media in teaching listening at SMP Muhammadiyahm 06 Dau Malang.
1.4 Significance of the study
6 For the teachers, it will give information on the use of media which are appropriate with the material in teaching listening. Moreover, it will anticipate the
teacher’s difficulties in doing listening process and also selecting suitable media.
Likewise, teachers can develop and find best media in teaching listening. For teachers/lecturers of English Department, this research is expected to give contribution to improve and elaborate the theory especially the used media in teaching listening. For the next researchers it may give contribution to conduct investigation in the same subject. It will give a guidance of how to conduct the similar research. In addition, the result of the study can be used as a source of information to develop this research.
1.5 Scope and Limitation
The writer realizes that it is impossible to include all factors related to this study and it is necessary to scope and limit this study. This study stresses on investigating the media used by teachers in teaching English. Furthermore, the limitation of this study is the audio visual media used in teaching listening by the teacher of 2nd grade at SMP Muhammadiyah 06 Dau Malang.
1.6 Definition of the key terms
7 1. Audio visual media
Audio Visual media is combination media of seeing and hearing sensory, they are: Television programs, Film/Video strips and overhead Transparencies (Kasbolah, 1999 in Saputri, 2004). In other word, it can be said that Audio Visual media is a media with both sound and visual that are work together.
2. Listening
Listening is the act of hearing to get the information from the speakers by predicting and analyzing what is being said. It is supported by Pollard (2008), who claimed that listening was one of the receptive skills and as such it involves students in capturing and understanding the input of English.
3. Teaching Listening
Teaching listening is process of guiding to listen to get the main idea of what is being said without focusing on specific details and without hesitating over unknown words (Pollard, 2008). In short, teaching listening is guiding the students to get information, main idea and receiving the messages by listen to the speakers.
4. Responses
To answer or reply in any way; exhibit some action or effect in return to a force or stimulus. (http://www.wordnik.com/words/respond). On the other hand, it can be
said that response is the students’ reaction in getting knowledge transferred by
