i
THE EFFECT OF PICTURE AND VIDEO
ON STUDENTS
’
LISTENING COMPREHENSION
(A Quasi-experimental Study in the Eighth Grade Students’ of SMPN 8 Tangerang Selatan)
THESIS
By:
DEWI PUJI LESTARI NIM. 2111014000018
GRADUATE PROGRAM OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
ii
THE EFFECT OF PICTURE AND VIDEO
ON STUDENTS
’
LISTENING COMPREHENSION
(A Quasi-experimental Study in the Eighth Grade Students’ of SMPN 8 Tangerang Selatan)
THESIS
Completed as Partial Fulfillment of the Requirement for Master’s Degree At English Department, Faculty of Tarbiyah and Teachers’ Training
UIN Syarif Hidayatullah Jakarta
By:
DEWI PUJI LESTARI NIM. 2111014000018
GRADUATE PROGRAM OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
vi
ABSTRACT
Lestari, Dewi Puji. The Effect of Picture and Video on Students’ Listening Comprehension, 2016
The objective of the study was to introduce the students’ to some listening materials which are presented by using video and picture. The objectives of this research are: 1) whether there is a significant effect from the students’ who were taught by video and those who were taught by picture on students listening comprehension at the eighth grade students of 8 Junior High School, 2) whether there is a significant effect of low motivation and high motivation students’on students’ listening comprehension and 3) whether there is a significant interaction between both learning media and students’ motivation on students’ listening comprehension. The method of this research is quasi-experimental research. The sample for this research was taken from 8th grade students in SMPN 8 Tangerang Selatan. One class was taught with Video and one with Picture. The technique used to analyze the data in this research was used analysis of variance (ANAVA) two ways. The result indicated that 1) there is a significant effect between the use of Video and Picture on students’ listening comprehension. This result also shows that the use of Video is more effective than Picture, 2) there is a significant effect from learning motivation on students’ listening comprehension. The result also shows that students’ who have high learning motivation had better achievement than students’ who have low learning motivation and 3) there is a significant effect between both learning media and students’ learning motivation on students’ listening comprehension.
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ABSTRAK
Lestari, Dewi Puji. Pengaruh Penggunaan Gambar dan Video Terhadap Prestasi Belajar Listening, 2016
Tujuan penelitian ini adalah untuk mendapatkan bukti empiris tentang: (1) ada tidaknya pengaruh yang signifikan penggunaan media gambar dan video terhadap prestasi belajar listening siswa, (2) ada tidaknya pengaruh yang signifikan antara motivasi belajar terhadap prestasi belajar listening siswa, dan (3) ada tidaknya interaksi pengaruh yang signifikan antara media pembelajaran dan motivasi belajar siswa terhadap prestasi belajar listening siswa.
Metode penelitian kuantitatif ini adalah quasi-eksperimen. Sampel penelitian diambil dari siswa kelas 8 SMPN 8 Tangerang Selatan. Satu kelas menggunakan gambar dan satu kelas lainnya menggunakan video di dalam pembelajaran listening. Teknik analisis data pada penelitian ini adalah dengan menggunakan analisis dua jalan. Berdasarkan uji hipotesis dibuktikan bahwa: (1) Terdapat pengaruh yang signifikan penggunaan media gambar dan video terhadap prestasi belajar listening. Hasil menunjukkan bahwa penggunaan media video lebih baik dibandingkan dengan media gambar. (2) Terdapat pengaruh yang signifikan dari motivasi belajar terhadap prestasi belajar listening. Hasil menunjukkan bahwa siswa yang memiliki motivasi belajar tinggi lebih baik prestasinya dari pada siswa yang mempunyai motivasi belajar rendah. (3) Terdapat interaksi pengaruh yang signifikan penggunaan media pembelajaran dengan motivasi belajar terhadap prestasi belajar listening siswa.
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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 “thesis”.
On this opportunity, the author would like to express her profound gratitude, more than she can express to all of those who have given help and guidance so that this thesis can be finished. Completion of writing of this thesis, the author would like to thank to:
1. Prof. Dr. Dede Rosyada, M.A., as the Rector of Syarif Hidayatullah State Islamic University Jakarta.
2. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and Teachers’ Training.
3. Dr. Atiq Susilo, M.A., as the author supervisor in completing this thesis through guidance and direction as well as encouragement that are very useful and helful for the preparation and writing of this thesis.
4. Dr. Fahriany, M.Pd., as the Present Head of Graduate Program of English Education and also her academic advisor who always stimulates and encourages her to finish the paper.
5. Dr. Jejen Musfah, M.A., as the Secretary of Graduate Program that gave helping during arrangement of thesis.
6. All examiners who had given the valuable input and advice for the improvement of this thesis.
7. All lecturers in Graduate Program of English Education, thanks for the teaching during the time.
8. The greatest thanks and appreciation dedicated to Abd. Aziz Hsb. and Siti Bayinah, the author beloved parents who always pray, encourage, give love and compassion, give material she need.
9. My little sisters, Nur Najmi Laila and Khalida Handayani, and my little brother M. Farhan Aziz Baihaqi, great thanks to them for their support. At last, the author say thank you for all of those who have helped her, who are not mentioned personally here, without their patience, guidance, and cooperation this thesis could have never been written.
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TABLE OF CONTENTS
COVER PAGE ...i
TITLE PAGE ... ii
STATEMENT OF ORIGINALITY ... iii
APPROVAL BY THESIS SUPERVISORS ... iv
APPROVAL SHEET ... v
ABSTRACT ... vi
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ...xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background of the Research ... 1
B. Problem Identification ... 4
C. The Limitation of the Problem ... 5
D. Research Question ... 5
E. Research Objectives ... 5
F. Research Significance ... 5
CHAPTER II THEORETICAL FRAMEWORK ... 7
A. Listening Comprehension Ability ... 7
1. Types of Listening ... 9
2. Teaching Listening Comprehension ... 10
3. Teaching Listening Stages ... 11
4. Teaching Listening For Junior High School ... 13
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6. Skill Required to Have Good Listening Skill ... 15
B. Instructional Media ... 15
1. Definition of Instructional Media ... 15
2. The Role of Media in Enhancing Teaching and Learning ... 16
3. Criteria for Selection and Use of Instructional Media .... 17
C. Video ... 19
1. The Role of Video in Listening Comprehension ... 19
2. Types of Video Supporting Listening Comprehension ... 20
3. Function of Videos in Listening Comprehension ... 21
D Picture ... 22
1. The Role of Picture in Listening Comprehension ... 23
2. Types of Picture Supporting Listening Comprehension . 23 3. Function of Picture in Listening Comprehension ... 25
E. Motivation ... 26
1. Definition ... 26
2. Motivation in Learning Language ... 27
3. Self-Determination Theory ... 28
4. Factors Affecting Students’ Learning Motivation ... 31
5. The Characteristics of Motivated Students’ ... 32
F. Conceptual Framework ... 33
G. Previous Related Studies ... 34
CHAPTER III RESEARCH METHODOLOGY ... 36
A. Place of Time of Research ... 36
B. Research Method ... 36
C. Research Design ... 36
D. Variable of the Research ... 40
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F. The Technique of Collecting Data ... 42
G. Research Instrument ... 43
H. Hypothesis ... 48
I. Validity and Reliability ... 48
J. The Technique of Data Analysis ... 52
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 53
A. Research Findings ... 53
1. Data Description ... 53
B. Discussion ... 73
CHAPTER V CONCLUSION AND SUGGESTION ... 76
A. Conclusion ... 76
B. Suggestion ... 76
REFERENCES ... 78
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LIST OF TABLES
Table 2.1 Basic Competences for Listening Skill in 2013 Curriculum ... 14
Table 3.1 Research Design Factorial Data Analysis 2x2 ... 37
Table 3.2 The Data of Grade VIII students as the population ... 42
Table 3.3 Students’ Learning Motivation Questionnaire Scale ... 43
Table 3.4 The Indicators of Students’ Learning Motivation ... 45
Table 3.5 The Indicators of Listening Comprehension Test ... 47
Table 3.6 The Validity Test from Learning Motivation Questionnaire ... 51
Table 4.1 The Data Labels ... 54
Table 4.2 Data Analysis of Listening Comprehension with ANAVA Two Ways ... 55
Table 4.3 Descriptive Statistics of A1 ... 56
Table 4.4 Descriptive Statistics of A2 ... 58
Table 4.5 Descriptive Statistics of B1 ... 59
Table 4.6 Descriptive Statistics of B2 ... 61
Table 4.7 Descriptive Statistics of A1B1 ... 63
Table 4.8 Descriptive Statistics of A1B2 ... 64
Table 4.9 Descriptive Statistics of A2B1 ... 66
Table 4.10 Descriptive Statistics of A2B2 ... 67
Table 4.11 The Test of Normality ... 69
Table 4.12 Test Statistics ... 69
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LIST OF FIGURES
Figure 4.1 Graph of Students’ Listening Comprehension taught by
Using Video ... 57
Figure 4.2 Graph of Students’ Listening Comprehension taught by
Using Picture ... 58
Figure 4.3 Graph of Students’ Listening Comprehension with High
Learning Motivation ... 60
Figure 4.4 Graph of Students’ Listening Comprehension with Low
Learning Motivation ... 62
Figure 4.5 Graph of Students’ Listening Comprehension with High
Learning Motivation Taught by Using Video ... 63
Figure 4.6 Graph of Students’ Listening Comprehension with Low
Learning Motivation Taught by Using Video ... 65
Figure 4.7 Graph of Students’ Listening Comprehension with High
Learning Motivation Taught by Using Picture ... 66
Figure 4.8 Graph of Students’ Listening Comprehension with Low
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LIST OF APPENDICES
Appendix 1 Eighth Grade Junior High School Syllabus ... 85
Appendix 2 Lesson Plan ... 101
Appendix 3 Listening Test... 153
Appendix 4 Pre-Test Score from Experiment and Control Class ... 162
Appendix 5 Post-Test Score from Experiment and Control Class... 167
Appendix 6 Questionnaire Test ... 172
CHAPTER I INTRODUCTION
A. Background of The Research
Listening is one of the four language skills that have to be learnt from Junior High School until university level. Listening is a great importance to both learning in general and second language learning in particular. In learning English language, there are some advantages from doing listening activities. First, listening provides the example of good pronunciation in English. Second, students can also learn about intonation, stress, accent and speed. These language elements are best to be learnt through listening activities. Third, students can learn grammar indirectly. When students are listening to English language, they subconsciously learn the grammar.
According to Rost (2014, p. 16) in psycholinguistics paradigm for learning listening, the learner must convert the input (what is said) to intake (what is understood) because listening is vital in the language classroom and it provides input for the learner. Without understanding input at the right level any learning simply cannot begin.
The process of listening for English as foreign language students (ESL) probably start from their classroom. It is because the language they are using in daily life is not English. In the listening classroom, the ESL students will get a chance to listen to English use like in conversations, short functional texts, or even monologue. The target of a listening activity is basically to make the students to get used to the English sound, words, phrases, sentences, paragraphs, and they are also expected to be able to comprehend what lies behind those linguistics aspects such as, the strands of meaning context and so on.
Listening skill of foreign language students is not derived naturally, because the language itself is not applied in the society communication. The students may only be able to practice their listening in the classroom. The process of listening in the classroom involves students and teachers. Mostly, the main source of listening for students is the voice of their teachers. Individual voice of the teacher can also be called as the source of listening, because in teaching learning process, teacher talk as she gives some instructions should also be understood by their students.
In language learning about listening comprehension, basically some teachers still focuses on the old learning model; the students just listen to the teacher voice or listen to the cassette and answer the teacher’s questions correctly. It can make listening become uninteresting material and get minimum attention from the students. This is also happened to the students in SMPN 8 Tangerang Selatan. When the time is come to listening material and the teachers just used her/his voice or using an audio, most of the students don’t feel excited about it. Some of them still not focus to the material and some chatted with
their friend, and some of them feel sleepy because they already know what they have to do in listening material time.
In fact, the writer thinks that the students in SMPN 8 Tangerang Selatan need variety in listening then just listen to the teacher’s voice. Listening to the teacher can be boring and monotonous. Listening comprehension lessons also too often in a series of listening tests in which tapes or audio only are played, comprehension exercises are attempted by the learners, and feedback is given in the form of the right or wrong answer. In teaching listening skills, many teachers just gives the material, the students listen and write. The teacher does not explain what it means. This can affect to their score from listening test, the result of their listening test is not satisfy the teacher.
Therefore, the students seems to have thought in mind that if they will learn listening material, then it will be using the teacher’s voice or using the audio from the cassette or tapes. The most important element and fundamental for the interaction is the ability to understand what the speaker has said. It is the duty for the language teacher. With the increasing attention to listening skills, teachers must understand and apply teaching strategies that can help learners improve their listening ability.
Listening comprehension is one of the important aspects in language learning. Learners want to understand second language (L2) speakers and want to comprehend a variety of L2 multimedia such as DVDs and the internet. Whereas in listening comprehension skill not only theory that being explained but also it involves practice and understanding. The students must be given a chance to be active to develop their ability to understand the subject. Because an important teaching goal is to help students becomes more creative (Santrock, 2006, p. 311).
Teaching listening skills in the classroom should no longer be the case of the teacher switching off as soon as the tape recorder/CD player is switched on. For many students listening is stressful and, therefore, potentially de-motivating. In planning a listening skills lesson teacher should not only consider that the listening exercise is the next activity in the textbook, for example, but also take into account why students may find the listening task difficult, what are the backgrounds of the students, what materials should be used, and what will be happening at different stages of the listening lesson.
In teaching listening, it is advisable to orient students to what they are about to hear by providing various forms of listening supports (Pospieszyńska, 2000, p. 1); (Chang, 2007, p. 375) in order to give learners a context for interpretation and also activate background knowledge (Chang and Read, 2007, pp. 376–394); (Brown, 2006, p. 4)). Listening to other supplemental material such as records from native speaker might also produce challenge experience.
(Hadley, 2001, pp. 18–22). Authentic listening texts such as stories, songs and radio shows can, conversely, be used to motivate students into listening to ‘real’ language. definitely motivate them to joint listening course.
According to Salvin (as cited by Rehman, 2014, p. 345) motivation is considered as an integral part in the achievement of any goal. Motivation as an internal process that activates, guides and maintain behavior over time. It is an important factor that has a positive influence in any educational learning process especially in learning second language.
Specific to the language teaching, some experts have commented on the important position of motivation for in the teaching. For example, Rost (2006, p. 1) considers motivation is more important than teaching methodology. According to Rost (2006, p. 2), there are two main reasons why motivation is so important. The first is that motivation arouses students’ interest. The second is that motivation helps the students keep their enthusiasm.
What might be assumed from Rost’s view is that a good method will not automatically result in good learning outcomes, but they depend on how the motivation of the students is. Such important role of motivation, therefore, has then led to numerous studies attempting to search possible measures in order to promote students’ motivation in learning. Based on Brown (2006, p. 2) one very important idea for teaching listening is that listening courses must make use of students’ prior knowledge in order to improve listening comprehension.
Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students’ achievement of instructional objectives. This may include traditional materials such as chalkboards, hand-outs, charts, slides, overheads, realia, and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing (Carey, Carey, & Dick, 2001, p. 150).
Ogunbote and Adesoye (2006, pp. 100–111) expressed that multimedia technology adds new dimension to learning experiences because concepts were easier to present and comprehend when the words are complemented with images and animations. Stating further that it has been established that learners retain more when a variety of senses are engaged in impacting knowledge; and the intensity of the experience aids retention and recall by engaging social, emotional and intellectual senses.
successfully and teachers are taught and encouraged to utilize instructional media when teaching. They can therefore exploit current techniques at their disposal.
Recently a lot of listening materials are derived from recorded extract, for instance on CDs, tape records, videos and others. Using video can be much richer than using audio. Video doesn’t only produce sound but also produce moving picture; speaker can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, etc. and background information can be filled in visually (Harmer, 2007, p. 144).
Picture can be used as an aid to give the students illustration on the natural situation where the language is used. Picture provides the information for the students on what they will listen. Moreover, because it gives illustration on the real context, it is expected to be able to increase the students’ interest in the subject.
Based on Van der Werff (2003, p. 2) some teachers are successfully brings the most reticent students to the lesson by using pictures. This shows how pictures can be used as an effective media in teaching listening to ESL and EFL. Buck (2001, p. 173) stated that many communicative situations, the verbal information is also accompanied by visual information.
Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students have a new way and increased their motivation when they got the listening material from the teachers. Usually most of teachers just play the audio material from a cassette or another source and asked the students to answer the question from it. A method like that will make the students do not feel like to learn listening material and they will think that it was bored.
One of the ways to orient learners to a listening comprehension task is by providing them visual material. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students having a new way and expected to increase their motivation when they got the listening material from the teachers.
The aim of this study is to find out the students listening achievement after being taught by video compare to the students listening proficiencies after being taught by picture and how students’ motivation can be improved through video and picture.
B. Problem Identification
Based on the problem, the identification of the research as follows: 1. There are teachers that still focus on the old learning model, the students
2. There are teachers that teach listening material by giving only the material, the students listen and write.
3. Some teachers didn’t know the usage of learning media such as picture or video can be used as teaching strategies that can help learners improve their listening ability.
4. Students’ low motivation in learning listening material is because of not enough explanation and example about the material.
5. Students low motivation in learning listening material because the learning media is not used properly in the classroom.
C. The Limitation of Problem
Based on the problem, this research was limited on which was more effective between picture and video to affect students learning motivation and listening comprehension at the eighth grade of SMPN 8 Tangerang Selatan Junior High School.
D. Research Questions
Based on the background of the problem so this research formulates the questions, as follow:
1. Was there any different achievement between students who are taught by video and students who are taught by picture in their listening comprehension?
2. Was there any different achievement between high and low motivation students’ in their listening comprehension?
3. Was there any interaction between learning media (picture and video) and students’ motivation in their listening comprehension achievement?
E. Research Objectives
Based on the research questions the research conducted to reveal the effect of learning media (using video and picture) towards students’ motivation on the students of Eighth Grade of SMPN 8 Tangerang Selatan listening proficiencies and hopefully it can give the students new experience in doing listening and at the same time increase their listening proficiencies.
F. Research Significance
The result of this study has expected to contribute significantly not only theoretically but also practically for these following parties:
For study program, this research will give some ideas in teaching listening, not only use the teacher voice or audio, but it can also teach use the video and picture.
For the institution which related to this research. It can be a reference for the innovation of education program.
For the learners, this research will give the students new experience in doing listening and at the same time increase their listening proficiencies, and also it will give challenging and motivating experience in their listening course.
CHAPTER II LITERATURE REVIEW
A. Listening Comprehension Ability
Listening is a skill that is rarely taught. In school, students are taught speaking, reading, and writing skills, but, in general, there are a few courses devoted to the subject of listening. Therefore, most people are so engrossed in talking or thinking about what they are about to say next that they miss out on so many wonderful opportunities to learn about new concepts, ideas and culture. Poelmans (2003, p. 4) defines listening comprehension as to communicate adequately. It is important for a listener to understand what the speaker says. Understanding spoken language can be described as an inferential process based on the perception of several cues rather than a simple match between sounds and meaning.
There are three main reasons to support the importance of listening in foreign language learning. First, a new language learner should learn listening at the initial stage of language learning in the same manner as a child learns a mother language (Buck, 2001, p. 12). This is because listening is a skill
developed in the very beginning of a child’s learning of language. Listening is a
natural process in acquiring a new language.
Second, listening can enhance speaking skill. Spoken language provides
a means of interaction for the learner. Furthermore, a learner’s failure to
understand the language they hear is an incentive, not a barrier, to interaction and learning. Therefore, it is necessary to develop listening skills in the initial stage of learning in order to become a good speaker. Finally, listening exercises
help to draw a learner’s attention to new forms in the language i.e. vocabulary,
grammar and interaction patterns.
Listening skill of second language is not derived naturally; it needs some processes of learning. In order to develop listening skills, effective material used in English as a Foreign Language (EFL) classes is a crucial aspect of teaching method.
The processes of listening in the classroom involve a teacher and students. In the classroom the students are given some lists of exercises from a number of materials. A lot of listening materials are derived from recorded extract, for instance on CD, tape record, video and others. Probably the main source of listening for students is the voice of their teacher. Individual voice of the teacher can also be called as the source of listening, because in teaching learning process, teacher talk as he is giving some instructions should also be understood by their students. But in fact the students need variety in listening then just listen to the teacher’s voice.
Teaching the skill of listening cannot be emphasized enough in a communicative classroom. For second language learners, developing the skill of listening comprehension is extremely important. Students with good listening
comprehension skills are better able to participate effectively in class. (Brown, 2006, p. 16)
Harmer (2007, p. 135) suggests some listening principles:
„Firstly a teacher should encourage his students to listen as often and as much as possible. Beside listening activity in the classroom, students should also practice away from the classroom through internets, TVs, CDs, tapes, radio and so on. Secondly, teacher should also help the students to prepare themselves for listening. It means they will need to look at pictures, discussed the topic, or read the questions first. Thirdly, when the teacher play the track only once probably there will be no spare time for them to pick up some important information, then they will ask for second chance. Fourthly, teacher should draw out the meaning of what is being said, what is intended and find out what impression it makes on the students. Fifth, a teacher should also consider about the stage of the students, they have to be classified in their own level of listening, because different listening stages deserve different listening task. The last part, the teacher asks the students to use time and emotional energy in a listening text– than it makes sense to them to experience in many different applications of
listening.’
There are obviously many differences among the students we teach all over the world. Concerning to the background differences, the students also have different attitudes in their classroom. Thompson (2005, p. 186) says that some teachers find that their students are often busy talking and chatting among others and do not concentrate on the listening subject. We know that in listening students need full concentration on the audio being played, otherwise they may not catch the messages from the audio.
Some students have low motivations because they are forced to be in the class and because their own willingness. Some of them have problem on concentration and find listening is more difficult than other subjects. Students simply turn off when listening to spoken English as it seems too difficult to follow without high level of concentration.
Richards (2008, p. 4) introduces two kinds of processes in listening, they are Top down and bottom up processing. Top down processing refers to the use of background knowledge in understanding the meaning of a message. Whereas bottom up processing starts from language to meaning, top-down processing goes from meaning to language. The background knowledge required for top-down processing may be previous knowledge about the topic, situational or contextual knowledge, or knowledge in the form of “schemata” or
“scripts” plans about the overall structure of events and the relationships between them.
linguistic unit like phonemes, words, sentences to the largest one like complete texts. It is the process where learners rely on the sounds, words and grammar in the message in order to create meaning. Flowerdew (2005, p. 86) explains a model of bottom up as the listeners build understanding by starting with the smallest units of the acoustic message: individual sounds, or phonemes. These are then combined into words, which, in turn, together make up phrases, clauses, and sentences. Finally, individual sentences combine to create ideas and concepts and relationships between them. The listening activity involves exercises such as dictation, cloze listening, and the use of multiple choice questions after a text, and similar activities that require close and detailed recognition.
Top-down interpretation, on the other hand, requires the students to go to the listening with their prior knowledge of topic, context, and type of text as well as knowledge of language to reconstruct the meaning using clues. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next.
The listening activities may come out with prediction. It starts from giving the students some clues such as some key words, pictures or even silent videos. The next step, students should be given some chances to predict the topic, situation or what going to be next. So in this research, the writer provided some exercises for the students which involve those two processes. For Top-down processing, on pre-listening the writer played them silent videos or give them series of pictures then give them a chance to predict the topics, or situations. For Bottom-up processing, on the other hand, while listening the writer provided them some exercises such as cloze task, multiple choice questions and paraphrasing.
1. Types of Listening
According to Michael Rost (2011, p. 183), there are six types of listening:
Intensive listening refers to listening precise sounds, words, phrases, grammatical units and pragmatic units. Although listening intensively is not often called for in everyday situations, the ability to listen intensively whenever required is an essential component of listening proficiency. The prototypical intensive listening activity is dictation, the transcription of the exact words that a speaker utters. Dictation is often claimed to be an excellent integrative test because it involves listening, vocabulary, grammar, and the ability to make inferences from context.
Interactive listening, refers to listening in collaborative conversation. Collaborative conversation, in which learners interact with each other or with native speakers, is established as a vital means of language development.
Extensive listening, refers to listening for an extended period of time, while focusing on meaning. It is necessary for the learner to have access to listening input that can be understood reasonably well on the first listening, in which learners are literally protected from being overwhelmed by too much information to process effectively.
Responsive listening, refers to a type of listening practice in which the
listener’s response is the goal of the activity. Listening task design using
short inputs (typically one or two minutes long) and overt listener response have great benefits for listening training.
Autonomous listening, refers to independent listening, without the direct guidance of an instructor. The key is that the learner is in control of input selection, task completion, and assessment.
2. Teaching Listening Comprehension
Teaching listening is consider by many language teachers a challenging task due to the fact that learners believe that it is a difficult skill to develop during the process of learning any foreign language, as many factors such as stress, pronunciation, accents, and the cultural component which include expressions, jargon, idioms make the language more complex at the moment of understanding it.
Teachers should encompass the four skills: speaking, listening, reading and writing. Listening skill as the basic for the development of speaking plays an important role in order that communication will take place. Appropriate responses cannot be given unless listeners understand what someone else is saying. Progress in listening will provide a basic for the development of other language skills. By becoming aware of the links to the students, teachers can assist the students in their overall language development. Listening is a receptive skill. Listening is an independent skill that must be learned and practiced regularly. Many people think that listening is passive, but it is not true. Students can be active in listening activities (Helgesen & Brown, 2007, pp.23–46).
When teaching Junior High School students, the teacher should make the learning process enjoying because children love to play and learn best when they are enjoying it. By using audio-video and audio picture the writer expected that students can improve their listening skill with learning by playing. So, they will enjoy and easy to receive the material.
whenever we want to communicate with others using a language, we should listen to the speaker. So listening is very crucial to convey ideas, thoughts, and also feelings.
3. Teaching Listening Stages
For students to fully benefit from listening lessons, it has been increasingly recognized that listening lessons should be planned to include different stages. These stages can be classified as pre-listening, while listening and post listening (Field, 2002, pp. 242–247; Harmer, 2007, p. 136) Each stage has different functions that should be linked together to provide constant support for the students to successfully understand the listening text in order to complete the tasks set.
Pre Listening Stage
1) The Importance of Pre Listening Activity in Listening Comprehension Although authors argue that pre-listening activities have positive effects, there is little research regarding the effectiveness of classroom activities designed to improve performance on a specific listening comprehension task (Chang and Read, 2008, pp. 375–394). According to Chang and Read (2008, pp. 375–394), pre-listening activities investigated in the literature have taken two main forms: teaching relevant vocabulary and giving information about the topic. One clear finding from previous research is that vocabulary teaching by itself is not an effective means of enhancing listening comprehension and may in fact be counterproductive. It appears that introducing learners to key vocabulary in a listening text may have an effect only when combined with other pre-listening activities. On the other hand, the provision of topic-specific information such as giving visual support and textual support, led to good results (Chang, 2007, p. 320).
One interesting result which is relevant to the present study is that topic preparation can help low proficiency listeners to compensate for the limitations in their knowledge contribute to creating meaningful context within which a listening activity should take place. However, more research is needed to confirm the value of this kind of topic preparation for L2 listeners and to give more guidance on what form it should take.
2) Activities in Pre-Listening Stage
available in real life and the second is to create motivation, perhaps by asking learners to speculate what they will hear. These can be done as little as 5 minutes.
Pre-teaching of vocabulary is very rarely performed nowadays. It makes sense since in real life learners cannot expect that somebody will explain unknown words to them. And in the classroom they have to learn how to ignore or guess the meaning of unfamiliar words in order to perform communication tasks (Sivachenko, 2012, p. 255). According to Field (2002, p. 242–247) it is necessary to present several words before the listening activity. But these words should be key words–the words without which any understanding of the text would be impossible. If teachers suspect that there
are gaps in their learners’ knowledge concerning the topic input, listening
itself can be preceded by schema-building activities to prepare learners for the listening activity (Nunan, 2002, pp. 238–241).
While Listening Stage
While-listening activities can be shortly defined as all tasks that students are asked to do during the time of listening to the text. The nature of these activities is to help learners to listen for meaning, so that they can elicit a message from spoken language (Pospieszyńska, 2000, p. 2). During this stage
students’ usually respond somehow to a listening text, for example by
indicating appropriate pictures, sequencing of some picture and reordering them is necessary, answering multiple-choice questions, completing a cloze test, filling in the blanks of incomplete sentences, or writing short answers to the questions etc.
Listeners do not pay attention to everything they hear, they listen selectively, according to the purpose of the task. The task, in turn determines the type of listening and the way in which listeners will deal with the task. There are a lot of different types of listening which can be classified according to different principles, including purpose for listening, the role of the listener, type of the text for listening. In practice these types are mixed in different configurations and each require a particular strategy to be used to approach it (Nunan, 2002, p. 238).
times, however, providing listeners with different instructions before each listening.
Post Listening Stage
The post-listening stage comprises all exercises done after listening to a text. Some of these activities may be the extensions of those carried out at pre- and while-listening stages but some may not be related to them at all and present a totally independent part of the listening session. Nowadays the practice of examining the grammar of the input is no longer addressed in the language classroom. However, it remains appropriate to pick up any functional
language and draw learners’ attention to it (Field, 2002, p. 243). The listen and repeat activities have been dropped as well, positing that it is not effective and does not correspond to CLT. Though, Field (2002, p. 243) argues for it, saying
that it develops listeners’ ability of segmentation of speech flow, which is an
important skill for the development of listening comprehension.
According to Nunan (2002, p. 240) as a part of post-listening, the teachers can personalize the content of the sequence so that learners can bring something of themselves to the tasks. In particular, it is possible to increase the involvement of the learner by providing extension tasks to listening activities but which will engage learners into providing part of the content themselves.
4. Teaching Listening For Junior High School
Listening is one of the four language skills has always formed part of the syllabus in the teaching of English. Brown (2006, p. 6) stated that the process of listening itself is the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain. And product of listening is a spoken or written response from the students that indicates correct or incorrect auditory processing.
It is important to have much practice in listening besides speaking, reading and writing. Every teacher of language knows that one’s oral production ability other than monologues, speeches, reading aloud and the like
is only as good as one’s listening comprehension ability (Brown, 2006, p. 10). Teaching listening for Junior High School is not an easy job, because the range of age of Junior High School students varies between twelve to fifteen years old. They can call as teenagers. Teenagers are between childhood and adulthood, so it is the period of transition and growing. In this period, they will experience the confusion, self-consciousness, and changing bodies and minds. They will be very sensitive to how others perceive their changing physical and emotional selves along with their mental capabilities. As Brown (2006, p. 15) stated that one of the most important concerns of the secondary school teacher is to keep self-esteem high by; avoiding embarrassment of students at all costs,
to be accepted, de-emphasizing competition between classmates, encouraging small-group work where risks can be taken more easily by teen.
Based on the statement above, the writer concludes that the teacher’s
role is very important to motivate students in teaching learning process while students in a transition period. Therefore they will have good discipline and responsibility if their teacher encourages them to learn in writing in the target language. The methods for teaching should maintain the characteristics of students in the order that the students can learn the target language optimally. In language learning context, it is believed that children will learn a foreign language more effectively under certain conditions. When teaching learning process is fun and natural, then it will make the students more effectively in learning the target language.
5. Listening Skills for the Eighth Grade Students of Junior High School
The curriculum used in the educational system is 2013 Curriculum. To reach the aim of teaching English, especially in listening skill, there are Core Competence (Kompetensi Inti) and Basic Competence (Kompetensi Dasar)
used to measure the students’ achievement. It is listed in the Permendikbud
No.70/2013. There are 4 core competences and 19 basic competences in
English language for the eighth grade students’ of Junior High School. From
those basic competences, there are 6 competences addressed to teach listening skills.
The list of basic competences related to listening skill can be seen in the table below.
Table 2.1
Basic Competences for Listening Skill in 2013 Curriculum Basic
Competences
Skills (KD 4)
4.1 Students’ can compose short and simple oral text to express and respond about asking attention
4.2 Students’ can compose written and oral text to express and ask about capability in doing something.
4.3 Students’ can compose written and oral text to express, ask and respond about giving instruction, asking and rejecting permission.
4.4 Students’ can comprehend short and simple invitation and
greeting card.
4.11 Students’ can comprehend short and simple descriptive texts in written and spoken form.
4.16 Students’ can comprehend short and simple messages and notices.
4.19 Students’ can comprehend songs. (Adapted from 2013 Curriculum Syllabus)
6. Skill Required to Have Good Listening Skill
In order to have good listening skill, there are some important things that must be concerned (Wilkie, 2001, p. 77), they are:
1) Considering the context is essential to understanding the message.
2) The ability of paraphrasing and use the own words in verbalizing to understand the message.
3) Don’t respond to just the meaning of the words, look for the feelings or intent beyond the words.
4) Know when to quit using active listening.
5) Focus on the speaker’s said and control your own emotions.
B. Instructional Media
1. Definition of Instructional Media
The term „media’ defined as the plural of „medium’, is the way of
communicating information or ideas. Media can therefore be used by teachers to communicate instructional information or ideas to students in the most effective way for enhanced learning. Media also refers to any kind of format used to convey information (Wamalwa & Wamalwa, 2014, p. 141). The format can be visual or auditory, a channel of conveying sensory messages to the recipient who is the learner and this makes learning more concrete in the skills or concepts the learners acquire from what they perceive visually and hear making their learning real and not just abstract. Instructional media therefore,
refers to the kind of media used in the teaching to aid in learners’ easier
understanding according to the set objectives.
However, if these media are not put in use, teaching may not have an enhanced effect on the learning of students.
These materials can be categorized as; 1) Unprocessed materials like wood and stone,
2) Projected media comprising: motion and still pictures, slides and film strips, opaque projectors,
3) Non-projected media comprising: boards, displays and exhibitions, graphic materials and three dimensional objects.
Projected media are audio, visual or both. These projected media include different types that include films, Over-head projectors (OHPs), power point, audio cassettes, video, television, slides and reel films. Non-projected media include graphics i.e. drawings, charts, maps and pictures. Pictures can be used to generate ideas for writing. These, together with others like boards or black walls which are a resource depending on whether and how teachers utilize
them, models and prints for example text books. The teachers’ use of a wide
range of these media enhances learning needs.
From the explanation above, instructional media can be assumed as teaching aids that used by teachers to enhance and emphasize on information, stimulate interest, and facilitate the learning process in the classroom
2. The Role of Media in Enhancing Teaching and Learning
Technologies have advanced over the years, and so have teaching methods. From the one-to-one oral teaching style of the early agrarian age in the pre-writing cultures to the apprenticeship system and one-to-many lectures of the pre-industrial ages that heralded the writing and print cultures, teaching was predominantly oral. (Wamalwa, 2014, p. 141). The development of printing however set the stage for a literary-based mode of teaching which emphasized on the preservation of knowledge and promoting abstract and analytical thought.
According to Azikiwe (2007, p. 108), instructional media cover whatever the teacher uses to involve all the five senses of sight, hearing, touch, smell and taste while presenting his/her lessons. They are very important in language teaching, especially the foreign language, because they facilitate the direct association between sounds and their symbols and also words and the objects they represent. They help to vividly illustrate meanings of things because they are associated with materials used by the teacher to improve the quality of his teaching.
Teachers should be innovative enough and ready to venture out to environment so as to improve teaching and enhance learning (Aggarwal, 2009, p. 76). Visual methods in teaching and learning create longer lasting experiences and relate readily to other sensory experiences.
illustrating relationships like similarities and contrasts of activities in a way that conveys messages better than words could do. Such aids in teaching are closer to real life situations. They provide immediate feedback to learners on their performance and help to save teaching time because they speed up the learning process better than lengthy descriptions if words were to be used. Students who are not able to be stimulated by other techniques can indeed be stimulated by picture, film, chart, recorded tapes and other instructional material.
The following are some of the indispensable values of instructional materials in the teaching of English as a second language, as identified by Azikiwe (2007, p. 111):
1) Instructional media can increase the retention rate of learners; the use of picture or film for instance will establish an image more firmly than just listening to the teacher or reading about it. They therefore make learning more permanent.
2) Instructional media can increase the ease with which teacher teaches and children learn.
3) Instructional media can assist teacher to communicate early, accurately and effectively as they serve as good reference points.
4) Instructional media can supply the experiences which are not easily obtained in the classroom and contribute to the efficiency, depth and variety of learning.
5) Instructional media can relieve the teacher of the problem in presenting repetitive drill materials.
6) Instructional media can stimulate a sense of observation and provide opportunity for developing critical thinking and objectivity as students may often have to comment on the instructional aids used.
3. Criteria for Selection and Use of Instructional Media
Instructional media should be selected on the basis of how they enhance learning. This selection should be on the basis of their contribution to achieving the set lesson objectives according to the learners’ level and ability. Selection is based on how well media perform the intended task. Some authorities suggest the following criteria in the selection on instructional media be adopted, (Twoli, 2007, p. 165):
1) Select the best available material to realize a goal or lesson objective.
2) The material should the make the learning situation more realistic and concrete.
3) The material should be appropriate for the age, intelligence, interests and experience of the learners.
4) The material should make learning easier and quicker.
5) The material should present information in an interesting manner. 6) It should supply a concrete basis for conceptual thinking.
8) The resource should provide for integration of subject matter.
9) The material should be physically or visually attractive in real colour and neatness.
10)The material should present up to date information on the topic.
11)The material should be worth the time, expense and effort involved in its use.
12)The lesson should be content driven and not media driven.
Instructional media according to Mustapha et al. (2002, p. 89) and Azikiwe (2007, p. 111) are usually classified based on the characteristics they exhibit. There is a wide variety of instructional media which could be profitably and effectively used in the second language classroom learning situation. They could broadly classified into four groups namely visual aids, audio-visual aids, audio aids and resources (human and materials) Visual aids are resource materials and devices that appeal to the sense of sight and touch as well as sense of smell.
Learning resources that fall under audio-video aids appeal to the senses of sight, hearing and touch. They include records and record players, tapes and tape recorder, radio and language laboratories. Resources could be human or materials, materials include the teacher, the students and other resource in the community. Materials include all those physical objects mentioned earlier such as whiteboard and realia (real objects such as bottle, yam, cup, stone, spoon and knife).
Visuals like chart, pictures, diagrams, cartoons, slides and transparencies convey messages that are hard for words. These can be hung on boards or walls to be viewed over a long period of time long after the lesson is over. Visuals evoke emotional responses that promote desired attitudes. Visual
aids are intended to increase the learners’ concentration and retention. Research
has shown that a learner retains 80 percent of what they hear and see but only 50 percent of they hear (Gathumbi, et. al, 2008, p. 70). Video stimulates learning. Tape recorders are good in presenting speaking skills. Computers and cyber media offer many tools for teaching and learning from the ubiquitous courseware management systems, teleconferencing systems to newer technologies like blogs, wikis and podcasting. The internet offers seemingly unlimited potential to encourage learning. The Web can be a valuable research
tool, helping students’ access resources in other institutions or nations, and letting them learn about other cultures. Moreover, computers combine almost all aspects of oral and literacy cultures and provide a way for students to learn in an individualized setting.
Teachers need to make informed choices to select from numerous types of resources, equipment and materials at their disposal for English language learning and teaching. These equipment and materials, both of electronic, audio and visual forms however, unless used effectively by trained and qualified personnel as expected may not enhance student learning in English language. Students should be granted maximum opportunity to understand what they are being taught, which is only possible if content given is clearly understood within the available context and with proper utilization of the existing resources. Teachers of English need to plan for and select instructional media prior to their lessons so as to enable them to teach effectively. They should objectively plan for, and utilize the instructional media available during lessons so as to achieve effective learning on the part of their learners (Newby, Stepich, Lehman, & Russell, 2000, p. 106).
Therefore, the purpose of this study is to implement instructional media such as audio-video and audio-picture in order to explore if this research is
useful for developing the learners’ listening comprehension and their
motivation in learning English.
C. Video
Harmer (2007, p. 144) explains that using video can be much richer than using audio. Video doesn’t only produce sound but also produce moving picture; speaker can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, etc. background information can be filled in visually. Basically video is a form of moving pictures recorded in a video tape. Recently, videos have been sources of authentic language and selected as the means of teaching and learning ESL. Liou, Katchen, and Wang (Eds.), (2003, pp. 231–236) also explain that;
‘Video, and in particular films, offers some advantages for enhancing listening skills. Although films are scripted, they are made to sound natural to the native speaker and thus they do represent authentic language. Too much teaching material is presented in artificially slow and clear language, but at some point students need to be able to deal with language as it is naturally spoken. Since they do not live in an ESL context, films to some extent substitute for the input of students they cannot get from outside the classroom.’
1. The Role of Video in Listening Comprehension
Video can be a very valuable tool for language learning. The first major advantage of using video is that it can provide samples of real-life situations. Lonergan (cited in Lustigová, 2013, pp. 4–5) pointed out that video
is able to present “complete communicative situations. At their best, video
between language use and paralinguistic features can be focused, including how to convey moods and feelings.
Employing video materials in a classroom can enhance students’ motivation to learn since it can expose them to a wide variety of situations that can help them comprehend similar situations in real life (Xhemaili, 2013, pp. 62–66).
In order to choose the video material for the classroom, topics must be
chosen based on students’ interest and their level of English proficiency, as well
as cultural aspects. The design of listening cycles is an important consideration, which involves selecting the content of the video or audio recording and dividing it into sections for presenting in stages to learners (Nunan, 2003, p. 11). Teachers can design cycles of activities in which learners can participate. Teachers should also be a reflective observer in order not to distract the
learners’ attention from the video. Therefore, it would be very beneficial for teachers to select video materials that are conducive to language learning. Learners are more motivated to cope with the instruction when given the opportunity to study with the use of video materials.
The videos in this research are selected from various sources, i.e. film, short home videos, news program etc. The writer only selects some parts of the film which may contain interpersonal or transactional dialogue or conversation and also monologue. The videos used for the teaching aids last no longer than ten minutes. These short forms of videos are chosen to give the students chance understanding videos in detail i.e. the background of information, situation, topic of the dialogue etc.
Moreover giving the students long terms videos may trap them in unexpected situation like uncritically and lazily and just enjoy the story in the video like they always do when they watch film or movie at home. Harmer (2007, p. 144) has warned about the danger of videos. The students may treat them rather as they treat watching television, uncritically and lazily, on the other hand teachers want them to engage; not only the content of what they are seeing but also other language features.
2. Types of Videos Supporting Listening Comprehension
In listening class the students are being trained to master the listening ability, so they will be able to apply there is ability in real world communication. In this case, to bring them some authentic materials in to the classroom will give them challenging opportunity and to introduce them to the real world listening.
Probably, the richest source of gathering authentic material is by downloading from the internet. From the internet we can get many materials in video, audio or in written form. Therefore in this research the writer adopt some materials from the internet in order to give the students some experience of listening to the authentic material as their learning resources. In this research the video are varied from short movie, news video, and video interview.
(1). Movie
Movie is defined as a connected cinematic narrative represented in this form. Its purpose is to entertain its audiences because it enacts the story by sound and a sequence of images giving the illusion of continuous movement or visual effect. In this research, the writer selected some videos from movie series ranging from English in Mind Students’ Book movie series.
The movie contains of material in English such as conversational, grammatical structures, new vocabulary, and expressions on doing something. The writer expects that the students will experience the English like in real context and learn some new words or expression used in natural communication.
(2). Video News
The news videos in this research is selected from internet, but the news are usually present in television in form of news video. The news contents some information about daily activities (e.g. invitation) or about world issues (e.g. ice melting in the polar).
(3).Video Recording Interview
Interview is done in an account or a reproduction of conversation, such as one conducted by a reporter, in which facts or statements are elicited from another. In broadcasting an interview is usually conducted for television, radio, or newspaper. The materials that the writer selects in this research are from artists interview conducted for television program (e.g. an interview of Tom Cruise about his latest movie). Probably the most authentic and natural English is found in news and interview video, because the language is used for the purpose of daily communication. In movies, the contexts are usually made for the purpose of entertainment.
3. Function of Videos in Listening Comprehension
YouTube, ted.com). English language teachers throughout the world incorporate movies, soap operas, and television programs in their classroom because videos include both aural and visual information (Canning-Wilson & Wallace, 2000, pp. 31–36). Such videos stimulate learners and facilitate the process of language learning (Cakir, 2006, p. 70; Wagner, 2010, pp. 493–510);.
moreover, “video offers foreign and second language learners a chance to improve their ability to understand comprehensible input” (Canning-Wilson, 2000, Conclusion section, para.1).
In parallel with developments in technology, video use in language teaching environments for improving listening comprehension has been on the rise (O’Brien & Hegelheimer, 2007, pp. 162–180). This is fairly understandable approach, since videos have distinct advantages for improving listening abilities. Video has the power to make listening more authentic by presenting context, discourse, paralinguistic features, and culture (Coniam, 2001, pp. 1– 14). These non-verbal clues, complementary to aural input, may help listeners understand better.
Videos may be used in an English language teaching context for a range functions (Suvorov, 2009, pp. 53–68):
Seeing situation and its participants while listening enhances situational and interactional authenticity, which may aid comprehension (Buck, 2001, p. 172; Wagner, 2010, pp. 493–510).
Body language, facial expressions, and gestures of a speaker provide additional information to the listener (Buck, 2001, p. 173; Coniam, 2001, pp. 1–14; Ockey, 2007, pp.517–537).
With visual input, a listener can more easily identify the role of a speaker and the context of a conversation (Gruba, 2001, pp. 203–219).
Visual elements can activate a listeners’ background knowledge (Ockey, 2007, pp. 517–537).
D. Picture
Some listening book texts have included some pictures in, in order to give the students some clues on what they will listen. They even include colorful picture to provide clues on color or just to attract the students’ intention. In this way picture also motivate the students to learn. Picture also use in testing the students, e.g. TOEIC test has included pictures in some test
items. But how these pictures influence students’ listening proficiencies, a further research need to be conducted. Picture can be used as an aid to give the students illustration on the natural situation where the language is used. Picture provides the information for the students on what they will listen.
using pictures. This shows how pictures can be used as an effective media in teaching listening to ESL and EFL (Van der Werff, 2003, p. 1).
There are several steps that we need to consider when choosing pictures. First in choosing the pictures we need to determine the theme to the class, the picture should be suitable with the chosen theme, and the last, the pictures quality should be good (clear and large enough for the students) and if it is possible we can provide them colorful pictures (Van der Werff, 2003, p. 2).
1. The Role of Picture in Listening Comprehension
Picture is a resource from which listening skills can be taught. They provide students with authentic situations that are commonly found throughout the world, and more importantly, illustrate how vocabulary, grammar, speaking
and listening are found in students’ immediate environment. Some instructors
(Werff, 2003, p. 2) have been able to bring about even the most reticent students in the class using picture to decrease their affective filters.
Pictures have major role play in the development of student skills in listening. According to Jun (2000, p. 2), pictures are useful in developing
students’ listening comprehension, and it especially contributes to interest and motivation. Pictures can bring images of reality into the unnatural world of the
language classroom. Pictures are useful in developing students’ listening comprehension, particularly „directed listening’. They not only help to guide the students’ listening, they can provide a general background and context. They especially contribute to the students’ interest and motivation. In summary, picture can help the students’ in teaching and learning activity.
Current test development efforts such as Computer based TOEFL also involve the production of Listening Comprehension items that include still photos, drawings and pictures (Ginther, 2002, p. 133). According to Ginther the decision to include visuals was made for the reasons that presenting examinees with a blank screen in the CBT environment was considered inappropriate. Moreover, the introduction of visuals was intended to enhance the face validity of the test. Most importantly, item stimuli including visual accompaniments to the audio text are considered better representation of actual communicative situations, so the inclusion of visuals may enhance the measurement of the test
taker’s listening comprehension.
2. Types of Pictures Supporting Listening Comprehension
