AN ANALYSIS ON THE ROLE OF AUDIOVISUAL IN IMPROVING
STUDENTS’ LISTENING COMPREHENSION: A CASE STUDY OF
THE ELEVENTH YEAR STUDENTS IN YAYASAN PERGURUAN INDONESIA MEMBANGUN (YAPIM) MABARA Thesis
By
: TITIN RESLINA P.
REG : 060721020
UNIVERSITY OF NORTH SUMATRA FACULTY OF LETTERS
ENGLISH LITERATURE DEPARTMENT MEDAN
TABLE OF CONTENTS 1.1 The Background of the Analysis………1
1.2 The Problems of the Analysis………4
1.3 The Objectives of the Analysis………..4
1.4 The Significance of the Analysis………...5
1.5 The Scope of the Analysis……….5
1.6 Review of Related Literature……….5
2. A BRIEF DESCRIPTION OF LISTENING COMPREHENSION AND AUDIO VISUAL 2.1Understanding of Listening………...7
2.1.1 Description of Listening Comprehension………9
2.1.2 Principles of Teaching Listening………11
2.2 Description of Audiovisual………..12
2.2.1 Types of Audiovisual………..13
2.2.2 The Role of Audiovisual……….14
2.2.2.1 They Attract and Hold Attention ………....16
2.2.2.2 They Aid Retention of Information and Visual Images…………. 16
2.2.2.3 Assist in Forming Correct Image………17
2.2.3 The Function of Audiovisual………..17
3. METHOD OF THE ANALYSIS 3.1 Location and Research Instruments……….18
3.2 Population and Sample………18
3.3 Technique of Analyzing Data………..19
3.4 The Procedure of Teaching………..22
BIBLIOGRAPHY APPENDICES
APPENDIX 1 The Authorization Letter from the Faculty of Letters APPENDIX 2 The Letter of Acceptance from SMU Yapim Mabar APPENDIX 3 The Narration of the Story “UNDERDOG”
AKNOWLEDGEMENT
First of all, I would like to express my thankfulness and praise to God, Jesus
Christ, The Almighty God, who gave me faith and strength to walk through even the
hardest time in my life. He is always faithful and makes me full of hope. Without His
help, this thesis will never be finished at last.
I would like to express my sincerely gratitude to my Supervisor and also as the
Secretary of the English Department, Drs. Yulianus Harefa, MEd TESOL, as well as to
my Co-Supervisor Dra. Roma Ayuni Lubis, MA, for all their advice, guidance, comments
in supervising the draft of writing this thesis.
On this occasion, I also thank Drs. Syaifuddin, MA., Ph.D., the Dean of Faculty
of Letters of North Sumatera University, for all the opportunities and facilities given to
me till the end of my study in this faculty.
Later, I also thank Dra. Swesana Mardia Lubis, M.Hum as the Head of English
Department who has given me supports to finish this thesis.
My special thank to my beloved parents, my father R. Pakpahan and my mother
E. Tambunan for their pray, and their endless love that they shared with me, and their
material support for my needs.
I also thank my beloved brothers and sister for their supports and endless love
during my academic years.
Many thanks are addressed to my friends especially the teachers in Sunday School
Last but not least, my thanks are also go to all the teachers at Yapim Mabar, for allowing
me to do a research in that school.
I hope this thesis would be useful for those who read it especially the students of
English Department.
Medan, March 2008
The Writer,
Titin Reslina P
060721020
“……. but things I do: forgetting those things which are behind
and reaching forth unto those things which are before, I press
toward the mark for the prize of the calling of God in Christ
ABSTRAK
Skripsi ini berjudul “ An Analysis on the Role of Audiovisual in Improving Students’ Listening Comprehension : A Case Study of the Eleventh Year Students in Yayasan
Perguruan Indonesia Membangun (YAPIM) Mabar”. Skripsi ini merupakan kajian
analisa terhadap peranan Audiovisual dalam meningkatkan kemampuan dan ketrampilan para siswa SMA kelas XI. Analisa ini memakai teori Gay (1987:10) untuk pengambilan jumlah populasinya secara acak.
Ada 40 siswa yang menjadi contoh dalam analisa ini. Data yang dikumpulkan menggunakan Pre Test dan Post Test.
Setelah dilakukan analisa data, ditemukan bahwa Audiovisual berperan dalam meningkatkan kemampuan mendengar para siswa SMA tersebut. Ditemukan bahwa nilai rata- rata kelas mereka 81 dari responden dalam menjawab pertanyaan yang diberikan, dan nilai rata-rata kelas mereka 72 dari responden itu juga dalam menceritakan kembali isi cerita yang diberikan.
ABSTRAK
Skripsi ini berjudul “ An Analysis on the Role of Audiovisual in Improving Students’ Listening Comprehension : A Case Study of the Eleventh Year Students in Yayasan
Perguruan Indonesia Membangun (YAPIM) Mabar”. Skripsi ini merupakan kajian
analisa terhadap peranan Audiovisual dalam meningkatkan kemampuan dan ketrampilan para siswa SMA kelas XI. Analisa ini memakai teori Gay (1987:10) untuk pengambilan jumlah populasinya secara acak.
Ada 40 siswa yang menjadi contoh dalam analisa ini. Data yang dikumpulkan menggunakan Pre Test dan Post Test.
Setelah dilakukan analisa data, ditemukan bahwa Audiovisual berperan dalam meningkatkan kemampuan mendengar para siswa SMA tersebut. Ditemukan bahwa nilai rata- rata kelas mereka 81 dari responden dalam menjawab pertanyaan yang diberikan, dan nilai rata-rata kelas mereka 72 dari responden itu juga dalam menceritakan kembali isi cerita yang diberikan.
CHAPTER I INTRODUCTION
1.1The Background of The Analysis
Language as one of human’s culture plays a very important role in all aspects of
human life. It is a main tool of communication used by human beings to communicate
or to attract human beings in expressing his idea, emotion, and desire by using sound,
gesture, and signals. It may be said that without language there will be difficulties in
conveying our feelings, desire, opinions, and attention to other people. Finochiaro
(1994:8) holds that language is a system of arbitrary vocal symbols which permit all
people in a given culture, or other people who have learned the system of that culture
to communicate, or to interact. Based on the Encyclopedia International (1970:458)
that there are 3000 languages that spoken in the world. It is recorded that English is
the most spoken language throughout the world, it is spoken as a native language by
over a quarter of billion in the United States or other countries.
Nowadays, people are obliged to learn a foreign language, especially English,
so English has been determined by the Government of Indonesia as the first foreign
language to be taught at school. It has been taught as a formal subject beginning from
Junior High School up to University level. It means that the graduates of senior high
school have completed English for twelve years. They are expected to have
comprehended English that can beneficially be used for their further studies.
Suwarsih Madya (1991:66) says:
English as a Foreign Language they will not take some benefits from their previous successful experience in acquiring their mother tongues”.
From the quotation above most of the students in Indonesia learn English when
they entered their Junior High School. Unlike those who learn English as a second
language in countries like Australia and America where English is accessible in both
formal and informational situations; in all its possible forms, Indonesian students get
benefit very little from the environment.
Students of language are supposed to master four language skills, such as
listening, speaking, reading, and writing emphasized by curriculum of English. After
finishing and learning for about twelve years, for instance, it is expected that they
would be able in listening comprehension in English language. But the fact show that
they cannot be entire released from difficulties in listening because of the wider
differences between English language and Indonesia language as their native
language. Nababan (1991:45) says,
“The differences between second language and foreign language learning and acquisition, where English is not the home language for the Indonesian people, and where the learners’ language are also widely used outside the home as the language of interaction between the speakers of the same home native language”.
This quotation states that an English acquisition for Indonesian students is rather
difficult. It might be due to the elements between English as the foreign language and
Indonesian as the native language are very different like the words and the
pronunciation.
Many students who live in Indonesia get difficulty in listening to English. They
listening comprehension as mediums when they are studying English Language. So
they couldn’t get the meaning of the words and what about the speaker talks to them,
so it is important to use an aid by the teachers in teaching English especially in
process of listening comprehension and what the most essential things to be
considered. Due to this problem the writer wants to analyze how the role of
audio-visual in improving the listening comprehension skill to the students.
Muljanto (1965;139-140) says that Audio-visual is any instructional device that
can be heard as well as seen and also can be used to transmit a learner facts, skill,
attitudes, knowledge, understanding and appreciation.
Yayasan Perguruan Indonesia Membangun (Yapim) is a formal school that has 3
units namely: Primary High School, Senior High School, and Vocational School.
The teacher teaches the listening to the students in the language laboratory of
Yapim Mabar by using audio- visual aid start in ten year students and as far as I get
the information from Yapim’s teacher that it can help them to listen and to speak in
English more effectively by imitating pronunciation drills and make repetition when
their teacher talks to them. Listening to English language as the foreign language is
regarded to be one of the most important aspects. That is why the teacher must
prepare facilities to practice English in the laboratory, because the goal of listening
comprehension is to be able to understand English which uttered by native speaks.
The students need to listen individually and regularly and also the students need
audio-visual to memorize and to get important point of it that help the students to
listen to English language.
I am attracted to choose this title because when I was in senior high school, their
aid to improve their hearing skill, so there is a lack of listening comprehension. I also
want to know how to convey to students certain ideas, basic knowledge, and
information in the shortest possible time and in accordance with the principles of
learning.
1.2The Problems of The Analysis The problems are:
1. Does the Audio-Visual attract the senior high school students’ attention in
improving their listening comprehension skill in English language?
2. Is Audio-Visual effective in teaching listening comprehension ability for the
eleventh students of Yapim Mabar?
1.3The Objectives of The Analysis
The objectives of the study can be classified in two:
1. To find out whether Audio-Visual attracts the senior high school students’
attention in improving their listening comprehension skill in English language.
2. To find out whether Audio-Visual is effective in teaching listening
comprehension ability for eleventh students of Yapim Mabar.
1.4The Significance of The Analysis
Through this study the writer hopes that this thesis is useful to the students
who are interested in improving their listening ability and the result of research could
schools. This technique could be practiced to improve their students’ hearing ability
in listening comprehension to English language.
1.5The Scope of The Analysis
Realizing that there are many techniques involves in language teaching in
which one of them is teaching listening comprehension to the students. This research
only covers one of those teaching techniques that could improve senior high school
students’ listening comprehension skills. This research just discusses the role of
audio-visual like using television and other teaching aids to teach the listening
comprehension skills to the students in the eleventh year students.
1.6Review of Related Literature
In doing this thesis, I use some books which are related to this study in order
to make the study better and support the idea. They also give me more knowledge
about listening that can make the writing of this thesis easier.
Linda and Heun (1986:8) explain that listening is defined as the process of
receiving, attending to, and assigning meaning to aural stimuli.
Thomlison (1984:13) tells that listening includes “active listening” which goes
beyond comprehending literally to an empathetic understanding of the speaker.
Ronald and Roskelly (1985:6) define listening as an active process requiring the
same skills of prediction, hypothesizing, checking, revising, and generalizing that
writing and reading demand; and they present specific exercises to make students
Pearson and Fielding (1983:20) maintain that listening involves the
simultaneous orchestration of skills in phonology, syntax, semantics, and knowledge
of text structure-all of which seem to be controlled by the same set of cognitive
processes.
Anto Santoso ( 2004:15) in his thesis entitled “The Ability of Junior High
School in Listening Songs” explained that listening involves understanding a
speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his
CHAPTER II
A BRIEF DESCRIPTION OF LISTENING COMPREHENSION AND AUDIOVISUAL
2.1 Understanding Listening
Listening is not a single-dimension skill. Sometimes people enjoy
listening music although they do not understanding the meaning of it. At some
level we are aware of the sound, but we certainly are not actively listening. There
are kinds of listening:
1. Marginal: The listener is somewhat aware of sound in the environment but
is not actively responding to the stimulus.
2. Appreciative: Here the listener responds to the poetry, music, stories, and so
forth primarily for enjoyment and the stimulation of creative or expressive
thoughts.
3. Attentive: The listener focuses on the stimulus to get information to
participate actively. This type of listening is involved in following
directions, taking part in a discussion, finding the main idea or sequence of
events and so forth.
4. Analytic: In this kind of listening, one interprets and evaluates the material
heard. Determining bias or point of view, evaluating information and
judging accuracy are all aspects of analytic listening (Pratt, 1956:134).
From the four kinds of listening above, I think that “analytic” is the most
essential point that the students have to know because it can enable the students to
The most difficult learning for the students to study commonly is “appreciative”
because the students are hard to find the deep meaning from poetry, song, story,
etc because as far as I study that poetry, and song have a special meaning.
More recently listening has been classified based on its purpose into five
categories: appreciative, discriminative, comprehensive, therapeutic, and critical
that they will be clearly explained as follows:
1. Appreciative listening involves listening to enjoy or to gain a sensory
impression from a sound serves as a “sounding board” to enable the speaker
to talk through a problem
2. Discriminative listening involves the listener in judging the kinds of the
words or sentences from the sound or what the speaker said in the
conversation.
3. Comprehensive listening involves the listener in understanding or getting
the meaning of the story/ conversation that can make student’s ability
sharper in listening that relies on thought processes and language reaction
skills so students can retell about the story.
4. Therapeutic listening involves listening to connect with hearing a sensory
impression from a sound, so students are able to answer the question from
the speaker that is said in the conversation and also to repair again the
wrong words or sentence that related on thought process and language
reaction skills.
5. Critical listening involves the listener evaluating or judging the message
delivering into account the effects of the languages, arguments, appeals, and
hearing what the speaker says or even understanding what is heard. Instead
it appears to be a cluster complex skill that relies on thought processes,
memory, and language reaction skills.
2.1.1 Description of Listening comprehension
Listening comprehension is the receptive skill in the oral mode. When we
speak of listening what we really mean is listening and understanding what we
hear.
In our first language, we have all the skills and background knowledge we
need to understand what we hear, so we probably aren’t aware of how complex a
process it is.
Omaggio (1986) classified that there are two kinds of listening situations in
which we find in ourselves:
1. Interactive, and
2. Non- interactive.
Interactive listening situations include face- to- face conversations and
telephone calls, in which we alternately listening and speaking, and in which we
have to chance to ask for clarification, repetition, or slower speech from our
conversation partner.
Some non- interactive listening situations are listening to the radio, TV,
films, lecture, or sermons. In such situations we usually don’t have the
opportunity to ask for clarification, slower speech or repetition.
Listening is also important for obtaining comprehensible input that is
The things are involved in listening comprehension:
1. Speech perception
Ex: sound discrimination; recognize stress patterns, intonation, pauses.
2. Word recognition
Ex: recognize the sound pattern as a word, locate the word in the lexicon,
retrieve lexical, grammatical and semantic information about the word
3. Sentence processing
Ex: parsing; e.g. detect sentence constituents, building a structure frame.
It means that the sentence is formed from subject, predicate, object, and
adverb.
4. Construct the literal meaning of the sentence.
Select the relevant meaning in case of ambiguous word.
5. Hold the information (in short-term memory)
6. Recognize cohesive devices in discourse.
7. Infer the implied meaning and intention.
It means that the listener can get the conclusion or the intention of the
sentences or conversation.
8. Predict what is to be said.
Richard (1983) proposes that listening is the micro-skill which involved in
understanding what someone says to us. The listener has to:
• Retain chunks of language in short-term memory.
• Discriminate among the distinctive sounds in the new language.
• Recognize stress and rhythm patterns, tone patterns, intonation contours.
• Distinguish word boundaries.
• Recognize typical word-order patterns.
• Recognize vocabulary.
• Detect key words, such as those identifying topics and ideas.
• Guess meaning from context.
• Recognize grammatical word classes.
• Recognize basic syntactic patterns.
• Recognize cohesive devices.
• Detect sentence constituents, such as subject, verb, object, prepositions,
etc.
2.1.2 Principles of Teaching Listening
1. Listening should receive primary attention in the early stage of
English Source Language (ESL) instruction.
2. Maximize the use of material that is relevant to students’ real life.
3. Maximize the use of authentic language.
4. Vary the materials in terms of speakers’ gender, age, dialect, accent, topic,
speed, noise level, and genre.
5. Always ask the students to listen with a purpose and allow them to show
their comprehension in a task.
6. Language material intended to be used for training listening
2.2 Description of Audiovisual
Basically, the activity of teaching and learning is the process of
communication. The process should be done through the activity which conveys the
message or information by the teachers to the students.
The messages like knowledge, skill, idea, experience, and etc. and the teachers’
problem is how to convey to students certain ideas, basic knowledge, and
information in the shortest possible time and in accordance with the principle of
learning. It needs a means of communication to convey the messages that called
media. These aids will not replace the teacher, but they will make the teaching job
easier and result in greater learning.
In teaching- learning process, media which used to accelerate the
communication is called the Educational media. The learning process involved
seeing, hearing and doing on the objective and thinking or reasoning on the
subjective. The eyes made the situation distinctly realistic; speech served to give it
meaning; both resulted in a purpose to do; and doing brought about mastery. All
these activities together made the learning as natural as the instruction.
Educational media which will be used in this research is audiovisual. The
term Audiovisual may refer to work with both sound and visual component, the
production or use of such works, or the equipment involved in presenting such
works.
Audiovisual has the characteristic likes:
Media Hardware Software
1. TV TV machine TV program
3. Movie Film projector Movie which is
programmed
4. Sound slides Slide projector Cassette slide.
2.2.1 Types of Audiovisual
Movies and television shows are examples of audiovisual presentations. Audiovisual
is the modern instructional media as the development of science and technology
involved the media that can be seen, heard, can be seen and heard. So, it means that
audiovisual is the media that can be seen and heard all at once to clarify the picture
that can be seen. Ex: slide audio, television.
1. Movie
Movie is the kind of audiovisual. If it is compared with the other media,
movie has the excess such as:
a. The message receiver will get clearer response and not easy to forget it
because between see and hear can combined become one.
b. It could enjoy the event in long duration at the certain process or event.
c. In technique slow-motion, it could follow a movement or the activity in
short time.
d. It could over come the limitedness of space and time.
e. It could develop attitude, behavior and aroused emotional and also
2. Television (TV)
The specific of TV as the educational media and the implication to the
education such as:
a. The fact that is presented is concrete and directly.
b. By the sense of sight and sense of hear, television can make a contact to
the event as the real and directly.
c. It gives challenge to know something more.
d. The uniformity of communication.
e. The short explanation that will be programmed must be comprehensive.
2.2.2The Role of Audiovisual
The role of audiovisual is influenced by space, time, and audience such as:
a. It could over come the differences of someone’s experience between the
students.
Ex: The students who live in the mountain area who never see sea can
use the media by watching movie, cassette video.
b. It could over come the limitedness of class.
Ex: The tools which will be touch is difficult to bring in the class, it can
be touch by slide film, strip film, etc.
c. It could over come the difficulty if a thing cannot be seen directly
because it is too small.
Ex: Cell, bacteria, atom can be seen by using picture media, slide, film,
d. It could over come the movement of thing as fast or too late whereas the
process of the movement can take the students’ attention.
e. It could over come the things that is too complete can be separated part
to part to be seen separately.
f. It could over come the sound that is too soft to hear by ears directly,
people can use the tool likes loudspeaker.
g. It could record the natural incident likes the eruption of volcano,
tsunami. It can be seen by film, picture media or we can watch it from
video.
h. It will raise the interest of learning and the motivation of the lesson
activity of the students.
It may be well to explain briefly some of the specific ways in which audiovisual
aids influence the learner.
2.2.2.1 They Attract and Hold Attention
A verbal explanation supplemented by an audiovisual aid is far more
effective in attracting attention and creating interest than if it is given unaided
by such a device. This type of presentation adds variety and breaks the
monotony of the ordinary instruction. The concentrated attention and sustained
interest developed this way are most important to learn. There is always a
tendency for the mind to concentrate on the thing which the eye sees and the ear
2.2.2.2 They Aid Retention of Information and Visual Images
The major part of the things people hear are forgotten in a relatively
short time and it is difficult to recall accurately what is heard. On the other hand
the things they see make a more lasting impression and they experience
considerably less difficulty in recalling the object or process with increased
accuracy. Students have a greater interest in the realistic and concrete than they
have in the abstract and symbolic.
It is highly probable that the average person will easily forget the
explanation of how an internal combustion engine operates; but if the
explanation is accompanied by the showing of a real engine, a model, a film
strip, or motion picture the impression is fixed and enables one to recall the
operation without hesitation.
2.2.2.3 Assist in Forming Correct Image
To form a more complete sensory impression, a picture or a model
must be used to supplement the explanation. Sensory experiences concerning an
object, topic, idea, or event. Sensory experiences are not only necessary to more
complete comprehension, but they are the key to the students’ mental activity
and future learning.
2.2.3 The Function of Audiovisual
a. It will raise the learning motivation of the students because audiovisual is a new
thing for the students, so it can attract their attention. It is also urge the
b. It can repeat the lesson which has learned before.
c. It provides the stimulation of learning.
CHAPTER III
METHOD OF THE ANALYSIS
I will conduct some methods to complete this thesis and to get some
information which related to this thesis. I conduct two kinds of research: library
research and field research. In the library research, I read some books and select some
which are concerned with the study to gain the information and make them as the
references.
3.1 Location and Instrument Research
This research was conducted at Yayasan Perguruan Indonesia Membangun
(YAPIM) Mabar on Jl. Mangaan VII, Ling. 16. Mabar. This location was chosen
because the same research has never been conducted there.
I used some instruments in collecting the data namely television, DVD
cassette, head set, white board, and board marker.
3.2 Population and Sample
In reminding that there is the limitation of time, energy and funds, not all of
the eleventh students become the objective research. I set 50% of the students from
each the class become the respondents in order the conclusion of that test is accurate.
The reason for taking the number based on Arikunto’s idea (1993:120) says that if the
population consists of a large number, the sample can be taken from 10%-15% or
20%-25% or more, it depends on the ability of the researcher by considering her time,
means that the whole of the eleventh students are 80 students. Fifty percent of the
students from each class are:
50%
x 40 students = 20 students 100%
They will be chosen based on the attendant list. So, the numbers of the
students who will be the respondents are 2 x 20 = 40 students. It means that the
percentage of the sample is:
40
x 100% = 50%. 80
The sample will be taken randomly considering what Gay (1987:10) says that
random sampling is the best single way to obtain a representative sample.
The reason why the sample is the eleventh students because they have much
time and the opportunity to be tested than in the twelfth students for who have
focused on National Final Examination or Ujian Akhir Nasional (UAN).
3.3 Technique of Analyzing Data
In order to find out the ability of the eleventh year students in listening
comprehension, I use the criteria proposed by the Department of Education and
culture ( Diknas 1990:10). The criteria after translated to be some criteria as described
SCORE CATEGORY
90-100 Excellent
80-89 Very good
70-79 Good
60-69 More than fair
50-59 Fair
40-49 Almost fair
30-39 Lack
20-29 Very Lack
10-19 Bad
0-9 Worst
I will describe the score of the eleventh year students on Pre-Test and Post-Test
with the formulation as follow:
100%
2 1 x N
N
P=
Where: P = Percentage
N1 = Amount of able students
N2 = Amount of a whole students
Score N1 N2 Percentage
90 10 40 25%
70 10 40 25%
50 15 40 37.5%
40 5 40 12.5%
Mean of the class from the total score can get from the formulation below:
N SS
X =
Where : X = Mean of the all students’ score
SS = The total sum of the able students’ scores
N = Amount of whole students
The average of the scores can be seen from the table below:
Score N SS
90 10 900
70 10 700
50 15 750
40 5 200
Total 40 2550
Therefore, the average from the total score of the score is 63.75. The round off
upwards is 64. The category for the score is more than fair.
3.4The Procedure of Teaching
This section divided into Pre-test and Post-test. A pre-test administrated to the samples before the experiment starts. And the teaching process conducted after
the administration of the pre-test.
These are some activities in pre-test that I gave to the students as follow:
First : I just asked the students to listen the film until the film is over
without gave some explanations and instructions.
Second : I gave some questions directly and asked the students to retell the
film what the students got by listening to television. After finished
those steps, I collected their scores.
These are some activities in post-test that I gave to the students as follow:
First : Opening
I gave a little explanation and information about what my goal doing
the research to the students and asked the students to watch the film
seriously and not to do discussion when the research taking place.
Second : By watching the film in several times that entitled UNDERDOG, I
let them to watch for 20 minutes and then I make a pause and at that
time I asked gave them some explanations about the vocabularies which related to
the film. I also asked them to repeat the strange words for a few times. I did the
Third : I asked the students to watch the film again until the film is over, and
then gave some questions about the film and asked the students to
answer on the answer sheet. After they finish done the test, I asked them
one by one to retell 20 parts from the resume of the story in front of the
class.
So, there are 20 parts from the resume of the story that they have to tell in
front of the class:
1. There was a doctor who wanted to make a research to a dog
2. The doctor’s name was Barsinisters and his partner was Clendestine
3. Dr. Barsinisters wanted to change the world become the animals world
4. The research did not get a license from the chief of the Capitol
5. The doctor wanted to inject a liquid in a male dog
6. The could run out from the laboratory
7. There was a man that found the dog on the street
8. That man who found the dog has a son, his name was Jack
9. They named the dog “Shoeshine”
10.Jack gave a collar for Shoeshine as his identity
11.Shoeshine has super power, he could save many people
12.Jack called Shoeshine “Underdog” if Shoeshine would save people
13.Clendestine disguised as a robber in a bank, and as an old lady that fell from the
top of building to catch Shoeshine
14.Actually, Shoeshine just wanted to be a regular dog
15.Dr. Barsinisters wanted to take Shoeshine’s DNA and make it in a few of blue
16.Dr. Barsinisters and Clendestine caught Jack’s father
17.Shoeshine did not have super power anymore because Dr. Barsinisters has taken
his DNA
18.Clendestine put a bomb on the top of the Capitol
19.Shoeshine (Underdog) could smell the bomb although he did not have his super
power
20.Shoeshine ate the blue pill that the doctor brought to the Capitol. And he got his
power back, and then he could save the people from the bomb.
After I finished doing the research, I collected all the scores through the
students’ ability in listening comprehension by using television.
For scoring the students’ ability in retelling the film, I am going to be explained
some criteria as follow:
Score Criteria
90-100 The students can retell almost all the resume of the
story
80 The students can retell 15 - 16 parts from the
resume of the story
70 The students can retell 13-14 parts from the
resume of the story
60 The students can retell 11-12 parts from the
resume of the story
of the story
40 The students can retell 7-8 parts from the resume
of the story
30 The students just can retell 6 parts from the resume
or even they can not retell the story.
CHAPTER IV
DATA ANALYSIS AND FINDING 4.1Data Analysis
There are the scores of the students that they get from watching the film in Pre-test.
THE STUDENTS’ SCORE IN PRE-TEST OF LISTENING COMPREHENSION EXAMINATION
SCORE NO STUDENTS’
NAME Questions Retelling
1 MR 70 60
2 DP 70 60
3 MW 50 50
4 NY 40 50
5 EL 40 50
6 PW 50 50
7 SM 40 40
8 LS 60 50
9 DM 50 50
10 RL 50 60
11 SS 40 50
12 LN 50 50
13 RG 50 50
14 RD 60 70
16 NB 50 60
17 RA 50 50
18 NM 50 50
19 SK 40 50
20 ET 60 70
210 EL 50 50
22 DA 50 50
23 KH 50 50
240 DT 50 50
25 WA 40 50
26 NH 50 50
27 AW 40 50
28 IK 50 60
29 SF 50 50
30 YP 50 50
31 HD 50 60
32 DP 40 50
33 FK 40 50
34 WK 50 60
35 RW 60 60
36 MT 50 50
37 EF 60 60
39 MK 50 60
40 MI 50 60
Based on the score mentioned above, it is shown the score of the students before
having post-test. It can be known by looking at the students score in percentage from
questionnaire examination below:
Score N1 N2 Percentage
70 2 40 5%
60 6 40 15%
50 22 40 55%
40 10 40 25%
The average of the all students’ score is 50. It can be seen from the table below:
Score N SS
70 2 140
60 6 360
50 22 1100
40 10 400
Total 40 2000 X 50
It means that the students’ score is fair.
Score N1 N2 Percentage
70 2 40 5%
60 6 40 15%
50 22 40 55%
40 10 40 25%
The average of the all students’ score can be seen from the table below:
Score N SS
70 2 140
60 13 780
50 24 1200
40 1 40
Total 40 2160
X 54
It means that the average of the students’ score is 54. So, the category for the score
THE STUDENTS’ SCORE IN POST-TEST OF LISTENING COMPREHENSION EXAMINATION
SCORE NO STUDENTS’
NAME Questions Retelling
1 MR 90 80
2 DP 90 80
3 MW 90 70
4 NY 90 70
5 EL 90 70
6 PW 90 70
7 SM 90 70
8 LS 90 60
9 DM 90 60
10 RL 80 70
11 SS 90 70
12 LN 80 60
13 RG 80 70
14 RD 90 80
15 DL 90 80
16 NB 80 70
17 RA 80 60
18 NM 90 70
20 ET 90 80
21 EL 90 70
22 DA 90 70
23 KH 90 80
240 DT 80 70
25 WA 70 70
26 NH 70 70
27 AW 80 60
28 IK 70 70
29 SF 80 60
30 YP 90 80
31 HD 70 70
32 DP 70 60
33 FK 70 80
34 WK 80 80
35 RW 70 80
36 MT 70 70
37 EF 80 70
38 DP 70 70
39 MK 70 70
40 MI 60 50
Based on the scores mentioned above, the students’ score in questionnaire
Score N1 N2 Percentage
90 18 40 45%
80 12 40 30%
70 9 40 22.5%
60 1 40 2.5%
The average of the all students’ score can be seen from the table below:
Score N SS
90 18 1530
80 12 960
70 9 700
60 1 60
Total 40 3250
X 81.25
It means that the average of the students’ scores is 81.25. The round off downwards is
81. The category for the score is very good.
According to the result of students ability in retelling in post-test is:
Score N1 N2 Percentage
80 10 40 25%
70 21 40 52.5%
50 1 40 2.5%
The average of the all students’ score can be seen from the table below:
Score N SS
80 10 800
70 21 1470
60 8 540
50 1 50
Total 40 2860 X 71.5
Therefore, the average of the students’ scores is 71.5. The round off upwards is 72.
The category for the score is good.
4.2Research Finding
By looking at the students’ achievement in answering the questionnaire,
the students got 50 and asking to retell the film in listening to television, the
students got 54. It means that their ability in listening in pre-test is still less. But
after the students got the post-test, they got 81 in answering the questionnaire, and
72 in retell the story. It means that the students’ ability in listening comprehension
is good. There is an improving in the students’ listening comprehension. So,
teaching listening comprehension by using audio visual is effective. And it can
attract their attention in listening comprehension. It appears from the students’
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
The conclusion of this study can be presented as follow:
- There are more than 75 percent of total students are successful in
answering the questionnaire and retelling the story by using audio visual.
- Based on the data which is shown on the chapter before, the students’
ability in listening comprehension in post-test by using audio visual
is effective. It can help the students to improve their ability in
listening comprehension.
- Teaching technique by using Audio Visual attracts the students’
attention in improving their listening comprehension.
5.2 Suggestions
Having considered the result of this research, I would like to offer the
following suggestions:
1. The English teacher should be apply the audio visual in teaching listening as
the main medium to improve the students’ listening comprehension.
2. The English teacher should be chosen the interesting topic and giving much
time for the students to practice it over and over.
BIBLIOGRAPHY
Arikunto, S.1997. Prosedur Penelitian Pendekatan Praktik Edisi V. Bumi Aksara Yogyakarta
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Bruner, J.S. 1968. Toward a Theory of Instruction. Harvard.
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Gilbert, G. W. and Elroy W. B. 1951. Visual Aids. London: D. van Nostrand Company, Inc.
Heaton, J.B. 1990. Longman Keys to Language Teaching. New York.
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Linda and Heun 1986. The Teaching of listening. London; The Camelot Press Ltd. Southampton.
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APPENDIX 3 NARRATION
UNDERDOG
There is a doctor that wanted to make a research to a dog. His name is Dr.
Barsinisters. He wants to create the animals world. He wants to create a dog that has
power like an elephant, has a paw like a tiger, can fly like an eagle. He wants to change
the country, where the animals have the power in the country, not human. And the doctor
is the leader of the animals world. This research does not get the license from the
Government. So, the doctor makes the research in the laboratory of the Capitol without
Government’s knowledge.
There is a cop in the Capitol, he is the doctor’s partner to do the research. His
name is Clendestine. He starts his research in injecting a liquid to a male dog, but when
he wants to inject, the dog run and tried to go out from the laboratory. The doctor and his
partner tried to catch the dog. Because of it, the dog broke many glasses in the laboratory.
So, the liquid spilled on the dog’s body. At the last, the dog can go out from the
laboratory. When the dog walked on the street, there was a man who found him. He is a
cop who fired forcedly on that day. That man likes the dog so he decided to bring him to
his house. The dog smelled a good thing from that man. He thought that the man is a
good man. So, he did not run when the man bought him to his house.
The man called his son and told to him that he wants to take care the dog. His son’s name
is Jack. His son was not agree with his father, but Jack’s father asked Jack to give a
chance to him to take care the dog. Jack’s father named the dog “Shoeshine”.
In the next morning, Jack’s father goes to look for a new job and Jack goes to
Campus. Shoeshine still sleeps on the floor. But when he slept, the liquid that spilled on
his body gives a big influence for him. For the first, he did not realize it. He wants to eat,
so he looks for some foods in the cupboard and he destroys all things in the house. Jack
went home, and he looked that his house was not untidy. Jack thought that there was a
man that stole in his house. So, Jack looked around his house, but he did not found any
one in his house. So, he asked Shoeshine “do you see some one comes into this house?”.
Shoeshine answered: “ No, I don’t see any one here”. Jack surprised, and he thought that
Shoeshine answered : “No, there is no body that come here”. Jack heard that the voice
come from Shoeshine. So, he screamed, and Shoeshine screamed too. So, they screamed
together. Jack told that it is imagination, it is not real. But Shoeshine called him: “Jack,
Jack…!”
Then, Jack realized that that is real. It is not imagination.
He went to the garden, and Shoeshine followed him. Jack asked Shoeshine why
he can speak in human language. But Shoeshine did not understand why he can speak in
human language.
Molly is Jack’s friend. She is reporter in school’s paper. Molly has a female dog. Her
dog’s name is Polly. Molly saw Jack talked with some one in the park, so she asked jack
to whom he speak, because she did not any one that sat with Jack. But Jack told that he
just talked to his dog. He introduced Shoeshine to Molly.
Jack and Shoeshine become friends. Jack gave a collar for Shoeshine as the identity for
him. And when they sat in the park, Shoeshine heard that Molly screamed to ask help,
because there were two persons that tried to robbed her. Shoeshine runs faster and
suddenly he can fly and looked for Molly, he wanted to help Molly from the robber. He
can help Molly, but Molly did not see clearly who help her from the robber. After he
helped Molly, he went home to Jack’s house. He was so afraid because he did not realize
that he can fly and heard some one’s screamed in long distance. Jack went home and he
got Shoeshine under the sofa. Jack was very proud to Shoeshine because Shoeshine can
help Molly.
Jack trained Shoeshine, he reads a book entitled “Train Dog”. He reads until
chapter 4 and asked Shoeshine to follow as he read. But when he read on chapter 5,
Shoeshine asked him to close his book and take back his money. Because he thinks that it
is useless to train him like that,
Shoeshine always helps some one who asked help. So he is a hero for many people in that
country. Jack change Shoeshine’s name become UNDERDOG if Shoeshine helps people.
In order people do not know that the dog which help them is not Jack’s dog.
He becomes famous, and people always talk about him in television, in radio, in every
places.
Dr. Barsinisters and Clendestine heard about it. So, they know that Shoeshine is
disguised as a robber in a bank, in order Shoeshine will come to help people in the bank,
so he can catch Shoeshine but he failed. And then he disguised as old lady that fall from
the high building to attract shoeshine to come to help him. So, he thinks that he can catch
Shoeshine. But he failed again. All ways to catch Shoeshine is fail. Because of it,
Shoeshine becomes sad and told to Jack that actually he only wants to be a regular dog.
Jack gives a support to Shoeshine to not sad and still be a hero for many people because it
is a good thing.
Then, the doctor and his partner come to Jack’s house and they did not meet Shoeshine
there. They only met Jack’s father. So, they decided to catch Jack’s father and make him
become their hostage. They believe that Shoeshine will come to help Jack’s father.
Shoeshine can hear that Jack’s father screamed to ask help. So, Shoeshine told to
Jack that his father has caught by the doctors. As soon, they go to help Jack’s father.
After they arrived in the place where they tied Jack’s father, the doctor asked Clendestine
to tie Jack too and he asked Shoeshine to let him take his DNA. If he wanted Jack’s
father still alive. He wants to take Shoeshine’s DNA because he wanted to make it in a
blue pill. Shoeshine loves Jack and his father, so he let the doctor to inject him and take
his DNA.
After he got Shoeshine’s DNA, he makes it in some blue pills. And then he gives it to his
three dogs. Shoeshine can not talk anymore and his super power is lose.
Then the doctor and Clendestine go to the Capitol to meet the chief of the capitol. The
doctor wants to tell that his research is success. So, he wants the chief to give him
licenses for his research and let him to change the world become the animals world where
the doctor become the leader.
The chief of the Capitol did not give him the license because his will is against to the law.
The doctor is angry, and he tried to kill the chief.
In other place, Jack and his father can free from their tied, and Jack’s father take
the injection which is residue of the shoeshine’s DNA. They bring Shoeshine too to go
out from the place and then the go to the Capitol. Many people around the Capitol
because they know that the chief is in dangerous. And Clendestine put a bomb on the up
of the building. After they arrived to the capitol, Shoeshine can smell a bomb in the
building, although he did not have super power anymore, he still can the smell around
the three dogs that belong of the doctor prevent him. He wants to against them, but he
can’t. Then he saw that the blue pill fall from the doctor’s pocket. He swallows the pill
and his power back again. He fights with the three dogs, and at last he wins. Then, he
runs to the up of the building. Jack’s father has promoted by the chief, so he can catch the
doctor and his partner.
Shoeshine can take the bomb, and he fly to the far place and he put the bomb in
the deepest hole in the ground. The bomb explodes in the ground, and not destroyed the
building. He can save many people around the place from the bomb. Jack proud to
Shoeshine and he is happy because Shoeshine has backed become Underdog now. So,
Shoeshine can save many people now.
Jack also regarded his father as the best cop, the hero, and father for the proud son. Then
the doctor is resisted in the prison by Jack’s father. But he asked to resist in the solitary.
But Jack’s father resists him with his partner in the same room.
Now, Underdog can save the world again.
APPENDIX 4
THE QUESTIONNAIRES
NAME :
CLASS :
CHOOSE THE RIGHT ANSWER!
1. Dr. Barsinisters has a partner. His name is….. a. Jack b. Clendestine c. Cadlestine 2. What research will Dr. Barsinisters do in his laboratory?
a. To chart a new future b. To create a new world
c. The injection of liquid to a dog 3. Jack’s father is a ….. in the city
a. Lawyer b. Security c. Cop
4. For the first, Jack does not like Shoeshine, but at last, he likes Shoeshine. It is because……
a. He has super power
b. He can hear some one’s scream c. He can fly and talk
5. Molly is a ….. a. Jack’s school mate
b. Reporter for the school paper c. Reporter for the city
6. Jack gives a …. As the identity for Shoeshine a. Clothes b. Underwear c. Collar 7. Underdog is a …. for many people
a. Hero b. Savior c. Best friend 8. Dr. Barsinisters command: “Grab him!”
Him refers to…..
a. Jack b. Jack’s father c. Shoeshine
9. Jack reads a book entitled “Tran dog”, he reads until chapter 4, and in chapter 5, Shoeshine told to Jack to….
a. Speak, roll on
b. Take back your money
c. Close your book and take back your money 10. Dr. Barsinisters wants to catch Shoeshine because…
a. He wants to make a blue pill b. He wants to take his DNA c. He wants to keep him
11. What happens to Shoeshine after Dr. Barsinisters caught him and get what he wanted
a. Shoeshine has super power b. Shoeshine can not talk anymore c. Still talks in English
a. Postman b. Old lady and robber c. Old lady
13. Shoeshine likes to help many people, but actually he does not like become Underdog, he only wants to be a……
a. Regular dog b. Nice dog c. Good dog 14. Clendestine puts a bomb in the…..
a. Capital b. Capitol c. Camp
15. Jack’s father has promoted become a cop again and then he catch Dr. Barsinisters and his partner, he is…..
17. Dr. Barsinisters has caught by the cops, he asked to be placed in….. a. Prison b. Room alone c. Solitary
18. Underdog is a hero many people in the city, the synonym of the underlined word is below, except:
a. Enemy b. Warrior c. Fighter 19. Dr. Barsinisters has given the blue pill to his dogs.
How many dogs that get the pill?
a. One dog b. Two dogs c. Three dogs 20. The topic of the Underdog story is….
a. A dog that has super power and saved the world b. A dog that can talk, fly, and save many people c. A dog that save the world.
THE ANSWER OF THE QUESTIONNAIRES 1. B
