DEVELOPING SOUND MIXING LISTENING MEDIA
FOR JUNIOR HIGH SCHOOL
A THESIS
Submitted in Partial Fullfilment of the Requirements for the Degree of Sarjana Pendidikan
BY:
NURUL JANNAH
Reg. Number: 2123121036
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i ABSTRACT
Jannah, Nurul. 2123121036. Developing Sound Mixing Listening Media for Junior High School. A Thesis. English and Literature Department. Faculty of Languages and Arts. State University of Medan. 2016
This study deals with the developing of sound mixing listening media for junior high school students. The objective of this study is to find out how to develop sound mixing listening media for better listening of junior high school students. The research was conducted by using Research and Development (R&D) method. The subject of this research was 2016/2017 students of the ninth grade of Class A in SMP YPAK PTPN III Sei Karang. The number of the students was 46 students. The data of this study was collected by using need analysis questionnaire, expert judgment, and selective listening test. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing sound mixing listening media. Expert judgment data were calculated by using Likert scale, mean and criteria interval of expert judgment to know the validity of sound mixing media which has been developed. Selective listening test was in the form of listening cloze test which consisted of ten missing words. After the data analyzed, it was found that the experts’ judgment result was 4.25 which had a very good criteria interval. For the result of listening cloze test, the mean of the students’ score was 4 which showed an improvement. The result of the research find that sound mixing listening media is a very good listening media to be used in teaching listening.
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In completing this Thesis, she has been through a lot of difficulties since the beginning to the last. This Thesis would not have been possible without the guidance and the help of several individuals who always contributed and extended their valuable assistances in the preparation and completion of this Thesis. She
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.S, M.Hum., the Head of English Education Study Program.
Dr. Rahmad Husein, M.Ed., her first Thesis Advisor.
Rita Suswati, S.Pd., M.Hum., her second Thesis Advisor and Academic Advisor.
Anggraini Thesisia Saragih, S.Pd., M.Hum., her Reviewer and Examiner.
Rafika Dewi Nasution, S.Pd., M.Hum., and Moratoyono Hasibuan, S.Pd., the Validators of listening media.
All the Lectures of English and Literature Department who have taught, guided, and advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd and Mr. Pantes, Administrative Staff of English Department.
Drs. Irawadi Husni, the Headmaster of SMP SWASTA YPAK PTPN III Sei Karang.
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have been given not only in finishing her study but also in her entire life. Her brother: Ibnu Sholihin. Her sister: Khairunnisa.
Her best friend since senior high school Ishmah Najla.
All her best friends Rahayu, Anisyah, Nadya, Arif, Irma, Iza, Nurul, Rizha, Desy, Boy and Betha for their support, kindness, and care to the writer, also warm hearted encouragement friendship in finishing this thesis to the writer.
All her beloved friends in Dik12B for all good memories.
.
Medan, September 2016
The Writer,
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11.Listening Material... 27
12.Material Used in Sound Mixing Listening Media ... 27
v
14.The Advantages of Sound Mixing Listening Media ... 33
B. Related Studies ... 33
C. Conceptual Framework ... 35
CHAPTER III. RESEARCH METHOD A. Research Design ... 39
B. The Developing Media ... 40
C. Subject of Research ... 43
D. Instrument of Data Collection ... 44
E. Data Collection Technique ... 44
F. Techniques of Data Analysis ... 45
CHAPTER IV. RESEARCH FINDINGS AND DISSCUSSION A. Research Findings ... 46
1. Need Analysis... 46
2. Planning ... 50
3. Developing the Media ... 52
4. Validating to Experts ... 57
5. Revision of the Product ... 61
6. Field Testing ... 62
7. Producing the Final Product ... 62
B. Discussion ... 62
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 65
B. Suggestions ... 65
vi
LIST OF TABLES
Pages
Table 3.1 Likert Scale for Expert Judgment ... 45
Table 4.1 Assessment in the Syllabus ... 51
Table 4.2 Interval Criteria of Expert Judgment ... 57
Table 4.3 Analysis of the Usefulness of the Media ... 58
Table 4.4 Analysis of Appropriateness of the Material ... 59
Table 4.5 Analysis of Appropriateness of Listening Cloze Test ... 59
vii
LIST OF FIGURES
Pages
Figure 2.1 Schematic of Increasing Levels of Difficulty ... 33
Figure 2.2 Flowchart of Conceptual Framework... 38
Figure 3.1 Borg, Gall and Gall Steps Scheme ... 40
viii LIST OF APPENDICES
Pages
Appendix A. Syllabus ... 70
Appendix B. Need Analysis Sheet... 73
Appendix C. The Result of Need Analysis. ... 76
Appendix D. Expert Judgment Sheet. ... 78
Appendix D1. The Result of the First Expert. ... 81
Appendix D2. The Result of the Second Expert. ... 84
Appendix E. The Analysis of Expert Judgment Validation ... 87
Appendix F. Listening Material Used in Sound Mixing Listening Media .... 89
Appendix G. The Result of Listening Cloze Test... 95
Appendix H. The Sample of Students’ work in Listening Cloze Test... 96
Appendix I. The Sample of Students’ work in Observation Test. ... 100
1 CHAPTER I
INTRODUCTION
A. The Background of the Study
In learning English, there are four skills which need to be owned. They are
listening, speaking, reading and writing. Speaking and writing are skills meant to
express or to produce output or information. Students can express their mind by
speaking up or writing down information they need to deliver. Meanwhile
listening and reading are in different case, they are receiving information or
getting input. Of course listening and reading are important matters especially in
learning process, as to learn something means students need to receive
information or knowledge, and in this matter listening and reading are being used.
Sarıcoban in Sevik (2012) states that listening is a receptive skill and
receptive skills give way to productive skills. If someone fails to receive some
information, then he will get trouble later in expressing them, such as delivering
wrong information.
As explained above, clearly listening is one of important skill in English
for students to be owned. Listening needs to be taught properly, and for this we
should know the difference between listening and hearing so that we do not
misplace them.
Listening and hearing are often used interchangeably, but actually they are
two different matters. Quoting Tarigan and Sutari, Arono (2014) states hearing
and listening are related with different meanings in language teaching. Hearing
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listening activity is done by giving full attention, comprehension, appreciation,
interpretation to get information, to get message, and to understand
communicative meaning.
Based on the explanation above, attention is one of the matters in listening.
The better students in focusing their attention means the better listening they do.
They will not be able to catch the information if their attention, focus and
concentration can be easily distracted. According to Rukovets (2013), we don’t
pay equal attention to all the sounds in our environment. Instead, we actively
focus on what we are interested in and largely ignore everything else. For instance,
if you are talking to someone at a crowded party, you focus on what the other
person is saying and ignore other speakers.
Actually students can focus their attention and concentration in listening
even when there are distractions and other sounds. It is called as cocktail party
effect. According to Koch et al. (2011), at a cocktail party, you may wish to listen
to your friend’s interesting story while ignoring noise and other conversations in
the background. In real life, there are so many sounds as distractions around us.
People should deal with other sounds while trying to focus to something they
want to listen. This is actually the real practice and the natural of listening.
Meanwhile, in schools students are not trained well to increase their
attention in listening, yet listening itself is rarely to be done. Field in Arono
(2014) states there are many evidences that listening is lack attention of teachers.
When they applied many learning competencies in the classroom, listening skill
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Based on the researcher’s observation done at SMP YPAK PTPN III Sei
Karang on the ninth grade students, listening is clearly a problem for the students.
In the observation, the researcher presented selective listening material and media
which contained a text and distraction. Students found it really hard to catch the
information. Once they lost one word, they tended to lose their concentration and
attention as well. They no longer listened to the next words, so that in the end they
failed completely to listen. The mean of their score were not impressive as well.
Average, from ten questions given they answered two correctly. It shows that their
attentions are still lacking in listening.
On the other hand, by having interview to the teacher, the researcher found
that the media used did not really train students to focus their attention. Here is a
part of interview done by the researcher with English teacher of ninth grade
students in SMP YPAK PTPN III Sei Karang:
The researcher : My research is about developing listening media.
So my questions will be around that topic. Is that
alright, Sir?
The teacher : Yes, it is alright.
The researcher : I was a student of this school and as I knew
language laboratory in this school was great. It was
used to do listening activity. How about now, sir?
The teacher : Pretty much the same. We still do some listening
activities in language laboratory.
The researcher : Do students often go to language laboratory to do
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The teacher : Students do listening activity, but not very often.
Mostly students learn English in the classes.
The researcher : What is the media used in teaching listening?
The teacher : The media used is mostly in the form of songs.
Students are asked to listen to several songs, after
that they need to fill in the blank.
The researcher : Is there any other kind of listening media which is
being used, Sir?
The teacher : Sometime we use monologue, but the most used
media is song.
The researcher : How about the book, Sir?
The teacher : We use KTSP books for English and students
worksheet book of KTSP. The materials are gotten
from those books.
The researcher : Sir, would you permit me to test the students in
listening?
The teacher : Yes, of course.
The researcher : Thank you, Sir.
From the interview, it is obvious that the media were mostly in the form
of songs. Listening tests which were used are in the form of listening cloze. In
listening cloze task, students saw a transcript of the song with some parts were
blank. They were asked to fill in the blanks with the words or phrases. In order to
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they should listen. Listening cloze task actually contains attention training, but the
media used did not train students’ attention in listening.
This problem certainly cannot be denied as listening is one of important
skill. Not to mention, in the Kurrikulum Tingkat Satuan Pendidikan (KTSP) syllabus of junior high schools which is being used in the school mentioned
require students to be able to listen some kind of text related to the material in
each chapter, for instance transactional utterances (to get things done). It also gets
clearer as one of basic competences existed in the curriculum is listening.
In order to solve the problem and to increase students’ achievement
listening skill especially to train and strengthen their concentration, teacher should
develop a suitable media. The concept of media is explained by Benson and Odera
(2013) state that media is expected to play a critical role in enhancing academic
performance. Selection and use of instructional resources form a vital ingredient
in the instructional process and ultimately reflects on the overall students’
performance in academic subjects.
A proper media will help students learn well as it is sort of bridge for them
to understand the material and achieve learning purposes, not to mention a media
is sort of a must in listening. It is hardly possible to teach listening without media
involved. But in fact, listening media is also hardly being used and developed.
Latif (2015) states that the teachers rarely used media or developed listening
media that made the students interested in joining the learning process.
Here, the researcher is interested to develop a listening media to train and
strengthen students’ attention, called sound mixing listening media. The concept
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audio that the students should listen to, and the other is as the distractions sound.
The main sound they should listen will be in the form of monologue based on
materials in the syllabus of Kurikulum Tingkat Satuan Pendidikan (KTSP) that is
about procedure text, while the distractions will be music and songs with certain
characteristics as distracters.
Based on the cocktail party effect, the researcher tries to train and
strengthen students’ attention in listening by mixing two sounds together, so the
students need to concentrate their attention to the sound they should listen and
ignore the distractions so that they could get the information needed.
Actually sound mixing listening which will be developed is a development
of dichotic listening concept. According to Musiek and Chermak (2015), dichotic
listening refers to listening to different acoustic events presented to each ear
simultaneously.
This sound mixing listening media also will be developed based on media
which often have been used before by the teachers such as: music and songs.
Sound mixing listening will be in the form cassette (CD) so it can be accessed in
language laboratory to practice listening.
Yet, the researcher has some reasons why should develop sound mixing
listening media, it’s because in observation the researcher has found some
phenomena of students’ condition in teaching learning process especially listening.
They are:
a. By having observation, the researcher found that many students easily
get distracted in learning even if it is not especially listening, when they
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instantly, yet the result of listening test in the observation showed that
students are still lacking to focus attention in listening.
b. By having interview with the teacher, listening media used was not
enough to improve students’ attention in listening. Meanwhile in real
communication, there are distractions around, so people need to focus their
attention in listening.
c. In Kurikulum Tingkat Satuan Pendidikan (KTSP), listening becomes
one of standard competences, but it’s rarely done in class compared to
other skills. One of the reasons is because listening media is not often
researched and developed.
Based on the phenomena, the researcher is interested to carry out a
research entitled “Developing Sound Mixing Listening Media For Junior High
School”. The sound mixing listening media which will be developed is hopefully
contributed to help teaching learning process of listening so that students’
listening ability will get better in the future.
B. The Problem of the Study
Based on the background of the study, the problem of this study is
formulated a follows:
“How is sound mixing listening media developed for better listening of
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C. The Objective of the Study
In relation to the problem, the objective of the study is to find out how to
develop sound mixing listening media for better listening of junior high school
students.
D. The Scope of the Study
This study will be concentrated on developing sound mixing listening
media for junior high school on the first semester of the ninth grade students of
SMP YPAK PTPN III Sei Karang. The media will be developed based on syllabus
of Kurikulum Tingkat Satuan Pendidikan (KTSP) which is about procedure text. As explained, sound mixing media will be consisted of two sounds combined, one
as the main sound should be listened, and the other as the distraction. Sound
mixing listening media will be developed based on the concept to train and
strengthen students’ attention in listening so that their listening skill will get better.
E. The Significance of the Study
Finding of this study is fully expected to be useful and relevant for:
Theoretically:
a. This research could increase knowledge about developing listening
media and sound mixing listening media which is about the
concept of developing sound mixing listening media, the
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Practically:
a. English teacher, as the source to improve students’ listening skill
by being more creative in using media to train students’ attention
in listening.
b. English students, to improve their listening skill and strengthen
their attention, so that listening is no more difficult.
c. Other researchers who have intention to conduct similar research
65 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The media used in listening is not satisfied for the students, so it needs the
improvement by developing listening media in teaching which is relevant to the
students’ needs.
Sound mixing listening media was developed in order to train students’
concentration so that they can listen well and effectively in the present of
distracter and competing voice around as it is the nature of listening. Sound
mixing listening media was developed by using steps in the Research and
Development method (R&D). After conducting need analysis and planning, sound
mixing listening media was developed and assessed by experts. The total mean is
4.25 which shows that sound mixing listening media is a very good media to be
used in teaching listening. Yet, sound mixing media was tested to the students,
and the mean of students’ score is 4 which shows that there is improvement of
students’ score. Yet, for better result, sound mixing listening media should be
used continuously not only once so that students’ ability in listening will get better.
From the result, sound mixing listening media is successfully developed.
B. Suggestions
Teachers should be able to use and develop attractive media based on the
needs of the students, one of the example is sound mixing listening media. As the
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It is hardly possible to teach listening without media involved. So rather than
using one kind of listening media, the teacher should use various media.
On the other side, institution also have to take a part and support the
developing listening media for the students as listening is receptive skill we do the
most but unfortunately the research about it is less than the other skills.
The last but not least, it is finally suggested that other researchers should
conduct further studies on developing listening media, which has a very close
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