INCREASING STUDENTS’ LISTENING ABILITY THROUGH PICTURE DICTATION AT THE FIRST YEAR OF SMP N 1 BUKIT KEMUNING
By
DESI PERTIWI
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Art Department of Teacher Training and Education Faculty
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
ABSTRACT
INCREASING STUDENTS’ LISTENING ABILITY THROUGH PICTURE DICTATION AT THE FIRST YEAR OF SMPN 1 BUKIT KEMUNING
By Desi Pertiwi
Listening is the major skill which is considered important in language learning. The students have to master listening first in order to be able to build a communication with other people by using English. However, most of students still have difficulties in listening skill especially in understanding the message of the spoken statements. In this case, there are many techniques that can be used to improve students’ listening ability, one of them is picture dictation. Thus, the objective of the research is to find out whether there is improvement of students’ listening ability after being taught by picture dictations technique.
This research was quantitative which has one group pretest-posttest design. The population of this research was the first year students of SMP Negeri 1 Bukit kemuning that consists of six classes, VII-1 until VII-6, and each of class consists of 32-36 students. The sample of this research was VII-3 which is selected by lottery drawing. This research was intended to find out whether or not there was improvement of students’ listening ability after being taught through picture dictations technique.
LIST OF CONTENTS A. Background of the Problems ... 1
B. Identification of the problem ... 4
C. Limitation of the problem ... 5
D. Research of the Problem ... 5
E. Objective of the Research ... 5
F. Uses of the Research ... 6
G. Scope of the Research ... 6
H. Definition of Terms ... 7
II. LITERATURE REVIEW A. Review of Previous Research ... 8
B. Review of Related literature ... 9
Appendix
1. The Reliability Analysis of the Try out Test ... 56
2. The Reliability of the Try out Test ... 57
3. The analysis of Upper and lower group of try-out test ... 58
4. Level of difficulty and Discrimination power ... 60
5. The result of the Pre-test and Post-test ... 61
6. Table of distribution of the pre-test in experimental class ... 62
7. Table of distribution of the post-test in experimental class ... 63
8. The normality of the pre-test and the post-test in experimental class ... 64
9. The analysis of hypothesis ... 65
10. T-table ... 66
11. Lessons Plan ... 67
12. Try-out questions ... 81
12. Pre-test questions ... 85
13. Post-test questions ... 89
LIST OF TABLES
Page Table
1. Table Specification of Micro and Macro Skills in Pre-test ... 29
2. Table of Distribution of the Students’ Score of the Pre-test in the Experimental Class... 37
4. Table of Distribution of the Students’ Pre-test Achievement in each Elements of Micro skills ... 38
5. Table of Distribution of the Students’ Score of the Post-test in the Experimental Class... 39
6. Table of Distribution of the Students’ Post-test Achievement in each Elements of Micro skills ... 39
7. Table of the Increase from Pre-test to Post-test ... 40
8. Increase from Pre-test to Post-test for each elements of Micro Skills ... 40
I. INTRODUCTION
This chapter describes the background of this research. It includes background of the problem, identification of the problem, limitation of the problem, research problem, objective of the research, uses of the research, scope of the research, and definition of terms.
A. Background of the problem
Listening, speaking, readi ng and writing are inseparable items in learning English. Those four skills are integrated each other to deliver the students as a good foreign language learner. As listed on school based curriculum (KTSP), the students from elementary level up to university should master those four aspects of English in passing national examination.
to master listening first in order to be able to build a communication with other
In learning English, the students shared many times in listening to the teachers’ opinion, instruction, and statements to get the understanding. Moreover, in the listening process students will identify the language system through materials understanding; learning how to pronounce, and getting the instruction and the explanations. Thus in teaching learning, listening does take an important part due to students’ grasping English depends on their listening ability.
Due to its important role, the government places listening as the first language test items in national examination along with the other skills such as speaking, writing and reading. The students need to pass the listening test to complete their score in the English national examination. However, listening is considered as difficult skills that students hard to master. Students are lazy to do listening class because they have no written transcriptions in helping them to grasp the material. Based on researcher pre-observation of students’ listening ability in SMPN 1 Bukit Kemuning, it was found that students listening ability is still low because the students are hard to interpret the spoken passages or statements from the speakers.
be happened because they are studying about the second language in where they recognized as the zero knowledge learner. Besides that considering the level education of those students, it can acknowledge that their vocabulary understanding is still low. Thus, the lack of interpreting the message is caused by the less understanding of so many words.
Furthermore, the students also got less practice regarding listening materials in the class since the teacher had to divide the material focus into four English skills. Due to the less practice, the students could not wisely use their listening time in comprehending the message from the spoken statements. The students seemed unfamiliar with the listening test and they tended to think that listening test was just about hearing the tape and filling the answer sheets. This idea about listening affected the students to ignore the importance of listening process.
The stated findings above might be caused from several causes i.e. students might be lack of vocabulary since they did not have many sources of material. The teacher still did the conventional way in teaching listening material. The students have blocked the listening material since they hate to interpret the meaning without the written script. The students hated English because the number of words that they needed to cover in order to understand the material is too much.
would have an active listening by drawing their listening process in form of picture. The process of the listening would be focused on students’ accuracy in placing the things or objects based on teacher’s simple instruction.
The picture dictation served the students in saving their comprehension in the paper sheets. The students did the evaluation of the information in form of statements or instructions by seeing the picture. In this technique, the drawing quality is not being counted. The focus would be on the student’s accuracy in placing the object based on teacher’s simple instruction. Based on the stated background above, this research is entitled “Increasing Students’ Listening Ability through Picture Dictation at first year student of SMPN 1 Bukit Kemuning”.
B. Identification of the Problems
Based on background of the problems above, the researcher identifies some problems as follows:
1. The students less of interests in listening an English passage or statements because they have no written transcription to grasp the material.
2. The students lack of practicing in listening class and tests.
3. The students are lack of vocabularies; therefore they get difficulties in understanding the message contents.
4. The students feel bored on the way of teacher’s teaching.
C. Limitation of the Problem
Based on identification of the problems stated above, the researcher limits the problem focusing on the technique that is used by the teacher. The researcher is interested in investigating whether there is any difference of students’ listening ability after being taught by Picture Dictation.
D. Research Problem
Based on the background above, the researcher formulated the problem as follow: Is there any significant difference of students’ listening ability after being
taught through picture dictation?
E. Objective of the research
Continuing the formulation of the problems above, the objective of the picture dictation is to find out whether there is significant difference of students’ listening ability after being taught by using picture dictations.
F. Uses of the Research
The uses of the research are: a. Theoretically
The result of the research can be used as the references for those who try to
The result of the research can be used by the researcher who chose
listening skills as the main skill to improve.
b. Practically
This research can be useful for English teachers to choose an active listening in teaching listening process.
G. Scope of the research
The researcher focused the research on using picture dictation as teaching technique for teaching listening, regarding the research question, this research is limited only to find out the significant improvement of student’s listening ability after being taught through picture dictation.
H. Definitions of Terms
The following statements below are presented as the key terms clarified in order to avoid misunderstanding, as follows:
Listening Ability
Listening ability in this research can be referred to the capability of the students in listening teachers’ simple instruction in getting the message of the spoken passage.
Informative Listening
Informative listening is the name we give to the situation where the listener’s primary
concerns is to understand the message.
Picture Dictation
Picture dictation requires very simple drawing done in respond to a simple teachers’
II. LITERATURE REVIEW
This chapter presents review of previous research and review of related literature. In detail, a number of concepts are represented here such as discussion of listening concepts, Listening as informative skills, teaching listening, concept of Visual Aids, concept of picture dictation, procedure of teaching picture dictation, Theoretical assumptions, and Hypothesis.
A. Review of previous Research
In this research, the researcher is interested in discussing the previous research that investigated about the listening skill. The researcher discussing some research which is investigated the listening skill with the various technique and seemed to be relevant to this research.
The previous research is M. Abraham, Zuhar (2008) from Lampung University. In the previous research, the researcher used quantitative design which used true experimental design based on pre-test post-test control group design. The research was conducted at SMP NEGERI 8 BANDAR LAMPUNG and involved two classes as the experimental class as one class as the control class. In his research, there was a significant increase of students’ listening comprehension achievement
mean of students’ pre-test and post-test score in experimental class which increased from 57.35 up to 79.5 or increase 22.15. Meanwhile, in the control class the mean of pre-test and post-test only increased from 56.5 up to 58 or increase 1.5. From his research, it can be concluded that the use of picture dictation technique can increase students’ listening comprehension.
Considering the research above, the researcher thinks that the picture would become a good media in listening activity. Concerning that the student in SMPN 1 is still low in grasping the listening materials. The researcher refers to the M. Abraham Zuhar research in implementing the picture in listening class. By implementing this technique, the researcher tries to increase students listening ability by helping them in grasping material better. Thus, the researcher titled research is “Increasing Students’ Listening Ability at first year Students of SMPN
1 Bukit Kemuning”.
B. Review of Related Literature
Considering the review of previous related research, the researcher is going to propose a review of related literature which has a relationship with this research as follows;
1. Concept of Listening
classroom always do more listening than speaking. English as language learning which talk about communicating, and communicating includes listening as well as speaking and writing.aq
Nunan (2003:24) affirms that listening is an active, purposeful process of making sense of what we hear. Moreover, McErlain (1999) states that listening can be defined as the ability to receive and decode oral communication by processing a language sample. Ideally, language demands us to produce the new language in form of speaking, writing, and reading. However, to be in further three skills of language, students need to gather the process of listening first.
As Philips (2008) states that young learners still have the difficulties in speaking and writing skill. He also argues that listening skill takes an important role for students in the beginning level as illustrated from the way of babies in acquiring language; they listen first and talk later. In addition, Pinter (2006: 45) also proposed that English should start with emphasis on listening than speaking just as in the mother tongue.
Furthermore, according to Hughes (1991: 134) there are two skills involved in listening they are:
a. Macro skill
listener should get the general idea of the information, following instruction or direction.
b. Micro skill
In micro skills, the listener has to interpret intonation pattern (e.g. recognize stress and rhythm), recognition sentence pattern (interrogative as request, imperative, e.g.: “Sit down!”, cohesive devices, e.g.: such as and which, detect sentence
constituent, e.g.: subject, verb, object, and preposition), recognizing discourse marker (e.g.: well, oh, another thing is, now, finally), and getting the referential info (WH questions).
Furthermore, Richard (1983, cited in Omaggio, 1986. p. 126) proposes that the following are micro skills involved in understanding what someone says to us. The listener has to:
- Retain chunks of language in short term memory.
- Discriminate among distinctive sounds in the new language.
- Recognize stress and rhytm patterns, tone patterns, intonational contours. - Recognize reduced forms of words.
- Distinguish word boundaries. -Recognize vocabulary.
-Recognize typical word-order patterns.
-Detect key words, such as those identifying topics and ideas. -Guess meaning from context.
-Recognize basic syntactis patterns. -Recognize cohesive devices
-Detect sentence constituents, such as subject, verb, object, prepotitions and the like.
Listening is about getting the understanding of the spoken statements or passage. In getting those understanding, there are many ways and purposes that include in the process of micro and macro. Macro skills are the essential parts of listening since this skill requires the listener getting the understanding by comprehending the whole idea in general such as identifying the main idea, identifying the specific information, and identifying inference. It can be stated that in macro skill the students directly dealt with the topic discussion in getting the understanding.
Traditionally, this research is about getting the understanding about teachers’
instructions in forming or making the picture based on teachers’ intention. The
main activity is about placing those things or objects in the correct place based on speakers’ intentions. Thus, the students would be considered as a good listener
after they were able to place those things or objects in the correct place as a complete picture. Considering the main activity that is about objects placements, the researcher refers the micro skill aspect in delivering the listening process through picture dictation such as recognizing vocabulary and getting the referential info.
2. Types of Listening
Rost (2002: 2) defines listening in four orientations or perspectives. Listening in perceptive orientation is a process of receiving and catching what the speaker says. Listening in constructive orientation is a process of figuring out and representing meaning of the message. Then, listening in collaborative orientation is a process of responding and negotiating to what speaker has said. Lastly, listening in transformative orientation is a process of creating meaning through involvement, imagination, and empathy. Those statements given above are the essential approach of listening. In essence, the goal of every approach of listening is telling the listener to understand the message of the spoken statements about.
aspects to be noticed, such as vocabularies, concentration, and memory that support to be a better listener and to get meaning what the speakers expect. Second is relationship listening which emphasizes on understanding another person’s feelings or point of view. The special type of relationship listening is
theuraphetic listening which facilitates problem-solving. In addition, the purpose of relationship is to assist an individual and improve relationship between people. The effective of relationship listening is showed by quality of an individual’s
attention, support and empathy to others
Third is appreciative listening. It is a form of listeners’ response to what they listen to, such as listening to music to speaker whom they admire in television or radio. On the other hand, this type of listening is influenced by speakers’ performance, listeners’ perception, and listeners’ previous experiences toward the
listening activity in this type. Fourth is critical listening which mainly concerns on the ability to listen critically. It is much needed by politicians, journalists, salesman’s, advocates of policies and procedure, and spiritual needs. Effective
critical listening depends on ethos or source of credibility, logos or logical argument, and pathos or psychological appeals. In this research, researcher chose informative listening as the listening views in seeing the aims of the listening process.
Informative Listening
listening is the name we give to the situation where the listener’s primary concern is to understand the message. Listeners are successful in so far as the meaning they assign to messages is as close as possible to that which the sender intended. Informative listening, or listening to understand, is found in all areas of our lives. Much of our learning comes from informative listening. For example, we listen to lectures or instructions from teachers and what we learn depends on how well we listen. In the workplace, we listen to understand new practices or procedures and how well we perform depends on how well we listen. We listen to instructions, briefings, reports, and speeches; if we listen poorly, we are not equipped with the information we need.
According to Kline (1996) there are three key variables related to informative listening. Knowing these variables can help the students begin to improve their informative listening skills; that is, students would become increasingly successful in understanding what the speaker means.
1) Vocabulary: Increasing your vocabulary support your understanding of messages from people.
2) Concentration: There are lots of reasons why your concentration might slip when you are supposed to be listening to someone including: distracted by outside stimuli, trying to concentrate on more than one thing at a time, lack of interest in subject or person, lack of motivation. Make sure that you focus on what people are saying.
Informative listening is an important skill in the range of different listening skills we need in our every daily lives. Using informative listening well allows us to acquire information or instructions and understand messages that speaker trying to get across. Informative listening is a type of listening that we use all the time when our primary concern is to understand a message from someone. This may be in the form of instructions, a presentation, speeches, and lecture. How much you learn from informative listening depends on how well you listen and concentrate on the central message.
Ideally, the types of listening can be synchronized with the given material of listening and related to English curriculum at school. In this research, researcher chose informative listening as the listening view. The primary concern in this research is the understanding of the content from spoken passages based on speakers’ intention. The understanding in this research is the ability to place those things or object based on speakers’ intention.
3. Concept of Teaching Listening
According to Paul (2003), listening gives an opportunity to get a comprehensible input to the language. He notes that young learners need to start their English learning process with listening practice. In advance, Slattery and Willis (2008) argue that knowing how children acquire first language can help teachers in teaching second language.
In advance, there are some points to take into account by the teacher in designing classroom listening activities with young learners as mentioned by Scott and Ytreberg (2004). They are: (1) giving the students as much as visual back up as possible, (2) saying things clearly and repeatedly, (3) giving only a short/simple listening task, (4) asking for students’ understanding, (5) involving the student to
move about and creating movement and/or noise. In this research, researcher tries to represent visual aids to back students understanding better about the spoken topics. Picture dictations has picture as one of visual parts. The word dictation would help students to hear clearly and the kind of activity will be in a simple listening activity to develop students’ listening ability.
4. The Concept of Visual Aids
The use of visual aids in teaching learning process can give some advantages since it cover one more sense to help the learners in grasping the materials. By using visual aids, the learners can recall the earlier information about the learning material. Rivers (1982: 1) states that the use of visual aids can stimulate the students to grasp the comprehension better by using not only one sense to cover it up. On the other hand, Cahyono (1997:114) says: The advantages of pictures are: (a) they can be used to teach some grammatical structure; (b) since pictures are more vivid, that words, so they are much easier to recall than word; (c) they can be used to teach vocabulary; (d) certain kinds of picture can be used to developed and sustain motivation; and (e) they can be used to produce positive attitudes toward English.
Cheek and Beeman (2000: 1) define a visual aid as anything the audience can see that helps the speaker get his or her message across to the audience. In advance, The usefulness of visual aids in teaching a foreign language is very clear and in spite of its clarity Lado (1964:194) states that “visual aids must remains aids”
which assist to improve the process of teaching a foreign language, and Hastuti (1996: 172) defines visual aids as person, material or tools, or events that established conditions, which enables the learners to acquire knowledge, skills, and attitude. In this sense, the teachers, the textbooks, and the school environment are media.
Regarding to the researcher’s pre-observation, the researcher chose picture as one
students listening ability is still low due to the lack of interpretation of spoken passage. The students seemed confused to understand the topic since they have no written transcription to help them in grasping the material. By using picture as one of visual aids, the researcher aims to prepare written transcription through listening process first to help the students grasp the material better.
5. The Concept of Picture Dictation
Picture is one of visual tool in teaching learning process which provides visual part to assist students in grasping the material. Meanwhile, the word dictation dictates the materials aloud to the students. Picture dictation is listening activity where the teacher dictates a text to the students, and the students listen carefully to the story, make a sum of theory if it is needed and then do a drawing. The use of picture is helping students to grasp the material better by recalling the earlier information. The picture dictations also provides the incomplete picture as students background knowledge in drawing activity based on teacher instructions.
Picture dictation requires very simple drawing done in respond to a simple teachers’ instruction, (Heath Robert, 1988:44). Furthermore, Donn Byrne
reconstruct the description text read by the teacher, as in standard dictogloss, and then drawing.
From the stated statements above, researcher assumes that picture dictation is the technique where the students gathers the listening process by listening to teachers’ instruction of spoken passage and do a drawing by following teacher instruction. In the picture dictation activity, students should not aware of being unable in drawing the picture perfectly. The focus of the activity would be on the right of the object placement based on the teacher’s instruction. In line with the previous listening types to be improved, researcher focuses on how far students understand the message based on speakers’ intention. In short, picture dictation means that the teacher dictates something to the students, they listen carefully, and they draw something on their paper based on teachers’ instruction.
6. The Procedure of Teaching Listening through Picture Dictation
Picture Dictation is the active listening in listening process. There are some procedures in presenting the picture dictation in the listening class. They are; first, the explanations of the picture dictations rule by giving the example of the activity to the students. In this part it should be clear about the subject matters by selecting the title to be discussed. The teacher should tell clearly what the students are going to do through the example of the picture.
each passage. The incomplete picture would become the students’ navigations in placing those objects or thing while the complete picture would became the evaluations for students’ listening achievement at the end of the class.
Third, the activity is started by presenting the passage to the students, the First things to do is dictate the passage as a whole part. The second part, those passages was divided into sentences in form of instructions. The teacher dictates 10 instructions to the students related to the earlier passage while the students can start the drawing. The teacher can repeat the instruction twice to help the students reviewing the earlier information of the spoken statements. The teacher gives an example drawing of the things for the substitutions if there is a problem from the students who cannot draw or scared to draw.
7. Theoretical Assumption
8. Hypothesis
Based on the theoretical assumption above, the writer would like to formulate the hypothesis as follows:
There is a significant increase of students’ listening scores from pretest to posttest
after being taught by picture dictation.
III. RESEARCH METHOD
This chapter discusses certain points; research design, sample and population, data, collecting data technique, instrument of the research, data analysis, data treatment, and hypothesis testing, as the explanation follows:
A. Research Design
In this research, the researcher intended to find out the significant increase of students’ listening ability before and after being taught through picture dictation.
Thus, the researcher used quantitative research based on the experimental design. A quantitative research was used to measure the students’ achievement in
listening ability. The researcher used one group pre-test and post-test design which took two classes as the experimental class and the try out class.
Before administering the pre-test, the researcher firstly administered a try-out test in the try out class to measure the quality of the test which was used in taking the good and reliable data for the pre-test and the post-test. After the try-out test, the pre-test was administered to measure students’ listening ability before the treatments. After the posttest, the researcher administered tree treatments to see the improvement of students’ listening ability. After the treatments were finished, the posttest was administered to know students’ improvement of students’
In this research, the researcher only selected one class as experimental class which had three treatments in the listening activity. The research design is presented as follows:
T1 x T2
Hatch and farady (1982)
Where: T1 = Pretest X = Treatments T2 = Post Test
B. Population and Sample
C. Research Procedures
The writer used some following procedures to get the best result of the research:
1. Administering the try out test
The tryout test was given to the students in order to know the quality of the test as
the instrument of this research. It was administered to find out the good and
reliable test for the further test. In determining the quality of the test the researcher
see in these aspects such as validity, reliability, level of difficulty, and the
discrimination power. From the computation of level of difficulty (See appendix
4), the researcher got that there are 3 items (3, 9, 18) categorized as the difficult items which were less than 0.30 (difficult items) and there are two items (5, 23) categorized as the easy items in which the range of the item is >0.70 (Easy). Then, the researcher found that there were 20 items which categorized as the satisfactory items (in the range of 0.30-0.70). 2 items in easy category which had less than 0.20 indexes. In short, the researcher had 20 test items that had a good discrimination power and positive value since a large acknowledgeable the students that poor students got the items correct.
2. Administering the pretest
The research was administered this test before giving treatments by using picture
dictation. There were 20 items consists of listen and draw, multiple choices tests.
The test was conducted for about 40 minutes.
3. Conducting the treatment
After the pretest, the researcher conducted the treatments for three meeting that
took 90 minutes in every meeting. The researcher taught listening through picture
4. Administering the posttest
The posttest was given to evaluate the students’ listening achievements after being
taught by picture dictation. The test is the same items with the pre-test but already
in random items.
5. Analyzing the data
Both pretest and posttest results were analyzed by using Repeated Measures t-test
to compare the data of the two means score (Hatch and Farhady, 1982:108). The
researcher analyzed the improvement by comparing the scores of pretest and
posttest from the experimental class. If the score of posttest was better than
pretest, it means that there was an increase of students’ listening achievement.
6. Concluding and reporting the result of the data analysis
After analyzing the results of pretest and posttest, the researcher drawed the
conclusion and the results of this research was reported in the script including
suggestion from the researcher.
D. Data Collecting Technique
The data of the research were the students’ listening score from the pre-test to the post-test. The students’ listening achievement was seen from the score of pre-test (before treatment) to the posttest (After treatment). The instrument of this research was listening test which covers some listening components that develops students’
researcher administered the try-out test in another class to determine the reliability of the test.
1. Pretest
The pretest was given before the picture dictation technique was applied. The pre-test was administered to know students’ listening ability before having treatments.
The researcher uses this test as an objective test in the form of listening variation test. Because listening can generally be included in an objective test that a subjective test. The material that was tested was related to the School Based Curriculum or KTSP which was suitable with their level. The number of item in pretest was 20 items and was held for 40 minutes.
2. Posttest
The posttest was conducted after the treatments. The purpose of the post-test was to know the students’ listening achievement after having picture dictation
technique as the treatment. The test items in the post-test are the same items as pre-test but in random number. The result of both tests was used as the measurements of students’ listening achievement.
E. Research Instrument
1. Validity
A test can be considered valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982; 250). According to the Hatch and Farhady (1982; 281) there are two basic types of validity; content validity and construct validity.
a. Content validity
Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. According to Hatch and Farhady (1982:251), since content validity is the extent to which a test measures a representative sample of the subject meter, the focus of content validity is adequacy of the sample of the appearance of the test. Therefore, since the test instrument was conducted to get the data of the students’ listening comprehension achievement, the content validity of the test items were conducted by including listening materials which were arranged based on the materials already given and it was suitable with the curriculum. Thus, if the measuring instrument has represented all the ideas that connected with the materials that will be measured, that measuring instrument has fulfilled the aspect of content validity.
b. Construct validity
what it means to know a language. In this research, the researcher focuses on micro skills of listening in form of listening test.
Table 1. Table specification of Micro skill in pre-test and post-test
No Objective Number of items Percentage
1 Recognize Vocabulary 1,2,3,4,5,6,7,8,9,10 50 % 2 Getting the referential info
(WH questions)
11,12,13,14,15,16,17,18,19,20 50 %
There are many micro skills elements that are overlapping each others in helping the listener understand the message contents. In picture dictations usage, the kind of micro skills that can be covered is about recognize vocabulary and getting referential info. Since the main activity is the object placements, the recognize vocabulary taking the role in delivering the listening process through picture dictation (drawing activity). They should recognize vocabulary first in order to draw the picture based on speakers’ intention. Getting the referential info will
direct the students to get the information through the WH questions.
2. Reliability
Reliability of the test can be defined as the extent to which a test produces consistent result when administrated under similar conditions (Hatch and Farhady, 1982:243). Split-half technique was used to estimate the reliability of the test and to measure the coefficient of the reliability between odd and even group, Pearson Product Moment formula was used is as follows:
∑ = Total score of odd number
Rxy = The correlation of odd group and even group
X2 = Square of y
= Square of y
N = Total Number of student
(Henning, 1987:60) Then to know the coefficient correlation of the whole items, the researcher uses Spearman Brown formula:
= reliability of full test
= reliability of half of the test The criteria of reliability were: 0.80 – 1.00 = very high
0.60 – 0.79 = high 0.40 – 0.59 = average
0.20 – 0.39 = low
0.00 – 0.19 = very low
3. Level of Difficulty
The level of difficulty is important to be known since the students who take the test. If the test items are too easy, we cannot know about differences is discarded. To see the level of difficulty, the researcher used this formula:
LD= R/N Where:
LD: level of difficulty
R: the number of students who answer correctly N: the total number of students following the test The criteria:
<0.03 = difficult 0.30-0.70 = average <0.70 =easy (Shohamy, 1985: 79)
Based on the criteria above, there were 2 easy items in the try-out test (5, 23). There were 3 difficult items (3,9,18). And, there were 20 satisfactory items.
4. Discrimination Power
⁄
Where:
DP : discrimination power
U : the proportion of upper group students L : the proportion of lower group students N : total number of students
The criteria are:
0.00-0.20 = Poor items
0.21-0.40 = Satisfactory items 0.41-0.70 = Good items 0.71-1.00 = Excellent items
- (negative)= Bad items, should be ommited
(Heaton, 1975:180)
looking discrimination power and level of difficulty index, the total items that were administered were 20 items.
5. Scoring System
In this research, the score from the listening to picture dictation was calculated as follows:
S = Score of the test R = Right answer N = Number of item test Arikunto, (1997)
6. Data Analysis
After collecting data from conducting pretest and posttest, the researcher analyzed the data to know whether there was any significant increase of students’ listening achievement after they were taught by using picture dictations technique at SMP N 1 Bukit Kemuning. The researcher used these steps to examine the data:
1) Scoring the pre-test and post-test.
2) Tabulating the result of the test and finding the mean of the pre-test and post-test. it was calculated by applying:
̅ ∑
Note:
̅ = Mean
ΣX = Total score of the students
N = Number of students
3) Drawing conclusion from the tabulated result of the pretest and posttest administering, that was statistically analyzed using SPSS (Statistical Program for Social Sciences) in order to test whether improve of the students’ gain was significant or not.
4) Analyzing the data used t-test. It was important to find out whether the data from experimental class were random and normally distributed or not. In this research, the random and normality test were used to know whether the data in the experimental class are random and distributed normally or not. The researcher used SPSS 16.0 for Windows with level of significant 0.05. The data are determined random and accepted the normality if the Ho is higher than 0.05 (Sig.>α). From the result of the test, it showed that
the data were random and distributed normally.
7. Hypothesis Testing
will be significant if the result at the level of 0.05 in which the hypothesis is approved if sig. <a.
Hα = There is significant increase of students’ listening ability
after being taught by picture dictation.
Ho = There is no significant improvement of students’ listening ability after being taught by picture dictation.
(Setiyadi, 2006:97) The criteria are:
Hα (alternative hypothesis) is accepted if alpha is lower than 0.05 (a<0.05).
V. CONCLUSION AND SUGGESTION
This chapter presented the conclusion and suggestion based on finding and discussion of data analysis.
A. Conclusion
Based on the discussion of research finding of the previous chapter, the researcher draws the major conclusions as follow:
There is significant improvement of students listening score after being taught through picture dictation. This could be seen from the mean scores of students’
pretest and posttest score in experimental class which increase from 57.94 up to 72.12 with gain score about 14.18%. Besides that, picture dictation also can improve students’ listening of two micro skill aspects such as Recognizing Vocabulary and
Getting the Referential Info. The students have increased in to two micro skill aspects recognizing vocabulary (14.7%) and getting the referential info (11.14%). It also can be seen from the result of the hypothesis testing which showed that the sig. <α(p<0.05, p=0.000)
B. Suggestions
1. It is suggested to the teacher to implement the picture dictation in listening class to help the students grasp the material betters by using one more sense to cover it up. The students could grasp the material better due to picture usage which belongs to the group of visual aids.
2. In implementing picture dictations in listening class the teacher should explain clearly the rules of the activity and the main purposes of the drawing activity to make the students focused on the purposes of listening itself. By telling the purpose clearly the students should be more aware in making the correct picture instead of the good picture with few accessories.
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