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A COMPARATIVE STUDY OF STUDENTS’ LISTENING
COMPREHENSION ACHIEVEMENT TAUGHT THROUGH VIDEO AND THOSE TAUGHT THROUGH AUDIO IN SMPN 26 BANDAR LAMPUNG
By
Logi Bellamari Puspita
The objective of this research is to find out whether there is a significant difference of the students’ listening comprehension after being taught through video and those who were taught through audio tape. This research was a quantitative research. This research was conducted to the first grade students of SMP Negeri 26 Bandar Lampung. As the sample of this research, the researcher took 2 classes; class VII.H as experimental class 1 and class VII.I as experimental class 2. The sample was chosen randomly under the assumption that each class had the same level of ability. In collecting the data, the researcher used multiple choice items. The data were analyzed by using Independent Sample t-test in SPSS 16.0 with significant level of 0.05.
The researcher found that there is a relative difference of the students’ listening comprehension achievement between the students who were taught through video and those who were taught through audio. It can be seen from sign is smaller than α, (0.026<0.05). In experimental class 1 the increase score is 15.7 while in experimental class 2 is 10.82.
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CURRICULUM VITAE
The writer, Logi Bellamari Puspita, was born in Bandar Lampung, March 21st, 1993.
She is the first daughter of Ir. Dwi Agus Priyanto and Lilis Suryani, S.Sos. She has
one brother and one sister.
The writer started her study from kindergarten at TK Kartika II-26 Bandar Lampung
from 1997 and graduated in 1998. She studied in elementary school at SD Kartika
II-26 Bandar Lampung from 1998 until 2004. In the same year, she continued her study
at SMP Negeri 25 Bandar Lampung and graduated in 2007. Then, she entered SMA
Negeri 10 Bandar Lampung and graduated in 2010.
After finishing her high school studies in 2010, she continued her study at the
Teacher Training and Education Faculty of Lampung University, Arts and Language
Education Department at English Education Study Program. She carried on Kuliah
Kerja Nyata Kependidikan – Terintegrasi (KKNK-T) at SMA Ar-Rahman Sukau,
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DEDICATION
This script is fully dedicated to:
My beloved parents, Ir. Dwi Agus Priyanto and Lilis Suryani, S.Sos.
My beloved brother and sister, Loga Febio Bagaskoro and Lige Sibil Dioctana
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MOTTO
“What you do in this world is a matter of no consequence. The question is what can you make people believe you have done.”
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ACKNOWLEDGEMENT
The writer would like to acknowledge her deepest gratitude to the Most Gracious and
the Most Merciful, Allah SWT who gives endless bless throughout the writer’s life
and also enables the writer to finish her script entitled; A Comparative Study of
Students’ Listening Comprehension Achievement Taught Through Video and Those
Taught Through Audio at the First Grade of SMP Negeri 26 Bandar Lampung.
Shalawat and salaam to the greatest person ever lived, Prophet Muhammad SAW and
his family.
The writer is eager to present her countless gratitude to the people who had supported
her throughout her life and especially in finishing this script. Thus, the writer wants to
express her sincere respect and gratitude to:
1. The writer’s first advisor, Dr. Muhammad Sukirlan, S.Pd., M.A., for his advices, kindness, patience, corrections, supports and valuable advices in helping the
writer to improve this script to be better.
2. The writer’s second advisor, Drs. Deddy Supriyadi, M.Pd., suggestions,
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3. Hery Yufrizal, M.A., Ph.D., as the examiner, for his kindness and critical
suggestions to the script, thus his contribution had enabled the writer to finish the
script rightly.
4. Dr. Muhammad Fuad, M.Hum., as the Chairperson of Language and Art
Eduaction Department for his contribution and attention.
5. All lecturers of English Education Study Program who have contributed their
guidance in accomplishing this script.
6. Mrs. Yuliana Siregar, S.Pd., the English teacher of SMP Negeri 26 Bandar
Lampung, for the permission to conduct the research in her class and also for her
gracious help in finishing the research.
7. The writer’s beloved parents, Ir. Dwi Agus Priyanto and Lilis Suryani, S.Sos., for their endless love, supports and prayers, and encouragements for the writer to
accomplish everything in life.
8. The writer’s beloved brother and sister, Loga Febio Bagaskoro and Lige Sibil Dioctana for their loves, laughters, bickers, and supports.
9. The writer’s beloved best friends, Indah Nurhasanah, Puspa Aprilia Ningtyas,
Shirtha El Rusyda, Yulia Agustiara Putri, Maulini Rizki, and Ria Sukanti
Effendi, for their generous supports, encouragements, friendship, and amazing
experiences of 4 years dedication in English Department.
10. The writer’s research companion, Kartika Wulandari and Aria Susanti Wulansari for the encouragements, experience, great ideas and helps. Moreover, the writers’
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11. The writer’s brothers and sisters at KKNK-T 2013. Fuspa, Anggi, Betari, Sonya,
Gusti, Ayu, Eva, Arif, and Andre, for the great experiences, adventures, laugh,
tears and beautiful friendship.
Finally, the writer realizes that this script is still far from perfection. Thus, comments,
critics and suggestions will be openly appreciated for the better research. The writer
hopes that this research would be a positive contribution to the educational
development, the readers, and the other researcher.
Bandar Lampung, October 2014
3. 2. Sourch of The Data………... 30
3. 3. Data Collecting Techniques………... 31
3. 4. Procedures for Collecting Data...……….. 32
3. 5. Research Instruments………. 35
3. 6. Data Analysis... 39
3. 7. Hypothesis Testing………. 41
III. RESULTS AND DISCUSSIONS 4. 1. Result of the Reseacrh……….. 42
4. 2. Result of Pretest………. 43
4. 3. Result of Posttest……… 45
4. 4. Random Test...………... 49
4. 5. Normality Test...………. 50
4. 6. Homogeneity Test...……… 51
4. 7. The Hypothesis... 51
4. 8. Discussions...……….... 55
IV. CONCLUSIONS AND SUGGESTIONS 5. 1. Conclusions………... 64
5. 2. Suggestions……… 65
I. INTRODUCTION
This chapter discusses the background of the problems, formulation of the
problems, the objectives of the research, the uses of the research, the scope of the
research, and the definition of terms.
1.1.Background
Listening plays a crucial role in daily live communication. People listen for some
purposes such as having entertainment, acquiring certain informations, and
pursuing academic purposes. As for academic purposes, listening is one of
important skills in foreign language teaching and learning. Listening is essential
for learning a language, especially English as the Second Language because it is
basic skill that has to be mastered by the students.
In listening comprehension, the more the students can understand what is being
said, the better they have what is communicated. Moreover, they will be able to
comprehend the characteristics of the target language which will help to improve
their language development in all four key skill areas.
It is necessary to use interesting and suitable media in teaching listening because
media cover recording, reproducing, and displaying moving images along with the
sound, especially in the form that can be presented on the screen. Therefore, it is
needed in the listening. Students are able not only to hear the information but also
see it by themselves. Thus, media will lead to a greater understanding of the
lesson in listening comprehension.
Furthermore, media is able to avoid students’ boredom during teaching at listening comprehension. It is reasonable to choose insteresting media which in
this research are video and audio tape as the listening equipments because many
children and teenagers like to watch video and it could make the learning process
easier and fun. They would be interested and happy to listen through this media.
Developing listening comprehension trough videos would also make the teacher
get the importance of using technological tools in order to catch student’s attention. When students are totally engaged in a class, their learning and
comprehension are completely opened to the new knowledge, so the objectives of
listening comprehension can be successfully achieved.
Heaton (1984:64) states that an effective way of developing the listening skill is
through provision of carefully selected practice material. Therefore, teacher
should conduct an appropriate and suitable strategy for developing and enhancing
students’ listening skill and motivate them as well, so that they will achieve the
goals in listening comprehension. Since English is not the first language for
Indonesian people, comprehending the conversation and materials in listening
comprehension is not easy for students, especially for students at the first grade of
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Based on interview to the students done by the researcher, it was found that most
students in the first grade of SMP Negeri 26 Bandar Lampung lacked the ability in
listening. They found it difficult to listen a simple dialogue based on the cassette.
The material was recorded in rapid conversation that makes them hard to catch the
meaning and the message of the words. This makes them unable to comprehend
what they have heard. It was difficult to listen to the cassette or recorded media.
They were still confused to understand the material and tended to repeat the
record three times respectively. Although the material was familiar for the
students, but they still could not get the main point of the listening through
recorded media or cassette. If students could not get the point of what they have
heard, then they could not comprehend the listening comprehension.
Besides that, students were still confused to the test because they tried to
understand every word. They took full attention and focused on finding every
word’s meaning. Moreover, students got left behind trying to know what the
previous word means. Consequently, the students spent more times without trying
to find the main point of the listening. The situation occured because the teacher
did not use the media that was suitable with the students’ need or the students’
interest.
In finding the solution of the students’ listening problem, the researcher is
interested to compare the audio tape that are used in the school and video in order
to know which one of those media help to increase students’ listening
1.2.Problems
As stated in the background of the research, the researcher states the objectives of
the research as follows:
1. Is there any significant difference of students’ listening comprehension achievement after being taught through video and audio tape?
2. Which one of those media is more effective to increase students’ listening comprehension?
1.3.Objectives
Considering the problems above, the study is oriented towards the following
objectives:
1. To find out whether there is a significant difference of the students’ listening comprehension achievement after being taught through video and audio tape.
2. To find out which one of those media is better to increase students’ listening comprehension.
1.4.Uses
The findings of the research will be expected to give valuable contributions to the
followings:
1. Theoretical
This research is expected to show which one of the following media;
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comprehension. Moreover, this research is also able to be the consideration
as one of alternative media in future research works of listening
comprehension. Hence, it can be used as a reference for the next researcher
who will concentrate on the similar scope of research.
2. Practical
This research hopefully can be the consideration to contribute useful
information for the students about using media in such as video and audio
tape in developing their listening comprehension.
1.5. Scope
This study was conducted to investigate students’ listening comprehension in
SMP Negeri 26 Bandar Lampung. The subject of this research was the first grade
students in academic year of 2014-2015. The samples of the research were class
VII.H and VII.I. The media that were used in teaching listening comprehension
were audio tape and video in a form of flash video or FLV containing narrative
text spoken by native speaker. The main focus of this research is students’
listening comprehension in using audio and video in teaching listening
comprehension.
1.6. Definition of Terms Audio Tape
It is a media that is applied in this research. It includes the subject of the
listening section that will be heard by the students . The media is in audio
Listening Comprehension
A definition of listening comprehension is more than just hearing what the
spoken word said but also able to understand the meaning of the word and
relate it with what he or she already knows along with negotiating the
message and the meaning of the spoken word.
Teaching Listening
It is a process which required an active interactions between students and
the teacher as the teacher leads them to master the listening skills so that
they are able to comprehend the overall message and respond on the
speaker’s intention.
Video
In this research, video is one of media that can be applied to develop
students’ understanding in listening comprehension. A video is an audio
-visual media which recording, reproducing, and displaying moving images
along with the sound, especially in the format that can be presented on the
screen.
Those are the content and discussion of chapter 1. The further explanation of the
II. LITERATURE REVIEW
This chapter discuses several points, i.e. listening, listening comprehension,
teaching listening comprehension, video in language teaching, teaching listening
through video, audio in language teaching, audio in teaching listening
comprehension, advantages and disadvantages, theoretical assumption, and
hypothesis.
2.1. Listening
Krashen (1982) states that listening is the primary important in the language
learning and that the ability to speak and write fluently will come on its own with
time. It means that communication will not be running well without listening
since listening is the basic skill of the language mastering. Listening fosters the
learning of a second language because it provides input which is a main factor in
the learning process as Krashen posited. It means that listening is a significant
skill during the process of acquiring a language. In listening, listeners must
discriminate between sounds, understand vocabulary and grammatical structures,
interpret stress and intention, retain, and interpret this within the immediate as
well as the larger socio-cultural context of the utterance (Wipf, 1984).
Rost (2002) defines listening, in its broadest sense, as a process of receiving what
meaning (constructive orientation); negotiating meaning with the speaker and
responding (collaborative orientation); and, creating meaning through
involvement, imagination and empathy (transformative orientation).
It is important to recognize all of the language components that are required to
understand the message because it is a fact that students face those language
components when they are exposed to real and non-real contexts. Moreover,
listening skill is the process that allows the listener to understand a determinate
message and identify the parts that contains the speech. It also allows the listener
to be an active participant in the society he or she is involved.
Listening is considered as a major component of language learning and teaching
since it is the basic skill that has to be mastered in English. Listening usually
consumes more time in acquiring than other language skills and needs some
process of learning. The greater understanding in listening will lead to fun and
easier learning in other skills acquisition such as reading, speaking, and writing.
In the classroom, students are exposed to the spoken language all the time. They
tend to do more listening than speaking because teacher contributes the greater
part of the teaching and learning process which is explaining the lesson in spoken
language. In order for the students to fully understand the lesson, they have to be
able to listen carefully to what the teacher said and they are required to interpret
the message of lesson they have heard. If the students cannot comprehend the
message and negotiate the meaning of the lesson, the objectives of the study itself
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This research of listening comprehension helps us to identify which kind of the
media that can be used depending on the students’ style of learning and their
listening needs. Therefore, researcher proposes a solution for the best choice to
compare audio and video media to increase students’ listening comprehension and
by the reason that the media provide some benefits in help to get a greater
understanding of listening comprehension.
2.2. Listening Comprehension
Listening is a basic input to communicate and interact. It plays an important role
in building communication skill. Margaret (1988:19) states that listening
comprehension is an active process in which the listener plays a very active part in
constructing the overall message that is eventually exchanged between the listener
and the speaker.
It means that in the process of acquiring a second language, listening skills need
to be more feasible than the other skills, taking into account student’s interests and
features in order to develop it effectively. Due to the difficulty to develop the
listening skill, the teacher’s duty is to create strategies that maintain student’s
attention high in order to make the learning process easier. The content of the
instruction should be interesting for the students and the students can clearly
identify all the listening components.
According to Hughes (1991:134) there are two skills involved in listening
I. Macro skill
In macro skill, to understand what someone says a listener has to involve with
listening for specific information, obtaining a gist of what is being heard or the
listener should get the general idea of the information, following instruction or
directions etc. The explanation of macro skill will be elaborated as follows:
1) Identifying the main idea
Indentifying the main idea of a text is one of the prominent skills in
listening comprehension. The main idea tells the topic of the paragraph
which tells what all and most the paragraphs are about. Main idea helps
students remember important information because it is the key concept of
the whole paragraph.
2) Identifying specific information
Specific information includes the details of the paragraph and develops the
main idea or the topic sentence. It consists of information such as how,
what, when, where, why, how much, or how many in the paragraph.
3) Identifying inference
Inference is a knowledgeable prediction about something which is based
on the information and facts. In order to get the inference of the text,
students have to draw conclusions refers to information that is implied or
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and go beyond the surface details to see other meanings that the details
suggest and imply.
4) Identifying reference
Reference is a relation between words or utterances which provides the
information necessary to interpret the other. It is the connection between
words in which one word as a signal or acts as a link to other words in the
text.
5) Vocabulary
Vocabulary is the set of words within a language that are familiar and
known to the person who uses it. Vocabulary is essential for
communication purposes and acquiring knowledge.
II. Micro skill
In micro skill, to understand what someone says a listener has to interpret
intonation pattern (e.g. recognize stress and rhythm), recognition of function of
structures (interrogative as request, imperative e.g. sit down!; cohesive devices
e.g. such as and which, detect sentence constituents, e.g. subject, verb, object,
preposition), recognizing discourse markers (e.g. well; oh, another thing is;
now, finally). Each skill has its usefulness in gaining information and
objectives. For example, the macro skill is the skill that will be mostly used in
this research because it deals with the informations that the learner or students
In this research, both macro and micro skills will be involved because students
have to use their prior knowledge to understand the general meaning of the
message that they will listen in the video and audio tape. They also have to be
able to interpret intonation and recognize the vocabularies along with the structure
of the message. Students will listen for obtaining specific information and
encouraging gist of what is being heard. They have to grasp the general idea of the
information, following instruction or directions that they will heard and watch in
the video and audio tape.
2.3. Teaching Listening Comprehension
Listening plays an important role in language learning. Therefore teacher has to be
able to lead the students in improving and sharpening their listening skills in the
class. Cross (1998) states that without listening skill, no communication can be
achieved. Therefore teacher should lead the students in mastering their listening
skills so that they are able to communicate and respond to the message of the
speaker intended to.
Byrne (1978:8) states teachers need to follow the three essential steps in teaching
listening comprehension, in forward; the students are expected to be able to:
a) Hear the sound. The students hear the information from the speaker in
verbal communication.
b) Identify the sound. The students make sense out of the information by
using their background knowledge. Moreover, if they consider it new, they
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c) Produce the respond. After the students identifying the information, they
will interpret the data and respond to the speaker as the reflection that they
receive the information by using the means of language.
Through listening comprehension, the students are more than just hearing what
the spoken word said but also able to understand the meaning of the word and
relate it with what they already know. The listener also has to be able to respond
and exchange the message of what they already heard from the speaker. Without
understanding input appropriately, listening simply cannot get any improvement.
Therefore, in teaching listening activity, both students and teachers should
actively involve in the teaching and learning process. Teaching listening is a
process which required an active interactions between students and the teacher as
the teacher leads them to master the listening skills so that they are able to
comprehend the overall message and respond on the speaker’s intention.
There are some techniques in listening comprehension based on the
communicative approach. The selection of appropriate technique and media in
teaching learning process is required for the teacher. In this case, the writer
chooses video and audio tape in teaching listening comprehension. By
implementing the video and audio tape, the writer assumed that it will overcome
the students’ boredom during teaching listening comprehension. It is reasonable
because young learners usually like to listen to audio tape alongside watch video
which is an audio visual aid that involved sound and moving pictures so that
When the pupose of teaching listening comprehension is achieved then students
achievement in listening comprehension will be improved as well. Hence, teacher
is required to apply suitable materials in teaching listening process because it is a
process which required an active interactions between students and the teacher as
the teacher leads them to master the listening skills so that they are able to
comprehend the overall message and respond on the speaker’s intention.
2.4. Video in Language Teaching
Video is one of media that can be used to teach learning comprehension. The
implementation of video in teaching, especially listening comprehension has
become a consideration of alternative media in this modern era. Video is the
system of recording, reproducing, or broadcasting moving visual images on or
from videotape (Oxford Dictionary).
William & Lutes (2001) claim that through visual materials students have the
opportunity to be observers and participants. It means that learning will be more
natural because videos allow the English class to be more innovative and less
traditional.
Additionally, according to Beare (2008), videos support students to become more
conscious of their learning process. They allow the learner to get an immediate
feedback being videos more effective than “simple teacher correction”. Moreover,
Esseberger (2000) claims that videos can be used in a diverse way in a language
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videos, an immediate feedback can be provided in addition to the opportunity to
having self-monitoring and self-evaluation processes.
Similarly, Harmer (2001) points out that one major advantage of videos is that
learners not only can listen the language but also they can see it. In order to
support comprehension, videos contain visual clues such as gestures and
expressions which allow students to go beyond of what they listen, and also to
interpret the video in a deeper way.
Hence, using video in teaching listening comprehension is necessary because by
using video learners can see the language in use from natural contexts; they can
make connections between words and images which help them to analyze their
own use of the language or even to learn new language. Video provides a
combination of visual and also audio stimuli that can advance the comprehension.
Teaching listening through video is appropriate to attract students’ attention and
interest since video helps to make the atmosphere of the class alive and interactive
and make the lesson more understandable because students can be entertained by
the medium and the classroom interaction will be meaningful.
Based on the previous statements, the researcher concludes that video is the
suitable media to help teacher explain the material thoroughly and concretely.
Using the video in the classroom allows the students to get more information
when listening. Because the more concrete and understandable the lesson is, the
2.5. Video in Teaching Listening Comprehension
In order to make learning English more interesting for students, teacher have to
conduct a suitable and effective way to teach listening. Van Duzer (1998)
highlights that learners listen to achieve a goal and issues that interest them; for
that reason, facilitators took into account students’ interests in order to keep their
motivation high.
Besides, Helgesen as cited in Moncada (2003) supports that listening helps learner
to be “flexible listeners” and to know how to listen in order to get the general idea
or the specific information needed to understand videos.
In developing students’ listening comprehension, there are some innovations of
media in teaching listening process that can be used, such as video. By using
video, students are not only hearing also seeing visual scene of the spoken
language in the video and easily comprehend the meaning based on the
audio-visual media. Therefore, students will be able to catch the purpose of the listening
comprehension faster with video than hearing audio recording dialogs.
Silva (1983) states that unlike written dialogs, and even audio recordings, video is
capable of capturing a communicative acts in its entirely; all the images,
nonverbal communication, and actions shown in a video segment can
communicate and provoke reactions in many ways.
Referring to the theory above, it can be assumed that video can support the
listening comprehension because video contains visual gestures and acts that
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the language in a form of natural contexts, so that they can analyze the use of the
language and make connections between words and images.
Besides, Sadiman (2005:29) mentions that video is storage of picture and sound
information system where audio-visual signal is not only recorded on magnetic
tape but also on disk. Video disk has ability such as:
1. Reverse and fast forward.
2. Speed or slow motion, upward or backward.
3. Single frame, upward or backward.
4. Speech search facility.
5. Stereo sound.
In line with the statement above, Stempleski and Thao vu in Karlina (2010:25)
states that video technology offers the obvious advantages of stop/start,
rewind/replay, sound on/off, and freeze frame controls. These facilities make it
possible for the teacher to present different sections of the video once or several
time in different.
Therefore, video is a useful resource for learning a language because it presents
students with language as well as pictures to enhance the context, this
combination easily engages attention and interest, it is essential to go back in time
and do brief review of the different teaching temporary English speaking
environments (Stempleski, 1987:3).
In this research, the writer is interested in using video as the media in teaching
generate prediction, speculation, and chance to activate students’ background
schemata when viewing a visual scene. It is also good to enhance students’
interest in listening comprehension.
2.6. Audio Tape in Language Teaching
In language teaching, one of the main reasons for getting students to listen to
spoken language is to let them hear different varieties and accents, rather than just
hear the voice of their teacher.
Besides the direct listening and speaking skills practiced through the
teacher-student talks, no proper application of the listening skill could be achieved
without the use of listening equipments, since teachers were non-native English
speakers and thus might lack proficiency in English. This equipment is audio tape
which is available at schools and teachers of English are supposed to use them
according to the indications of textbooks as an essential part of the curriculum. In
this research, the researcher is interested in using the audio tape as the media for
the students’ listening comprehension. There are several reasons why audio tape is
chosen as the media such as it gives variation to the class instead of listening to
teachers’ voice during the listening lesson consistently, it easy to be played
because audio tape is accessible to everybody, and it is pretty obtainable because
the audio tape is a usually cheap and available at schools and teachers use this
media to help increasing students’ listening skill in the class.
An audio tape recorder, tape deck or tape machine is an audio storage device that
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magnetic tape, either wound on a reel or in a cassette, for storage. In this present
day form, audio tape records a fluctuating signal by moving the tape across a tape
head that polarizes the magnetic domains in the tape in proportion to the audio
signal. Tape-recording devices include reel-to-reel tape deck and the cassette deck
(Wikipedia).
Using audio tape or tape recorders provides opportunities for students to hear a
vast amount of authentic native speech. Tapes are an aural aid that may be
employed for more than one purpose. They may be used to provide students with
recorded samples of native speakers' pronunciation and intonation. They may also
be used in grammar drills and in listening comprehension.
2.7. Audio Tape in Teaching Listening Comprehension
Recently, students need to be exposed to many varieties of spoken English.
Therefore, teacher also needs to ensure that students are well prepared for
listening and that they are clearly able to her what they listen to.
The main method of exposing students English is through the use of taped
material which can exemplify wide range topics such as advertisements, news,
broadcast, poetry reading, plays, pop songs, speeches telephone conversations and
all manner of spoken exchanges (Harmer, 2001).
Exposure to language is fundamental requirements for students to deeply
understand the listening comprehension itself. Listening to appropriate tapes
provides such exposure and students get vital information not only about grammar
stress. Similar to speaking, students get better at listening the more they do are
exposed to the spoken language. Listening is a skill and any help given to the
students by teacher in performing that skill will help them to be better listeners
and better learner in listening comprehension.
The use of audio tape in listening comprehension has widely known and used for
many years. Listening demands listener engagement. Suitable tape on subjects
which students are interested with will able to be such motivation in the learning.
Once students are able to do it then the comprehension will be achieved and the
listening will become valuable.
2.8. Procedure of Teaching Listening Through Video and Audio
There are procedures of teaching listening through video and audio, the activities
are:
1. Pre Viewing
In this beginning stage of study, the teacher spends a sufficient amount of time to
help the learner gather the information and schemata or background knowledge
that will be useful in this lesson. Some of previewing activities will conduct by
the teacher in order to facilitate and developing students’ comprehension.
Those activities might include:
1. Previewing about the students’ previous lesson that have the implication or
relation to the today’s learning
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About video: Have you ever watched a video before? Do you like
to watch a fairy tale story?
About audio: Have you ever heard a fairy tale story? Do you like
to listen to fairy tale story?
3. Telling the students about the story that they are going to watch or heard.
4. Conducting a class discussion about the generic structure of the text, e.g.
title, characters, setting, the moral value, and relevance vocabulary that
found in the video or audio tape.
5. Asking the students to make a prediction about what will happen in the
video or audio tape.
2. While Viewing
In this stage, students will be asked to watch the video and heard the audio
multiple times. The first attempt is to make a guess or prediction of the text and
what will happen. The second attempt is to take notes on the important points of
the text.
Teacher will ask students to do the following activities:
1. Giving the direction to the students about what they are going to do.
2. Forming several groups. Each group consists of 5-6 people.
3. Ordering all students to watch or heard the short story about narrative text.
4. Playing the video or audio and orders students to make prediction of the
story.
5. Replaying the video or audio and asking students to make note concerning
6. Giving the worksheet to each group
7. Asking students to discuss their work about information in the text for
example the characters, the setting, the plot of the story, etc.
8. Checking the students comprehension by giving some questions related to
the lesson to them.
3. Post Viewing
In the post viewing activities, the teacher is concluding about the today’s material
and the knowledge that they gain after watching the video and hearing the audio,
for example, new vocabularies which are related and generic structure of the
video. The post viewing activities might include:
1. Concluding the material and give the feedback of the lesson.
2. Asking the students about the obstacles of the lesson.
3. Giving the motivation and homework about listening comprehension.
2.9. Advantages and Disadvantages
Listening comprehension through video and audio tape have some advantages and
disadvantages. Those will be explained as follow:
1. Advantages
The advantages of the research are:
1. Video and audio tape adds varieties to the lesson and interesting for students
at young age.
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3. Video contains visual learning that will help students understanding the
facial expression, body language and at the same time audio tape provides
the intonation, stress, and the rhythm of the language.
4. Video and audio tape can make a fun and more active learning process.
5. Video and audio tape can be controlled (stopped, paused, resumed) so that it
facilitate self-study.
6. Video and audio tape can help to strengthen students’ awareness of the target
language through audio and visual because students’ at young age are most
likely to be interested in audio-visual learning preference.
7. Video and audio tape can be implemented in every grade of education.
8. Video and audio tape can be used individually or group lesson.
2. Disadvantages
The disadvantages of the research are:
1. It takes time for teacher to preparing the tools and the material in the video
and audio tape in front of the class.
2. It takes time to select an authentic material through video and audio tape
teaching listening comprehension.
3. Video and audio tape often does not provide the complex grammatical skill.
4. Video and audio tape with long duration will lead to boredom and sleepiness
2.10. Theoretical Assumption
In teaching listening, there are several types of media that can be used for
teaching. The use of interesting media is a necessity to get the aim of teaching
learning process. In listening comprehension, students need to be able to to
identify the general idea of different types of text for example in this research is
narrative text. Not only is the general idea of the text but, the detail information
also required for the students to identify. Therefore, the appropriate media should
be used in this research for the students to clearly understand listening
comprehension and grasp its purpose.
Based on the literature review above, the researcher assumed that video and audio
tape can help the students’ listening comprehension. Those media can stimulate
students’ understanding through audio and also visual aid. Thus, students are not
only hearing but also viewing a visual scene. Moreover, video and audio tape can
enhance students’ interest in listening comprehension.
The researcher believed that using video and audio tape in teaching listening
comprehension create an active learning process and positive atmosphere in the
classroom. Video and audio tape will overcome the students’ boredom and help to
improve students’ achievements in listening subject.
In this research, the researcher are interested in using those media because of
students’ different sense of preference in studying or students’ learning style,
According DePorter and Hernacki (2002), learning style is a combination of
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learning styles based on individual modalities used in information processing
(perceptual modality), they are as follows:
1. VISUAL or Visual Learning Styles (Visual Learners) focus on visual acuity.
That means that in learning, the concrete evidence must be shown first so that
they understand the lesson. This learning style relying on sight or preview the
evidence so that they will be able to believe it. There are some typical
characteristics for those who love the visual learning style. The first is the need
to see something (information / instruction) visually to know or understand it,
the second is the need to have strong sense of color, the third is the need to
have sufficient understanding of the artistic problem, the fourth is having
difficulty in using and understanding direct dialogue, the fifth is too reactive to
sound, the sixth is having difficulties to follow the advice or instruction orally,
and the seventh is easily misinterpreting word or utterance.The characteristics
of the visual learning style are:
Tend to see the attitude, movement, and the lips movements of the
teachers.
Not a good listener in communications.
When the listener gets to do something, usually they usually tend to see
other people reaction first then they will be able to react by themselves.
Do not like to speak in front of groups and do not like to listen to other
people too.
Tend to be passive in discussions.
Less able to recall the information given orally.
Can sit quietly amid crowded situations and feel undisturbed.
2. AUDITORY or Auditory learning style (Auditory Learners) rely on hearing to
be able to understand and remember. The major characteristic of learning
models like this really puts hearing as the main tool to absorb the information
or knowledge. That means that they need to hear, and then they can remember
and understand the information. The first characteristic of people who have this
learning style is all the information can only be absorbed through the hearing,
the second is having difficulty to absorb information in written form directly,
and the third is having difficulty in writing or reading. The characteristics of
auditory learning styles are:
Able to remember the teachers’ explanation in front of the class, or
materials discussed in the group / class.
Good Listeners: they easily mastering the lesson such as song in the
television, radio, etc.
Tend to be talkative.
Do not like to read, and generally are not good reader because they are less
able to remember well what they have just read.
Less capable in performance tasks such as composing or writing.
Glad to discuss and communicate with others.
Less pay attention to new things in their environment, such as the presence
of a new student, the presence of bulletin boards in the corner of
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3. KINESTHETIC or Kinesthetic learning styles (Kinesthetic Learners) require
the individual concerned to touch something that gives certain information so
that they can remember. There are some characteristics of this learning models
that not everyone can do it. The first character is putting hands as the receivers’
main information in order to continue to remember the lesson. Just by holding
or touching, someone who has this learning style can absorb the information
without having to read the explanation. The characteristics of Kinesthetic
learning styles are:
Tend to touch everything especially while studying.
Difficult to be silent or sit back because they always want to move around.
Do everything that will possibly activating the hand perception. For
example, when the teacher explains the lesson in the class, they usually
listening with their hands busy drawing.
Like to use the real objects as a learning tool.
Difficult to master abstract things like maps, symbols and symbol.
Like to practice or experiment.
Love games and physical activities.
Thus various learning styles hopefully could be a reference for determining which
one of those learning styles that would lead to a good learning and fitting for
students to be able to absorb the lesson well. From the explanation of students
learning style above, the researcher assumed that there would be signifficant
difference of students’ listening comprehension achievement between students
2.11. Hypothesis
Based on the problem and literature review above, the hypothesis is formulated as
follow:
H1: There is no significant difference of students’ listening comprehension
achievement between students taught through video and audio tape at the
first grade of SMP Negeri 26 Bandar Lampung.
H2: There is a significant development of students’ listening comprehension
achievement between students taught through video and audio tape at the
first grade of SMP Negeri 26 Bandar Lampung.
Those are the content and discussion of chapter 2 in this research. The further
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III. RESEARCH METHOD
This chapter deals with research design, population and samples, research
instrument, the data collection techniques, the procedure of collecting data, and
try out of the test (validity, level of difficulty, discriminating power, scoring
system, research procedure, data analysis, and hypothesis testing).
3.1. Design
This research is a quantitative research with two group pre-test and post-test
design. There were two groups of students in this research; the experimental class
1 in which the teacher used video and experimental class 2 by using audio tape.
The researcher used video in experimental class 1 because the researcher assumed
that video is better media for students in increasing their listening comprehension
than audio tape. The students were given some tests for both classes with the same
material but different media in order to find the difference achievement between
students who taught through audio recorded and video. The research design can
be presented as follows:
G1 T1 X T2
Notes:
G1 : Experimental class 1 (Video)
G2 : Experimental class 2 (Audio)
T1 : Pre-test
T2: Post-test
X : Treatment
(Hatch and Farhady, 1982;20)
3.2. Source of Data
1. Population
According to Gay (1987:102), population is the group of interest to research or to
which she/he would like the result of the study to be generalize able. The
population of this research will be conducted in SMP Negeri 26 Bandar Lampung
at the first grade students. The sample is 2 classes as experimental class 1 and
experimental class 2 which are selected by random sampling. It is applied based
on the consideration that every student in the population had the same chance to
be chosen and in order to avoid the subjectivity of the research.
2. Samples
Since the amount of the population is quite large, the writer uses random sampling
31
consideration that every student in the population had the same chance to be
chosen and in order to avoid the subjectivity of the research. All the members of
the selected groups have similar characteristics.
3.3. Data Collecting Technique
The data of study are the scores of the students’ listening comprehension that can
be obtained by giving a pre-test that is conducted before the instruction (method)
used. Post-test will be given after the teaching and learning process within three
meetings. The test is aimed to measure how is the students’ development in
teaching listening process and the students’ comprehension to the material given.
The question given in the pre-test is the same as the material given in the post-test.
1. Pre-test
The writer administered the pre-test which take approximately 90 minutes. The
purpose of the test is to know the preliminary ability in listening comprehension.
In administering the pre-test, the writer will provide a multiple choice test in
which the items derived from the selection of try out test of listening
comprehension.
2. Post-test
The writer administered the post test spending 90 minutes. The purpose of this test
is to know the students’ improvement in listening comprehension after the writer
implementing the video. The technique of giving post-test is similar to the pre-test
3.4. Procedure in Collecting the Data
There are some procedures that were applied for taking the data in this research:
1. Determining the population and sample of the research
The researcher determined the population and sample of the research by choosing
two classes at the first year students in SMP Negeri 26 Bandar Lampung. The
researcher randomly chose two classes as experimental class 1 and experimental
class 2.
2. Administering listening test (try out) to know the quality of the test
Administering try out test was for the researcher to find out the quality of the test
in order to take the data. The try out test administered for the try out class to
measure the reliability of pre-test and post-test. The tests administered for 30
items multiple choices in 90 minutes. The result of the try out test was used to
know the level of difficulty and the determination power, along with the validity
and the reliability of the test.
3. Preparing the materials which will be taught
The researcher took the material for listening comprehension based on YouTube
video (Fairy Tales Story Collection retrieved on 31 January 2014 from
http://www.appuseries.com/fairytales.php). The topics of the lesson were about
Fairy Tales series entitled; Little Red Riding Hood, Cinderella, Jack and the Bean
Stalk, The Beauty and The Beast, Three Little Pigs and The Dog and The Bone.
33
video) spoken by native speaker in material of narrative text because this kind of
text should be mastered by students in this level.
4. Administering the pre-test
The pre-test was conducted to determine the students’ ability in listening
comprehension before they are given the treatment. The items in the pre-test were
determined by the selection of the items of try out test with 40 item multiple
choices which consist of four optional answer, e.g, a, b, c, and d. The time
allocation for the pre-test was 90 minutes.
5. Giving the treatment
The treatments were audio tape and video in listening comprehension. The
treatments were conducted in pre-activities or post-activities of teaching learning
process. The material in the treatment Phase can be seen on the table 3.5 below:
Table 3.5. Material in Treatment Phase
No. Meeting Teaching Treatment Video Teaching Treatment Audio 1. 1 Little Red Riding Hood The Beauty and The Beast
2. 2 The Frog Prince The Three Little Pigs
3. 3 Jack and the Bean Stalk The Dog and The Bone
There are procedures of teaching listening through video and audio tape, the
activities are:
1. Dividing the students into several groups which each group consist of at
2. Giving the direction to the students about what they are going to do.
3. Ordering all students to listen to audio and watch the short video about
narrative text.
4. Playing the audio or video and orders students to make prediction of the
story.
5. Replaying the audio or video and asking students to make note concerning
the specific information based on the story.
6. Giving the worksheet to each group
7. Asking students to discuss their work about information in the audio or
video for example the characters, the setting, the plot of the story, etc.
8. Asking and checking group to group activity.
6. Administering the post-test
The items that used for post-test is similar to the test items of pre-test with the
same level of difficulties. The time allocation was 90 minutes. Post test was
administrated in order to measure the improvement of students’ listening
comprehension achievement. The result of post-test was the final data for this
research.
7. Analyzing the data (pre-test and post-test)
Both pre-test and post-test results were using Independent Samples T-test of SPSS
(Statistical Package for Social Science) version 16.0 for windows to find out
whether there is any significant difference of students’ listening comprehension
35
8. Concluding the result
After collecting all the data, the result of this research will be explained in chapter
four of result and discussion based on analyzing the results of pre-test and
post-test.
3.5. Instrument
Try out of the test was conducted to measure whether the instrument of the
research is good to be administrated so that it can obtain a valid data.
1. Validity
Validity is the extent to which the test measures what it is supposed to be
measured and nothing else (Heaton, 1991:159). There are four types of validity:
construct validity, face validity, construct validity, and empirical validity. In order
to measure the test has good quality or not, the researcher used content and
construct validity.
1. Content Validity
Content validity is the extent to which the test measures a representative
sample of the subject matter content. The focus of the content validity is
adequacy of the sample and not simply on the appearance of the test
(Hatch and Farhady, 1982:251).
2. Construct Validity
Construct validity is concerned with whether the test is actually in line
with the theory of what it means to know the language (Shohamy,
theories or construct underlying the acquisition of ability and skills
(Heaton, 1991:161).
There are many types of instruments that can be used to collect the data;
questionnaire, test, multiple choices. In this research, the researcher used multiple
choices.
Table 3.5. Table of Specification of Listening Comprehension Test
No. Objectives Descriptions Total
Items
5. Vocabulary -There were sweet little girl named Ella. The word “little” has the opposite meaning to..
6 15%
Total 40 100%
2. Reliability
Reliability refers to whether the test is consistent in its score and gives us an
indication of how accurate the test score are (Shohamy, 1985:70). In this research,
37
�1 =
XY
X2 Y2
Note:
r 1 : coefficient or reliability between first and second half group
X : Total numbers of first half group
Y : Total numbers of second half group
X2 : square of X
Y2 : square of Y
(Lado (1961) in Hughes, 1991: 3)
The researcher used “Spearmen Brown’s Prophecy formula” (Hatch and Farhady,
1982 :262) to know the coefficient correlation of the whole items.
The formula is as follow:
To see the level of difficulty, the researcher used following formula:
Where:
LD : Level of difficulty
R : the number of the students who answer correctly
N : the total number of the students following the test
The criteria tests are:
<0.30 : difficult
0.30 – 0.70 : average
>0.70 : easy
(Shohamy, 1985: 79)
4. Discrimination Power
To see the discrimination power, the researcher used the following formula:
DP = � − � 1
2 �
Where :
DP : discrimination power
U : the proportion of the upper group students
L : the proportion of the lower group students
N : total number of the students
The criteria are:
1 If the value is positive discrimination, it means that more high level students
than low-level students get the correct. If the value is zero, it means that no
39
2 If the value is negative, means that more low level students than the high
level students get the item correct.
3 In general, the higher the discrimination index, the better. In the classroom
situation most items should be higher than 0.20 indexes (Shohamy, 1985:81).
5. Scoring System
In scoring the students’ result of the test, the researcher used Arikunto formula.
The ideal high score is 100. The score of the pre-test was calculated by using
formula as follow:
S = �
� 100
Where :
S : The score of the test
R : The total of the correct answer
N : The total items
(Arikunto, 1997:212)
3.6. Data Analysis
The researcher analyzed the data statistically using Statiscal Program for Social
Science (SPSS). The step of the researcher analyzed the data:
1. Administering the normality of the distribution test
Normality test was used to know whether the data of both classes are
normally distributed or not. In testing the data, the researcher used T-test. The
H0 = The distribution of the data is normal
H1 = The distribution of the data is not normal
In this research, the criteria of hypothesis are:
H0 is accepted if sign > α. In this case, the researcher uses the level of
significance α = 0.05.
2. Testing the Homogeneity of Variance
This test was used to determinate whether the data fulfill the criteria of the
quality of variance. The test used T-Test to analyze the data. The hypothesis
for the homogeneity of variance is as follows:
H0 = There is significant difference in the level of ability (equal)
H1 = There is no significant difference in the level of ability (not equal)
3. Random Test
Random test was used to ensure whether the data is random or not. As stated
by Setiyadi (2006:168-169), one of the assumption should be fulfilled in
using T-Test was the data should be taken from the random sample in
population. The criteria are:
H0 = The data is random
H1 = The data is not random
In this research, H0 is accepted if sign > α, and the researcher used the level
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3.7. Hypothesis Testing
The hypothesis testing was used to prove whether the hypothesis propose in this
research is accepted or not. The hypothesis analysis is using Independent T-Test
through computing with Statistical Program for Social Science (SPSS). The
hypothesis is formulated as follow:
H0 : There is no significant difference of students’ listening comprehension after
being taught through video and of those taught through audio tape.
H1 : There is significant difference of students’ listening comprehension after
being taught through video and of those taught through audio tape.
Those are the content and discussion of chapter 3 in the research. The further
V. CONCLUSIONS AND SUGGESTION
This chapter deals with the conclusion and the suggestion of the research. It
includes the explanation of the effectiveness of the video in improving students’
listening comprehension and some suggestions to further research.
5.1. Conclusion
Based on the result of the data analysis, the following conclusions can be drawn
as follows:
1. There is a relative difference of students’ listening comprehension
achievements between the students who were taught through video and of
those who taught through audio tape. It can be seen from the smaller than
alpha (sign > α, 0.026 < 0.05). It is also supported by the data of total
score increase of both classes. In experimental class 1 the score increase is
15.7 while in experimental class 2 the score increased is 10.82. It can be
concluded that there is relative difference of students post test score
between two classes.
2. Teaching listening through video is more effective to increase students’
listening comprehension than through audio; it can be seen from the
gained score of the students in post test. It was also because video can give
65
the students watch the video, they are very enthusiastic and curious to the
text. Thus creates a more active class and pleasurable atmosphere for them
to learn and comprehend the listening skill. The video is also able to
motivate them to the lesson in the class.
3. Teaching listening comprehension through video is also very helpful in
noting the specific information in the text. Because video is an audio
visual aid, the students are able to make connection between the sound and
the image that they have seen so that the message of the text can be
interpret clearly. The words that they heard through the video can be
associated to the image that it’s presented, so that the students can get the
meaning of the word more easily. That causing the purpose of listening
comprehension can be achieved by the students.
5.2. Suggestion
Based on the finding of the research, the researcher proposes some suggestions as
follows:
1. Since teaching listening through video can give better result for the
students, English teachers are highly suggested to apply video as variation
of media in teaching and learning process. Teaching listening
comprehension through video is enjoyable for the students, since video
consists of moving images along with the sound that are easily memorable
and interesting for the students in the listening lesson. It helps the students
researcher suggested for teacher to use video as the media in teaching
listening comprehension.
2. Teachers have to be well prepared in using video in the classroom
especially in preparing the equipments (LCD and Speaker) in order to
avoid the inefficiency time when learning process is occurred. Therefore,
the teacher should make sure to preparing the whole class which includes
making the students to keep quit in the class so that they feel ready to the
study.
3. There are some various English video that can be applied in the teaching
listening comprehension. But, the teachers have to be more careful
because not all video is appropriate with the lesson. Hence, teacher’s
awareness is needed in order to select and prepare a qualifying media for
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