THE INFLUENCE OF PODCAST AND STUDENT TEAMS
ACHIEVEMENT DIVISIONS (STAD) TOWARD THE
STUDENTS’ EXTENSIVE LISTENING ON NARRATIVE
TEXT
(An Experimental Study of the Eighth Grade Students of SMP N 2 Banyubiru in the Academic Year of 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan(S. Pd.) in the English
Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
Arranged by:
NAILA RAJIHA
113 13 043
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY SALATIGA STATE ISLAMIC STUDIES INSTITUTE (IAIN)
DECLARATION
In the name of Allah,
Hereby, the researcher declares that this graduating paper is written by the researcher. This paper does not contain any materials published by other people and it does not cite any other people‟s ideas except those quoted overtly.
This declaration is written with the full concern of the researcher.
Salatiga, September 5th 2017
The Researcher
Naila Rajiha
A GRADUATING PAPER
THE INFLUENCE OF PODCAST AND STUDENT TEAMS
ACHIEVEMENT DIVISIONS (STAD) TOWARD THE STUDENTS’
EXTENSIVE LISTENING ON NARRATIVE TEXT
(An Experimental Study of the Eighth Grade Students of SMP N 2
Banyubiru in the Academic Year of 2016/2017)
WRITTEN BY:
NAILA RAJIHA
NIM: 113 13 043
has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty of the State Institute for Islamic Studies (IAIN) Salatiga, on September 20th 2017, and hereby considered to complete the
requirements for the degree of Sarjana Pendidikan (S. Pd) in English Education. Board of examiners
Head : Setia Rini, M. Pd ___________________ Secretary : Rr. Dewi Wahyu Mustikasari, M. Pd ___________________
First Examiner : Hammam, Ph. D ___________________ Second Examiner : Faizal Risdianto, M. Hum ___________________
Salatiga, September 20th 2017 Dean of Teacher Training and Education Faculty
Suwardi, M. Pd
MOTTO
“You try you fail, you try you fail. But the only real failure is when
you stop trying.”
DEDICATION
This graduating paper is dedicated to,
My beloved parents Ali Dzikri and Muzayyanah, who always love and support to me. They are my best inspiration
All of my family
ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum Wr. Wb.
Alhamdulillahirabbil’alamin, all praises be to Allah SWT the Most Gracious and the Most Merciful who always blesses and helps the researcher, so the researcher can finish the graduating paper. Bless and Mercy be upon great Muhammad SAW for his guidance that leads the researcher to be truth.
However this paper will not be finished without support, advices, help, and encouragement from several people and institution. Hence, the researcher would like to express special thanks to:
1. Dr. H. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph. D. the Head of English Education Department
4. Rr. Dewi Wahyu Mustikasari, M.Pd as the Counselor. The countless hours of reading and revising are invaluable to this graduating paper. Thank you so much for your guidance
5. All lecturers, especially the lecturers of English and Education Department of State Institute for Islamic Studies (IAIN) Salatiga
8. My big family, who always cares and prays for me, thanks a lot for your love, for your sacrifices
9. All members of Islamic Boarding House of Edi Mancoro Semarang Regency, Fadhlur Rahman Pati Regency, Darul Falah Amtsilaty Jepara, andMadrasatul Qur’an Boyolali
10.All grantees of Bidik Misi Scholarship, thanks for supporting me
11.All of my friends and others who cannot mentioned one by one. Thank you so much for any helps, prays, support, guidance and advises which are given to the researcher
Salatiga, September 5th 2017 The researcher,
ABSTRACT
Rajiha, Naila. 2017. The Influence of Podcast and Student Teams Achievement
Divisions (STAD) toward the Students’ Extensive Listening on Narrative Text (An Experimental Study of the Eighth Grade Students, SMP N 2 Banyubiru, Academic Year of 2016/2017. A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies Salatiga. Consultant: Rr. Dewi Wahyu Mustikasari, S.S., M. Pd.
Key Words: Podcast, STAD, Extensive Listening, Narrative Text.
TABLE OF CONTENTS
TITLE... 0
DECLARATION... i
ATTENTIVE COUNSELOR NOTES... ii
CERTIFICATION PAGE... iii
MOTTO... iv
DEDICATION... v
ACKNOWLEDGEMENT... vi
ABSTRACT... viii
TABLE OF CONTENTS... ix
LIST OF TABLES... xii
LIST OF CHARTS... xiii
LIST OF APPENDICES... xiv
CHAPTER I: INTRODUCTION A. Background of the Research... 1
B. Research Questions……... 6
C. Objectives of the Research... 6
E. Hypothesis... 8
F. Definition of the Key Terms... 10
G. Outline of the Research... 12
CHAPTER II: LITERATURE REVIEW A. Preview Researches... 13
B. Extensive Listening... 15
C. Podcast as Teaching Media... 18
D. Student Teams Achievement Divisions (STAD) ... 23
E. Narrative Text... 32
CHAPTER III: METHODOLOGY OF THE RESEARCH A. Setting of the Research... 40
1. Location of the Research... 40
2. Time Setting of the Research... 40
3. Schedule of the Research... 40
B. Research Methodology... 41
1. Design of the Research... 41
2. Population and Sampling... 42
3. Variables of the Research... 45
4. Data Collection... 45
5. Data Analysis... 48
CHAPTER IV: FINDING AND DISCUSSION
A. Profile of the Students‟ Extensive Listening before and after Implementing Podcast and Student Teams Achievement Divisions towards the Second Grade Students of SMP N 2 Banyubiru... 52
B. Significant Difference of Students‟ Extensive Listening before and after Teaching Narrative Text Using Podcast and Student... 72
CHAPTER V: CLOSURE
A. Conclusions... 74 B. Suggestions... 75 REFERENCES
LIST OF TABLES
A. Table 3.1 Schedule of the Research ………40
B. Table 3.2 List of Population ………43
C. Table 4.1. Name of the Students in Pre-test and Post-test of Experimental Group ………...52
D. Table 4.2. Name of the Students in Pre-test and Post-test of Control Group ……….………53
E. Table 4.3. Test of Normality of Pre-test ………55
F. Table 4.4. Test of Normality of Post-test ………...55
G. Table 4.5. Test of Homogeneity of Variances of Pre-test ………..56
H. Table 4.6. Test of Homogeneity of Variances of Post-test ………...…..57
I. Table 4.7. Result of Pre-Test ………..58
J. Table 4.8. Paired Sample Test ………59
K. Table 4.9. Result of Post-Test ………61
L. Table 4.10. Paired Sample Test ………...63
M. Table 4.11 Evaluation Criteria ...………...63
N. Table 4.12. Interpretation of Experimental Group Score………..…...64
LIST OF CHARTS
A. 4.1 Chart of Experimental Group
Result……….………..66
B. 4.2 Chart of Control Group
LIST OF THE APPENDICES
A. Syllabi
B. Lesson Plan and its Validation C. Sheet of Pre-test and Post-test
D. Learning Materials (An Explanation of Narrative Text) E. Procedure of Pre-test and Post-test
F. Table Score of Pre-test and Post-test G. Interview Report
H. Note of Counselor
I. Research Permission Letter
J. Official Statement Letter from SMP N 2 Banyubiru K. Statement Letter from Respondent of the Research L. Profile of SMP N 2 Banyubiru
M. SKK
CHAPTER I
INTRODUCTION
A. Background of the Research
The undeniable role of English as a global means of communication can be the reason that English is accommodated as one of the subjects taught at school. The important role of English is pointed out by Diem (2011, p. 160) who states, “To fulfill the needs in the globalization era, English will take the strategic place in the world.” Therefore, having English skills can be considered as beneficial. For example, people who want to have better job opportunities, as well as better chances of keeping up with what is new in their field of specialty can earn more credit if they master in English.
attain this, the students should be able to comprehend all English basic skills. Wiyanah (2015, p. 58) concludes that:
There are four skills that should be taught to have competence in learning language, i.e: listening, speaking, reading and writing. Naturally, the process of learning is started from listening-speaking-reading and the last is writing. Human cannot speak before listen.
Therefore, listening is the main point of developing the skills to enhance other English skills.
Effective listening is not only hearing and giving attention to the students speaking about but also needing more attention in the active and conscious condition about the sounds, words, and structures. Then, what the students listen is connected to the students background knowledge for getting comprehension. When the students listen to a conversation, for example, listen to lectures, radio, film, TV news, and music they are already active at this moment. They respond to what they listen to. If the students do listening in the proper way, they can give some reactions based on the students listen to. They show their response through spoken directly or show the body language. They may shout, laugh, cry, give some comments in spoken, or only show their gestures and expressions. As the result, the students need more attention and learn English more particularly in listening.
Mustikasari (2011, p. 155) states “Teacher is the center of
There were some problems also occurred in SMP N 2 Banyubiru. Based on the interview with the English teacher, the observation, and the documentation on April, 12th 2017 the researcher took towards the eighth grade students, it has been notice that were found some problems in the eighth grade students of SMP N 2 Banyubiru in the context of learning listening; 1) Some students were rarely used to exercise their listening to the audio related to English materials. In fact, they were not recognize to listen to the native speaker. Therefore, they felt strange to the English sounds. Whereas, more often the students hear, more the students can understand, 2) The students also had a problem in motivation. They lack of attention because the teaching and learning process were referred monotone, the last, 3) They also needed their friends‟ role to help in understanding materials easier by their own ways.
The researcher limits this research because there are many problems on the students‟ listening competence to be solved.
Furthermore, the researcher only focuses on how to recognize to listen to the native speaker and how to maximize the role of friends for enhancing their listening skills.
communication used for conveying and delivering the information between the speaker and listener.” In fact, the teachers need a media to assist the learning process. Then, the teachers also should have a method which makes all the students help another in involving learning and teaching process in order to make the students more active and well -motivated. Thus, the teacher as facilitator should be more initiative in teaching because the students need suitable media and appropriate method to make their listening skills will be enhanced.
In short, podcast can be determined as a communication media or technology which contains fast change of information to provide some material reviews in developing the students‟ listening skills. Besides that, STAD is one of the popular methods in cooperative learning that is introduced by John Hopkins University. Hopefully, podcast and STAD can become a good combination to enhance the students‟ listening skills and well-implemented to teach listening efficiently.
Based on the explanation above, the researcher does a research entitled “THE INFLUENCE OF PODCAST AND STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TOWARD THE STUDENTS’
EXTENSIVE LISTENING ON NARRATIVE TEXT (AN
EXPERIMENTAL STUDY OF THE EIGHTH GRADE STUDENTS
OF SMP N 2 BANYUBIRU IN THE ACADEMIC YEAR OF
2016/2017).
B. Research Questions
1. How is the profile of the students‟ extensive listening before and after implementing Podcast and Student Teams Achievement Divisions towards the eighth grade students of SMP N 2 Banyubiru?
C. Objectives of Research
1. To find out the profile of the students‟ extensive listening before and after implementing Podcast and Student Teams Achievement Divisions towards the eighth grade students of SMP N 2 Banyubiru.
2. To find out the significant difference of students‟ extensive listening before and after teaching narrative text using Podcast and Student Teams Achievement Divisions for the eighth grade students of SMP N 2 Banyubiru.
D. Benefits of the Research
The researcher hopes that the result of this research can give information about the level of the students‟ extensive listening on Narrative Text and the researcher hopes that podcast and STAD can influence teaching listening. It is also useful theoretically and practically.
This research is beneficial as follows:
1. Theoretically
The findings of this research enrich:
a. The English teaching learning kinds of literature dealing with media and method of English teaching.
c. The English teaching learning method by using STAD for other researchers to conduct further researches.
2. Practically
a. For the Researcher
The finding of the research can be used as a starting point in improving the researcher‟s teaching ability now and in the future.
b. For the Students
The finding of the research can help the students to know how to enhance their extensive listening on narrative text.
c. For the English Teachers
The findings of this research can be used as a consideration in selecting the appropriate media and method in teaching and learning process for junior high school the students especially for extensive listening on narrative text.
d. For the Other Researchers
The findings of this research can be used as one of the references in conducting a research on English language teaching, especially in the influence of podcast and STAD for the extensive listening with subject in the higher students level or the other genre of the text.
The result of this research improves the institution‟s quality especially in the English teaching and learning process in SMP N 2 Banyubiru in the students‟ extensive listening on narrative text.
E. Hypothesis
Kumars (1993, p. 9) suggested “A hypothesis is a statement of the research assumption about the relationship between two variables that the researcher plans to test within the framework of the researcher study.”
A hypothesis is a provisional answer which is probably happened related to the relationship of the variables. As quoted by Setyosari (2010, p. 123) Tuckman (1988, 1999) explains that hypothesis is an expectation about events, based on the generalization of the assumed relationship between variables. It means that hypothesis needs as a result approximation of the research. In addition, a hypothesis is probable result of the research as Brown (2002, p. 109) defines hypotheses as statements about possible outcomes of a study. It means that a hypothesis is a result assumption of the research.
Related to the possible result of the research, there are two types of hypotheses, null hypothesis and alternative hypothesis. Kohtari (2004, p. 186) explains about Null hypotheses and alternative hypotheses:
hypothesis is generally symbolized as and the alternative hypothesis as .
Based on the statement above, the researcher can take a provisional answer about the influence of podcast and STAD toward the students‟ extensive listening on narrative text as:
1. : There is no significant relationship between podcast and STAD toward the students‟ extensive listening on narrative text (an experimental at the eighth grade students of SMP N 2 Banyubiru).
2. : There is significant positive relationship between podcast and STAD toward the students‟ extensive listening on narrative text (an experimental at the eighth grade students of SMP N 2 Banyubiru).
F. Definition of the Key Terms
1. Extensive Listening
Renandya & Farrell (2011, p. 56) define extensive listening as referring to:
All types of listening activities that allow learners to receive a lot of comprehensible and enjoyable listening input. These activities can be teacher-directed dictations or read-alouds or self-directed listening for pleasure that can be done outside the classroom. The key consideration here is that learners get to do a lot of meaningful listening practice.
2. Podcast
According to Constantine (2007, p. 2) “A podcast is the name of digital recording of a radio broadcast or similar program. Podcasts are published on the internet as mp3 files”. Podcast is almost similar as regular audio/ video; the difference is that a subscription from certain websites that offer podcast is necessary so that the new available podcasts can be downloaded.
3. Student Teams-Achievement Divisions Method (STAD)
Student Teams-Achievement Divisions Method (STAD) is one of the simplest cooperative learning method and the best model to start with new teachers who use cooperative approach. According to Slavin (2005, p. 143) “STAD consists of five components; class presentation, team, quiz, scoring and team recognition”.
This method is very interesting activity in the classroom because the method involves the student and teacher to activate their selves in teaching and learning process.
4. Narrative Text
Narrative text is a text which says the past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. Narratives focus on the action of participant in confronting problem, with a complicating action that results an overall point to the story. Narrative is storytelling whether it tells a true story or fiction giving an account of one or more experiences.
G. Graduating Paper Outline
lead to findings of this research. The fifth chapter is closure which consists of conclusion and suggestion. The last parts are references and appendices.
CHAPTER II
LITERATURE REVIEW
A. Preview Researches
Related to the development of teaching media in improving the students‟ listening, Hasan & Hoon (2012) conducted a research. The
research reviewed twenty journal articles to determine the effects of podcast on the ESL students‟ language skills and attitude levels. It was found that podcasts greatly support learning not just in speaking and listening but also in other language skills and areas such as grammar, pronunciation and vocabulary.
course for the undergraduate students using Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional model for developing that consisted five steps: analysis, design, development, implementation and evaluation. The research showed that the learning achievement of pre-test score are found to be significantly different from post-test ones at the 05 level and the efficiency value of the lesson was at 83.05/80.40 according to the E1/E2 Formula, which higher than the determined value of 80/80. In conclusion, Student Team Achievement Division technique was applied successfully.
Surely, cooperative learning may be also significant for the students in other countries.
Based on previous researches above, the researcher believes that this research is different from those researches, dealing with the methodologies, objects, respondents and theme. This research focuses on the influence of podcast and the student teams‟ achievement divisions (STAD) toward the students‟ extensive listening on narrative text. It is different from those preview researches because it is experimental research which tries to combine between podcast and STAD. This research completes the other researches which already exist to provide more information about method and media of English language teaching for enhancing listening skill.
B. Extensive Listening
According to Brown (2004, p. 120) extensive listening is referred to develop a top-down, global understanding of spoken language. Extensive performance ranges from listening to lengthy lectures to listen a conversation and deriving a comprehensive message or purpose. Listening for the gist, for the main idea, and making inferences are all part of extensive listening. In addition, Ducker & Saunders (2014, p. 383) find:
Therefore, extensive listening is used to get general understanding or being involved in massive amounts of text.
The importance of extensive listening is obvious in language learning. According to Ellis (1994) as quoted by Onoda (2012, p. 175) “L2 literature indicates that a large amount of exposure to input, whether visual or aural, is vital for language acquisition.” This suggestion seems to be
supported by the researchers stressing the importance of quality input in language acquisition. Krashen (1985) as quoted by Onoda (2012, p. 175) advocating the Input Hypothesis, argues that humans acquire listening skills and language by understanding language that contains structures slightly beyond their current level of competence (i+1): comprehensible input. He suggests that it is important for the students to listen to a large amount of spoken English that is relatively easy. Easiness, in his opinion, is another key factor that helps the students improves listening skills and language. Easiness and interest may be factors that determine whether the students is actively involved in listening, or not.
“Affect” (the students‟ motives, interests, needs, attitudes, or
emotional states) thus functions as a filter that subconsciously screens incoming language, or input. Thus, the teachers should try to lessen the students‟ anxiety about listening to English, and select input that best suits the student motives and attitudes about listening. Krashen‟s suggestion
employed based on materials the students want to listen to according to their interests and the levels of difficulty of the listening materials.
Drawing partially on Krashen‟s arguments, Nation (2007) as
quoted by Onoda (2012, p. 175) proposes the four strands teaching approach in order to improve language skills effectively. These are meaning-focused input, language-focused learning, meaning-focused output, and fluency development. He suggests that a language course, ideally, should have about 25 percent of each of these four strands. Different kinds of activities can be used within each component to promote language learning.
He suggests that listening skills will improve when the students engages in meaning-focused input and fluency development tasks that include extensive listening to easy and interesting materials. According to Nation (2007) as quoted by Onoda (2012, p. 176) extensive listening must meet the following four assumptions of the meaning-focused input and fluency strands:
a. The students listen to what is largely familiar to them in terms of vocabulary, content, and discourse features,
b. The students focus on meaning (intrinsically interesting texts),
c. Pressure is applied to the students to perform at a higher than normal speed, and
Closely examined, these assumptions (except the third) reflect suggestions made by Krashen.
Based on the statements above, the teachers should apply soiate ways in teaching extensive listening. Related to this research, there are many ways can be implemented in context to enhance the students‟
extensive listening. This research is expected to give a good improvement to the students‟ listening skill particularly on their extensive listening.
C. Podcast as Teaching Media
Firstly the researcher tells about what podcast is. Podcast is recording or something that you can download from internet and listen to on a computer or MP3 player. According to Oxford dictionary (2007, p. 399) “A podcast is simply an audio and sometimes a video recording made available online. The word is a combination of the words broadcast and iPod, Apple‟s MP3 player.” However, the word pod does not mean that we
need an iPod or even an Apple to listen to existing podcast, or to make it ourselves. According to Deal (2007, p. 3):
and subscription model of file delivery is what differentiates podcasting from simply posting files on the web.
Therefore, podcast is a new technological approach to enhance the students‟ skills. It has brought the learning process to come out from the school, colleges and classrooms to the students‟ hand and pocket. It is a method of spreading information in audio or video form, according to the convenience of user‟s time, place and medium. Through podcast listener
can select his favorite program according to his convenience and listen to it. It is a user choice technology. This conclusion is strengthened by Rajpal & Devi (2010, p. 259):
English, though a second language has attained the position of a global language. It has also become a principal language of learned class. In olden days, English language teaching used to be grammar-oriented. Its scope was limited to words and much stress was not given to phonology. But the changing scenario of professional world clearly says that there is a great difference between language learning and language acquisition. Native language is acquired whereas English as a foreign language has to be learnt with proper vocabulary and pronunciation. Those who are keen to learn the English language for improving their communication, they can download files where they can listen to speeches, debates, audio books and other audio clips. By this the user can enhance his listening and speaking skills.
Commonly, Podcasts available on the Web fall broadly into two types: “Radio podcasts” and “independent podcasts (Paul & Man, 2004, p. 117).” Radio podcasts are existing radio programs turned into podcasts,
1. A basic podcast contains only audio and is the easiest to create and listen to.
2. An enhanced podcast has both audio and slides (like a narrated PowerPoint presentation on the web).
3. A vodcast (or video podcast) contains video and audio and is the most difficult to create and view.
In this research, the researcher applies a basic podcast which contains the audio material because it is available more in internet or website. It is also easiest to use and makes the students focus the content when they listen because it is only an audio type.
According Paul and Man (2004, p. 117) “The first podcasts appeared in early 2005.” ELT educators soon joined the movement, and since the second half of 2005, there has been an upsurge in the number of ELT podcasts on the web. Teachers have three ways to look for suitable ELT podcasts for their students. They can start with “general” podcast directories. A podcast directory is a searchable database which is linked to sites that house podcasts.
The teachers can type in a search term like “English,” “ELT,” “ESL,” TESOL,” and they will be given a list of ELT podcasts. An
Education Podcast Network: http://epnweb.org/. A recent new directory is http://recap.ltd.uk/podcasting/, which claims to be the first U.K. directory of educational podcasts. There is now such an abundance of ELT podcasts on the web that podcast directories specializing in ELT are also available. These are directories which cover ELT podcasts only. One example is http: //iteslj.org/links/ESL/Listening/Podcasts/ maintained by the Internet TESL Journal.
Based on Paul & Man (2004, p. 118) ELT podcasts cover a wide range of subject matter. A brief survey of ELT podcasts reveals the following content types:
1. Comprehensive (e.g., http://www.englishteacherjohn.com/podcast/). These are podcasts that cover a wide range of content types, such as traditional listening comprehension activities, interviews, and vocabulary. A well-known “comprehensive” podcast is the one quoted above, created by “Teacher John,” who teaches ESL in Japan.
3. Vocabulary, idioms, etc. (e.g., http://englishteacherjohn.com/). This is a popular type of podcast, probably because it is easy to produce. In this kind of podcast, the host chooses some vocabulary items and explains their usage. The example presents a few idioms in each episode.
4. Conversations with script (e.g., http://www.e-poche.net/conversations/). These podcasts contain conversations between native speakers. To help less proficient the students, each episode is accompanied by the script, for the students to refer to while listening to the conversation.
5. Jokes (e.g., http://www.manythings.org/jokes/). These are podcasts containing jokes. Because they usually play on language, they encourage careful listening by the students.
6. Songs (e.g., http://englishpodsong.blogspot.com/). These podcasts contain songs for the ESL students. The songs are either traditional children‟s songs, or authentic popular songs for teenagers. They are also often accompanied by the text of the lyrics.
7. Phonetics, pronunciation (e.g., http://phoneticpodcast.com/). Podcasts are obviously highly suited for teaching phonetics and pronunciation. These podcasts are lessons which focus on specific phonemes and pronunciation problems in English.
9. Listening comprehension (e.g., http://mylcpodcasts.blogspot.com/). These podcasts provide conventional listening comprehension practice.
Among all contents of podcast types above, the researcher applies podcast which contains about stories. Furthermore, it provides inside the familiar stories to the students such as fairy tale, legend, or other fictions.
Podcasting as a new technology has huge potential in enhancing second language students‟ listening and speaking skills (Stanley, 2005, p. 3). According to Rost, (2005, p. 525) “ELT podcasts can be used for intensive and extensive listening activities”. However, ELT podcasts are particularly suited for extensive listening, for the purpose of motivating the student interest in listening to English, and providing them with exposure to native speakers‟ speech.
Thus, podcast is a series of sound files that consist of educational information in a comprehensive manner to make the user an advanced the students. Related to this research, Podcast helps the students to learn listening predominantly in extensive listening. Furthermore, the ease of downloading podcasts to MP3 players and iPods means that the students now can engage in plenty of listening practice while traveling. It makes some students are often used to exercise their listening to the audio related to English materials. So, they were recognize to listen to the native speaker and they felt familiar to the English sounds.
Firstly, the researcher wants to explain about what method is. According to Kumaravadivelu (2006, p. 83) “Method is central to any language teaching enterprise.” Many of us in the language teaching profession use the term, method, so much and so often. According to Anthony‟s model, Method is an overall plan for the orderly presentation of
language material, no part which contradicts, and all of which is based upon, the selected approach (Anthony, 1963, p. 65). A method is procedural. From the argument above, researcher concludes that method of language teaching is the way of doing language teaching and the quality of language teaching being well planned and organized.
1. Nature of Student Teams Achievement Divisions (STAD)
An extensively researched and widely used set of cooperative learning methods is called Student Team Learning which consists of Student Teams-Achievement Divisions (STAD), Teams Games- Tournament (TGT), and Jigsaw 11, in addition to many modifications and special-purpose cooperative methods (Slavin, 1980, p. 9).
leader, for instance. It makes all members in each group can understand the materials because of the friends‟ role.
According to Slavin (2005, p. 143) “STAD consists of five
components; class presentation, team, quiz, scoring, and team recognition.” Here are the further descriptions of the components:
1) Class presentation
The teachers as a facilitator must state material, rule and teaching technique before explaining the aim of subject that is reached in the classes. The teachers motivates the students to be active and creative during teaching and learning process. In STAD, the students must be concerned with the material that is presented. It can help them to do the quiz and individual quiz score can determine the team score.
2) Team
Teaming or grouping is a step to gather the students in a team from difference ethnic, achievement, and gender. The students work in a team that the teachers divide. The teachers prepare worksheet as a guide for the team, so that all members master and each member give contribution.
team is to determine that all of members can study seriously and to prepare the members work in the quiz well.
3) Quiz
The teachers evaluate the result of study with giving quiz about the material that is learned and the students evaluate other team presentations. In quiz, the students are expected to work in a pair and they are allowed to help each other. So, every the student has to be responsible for understanding the material individually. 4) Score of Individual Development
Every student is given first score that is acquired from average of score in doing the similar quiz. Then, the students can collect the point for their team based on the increasing of score quiz that is compared with their first score.
5) Team recognition
The teachers collect the individual score and inserts the team score then the team can get certificate or other appreciation if they can reach certain criteria (Slavin, 2009, p. 146).
2. Application of STAD toward Teaching Listening
assigned to 4 to 5-member groups. According to Harmer (2007, p. 43) as quoted by Mustikasari (2013, p. 145) “creating group work gives
positive side for students because in pairs or groups, students tend to participate more actively, and they also have more chance to experiment with the language than is possible in a whole-class arrangement.”
Each student should reach his or her highest level of achievement. The teachers provide the groups by purposeful presentation with objectives. The material to be learned should focus on specific information, and the groups have the opportunity to decide on the way of studying information in any way that is best for them. The groups should realize that their task is to master the material, and not just the ability to answer worksheets or tests. The goal of the group is that every single person masters the material and also helps other group members.
To implement STAD is not easy. The teachers are demanded to prepare the instrument and technique well to apply this method in learning. According to Slavin (2008, p. 143) here are some procedures to apply STAD in the class:
a. Make a team summary that is given for the students b. Arrange the students‟ achievement
c. Determine the members of the team
d. Divide the students into a team
e. Suggest the students to fill the paper of team summary
Slavin (2005, p. 144) informs more about the implementation guide and STAD steps as follows:
a. Implementation Guide
1) Make the students enthusiastic to do the question
2) Ask the students randomly and make them to prepare their answers every time
3) Do not give the question that needs long time to do because they will be bored and not be interested in the learning
This step is material delivery step (teaching) to transfer lesson to the student before they learn in their team. The teachers must set the goal includes what aspect will be achieved and state the general concept of the ongoing teaching and learning in the meeting.
2) Team study
The students work with the project paper of their team to master the material. The obligation of the members of team is to master the material that explained in the class and to help other team members to master the material. The students get activity sheet and answer sheet that is used to drill ability during teaching and to score their own selves and classmates. In the first teamwork in STAD, the teachers must explain to the students how important to do in a team and set the classroom rules:
a) The students have responsibility to ensure that their team to learn their material.
b) No one stops learning until their own entire team master the material.
d) Team member is allowed talking each other in a soft of voice.
The teachers can also motivate the students to make additional rules if it is needed. Here are the rules:
a) Allow the students move to their team.
b) Give time around 10 minutes to choose name of their team. c) Share activity sheets
d) Instruct the students to work together in pair.
e) Suggest the students that they have not finished yet in learning until they believe that their team mates get 100 to their quiz.
f) Ensure that the students understand the worksheet is to learn not to just fill in the blank.
g) Remind the students if they have question they must ask their team mates before they ask the teachers.
3) Test
4) Individual Development Score
The main concept of individual development score is to tell the students the purpose of performance that is reached if they strive diligently and give better performance. Every student is given first score that got from the average of the student performance in doing the same quiz before. Then the students collect point to their team based on their development level of quiz score is compared with the first score. The students can give maximal point contribution to their team in this scoring system if they can progress their first score.
5) Team recognition
The teachers announce the best team in the meeting based on the level of development in the test and gives awards to the best team.
3. Advantage of Using Student Teams-Achievement Divisions
(STAD)
There are lots of advantages of using Student Teams-Achievement Divisions (STAD) not only in language teaching but also in other subjects. There are five advantages of using STAD in English language teaching as follows:
a. Positive Interdependence
The success of team is decided by the members‟ effort hence, every student in team feel interdependence.
b. Individual accountability
The success of team depends on each member of team, so that why the members have a task and responsibility that must be done. c. Face to face promotion interaction
STAD gives a chance to each members of the team to make interaction to transfer or receive information each other.
d. Participation Communication
It trains the students to participate and communicate actively in teaching and learning activity.
e. Team Evaluation
It educates the students how to evaluate and coordinate the task each other in a team (Rusman, 2011, p. 212).
intelligence students. They can share their comprehension to each other. The teaching and learning process become interesting and enjoyable. E. Narrative Text
1. Nature of Narrative Text
Narration is any written English text in which the writer wants to amuse, to entertain people, and to deal with actual or vicarious experience in different ways (Siahaan & Shinoda, 2008, p. 73). In addition, according to Conlin (1983, p. 352), “Narrative is made of development used by the researcher to tell a story or to give an account of historical or factual event.” Usually after reading a narrative text, the reader is entertained and caught the purpose of the story or the advice explicitly stated from the story.
Narration is telling a story. A good story must have interesting content to be interesting. It should tell people about an event would find engaging. Therefore, it should be detailed and clear, with even arranged in order in which they happened or in some other effective ways should people use for narrative that achieves all of the followings goals (Anderson, 1997, p. 9):
a. It is unified, with all the action a developing central idea.
c. It introduces the four wh of a setting- who, what, where, and when- within the context of the action.
d. It is coherent; transition indicates changes in time, location, and characters.
e. It begins at the beginning and end of the end. That is, the narrative follows a chronological order with events happening in a time sequence.
f. It builds towards a climax. This is the moment of most tension or surprise- a time when the ending is revealed or the importance of events becomes clear.
Moreover, it can be concluded that narrative story is a story tells us about something interesting. Narrative is a kind of text about the activities that happened in the past time. It appears about problematic experience and resolution, it purpose to amuse and sometimes give the moral education to the reader. Narrative tells in chronological order using time or place.
2. Kind of Narrative Text
Expository narrative usually tells the information about the event based on factual data. It also tells about the steps of the event to the reader. The object in expository narrative is the beginning of the first until the end; it means that the researcher tells the story from the first until the end. The purpose of narrative is to make the reader‟s knowledge about object of story is deeply.
b. Suggestive Narrative
Narrative suggestive is narrative that tries to give a certain purpose and tells an explicit message to readers or listener, so they fell that they are involved in the story. Different from expository narrative, suggestive narrative can be unsuitable with the factual data, because it emphasizes the suggestive sense. So, the purpose of suggestive narrative is to increase the reader‟s imagination.
In other opinion, there are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, ballads, slice of life, personal experience, biographies (depending on text structure), drama, diaries, fantasies, folk tales, historical fiction, mysteries, novels, plays, poetry, mysteries, science fiction, short stories, sitcoms, tall tales, etc.
3. Generic Structure and Grammatical Features of Narrative Text
Anderson (1997, p. 9) states that the steps for constructing a narrative are:
a. Orientation/ exposition
The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action is located and when it is taking place.
b. Complication/ rising action
The complication is pushed along by a serious of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main characters and oven serves to (temporally) toward them from reaching their goal.
c. Sequence of event? Climax
This is where the narrator tells how the character reacts to the complication. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator‟s point of view (It is an optional).
In this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved (although this is of course possible in certain types of narrative which leaves us wondering „How did it end‟?
e. Reorientation (It is an optional closure of event).
Besides that, the language features based on Anderson (1997, p. 15) usually find in narrative texts are:
a. Specific characters
b. Time words that connect to tell when they occur c. Verbs to show the action that occur in the story. d. Descriptive words to portray the character and setting.
In addition, the language features uses of this text are chosen adjectives; to describe personal attitude, sequence markers; to identify the chronological events, past tense; to indicate the past activity or event, verbs of doing; to describe the activities, subjective pronoun, conjunctions and adverbs or adverbial phrase to show the location or the time of events.
Mantu‟s Little Elephant
Little Mantu lived in a village deep in the jungle where elephants helped the men with their work. These elephants were so big and strong. They could lift up the heaviest logs with their trunks and toss them high in the air.
Now, Mantu had an elephant of his very own. His name was Opie. He was just a baby and Mantu loved him very much. Mantu whispered to Opie‟s ear that someday he would become the
biggest, strongest and bravest elephant in the jungle. The other elephants heard this. They began to laugh and made rude noises with their trunks. “We‟re so big and tall, but you‟re so small. You‟re nothing at all,” said one of the big elephants.
Mantu looked up at the huge elephant with a mischievous glint in his eye. “You‟re so tall and can see far away. We can see
what is happening down here in the jungle. In fact, we would be the first to see any slithering snakes that may be a danger. “After
hearing the word snakes, the elephants screeched and off they gwents thundering in fright. “Did I say there were snakes?” giggled
Mantu. “No, I don‟t think so,” smiled Opie. Mantu then climbed upon his little friend‟s back and went home to the village to tell
The first paragraph called as orientation. Then, the second paragraph is complication. The last paragraph is the resolution of the story. The story had moral value or resolution as “Don‟t laugh at someone dream or don‟t under estimate others”.
5. Technique in Teaching Narrative Text
According to John (1997, p. 27) narrative can be down into four separate parts. Each of these four parts has single paragraph. The paragraph should be arranged as follows:
a. The first paragraph should tell something about the job. What kind of work were you doing? Where was the work performed? What were your working conditions like?
b. The second paragraph should describe the conflict. What was its source? Was it a conflict over two different attitudes toward work, two different ways of doing the same job, two different personalities?
c. The third paragraph should d tell how the conflict was resolved. Was it resolved fairly or unfairly, by whom?
Related to the research, the researcher tries to combine some ways to enhance the students‟ extensive listening particularly on narrative text.
CHAPTER III
METHODOLOGY OF THE RESEARCH
A. Setting of the Research
1. Location of the Research
This research was carried out at SMP N 2 Banyubiru, Brantas street, Kebumen Village, Banyubiru District, Semarang Regency, Central Java Province phone number (0298) 5992994, Fax (0298) 5993015.
2. Time Setting of the Research
The time of the research was April 12th– May 17th, 2017. 3. Schedule of the Research
Table 3.1
Schedule of the Research
Step Date and Time Activities
1. April 12, 2017 Interview the teacher
2. April 19, 2017 Cooperation of researcher and teacher for doing experimental research
3. May 7-8, 2017 Arrange the research instruments
5. May 10, 16, 17, 2017
Teaching and learning process by using podcast and STAD for treatment class
6. May 10, 16, 17 2017
Teaching and learning process without using podcast and STAD (Three Phase Technique and Read Aloud) for control class
7. May 17, 2017 Post-test
8. June – August 2017
Compose the report of the research
B. Research Methodology
1. Research Design
Before doing the research, the researcher arranged a research design. Considering the purposes of the research and the nature of the problems, this research was quantitative. There were several types of quantitative research which were concerned to the problem and the objective of the research like survey research, experimental research, correlational research, and so on.
In this research, the researcher used true experimental design (pretest-posttest design) to identify the influence of using podcast and STAD toward the students‟ extensive listening on narrative texts at the eighth grade students of SMP N 2 Banyubiru in the academic year of 2016/2017. There were two groups in pretest-posttest design that were chosen randomly, and then they were given pretest to know the initial condition whether there was a difference between experiment group and control group.
The sketch of this design can be illustrated as follow:
R O1 X O2
R O3 O4
(Sugiyono, 2009, p. 76) Explanation:
R : Experimental and control class that are chosen randomly O1 & O3 : Pre-test of experimental and control class
O2 & O4 : Post-test of experimental and control class
X : Treatment (Teaching listening of narrative texts by using Podcast and STAD)
2. Population and Sampling
a. Population
chosen to represent all members of group. The population of the research was the eighth grade students of SMP N 2 Banyubiru in the academic year of 2016/2017. The eighth grade students of SMP N 2 Banyubiru were divided into five classes. They were class VIII A, VIII B, VIII C, VIII D, and VIII E. There were 30-33 students in each class. The total number of the population is 159 students. The students were still actively learning English as one of the compulsory subject.
Table 3.2
List of population
Class Total
VIII A 32
VIII B 32
VIII C 33
VIII D 30
VIII E 32
Total 159
b. Sample
Arikunto (2006, p. 131) states “Sample is representative of population that will be observed”. If the respondents are less than
However, the researcher took sample in this research because the respondents were more than 100. The important thing in this research is the aim of sampling. It was to construct a sample that can represent the entire population. It mean that sample must be able to represent the whole data of population.
3. Research Variable
Variable is a variation object of the research. There are two types of variables: dependent variable (y) and independent variable (x). The dependent variable is the variable of focus or the central variable on which other variables will act if there is any relationship. The independent variable is selected by researcher to determine the relationship with the dependent variable (Arikunto, 2006, pp. 118-119). Thus, the variables in this research were:
a. Independent Variable (x).
Independent variable in this research was the use of Podcast and STAD to teach narrative text.
b. Dependent Variable (y).
Dependent variable in this research was the extensive listening of narrative text achievement score of students at the eighth grade of SMP N 2 Banyubiru.
4. Data Collection
a. Test
In simple terms, test is as a method which is used to measure competence, knowledge, intelligence, and ability of talent which is possessed by individual or group to collect data (Brown, 2004, p. 3). The instrument of the test in this research was objective test. By using objective test, it can measure how students‟ mastery on the materials.
Objective test is frequently criticized on the grounds that they are simpler to answer than subjective test. Objective tests are divided into transformation, completion, combination, addition, rearrangement, matching, correct and incorrect (true/false) and multiple choice (Purwanto, 2002, pp. 35-36). The researcher used completion, matching, and correct or incorrect (true/false). Furthermore, the researcher used 15 items for the test. They were divided into three parts. Part A consisted of 5 items of completion task. Part B consisted of 5 items of matching task. Then, part C consisted of 5 items of true or false task. The instruments were enclosed.
related in the materials that they was known by them before. Pre-test was given to the experimental and control classes in same way. This test was given before the experiment was conducted. In addition, Post-test was given to the experiment class and control class was in the last section. It was given in order to know students‟ achievement after they were taught with podcast and
STAD (experimental class) and without them (control class). In this case, the students were asked to do the objective test about narrative text.
The score of the students‟ achievement can be calculated by
using this following formula:
X 100
(Arikunto, 2006, p. 235) b. Documentation
Documentation is collecting data by looking or noting of report that is available (Tanzeh, 2009, p. 66). Documentation technique benefits in the collecting student‟s grade as secondary
The steps of collecting the data by getting documentation were as follows:
1) The researcher got the resources from the teacher‟s note while conduct the experimental research. The researcher collected the documentation was gained by the help of the English teacher. The researcher got the syllabus, the lesson plan, and the report of students‟ development.
2) The researcher collected the data of students‟ name list, teachers‟ name list, sketch of the school and organization
structure of the official SMP N 2 Banyubiru in the academic year of 2016/ 2017 from the staff administration.
5. Data Analysis
The researcher used the quantitative data analysis. This research would be successful when there is an increasing of students‟
listening skills.
version per version. In addition, SPSS used to examine the statistical data of the research. As stated by Cramer and Bryman (2003, p. 21):
The great advantage of using a package like SPSS is that it will enable you to score and to analyze quantitative data very quickly and in many different ways once you have learned how. In other words, it will help you to eliminate those long hours spent working out scores, carrying out involved calculations, and making those inevitable mistakes that so frequently occur while doing this. It will also provide you with the opportunity for using more complicated and often more appropriate statistical techniques which you would not have dreamt of attempting otherwise.
Based on what Cramer and Bryman have argued above, the advantages of SPSS program are to analyze and examine quantitative data really fast in various ways. The researcher used SPSS version 16 to analyze and examine the influence of Podcast and STAD toward students‟ (Arikunto, 2006, p. 158). Validity is used to determine how much these instruments have reflected the results.
Thanasegaran (2009, p. 38) informs more about the kinds of validity:
1) Construct validity
“The construct validity is the extent to which a measure „behaves‟ the way that construct it purports to measure should behave with regard to established measures of other constructs”
(Thanasegaran, 2009, p. 38). The key words of this kind of validity here is „behaves‟. It referred to a thing which was usual
to a daily life of a subject. Since the subjects here were VIII C and VIII D of SMP N 2 Banyubiru, it was likely that the material given to the students were materials which were familiar with their life. So that, the researcher used folk tales that have familiar titles in students‟ mind.
2) Content Validity
Thanasegaran (2009, p. 38) states content validity as “Considers whether or not the items on a given test accurately reflect the theoretical domain of the latent construct it claims to measure.” Keyword of content validity here is „theoretical domain‟. In order to qualify this content validity, the researcher
adjusted the test with the indicator of school-based or KTSP curriculum and students‟ ability.
Thanasegaran (2009, p. 38) writes “Criterion ability refers to the ability to draw accurate inferences from test scores to a related behavioral criterion of interest.” The keywords of
this part are later performance (criterion). There was a pre-test and post-test in this research. Which they called by criterion. b. Reliability
Reliability means “consistent and dependent” (Brown,
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter classifies and answers the research questions related in the first chapter. The findings section covers data presentation and result of the test. After all, the discussions of what have been described in the findings are the closure of this chapter.
A. PROFILE OF THE STUDENTS’ EXTENSIVE LISTENING ON
NARRATIVE TEXT BEFORE AND AFTER IMPLEMENTING
PODCAST AND STAD.
1. Data Presentation of Experimental Group
The researcher applied for students of VIII C in SMP N 2 Banyubiru as an experimental group which were 33 students. The name of students could be drawn in the table below:
Table 4.1
Name of Students in Pre-test of Experimental Group
Number
Name M/F
30 3390 Santi Wijayanti F were the students of VIII C class in SMP N 2 Banyubiru.
2. Data Presentation of Control Group
The researcher applied for students of VIII D class in SMP N 2 Banyubiru as a control group which were 30 students. Name of students could be drawn in the table below:
Table 4.2
Name of Students in Pre-test of Control Group
10 3380 Lena Ardiana F
16 3443 Muhammad Fahra Afrakhsyad M
17 3318 Muhammad Imam Taufik M
18 3384 Muhammad Kelana Ardiansyah M
19 3417 Muhammad Najiyullah M
25 3421 Refiana Khanifatus Sholekhah F
26 3324 Rena Ari Rahmawati F class in SMP N 2 Banyubiru
This subchapter discussed about the test of normality, the test of homogeneity, the pre-test finding, the post-test finding, the test of hypothesis, and the achievement of experiment.
a. Test of Normality
Before the t-value calculation, the data has to be in normal condition. The calculation was done using SPSS program. The followings were the result of the calculation:
1) The Pre-test of Treatment and Control Group
Table 4.3
Test of Normality
One-Sample Kolmogorov-Smirnov Test
Treatment Control
N 33 30
Normal Parametersa Mean 40.8182 39.5000
Std. Deviation 18.70738 14.53355 Most Extreme
Differences
Absolute .136 .147
Positive .136 .110
Negative -.096 -.147
Kolmogorov-Smirnov Z .783 .805
One-Sample Kolmogorov-Smirnov Test
Treatment Control
N 33 30
Normal Parametersa Mean 40.8182 39.5000
Std. Deviation 18.70738 14.53355 Most Extreme
Differences
Absolute .136 .147
Positive .136 .110
Negative -.096 -.147
Kolmogorov-Smirnov Z .783 .805
Asymp. Sig. (2-tailed) .572 .535
a. Test distribution is Normal.
b) The Post-test of Treatment and Control Group Table 4.4
Test of Normality
One-Sample Kolmogorov-Smirnov Test
Treatment Control
N 33 30
Normal Parametersa Mean 70.2727 57.4667
Std. Deviation
Asymp. Sig. (2-tailed) .008 .042 a. Test distribution is Normal.
The tables of normality test above showed that the indices of the normality (0.572; 0.535; 0.008; 0.042) were all higher than the level of significance (0.05). As a consequence, it can be concluded that the data above were normal.
b. The Test of Homogeneity
The data of the control group and the experimental group have to be proven homogenous before conducting the t-test. The followings were the results of the test of homogeneity which were calculated with SPSS program:
1) The Pre-test
Table 4.5
Test of Homogeneity of Variances
Levene
Statistic df1 df2 Sig.
.182 1 43 .672
2) Post-test
Table 4.6
Test of Homogeneity of Variances
Levene
Statistic df1 df2 Sig.
.921 1 61 .341
From the tables of the Test of Homogeneity above, it showed that the indices of the homogeneity (0.672 and 0.341) were both higher than the significance level (0.05). It can be Tuesday, May 9th 2017. After the researcher administered the score of the pre-test, the researcher found that the mean of the experimental group was 40.8 and the mean of the control group was 39.5. The data were based on the score distribution as follows:
The control group and the experimental group were supposed to have relatively equal condition or ability before the treatment. The researcher used SPSS 16 to test whether there was significant difference in the condition between the control group and the experimental group. Here was the result;
Paired Sample Test
From the table, it was illustrated that the t-value of the two groups was 0.392. Based on Ghozali (2011, p. 443), the t-table for 63 correspondences is 1.998. Therefore the t-value of the data was lower than the t-table.
d. Treatments by Using podcast and STAD
related to the indicator on the lesson plan, Treatments of this experimental class were:
1) The 1st treatment
The 1st treatment was conducted on May 10th 2017. It used podcast and STAD which has been explained in chapter II about the theory and how researcher applied this technique. The title of narrative text was Little Red Riding Hood that was called by folk tale of narrative text, and the materials focused in this treatment was identification of the social function and the generic structure of the text.
2) The 2nd treatment
The 2nd treatment was conducted on May 16th 2017. Surely, it used podcast and STAD. The title of narrative text was the same, but the material focused in this treatment was analyzation of the language features of the text.
3) The 3rd treatment
The 3rd treatment was conducted on May 17th 2017. Moreover, it used podcast and STAD. Then, the title of narrative text was the same, but the material focused in this treatment was understanding the meaning of the text
However, in control group were applied three phase technique and read aloud.
e. Post-test Finding
Post-test is aimed to know the effect of the treatment. The researcher conducted the post-test after giving two different treatments for two different groups; Podcast and STAD for experimental group and conventional teaching techniques for control group. The post-test of the control group experimental group were conducted on Wednesday, 17th May, 2017.
E18 67 C18 67 experimental group using SPSS16. The result of the calculation can be perceived on the table below
