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1 I R E T P A H C
N O I T C U D O R T N I
I r e t p a h
C present discussion so f the background o fthe research and
e b o t s c i p o t r o j a m x i s e r a e r e h T . h c r a e s e r s i h t o d o t r e h c r a e s e r e h t s e t a v it o m
, n o it a ti m il m e l b o r p , d n u o r g k c a b h c r a e s e r e r a e s o h T . r e t p a h c s i h t n i d e s s u c s i d
m e l b o r
p formulaiton ,research objecitves ,research beneftis ,and de ifniiton o f
.s m r e t
d e t a l e r s i d n u o r g k c a b h c r a e s e
R t eo t h mos t atteniton o f the research
d n a c i p o t s i h t e s o o h c o t s e d i c e d r e h c r a e s e r e h t y h w n o s a e r e h t h ti w d e t e l p m o c
y b d e w o ll o
f the i mplementaiton o f the research .Problem formulaiton i sused t o
i y ti l a e r e h t m o r f e m o c h c i h w s m e l b o r p e h t y fi t n e d i d n a e t a l u m r o
f n thesetitng .
n o it a ti m il m e l b o r
P focuses on the basic o fthe research .Research objecitve s
t n e s e r
p the purpose o fconducitng the research .Research benefti stel labou tthe
s e g a t n a v d
a tha tcan be gained from st hi research .The las tpar ti sde ifniiton o f
e c f o g n i n a e m e h t t n e s e r p o t s m i a h c i h w s m r e
t train t erms which arer elatedt othe
. n e s o h c c i p o t
.
A BACKGROUNDOFTHESTUDY o
p m i t s o m e h t s i e g a u g n a
L tran tpatri nal lpeople’sl fie .Kamli( 1991 )says
g n i e b n a m u h g n o m a n o it a c i n u m m o c o n e b l li w e r e h t , e g a u g n a l t u o h ti w t a h
t s ro
. p o l e v e d s e g a u g n a l y n a m , a r e e h t h g u o r h T . d lr o w e h t n i s n o it a
n Inmanycountire s
h s il g n
E i sthemosltyusedlanguage. I tbecome spossiblet ha tEngilshi st augh ta s
a compulsorysubjecti nalmos tal leducaiton l evel sstaritngfromthekindergatren
o
2
l o o h c
s studentst o f acet hej obcompeititonl ater .Basedont hisr eason ,vocaitona l
l o o h c
s srtaintheris tudentst ohaves omeskillsf o rworkatfert heygraduate.
h c r a e s e r s i h t n
I , t he researcher t ook one research t ype namely Classroom
. h c r a e s e R n o it c
A The researcher consider stha ta san educaiton study program
t n e d u t
s da n a teache rto be ,Classroom Aciton Research would be the mos t
o t d o h t e m e l b a ti u
s be appiled among al lthe methods tha tthe r aese rche rgo t
T . e g e ll o c n i s r a e y r u o f e h t g n ir u
d akingClassroomAcitonr esearchmeanst ha tthe
e c it c a r p r e h c r a e s e
r s andacts ilkea er alt eacherstaritngfromdesigni ng thel esson
t c u rt s n o c , n a l
p i ng the task ,designi ng mateiral sto maki ng the assessmen ta t the
f o d n
e the teaching process .People ,especially those who learn educaitona l
m a r g o r
p and who want to be teachers ,should take thi skind o fresearch a sa
tr a t
s i ng poin tin having acti on in the rea lclass .The researcher beilev s e tha t
m o o r s s a l C h g u o r h
t Aciton Research ,she could improve and appreciate et h
. y t u d d n a e l o r s ’ r e h c a e t
s y a d a w o
N Classroom Aciton Research become soneo fthefamou skinds
g n i n r a e l ’ s r e h c a e t h t o b e v o r p m i o t h c r a e s e r s i h t e k a t s r e h c a e t y n a M . h c r a e s e r f o
s t c e j b u s e h T . y ti v it a e r c ’ s t n e d u t s d n a d o h t e
m o fthe research are also vairous .
r e h c a e t y r e v
E etak s dfiferen tandvairoust hemesf ort her esearch .Thisr esearch i s
e v o r p m i o t o e d i v g n i z il it u t u o b a r e h tr u f o g o t g n i o
g t he ilstening ablitiy o fthe
s t n e d u t
s inthesecondgradeo fTeknikGamba rBangunan classi nSMKNeger i2 n
a m e l S k o p e
D where the researche rtook the teaching pracitce fo rsix months.
b e h
T asicr eason whyt her esearchert akest hisr esearch si becausei n t ha tschool ,
t s il t e g r e v e n s t n e d u t
. d o o g y ll a e r t o n s a
w Due to thi sproblem ,the researche rproposes dfiferen t
g n i n r a e
l acitvtiyi nordert o avoidstudents ’boredom .Thatacitvtiy i smaximizing
e h
t u se o fvideo i nstead o fonly using tex tbook. I n analyzing datacollected, t he
l p p a o t g n i o g s i r e h c r a e s e
r y qualtiaitvehypothesist oexplainwha tresearche rha s
r e h t e c n i S . t o
g esearche rhadt heexpe irencei nt eachingEngilshi nt hi sschoo,lt he
e d i d l u o c r e h c r a e s e
r ntfiy some students ’weaknesse .s Mos to fthe students had
e h t w o ll o f t o n d l u o c s t n a p i c it r a p h c r a e s e r e h T . s ll i k s g n i n e t s il n i m e l b o r p s u o ir e s
t a s r e v n o c d n a n o it c u rt s n
i ioni nt he ilsteningr ecorder .Meanwh , lie when t heyf ace
s r e n g i e r o
f in the rea lworking wo lrd , ilstening ablitiy i sone o fthe keys to
. e l p o e p r e h t o d n a t s r e d n u
Engilsh hasf ourl anguageskill swhich arereading ,w iritng , ilstening, and
e r s i h t n I . g n i k a e p
s search,t her esearche rmainlyf ocuse son ilsteningskli lbecause
t a h t ll i k s e n o s i g n i n e t s
il si seldomt iredi ns chool .Mos toft het eacher sonlyf ocus
g n i d a e r , r a m m a r g n
o , o rw iritng .On the conrtary ,the teacher ssomeitme sface
a m m e li
d in p iro iritzing ht eskillt obel earned f rist.I ft hey rty t o emphasizeonly
n
o ilstening ablitiy ,they migh tbe ciritcized fo rno tteaching the student sto
e r a p e r
p fo rthe t est tha tmoslty i nvolves reading ,w iritng ,and gramma.r In fac,t
d a c a s d e e n y l n o t o n n o it it e p m o c b o
j emico rpassiveEngilsh skill sbu talsoacitve
r o f h g u o n e t o n s i ti , e r o f e r e h T . n o i s n e h e r p m o
c astuden tto only masteroneskill
e k
il reading.
A sa teache rcandidate, t he researche rreailzes tha tEngilsh i sone of t he
t c e j b u s y r o s l u p m o
c s given in vocaitona lschool . However , the student s face
t c e j b u s n i a tr e c a n o g n it a rt n e c n o c n i s e it l u c if fi
4
e l b i s s o
p t hatEngilsh becomes aburdenf ort hem .Fristly ,student shavet o master
o c t a h t s n o s s e l y r a m ir p e h
t rrelate wtih t hei rstudy program .In some condiitons ,
e w e r e h
t re some student swho were not i nterested i n l earning Engilsh anymore .
e h t r o
F learningproces ,ss tudent sonlyt ookEngilsha sther equirementt opasst he
d n a m a x
e concerned only o n thei rmark a sthe passing grade o fthe graduaiton
e s a e r c n i s y a w l
a syea rbyyear .Theworryo fhavingbadmarka lsoincrease ssince
s t e g r a t t n e m n r e v o g e h
t tha tal lstudent shavet o ge t5,00 o rabove . fIt heycann ot
li a f ll i w y e h t ,t e g r a t e h t h c a e
r .
e c n i
S students ’creaitvtiyincreases daybyday, learningacitvtiyshouldbe
e r o
m sophisitcated and vairou sa swell to avoid students’ boredom and lack o f
t s e r e t n
i in learning Engilsh .Many young teacher sprovide some creaitve and
g n o s , e m a g s a h c u s a i d e m e v it c a r e t n
i s ,card ,and video .The purpose i sto ge t
y r e t s a m ’ s t n e d u t
s on the topic well .Human being sare alway slearning from
y e h T . m e h t d n u o r a w e n g n i h t e m o
s appiled t ha tt o thei rdaliy l fie .Based on t his ,
e t a d i d n a c r e h c a e t r o r e h c a e
t shouldt hinks matrl yinpayingmoreattenitont o .ti
r e h c r a e s e
R ha sstated tha tvideo i soneo fthemediaused t oge tstudents ’
n o i s n e h e r p m o
c .Nowadays ,student sare more interested in visua lobject sthan
t c e j b o t c a rt s b
a s B . yshowing video ,thet eacher’ sexpectaiton i sachieved wtihou t
e h c a e t m o r f n o it a n a l p x e a rt x e y n
a r .Related t ot hat ,thewrtieri sgoingt o present
m i x a m o t o e d i v f o g n i s u e h
t izes tudents ’ilsteningablitiy .Theaimi s ,o fcourse,t o
u g n i s u y ti li b a g n i n e t s il ’ s t n e d u t s e s a e r c n
i ncommon learning acitvtiy .Here the
r e h c r a e s e
r p s ut cetrain targe t tha t i s o nly Teknik Gamba r Bangunan class, e
d a r g d n o c e s y ll a i c e p s
,r e v e w o
H they are famiila rwtih thing sclose to video .Th eey a r accustomed to
k r o
w i ngwtih elementi n video .Fori nstance ,they l earn howt omaket hecleares t
d n u o
s , rtemendou seffect, and anything related ot video .In addiiton ,they are
e v it a e r c d n a e v it c
a students .Ye,tsomevocaitonals chools tudentss omeitme sonly
n o it a z il a i c e p s ri e h t n o e t a rt n e c n o
c o rexpectaiton .
h c e t e h t h g u o h tl
A nology i salway sone step ahead i n development ,some
r e h c a e
t s stli lsurvive i n a rtadiitona lmethod , ilkegiving long explanaiton ,doi ng
e h
t w irtten exerciseand l etitng student sanswer i td rieclty .Thi scondiiton make s
e h T . d e r o b t e g s t n e d u t s e m o
s exrtemeeffecti st hatstudent sdecidenott oj oint he
d n a m o o r s s a l c e h t t f e l y e h T . y ti v it c a g n i n r a e
l the teacher .In fact ,in the nex t
s t n e d u t s e m o s , e d a r
g stli lhad remedia ltest . Here the wrtie rplan sto share
e r e f fi d g n i h t e m o
s nti n t eachingacitvtiy but i i t sno tsomethingnewactually . tIi s
t a h t h c a o r p p a n a t s u
j mos tteacherss eldomapply .
.
B PROBLEMFORMULATION
a e s e r e h
T rche rwould ilke t o ifgureou thow t hi sresearch could help t he
f o e d a r g d n o c e s f o s t n e d u t
s Teknik Gamba rBangunan clas sin SMK Neger i2 p
e
D ok Sleman .Thi sresearch come sup due to some problem sdeailng wtih
e d u t
s nts ’ilsteningab litiyasf ollow .s
.
1 Howdoest he use o fvideo empowe r ilstening ab litiy o fsecond grade
s t n e d u t
s o fTeknik Gamba rBanguna n class i n SMK Neger i2 Depok n
a m e l
S ?
.
6
.
C PROBLEMLIMITATION
k o o l s e t a u d a r g l o o h c S h g i H l a n o it a c o V f o t s o m t a h t d e z il a e r r e h c r a e s e R
i e h t g n i u n it n o c f o d a e t s n i b o j a r o
f r forma leducaiton .In the nex tstep ,the
r o f y l p p a l li w s e t a u d a r
g many j ob vacancie swhich become thei rexpetrise .They
n o r p d o o g y l n o t o n e v a h o t d e e
n unciaiton and speaking ablitiy ,bu talso good
g n i d n u o r r u s e z y l a n a o t y ti li b a g n i n e t s
il s .Howeve,r t here aremany student swho
n i t n e m e v e i h c a w o l e v a
h ilstening English because they stli lonly have high
n o it a rt n e c n o
c int hei rstudyprogram .Ther esearche rwast eachingi nSMKNeger i
n a m e l S k o p e D
2 andf oundt ha tstudents ’ilsteningablitiywaslow .
s i h t f o e p o c s e h t ti m il o
T study,r esearche ronlyf ocusedon theteaching
o f ilstening .Based on t he itlte menitoned previously, t hi sresearch planned t o eb
t c u d n o
c e d in SMK Neger i2 Depok Sleman especially in 2nd grade o fTeknik a
n u g n a B r a b m a
G n Clas .s Thi sclas sha s32 paritcipantswhich consist fo 9 gilr s e
h c r a e s e R . s y o b 3 2 d n
a ruse svideo a sthe media in thi sresearch .Du irng the
y r o t a r o b a L e g a u g n a L n i e c a l p e k a t o t g n i o g s i ti , o e d i v e h t g n i w o h s f o s s e c o r
p ni
2nd lfoo rofs choo lbu liding .Ass tatedabove,t her esearche rilmtist hes cope int hi s
r e p a
p only in one sk li lthat si ilstening. In addiiton ,the video conten tis stli l
d e t a l e
r to classtopicandr eferir ong t tex tbook which i susedi n t ha tschool .The
h c r a e s e r t e g r a
t i sonlyi noneclasswtihconsideraitoninl oweredstudents ’ablitiy .
t r e h c r a e s e r e h t y h w n o s a e r r e h t o n
y ti c ir t c e l e r o f l a n i m r e t o
n in al lclasses so tha twhen researche rwant sto give
r e h c r a e s e r , s s a l c e h t n i g n i n e t s
il ha sto b irng own laptop complete wtih the
e s u h c i h w r e d r o c e r e p a t r o r e k a e p
s s battery as t hepower .Thewrtie rplanst o do
e k a m o t e c it c a r p g n i h c a e t e h t g n ir u d h c r a e s e r e h
t opitmalresul.t
.
D OBJECTIVESOFTHESTUDY
Thi sresearch ha stwo objecitves which are used to answe rthe problem
d e t a l u m r o
f .
.
1 To ifndou thowt heuseo fvideos empower ilstening ablitiyo fsecond
e d a r
g students fo TeknikGamba rBangunan inSMKNeger i2 Depok n
a m e l
S .
.
2 To ifndou ttheuitilzaitono fvideost owardimprovestudents ’ilstening
y ti li b
a .
.
E BENEFITSOFTHESTUDY
n i a g o t s e p o h r e h c r a e s e r , h c r a e s e r e h t g n it c u d n o c r e tf
A the following
e n e
b ftis .The benefti sare fo rstudents ,teacher ,school ,and educaitona lwo lrd .
a , y lt s ri
F sthe targe tresearch ,student swli lge tfamiila rwtih m ore kind so f
y ti v it c a g n i n r a e
l ntha onel earning style .Later ,student swli lnot ge tbored easliy .
e h
T n ,students ’ ilsteningablitiy i ncreases even though i tdoe sno texrtemely irse .
o it i d d a n
I n ,student sare expected to alway s be in high moitvaiton in learning
o s , h s il g n
E tha t ilstening lfuency would be seen necessarliy s . tI i impo trant t ha t
t n e d u t s y r e v
e no tonlymastersw iritng o rspeakingi nansweri nganyEngilsht est ,
t u
b ha sablitiy to ilsten well .In the end ,Engilsh becomes something fun and
s y a w l
8
d n o c e
S ly ,the Engilsh teache rwould reailze tha tspeaking ,w iritng, or
i g n i d a e
r snot t he mos timpo trant skill . tlA hough ti i sdfi ifcutl , ti i sessenita lfo r
s l a n o it a c o
v choo lstudent sto learn ilstening a swell .Through video u dse to
a h l li w r e h c a e t t a h t s t c e p x e r e h c r a e s e r , y ti li b a g n i n e t s il ’ s t n e d u t s e c n a h n
e ve new
e l y t s g n i h c a e
t sbe ide sthe common one .Moreover ,Engilsh t eache rwould rty t o
t d e ti m il n u g n i p o l e v e d d n a g n it a e r c n i s e v l e s m e h t e d a r g p u o t s tr o f f e e k a
m eaching
e l y t s g n i n r a e l d n
a tocopewtiht hedemand so fours ocietyf o rlong el fi educaiton.
d ri h
T ly ,society would g et m ore appreciati on and have bette rquailt fy i
d o o g e r e w y e h
t no t only in speaking and w iritng , bu t also in ilstening
n e t s il o t y ti li b a e h T . n o i s n e h e r p m o
c ot Engilsh in a rea lcondiiton wli lhave
e h t e u n it n o c t o n o d y e h t h g u o h tl a l u f e s u e b y a m d n a e u l a v e v it i s o
p i rstudy i n a
e g e ll o
c . Having good ilstening ablitiy combined wtih speaking and w iritng
s e it il i b
a wli lmakes tudentsr eadyt of aces rtongcompeititoni ntheworkingwor .l d
.
F DEFINITIONOFTHETERMS .
1 ClassroomAcitonResearch
tIi sakind ofr esearch,t hati sconducted bypersonwho ha saconcern rf o
n o it a c u d e e fi l g n o
l da n problemi n t eachingand r eailzes wha theo rsheh s a to do
t c e ri d s d e e n h c r a e s e R n o it c A m o o r s s a l C . n o it u l o s e h t s
a appilcaiton and soluiton
l o s o
t vet heproblemwhich i sfaced by cricumstance .Hopkin s(1985)stated t ha t
R n o it c A m o o r s s a l
C esearch i sastudy i n which t eacher ro researche rin t hi scase
k o o
l s rciitcally a tthei rown classroom in orde rto improve the teaching and
.
2 AuthenitcVideoAppilcaitonsi nLearningEngilsh tr
o p p u s e h t f o e n o s a o e d i v g n i s
U s in Engilsh learning becomes an
l a n o it i d d
a technique which ha sposiitve effec tsince globailzation era touche s
I . d lr o w n o it a c u d
e n t hi scase ,video asoneoft hevisua laid sbecomes addiitona l
o t d e e n t a h t a i d e
m bei mproveda samodernt ool .Throughvideo,l earningEngilsh
e m o c e
b s moref un and i thelp sno tonlystudentsi n masteirngmateirals ,bu talso
.s l a ir e t a m g n ir e v il e d n i r e h c a e t
.
3 ListeningComprehension n
e t s i
L i ngi sdfiferentf romheairng .Hea irngi st hewaysoundwavegetitng
y r o ti d u a y b d e s s e c o r p d n a r a e h ti w g n o l
a so tha tperson can hea rclea rsound .
y l n o t o n s i g n i n e t s il e li h w n a e
M processe d ilke heairng ,bu talso analyzi ng and
getitngthedetalif romdfiferen tvoice . tIi sthes amea sothers killsi nEngli sheven
g n i n e t s il h g u o h
t i sjus tapassiveacitvtiy .Ye,twhensomeonedoe sno thavegood
y l a n a n i y ti li b a p a
c zing wha tthey have heard ,there w ill be misc mo municaiton
e v a h s r e h c a e T . e l p o e p g n o m
a vairous techniquesi n t eaching ilstening .They use
e m n r e d o
m dia to gain teaching purpose .Since ilstening i sdfiferen tfrom othe r
d e e n o s l a t i ,s ll i k
s s dfiferen trteatmen .t
.
4 TeachingListeningBasedon t heCurirculumi nAVocaitona lHighSchool a n o it a c o v r o f n o it u ti t s n i n a s i l o o h c s l a n o it a c o v a t a h t w o n k e l p o e p s
A l
t n e d u t s s e r a p e r p t I . n o it a c u d
e s to getj ob wtihou tanobilgaitont o conitnueto t he
0 1
n i m e h t p l e h n a
c the work wo lrd .Mos tteacher sin vocaitona lhigh schoo lonly
i d a e r h c a e
t ngandspeakingatlhought heyr eailzet ha tEngilshhasf ou rmainskill s
e r a h c i h
w speci ifca llytaught .Basedont hecurirculumf o rvocaitona lhighschool ,
y r o t a g il b o n a s i g n i n e t s
il skli ltha t student s should maste r well . Vocaitona l
d e e n s t n e d u t
s no tonlyspeaking ,bu talso ilsteningablitiyi nt herij obo rcaree.r
.
5 SecondGradeTeknik Gamba rBangunan
e h t o t n e e tf if f o e g a e h t y l e t a m i x o r p p a m o r f s tr a t s n o it a c u d e f o l e v e l s i h T
o i s s e r g o r p f o e g a t s e h t f o t n e m e v e i h c a t s e h g i h e h t n i n e e t e n i n r o n e e t h g i e f o e g
a n .
h c r a e s e r s i h
T i sconducted t owardst he second grade student so fTeknikGamba r n
a n u g n a
h c r a e s e R f o t c e p s
A Howapproachedi n
h c r a e s e r l a m r o f
n o it c a n i d e h c a o r p p a w o H
h c r a e s e r
h c r a e s e r r o f s i s a
B Extensive ltierature review
s e c r u o s y r a m ir p f o
f o w e i v e r e r u t a r e ti l d e ti m i L
s e c r u o s y r a d n o c e s
g n il p m a s o t h c a o r p p
A Random o r representaitve
. e l p m a s
n w o f o e l p m a s e c n e i n e v n o C
s t n e il c / s t n e d u t s
n g i s e d h c r a e s e
R Rigorou sconrtol ,long itme
e m a r f
t n e g r e m e , s e r u d e c o r p l a u s a C
n g i s e
d ,s hor titmef rame
tl u s e r f o n o it a c il p p
A Emphasi son theoreitca l
o t n o it u b ir t n o c , s n o it a c il p m i
e s a b e g d e l w o n
k d in
h c r a e s e r d n a n o it a c u d e
l a c it c a r p n o s i s a h p m E
o t n o it u b ir t n o c , e c n a c if i n g i s
e c it c a r p
.
b TheAim
h c r a e s e r n o it c a m o o r s s a l c f o e s o p r u p e h
T i l saso divided based on who
e k a
t s ther esearch . tI classi ifed i n t o f ou r tiems ,butt her esearche ronly t akes the
, d e t a g it s e v n i y d u t s e h t h ti w e t a l e r t a h t s t n i o p t n a tr o p m i
1 .
b Persona lpurposes:
1 . 1 .
b To develop a greate runderstanding o findividual s students’
.s n o it c a d n a s t h g u o h t
2 . 1 .
b To developadeepe runderstanding oft eachers ’expeirencewtih
if , s w o ll o f s a n o it a n a l p x e e h
T rst i splanning, i n t hi sstep ,reseache rshould have
e d i c e
d d where wli la research g ,o wha tkind o fdesign the research wli lbe .In
e b l li w t a h t d o h t e m , h c r a e s e r e h t t r o p p u s o t y r o e h t s e d i v o r p h c r a e s e r , n o it i d d a
m it d n a , s e l c y c l l a r o f n a l p n o s s e l , d e il p p
a eallocaiton.
, h c r a e s e r g n i o d n i l e d o m t r a g g a T c M d n a s i m m e K f o e l p m a x e e h t s i e r e H
e l c y C h c r a e s e R n o it c A m o o r s s a l C 1 . 2 e r u g i F .
d DataGathering
it r e p x e y n a m e c n i
S sdevelop and work hard in the effor tto develop
it c a m o o r s s a l
c onr esearch,t herearevairetyingetit ngthedata ,completewtih t he
t u o b a t r o p e r n e tt ir w f o d n i k s i ti , e t o n d l e if s i t s ri F . s e g a t n a v d a s i d d n a s e g a t n a v d a
d l e if s i h t , y ll a u t c A . s m e l b o r p m o o r s s a l c o t s n o it c a e r d n a , s n o it c e lf e r ,s n o it a v r e s b o
d l u o h s e t o
n be w irtten drieclty atfe rthe el sson .Field note sa re very simple to
e d i v o r p o s l a t i , d e d e e n r e d i s t u o o n s n a e m p e e
k s good ongoing record sincei ti s
y r a i d s a d e s
.
4 Teaching Listening Based on The Curriculum in A Voca itona lHigh
l o o h c S
n o it a c u d e f o d n i k a s i l o o h c s l a n o it a c o
V tha t prepared and educate
t s t n e d u t
s obeproducitve,t heycange ta jobdriecltyatfe rgraduating .Thequaltiy
g n i n i a rt s a h c u m s a t e g s t n e d u t s l a n o it a c o v e li h w , e v o r p m i s y a w l a s i n o it a c u d e f o
f i e l b i s s o p s i ti , y ti li b a p a c r i e h t p o l e v e d h c i h
w a student sbemoreproducitveand
e c a f o t y d a e
r thechallenge .Vocaitona lschool swerebuitl t o prepareproducitve
h s i n if r e tf a b o j e v a h o t y d a e r e r a o h w , n o s r e
p i ng thei rforma leducaiton ,wtihou t
n o it a g il b o n
a tocon itnuet ohigherl evel .
r p p a l a i c e p s h ti w d e n g i s e d s a w l o o h c s l a n o it a c o v r o f m u l u c ir r u
C oachi, t
n i y lr a e l c d e t a t
s Mate rSosiailsas iKurikulum SMK 2004 Mata Dikla tBahasa s
i r g g n
I , fo r example , accademic approach , lfie skills , competency- based d
a o r b , m u l u c ir r u
c - based curirculum , and produciton based cur irculum.
w h ti w d e n r e c n o c s i e c n e t e p m o
C ha tpeople can do rathe rthan wha tthey know
a s i m u l u c ir r u C d e s a B y c n e t e p m o C a t a h t d e t a t s a s a y l u M . ) 3 0 0 2 : a s a y l u M (
f d o t n e m p o l e v e d e h t n o s e s s u c o f t a h t t p e c n o c m u l u c ir r u
c a cetrain standard
I . e c n a m o f r e
p nothe rword ,sl earningcanbemeaningfulf ors tudents .
n i d e t a t s s
A Mater iSo isa ilsas iKurikulumSMK2004 Mata Dikla tBahasa s
i r g g n
I tha tfo rvocaitona lhigh schoo lespecially i n developing ilstening ablitiy , n
a tr o p m i e m o s e r a e r e h
t tpoint sin which only assessed by ilstening ,such as
a b s t n e v e g n ir e d r
o sedoni nformaitonheard ,understanding r adio andTVnew so r
f o e d a r g d n o c e s h c a e
t TeknikGamba rBangunan classi n SMK Negeir 2 Depok .
a tr a k a y g o Y
.
c Observing
, e r a s e it i v it c a g n i h c a e t d n a d o h t e m e h t e v it c e f f e w o h e e s o t r e d r o n I
s d e e n r e h c r a e s e
r observert o observeal lclassroom processess .Observingi sdone
s e t o n d l e i F . w e i v r e t n i , e ri a n n o it s e u q , s e t o n d l e if y
b a re done by t hree observer s
d n a e ri a n n o it s e u Q . s r e n tr a p s ’ r e h c r a e s e r d n a f l e s ti r e h c a e t t c e j b u s e h t e r a o h w
u t s r o f d e n g i s e d e r a w e i v r e t n
i dent .s l ater ,researche rcan see t heprogres sdu irng
. e l c y c e h t
.
d Relfecitng
s p e t s e e r h t s u o i v e r p f o g n i d n
E a reinhere ,whereallt he step sarel ooked
t
a to measuret heeffecitveness .Isi sast hebasi sfo rfu trhe rplanning i n t henex t
n o d s i s I . e l c y
c e untlit he aciton i sregarded as t hemos tapprop irate soluiton fo r
8 2
I I I R E T P A H C
Y G O L O D O H T E M
Thi schapte rpresentst hemethodologyusedi nt hisr esearch .Thef ristpar ti s s i r e h c r a e s e r e h t ,t r a p d n o c e s e h T . h c r a a e s e r s i h t n i d e t n e m e l p m i d o h t e m h c r a e s e r
s t n a p i c it r a p h c r a e s e r t u o b a k l a t o t g n i o
g invesitgated i n doing t he research .The o
t g n i o g s i h c r a e s e r e h t e r e h w g n it t e s s i t r a p d ri h
t be conducted .How the
t e g r e h c r a e s e
r s thedatagatheirngi sdiscussedi nt hef ou trhpatr .Thedataanalysis , t
o n d l e if d n a a t a d n o it a v r e s b
o e ist akingon iftfhpatr .Thel as tpar twill discussed .
d e t c u d n o c g n i e b s i h c r a e s e r w o h f o e r u d e c o r p h c r a e s e r e h t t u o b a
.
A ResearchMethod n o it c a m o o r s s a l
C research comesup wtih main problem which i sfaced by e
h
t student sand thi sresearch aimes to overcome those problems .Classroom c
A itonr esearch i saresearchdonebyat eache rwho ifnd s problemsi nhe ro rhi s n
o it u l o s e t a i d e m m i n a s d e e n t a h t s s a l
c (Hopkin :2008) .I twa sdone unit lthe .
d e ll if l u f e r a e l c y c e h t g n i p p o t s a f o a ir e ti r
c Classroomacitonr esearchhascycles , h
c i h
w ha ssomestepsineachcycle .Thestep sareplanning ,acitng ,observingand g
n it c e lf e
r .In t hei mplementaiton, t hi sproces sstatr swtih generali dea related t o s
e g n a h c e h t d n a t n e m p o l e v e d e h
t tha tareexpected .Ast hes taritngpoints ,usually , u
g e b r e h c r a e s e r e h
d e t a l e
r to the Engilsh learning acitvtiy du irng thei rgrade ,second patr ,student s go t ils to fquesiton sabou ttheu seo fvideo a soneoft heaudio visua lmedia ,and
t s a l e h
t resear hc wen tto show the genera lo fvideo conten tjus tto guide the s
t n e d u t
s togett hemaini deaandhadaf ewimaginaitonoft hevideot ha twouldbe .
n w o h s
.
B ResearchSetitng
n i d e t c u d n o c s a w h c r a e s e r s i h
T SMKNeger i2 Depok Sleman Yogyakatra . .
n a m e l S k o p e D l a g g n u tr u t a C n a c ir M n a l a J n i d e t a c o l s a w t
I The proces so f
tr a t s , a t a d e h t g n it c e ll o
c e d from observing classroom’ scondiiton untlit he whole d
n e s a w s s e c o r
p ed.I t need s2month ,sf romOctobe runit lDecembe r2011.
.C ResearchParitcipants
e r e w s t n a p i c it r a p h c r a e s e r e h
T the eleventh grade o fTeknik Gamba r n
a n u g n a
B class in SMK Negeir 2 Depok Yogyakatra .Thei rage i sbetween .
s r a e y n e e t h g i e o t n e e t x i
s T hisclas sc no sistedo f32 students ,9 gilr sand2 3boys . n
I researcher’ s observaiton , the targe t research was very creaitve and h
t g n e rt s n w o r i e h t s a h t n e d u t s h c a e e c n i s ; e v it a v o n n
i even though the mateiral s
e m a s e h t e r e
w . Nex t characteirsitc o f t his clas s wa s student s were alway s n
o d e s a B . g n i g n e ll a h c d n a w e n g n i h t e m o s n i d e t s e r e t n
i researcher’sexpeirencei n
e c it c a r p g n i h c a e t g n i v a
h ,wheneve rthe wrtie rgave simulaiton such a sgame , t
d e t a i c e r p p a ’ s t n e d u t s , a m a r d e l p m i s a n e v e s g n o
s hose well .Student sused to
if hn is a sbes ta sthey could. Some student swere hyperacitve ,bu tthei rhype r y ll a i c e p s E . n o it s e u q s ’ r e h c a e t o t d n o p s e r e v a g s t n e d u t s r e h t o s e c n e u lf n i s s e n e v it c a
2 3
u o h ti w y ll a m it p
o tanydfi ifcutlyi nadapiton .Al lbecauseeverys inglemembe rha s r
e h t o h c a e e t a r e l o t d n a t c e p s e r o t e v a h y e h t t a h t n o it p e c r e p e m a
s .
.
D Instrument sandDataGatheringTechnique
s i h
T research provided through the quesitonnaries ,test ,interview, and s
e t o n d l e
if .Thequesitonnarieprovidestudent swtih somegenera lquesiton sabou t ’
s t n e d u t
s understanding in video a sone o fthe Engilsh learning acitvtii es and t
u o b a d e k l a
t macroandmicroi n ilstenings kills .Quesitonnariewouldbei naf orm f
o degreeagreement. tA ht eendo fquesitonnarie ,studentswerewelcomet owrtie ,
e ri a n n o it s e u q e d i s e B . y ti v it c a h s il g n E t u o b a t n e m m o c l a n o it i d d a y n
a thet es talso
y e h t , d e d i v o r
p were more i n t he video conten,t i n order t o measure how fart he e
r p m o c r i e h t d n a t n i o p e h t t o g s t n e d u t
s hension .Thenumbe ro fquesiton swa s15 -u
n 0
2 mbers ,wtih the detali . Field notes would funciton a sre lfeciton o fvideo .
g n i w o h
s Hopet hati twouldbehelpedt heresearchert odeterminewha tshouldhe e
n o
d in t he nex tcycle ,for i nstance ,which tiem o fquesitons should be deleted d
n
a which one should be remain .Later the researche rplanned ,conitnued to ,
w e i v r e t n
i researche rplanned took somestudents ,who had dfiferen tresul tfrom y a p t o n d i d o h w e s o h t , e r o c s t s e w o l e h t d a h o h w e e w e i v r e t n i e h T . s r e h t o e h t
. m e h t o t t x e n s d n e ir f h ti w t a h c g n i v a h r o , o e d i v e h t o t n o it n e tt a
.
1 FieldNotes
t n e m u c o d o t r e h c r a e s e r e h t d e d i u g t I . h c r a e s e r a f o c i s a b a s i n o it a v r e s b O
.s t n e v e d n a s n o it c a r e t n i m o o r s s a l c n o p u y ll a c it a m e t s y s t c e lf e r d n
a Field note
t e e h s n o it a v r e s b o h g u o r h
n a o r c i m e s
u d macro skill so f ilstening based on Dougla sBrown’ sbook enitlted P
: t n e m s s e s s A e g a u g n a
L rincipa landClassroomPracitce
: e r a s ll i k s o r c i m n i s t n i o p o w t e h T
.
1 Retainchunk so fl anguageo fdfiferentl engthi ns ho tr-termmemory .
2 Recognize grammaitca lword classe s(noun) ,system t(enses) ,pattern s .s
e l u r d n a
o r c a m m o r f s t n i o p o w
T skill sa re:
.
1 Recognize the communicaitve funciton so futterances ,according to .s
l a o g d n a , s t n a p i c it r a p , s n o it a u ti s .
2 Infers tiuaitons ,paritcipants ,goal susingr eal-wo lrdknowledge.
.
F ResearchProcedure
l it n u g n i n n i g e b e h t m o r f r e h c r a e s e r y b t u o d e ir r a c e r a h c i h w s e it i v it c a e h T
e r o f e B . s e r u d e c o r p f o s p e t s t h g i e n i d e z ir a m m u s e b n a c y d u t s s i h t f o d n e e h t
:f o t p e c n o c e h t s i e r e h , n o it a n a l p x e r e h tr u f
S s ’ h c r a e s e R n o it c A m o o r s s a l C 2 . 3 e l b a
T teps
o
N ClassroomAciton s p e t S s ’ h c r a e s e R
y ti v it c A g n i n r a e L
.
1 Planning a. Observingt heclas swhichwli lbet aken.
.
b Decidingt het eachingt opic.
.
c Discus swtihclassroomt eache.r
.
d Prepareallt hei nsrtument .s
.
8 3
o
N ClassroomAciton s p e t S s ’ h c r a e s e R
y ti v it c A g n i n r a e L
.
b Observingclassroomacitvtiy.
.
c Studentst esitng.
.
d Relfecitng
.
e Evaluaitng
.
3 Observing a. Making note s fo r the whole classroom .s
e it i v it c a
.
b No itceds tudents ’performance
.
4 Relfecitng a. Evaluaitngt hewholeproces .s
.
b Interviewings tudent .s
.
c Prepairngf ort henex tcycle.
.
d Fillt hequesitonnarie.
2 i r e g e N K M S f o r e t s a m d a e h e h t o t n o i s s i m r e p s k s a r e h c r a e s e r , t s ri F
r e tf A . l o o h c s s i h n i h c r a e s e r t c u d n o c o t g n i o g s i r e h c r a e s e r t a h t a tr a k a y g o Y k o p e D
n e h w s s u c s i d d n a r e h c a e t m o o r s s a l c h ti w s t e e m r e h c a e s e r , n o i s s i m r e p e h t g n it t e g
a h l li
w ve fris t classroom observaiton . Researche r need s more than one n i r u c c o s m e l b o r p y fi t n e d i o t , s t n e d u t s d n a s s a l c n o it a v r e s b o h t o b , n o it a v r e s b o
’ s t n e d u t s , s ll i k s g n i n e t s il n i y ti li b a ’ s t n e d u t s s e v r e s b o r e h c a e s e R . s s a l c t a h t
d n a , h s il g n E g n i n r a e l n i t s e r e t n
i students ’paritcipaitons .I ti saimed to predict s h ti w r e h t e g o t r e h c r a e s e r , n o it i d d a n I . e k a t r e h c r a e s e r d l u o h s s e l c y c y n a m w o h
0 4
d e ti c x e d n a d e r o b e r a y n a m w o h , y p e e l s m e e s s t n e d u t s y n a m w o h , t o n r o t s e r e t n i
. m a r g o r p e h t h ti w
e r s i t i , h tr u o
F lfecitng .In thi spatr ,researcher ,observers ,and the rea l e
r p e h t m o r f , y ti v it c a s u o i v e r p e h t e t a u l a v e o t r e h t e g o t s s u c s i d r e h c a e
t -acitvtiy
s ’ r e h c r a e s e r e t a u l a v e o t d e m i a t o n s i n o it a u l a v e s i h T . y ti v it c a f o d n e e h t l it n u
i n r a e l f o y a w e h t t u b , e c n a m o f r e
p ng process .Relfecitng i spurposed to decide m o r f d e c u d e r e b d l u o h s t a h W . e l c y c g n i w o ll o f e h t n i o d r e h c r a e s e r d l u o h s t a h w
m o r f n e k a t e r e w s i s y l a n a a t a d e h T . d e s u e r e b s a h e n o h c i h w d n a , e l c y c t s ri f e h t
ll i w t l u s e r e h T . s t n e m u rt s n i e h t y b d e r e h t a g a t a d e h
t bet odeterminet hef ollowing
41 V I R E T P A H C
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R
f o s i s y l a n a a t a d d n a s g n i d n if e h t t u o b a s s u c s i d o t g n i o g s i r e t p a h c s i h T
a s g n i d n if d n a s i s y l a n a e h T . h c r a e s e r e h
t re descirbed in the Classroom
. h c r a e s e r n i s e l c y c e h t h g u o r h t e r u d e c o r p h c r a e s e R n o it c
A Thi sresearch
s t s i s n o
c oft wo cycle ,s f o llowedby ilstening r ub irc sanalysis ,quesitonnarie
.s i s y l a n a t e e h s k r o w d n a s e t o n d l e if , s i s y l a n a
.
A THERESEARCHFINDINGS h c r a e s e R n o it c A m o o r s s a l
C becomes one o f famou s research in
s i o h w r e h c a e t a y b d e t c u d n o c s i t I . n o it a c u d
e aware o f hi s o r he r
r e h r o s i h d n u o r a y ti l a u q l a n o it a c u d e d n a t n e m p o l e v e d l a n o i s s e f o r p
n o i s a c c o s i h t n I .t n e m n o ri v n
e , ther esearche rcollected andanalyzeddatai n
e h
t classroom which related to teaching pracitce . Classroom Aciton
h c r a e s e
R consists o fa cycle which in each cycle ha ssevera lsteps .A
s a h r e h c r a e s e
r a irghtt odecidehowmanycycle sareneededinordert o ifnd
. n o it u l o s g n i y f s it a s a
.
1 TheU itilzingVideot oEmpowerStudents ’ListeningAblitiy.
d u t s s p l e h o e d i v w o h e e s o t d e m i a s i h c r a e s e r s i h
T ent sto enhance
e h t , r e h tr u F . y ti li b a g n i n e t s il r i e h
t resutl so fthi sresearch are discussed
e h t h g u o r h
t processofi mplemenitng video t o empowe rstudents ’ ilstening
. h c r a e s e R n o it c A m o o r s s a l C h g u o r h t y ti li b
a In t hi sresearch, t heresearche r
o w t d e t c u d n o
2 4
.
a TheI mplementa itono fCycle1
o w t n i e n o d s a w 1 e l c y
C meeitngs .Actually , ta thef ris tmeeitng,t he
y l n o s a w h c r a e s e
r end on planningand acitng .Fo robservingand r elfecitng
s p e t
s were done in second meeitng .Since the researche rtook Classroom
, t s ri f n o it a n a l p x e e v i g o t s a h r e h c r a e s e r e h t o s , h c r a e s e R n o it c
A the
n e s o h c c i p o t e h t o t d e t a l e r t a h t n o it a n a l p x e n a e v a g r e h c r a e s e
r .Based on
s i h c r a e s e R n o it c A m o o r s s a l C ) 1 8 9 1 ( t r a g g a T c M & s i m m e
K divided into
h c a E . g n it c e lf e r t s a l e h t d n a g n i v r e s b o , g n it c a , g n i n n a l p e r a y e h t ,s p e t s r u o f
p e t
s wli lbedescirbedi ndetai lasf ollow .s
)
1 Planning :TheLearningDe isgnProcedure
s e r , n o i s s e s s i h t n
I earche r had severa l step s done , there were ,
it e d i c e d , n o it a v r e s b
o me allocaiton ,topic fo rsevera lmeeitngs ,had lesson
o s l a d n a y ti v it c a g n i n r a e l n g i s e d , g n i s s e s s a d n a e r u d e c o r p g n i h c a e t , s n a l p
. e ri a n n o it s e u q d n a e t o n d l e if , w e i v r e t n i r o f n g i s e d
e h t t a h t p e t s t s ri
F researchershoulddowa sclassroomobservaiton. tI
s a
w aimedt o know ther ea lcondiiton i n theclass ,to ifnd theproblem ,and
e v a h t a h w e d i c e d o
t she donein t he research .In addiiton ,anothe rpurpose
s a
w recognising students ’characters .Classroom observaiton in genera li s
t e g o t r e d r o n i d e d e e
n close r wtih the student s and create nice and
s i h t h g u o r h T . e r e h p s o m t a g n i n r a e l e l b a tr o f m o
c classroom observaiton, et h
d n a r e h c a e t m o o r s s a l c l a e r e h t m o r f e l p m a x e d o o g a e k a t d l u o c r e h c r a e s e r
d e ir
r e h c a e t m o o r s s a l c l a e r e h t w o h f o e l p m a x e d o o g a e k a t d l u o c r e h c r a e s e r
a
h ndledandcon rtolledt heclas .s
,r e h c a e t l a e r h ti w r e h t e g o t , p e t s s i h t n
I et h researche rdiscussedabou t
e h
t topic which wli l be chosen, abou t teaching schedule to teach and
e l b a ti u
s place. I n t hi sphase ,theteache rgavesuggesiton whichwa shelpfu l
e h t n o r e h c r a e s e r e h t r o
f implementaitonday .Suggesiton f romt eache rwa s
t u o b
a giving clea rexplanaiton i n f uturet ense ,before et h researche rwentt o
e h
t implementaitono fvideo tisel.f Ont heothe rhand ,beforet her esearche r
n o n o it a n a l p x e f e ir b a e v a g r e h c r a e s e r e h t , n o it a t n e m e l p m i o e d i v e h t d l e h
e h t t u o b a s t n e d u t s e h t d n i m e r o t s a w t I .s t n e d u t s e h t o t e s n e t t s a p g n i s
u pas t
ti e s u y e h t n e h w d n a e s n e t
s o t r e d r o n
I e ehow effecitvet hi smethod lfows ,theresearche ralso
e m o s g n ir a p e r p y b s i d o h t e m e h t e v it c e f f e w o h e r u s a e m o t d e n n a l p
a n n o it s e u q e r e w s t n e m u rt s n i e h T . s t n e m u rt s n
i rie , ifeld note ,and i nterview.
e h
T quesitonnarie was designed fo r students , i t consisted o f a ils t o f
n o it s e u
q swhichshould eb answered by students .Thereweret wenty closed
.s n o it s e u
q Thestudentsto choosebetween f ou ratlernaitves ,srtongly agree
, e ri a n n o it s e u q e h t f o d n e e h t n I . e e r g a s i d d n a e e r g a , e e r g a s i d d n
a the
e h t e r o l p x e o t s t n e d u t s e h t d e k s a r e h c r a e s e
r proces sofl earningont ha tday.
s e t o n d l e if e li h
W we er designed fo rthe observer ,in thi scase the
s r e v r e s b o o w t d a h o t g n i o g s a w r e h c r a e s e
r ,oneobserve rwa sar ealt eache r
n o it c a m o o r s s a l c d i d o s l a o h w d n e ir f a s a w r e h t o e h t d n
a In t he ifeld notes ,
e h
4 4
d e t a l e r s n o it s e g g u
s t olearningprocess .Hopefully,t hosewouldbeusefulf o r
r e tf A . w e i v r e t n i s a w t n e m u rt s n i d ri h t e h T . e l c y c t x e n e h t n i r e h c r a e s e r
e h t g n i h s i n
if wholecycle ,theresearcheri nvtied threeupt o ifvestudentst o
n e k a t e r e w o h w e s o h T . w e i v r e t n i n a e v a
h f or interview i n fac twere no ta
t n e d u t s e v it c a r o t r a m
s ,on the conrtary ,those who were taken fo rthe
w e i v r e t n
i had weaknesses ,which had the lowes tscore ,the mos tbored
u t
s dents ,and othe rconsideraitonwhichi sno tagoodcrtieira .Thequesiton s
d e t c e n n o c l li t s e r e
w t opreviou sacitv tiy .Thequesitonsgivenwereaboutt he
, e c n a t s m u c ri c s s a l
c video content , clearness , the students ’feeilng ,and
r e tt e b e h t r o f n o it s e g g u
s v o. ide Researche rplanned t o r ecord t hei rvoicea s
g n i z y l a n a a t a d
n i a m e e r h t e r e w e r e h t , tr o h s n
I catego ires o fthe teaching lear gn in
p e r a e s o h t ,s g n it e e m h c a e r o f s s e c o r
p r -e ilsteningacitvtiy ,ilsteningacitvtiy ,
. y ti v it c a g n i n e t s il t s o p d n
a The researche rdecided t o have t wo cycle sand
h c a
e cycle consist so ftwo meeitngs . The Implementaiton o fVideo to
g n i n r a e l t x e t n o c e r e w h c i h w , y ti li b A g n i n e t s i L ’ s t n e d u t S r e w o p m E
, n o it c e lf e r , e c n e ir e p x
e andaciton ,wa sdividedintot womeeitng sa swell .
e h
