1
IMPROVING STUDENTS’
LISTENING COMPREHENSION
BY USING VIDEO OF ORAL NARRATIVE TEXT
Tiara Puspa, Zainal Arifin, Surmiyati
English Education Study Program of Languages and Arts Education Department of Teacher Training and Education Faculty, Tanjungpura University, Pontianak
email : [email protected]
Abstract: The purpose of this research is to investigate the effectiveness of using video of oral narrative in teaching listening of oral narrative text in improving students’ listening comprehension to the eighth grade students of SMPN 4 Sungai Ambawang in academic year 2013/2014. The population of this research was the eighth grade students of SMPN 4 Sungai Ambawang and the total sample was 34 students from class VIII A. The data were derived from multiple choice test. The result showed that the mean score of pretest was 50 while the posttest was 69. The different score between pretest and posttest was 19. The calculation of the effect size shows that the ES value was higher than the coefficient (2,4 < 0.8). In conclusion, this study proved that the use of video of oral narrative text was effective in improving students’ listening comprehension.
Keywords : Narrative Text, Listening Comprehension, Video
Abstrak : Tujuan dari penelitian ini adalah untuk menyelidiki keefektifan penggunaan video naratif di dalam mengajar kemampuan mendengarkan untuk mengembangkan kemampuan mendengarkan siswa kelas VII dari SMPN 4 Sungai Ambawang tahun ajaran 2013/2014. Jumlah peserta dari penelitian ini adalah siswa kelas VIII dari SMPN 4 Sungai Ambawang dan sampel berjumlah 34 siswa diambil dari kelas VIII A. Data diambil dari tes pilihan ganda. Hasil menunjukkan nilai rata-rata dari pre test adalah 50 sedangkan post test adalah 69. Perbedaan nilai antara pre test dan post test adalah 19. Penghitungan efek dari stimulus oral video menunjukan bahwa hasilnya lebih tinggi dari pada koefisiennya (2,4 < 0.8). Kesimpulannya, penelitian ini membuktikan bahwa penggunaan video naratif teks efektif dalam meningkatkan kemampuan mendengarkan siswa
Kata Kunci : Teks Naratif, Kemampuan Mendengarkan, Video
2 chunks in their speaking where the English teachers are usually local people, the students may not be used to the accents of foreign people. Second, the speed of the English-speaking people is quite fast for the students to follow. Students sometimes have not even got the meaning of the first sentence, before the second sentence has already passed. That can make them miss the whole passage. Third, the contents of the tape, some of them are not always familiar with the students. The students may lack the background knowledge about foreign countries and culture.
Furthermore, listening is the language modality that is used most frequently. Ellis and Brewster (1992: 56) mention that in early stage of learning English, the pupils may spend much of their time listening to the teacher while playing simple games, singing songs, saying rhymes or listening to simple stories. Based on the several reasons that make listening so important in language learning above the teacher should be pay attention to the language learner in teaching listening. Without learning listening, people might not be able to speak, to read and to write.
The same problem is also faced by the second year students of SMPN 4 sungai ambawang. The students often find difficulties in listening to specific words and catching the ideas from the spoken language. The difficulty in listening to specific words were find on the vocabulary problem that was pronunciatiation, in this problem the students were hardly to recognize the words with the same pronunciation for the example the word of two and too. Cathing the ideas here means that the difficulty to understand the contents of the story, for the examples are the characteristics and main idea of the story.
From the result of the preliminary study in the form of interview with the English teacher of SMPN 4 sungai ambawang, it was revealed that the eighth grade students of SMPN 4 sungai ambawang, especially the class VIII-A, still faced some problems in listening comprehension. Because most students were from different minority areas they started to learn English only at the first year of junior high school and of course listening activity are not common for the students, it was shown by the students’ listening score that was 12 of 34 students could reach the standard score requirement of the school which is 70. It means that the students’ listening achievement was still low. The teacher informed that the common listening activities were done by the teacher read the text aloud to the students as the source of listening materials, the teacher were not find the other method to motivate the students. That was why the students were passive during the teaching learning process of listening. If the teacher always uses the same teaching methodology, they may become predictable and, perhaps, less interesting for their students (Ross, 2006).
3 so instead of reading the text, it is better if the teacher convey the material by using some media that interesting for the example is video.
By using video, teachers can get the benefit of audio and visual supports at the same time. Visual information in video is important in teaching and learning process especially in teaching second-language listening. The teacher can simply download the video from internet as the media, so the teacher should not read the text loud for many times and also it will be easier to explain the material by the visual of the video. Moreover, video as a medium that combines both audio and visual supports is a perfect medium for students who are auditory or visual learners. Related to foreign language learners, videos play an important part in teaching and learning a foreign language, as they employ real-life expressions and other particularities. In this case the students were able to see the real situation that they heard, so the video presented the information that they do not understand about what they have heard. Furthermore, video can help the teachers to avoid general problems in the classroom, like boredom, weariness, and falling to understand the relevance of the information.
The video used in this research was story telling videos focused for teaching listening of narrative text. These videos come with ready made materials that can be used directly. Teachers can get these videos of oral narrative by downloading them through the internet. The video was made for teaching material and it is free to download from the website of www.muffinsong.com. The video of oral narrative here means the video that only 3 to 5 minutes length that there is a speaker or narrator telling about the story and also some dialogues from animals or persons. The researcher took the story of narrative text from students textbook at school, so the material was not too far from the context of the material from the book. The researcher did not modify the video because the video was related to the material already.
Based on the explanation above, the problems that researcher found was students achievement, teaching methodology, and vocabulary so, teaching listening by using video of oral narrative is expected to give more effective result than teaching listening without video. To prove this, the writer would like to conduct an experimental research to measure the effectiveness of using video of oral narrative text in teaching listening.
METHOD
This research is designed to describe the improvement of students’ English listening especially listening to narrative text through video. The method of this research is pre-experimental in which the form used one group pre-test post-test design.
According to Hatch and Farhady (1982: 19) says, “Pre-experimental research is useful in getting preliminary information on research question”. In addition, Widi (2010: 76) also states that a pre-experimental research can be defined as a method which is done by doing some treatments. It means that this research is done to know the effect after one or some treatments are done.
4 the treatments were given to them and followed by a post-test. Then, the results of both tests were compared to see the progress of the students. Since this research applies one group test post-test experimental design, this research is a pre-experimental research.
Meanwhile, since the aim of this research is to see the effectiveness of a variable, it is necessary to use one of the part or pre-experimentaal study, namely one group pretest-posttest design. As Ary et al (2010:303) state that the one-group pretest–posttest design usually involves three steps: (1) administering a pretest (Y1) measuring the dependent variable; (2) applying the experimental treatment (X) to the subjects; and (3) administering a posttest (Y2), again measuring the dependent variable, the ressearcher gave the students the same questions of pretest on the first day and posttest at the end of the day.
The population of this research was from the eighth grade students of SMP N 4 Sungai Ambawang in Academic year 2012/2013. There are three classes of this grade; VIII A, VIII B and VIII C.
Table 1
Total of Students
Class Number of Students
VIII A 36
VIII B 36
VIII C 35
Total 107
Sample is a small proportion of the entire population. Concerning this, the writer selected one class of the cluster of population as the sample of this research. Widi (2010: 198) states that it is impractical and impossible for any researcher to observe all members of the population. Thus, in many cases it is necessary to generalize the research based on one or some parts of the population only. It can be concluded that sample is a representation of population that will be used to gather data needed for this research.
In doing this research, the researcher took class A as the sample of this research. The number of the students used as the sample in this research was 36 students.
FINDING AND DISCUSSION
Finding
After conducting a research on Teaching Listening Comprehension by Using Video Material, the researcher got the substantial data for the sake of hypothesis testing and research problems finding.
5 the interval score of pre-test and post-test, the students’ significance score of pre -test and post--test and the effect of the treatment.
The Students’ Score of Pre-Test and Post-Test
The pre-test given is recommended as the 1st test before the treatments. The result of pre-test shows the result of the students’ score before the treatment is conducted. Thus, the result of the test, the students’ achievement score considered as pour to average, with the students’ average score is 50.
The computation of this finding can be described as follows: X = ∑X/N
= 1690/34 = 50
The post-test was administered after giving treatments. The post-test was also considered as the final evaluation of students’ achievement on listening comprehension by using video material whether effective or not. From the result of post-test, the students’ achievement score was categorized as average to good, with the average score of 72.
X2 = ∑X2/N = 2450/34
= 72
The Students’ Interval Score of Pre-Test and Post Test
After having the mean for both pre-test and post-test, the writer was calculating the students’ interval score between the students’ pre-test and post-test result.
Md = X2 – X1 = 69 – 50 = 19
The Students’ Significant Score of Pre-Test and Post-Test
To find out the significant influence of the treatment processes the students’ interval score was indicated as the significant change of the post-test score. The score was calculated by using t-test formula
Md
6 (see t-table appendix). In fact, the calculation of t-test indicated 4.418 which were higher than t-table at 5% the degree of freedom N-1 (34-1=33) that is “2.0345”. In conclusion, there was a significant difference between the mean score of pre-test and post-test. These research findings also gave the answer for the hypothesis testing.
Analysis of the Effect Size of the Treatment
After having the process of describing the score of t-test, the writer describes the findings of significant effect of the treatment.
In this scoring process, (1) size effect of the independent variable on the dependent variable, (2) the standard deviation of pre-test score and (3) standard deviation of post-test score are computed by using the following formula:
7 score is higher than 0.8. It can be seen from the illustration of criteria below.
ES 0.2 is categorized low 2
.
0 < ES < 0.8 is categorized moderate ES > 0.8 categorized high was higher than t-table (4.418) at 5% the degree of freedom (df) = N-1 (34-1=33). It could prove that the teaching listening on narrative text by using video of oral narrative were effective to improve the students’ ability in comprehending the material, the alternative hypothesis, ” The use of video of oral narrative is effective to improve listening comprehension to the eighth grade students of SMPN 4 sungai ambawang in academic year 2013/2014.” is accepted.
Discussion
8 question. The teacher also asked the students to find the difficult words and answered it together by guessing it from the video. The video and the assingment was about narrative text so, the researcher used fable video that related to the material and the assignment also related to the narrative text.
The teaching learning process through video of oral narrative was very interesting for the students. By using this video the researcher could see how the students liked the teaching learning process and most of them enjoyed the material given by the teacher. Because through this video, the students learned to find some statements or expressions that they can’t get from what they just heard. Several features that the researcher found from the teaching listening by using video of oral narrative were, first was on the vocabulary for the example the students don’t know the meaning of “shepherd boy” (from one of the video that the researcher gave), by looking at the video the students can guess it because they saw some sheep on the video and the boy watching at that sheeps. Second was on the pronunciation, students were hardly to recognize the words with the same pronunciation that they heard, for the example the word of too and to, for and four. By using the video it was easier to the students to recognize the words. Third was in cacthing the ideas, by using the video the students was helped in understanding the contents of the story for the example is characteristics and main idea of the story and also the facial expression from the character, and also to guess the character feeling.
Based on the data analysis, the students’ achievement on listening comprehension was influenced by the process of teaching and learning. In this research, there are three main steps. The first is pre-test. Based on the pre-test result, the mean score which administered was 50. It was categorized as poor to average. After conducting the pre-test, the researcher conducted two times treatments. In the treatment, the researcher taught listening on narrative text by using video material. In the first meeting, most of the students found difficulties in answering the question. But in the second meeting, that condition changed. The students’ mistakes in doing their practice and tasks decreased. This progress continued until the last meeting. The next step was conducting the post-test. Based on the post-test result the mean score is 69. It was categorized as average to good. Thus, a different result indicated the students’ interval score of pre-test and post-test as 19. This point showed that the treatment through video material improved the students’ achievement in listening comprehension on narrative text.
Then, the writer analyzed the significance of students’ interval score of pre-test and post-test by using t-test formula. Based on the computation, the result showed that t-test score (4.418) was higher than t-table (2.0345) at 5% with the degree of freedom (df)= N - 1 (34 – 1 = 33). It means that the teaching listening on narrative text by using video of oral narrative had different significant result between pre-test and post-test which categorized as highly effective.
CONCLUSION AND SUGGESTION Conclusion
9 done to know whether or not a video of oral narrative gives any improvement to student’s listening skill especially narrative text; thus, a pre experimental research design was done. This pre-experimental research was designed in the form of one group pre-test post-test in which there was no comparison group. Teaching listening by using video of oral narrative is a cooperative learning. Students, especially those who had lower level of competence in listening, were helped by the video while listen to the difficult words. It helped the students in solving problems that they usually faced when they tried to answer the listening question.Therefore, with video of oral narrative they could get more knowledge and solution for their problems in listening comprehension. From the result of the research, there was a significant difference between pre-test and post-test scores. The mean of scores increased significantly. It could be concluded that there was an improvement in the students’ listening comprehension especially on narrative text. When the students were given a pre-test, the mean of their scores was 50. Then, when the students were given a post-test after they used the video of oral narrative as the treatment for three times, the mean of their scores was 69. Hence, it could be concluded that there was an improvement in the students’ achievement in listening comprehension on narrative text after using a video of oral narrative as media was done.
Suggestion
In this study, I would like to give some suggestions related to the improvement of students’ ability in listening comprehension especially on narrative text to get better result.First, for the students of SMPN 4 Ambawang especially the eighth grade students it is necessary for the students to improve their listening skill, because listening is a key to the acquisition of language for students at all levels. So, in listening class the students should focus on the listening material, for the example when the teacher using video the students should focus on watching and listening to the video whether the story on the video is funny, try to stay focus on the whole story. Discuss the assignment together in the end of the lesson by using the video. Pause or replay the video that related to the question to make the students easy to understand, and ask the students to try to guess some difficult words by using the video too.
Second, for the next researchers that will use the same topic as the writer but with different subject, I hope that other researchers can use this project as one of their references in conducting their research on the same field of study. Furthermore, it is believed that there are still many effective ways to teach listening comprehension especially on narrative text. Last but not least, the writer hopes there will be a better improvement for the next study.
REFERENCE
Ary, D et al. 2010. Introduction to research in Education. 8th Edition. USA : Wadsworth Cengage Learning
10 Hatch, Everlyn and Hossein Farhady. 1982. Research Design and Statistic For
Applied Linguistics. USA: Newburry House Publication Inc.
Ross, Justine. (february 2006). ESL Listening Comprehension: Practical Guidelines for Teachers. The Internet TESL Journal. http://iteslj.org/Techniques/Ross-ListeningComprehension.html
