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SMAN 1 Polongbangkeng Utara
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department
Tarbiyah and Teaching Science Faculty Alauddin State Islamic University
of Makassar
By: JUMSRIYANTI Reg. Number: 20400111063
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR
ii NIM : 20400111063
Tempat/ Tg. Lahir : Borong Leko 11 Juni 1993 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris/S1 Fakultas/Program : Tarbiyah dan Keguruan Alamat : Takalar
Judul : The Effectiveness of Using Pictures in Improving Students’ Listening Comprehension in Learning Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara
Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini benar adalah hasil karya sendiri. Jika dikemudian hari terbukti bahwa ini merupakan duplikat, tiruan, plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Samata- Gowa, 28 Maret 2016 Penulis,
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Alauddin Makassar, setelah dengan seksama meneliti dan mengoreksi skripsi yang bersangkutan dengan judul “The Effectiveness of Using Pictures in Improving Students’ Listening Comprehension in Learning Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara” memandang bahwa skripsi tersebut telah memenuhi syarat-syarat ilmiah dan dapat disetujui untuk diajukan ke sidang munaqasyah.
Demikian persetujuan ini diberikan untuk proses selanjutnya.
Samata-Gowa, 28 Maret 2016
Pembimbing I Pembimbing II
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deepest gratitude to the almighty Allah S.W.T. the only provider, the most merciful who gives her guidance, inspiration and good healthy for all time to conduct the writing of this thesis. Also Shalawat and Salam are always delivered to the great Prophet Muhammad saw who has brought us from the darkness to the lightness.
During the writing of the thesis, the researcher received much assistance from a number of people, for their valuable guidance, correction, suggestion, advice and golden support. Without them, the writing of this thesis would never be possibly completed.
1.§ Therefore, the researcher would like to express the greatest thanks and appreciation for the writer’s beloved parents, Mansyur Dg. Sija and Hadasia Dg. Ngasi who always motivate, educate, support, and pray for the writer’s success.
2.§ Prof. Dr. H. Musafir Pababbari, M.Si as the Rector of Alauddin States Islamic University of Makassar and Dr. H. Muhammad Amri, Lc., M.Ag as the Dean of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar.
3.§ The researcher would like to express her gratitude to Dr. Kamsinah M.Pd.I and Sitti Nurpahmi, S.Pd., M.Pd as the Head and secretary of English Education Department of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar.
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(Academic Year 2011), they are Junaeda Fatisari,S.Pd, Khairunnisa, Hidjranah Ibrahim, Marniati Pratiwi, Hasrawati Yunus (my LIIMER), Irnawati Nasir ,Muhammad Arfah, Misrawati and all friends who could not be mentioned. Thank for your friendship, togetherness during her study and suggestion to the researcher.
6.§ Also, for my beloved sister Syamsidar who always give the researcher support and motivation.
7.§ All lectures and staff of English Education Department for their guidance and assistance during the years of the researcher’s study.
This thesis perfectness still a simple one. Remaining errors are the researcher’s own. therefore, constructive criticism and suggestions will be highly appreciated. Finally, willingly the writer prays, May all our/the efforts are blessed by Allah SWT. Amin.
Gowa, 2016
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PERSETUJUAN PEMBIMBING ... iii
PENGESAHAN SKRIPSI ... iv
ACKNOWLEGEMENT ... v
LIST OF CONTENT... vii
LIST OF TABLES ... ix
LISTOF FIGURES...x
LIST OF APPENDICES ... xi
ABSTRACT ... xii
CHAPTER I INTRODUCTION A.§ Background... 1
B.§ Research Problem ... 4
C.§ Research Objectives ... 4
D.§ Research Significance ... 4
E.§ Research Scope ... 5
F.§ Operational Definition of Terms………...6
CHAPTER II REVIEW OF RELATED LITERATURE A.§ Some Previous Research Findings ... 7
B.§ Some Partinent Ideas ... 9
1.§ Listening ... 9
a.§ Listening Comprehension ... 9
b.§ Listening Types ... 14
c.§ Principles Of Teaching Listening...12
d.§ Skill Required to Have Good Listening………..13
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C.§Theoritical Framework...19
D.§Hypothesis………...20
CHAPTER III RESEARCH METHOD A.§ Research Design ... 21
B.§ Research Variable... 22
C.§ Population and Sample... 22
D.§ Research Instrument ... 23
E.§ Collecting Data Procedure ... 23
F.§ Data Analysis Technique ... 25
CHAPTER IV FINDING AND DISCUSSION A.§ Findings ... 28
B.§ Discussion ... 35
CHAPTER V CONCLUSSION AND SUGGESTION A.§ Conclussion ... 38
B.§ Suggestion ... 39 BIBLIOGRAPHIES
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Table 3.2 Students standard score………...………...27 Table 4.1 The students’ result of Mean Score, T-test, and T-table………29 Table 4.2 The data classification of students’ score of pre-test………..29 Table 4.3 The data classificatioof students’ score of post-test…………32 Table 4.4 The mean score and standard deviation in the post-test of the
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Appendix A The Students’ Score Of Pre-Test And Post-Test Of Experimental
Class………...……….42
Appendix B The Students’ Score Of Pre-Test And Post-Test Of Controlled Class……….43
Appendix C The Mean Score Of Experimental Class And Controlled Class ……….44
Appendix D Standard Deviation Of Experimental Class And Controlled Class………45
Appendix E The Significance Different………47
Appendix F Distribution Of t-Table……….48
Appendix G Rencana Pelaksanaan Pembelajaran...49
Appendix H Narrative text and Sequence pictures………..…………66
Appendix I Nama Siswa……….…………...79
Appendix J Research Instrument……….………80
xii Year : 2016
Researcher : Jumsriyanti
Supervisor I : Dr. H. Abdul Muis Said, M.Ed.
Supervisor II : Dr. Hj. Djuwairiah Ahmad, M.Pd., M.TESOL.
This research aimed to see the effect of Using Pictures in Improving Students’ Listening Comprehension in Teaching Narrative of the first year students’ of SMAN 1 Polongbangkeng Utara. The instruments used were multiple choice test in pre-test and post-test as research instrument.
This research design is used True Experimental Design with experimental class and controlled class. For control class the researcher teaching without using pictures.
1 A. Background
Listening is one of the primary component for communication in human interaction. Failure to listen probably the cause of interpersonal problem of human communication. Therefore, to avoid misunderstanding about what the speaker said, the listener should pay attention to what the information they heard. Now days, many students get problem when they learn listening subject. They are difficult to catch the information or messages whether the speaker is a native or not.
According to Kornblum (1995) Listening is assumed as an important thing in many language contexts. It is important in the language classroom because it can provide a contribution for learners. If the learners cannot understand the process of listening at the right level, the simple learning cannot begin well. In listening, learners were hoping to interact to achieve an understanding with accessing the second language speakers.
be active to develop their ability to understand the subject. Because an important
teaching goal is to help students becomes more creative.
The material that has been taught for students not only vocabulary and grammar but also genres and supporting competence such as linguistic competence, sociolinguistic competence, and strategy competence. Genres are written text that have systemic linguists and characteristic lexicogrammatical features. One of them is narrative text. It is taught by teacher in order to amuse/entertain the readers and to tell a story.
From the reality above, teachers must make conscientious decisions about
selecting teaching strategy for specific purposes and about establishing and maintaining a positive and orderly classroom environment. In order to be able to teach well, teachers must have professional ability which consists of ten teachers' competences. One of the competences is by identifying, choosing, and using media. Using a variety of activities and teaching aids and assessing students appropriately will increase student’s participation. One of the strategies that can be used by the teacher in teaching listening to the students is by using media to support the teaching and learning process. The teacher should be creative to select the teaching media and techniques to draw students’ interest and motivation in learning listening. Teaching and learning process become more interesting and interactive teaching process becomes efficient, increasing students’ output since the media communicate the element of knowledge.
Brown (2001) states that using a variety of media will increase the probability that the students will learn more and retain better what they learn in improving the performance of skill they are expected to develop.Harmer (2007) There are many kinds of teaching media that can be used to convey the lesson. One of media that can be used is picture. By using pictures in teaching listening, it is expected that this method can give better result and can increase Senior High School student’s motivation to master listening skill.
Pictures can be used as media to present new language through listening
comprehension. It is good for students because they like to learn using visual aid. By using pictures as a mean for teaching listening comprehension skill, students will be more interested in the process of teaching learning and more active in learning. By pictures they will be active as a participant and they are given a chance for expressing their minds, emotions, feeling and attitudes. Hopefully, by doing this the students’ of SMAN 1 Polongbangkeng Utara can improve their listening comprehension by using picture.
B. Research Problem
Based on the background, the research problem is “to what extent is the effectiveness of using picture in improving students’ listening comprehension in learning narrative of students’ of SMAN 1 Polongbangkeng Utara”.
C. Research Objective
Based on the problem statement above, the research aims to know the effectiveness of using picture in improving students’ listening comprehension in learning narrative of students’ of SMAN 1 Polongbangkeng Utara.
D. Research Significance 1. Theoretical Significance
2. Practical Significance
a. For teacher
It will provide the teachers with an alternative technique to improve the quality of language learning and teaching process, particularly in teaching listening. The successs of learning and teaching process depend on the media that teacher use. So that , important to use the appropriate media in teaching English.
b. For students
It can also be useful to facilitate the students to improve their listening comprehension and cooperatve with their friends because they are taught usng media which is theoretically effective to improve the quality of the students’ listening achievment.
c. For researcher
It can be considered or references for other researcher.
E. Research Scope
F. Operational Definition of Terms
Listening is one skill in teaching language. Listening in language skill is receptive skill. As receptive skill listening is one way to know the target language. By listening student can get information to build their understanding of the target language.
Listening comprehension is the understanding the meaning and the message of the target language.
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A. Previous Research Findings
Beddu (1999) in Sukriawati (2012) conducted “improving the sudents’
English speaking ability through describing pictures technique at the second of
the Madrasah aliyah darul istiqamah Makassar”. The result of the research has
shown that the use of sequence pictures can improve the students’ speaking
achievement. The students’ scores of pre-test, 24 (60%) poor classification and
13 (32. 5%) in very poor classification. In post-test there were 30 (75%) in fairly
good classification.
Ermawati (2009), conducted the research of “using sequence picture to
improve the students, listening comprehension at the second semester of the
English Education Department of Tarbiyah and Teaching Faculty of UIN
Alauddin Makassar”. The result of the research show that, the students had a fair
score in pre-test. After treatment, their listening comprehension significantly
increased. It can be seen from the result of their post-test, their listening
comprehension change becomes a good classification.
Ernawati (2009), the research conducted of “using sequence pictures in
teaching speaking of the sixth semester students of English Department of
Tarbiyah and teaching Science Faculty at UIN Alauddin Makassar”. the result of
the research show that the significance different between the mean score of pre
also see the value of t-test and the value of t-table (sample 35 students) were
difference, they were 10.427 and 2.021. It means that using sequence picture is
effective in improving the English speaking ability to sixth semester students of
English Department of Tarbiyah and Teaching Science Faculty at Alauddin State
Islamic University Of Makassar.
Wahyuningrum (2012), the research conducted a research on “The
Effectiveness Of Using Pictures to Improve Listening Comprehension Skill of
Narrative Texts (An Experimental Research At The Eighth Grade Of SMP N 31
Semarang In The Academic Year Of 2011/2012)”. The result of the research was
showed, There are some significant differences between experimental and
controlled class. The average score for the experimental class was 56.83 for the
pre test and 68.00 for the post test. While the averages score for the control class
was 56.67 for the pre test and 62.33 for the post test. It means that there was an
improvement of the students’ achievement in listening comprehension skill of
narrative texts. Each class had different achievement. The achievement of the
experimental class was higher than the control class.
In the result of post test of experimental class was 68.00 which were higher
than the controlled class 62.33. It means that teaching listening comprehension
skill of narrative texts by using pictures as a media was better than the teaching
listening comprehension skill of narrative texts without pictures.
Based on previous findings above it can be concluded that, pictures in
teaching listening can be used to improve the students’ reading comprehension.
successful in improving the students’ learning by using pictures. It means that, the
media can be interested and motivated the students in learning process. From that
consideration, the researcher decided to apply the same media in teaching
listening comprehension to find out the students’ achievement and interest.
B. Some Pertinent Ideas
1. Listening
a) Listening Comprehension
Buck (2001) listening comprehension is a process, a very complex process
and if we want to measure it, we must first understand how that process works.
b) Listening Types
According to Kline (1996) Listening can be broken down into five types
depending on the message of the sender and intent of the receiver. The five types
are:
1) Informative: In this type, the listener is primarily concerned with
understanding the message. In order to be more successful, listeners
should hone their vocabulary, concentration, and memorization skills.
2) Relationship: This type of listening refers to the improvement of
relationships among people. It’s the kind of listening where the listener
allows the speaker to “vent;” to talk out a problem or situation. In this
type of listening, it’s important to pay attention to the speaker and to be
It’s also important to glean whether the speaker wants you to suggest a
solution or simply to listen.
3) Appreciative: This type of listening refers to the listening we do for the
pure enjoyment of it. We spend money on cassettes, CDs, and concerts, as
well as much time listening to the radios in our cars because we enjoy
music. Many of us also enjoy a good comedy act. The message of the
song or routine may not be of importance to us, but we listen because we
like the musician, music style, or comic. In this type, listening is a form
of relaxation.
4) Critical Listening: In this type, we listen to form an opinion or make a
decision. In forming an opinion or making a decision based on a message,
we pay attention to three things: the speaker’s credibility, the logic of the
argument, and the psychological appeal of the message. If one of those
areas is lacking, we may make a poor decision or no decision at all.
5) Discriminative: This is not excluding speakers based on any trait. It can
mean the ability to pick out the electric guitar from the bass in a song or
to filter words from static on the radio. What we mean by discriminative
listening is the ability to identify and filter verbal and non-verbal cues, to
get to the bottom of the message. This type of listening, as Dr. Kline has
said, is the foundation to all other types of listening because we can use
it to infer both the speakers’ message and their intentions.
Furthermore, Brown (2004) derives four commonly identified types of
1) Intensive. Listening for perception of component ( phonemes, words,
intonation, discourse markers, etc.) of larger stretch of language.
2) Responsive. Listening to a relatively short stretch of language ( a
greeting, question, command, comprehension check, etc.) in order to
make an equally short response.
3) Selective. Processing stretches of discourse such as short monologues foe
several minutes in order to “scan” for certain information. The porpuse of
such performance is not necessarily look for global or general meeting,
but, to be able to comprehend designated information in a context of
longer stretches of spoken language ( such as classroom direction from a
teacher, TV or radio news item, or stories), listening the gist, for the main
idea, and making inferences are all part of extensive listening.
4) Extensive. Listening to develop a top-down, global understanding of
spoken language.
Based on the statement above, the researcher concludes that the two
experts have shown the different types of listening. It aims for us to understand
that if we are in different types of listening. Therefore learning the kinds of
listening is necessary for us in order that we can place them with the situation we
c)
Principles of Teaching ListeningBased on Harmer (1998) the principle of teaching listening include on the
following:
a. The tape recorder is just as important as the tape
However good your tape is, it will be useless if the tape recorder has a
poor speaker or if the motor speed keeps changing and the tape goes
faster or slower. You need to be sure that the tape recorder can be heard
all round the classroom.
b. Preparation is vital
Teachers and students need to be prepared for listening because of the
special features we discussed above. Teachers need to listen to the tape
all the way through before they take it into class. So that, they will be
prepared for any problems, noises, accents etc. Students need to be made
ready to listen. This means that they will need to look at pictures, discuss
the topic, or read the questions first.
c. Once will not be enough
There are almost no occasions when the teacher will play a tape only
once. Students will want to hear it again to pick up the things they
missed the first time.
d. Students should be encouraged to respond to the content of a listening,
not just to the language as with reading, the most important part of
listening practice is to draw out the meaning, what is intended, what
e. Different listening stages demand different listening tasks
Because there are different things we want to do with a listening text, we
need to set different tasks for different listening stages. This means that,
for a first listening, the task needs to be fairly straightforward and
general.
f. Good teachers exploit listening texts to the full
If teachers ask students to invest time and emotional energy in a listening
task- and if they themselves have spent time choosing and preparing the
listening- then it makes sense to use the tape for as many different
applications as possible.
d) Skill Required to Have Good Listening Skill
Based on to Wilkie (2001) in order to have good listening skill, there are
some important things that must be concerned, they are:
1) Considering the context is essential to understanding the message
2) The ability of paraphrasing and use the own words in verbalizing to
understand the message
3) Do not respond to just the meaning of the words, look for the feelings
or intent beyond the words
4) Know when to quit using active listening.
5) Focus on the speaker’s said and control your own emotions
e) Teaching listening
According to Brown (2006) because listening is so challenging, teachers
interesting. And there some things in teaching listening that teacher have to
know
1. Activation of prior knowledge for improving listening comprehension
One very important idea for teaching listening is that listening courses
must make use of students’ prior knowledge in order to improve listening
comprehension. To make this idea clear, this section introduces several concepts
from the cognitive view of language learning, including schema, scripts, and
top-down/bottom-up processing. This section also considers the similarities and
differences between listening and reading, and then looks specifically at why the
activation of prior knowledge is perhaps even more important in listening than in
reading comprehension. Finally, there is a concrete example of activating prior
knowledge in listening materials.
2. Systematic presentation of listening for main ideas, listening for details,
and listening and making inferences
Systematically presenting (1) listening for main ideas, (2) listening for
details, and (3) listening and making inferences helps students develop a sense of
why they listen and which skill to use to listen better. Teachers can build skills
by asking students to focus on their reason for listening each time they listen.
This is a form of strategy training. Strategies are clearly a way to ease the burden
3. Stimulating integration of real-world cultural information for students to
know and share
Teaching students about something other than the language they are
learning is a logical outcome of the idea of communicative language teaching
(CLT) because one of the principles of CLT is the presentation and practice of
meaningful language in a context. When we teach materials in a context, we
move beyond language as a set of example sentences to language as it is situated
in the world.
4. Presentation of extensive listening tasks leading to personalized speaking
When we think of listening textbooks and classes, we have a tendency to
think of students listening to a recording and doing a task. They overhear other
people talk and then react to that conversation. This sort of task is important
because it allows teachers to isolate student responses and thereby gauge the
progress the students are making on listening skills. Courses that focus
exclusively on listening skills can be quite effective, and some programs have a
curriculum that necessitates a class devoted solely to listening.
2. Picture In Language Learning
a. Why Use Pictures?
According to Andrew Wright (2004) many language teachers are as
concerned to help their students to develop as people and in their ability to relate
to others as they are to help them to develop their ability to use the foreign
a language if they cannot develop a conversation or discussion or a text. In this
sense, language teacher have a role as communication teachers and indeed, as
teacher in the broadest sense. It is important to have as wide a range of resources
as possible in the classroom so that the student can have a rich base and stimulus
for this development. And the resources must include pictures. After all , verbal
language is only part of the way usually get meaning from context. Things we
see play an enormous par in affecting us and giving us information. We predict,
deduce and infer, not only from what we hear and read, but from what we see
around us and from what we remember having seen. Pictures are not just an
aspect of method but through their presentation of place, object and people they
are an essential part of the overall experiences we must help our student to cope
with. Specifically, picture contributes to:
1. Interest and motivation;
2. A sense of the context of the language;
3. A specific reference points or stimulus;
b. Types Of Pictures
Language teacher used a variety of teaching aids to explain language
meaning and construction, engage students I topic, or as the basis of a whole
activity. One of the aids that usually used is picture.
1) Flashcard (it is a small card which we can hold up for students to see.
Flashcard is particularly useful for “drilling” grammar items, for cueing
different sentences, or practicing vocabulary).
2) Large wall pictures (it is big enough for everyone to see detail. Sometime
teachers use large wall pictures when pointing to detail of a picture to
elicit response).
3) Cue cards (it is small card which students use in pairs or group work.
Teachers put students in pair of groups and give them some cards so that
when a student picks up the top cue card in a pile he or she will say a
sentence that the card suggests).
4) Photographs or illustrations (it is a photo or an image that depicts a
situation or people in action. The teacher uses it to make the situation or
the action clear. Photograph can be found in the book, newspaper,
magazine, etc.).
5) Projected slide (in multimedia class, the teacher also uses it to teach.
Sometimes the teacher uses it to show the images in the big form)
Moreover, Wright (2004) proposes types of pictures in eight ways, they
are:
1) pictures of single object
2) pictures of person (people)
3) pictures of place
4) pictures of fantasies
6) cartoon pictures
7) ambiguous pictures
8) explanatory pictures
Many types of pictures presented above can be used in teaching language
as foreign language. However, in this research, pictures are combined with a text
listened. The aims is to arrange the picture in the correct order according to the
listening text. Pictures are just a learning aid and used to attract the learners
attention. The two main points are picture can increase comprehension and
stimulate or expand students’ imagination with various interpretations.
c. Pictures In Teaching Listening
Some listening book texts have included some pictures in, in order to give
the students some clues on what they will listen. They even include colorful
picture to provide clues on color or just to attract the students’ intention. In this
way picture also motivate the students to learn. Picture can be used as an aid to
give the students illustration on the natural situation where the language is used.
Picture provides the information for the students on what they will listen.
Moreover, because it gives illustration on the real context, it is expected
to be able to increase the students’ interest in the subject. In Dwinalida ,Werff
(2003) as quoted in http://www.teachingenglishmadeeasy.com/excerpt.pdf, says
that some teachers are successfully bring the most reticent students to the lesson
by using pictures. This shows how pictures can be used as an effective media in
http://www.teachingenglishmadeeasy.com/excerpt.pdf, there are several steps
that we need to consider when choosing pictures. First in choosing the pictures
we need to determine the theme to the class, the picture should be suitable with
the chosen theme, and the last, the pictures quality should be good (clear and
large enough for the students) and if it is possible we can provide them colorful
pictures.
Based on the explanation above the researcher can conclude that, because
picture gives an idea of what something is like, give somebody the information
they need to be able to understand a situation. Using picture in listening test can
help students understand the situation or theme about the listening test.
C. Theoretical Framework
2.1 figure of theoretical framework
1. Input (Pre-test)
Pre-test is given to know the students prior knowledge about listening
comprehension in narrative. This test will be given before the treatment.
2. Process (Treatment)
In this step the researcher will treat the students by using picture in
picture and control class will teach without picture. Both of the classes
have the same listening narrative material.
3. Output (Post-test)
After do the treatment the researcher will be giving the students
post-test.
D. Hypothesis
Arikunto (2013) stated that the hypothesis is temporary to a problem that
still remains to be proven because it is still has to be verified its truth. The
hypothesis of experiment research divides into two, they are:
1. Null hypothesis (H0) is there is no significant difference between
students’ listening ability in the experimental group after given a
treatment by using pictures and students’ listening ability in controlled
group that does not give treatment.
2. Hypothesis (H1) is there is a significant difference between the
students’ listening ability in the experimental group after given a
treatment by using pictures and students’ listening ability in controlled
21 A. Research Design
This research design used True Experimental Design with experimental
class and controlled class. In executing this research, the researcher used pre-test
and post-test design. It aimed to know using pictures in improving students’
listening comprehension in teaching narrative. The treatment conducted after
pre-test. Significant effectiveness was got by comparing the pre-test and the
post-test result. The research design present as follow Arikunto (2006 : 86).
Table 3.1 Controlled Group Pre-Test and Post-test
Class Pre-Test Treatment Post-Test
E O1 X O2
C O1 X O2
Notation : E = Experimental class
C =Controlled class
O1 =Pre-Test
O2 =Post-Test
B. Research Variable
Variable is a variation object of the study. 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. So, the
variables in this study are:
1. Independent Variable (x).
Independent variable in this research is the use of the picture.
2. Dependent Variable (y).
Dependent variable in this research is improving students’ listening
comprehension in narrative.
C. Population and Sample
1. Population
According to Arikunto (2013) population is “the totality of the research
subject”. The population of this research is the first year student consisting of
204 students from 7 classes which class X.1 consist of 28 students, X.2 consist of
28 students, X.3 consist of 30 students, X.4 consist of 30 students, X.5 consist of
30 students, X.6 consist of 29 students, X.7 consist of 29 students.
2. Sample
In taking sample, the researcher used cluster sampling technique.
choose all of them as the sample but if the population more than that, we may
take 10% to 15% or 20% to 25% from the population. In this research the
researcher use a random sampling which the researcher take 25% of the
population. The researcher take class X.1 as the controlled group and class X.2 as
the experimental group.
D. Research Instrument
The instrument which used in this research for collecting data is a
listening test. The test is multiple choice, there are 20 number questions ( see
appendix I:67 ). The data from listening test collected through pre-test and
post-test. Pre-test was designed to measure the students’ prior knowledge of listening
ability before they were given treatment. While post test was designed to
measure the students’ competence in listening after they provided a treatment by
researcher.
E. Data Collection Procedure
In collection the data, the researcher has to do three steps during research
process, they are follows:
1. Pre-test
Before applying the pictures in teaching listening narrative in
improving listening comprehension, the researcher give the students
pre-test both in experimental group and in controlled group. The result of this
ability. In this test, the students are required to do all the instructions that
the researcher asked.
2. Treatment
After giving a pre-test to the students, the researcher gave them
treatment. The treatment was administered in experimental class and the
treatment conducted in six meetings. The procedure can be seen as
follows:
a) The researcher introduces the materials and explain to the students
about the procedure of using picture for learning listening narrative.
b) The researcher gives explanation to the student what they are going
to do with listening.
c) The researcher gives sequence pictures to students and asked them to
predict the story of the pictures.
d) The researcher asks students to listen audio tape attentively, while
they are listening, they have to arrange the picture based on they hear.
e) The researcher repeats once again to make sure students arrange the
picture well.
f) After that, the researcher gives the students some questions related to
the material they have listened.
3. Post-test
After giving treatment, the researcher gives the students a
find out the difference achievement of students’ listening after having
treatment through pictures.
F. Data Analysis Technique
The researcher used quantitative research and data analyzed by carrying
out some procedures as follows:
1. Scoring students’ answer of pre-test and post-test by using the formula:
Students’ correct answer
Score = X 10 Total number of items
2. Mean score
Finding out the mean score of the students by using the formula:
© ∑
Where:
X : Mean score
∑x : Sum of all scores
N : Total number of subjects
(Gay, 2006)
3. Calculating the rate percentage of the students score:
F
% = x 100 N
Where :
% = Percentage
N = The total number of the students
(Gay, 2006)
4. Finding out the students’ standard deviation by using the following
formula:
©
−Ćî ℎ = ∑ −
(∑ Ý
Notation:
SD : Standard Deviation SS : The sum of square
N : The total number of the subjects ∑ : The sum of all square
(∑ Ý : The square of the sum
(Gay, 2006)
5. Test significance
Finding out the significant difference between pre-test and
post-test, the researcher will be used t-test by applying the
formula:
t
=̅
̅
×
Ý
Notation :
t = Test significant differences
X1 = Mean score of experimental class
X2 = Mean score of controlled class
SS2 = Sum square of controlled class
N1 =Number of sample experiment class
N2 = Number of sample controlled class
2 = Number of groups involved
1 = Constant number
( Gay, 2006 )
After tabulating and analyze the data, the result classified into seven
classifications based on Depdikbud standard evaluation:
No Classification Score
1. Excellent 96-10
2. Very Good 86-95
3. Good 76-85
4. Fairly Good 66-75
5. Fair 56-65
6. Poor 46-55
7. Very Poor 00-45
28
In the findings section, the researcher showed all the data which she collected
during the research. In the discussion section the researcher analyzed and
discussed all the data in the finding section. The researcher compared the data
between pre-test and post-test. The problem statements of this study were also
answered in this section.
A. Findings
The findings of the research obtain the result percentage of the students’
score of pre-test and post-test, the mean score and standard deviation of
students’ pre-test and post-test, the test of significant.
1. Result of Students’ Pre-test in Experimental and Controlled Class The
classification of students’ pre-test and post-test score in experimental and
controlled group
Before giving the treatment, the researcher conducted pre-test both of
experimental and controlled group. Table of the result of Students’ Pre-test in
Experimental Class is shown in the Appendix A. It shows that the lowest score
of pre-test in Experimental class is twenty for two students and the highest is
sixty five for one student. The lowest scoring student listening test only four
correct answers and sixteen incorrect answer for the test. The highest score
For the Controlled class, the data are shown in the Appendix B. It shows
that the lowest score in the pretest is thirty for three students and the highest
score is sixty five for one student. The lowest scoring the student answered six
correct and fourteen incorrect answer. The highest score student got sixty five
with thirteen correct answer and seven incorrect answer. Before conducting the
research, it is important to determine the mean score for both classes and the
t-test to measure students’ basic knowledge, to find out whether the result is
significant or not and to be able to make sure whether the research can be
continued or not. Students’ mean score for both classes and the t-test in the
pretest are shown in the following table.
Table 4.1 The students’ result of Mean Score, T-test, and T-table
Mean Score t-test t-table
Experimental
Class 37.30
-1.096 2.000 Controlled
Class 47.11
The table shows that the mean score of the students in the Experimental
class is lower than in the Controlled class in which the gap between them is 9.81.
The result of the mean score described that the difference of the students’ basic
knowledge is experimental class lower than controlled class. In addition, t-test of
the pretest between Experimental and Controlled class is -1.096 and the t-table is
2.000
Making a conclusion about students’ score is by comparing the t-test and
the t-table. The table above shows that there is no significance between students’
When the result of the t-test is smaller than the t-table, it means that there is no
significance among the result of the students’ basic knowledge and it is
appropriate for the research to be continued, so the research can be continued.
All the students’ score of pre-test both of experimental and control group
can be seen in the following table:
Table 4.2 The Data classification of Students’ Score of Pre-test
No Classification Score
Experimental class Controlled class
F P (%) F P (%)
1. Excellent 95-100 0 0 0 0
2. Very Good 85-94 0 0 0 0
3. Good 75-84 0 0 0 0
4. Fairly Good 65-74 1 3.8 % 1 3.8 %
5. Fair 55-64 2 7.6 % 6 23 %
6. Poor 45-54 6 23 % 11 42.3 %
7. Very Poor 00-44 17 65.3 % 8 30.7 %
The previous table shows that, the students’ score of pre-test both of
experimental and controlled group. It showed that, in experimental group there
are 17 (65.3 %) students were very poor it different with the controlled class
where only 8 (30.7 %) were very poor. Based on these result the students’ of
experimental class had lower score.
In control group 1 (3.8 %) students were fairly good, 6 (23 %) students
that, the students’ listening comprehension was still lack. Therefore, the
researcher tried to use sequence pictures to improve students listening
comprehension and overcome the students’ problem in learning English
especially listening comprehension.
2. The Result of Students’ Posttest in Experimental and Controlled Class
Table of the result of Students’ post-test in Experimental and Controlled
Class (See Appendix A and B) demonstrates the score of post-test in
Experimental and Control class. For the Experimental class, the lowest score in
the post-test is fifty for one student and the highest one is eighty five for two
students. In addition, for Controlled class, the lowest score is fourty and the
highest is eighty.
For the total score, the table of students’ post-test shows that
Experimental class get 1720 and Controlled class get 1570. It indicated that total
score in Experimental class is much higher than Controlled class. Comparing
with the result in pre-test, both classes increase in the post-test but the high
enhancement is shown in the Experimental class.
a. Students’ Classification Score in Post-test for Experimental and Controlled
Class
In the Experimental class, 2 (7.6 %) student was very good, 4
(15.3 %) students were good, 11 (42.3 %) students were fairly good,
In controlled group 3 (11.5 %) students were good, 7 (26.9 %) students
were fairly good, 11 (42.3 %) were fair and 4 (15.3 %) were poor and 1 (3,8 %)
were very poor. The data are shown in the following table:
Table 4.3 The Data Classification of Students’ Score of Post-test
No Classification Score
Experimental class Controlled class
F P (%) F P (%)
1. Excellent 95-100 0 0 0 0
2. Very Good 85-94 2 7.6 % 0 0
3. Good 75-84 4 15.3 % 3 11.5 %
4. Fairly Good 65-74 11 42.3 % 7 26.9 %
5. Fair 55-64 8 30.7 % 11 42.3 %
6. Poor 45-54 1 3.8 % 4 15.3 %
7. Very Poor 00-44 0 0 1 3.8 %
In summary, the data shown in the table indicates that students in
Experimental class have better enhancement than Controlled class. For both
classes, there is nobody classified into excellent but the difference is shown in
the other classification of the score; Very Good, Good, Fairly Good, Fair, Poor,
and Very Poor. There were 2 students get very good in Experimental class and
there were no student get it in the Controlled class. For Good classification, there
are 4 students in Experimental class classified into Good and 3 students get the
class and only 7 students in Controlled class who get the grade. There are 8
students in Experimental class and 11 students in Controlled class classified into
Fair, there were 1 student for Experimental class and 4 students for Controlled
class classified into Poor, and there is nobody in Experimental class classified
into Very Poor while in the Controlled class, there are 1 students classified in it.
Furthermore, in Experimental class, the classification from Fairly Good to
Very Poor is 75% while the Controlled class is 86%. It indicated that students
who got high classification are much higher in Experimental class than in
Controlled class.
b. Mean Score and Standard Deviation
The following table presented the mean score and standard deviation of
the Experimental class and Controlled class.
Table 4.4 The Mean Score and Standard Deviation in the posttest of the
Experimental class and Controlled class
Class Mean Score Standard Deviation
Experimental 66.15 8.97
Controlled 60.61 9.58
The table indicated the mean score of Experimental class in the Posttest
is 66.15 and the standard deviation 8.91. While the mean score of the Controlled
class is 60.61 and the standard deviation are 9.58.
The standard deviation of students’ posttest indicated that the mean
because the standard deviation is 8.97 for Experimental class and 9.58 for
controlled class. On the other hand, the good dispersion value of mean score is if
the result of standard deviation is under the grade of one (Ń1). If the standard
deviation is more or bigger than one, it shows that the value dispersion of mean
score is quite bad.
Even though the standard deviation is not good enough, it can be
concluded that the using pictures is beneficial in improving students’ listening
comprehension because the mean score of students’ posttest in Experimental
group is higher than the mean score of students’ posttest in the Controlled class.
c. Test of Significance Testing
The significant score between experimental and controlled class can be
calculated by using t-test. The result of the t-test can be seen in table 4.5 as
follows:
Table 4.5 The t-test of students’ achievement
Variable t-Test t-Table
X1-X2 2.261 2.000
Table 4 shows the result of test of significance testing. For the level of
significance (p) 0, 05 and the degree of freedom (df) (N1 + N2) - 2 = (26 + 26) – 2
= 50, showed that the value of the t-test was higher than t-table. The result of the
test clearly showed that there was a significant difference between the students’
pictures. It indicated that the use of pictures is quite effective in improving
students’ mastery in listening comprehension. It means H0 is rejected and H1 is
accepted because the t-test is higher than t-table (2.261 Ō 2.000). Hence, the
hypothesis of the research is accepted.
B. Discussion
Using pictures is a suitable media applied in the classroom in teaching
listening. Pictures can be used as an aid to give the students illustration on the
natural situation where the language is used. Picture provides the information for
the students on what they will listen. By using pictures it can get attract the
students’ intention, gives an idea of what they were listening to and picture also
can motivate the students to learn.
In this study, several things have been deduced. First, for both class, in
answering the listening test both of the class most of them is very hard to answer
the question about detail information, because they did not have any idea about
the text due to their lack vocabulary. Second, subject in Experimental class
showed their big desire in learning process. For instance, they were active to give
some questions, they were had a good cooperate with the researcher instruction.
Third, before using pictures in Experimental class, the students’ competence was
very difference. Most of the students were in the lowest level; poor, and very
poor, the least of them were in Fairly Good and Good. Fourth, after using
pictures in teaching listening, students in Experimental class showed their
Analysis of the mean score gap in the post-test between the Experimental
and controlled ensures if the media used was effective. The mean score of the
Experimental class was 66.15 and 60.61 for Controlled class. It means the gap of
the students’ score of the Experimental and Controlled class is 5.54 The
explanation of the gap between the two classes indicates that the Experimental
class shows more improvement than the Controlled class.
To sum up, based on the the result of this study, which shows the
students’ scores were much higher after the treatment in Experimental class
using pictures, the use picture in teaching listening is surely beneficial to
improve students’ listening comprehension. While doing treatment the class
more active in learning especially in arranged the picture to the correct way
based on the listening text that they listened. Different from the controlled class
which just listen to the text and answer the questions based the text that they
listened.
The findings above are in line with Wright (2004) Pictures are not just an
aspect of method but through their presentation of place, object and people they
are an essential part of the overall experiences we must help our student to cope
with. Specifically, picture contributes to: Interest and motivation, A sense of the
context of the language, A specific reference points or stimulus. Pictures
motivated the students, made the subject they are dealing with clearer, and
illustrated the general idea and forms of an object or action which are particular
Finally, the researcher concluded that using pictures was effective to use in
learning and teaching listening comprehension because this media can make
students interesting, make the situation in the class still alive, gave the students’
clues what will they listen about, and could improve the students’ achievement if
the students kept attention to the teacher and the materials that was given by
38
Based on the research findings and discussion in the previous chapter, it
can be concluded there is significant differences between experimental and
controlled class. Pictures were quiet effective and good media to use in learning
listening comprehension because this media can help students understand and
give students illustration what they listening to. Pictures could encourage the
students’ motivation and involvement in the class. The mean score for the
experimental class was 37.30 for the pre test and 66.15 for the post test. While
the mean score for the controlled class was 47.11 for the pre test and 60.61 for
the post test. It means that there was an improvement of the students’
achievement in listening comprehension skill of narrative texts. Each class had
different achievement. The achievement of the experimental class was higher
than the controlled class. In the result of post test of experimental class was
66.15 which were higher than the controlled class 60.61. It means that teaching
listening comprehension skill of narrative texts by using pictures as a media was
better than the teaching listening comprehension of narrative texts without
B. Suggestions
Based on the results of this study, researchers wanted to put forward a
few suggestions that are expected to benefit. The suggestions were addressed to:
1. Students
a. The students should be good learners. They should involve themselves in
the classroom and pay attention to the teacher and to the materials that
teacher teaches them.
b. The students should respect the teacher fully attention to the lesson for
supporting the learning process running well.
c. The students encourage themselves to learn English especially listening a
narrative text.
2. Teachers
a. Pictures may become alternative media in teaching listening especially in
a narrative text. Using pictures to teach listening is a good innovation. It
can stimulate the students’ interest in materials. By using pictures, the
students easier to master the material.
b. The teacher should match the picture with the suitable material for Senior
High school students, so that the goal of the study can be fulfilled.
c. The teacher can find the references of the pictures from magazine, book,
newspaper, internet, or make pictures by themselves based on their
creativities in order to get the students interest in listening activities.
d. Before teaching and learning process, the teacher should have prepared
media in teaching listening, it is better if the teacher check whether the
text can be classified as narrative text or not, whether the text is
appropriate to their level or not.
3. Researchers
The researcher suggests to the next researcher that this thesis is hoped to
be one reference in teaching English listening and making the next research
56
Mansyur Dg. Sija and Hadasia Dg. Ngasi. She started her
education at the Elementary School Inpres Malewang. After finishing her
elementary school, she continued her study to Junior High School 1
Polongbangkeng Utara and then continued her study in Senior High School 1
Polongbangkeng Utara . After graduated from Senior High School, she continued
her study at Alauddin State Islamic University of Makassar, Tarbiyah and
Teaching Science Faculty, English Education Department in Academic Year
41
Brown , Douglas, Teaching by Principle: An Interactive Approach to Language Pedagogy, (San Francisco: Longman, 2001.
Brown ,S. Teaching Listening. New York: Cambridge University Press. 2006.
Buck. G. Assessing listening. United Kingdom: Cambridge university press.
2001.
Dwinalida. K, Zainal A. Naning, Hariswan Putra Jaya. Teaching Listening Comprehension Through Picture Dictation To The Tenth Grade
Students Of Sma Islam Az Zahra Palembang. Retrieved on March 12nd
, 2016 at http://ejournal.unesa.ac.id/article/4615/58/article.pdf.
Ermawati, using sequence pictures to improve the students’ listening
comprehension at the second semester of English Department of Tarbiyah And Teaching Science Faculty of UIN Alauddin Makassar. thesis : English Education Department Tarbiyah And Teaching science Faculty Alauddin State Islamic University Makassar. 2009.
Ernawati, using sequence pictures in teaching speaking of the sixth semester
students of English Department of Tarbiyah and teaching Science Faculty at UIN Alauddin Makassar. thesis : English Education Department Tarbiyah And Teaching science Faculty Alauddin State Islamic University Makassar. 2009.
Gay, LR, educational research: competencies for analysis and application, New
Jersey: Pearson prentice hall, 2006.
Harmer, J. The Practice of English Language Teaching. England: Longman.
Harmer, Jeremy, How to Teach English, England: Longman, 2007.
Kornblum, Helen, New Ways in Teaching Listening, Washington: Garamond Book and Tiffany Demi, 1995.
Kurniawati, improving the sudents’ English speaking ability through describing
pictures technique at the second of the Madrasah aliyah darul istiqamah Makassar. thesis : English Education Department Tarbiyah And Teaching science Faculty Alauddin State Islamic University Makassar. 2012.
Miller, Jane, C, Picture-Based Activities for English Language Learning, East Colfax Ave, Denver: Colorado Department of Education, 2007.
Wilkie, Helen, Essentials Writing, Speaking, Listening, United Kingdom: How
To Books Ltd, 2001.
Wahyuningrum .R. The Effectiveness Of Using Pictures To Improve Listening Comprehension Skill Of Narrative Texts (An Experimental Research At The Eighth Grade Of SMP N 31 Semarang In The Academic Year Of 2011/2012). Thesis: Education Faculty Walisongo State Institute For Islamic Studies Semarang. 2012
APPENDIX A
The Students’ Score of Pre-test and Post-test of Experimental Group
APPENDIX B
The Students’ Score of Pre-test and Post-test of Control Group
APPENDIX C
The Mean Score of Experimental Class and Controlled Class
APPENDIX D
Standard Deviation of Experimental Class and Controlled Class
2. t-Table
For level of significance (α) = 0.05
Degree of freedom (df) = (N1 + N2)-2 = (26+26) – 2 = 50
41§ §
APPENDIX F
Distribution of t- Table
DF Level of significance for two-tailed test
0,5 0,2 0,1 0,05 0.02 0,01
Level of significance for one-tailed test
52§ §
APPENDIX G
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Mata pelajaran : Bahasa Inggris
Kelas /Semester : X / Genap
Alokasi Waktu : 2 x 45 menit/ 6 X pertemuan
Materi : Narrative
Skill : Listening
I. Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative, descriptive, dan news item sederhana dalam konteks
kehidupan sehari-hari
II. Kompetensi Dasar
Merespon makna dalam teks monolog sederhana yang menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan
news item
III. Indikator
- Mengidentifikasi gambaran umum dalam teks narrative ; tokoh, informasi rinci
dan latar/ tempat.
- Menyimpulkan cerita berbentuk teks narrative pendek
IV. Tujuan Pembelajaran
Pada akhir pembelajaran peserta didik di harapakan mampu :
- Mengidentifikasi gambaran umum dalam teks narrative ; tokoh, informasi rinci
dan latar/ tempat.
V. Materi Ajar
Teks narrative pendek
- The beauty and the beast
- Three little pigs
- Crocodiles and the mouse deer
- Sleeping beauty
- Malin kundang
- The Ant and the Dove
VI. Metode Pembelajaran
- Communicative learning teaching (CLT)
- Answer and question
VII. Langkah-langkah Pembelajaran
Pertemuan Pertama:
1. kegiatan awal (10 Minutes)
Ø Greetings
Ø Memberikan motivasi
2. Kegiatan inti
a. Eksplorasi
- Dengan informasi dari guru siswa diajak memahami narrative text
- Siswa diperkenalkan beberapa kosa kata yang berhubungan dengan cerita yang
- Guru memfasilitasi terjadinya interaksi antar peserta didik, serta antar peserta
didik dengan guru, lingkungan, dan sumber belajar lainnya secara bersahabat,
kreatif, mandiri, dan toleransi.
b. Elaborasi
- Guru membagi siswa kedalam 5-6 kelompok
- Guru memberikan sequence picture untuk setiap kelompok
- Guru memperdengarkan narrative teks pendek sesuai gambar yang telah
diberikan
c. Konfirmasi
- Siswa bersama dengan kelompoknya mendengarkan narrative teks
- Siswa bersama dengan kelompoknya menyusun gambar yang telah diberikan
berdasarkan teks yang telah didengar
- Mengecek pemahaman siswa dengan memberikan beberapa pertanyaan
- Siswa menjawab pertanyaan berdasarkan gambar dan cerita yang didengar
3. Penutup
Ø Dengan bimbingan guru siswa diminta untuk membuat rangkuman materi
Ø Siswa dan guru melakukan refleksi.
Ø Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan Kedua:
Ćö kegiatan awal (10 Minutes)
Ø Greetings
nö Kegiatan inti
a. Eksplorasi
- Siswa diperkenalkan beberapa kosa kata yang berhubungan dengan cerita yang
akan diperdengarkan.
- Guru memfasilitasi terjadinya interaksi antar peserta didik, serta antar peserta
didik dengan guru, lingkungan, dan sumber belajar lainnya secara bersahabat,
kreatif, mandiri, dan toleransi.
b. Elaborasi
- Guru membagi siswa kedalam 5-6 kelompok
- Guru memberikan sequence picture untuk setiap kelompok
c. Konfirmasi
- Siswa mengatur gambar yang diberikan berdasarkan pendapat mereka
- Siswa bersama dengan kelompoknya mendengarkan narrative teks
- Mengecek pemahaman siswa dengan memberikan beberapa pertanyaan
- Siswa menjawab pertanyaan berdasarkan gambar dan cerita yang didengar
d. Penutup
Ø Dengan bimbingan guru setiap kelompok menyimpulkan cerita berdasarkan
gambar dan cerita yang didengar
Ø Siswa dan guru melakukan refleksi.
Ø Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan Ketiga:
1. kegiatan awal (10 Minutes)
Ø Greetings
2. Kegiatan inti
a. Eksplorasi
- Siswa diperkenalkan beberapa kosa kata yang berhubungan dengan cerita yang
akan diperdengarkan.
- Guru memfasilitasi terjadinya interaksi antar peserta didik, serta antar peserta
didik dengan guru, lingkungan, dan sumber belajar lainnya secara bersahabat,
kreatif, mandiri, dan toleransi.
b. Elaborasi
- Guru membagi siswa kedalam 5-6 kelompok
- Guru memberikan sequence picture untuk setiap kelompok
- Guru memperkenalkan cerita narrative yang akan dipelajari
c. Konfirmasi
- Siswa bersama dengan kelompoknya memprediksi cerita narrative yang
diberikan
- Siswa bersama dengan kelompoknya menyusun gambar yang telah diberikan
- Siswa mendengarkan cerita narrative berdasarkan gambar yang diberikan
- Siswa menjawab pertanyaan berdasarkan gambar dan cerita yang didengar
d. Penutup
Ø Dengan bimbingan guru siswa diminta untuk membuat rangkuman materi
Ø Siswa dan guru melakukan refleksi.
Ø Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan Keempat:
1. kegiatan awal (10 Minutes)
Ø Memberikan motivasi
2. Kegiatan inti
a. Eksplorasi
- Siswa diperkenalkan beberapa kosa kata yang berhubungan dengan cerita
yang akan diperdengarkan.
- Guru memfasilitasi terjadinya interaksi antar peserta didik, serta antar peserta
didik dengan guru, lingkungan, dan sumber belajar lainnya secara bersahabat,
kreatif, mandiri, dan toleransi.
b. Elaborasi
- Guru membagi siswa kedalam 5-6 kelompok
- Guru memberikan sequence picture untuk setiap kelompok
- Guru memperdengarkan narrative teks pendek sesuai gambar yang telah
diberikan
c. Konfirmasi
- Siswa bersama dengan kelompoknya mendengarkan narrative teks
- Siswa bersama dengan kelompoknya menyusun gambar yang telah diberikan
berdasarkan teks yang telah didengar
- Mengecek pemahaman siswa dengan memberikan beberapa pertanyaan
- Siswa menjawab pertanyaan berdasarkan gambar dan cerita yang didengar
d. Penutup
- Dengan bimbingan guru siswa diminta untuk membuat rangkuman materi
- Siswa dan guru melakukan refleksi.
Pertemuan Kelima:
1. kegiatan awal (10 Minutes)
Ø Greetings
Ø Memberikan motivasi
2. Kegiatan inti
a. Eksplorasi
- Dengan informasi dari guru siswa diajak memahami narrative text
- Siswa diperkenalkan beberapa kosa kata yang berhubungan dengan cerita yang
akan diperdengarkan.
- Guru memfasilitasi terjadinya interaksi antar peserta didik, serta antar peserta
didik dengan guru, lingkungan, dan sumber belajar lainnya secara bersahabat,
kreatif, mandiri, dan toleransi.
b. Elaborasi
- Guru membagi siswa kedalam 5-6 kelompok
- Guru memberikan sequence picture untuk setiap kelompok
- Guru memperdengarkan narrative teks pendek sesuai gambar yang telah
diberikan
c. Konfirmasi
- Siswa bersama dengan kelompoknya mendengarkan narrative teks
- Siswa bersama dengan kelompoknya menyusun gambar yang telah diberikan
berdasarkan teks yang telah didengar
- Mengecek pemahaman siswa dengan memberikan beberapa pertanyaan
- Siswa menjawab pertanyaan berdasarkan gambar dan cerita yang didengar
- Dengan bimbingan guru siswa diminta untuk membuat rangkuman materi
- Siswa dan guru melakukan refleksi.
- Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan Keenam:
1. kegiatan awal (10 Minutes)
Ø Greetings
Ø Memberikan motivasi
2. Kegiatan inti
a. Eksplorasi
- Siswa diperkenalkan beberapa kosa kata yang berhubungan dengan cerita yang
akan diperdengarkan.
- Guru memfasilitasi terjadinya interaksi antar peserta didik, serta antar peserta
didik dengan guru, lingkungan, dan sumber belajar lainnya secara bersahabat,
kreatif, mandiri, dan toleransi.
b. Elaborasi
- Guru membagi siswa kedalam 5-6 kelompok
- Guru memberikan sequence picture untuk setiap kelompok
- Guru memperdengarkan narrative teks pendek sesuai gambar yang telah
diberikan
c. Konfirmasi
- Siswa bersama dengan kelompoknya mendengarkan narrative teks
- Siswa bersama dengan kelompoknya menyusun gambar yang telah diberikan
berdasarkan teks yang telah didengar
- Siswa menjawab pertanyaan berdasarkan gambar dan cerita yang didengar
d. Penutup
- Dengan bimbingan guru siswa diminta untuk membuat rangkuman materi
- Siswa dan guru melakukan refleksi.
VIII. Sumber Belajar/Alat Pembelajaran
1. Sequence pictures
2. Audio narrative text
3. Speaker dan laptop
IX. Penilaian
1. Tes : pilihan ganda
Listen carefully the story and choose the correct answer by crossing ( X ) a, b, c, or d!
Question 1-5
1. Who is the main character of the story?
a. Fairy Godmother c. Cinderella
b. The Mice d. The Prince
2. How many stepsister did Cinderella has?
a. Five stepsister c. Three stepsister
b. Two stepsister d. Six stepsister
3. Who helped Cinderella to go to the ball?
a. Her stepsister c. The mice
b. The prince d. Fairy Godmother
4. Where did Cinderella meet the prince at the first time
a. At the market c. on the street
