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S E L B A T F O T S I
L ...xv
S E R U G I F F O T S I
L ...xvi
S E C I D N E P P A F O T S I
L ...xvii
N O I T C U D O R T N I : I R E T P A H
C ... 1
.
A BACKGROUNDOFTHESTUDY... 1
.
B PROBLEMFORMULATION... .5
.
C PROBLEMLIMITATION... 6
.
ii x .
E BENEFITSOFTHESTUDY... 7
.
F DEFINITIONOFTHETERMS... 8
.
1 ClassroomAcitonResearch... 8
.
2 Authen itcVideoApp ilcaitoni nLearningEngilsh... 9
.
3 ListeningComprehension... 9
.
4 TeachingListeningBasedonCurirculumi nAVocaitonalHigh
9 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .l o o h c S
.
5 SecondGradeTeknikGamba rBangunan... 10
E R U T A R E T I L D E T A L E R F O W E I V E R : I I R E T P A H C
.
A REVIEWOFRELATEDTHEORIES... 11 .
1 ClassroomAcitonResearch... . 11 .
a De ifniiton... 11 .
b TheAim... . 13 .
c Model .s... .14 .
d DataGatheirng... .15 .
e Advantage... .17 .
2 AuthenitcVideoApp ilcaitonsi nLearningEngilsh... .18 .
a AnAuthenitcVideo... .18 .
b Videoa sAVisua lAid... .20 .
c Videoi nLanguageLearning... .21 .
ii i x .
4 TeachingListeningBasedonTheCur irculumi nAVocatiiona lHigh ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .l o o h c
S ... .25 .
B THEORETICALFRAMEWORK... .26
Y G O L O D O H T E M H C R A E S E R : I I I R E T P A H C
.
A RESEARCHMETHOD... 28 .
1 Planning... 29 .
2 Acitng... 29 .
3 Observing... 03 .
4 Relfecitng... 30 .
B RESEARCHSETTING... 31 .
C RESEARCHPARTICIPANTS... .31 .
D INSTRUMENTSANDDATAGATHERINGTECHNIQUE... 32 .
1 FieldNote .s... 32 .
2 Quesitonnarie .s... . 33 .
3 Test... . 34 .
4 Interview... . 35 .
E DATAANALYSISTECHNIQUE... 36 .
F RESEARCHPROCEDURE... 37
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 : V I R E T P A H
C ...41
.
A THERESEARCHFINDINGS... 41
.
1 TheUitilzingVideot oEmpowe rStudents ’ListeningAblitiy... ... ... .41
.
v i x )
1 Planning :TheLearningDesignProcedure... 24
)
2 Acitng :TheI mplementaitono fUitilzingVideof o rEmpowe irng ..
.. .. .. .. .. .. .. .. .. . y ti li b A g n i n e t s i L ’ s t n e d u t
S ... 48 )
3 Observing :Howt heI mplementationo fUitilzingVideof or
Empowe irngStudents’ListeningAblitiyWorks... 53 )
4 Relfecitng :TakeALookWha tHaveBeenGoingOn... 63 .
b TheI mplementaitono fCycle2... 6 9 )
1 Planning :TheRevisiono fLearningDesignProcedure... 69 )
2 Acitng :TheStablitiyo fUitilzingVideot oEmpowe rStudents’ .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. y ti li b A g n i n e t s i
L 17
)
3 Observing :Students ’ResponseandLearningProcess... 77 )
4 Relfecitng :NoitceWha tWen tWel landNeedtobe .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. d e v o r p m
I .. 86
.
2 THERESEARCHANALYSIS... 88 .
1 T heuitilzaiton o fvideoi nempowers tudents ’ilsteningablitiy... 88 .
2 Thevideocharacteirsitcst owards tudents ’ilsteningablitiy... 94
M O C E R D N A S N O I S U L C N O C : V R E T P A H
C MENDATION... 100
.
A Conclusions... .100
.
B Sugges itons... .109 .
1 EngilshTeache.r... 109 .
2 FollowingResearche.r... 103
S E C N E R E F E
v x
S E L B A T F O T S I L
e l b a
T Page
.
21Aspec to fResearch ... 21
p e t 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 .
i v x
S E R U G I F F O T S I L
s e r u g i
F Page
2.1ClassroomAcitonResearchCycle... 51
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 .
3 ... 92
n ir e w o p m E n o e r u d e c o r P g n i h c a e T 1 .
4 gStudents ’ListeningAblitiyCycleI ... 5.. 4
r u d e c o r P o e d i V 2 .
4 einFris tMeeitngonCycleI ... 74
I e l c y C n o g n it e e M d n o c e S n o n o it a t n e s e r P o e d i V 3 .
4 ... 74
e l c y C n o e r u d e c o r P g n i h c a e T 4 .
4 II ... 0..7
.. .. .. .. .. .. .. I I e l c y C n o g n it e e M d n o c e S n i e r u d e c o r P o e d i V 5 .
4 ...77
e r P e s u a l C e v it a l e R 6 .
4 -Test...92 e
r P e s u a l C e v it a l e R 7 .
4 -Test...93 8
.
4 FutureTensePre-Test...93 ..
.. .. .. .. .. .. .. .. .. .. .I e l c y C e ri a n n o it s e u Q n i e e r g e D t n e m e e r g A 9 .
4 ...97
.. I I e l c y C e ri a n n o it s e u Q n i d n o p s e r ’ s t n e d u t S 0 1 .
ii v x
S E C I D N E P P A F O T S I L
x i d n e p p
A page
.
A PermissionLetterf romPB .I... 81 0 .
B Competence Standard and Basic Competence o f Engilsh Lesson fo r l
o o h c S l a n o it a c o V f o e d a r G d n o c e
S ...110 .
C ResearchI nsrtuments... 21 1 .
D RawData... .126 .
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 .Basedon 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 useo fvideo empowe r ilstening ablitiy 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 problem i 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 tan obilgaitont 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
1 1
I I R E T P A H C
W E I V E
R OFRELATEDLITERATURE
l a c it e r e h T d n a n o it p ir c s e D l a c it e r o e h T f o s t s i s n o c r e t p a h c s i h T
s e ir o e h t e m o s f o n o i s s u c s i d e h t s t n e s e r p n o it p ir c s e D l a c it e r o e h T e h T . k r o w e m a r F
e d a r g d n o c e s r o f h c r a e s e r s i h t g n it c u d n o c n i s s e c o r p e h t t r o p p u s t a h
t fo Teknik
n a n u g n a B r a b m a
G student sin State Vocaitona lHigh Schoo lYogyakatra .In
e s a b k r o w e m a r f a s i e r e h t , k r o w e m a r F l a c it e r o e h
T d on the review o frelated
e p a h s e h t s e v i g t a h t e r u t a r e ti
l ands uppor ttothisr esearch.
.
A REVIEWOFRELATEDTHEORIES
p s i h t n
I ar,t r esearche rdiscussest het heo iresr elated t ot her esearch .They
d n a , s d i A l a u s i V , y ti li b A g n i n e t s i L , h c r a e s e R n o it c A m o o r s s a l C t u o b a e r a
.s t n e d u t s l o o h c s l a n o it a c o V o t g n i n e t s i L g n i h c a e T
.
1 ClassroomAcitonResearch
.
a De ifniiton
m r o f a s i h c r a e s e r n o it c
A o fresearch whose p irmary goali s t o i ncrease
m r e t e h T . e c it c a r p n o it a c u d e n i e c it s u j d n a , t c e f f e , y ti l a u q e h
t aciton research
f l e s
ti based on Meredtih (2007 )ha s involved wha t i s someitme s called a s
s e r r e d i s n i , h c r a e s e r r e h c a e t , h c r a e s e r r e n o it it c a r
p earch and t he researche r tisefl
(para.597)
n o it i n if e d r a il i m a f o w t e r a e r e
H s o fclassroom acitonr eseach .Thef rist i s
( t o il l E n h o J y
b 1991)
o t w e i v a h ti w n o it a u ti s l a i c o s a f o y d u t s e h t s n a e m h c r a e s e r n o it c A
i a t I . ti n i h ti w n o it c a f o y ti l a u q e h t g n i v o r p m
i m s to feed pracitca l
t n e m e g d u
2 1 y e h T . e c it c a r p o t d e il p p a n e h t d n a y lt n e d n e p e d n i d e t a d il a
v are vaildated
e c it c a r p h g u o r h
t (p.69 .)
: s e ti r w o h w , ) 3 8 9 1 ( s i m m e K n e h p e t S m o r f n e k a t n o it i n if e d d n o c e S c
A iton research i s a form o f sefl-re lfecitve enqu riy unde traken by d n a y ti l a n o it a r e h t e v o r p m i o t r e d r o n i , n o it a u ti s l a i c o s n i s t n a p i c it r a p .s e c it c a r p l a n o it a c u d e r o l a i c o s n w o r i e h t f o e c it s u j t a y ll a r e n e g s i h c r a e s e r n o it c a f o a e d i e h t f o t n e m p o l e v e d e h
T tirbuted to
e r o l p x e o h w n o s r e p t s ri f e h t s a w e H . ) 8 0 0 2 : s n i k p o H ( n i w e L t r u
K d abou taciton
s i m m e K s a h c u s t r e p x e g n i w o ll o f e h T . e l c y c e h t n g i s e d d n a h c a e s e
r (1983) ,and
t o il l
E (1991 )were only develope d and advanced from Lewin . In some case s
e m it e m o s e l p o e
p shavesimlia rpercepitons betweenf ormal ,whichi sdesignedt o
e c u d o r
p generalknowledgeoft het yper epo tredf o racademicj ourna,l andaciton
r e h c r a e s e r e h t w o l e B . s s e n e r a w a l a n o it a c u d e e r u p r o f d e n g i s e d s i h c i h w h c r a e s e r . e l b a t f o m r o f e h t n i e d i v o r p 1 . 2 e l b a
T Aspec to fResearch
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 / e c n e ir e p x e r e h c r a e s e R g n i n i a rt , f o e g d e l w o n k e l b a r e d i s n o C f o t c u d n o c n i g n i n i a rt d n a h c r a e s e r h ti w e c n e ir e p x e l a c it c a r P e g d e l w o n k l a m i n i
m o r
h c r a e s e r n i e c n e ir e p x e e s o p r u
P Toproducegeneral
e g d e l w o n k a e v e i h c a r o m e l b o r p a e v l o s o T e c it c a r p t n e r r u c n i l a o g s u c o
F Basedonr eviewo fpreviou s
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
4 1
3 . 1 .
b To providet eacher sanoppo truntiyt o persona lexaminaitonand
. y r o e h t f o n o it a r e n e g
4 . 1 .
b To produce heightened sefl- awarenes s in pracititoners ,
d n a n o it a c u d e t u o b a s n o it p m u s s a r i e h t f o n o it a c if ir a l c g n i d u l c n i
d n a s a e d i d e s u o p s e r i e h t n e e w t e b n o it c i d a rt n o c f o n o it i n g o c e r
. e c it c a r p m o o r s s a l c l a u t c a
5 . 1 .
b Toexaminet hei mpac toft her esearchproces sonpracititoners
. 1 .
b 6 To conduc ta research a san individua llearning proces stha t
. e g d e l w o n k l a it n e ir e p x e s e u l a v
2 .
b Professiona lpurposes
1 . 2 .
b Engagingi nacitonr esearcha saf ormofs taf fdevelopment
b.2.2Seeking t o l egiitmizet herir olea sproducer so fknowledgeand
y r o e h t d n a h c r a e s e r l a n o it a c u d e n o e r u t a r e ti l e h t o t s r o t u b ir t n o c
3 . 2 .
b Developingnetwork so fpracititoner sengagedi nacitonr esearch
. m s il a n o i s s e f o r p d n a p i h s e u g a e ll o c r i e h t e t o m o r p o t
s l e d o M . c
o it c A m o o r s s a l C t u o b a e d u l c n o c o h w s tr e p x e e m o s e r a e r e h
T n Research’ s
s i m m e K e k a t r e h c a e s e R . e n o x e l p m o c t s o m e h t o t p u t s e l p m i s e h t m o r f , l e d o m
c M d n a s i m m e K . d n a t s r e d n u o t t s e i s a e d n a e l b a il e r t s o m e h t s a t r a g g a T c M d n a
a ri p s a n i g n i d e e c o r p a s a h c r a e s e r n o it c a s e b ir c s e d t r a g g a
T lo fsteps ,eachwhich
o p m o c s
i sedo fplanning ,observing ,acitng ,andevaluaitngt her esul toft heaciton.
i d t r a g g a T c M d n a s i m m e
K vided t hecyclei nClassroomAciton Research
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
6 1 s l a s e t o n d l e if , y r a rt n o c e h t n O . s d n e rt g n i g r e m e e r o l p x
e o have some negaitve
, s t e e h s s i s y l a n a n o it s e u q s a h c u s s d i a n o k c a b l l a f o t s d e e n t i , e c n a t s n i r o f ,t c e f f e o it a s r e v n o c r o f y ll a i c e p s E . n o it a m r o f n i c if i c e p s r o f t p ir c n a rt d n a , s e p a
t n ,
d l e if y b d r o c e r o t e l b i s s o p m
i notes ,i talso tme consuming and the las tcan be
. e v it c e j b u s y l h g i h h c r a e s e r r e h c a e t s u o m a f t s o m e h t f o e n o t i , g n i d r o c e r e p a t o i d u a , y l d n o c e S d o h t e
m s in gatheirng data .The use o faudiotape recorde r are a s a genera l
d e li a t e d g n i d i v o r p r o f , g n i h c a e t e n o f o s t c e p s a g n i y fi t n e d i r o f l o o t c it s o n g a i d v
e idence on speciifc aspect so fteaching through the use o r rtanscirpt ,a san
e p a t o i d u a g n i z il it U . t n e m s s e s s a m o o r s s a l c r o f e c n e d i v e f o e c r u o s l a n o it i d d a l l a s r o ti n o m y ll u f s s e c c u s t i s a h c u s , s n o it i d n o c e m o s n i l a i c if e n e b s i r e d r o c e r e g n a r h ti w s n o it a s r e v n o
c of t he recorde,r i tprovide sample mateiral swtih grea t
. t n e m s s e s s a m o o r s s a l c t r o p p u s o s l a d n a , t n e m p o l e v e d y ti l a n o s r e p s d r o c e r , e s a e n a c t i , n e k a t e r a g n i d r o c e r s s e c o r p e li h w , s e g a t g n a v d a s i d s a h t i ,s e t o n d l e if e k i L s ti f o e s u a c e b s t n e d u t s r e h t o b r u t s i
d novetly ,conitnu tiy can be disturbed by t he
. g n it a r e p o f o s m e l b o r p l a c it c a r p s i o d o t y s a e d n a e l p m i s o s l a s i h c i h w a t a d g n ir e h t a g n i d o h t e m , d ri h T i f o s d n i k r u o f e r a e r e h T . w e i v r e t n
i nterview ,i tcan occu rbetween teache rand
e d u t s d n a r e v r e s b o , s t n e d u t
s nts ,student sand students ,and t eache rand observe.r
i n a e k a m t a h t s t n i o p e m o
S nterview effecitve are; be a sympatheitc ,interested ,
n i n o it a r e p o o c r i e h t d e e n e w , e s a c s i h t n i t a h t g n ir e b m e m e R . r e n e t s il e v it n e tt a d n a s i y e k t x e n e h T . a t a d e h t g n it e l p m o
c be neurta lwtih respec tto subjec tmatter ,
t n e v e r p o t r e d r o n i , d e ir r u h r o n o it a ti s e h e t a v ir p w o h s t o n o d , d e w e i v r e t n i t n i g n i o d m o r f s e g a t n a v d a e h T . e c n a d r o c c a s ’ e e w e i v r e t n
i erviewaretheresearche r
s
i in d riec tcontact wtih the students ,student sbecome more famiila rwtih the
s i r e h c r a e s e r , e s a e t a e r o m e r o f e r e h t ,r e h c r a e s e
r ablet o seeki nformaiton hewan t
T . s s a l c e h t e d i s t u o e n o d e b n a c t i , y lt c e ri
d he disadvantage sfrom interview are
i m u s n o c e m
it ng, i n othe rcase ,s i tmakesstudent shaved fiifcutly to expres sthei r
g n il e e
f s andt hough.t
.
e Advantage
, s e g a t n a v d a y n a m g n i v a h w o n r o f , h c r a e s e r n o it c a m o o r s s a l c g n ir o l p x E e v o r p m i o t r e h c a e t p l e h n a c t I .r e h c a e t e h t r o f y ll a i c e p s
e therit eachingcapablitiy
t c e f f e e v it i s o p r e h t O . h t g n e rt s s s a l c p o l e v e d d n
a s are , to increase teache r
e h t d n a e c n e d if n o c ’ s r e h c a e t e h t e s i a r , y ti l a u q g n i n r a e l e s i v e r , m s il a n o i s s e f o r p .s ll i k s d n a e l y t s g n i h c a e t w e n e t a v it c a , g n i h c a e t f o y a w r s s a l c g n i y l p p
A oom aciton research i sarleady proved relevant fo ractua l
h c r a e s e r n o it c a m o o r s s a l c , k r o w e m a r f r a l u g e r g n i v a h , n o it a u ti
s i salsot akenbased
t i , n o it i d d a n i , m o o r s s a l c a n i e c n a t s m u c ri c d n a n o it a v r e s b o l a e r n
o i salso lfexible
e p y t s i h t s n a e m , e v it p a d a d n
a ofr esearch neve r ilmtis at eachert o i gnoreo ronly
8 1
.
2 Authen itcVideoAppilca itonsi nLearningEngilsh .
a AnAuthen itcVideo
y r e v e , r e h g i h g n it t e g s i y g o l o n h c e t s y a d a w o
N singlepar to fsocietyr elate s
e b d l u o h s t I . y g o l o n h c e t h ti
w in t heeducaiton wo lrd; t hel earning acitvtiy i sno t
t c a ’ s t n e d u t s o s l a t u b g n ir u t c e l y l n
o ivtiy .Based on thi scondiiton ,teacher sare
d e t c e p x
e to be morecreaitvei n selecitng an approp irate media .Oneexample o f
h s il g n E e h t p u g n i n e p o r o f e c r u o s e r l u f r e d n o w a e k il h c i h w o e d i v s i a i d e m r o f e r u s a e l p t a e r g h ti w d e s u e b n a c d n a d lr o w e g a u g n a
l pro if.tI n addiiton ,audio
.) 2 8 9 1 : h c i n i e H ( a i d e m d e t n ir p n a h t r e i s a e e g a s s e m l a b r e v g n it a l u m it s t n e s e r p n a c n I .s e v l e s m e h t y b n o i s i v e l e t d n a o e d i v y o j n e e l p o e p t a h t e r a s n o it m u s s a h c r a e s e R e l p o e p , a r e n r e d o m s i h
t moreeasliyhaveaccesst osomeEngilsh videomateirals ,
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