A. Research Design
The analysis is based on the experimental design of the research. According to Creswell (2003), the experimental study is ideally suited to addressing research questions about drug outcomes. It is intentionally used to find out how effectively SMA Negeri 11 Wajo students use audio books on listening skills.
The type of experimental design for this analysis is a pre-experimental design with one-group pre-test and post-test design. The research give pre-test to students,then researcher give the students’ treatment about listening comprehension using audiobook. After treatment, the researcher give the students post-test. This design was presented in the following manner:
Experimental group
O1 X O2
O1 (Pre-test) : Pre-test
X (Treatment) : Treatment that given in the class by using Audio book O2 (Post-test) : Result Post-test
(Gay et al, 2012).
According to the chart above, in the experimental class, a pre-test (O1) was given to measure students' understanding before to treatment administration.
Furthermore, the supplied treatment (X) is delivered via audio book, and the post- test (O2) was used to assess the students' progress. The results are compared to determine the effectiveness of audio books in teaching listening.
B. Research variables
This research is made up of two variables namely : 1. Independent Variable is using audiobook
2. Dependent Variable is the students listening comprehension in recognition word.
C. Population and Sample 1. Population
The research population all of the first grade at SMAN 11 Wajo. It consisted approximately 240 students that divided 8 classes, and each class consisted 30 students.
2. Sample
In this research, the researcher apply purposive sampling technique. The English teacher personally selects the sample. The number of sample taken 30 students of MIPA class. The reason for choose this class was because according to the teacher, MIPA class is more familiar with technology than the IIS class.
D. Procedure of Collecting Data.
The research procedure is the steps that used as a tool to collect data and answer research questions. In collecting data, the researcher took the data from
21
pre-test and post-test. Pre-test administer do the subject before appling audiobook.
Meanwhile post-test a administer after applying audiobook.
The test objects in the pre-test and post-test are the same. They just differed in terms of time allocation. These pre- and post-tests are administered by evaluation. As a result, these tests must be legitimate and dependable. The current researcher then employs these things as a pre- and post-test, which consists of three procedures. There are three types of tests: pre-test, treatment, and post-test.
1. Pre-test
A pre-test (O1) was held, to assess students’ abilities, the researcher administered a fill in the blanks test.
2. Treatment (X)
In the classroom, the researcher administered treatment about two times. The researcher uses audio book as a learning medium in the English class. The researcher then explained the material to be presented. Researcher have used narrative text to understand and recognize written words.
3. Post-test (O2)
Following treatment, the researcher administers a post-test by playing an audio book. The researcher compare the results of this test to the results of the pre-test in order to assess listening comprehension.
E. Research Instrument
The listening test was utilized in this study as an instrument. The examination is (fill the blank). The test is administered in two parts: pre-test and post-test.
The pre-test is used to assess the effectiveness of the treatment. Each group is given 15 fill-in-the-blank questions to complete.
F. Technique of Data Analysis
In the analysis of the results, the study applied a number of steps as follows:
1. Computing the frequency and rate percentages of student scores P = x 100%
Where:
P = Percentage F = Frequency
N = The Total number of students
(Depdikbud, 2017) 2. Calculating the mean score and standard deviation
Using SPSS 24, the researcher calculated the mean score and standard deviation of the students' word recognition in listening comprehension.
3. Calculating the t-test value
The researcher also calculated the t-test value to see difference between pre-test and post-test in a group by using SPSS 24.
23
CHAPTER IV
FINDING AND DISCUSSIONS A. Findings
1. The improvement of students ‘ word recognition in listening comprehension
The research findings included a description of the data analysis result. The description of the outcome of data analysis on the listening comprehension via audio book, using fill-in-the-blanks, data was obtained from 30 pupils as an experimental group. The test was administered in two parts by the researcher: pre-test and post-test.
The research was conducted across four meetings attended by 30 students.
The content for the pre-test and post-test was listened to on an audio book with Narrative named "Aladdin and the Wonderful Lamp" for the first time, and the researcher stated the researcher's purpose to the students. The researcher also talked about the audio book and the fill-in-the-blanks inquiry.
a. The effectiveness of students’ listening comprehension
Based on the table of students, the effectiveness of audio book in students listening comprehension in pre-test and post-test is 30 students. According to the table, the average of the pre-test is 57, 86 and the average of the post-test is 75, 36.
b. The classification and frequency of pre-test and post-test in experimental group
Table 4.1 Classification of the students’ listening comprehension by using Audio book Pre-test
No. Score Classification Pre-test Score
F %
1. 96 – 100 Excellent 0 0%
2. 86 – 95 Very good 0 0%
3. 76 – 85 Good 4 13,33%
4. 66 – 75 Fairly good 6 20,33%
5. 56 – 65 Fair 10 33.33%
6. 36 – 55 Poor 5 16,66%
7. 0 – 35 Very poor 5 16,66%
Total 30 100%
According to the table above, the majority of students 16, 66% very poor, 16.66% poor, 33.33% fair, and 20, 33% fairly good in listening by using audio. There were only good students, and 13.33% of the students were very good.
The post-test was administered to assess the students' listening comprehension following treatment. The researcher first tabulated the raw score and then classified the students' quality into rate percentage and score classification as follows:
Table 4.2 Classification of the students’ listening comprehension by using Audio book post-test
No. Score Classification Post-test Score
F %
1. 96 – 100 Excellent 0 0%
2. 86 – 95 Very good 3 10%
3. 76 – 85 Good 15 50%
4. 66 – 75 Fairly good 8 26,67%
5. 56 – 65 Fair 2 6,67%
6. 36 – 55 Poor 2 6,67%
7. 0 – 35 Very poor 0 0%
Total 30 100%
25
The table above showed that the score of the students’ after giving treatment were 10% Very Good and 50% Good, which meant that most 23, 33 % of students’ were achieve the standard deviation score and below average 6, 66 poor.
2. The total scores of the students listening test by using SPSS
The overall pre-test and post-test scores based on the row score kids listening on pre-test and post-test show the learning results in class X MIPA 1. It was then entered into the SPSS software. In this situation, the goal is to identify the outcomes of students learning to listen. The following table shows the student learning outcomes:
Table 4.3 the mean score and standard deviation listening comprehension by using Audio book Group Statistics
N Minimum Maximum Mean St. Deviation
Pre-test 30 13 80 57.86 18.16
Post-test 30 46 86 75.36 10.17
According to the table above, students' mean pre-test score was 57.86 and post-test score was 75.36, which was only categorized as fairly but did not result in a passing grade. Aside from that, the standard deviation of the pre-test was 18.16 and the standard deviation of the post-test was 10.17. (The formula for calculating the mean score and standard deviation can be found in the appen dix).
3. Hypothesis Testing
Table 4.7 Distribution the Value of T-test and T-table Value T-test T-table Descriptive Audio book 4.603 2.045 Significant
In the table 4.7 showed T-test value is higher than T-table value. The table video showed result 3.099>2.045, and in the table audio showed result 4.603>2.045. It means in this research there was difference between used print book and audio book where in this research the higher result was using Audi book.
Based on elaboration above, it could be concluded that there is significant difference between the use of print book and audio book in English foreign language at the first grade in SMAN 11 Wajo, before and after used test.
B. Discussion
This research was to look into the effect of using audio book on students’
listening comprehension, with a particular focus on the word recognition of students in the first grade at SMAN 11 Wajo. Based on the research findings, the students’ listening comprehension improved when student used an audio book, as evidenced by the mean score and percentage of students’ pre-test and post-test scores.
Kartal (2011) claims that teaching listening in students by using audio book simultaneously improves students’ listening comprehension. It should be noted, however, that when activities and materials involve students, the use of audio book was effective and efficient. As a result, suggested that teachers be more creative in use of various material sources and the creation of motivational media in order to engage students in the teaching and learning process. Furthermore, audio book can improve the classroom climate, including student participation and motivation, as evidenced by students’ attitudes toward participating in all
27
activities during the study. Brown and fisher as cited in Turker (2010) stated that audiobook was an effective medium for teaching English because can improve students’ comprehension skills.
Fajry (2016) claimed that audiobook with narrative stories improve students’
listening comprehension. The researcher discovered that audio book were effective in improving students’ listening comprehension performance. The use audiobook can also help students learn new vocabulary and develop critical skills.
Finally, audiobook recommended as an effective medium for teaching language and developing listening skills.
The discussion above demonstrates an audiobook were the media needed. The students’ interest in improved students’ learning process influence, and that effective listening in hearing English words was achieved.
CHAPTER V
CONCLUTION AND SUGGESTION A. Conclusion
Based on the research findings and discussion in the previous, to summarize, the actual manipulate of the independent variable on the dependent in this chapter, which the practical framework the real implementation of the audio book in the classroom. The obtained results show that the use of audio book has really affected the students’ listening comprehension.
The research findings showed that the students’ of SMAN 11 Wajo had a low score in the pre-test. After treatment, their listening comprehension was significantly improved in class. T-test value is higher than the T-table value.
Audio book showed result 4.603>2.045. It also concluded that the null hypothesis (H0) there was significant audio book in EFL students’ listening comprehension at the first grade in SMAN 11 Wajo, before and after used test.
B. Suggestions
Based on explanation provided above, the researcher proposed that using audio in English learning, particularly listening comprehension, can improve the results of the students’ understanding it is seen of the results of the pre-test and post-test after treatments administration. The suggestions are given to the reader as follows:
1. For the English teachers
a. It is the suggested that the English teachers of SMAN 11 Wajo in class X use audio book as an alternative method of improving the students’
listening comprehension.
29
b. The English teachers of SMAN 11 Wajo in class X as advised to use this media to assess students’ listening skills, particularly pronunciation and word recognition.
2. For the students
The material can be presented in a relaxed and understandable manner.
Students can also gain a lot knowledge, experience, and learning from this activity, making it very beneficial in improving listening in EFL.
3. To the other researchers
It is suggested to the next researcher who conducts research similar to this research conduct more perfect research with different frameworks and contexts that could enrich knowledge by contributing to the development of the English teaching and learning process.
BIBLIOGRAPHY
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33
A
P
P
E
N
D
I
C
E
S
No Kelas X MIPA 1 Pre-test Post-tets
1 A A 66 80
2 A S 33 46
3 A N I 80 93
4 A M 60 80
5 A A A 60 80
6 A M I 63 73
7 B N 73 80
8 B R I 60 73
9 B S A 80 86
10 B Y A 53 73
11 D H 80 80
12 E A 80 80
13 E D 60 80
14 F H 53 73
15 G S 53 73
16 H 60 80
17 K W 20 86
18 L S 46 80
19 M O 63 80
20 M N I 73 80
21 N A 60 73
22 N F 13 80
23 N 73 80
35
APPENDIX A
1. Calculating the frequency and the rate percentage of the students’ score by using audio book
Based on the table in the first point, it showed in the pre-test score there were students 4 achieve good score 7 students achieve fairly good, 10 students achieve fair score, 5 students achieve poor score, 5 students achieve very poor score and 7 student achieve very poor score. The rate percentage could be found by this formula:
a. Good
b. Fairly Good
24 N A M R 73 80
25 R G 33 53
26 R P 66 73
27 R S 63 73
28 R 26 60
29 S 40 53
30 S R 73 80
c. Fair
d. Poor
e. Very Poor
Based on the table in the first point, it showed in the post-test score there were 7 students achieve excellent score, 6 students achieve very good score, 6 students achieve good score, and 7 student achieve fairly good score, 3 students achieve poor score and 1 students achieve very poor score. The rate percentage could be found by this formula:
a. Very Good
37
b. Good
c. Fairly Good
d. Fair
e. Poor
2. The mean score and standard deviation in listening comprehension by using audio book were presented in the following table:
Group Statistics
Audio Book N Mean Std. Deviation Std. Error Mean X
MIPA1
Pre-test 30 57.8667 18.16919 3.31723
Post-test 30 75.3667 10.17598 1.85787
3. Hypothesis Testing
Independent Samples Test AUDIO
Levene's Test for
Equality of Variances t-test for Equality of Means
AUDIO BOOK
F Sig. T Df
Sig. (2- tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the
Difference Lower Upper X
M I P A 1
Equal variances
assumed 7.470 .008 -4.603 58 .000 -17.50000 3.80206 -25.11065 -9.88935 Equal variances
not assumed
-4.603 45.563 .000 -17.50000 3.80206 -25.15513 -9.84487
Table of the T-test of the students’ improvement Value T-test T-table Descriptive Audio Book 4.603 2.045 Significant
39
Attendance list X MIPA 1 AUDIO BOOK
No Name Meetings
1 2 3 4
1 A.Aural Asmal
2 Agung Setiawan
3 Agustina
4 Akbar Maulana
5 Andi Ahsan Ashuri
6 Andi Mauliadi
7 Besse Nanni
8 Besse Reva Islamifahma
9 Besse Shinta Arini
10 Besse Yusifa Asmadani
11 Deni Hrmawansyah
12 Emil Agustiana
13 Erina Devita
14 Fitriyani Hamsa
15 Gustina Sari
16 Hardiana
17 Kasrifa Wansa
18 Leha Sari
19 Manda Olivia
20 Muhammad Nasril Ilham
21 Nur Ainil
22 Nur Faizah
23 Nurkhalisah
24 Nurul Aulya Miftah Rahma
25 Rahmat Gunstiar
26 Randy Purwanto
27 Rendi Saputra
28 Riskayanti
29 Samnoviardani
30 Sitti Rahmah
Pr Df
0.25 0.50
0.10 0.20
0.05 0.10
0.025 0.050
0.01 0.02
0.005 0.010
0.001 0.002 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
1.00000 0.81650 0.76489 0.74070 0.72669 0.71756 0.71114 0.70639 0.70272 0.69981 0.69745 0.69548 0.69383 0.69242 0.69120 0.69013 0.68920 0.68836 0.68762 0.68695 0.68635 0.68581 0.68531 0.68485 0.68443 0.68404 0.68368 0.68335 0.68304 0.68276 0.68249 0.68223 0.68200 0.68177 0.68156 0.68137 0.68118 0.68100 0.68083 0.68067
3.07768 1.88562 1.63774 1.53321 1.47588 1.43976 1.41492 1.39682 1.38303 1.37218 1.36343 1.35622 1.35017 1.34503 1.34061 1.33676 1.33338 1.33039 1.32773 1.32534 1.32319 1.32124 1.31946 1.31784 1.31635 1.31497 1.31370 1.31253 1.31143 1.31042 1.30946 1.30857 1.30774 1.30695 1.30621 1.30551 1.30485 1.30423 1.30364 1.30308
6.31375 2.91999 2.35336 2.13185 2.01505 1.94318 1.89458 1.85955 1.83311 1.81246 1.79588 1.78229 1.77093 1.76131 1.75305 1.74588 1.73961 1.73406 1.72913 1.72472 1.72074 1.71714 1.71387 1.71088 1.70814 1.70562 1.70329 1.70113 1.69913 1.69726 1.69552 1.69389 1.69236 1.69092 1.68957 1.68830 1.68709 1.68595 1.68488 1.68385
12.70620 4.30265 3.18245 2.77645 2.57058 2.44691 2.36462 2.30600 2.26216 2.22814 2.20099 2.17881 2.16037 2.14479 2.13145 2.11991 2.10982 2.10092 2.09302 2.08596 2.07961 2.07387 2.06866 2.06390 2.05954 2.05553 2.05183 2.04841 2.04523 2.04227 2.03951 2.03693 2.03452 2.03224 2.03011 2.02809 2.02619 2.02439 2.02269 2.02108
31.82052 6.96456 4.54070 3.74695 3.36493 3.14267 2.99795 2.89646 2.82144 2.76377 2.71808 2.68100 2.65031 2.62449 2.60248 2.58349 2.56693 2.55238 2.53948 2.52798 2.51765 2.50832 2.49987 2.49216 2.48511 2.47863 2.47266 2.46714 2.46202 2.45726 2.45282 2.44868 2.44479 2.44115 2.43772 2.43449 2.43145 2.42857 2.42584 2.42326
63.65674 9.92484 5.84091 4.60409 4.03214 3.70743 3.49948 3.35539 3.24984 3.16927 3.10581 3.05454 3.01228 2.97684 2.94671 2.92078 2.89823 2.87844 2.86093 2.84534 2.83136 2.81876 2.80734 2.79694 2.78744 2.77871 2.77068 2.76326 2.75639 2.75000 2.74404 2.73848 2.73328 2.72839 2.72381 2.71948 2.71541 2.71156 2.70791 2.70446
318.30884 22.32712 10.21453 7.17318 5.89343 5.20763 4.78529 4.50079 4.29681 4.14370 4.02470 3.92963 3.85198 3.78739 3.73283 3.68615 3.64577 3.61048 3.57940 3.55181 3.52715 3.50499 3.48496 3.46678 3.45019 3.43500 3.42103 3.40816 3.39624 3.38518 3.37490 3.36531 3.35634 3.34793 3.34005 3.33262 3.32563 3.31903 3.31279 3.30688
41 APPENDIX B
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMA Negeri 11 Wajo Mata Pelajaran : Bahasa Inggris Kelas/Semester : X/ Ganjil
Materi Pokok : Narrative/Informasi terkait cerita fantasi Alokasi Waktu : 3 Minggu x 2 jam @ 45 menit
A. Kompetensi dasar
3.5. Membedakan fungsi social, struktur teks, dan unsur kebahasaan beberapa teks narrative lisan dan tulisan dengan memberi dan meminta informasi terkait cerita sederhana sesuai dengan konteks penggunaannya
4.5. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks narrative, lisan dan tulis sederhana tentang cerita fantasi.
B. Tujuan Pembelajaran
Dengan menggunakan saintifik dan model problem based learning diharapkan siswa menjelaskan, menentukan, menayajikan, dan menyelesaikan masalah berkaitan kalimat-kalimat yang memuat bagian-bagian dari sebuah cerita fantasi.
C. Media/alat, Bahan dan Sumber Belajar Media : gambar, speaker, Audio Sumber Belajar : Buku Cetak, Audiobook Alat :spidol dan kertas D. Langkah-Langkah Pembelajaran
Kegiatan Pendahuluan (15 Menit)
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran, memeriksa kehadiran peserta didik sebagai sikap disiplin
Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan & manfaat) dengan mempelajari materi : Kalimat- kalimat yang memuat bagian-bagian dari sebuah cerita.
Menjelaskan hal-hal yang akan dipelajari, kompetensi yang akan dicapai, serta metode belajar yang akan ditempuh,
Kegiatan Inti ( 60 Menit )
Kegiatan
Peserta didik diberi motivasi dan panduan untuk melihat, mengamati, membaca dan menuliskannya
Literasi
kembali. Mereka diberi tayangan dan bahan bacaan terkait materi Kalimat-kalimat yang memuat bagian-bagian dari sebuah cerita.
Critical
Guru memberikan kesempatan untuk mengidentifikasi sebanyak mungkin hal yang belum
Thinking
dimulai dari pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik. Pertanyaan ini harus tetap
berkaitan dengan materi kalimat-kalimat yang memuat bagian dari sebuah cerita
Peserta didik mendengarkan secara seksama materi melalui audiobook dan mencoba menginterprestasikan
Collaboration Peserta didik dibentuk dalam beberapa kelompok untuk mendiskusikan, mengumpulkan informasi,
mempresentasikan ulang, dan saling bertukar informasi mengenai Kalimat-kalimat yang memuat bagian-bagian dari sebuah cerita
Communication
Peserta didik mempresentasikan hasil kerja kelompok atau individu secara klasikal, mengemukakan
pendapat atas presentasi yang dilakukan kemudian ditanggapi kembali oleh kelompok atau individu yang
Mempresentasikan
Creativity
Guru dan peserta didik membuat kesimpulan tentang hal-hal yang telah dipelajari terkait Kalimat- kalimat
Yang memuat bagian dari cerita . Peserta didik kemudian diberi kesempatan untuk menanyakan kembali
hal-hal yang belum dipahami
Kegiatan Penutup (15 Menit)
Refleksi guru untuk mengetahui kecapaian proses pembelajaran dan perbaikan.
Menginformasikan kegiatan pembelajaran yang akan dilakukan pada pertemuan berikutnya.
Guru membuat rangkuman/simpulan pelajaran.tentang point-point penting yang muncul dalam kegiatan pembelajaran yang baru dilakukan.
D. Penilaian Hasil Pembelajaran
- Penilaian Pengetahuan berupa tes mendengarkan dan pertanyaan berupa mengisi kata yang kosong dalam teks.
- Penilaian Keterampilan berupa penilaian unjuk kerja, penilaian proyek, penilaian produk dan penilaian portofolio
………...november 2020 Mengetahui
Kepala Sekolah …………. Guru Mata Pelajaran
………
……
………
….
NIP/NRK. NIP/NRK.