CHAPTER II REVIEW OF LITURATURE
B. Previous Related Research Findings
The study about using application in teaching learning process has been conducted by several researchers. In this case, the writer takes previous research from journal, Solanki D. Shyamlee (2012) in his research “Use of Technology in English Language Teaching and Learning”: An Analysis. The result of his research is the ultimate goals of multimedia language teaching is to promote students’ motivation and learning interest, which can be a practical way to get them involved in the listening learning. Concerning about the development of technology, the researcher believe that in future, the use of multimedia English teaching will be further developed. The process of English learning will be more student-centered but less time-consuming. The writer believe that this process can fully improve students’ practical listening comprehension, which is helpful and
useful to ensure and effective result of teaching and learning. They were the students at Mumbai university.
Andriani (2019) in their research about “ The Use of Spotify Application to Improve Students Ability in Listening through English Song ”. The purpose of this study is as the formulation of the problem that have been described, the objective in this research is to find out the improvement of students listening ability through English song using spotify application. The researcher was quantitative method particularly by using pre-experimental design approach with the type of one pre-test post-test design. The sample of this research was taken by purposive sampling technique, they were the students at muhammadiyah university of makassar first semester, of English Education Department. The result of this research was find out the improvement of the students listening ability by using spotify application . Based on the research finding and discussion it can be concluded that the improvement of the students listening ability through English song using spotify application was significant improved.
C. Conceptual Framework
The conceptual framework underlying this research is given in the following diagram.
Table 2.1 Frame of conceptual framework
Based on the previous chapter that has been explained previously, hopes to improve the quality of student learning, especially in the listening aspect. So, the students are still using Indonesia language when they were asking and answering the question from the teacher.
Related to the problem statement above, Researcher use the Spotify Application to produce media as a support in a learning process. The researcher will apply pre-experimental research design which use one group pre-test and post-test test design with quantitative approach. Pre-test will be carried out before the treatment is administered and post-test will be carried out after the treatment is administered. Both of them will be carried on a single group.
After doing the study, the writer hopes that there are some improvements of students in listening.
Teaching Listening
Using Spotify Application
Analysis
Finding One Group Class
The hypothesis of the research is formulated as follow :
1) Ho : The use of the Spotify application can’t improve the listening comprehension of grade IX students of SMP 35 Makassar for the 2020/2021 academic year.
2) H1 : The use of the Spotify application can improve the listening comprehension of grade IX Students of SMPN 35 Makassar for the 2020/2021 academic year.
24
CHAPTER III
METHOD OF THE RESEARCH
This chapter was presents the description of research method, population, and sample, research variables and operational definition, research instrument, data collecting procedure and techniques of data analysis.
A. Research Design
According to Sugiyono (2017:107) experimental research can be interpreted as a method of research used to find the effect of certain treatment against others to find the effect of certain treatment against others in controlled conditions.
There are several kinds of experimental research, namely pre-experimental, true-experimental, and quasi-experimental design. The research used in this research is pre-experimental by using one group pre-test and post-test design with quantitative approach. This research design treated with no control group. Pre-test be carried out before the treatment was administered and post-test be carried out before the treatment was administered and post-test be carried out after the treatment was administered. Both of them be carried on a single group.
The design can be present as follows : Table 3.1 The diagram of research design
Pre-test O1
Treatment X
Post-test O2
Sugiyono (2013: 75
B. Time and Location of the Research
This research was conducted on November 21 – 29th 2020 at the ninth grade of SMP 35 Makassar in the academic year 2020/2021.
The writer took for one week, for there meetings, consisting of presenting the lesson and giving test for the research.
C. Population and Sample of the Research 1. Population
The population of this research was the ninth grade students of SMP Negeri 35 Makassar in academic year 2020/2021. Consisting of 270 students divided into ninth classes which each consists approximately 25 students.
2. Sample.
The researcher took one class using cluster random sampling technique as a research sample. This technique was selected because the sample was a group of students without receiving the intervention from the research. It means that the researcher used the selected class that had been formed at the school. This sampling technique was a way of taking classes randomly which exists as a population. By random sampling, the research has ben taken one class on ninth grade which consist of 25 students.
D. Research Variable and Operational Definition 1. Variable of the Research
This research had two kinds of variables, namely independent variable and dependent variable. In this research, the independent variable was Spotify Application, while dependent variable was the students’ listening comprehension.
2. Operational Definition of Variables
To prevent bias interpretation especially related to the terms used in this study, operational definition variables were formulated as follows :
a. Spotify Application in learning to listening. It means that Spotify Application is used to improve the students’ listening.
b. Listening comprehension is defined as the students, ability to listen properly, after listening to songs according to the topic through Spotify Application.
E. Instruments of the Research
The kind of instrument used in this research was test. The test contained about students’ comprehension in listening. The test consisted of pre-test and post-test. The pre-test was administered before using Spotify Application to get data on the students’ prior knowledge, while the post-test was given after using the Spotify Application on smartphone.
F. Procedure of Collecting Data 1. Pre-test
The pre-test was done to find out the students’ prior comprehension in listening before the treatment was conducted. Here, the researcher gave a task to the students’ to listening of the song by given topic
2. Treatment
After giving a pre-test researcher would provide treatment using the Spotify application on their smartphone. The researcher conducted the treatment in three meetings. Here researcher would ask students to download the spotify application in the Play Store on their smartphone. Researcher prepare 1 song adopted from this application. In the treatment, researcher explained the material related to treatment first. Next, the researcher would explain about the application and would show students how it works.
And than the researcher would time for question and answer section. After that, students conduct a listening test through a song played by the researcher.
Daily 3 times complete the listening test on students. Researcher would conduct treatment at the next meeting.
3. Post-test
Post-test was same as the test on pretest and would be given to all students, to find out their improvement and their interest in listening comprehension. This was given to measure students' progress in listening after undergoing treatment.
4. Students’ interest
To measure the students' interest in learning to listen by using the spotify application, the researcher provide questionnaires to all students. The questionnaire will consist of 20 questions in the form of Liker’s scale. For positive items the SS (Strongly Agree) is given score 4, the A (Agree) is given score 3, the D (Disagree) is given score 2, and the SD (Strongly Disagree) is given score 1.
The students have to answer all of the questions. After that, the researcher
summarized the results of the answers and analyzed them as one of the aspects to be considered as an improvement.
G. Technique of Data Analysis
This analysis compare the students’ achievement and performance during the pre-test, treatment, and post-test. For both pre-test and post-test, the researcher use coring guide which provides rating scale for criteria of vocabulary, understand what is heard, and memory level.
To know the students’ comprehension in listening English the researcher converted the students’ listening comprehension score using the following formula :
𝑆𝑡𝑢𝑑𝑒𝑛𝑡′𝑠 𝑆𝑐𝑜𝑟𝑒 = 𝑡ℎ𝑒 𝑔𝑎𝑖𝑛 𝑠𝑐𝑜𝑟𝑒
𝑡ℎ𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒× 100
Then, classifying the students’ score based on the following class classification :
Table 3.2 Classification of Students’ Score
Score Classification
91-100 Excellent
76-90 Good
61-75 Average
51-60 Poor
< 50 Very Poor
Depdiknas, 2017 : 13
Calculating the mean score, standard deviation, frequency table, and the value of t-test in identifying the difference between pre-test and post-test by using inferential analysis in SPSS version 21.0 program.
30
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter elaborated the findings to research and discussion of the findings. The findings were correlated with the problem statements stated in the introduction parts. The findings presented in this part consists of the data obtained through the test in order to see the students’ listening comprehension after giving them the treatments using Spotify Application. In this section discusses the description and interpretation of the findings in this research. The findings reported by researchers in this research were based on analysis of data collection and application of the techniques described in the previous chapter.
A. Findings
1. The interpretation of the Result of Students’ Achievements Test
This section deals with the presentation and the elaboration of data about pre-test and post-test, and the students’ improvement in listening comprehension before and after employing treatments. In addition, mean score of pre-test, post – test and standard deviation of pre-test and post-test as consideration in this research is also explored further. The detailed result are provided in the further data presentation.
a. Scoring Classification of Students’ pre-test
The presentation of data in this part was obtained through the listening test interpretation. It was analyzed in three stages : Scoring the students’ listening test, classifying the students score, and calculating the mean score. The students scores in pre-test are presented in the following table :
Table 4.1. The Students’ Score and Classification in Pre-test
No. Students’ Initial Students’ Score Classification
1. AGA 40 Very Poor
2. AAA 50 Poor
3. AL 75 Average
4. BR 40 Very Poor
5. DAR 75 Average
6. DPP 75 Average
7. OP 40 Very Poor
8. ML 70 Average
9. PI 70 Average
10. QAP 40 Very Poor
11. SNA 70 Average
12. RAA 40 Very Poor
13. NL 40 Very Poor
14. RBB 40 Very Poor
15. TO 75 Average
16. SA 50 Poor
17. VGR 40 Very Poor
18. HF 40 Very Poor
19. MPP 50 Poor
20. WP 40 Very Poor
continuation
21. NFS 70 Average
22. MIA 50 Poor
23. RFC 50 Poor
24. NA 40 Very Poor
25. DP 50 Poor
Total 1.320
Mean Score 52.80 Poor
Source SMPN 35 Makassar
The data from pre-test was intended to investigated the students’ prior knowledge of listening comprehension before they got the treatment. The pre-test was administered in the first meeting. The table above show 11 students classified very poor, 6 students were classified as poor, 8 students were classified as average and none of students were classified as excellent and good. The total score of the students’ pre-test was 1.320. Most of students’ got very poor score, it means that the students’ listening comprehension was still low.
b. The mean score and standard deviation of students pre-test.
Before the treatment were performed, the writer was given pre-test to know the students’ prior knowledge. Furthermore, the purpose of the test was to find out whether the students at the same level or not.
Table 4.2 The Students’ Frequency and Percentage Achievement in Term of Listening in Pre-test
No Classification Scores
Pre-test
F P
1 Excellent 91-100 0 0%
2 Good 76-90 0 0%
3 Average 61-75 8 32 %
4 Poor 51-60 6 24 %
5 Very Poor < 50 11 44 %
Total 25 100 %
Based on the table above, showed the rate percentage of the students’ pre-test.
None (0 %) students got excellent and good score, there were 8 (32%) students got average score, 6 (24%) got poor score, and 11 (44%) students got very poor score. Those score obtained before giving treatment.
Calculating the result of the students’ pre-test, the mean score and standard Deviation are presented in the following table.
Table 4.3 The Mean Score and Standard Deviation of Students’ Pre-test
Mean Score Standard Deviation
52.80 14.439
Based on the table above the mean score of the pre-test ( 52.80 ) was considered poor with the standard deviation 14.439 . It indicates that the score the classification reached by students are still low.
c. Scoring classification of the students’ post-test
Table 4. 4 Students’ Score and Classification in Post-test
No. Students’ Initial Students’ Score Classification
1. AGA 85 Good
2. AAA 80 Good
3. AL 90 Good
4. BR 75 Average
5. DAR 95 Excellent
6. DPP 90 Good
7. OP 70 Average
8. ML 95 Excellent
9. PI 90 Good
10. QAP 85 Good
11. SNA 95 Excellent
12. RAA 80 Good
13. NL 75 Average
14. RBB 85 Good
15. TO 85 Good
16. SA 90 Good
continuation
17. VGR 80 Good
18. HF 85 Good
19. MPP 80 Good
20. WPs 75 Good
21. NFS 95 Excellent
22. MIA 85 Good
23. RFC 80 Good
24. NA 85 Good
25. DP 80 Good
Source SMPN 35 Makassar
The data from post-test was given to know the students’ listening comprehension after they got the treatment. The post-test was administered at the last meeting. The table above show 4 students were classified as excellent. 18 students were classified good, 3 students were classified average, and none of students’ were classified poor and very poor. The total score of the students’ post- test was 2.110. Most of students’ got good score. It means that there were significant improvement of students ‘ listening comprehension.
Table 4.5 The students’ Frequency and Percentage Achievement in Term of Listening in Post-test
No Classification Score Post-test
F P
1 Excellent 91-100 4 16 %
2 Good 76-90 18 72 %
3 Average 61-75 3 12 %
4 Poor 51-60 0 0%
5 Very poor < 50 0 0%
Total 25 100 %
Based on the table above, showed the rate percentage of the students’ post- test. 4 (16%) got excellent score, there were 18 (72%) got good score, 3 (12%) got average score and none (0%) students’ got poor and very poor score. Those score obtained after giving the treatment.
d. The mean score and standard deviation of students’ post-test.
The result of the post-test was defined to be the way to know the mean score and the standard deviation. The following table present the mean score and the standard deviation of post-test.
Table 4.6 The Mean Score and Standard Deviation of Students’ post-test
Mean Score Standard Deviation
84.40 16.970
Based on the table above that post-test was value 84. 40 for its mean score with the standard deviation obtain 16.970. It can be referred from the description about the mean score and the standard deviation for post-test. Post-test produces a better improvement 52.80 pre-test to 84.40 in post-test or poor classification to good classification.
After calculating the result of students’ pre-test and post-test, the mean score and standard deviation were presented in the following table.
Table 4.7.The Mean Score and Standard Deviation of Students’
Descriptive Statistics
N Minimum Maximum Sum Mean Std.
Deviation
Pretest 25 40.00 75.00 1320 52.80 14.439
Posttest 25 70.00 95.00 2110 84.40 16.970
Valid N (listwise)
25
Based on the pre-test and post-test data above, the researcher found that there was a significant increase after being given the treatment. in the pre-test, the total score was 1320, the mean score was 52.80 and the standard deviation was 14.439 whereas in the post-test, the total score was 2110 with a mean of 84.40 and a standard deviation of 16.970. the total score and mean post-test were higher than the pre-test.
e. Test of Significance (t-test)
After conducting the students’ pre-test and post-tests in pre- experimental, the writer used the t-test for hypothesis test. The t-test was to measure whether or
not there was a significant difference between the result of the students’ mean scores in the pre-test and post-test. By using inferential t-test analysis or a significance test run with SPSS Version 21.0, significance differences could be easier to analyzed.
In this research, the Null hypothesis (Ho) stated that the implementation of Spotify Application can’t enhance the students’ listening comprehension in English at nine grade of SMPN 35 Makassar in the academic year 2020/2021.
While the Alternative hypothesis (H1) stated that the implementation of Spotify Application can enhance the students’ listening comprehension in English at nine grade of SMPN 35 Makassar in the academic year 2020/2021. If the value of significance 2 or sig. (2-tailed) lower than 0.05, H1 accepted and Ho rejected.
Table 4.8 The Result t-test The Result t-test Paired Samples Test (T-test)
The result of t-test stated that Sig. (2-tailed) was 0,0 0. The result provided that the Sig. (2-tailed) table was lower than level of significance. So, the alternative hypothesis (H1) was accepted and the null hypothesis (Ho) was rejected. It means that the Spotify Application can enhance students’ listening
Paired Differences T Df Sig. (2-
tailed)
Mean Std.
Deviation
Std.
Error Mean
95% Confidence Interval of the Difference Lower Upper
Pair 1
pretest – posttest -31.60000 10.38027 2.07605 -35.88476 -27.31524 - 15.221
24 .000
comprehension at the nine grade of SMP Negeri 35 Makassar, in the academic year 2020/2021.
2. Result of Students’ interest toward the use of Spotify Application in Teaching and Learning in Listening Comprehension
Beside using test to investigate the effect of using Spotify Application on students’ listening comprehension, the writer also used questionnaire to get students’ interest of the using Spotify Application . The students’ need to answer the question if they are interested in learning English or not. And the students’
need to choose the appropriate answer by checkmarks the option, namely : 1.)Strong Disagree (SD), 2.)Disagree (D), 3.) Agree (A), 4.) Strong Agree ( SA).
The number of this sample was 25 students’. The respondents were the students on nine grade on SMPN 35 Makassar. Then, result of the Questionnaire was presented on the following table.
Table 4.9
The Result of Questioner
No Statement
Option SD
1
D 2
A 3
SA 4 1.
I like to learn Listening Comprehension
0 6 12 7 2.
I really dislike learning listening comprehension
16 8 1 0
3. I can’t learn listening any time using spotify application
22 3 0 0
4.
It’s easy to me learn listening comprehension using spotify
Application. 0 0 13 12
5. It’s not easy to me learn listening comprehension using spotify Application
16 8 1 0 6.
Spotify application really help me in learning listening
comprehension 0 1 18 6
7. Spotify application can’t help me in learn listening comprehension
17 8 0 0
8. Spotify Application makes me
like to learning listening. 0 0 20 5 9.
Spotify Application makes me not like to learning listening
16 9 0 0 10. Spotify application makes me not
like to learning listening
16 9 0 0
11. There is an urge from yourself to learn more listening using the spotify application
0 3 14 8
12. There is no encouragement from yourself to learn more listening using the spotify application
7 15 3 0
13. You are among those who have a high appreciation of music
0 3 5 17
14. You are among those who do not have a high appreciation of music
18 5 2 0
15. I can practice listening using spotify
0 3 9 13
16. I can’t practice listening using spotify
12 9 3 1
17. The first time I saw listening lessons thought song, I believe this learning was easy for me
0 2 9 14
18. The first time I saw listening lessons through songs, I believe this learning was difficult for me
13 10 2 0
19. With the spotify application looks interesting to learn listening
0 2 11 12
20. With the spotify application looks unattractive to learn listening
13 8 4 4
Total of Response
150 102 134 112
Pitaloka, I. (2019) In general, the writer found that most of the students’ gave positive response toward the use of Spotify in enhance their listening comprehension. From the table above showed that 112 students’ response for strong agree, 134 students response agree, 102 response disagree and 150 students response strong disagree.
The students tend to argue that the use of Spotify Application was effective and interesting. The use of spotify application could help them in listening comprehension.
The result of the questionnaire presented in this following table :
Table 4.10 Percentage of Statement
“I like to learn listening comprehension”
Option Frequency Percentage
Strong Agree 7 28%
Agree 12 48%