JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 56 THE USE OF PICTURES TO IMPROVE LISTENING SKILL
Dr. Asnawi Muslem, S.Pd., M.Pd FKIP UNSYIAH
[email protected] Abstract
The title of this study is “The Use of Pictures to Improve Listening Skill”. The aim of the study is to find out whether the teaching of listening comprehension by applying pictures media is more effective than without applying picture. The method of this study is descriptive quantitative which is designed to obtain information concerning with the present status of the data. The population in this research was the whole students of an MTsS. In choosing the sample, he selected 60 students of the 2nd grade (two groups namely VIII-I and VIII-3). Random sampling technique is the technique used by researcher in taking sample for this study. The instrument in collecting the data was test. The writer analyzed the data by applying mean score, and standard deviation at t- score. The result showed that there was a significance difference in score, it can be seen from the result of score of both classes that before applying picture the t-score was 2.33 then after applying picture the t-score 6.49.and the finding reveal that listening by applying English can motivate to students in learning listening.
Keywords: Pictures, listening skill
INTRODUCTION
English is an international language and almost all countries have adapted it as a compulsory subject at school. Carol (2001: 140) state that in learning English, students have to master four basic language skills. They are listening, speaking, reading, and writing. Beside such basic skills, students also have to master vocabulary as one of the important elements in mastering the four English skills into oral and written expression.
For adding the knowledge, listening skill is one of the four English skill which enrich information, vocabulary and pronunciation. Fisher (1977: 31) states that listening as one of the four skills of English language that considered to be important to the students as an effective means of expanding and improving the students English as well as enriching their experiences and intellectual ability especially for communication and comprehending communication. Through listening , the students obtain a lot of information, ideas on many thing and deliver useful knowledge such as they can understand the structure of a sentence, they can find out some information, learn the dialog, and get comprehension that they hear from native speakers.
Listening is related to oral mode as the same as speaking, even listening as receptive skill and speaking as productive skill both the most often used skill than listening which is as parameters mode of communication namely written mode (http//www.sil.org.linguilinks/speaking skill.htm). in oral mode, listening is the most often and the most important thing, because it used to receive messages from or other audio-lingual sources, you cannot speak well without listening and in fact you have to listen much more than you speak. As Carol (2001: 13) states that, “through the normal
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 57 course of a day, listening is use to nearly twice as much as speaking and four the five times as much as reading”.
Concentration and curiosity are important things that will rise the listener’s understanding, Carol (2001: 13) states in her journal interest in a topic increasing the listener’s comprehension; the listener’s many tune out topics that are not interest and also listener will focus on the words that they listen to when some visual aids are available.
Based on above the point, the writer assumes that reading text loudly is one the interesting objects for listening, because it is a very good step for the first year students to learn listening skill. The writer realizes listening skill is a difficult task to teach for any EFL (English as Foreign Language) students. Kenneth (1998: 13) comments
“within listening there are no rules as in grammar, speaking, and writing teaching, where they have very specific exercise that can led to improve skill”. It can be concluded that in mastering listening, there is no rules such as grammar or speaking in communication but the ability to comprehend what they hear from speaker or oral information.
In fact, some researchers states many students are unable to comprehend the content of passage that make them difficult to comprehend listening subject. The phenomenon is also happened at an MTsS in Banda Aceh, most of the students are not able to use English well and felt boredom to study English. Consequently, their listening, reading, speaking and writing are not good. In addition, student look confused and are not motivated to the teacher’s explanation in English and they do not understand what the teacher said. Furthermore, lack of techniques ude by the teachers in teaching listening also gives a negative impact such as the students do not fully participate in the listening learning process.
There are some reasons why he conducted research in the MTsS. Firstly, the students feel so hard to comprehend listening skill, secondly, the students feel anxious in learning English, thirdly, the students feel difficult to listen English communication, and fourthly, the teacher uses conventional method in teaching listening to the students.
The problem were found by the writer when he conducted the preliminary research at the school.
In order to solve the student’s problem, pictures as one of media in teaching English can make the students are more comprehend in learning listening. Harmer (2001: 13) states that pictures can motivate the students and make him or her want to pay attention and want to take part. Edalman (2000: 13) states that pictures contribute to the context in which the language is being used and can stimulate and provide information to be referred to in conversation, discussion, storytelling, and listening.
Based on the explanation above, it can be concluded that picture is more effective to improve and increase the students’ comprehension in listening skill.
Therefore, the writer is curious to find out the effectiveness of pictures in teaching listening. Due to the explanation above, the writer was interested in conducting the research under the title: “The Use of Pictures to Improve Listening Skill”.
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 58 REVIEW OF LITERATURE
Definition of Listening
The definition of listening can be defined from several sources. Caffrey, as quoted by Shame and Murly (1994: 170), defines listening as “the process of hearing, recognizing, and interpreting or comprehending spoken language”. Joiner (1986: 52) in the same way said the listening is “ an active and interaction process in which a listener. a-tempts to interpret correctly the attended message of speaker or oral text”.
While Zaitun (1988: 46) states that “listening is an active and conscious attention to auditory expression for the purpose of gaining meaning from it.
Norton (1980: 46) however defines listening as “to focus on speech sounds and select appropriate cues in order to reconstruct the speaker’s message”. While Nicholas defines “listening as an active process in which the listener plays a very active past in constructing the overall message that is eventually exchange between listener and speaker”. Pierce (1991: 31) suggests other possible meaning of listening. Listening is an active process of perceiving and constructing a message from a stream of sounds.
Based on explanation above, it can be defined that listening is an active activity that is very concerned with sounds and speech. In addition, reading aloud is one of processing as the communication to convey a message from source or speaker to recipients or listener. the speaker thought the students how to pronounce the right word in English, to find out the difficult word and translate it, after that the speaker read aloud in front of students where later the students analyzed and re-tell what they have listened already.
The Aims of Listening
Listening is one of basic of the fourth language skills, and it is the first language skill developed. We know that we were taught to speak our mother tongue when we were children, but we just imitate the sound at the first and then by trying to combine it instructively to comprehend what the content of a text.
As Norrish (1992: 31) says “the learner” utterance were thought to be gradually
“shape” toward those of the language he was learning with the mother tongue, whenever the child did something right with words he or she reinforced or rewarded by approval of the parents. We can strengthen the statement above by taking winger’s statement as quoted by Safrul Muluk (2001: 31) is
Listening is distinct communication skill and of the major language arts, the most basic. Listening is the skill that children develop, they listen before they speak, speak before they write. Thus, an individual’s ability to speak, read, and writes is directly or indirectly indents upon the ability to listen. This decency is apparent when we consider that need development is heavily contingent upon auditory discrimination ability as to recode letters as sounds, and writing development is greatly by listening vocabulary.
Clearly, the aim of listening is to get the information or knowledge, therefore a listener must carefully to what is said by speaker. At the same time, a speaker must speak clearly; in order listener can comprehend what is said. This particularly true is said by Howatt and Dakin, quoted by Yagang (1996 189) listening is the ability to identify and understand what others are saying. This involves
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 59 understanding a speaker’s accent or pronoun, his grammar and his vocabulary, and grasping his meaning. Yagang (1996: 190) adds, “ an able listener is capable of doing these four things simultaneously. In this content, students have to develop their hearing adeptly a lot in order to familiarize themselves with the foreign language seconds especially in English language.
The Process of Listening
Listening is not only just to listen to the sounds or spoken but also needs process in order to get the comprehension from the listener heard. Here there are some listening strategies maximize their comprehension of aural input. According to Hybells and Weaver (2001: 64), there are predicting, receiving, message, attending, assigning meaning, and remembering. In this study these steps would be related on reading aloud technique.
1. Predicting
Listeners predict what people are going to talk about before they listening take place. From their experience with the person whom they are going to communicate, such as predict what they will say and predict how they are probably going to respond by reading text loudly, the learner also have to predict what the text talk about in order that they can receive what reader means. After listener receive message, they will assess the meaning of the words and determine what to do or how to respond base on information received.
2. Receiving messages
In daily life, every person or listener receives many messages than they need and they can process, but not all the messages that the listener hear they will not attentively. Hybels (2001: 62) points that “we hear sounds-such as words and the way they are spoken but when we listen, we respond to more far. The students filter out the irrelevant messages just attending to what we consider important or interesting. In addition, to receives a message is to listen what the speakers says and comprehend it. In reading aloud technique the learner will receives message in reading text. They focus on accepting many messages, because a reading text absolutely consists of some passages, the learner should encounter messages.
3. Attending
The listeners are able to focus their attention on particular stimulus even when there are many other noises around them. They can get and comprehend messages well to the particular stimulus. Although, there are able to focus their attention to the stimulus in specific ways, usually their attention lost for only a very short time, in lines with this Hybels (2001: 62) point out of this kind of situation; generally, people can gives full attention to a message for no more than twenty seconds. Therefore, it is very important part in listening because when the students have understand what is the speakers says, automatically they will able to analyze what is the situation in the conservation or the speaker says.
In reading aloud, the learner also pays attention seriously to hear what the reader say. It is an essential part of comprehending the first passage and others. Without having good attention they will face short coming on finding out the point of a text.
4. Assigning the meaning
After listeners decide to attend to a message next step is to assign it meaning.
Assigning meaning involves message understanding, making it part of their knowledge
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 60 and experiences. Afterwards, they decide whether the message is relevant and how is related to what the listeners already know. In giving meaning, the listeners must consider the speaker’s voice, gesture, and facial expression. In reading aloud, assigning the meaning is foremost element, because in this step, the skill of the learner involved in understanding what the message of a text going to be. In this step, the skill of the learner is extremely accurate. To assign the meaning a text, the speaker’s mimic is related to show up the text.
5. Remembering
Remembering is the final step in listening process, clearly, Hybel (2001: 64) states that remembering is a selective process of determining what is important and what is not. For example, no students record everything of an instructors lecture.
Instead students’ takes not that help them remember the important points. In this step, the learner should remember what a reading text occurs on some information. The learner focused on the important point in order to determine the whole text.
Problem Faced by Students in Listening learning
Listening is one of the skills that seem difficult for the students who learn English as foreign language. This possibility makes students would ignore to comprehend to speaker’s words when they are learning listening subject. It might because by the difficulty of remembering the unfamiliar words existing in an extended speech and less concentrate to what they are listening especially in English language.
In contrary, many students find it difficult to understand what the speaker’s means. It has been shown that listening is different from the other language skills. In listening, the listeners cannot see or read the text material directly, but they just listen to the sounds of speakers and they should understand what he means. As Jerimy Harmer states as quoted by Dewi Puspita (2010: 13) that
Listening as a skill may be extremely similar to reading but the text of listener has to deal with is considerably different from the written one. Obviously, a listener cannot identify the encoders; he can only listen to it. Whereas, the written words says on the page and can be looked at more than once, the spoken word, unless recorder on tape or record cannot be repeated of course, in a conversation, it is possible to ask someone to say something again, but the fact remains that while a reader can look back at the something, as many times as he wants, the listener cannot.
Based on the fact above, it is important for every student to be able to master or be familiar with the pronunciation of words, in order to understand what the speaker is trying to express, understood organized the major listening problems as quoted by Yiching Chen (2010: 3) in her journal, as follow:
1. Lack of the control over the speed at which the speaker speak 2. Not being able to get thing repeated
3. The listener’s limited vocabulary 4. Failure to recognize the “signal”
5. Problems of interpretation 6. In ability to concentrate, and 7. Establish learning habits
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 61 Although the obstacles may always occur in listening learning process, it is better if both teacher and the students find the best way to reduce the difficulties. In this case, the teacher should pay much attention toward students’ problems of listening and apply a better method or strategy in teaching listening in order to intensify the students listening ability. The students should also practice listening continuously in order to increase their listening skill.
Method Use in Teaching Listening Process
A method plays an important role in the learning process applying an interesting method can be useful and avoid boredom of students when they learn the subject. Alice (1993: 99) stated that the teaching a language, there are some methods, namely: the direct method, the oral approach, or situational language method, the audio-lingual method, and many other methods. But, there are two methods that seem appropriate for teaching listening. Those are the direct method or situational language learning and natural approach.
a. Direct Method
This method is oriented to oral language. In presenting teaching materials, teachers present them in targeted language orally or by using audio-lingual resources and visual supports. When the teacher presents the teaching materials orally by using other media, such as reading text loudly. It is the foundation for literacy development.
It is the single most important activity for reading success.
While the teacher read text loudly, the students ought to listen carefully. The point of using reading aloud in this study is to see how well they understand the spoken text without taking any notes. The writer included the reading text a loudly by using direct method. In direct method, the learning process is full of variety and is never wearisome. The language studied is the living speech. Listening, speaking, and reading are valid rather than writing. Freeman (1986: 26) stated there are some techniques in direct method:
1. Reading aloud: students take turns reading section of passages, pay or dialog aloud. At the end of each students turn, the teacher uses gestures, picture examples or other means to make the meaning of the section clear.
2. Question and answer exercise: this exercise is conducted only in the target language, students are asked questions and answer in full sentences so that they practice with new words and grammatical structure. They have the opportunity to ask questions as well as to answer them.
3. Paragraph writing: on example topic about geography, the teacher may ask the students to write a paragraph in their own words on the major geographical features turkey. They can do from memory, r they can use the reading text lesson as a model.
4. Dictation: the teacher reads the passage three times. The first time the teacher reads it a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed and the students checked their work.
Even though the direct method is not a functional or national way of teaching it is quite a good method to teach general English. If the teacher is not native or native
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 62 like he should certainly go to the class with a lesson plan to carry out the activities and to be successful with the direct method.
b. The Natural Approach
The natural ultimate goal of this approach is everyday level of communication.
The students learn language in the context personalized activities. They are encouraged to be creative with the language with the language all times for example by studying at home and finding more interesting materials to read or to listen to, in the comprehending listening task, the natural approach allows great spaces for vocabulary acquisition. However, this method demands that the students get input in order from them to give a respond. In additions, to work in the classroom, the students have to be creative in finding sources of language such as listening to the radio, or television.
However, many methods can be applied in teaching listening skill. Christine (2002: 43) states that many educators suggest four phrases, initially, warm-up, while listening, post listening and follow-up in applying the methods of teaching language process and warm-up is a part of pre-listening activity. In this phrase, the teachers can initiate a short discussion with the students as an introduction for them to the next listening phase. It has been proved warm-up can help students brainstorm their minds when attempting to comprehend a text later in the listening phrase.
The listening phrase is the aim of the warm up phrase. Here, the teachers let their students completely listen to the spoken text such as the main points to see how well they understand the spoken text without taking any notes.
Furthermore, Christine (2002: 44) adds that past listening a phrase where the teachers question their students for any information related to the text they have just heard. It is phrase can built up auditory discrimination, auditory sequential moray, and auditory comprehension ability.
Listening Material
Nowadays, there are many authentic material are widely provided that we can uses as listening teaching materials. As Christine (2002: 42) states some types of authentic material that can be use for listening, they are: literacy texts and the World Wide Web. Both materials can be brought into the classroom as the tool of teaching fining by reading text aloud.
1. Literacy Text
Literacy texts can be used as listening material at home as well as in the classroom. These material will increase learners’ critical thinking, as Christine (2002:
43) states “Because literacy works are essentially created to move the heart and mind.
They have great potential for developing creative and critical thinking through listening task. In addition, here English for SMP other materials are considered useful and helpful in learning listening by using media.
2. World Wide Web
Many websites currently provide both audio and visual clips that can be used as listening materials, by browsing websites listeners can choose any kind of materials base on the listener favorite like music, sport, science or current issues, where widely available in internet.
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 63 Young Learner
It is better to learn a foreign language at the early age. In this stage, that age is growth period of the children. The rate of learning roughly parallels that of a child’s physical growth. Therefore, to young learners a certain age is the right time to study. It is in accordance with the education program from the elementary school. English has been taught at several elementary schools as a local content subject. Vocabulary growth occurs very rapidly during the child age. Fisher (1977: 92) says, “The first, they heard them from parents, others children, playmates, on television and radio, on the playground and at the store, second, they experienced them-they said things, they touch thinned things, they smelled things and they drank things.” It means that the children learning vocabulary not only at school or provide course but also in their surrounding and trough their experiences.
English is the first foreign language should be learnt at school. Tough observes that “The early years of childhood provide an optimum period for learning language and many people argue that it is indeed a critical period”. Therefore, in the early age it is very good to learn language because this stage is the time for the children brain develops. Learning English at the early age has many advantages. Brumfit (1985: 273) puts some of them as follows:
That the brain is more adaptable before puberty then other, and that acquisition of language possible without self-consciousness at early age. Those children have fewer negative attitudes to foreign language and cultures than adult and consequently they are better motivated that children language learning is more closely integrated with real communication because it depends more on the immediate physical environment than adult language learning compare with adult, and they are also better because they do more of it.
It is clear that the children have better opportunity to learn language than the adults. The adults are busy with their daily activities, while the former are not crowded by such activities and therefore they can concentrate well.
Furthermore, according to Ellis, as quoted by Syamsul (1996: 1) says that
“young children are more cognitively open to another language.” Besides learning mother tongue, we must also learn another language since in the young age it is easier to learn another language. If we learn another language when we adult, we will have difficulties in remembering and pronouncing the words, as well as practicing them in our daily life.” Syamsul (1996: 1) furthermore says that “Children are better than adult in pronunciation. The children are faster in pronouncing the words than the adult.
Children are best age to learn language, such as English. They are not only faster in remembering the words but also easier in pronouncing them. To make the children are interested in learning English, especially English vocabulary, one way is to use some media such as game, picture, story and fun song. The real object can also be used by a teacher in teaching vocabulary to students.
Picture as Media
Picture is one of the visual media which useful to increase students effort in studying English. They can help the students develop their language ability especially in multiplying vocabulary.
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 64 Picture material can help to solve students’ communication problem while increasing their instructional ideas effectively and efficiency. Through the picture, the students can try first to make the perception by their own language and try to remember the word related to such material.
Furthermore, the students especially the beginner of foreign language learner can easily recognize the picture they see by correlating it to the previous knowledge and it can help them to memorize the name of the picture a short time. On the order hands, the picture will motivate the student to know more about the material being shown to them by asking the instructor or teachers how to sayit foreign language. The beginner may sometimes feel interest to see the kinds of material and observe it carefully and then try to visualize in their mind first before asking it is meaning.
Kemp, Jerrold E (1985: 93) states, these are some benefit of using picture material, namely:
1. Lengthen the retention of information 2. Teach a skill effectively
3. Contributed to a desirable attitude 4. Stimulate people to action
5. Offer experiences not easily obtained in other ways
Because they have these important capacities, picture materials can help to solve students. Communication problem while increasing their instructional and the learning object efficiently.
To be more effective, the purpose should be related to the eventual students and stated in terms of specific learning or specific behavioral changed to be experienced by the individuals in that student.
According to Wittich (1962: 18) “Picture can arouse interest, supply, share, create information and ideas in learning a language. Teachers of English of Foreign Language prefer to use visual aids rather than other.” Maykeyman (1967: 77) stated that “properly planned, constructed, and employed, such aids can help not only to develop the overall language program but also to enhance the classroom atmosphere and to ensure the greater students’ participation.”
The Advantages of Using Picture
Picture are considered to be one of the most helpful and powerful types of media in language reaching, and useful resource to develop students’ interest. In teaching learning process, picture are media that have many advantages for teacher ad students. As Brumfit (1991: 2) states that
Young and old, dull and bright like picture: their appeal is universal. Children become acquainted with them long before they start o school, and adult continue to “look at” long after they have completed formal schooling, in fact as long as they live. Pictures are among cheapest and most readily available of all learning materials. Many of them are free. Teachers and students gather pictures from magazine, newspapers, advertisements, pamphlets, posters, circulars, and an endless of sources.
According to above quotation, it can be concluded that there are some advantages of using pictures as a media in language teaching. They are low-cost
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 65 availability, flexibility and motivating. First low-caste availability means that the teachers can find many pictures around them. The pictures are not only in black or in white but teachers could also find colorful pictures.
Second, flexibility means that pictures are good aids to be used for either individual or group. The students could observe or examine them at anytime they want for as long as or as short as they wish. They can utilize them for detailed information.
Finally, motivating means that pictures can be a motivation in learning especially if it is a picture about something that attracts students’ interest. Therefore, teachers should select pictures that can arouse students’ emotion or can stimulate their interest. In addition, pictures give variety in vocabulary task, also the students feel enjoyable in doing their task. Moreover, the mistake on the students’ part in doing task can be minimizing so their skill in memorize vocabulary become well.
Hornby (2000: 640) says that picture is “A set of visible image or visual representation used to stimulate and develop imaginative power in one’s mind.” Also, Raimens defines, “Pictures bring the outside world into the classroom in a vividly concrete way.” The function of these serial pictures is too passionate the students’
process of thinking in narrowing the topic given by combining one picture to another.
Desprit (2007: 136) calls:
Some advantages of using pictures in listening. The first advantage is the picture provides concrete referents for learning new words, phrase, and sentences. Second advantage is the students can easy to describe the text by using the object or picture with the teacher material in teaching listening. Then, the last advantage is the students can begin to learn how to create guess picture related to the subject.
Based on some advantages above, the picture is one of an important media in teaching listening. The students will motivate in learning listening. Wright (2007: 136) says that, “By using picture the students will motivate while learning in the classroom.
In addition, picture give the positive motivate for the students in learning writing descriptive text.”
Furthermore, Wright (2007: 143) claims that, The use of pictures in teaching writing have some roles, there are; pictures can motivate the students and make them pay attention on their subject.” Picture also can contribute on the context in which the language is being used. By using picture the students can describe the text objectively.
The last role, picture can stimulate and provide information in storytelling.
Based on all explanations above, to make a good teaching to be success, before using pictures as the instruments of teaching, It is better if the teacher set a teaching plan first. Here, Wiehards (2012: 12) has some suggests to be teachers before going to teach:
First, teacher spends a few minutes discussing problems of learners’ experience in completing assignment. Second, discuss method that people use to help the students write effectively. Then, discuss a use of imaginary in increasing one’s listening skill. Choose the right or real picture that related to the curriculum and then, ask them to write on their book what they have seen into one more paragraphs.
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 66 Moreover, picture can improve the students’ vocabulary in listening. The students can describe anything through the picture. Thus, the use of picture is one of the creative listening media since it will improve the students’ vocabularies and can motivates students in listening skill.
RESEARCH METHODOLOGY
The Research Design
This study on finding out the effect of the student’s listening English by using pictures. For the purpose, the research used descriptive experiment design to describe the certain phenomena. Therefore, the aim of this design was only to collect the fact and to describe thoroughly the spread of all data over based on the research problems.
Surachmat (1990: 164) states that the aim of the experimental research is not only to collect and to describe the data but also to find out the cause and effect. Therefore, the experimental research will find the interaction between the variables. The experimental research is the simple way to know the cause and effect with any comparison to the event which provides the certain phenomena. Furthermore, Margono (2003: 10) adds that aim of the experimental research especially is designed to provoke the data needed to answer the research problem. One group is given a certain treatment and the other is as a control group whose effect to be standard of comparison. The differences of perception between experimental and control group are to be the measurement of the effect the treatment which is given to the experimental group.
Population and Sample
The population in this study was all students of the MTsS. Arikunto (2006: 113) defines the population of a research is the subject of the research. Meanwhile, the sample of a research is a part of population itself. Regarding to Arikunto idea of designing research population and sample, the researcher took the sample randomly by class (group of the students) at the school for the need of data collection.
In choosing the sample, he selected 60 students of the 2nd graduate (two groups namely VIII-I and VIII-3) out of 240 students belong to eight second classes. It means that 25% of the total research population was taken to be the sample of the research.
Research Instrument Test
A set of listening test was designed by the researcher in order to know the students’ ability in listening skill. For this purpose, the writer tested the students’
listening skill by applying dictation to the students. The writer designed two kinds of tests; pre-test and pose test. In the both test the writer design two kinds of text (one text for pre-test and another one for post-test) which the students should fill correct word in the blank; it consists of 10 words.
Pre-test
Pre-test was given to both control group and experimental group to get information about the students’ listening skill before the treatment of applying pictures were given. The questions in the pre-test were the same.
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 67 Post-test
Post-test was given to both groups to get the students’ score as the effect of teaching listening by using picture media.
Data Collection Procedure
The procedures used in collecting the data in this study are as the following:
In conducting this research, the writer met with the principle to get his permission to conduct a research. The writer also met the teacher who taught in class VIII to know the schedule of teaching English. After determining the schedule for conducting research and got information about classroom situation the writer gave each of the students reading materials. Before conducting this experiment, a pre-test was given to both groups on different days because they had different schedule. In teaching reading to the experimental group some techniques were used by the researcher in accordance with the type of the text in order to ease the students to listen the text who read by the writer. On the order hand, the researcher used the same procedure to the control. But the reading materials used for the control group was not the same as the materials which were used to the experimental group. To the control group, the researcher taught listening without applying pictures, while to the experimental group, the researcher used pictures media.
After the treatment of teaching by using pictures the post test was given to both groups. The aims of this test is to know whether or not the level of student’s ability on listening skill after given the treatment get higher score. It is also aimed at giving information about student’s listening skill. The questions given in this post test were the same as the questions given in the pre test as well as resourch of text.
Data Analysis
The data obtained in this study consisted of some statistical procedure: mean score (x) of pre test and post test, standard deviation test and compared them between control group (VIII-3) and experimental group (VIII-1). By following this procedure, the calculated data can describe all variables, by which support the validity of this study, first score of pre-test were compiled as the nominal data. The following statistical formula as suggested by Sudijono (2010: 182-184) was used:
1. The Average Score
The average score of the students (means) symbolized by X can be obtained by applying a formula used by Anas Sudijono (2010: 182) as follows:
Where: X = Mean
= Frequency multiplied by deviation N = The number of students
2. Standard Deviation
The standard deviation symbolized by SD is calculated by using the following formula as stated by Anas (2010: 184) as follows:
SD1 =
In which: SD = Standard Deviation n = Number of Students
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 68 = Frequency multiplied as they are reflected in the table
3. Significant Differences by Anas (2010: 184), as follows:
Where :
t = t-score
M1 =Mean of experimental class M2 = Mean of control class
SE M1 – M2 = Standard error of both classes
THE RESULT OF STUDY AND DISCUSSION
The Result of Study
The experimental was conducted at an MTs, and there were three meetings for each class of VIII-1 as the experimental class and VIII-2 as the control class. There are three 30 students in both of experimental and control class. The teaching activities were carried out very Wednesday and Friday for experimental class, and Monday and Friday for control group.
In order to ease the process of data analysis, the collected data is presented in the following table. In addition, in calculating the data to be managed easily and systematically, the writer applied some statistical procedures which have been explained in the previous chapter.
The Pre-Test Score of Experimental and Control Class
Pre-test is early test that needed to find out students’ ability before teaching treatment of using picture. It is aimed to see listening skill of students for the first time.
The student’s score of listening ability in the pre test can be seen in the table of the next page.
Table 1: The Score of Pre Test of Experimental and Control Class
No Experimental Control Class
1 50 50
2 50 50
3 50 50
4 50 50
5 50 50
6 55 50
7 55 50
8 55 50
9 55 50
10 60 50
11 60 50
12 65 50
13 65 60
14 65 60
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 69
15 65 60
16 65 60
17 65 65
18 70 65
19 70 65
20 70 65
21 70 70
22 70 70
23 70 70
24 70 70
25 70 70
26 70 70
27 75 70
28 75 75
29 75 75
30 75 75
Total 1910 1815
From 30 students in each experimental and control class, it can be seen that the highest score for the both groups is 75. It is reached by four students for experimental class and three students for control class. Meanwhile, these groups also obtained the same lowest score which is 50. It is reached by five students for experimental class and twelve students for control class.
The Post-Test Score of Experimental and Control Class
Post-test is the final test to measure the ability of students and to see the achievement after the treatment by comparing with the pre-test result. The table below will describe the different score of experimental and control group in the post- test as follows.
Table 2: The Score of Post Test of Experimental and Control Class
No Experimental Control Class
1 65 65
2 65 65
3 65 65
4 65 65
5 65 65
6 65 65
7 70 65
8 70 65
9 70 65
10 70 65
11 70 65
12 80 65
13 80 65
14 80 65
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 70
15 80 65
16 80 65
17 80 70
18 85 70
19 85 70
20 90 70
21 90 70
22 90 70
23 90 75
24 90 75
25 90 75
26 95 75
27 95 75
28 100 75
29 100 80
30 100 80
Total 2420 2065
The table shows that in the post-test, the highest score of experimental groups is 100 and control group is 80. The score of 100 is reached by three students while the score of 80 is reached by two students. Meanwhile, the lowest score of experimental group is 65 and it is same with control class.
When we compare those scores of pre-test, it can be clearly seen; that in the post-test, students’ score have increased dramatically. None students get score below 50 from both classes. Although the score of 50 and 55 are still exist in pree-test, but only 9 students in experimental class and 12 students in control class. Surprisingly none of the students get score below 60 in both classes. It means that the students in both classes have improved their listening skill. In addition, the most score obtained in experimental and control class in 65.
The Analysis of Result Scores in Pre-Test
After tabulating the data from experimental and control class, then the writer did some steps to analyze the data in order to know the ability both classes experimental and control class in pre-test, firstly the writer will calculate the data of experimental class by using some statistical procedure, and afterwards, it will the calculation of control class which also use the statistical procedure:
The Analysis of the Score of Experimental Class
Range (R) = the highest score- the lowest score
= 75-50
= 25
Based on the result, the range score for the students is 25. It is the result of 75- 50. Then, the writer analyzed many class (K) using the following formula:
Many classes = 1+ (3.3) Long N
= 1+ (3.3) Log 30
= 1+ (3.3) (1,477)
= 5.8741
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 71
= 6
The result shows that K is 6. To complete the process of tabulating the table of frequency, then she found out interval class as follow:
Interval Class (P) =
=
= 4.16 round to 4
Based on the data above, the writer made table of frequency as follows:
Table 3: Table of Frequency in Experimental Class
Score Fi xi (xi)2 Fi.xi Fi(xi)2
50-53 5 31,5 992,25 157,5 4961,25
54-57 4 55,5 3080,25 222 12321
58-61 2 59,5 3540,25 119 7080,5
62-65 6 63,5 4032,25 381 24193,5
66-69 - 67,5 4556,25 0 0
70-73 9 71,5 5112,25 643,3 46010,3
74-77 4 75,5 5700,25 302 22801
30 1825 117368
Based on the table the writer found mean score (xi), deviation (S2) and standard deviation (S) as follow:
S12 =
=
=
=
= 218.8506
After getting mean score and variants, then, the writer found out the score of standard deviation as follow:
Standard deviation =
= 14.79
The Analysis of The Score of The Control Class
After tabulating data in experimental class, the writer tabulated the data in control class as follows:
Ranged (R) = the highest score – the lowest score
= 75 – 50
= 25
Based on the result, the range score for the students is 25. It is the result of 75-50.
Then, the writer analyzed many classes (K) by using the following formula:
Many class (K) = 1+ (3.3) Log N
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 72 = 1+ (3.3) Log 30
= 1+ (3.3) (1,477) = 5.8741
= 6
The result shows that K is 6. To complete the process of tabulating the table of frequency, then she found out interval class as follow:
Interval Class (P) =
=
= 4
Based on the data above, the writer made table of frequency as follows:
Table 4: Table of Frequency in Control Class
Score Fi xi (xi)2 Fi.xi Fi(xi)2
50-53 12 31,5 992,25 378 11907
54-57 - 55,5 3080,25 0 0
58-61 4 59,5 3540,25 238 14161
62-65 4 63,5 4032,25 16129
66-69 - 67,5 4556,25 0 0
70-73 7 71,5 5112,25 500,5 35785,8
74-77 3 75,5 5700,25 226,5 17100,8
30 1343 95083,5
Based on the table, the writer found mean score (xi), deviation (S2) and standar deviation (S) as follows:
Mean Score xi =
= = 44.76
Based on the result, the mean score of students’ ability in listening skill is 44.76. Then, the writer calculated the score of variants as follows:
S12 =
=
= =
= 1205.582
After getting mean score and variants, then, the writer found out the score of standard deviation as follows:
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 73 Standard deviation =
= 34.72
The next step, the writer determined the variants in both of the classes; experimental and control class as follows:
Variants S2 =
=
=
=
S
== 26.68
The result of standard deviation in both groups in experimental and control class was 26.68. After finding the score of standard deviation, the writer found out the t-score by using the following formula:
t-score =
=
=
=
= 2. 33
From calculating data by using t-score formula, it is found that t-count is 2.33.
After getting the data, then the writer analyzed the students’ score of post-test to find the t-score in order to prove the hypothesis.
The Analysis if the Post-Test Score of Experimental and Control Class
After tabulating the data of pre-test from experimental and control class, then, the writer did some steps to analyze the data in order to know the ability both of classes experimental and control class in post-test, firstly the writer calculated the data of experimental class by using some statistical procedure, and afterwards, the calculation of control class which also use the statistical procedure.
The Analysis of the Score of Experimental Class
After tabulating the data, the writer did some steps to analyze the data in order to prove hypothesis:
Range (R) = the highest score- the lowest score
= 100-65
= 45
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 74 Based on the result, the range score for the students is 45. It is the result of 100-65.
Then, the writer analyzed many class (K) by using the following formula:
Many class (K) = 1 + (3,3) Log N
= 1 + (3,3) Log 30
= 1 + (3,3) (1,477)
= 5.8741 = 6
The result shows the K is 6. To complete the process of tabulating the table of frequency, then she found interval class as follow:
Interval Class (P) =
=
= 7
Based on the data above, the writer made table of frequency as follows:
Table 5: Table of Frequency in Experimental Class
Interval Fi Xi (Xi)2 Fi.Xi Fi(xi)2
Score 6 68 4624 408 2774
65-71 5 75 5625 375 28125
72-78 8 82 6724 656 53792
79-85 6 89 7921 534 47526
86-92 2 96 9216 192 18432
93-99 3 103 10609 309 31827
100-106 30 2474 207446
Based on the table, the writer found mean score (xi), deviation (S2) and standard deviation (S) follows:
Mean Score xi =
= = 82.46
To found standard deviation, the writer used the formula as follow:
Varians S12 =
=
=
=
= 118
After getting mean score and variants, then, the writer found out the score of standard deviation as follows:
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 75 Standard Deviation =
= 10.68
The Analysis of the Score of Control Class
After tabulating data in experimental class, the writer tabulated the data in control class as follows:
Range (R) = the highest score – the lowest score
= 80 – 65
= 25
Based on the result, the range score for the students is 25. It is the result of 80 – 65. Then, the writer analyzed many class (K) by using the following formula:
Many Class = 1 + (3,3) Log N
= 1 + (3,3) Log 30
= 1 + (3,3) (1,477)
= 5.8741
= 6 Interval Class (P) =
=
= 4.16 rounded to 4
Based on the data above, the writer made table of frequency as follows:
Table 6: Table of Frequency in Control Class
Interval Fi Xi (Xi)2 Fi.Xi Fi(xi)2
65-68 16 66,5 4422,25 1064 70756
69-71 7 70 4900 490 34300
72-75 5 73,5 5402,25 367,5 27011,3
76-79 - 77,5 6006,25 0 0
80-83 2 81,5 6642,25 163 13284,5
30 2084 145352
Based on the table, the writer found means score (xi), deviation (S2) and standard deviation (S) as follows:
Mean Score xi =
= = 69.48
Based on the result, the mean score of students’ ability in listening skill is 69.48. Then, the writer calculated the score of variants as follows:
Varians S12 =
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 76
=
=
=
= 17.71
After getting score and variants, then, the writer found out the score of standard deviation as follows:
Standard Deviation = = 4.2
Before analyzing the t-score, the writer combined the score of standard deviation both of experimental class and control class as follows:
Variants S2 =
=
=
=
S
2= 65.85
S = 8.11
The result of standard deviation id 8.11. Finally, the writer had to find out the t- score in order to prove the hypothesis. The formula of t-score with use by using the follow formula:
t-score =
=
=
=
= 6.49
From the calculation data by using t-score formula. It is found that t-count is 6.49. to take the result of hypothesis, it had to be referred that the t-table at level significance 0.05%. According to Sudjono (200:316) the testing criterion used for hypothesis result is : if <tt that means the null hypothesis is rejected. The writer used 0.05 in the level of significant in a certain degree of freedom. In this case the degree of
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 77 freedom is 58. It is obtained from n1 + n2-2 (Usman and Akbar, 2006: 137) which is 30 + 30-2 = 58. From the result of the study, the t-test value is higher than critical value of t-table (t=6.49 > t1 = 1. 672). It means that Ha is accepted and Ho is rejected. Therefore, the hypothesis (Ha) which is stated “It is effective to apply picture in increasing the students’ listening skill than without apply picture.” Was accepted and Null Hypothesis (Ho) is rejected.
Discussion The Pre-Test
In the pre-test score of experimental and control class, it showed that the result of pre-test in the control class was slightly different from experimental class. It means that the students’ ability of both classes is relatively the same. From 30 students of both classes, 9 experimental class students and 12 control class students scored below 60. In conclusion, both groups obtain lower scores in the pre-test.
The Post-Test
In the pre-test both groups’ result are improved, it can be seen at the second table that none of students get score below 60 in the experimental and control group, and the highest score of experimental class is 100 while the highest score in control class is 80. Therefore, there was the different result between these groups. It means that the teaching by using picture had improved students listening ability.
After all the data were collected, it found that t- count is 6.49. From the result of study, the t-test value is higher than the critical value of t-table. It means that hypothesis alternative Ha) is accepted and hypothesis null (Ho) is rejected. Statistical between these two classes, experimental class is better that than control class in listening skill. Thus, the getting new listening trough picture can encourage students’
listening skill and to increase listening. So, it is better for teacher to use this game as alternative teaching listening to the students who like having fun in activities since this game brings fun and increase their vocabulary skill.
CONCLUSION AND SUGGESTION
Conclusion
In this study the writer concluded that by using picture it is an affective way to improve students to participate actively in the classroom to increase their listening skill. It is proper to mention because there is a significant different achievement when the study is conducted. By applying this picture in the experimental class, the situation on the class is fun and they more enthusiastic when they joined the class. Also, the writer finds that listening score of experimental class students was higher than the students in control class. It means that when the students enjoyed the lesson, they focused more on what the teacher gives them, and consequently they comprehended better than the students in control class.
Furthermore, the use of picture in teaching listening process has some benefits especially in improving the students listening skill. Most of the students are interested in learning listening by using picture since this gives a good impact for the students. It is hoped that this picture will be regularly given by English teacher.
JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 78 Suggestions
To increase the quality of teaching learning process of listening, the writer would like to offer some suggestions which are useful for the teacher and students.
The suggestions are as follows:
1. In teaching listening, an English teacher should be a creative teacher, the English teacher should be use the alternatives methods in teaching listening.
2. The English teacher should encourage the students to practice and to learn English especially in listening skill.
3. The head master of MTs Muhammadiyah Banda Aceh should add more facilities related to teaching learning process in order to increase he students motivation.
4. The students should not be shy to participate and interactive in the classroom.
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