How can the listening comprehension of the eighth B grades in SMP Ma‘arif 1 Ponorogo be improved through YouTube media. In accordance with the research problem, the purpose of this study is to investigate how the use of YouTube improves listening comprehension. Improving students' ability to listen can be done through a combination of comprehensive and intensive listening materials and procedures.
Jack C. Richard gave an example of using bottom-up processing for auditory comprehension: ―A guy I was sitting next to on the bus this morning on the way to work told me he ran a Thai restaurant in a Chinese town.
The Listening Comprehension
Goldwich said that the true listener pays attention to the words being spoken and thus truly believes that he is getting the full meaning of the message. It means that students' schemas are required to get the correct interpretation of the text.
Computer Assisted Language Learning (CALL)
A teacher should help the students to get the inferred meaning of a spoken text. In this case, students use top-down process of listening. In short, CALL emphasizes the language teaching, improves the students' motivation and challenges the teacher and the students to be familiar with Information and Communication Technology ICT.
Media
Recently, teachers have expanded their repertoire of materials and procedures with the new learning technologies. You can also use them to encourage creative expression, such as telling or writing stories or composing poetry. Six types of images commonly encountered in the classroom setting: still images, drawings (including sketches and diagrams), charts, graphs, posters, and cartoons .32.
Definition of Video
The Benefits of Using Video
The Definition of YouTube Video
Because of its potential for emotional impact, video can be useful in shaping personal and social attitudes. Documentary and propaganda videos and films have often been found to have a measurable impact on audience attitudes, etc. We can conclude that YouTube video is a medium for transmitting messages or information that conveys visual, symbolic codes, linguistic images, literacy and emotional experiences.
The Benefits of Using YouTube Video
From the above review, it can be said that the use of YouTube in the classroom is extremely beneficial. The YouTube video material selected for courses in the university curriculum is not the same as the videos selected for courses in film, video and television production, documentary and experimental cinematography, digital media studies and similar courses in film and critical studies and production. Each instructor should set their own standards for videos, just as standards may.
According to Berk, there are three sets of criteria to consider: (a) learner characteristics, (b) the offensiveness of the video, and (c) the structure of the video. The second set of criteria refers to the potential offensiveness of the video according to the aforementioned categories, as well as content that is not relevant to the reason for broadcasting the video, such as: humiliating or mocking women, racial and ethnic groups, professions, politicians and celebrities; mentally or physically abusing anyone; drug use; and other offensive content. The instructor must make every effort to reject any material that is even borderline offensive or potentially offensive.
If it is a problem, the instructor should seek advice from colleagues who would be sensitive to such problems. Teaching listening using YouTube video in this research In this research, I list the following procedures in teaching listening using YouTube. Multimedia teaching with video clips: TV, film, YouTube and mtvU in the college classroom. ( International Journal of Technology in Teaching and Learning.
Previous Studies
The result showed that the use of Videocast can improve the listening skills of the students and also improve the engagement of the students during the teaching and learning process. In addition, the students were positive about the use of Videocast, both in the classroom and outside. This was proved by the student test result showing that the average score of the students was seventy-five, after which twenty-six of the students (eighty-six point sixty-seven percent) received scores equal to or greater than sixty-one.
These scores show that the use of multimedia is useful in providing listening material for the learners with voices of native speakers as input.39. It can be shown how the students achieved better results in the final test after implementing the video sessions. Therefore, we conclude from these results that through video strategies, the students had a positive influence on their listening skills.
In addition, we can say that planning video lessons with appropriate materials according to the needs and level of the students engages the students in a more active role, leading to a successful learning process. Based on the results of previous research, it can be concluded that the use of Internet functions Podcast and Videocast are effective and suitable for improving the listening comprehension of students. In general, the students enjoy gaining new information and new knowledge that are closer to them in terms of subjects and time.
Theotirical Framework
Hypothesis
Research Design
Classroom Action Research Object The objects of the research are
Subject of classroom action research
Research Variabel
Classroom Action Research Procedure 1. Definition of Action Research
Model of Action Research
In this study, the researcher applies action research design as it provides the opportunity for teacher practitioners to be involved in research. Van Kemmis & McTaggert Classroom action research activities involve repeated cycles, each consisting of planning, acting, observing and reflecting. The result of one cycle is used to determine the need for the next cycle, until the problems are solved by the strategy. 46.
1. Planning
- Acting
- Observing
- Reflecting
- Observation
- Questionnaire
- Test
- Research Schedule
It is hoped that the researcher knows the opinion of the students during the implementation process of this strategy. Observation is the process of collecting data that indicates the success of the strategy in solving the problem in the classroom.49. Reflecting is the process of analyzing data to determine the extent to which the collected data has demonstrated the strategy's success in solving the problem.
The reflection also shows which factors support the success of the strategy or which other problems may arise during the implementation process.50. If the result of the first cycle is unsuccessful, the researcher will continue the study in the second cycle. The result of the questionnaires is to strengthen the data on the interest involvement of the students obtained from the observation sheets.
Data analysis can be performed when the researcher completes the data collection process. The data obtained from the list of results on the observation sheet using the checklist will be analyzed. And the result of the data will be concluded in percentage form based on the given measurement.
RESEARCH FINDING
Cycle Explanation
- Cycle 1
- Cycle II
Based on the observation and information previously obtained from the English teacher of SMP Ma'arif 1 Ponorogo, the researcher prepared a treatment to improve students' listening comprehension. The researcher drew up the lesson plan for the first cycle and defined indicators as a guideline for teaching with the theme of asking for information. In addition, the researcher recorded the students' interest in teaching the learning process in the listening comprehension class.
The teacher asked the students about the problems during process teaching learning in listening comprehension with the theme ―asking for information‖. The researcher used observation sheet to observe the students. participation in the teaching learning process. Because the teacher had already learned material about asking for information, the teacher wanted to know how far they understood it. The students applied the given material in their own YouTube video and ask for information sheet.
The teacher asked the students about their condition. c) The teacher asked the students to pray together. d) The teacher checked the current list. The teacher gave all the students a manual on how to offer supper. c) The teacher explained the material of offering the dinner. The teacher asked the students about the difficulties during process teaching learning in listening comprehension with the theme of 'offering food'. B).
Based on the observation in the second cycle, the researcher came to the conclusion that the students were more active and active. Achievements of listening comprehension of students who used YouTube from I. and II. cycle, have significantly improved.
Cycle Analysis
- Cycle I
It was proven from 20 students; the 16 have already met the comprehension standard and 16 students were present in the classroom. From this result, we can conclude that the implementation of YouTube in the teaching of listening to eighth grade students in SMP Ma‘arif 1 Ponorogo was a success. Regarding the percentage above, it could be stated that the students had less qualifications for activity and interest.
Based on Table 4.3, it can be seen that only 8 students have completed the listening comprehension task using YouTube video sheets and the rest have not yet completed it. Percentage of pass and fail students in the first cycle Listening Comprehension Total percentage of students. The standard score of the main criterion of mastery for the subject English at SMP Ma‘arif I Ponorogo is 70.
From the data above, the result of the first cycle showed that students could pass the standard of at least less than 50%. Therefore, the implementation of YouTube video in teaching listening skills to eighth grade students, especially B grades of SMP Ma'arif I Ponorogo in the first cycle, should be reviewed in the next cycle. The percentage of passing and failing students in the first cycle of listening comprehension Total student percentage.
Discussion
As shown in the data above, it can be said that student activity increases in each cycle. This proves that the implementation of the used YouTube video can improve the activity of students in teaching. The table shows that students with very good activity grow well.
As can be seen from the above, it can be stated that students' interest increases in each cycle. It proves that the implementation of video YouTube can improve students' interest in learning, especially in listening comprehension. It can be seen in the table that the students with very good interest progress well.
In cycle I, the passed students are no more than half of all students in the class. And the result of cycle II had reached absolute achievement and the students passed all presented in.
Conclusion
Suggestion
