THE EFFECT OF USING INTERACTIVE MULTIMEDIA TO UPGRADE STUDENTS’ LISTENING COMPREHENSION OF 1ST SEMESTER
STUDENTS OF ENGLISH DEPARTMENT AT UNISMA
SKRIPSI
BY
HARWIDA HASIM 21501073034
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF ISLAM MALANG
2020
The Effect of Using Interactive Multimedia to Upgrade Students Listening Comprehension of 1st Semester Students of English Department at UNISMA
SKRIPSI Presented to
Faculty of Teacher Training and Education University of Islam Malang
In partial fulfillment of the requirements for the degree of Sarjana in English Language Education
BY
HARWINDA HASIM 21501073034
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF ISLAM MALANG
2020
ii
This is to certify that the Skripsi of Harwinda Hasim has been approved by the advisors for further approval by the Board of Examiners
Malang, Advisor I,
Hamiddin, S.Pd., M.Pd NIP/NPP. 122005197932162
Malang, Advisor II,
Ika Hidayanti, S.Pd., M.Pd NIP/NPP. 153006198332232
iii
This is to certify that the skripsi of Harwinda Hasim has been approved by the Board of Examiners on
Malang, Main Examiner,
Muhammad Yunus, S.Pd., M.Pd NIP/NPP. 2090200002
Examiner I,
Hamiddin, S.Pd., M.Pd NIP/NPP. 122005197932162 Examiner II,
Ika Hidayanti, S.Pd., M.Pd NIP/NPP. 153006198332232
Acknowledged by
Faculty of Teacher Training and Education University of Islam Malang
Dean,
Dr. Hasan Busri, S.Pd., M.Pd NIP/NPP. 1930200044
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MOTTO AND DEDICATION
SUCCSESS IS NOT THE DESTINATION, SUCCSESS IS A JOURNEY
-Mahesh Babu-
This Skripsi is dedicated to:
My beloved father La Hasim, my lovely mother and also my best friend Hamida Lewenussa. My brother Hardi Hasim and his wife Tiara Lavenia, and my little brother Heru Dandi Hasim for countless support. All my Lecturers and my friends Atika, Indah, Fifi, Faiz, Risda, Iswahyuni, Asmi and all my friends in B class 2015 who always support me.
v
DECLARATION OF AUTHORSHIP
Bismillahirrohmanirrohim Herewith, I:
Name : Harwinda Hasim
NPM : 21501073034
Department : English Education
Address : Jl. Mawar, RT. 14, Kelurahan Namaelo, Kota Masohi, Maluku
Declare that:
1. This skripsi has never been submitted to any other tertiary education institution for any other academic degree.
2. This skripsi is the sole of work of the author and has not been written in collaboration with any other person.
3. If at the later found that this skripsi is a product of plagiarism, I am willing to accept any legal consequences that may be imposed to me.
Malang,
Harwinda Hasim NPM.215.01.07.3.034
vi ABSTRACT
Harwinda Hasim. 2020. The Effect of Using Interactive Multimedia to Upgrade Students’ Listening Comprehension of First Semester Students of English Department at UNISMA. Skripsi, English Education
Department University of Islam Malang. Advisors: (1) Hamiddin, S.
Pd., M. Pd (II) Ika Hidayanti, S. Pd., M. Pd
Key Words: Interactive Multimedia, Listening Comprehension
Listening is the one course that is very essential to improve English and the ability to communicate with other learners. Because when the students are listening, they also can read the right way, speak fluently, and write correctly. But, when listening to a language, learners face a lot of problems, especially for those who are not familiar with listening. As far as the researcher knows, the first of the entire biggest problem is in English there are so many words that have several meanings.
Other than that, the second problem is the lack of attention to the recording that can also make students missing some material that should be understood. Interactive multimedia is the technology education that makes students easy to learn about listening. In this study, the researcher used audios, videos, and some texts which were teach by using interactive multimedia.
The research was aimed to improve students listening comprehension using interactive multimedia in first semester students of English department at UNISMA.
This research used Quasi-Experimental Design. The data were gathered from the tests (pre-test and post-test) with the participants. The participants of this research were two classes with the total students were 56 students from English Department at UNISMA and they were divided into experimental class and control class.
The results of this research showed that there are no significant differences between students who were taught by using interactive multimedia with the students who were taught by using a traditional method. It showed from the result of the pre- test and post-test in the experiment class and control class. The significant value on the test shows that there is no significant difference. Finally, the researcher expected that the result will help future researcher who want to conduct this similar study to use more attractive videos, audios, and texts in teaching listening using interactive multimedia.
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ACKNOWLEDGMENT
In the name of Allah SWT, the blessing and merciful, Praise and gratitude be to Allah for giving the strength and guidance for the writer, so that this skripsi can be finished accordingly. Peace and blessing be upon Prophet Muhammad SAW, his family, his relatives, and all his followers.
The writting of this skripsi entitled “The Effect of Using Interactive Multimedia to Upgrade Students’ Listening Comprehension of First Semester Students of English Department at UNISMA”. This skripsi was written to fulfill one requirement to obtain the Sarjana degree at Department of English Education of Faculty Teachers Training and Education of the University of Islam Malang.
I would like to thank Allah SWT for the blessings given to me so this skripsi has been finished without any problem. In writing this skripsi, the writer gets so many helps and support from many parties. Therefore, the writer is grateful to the following for their supports and contribution.
1. Dr. Hasan Busri, S.Pd., M.Pd. as the Dean of Faculty of Teacher Training and Education.
2. Eko Suhartoyo, S.Pd., M.Pd. as the head of English Department.
3. Hamidin, S.Pd., M.Pd. as the first advisor who always takes the time to guide me in completing this skripsi, gives a lot of precious suggestions, and also supports me to finish this skripsi.
4. Ika Hidayanti, S.Pd., M.Pd. as my second skripsi advisor who always gives a valuable advice, guidance and supports and helps me conduct this research.
Her kindness, sincerity and patience extremely helped to finish this research.
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5. My beloved parents La Hasim and Hamida Lewenussa who always pray for me, give me supports, advices, motivation, help, goodness, care, and all of the things that I need to finish my study.
6. All the lectures in the English Department for teaching precious knowledge, sharing the philosophy of life, and giving wonderful study experience.
7. My lovely friends Faiz, Fifi, Indah, Atika, Eva, Putri, and Willy thank you so much for your motivation until the end of the present day.
8. English department students of academic year 2015/2016 for their contributions as participants in this study.
Finally, it is obvious that this skripsi is not perfect yet either in content or grammar, etc. Hence, warmly I accept and appreciate many corrections, comments, suggestions, and also critics. I hope this skripsi can be useful as a reference for the further researcher.
Malang, The Researcher,
Harwinda Hasim NPM.215.01.07.3.034
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TABLE OF CONTENTS
COVER ...
APPROVAL SHEET ... ii
MOTTO AND DEDICATION ... iv
DECLARATION OF AUTHORSHIP ... v
ABSTRACT ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Research Problem... 3
1.3 Objective of study ... 3
1.4 Significance of the study ... 3
1.5 Research hypothesis ... 4
1.6 Scope and limitation of the study ... 4
1.7 Definition of key term ... 5
CHAPTER II REVIEW OF LITERATURE... 6
2.1 Listening Skill ... 6
2.2 Interactive Multimedia ... 7
2.2.1 Definition of Interactive Multimedia ... 7
2.2.2 The Types of Interactive Multimedia ... 8
x
2.2.3 The Characteristics of Interactive Multimedia ... 9
2.3 Teaching Listening Using Interactive Multimedia ... 10
2.4 Previous Studies ... 11
CHAPTER III RESEARCH METHOD ... 14
3.1 Research Design ... 14
3.2 Setting and Subject of the Research ... 15
3.3 Procedure of Collecting Data ... 15
3.3.1 Pre-Test ... 16
3.3.2 Treatment ... 16
3.3.2.1 Procedure of Teaching Listening Using Interactive Multimedia ... 16
3.3.2.2 Procedure of Teaching Listening Using Non-Interactive Multimedia ... 17
3.3.3 Post-Test ... 18
3.4 Technique of Data Analysis ... 18
CHAPTER IV FINDINGS AND DISCUSSIONS ... 20
4.1 Research Finding ... 20
4.1.1 Normality Test ... 20
4.1.2 Mann-Whitney Test ... 21
4.2 Hypothesis Testing ... 22
4.3 Discussion ... 22
CHAPTER V CONCLUSION AND SUGGESTION ... 25
5.1 Conclusions ... 25
5.2 Suggestions ... 26
xi
5.2.1 Suggestions for the Future Teachers ... 26
5.2.2 Suggestion for the Future Researcher ... 26
REFERENCES ... 27
APPENDICES ... 29
xii
LIST OF TABLES
Table 3.1 Research Design ... 15
Table 4.1 The Result of Experiment Class... 21
Table 4.2 The Result of Control Class ... 21
Table 4.1.2.1 Mann-Whitney signed rank test ... 21
Table 4.1.2.2 Test Statistic ... 22
LIST OF APPENDICES Appendix 1 Experiment Class ... 29
Appendix 2 Control Class ... 39
UNIVERSITAS ISLAM MALANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. MT. Haryono 193 Malang, Telp. 0341 - 571 950
Nama : Harwinda Hasim
NPM : 21501073034
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effect of Using Interactive Multimedia to Upgrade
Students’ Listening Comprehension of 1st Semester Students of English Department at Unisma
ABSTRAK
Key Words: Interactive Multimedia, Listening Comprehension
Listening is the one course that is very essential to improve English and the ability to communicate with other learners. Because when the students are listening, they also can read the right way, speak fluently, and write correctly. But, when listening to a language, learners face a lot of problems, especially for those who are not familiar with listening. As far as the researcher knows, the first of the entire biggest problem is in English there are so many words that have several meanings. Other than that, the second problem is the lack of attention to the recording that can also make students missing some material that should be understood.
Interactive multimedia is the technology education that makes students easy to learn about listening. In this study, the researcher used audios, videos, and some texts which were teach by using interactive multimedia.
The research was aimed to improve students listening comprehension using interactive multimedia in first semester students of English department at UNISMA. This research used Quasi-Experimental Design. The data were gathered from the tests (pre-test and post-test) with the participants. The participants of this research were two classes with the total students were 56 students from English Department at UNISMA and they were divided into experimental class and control class.
The results of this research showed that there are no significant differences between students who were taught by using interactive multimedia with the students who were taught by using a traditional method. It showed from the result of the pre-test and post-test in the experiment class and control class. The significant value on the test shows that there is no
1 CHAPTER I INTRODUCTION
This chapter presents several topics related to the background of the study, the research problem, the objective of the study, the significance of the study, scope and limitation, research hypothesis, and definition of key term.
1.1 Background of the Study
Listening is the one course that is very essential to improve English and the ability to communicate with other learners. According to Kurita (2012), compared to the other skills, listening is the most important skill in language learning, like the heart of English language body. It means that language learning cannot go on without listening. Because when the students are listening, they also can read the right way, speak fluently, and write correctly. According to Jayanthi (2012), the basic skill in English directed to the foreign students is listening. On the other hand, Kurita (2012) and Jayanti (2012), state that one of the crucial things in learning English language is listening. In the end, if the students want to succeed in class, they have to master listening very well.
Most students have some difficulties in the listening course. According to Gilakjani and Sabouri (2016), when listening to a language, learners face a lot of problems, especially for those who are not familiar with listening. As far as the researcher knows, the first of the entire biggest problem is in English there are so many words that have several meanings. Gilakjani and Sabouri (2016) state that if the
2 students do not use words appropriately and in accordance with the intended context, students will be confused because there are many words that have more than one meaning. Other than that, the second problem is the lack of attention to the recording that can also make students missing some material that should be understood. This opinion is supported by Bingol, Celik, Yildiz, and Mart (2014), who argue that concentration in listening comprehension is very necessary because if students are distracted by things other than recording, students will miss the whole recording.
Nowadays, Osman & Lee (2013) investigated the Impact of Interactive Multimedia Module with Pedagogical Agents on Students’ Understanding and Motivation in the Learning of Electrochemistry. The subjects were 127 from Four students from two secondary schools in one of the districts in Malaysia, and were divided into experimental and control groups. The result of this study showed that there was a significant difference between the control and the experimental groups in the understanding of concepts in the learning of Electrochemistry. The study was a success in increasing students’ scores but not the students’ motivation in learning.
To solve the problems in the listening course, one of the solutions is using interactive multimedia which contains easy content with words that were not too difficult for students who first encounter a listening course in the first semester of the university level. Interactive multimedia not only contains audio but also many types that very interesting. By having this thought, the researcher decides to organize research intensively with the title “The Effect of Using Interactive Multimedia to
3 Upgrade Students’ Listening Comprehension of 1st Semester Students of English Department at UNISMA”.
1.2 Research Problem
Based on the background of the study above, the researcher wants to find out the effectiveness of using interactive multimedia to upgrade students listening comprehension. The problem of this study is formulated as: “Is there any significant effect between students who are taught using interactive multimedia and those with the conventional method on 1st semester students of English department at
UNISMA?”
1.3 Objective of the Study
As stated in the background of the study above, the purpose of the study is to investigate whether there is significant effect between students who are taught using interactive multimedia and those with the conventional method.
1.4 Significance of the Study
The researcher hopes that the current study will be useful theoretically and practically. Theoretically, the use of interactive multimedia in this research can be able to show evidence that interactive multimedia has advantages to measure listening comprehension. This statement was proved by Khoo (1994) (as cited in Setiawan, 2014), there are some advantages of using interactive multimedia like students are allowed to control the content of the program and can get the feedback, this way can
4 reduce their time in learning. Using interactive multimedia in learning process also can give students a high motivation to learn. And the last advantages of using
interactive multimedia in the learning process is students can get their coziness when they are learn because the students are free to ask questions repeatedly and without embarrassment.
Practically, the finding of this study can help teachers to understand the use of interactive multimedia to increase students’ listening comprehension in two types that are audio-texts and videos. In this research, the students have the motivation to
improve their ability in listening skill easily because of the use of interactive multimedia.
1.5 Research Hypothesis
The hypothesis of this research is the students who have taught by interactive multimedia have an effect in listening comprehension than those who taught by traditional method.
1.6 Scope and Limitation of the Study
This study focused on the effect of using interactive multimedia on the students’ listening comprehension. It was conducted in UNISMA especially in the first semester students of English department. There were 2 classes that involved, and 56 students were divided into experimental class and control class. The instrument of this research was interactive multimedia in the form of videos and audios taken from the internet and the listening module.
5 Considering the limitation, the researcher realized that this research has
weaknesses which is the audio from the movie was not good enough and there was too much noise in the movie. Because the students were the first semester students at the university level, so that the good audio and video for the students are the ones who have good quality and sounds.
1.7 Definition of Key Terms
To avoid misunderstanding in this study, the researcher would like to give these key terms:
1. Upgrading scores
In this research, upgrading scores was about increasing students’ scores in listening comprehension. How students were learning and understand the material to increase their listening comprehension through interactive multimedia.
2. Interactive Multimedia
Interactive multimedia is the media that are useful to upgrade the capability of learners to understand the listening texts. In this study, the interactive multimedia was in the form of videos, audio, and movies.
3. Listening Comprehension
In this research, listening comprehension was the process to understand well about all of the recordings.
25 CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, the researcher describes about the conclusions of this study and the suggestion.
5.1 Conclusions
The focus of this study was to know the effect of using interactive multimedia to upgrade students’ listening comprehension, so it can be concluded that there is no significant effect between the result of listening tests in experimental class and control class. The research design of this study was quantitative Mann-Whitney U test which is the non-parametric of independent t-test. The study was conducted at first semester students of English Department at UNISMA. The participants of this study were 56 students of first semester students of English department. There were 52 questions; 32 questions are multiple choice and 20 questions are fill in the blank tests that used in this study. The interactive multimedia was used in experimental class and the traditional method was used in control class. The instruments of this research were pre-test and post-test.
In the first and the last meetings, there were tests for the students. The pre-test was held in the first meeting and the post-test at the last meeting. And the results of the tests were analyzed using SPSS 17. There were 2 factors that makes the
hypothesis was rejected. The first factor was from the students. The students in experimental class were not really full attention when the treatment was held. And
26 also when the test was held, some students were getting misunderstanding about the instruction. The second factor was the materials in third meeting were a little bit onerous. That make the students were difficult to understand the meaning and some important points in the movies. In the end, the enthusiasms of students in learning were downward.
5.2 Suggestions
The gaps and the limitation that uncover in this examination can be
investigated further by the future researchers so as to improve an investigation than previously. In this way, a few suggestions are given in this examination to the future researchers who plan to make an investigation with a similar concentration as this examination.
5.2.1 Suggestion for the Future Teachers
Audio, text, and movies were the only material used in this research. The English teachers have to adding more materials and media in the next study could be the better way. The material could be the previous materials that students have studied before, so the result could be more valid.
5.2.2 Suggestion for the Future Researcher
The reliability of the test was not good since the researcher had no time to find more materials to be taught to the students. Reliability should be adequate for future researchers who need to direct comparative examination by building at any rate multiple materials.
