View
216
Download
0
Category
Preview:
Citation preview
7/31/2019 Heri Supianto TE. 090343
1/29
1
THESIS PROPOSAL
NAME : HERI SUPIANTO
NIM : TE. 090343
FACULTY : TARBIYAH
MAJOR : ENGLISH DEPARTMENT
TITLE : THE INFLUENCE OF USING PODCASTS TOWARD
STUDENTS LEARNING OUTCOMES IN SPEAKING AT
MAN MODEL OF JAMBI CITY
A. Background of the StudyAs a foreign language, English has many essential roles toward human
lives. Conveying information, for instance, is one of the roles that people can find
in their daily lives. Start from reading English newspaper, watching CNN or
Hollywood movies, or just listening to music become their routine as they get
along with the others. People seem that they cant avoid themselves from their
needs of either conveying or receiving information.
Being able to speak English (Speaking skill), which is one of the main
English skills that people should have in order to be able to connect each other,
becomes the prior of their needs. It becomes prior due to English is as a Lingua
Franca where almost the whole world uses this unique language. For a speaking
English country, of course, it wont be a serious problem because the people
always use it every day. However, a non-speaking English country, Indonesia, for
instance, the people fairly will have a problem for gaining such skill.
According to Stevick (in Fauziati, 2002: 126) speaking refers to the
gap between linguistic expertise and teaching methodology. Linguistic expertise
concerns with language structure and language content. Teaching speaking is not
like listening, reading, and writing. It needs habit formation because it is a real
7/31/2019 Heri Supianto TE. 090343
2/29
2
communication. Speaking requires practice as often as possible. It is not writing
or reading but it must be practiced directly in full expression.
Students who are the highest number of people who learn English are
supposed to be able to speak as early as possible. This aims how important verbal
communication is. Once students can express what in their mind is orally or are
able to convey information to the other students or people, they will be more
confident and motivated to widen their knowledge. And from that reason, students
will get some benefits from their skill. The more they can speak fluently, the
better future they will get.
However, there are some inhibitions and obstacles in learning English
process, especially in speaking. Grammar errors, miss-pronunciation, idiomatical
expressions, and the influence of mother tongue are the most common problems
that occur in learning process. Then students are often afraid of making mistakes
when they want to respond or answer the question from their teacher. Moreover,
the media that can support learning process, for example, projector, audio CDs,
laboratory and so on, is sometimes not available in some schools. It is no wonder
that lots of students can not speak English well yet.
Teachers, who have the authority in leading their students in learning
process, definitely play an important role. The presence of the teacher is
absolutely needed in order to reinforce the students. Teachers probably are the
ones who know the students characteristics a lot. Therefore, they are demanded
to apply the suitable methods for their students while doing the teaching process.From the method that is used, after firstly finding out the students characteristics,
hopefully will work as what they have intended or programmed.
Teachers role is not, of course, the only variable that can influence
students Learning outcomes in speaking. There are a couple of other variables,
such as learning media, students motivation, classroom condition, can influence it
too. The use of learning media, for instance, fairly has good impact on the result
of students speaking learning as it offers effectiveness and efficiency. Media, in
7/31/2019 Heri Supianto TE. 090343
3/29
3
addition, can make the learning atmosphere tend to be more vivid rather than the
one which the media doesnt exist on it. Media can also make the students
enthusiastic and eager to speak.
New technologies have continued to both create excitement and cause
concern for educators, as they explore effective ways to use and integrate them
into curricula. The use of Internet-based education technologies (e-learning), such
as webcasting (i.e., streaming audio or video broadcasts over the Web), has
become pervasive in our learning institutions and now educators are exploring the
use of mobile technologies to improve communication and learning access for
many student populations. Mobile learning (m-learning), therefore, uses wireless
technologies (including all forms of mp3 players, mobile phones, and PDA
devices) to make educational activities more portable and, assumedly, more
accessible in terms of time and place.
One of the technological media that can be used is Podcast. Using
podcasts, which has been hot since 2005, in learning process can be an alternativeto improve students speaking skill. A podcast is simply an audio program that is
usually distributed on the internet and can be downloaded from a website or a
school server and listened to on a computer or a portable MP3 player. It can also
be a recording created by a teacher to enhance the learning and teaching process
within and beyond the classroom or a podcast or radio program created by pupils.
Increasingly the term is also being applied to video as well as audio recordings.
Podcasts can help the students improving their speaking skill as the
content of podcasts cover a wide range of subject matter, such as conversation
with scripts, jokes, news, vocabulary or idioms, stories and so on. With such
contents, podcasts can trap the students interest into learning. In short, podcasts
can make the students enjoy the learning process without getting bored on the
subject.
7/31/2019 Heri Supianto TE. 090343
4/29
4
Podcasts, once placed on the Web, can be accessed by anyone around
the world. With the ease of accessing podcasts, teachers are effortless to find them
and then use them in the classroom. In additional, using podcasts are helpful
increasing the knowledge of the students because of their various contents.
Based on the phenomenon that is revealed above, the writer is
interested to conduct an action research which is entitled: The Influence of
Using Podcasts toward Students Learning Outcomes in Speaking at MAN
Model of Jambi city
B. Problem StatementBased on the background, the writer formulates the problem as follows:
1. How high the score of students Learning outcomes in speaking by usingpodcasts at MAN Model of Jambi city is?
2. How high the score of students Learning outcomes in speaking withoutusing podcasts at MAN Model of Jambi city is?
3. How high the significant score of the influence of using podcasts towardstudents Learning outcomes in speaking at MAN Model of Jambi city is?
C. Limitation of StudyIn order to make the research focuses on the study and to avoid
misinterpretation among the readers, the study is limited as follows:
1. The subject of the research is the students in the 2nd grade of ScienceProgram at MAN Model of Jambi city
2. The Learning outcomes of the students is the Learning outcomes incognitive range which is gained from the result of the test at MAN Model
of Jambi city
7/31/2019 Heri Supianto TE. 090343
5/29
5
3. The influence of treatment can be proved after the analyzation of thedistinction between the two treatments (experiment class) and (controller
class) is undertaken. Such distinction is analyzed through correlation (phi
coefficient correlation)
D. Purpose of StudyBased on the problem statement, the purposes of the research are stated
as the following:
1. To count how high the score of students Learning outcomes in speakingby using podcasts at MAN Model of Jambi city
2. To count how high the score of students Learning outcomes in speakingwithout using podcasts at MAN Model of Jambi city
3. To count How high the significant score of the influence of using podcaststoward students Learning outcomes in speaking at MAN Model of Jambi
city
E. Benefit of the StudyThe benefits of the study are stated as follows:
1. To prove any influence of using podcasts toward students Learningoutcomes in speaking at MAN Model of Jambi city
2. As a consideration for the teachers who use learning strategies to improvestudents Learning outcomes in speaking
3. As an orientation for the school instancy in enriching the manner applyingof students learning
4. As one of the requirements for the writer to obtain Bachelor Degree inEnglish Department.
7/31/2019 Heri Supianto TE. 090343
6/29
6
F. Theory Frame1. Podcast
a. Conceptual DefinitionA podcast is simply an on-demand media file that can be automatically
downloaded from the web to a computer or portable media player, such as an
iPod, for listening offline. The use of these portable devices are emerging as a
major technology to create and publish on-demand media such as an audio MP3
file has been with us from the advent of the internet, the recognition and uses for
podcasts within higher education are relatively new.1
The popularity of podcasts has exploded over the last two years probably
due to widespread availability of broadband and increasing access to the internet
at home, with more than 100000 podcasts listed on the iTunes Store as of August
2007 (Apple, 2007b). Mainstream media such as the BBC now publish many of
their radio shows as on-demand podcasts. The popularity of the iPod has certainly
contributed to this, with over 100 million iPods sold since 2001 (Apple, 2007a).
However, it is also the creation of podcasts that has become easier to achieve.
Software such as Apple's GarageBand and other audio editors such as Audacity
have made the process of recording and editing audio much easier, thereby
allowing enthusiasts with access to the internet (including students and lecturers)
to create and publish their own podcasts. With the advent of this new technology
in teaching and learning a clear strategy is needed to enable the appropriate use of
podcasts to maximise their potential.2
Podcasting as a popular medium has grown dramatically since it was
introduced by Adam Curry, an ex-MTV VJ and now commonly known as the
Podfather, who exploited the technology to enable audio broadcasts to be
downloadable onto mobile technologies such as the iPod (Campbell, 2005).
Though there have been mixed statistics concerning the growth of podcasting
(BBC, 2005), according to TDG research (2005) the number of people receiving
1Tim barry, School Of Sport. University of Cumbria.A strategy for Using Podcasts for teaching
and Learning in the Bioscience. page 12Ibid. Page 1
7/31/2019 Heri Supianto TE. 090343
7/29
7
podcasts is forecast to grow to 56 million by 2010. Though it should be noted that
there is still a high percentage of the population who are unsure about what
podcasting actually is (Neilsen/NetRatings, 2006).3
Campbell (cited in Brown 2006) notes five reasons why podcasting has
grown so rapidly:4
1) Internet activity is pervasive and a common activity throughout the World2) Broadband technologies have grown rapidly allowing large media files to be
downloaded
3) The multimedia personal computer has become commonplace4) The distinction between streaming and downloading material has begun to
blur
5) Finally theres been the rapid growth of iPod and MP3 adoption.Podcasts are audio (sometimes video) programs on the Web which are
usually updated at regular intervals. New episodes can be listened to on the
computer, or downloaded to an MP3 palyer or iPod for later listening. Although
audio programs have existed on the Web for a few years already, What makes
podcasting unique is its capacity for subscription: through an RSS (Really
Simple Syndication) feed, listeners can subscrive to their favorite podcasts.
Their computer will then receive alerts when new episodes have been posted.5
A podcast differs from other multimedia files in three ways: a podcast
may be pushed to users via a syndication feed (RSS), podcast episodes are
downloaded (not streamed), and podcast episodes may be transferred to and
consumed on a mobile device. A series of short podcast episodes may provide a
flexible means to support student learning, taking into account the average human
3Crispin Dale. Strategies for Using Podcasting to Support Student Learning. Journal of Hospitality,
Leisure, Sport & Tourism Education. Vol. 6, No. 1. Page 50.4Ibid. page 50
5Paul Man-Man SZE. Developing Students Listening and Speaking Skills through ELT Podcasts.
Department of Curriculum and Instruction, the Chinese University of Hong Kong. EducationJournal Vol. 34, No. 2, Winter 2006. page 116.
7/31/2019 Heri Supianto TE. 090343
8/29
8
attention span, lecturer and student time constraints, and potential bandwidth
limitations.6
A podcast refers to any automatically downloadable audio or audio/video
file (commonly in mp3 format). Whereas webcasting generally refers to streaming
or broadcasting real-time audio or video footage over the internet, podcasting goes
a step beyond by making audio or video footage available for downloading on a
computer or digital media device. Futhermore, the option of subscribing to
updated files that are automatically downloaded via a really simple syndication
(RSS) feed separates podcasting from previous pinnacles of convenient
dissemination of materials (e.g., posting files to a website or course management
system like Blackboard).7
Although the primary use of podcasts has been for personal
entertainment or information, there is a burgeoning interest in its potentail value
for more formal educational purposes. Universities across the globe are
implementing podcasting technology with increasing frequency, investing
significant resources and money to provide an array of file types to students for
educational uses. Examples of podcasting uses appear across a wide variety of
domains, including nursing and general healthcare, astronomy and general
science, geography and teacher education, computer science, and tourism.8
Podcasting can empower students by giving them opportunities to create
and publish for a real audience and facilitate recording and distributing news
broadcasts, developing brochures, creating or listening to teachers notes,
recording lectures distributed directly to students MP3 players, recording meeting
and conference notes, supporting student projects and interviews, and providing
oral history archiving and on-demand distribution.9
6Steve Clark, Mark Westcott and Lucy Taylor. Using Short Podcasts to reinforce Lecture.
Symposium Prsemntation. 2007. page 227
Stephen M. Walls, John V. Kucsera, Joshua D. Walker, Taylor W. Acee, Nate K. McVaugh, Daniel
H. Robinson. Computer & Education. the University of Texas at Austin, United States. Elsevier
Ltd.. 2009. page 3718Ibid, page 371
9
Lara Ducate and Lara Lomicka. Podcasting: An effective tool for Honing Language StudentsPronunciation?. Language Learning & Technology, October 2009, Vol. 13, Number 3. page 68
7/31/2019 Heri Supianto TE. 090343
9/29
9
Podcasts have been incorporated into the curriculum in variety ways to
meet a range of learning objectives. The most commonly reported use of podcasts
involves recording of face-to-face lectures. Other researchers have reported using
podcasts to record tutorials and deliver short recordings or episodes of core or
supplementary material. Podcasts have also been used to provide glossaries of key
terms and as a feedback mechanism for lectures to communicate with individuals
and groups on assessment tasks.10
There is a range of potential technical and pedagogical uses for
podcasting in higher education. Podcast episodes may be audio-only (either voice
only, or voice with music or other sounds), enhanced (audio with some static
visual elements, such as slides), or vodcasts (video on demand episodes). Podcast
developers may choose the appropriate format to use depending on their purpose
or the technology available. Pedagogically speaking, the uses are largely only
limited by the chosen technological method and the teachers imagination.11
Podcasts available on the Web fall broadly into two types: radio
podcasts and independent podcasts. Radio podcasts are existing radio
programs turned into podcasts, such as those produced by BBC (British
Broadcasting Corporation) and RTHK (Radio Television Hong Kong).
Independent podcasts are Web-based podcasts produced by individuals and
organizations.12
An early decision on what typeof podcast users wish to make is needed.
There have been a variety of podcasts used across the Higher Education sector and
10Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in Education: Student
Attitudes, Behaviour and Self-Efficacy. Educational Technology & Society, 14 (2), page 23611
Steve Clark, Mark Westcott and Lucy Taylor. Using Short Podcasts to reinforce Lecture.
Symposium Prsemntation. 2007. page 2212
Paul Man-Man SZE. Developing Students Listening and Speaking Skills through ELT Podcasts.
Department of Curriculum and Instruction, the Chinese University of Hong Kong. EducationJournal Vol. 34, No. 2, Winter 2006. page 117.
7/31/2019 Heri Supianto TE. 090343
10/29
10
Table 1 differentiates between those that are either tutor or student initiated
Different types of tutor and student initiated podcasts.13
Table 1Different types of tutor and student initiated podcasts
Tutor Initiated Podcasts Student Initiated Podcasts
Entire lectures
Visiting lecturer
Pre lecture material
Seminar discussion
Supplementary topics that you may not
have time to cover in the lecture
Supplementary topics explaining
difficult/complex areas of course
Authentic audio materials
Feedback to students on assignments
Summary of journal articles on a research
topic
Record interviews with specialists in a
specific field
Provide information for field trip activities
Provide administrative information
Interactive podcasts with tasks/questions
and links to URL sites
Provide pronunciation of technical language
or relevant sounds (e.g. Korotkoff sounds
Reflections on an activity
Summary of key idea/theory
Discussion between two or more students of
a pertinent issue/idea/theory
Assignment workpresentation, field
report or project
Interview a specialist in a specific field
Interview other students
Podcast to encourage peer evaluation
13
Tim barry, School Of Sport. University of Cumbria.A strategy for Using Podcasts for teachingand Learning in the Bioscience. page 2
7/31/2019 Heri Supianto TE. 090343
11/29
11
when measuring blood pressure)
Podcasting can offer an innovative way to support learning. Since Duke
University in the United States successfully piloted the use of iPods with all
their first year students during 2004 (Duke, 2005), a number of other institutions
have subsequently followed suit in adopting iPods and podcasting as an
educational medium (Blaisdell, 2006). Previous research into the use of
Podcasting within education has revealed some interesting findings. As podcasts
can be shared across academic communities this has been found to be effective in
developing social networking and collaborative learning (Alexander, 2005;
Ratctham and Zhang, 2006). Alexander (2005) notes how the use of podcasts can
reach those with different learning styles, and it is particularly good for students
who learn on the go (Lim, 2005)14
ELT podcasts cover a wide range of subject matter. A brief survey of
ELT podcasts reveals the following content types:15
Comprehensive (e.g., http://www.englishteacherjohn.com/podcast/)Theseare podcasts that cover a wide range of content types, such as traditional
listening comprehension activities, interviews, and vocabulary. A well-known
14Crispin Dale. Strategies for Using Podcasting to Support Student Learning. Journal of
Hospitality, Leisure, Sport & Tourism Education. Vol. 6, No. 1. Page 49.15
Paul Man-Man SZE. Developing Students Listening and Speaking Skills through ELT Podcasts.
Department of Curriculum and Instruction, the Chinese University of Hong Kong. EducationJournal Vol. 34, No. 2, Winter 2006. Page 118
7/31/2019 Heri Supianto TE. 090343
12/29
12
comprehensive podcast is the one quoted above, created by Teacher
John, who teaches ESL in Japan.
Whole lessons (e.g., http://www.breakingnewsenglish.com/) These arewhole lessons based on a podcast. The podcast quoted above, for example,
makes use of a news story in each episode. The text of the news story is
provided, and is accompanied by the audio file. There is then a lesson plan
with accompanying worksheet materials. In effect, these are ready-made
lessons based on podcasts which teachers can use in the classroom directly.
Vocabulary, idioms, etc. (e.g., http://englishteacherjohn.com/) This is apopular type of podcast, probably because it is easy to produce. In this kind
of podcast, the host chooses some vocabulary items and explains their usage.
The example presents a few idioms in each episode.
Conversations with script (e.g., http://www.e-poche.net/ conversations/) These podcasts contain conversations between native speakers. To help less
proficient learners, each episode is accompanied by the script, for learners to
refer to while listening to the conversation.
Jokes (e.g., http://www.manythings.org/jokes/) These are podcastscontaining jokes. Because they usually play on language, they encourage
careful listening by the learner.
Songs (e.g., http://englishpodsong.blogspot.com/)These podcasts containsongs for ESL learners. The songs are either traditional childrens songs, or
authentic popular songs for teenagers. They are also often accompanied by
the text of the lyrics.
Phonetics, pronunciation (e.g., http://phoneticpodcast.com/) Podcasts areobviously highly suited for teaching phonetics and pronunciation. These
podcasts are lessons which focus on specific phonemes and pronunciation
problems in English.
7/31/2019 Heri Supianto TE. 090343
13/29
13
Stories (e.g, http://www.englishthroughstories.com/) These are usuallystory read-alouds. They may or may not be followed by listening
comprehension questions.
Listening comprehension (e.g., http://mylcpodcasts.blogspot.com/) Thesepodcasts provide conventional listening comprehension practice.
b. Operational DefinitionBased on the definitions about podcast above, it can be concluded that
podcast is an audio format (usually in mp3 format) whose its contents can be
various subject matters, such as news; conversations; songs; jokes and so on,
which can be listened over and over through several devices, such as computer,
iPod, or Mp3 player. Using podcast in the classroom can make the atmosphere
more vivid. It can also make the students motivated to learn as they are curious
about what the topic is being talked.
Steps of how to use podcast in the classroom are briefly stated below:
1. Choose the subject matter that is going to talked or discussed. Then find itin the links that are provided above.
2. Print the full script of the subject matter to make the students know everydetail of the subject.
3. Provide several questions for students group (each group may have 3 tofive questions) related to the subject matter.
4. Have the students make their own group. Each group may consist of threeto four students.
5. Play the podcast two times without script and one time with script.6. Have the students to take the questions in random.7. Ask the students based on the questions that they have and set the time
(normal time is 2 minutes).
7/31/2019 Heri Supianto TE. 090343
14/29
14
The learning outcome which is gained can be some knowledge of the
students which is shown with the changes of the students behavior. That is they
can answer the questions of the test given and the actual achievement that they
obtain is better than the previous one which is stated in the range 0 to 100.
Table:
Based Competency Indicator Number of Questions Amount
State the subject matter
that is being discussed
Mention supportingdetails of the subject
matter
1,2,4,5 4
Quote some speakers
statements3,6,7,8,9 5
Retell the podcasts by
students own words
10 1
Total Amount 10
2. Learning Outcomesa. Conceptual Definition
Learning outcomes are the result of an act of learning and teaching
acts. In terms of teachers, teaching concludes with an evaluation of the
student learning outcomes, learning outcomes are the end pieces, and the
top of the learning process. Mastery of learning outcomes is not an
exercise but a change in behavior. Behavior change as a process called
learning.16
16Djamarah. Strategi Belajar Mengajar. Jakarta: Rineka Cipta. 2006. Page 105
7/31/2019 Heri Supianto TE. 090343
15/29
15
According Hamalik learning outcomes will look at every aspect of
change in knowledge, understanding, habits, skills, appreciation,
emotional, social relationships, physical, ethical, or moral character and
attitudes. If someone had just done studying it will show a change in one
or several aspects of these behaviors.17
Learning outcomes is one of the teaching-learning process of about
a material successfully acknowledged if the learning goal can be
achieved.18
Learning outcomes can be measured in terms of changes in
knowledge, attitudes and skills, changes better than before, for example,
from which can not be.19
Learning outcomes according to some expert opinion on the above
it can be synthetized by the authors that the results obtained by studying
the ability of students from a criminal act of teaching and learning are
reflected in behavioral changes that could affect the outlook and way of
approaching a problem in every issue.
b. Operational DefinitionLearning occurs when the stimulus situation along with the
contents of memory affects the way that the students actions changed
from the time they had to time their situation after experiencing extremes.
Some people think that learning is merely collecting or memorizing
facts presented in the form of information or subject matter. In addition,
there are some people who understand learning as just an ordinary practice
as shown in the practice of reading and writing.
Learning outcomes is the benchmark or benchmark that determines
the success rate of students in knowing and understanding a subject matter.
Learning outcomes can provide a subject matter. The results of a study can
17Oemar Hamalik. Proses Belajar Mengajar. Jakarta: Bumi Aksara. 2001. Page 36
18Ibid. Page 30
19
Martinis Yamin. Strategi Pembelajaran Berbasis Kompetensi. Jakarta: Gaung Persada Pers.2003. Page 87
7/31/2019 Heri Supianto TE. 090343
16/29
16
provide information to teachers, parents, and students about the level of
ability or success in teaching students.
Learning outcomes can be seen from the changes in knowledge,
changes that may be something new appears in the behavior of real and
can also be a refinement of something that never happened. Learning
outcomes which the authors mean in this research is the test results are
given.
G. HypothesisHypothesis is a temporary answer toward the problem statement where such
problem statement has been stated in interrogative sentence.20
The hypothesis of this research is stated as follow:
Ha: There is influence of using podcasts toward the students learning
outcomes in speaking at MAN Model of Jambi city
Ho: There is no influence of using podcasts toward the students
learning outcomes in speaking at MAN Model of Jambi city
Ro > rt (roberservasi > ttabel) Ha acceptable
H. Research Procedure1.The Research Approach and Range
a. The research approachThe approach that is going to be used in this research is Quantitative
Approach. This research is aimed to find the influence between the two
variables, relatively, independent and dependent variable. The one
which is as independent variable is Using Podcasts and the other is
Students Learning Outcomes in Speaking
b. The research range20
Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta. Page 64
7/31/2019 Heri Supianto TE. 090343
17/29
17
This research is conducted at MAN Model of Jambi city. This range is
a study about the influence of using podcasts toward Students
Learning outcomes in speaking.
2.Sources of Dataa. Primary data
Primary data is the research data obtained directly from genuine
sources (not through an intermediary).21
Primary data is data that is collected or obtained directly from
respondents during the fieldwork, data obtained in the form of information
or particulars concerning and directly related to the problems above.
b. Secondary DataSecondary data is the source of research data obtained by
investigators indirectly through its medium (obtained and recorded by
others).22
Such data are:
- History and geography MAN Model of Jambi City- The organizational structure- The situation of teachers, students, and administrative staff- Curriculum- Facilities and infrastructure
3. Population and Samplea. Population
The population is composed of the generalization that the object or
subject that has certain qualities and characteristics are determined by the
21
Muchammad Fauzi, Metode Penelitian Kuantitatif, Semarang: Walisongo Press. 2009. Page 16522Ibid, page 166
7/31/2019 Heri Supianto TE. 090343
18/29
18
researchers to learn and then drawn the conclusion.23
The population in this study were all students of class XI IPA numbered
62 people.
b. SamplesSample is a portion of that population. The population in this study
does not take a whole, the sample in this study is the class XI of science
program of MAN Model of Jambi city. To determine the sample is done
by tests of normality and homogeneity test.24
Samples may be taken if a state subject in the population
completely homogeneous. So that the samples taken are representative of
means to represent the actual population. The sampling technique in this
study using random cluster sampling technique. Where sampling in this
study did not directly but in a class all students group or cluster. The
author will take two classes in the class XI of science program randomized
experiment of class as a class and one class of control again as a class.
4. Research instrumenta. Observation
Observation is a complex process, a process which is composed of
a variety of biological and psychological processes. Two of the most
important are the processes of observation and memory.25
In this study the authors make observations directly to students,
school infrastructure and state of MAN Model od Jambi city.
b. Documentation
23Sugiyono, op Cit, page 297
24
Sugiyono, op Cit, page 29725 Sugiono. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabet. Page 64
7/31/2019 Heri Supianto TE. 090343
19/29
19
The documentation is intended to obtain data directly from the
research, including relevant books, regulations, reports on activities,
photographs, documentary films, and data relevant to the study.26
c. InterviewThe interview is a way of collecting data used to obtain
information directly from the source.27
Interviews in this study are used to complete the acquisition of data
is a history of the school, the state teachers, students and so state. This
interview was conducted by asking the informant directly related to the
problems that the authors raise.
d. TestThe test is a set of stimuli given to a person whose intention to get
a response that can be used as the basis for settler score points.28
The Tests used in this study is in the form of multiple-choice test of
20 questions. Before the tests were conducted to sample it first tested the
validity and reliability of the matter and considering the level of difficulty
and the different questions, the test used is written in the form of objective
tests.
to see whether the test is good or not, so the test must meet the
requirements as follows:
1. Validity TestValidity is a state that describes the level of the relevant instrument
capable of measuring what will be measured. For that matter in
assessing the validity of research using point biserial correlation
formula as follows:
26Ibid. page 77
27Ridwan. Belajar Mudah Penelitian Untuk Guru, Karyawan, dan Peneliti Pemula. Bandung:
Alpabeta. 1010. Page 7428 Amirul Hadi. Metodologi Penelitian Pendidikan. Bandung: Pusataka Setia. Page 139
7/31/2019 Heri Supianto TE. 090343
20/29
20
rpbi=
Description:
rpbi = point biserial correlation index numbers
Mp = mean (arithmetic mean value) scores achieved by the test
participants (testee) the correct answer, which is being sought
correlations with overall test.
Mt = total mean score, which was achieved by all participants of the
test (testee).
SDt = total standard deviation (standard deviation of total score)
p = proportion of test takers who answered the question very well
against the grain that is being sought kolerasinya the overall test.
q = proportion of test takers who answered one of the items being
sought about the correlation with the overall test.
2. Reliability testsThe formula that the writer uses is the Kuder Richardson formula
(KR-20) as follows:
r11 = (
) (
)Where:
R11 = the reliability of the instrument
n = Number of items question
1 = constant Numbers
ST2 = total variance.
7/31/2019 Heri Supianto TE. 090343
21/29
21
P = proportion of test items answered correct item in question
Q = proportion of jawabanny one testee
3. Level of difficultyAbout the good is a matter that is not too easy or too difficult.
Difficulty index is a number that indicates a difficult and easy
questions.
Difficulty index formula P =
Where:
P = index of difficulty
B = Banyaknyua students who answer questions correctly
JS = The number of tests
Classification:
Problem with P = 0.00 to 0.30 is a difficult problem
Problem with P = 0.30 to 0.70 is about average (not too hard)
Problem with P = 0.70 to 1.00 is a matter of simple
4. Distinguishing features.Distinguishing features is the ability of a matter to distinguish between
students who are good (high capacity) with the stupid students (low-
capacity).
By the formula:
D = -
= PA - PB
7/31/2019 Heri Supianto TE. 090343
22/29
22
Where:
D = The number of tests
JA = A lot of the group participants
Jn = Many of the group participants
BA = A lot of the group participants who answered the question
correctly
Bn = A lot of the groups of participants who answered the question
with one
PA = proportion of the group participants who answered correctly
PB = the proportion of participants who answered the wrong group
The different classifications:
D = 0.00 to 0.20 is ugly
D = 0.20 to 0.40 is sufficient
D = 0.40 to 0.70 is good
D = 0.70 to 1.00 is good
I. Data AnalysisData processing is the main activity carried out by a researcher. Away,
because the results do not exist without preceded by data processing. Data
analysis is intended to perform the testing of hypotheses and answer the problem
formulation has been proposed. But before further data analysis of the first test for
normality and homogeneity test.
1. Test for normalityPurpose test for normality is to look at the sample is normally distributed or not.
Testing the normality of the data is by using the formula Liliefirs, according
Sudjana (2001:95) with the following steps:
1. Score the results obtained and the study of data compiled from the smallestto the largest.
2. Calculate the average of each class of samples3. Calculate the standard deviation of each group of samples
7/31/2019 Heri Supianto TE. 090343
23/29
23
4. Looking for raw scores from raw scores using the formula:Zi =
5. By using the standard normal distribution lists, odds are calculated by theformula:
F(Zi) = P (Z < Zi)
6. By using the proportion of Z1, Z2, Z3, ........., Zn is less than or equal to Ziis expressed by:
S(Zi) = S(Zi) =
7. Compute the difference F (Zi) - S (Zi), then determined the absolute price.8. Take the largest of the absolute difference in price, the price is called L0's
largest
9. Comparing L0 (L count) at a price that is critical to the table L with 95%confidence level, the test criteria are:
a. If LO Ltabel then the data are not normally distributed.
2. Test of homogeneityHomogeneity test is performed to see whether the two groups of samples have
homogeneous variance or not. Test of homogeneity of the authors use the Bartlettest by using a table f.
Step calculation:
a. Enter the numbers statistic to test the homogeneity of the Bartlet test tableb. Calculate the variance using the formula:
S2 =
7/31/2019 Heri Supianto TE. 090343
24/29
24
c. Calculating log s2d. Calculating the value of B = (log s2
))
e. Calculating the value of = (log 10 [ ]f. Compare with the value of and degrees of freedom (db) = k-
1, with the testing criteria as follows:
if , is not homogeneousif , the homogeneous
3. Testing the hypothesisIn addition to learning the results of the test data obtained through the tests
that have previously been tested reliability, validity and data analysis was then
performed using the t testfor small samples of each other is irrelevant.
The data used were the t test with the following conditions:
1. The samples came from populations distributed2. Both classes have a homogeneous variance
The formula to find t or t0 to modern day small sample (N less than 30) are as
follows:
T0 =
Description of the formula:
T0 = The degree of difference in the two samples kelomok
M1 = Mean group 1 in the variable X
M2 = Mean group 2 on the variable Y
SEM1-M2 = Standard Error Mean difference in two samples
7/31/2019 Heri Supianto TE. 090343
25/29
25
Measures to be implemented:
1. Finding the Mean for Variables IM1 = M +
2. Looking Mean for variable IIM2 = M +
3. Finding the Standard Deviation Variables ISD1 = * +
4. Finding the Standard Deviation variable IISD2 = * +
5. Variable Mean Standard Error Finding I:SEM1 =
6. Finding Standard Error Variable Mean Difference Variables I and II by theformula:
SEM2 =
7. Finding Standard Error Variable Mean Difference Variables I and II by theformula:
SEM1-M2 =
8. Looking t0, with the formula:T0 =
7/31/2019 Heri Supianto TE. 090343
26/29
26
9. InterpretationIf t0 tTable rejected the null hypothesis means between the two variables there
are significant differences.
If t0 tTable accepted the hypothesis of zero between the two variables does not
mean there are significant differences.
After data analysis using the t test, further analysis of the influence of Phi
correlation for a large sample of one another are not interconnected, with the
steps:
a. First formulate its Ha and Ho.b. Determine the range (R)
R = HL + 1
c. Determine many classesd. Determine the length of class interval
i =
e. Create a frequency distribution tablef. Determine the average or mean rat (M)
M = M + i ( )g. Determine the median (Mdn)
Mdn = 1 + . i
h. Seek mode (Mo)Mo = 1 + * ++ . i
i. Make a correlation table Phi (Phi correlation coeffisien)j. Finding the value of Phi correlation with the formula:
7/31/2019 Heri Supianto TE. 090343
27/29
27
=
k. interpretIf the null hypothesis is rejected means that there are significant effects
implementation of the use of podcasts for student learning outcomes in
speaking at MAN Model of Jambi city
If the null hypothesis is accepted then it means there is no significant effect of
application of the use of podcasts terhadapa student learning outcomes.
7/31/2019 Heri Supianto TE. 090343
28/29
28
REFERENCES
Tim barry, School of Sport. University of Cumbria.A strategy for Using Podcasts
for teaching and Learning in the Bioscience.
Paul Man-Man SZE.Developing Students Listening and Speaking Skills through
ELT Podcasts. Department of Curriculum and Instruction, the Chinese
University of Hong Kong. Education Journal Vol. 34, No. 2, Winter 2006.
Steve Clark, Mark Westcott and Lucy Taylor. Using Short Podcasts to reinforce
Lecture. Symposium Prsemntation. 2007.
Stephen M. Walls, John V. Kucsera, Joshua D. Walker, Taylor W. Acee, Nate K.
McVaugh, Daniel H. Robinson. Computer & Education. the University of
Texas at Austin, United States. Elsevier Ltd.. 2009.
Lara Ducate and Lara Lomicka. Podcasting: An effective tool for Honing
Language Students Pronunciation?. Language Learning & Technology,
October 2009, Vol. 13, Number 3.
Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting inEducation: Student Attitudes, Behaviour and Self-Efficacy. Educational
Technology & Society, 14 (2).
Crispin Dale. Strategies for Using Podcasting to Support Student Learning.
Journal of Hospitality, Leisure, Sport & Tourism Education. Vol. 6, No. 1.
2006.
Djamarah. Strategi Belajar Mengajar. Jakarta: Rineka Cipta. 2006.
Hamalik, Oemar. Proses Belajar Mengajar. Jakarta: Bumi Aksara. 2001.
Yamin , Martinis. Strategi Pembelajaran Berbasis Kompetensi. Jakarta: Gaung
Persada Pers. 2003.
Fauzi Muchammad. 2009.Metode Penelitian Kuantitatif. Semarang: Walisongo
Press
Sudjana Nana. 2009. Penelitian Hasil Proses Belajar Mengajar. Bandung:
Remaja Rosdakarya
7/31/2019 Heri Supianto TE. 090343
29/29
29
Riduwan. 2010. Belajar Mudah Penelitian Untuk Guru-Karyawan Dan Peneliti
Pemula. Bandung: Alpabeta.
Hadi Amirul. 2010.Metodologi Penenlitian Pendidikan. Bandung: Pustaka Setia
Recommended