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improving students’ learning motivation and listening proficiency through power point(an action research at SMAN I Girimarto in
2006/2007 Academic Year)
A Thesis
Submitted to the Graduate School of English Department Sebelas Maret University as a fulfilment of the Requirements for Achieving a Magister Degree
of Graduate School of English Education
Written by : Sukatno NIM : S890306014
THE GRADUATE SCHOOL OF ENGLISH EDUCATION SEBELAS MARET UNIVERSITY
2008
ii
APPROVAL:
This Thesis has been approved by the consultants to be examined by the board of thesis examiners of English Education of Graduate School of Sebelas Maret University.
On:
By:
First Consultant
Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph D. NIP. 131 658 558
Second Consultant
Drs. H. Tarjana, M A NIP. 130 516 332
The Head of Graduate School of English Education
Dr. Ngadiso, M.Pd. NIP. 131 792 932
iii
LEGALIZATION
This Thesis has been examined by the board of Thesis Examiners and approved as a fulfilment of the requirements for obtaining Graduate Degree in English Education of Sebelas Maret University
…………………………….., 2008
By:
Board of Thesis Examiners:
Occupation Name Signature
1. Chairman : Dr. Ngadiso, M.Pd.
NIP. 131 792 932
……………………….
2. Secretary : Dr. H. Sujoko, MA
NIP. 130 817 794
……………………….
3. Examiners 1 : Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph D
NIP. 131 658 558
……………………….
4. Examiners 2 : Drs. H. Tarjana, MA
NIP. 130 516 332
……………………….
The Director of Graduate School
Prof. Drs. Suranto, M.Sc., Ph.D. NIP. 131 472 192
The Head of Graduate School of
English Education
Dr. Ngadiso, M.Pd. NIP. 131 792 932
iv
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “IMPROVING
STUDENTS’ LEARNING MOTIVATION AND LISTENING PROFICIENCY
THROUGH POWER POINT”. It is not a plagiarism or made by others. Anything
related to other’s work is written in quotation, the source of which is listed on the
bibliography.
If then this pronouncement proves wrong, I am ready to accept any academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, February 5, 2008 Sukatno
v
ABSTRACT SUKATNO. S. 890306014, 2007. Improving Students’ Learning Motivation and Listening Proficiency through Power Point (An Action Research in the Grade Twelve Students of SMAN I Girimarto the 2007/2008 Academic Year). A Thesis: English Education of Graduate School. Sebelas Maret University 2008. This research is aimed to find out whether the use of Power Point can improve students’ learning motivation and listening proficiency at senior high school. The problems highlighted in this research was the low learning motivation and listening proficiency of grade XII students of SMAN I Girimarto the 2006/2007 in the Academic Year. The writer conducted an action research from January 2007 to August 2007. The subject of the study was the grade XII students of social science study program ( XII-IPS2). He carried out three cycles in the research. Each cycle consists of a series of steps, namely identifying the problem, planning the action, implementing the action, observing the action, reflecting the result of observation, and revising the plan. In collecting the data, he used non-observational technique that consists of questionnaires and interviews. The observational technique consists of observation, field notes, diaries, audio-video recordings and taking pictures. Having collected the data, then he analyzed the data either qualitative data or quantitative data. Qualitative data were analyzed by using Constant Comparative Method, it was found out that the use of Power Point can improve the level of students’ learning motivation. The improvement of the learning motivation was also supported by the data that covers the students’ participations, attendance, enthusiasm in listening class were better than before conducting the research. Quantitative data was analyzed to know the difference of the mean pre-test and post-test. It was found out that there was also an improvement of students’ listening proficiency. The improvement was reflected from the mean progress of the students’ pre-test and post-test. The mean of pre-test was 42 conducted in pre-research and it became 55 in the post-test conducted at the end of Cycle III. Based on the result of the study, he concluded that students’ learning motivation and listening proficiency could be improved through Power Point. .
vi
MOTTO
Verily, along with every hardship is relief. So when you have finished (your
occupation), devote yourself for Allah’s worship. And to your Lord (Alone)turn
(all your) intension and hopes.
(Q.S. Al-Insyirah: 6-8)
vii
DEDICATION
With deep profound love, this work is devoted to:
The writer’s beloved parents, who pray all time for his success,
His beloved wife, Sri Sumarni Wiyono and his beloved three daughters,
Ikhlasul Amaliah, Khoirul Amaliah, and Khusnul Amaliah who always make
him motivated to do the best.
viii
ACKNOWLEDGEMENT
First of all, the writer prays to Allah SWT., God the Almighty that he can
finally finish the thesis as a partial fulfilment of the requirements for Graduate
Degree of Education in English.
In doing this work, the writer realizes that he is unable to finish it
without contributions, helps, suggestions, and comments from many people. He is
greatly indebted to them. Therefore, in this opportunity he would like to express my
gratitude to:
1. Prof. Drs. The Director of Graduate School of Sebelas Maret University for his
permission to write this thesis.
2. The Head of English Education of Graduate School of Sebelas Maret University
who has suggested and guided him to write this thesis well.
3. Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph D. and Drs. H. Tarjana, MA as the
first and the second consultants who thoroughly and patiently give him
encouragement, guidance, and valuable ideas for the completion of this thesis.
4. The Headmaster of SMA Negeri 1 Girimarto who has given him permission to
conduct the research at the school.
5. His beloved wife and three daughters, Ikhlasul Amaliah, Khoirul Amaliah, and
Khusnul Amaliah who always give him physical and emotional support during
his study.
6. His beloved parents, brothers, and sisters for their prayer to finish his study
successfully.
Finally, he would like to express his deep gratitude to those who have
helped him so that he can finish this thesis. He really thanks to each of them.
Nothing is perfect except Allah S.W.T., and neither is this thesis.
However, he does hope that this thesis will be able to give useful contributions to
improve the English teaching and learning process.
ix
TABLE OF CONTENT
PAGE OF TITTLE …………………………………………………….…... i
PAGE OF APPROVAL …………….....…………………………………... ii
PAGE OF LEGALIZATION ………………….......……………………….
PAGE OF PRONOUNCEMENT…………………………...........………...
iii
iv
ABSTRACT …………………………………...........................…………...
MOTTO …………………………………………………....……………….
DEDICATION......…………………………………………….……............
ACKNOWLEDGEMENT ………………………………….……………...
TABLE OF CONTENT …………………………………….……………...
LIST OF APPENDICES ……………………………………………..........
v
vi
vii
viii
x
xiii
CHAPTER I. INTRODUCTION................................................................... 1
A. Background of the Study …………………………........... 1
B. The Formulation of the Problems ………………………. 4
C. The Purposes of the Study ……………………..…........... 4
D. The Benefits of the Study ……………………………….. 5
CHAPTER II. REVIEW OF RELATED THEORIES .................................. 7
A. Learning Motivation …………………............………….. 7
1. Learning..................... ………………………………..... 7
2. Motivation …………………………………………….. 8
3. Motivation in Learning Foreign Language…………...... 9
4. Factors Affecting Students’ Learning Motivation........... 11
5. The Characteristics of Motivated Students……....…..... 12
B. Listening.................. …………………............………….. 13
1. The Definition of Listening............................................ 14
2. Learning to Listen…………………………………….... 15
Page
x
3. Types of Listening Activities.......................................... 17
4. Listening Problems….......…........................................... 18
5. Difficulties in Listening................................................... 19
6. Listening Proficiency.......…............................................ 21
7. Types of Classroom Listening Performance................. 22
C. Review on Power Point …………………............……….. 24
1. The Definition of Power Point........................................ 24
2. Teaching English Using Power Point in the Classroom.. 25
D. Rationale……………………………………………......... 27
E. Action Hypothesis………………………………………... 29
CHAPTER III. RESEARCH METHODOLOGY.......................................... 30
A. Setting and the Time of the research………………….... 30
B. Subject of the Research …………………………............ 31
C. The Method of the Research…………...........………….. 32
1. The Definition of Action Research.............................. 33
2. The Characteristics of Action Research…………....... 34
3. The Model of Action Research..................................... 35
4. The Procedures of Action Research............................. 36
D. Steps of Conducting Action Research................................ 38
1. Data Collection…………………................................. 38
2. Data Analysis………………………............................ 39
CHAPTER IV. THE RESULT OF THE STUDY......................................... 41
A. Process of the Research………………………………… 41
1. Pre-Research…………………………………….......... 43
2. Research Implementation……………………….......... 44
B. Research Findings……………………………….............. 69
CHAPTER V. CONCLUSSION, IMPLICATION, & SUGGESTION........ 77
A. Conclusion ………………………………………………. 78
xi
B. Implication ………………………………………… …… 140
C. Suggestion ……………………………………………….. 140
BIBLIOGRAPHY …………………………………………………………. 143
xii
LIST OF APPENDICES
No. List of Appendices …………………………………………......... Page
1. Lesson Plan 1.............................. ………………………………….. 84
2. Lesson Plan 2...............................………………………………….. 86
3. Lesson Plan 3..................................………………………….…….. 89
4. The Sample of Learning Materials in Power Point slides.....….…… 92
5. The Sample of the Pre-test and Post- test in Cycle I ........................ 93
6. The Sample of the Pre-test and Post-test Cycle II and Cycle III...... 94
7. The Pre-test and Post-test Materials before and after the Action….. 95
8. The Scores of the Test in Cycle I …………………..…..…....…… 98
9. The Scores of the Test in Cycle II ………………………...…...… 99
10. The Scores of the Test in Cycle III...................................……….. 100
11. The Scores of the Test before and after the Action........................... 101
12. The Results of Learning Motivation Scores ……………..……… 100
13. Students’ Attendance Lists in Learning ..…………..……….……… 103
14. Questionnaires..............................………………………….……...... 104
15. The Diary of the Action Research .....................................…… .... 1106
xiii
CHAPTER I
INTRODUCTION
A. Background of the Study
Learning English is getting more and more important. As a matter of fact,
English takes up a very important position in almost all fields of life, such as
economics, education, politics, technology, sports, tourism, and so on. In relation to
the importance of English, Indonesian Government has determined English as the
first foreign language to be learned and taught to Indonesian students. It has been
decided that English is included in the curriculum as a compulsory subject from
high school up to the university levels.
Listening, one of the four skills in learning language, is considered as a
basic language skill. Without learning listening first the learner might not be able to
speak. The Decision of Indonesian Education Minister (Kepmendiknas, No. 17 /
2003) states that listening is one of the most important English skills that must be
tested in the national final exam or UAN. Started from 2004, listening
comprehension has been included in test material of the national final exam or
UAN.
As a compulsory subject, the result of listening comprehension has not been
satisfactory yet. In fact, many students have graduated from their school with
xiv
minimum listening proficiency. In learning English, students encounter difficulties
which come from sounds, words, classifying words and sentences.
In addition, students are not interested in learning English, especially
listening subject. Their low interest in the learning process causes their attention to
the material taught becomes low. Their low interest can be caused by their low
learning motivation. According to Ur, students’ motivation loses more easily
because of monotonous, apparently pointless activity (1998: 288). Consequently, the
low motivation can cause unsatisfactory result in learning. Previous research shows
that learners who have low learning motivation tend to get unsatisfactory
achievement or low achievement. On the other hand, learners who have strong
learning motivation are more curious and learn better, and they tend to obtain higher
achievement than those who have low motivation. In this case, high learning
motivation is associated with high achievement.
The success of teaching English can be influenced by many factors.
Learning motivation is one of important factors in foreign language teaching and
learning. Creating high motivation in learning English is difficult tasks for the
teachers. There are several techniques in teaching English as a foreign language that
can increase students’ attention to the lesson material, and produce better learning.
However, not all techniques are helpful for the students, especially Senior High
School students. The techniques used in teaching should be adjusted to their
characteristics.
xv
Encountering students having low motivation to learn English subject, the
writer is in interested in using Power Point. There are many reasons why this study
uses Power Point in teaching English. First, SMAN I Girimarto, the high school
where he works, has been equipped with a language laboratory having head sets,
LCD projectors, Penthium IV Computers and sound system sets. He is familiar
with them, because he is in charge of the language laboratory. He has been trained
to use an English laboratory and has participated in the contest in making learning
media. Second, Power Point is easily operated. By using Power Point, he can
develop many kinds of English materials such as English songs, games, and many
kinds of stories which can be expected to improve students’ learning motivation and
listening proficiency.
Students' learning motivation plays an important role to achieve the success
of learning English. Students' learning motivation naturally has to do with students’
desire to participate in the learning process. Learning motivation is the willingness
of the students to follow the learning activities. It concerns with the goals involved in
the activities being performed. Their persistence during the activity is related to their
motivation. Each learner has not the same quality of learning motivation. However,
we can be certain that they have a desire to learn. The students are motivated when
they find the drive to learn for their own sake. Meanwhile, they are eager to do the task
or perform an activity for the sake of rewards, privilege or externally derived satisfaction.
xvi
In teaching English in a village where SMAN I Girimarto is located, English
teachers should conduct some techniques communicatively and innovatively to
improve students' learning motivation. Learning English assisted by Power
Point can be an inspiring technique to use, as this can be enjoyable and
meaningful.
As an English teacher, he is used to use Power Point in his teaching. His
experience shows that using Power Point can attract the students’ attention. So, it is
necessary for me to conduct a study about using Power Point in relation to improve learning
motivation in my class. In the study of language skills, he would like to focus on listening,
according to his observation, his students encounter problems most in listening skills.
Thus, in this research he would like to investigate the effectiveness of using Power Point to
improve students' learning motivation and listening proficiency.
B. Formulation of the Problems
The problems can be formulated as follows:
1. Does the use of Power Point improve students' learning motivation?
If it does, to what extent?
2. Does the use of Power Point improve students' listening proficiency?
If it does, to what extent?
C. The Purposes of the study
xvii
The purposes of the study are as follows:
1. To identify whether the use of Power Point improve students’ learning
motivation. If it does, to what extent?
2. To identify whether the use of Power Point improve students’ listening
proficiency. If it does to what extent?
D. The Benefits of the Research
This study is expected to have some advantages in learning and teaching
English.
1. For teachers
a. The teachers will get an inspiration to promote the student’s learning interest.
In addition, they are able to improve the students’ learning motivation.
b. The result of this study can be used as a reference for teachers who want to
solve the problems in improving the students’ learning motivation and
listening achievement.
2. For students
a. It will give an enjoyable learning situation which can improve the students’
learning motivation.
b. The students could enjoy an inspiring technique in improving learning
motivation. Moreover, it could improve the students’ listening achievement.
3. For schools
xviii
a. The result of this study can improve the quality of teaching listening at
schools.
b. The school also gives freedom to the teacher to conduct an innovative
teaching and learning activity.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Learning Motivation
1. Learning
Learning is a process that must be undergone by all of human being.
Learning process is not only happen in the class but also outside the class. Maltby, et
al. give a statement that: “Learning is the process by which an organism changes its
behavior as the result of experience” (1999: 219). The other expert, Lahey defines:
“Learning refers to any relativity permanent change in behavior brought about
through experience”, that is, through interaction with the environment” (2004: 198).
According to Sdorow (1998: 234), learning is a relatively permanent change in
knowledge or behavior that results from experience.
xix
From the definitions above, learning could be defined as a change in behavior
or knowledge of an organism that is brought about through experiences, in
interacting with the environment. Learning is a change of behavior or knowledge,
either in the direction of a better or worst one. The changing is resulted from
experience. Not all changes in behavior are the result of learning. The change results
are resulted from the experiences rather than the change due to biological causes,
such as maturation, and body development. The changing should be relatively
permanent. It is the results of a certain period, may be for days, weeks, months, or
even grades. The changing involves many aspects, like the changing of habit,
attitude, and understanding.
2. Motivation
Harmer (1993: 3) states that motivation is an internal drive that encourages
somebody to pursue a course of action. Lahey (1995: 231) defines motivation as an
internal state that activates and gives direction to our thoughts, feelings and actions.
According to Brown (1994: 152), motivation is an inner drive, impulse, emotion, or
desire that moves one to particular action. In a more technical term, he explains that
motivation refers to “the choices people make as to what experiences or goals they
will approach or avoid and the degree of effort they will exert in that respect”.
Meanwhile, Sdorow states that motivation refers to the psychological processes that
arouse, direct and maintain behavior toward goal (1998: 374). He emphasizes that
xx
motivation is related to the behavior, students’ behavior in the learning process that
leads them to achieve the goal.
Elliot, et al. (2000: 332) define motivation as an internal state that arouses
people to action, pushes them in particular directions and keeps them engaged in
certain activities. Maltby (1995: 207) defines motivation as what energizes us and
directs the activity to achieve the goals. The energy and direction are derived from
the learner’s mind to reach the goals which are as the center of the motivation.
He can conclude that motivation is the energy and direction of the
behavior of the people in the learning process that drives them to do a particular
action in order to achieve goals.
In this study, the writer defines that learning motivation is as the energy of
the people to achieve learning goals that covers curiosity, perseverance, ego-
involvement and positive task oriented in through learning experience.
3. Motivation in Learning Foreign Language
Motivation has an important role in learning. Motivation affects learner’s
learning process. It increases a learner’s energy and activity level. Generally, more-
motivated learners achieve higher levels of achievement. Elliot, et al (2000: 332) say
that motivation affects learning and performances in four ways. They are: 1)
Motivation increases an individual’s energy and activity level; 2) Motivation directs
an individual toward certain goal; 3) Motivation promotes initiation of certain
xxi
activities and persistence in those activities; and 4) Motivation affects the learning
strategies and cognitive processes an individual employs. Thus, motivation is very
important in learning.
Harmer (1993: 3-4) separates motivation in learning foreign language into
two main categories: extrinsic motivation, which concerns with factors outside the
classroom, and intrinsic motivation, which concerns with what takes place inside the
classroom. He also states that there are two main types of motivation, integrative
motivation and instrumental motivation. Integrative motivation is the wish of the
students to integrate themselves into the culture. Instrumental motivation is the wish
to learn language for purposes in career promotion or better jobs. Therefore,
integrative motivation comes up from the learner himself while instrumental one
comes up from other sources outside the learners.
Elliot, et al. (2000: 233) distinguish two types of motivation; intrinsic
motivation and extrinsic one. Intrinsic motivation is the desire of students themselves
to learn, without the need for external motivation. When motivation generates
interest and enjoyment; and a reason of performing the activity lies within the
activity itself, this indicates that the motivation comes from the learners’ needs,
wants and desires for their own sake. This motivation exists when the learner learns
because of an inner desire to accomplish a task successfully, whether it has some
external value or not.
xxii
While extrinsic motivation is rewards and external inducements to students
such as scores, prizes, and other rewards. Students’ reason for doing an activity is to
gain something outside the activity itself. Thus, it is clear that the extrinsic
motivation exists when the learners are motivated by an outcome that is external.
Extrinsically motivated students carried out task in anticipation of reward from
outside and beyond themselves.
Intrinsic motivation seems to stay more steadily and gives more contribution
to students for learning than extrinsic one. However, in motivating students to learn,
the external stimulus is also needed by the students to reach some goals. This
stimulus can be used to stimulate the students’ motivation toward teaching and
learning process. Good grades, colorful stickers, and praise, for example, are used
ubiquitously as extrinsic rewards for competent work and cooperative behavior. To
promote extrinsic motivation of the students, some rewards from outside and beyond
them give meaningful contribution to the their extrinsic motivation. It seems
important that the teacher does not only supply on students’ intrinsic motivation, but
also supplies extrinsic motivation and stimulates students’ motivation to learn. The
teacher can apply some strategies in maintaining or improving the extrinsic one
toward a successful teaching and learning.
4. Factors Affecting Students’ Learning Motivation
xxiii
Motivation arouses, sustains and directs students’ behavior. However, it is
not always in a stable condition. The stable condition can affect the students’
learning process. Knowing the importance of motivation in learning, the teacher
should be aware that there are several factors that affect students’ motivation as
proposed by Elliot, et al. (2000: 345-352). They are as follows:
a) Anxiety
Anxiety may be defined as an unpleasant sensation that is usually experienced as
feelings of apprehension and general irritability accompanied by fatigue,
uneasiness and various somatic symptoms. Anxiety can affect students’
classroom performance and achievement.
b) Curiosity and Interest
According to Loewenstein (in Elliot, et al. 2000: 348), curiosity is a cognitively
based emotion that occurs when a student recognizes a conflict between what he
or she believes to be true about the world and what turns out actually to be true.
Students become curious if their environment stimulates them. Interest is similar
and related to curiosity. Interest is an enduring characteristic expressed by a
relationship between a person and a particular activity or object.
c) Locus of Control
xxiv
Locus of control is the cause of behavior. Internal locus of control is the cause
that exists within the leaner himself, and external locus of control is the cause
that comes from outside. For example, if the learner believes that his success is
based on his skill not luck, it is an internal one, and if the learner believes that
his success is based on his luck not skill, it is an external one.
d) Learned Helplessness
It means the reaction on the part of some individuals to become frustrated and
simply stop trying or give up after repeated failure.
e) Self-efficacy
It is an individual’s belief in his or her own capabilities to control over aspect of
his or her lives. The student who believes in his or her ability and has strong
efficacy can focus on his or her work, take an effort on it, minimize difficulty.
On the other hand, the student who does not believe in his or her ability, feels
inefficient focusing on his or her work. This condition can exaggerate potential
difficulty that can influence motivation.
f) Student’s Environment
It is the place where students learn. Classroom environment, the multicultural
background of students, medium for study, where they learn can influence the
students’ motivation.
5. The Characteristics of Motivated Students
xxv
A motivated student is one who is eager to invest an effort in learning
activities and to progress. It is essential to know that student is motivated. Ur (1996:
275) gives the characteristics of the motivated student in learning, that is quoted
from Naiman, et al. (1978). The characteristics are as follows:
1) Positive task oriented, student who is motivated in learning is willing to tackle
task and challenges and has confidence in his or her success.
2) Ego-involvement, student finds it important to succeed in learning in order to
maintain and to promote his or her own positive self-image.
3) Need for achievement, student has a need to achieve, to overcome difficulties and
to succeed in what he/she sets out to do.
4) High aspiration, student is ambitious, and he goes for demanding challenging,
high proficiency and top grades.
5) Goal orientation, student is very aware of the goals of learning, or specific
learning activities, and directs his or her own effort towards achieving them.
6) Perseverance, student consistently invests high level of effort in learning, and is
not discouraged by setbacks or apparent lack of progress.
7) Tolerance of ambiguity, student is not disturbed by situation involving a
temporary lack of understanding or confusion; he or she can live with this
patiently, in the confidence the understanding will come later.
A motivated student is one who has a positive mind. He finds the importance
of learning himself. He has a need for success, aspiration, and goal. He directs his
xxvi
effort to achieve the goal consistently. He is learning patiently although he has not
understood what he learns. He has confidence that he will understand better.
B. Listening
1. The Definition of Listening
Myers and Myers (1999: 143) state that listening is not only hearing, but also
including the added dimensions of understanding, paying attention, analyzing, and
evaluating the spoken messages, and possibly acting on the basis of what has been
heard. Similarly, Floyd as quoted by Myers and Myers, defined listening as receiver
orientation to the communication process, since communication involves both a
source and a receiver, listening consists of the roles receivers playing in
communication process. Ross (1994: 2) states that listening is a process triggered
by our attention. In psychological terms, attention is an excitation of nerve pathways,
the brain to organize incoming stimuli in an efficient way. Farlex (2007: 2) defines
that listening is the act of hearing attentively.
An other definition of listening quoted from (heuer@uwosh.edu) is as
follows: listening is an active process; it is an ability to understand what others say
and why they have said it. Listening is an active process that has three basic steps.
(1) Hearing. Hearing just means listening enough to catch what the speaker is saying.
(2) Understanding. The next part of listening happens when you take what you have
heard and understand it in your own way. (3) Judging. After you are sure you
xxvii
understand what the speaker has said, think about whether it makes sense.
Listening requires listeners to interpret all massages they hear and see. Effective
listening means being able to understand the language (grammatical ability) and the
way the language is used in a different situation (interaction ability). Listening is a
psychomotor process of receiving sounds waves through the ear and transmitting
nerve impulse to the brain.
2. Learning to Listen
Listening comprehension also has an important role in determining the
learner's success in learning language, especially in communication. We cannot
communicate with others if we do not understand what the speaker intends. That is
why there is a lot of misunderstanding between the listener and the speaker. Why
misunderstanding always occurs in communication, what the speaker said and
intended, is determined by the listener's ability in answering the speaker's question.
Learning to listen in our first language is by no means easy. It requires
considerable cognitive development and constant attention to social and linguistic
input over a period of several grades. However, learning to listen in a second
language seems to be even more difficult. While it may not require more time to
develop, second language listening is confounded by a number of difficulties.
In responding to the students’ difficulties in learning to listen, first the
teacher has to identify and to classify the difficulties that are faced by the students.
xxviii
Second, he selects and designs appropriate materials in solving the student's
difficulties, in order to make the students more effective listeners.
Considering the difficulties or the problems which are faced by the students,
it will be better if the teacher understands how the process of listening
comprehension is achieved by them.
According to Helgezen and Brown, students learn to listen or read through
two processes, they are bottom-up and top-down (1994: xii):
a. Bottom-up processing. Students start by learning the component parts, such as:
words, and grammar. Lynch states that the listener or reader would first
recognize the smallest bits of information in the text and then built them up into
words, into phrases, into clauses, and so on, until the whole text had been
decoded (1996: 21).
b. Top-down processing. Students start to learn from their background knowledge.
Lynch states that background knowledge is the level that covers a wide range of
information and experience stored in memory. For example: general knowledge
of scientific facts and historical events, the belief and conventions of our culture,
local knowledge about the place we live, and the individual experiences of our
social and private lives (1996: 21).
Furthermore Brown (1997: 11) stated that the active listener will use all
relevant background knowledge of the physical context of the utterance (the
immediate surroundings, the place, the time of day, etc), knowledge of the
xxix
speaker (gender, age, known opinions), knowledge of the topic (and what the
speaker is likely to know about it, or feel about it ), and so on.
In short, in the top-down processing, students do not need to pay much
attention to the language used. As in some situations, the topic or the speaker is
so familiar that they can take for granted a great deal of what is said. It allows to
anchor their comprehension on what they think is relevant knowledge of the
topic, the speaker, and so on.
3. Types of Listening Activities
An essential factor in creating effective listeners is exposing the listeners to
a variety of listening activities. According to Helgesen and Brown 1994: xii) there
are three types of listening activities, namely:
a) Listening for the main idea/listening for gist/global listening.
It is listening skill for understanding the general meaning. The listener usually is
quick to understand the idea of the text. He/she can imagine to catch the general
meaning of something he/she hears.
b) Listening for specific information/listening for detail/ focused listening.
It involves understanding the task and focusing to catch certain information.
c) Listening between the lines /understanding inferences.
Understanding inferences is the most difficult skill in the listening activities. It is
not just imagining meanings. It is thinking about meaning that is given, even
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though the specific words are not used. It means the listener needs to understand
the sequences of the story. Here, in this listening activity, the hearer must be able
to draw the inference of the story.
4. Listening Problems
The first step in constructing a successful listening is to identify the learning
problems that students are experiencing as a result of listening to related issues.
Penny Ur (1996: 111-112) identified the learners' problems and the solutions as
follows:
a) Trouble with sounds
Most students rely mostly on context for comprehension; they are often
themselves unaware of inaccurate sound perception.
b) Have to understand every word
Some students feel worried and stressed when they miss some words of the text.
Here, the teacher needs to give the students practice in selective ignoring of
heard information/something, they do naturally in their mother tongue: The
teacher should explain this point to the students, and set them occasional tasks
that ask them to scan a relatively long tasks for one or two limited items of
information.
c) Can not understand fast, natural native speech.
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The students can only understand if the teacher talks slowly and clearly. They
can not understand fast, natural native-sounding speech. To overcome this
problem; the teacher has to expose the students to as much spontaneous-informal
talk as possible, so they can understand the native speech. The teacher can also
provide them with the sorts of discourse at the right level for them.
d) Need to hear thing, more than once
In order to understand, students need more than once to hear the text. In this
problem, the teacher can try to use texts that include "redundant" passage and
within which the essential information is presented more than once and not too
intensively and give the students the opportunity to request clarification or
repetition during the listening.
e) Find it difficult to keep up
The students feel overloaded with incoming information. The solution is not (so
much) to slow down the discourse but rather to encourage them to relax, stop
trying to understand everything, learn to pick out what is essential and allow
themselves to ignore the rest.
f) Get tired
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Sometimes, students feel tired and bored to listen, if the discourse is too long.
They also feel more difficult to concentrate: The solution of this problem is
similar with the third problem.
Similar to Penny Ur (1996: 113), Rost (1994: 119) has identified the listeners'
problems as follows: acuity of hearing, discrimination and auditory perception,
attention and concentration, comprehension including four aspects, namely: factual
or literal comprehension, interpretation, critical listening, and evolutional listening.
5. Difficulties in Listening
According to many experts among others (Dunkel, 1991; Richards, 1983;
and Ur, 1984), there are eight factors making listening difficult as follows:
a) Clustering
Because of the limitation of memory and predisposition for clustering, we need
to break down speech into small groups of words. In teaching listening
comprehension, the teacher needs to help students to pick out manageable
cluster of words.
b) Redundancy
Spoken language is different from written language, it has a good deal of
redundancy. So, the learners might initially get confused by this, they need
some training to take advantage of redundancies as well as other markers that
provide more processing time.
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c) Reduced form
Spoken language has also many reduced forms. Reduction can be morphological,
phonological, syntactic , pragmatic and so on. These reductions pose significant
difficulties, especially for classroom learners who have initially been exposed
to the full forms of English language.
d) Performance variables
Everyday casual speech by native speakers also commonly contains
ungrammatical forms, they might be understood easily to native speakers, but
might not be easy to second language learners.
e) Colloquial language
English learners might have difficulties to deal with colloquial language.
Colloquialisms appear in both monologues and dialogues, they make learners
have difficulties to listen to them. Colloquialisms cover idioms, slang,
reduced forms and so on.
f) Rate of delivery
Virtually every language learner thinks that native speakers speak very fast.
The speed of speaking can influence the understanding of the listeners.
g) Stress, rhythm, and intonation
The prosodic features of the English language are very important for
comprehension. Because English is a stress-timed language, English can be a
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terror for learners as mouthfuls of syllables come spilling out between stressed
points.
h) Interaction
Conversation is especially subject to all the rules of interaction : negotiation,
clarification, attending signals, turn-taking, and so on. So, learning to listen is
also to learn to respond and to continue a chain and responding. Learners
should be trained that good listeners are good responders.
6. Listening Proficiency
Listening proficiency can be developed through increased attention to the
ways in which pupils participate orally and to the ways in which they understand
new information that is presented, how they retain information, and how they
respond to speakers. These skills can be developed systematically and consistently
through school curricula that emphasize the use of learning from medias, and
structured speaking and listening tasks.
Rost (1994: 142) has drawn up a partial list of components of listening
proficiency as follows:
“…1) Discrimination between sounds. 2) Recognizing words. 3) Identifying stressed words and grouping of words. 4) Identifying functions (such as apologizing) in a conversation. 5) Connecting linguistic cues to paralinguistic cues (intonation and stress) and to non linguistic cues (gestures and relevant objects in the situation) in order to construct meaning. 6) Using background knowledge (what we already know about the content and the form) and context (what has already been said) to predict and then to confirm meaning.
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7) Recalling important words, topics and ideas. 8) Giving appropriate feedback to the speaker. 9) Reformulating what the speaker has said”.
In deciding the listening tasks, the teacher needs to identify the components
and designs specific exercises that include the use of those components of listening
proficiency.
7. Types of Classroom Listening Performance
With literally hundreds of possible techniques available for teaching listening
skill, it will be helpful to think in terms of several kinds of listening performance.
The types of listening performance are as the following:
a) Reactive
This kind of listening performance requires little meaningful processing, it
nevertheless may be a legitimate, even though a minor, aspect of an interactive
communicative classroom. The role of the listener is merely as a “tape
recorder“ because the listener is not generating meaning.
b) Intensive
The purpose of this technique is to focus on components (phonemes, words,
intonation, discourse etc.) of discourse. It may be considered to be intensive,
as opposed to extensive, in their requirement that students single out certain
elements of spoken language.
c) Responsive
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A significant proportion of classroom listening activity consists of short
stretches of teacher language designed to elicit immediate responses. The
students’ task in such listening is to process the teacher talk immediately.
d) Selective
The purpose of this performance is not to look for general meaning, but to be
able to find important information in a field of potentially distracting
information. Such activity requires field independence on the part of the
learner. Selective listening differs from intensive listening in that the
discourse is in relatively long lengths. They include speeches, media broadcast
etc.
e) Extensive
Extensive performance could range from listening to lengthy lecture, to
listening to conversation and deriving a comprehensive message. Extensive
listening may require the student to invoke other interactive skills (e.g.
discussion) for full comprehension.
f) Interactive
Finally, there is listening performance that can include all five of the above
types as learners actively participate in discussions, debates, and group work.
Their listening performance must be intricately integrated with speaking skills
in the authentic give and take of communicative interchange.
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Based on the statements above, listening can be defined as a communication
process between a source and receiver where the receiver has an important role in
understanding, paying attention, analyzing and evaluating the spoken messages, and
possibly giving response of what has been heard. Listening covers the following
problems: (1) Discrimination between sounds, (2) recognizing words, (3) identifying
stressed words and grouping of words, 4) identifying functions in a conversation, (5)
using background knowledge and context (what has already been said) to predict and
then to confirm meaning, (7) recalling important words, topics and ideas, and (9)
reformulating what the speaker has said”.
C. Review on Power Point
1. The definition of Power Point
There are several definitions of Power Point. Fisher (2003: 1) defines that
Power Point is a type of presentation software that allows one to show colored texts
and images with animation and sound. Power Point is just one of many types of
presentation software.
While in the internet TESL Journal, Tuffle (2006: 1) writes his definition
about Power point:
“Power Point is a complete presentation graphics package giving
everything to produce professional-looking presentation. Power Point can
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also offer word processing, outlining, drawing, graphing, and presentation
management tools-all designed to be easy to use and learn”.
Kisito (2006: 2) states that Power Point is presentation software bundled in
MS office and used for creating presentations usually in the form of slideshows.
Over the grades Microsoft has been updating the software, each time making it even
better.
Based on the definition of Power Point above, it can be concluded that
Power Point is one of the presentations software producing professional-looking
presentations such as colored texts, graphic packages, sound, animations in the
form of slideshows.
Power Point comes bundled with Microsoft packages. It will run on either
Macintosh or Windows PC's. The files are easy to create and can be e-mailed as
attachments. They can be posted on or downloaded from websites, and can be
converted to html web pages. Not only can Power Point presentations be traded and
exchanged, they can also be modified to fit any individual classroom setting.
Although other presentation soft wares may have the same capabilities, it is the
most common, and it is user friendly.
2. Teaching English using Power Point in the Classroom
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Fisher (2003: 2-3) explains that Power Point can be used in many ways in
the teaching English second language as well as in other subjects. They can be
used for initial teaching, for practice and drilling, for games, for reviews, and for
tests. Many English materials of listening, speaking, writing and also reading can
be inserted in Power Point easily. By recording the sound from TV program,
radio, etc or by copying from other files. Fisher (2003: 3) adds that Power Point
can be used in many parts of teaching, they are as follows:
a. Initial Teaching
Power Point can be used to teach new ideas and concepts to students. In
theory this sounds very good; however, in practice this can be tricky. The teacher
must anticipate areas of misunderstanding and difficulty. Once the teacher knows the
troubles, which the students will face, he or she can create or adapt a presentation for
the students. The presentation must be clear and uncluttered. It should address
anticipated areas of student’s difficulty in an orderly manner. This type of
presentation is difficult to prepare, but it can be done. Once an initial teaching
presentation is prepared, it can be saved and used again and again, and it can be
shared with others.
b. Practice and Drill
Power Point can be used much more for practice and drills. To do this, it is
necessary to have the type of material, which can be repeated many times. A
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presentation of irregular verbs is one example of something which can be repeated
again and again. Other types of material can be repeated weekly. Presentations using
the correct preposition, or the correct form of an adjective, or countable and
uncountable contrasts could be practiced and reviewed periodically.
Songs and games are a good way to review and practice English. Teachers
can use Power Point by recording or copying from many sources to create their
own games to use in the classroom. Once a game has been created, it can be reused
by the author or shared with other teachers.
c. Review
Power Point is great for reviewing ideas which have already been taught.
After the students have learned and practiced something, it is good to see a
presentation. Presentations of Power Point can be done every day. They provide a
break in the routine and a way to see material differently. Not only do students find
this interesting, but it is also a good way to check and see if they have mastered a
concept. When using a presentation created by another teacher, the students have a
chance to see old ideas presented in different ways. Power Point media is also
good ways to review a lesson before a test.
d. Test
A teacher in our school uses Power Point for the tests. He places pictures of
items on slides to be shown at preset intervals. (He sets his timer for a reasonable
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number of seconds for each slide). The students then write down the name of each
item. It is a great way to test vocabulary. Using the timer feature, a teacher could
design a many types of tests or quizzes.
D. Rationale
For some English teachers, it might be not easy to teach English to senior
high school students that live in a village. The teacher finds that students are
reluctant in learning English in their class although it is not a new subject for them.
Their low interest causes their low learning motivation. The low learning motivation
can influence to their achievement.
Students’ learning motivation naturally has to do with students’ desire to
participate in teaching and learning process. Learning motivation is the willingness
of the students to follow the learning activities. It concerns with the goals involved in
the activities being performed. Besides, learning motivation also concerns with the
efforts of the students to devote to that pursuit. Their persistence during the learning
activity is performed related to their learning motivation.
Based on the theory underlying the study, it seems that using Power Point
can improve the students’ learning motivation and listening proficiency. Students
having low learning motivation will be more effectively taught through Power Point.
Encountering students having low motivation to learn English subject, the
writer is interested in using Power Point. There are many reasons why this study
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uses Power Point in teaching English. First, SMAN I Girimarto, the high school
where he teaches, has been equipped with a language laboratory having head
sets, LCD projectors, Penthium IV Computers and sound system sets. He has
been trained to use an English laboratory and has participated in the contests in
making learning media. Second, Power Point is easily operated. He can develop
many kinds of English materials such as English songs, games, and many kinds of
films. They can be inserted in the slides of Power Point. By clicking the active
buttons, the students can enjoy the sound and images produced by Power Point.
Based on the theories underlying the study and the problems which are being
faced by the students, it seems that the use of Power Point has many contributions
to attract the student’ motivation in learning, Moreover it also helps students have
entertainments but also to have social interaction among. From the explanation
above the writer assumes that the students who learn English listening subject
through Power Point have better learning motivation, their high learning
motivation can influence their achievement.
E. Action Hypothesis
Based on the theoretical principles and the related research, the writer
proposes the following hypothesis:
1. Learning English through Power Point can improve the students‘ learning
motivation.
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2. Learning English through Power Point can improve the students‘ listening
proficiency.
CHAPTER III
RESEARCH METHODOLOGY
A. The Setting and the Time of the Research
This study was carried out at SMAN I Girimarto, Wonogiri, Central Java.
The school is located on Jalan Maron Girimarto. Maron is the name of the hill
where SMAN I Girimarto is situated. This school is located far from a main street
and surrounded by forests, small river and rice fields, so it is difficult to reach by
public transportation.
SMAN I Girimarto is the only senior high school in Girimarto. There are
four classes of grade X (X1, X2, X3, X4), four classes of grade XI which consists of
one natural science study class (XI IPA) and three social science study classes
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(XI IPS 1, XI IPS 2), and three classes of grade XII which consists of one natural
science study class (XII IPA ), two social science study classes (XII IPS 1, XII IPS 2).
The facilities of SMAN I Girimarto are a small library, a natural science
laboratory, a language laboratory, 10 toilets, a parking area, three school canteens
and a mosque.
There was no difficulty to manage the time to carry out an action research in
the classroom that the writer teaches. The time schedule of the research could be
done easily without disturbing the teaching and learning process. The action was
from February to September, 2007.
The time schedule of the research in SMAN I Girimarto in 2007/2008
academic year is described on Table 3.1 as follows:
Table 3.1. Time Schedule of Research.
No Activities Time Estimation Note(s) 1 . Pre-survey January, 2007
2. Performing and writing proposal February-June, 2007
3. Reviewing literature July, 2007
4. Developing Instrument July-August, 2007
5. Collecting and analyzing data August-September, 2007
6. Writing reports September-October,2007
7. Submitting the document October-December, 2007
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B. The Subject of the Research
The subject of the study is the twelfth grade students of social science
study program ( XII-IPS2) of SMAN I Girimarto. They are 40 students, consisting
of 17 male and 23 female. Most of them were reluctant to learn, because they
have not known yet why they must study. In addition, they were not eager to
continue their study after graduating from SMA. They wanted to get a job in many
big cities, most of their parents are money makers over there and the rests are
farmers in the village. Commonly, their parents do not motivate their children to
study hard and to attend the school lessons actively. This can be seen from the
book of presence. One of the reasons they were reluctant to go to school is because
of the transportation cost. It is rather difficult to reach SMAN I Girimarto. The
number of transportation means is limited. There is no bus passing by near the
school. Sometimes they must go to school on foot, the transportation cost is not
cheap.
The language used by the students of SMA Girimarto to communicate in
their daily communication is Javanese. They are not used to communicating in
Indonesian and English in their daily conversation. When the English teacher
encourages them to speak English, they respond passively. They are not
accustomed to use it and they are afraid of making mistakes. Consequently, their
English ability is not satisfactory yet.
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C. The Method of Research
This research was conducted as an action research. The writer was assisted
by an observer, who is also an English teacher of SMAN I Girimarto. The
observer and the writer collaboratively designed, planned, revised the research
procedures, and also discussed the research results as reflection.
1. Definition of Action Research
The definitions of an action research are stated by many experts, as follows:
Elliot (1991: 69), states:
“Action research is the study of social situation with a view to improving the quality of action within it. It aims to feed practical judgment concrete situations and the validity of the "theories" or hypothesis it generates depends not so much on scientific test of truth, as on their usefulness in helping people to act more intelligently and skillfully. In action research "theories" are not validated through practice”.
Burns (1999: 30) quoted from Carr and Kemmis (1996: 162) defines that:
“Action research is a form of self-reflective enquiry undertaken by participants (teacher, students or principals, for example) in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situation; and institutions) in which these practices are carried out “.
McNiff (1988: 1) defines that:
“ Action Research is a form of self-reflective enquiry that is now being used in school-based curriculum development, professional development, school improvement schemes and so on, and such as, it actively involves teachers as participants in their own educational process”.
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From the definitions above Action Research is carried out in school to get an
improvement of the teaching and learning process.
Action Research is conducted in this study to improve the students' learning
motivation and listening proficiency. The fact shows that the students' learning
motivation and listening proficiency in my English class is still unsatisfactory.
2. The Characteristics of Action Research
Burns (1999: 30) suggests a number of common features which can be
considered to characterize Action Research:
1. Action Research is contextual, small-scale and localized. It identifies and
investigates problems within a specific situation.
2. It is evaluative and reflective as it aims to bring about change and
improvement in practice.
3. It is participatory as it provides for collaborative investigation by teams of
colleagues, practitioners and researchers.
4. Changes in practice are based on the collection of information or data which
provides the impetus for change.
Kemmis and McTaggart (in Nunan 1992: 17) state that there are three
characteristics of action research; firstly, the action research is carried out by
practitioners rather the outside researcher. Secondly, the kind of the action research
is collaborative, and thirdly, the action research is aimed at changing conditions.
xlviii
Based on the statements above, the characteristics of Action Research can
be concluded as follows:
1. Action research is carried out by practitioners.
2. The process of evaluation and reflection in its aim is to bring about social and
educational change and improvement.
3. Action Research provides collaborative investigation by teams of colleagues,
practitioners and researchers.
4. The results of the research have direct application to real-world problems.
5. The treatments and methods which are investigated are flexible.
3. The Model of Action Research
Kemmis and McTaggart (in Burns, 1999: 32) state that action research
occurs through a dynamic and complementary process which consists of four
fundamental steps in a spiraling process. They are as follows:
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1. Planning
Developing a plan of critically informed action to improve what is already
happening.
2. Action
Acting to implement the plan
3. Observation
Observing the effects of the critically informed action in the context in which it
occurs.
4. Reflection
Reflecting these effects as the basis for further planning.
4. The Procedures of an Action Research
The procedure of this research takes six steps. The second until the last step
form one cycle. The procedure is described as follows:
Reflecting
Planning
Acting
Observing
Acting
Planning
Reflecting
Observing
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a. Identifying the problems
The problems are identified first before planning the action. The problems
refer to the factors making the low listening proficiency improvement of the
students and the passive behavior during the teaching learning process. The problems
are identified by using two techniques as follows:
1) Using test
The pre-test is given to know the students’ proficiency of English listening.
2) Observation
The observation is held in order to know the students’ behavior during the
teaching and listening process to know the model of class management and students’
listening proficiency and learning motivation.
b. Planning the Action
General plan is made before implementing the action. The writer prepares
everything related to the action as follows:
a) Making a lesson-plan and designing the steps in doing the action.
b) Preparing listening materials (using audio visual aids in Power Point)
c) Preparing exercises, pre-test, and post-test (to know students’ listening
proficiency)
d) Preparing an audio video recorder (to record the teaching learning process)
c. Implementing the Action
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The writer implements the action by using Power Point to improve learning
motivation and listening proficiency.
d. Observing/ Monitoring the Action
The writer was assisted by an observer, who is also an English teacher
of SMA I Girimarto to observe all activities during the teaching learning process in
a field note.
e. Reflecting the Result of the Observation
The observer and the writer made an evaluation on the observation result
to find out the positive results and weaknesses during the action.
f. Revising the Plan
Based on the weaknesses which were found in the reflecting process, the
observer and the writer revised the action plan for the next cycle.
This research was conducted in three cycles. Each cycle used Power Point to
present listening proficiency. The pre-test was held at the beginning of the cycle to
measure students’ listening proficiency before the action and the post-test was held
at the end of the cycle to measure students’ listening proficiency after the action.
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D. Steps of Conducting Action Research
1. Data Collection
The data of the research were collected using some techniques of
quantitative and qualitative data collection which include: the scores of the written
tests, interview, observation, diary, and document analysis. Audio visual recording
and photographs were also taken during the implementation of the research to
provide more accurate data. The data which were collected in this study consisted of
the information gained in pre-research, the process, and the result of Action Research
implementation.
To know the level of the students’ learning motivation, the writer uses
questionnaires. The results of questionnaires are changed into quantitative data by
using Likert Scale. To know the students’ listening proficiency, he takes from the
tests that are carried out before and after the cycles are implemented.
2. Data analysis
There are two kinds of data, quantitative and qualitative data. The
quantitative data in numbers form are taken from the tests that are carried out before
and after the implementation of cycles. Meanwhile, qualitative data, in the form of
words are taken from the result of observation done by the teacher while the actions
are being carried out.
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During the process of Action Research, he collected the following group of
data: research diary, pre-research observation reports, field notes, record of research
implementation, photographs of teaching learning process and research documents
which consist of: lesson plan, lesson tasks, questionnaires result, and list of students’
pre-test and post-test results.
The qualitative data are analyzed by using Constant Comparative Method
as suggested by Strauss and Glasser in Moleong (2005: 288-289). They said that in
general, the data analysis process includes data reduction, data classified, data
synthesis, and ended by action hypothesis. They are as follows:
1. Data Reduction
a) Unit identification. First of all, it is identified the smallest unit which is found
in the data. It must have closed relationship with the research problems.
b) Having got the unit, the next step is making codification. It means that we
have to code every unit in order to be known where the data come from.
2. Categorization
a) Categorization Arrangement. It is aimed at choosing every unit which has the
same characteristics.
b) Every category must be labeled.
3. Synthesis
a) To synthesize means that to look for relationship between one category to
another.
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b) The related one category to another must be given a label again.
4. Stating ‘Action Hypothesis’ .
The quantitative data are analyzed by comparing the means of the pre-test
and post-test to know the difference before and after the cycle.
CHAPTER IV
THE RESULT OF THE STUDY
The aims of the research are to find out whether the use of Power Point
improve students’ learning motivation. If it does, to what extent; and to identify
whether the use of Power Point improve students’ listening proficiency. If it does
to what extent. The findings are described in this chapter which is divided into two
sections. The first is the process of the research and the second is the findings. Each
section will be described in section A and section B, respectively.
A. The Process of the Research
The research was conducted in SMAN I Girimarto. In conducting the
research, the writer was assisted by an observer, who is also an English teacher
in SMAN I Girimarto. We are familiar with Action Research, and we have been
working together in conducting Action Research for solving problems related to
students’ learning motivation and listening proficiency. After discussing about his
study she was interested in the study since she also wanted to improve her
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classroom situation and she decided to take part in my Action Research. In this
research she really involved in the class observation. She also took parts in
designing, planning, revising and discussing the results of the research as a
reflection. The procedures of the Action Research are described on Table 4.1
Table 4.1. Procedures of the Research
Activity Participant Description I. Pre-research
Interview Observation Pre-test
Students The Researcher and the Observer Students
Identifying problems in teaching English Identifying problems during TL process
IIdentifying students’ learning motivation and listening proficiency
II. Research Implementation
a. Cycle 1 1. Planning 2. Implementing 3. Observing 4. Reflecting 5. Revising b. Cycle 2 1. Planning 2. Implementing
3. Observing 4. Reflecting
5. Revising c. Cycle 3
The Researcher The Researcher The Researcher and the Observer The Researcher and the Observer The Researcher The Researcher The Researcher The Researcher and the Observer The Researcher and the Observer The Researcher
Planning the action for Cycle I Implementing the action plan in three meetings. Observing the implementation Reflecting the observation results Revising the plan for the next cycle. Planning the action for Cycle 2 Implementing the action plan in three meetings. Observing the implementation Reflecting the observation results Revising the plan for the next cycle
Proposed Solution: To use songs and monologue report texts through Power Point To use film “Snow White” through Power Point To use film “The Prince and The Pauper” through Power Point.
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1. Planning 2. Implementing 3. Observing 4. Reflecting 5. Revising
The Researcher The Researcher The Researcher and the Observer The Researcher and the Observer The Researcher
Planning the action for Cycle 3 Implementing the action plan in three meetings Observing the implementation Reflecting the observation result. Revising the plan to improve teaching and learning English.
III. Discussion
Result Discussion The Researcher
and The observer Discussing the result of the research as a reflection
1. Pre-Research
The pre-research was held before conducting the research to identify the
problems occurred during the teaching and learning process in relation to
students' learning motivation and listening proficiency. The pre-research included: 1)
interviewing the students, 2) observing the teaching and learning process and, 3)
giving pre-test (listening test) and questionnaires to identify the students’ learning
motivation.
In teaching listening to grade XII of social science study, class 2 (XII IPS2)
students at SMAN I Girimarto, the writer used to teach them by using conventional
techniques in which he used a tape recorder, or sometimes he just read the listening
material directly. Concerning the problems, he identified at least there were two
which included: 1) students have low learning motivation, and 2) students have low
listening proficiency.
There were some indicators of the students having low learning motivation as
follows: 1) the students did not pay much attention to the classroom activities, 2) the
students were busy with their own business which was not academic activities, 3) the
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students did not come early to the classroom. To identify the students’ learning
motivation, he used questionnaires, giving the questionnaires were given before
and after implementing the research. Based on the result of the questionnaires
before doing the research, he knew that the students had low learning motivation.
The results of the questionnaires were converted into quantitative data by using
to Likert scale. The result of the Likert scale showed that the mean score the
students’ learning motivation was 44.
To identify listening proficiency of the students, he conducted a pre-test.
The mean which was 42 indicated that students had low listening proficiency.
The data collected during the pre-research were important to confirm the
assumption about the problems. In addition, the pre-research also provided the basis of
choosing Power Point to improve students’ learning motivation and listening
proficiency.
2. Research Implementation
The implementation of teaching listening using Power Point through classroom
Action Research included three cycles. Every cycle was held in three meetings and
each of them took 90 minutes. The first cycle discussed report text as the topic. It was
held from October 3 to October 16, 2007. Meanwhile, the second cycle discussed
about film Snow White and was held from November 6 to November 27, 2007. The
third cycle discussed about film the Prince and the Pauper and it was held from
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November 10 to November 17, 2007 The implementation of each cycle was
summarized on Table 4.2, 4.3, and 4.4. Each cycle consisted of four steps. The steps
were: 1) planning the action, 2) implementing the action, 3) observing the action, 4)
reflecting of the observation results. The steps of Cycle I are shown on Table 4.2.
Table 4.2. The Implementation of Cycle I
CYCLE 1 1. Planning To discus the result of pre-test of listening test To present Power Point of songs and monologue report texts
2. Action First meeting
To present a song through Power Point slide 1 To present monologue report texts through Power Point slide 2
up to 10 Second meeting To present a song through Power Point slide 11 To present monologue report texts through Power Point slide 12
up to 20 Third meeting To present a song through Power Point slide 21 To present monologue report texts through Power Point slide 22 up
to 29 3. Observation The students didn’t care with result of the pre-test In the beginning the students were noisy The situation of the class was getting better after an English song was
played. The situation of the class was noisy again after the song was stopped. The students were not enthusiastic to continue to the next topic. They
wanted the song to be played again. 4. Reflection (+) To use Power Point in the topic of song attracted students' curiosity
There was an improvement of students' learning motivation during the teaching and learning process. It was proven by enthusiasm in paying attention to the lesson. There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the cycle.
lix
( - ) Most of the students were very enthusiastic especially when the song was played, but when they began to listen the report texts, few of them are not eager learn. They want to sing again. Some students complain about the sound produced by the slides of Power Point
a. Cycle 1
1) Planning the Action
The action plan for the first cycle was based on the problems that were identified
on the pre-research as follows: 1) students had low learning motivation; and 2) students
had low listening proficiency. To overcome those problems, the writer decided to
conduct a study by focusing on improving the students' learning motivation and the
students’ listening proficiency through Power Point. After identifying the students’
learning motivation and listening proficiency, he presented songs and monologue
report texts.
Before the real action was implemented, he prepared the materials,
students' worksheets, a lesson plan as a guidance in teaching listening, English
learning CD, and everything related to the action. The observer observed the whole
process during teaching and learning process in the classroom.
2) Implementing the Action
In the first cycle, the writer presented two kinds of listening materials, the
first was a song as a warming up and the second was monologue report texts. The
lx
students could practice to listen to monologue report texts through Power Point.
The students could listen to and watch the texts on the screen which were
presented through LCD projector. The first cycle was conducted in three meetings.
Each meeting was divided into three terms, namely: warming up and presentation,
practice, and production.
a) First Meeting
(1) Warming Up and Presentation
The lesson started at 08:00 a.m. The writer told the students that the
listening class would be held in the language laboratory. Based on the schedule
they came in the laboratory enthusiastically.
The lesson began, he opened the lesson by greeting them, he said,
“Good morning everybody !“, The students answered, ”Good morning sir!”, “How
are you!” They answered ,”Fine!”. Then, he checked the attendance of the students.
Next, he told them that today we were going to have a listening subject, we were going
to listen to an English song and many monologues of report texts through Power
Point.
He explained to the students that they were going to listen to an English
song before learning about the monologue report texts. He added that the title of the
song was Words. The students responded enthusiastically. At first, they were asked to
listen to the song. Then, they were asked to complete the missing words of the song
lxi
lyrics. After finishing this task, they were asked to sing together. This activity lasted for
15 minutes. The example of the song slide was shown in Appendix 4.
(2) Practice
The students could practice listening to many kinds of materials through
Power Point. The students’ worksheets were given, they could practice together by
listening to the sound delivered by a speaker through Power Point. They were
asked to fill in the students’ worksheets to check their understanding of the text.
After listening to the song, the students were asked to listen to monologue report
texts. The materials of listening in this section were about job in the form of simple
report texts. Each slide in Power Point which presented images and sounds was
played twice, by clicking the Power Point active buttons.
(3) Production
In this stage, the writer gave listening exercises. The exercises were based on
the material which were presented through Power Point. The test materials were just
filling in short answers. The students were asked to give their answers on students’
worksheets.
b) Second Meeting
(1) Warming Up and Presentation
lxii
The writer started the lesson at 07.15 a.m. by greeting the students and then
checking students' attendance. He began the lesson by continuing the listening
materials related to the materials given before.
He explained to the students that they were going to listen to an English song
before continuing to listen to monologue report texts. He added that the title of the
song was Sun. The students responded enthusiastically. At first, they were asked to
listen to the song. Then, they were asked to complete the missing words of the song
lyrics. After finishing this task, they were asked to sing together. This activity lasted for
15 minutes.
(2) Practice
The students could practice listening to many kinds of materials through
Power Point. The students’ worksheets were given, they could practice together by
listening to the listening materials delivered by a speaker through Power Point. To
check the students’ understanding of the texts, they were asked to fill in the
students’ worksheets. After listening to the song, the students were asked to listen to
monologue report texts. The materials of listening in this section were continuing
the topic presented in the first meeting. The topic was still monologue report texts.
Each slide in Power Point which presented images and sounds was played twice, by
clicking. The example of the monologue report text was shown in Appendix
4.
(3) Production
lxiii
In this stage, the writer gave listening exercises. The exercises were based
on the materials presented in Power Point. The students were asked to give short
answers on students’ worksheets.
c) Third Meeting
(1 ) Warming Up and Presentation
The writer started the lesson at 08.00 a.m. by greeting the students and
checking students' attendance. Then, he began the lesson by continuing the listening
materials related to the materials before.
He explained to the students that they were going to listen to an English song
before continuing to listen to monologue report texts. I added that the title of the song
was A beautiful girl. The students responded enthusiastically. At first, they were
asked to listen to the song. Then, they were asked to complete the missing words of the
song lyrics. After finishing this task, they were asked to sing together. This activity
lasted for 15 minutes.
(2) Practice
To check the students’ understanding, the writer asked the students to fill in
their work sheet. The materials of listening in this section discussed about jobs that
were told by the native speaker in the form of simple report texts. Each slide in
Power Point was played twice. By clicking the Power Point active buttons, the
sound of the speaker could be listened to the students clearly.
lxiv
(3) Production
In this stage, the writer gave exercises to the students. The exercises were
based on the materials which were presented in Power Point. The students were asked
to give short answers on students’ worksheets.
3) Observing the Action
When the writer implemented the teaching listening through Power Point, all
activities in my listening class were observed by the observer, she wrote
observation results on the field notes. Generally, the teaching and learning process
using this technique ran well. The classroom situation during implementation
became more alive. Assisted by Power Point listening class attracted students'
curiosity and attention, so that they were enthusiastic to the material presented by
the English teacher. The eagerness of students could be seen when an English song
was played, most of them were singing together enthusiastically. They were really
interested in singing an English song, they asked me to repeat the song over and
over. “No !”, he said. He stated that the materials of listening in this section were
not only singing a song but also other topics related to report texts. The students
said, “ Okay!’. They realized that the learning must be continued to other topics.
Most of the students could enjoy listening to the materials. Slide to slide was
listened well. Only a few students looked to the right and to the left, to their friends, in
doing the tasks given by the teacher.
lxv
Nevertheless, the result of Cycle I was not satisfactory yet because there were
some weaknesses during the implementation of the action. Some students did not come
on time to the language laboratory. Also some of them were active to learn only when
the song was played. A few of students suggested to me to add the volume of Power
Point sound.
4) Reflecting the Observation Results
Based on the observation results which were collected in the field notes, The
observer and the writer reflected several positive results and weaknesses in Cycle I, they
were described as follows:
1) Positive results
a) Using Power Point of which topic is "song" attracted students' curiosity.
b) There was an improvement of students' learning motivation during the
teaching and learning process. It was proven by the students’ enthusiasm in
paying attention to the lesson.
c) There was an improvement of students' listening proficiency. It was proven
by the improvement of the post-test result in the cycle.
lxvi
2) Weaknesses
a) Most of the students look more active especially when the song was
played, but when they began to listen to report texts, a few of them could
not enjoy the learning well. They want to sing again.
b) Some students complain about the volume of the sound produced by Power
Point.
c) The listening materials were only focusing on monologue texts, a few students
suggested to present dialogue texts as well.
By analyzing the observation results as the reflection, the observer and the
writer concluded that using Power Point brought about the positive result in learning.
However, there were many weaknesses found. The weaknesses must be solved to get
better results. So, the writer concluded that it is necessary to revise the action plan to next
cycle.
5) Revising the Plan
To solve the problems that appeared in Cycle I, the writer revised the plan for
the next cycle, so that the weaknesses would not occur anymore. The plan for the next
cycle would be more focused on improving students' learning motivation and listening
proficiency by using Power Point. For the next cycle the listening materials would
not be only focusing on monologue texts but also focusing on dialogue texts as a
part of the topic film “Snow White”.
lxvii
b. Cycle II
1) Planning the Action
The action plan for Cycle II was done, after reflecting the observation results
for Cycle I, the writer found the weaknesses of Cycle I. In this Cycle II he used
Power Point to present new listening materials. To overcome the weaknesses of
Cycle I, the writer revised the plan as follows: (1) using Power Point not only discuss
about monologue texts but also dialogue texts as a part of the film Snow White. (2)
improving the quality of the sound in the slide of Power Point, and (3) punishing
those who come late (by writing the summary of report texts which were discussed
before).
The writer prepared the materials, students' worksheets that consisted of
some tasks, lesson plan as the guidance in teaching listening and everything
related to the action such as the CD of the film Snow White to be inserted in Power
Point. To get the result, the observer observed the whole process during the
teaching and learning process in the classroom.
2) Implementing the Action
The action was implemented by the writer. In the second cycle, he said that
the topic that day was the film Snow White. He used Power Point to teach
listening. The students were asked to comprehend many expressions both in the
dialogue and monologue texts as parts of the film. The second cycle was conducted in
lxviii
three meetings. Each meeting was divided into three terms, namely: warming up and
presentation, practice, and production.
a) First Meeting
(1) Warming Up and Presentation
The writer entered the language laboratory at 08:45 a.m. He started the
lesson by greeting the students and, then, checking students' attendance. Before starting
the lesson, he gave a short pre-test for Cycle II to the students.
He distributed the students’ worksheets. Then, he asked if they like
watching a film. The students answered, “Yes!’. He told them that we were going to
watch the film. Although their English teacher has told them about Snow White orally,
they have not watched the film yet. After a few minutes, to prepare the film, they
watched the film seriously. Their attention was focused on the slide to slide of Power
Point. They had no chance to do other things such as: talking to each other, and
disturbing their friends.
(2) Practice
The materials of listening in Power Point in this section was about narrative
texts presented by the film Snow White Part A.1 and A.2. For each slide, the
writer just clicked and clicked the active buttons, and the sound and images could
be enjoyed well. The students were practicing to understand the expressions in
either the dialogues or monologues texts delivered by the characters of the film.
lxix
He asked the students to fill in their answers on students’ worksheets. The slide
of the film was played slide by slide and stopped for 3 minutes, to give them a
chance to write down the listening tasks.
(3) Production
In this stage, the writer gave exercises to the students. The exercises were
based on the materials which were presented in Power Point. The students were asked
to summarize the story of Snow White Part A.1 and A.2.
a) Second Meeting
(1) Warming Up and Presentation
The writer entered the language laboratory at 09:30 a.m. He started the
lesson by greeting the students and, then, checking students' attendance.
He distributed the students’ worksheets. Then, he asked if they still enjoy
watching film. The students answered , “Yes!’. He told them that we were going to
watch the film again, the next part of the film Snow White. The students gave good
response. After a few minutes, to prepare the film, they watched it enthusiastically.
Their attention was focused on the slides of Power Point.
(2) Practice
The materials of listening in Power Point in this section was still about
narrative texts that were presented by the film Snow White Part A.3, A.4, B.1 and
B.2. The students were practicing to understand the expressions either the
lxx
dialogue or the monologue texts delivered by the characters of the film. I asked
the students to fill in their answers on students’ worksheets. The slide of the film
was played slide by slide and stopped for 3 minutes, to give them a chance to write
down their listening comprehension.
(3) Production
In this stage, the writer gave exercises to the students. The exercises were
based on the materials which were presented in Power Point. The students were asked
to summarize the story of Snow White Part A.3, A.4. B.1, and B.2.
c) Third Meeting
(1) Warming Up and Presentation
The writer entered the language laboratory at 07:15. a.m. he started the
lesson by greeting the students and then, checking students' attendance. Only a few of
them were absent.
He distributed the students’ worksheets. Then, he asked if they still enjoy
watching a film. The students answered , “Yes!’. He told them that we were going to
watch the film again, the next part of the film Snow White. The students gave good
lxxi
response. After a few minutes, to prepare the film, they watched it seriously. Their
attention was focused on the slides of Power Point.
(2) Practice
The materials of listening in Power Point in this section was still about
narrative texts that were presented by the film Snow White Part B.2, B.3 and B.4.
The writer just clicked and clicked the Power Point active buttons. The sound and
pictures could be enjoyed well. The students were practicing to understand the
expressions in either the dialogue or monologue texts delivered by the characters
of the film. He asked the students to fill in their answers on students’ worksheets.
The slides of the film were played and stopped for 3 minutes, to give them a
chance to write down their listening tasks. The example of the film slide can be
seen in Appendix 4.
(3) Production
In this stage, the writer gave exercises to the students. The exercises were
based on the materials which were presented in Power Point. The students were asked
to summarize the story of Snow White Part B.2, B.3, and B.4.
3) Observing the Action
When the writer implemented the model of teaching listening by using Power
Point, all activities in my listening class were observed by the observer, she
lxxii
wrote the observation results in field notes. Generally the teaching and learning
process using this technique could run well. The classroom situation during
implementation became more alive. Power Point used in listening class attracted
students' curiosity and attention, so that they were enthusiastic to pay attention to
the materials which were presented by the English teacher. The eagerness of
students could be known when the first slide of Power Point was showed, most of
them were enthusiastic to learn. Actually, they wanted to sing the English song again
or enjoy other entertaining topics, they asked me to repeat the song again. “No !”,
He said. He stated that the materials of listening in this section was not only to get
an entertainment but also to study other topics related to more complex texts. He
added that we would discuss the monologue and dialogue texts as parts of the film.
The students said, “Okay!’. Based on their answer, it showed that they realized that
the learning could be continued with other topics.
Most of the students could enjoy listening to the following topics. Slides by
slides were enjoyed well, although just a few students looked right and left to their
friends in doing the tasks given by the teacher. Nevertheless, the results of Cycle 2
were not satisfactory yet, because there were some weaknesses during the
implementation of the action. Some students did not come on time to the listening class.
Some of them were very active only when the song was played, they were enthusiastic
to sing. The students who sit on the back row suggested to me that the size of the
slides of Power Point should be maximized.
lxxiii
The implementation of Cycle II can be summarized on Table 4.3
Table 4.3. The Implementation of Cycle II
CYCLE 1I 1. Planning To discus the result of pre-test. To present Power Point of film Snow White.
2. Action First meeting
To present a film Snow White Part A.1, A.2 through Power Point. Second meeting
To present a film Snow White Part A. 3, A.4. B.1 through Power Point. Third meeting To present a film Snow White Part B.2, B.3. B.4. through Power
Point. 3. Observation In the beginning some students were noisy, they wanted to sit in front to
get closer with the Power Point screen. Some students were noisy, they suggest that the images of the slides of
Power Point should be maximized. 4.Reflection
(+) To use Power Point of which the topic is "Snow White” attracted student’s curiosity.
There was an improvement of students' learning motivation during the teaching and learning process. It was proven by their enthusiasm in paying attention to the lesson. There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the cycle.
( - ) The images produced by Power Point slides were small, the students suggested that the images be maximized.
4) Reflecting the Observation Results
Based on the observation results which were collected in the field notes, the
observer and the writer reflected several positive results and weaknesses in Cycle II, they
were described as follows:
1) Positive results
lxxiv
a) Using Power Point of which topic is film attracted students' curiosity.
b) There was an improvement of students' learning motivation during the
teaching and learning process. It was proven by their enthusiasm in the
listening class. There were no noisy students at all, they paid attention to the
learning materials seriously.
c) There was an improvement of students' listening proficiency. It was proven
by the improvement of the post-test result in the cycle.
2) Weaknesses
a) A few of the students sometimes want him to repeat the film which is
presented by Power Point slides, whereas it will spend much time to do.
b) Some students complained about the size of the images and the sound of
Power Point slides.
Eventhough the use of Power Point brought about the positive result in
learning. However, there were still many weaknesses found. The weaknesses must be
solved to get better results. So, the writer concluded that it was necessary to revise the
action plan for next cycle.
5) Revising the Plan
To solve the problems that appeared in Cycle II, the writer revised the plan for the
next cycle, so that the weaknesses would not occur anymore. The plan for the next
cycle would be more focused on improving students' learning motivation and
listening proficiency by using Power Point. In this section, the quality of sound and
lxxv
images produced by Power Point was better than before. For the next cycle the
listening materials would not be focused on monologue texts only but also on
dialogue texts as a part of the film “The Prince and The Pauper”.
c. Cycle III
1) Planning the Action
After reflecting the observation results, the writer found the weaknesses of
Cycle II. In the third cycle, the writer used Power Point to present new listening
materials, so that the students could improve their listening proficiency. To overcome
the weaknesses of Cycle II, he revised the plan as follows: (1) using Power Point to
discuss about more complex narrative texts as parts of the film, the monologues and
the dialogues of The Prince and The Pauper film. (2) improving the quality of sound
and images in the slide of Power Point.
He prepared the materials, the students' worksheets that consisted of some
tasks, lesson plan as a guidance in teaching listening and everything related to
the action such as the CD of the film The Prince and The Pauper to be inserted in
Power Point. To get the result, the observer observed the whole process during
teaching and learning process.
2) Implementing the Action
lxxvi
The action was implemented by the writer. In the Cycle III, he said that the
topic that day was a film The Prince and The Pauper. The students could practice
to comprehend many expressions in either the dialogues and monologues texts as
parts of the film. The third cycle was conducted in three meetings. Each meeting was
divided into three terms, namely: warming up and presentation, practice, and
production.
a) First Meeting
(1) Warming Up and Presentation
The writer entered the language laboratory at 08:45 a.m. He started the
lesson by greeting the students and, then, checking students' attendance. Before starting
the lesson, he gave a short pre-test for Cycle III to the students.
He distributed the students’ worksheets. Then, he asked if they like
watching a film. The students answered, “Yes!’. He told them that we were going to
watch the film again in a different title. The title was The Prince and the Pauper,
although he has told them the summary of the narrative texts orally, they have not
watched the film The Prince and The Pauper yet. After a few minutes, to prepare the
film, they could enjoy the film in Power Point. Their attention was focused on the
Power Point slides. They had no chance to do other things such as talking to each
other, and disturbing their friends.
(2) Practice
lxxvii
The materials of listening in Power Point in this section was about narrative
texts that were presented by the film The Prince and The Pauper Part A.1 and
A.2, A.3. By clicking the active buttons of Power Point, the sound and pictures
could be enjoyed well. The students were asked to understand the expressions in
either the dialogues or monologues texts as parts of the film. He asked the
students to fill in their answers on the students’ worksheets. Each slide of the
film was played slide by slide and stopped for 5 minutes, to give them a chance to
write down the listening tasks. The example of the slide is shown in Appendix 4.
(3) Production
In this stage, he gave exercises to the students. The exercises were based on
the materials which were presented in Power Point. The students were asked to
summarize the story of The Prince and The Pauper Part A.1 and A.2.
a) Second Meeting
(1) Warming Up and Presentation
The writer entered the language laboratory at 09:30 a.m. He started the
lesson by greeting the students and, then checking students' attendance.
lxxviii
He distributed the students’ worksheets. Then, he asked if they still enjoy
watching a film again. The students answered, “Yes!’. He told them that we were
going to watch the film again the next part of the film The Prince and The Pauper.
After a few minutes to prepare the film, the students could enjoy the film in Power
Point. Their attention was focused on the Power Point slides.
(2) Practice
The materials of listening in Power Point in this section was still about
narrative texts that were presented by the film The Prince and The Pauper Part
A.3, A.4, B.1 and B.2. He just clicked and clicked the active buttons, the sound and
the pictures could be enjoyed well. The students were asked to understand the
expressions in either the dialogues or monologues texts as parts of the film. He
asked the students to fill in their answers on students’ worksheets. The slides of
the film were played slide by slide and stopped for 5 minutes, to give them a
chance to write down the listening tasks.
(3) Production
In this stage, the writer gave exercises to the students. The exercises were
based on the material which were presented in Power Point. The students were asked to
summarize the story of The Prince and The Pauper Part A.3 , A.4, B.1, and B.2.
c) Third Meeting
(1) Warming Up and Presentation
lxxix
The writer entered the language laboratory at 07: 15. a.m. He started the
lesson by greeting the students and, then, checking students' attendance.
The writer distributed the students’ worksheets. Then, he asked if they
enjoy watching a film again. The students answered, “Yes!’. He told them that we
were going to watch the film again for the next part of the film The Prince and The
Pauper. After a few minutes, to prepare the film, the students could watch it
enthusiastically. Their attention was focused on the Power Point slides.
(2) Practice
The materials of listening in Power Point in this section still was about the
narrative texts that presented by the film The Prince and The Pauper part B.3, B.4
and B.5. The writer just clicked and clicked the Power Point active buttons, the
sound and pictures could be enjoyed well. The students were asked to
understand the expressions in either the dialogues or monologues texts delivered
by the characters of the film. He asked the students to fill in their answers on
students’ worksheets. The slides of the film were played slides by to slides and
stopped for 5 minutes, to give them chance to write down their listening tasks.
(3) Production
lxxx
In this stage, he gave exercises to the students. The exercises were based on
the materials which were presented in Power Point. The students were asked to
summarize the film The Prince and The Pauper part B.3, B.4, and B.5.
3) Observing the Action
When the writer implemented the model of teaching listening through Power
Point, all activities in his listening class were observed by the observer, she
wrote observation results on the field notes. Generally the teaching learning process
using this technique became more alive. Power Point used in listening class
attracted students' curiosity and attention, so that they were enthusiastic to pay
attention to the materials which were presented by the English teacher. The
eagerness of students could be known when the film was played, most of them
were enthusiastic to learn. Actually, they were really interested in watching other
films. A few of them said that they wanted to watch a horror English film, and some
others wanted to watch an action film. Only a few of them wanted to repeat the last
film. “Yes!”. He said. He stated that the materials of listening in this section was
not only watching English films, but also other topics related to other skills in this
semester. The students said, “Okay!’. They realized that the learning must be
continued with other topics.
Most of the students could enjoy listening to the following topics. Slides to
slides were listened well, although just a few students looked right and looked left to
know their friends in doing the tasks given by the teacher.
lxxxi
Nevertheless, the result of Cycle III still brought a little weaknesses during the
implementation of the action, although the number of passive students were getting
fewer. A few students did not come on time to enter the language laboratory. Anyway,
most of them suggested that learning English through Power Point should be applied to
learn all English skills.
The implementation of Cycle III can be summarized on Table 4.4
Table 4.4 . The Implementation of Cycle III
CYCLE III 1.Planning To discus the result of pre-test To present Power Point of film “The Prince and The Pauper” 2. Action First meeting
To present a film “The Prince and The Pauper” Part A.1, A.2, A.3 through Power Point
Second meeting To present a film “The Prince and The Pauper” Part A. 4, A..5. B.1
through Power Point Third meeting To present a film “The Prince and The Pauper” Part B.2, B.3. B.4.
B.5 through Power Point 3. Observation The students were noisy when they listened to complex expressions as parts of the film.
Some students were noisy to suggest that they wanted to watch other genre of films such as horror and action English films Some of them were noisy to suggest that other English skills should be presented through Power Point
4. Reflection (+) To use Power Point of which the topic is " The Prince and The Pauper”
attracted students' curiosity. There was an improvement of students' learning motivation during the teaching
and learning process. It was proven by their enthusiasm in paying attention to the lesson. There was an improvement of students' listening proficiency. It was proven by the improvement of the post-test result in the Cycle III
( - ) In the beginning of the lesson the students are noisy, they are very eager to sit in front of the row.
lxxxii
4) Reflecting the Observation Results
Based on the observation results which were gathered in the field notes, the
observer and the writer reflected several positive results and weaknesses in Cycle III, they
were described as follows:
1) Positive results
a) Using Power Point of which topic is films attracted students' curiosity.
b) The situation of learning was getting better, it could be seen from there were
no noisy students.
c) There was an improvement of students' learning motivation during the teaching
learning process. It was proven by the last questionnaires result of learning
motivation given before and after the action. Their learning motivation was
getting better.
c) There was an improvement of students' listening proficiency. It was proven by
the improvement of the post-test results in Cycle III.
2) Weaknesses
a) Most of the students suggested that the film which was presented was not
related to the study of the basic competence. For example, they wanted to
watch a horror and action film.
b) The slide of Power Point was running slowly.
lxxxiii
By considering the observation results, the observer and the writer
concluded that using Power Point was suitable for the students to improve their
learning motivation and listening proficiency, only a little weaknesses could be found.
Generally, the use of Power Point brought about positive results. Based on the result of
reflection, the observer and the writer concluded to end the action of the cycle.
The observer and the writer identified the factors causing the students’
low learning motivation and listening proficiency. The factors came from the
English teachers, the students and the school. He, who is an English teacher
should be more innovative in presenting listening materials. Generally, in teaching
listening subject the English teacher still uses an ordinary technique by playing
tape recorder or sometimes by reading orally while the students are listening
without visual aids. Using a conventional learning media can bring about low
students' learning motivation and listening proficiency. As a matter of fact, the
students were not enthusiastic to join in teaching and learning process. They were
getting bored, so that they did not understand what have been taught by the English
teacher.
B. Research Findings and Discussion
Having analyzed the data of this study, the writer found out several findings
to answer research questions. The data were collected through several sources as
follows: field notes, research diary, pre-research observation reports, audio video
lxxxiv
recordings, questionnaires, the scores of pre-test and pos-test, photographs, lesson
plans and listening materials. Besides focusing on answering the research questions
as mentioned in Chapter I, The section also provides other findings during the
implementation of Action Research in this study. The findings are summarized on
Table 4.5.
Table 4.5. The Summary of The Research Findings
Research Findings Facts 1. The use of Power Point improve
students’ learning motivation.
2. The use of Power Point improve students’ listening proficiency
3. Other Findings
a. Teacher
b. School
v The students’ participations,,attendance, enthusiasm in listening class are getting better.
v Listening class is more alive.
Ø The students’ learning achievement is getting better.
Ø The students are getting more confident in listening class.
Ø The students get a learning enlightenment in doing the tasks.
· The researcher, who is the
English teacher was more innovative in presenting listening materials.
v The school is getting richer to provide English listening materials.
In the following sections, issues which arise from the research questions are
presented.
The findings of this study showed that the use of Power Point in the
listening class could improve the students’ learning motivation. The increase of the
lxxxv
students’ learning motivation could be seen from the students’ participation, the
student’s attendance, the students’ enthusiasm, and more alive listening class.
The students’ participation in the listening class before and after the study
through Power Point was very different. Many students were passive to answer the
teacher’s questions before the study through Power Point, they were noisy to
discuss other topics which were not related to the academic discussion. But after the
studies through Power Point, they were active to pay much attention to the listening
materials.
There were many students coming late, before the study through Power
Point. But after the study, the students’ attendance was getting better, there was
only a few students were coming late, and eventually there was nearly no students
coming late at all. When he asked them, ”Sudah insyaf ya?, sudah ingin rajin
belajar bahasa Inggris?”. They said, “ Ya, pak!, tidak mau ketinggalan untuk
menyanyi dan nonton film, pak!. Based on the fact that singing English songs and
watching films through Power Point made an enjoyable situation to learn. This
learning situation improved the level of students’ attendance.
The students’ enthusiasm was also really different before and after the study.
Before the study, the students were not enthusiastic in learning, but after the study,
their enthusiasm was getting better. When the bell rang for them to have a break,
they did not want to go out soon. Then he asked them, ‘Kenapa tidak mau cepat-
cepat istirahat seperti biasanya?’. They answered, ‘Tak usah istirahat pak, nanti
lxxxvi
saja, baru enjoy belajar’. The learning materials through Power Point which
covered songs, the monologue report texts, and movies made the students enjoy
learning. They were enthusiastic and serious in learning. When he asked them to
sing a song they were singing together enthusiastically. Listening to a song which
presented by Power Point made listening class more enjoyable. Ladousse (1996: 7),
stated that enjoyment leads to better learning. Related to the song Gilberto Diaz
(1995: 25) stated that “…. songs have been motivational factor for many of those
who have engaged in EFL studies “. Their learning curiosity was better caused by
singing songs through Power Point. Stephen N. Elliott et al. (2000: 346) stated that
learning curiosity influenced the successful learning in the classroom.
Sounds and images which were presented by Power Point attract students’
attention. The sounds and colorful images made the students have no time to
discuss other topics which were not the academic study. Tang Ling Shing (2000:
11) stated that sound and images attracted the students to learn, because they have
many advantages as follows:
“…1) they arouse the students’ interest and attract learners’ attention, 2) they create an atmosphere in which students learn to think and 3) They bring into the classroom alive language situation which involve both pattern already learned and new items”.
Based on the statements above the sounds and images influence the students’
learning motivation. The facts could be seen that before the study through Power
Point, the students look bored, but after the study the listening class was more
alive. Many of the students suggested : “Pak bagaimana kalau semua pembelajaran
lxxxvii
keterampilan bahasa Inggris dibantu dengan presentasi Power Point?”. He
answered,”Ya, itu ide brilian yang perlu dipertimbangkan”. The students’ suggestion
showed that they had an eagerness to learn, they felt that learning through Power
Point was not boring. He considered well that for learning of comprehensive English
proficiency covered speaking, reading and writing could be done through Power
Point.
The findings of this study showed that the use of Power Point in the
listening class could increase the students’ listening proficiency. The increase of the
students’ listening proficiency could be seen from the improvement of the students’
learning achievement, the improvement of the students’ enlightenments in learning,
and the improvement of the students’ confidence in listening class.
Before the study, he found that the students had poor learning achievements.
Their learning achievement could be known from the listening test scores of the
pre-test and of the post-test conducted in cycle to cycle. The mean of the pre-test
in Cycle I is 42, the mean of the pre-test in Cycle II is 46, the mean of the pre-
test in Cycle III is 48. But after conducting the study through Power Point the
students’ achievement increased, the mean of the post-test in Cycle I is 45, the
mean score of the post-test in Cycle II is 50, the mean in post-test in Cycle III is
55. The increase of students’ listening proficiency was illustrated on Graph 5.1
Graph 5.1 The result of students’ listening test
lxxxviii
The learning improvement could be known that the students got
enlightenments of learning. Before the study the students belonged to slow
learners with low learning achievement, but after the study they were getting more
intelligent, they were faster to do the listening tasks.
Before the study, the students were afraid of making mistakes in answering
questions and to express their idea, but after conducting the study they were not
afraid of making mistake and were more confident in answering the questions.
Students’ listening proficiency could be improved through Power Point,
because Power Point did not only present sound, images, and animation but also
present many kinds of movies. Power Point visualized the messages of movies which
can attract the students’ attention. Anthoni (2002: 43) suggested that an effort of
visualizing the story when the activity is going on will strengthen the students’
understanding.
Marie Ernestova (1991: 5) stated that
“…students understand and retain the meaning of a word better when they have seen some objects associated with it. For this reason, the teacher can expose to real-life situations, when this is not possible, the visual aid can serve as a useful substitute. As the images are more vivid than words, they are much easier to recall than words”.
0
10
20
30
40
50
60
pre test1
post-test1
pre-test2
post-test2
pre-test 3
post-test 3
The main
lxxxix
Based on the statement above, the real objects of learning presented by
Power Point consisted sound, animations, images, and movies influence the
students’ understanding, because they are as representatives of the real life
situations.
According to him, improving students’ learning motivation and listening
proficiency through Power Point was a new and hard work. The learning materials
related to improve student’s learning motivation and listening proficiency must be
connected to the learning materials which were related to standard competency and
basic competency of social science study program for grade XII. After consulting
the standard competency and basic competency for senior high school, He took
monologue report texts and narrative texts as urgent topics for the study.
The materials of the monologue report texts were taken by inserting the
speech of a native speaker’ monologue into Power Point slides. The materials of
narrative texts were taken by cutting many CD movies and inserting them into
Power Point slides. As a warming up, he presented English songs. He took many
English songs by inserting them into Power Point slides. He considered that these
jobs were very challenging.
Before the study he did not use to teach through Power Point. But after the
study, he became more innovative in using Power Point to improve students’
learning motivation and listening proficiency.
xc
The school’s language laboratory where he teaches, is a new learning facility,
which provides penthium 4 computers, LCD projectors, audio-video recording, tape
recorder, handy cam, and 40 head sets. However, only a few teachers were able to
operate these facilities. it was also very poor of learning media. He considered
that the language laboratory facilities should be used optimally in learning. He had
an idea to improve students’ learning motivation and listening proficiency through
Power Point which was held in the language laboratory.
Before conducting the study he was not familiar with operating Power Point,
but after conducting the study he was able to do it better. He had made many
learning media for learning English. He copied in many compact discs. The
language laboratory of the was getting richer of learning media.
xci
CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Having conducted the research in improving the students’ learning
motivation and listening proficiency through Power Point, the writer finds that the
use of Power Point is very helpful in improving learning motivation and listening
proficiency.
Based on the result of the research above, he conclude the following
important parts:
1. The analysis of the process shows that the use of Power Point can attract
the students’ learning motivation. They enjoy the teaching and learning
process. It can be concluded that the use of Power Point is good and
effective in improving the students’ learning motivation. It is supported by
the analysis of the result of questionnaires and interviews.
2. The use of Power Point can improve the students’ listening proficiency
because it helps the students in comprehending the listening materials.
They are more confident in doing the tasks. This can be seen from the
xcii
comparison of the listening scores of the pre-test and of the post-test. He
concluded that the use of Power Point can improve students’ listening
proficiency.
The students’ learning improvement can be summarized on Table 5.1.
Table 5.1. The Summary Research Findings
Research Findings Before Action Research After Action Research
1. The classroom situation 2.Students’ Learning Motivation
3. Students’ Listening Proficiency Improvement.
a. The achievement of
students’ tests score. b. Students’ ability in
comprehending listening material.
4 Other findings a. Teacher
b. School
The listening class was noisy, many students were not discussing about the lesson The students were not interested in joining the listening class The students were not coming to listening soon The students’ listening proficiency was low. The mean of pre- test 1: 42 The mean of pre-test 2: 46 The mean of pre- test 3: 48 The students could not understand the listening material well.
The researcher, who is the English teacher was not innovative in presenting listening materials. School had poor listening materials.
The listening class was getting more alive. The students were more enthusiastic and more comfortable in the listening class. The students were coming into listening class enthusiastically The students’ listening proficiency was high. The mean of post- test 1: 45 The mean of post-test 2: 50 The mean of post-test 3: 55 The students could understand the listening material better than before. The researcher, who is the English teacher getting more innovative in presenting listening materials. School was getting richer and responsive to provide the listening materials.
xciii
Based on the research findings which were described above, he found
that there were differences before and after doing Action Research. The
research findings cover the following the problems: 1) the classroom situation.
2) students’ learning motivation 3) students’ listening proficiency
improvement, and 4) other findings.
The classroom situation was getting more alive after the research was
implemented. The improvement of the classroom situation was known from
the result of observations, there was nearly no noisy students. Most of them
paid much attention to the lesson, only a few students were passive. They
considered that listening class through Power Point was a new technique,
they never learned listening subject through Power Point before. They were
used to learn listening subject through a tape recorder.
The improvement of the students’ learning motivation could be found
from the results of giving the last questionnaires to the students, before doing
the research they showed that the mean of their learning motivation level
was 42, but after conducting the research their mean was 55. This noticed that
their learning motivation was getting better after learning through Power
Point.
The improvement of students’ listening proficiency could also be
identified through the process of the research implementation which showed the
xciv
students’ improvement, especially in understanding many kinds of monologue
report texts and also many expressions as parts of the film.
B. Implication
The result of the research shows that teaching English using Power
Point can improve the students’ learning motivation and listening proficiency,
especially on the grade twelve senior high school students. It is not only
improving their motivation, but also their improving achievement.
According to the result, teaching listening through Power Point is a
good technique in improving the students’ learning motivation and listening
proficiency. This study can be as a reference for the teacher in improving the
quality in applying the effective technique toward improving the students’
learning motivation and achievement in learning English.
C. Suggestion
Having concluded the result of the research which is using Power Point
to improve students’ learning motivation and listening proficiency to the senior
high school, in the grade XII, the writer would like to give some suggestions as
follows:
1. For teachers
xcv
a) The teachers should be more creative in teaching English especially to
senior high school students.
b) The activity of teaching and learning, especially in teaching listening
should be more enjoyable because the enjoyment of the students
influences their learning success.
2. For schools
a) The schools can improve the quality of teaching and learning process by
providing some varieties of learning media.
b) The schools can overcome the problems related to the listening
proficiency of the students by giving some opportunities for the
teachers to develop learning media.
3. For the institutions of Education
As an education institution, it will be better for Sebelas Maret
University to make a regular program to improve the teachers’ proficiency in
using media, included using a computer in language learning (Computer
Assisted Language Learning/ CALL). So that English teachers have a
competency to teach and to apply it in teaching and learning process.
4. For other researchers
This research is just one of the efforts in improving the students’
learning motivation and listening proficiency. It is expected that the findings of
this research can be used as a starting point for the future research on similar
xcvi
problem. It is also expected that other researchers are able to create some new
media, in improving teaching and learning process, especially in teaching
listening
BIBLIOGRAPHY
Arrends, Richard I. 1998. Learning to Teach (Fourth Edition). Singapore: McGraw Hill Companies, Inc.
Brown, H. Douglas. 1994. Principles of Language Learning and Teaching (Third
Edition). Englewood Cliff: Prentice Hall, Inc. Burn, Anne. 1999. Collaborative Action Research for English Language
Teachers. Cambridge: Cambridge University Press. Diaz, Gilberto. 1995. Using Titles and Lyrics of Songs as Warm-Ups. FORUM.
Volume 33. Number 1. Elliott, John. 1991. Action Research for Educational Change. Milton Keynes:
Open University Press. Elliott, Stephen N. et al. 2000. Educational Psychology: Effective Teaching
Effective Learning (Third Edition). Boston: McGraw Hill. Farlex. 2007. The Free Dictionary. Available at: http:// thefredictionary.com.
xcvii
Fisher, L Don. 2003. Using Power Point for ESL Teaching. The Internet TESL Journal, VOL IX No, 4. April 2003. Available at : http:// iteslj. Org/.
Harmer, Jeremy. 1993. The Practice of English Language Teaching. New York:
Longman Group. Haycraft, John. 1978. An Introduction to English Language Teaching. New
York: Longman Group. Hopkins, David. 1993. A Teacher’s Guide to Classroom Research. Buckingham:
Open University Press. Kisito, Futunge 2006. Using PowerPoint Presentations to teach ESL. The
Internet TESL Journal, VOL I No, .December 2006. Available at : http:// English 4kids.com
McNiff, Jean.1988. Action Research: Principles and Practice. New York.
Routledge. Mills, G.E. 2000. Action Research: A Guide for The teacher Researcher. New
Jersey: Prentice Hall. Nunan, David. 1998. Research Method in Language Learning. Cambridge:
Cambridge University Press. Richard, Jack. C and Rodgers, Theodore S. 1986. Approach and Methods in
Language Teaching. Cambridge: Cambridge University Press. Rost, Michael. 1994. Introducing Listening. London: Penguin Group. Tufte, Edward . The Cognitive Style of PowerPoint: Pitching Out Corrupts Within
(Second edition). Graphics Press, 2006. Available at: http: //wwww bibetter com/.Powertip.
Ur, Penny. 1998. A Course in Language Teaching: Practice and Theory.
Cambridge: Cambridge University Press.
Wallace, Michael J. 2000. Action Research for Language Teachers. Cambridge: Cambridge University Press.
xcviii
RENCANA PELAKSANAAN PEMBELAJARAN
(LESSON PLAN)
Tingkat Pendidikan : SMA
Kelas/Semester : XII (duabelas) / 1
Mata Pelajaran : Bahasa Inggris
A. Standar Kompetensi:
Memahami makna kata dalam percakapan transaksional dan interpersonal resmi
dan berlanjut dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar:
Merespon makna dalam percakapan transaksional dalam teks lisan fungsional
pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai
konteks kehidupan sehari-hari..
C. Indikator:
· Mengidentifikasikan makna kata dalam teks monolog
· Mengidentifikasikan informasi tertentu dari teks fungsional pendek
· Mengidentifikasikan informasi tertentu dari teks fungsional pendek
Jenis teks : Monologue dari teks report
Aspek / Skill : Menyimak (listening)
Alokasi Waktu : 2. x 45 menit
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Appendix 1
xcix
a. Memahami teks report.
b. Membuat dan menceritakan ulang dari teks monolog
E. Materi Pembelajaran
a. Cerita monolog berupa teks report tentang macam-macam pekerjaan dalam
Power Point.
b. Kosakata terkait dengan tema/jenis teks monolog
F. Metode/Teknik: Three Phase Technique
Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan (Pre Listening Activity)
1. Mendengarkan guru memberikan gambaran singkat tntang isiteksreport.
2. Mengidentifikasi kosa kata yang berhubungan dengan teks report.
b. Kegiatan inti (Whilst Listening Activity)
1. Mendengarkan dan memahami teks m,onolog report
2. Menjawab pertanyaan tentang isi teks monolog
3. Menceritakan ulang dari teks berbentuk monolog
c. Kegiatan Penutup (Post Listening Activity)
1. Menanyakan kesulitan siswa dalam memahami teks monolog report.
2. Menyimpulkan materi.
G. Sumber Belajar :
Teks report yang membahas tentang jenis pekerjaan dalam Power Point.
H. Penilaian
a. Teknik : Tes tertulis sederhana
b. Bentuk : Pertanyaan essay singkat
Guru Mata Pelajaran
c
Sukatno
RENCANA PELAKSANAAN PEMBELAJARAN (Lesson Plan)
Tingkat Pendidikan : SMA
Kelas/ Semester : XII /1
Mata Pelajaran : Bahasa Inggris
A. Standar Kompetensi:
Memahami makna dalam teks percakapan transaksional dan interpersonal resmi
dan berlanjut dalam teks kehidupan sehari-hari.
B. Kompetensi Dasar:
Merespon makna dalam percakapan transaksional (to get the things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (substained) secara akurat,
iancar dan berterima yang menggunakan ragam bahasa lisan dalam konteks
kehidupan sehar-hari dan melibatkan tindak tutur: menasehati memperingatkan.
C. Indikator:
1. Mengidentifikasikan makna kata dalam teks monolog maupun dialog
2. Mengidentifikasikan informasi tertentu dari teks fungsional pendek
3. Mengidentifikasikan informasi tertentu dari teks fungsional pendek
4. Mengidentifikasi ungkapan yang melibatkan tindak tutur memperingatkan,
menasihati dan menyatakan perasaan relief.
Jenis percakapan : Percakapan transaksional dan interpersonal lisan dari sebuah
film yang berjudul Snow White
Tema : Narrative
ci
Aspek/Skill : Menyimak (listening)
Alokasi Waktu : 2x 45 menit .
D. Tujuan Pambelajaran
Pada akhir pembelajaran siswa dapat:
a. Mampu mengidentifikasi makna kata dalam sebuah film.
b. Mampu mengidentifikasi makna ungkapan-ungkapan yang melibatkan tindak
turur menasehati, memperingatkan dan menyatakan perasaan relief.
E. Materi Pembelajaran
a. Percakapan transaksional dan interpersonal lisan
b. Kosa kata terkait jenis teks narrative.
c. Ungkapan yang melibatkan:
-Tindak tutur menasehati
-Tindakan tutur memperingatkan
-Tindak tutur mengakui perasaan relief.
F. Metode/ Teknik: Three Phase Technique
Langkah-langkah Kegiatan
Kegiatan Pendahuluan (Pre Listening)
a. Mennyimak guru dalammemberikan gambaran singkat tentang cerita film.
Mennyimak guru menceritakan gambaran singkat mtentang tokoh-tokoh
cerita.
Kegiatan Inti (Whilst Listening)
· Menyimak cerita film untuk mencermati makna kata dan mencermati
percakapan transaksional berupa ungkapan yang melibatkan tindak tutur
menasehati, memperingatkan dan menyatakan perasaan.
· Menjawab pertanyaan tentang isi cerita film.
· Mengidentifikasi makna kata dan percakapan berisi ungkapan menasehati,
memperingati dan menyatakan perasaan.
Kegiatan Penutup (Post Listening)
cii
· Menanyakan kesulitan siswa dalam memahami makna kata dan
percakapan transaksional dan interpersonal.
· Menyimpulkan materi.
G. Sumber Belajar: Film Snow White dalam Power Point
H. Penilaian .
· Teknik :Tes isian (essay)
· Bentuk : Pertanyaan singkat tertulis
· Instrumen : Isian,
Contoh Instrumen
Listen the text carefully and answer the questions by writing down on the
work sheet
1. Write down 10 expressions delivered by the speakers as apart of the film
2. Retell the story you have heard in at least 5 sentences.
Guru Mata Pelajaran
Bahasa Inggris SMA
Sukatno
ciii
RENCANA PELAKSANAAN PEMBELAJARAN (Lesson Plan)
Tingkat Pendidikan : SMA
Kelas/ Semester : XII /1
Mata Pelajaran : Bahasa Inggris
A. Standar Kompetensi:
Memahami makna dalam teks percakapan transaksional dan interpersonal resmi
dan berlanjut dalam teks kehidupan sehari-hari.
B. Kompetensi Dasar:
Merespon makna dalam percakapan transaksional (to get the things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (substained) secara akurat,
iancar dan berterima yang menggunakan ragam bahasa lisan dalam konteks
kehidupan sehar-hari dan melibatkan tindak tutur: menasehati memperingatkan.
C. Indikator:
· Mengidentifikasikan makna kata dalam teks monolog maupun dialog
· Mengidentifikasikan informasi tertentu dari teks fungsional pendek
· Mengidentifikasikan informasi tertentu dari teks fungsional pendek
civ
· Mengidentifikasi ungkapan yang melibatkan tindak tutur memperingatkan,
menasihati dan menyatakan perasaan relief.
Jenis percakapan : Percakapan transaksional dan interpersonal lisan dari sebuah
film yang berjudul The Prince and The Pauper
Tema : Narrative
Aspek/Skill : Menyimak (listening)
Alokasi Waktu : 2x 45 menit .
D. Tujuan Pambelajaran
Pada akhir pembelajaran siswa dapat:
· Mampu mengidentifikasi makna kata dalam sebuah film.
· Mampu mengidentifikasi makna ungkapan-ungkapan yang melibatkan tindak
turur menasehati, memperingatkan dan menyatakan perasaan relief.
E. Materi Pembelajaran
a. Percakapan transaksional dan interpersonal lisan
b. Kosa kata terkait jenis teks narrative.
c. Ungkapan yang melibatkan:
-Tindak tutur menasehati
-Tindakan tutur memperingatkan
-Tindak tutur mengakui perasaan relief.
F. Metode/ Teknik: Three Phase Technique
Langkah-langkah Kegiatan
Kegiatan Pendahuluan (Pre Listening)
a. Mennyimak guru dalammemberikan gambaran singkat tentang cerita film.
b. Mennyimak guru menceritakan gambaran singkat mtentang tokoh-tokoh cerita.
Kegiatan Inti (Whilst Listening)
a. Menyimak cerita film untuk mencermati makna kata dan mencermati
percakapan transaksional berupa ungkapan yang melibatkan tindak tutur
cv
menasehati, memperingatkan dan menyatakan perasaan.
b. Menjawab pertanyaan tentang isi cerita film.
c. Mengidentifikasi makna kata dan percakapan berisi ungkapan menasehati,
memperingati dan menyatakan perasaan.
Kegiatan Penutup (Post Listening)
a. Menanyakan kesulitan siswa dalam memahami makna kata dan percakapan
transaksional dan interpersonal.
b. Menyimpulkan materi.
G. Sumber Belajar: Film The Prince and The Pauper dalam Power Point
H. Penilaian .
a. Teknik :Tes isian (essay)
b. Bentuk : Pertanyaan singkat tertulis
c. Instrumen : Isian,
Contoh Instrumen
Listen the text carefully and answer the questions by writing down on the
work sheet
1. Write down 10 expressions delivered by the speakers as apart of the film
2. Retell the story you have heard in at least 5 sentences.
Guru Mata Pelajaran
Bahasa Inggris SMA
Sukatno
cvi
A. SONGS
B. Monologue
The SAMPLES of Learning Materials in Power Point SLIDES
Appendix 2
cvii
C. Film Snow White
D. Film The Prince and The Pauper
Appendix 3
The sample of pre test and post test in Cycle 1
Daves Long has his own auto ……1…….. He began his career young.
In high school Dave was ……2………. in cars and took special course
in auto mechanics. He is very good mechanic and many people ..…4….
cviii
for him to fix. They like him because he is ……4…….and ….5…….
fair prices. Sometimes he has more work than he can do.
Dan Parker is a fireman in a……6…….. He wanted to be a fireman
……7…... Dan’s father was a fireman , and Dan wanted to be like his
father. Dan’s father was a……8…., and Dan is very brave too. He is
not afraid of …9..….. Last year, he ……10….the lives of three people.
Appendix 4 The samples of pre test and post test in Cycle 2
1. Write downs the expressions which were delivered by the characters as a part of the film Snow White (10 expression minimums) !
2. How many characters told in the film
Snow White ?
3. Retell the texts which were told in Film Snow White !
cix
The samples of pre test and post test in Cycle 3
Appendix 5
KISI-KISI (Blue Print)
1. Write down the expressions which were
delivered by the characters as a part of the film The Prince and The Pauper (10 expression minimums) !
2. How many characters told in the film
The Prince and The Pauper ?
3. Retell the texts which were told in film The Prince and The Pauper
cx
Definisi Kemampuan Menyimak (listening Proficiency):
Menyimak(listening) adalah proses komunikasi antara sumber suara dan penyimak
dalam memahamai, menganalisis dan mengevaluasi dari pesan secara lisan yang
mencakup pembedaan suara, pengenalan kata, memahami tekanan kata, memahami,
memahami topik yang dibicarakan, dan memprediksi artikata.
No Aspek Indikator Item
1. Pembedaan suara, Membedakan kata dari materi listening 1,2,3
2. Pengenalan kata, Memahami makna kata dalam teks 4,5,6
3. Memahami tekanan
kata
Memahami makna yang penting dalam teks
lengkap dalam satu kalimat
7,8,9
4. Memahami topik
yang dibicarakan,
Memahami ide pokokdan topik yuang
sedang dibahas
10,11,12
5. Memprediksi
artikata.
Memahami arti katadalam teks 13,14,15
Appendix 6
cxi
Pre test and post test of listening before and after the implementing the action
(taken from UAN test 2006)
cxii
cxiii
cxiv
cxv
Appendix 7
Table. 2
Pre test score of listening test . Cycle 1
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 30 44 32 23 42 23 42 52 42 30 30 60 32 23 42 23 42 54 42 30
21 22 23 24 25 26 27 28 29 20 21 22 33 34 35 36 37 38 39 40
30 60 32 23 42 23 42 54 42 30 30 60 32 23 42 23 42 54 42 30
The mean score for pretest = 42
Post test score of listening test in Cycle I
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 50 46 34 52 48 26 48 54 46 46 50 46 44 52 48 44 48 52 50 40
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
50 46 44 52 48 44 48 52 50 46 50 46 44 52 48 44 48 52 50 36
The mean score for pos test = 46
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Appendix 8
Table. 3
Pre test score of listening test . Cycle 2
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 25 30 42 50 48 45 35 45 40 45 25 40 45 50 50 45 25 45 45 30
21 22 23 24 25 26 27 28 29 20 21 22 33 34 35 36 37 38 39 40
25 40 45 50 50 45 25 45 30 45 25 40 45 50 50 45 25 45 30 45
Nilai rata-rata untuk pretest = 40
Post test score of listening test . Cycle 2
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 45 34 45 50 50 42 46 50 48 44 60 34 42 50 46 48 46 50 48 44
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
46 34 42 50 46 42 46 50 48 44 60 47 42 50 46 54 30 48 48 46
Nilai rata-rata posttest = 48
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Appendix 9
Table. 4
Pre test score of listening test in Cyicle III
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 30 50 42 23 42 23 42 54 42 30 30 60 32 23 42 23 42 54 42 30
21 22 23 24 25 26 27 28 29 20 21 22 33 34 35 36 37 38 39 40
30 50 32 34 42 23 42 54 42 30 30 60 32 23 42 23 42 54 42 30
The mean score pretest = 42 Cycle III
Post test score of listening in Cycle III
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 50 46 44 52 48 44 48 52 50 46 50 46 44 52 48 44 48 52 50 46
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
50 52 42 50 48 44 48 52 50 46 50 46 44 52 48 44 48 52 50 46
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The mean score post test = 48 Cycle III
Appendix 10
Table. 5
The score pre test of listening before the action
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 30 50 42 23 42 23 42 54 42 30 30 60 32 23 42 23 42 54 42 30
21 22 23 24 25 26 27 28 29 20 21 22 33 34 35 36 37 38 39 40
30 60 32 23 42 23 42 54 42 30 30 60 32 23 42 23 42 54 42 30
The mean score of pretest = 42.
The score of post test after the action
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 52 48 46 54 50 46 50 54 52 53 60 55 46 54 50 46 50 54 52 48
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21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
52 48 46 54 50 46 50 54 55 48 52 48 48 54 55 46 50 54 52 48
The mean score of posttest= 55
Appendix 11
Table. 4
The results of the learning motivation score which were consulted with Likert Scale Before the Action
No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 30 50 42 23 42 23 42 54 42 30 30 60 32 23 42 23 42 54 42 30
21 22 23 24 25 26 27 28 29 20 21 22 33 34 35 36 37 38 39 40
30 50 32 34 42 23 42 54 42 30 30 60 32 23 42 23 42 54 42 30
The mean of pretest = 42
After the action
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No. Urut Presensi
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nilai 50 46 44 52 48 44 48 52 50 46 50 46 44 52 48 44 48 52 50 46
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
50 52 42 50 48 44 48 52 50 46 50 46 44 52 48 44 48 52 50 46
The mean of post-test = 48
Appendix 12
Table. 6
Frekuensi Ketidakhadiran Siswa dalam Kegiatan Pembelajaran
Ketidakhadiran
No.
Siklus
Tatap Muka Sakit
Ijin
Alpa
Jumlah
1
1
2
2
5 2
2
2
2
5
1
I
3
1
2
1
4
Jumlah
4
6
5
14 1
0
2
1
3 2
1
1
1
2
2
II
3
2
1
0
3
Jumlah
3
4
2
8 1
1
0
1
2 2
1
1
0
2
3
III
3
0
1
0
1
Jumlah
2
3
0
5
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Appendix 13
(Kisi-kisi)
Blue Print
Definisi Operasiomnal Motivasi Belajar:
Kemampuan seseorang untuk meraih tujuan pembelajaran yang diwujudkan atas
perasaan keingintahuan, ketekunan, dan kesadaran positif melalui pengalaman
belajar.
No Aspek Indikator Item
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1. Keingintahuan a) Kesukaan terhadap pelajaran,
b) Keingintahuan lebih lebih jauh terhadap pelajaran
1,2,3,6,7,9,11,12
2. Ketekunan a) Perasaan dan sikap terhadap tugas pembelajaran.
b) Kemauan untuk mengikuti pelajaran.
4,5,10,14, 15,16.
3. Kesadaran a) Perasaan tanpa ada tekanan dalam belajar
b) Kesadaran diri untuk mau belajar.
8,13,,17,18,19,20
Appendix 14
ANGKET MOTIVASI BELAJAR
Lingkarilah jawaan pertanyaan di bawah ini secara jujur dengan memilih salah satu
pilihan yang paling sesuai dengan kondisi Anda yang sebenarnya.
Keterangan: 1. tidak pernah 2. hampir tak pemah
3. ya, kadang-kadang 4. ya, selalu
1. Apakah anda menyukai mata pelajaran Bahasa Inggris?
1 2 3 4
2. Apakah anda merasa bahwa memahami materi pelajaran bahasa Inggris itu
cxxiii
mudah ?
1 2 3 4
3. Apakah menurut anda mata pelajaran Bahasa Inggris itu perlu mendapat perhatian
yang serius ?
1 2 3 4
4. Apakah anda bersemangat untuk belajar bahasa Inggris bila dibandingkan dengan
mata pelajaran lain misalnya ilmu pasti ?
1 2 3 4
5. Apakah anda berharap bila jadwal pelajaran bahasa Inggris ditambah ?
1 2 3 4
6. Apakah anda merasa mudah untuk berbicara (speaking) dan menyimak
(listening) bahasa Inggris setelah mengikuti model pembelajaran di sekolah akhir
–akhir ini?
1 2 3 4
7. Apakah anda terbiasa mendengarkan orang berbicara bahasa Inggris melalui
media audio visual?
1 2 3 4
8. Apakah anda memiliki sarana belajar untuk meningkatkan kemampuan
berbahasa Inggris misalnya CD pembelajaran dan buku-buku bahasa Inggris?
1 2 3 4
9. Apakah anda mengerjakan tugas rumah yang diberikan guru Bahasa Inggris anda?
1 2 3 4
10. Apakah anda datang terlambat pada waktu jam pelajaran Bahasa Inggris?
1 2 3 4
11. Apakah anda bersemangat untuk menerima pelajaran bahasa Inggris?
1 2 3 4
12. Apakah anda memperhatikan pembelajaran bahasa Inggris oleh guru bahasa
Inggris dengan serius?
1 2 3 4
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13. Apakah anda tertarik dengan cara penyampaian materi pembelajaran oleh guru
Bahasa Inggris anda sebagaimana biasa dalam kelas?
1 2 3 4
14. Apakah anda mengajukan pertanyaan pada saat pembelajaran Bahasa Inggris?
1 2 3 4
15. Apakah anda berlatih berbicara (speaking) atau menyimak (listening) dengan
bahasa Inggris di luar mata pelajaran Bahasa Inggris?
1 2 3 4
16. Apakah anda mengumpulkan tugas yang diberikan guru Bahasa Inggris tepat
waktu?
1 2 3 4
17. Apakah anda menggunakan CD pembelajaran bahasa Inggris untuk belajar di
rumah ?
1 2 3 4
18. Apakah anda menonton acara berbahasa Inggris di televisi?
1 2 3 4
19. Apakah anda suka mendengarkan lagu-lagu berbahasa Inggris di CD, kaset atau
MP 3 dalam komputer atau melalui alat elektronik ynag lain?
1 2 3 4
20. Apakah anda membuat catatan kecil tentang kosakata baru yang anda temukan
dalam kamus?
1 2 3 4
Appendix 15
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THE DIARY OF ACTION RESEARCH
Day, Date, Month and Year Notes Saturday, 20th January 2007 Monday, 2nd February 2007
Setelah pembagian nilai raport semester 1 untuk kelas XI, timbul ketidakpuasan terhadap nilai listening yang belum memenuhi standar ketuntasan minimal (SKM) Walaupun sebagian kecil siswa mendapat nilai yang memuaskan, tetapi rata rata siswa masih mengalami kesulitan dalam mengikuti pelajaran listening. Ditambah lagi, motivasi belajar siswa sangat rendah. Hal ini berdasar pengamatan langsung baik dari bukti keaktifan siswa berupa keterlambatan masuk kelas, juga jumlah siswa yang sangat sedikit dalam mengajukan pertanyaan dan menjawab pertanyaan guru bahasa Inggris. Pada hari ini saya memberikan angket tentang motivasi belajar untuk mengukur tingkat motivasi belajar mereka. Setelah dianalis data kualitatif ddiubah menjadi data kuatitatif dengan skala likert , ditemukan bahwa mereka benar-benar memiliki motivasi belajar yang rendah. Hal inilah yang mendasari saya untuk mengangkat permasalahan listening dalam penelitian saya. Dalam upaya meningkatkan kemampuan listening untuk para siswa SMAN I Girimarto, di awal tahun 2006, telah dibangun lab bahasa. Saya ditunjuk sebagai koordinator lab bahasa, karena di anggap sudah berpengalaman dalam mengoperasikan peralatan lab bahasa. Secara singkat penelitian untuk meningkatkan kemampuan listening siswa dengan menggunakan sarana lab bahasa tanpa kendala yang berarti. Penentuan subyek penelitian dan metode penelitian: Keinginan saya, dalam upaya peningkatan motivasi belajar dan kemampuan menyimak (listening) mendapat jalan terang, ketika bu Dewi selaku pembimbing 1 menyetujui gagasan tersebut. Inilah konsultasi pertama pada pembimbing 1. Dalam kesempatan pertama ini saya sudah mempersiapkan rencana penelitian yang meliputi :
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Wednesday, 7th February 2007
Subyek Penelitian: Siswa kelas XI IPS 2 SMAN I Girimarto Wonogiri, dengan alasan disekolah inilah saya mengajar, jadi dengan mengadakan penelitian disini pekerjaan tidak akan terabaikan dan ada penghematan biaya research. Metode Penelitian: Action Research, saya sebagai guru bahasa Inggris, melakukan penelitian sekaligus sebagai researcher dan meminta bantuan teman sekerja untuk menjadi observer. Hal yang diactionkan: Improving the Students’ Learning Motivation and Listening Proficiency Through Power Point Dari perencanaan yang sudah dibuat, dikonsultasikan pada pembimbing. Mencari referensi dan kajian teori yang sesuai dengan masalah yang diangkat dalam research. Setelah pembimbing 1 menyetujui kajian teori yang diajukan, mulai persiapan penulisan proposal. Pertemuan pertama Siklus 1 : Pertemuan pertama untuk siklus 1, tepat pukul 07. 15 saya masuk diiringi bu Suwati selaku observer. Ketika saya masuk anak anak agak gaduh, mereka sebagian sedang mempersiapkan buku pelajaran bahasa Inggris, sebagian lagi berebut ingin duduk paling depan. Padahal sudah diumumkan bahwa pemilihan tempat duduk di lab bahasa berdasar nomor urut kursi dan nomr presensi. Saya menyapa mereka dengan sapaan yang biasa saya berikan, kemudian saya tanyakan presensi mereka. Saya memberi waktu 5 menit kepada siswa untuk mengerjakan pre tes menyimak (listening) dari 10 soal isian singkat lembar kerja siswa. Kegiatan awal pembelajaran dimulai dengan warming up (pemanasan ) dengan menampilkan lagu bahasa Inggris dalam tampilan Power Point, setelah siswa mengisi kata-kata rumpang dalam lembar kerjanya, lalu menyanyi bersama-sama. Kegiatan pembelajaran pada pertemuan pertama ini membahas topic monolog report antara lain: Teacher, Musician, Taxicab Driver, TV Cameraman, Auto Mechanic, Boy Scout Leader, dan Postman.. Beberapa tampilan teks monolog report telah ditampilkan. Siswa terlihat antusias memperhatikan beberpa tayangan yang berwarna warni yang
cxxvii
Wednesday, 9th February 2007 Friday, 11th February 2007 Wednesday, 14th February 2007
dilengkapi dengan suara monolog. Pertemuan ke dua Siklus 1: Setelah greeting, saya melanjutkan materi yang berhubungan dengan materi monolog report. Sebelum menyajikan tampilan monolg report, kegiatan pembelajaran diawali dengan pemanasan yakni dengan menyajikan sebuah lagu yang berbeda dengan di pertemuan pertama. Dalam tayangan Power Point. Siswa diajak mengisi kata-kata rumpang dan dilanjutkan dengan menyanyi bersama-sama. Lalu dilanjutkan dengan menyajikan teks report monolog. Adapun topic pembahasan dalam pertemuan kedua ini adalah: Bus driver, Train Conductor, Golfer, Waiter, Welder, Fireman, dan Photographer, Pertemuan ke tiga Siklus 1: Setelah greeting, saya melanjutkan materi yang berhubungan dengan materi monolog report sebelkumnya. Sebelum menyajikan tampilan monolog report, kegiatan pembelajaran diawali dengan pemanasan yakni dengan menyajikan sebuah lagu Dalan tayangan Power Point.Siswa diajak mengisi kata-kata rumpang dan dilanjutkan dengan menyanyi bersama-sama. Lalu dilanjutkan dengan menyajikan teks report monolog. Adapun topic pembahasan pada pertemuan kali ini adalah: Research Scientist, Soccer Player, Tennis Player, Legal secretary, Farmer, dan Judge Kegiataan pembelajaran diakhiri dengan mengerjakan tes akhir listening (post test) dari 10 soal isian singkat dari test menyimak sederhana dalam Power Point. Pertemuan pertama Sikluis 2 : Pertemuan pertama untuk siklus 2, tepat pukul 07. 15 saya masuk diiringi bu Suwati selaku
cxxviii
Wednesday, 21st February 2007 Friday, 23nd February 2007
observer. Ketika saya masuk suasana sudah muali tenang dibanding dengan sebelumya mereka sebagian sedang mempersiapkan lembar kerja siswa yang sudah dibagikan oleh temanya. Saya menyapa mereka dengan sapaan yang biasa saya berikan, kemudian saya tanyakan presensi mereka. Saya memberi waktu 5 menit kepada siswa untuk mengerjakan pre tes menyimak (listening) dari 10 soal isian singkat di lembar kerja siswa. Kegiatan awal pembelajaran dimulai dengan menanyakan tentang hobi mereka. Diantara mereka ada yang menjawab hobinya menyanyi dan yang lain hobinya menonton sinetron. Sekitar 3 menit berlalu saya menanyakan apakah mereka suka menonton film, serentak mereka menjawab suka. Lalu saya mengumumkan bahwa pertemuan kali ini saya akan menyajikan film Snow White dalam Power Point. Mereka serentak bersorak gembira. Kegiatan pembelajaran pada pertemuan pertama ini menyajikan film, para siswa diberi tugas untuk menulis ungkapan-ungkapan singkat yang disampaikan dalam monolog ataupun dialog dalam film tersebut. Film yang disajikan adalah Snow White bagian A.1 dan A.2. Pertemuan ke dua Siklus 2: Setelah greeting, saya melanjutkan materi film Snow White. Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yangtelah diputar padapertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah Snow white bagian A.3, A.4, dan B1 Pertemuan ke tiga Siklus 2: Setelah greeting, saya melanjutkan materi film Snow White. Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yangtelah diputar pada pertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang
cxxix
Wednesday, 28th February 2007 Wednesday, 6th March 2007
diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah Snow White bagian B.2, B.3 dan B.4. Kegiataan pembelajaran diakhiri dengan mengerjakan tes akhir listening (post test) dari 10 soal isian singkat dari test menyimak sederhana. Pertemuan pertama Siklus 3 : Pertemuan pertama untuk siklus 3, tepat pukul 07. 15 saya masuk diiringi bu Suwati selaku observer. Ketika saya masuk suasana sudah mulai tenang dibanding dengan sebelumya mereka sebagian sedang mempersiapkan lembar kerja siswa yang sudah dibagikan oleh temanya. Saya menyapa mereka dengan sapaan yang biasa saya berikan, kemudian saya tanyakan presensi mereka. Saya memberi waktu 5 menit kepada siswa untuk mengerjakan pre tes menyimak (listening) dari 10 soal isian singkat di lembar kerja siswa. Kegiatan awal pembelajaran dimulai dengan menanyakan tentang hobi mereka menonton berbagai macam jenis film. Diantara mereak ada yang menjawab hobinya menonton film horor, sebagian yang lain ada yang senang dengan film action. Sekitar 3 menit berlalu saya menanyakan apakah mereka suka menonton film drama serentak mereka menjawab setuju. Lalu saya mengumumkan bahwa pertemuan kali ini saya akan menyajikan film The Prince anf The Pauper dalam Power Point. Mereka serentak bersorak kegirangan. Kegiatan pembelajaran pada pertemuan pertama ini menyajikan film, para siswa diberi tugas untuk menulis ungkapan-ungkapan singkat yang disampaikan dalam monolog ataupun dialog dalam film tersebut. Seoerti tugas sebelumnya.Film yang disajikan adalah The Prnce and The Pauper bagian A.1 A.2. dan A.3. Pertemuan ke dua Siklus 3: Setelah greeting, saya melanjutkan materi film The Prince and the Pauper. Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yang telah diputar pada pertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang
cxxx
Friday, 8th March 2007 Wednesday, 14th June 2007 Tuesday, 4th January 2007 Tuesday, 11th January 2007
diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah The Prince and The Pauper bagian A.4, A.5, dan B1. Pertemuan ke tiga Siklus 3: Setelah greeting, saya melanjutkan materi film The prince and The Pauper Setelah pemanasan (warming up) sebentar yakni dengan menanyakan cerita film yang telah diputar pada pertemuan sebelumnya. Seperti pertemuan sebelumya lembar kerja siswa telah dibagikan, tugas siswa adalah menulis ungkapapan–ungkapan (expressions) yang diucapkan oleh pembicara dalam film.Adapun bagian film yang disajikan dalam pertemuan kali ini adalah The Prince and The Pauper bagian B.3, B.4 dan B.5. Kegiataan pembelajaran diakhiri dengan mengerjakan tes akhir listening (post test) dari 10 soal isian singkat dari test menyimak sederhana dalam Power Point. Terlihat sekali dalam pertemuan kali ini siswa mengalami peningkatan motivasi belajar yang tinggi terbukti mereka menuntut untuk semua pembelajaran dari keterampilan berbahasa Inggris supauyadi adakan di lab bahasa melalui Power Point.. Mereka mengatakan lebih tertarik. Penulisan Laporan penelitian Menulis laporaan kegiatan penelitian tindakan kelas, dan berencana untuk dikonsultasi kepada pembimbing dengan segera. Namun permasalahan ada pada saya belum bisa konsultasi dalam bulan bulan ini. Kegiatan penulisan laporan berhenti selama berbulan bulan, karena saya menulis kegiatan penelitian tindakan kelas dalam versi bahasa Indonesia untuk dilombakan. Penulisan laporan penelitian berjalan kembali dan konsultasi dengan pembimbing, mengadakan revisi tentang kepenulisan tiap hari.
cxxxi
SURAT KETERANGAN Nomor: / / 2007
Yang bertanda tangan di bawah ini Kepala SMAN I Girimarto memberi ijin
kepada saudara:
Nama : Sukatno
NIM : S 89030036
Program : Pasca sarjana
Jurusan : Pendidikan Bahasa Ingrris
Universitas Sebelas Maret Surakarta.
cxxxii
Untuk mengadakan penelitian di SMAN I Girimarto selama 3 bulan mulai 29
Maret 2007 sampai 17 Mei 2007 dengan menggunakan metode penelitian Action
Research, dengan judul: “IMPROVING STUDENTS’ LEARNING
MOTIVATION AND LISTENING PROFICIENCY THROUGH POWER
POINT ”.
Demikian surat ijin ini kami buat untuk digunakan seperlunya.
Wonogiri, 25 Maret
2007
Drs. Sardito
NIP. 131644974
SURAT KETERANGAN
Nomor: / / 2007
Yang bertanda tangan di bawah ini Kepala SMAN I Girimarto menerangkan
bahwa saudara:
Nama : Sukatno
NIM : S 89030036
cxxxiii
Program : Pasca sarjana
Jurusan : Pendidikan Bahasa Ingrris
Universitas Sebelas Maret Surakarta.
Benar-benar telah mengadakan penelitian di SMAN I Girimarto, mulai 29
Maret 2007 sampai 17 Mei 2007 untuk kerperluan penyelesaian thesis dengan
judul: “IMPROVING STUDENTS’ LEARNING MOTIVATION AND
LISTENING PROFICIENCY THROUGH POWER POINT”.
Demikian surat keterangan ini kami buat untuk digunakan seperlunya.
Wonogiri, 25 Juni 2007
Drs. Sardito
NIP. 131644974
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