USING SHORT STORY VIDEO IN TEACHING LISTENING

(An Experimental Research at Second Grades of SMP Plus Assa’adah Pasirmanggu)

By:

FAJRI ROHMAN

SRN: 072300295

INTRODUCTION A. Background of Research

Short story videos as media in teaching listening which is very good to be used to improve students’ listening skill and it could help sensitivity to students’ sense of hearing. So that, there is an effect of using it, but how strong its effect, and to get accurate result about the effect of short story videos to improve students’ listening skill, the author has chosen the title “Using Short Story Video in Teaching Listening (An Experimental Research at Second Grades of SMP Plus Assa’adah)”.

B. Scope and Limitation of Problems

Short story video taken from several source from internet and will be presented by using computer to the second grades students of SMP Plus Assa’adah Pasirmanggu as teaching materials.

The author tries to focus on listening to narrative text that contained in the short story video.

C. Statement of Problems

1. How is the student’s ability in learning listening comprehension at second grades of SMP Plus Assa’adah?

2. How is the effect of teaching listening comprehension without using short story video at second grades of SMP Plus Assa’adah?

3. How is the effect of using short story video in teaching listening comprehension at second grades of SMP Plus Assa’adah?

D. Objectives of Research

1. To find out the student’s ability in learning listening comprehension at second grades of SMP Plus Assa’adah.

2. To find out the effect of teaching listening comprehension without using short story video in at second grades of SMP Plus Assa’adah.

3. To find out the effect of using short story video in teaching listening comprehension at second grades of SMP Plus Assa’adah.

E. Hypothesis of Research

H0:

There is no effect of using short story video in teaching listening to find out the student’s ability in learning listening.

Ha: There is an effect of using short story video in teaching listening to find out the student’s ability in learning listening.

THEORETICAL FOUNDATIONA. Teaching Listening

Definition of Listening

“The selective process of attending to, hearing, understanding, and remembering aural symbols.” (Barker)

“Listening was traditionally seen as a passive process by which the listener receives information sent by a speaker.” (Nation & Newton)

Listening as passive process, the process that involved in understanding spoken discourse which caused by two different kinds of processes. These are.

Bottom-up processing refers to using the incoming input as the basis for understanding the message. (Jack C. Richards)

Top-down processing, refers to the use of background knowledge in understanding the meaning of a message. (Jack C. Richards)

Definition of Teaching

“Work of a teacher” (Martin H. Manser )

“Guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.” (H. Douglas Brown)

Definition of Teaching Listening

Teaching listening is the teaching that teachers do to guide and facilitate learning, enabling the learner to learn listening, setting the conditions for learning listening.

The most important is to find out the way of the teachers teach listening more creatively and students improve their listening skill.

Teaching Listening Techniques

Silent viewing (for language): the teacher plays the video at normal speed but without the sound. (Stempleski and Tomalin)

Freeze frame: at any stage during a video sequence we can ‘freeze’ the picture, stopping the participants dead in their tracks. (Harmer)

Listening strategies

Step 1 Pre-listening activity

Step 2 First listen

Step 3 Pair process-based discussion

Step 4 Second listen

Step 5 Whole-class process-based

discussions

(adopted from Goh and Yusnita )

Listening TestText with Questions; The learners have a list of

multiple-choice questions in front of them while they listen to a text being read or a recorded dialogue. As they listen, they answer the questions.

Recorded Cloze; The learners listen to a tape recording where every 15th word has been replaced by a “bleep” sound and with pauses at the end of each sentence. As they listen the learners write the missing words. (Nation & Newton)

A. Short Story Video

Definition of Short Story

“Can be read in one sitting” (Edgar Allan Poe “The Philosophy of Composition” 1846) “Short piece of fiction aiming at unity of characterization, theme and effect.” (Genosa)

Definition of Video

“Video is the technology that captures moving images electronically. Those moving images are really just a series of still images that change so fast that it looks like the image is moving.” (4-H Filmmaking, “Introduction to Video,” 2009)

Definition of Short Story Video

From the descriptive above, the author defines as the video contains short story and can be watch in short time

Advantages of short story

Seeing language-in-use

Cross-cultural awareness

The power of creation

Motivation

Short Story Video as Learning Media

“Learning media is the infrastructure to deliver the content/learning materials such as: books, movies, videos and etc.” (Briggs)

“When does that media deliver messages or information instructionally or contained learning ideas or purpose so that media is called as learning media.” (Azhar Arsyad)

RESEARCH METHODOLOGYA. Research Method and Design

Method

Quasi-experiment that has both pre- and post- test and experimental and control groups, but no random assignment of subjects. (David Nunan)

Design

Control group, pre-test, post-test design

B. Location and Time of Research

The source of the data was collected from the Second Grade Students of SMP Assa’adah Islamic Boarding School on Jl. Raya Serang-Pamarayan Km.25, Pasirmanggu, Serang-Banten in academic years 2011/2012. The author was held this research on September 26th until October 26th 2011.

C. Population and Sample

Population

There are 165 students at the second grade of SMP Assa’adah Pasirmanggu Serang Banten as the population.

Sample

There are 66 students as sample and the author takes two classes there are Class Lebanon (B) consists of 33 students as experimental class and Class Sudan (C) consists of 33 students as controlled class.

D. Collecting Data Technique The technique used is a test method which is a question test as instrument, the questions to measure the

students’ ability before and after learning.

No Form of the testsNumber of test item

1. Section 1 Fill the Blanks (Recorded Cloze) 10 items

2. Multiple Choices (Text with Questions)

Section 2Description items

Asking Activity 4,5

Asking Information 1,2,3

Total 5 items

Total 15 items

E. Analyzing Data Technique

To analyze data, the author uses statistical approach for quantitative data. At the end for proving the hypothesis the author used t- test formula.

RESULT OF THE RESEARCH

Mean

Class Pre-Test

Post-Test

Controlled 49. 15 51.63

Experimental 48.8 71.56

Mean Different

Class Mean Different

Controlled 2.48

Experimental 22.76

Test Mean Different (control-experiment)

Pre- 0.35

Post- 19.93

Polygon Graphic pre- test controlled class

Polygon Graphic pre- test experimental class

Polygon Graphic post- test controlled class

Polygon Graphic post- test experimental class

There are increase score for students’ controlled class which showed by frequency score that less than 50 from 17 students become 10 students. And for students’ experimental class which showed by frequency score that less than 50 from 18 students become 5 students. From those evidences are concluded that the use of short story video as media in teaching listening on experimental class is better than controlled class that only used usual teaching media such as tape recorder.

Test of Normality

The score provided that lower than the score of Lilliefors table (Lcount < Ltable) then the data is normal distribution.

The data for controlled class if compared by L table got 0.1518>0.1331<0.1770 for pre- test, and 0.1518>0.1132<0.1770 for post- test and for experimental class got 0.1518>0.1248<0.1770 for pre- test and 0.1518>0.1127<0.1770 for post- test. It means all data are normal distribution.

t- testdf = (N1+N2 – 2) = 33 + 33 – 2 = 64 (consultation to “t” table score at appendix). On the table there is not df contains 64; so, the author used nearly df score, is 60. With df as number as 60 got t- table as followed:

Critical signification 5%; t- table = 2.00 Critical signification 1%; t- table = 2.66

If the author uses Critical signification 5%; the hypothesis null is rejected because of “t” that the author got the calculation (to = 9.91) is higher than t- table (9.91> 2.00) and also on Critical signification 1%; (9.91> 2.66). So, the author can conclude if to is higher than tt = 2.00<9.91>2.66, It means that Ha (alternative hypothesis) of research is accepted and H0 (null hypothesis) is rejected.

CONCLUSIONS AND SUGGESTIONS

Conclusions1. There is same ability after conducting pre- test (pre- mean

different: 0.35). and after giving treatment on experimental class there is effect for experimental class (post- mean different: 19.93)

2. There is an effect without short story video but less than experimental class (Y>X ; 22.76>2.48)

3. There is a significant effect on experimental class after giving treatment and without it on controlled class got t-score calculation (to=9.91) is higher than t- table on critical signification 5% and 1% (2.00<9.91>2.65). It means that Ha (alternative hypothesis) of research is accepted and H0 (null hypothesis) is rejected.

Suggestions

1. Using media such as video is helpful for teacher than uses tape recorder, to find out students’ listening ability due to the mean score for experimental class got 71.56 and for controlled class got 51.63.

2. The teacher should determine to the appropriate material for teaching listening such us short story video and the others authentically material. And for students should to listen to the authentic material frequently.

3. Teaching listening skill although more difficult than others skills, it can solve step by step due to creatively teacher to make an enjoyable atmosphere. Therefore, the teacher should make to the suitable technique for teaching listening due to students’ mood or their interest.