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CHAPTER I

INTRODUCTION

1.1 The Background of the Study

As we know that English is the most widely used language in the history

of our planet. English is said to be a window. If one is good at English, he/she will

be able to get more information especially in relation to cross world cultural

understanding. English is also spoken in various international activities. As a

foreign language, English is very important to learn because it plays an important

part in our life. It becomes important for all people to learn in order that they are

able to involve themselves in international communication.

When we talk about language teaching, it means that we have to

understand all of basic skill teaching method. There are four language skills in

learning language namely listening, speaking, reading, and writing. We cannot

separate them from various other aspects of human life. Sometimes people use

language to express something they have in their mind. Those four basic element

language skills could be a point of view among the language teaching materials.

Listening is one of the most prominent activities in our daily lives. It is not

as difficult as the other skills. The most important thing to keep in mind is that

there are two aspects of effective listening. The first, and most obvious, is that

listening involves understanding the message sending by our communication

partner in the way that they intend. The second and frequently neglected aspect is

that effective listening involves the articulation of our understanding to our

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communication partner. In other words, we demonstrate to the person that we

clearly understand about their messages.

We sometimes find some difficulties to teach the learners in order that

they understand quickly. If we only trade on our speech, it would not increase the

human resources to be a good one. Technology, in its many forms, has become a

powerful tool to enhance curriculum and instruction.

“There are a few educators investigating the effective use of technology,

some educators lack the support, the resources, or the proper motivation

to fully integrate technology into their classrooms”, (LeBaron & Collier,

2001).

Modern educational technologies have been conceived most frequently as

instructional communicators, mediated teachers, and knowledge conveyors. Much

of the research regarding the use of technology in the classroom has shown a

positive impact on students’ achievement.

For this purpose the teacher should know how far students could catch our

explanation in understanding material in line with their ability. Technology of

multimedia is one of good facilities to help our teaching ability and give chance to

the learners to expand their skill rapidly.

In some instances and under certain conditions, it has been shown that

technology of multimedia helps students learn more, learn faster and become

more motivated. It also will make the students connected to the community and

the outside world.

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1.2 The Reasons for Choosing the Topic

The reasons why the writer chooses the topic is interested in teaching

methods of listening subject which have typical difficulties for the teachers to

increase the students’ ability on it. As we can see that listening is one of difficult

aspects of language to learn. Students cannot expand their way of learning

listening because of limited facilities. So, it should be supported by facilities

which can be helpful for the teacher and also the students to enrich their skills. In

this term, those facilities are about multimedia technology which may have

several influences toward students’ listening skills.

1.3 The Problem Statements

The research problems are focused on the following questions:

1. Is there a significance effect between learning by using multimedia

technology facilities and non-multimedia technology facilities toward

students’ listening skills?

2. To what extend do they affect to the students’ listening skills?

1.4 The Aims of the Study

The objectives of the research could be formulated as

follows:

1. To investigate the significant effect of learning by using multimedia

technology facilities toward students’ listening skills.

2. To investigate how far they affect to the students’ listening skills.

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1.5 Significance

This paper may provide certain finding in teachers’ technique to improve

teaching skills. The teacher may make the best use of multimedia technology in

improving students’ listening skill and solve the teaching listening problems.

In theoretical, the significant of using multimedia technology facilities is

important for the teachers to develop their techniques and strategies in teaching

listening. For the students, these facilities are important to develop their

knowledge of multimedia and improve their listening skills.

1.6 The Assumptions and Hypothesis

Assumptions

The multimedia technology facilities will help the students enrich their

listening ability. It also will help the teachers develop their varieties of teaching

listening strategies.

Hypothesis

The writer proposes the hypothesis as follows:

1. Learner success rates with listening comprehension tasks would be

greater by using multimedia than audio or video plus pen and paper.

2. There is positive influence of teaching listening by using

multimedia technology facilities on enriching students’ listening

skills.

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1.7 The Research Design

1.7.1 Research Method

The research method in this study is True Experimental

Research by using Randomized Pretest-Posttes Control and

Comparison Group Design. Experimental research is a study to

know whether there is an influence or not to the subject, that is

given a treatment.

“Experiment has two criteria: (1) there are at least two

groups included in the study, a control group and an

experimental group; and (2) subjects are randomly

assigned to one of those groups”. Yoyo Surjakusumah

(2006; 3)

The design of this research, the researcher will use two

groups, they are experimental group and control group. In

experimental group, listening subject will be taught by using

multimedia technology facilities and control group will be taught

without using multimedia technology facilities.

1.7.2 Instruments

Instruments are some tools used when a research is

conducted in particular method. The instruments used in this

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research are classroom observation and test. The researcher

chooses the test because it measures the degree of students’

understanding about certain material given with different

treatment.

1.7.3 Population and Sample

In this research, the researcher chooses the research

population and sample to determine the respondent. The

researcher will choose the XII IS 2 and XII IS 3 grade students to

be compared. The numbers of the respondents will take two

classes approximately consist of 76 students. Respondents of

this research are the first grade students of SMAN 6 Garut.

1.7.4 Data Analysis

The data analysis is a process to find out and set result data from observes,

interview, and other to increase the researcher about the study and make easy to

understand by our self and other. Then, to find out the data, the writer used the

sub statistic analysis that is Hypothesis Test which has following instructions:

1. Formulate the zero hypothesis (Ho) and alternative hypothesis (Ha).

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Ho : There is no influence of multimedia technology facilities towards

students listening skills. (M 1≠ M 2)

Ha : There is an influence of multimedia technology facilities towards

students listening skills. (M 1=M 2)

2. Decide the statistic test which suitable with the problems.

3. Determine the table statistic value.

4. Make hypothesis test criteria and analyze the data.

5. Make a conclusion.

1.8 The Limitation of Problem

In this paper, the writer takes two variables limit concerned to the topic.

There are about multimedia technology facilities and listening skill. The writer

conducted the research to the first grade of SMAN 6 Garut.

1.9 The Definition of Important Terms

In order to give a clear view on this research, the researcher provides the

definition of the main terms as follows:

a. Technology, in its many terms, has become a powerful tool to enhance

curriculum and instruction. Even though there are a few educators

investigating the effective use of technology, some educators lack the

support, the resources, or the proper motivation to fully integrate

technology into their classrooms (LeBaron & Collier, 2001)

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b. Based on Brainy Quote, 2009. Technology is an Industrial science; the

science of systematic knowledge of the industrial arts, especially of the

more important manufactures, as spinning, weaving, metallurgy, etc.

c. Technology is the art of using these symbol systems to control and

organize unique events. Scientific observation is always a viewing of

things through the refracting medium of a symbol system, and

technological praxis is always handling of things in ways that some

symbol system has dictated. Education in science and technology is

essentially education on the symbol level. Huxley, Aldous Leonard.

CHAPTER II

A REVIEW OF LITERATURE

2.1 General Remarks

This chapter will present the theories of multimedia, teaching aid in

language learning. The writer also will describe the whole part of listening skills

such as types of listening, the phases of the listening process and listening with

technologies. The Audio-Visual Aids (AVA) is also important to be known by the

reader to complete the material which related to multimedia. All these theories

will be described and drawn below.

2.2 The Definitions of Multimedia

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Multimedia is a general term used to describe any application or

technology that can be used to manipulate text, audio, images, graphics, and

video. Multimedia provides a level interactivity with each of these elements

separately, as well as through a combination of different multimedia mediums. In

business, there are hundreds of ways in which you may wish to apply multimedia

technology, whether for means of efficiency or increased productivity.

Multimedia is the use of technology to better communicate information.

This includes the use of digital video, interactive programs, Internet content,

graphics, audio, 3-D animation, 2-D illustration and any other computer-delivered

media. PC provides classes that help you learn about all of these topics. The

advanced class’s help you fine tune your skills with computer graphics, digital

video, and multimedia programming and sound exciting. And as new technology

is introduced into the marketplace, additional opportunities for multimedia

developers will present themselves.

For example the computer you are using to view this material is capable of

flashing text and beeping when there is a problem. It is already a multimedia

computer - anything else is a matter of degree. In other words the more capable

your computer is at handling sound, video and graphics the better your

multimedia packages will look.

Originally the term multimedia was used by institutions that run distance

learning courses in which they deliver content via a combination of text, TV,

telephone, audio cassette and the radio. So the idea of using multimedia for

education is not new. What is new is the way in which we now use computers to

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bring these things together. The advent of high resolution screens and sound and

video playback facilities for computers has resulted in the increased use of

multimedia applications for education.

According to Bambang Warsita, 2008. Multimedia is often defined as a

group of media or at least consists of more than one media. It also can be defined

as a series of computer which completed by CD-player, sound card, speaker

which able to process moving pictures, audio and graphic in a high resolutions. As

software, multimedia can be defined as an ability to create world of fantasy which

the user can get interaction with the computer.

Generally, the program of multimedia can be divided into four categories

as follows:

a) Entertainment such like games and interactive film and;

b) Education for formal education needed, non-formal, enrichment, and

refreshment.

c) Reference such as encyclopedia and;

d) Business such like company profile, financial program etc.

Besides that, the used of tools like audio, television, video, voice slide and

book which doing together to reach competence or certain learning goal is also

called multimedia.

Multimedia that’s effective in learning doesn’t simply consist of using

multiple media together, but combining media mindfully in ways that capitalize

on the characteristics of each individual medium and extend and augment the

learning experience. Research shows how multimedia can extend and augment

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learning. Uses of multimedia vary, from practice to games to discovery learning.

Designers should first determine what outcomes they are trying to achieve and

then select elements well suited for these outcomes (for example, select audio to

allow learner to hear differences in tone). Then they need to make sure that the

multimedia elements are designed well and work well together.

A designer with an information transfer view of learning is likely to limit

the potential benefits of multimedia learning environments by continuously

building drill-and practice types of environments even when these are not called

for instructionally. On the other hand, someone with a knowledge construction

view of learning may have such an expansive view of what is possible that the

resulting multimedia environment may be frustrating or overwhelming for

learners. In all cases, determining when to use multimedia and designing good

multimedia require real consideration and benefits from a team of people with

instructional design, graphic arts, information architecture, and usability skills.

A typical multimedia application is characterized by the following

features:

• the different media it possesses and makes use of

• the use of digital technology

• the interaction it demands of the user

• and the integration of sound, images, text and data into seamless applications

A multimedia program is designed to support the learning process.

Multimedia offers the experience of listening, looking and doing in a computer-

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mediated setting. It can be interesting; motivating, exciting and help students

achieve understanding in new ways.

The use of sound, photographs and video enables the user to observe real

world situations which is just not possible with the more conventional methods of

instruction. There is also a high level of interaction. Most packages expect

students to make choices about what they want to do next and the way in which

they wish to work through the material. They are not passive but expect learners

to actively participate.

2.3 Teaching Aids in Language Learning

According to Stevick: “Learning material which is relevant to the students’

needs and interests will motivate them; so that the result of the learning and

teaching process will be satisfactory.” The figure below shows the Positive

learning Cycle by Stevick (1976: 47).

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Figure 1: A POSITIVE LEARNING CYCLE

We can represent the cognitive affective interplay in form of a learning

cycle as represented above. This can either be a negative or a positive cycle. A

good and appropriate course will engender the kind of positive learning cycle.

A teaching aid is a tool used by teachers, facilitators, or tutors to:

1. help learners improve reading and other skills,

2. illustrate or reinforce a skill, fact, or idea, and,

3. relieve anxiety, fears, or boredom since many teaching aids are like games.

(Http:www.sil.org/lingualinks/literacy/referencematerials/

GlossaryOfLiteracyTerms/WhatIsATeachingAid.htm).

Using teaching aids in the learning and teaching process can give students

the experience of study as it shown on the following figure.

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Figure 2: THE CONE OF EXPERIENCE (Edgar Dale)

The figure above describes the use of teaching aids in the learning and

teaching process. Edgar Dale classified this experience of the study from

something real to abstract.

Hamalik (1999: 51) states: “Alat bantu belajar erupakan alat yang dapat

digunakan untuk membantu siswa melakukan perbuatan belajar, sehingga

kegiatan belajar menjadi lebih efisien dan efektif.”

Based on the quotation above, the writer assumes that using learning

media will be very useful not only for students during their learning but also for

teachers during their teaching.

2.4 The Main Elements of a Multimedia Program.

There are six main elements which make up a typical multimedia program:

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a) Text: This is the base to most applications - the on-screen display of

words. The use of different styles, fonts and colors can be used to

emphasize specific points.

b) Images: Seeing a picture of an object has more impact than merely reading

about it. Examples include conventional artwork, computer-generated

artwork, photographs or captured video frames.

c) Movies: You can present information which is normally outside the scope

of the ordinary classroom, such as medical operations or archaeological

excavations.

d) Animation: Animations can render a procedure more accurately than that

of a movie. For instance objects which appear blurred within a movie can

be represented more clearly.

e) Sound: Sound can be used in strategic parts of the program or during a

movie to emphasize certain points. This may include speech, audio effects

(e.g. applause), ambient sound (e.g. the background sound of the sea etc.)

and music.

f) User Control: There has to be some degree of user control so as to provide

students with the option to leave certain parts of the application and thus

prevent boredom. On-screen options should exist for them to visit other

areas of the program. All of the above aspects are combined to produce a

seamless application.

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Figure 3: THE MAIN ELEMENTS OF A MULTIMEDIA PROGRAM

2.5 Listening Skills

2.5.1 The Definitions of Listening

Listening skills are essential for learning since they enable students to

acquire insights and information, and to achieve success in communicating with

others. Life within and outside school affords many listening opportunities, but

some students fail to seize them because they let their minds wander or they may

concentrate on what they want to say themselves rather than on what a speaker is

saying. Teachers can show students why good listening is useful and even crucial

in some situations.

Poor listening can lead to unnecessary arguments and problems. As in the

case of doctors, careful listening and questioning might even save lives. Students’

listening skills may be enhanced and tested by asking them questions about what

they have heard. They may be given practice in note-taking and could be asked

questions about the facts and inferences that may be made from their notes. They

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can be taught to recognize the difference between the main points and incidental

or less relevant ideas and information. Learners can also benefit from practice in

recognizing the purpose of presentations and other information they hear. It can

be useful if they are taught to set goals for what they want to learn from a

presentation and to monitor how well they accomplish their goals. Students can be

taught to listen selectively for specific kinds of information, such as the main

purpose, the themes, the details and any implications. They can even be tested for

their ability to identify the essential information in the presence of irrelevant

material and distractions, as is the case in much of adult life.

Gebhard (2000:144) states that listening comprehension activity involves

two distinct processes bottom-up and top-down processing. Bottom-up processing

in listening refers to a process of decoding a message that the listener hears

through the analysis of sounds, words and grammar. Top-down process in

listening refers to the process of using background knowledge to comprehend a

message. The background knowledge can be in the form of previous knowledge

about the topic, in the form of situational knowledge, and in the form of

‘schemata’ or plans about the overall structure of events and the relationship

between them.

The schemata relates especially to our real-world experiences and the

expatiations we have, based on our experiences, about how people behave. The

schemata we draw from includes our experience in assigning specific kinds of

interaction to an event, the way we categorize language, and the ability to predict

a topic in discourse and infer a sequence of events.

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There are two purposes of listening: interactional function which is

focusing on creating harmonious interaction among individuals, and transactional

function which is focusing on transferring information and it is important for the

listener to comprehend the content of the speaker’s message.

We can provide the students with a variety of listening activities. The following

are some of the listening activities for EFL students as suggested by Gebhard:

(a) identifying linguistic feature,

(b) a stress and rhythm listening activity,

(c) a minimal pair listening activity,

(d) responding to request and commands,

(e) interacting as a listener,

(f) eavesdropping, and

(g) comprehending extended speech.

Teachers should be familiar with some practical principles for designing

listening comprehension teaching technique. We can take summarizes some of the

listening teaching technique principles as elaborated in the following. First, in an

interactive, four-skills curriculum, teachers should not overlook the importance of

techniques that specifically develop listening comprehension competence. The

second principle is that teachers should use techniques that are intrinsically

motivating. In order to appeal to the students’ personal interest and goals, teachers

should take into full account the experiences, goals and abilities of the students in

designing lessons. The next principle is utilizing authentic language and context to

enable students to see the relevance of classroom activity to their long-term

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communicative goals. The fourth is carefully considering the form of listeners’

responses to see whether or not their comprehension has been correct. Another

principle is encouraging the development of listening strategies because most

foreign language students are simply not aware of how to listen. The last principle

in designing listening technique is that teachers should include both bottom-up

and top-down listening techniques, because both of them can offer keys to

determining the meaning of spoken discourse.

2.5.2 Types of Listening

Brown defines six types of listening performance: reactive, intensive,

responsive, selective, extensive, and interactive. These performance types

progress from simple (reactive) to the most complex form of listening

(interactive). There is a parallel continuum when types of user performance with a

multimedia system are examined. These range from simple reacting to on-screen

or aural input (reactive) to complex interaction with material through

manipulation and construction (interactive).

REACTIVE-INTENSIVE-RESPONSIVE-SELECTIVE-EXTENSIVE-INTERACTIVE

1. Reactive listening performance

This performance focuses on surface aspects of the language, not

necessarily understanding. A prevalent example of this kind of listening is choral

response listening where students directly mimic or perform simple

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transformations on what a teacher says. A multimedia example of reactive

listening might be when a student is prompted to repeat or make transformations

on what gets "spoken" by the system. This can be achieved by having students

"speak" to the screen, type in what they hear, or click the mouse on a pictorial or

textual representation of what is heard.

2. Intensive listening performance

Intensive performance requires learners to concentrate on the component

parts of what they hear. This may take the form of listening to a teacher repeat a

sentence and indicating the form of the verb or intonation pattern she is using. A

multimedia example of intensive listening is colorizing. In a multimedia

presentation where text accompanies audio and/or video, the user can be prompted

to focus on component parts of sentences when these parts are visually marked by

color. The user can also be prompted to listen for specific components and type

them in or colorize them to indicate successful discrimination.

3. Responsive listening performance

This performance requires students to listen to a teacher's question or cue

and respond immediately and appropriately, thereby indicating understanding.

Teacher prompts can take the form of meaningful questions (Where were you

yesterday?), commands (Please close that door.), clarifications (What did she

say?), and comprehension checks (Do you mean she was sick?). In terms of

meaningful questions, multimedia systems are limited. Computers cannot process

nor respond to natural input. However, the system can certainly pose such

questions, prompt the student to type in or record a response, and save these as

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files for a peer or teacher to assess. On the other hand, responding to commands is

a performance perfectly suited for multimedia systems. The learner can respond to

audio commands in any number of ways: clicking on the screen, moving objects

around on the screen, starting and stopping an audio or video segment as

commanded, typing in predetermined words or sentences, and the like.

Responding to requests for clarification is also feasible in a multimedia

environment. Requests for clarification (Are you sure? Do you mean X? etc.) can

be simulated auditory, textually, and/or by a video character. The learner has only

to provide clarification in ways similar to those suggested for responding to

commands. Demonstrating comprehension is also readily feasible with this form

of instructional technology. Comprehension can be indicated in response to

multimedia prompts through typing or clicking with corresponding feedback

provided.

4. Selective listening performance

This performance requires learners to listen to longer stretches of

discourse for the purpose of getting specific information from the aural text.

Multimedia also accommodates this listening performance well and easily.

Learners can be prompted to listen selectively for particular information, then to

indicate successful identification of this information by typing in or selecting

appropriate key words, pictures, or sequences from a group of possible selections.

The learner can also manipulate elements on the screen in response to successful

selective listening.

5. Extensive listening performance

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Extensive listening requires fuller understanding of lengthier aural texts

for the purpose of in-depth understanding. This form of listening is especially well

suited for multimedia in that the learner, unlike in real-time situations, can control

the rate and sequence of the aural presentation. She can also make use of visual

and textual clues available in a multimedia format to understand what she hears.

On-line note taking capabilities, access to supporting information, and the

availability of tools (key word guidance, a dictionary, and the like) add to the

suitability of the medium for extensive listening. Learner performance can take

the forms described in previous sections, only require more in-depth

understanding.

6. Interactive listening performance

Interactive performance calls into play the above types of listening

performance in face-to-face interaction. As the full negotiation of meaning that

takes place between human interlocutors is not realizable between a learner and a

multimedia system, the option of using the technology as a springboard for

student-student interaction becomes an alternative (see Pair work with Multimedia

below). Individual work with listening skills development can, moreover, be

viewed as needed rehearsal for human interaction in the target language.

2.5.3 General Principles in Teaching Listening Comprehension

Listening comprehension lessons must have definite goals, carefully stated.

These goals should fit into the overall curriculum, and both teacher and

students should be clearly cognizant of what they are.

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Listening comprehension lessons should be constructed with careful step by

step planning. This implies, that the listening tasks progress from simple to

more complex as the student gains in language proficiency ; that the student

knows exactly what the task is and is given directions as to “ what to listen

for, where to listen, when to listen , and how to listen .”

Listening comprehension lesson structure should demand active overt student

participation. The most overt student participation involves his written

response to the Listening comprehension material and that immediate

feedback on performance helps keep interest and motivation at high levels.

Listening comprehension lesson should provide a communicative urgency for

remembering in order to develop concentration. This urgency, which along

with concentration is a key factor in remembering, should come not from the

teacher, but from the lesson itself. This is done by giving the students the

writing assignment before they listen to the material.

Listening comprehension lessons should stress conscious memory work. One

of the goals of listening is to strengthen the students’ immediate recall in

order to increase their memory spans. “Listening is receiving, receiving

requires thinking, and thinking requires memory; there is no way to separate

listening, thinking, remembering.”

Listening comprehension lessons should “teach,” not “test.” This means that

the purpose of checking the students’ answers should be viewed only as

feedback, as a way of letting the students’ find out how they did and how they

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are progressing. There should be no pass/fail attitude associated with the

correction of the exercises. ( Paulston & Bruder , 1976).

2.5.4 The Phases of the Listening Process

Pre-listening

During the pre-listening phase, teachers need to recognize that all students

bring different backgrounds to the listening experience. Beliefs, attitudes, and

biases of the listeners will affect the understanding of the message. In addition to

being aware of these factors, teachers should show students how their

backgrounds affect the messages they receive.

Before listening, students need assistance to activate what they already

know about the ideas they are going to hear. Simply being told the topic is not

enough. Pre-listening activities are required to establish what is already known

about the topic, to build necessary background, and to set purpose(s) for listening.

Students need to understand that the act of listening requires not just hearing but

thinking, as well as a good deal of interest and information which both speaker

and listener must have in common. Speaking and listening entail ... three

components: the speaker, the listener, and the meaning to be shared; speaker,

listener, and meaning form a unique triangle.

During Listening

Students need to understand the implications of rate in the listening process.

People listen and think at four times the normal conversation rate. Students have

to be encouraged to use the “rate gap” to actively process the message. In order to

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use that extra time wisely, there are several things students can be encouraged to

do:

They can run a mental commentary on it; they can doubt it, talk back to it,

or extend it.

They can rehearse it in order to remember it; that is, they repeat interesting

points back to themselves.

They can formulate questions to ask the speaker and get the key words or

key phrases.

They can wonder if what they are listening to is true, or what motives the

speaker has in saying it, or whether the speaker is revealing personal

feelings rather than objective assessments.

After Listening

Students need to act upon what they have heard to clarify meaning and

extend their thinking. Well-planned post-listening activities are just as important

as those before and during. Some examples follow.

To begin with, students can ask questions of themselves and the speaker to

clarify their understanding and confirm their assumptions.

Students should talk about what the speaker said, question statements of

opinion, amplify certain remarks, and identify parallel incidents from life

and literature.

Students can summarize a speaker's presentation orally, in writing, or as an

outline. In addition to the traditional outline format, students could use

time lines, flow charts, ladders, circles, diagrams, webs, or maps.

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Students can review their notes and add information that they did not have

an opportunity to record during the speech.

Students can analyze and evaluate critically what they have heard.

2.5.5 Learner Difficulties in Listening

1. Trouble with sounds

Since most listeners rely mostly on production of sounds from the speakers,

they are often themselves unaware of inaccurate speaker device options. Students’

are sometimes have a trouble with the poor device which provided by the teacher

because of limited facilities. In this term, sounds limpidity is the biggest influence

to students’ ears. There is no reason for listening comprehension subject to not be

supported by suitable device. So the most important thing to pay more attention

for the teachers is to provide the best speaker device to make the best result of

producing sound.

2. Have to understand every word

This is a very common problem, often unconsciously fostered by teachers

and/or listening comprehension materials that encouraged the learner to believe

that everything that is said bears (equally) important information. The effort to

understand everything often results in ineffective comprehension, as well as

feelings of fatigue and failure. We may need to give learners practice in selective

ignoring of heard information—something they do naturally in their mother

tongue. We should explain this point to the learners, and set them occasional tasks

that ask them to scan a relatively long text for one or two limited items of

information.

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3. Can’t understand fast, natural native speech

Learners will often ask you to slow down and speak clearly—by which

they mean pronounce each word the way it would sound in isolation; and the

temptation is to do as they ask. But if you do, you are not helping them to learn to

cope with everyday informal speech. They should be exposed to as much

spontaneous informal talk as they can successfully understand as soon as possible;

and it is worth taking the time to explain to them why. One of the advantages of

teacher-produced talk is that you can provide them with this sort of discourse at

the right level for them, getting faster and more fluent as their listening skills

develop.

4. Need to hear things more than once

There may be very good pedagogical reasons for exposing learners to texts

more than once. But the fact remains that in real life, they are often going to have

to cope with ‘one-off’ listening; and we can certainly make a useful contribution

to their learning if we can improve their ability to do so. We can, for example, try

to use texts that include ‘redundant’ passages and within which the essential

information is presented more than once and not too intensively; and give

learners the opportunity to request clarification or repetition during the listening.

5. Find it difficult to keep up

Again, the learner feels 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, and learn to pick out what is essential

and allow them to ignore the rest.

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6. Get tired

This is one reason for not making listening comprehension passages too

long overall, and for breaking them up into short ‘chunks’ through pause, listener

response or change of speaker.

When you create listening exercises, keep these elements in mind.

Discuss the dynamics with your students and ask them to respond to listening

exercises when you have provided:

Context (the setting, special vocabulary, specific information about characters,

etc.)

Guidelines (specific listening tasks)

Designed in manageable segments (Dr.Valerio 1996)

2.5.6 Listening and Technologies

A prominent artifact of older beliefs concerning the role of listening in

language learning is the language laboratory. The rationale for language

laboratories is tied to the belief that individual listening practice with audiotape

can help build a learner's overall ability in the target language through self-

instructed comprehension practice. Technology continues to be perceived as an

enhancement to the process of language acquisition. The large-scale infusion of

computers in language instruction programs in the past decade attests to this

belief. The rationale behind what is now growing support for Computer Assisted

Language Learning (CALL) is not unlike earlier enthusiasm for audiotape-based

technologies. That is, individualized access to target language material under

learner control provides needed exposure to and practice in the target language.

29

Enthusiasm for CALL in general and multimedia in particular, however, differs

from that of the audiotape laboratory as regards the breadth of expectations

concerning technology's role and potential.

Fast and powerful computational capacity in conjunction with the

orchestrated video, text and graphics of today's multimedia learning systems

would predict more sophisticated paradigms for interaction with the target

language and, consequently, more effective learning. Arguments supporting

multimedia for education of this kind have rung loud and clear over the past

decade. Praises for the medium are, however, based largely on intuition: learning

a language via individualized instruction with the computer -- especially when

audio and video are involved -- is an extremely appealing proposition, one that

has sold to many an administrator in search of instructional panaceas. Thus far,

however, the extent of multimedia's impact on the language acquisition process

remains an open issue. Is there evidence to suggest that listening skills

development can be enhanced through this medium? The following section treats

this question by examining potential correspondence between multi modal

processing opportunities for language learners and how these can interact to

complement listening skills acquisition.

2.6 The Types and Advantages of Using Audio-Visual Aids (AVA) in

Teaching English.

Audio-visual aids are devices that appeal to the eyes and ears of the

learners. Audio-visual aids:

30

motivating learners,

saving the teacher voice,

giving economizes teaching time, and

helping teachers.

(Http://www.geocities.com/stuncel2001/audiovisual.html)

Every teaching activity has its own advantages, so does using audio visual

aids in teaching English. What students achieve after the learning process can be

measured or evaluated to see how well the students are influenced by the use of

audio visual aids.

The audio visual aids in learning process are based on certain reasons and

advantages; (Bety, 1982: 65) quoted by Hendri (2003: 10-11) shows the learning

process as follows:

Figure 4: THE ADVANTAGES OF AUDIO-VISUAL AIDS IN LEARNING PROCESS

1. To Achieve the Purpose

The advantages of audio-visual aids in

learning process

To achieve

the purpose

to get cleaning

and producti

ve

to represen

t appropria

te

It is easy to

organize

To avoid long

explanation

to increase challenge

31

Semantics is so difficult to find out an appropriate explanation of certain

words because words can have more than one meaning; also, the word itself is

considered insufficient to certain meanings. In this case it is appropriate to use

audio-visual aids as the exact way to achieve the purpose.

2. To Get Clean and Productive Environment

Teaching language is teaching to communicate. Communication will be

successful if both listeners and speakers understand the situation; however, the

situation in the classroom is somewhat different. Whenever communication is

required, creating productive and meaningful environment can be alternative way

to do. By means of audio-visual aids such environment can be created.

3. To Represent Appropriate Situation

The use of Audio-visual aids can also represent any appropriate situation,

one, visual aids can be used not only for one activity but also for others.

4. It is Easy to Organize

Audio-Visual aids make it easier to organize than real things because the

audio-visual aids can represent things, which are hard to get manually.

5. To Avoid Long Explanations

Some words need a long explanation because of its inappropriateness to find

the exact meaning, but explanation would not be enough so that it can cause

students misunderstanding. Such long explanations can be avoided by using

audio-visual aids.

6. To Increase Challenge

32

Students are supposed to get productive skills by using vocabularies; they

have known as language elements to support listening skills. The use of audio-

visual aids can help students to increase challenge especially when working on

groups or pairs in the learning and teaching process. This condition will be

conductive to increase motivation.

Arsyad in his book ‘Media Pembelajaran’ (2004: 30), he defines that:

“Teknologi Audio-Visual adalah cara menghasilkan atau menyampaikan materi

dengan mesin-mesin dan elektronik untuk menyajikan pesan-pesan Audio dan

Visual”. While Webster (1977: 74) defines Audio-Visual as: “of or relating to

both hearing and sight (an extensive-department of films and recordings).”

Briefly, the writer will use Audio-Visual in his study because of many

reasons. The first, the writer thinks that learning by using Audio-Visual can make

the students more enthusiastic in learning English especially in learning listening.

The second, learning through audio-visual can create a fun-learning situation

especially for students. As we know that learning situation is very important

because it is one of the learning elements. Fun learning situation can give students

motivation during their learning, and the most important thing is that learning

through audio-visual can practice students’ listening skills.

As one of the learning media, there are several types of Audio-Visual aid.

According to Leshin, Pollock & Reigeluth (1992 in Arsyad, 2004: 36) quoted by

Nurlaela (2007: 11), there are four types of media:

a) Media berbasis manusia (guru, instruktur, tutor, main-peran, kegiatan

kelompok, field-trip);

Types of Audio-Visual

Film Slide-Tape program

Television

33

b) Media berbasis cetak (buku, penuntun buku latihan (work book), alat

bantu kerja, bagan grafik, peta, gambar, transparansi, slide);

c) Media berbasis Audio-Visual (video, film, program slide-tape,

televise);dan

d) Media berbasis computer (pengajaran dengan bantuan computer

interaktif video, hypertext).”

From the quotation above, we know that there are several types of Audio-

Visual; televisions, films and slide-tape program as it ahown on the following

figure.

Figure 5: TYPES OF AUDIO-VISUAL

1. Television

Http://en.wkipedia.org/wiki/Television defines that “Television (often

abbreviated to TV or telly) is a widely used telecommunication system for

broadcasting and receiving moving pictures and sound over a distance. The term

may also be used to refer specifically to a television set, programming or

television transmission. The word is derived from mixed Latin and Greek roots,

34

meaning “far sight”: Greek tele, far and latin vision, sight (from video, vis-to see,

or to view in the first person)”.

Television is electronic systems which send silent picture and life picture

together with sound through cables or spaces. Based on the same researchers, we

can find students who learn several lessons through television programs.

Nowadays, LCD TV is very popular; for examples, as shown on the

following figure.

Figure 6: A MODERN LIQUID CRYSTAL DISPLAY (LCD) TV

There are some advantages of television:

a) It can present good model and examples for students,

b) TV is very interesting and modern for students because TV becomes a part

of their daily life,

c) TV can attract attentions from everyone,

d) It can take the real world to the house and classes, such people, places, and

phenomena, through the direct broadcasting or record,

35

e) It can give the students chance to watch and to hear by themselves, and

f) It can present programs which can be understood by students with

different age and educational level.

g) So it was queered if much of the teachers used television for their teaching

aid.

2. Film and Video

As a teacher always watches them and listens to their soundtracks before

using them in class, you may teach vocabulary, grammar, culture, pronunciation,

etc. though video films. There are many advantages of using video in classroom,

such as: students can listen and see original speech, and at the same time they can

see the positions of the lips, teeth, and tongue, things that help a lot of listening

comprehension. (Http://www.geocities.com/stuncel2001/audiovisual.html).

(http://en.wikipedia.org/wiki/Film) defines that the origin of the name “film”

comes from the fact that photographic film (also called film stock) had

historically been the primary medium for recording and displaying motion

pictures. Many other terms exist for an individual motion picture, including

picture, picture show, photo-play, flick, and most commonly, movie. Additional

terms for the field in general include the big screen, the silver screen, the cinema,

and the movies.

Film is a term that encompasses individual motion pictures, the field of film

as an art form, and the motion picture industry. Films are produced by recording

36

images from the world with cameras, or by creating images using animation

techniques or special effects.

Films are cultural artifacts created by specific cultures, which reflect those

cultures, and, in turn, affect them. Films are considered to be an important art

form, a source of popular entertainment and a powerful method for educating-or

indoctrinating-citizens. The visual elements of cinema give motion pictures a

universal power of communication. Some movies have become popular

worldwide attractions by using dubbing or subtitles that translate the dialogue.

Both of film and video are commonly used for entertainment, documentation,

and education purposes. Films and video are also to present information, to

expose process, to explain complex concepts, to teach skill, and to influence

attitude.

Using films and video in a language teaching has several reasons:

a. Films and video are easily available,

b. Everyone likes films although the types of the films may be varied from

one to other,

c. Films are easily applied into a language learning because the films are

actually expressions of thought of kinds of feeling,

d. Films and video may arouse student’s interest and motivation,

e. Films as natural resources for any other activities connected to language

learning,

f. Using films and video is easy to organize, and

g. Film and video can lead into productive and receptive language skills.

37

It is a crucial factor to choose what films to use in the language classroom as

not all films can be used for this purpose; therefore, it is really a good idea to

consider choosing the film. First, how much far the films relate with the students

experience and interest. Second, how much practice can be exploited in terms of

teaching objectives and the student’s level of English. Third what language skills

can be covered by more than one language skill.

One of the requirements of the communicative approach to language teaching

is the authenticity. This means that the materials must be an authentic one, which

is not intended to teach languages. Magazines, newspapers, films brochures,

advertisements are good examples of authentic materials because it is an

expression of the minds, feelings of love, happiness, sorrowress while its language

is created in such a beautiful rhyme and language.

Video and films as one of authentic materials give several advantages in the

learning and teaching process as a teaching aid:

a. Films and video can describe a process exactly.

b. Films and video can be showed to big or small group,

c. Films and video can be used to teach the four language skills and

language components as well,

d. Films and video can be used supporting materials to teach structure,

vocabulary, reading, speaking, and listening,

e. Learning language through film can be a subconscious learning because

when students watch films, they don’t realize that they are learning

language. What they feel is that they learn a film or just watch a film,

38

f. Films can give fun to students; as result, they will be motivated, and

g. All students in the class have opportunities to pronounce the words in the

film free from feeling of hesitation.

So it was a fact that video and films as a teaching aid gives a real advantages

in the learning and teaching process.

3. Slides

“A slide is a film transparency contained in a frame or mount. There are

several slide formats, but by far the most common is the two-inch by two inch

slide.” (Gerlach, et.al., 1980: 292)

Slide has some advantages as follows:

a. Slide can be changed according to the need,

b. The similar lesson content inside of slide pictures can be spread and used

in different place together,

c. The picture on slide can be showed longer and thus it can take the

students’ attention and build similar students’ perception toward the

concept or message which wants to be conveyed, and

d. Slide can be used alone or together with sounds or recordings.

From those types of Audio-Visual above, the write chooses films and videos

as a media that will be used in this study.

4. English Computer Software

Computer software, or just software, is the collection of computer programs

and related data that provide the instructions telling a computer what to do. The

39

term was coined to contrast to the old term hardware (meaning physical devices).

In contrast to hardware, software is intangible, meaning it "cannot be touched".

Software is also sometimes used in a more narrow sense, meaning application

software only. Sometimes the term includes data that has not traditionally been

associated with computers, such as film, tapes and records.

Examples of computer software include:

a. Application software includes end-user applications of computers such as

word processors or Video games, and ERP software for groups of users.

b. Middleware controls and co-ordinates distributed systems.

c. Programming languages define the syntax and semantics of computer

programs. For example, many mature banking applications were written in

the COBOL language, originally invented in 1959. Newer applications are

often written in more modern programming languages.

d. System software includes operating systems, which govern computing

resources. Today large applications running on remote machines such as

Websites are considered to be system software, because the end-user

interface is generally through a Graphical user interface (GUI), such as a

web browser.

e. Testware is software for testing hardware or a software package.

f. Firmware is low-level software often stored on electrically programmable

memory devices. Firmware is given its name because it is treated like

hardware and run ("executed") by other software programs.

40

g. Shrinkware is the older name given to consumer bought software, because

it was often sold in reatail stores in a shrinkwrapped box.

h. Device drivers control parts of computers such as disk drives, printers, CD

drives, or computer monitors.

i. Programming tools help conduct computing tasks in any category listed

above. For programmers, these could be tools for debugging, or reverse

engineering older legacy systems in order to check source code

compatibility. (http://en.wikipedia.org/wiki/Computer_software).

Figur 7: A SAMPLE OF ENGLISH COMPUTER SOFTWARE

2.7 Criteria of Good Audio-Visual Aids (AVA)

To make visual aids useful and to archive the purpose of the teaching

vocabulary, teachers should consider the criteria of good visual aids, as follows:

(Morgan Bower Bety, 1982; 105)

1. It has clarity of what it represents, so that it makes sense and gives clear

meaning to the students,

41

2. It should be visible in any point of view; the size of visual aids should be in

such a way that every students in the classroom can see them clearly,

3. It is interesting and simple,

4. It has multi purposes so that teaching aids can be used for any situations and

necessities that concede with the material being carried out,

5. It arouses interest; an example of original advertisements can arouse students’

interest in doing the activities,

6. It is applicable,

7. It is meaningful and authentic,

8. It has sufficient amount of language, and

9. It is challenging.

Based on the statements above, the writer known that there are some

characteristics of good visual aids to make visual aids useful and to archive the

purpose of the teaching vocabulary.

2.8 Multimedia as Teaching Aids

Multimedia is a technology that has taken business, industry, and education

alike by storm. The proliferation of educational and training materials,

incorporation of digitized sound, speech, images, and full motion video, with high

speed computers and videodisc players that break the paradigm of linear, teacher-

driven instruction promises to revolutionize the way we learn.

The effective application of this technology in education and training assists

the audience in retaining most of the information they hear, what they see, and

42

what they interact with. In multimedia presentation, learning occurs faster than

with classroom instruction, and course content is mastered faster. Perhaps equally

important is that when compared with classroom instruction, interactive

multimedia learning also results in better training. Studies show that participants

increase understanding, resulting in greater learning gains.

Computer technology provides a prominent and multifaceted tool that can

transform the way educators teach and the way students learn. Consequently, there

is an improved ability to search for abstract or complex material with increased

student comprehension and interest. Instructors should thus consider the nature of

technology and the potential range of its uses in higher education. One potential

use of computer-enhanced instruction at the university level is to complement

lecture courses in ways in which the computer-enhanced instruction program

reviews, reinforces, or adds to materials presented in class. This is accomplished

by integrating a variety of media sources such as words, graphs, sound and

visuals. The result is an improved ability to present abstract or complex material

with increased student comprehension and interest.

Research has shown that students usually learn more in classes in which they

receive computer-based instruction and that they learn their lessons in less time

with computer based instruction. Multimedia allow students to learn in their own

style and at their own pace. An additional benefit is that CD-ROMs provide media

and visually rich material that is more likely to correspond effectively with

students’ individual learning styles.

43

Presentation programs offer college teachers the possibility of preparing

educational materials that combine the visual as well as the auditory modes of

learning. If the presented materials read clearly, the design incorporates a visual

analogy, and the graphic presentation uses sound principles of emphasis and

harmony, computer-enhanced instruction can dramatically portray new ideas.

Learning is a continuous process. However, the way instructors teach and

students learn must be constantly reevaluated and updated. Teachers should be

aware of the importance of using visuals to enhance information. Computer-

enhanced instruction can be successful if faculty chooses to become leaders in the

adoption of the use of technology to enhance lectures or presentations. The

potential of technology is the ability of all students to learn at the highest levels

with the greatest resources in order to have the promise of a future of real

opportunity. Studies show significant links between multimedia instruction and

achievement in traditional subject matter. Schools that integrate technology into

the traditional curriculum have higher student attendance and lower drop out rates,

which leads to better academic results.

It is believed that technology will continue to increase and become a standard

part of the educational model. As this occurs, educators will have to put some of

their traditional teaching techniques to the side to make room for multimedia. The

old model of faculty lecture note taking has shown to be unsuccessful in making

efficient use of faculty time for allocating information to large groups of learners

or for learning by students with diverse backgrounds and skills.

44

However since students bring a wide variety of skills, backgrounds, interests,

learning styles and motivations to the classroom, the challenge for teachers is to

try to match the presentation material to such a diverse audience. Technology can

address this problem in several ways. At a basic level, the variety of presentations

provides a change of pace from a chalkboard or overhead projector. For example,

a teacher could use technology to produce energetic animations, utilize computer

models for complex systems, or to visualize three-dimensional data.

Another benefit of using various forms of multimedia is that complicated

topics can be explained and understood better with the aid of pictures, graphs,

animations and simulations. It also provides the option to present complex

concepts in small, chronological steps as a means to improve students’ ability to

comprehend information in a meaningful way. This concept is especially

important for introductory classes that have students with assorted backgrounds

and interests. Compared to the traditional presentation methods, multimedia has

the capacity to offer instructors control over how and when information is

presented to students.

Besides, a good number of universities have become captivated with

multimedia instruction as a means to improve student satisfaction, performance

and learning. Multimedia use in classes significantly motivates students by

increasing student interest, involvement, enjoyment, and liking for the material

covered in class.

The outcome of employing multimedia in teaching college students is a

greater long-term retention compared to students taught by traditional classroom

45

methods. It has also been observed that students taught with multimedia attend

class more frequently and appear to be more interested than students taught

without multimedia.

Consequently, multimedia will continue to grow at a rapid rate. Lectures that

were once supplemented with chalkboards and transparencies can now be

complemented with a large screen projection system that can handle the computer

and the Internet.

Multimedia offers educators the opportunity to place their lectures onto the

computer, along with new graphics and sound to create an engaging classroom

presentation. This technology can lead to more active learning and adventurous

teaching. By integrating technology sources into the classroom, courses can

become more exciting and stimulating and possibly meet the needs of students

with different learning styles.

Multimedia instruction increases learning content and retention, and reduces

the amount of time it takes to learn material. Thus, traditional instructional and

educational media must move to incorporate the concepts of multimedia.

However, in order to maximize the potential of this technology, educators would

have to be trained in the use of the most recent technology. This implies education

not only in the available technology, but also the concepts governing effective

production and usage, with a comprehensive curriculum providing both. This

would thus facilitate teaching and learning for lecturers and students in

educational institutions.

46

CHAPTER III

RESEARCH METHODOLOGY

This chapter depicts the design of the investigation, which includes a

further description of the methodology of the research, population and sample,

techniques for collecting the data, and the testing procedure.

3.1 The Method of the Research

The method of the investigation used by the writer is an experimental

design. This design refers to the description of the purposes of the investigation,

such as the plan, the statistical procedure in an experimental study (Bailey, 1982:

as in Richard. et al), so there are two groups in this study; an experimental group

(EG), a group which receives a special treatment from the researcher in teaching

listening using technology of multimedia, meanwhile a control group (CG) is the

group of students which learn without technology of multimedia. In this terms, the

researcher use English Computer Software as a teaching aid.

The design used in experimental method is a pre-test and post-test design.

Follows are some procedures of the research:

47

1. it has two groups of subject namely the experimental and control group;

2. two groups are compared with respect to measure or to observe the dependent

variable;

3. the groups are measured twice; the first measurement serves as the pre-test

and the second as the post-test;

4. measurements on the dependent variable for both groups are conducted at the

same time with the same test;

5. the experimental group is manipulated with the particular treatment. In this

study, the experimental group is taught through multimedia facilities for

learning listening, while the control group is taught without multimedia

facilities when they are learning listening.

This study seeks an empirical evidence of the independent variable;

furthermore, it identifies the significance of the effect.

3.2 Population and Sample

1. Population

In this research, the researcher chooses the research population to

determine the respondent. Populations in observed are the third year of SMAN 6

Garut. It can describe as follows:

Table 1The Condition of the Third Grade Class at SMAN 6 Garut in the

Academic Year 2010/2011.

Number Class Total1 XII IS 2 382 XII IS 3 40

48

Total 78

2. Sample

The second grade of SMAN 6 Garut will be randomly selected as a

sample. Of all available classes, the researcher chooses two classes as samples to

represent all populations.

Two classes from the population are taken as a sample of the study,

namely, class XII IS 2 and XI I IS 3. The first class consists of 38 students taken

as the experimental class, and the second class consist of 40 students taken as the

control class, but 2 students were absent so the writer assumes that the total of

students are 38. So the total numbers of the samples are 76 students.

The two groups learned the same material, the same treatments, and the

same test. Something that made it different was that the class XII IS 2 as an

experimental group in teaching listening using multimedia technology facilities

while class XII IS 3 as a control group teaching listening without multimedia

technology facilities.

3.3 Techniques for Collecting the Data

The activity of this investigation is directed more on the process in the

implementation of learning teaching activity in the classroom and things which

are supported to the performance of such activities.

1. Treatments

49

The process of learning teaching activity in the control class as well as in

the experiment class is conducted under the same manner, which means that the

actual face-to face meeting with each class is conducted twice a week.

2. Teaching and Learning Activity

a. Watching/listening

Students’ activities consist of:

1) listening and watching some materials by using English software

through Projector / Computer;

2) the students answer the questions by filling in the blank with the

suitable words.

b. Listening

Students’ activities consist of:

1. Pre-Listening

a) Introduction of the subject manner,

b) Introduction of the listening comprehension practice,

2. Post-Listening

a) Planning of composition,

b) Listening of composition, and

c) Responses of listening.

Subsequently, those steps are applied in the teaching learning process in

the class. The general description on the teaching process in the class to the

control class and the experiment class could be studied in the activities presented

below.

50

3. Classroom Observation

Classroom observation needs to be both well organized and focused

because watching well-planed complex lessons can be overwhelming. Both the

reviewer and reviewed have to discuss the purpose of the observation in terms of.

For example, what is being observed, the problems presented by the class and

what the main objective of the lesson are. To make classroom observations

protocols successful everyone concerned has to get over their initial discomfort

about being observed (headship secondary. December 2006).

a. Classroom Activities for Experimental Class

1) These activities showed the material taken from “Learn To Speak

English”. It’s an English software computer which provides English

practices.

2) Duration : 2 x 45 minutes

3) Activities:

a) The students watched carefully and pay attention to the instruction

given by the native speakers on the program.

b) The students were given a piece of paper consist of the questions

based on the spoken dialogue;

c) students were asked to memorize some important key words related to

the dialogue;

d) The teacher asked the students to listen the dialogue carefully with the

pictures showed through projector/infocus;

51

e) The students were asked to fill in the blank with the suitable word

based on the dialogue (PART I), and answer the questions with the

correct one (PART II).

f) The teacher recorded the students’ presentation.

b. Classroom Activity for Control Group Class

1) The activities showed the materials taken from “Learn To Speak English”.

It’s an English software computer which provides English practices.

2) Duration : 2 x 45 minutes

3) Activities:

a) The students were given a piece of paper consist of the questions;

b) The teacher asked the students first to read and memorize some

important key words.

c) The teacher played the dialogue through tape recorder twice and asked

the students to listen carefully and pay attention to the dialogue

spoken by the native speakers.

d) The students were asked to fill in the blank with the suitable word

based on the dialogue (PART I), and answer the questions with the

correct one (PART II).

e) The teacher recorded the students’ presentation.

4. Testing Procedure

According to Suharsini Arikunto (1998:139) Test is a set of exercise or

other instrument used to measure the skill, knowledge and aptitude of an

individual or group.

52

1. Pre-test

The pre-test was carried out to detect the setting skill of the students

before the trial test of the appointed teaching model was conducted.

The data taken from the result of this pre-test represented the controlled

variable to see speaking skill equity in the controlled as well as in the

experimental class through a matching test.

2. Post-test

The post-test was principally conducted similarly as the pre-test. The

difference laid on the function of the data obtained in the result of test appraisal.

The data of this pre-test was used to perform a hypothesis test of the investigation.

The Implementation of this pre-test was conducted after the performance

of the model trial test had been completed. This was intended to find out the

extent of effectiveness of the teaching model using multimedia facilities to

improve listening skills.

The instrument used in this investigation was intended to dig and to elicit

the whole relevant data. The instruments of its listening test were pre-test and post

–test.

3. Scoring system

The writer works of the sample, for the experimental group and the control

group are measured through the following categories:

a) Relevance and adequacy of content,

b) Adequacy of vocabulary for purpose,

53

c) Responses.

To give the scores on this categorization the writer formulate these

following ways:

Total score gained X 10 ………………

Total test

CHAPTER IV

INVESTIGATION AND ANALYSIS OF THE DATA

4.1 The Analysis of the Data

The next step taken after collecting the data was to recognize and to

present them in an understandable form in order to be processed easily. The writer

continued computing and analyzed the result of the test based on the pre-test and

post-test.

4.2 The Computation of Data Result of the Test

As presented in chapter I the investigation was intended to answer the

following statements, i.e. whether or not multimedia facilities give influence on

the students’ listening skills. If the answer is yes, that would be another question

to give more specific result. The question was that to what extend do the

multimedia facilities affects on students’ listening skills. These questions would

be answered through making computation in the following ways:

54

1. The Computation of Data Result of the Pre-Test

a. Formulation of Hypothesis:

Ho : There are not any differences of student’ ability between class XII IS 2

and XII IS 3.

Ha : There are some differences of students’ ability between class XII IS 2

and XII IS 3.

b. The Result of U

Table 2

THE RESULT OF THE TEST

GR

OU

P A

X

II I

S 2

7 8 6 8 7 7 6 7 8 6 8 9 9 8 8

7 8 9 8 6 7 7 9 9 7 7 7 7 7 88 9 7 8 6 7 7 9

GR

OU

P A

X

II I

S 2

4 3 3 6 5 8 6 2 6 9 7 2 9 3 9

7 2 9 3 5 4 2 2 4 9 7 4 6 7 6

6 9 7 7 6 2 9 9

U1 = n1.n2 + n 1(n 1+1)

2 -

∑ R 1

= 38.38 + 38(38+1)

2– 1791

= 1444 + 1482

2– 1791

= 1444 + 741 – 1791

= 394

U2 = n1.n2 + n 2(n 2+1)

2 -

∑ R 2

= 38.38 + 38(38+1)

2– 1135

= 1444 + 1482

2– 1135

= 1444 + 741 – 1135

= 1050

55

From U1 and U2 we choose the smallest one become Uhitung

So Uhitung = 394

c. The Result of Means and Standard Deviation

µu = 12

(n1.n2) and δu = √n1. n 2¿¿¿

µu = 12

(n1.n2)

= 12

(38.38)

= 12

1444

= 722

δu = √n1. n 2¿¿¿

= √38.38¿¿¿

= √ 1444 (77)12

= √ 1444 (77)12

= √ 11118812

= √9265.667

= 96,26

d. The Result of Zhitung

Zhitung = U−µu

δ u = 394−722

96,26

= −32896,26

= - 3,40

e. The Result of Ztable

α = 5 %

56

Ztable = Z 12

(1 – α)

= Z 12

(1 – 0.05)

= Z 12

(0.95 )

= Z0.4750

= 1,96

f. The Criteria of The Test

Ho is accepted if: - Ztable<Zhitung<Ztable

-1.96<Zhitung<1.96

Figure 8: CRITERIA OF THE TEST

g. Explanation

Ho : µ1 = µ2 => There are not any significant differences between

teaching listening using multimedia facilities

and teaching without multimedia facilities

toward the improvement of students’ listening

skills.

AcceptingZone

1.96- 3.40

1.96

RejectionZone

RejectionZone

57

Ha : µ1 ≠ µ2 =>There are any significant differences between

teaching listening using multimedia facilities

and teaching without multimedia facilities

toward the improvement of students’ listening

skills.

Based on the data computation above, so the result is:

Because Zhitung located on rejecting zone, so : Ho : µ1 = µ2 x

Ha : µ1 ≠ µ2 √

So Ha is accepted = There are any significant differences between

teaching listening using multimedia facilities

and teaching without multimedia facilities

toward the improvement of students’ listening

skills.

Based on the result of test through the process of the investigation, the

writer found positive influence of multimedia facilities toward students’ listening

skills.

58

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data of this investigation, the writer provides the

conclusion concerning the entire problem of this paper. Based on the data which

are gathered, the writer can conclude the results of this investigation as follows:

1. Method of teaching listening is the most important tool. It is the key to

other activities of language learning.

2. Multimedia facilities are important teaching aids for learning listening and

they will be the best teaching aids to improve the students’ listening skills

into the best achievement.

3. Teaching listening by using multimedia facilities brings about a better

result than teaching listening by using traditional facilities. It has been

proved by the calculation of data which showed that students who learned

59

listening by using multimedia facilities got high score, better than students

who learned listening without using multimedia facilities.

5.2 Suggestions

Based on the conclusions above the writer would like to give some

suggestions. They are:

1. Since teaching listening using multimedia facilities proves useful, the

writer suggests this teaching aid should be used in teaching learning

process.

2. It would be more useful for the students if the teacher also explain the way

of using multimedia facilities in order to know more about technology so

they can use these facilities anywhere and anytime.

3. Teaching listening using multimedia facilities is more effective than

teaching without using multimedia facilities. The writer has suggested that

it should have a priority in teaching listening.

60

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