IMPROVING STUDENTS’ LISTENING COMPREHENSION NARRATIVE TEXT BY USING VIDEO MOVIE
BY
MESI ASTRIANI
0743042022
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2011
1. INTRODUCTION
A. Background of the Problem
According to Indonesian Department of National Education one out three components in English language teaching for Senior High School level covers the discourse competency, e.g. competency to comprehend and produce oral text/ written text that are realized in four language skill namely listening, speaking, reading and writing. In relation to listening skill, the standard of competence for the graduates is the competency to understand the meaning in interpersonal and transactional oral text, both formally and informally in the form of some text e.g. recount, narrative, procedure, news item etc, in the context of daily life. (Depdikbud, 2006:307). Unfortunately, the objective stated above has not been achieved yet.
In this program, the writer taught listening comprehension test by using audio tape. Some students were not interested to follow listening activity; even some of them were sleeping or chatting while listening. They feel like their teacher or cassette telling them a story or it made they feel bored. When the teacher asked them to answer, they only guessed the answer. They were not concentrating with what they listened about, since they do not know what the speaker said. Thus, it is not surprising if the students found that the English listening skill is the most difficult one to master and so do most English teachers.
Although cannot be separated from the three other skills, listening is the most fundamental skill of all, since it is the first step of mastering the other skills. When language learners are eager to learn English as a foreign language, it is better to learn by listening as much as possible in order to reach the goal of learning. It is in line with Rrivers and Temperley in Hedge (2000:228) which states that over 50% of time students spend functioning in foreign language will be devoted to listening. Moreover, Richards (2009:5) states that listening now appear as core course in many language program.
As technological development come into use, the application of video in language teaching is not merely an astonishing way. Teacher can use video to promote students’ mastery in listening since it provides the visual clues that increase comprehension and hold on students’ interest in listening. It is in line with Canning and Wilson (2000:1) who states that visual cues are important, since they either facilitate or distracted from understanding. Visual stimuli provided by video such as environment lead to and generate prediction, speculation and a chance to activate background schemata when viewing a visual scene reenacted. As it is known that background schemata is important in listening since it facilitates the comprehension. Moreover, in order to make teaching and learning process run effectively, students should be lead to use all their senses and the teacher are supposed to stimulate students to use their senses. The more they can use their senses, the more they can understand, recall, and retain what they learn. Dale in Arsyad (2006:10) said that 75% of learning acquisition is achieved through using visual sense, 13% is achieved through audio sense, and 12% is reached by other senses. Thus, it can be inferred that the use of audio visual aids in teaching learning process can contribute meaningfully towards learning acquisition. This can, in general, be taken as a consideration of implementing video in teaching listening comprehension
B. Formulation of the Problem
In line with the background of the study described in previous pages, the formulation of the problem is:
“ How can the use of video movie improve students’ listening comprehension in the teaching learning process”?
C. Research Objectives
In relation to the formulation of the problem, the objective of this classroom action research is to find out how the use of video movie improves students’ listening comprehension in the teaching learning process.
D. The Uses of the Research
This research aims at having the following uses:
- The result of this Classroom Action Research supports the theory about the implementation of video movie in increasing students’ listening comprehension in the teaching learning process.
- The teacher can use video movie ad an alternative media in listening comprehension class
- The treatment given in the classroom action research can improve students’ interest and listening comprehension achievement
II. FRAME OF THEORIES
A. Notion of Listening
Listening is one of the most important and fundamental language skills in language learning. To make learning English more interesting for students, teacher should know the step of learning foreign language. Margareth (1988:13) states that listening can be considered as the first step in learning a language. It means that language learning is dependent upon listening. Listening serves the basic input to interact in spoken communication and continue to the next skill.
Syque (2002:5) states the types of listening as follows:
1. Discriminative listening
Discriminative listening is the most basic type of listening, whereby the difference between different sounds is identified. We learn to discriminate sounds and phonemes of the language, and to discriminate between muscle and skeletal movements that signify different meaning.
2. Comprehension listening
In comprehension listening, we try to make sense the meaning or to comprehend what others are really saying, and through understanding body language, voice, etc help us understand what other person really mean. In communication, comprehension often benefits from drawing out of key facts and items from long spiel.
3. Evaluative listening
In evaluative listening, we make judgments about what the other person is saying, whether something is good, bad, worthy, or unworthy. It is particularly pertinent when other person is trying to persuade us, to change our behavior or our culture.
4. Appreciative listening
In appreciative listening, we seek certain information which will meet our needs and goals. For example when we are listening to good music, poetry or stirring words of great leader.
5. Empathetic listening
In empathetic listening, we seek to understand beliefs, models, emotions and goals of other people. This requires excellent discrimination and close attention to the nuances of emotional signals. We show the expose we get by demonstrating our empathy in our demeanor toward them.
6. Therapeutic listening
In therapeutic listening, we are not only empathizing with the speaker but also to use this deep connection in order to help the speaker understand, change or develop in some way.
7. Dialogic listening
In dialogic listening, we learn through conversation and engaged interchange of ideas and information in which we actively seek to learn more about the person and how they think.
According to Hughes (1991:134) there are two skills involved in listening:
1. Macro skill
2. Micro skill
B. Notion of Listening Comprehension
Listening plays a significant role in language learning. In the preliminary process of language learning, children listen and respond to language before they learn to talk. When it is time for children to learn to read, they still have to listen so that they gain knowledge and information to follow the direction.
Richard (1995) in Karlina (2010:11) asserts that comprehension is the process by which a person understands the meaning of the written or spoken language. Furthermore Malkina (1995:41) states that comprehension can be described as a process which enables the receiver to make meaning from verbal and non verbal information. Non-verbal information may include background knowledge based on experience or visual information (mental pictures). In addition, James (2006:1) says that listening comprehension refers to understanding the spoken language
C. Notion of Teaching Listening Comprehension
Bulletin in Saricoban (1999:1), states that listening is one of the fundamental language skills. It is a medium through which children, young people and adults gain a large portion of their education, their information, their understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. In this day of mass communication and much of it is oral, it is the vital importance that our students be taught to listen effectively and critically.
The use of video movie in listening comprehension should be taken into account. Beside the benefits proposed by video movie such as: the authenticity of the language, the provision of cultural context, the existence of visual support and enhancement of motivation, it can also be an excellent teaching media which to a large extent assist in stimulating the imaginative capability of the young mind.
D. Notion of Audio Visual Aid
Learning is a complex process that happens to somebody as long as he lives. This learning process occurs because of the interaction between someone and his environment. Generally, learning process is held in formal school with the aims of changing the students’ behavior in the aspect of cognitive, skills, and attitudes. The interaction occurred during the teaching learning process can be influenced by the environment, such as teacher, students, stakeholder, curriculum, teaching material, media etc.
Suleiman (1988:11) states that audio visual aids can be defined as a number of aids which are “audible”(related with audio sense) and” visible”(related to visual sense). The aim of using audio visual aids is to make the communication process be more active as well as increase students motivation in learning. According to Levie in Arsyad (2002:9), visual and verbal stimulus cause better result of learning. Visual stimulus can give positive effects in learning dealing with memorization, recall and association. On the other hand, verbal stimulus can give positive effects in learning dealing with sequential memorization.
In this research, video is used as the media in teaching listening comprehension by the reason that video provides some benefits which can facilitate learning such as: the authenticity of the language, the provision of cultural context, the existence of visual support and enhancement of motivation.
E. Video in Language Teaching
Video is one of the audio visual aids that can be used in language teaching. In teaching listening comprehension, teacher may use video instead of audio tape for some reasons. Video provides visual stimuli that can lead to and generate prediction, speculation and chance to activate students’ background schemata when viewing a visual scene.
F. Teaching Listening Through Video
Teaching is describes as “training process” which aims to develop students’ ability to communicate. Teacher should be creative in order to create the classroom communication situations relevant to students’ daily life to motivate their learning and to encourage their participation in activities. Moreover, teacher should also be creative in using technical innovation that can improve students’ motivation which leads to promote their achievement of learning.
Listening comprehension is more than extracting meaning from incoming speech. It is a process of matching speech with what listeners already know about the topic. Therefore, when listeners know the context of a text or an utterance, the process is facilitated considerably because listeners can activate prior knowledge and make the appropriate inferences essential to comprehending the message.
Listening comprehension can be developed by using some innovations of media in teaching learning process, such as video. As mentioned before, video has some advantages as a teaching listening tool. Video provides a combination of visual and audio stimuli that can promote the comprehension.
G. Procedure of Teaching Listening through Video
Video is an alternative media that can be used in listening activity. Before implementing video in teaching learning process, we might know the three stages or steps that undergo during the lessons; previewing, while viewing, and post viewing. (Allan, 1984; Underwood, 1989) in Kusumarasdiyati (2004:5). A description of each stage will be elaborated below.
1. Pre viewing
It is a common practice in instruction on language decoding(including listening) that at this beginning stage the teacher spends a sufficient amount of time helping the learners build the appropriate schemata to facilitate comprehension(van Duzer, 1997).
2. While viewing
In this stage, the video plays more than once. The aims for watching the video at first and the next will probably different. In the first viewing the video might be played with off sound and the students will be asked to confirm the prediction. The second viewing will be the step for providing the information and presenting or reinforcing language. Students have to make a note about the content of the video, this includes the information they have either listened or seen.
3. Post viewing
Post viewing activity aim at encouraging and stimulating the use of newly acquired knowledge that came after the students watch the video. In this stage, the activity will be focused on practicing the language and discussion about the content of the video, such as doing listening comprehension task.
1. Application and Selected Technique in Teaching Listening Comprehension through the Use of Video
According to Vinney (2004) in Karlina (2010:29) there are five popular techniques deal with the use of video movie in teaching the language skills, they are:
1. Silent Viewing technique
2. Freeze Framing technique
3. Jigsaw Viewing technique
4. Normal Viewing technique
I. The Advantages and Disadvantages of Using Video in Listening Class
- Advantages
- Video brings language in the context of life in realistic settings to the classroom (Flynn: 1988). Video adds varieties to lesson; it is more complete than audio; it gives a cultural context; it shows ‘real language in ‘real situation; it is entertaining; it is motivating, generating the enthusiasm and good will.
- Video is an excellent medium for use in the language classroom. It is so close to language reality containing visual as well as audible cues. (Essberger, n.d. Griffin, n.d and Sheerin, 1982) in Karlina (2010:33)
- Video is an instructional medium that generate excitement. It increases students motivation
- Video provide practice in listening comprehension of aural skill
- Disadvantages
The use of videos has some disadvantages. There are some disadvantages cited by foreign language user.
- It takes time for the teacher to preview and selects authentic videos and then to prepare activities for learners.
- Often video does not provide the best means of explaining complex concepts or practicing grammar or writing skills (Johnston, 1999:79)
- A Gallacher (2003:85) states that the drawback found in classroom is passive. Students get used to watch television passively. Teacher should try to avoid learners switching off in class when video is switched on by providing stimulating activities where they can interact with and learn from video. In addition Trhodes and Pufahl (2003:102) states that video may be boring if overused and do not foster interaction among students and between students and teacher if the teacher does allows the video control.
III. RESEARCH METHODS
A. Setting of the Research
In this classroom action research, the researcher acted as teacher and observer, meanwhile the teacher of English acted as collaborator/rater. The researcher made the lesson plan based on the procedure of the technique of implementing video in listening class and taught the students based on the lesson plan.
B. Description of the Research
Based on the problem identified by the researcher, she examined the cause of the problem and tried to find the solution. In the pre research, the writer found that students have difficulties in listening comprehension test in terms of identifying the main idea and finding specific information of the text. Then, the writer found solution that is implementing video movie as an alternative media in teaching listening comprehension. Researcher made lesson plan and taught the students based on the lesson plan. Then, the collaborator observed student’s activities in teaching and learning process.
This research is done by researcher with the English teacher of SMA in Bandar Lampung. The researcher acts as the teacher and also an observer who make the lesson plan, teach the students using video movie, observes students’ activity and conducts the evaluation. While the teacher acts as the collaborator/rater who observed the process of teaching and learning in the classroom including students’ activity to be the input for better process in the following cycle. While the researcher implementing the video movie in listening class, the collaborator observes the student’s activities. Besides, she observes on the weaknesses of the first cycle in order to make improvement on the next cycle. At the end of the cycle, the teacher held listening comprehension test. The test, therefore, scores by both teacher and researcher. The result of the test and observation data are discussed together to decide whether the next cycles needs to be done.
C. Research Procedures
In conducting the research, the researcher uses the procedures of classroom action research designed by Arikunto. According to her, the research procedure in a classroom action research consists of planning, implementing, observing and reflecting (2006:16). Therefore, this research is designed as follows:
1. Planning
The research will be continuously conducted if the minimum score of the listening test, that is 65, is achieved by 80% of the students. The researcher prepares lesson plan in each cycle, selects the materials based on the syllabus, and prepares reading test for the students and also observation sheet that was filled out by collaborator when the researcher is teaching. In order to get the data, the researcher teach the students, get the collaborator observe, and asks students do listening test.
2. Implementing
In this step, the researcher uses video movie as teaching media in listening class with the lesson plan and the materials prepared.
3. Observing
Observation is done by collaborator and the researcher during the teaching and learning process. The collaborator and the researcher observe students activities and then the result of the observation is filled out in the observation sheet.
4. Reflecting
Here, the collaborator and the researcher discuss about the strengths and the weakness of a cycle to determine what to do in the next cycle and to determine whether the result of the cycle is satisfactory.
D. Indicators of the Research
a. Learning product
The use of video movie is able to improve students’ listening comprehension if 80% of the students reach the target score of the listening test, 65. Thus, it means that students, at least, should answer 70% of the listening test correctly
b. Learning process
The observation of the process of teaching was based on the lesson plan made by teacher and the real process in the classroom. It covers pre-activity, while activity and pos activity. In pre activity the aspect observed are the students interest to follow the class and respond to the topic, while, in while activity, the aspects observed are students’ attention to the teacher explanation, and their understanding to the content of the movie. The indicator determined by the researcher concerning the students’ activities is 80%. The researcher decides to set 80% as the target since according to Arikunto (1993:210), if more than 75% of students are actively involved in teaching and learning activities, it can be categorized as a good level. To set the target of the success of this CAR, the researcher also does a discussion with the English teacher of that school.
E. Instrument of the Research
There were two instrument of the research going to be employed in this classroom action research. They are as follows:
a. Listening test
Listening comprehension test is the product of teaching and learning process. The test is in the form of multiple choices. The result of this test was considered as the data of students’ listening comprehension improvement.
Since listening and reading are receptive skills, which have the same purpose in comprehending the message, but the difference is that in the form of message, thus the researcher used the same aspects of reading comprehension in the test items namely identifying the main and specific information of the text, inference, reference and vocabulary. The table of specification of the test can be seen on the table below:
Table Specification of Listening Comprehension Test
| No | Objectives | Number of Items | Item Numbers | Percentage |
| 1 | Identifying main idea | 2 | 1, 15 | 8% |
| 2 | Identifying specific information | 13 | 2, 3, 4, 5, 6, 7, 8, 9, 13, 16, 17, 20, 24 | 52% |
| 3 | Inference | 11 | 10, 11, 12, 14, 18, 19, 21, 22, 23, 25 | 40% |
| | Total | 25 | 25 | 100% |
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