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THE EFFECTIVENESS OF TEACHING LISTENING ON NEWS ITEMS TEXT USING VIDEO

(An experimental study with the tenth Year Students of MA MATHOLIUL HUDA Pucakwangi Pati in the academic year of 2011/2012)

A. BACKGROUND OF THE STUDY Listening is one of success key in mastering language especially English as a second language. It is a process of taking and dissolving the main topic from the conversation or spoken language that has been listened. 1 If it can be applied well, this basic skill can improve the basic building of language that has been recorded. Someone who has competent in listening not only get the meaning of spoken text, but also get the opportunity to master tenses, vocabulary, pronunciation, intonation, and idiom. Because listening has many contributions for our life, we can do this as a habit to develop this skill. Teaching English at senior high school in Indonesia is based on a system which is called curriculum. Since 2006, the renewed curriculum was applied. Namely school based curriculum or KTSP. This curriculum is aimed to prepare the students in mastering four language skills those are listening, speaking, reading and writing and language aspect.2 Deal with those requirements of Indonesian students, like any other learners of language of English also meet difficulties in learning English, because their native language is quite different from English. Those elements that are similar to his native language will be simpler for him, and those elements that are different will be difficult. Even though it may be different for each learner, generally the area
Patrisius Istiarto Djiwandono, Strategi Belajar Bahasa Inggris, Belajar Menyimak, Membaca, Menulis, dan Berbicara dengan Taktis, (Malang: PT Malta Printindo, 2009), p.4. Standar isi untuk satuan badan pendidikan dasar dan menengah, standar kompetensi dan kompetensi dasar SMA/MA (Badan standar sosial pendidikan, 2006), P.134.
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and the degree of difficulties they encounter are almost similar. However, the problem will appear when language learners from different countries with different cultures and backgrounds meet and speak different languages because the text and its pronunciation is quite different. The material that has been taught for students of senior high school not only vocabulary and grammar but also genres. Genres are a written text that have systemic linguists and characteristic lexicogrammatical features.3 One of them is news item text. It is taught by teacher in order to inform about events of the day which are consider newsworthy or important. However, many students in Senior High School have difficulties to analyze the organization of news item text in teaching learning process focused on listening. Students have difficulties to analyze the organization of news items text that have been listened, because it is using English as a second language for them. Listening in learning process is basically the process when the teacher explains the material or speaks use English; and the students just listen, so the students is bored in the learning process. English teacher has to be a facilitator to help students in order to master all skills. Teacher must try to give good model. Then, encourage them to practice the language. English teacher can use media and other source in teaching activity. Teacher can use the media to teach or explain difficult material to understand, or to make learn activity cheerful and not monotonous. Media is the means of communicating with large number of people, television, radio and news paper. According to Gerlach and Ely (1971) said that media in general human, material, or event that build the condition of students so that they able get knowledge, skill, or attitude. In this case is teacher, textbook, and school environment also media.4 Media will offer different situation which increase students interest of the lesson. Media can be
Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, (Australia: Gred Stabler AEE, 1998), p. 190.
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Azhar, Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2005), p. 3

used by both teachers and students. It gives more detail information and focuses students on the material and skill that is being taught. The use of media also allows students to be involved in teaching and learning process. It gives teachers and students opportunity to do activity together. Then, teacher has to know the appropriate media for the students. Media is divided to three parts; those are audio, visual and audio-visual media. The writer will take the effectiveness of audio-visual media especially video as a learning aids. Video is needed to make learning process success. Video is type of magnetic tape used for recording moving pictures and sound or copy of a film programmed that is recorded on videotape. It is connected with seeing or sight used in teaching to help people understanding something. Some studies have also proven that video are very helpful way for students in learning in new language, especially English. For example, Awwalul Mukaromah (073411014) an IAIN student in her thesis entitled, the effectiveness of teaching speaking hortatory exposition text using video clip. Another study was conducted by Nur Zaenah (073411018) an IAIN student in her thesis entitled, the use of video critic as a medium of teaching to improve students ability in writing analytical exposition text. Because of the reasons above the writer wants to run an experimental study in MA Matholiul Huda Sokopuluhan Pucakwangi Pati in the academic year of 2011/2012 by implementing video as a media to improve students understanding in news items text.

B. RESEARCH QUESTION How is the effectiveness of teaching listening on news items text using video with the tenth Year Students of MA MATHOLIUL HUDA Pucakwangi Pati in the academic year of 2011/2012?

C. OBJECTIVE AND BENEFIT OF THE RESEARCH 1. Objective of the study In this thesis, the writer do the research the effectiveness of teaching listening on news items text using video is to find out the effectiveness of teaching listening news items text using video. 2. Benefit of the research a. For the writer The result of the investigation will be useful reference for the writer to improve the knowledge about listening on news items text using video and it will be useful in the future as the prospective teacher in preparing teaching process. b. For the teacher The result of research is expected can give reference and improve their way to teach news items text. c. For the students It hopes that the students will enjoy following the English class. They will be easy to understand the lesson and memorable, so that, it can improve their understanding on news items text. d. For the reader It is hoped can give more information and contribute the knowledge

D. PREVIOUS RESEARCH

The research will describe some works which are relevant to these thesis to make the thesis arrangement easier:
1. Awwalul Mukaromah (073411014) an IAIN student in her thesis entitled,

the effectiveness of teaching speaking hortatory exposition text using video clip. (An Experimental Research at Eleventh Grade of MAN 1 Kebumen in the Academic Year of 2010/2011). The result of study shows that the pretest average of the experimental group was 62.84 and control group was 62.32. While, the post-test average of the experimental group was 75.05 and control group was 69.47. It was found that t-test was (3.481), whereas the ttable was (1.99) for a = 5%. The t-test score was higher than the t-table (3.481 > 1.99). It was meant that Ha was accepted while Ho was rejected. Since t-test score was higher than the t-table, using video clip was effective media in improving students speaking skill in MAN 1 Kebumen.5
2. Nur Zaenah (73411018) an IAIN student in her thesis entitled, the use of

video critic as a medium of teaching to improve students ability in writing analytical exposition text. (A Classroom Action Research with Students of X1-1 of SMA Wahid Hayim Tersono Batang in the Academic Year of 2010 2011). Based on the results of the research, it can be concluded that by using video critics in teaching writing, teacher can improve students writing ability. And it was hoped that it can be valuable as the information resource for students, teachers, and the writer herself.6

E. LITERATURE REVIEW
1. Teaching listening for Senior High School

Awwalul Mukaromah , The Effectiveness of Teaching Speaking News items Text Using Video Clip, Thesis S1 IAIN Semarang FT Tarbiyah of IAIN, 2011 Nur Zaenah, The Use of Video Critic as a Medium of Teaching to Improve Students Ability in Writing Analytical Exposition Text., Thesis S1 IAIN Semarang FT Tarbiyah of IAIN, 2011
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According to Andrew Basquille, Listening is the activity of paying attention to and trying to get the meaning from something that has been listened. While hearing is passive, successful listening is definitely an active skill which requires involvement.7 Listening is the success key in mastering language especially English as a second language. It is a process of taking and dissolving the main topic from the conversation or spoken language that has been listened.8 Listening is the process in trying to hear the attention the process of understanding speech in a first or second language. The study of listening comprehension processes in second language learning focuses on the role of individual linguistic units (e.g. phonemes, words, grammatical structures) as well as the role of the listeners expectations, the situation and context, background knowledge and the topic. According to Rost, listening is a process holding a continuum of active passive process, where is the process is under the control of the listener, and passive process. He adds some definition about listening in order to give more clarity, there are: listening means the process where is the listener catch what the speaker has said; to get the speakers idea; to decode the speaker message; to unpack the speakers content; to receive the transfer of images, impression, thought, beliefs, attitudes, and emotional from the speaker.9 From definitions above, the writer conclude that Listening is the act of hearing attentively. Listener gets the information from the speaker, and then can result imagination and understanding. When a person decides to communicate with another person, he or she does so to fulfill the need. The
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Andrew Basquille, Listening Skills: Improving Learners Skills with News Reports

Patrisius Istiarto Djiwandono, Strategi Belajar Bahasa Inggris, Belajar Menyimak, Membaca, Menulis, dan Berbicara dengan Taktis, p.4. Michael rost.2002. Teaching and researching listening. Great Britain: personal education limited. P.2.
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person wants something, feels discomfort, and or has feeling or thoughts about something. In deciding to communicate, the person selects the method or code which he or she believes it will effectively deliver the message to the other person. The code used to send the message can be either verbal or nonverbal. When the other person receives the coded message, they go through the process of decoding or interpreting it into understanding and meaning. Effective communication exists between two people when the receiver interprets and understands the senders message in the same way the sender intended it. Larry Alan Nadig states that there are three basic Listening Modes. First, Competitive or Combative Listening. It happens when listeners are more interested in promoting our own point of view than in understanding or exploring someone elses view on listening. They either listen for openings to take the floor, or for flaws or weak points they can attack. As they pretend to pay attention they are impatiently waiting for an opening, or internally formulating their rebuttal and planning their devastating comeback that will destroy the argument and make them the victor. Second, In Passive or Attentive Listening we are genuinely interested in hearing and understanding the other persons point of view. We are attentive and passively listen. We assume that we heard and understand correctly. but stay passive and do not verify it. Finally, Active or Reflective Listening is the single most useful and important listening skill. In active listening we are also genuinely interested in understanding what the other person is thinking, feeling, wanting or what the message means, and we are active in checking out our understanding before we respond with our own new message. We restate or paraphrase our understanding of their message and reflect it back to the sender for verification. This verification or feedback process is what distinguishes active listening and makes it effective.10

Larry Alan Nadig, Tips on Effective Listening, from:http://www.drnadig.com/listening.htm, accessed on February 6th 2012

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Based on curriculum (KTSP 2006) the target of teaching English in Senior High School is to gain all of function skills, those are listening, speaking, reading and writing.11 It means that the target of education is to make students be able to communicate oral or written to solve their problems in their daily life. From the quotation above, the purpose of teaching English in Senior High School is the ability of communication with their mastering in four skills. English teacher has to make listening class that gives more chance for students to communicate. He/she can link the lesson with students daily problems and give materials relate on how to solve the problems. It is also good if students can learn moral values from the lesson that will be used in their daily life. The important thing for the teacher is to give the students more opportunity to practice their listening skill by providing more activity that put them into the real practice of communication.

2.

News items text News items is one kind of genres. Linda gerot and Peter wignel state

that genre is a type of writing that provides systematic linguistics and characteristic lexicogrammatical features. The genres are described in school and non-school environment. These genres arose in social interaction to fulfill human social purposes.12 Culture context created genres that every text has communicative purpose, generic structure, and characteristic of linguistics.13 Each genre has specific language features. According to Gerrot and Wignel, there are kinds of genre:
Standar isi untuk satuan badan pendidikan dasar dan menengah, standar kompetensi dan kompetensi dasar SMA/MA, P.134 Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 190. Department Pendidikan Nasional, Kurikulum 2006 Pelajaran Bahasa Inggris, (Jakarta: Depdiknas, 2006), p. 37.
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Standar Kompetensi Mata

First, Spoof. It is genre which has social function to retell an event with a humorous twist. Generally, it focuses on individual participants, use material processes and use past tense.14 Second, Recount. It is genre which has social function to retell an event to inform or to entertain the viewer. It tends to use past tense, material processes and specific participants.15 Third, Report. It is a genre which has social function to describe the way things are in the environment, with reference to a range of natural, manmade and social phenomenon. It tends in using relational processes and generic participants.16 Fourth, Analytical Exposition. It is a genre which has social function to persuade the reader or listener that something is the case. Usually it uses simple present tense, focuses on generic human and non-human participants and uses relational processes.17 Fifth, News Item. It is a genre which has social function to inform the readers, listeners, or viewer about events of the day which are considered newsworthy or important. It has significant lexicogrammatical features; such as short in headlines, using material processes to draw the event and using projecting verbal processes in sources stage.18

Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 192. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p.194. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 196. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 197. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 200.
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Sixth, Anecdote. It is a genre which has social function to share and distribute an account of an unusual or amusing incident with others. Especially it uses temporal conjunction, material processes, exclamations, rhetorical questions and intensifiers; such as really, quite, very and etc.19 Seventh, Narrative. It is a genre which has social function to amuse, entertain and to deal with actual or vicarious experience in different ways: narrative deal with problematic events which lead to a crisis or turning point of some kind, which in turn find a resolution. It tends to use past tense, material processes, temporal conjunctions and temporal circumstances.20 Eight, Procedure. It is a genre which has social function to describe the process of making something, how something is accomplished through a sequence of actions or steps. It mainly uses the material processes, temporal conjunction and simple present tense.21 Ninths, Description. It is a genre which has social function to describe a particular person, place or thing deeply. It tends in using simple present tense, attributive and identifying processes, also uses epithets and classifiers in nominal groups.22 Tenth, Hortatory Exposition. It is a genre which has social function to persuade the reader or listener that something should or should not be the case. It has significant lexicogrammatical features; such as using simple present tense, mental processes, material processes and relational processes.23

Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 202. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 204. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 206. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 208.
22 21 20

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Eleventh, Explanation. it is a genre which has social function to explain the processes involved in the formation or workings of natural or social cultural phenomenon. Commonly it uses simple present tense and passive voice to get the right of theme, and uses the material processes and relational processes.24 Twelfth, Discussion. It is a genre which has social function to present (at least) two points of view about an issue. It tends to use comparative form, material processes, relational processes and mental processes.25 Finally, Review. It is a genre which has social function to critique an art work or event for a public audience. For example works of art include movies, TV shows, books, plays, operas, recordings, exhibition, concerts and ballet. It has significant lexicogrammatical features; such as using metaphorical language, opinions with attitudinal lexis, elaborating and extending clause and group complexes to package the information.26 In this research, the writer will focuses on one genre that is news items text. Bambang Sugeng and Noor Zaimah in their book stated that news items is a text written which has function to give information to readers, listeners, or viewers about events of the day which are regarded newsworthy or important.27 Didin kholidin also states that news items is a text which

Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 209. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 212. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 214. Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook, p. 217. Bambang Sugeng and Noor Zaimah, Contextual English 1 for Grade X Senior High School, (Solo: PT Tiga Serangkai Pustaka Mandiri, 2009), p.189
27 26 25 24

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informs readers about events of the day. The events are considered newsworthy or important.28 From the definition above, the writer can conclude that the news items text is the factual text which has the purpose to inform the readers about events of the day which are considered newsworthy or important. Specifically news item text inform publicly about the thing happened which is considered as newsworthy. It is important to be known publicly as it often happens in one part of region and the function of news item text is to socially spread the news. The social function of news item is to informs readers of daily newspaper about events of the day which are regarded as newsworthy or important. Newspaper need to make the news as readable as possible in order to attract as many readers as possible. News stories especially the ones published in afternoon newspaper often make the events of the day as dramatic or as sensational as they can in order to make more people buy them.29 It means that the purpose of news item text is to give the important information deals with events that are regarded as newsworthy in some way. The information consist of the answer of word question (who, what, where, why, when and how). Besides that, the purpose of it is to interest the readers, so they are interested to find the news. Each text of genres has a specific structure based on the communicative purpose of the text itself. However, there are similarities among the texts which have some purposes. The similarities create an expectation of the general schematic structure on the text that is called generic
Didin kholidin, News Item text, taken from: http://smanpluspropriau.com/index.php? option=com_content&view=article&id=92:news-item&catid=65:bahasa-inggris. Retrieved on February 6th 2012 Literacy and Education research Network and the Directorate of Studies, A GenreBased Approach to Teaching Writing Book 1: An Introduction to Genre- Based Writing, (Australia: Common Ground. 1990), p.34.
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structure of a text. The generic structure of news item usually has three components. First, Newsworthy Events. It is put at the beginning because the reader needs to get the angle on the events before deciding whether to read on. This stage gives information about who, what, when, where, and why the events occurred. This information has to be compressed into a small space because news story writers have to share space on the page with lots of other newspaper stories. This part recounts the event in the summary form. Second, Background Events. It contains information about the events that lead up to. It can include information about how and why the events occurred, the circumstances surrounding the crisis. After the lead up events, the news writer will often give more information about what happened during and after the Crisis what is likely to happen in the future. The stage fills out the context of the events for the reader. It elaborates what happened with the news, to whom and in what circumstances. Third, Sources. The news story has to show where the journalist got the information about the events. The news story is supposed to be about real events. If the writer is to appear reliable or the writer wants to highlight its importance, the she needs to point to a reliable and relevant source of information. This stage is called sources because it shows who provided the information. The sources point up the significance of the events that lead to and followed the crisis makes the events newsworthy.30 This part includes comments by participants in, witnesses to and authorities expert on the event. News Item Text has The Significant Lexicogrammatical Feature. Firstly is short. The telegraphic information about story summarized in one sentence headline. For example, KILLER CYCLONE WRECKS 4 TOWNS. Second, use material or action processes to re-tell story. For example, started moving, left, destroyed, flattened, ripped, through, were unroofed, drowned, etc. Third, use projecting verbal processes in sources
Literacy and Education research Network and the Directorate of Studies, A GenreBased Approach to Teaching Writing Book 1: Factual Writing, (Australia: Common Ground. 1990), p.34.
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stage. Fourth, focus on circumstantial meanings (especially in newsworthy background). Finally, often dramatic use of participant structure especially thematic position.31 3. Video as media One way to support teaching and learning process is media. It can make teachers presentation in the classroom easier. It is also expected that students will get better understanding from the teachers explanation; therefore, media also has contribution in improving students skill. Gerlach and Ely state that the media is person, material or events that established condition which enable the learners acquire knowledge, skill and attitude.32 Based on the statement above, media is needed to help students in acquiring lessons that are being taught. Media gives some resourceful teaching aids that help both teacher and students in material. Anderson has classified teaching media into three categories. First, Visual media. They are media that can be seen. For example: magazine, newspaper and textbook. Second, Audio media. They are media that can be listened. For example : radio and mp3 player.. Finally, Audio-visual media. They are media that have sound and picture.33 For example : television and video. In this study, the writer use the audio-visual media named video as the interaction media, because by using video, it can motivate the students to learn and pay attention to the material given and make students understand well and easier gained the material as second language learners.

Literacy and Education research Network and the Directorate of Studies, A GenreBased Approach to Teaching Writing Book 1, p.34.
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Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2003), P. 3.

Listyaning Sumardiyani and Zulfa Sakhiyyah, Speaking for Instructional Purpose a Handbook (Semarang: IKIP PGRI Press, 2007), P. 48-59

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Video is the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion.34 From the definition, writer say that video is the pictures in the frame, where frames from mechanism LCD. So, that is can seen by us that the pictures are motion. By teaching using video combines entertainment and instruction, to make the learning enjoyable. There are three basic types of video which can be used in class. First, Programmers uses recorder to record the program from a television channel should be engaging for our students and of a sensible length. This type named off-air programmers. Apart from overall language level, some off-air video is also extremely difficult for students to understand, especially where particularly marked accents are used or where there is a high preponderance of slang or regional vernacular. The best programmers and excerpts are ones which we can use for a range of activities including prediction, cross-cultural awareness, teaching language, or as spurs for the students own creativity. Second, the learners use real-world video. There is no reason why we and our students should not use separately published videotape material such as feature films, exercise manual, wildlife documentaries or comedy provided that there are no copyright restrictions for doing this. Once again we need to make our choice based on how engaging and comprehensible the extract is likely to be, and whether it has multi-use potential. We need to judge the length of the extract in the same way too. Finally, using language learning videos. Many publishers now produce free-standing language learning videos- or videos to accompany course book. Frequently these have accompanying workbooks. The danger of language learning videos, however, is that they fail the quality test either because the production is poor, the situations and the language are

34

http://ten.wikipedia.org/wiki/main

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inauthentic, or the content is too unsophisticated. Our choice, therefore, has to be limited to those sequences which our students will accept and enjoy.35 According to Harmer, there are some reasons why can add a special, extra dimension to the learning experience. First, Seeing Language in Use. One of the advantages of video is that the students do not just hear language they see it too. Second, Cross- Cultural Awareness. Video uniquely allow students a look at situations far beyond their classroom. Video is also of great value in giving students a chance to see such things as what kinds of food people eat in other countries, and what they wear. Third, the Power of Creations. When students use video cameras themselves they are given the potential to create something memorable and enjoyable. Finally, Motivation. Most students show an increased level of interest when they have a chance to see language in use as well as hear it, and when this is coupled with interesting task.36 4. Using of Video in Teaching News Item Text Teaching English as a foreign language sometimes make the teachers realize that are transferring knowledge to the students are not easy. A good teacher will not surrender, if the students are boring with the lesson. There are many reasons why video is used as a tool in teaching English. The first reason is video has the ability to use both auditory and visual system. Learners can construct a meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information. Through video, learners can write a summary of a movie completely better than when they only listen to the audio-only version. It means that information that is obtained visually is memorable. Second, videos can connect students with
Jeremy Harmer, The Practice of English Language Teaching, (England: Pearson Education Limited, 2001), p. 284.
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Jeremy Harmer ,The Practice of English Language Teaching, p. 282

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faraway place. Videos permit the students to observe the dynamics of interaction as they observe native speakers in authentic situation and using different accents, registers, and paralinguistic cues such as gestures and postures. Videos give great sense of what the country would be like if the students visited it. Third, videos can enhance self-confidence and breakdown social-stereotypes. Authentic videos have even been shown to inspire self-confidence. As a result, students say that they have fewer obstacles about using their second language. Fourth, videos give opportunities for students to learn foreign culture. Videos appear to be a rich source for teaching culture because it presents students with an image of a living vibrant people who use the target language for daily communication. It is also said that todays students are part of the TV era and that visual aids help them with cultural awareness. Fifth, videos help to demonstrate abstract ideas. Videos, by nature, are filled with valuable extra-linguistic clues. Research shows that exposure to visual stimuli increases students' comprehension and retention of lexical items. Then, that visual exposure, when joined with an audio component, significantly increases students' comprehension of a video text. It means that videos help to give pictures of abstract ideas. The writer applies video as alternative media in teaching news item. Using video in teaching listening on news items text is actually help students in improving vocabulary and listening skill easily, because video gives description about something case. It can help students to build their ability in listening news items text. Without any media, when the teacher asks students to listen, they will get difficulty. By using video as a technical tool, it can help engage students especially to improve students ability in listening, especially in teaching listening news item text.

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According to Kenneth Beare:37 They key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time. From the statement above, the writer conclude that listening for senior high school need consistently practice and supporting media especially video that is short for the beginner ESL students. The writer suggests that listening use audiovisual resources can be effective language learning tools. According to Hanson-Smith (2004), there are many benefits of using videos as in-class learning resources. In addition, video is increasing access to professional audiovisual resources that are free, authentic, and suitable for language learning development. Finally, it can be give the benefits of implementing a video production component in language classes. Sharp (2005) also states that describes a class video project suitable for middle school students. Based on statement, implementing video production in the middle school classroom can easily be extrapolated to the college-level classroom.38

F. HYPOTHESIS Hypothesis consists of words hypo and thesis. Hypo is under or less or weak. Thesis is theory or proposition that showed as a proof. 39 Hypothesis is a temporary answer of problems in research until proved from the data which
Kenneth Beare, The Challenge of Teaching Listening Skills, taken from http://esl.about.com/cs/teachinglistening/a/a_tlisten.htm, accessed February 3th 2012
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Nicolas Gromik, Video Games Studies And The Emerging Instructional And Revolution. Sutrisno Hadi, Statistik, Vol. 2, (Yogyakarta: Andi, 2004), p. 210.

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collected.40 So, hypothesis can define a weak truth statement towards problems on research and need to prove the truth after collecting data. The hypothesis of this research is: video are effective to improve students listening skill on news item of students MA Matholiul Huda Sokopuluhan Pucakwangi Pati in the academic year of 2011/2012.

G. RESEARCH METHOD 1. Research Approach This research is an experimental study. An experiment is the way to get the relationships between variables by deliberately producing a change in one.41 In this research, the writer used the form of quantitative approach to analyze the data. Experimental research is an attempt by the writer to maintain control over all factors that may affect the result of an experiment. In doing this, the writer attempts to determine or predict what may occur. An experimental research involved two groups: experimental group and control group. An experimental group received a new treatment while control group received a usual treatment. According to Nunan, experiment is designed to collect data in such a way that threats to the reliability and validity of the research are ministered.42
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: Rineka Cipta, 1998), p. 64.
41 40

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, P. 3.

David Nunan, Research Method in Language Learning, (Cambridge: Cambridge University Press, 1992), p. 47.

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2. Population and sample a. Population Population is a set of all elements processing one or more attributes of interest.43 In my view, population is any group of individuals that has one or more characteristic in common that interest to be investigated. Population of this research is tenth year students of MA Matholiul Huda Sokopuluhan Pucakwangi Pati in the academic year of 2011/2012. The total population was 185 students.

b. Sample Sample is a group of individual which is taken from a given population.44 Sample is part of population which has same characteristics. In this research, the writer will take two classes from tenth grade of MA Matholiul Huda Sokopuluhan Pucakwangi Pati in the academic year of 2011/2012. To determine the two classes, the researcher used cluster random sampling technique. as a sample which X A as an experiment class and X B as a control class. Each class consisted of 38 and 38 students.

3. Technique of The Data Collection The writer will carry out three activities to gain the data containing pretest, treatment for the experiment group and post test. The writer developed the instrument of research and administered it to the students to collect the data. The instrument is:
43

Encyclopedia of educational evaluation as quoted by Arikunto, 2006:130 Arikunto, p. 27.

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a. Test Test is used to asses and measure students achievement; mainly the cognitive side related the students mastery on learning as aim of education and teaching.45 Test is containing number of questions. In this research, test will be done twice for each group, control and experiment groups. They are pre-test and post-test. Pre-test will be done to know the students understanding before a treatment do. Test both control and experiment group before experiment to make sure that the groups are the same. This test is to measure students achievement on news items text both of control group and experiment group. Whereas the purpose giving post-test to know the students understanding on news item text after the teaching learning process. b. Documentation Another data is needed to help the writer run the research. In addition to do that, data will be collected though documentation of the students previous examination scores from the school. It will be used to valid the sample. Documentation of students listening test recording is used to evaluate students listening skill.

4. Technique of Data Analysis

a. Pre-requisite test

Before the writer determines the sample, the writer should conduct a homogeneity test by choosing 2 classes. This test conducted to determine whether the data are homogenous or not. After conducted the test, data analysis was carried out to find out the homogeneity of the

Nana Sudjana, Penilaian Proses Hasil Belajar, (Bandung: PT Remaja Rosdakarya, 1999), 6 Ed, p. 35
th

45

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sample. It was meant to check if the research result met the requirement of good research or not. It was meant to get the assumption that sample of research came from a same condition or homogenous. 1) Test of Data Normality Before doing the research, the first step that had to be done was testing the data normality. It was aimed to know whether the data came from normal distribution or not. The researcher used Chi-Square formula, as follow: X
2

( Oi Ei ) 2 =
k i =1

Ei

Adopted from Sudjana.46 Where: X 2 = Chi-quadrate Oi Ei k = Frequency that was obtained from data = Frequency that was hoped = the sum of interval class

If the obtained score was lower than t-table score by using 5% alpha of significance, Ho was accepted. It was meant that Ha was rejected. 2) Test of Homogeneity Test of homogeneity was meant to get the assumption that sample of research came from a same condition or homogenous. The researcher used the formula as follow: Biggest Variance Smallest Variance

F=

46

Sudjana, Metoda Statistika, (Bandung: Tarsito, 2002). p. 273.

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Cited from Sugiyono.47 To measure the sample homogenous or not, the writer use F-table score with significant 5% and dk= k-1 of significance.
b. Hypothesis Test

Firstly, the test was done in both groups, experimental and control group before are given different treatment. Secondly, the result of the test was scored by using analytic scale. Thirdly, the means score of the two groups were determined. Finally, the two means were compared by applying t-test formula. T-test was used to differentiate if the students result of students listening skill in news item text by using video and without video was significant or not. t= s x 1 x2 1 1 + n1 n2

Where:
2 (n1 1) s12 + (n 2 1) s 2 s= n1 + n 2 2

Cited from Sudjana.48 Where: x1 x2 n1 n2

47

= the mean score of the experimental group = the mean score of control group = the number of the experimental group = the number of the control group

Sugiyono, Statistika Untuk Penelitian, (Bandung: Alfabeta, 2007), p. 140

48

Sudjana, Penilaian Proses Hasil Belajar., p. 239.

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s s2

= standard deviation = variance

If the obtained score was higher than t-table score by using 5% alpha of significance, Ho was rejected. It means that Ha was accepted: There was a significant difference in listening achievement between the experimental and control group.

H. OUTLINE OF THE THESIS In order to make this research comprehends; the writer will divide the thesis into five chapters: Chapter I presents introduction, which contains of general background of the research, question of the research, objective and benefit of the research. Chapter II presents the literature review. In this chapter the writer discusses about previous research, theoretical framework and hypothesis. Chapter III is the method of investigation. It is about research design, research setting, the choice of population and sample, variable and indicator, the technique of data collection and technique of data analysis. Chapter IV presents the analysis the data. Chapter V is conclusion and suggestion.

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