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AUDIOVISUALS AS MEDIA IN IMPROVING LISTENING ABILITY

OF THE STUDENTS

CHAPTER I
INTRODUCTION

A. Background of Study
Listening

in

language

teaching

has

undergone

several

important influences, as the result of development in anthropology,


education, linguistics, sociology, and even global politics. 1 In line
with this, listening skills are essential for learning since they enable
students to acquire insights and information, and to achieve success
in communicating with others.2
Furthermore, in classrooms, students always do more listening
than speaking. In accordance with this, Brown wrote that listening
competence is universally larger than speaking competence. 3
Thus, listening is a skill which cannot be underestimated in language

1___________ Ronald Carter and David Nunan, The Cambridge Guide To


Teaching English To Speakers Of Other Languages, (United Kingdom: Cambridge
Press), p. 7.

2___________ Trudy Wallace, et.al., Teaching Speaking, Listening and


Writing, (Brussel: International Bureau Of Education, 2004), p. 13.
3___________ H. Douglas Brown, Teaching by Principle an Interactive Approach to
Language Pedagogy, (New York: San Francisco State University, 2001), p.247
1

learning especially in L2 learning. Mastering a good ability in


listening is absolutely required.
Nevertheless, in teaching and learning language process,
especially at school, students find many problems particularly in
improving listening ability. Ina Rezkina wrote that everyday evidence
students considered listening sometimes difficult and sometimes
easy. On the other hand, some people argue that it is not realistic to
label that listening is easy or difficult. It may usually be easy for
someone, but difficult for others, depending on the present level of
language development of each person and his/her background
knowledge of the topic being presented.4
Moreover, the methods and media used by the teachers also
influence students in their listening learning. Actually, the better
media had been used will cause the better of listening development.
In this case, many studies proposed the using of audio-visual media
in improving students listening ability. Some of the studies proved
that the using of audio-visual in improving students listening is
effective.5
4___________ Ina Rezkina, Obstacle in Teaching Listening Skills at Senior High
Schools. Unpublished Thesis, (Banda Aceh: Graduate program of English Education
of Syiah Kuala Universit, 2008). p.i

5___________ Sapto Haryoko, Efektifitas Pemanfaatan Media Audio-Visual Sebagai


Alternatif Optimalisasi Model Pembelajaran, retrieved from:
http://journal.uny.ac.id/index.php/jee/article/viewFile/347/249, accessed on October
10, 2011

Based on the background explained above, the writer would


like analyze and implement the using of audiovisuals as media in
improving listening ability of the students, in this case, the writer
conducts his research at Al-Falah Islamic Senior high School in Aceh
Besar.

B. Research Questions
This research was aimed to find out the answer of question
about Do audio-visual media improve students listening ability?
C. Terminology
In order to avoid misinterpretation of the terms used in this
paper, the researcher needs to put forward the definition of the
following words:
1. Listening
Taylor defines listening as the process of becoming aware of
sound sequences. In listening to speech, the person first identifies
the component sounds and then recognizes sound sequences as
known words through the avenue of auditory analysis, mental
reorganization, an/or association of meaning.6

6___________Stanford E. Taylor, Listening. What Research Says to the


Teacher (Washington D.C.: National Education Association). p.6.

Listening is the active process of receiving, constructing


meaning

from,

and

responding

to

spoken

and/or

nonverbal

messages. It involves the ability to retain information, as well as to


react empathically and/or appreciatively to spoken and/or nonverbal
messages.7
Thus, the writer sums up that listening is the process of
becoming

aware

of

receiving,

identifying,

constructing

and

responding to spoken and/or non verbal messages.

2. Media
Media is a general term for television, radio and newspapers
considered as a whole and as ways of entertaining or spreading news
or information to a large number of people. In language teaching,
teaching materials which involve the use of different kinds of media
such as visual and printed media are sometimes known as multi
media or mixed media.8

3. Audio-visual

7___________ http://highered.mcgrawill.com/sites/dl/free/0073385018/537865/pearson3_sample_ch05.pdf. p. 111, accessed on June 6, 2012


8___________ Jack C. Richards and Richard Schmidt, Longman Dictionary Of
Language Teaching And Applied Linguistics (New York: Pearson Education). p.325.

Here defined as audio-visual aid which means an audio or


visual device used by a teacher to aid learning. For example,
pictures, charts, and flashcards are visual aids; radio, records, and
tape-recorders are auditory aids. Film, television, and video are
audio-visual aids.9 So, audio-visuals are the tools those utilized by
teachers to help learning process in shape of visual and audio. These
devices could be used to produce images and sound at once.

D. The Aims of Study


The aim of study is as follows:
1. To

know

whether

audio-visual

media

improve

students

listening ability or not.

E. Postulate and Hypothesis


a. Postulate
According to Encyclopedic dictionary of English usage, a
postulate means prerequisite or assumption in an argument. 10
Based on this definition, the postulate that stated is the using audio-

9___________ Jack C. Richards and Richard Schmidt, Longman Dictionary


of Language Teaching p.40.
10___________ N.H Marger and S.K Mager, Encyclopedic Dictionary of
English Usage, (USA: Prentice Hill.Inc, 1974), p.232

visual as media are really helpful toward improving students ability


in listening skill.

b. Hypothesis
The hypothesis of this research is the using audio-visual as
media in teaching listening should improve students ability in
listening skill.

F. Population and Sample


1. Population
In this research the writer chose students from SMA Islam Al-Falah
Lamjampok. The students who were still in second year became the population. There
are two classes of the second year students; class XI 1 which consist of 33 students and
class XI2 which consist of 22 students. So, the amount of population is 55 students.

2. Sample
The technique used here was one of non random sampling techniques that
called as purposive sampling. In this technique, a group is selected based on previous
knowledge of natures or characters that have a close criterion with what have been
known exist in the population11. The researcher had chosen only class XI1 as the
sample which consist of 33 students, males and females.
11___________ Sutrisno Hadi, Metodologi Research Jilid I, (Yogyakarta: ANDI, 2004), p. 91

G. Research Method
The researcher performed an experimental research in form of field research.
Experimental research is defined as a systematic method operated to develop the
relation of causal-effect relationship.12
In order to gain the needed data for this research, the writer used some
techniques.
1. Pre-test and post-test
The pre-test was given to the students in the first meeting before the
experimental teaching was held in order the writer knew the previous listening ability
of the students. While the post-test would be given to student in the last meeting in
order to gain any different result after conducting experimental teaching.
2. Questionnaire
The writer gave the questionnaire to the samples in order to get the real data
including students opinion and their perceptions.

12___________ Sukardi, Metodologi Penelitian Pendidikan, (Jakarta: Bumi Aksara,


2003), p. 179.

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