| dc.description.abstract | English is the most popular language in the world. There are a lot of
people using and learning English in their daily life. Many authors publish their
writing in English. There are a lot of literatures and books written in English. The
recent technology like computer and gadgets also use English in their manuals. It
means that English has been used globally. The government also supports English
by putting it in school curriculum.
Listening is one of the ways to get information. Even a baby starts to learn
language by listening sounds of the words around them first. Then they try to
imitate words that have been heard. Bruce (2005) states that any experienced
teacher will agree that listening is a key to the acquisition of language for students
at all levels. Based on a research, adults spend 40-50% of communication time
listening (Gilman & Moody, 1984 as quoted in Vandergrift, 2002). In learning
English as a foreign language, learners still face many problems in mastering
listening skill both in finding specific and general information. This condition also
happens to Indonesian learners, particularly at Senior High School level. Students
get difficulties when the teacher gives them gap filling exercise. In listening, they
face problem in catching specific words. The other problem, some of students do
not understand about the meaning of listening comprehension that was played by teacher. That makes them could not catch ideas from the spoken language on the
listening comprehension.
The same problem is also faced by the first year students of MAN 2
Situbondo. The students often find difficulties in listening to specific words and
catching the ideas from the spoken language. From the result of the preliminary
study in the form of interview with the English teacher of MAN 2 Situbondo, it
was revealed that the first year students of MAN 2 Situbondo, especially the class
X-1, still faced some problems in listening comprehension. It was shown by the
students’ listening score that was 18 of 31 students (58%) could reach the
standard score requirement of the school (75). It means that the students’ listening
achievement was still low. The teacher informed that the common listening
activities were done by using textbooks and cassettes as the source of the
materials. That was why the students were passive during the teaching learning
process of listening.
This classroom action research was intended to improve the students’
listening comprehension achievement. There were two cycles in this classroom
action research. The researcher use news video as teaching media in both first and
second cycle. The research subjects were class X-1 students of MAN 2 Situbondo
in the 2010/2011 academic year. The primary data were collected from the result
of observation and the students’ listening test. Meanwhile the supporting data
were collected from documentation. The results from observation were analyzed
by using the percentage formula to find the percentage of students who were
active in the listening activities, while the students’ listening test were also
analyzed by using percentage formula to find the percentage of students who
achieved the standard score. In the first cycle, the results of the action showed that
the use of news video in teaching listening could not improve the students
listening achievement because some problems occurred. Some of the students
looked at their dictionary to find the meaning of words that they did not
understand. That condition makes the students did not pay much attention to the
news video on the listening comprehension lesson. In the second cycle, the results of the action showed that the use of news video in teaching listening could
improve the students’ listening achievement because there were 24 of 31 students
(77%) achieved the standard score required of the school, that is 75. Meanwhile,
both in the first and first cycles, the use of news video in teaching listening could
improve students’ active participations. There were three indicators of active
participations: asking questions, answering the teacher’s questions, and actively
involved in the individual or group activities. The students considered as active
when they fulfilled at least two of three indicators provided. From the results of
the observations, 17 out of 31 students (55%) in meeting 1 and 20 out of 31
students (64%) in meeting 2 were active in the teaching and learning process of
listening, and 24 out of 31 students (77%) in meeting 3 and 25 out of 31 students
(81%) in meeting 4 were active in the teaching and learning process of listening.
In conclusion, using news video is one of the effective media that has a
sigmificant effect on listening comprehension achievement. Based on the result of
the research, the English teacher is recommended to use news video as a media in
teaching English especially listening comprehension. | en_US |
