| dc.description.abstract | This research was intended to know whether or not there was a significant
effect of using video on the eighth grade students’ listening comprehension
achievement in an EFL classroom. The research design was quasi-experimental
research proposed by Creswell. The context of this research was SMPN 12 Jember
which was chosen purposively since the eighth grade English teacher had never
applied video to teach listening. The research participants were determined based
on the results of homogeneity test that was analyzed by using ANOVA formula in
SPSS computing system. Since the population was homogeneous, sampling was
done by lottery to choose both experimental and control groups. As the result, 36
students of VIIIC were selected as experimental group whereas 37 students of
VIIIA were chosen as the control one. The experimental group was exposed to the
use of video whereas the control group was taught by using recording and pictures.
After presenting the materials to both experimental and control groups, the
researcher measured the students’ listening comprehension achievement by
administering the post-test. The researcher analyzed the results of post-test by using
Independent sample t-test in SPSS computing system to reveal the mean difference
between the groups. Based on the calculation of the data analysis, the significance
value was 0.012. As the significance value was lower than 0.05, it could be proved
that null hypothesis was rejected while the alternative hypothesis was accepted. In
other words, the experimental group that was taught listening comprehension using
video got better listening achievement than the control group that was taught
listening comprehension using audio and pictures. The results also showed that the
students were motivated to learn English when the researcher provided them with
enjoyable learning media. In conclusion, there was a significant effect of using video on the eighth grade students’ listening comprehension achievement in an EFL
Classroom.
Based on the result of this research, the English teacher is suggested to deliver
the materials by using video to help the students in learning listening. Furthermore,
the researcher hopes that the result of this research can be used as a reference and
information, or even consideration for the future researchers who want to
investigate the use of video on the students’ learning either in a different skill,
research area, or design. | en_US |
