THE EFFECT OF PICTURE AND VIDEO ON STUDENTS LISTENING COMPREHENSION THESIS

THE EFFECT OF PICTURE AND VIDEO ON STUDENTS’ LISTENING COMPREHENSION (A Quasi-experimental Study in the Eighth Grade Students’ of SMPN 8 Tangerang Selatan)

THESIS

By: DEWI PUJI LESTARI NIM. 2111014000018

GRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING UIN SYARIF HIDAYATULLAH JAKARTA

2016 i

THE EFFECT OF PICTURE AND VIDEO ON STUDENTS’ LISTENING COMPREHENSION (A Quasi-experimental Study in the Eighth Grade Students’ of SMPN 8 Tangerang Selatan)

THESIS Completed as Partial Fulfillment of the Requirement for Master’s Degree At English Department, Faculty of Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta

By: DEWI PUJI LESTARI NIM. 2111014000018

GRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING UIN SYARIF HIDAYATULLAH JAKARTA

2016 ii

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ABSTRACT Lestari, Dewi Puji. The Effect of Picture and Video on Students’ Listening Comprehension, 2016 The objective of the study was to introduce the students’ to some listening materials which are presented by using video and picture. The objectives of this research are: 1) whether there is a significant effect from the students’ who were taught by video and those who were taught by picture on students listening comprehension at the eighth grade students of 8 Junior High School, 2) whether there is a significant effect of low motivation and high motivation students’ on students’ listening comprehension and 3) whether there is a significant interaction between both learning media and students’ motivation on students’ listening comprehension. The method of this research is quasi-experimental research. The sample for this research was taken from 8 th grade students in SMPN 8 Tangerang Selatan. One class was taught with Video and one with Picture. The technique used to analyze the data in this research was used analysis of variance (ANAVA) two ways. The result indicated that 1) there is a significant effect between the use of Video and Picture on students’ listening comprehension. This result also shows that the use of Video is more effective than Picture, 2) there is a significant effect from learning motivation on students’ listening comprehension. The result also shows that students’ who have high learning motivation had better achievement than students’ who have low learning motivation and 3) there is a significant effect between both learning media and students’ learning motivation on students’ listening comprehension. Keywords: Listening Comprehension, Video, Picture, Learning Motivation

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ABSTRAK Lestari, Dewi Puji. Pengaruh Penggunaan Gambar dan Video Terhadap Prestasi Belajar Listening, 2016 Tujuan penelitian ini adalah untuk mendapatkan bukti empiris tentang: (1) ada tidaknya pengaruh yang signifikan penggunaan media gambar dan video terhadap prestasi belajar listening siswa, (2) ada tidaknya pengaruh yang signifikan antara motivasi belajar terhadap prestasi belajar listening siswa, dan (3) ada tidaknya interaksi pengaruh yang signifikan antara media pembelajaran dan motivasi belajar siswa terhadap prestasi belajar listening siswa. Metode penelitian kuantitatif ini adalah quasi-eksperimen. Sampel penelitian diambil dari siswa kelas 8 SMPN 8 Tangerang Selatan. Satu kelas menggunakan gambar dan satu kelas lainnya menggunakan video di dalam pembelajaran listening. Teknik analisis data pada penelitian ini adalah dengan menggunakan analisis dua jalan. Berdasarkan uji hipotesis dibuktikan bahwa: (1) Terdapat pengaruh yang signifikan penggunaan media gambar dan video terhadap prestasi belajar listening. Hasil menunjukkan bahwa penggunaan media video lebih baik dibandingkan dengan media gambar. (2) Terdapat pengaruh yang signifikan dari motivasi belajar terhadap prestasi belajar listening. Hasil menunjukkan bahwa siswa yang memiliki motivasi belajar tinggi lebih baik prestasinya dari pada siswa yang mempunyai motivasi belajar rendah. (3) Terdapat interaksi pengaruh yang signifikan penggunaan media pembelajaran dengan motivasi belajar terhadap prestasi belajar listening siswa. Kata Kunci: Listening, Video, Gambar, Motivasi Belajar

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ACKNOWLEDGEMENT In the name of Allah the Merciful, the Compassionate, all praises be to Allah Subhanahu WaTa’ala, the almighty God, who has sent Muhammad, peace be upon him, to be His prophet and messenger for people all over the world. The author realizes and feels very sure that without His blessing, mercy, and guidance, it would be impossible for me to finish this “thesis”. On this opportunity, the author would like to express her profound gratitude, more than she can express to all of those who have given help and guidance so that this thesis can be finished. Completion of writing of this thesis, the author would like to thank to: 1. Prof. Dr. Dede Rosyada, M.A., as the Rector of Syarif Hidayatullah State Islamic University Jakarta. 2. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and Teachers’ Training. 3. Dr. Atiq Susilo, M.A., as the author supervisor in completing this thesis through guidance and direction as well as encouragement that are very useful and helful for the preparation and writing of this thesis. 4. Dr. Fahriany, M.Pd., as the Present Head of Graduate Program of English Education and also her academic advisor who always stimulates and encourages her to finish the paper. 5. Dr. Jejen Musfah, M.A., as the Secretary of Graduate Program that gave helping during arrangement of thesis. 6. All examiners who had given the valuable input and advice for the improvement of this thesis. 7. All lecturers in Graduate Program of English Education, thanks for the teaching during the time. 8. The greatest thanks and appreciation dedicated to Abd. Aziz Hsb. and Siti Bayinah, the author beloved parents who always pray, encourage, give love and compassion, give material she need. 9. My little sisters, Nur Najmi Laila and Khalida Handayani, and my little brother M. Farhan Aziz Baihaqi, great thanks to them for their support. At last, the author say thank you for all of those who have helped her, who are not mentioned personally here, without their patience, guidance, and cooperation this thesis could have never been written. Ciputat, June 2016 The author viii

TABLE OF CONTENTS

COVER PAGE .................................................................................................i TITLE PAGE .................................................................................................. ii STATEMENT OF ORIGINALITY ................................................................ iii APPROVAL BY THESIS SUPERVISORS .................................................... iv APPROVAL SHEET ....................................................................................... v ABSTRACT ...................................................................................................vi ACKNOWLEDGEMENT ............................................................................ viii TABLE OF CONTENTS ................................................................................ix LIST OF TABLES .........................................................................................xii LIST OF FIGURES ...................................................................................... xiii LIST OF APPENDICES ............................................................................... xiv CHAPTER I

INTRODUCTION ................................................................. 1 A. Background of the Research ............................................. 1 B. Problem Identification ....................................................... 4 C. The Limitation of the Problem ........................................... 5 D. Research Question ............................................................. 5 E. Research Objectives ........................................................... 5 F. Research Significance ........................................................ 5

CHAPTER II THEORETICAL FRAMEWORK ......................................... 7 A. Listening Comprehension Ability ...................................... 7 1. Types of Listening ...................................................... 9 2. Teaching Listening Comprehension .......................... 10 3. Teaching Listening Stages ........................................ 11 4. Teaching Listening For Junior High School .............. 13 5. Listening Skills for the Eighth Grade Students of Junior High School .............................................. 14 ix

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Skill Required to Have Good Listening Skill ............... 15

B. Instructional Media ............................................................. 15 1. Definition of Instructional Media .................................. 15 2. The Role of Media in Enhancing Teaching and Learning ........................................................................ 16 3. Criteria for Selection and Use of Instructional Media .... 17 C. Video ................................................................................... 19 1. The Role of Video in Listening Comprehension ............ 19 2. Types of Video Supporting Listening Comprehension ... 20 3. Function of Videos in Listening Comprehension ........... 21 D Picture .................................................................................. 22 1. The Role of Picture in Listening Comprehension ........... 23 2. Types of Picture Supporting Listening Comprehension . 23 3. Function of Picture in Listening Comprehension ........... 25 E. Motivation .......................................................................... 26 1. Definition ...................................................................... 26 2. Motivation in Learning Language ................................. 27 3. Self-Determination Theory ............................................ 28 4. Factors Affecting Students’ Learning Motivation .......... 31 5. The Characteristics of Motivated Students’ ................... 32 F. Conceptual Framework ........................................................ 33 G. Previous Related Studies .................................................... 34

CHAPTER III RESEARCH METHODOLOGY .......................................... 36 A. Place of Time of Research .................................................. 36 B. Research Method ................................................................ 36 C. Research Design ................................................................. 36 D. Variable of the Research ..................................................... 40 E. Population and Sample ........................................................ 40 x

F. The Technique of Collecting Data .................................... 42 G. Research Instrument ........................................................ 43 H. Hypothesis ....................................................................... 48 I. Validity and Reliability ..................................................... 48 J. The Technique of Data Analysis ....................................... 52

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................... 53 A. Research Findings ........................................................... 53 1. Data Description ......................................................... 53 B. Discussion ....................................................................... 73

CHAPTER V CONCLUSION AND SUGGESTION ................................. 76 A. Conclusion ...................................................................... 76 B. Suggestion ....................................................................... 76

REFERENCES ............................................................................................. 78 APPENDICES .............................................................................................. 84

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LIST OF TABLES

Table 2.1

Basic Competences for Listening Skill in 2013 Curriculum .............. 14

Table 3.1

Research Design Factorial Data Analysis 2x2 .................................. 37

Table 3.2

The Data of Grade VIII students as the population ........................... 42

Table 3.3

Students’ Learning Motivation Questionnaire Scale ......................... 43

Table 3.4

The Indicators of Students’ Learning Motivation ............................. 45

Table 3.5

The Indicators of Listening Comprehension Test ............................. 47

Table 3.6

The Validity Test from Learning Motivation Questionnaire ............. 51

Table 4.1

The Data Labels ................................................................................ 54

Table 4.2

Data Analysis of Listening Comprehension with ANAVA Two Ways ................................................................................................. 55

Table 4.3

Descriptive Statistics of A1 ............................................................... 56

Table 4.4

Descriptive Statistics of A2 ............................................................... 58

Table 4.5

Descriptive Statistics of B1 ............................................................... 59

Table 4.6

Descriptive Statistics of B2 ............................................................... 61

Table 4.7

Descriptive Statistics of A1B1 .......................................................... 63

Table 4.8

Descriptive Statistics of A1B2 .......................................................... 64

Table 4.9

Descriptive Statistics of A2B1 .......................................................... 66

Table 4.10 Descriptive Statistics of A2B2 .......................................................... 67 Table 4.11 The Test of Normality ....................................................................... 69 Table 4.12 Test Statistics .................................................................................... 69 Table 4.13 Table Tests of Between Subject Effect .............................................. 71

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LIST OF FIGURES

Figure 4.1

Graph of Students’ Listening Comprehension taught by Using Video ............................................................................... 57

Figure 4.2

Graph of Students’ Listening Comprehension taught by Using Picture ............................................................................. 58

Figure 4.3

Graph of Students’ Listening Comprehension with High Learning Motivation .................................................................. 60

Figure 4.4

Graph of Students’ Listening Comprehension with Low Learning Motivation .................................................................. 62

Figure 4.5

Graph of Students’ Listening Comprehension with High Learning Motivation Taught by Using Video ............................. 63

Figure 4.6

Graph of Students’ Listening Comprehension with Low Learning Motivation Taught by Using Video .............................. 65

Figure 4.7

Graph of Students’ Listening Comprehension with High Learning Motivation Taught by Using Picture ............................. 66

Figure 4.8

Graph of Students’ Listening Comprehension with Low Learning Motivation Taught by Using Picture ............................. 68

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LIST OF APPENDICES

Appendix 1

Eighth Grade Junior High School Syllabus ............................. 85

Appendix 2

Lesson Plan .......................................................................... 101

Appendix 3

Listening Test....................................................................... 153

Appendix 4

Pre-Test Score from Experiment and Control Class ............... 162

Appendix 5

Post-Test Score from Experiment and Control Class.............. 167

Appendix 6

Questionnaire Test ................................................................ 172

Appendix 7

Questionnaire Test Result ..................................................... 176

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CHAPTER I INTRODUCTION A. Background of The Research Listening is one of the four language skills that have to be learnt from Junior High School until university level. Listening is a great importance to both learning in general and second language learning in particular. In learning English language, there are some advantages from doing listening activities. First, listening provides the example of good pronunciation in English. Second, students can also learn about intonation, stress, accent and speed. These language elements are best to be learnt through listening activities. Third, students can learn grammar indirectly. When students are listening to English language, they subconsciously learn the grammar. According to Rost (2014, p. 16) in psycholinguistics paradigm for learning listening, the learner must convert the input (what is said) to intake (what is understood) because listening is vital in the language classroom and it provides input for the learner. Without understanding input at the right level any learning simply cannot begin. The process of listening for English as foreign language students (ESL) probably start from their classroom. It is because the language they are using in daily life is not English. In the listening classroom, the ESL students will get a chance to listen to English use like in conversations, short functional texts, or even monologue. The target of a listening activity is basically to make the students to get used to the English sound, words, phrases, sentences, paragraphs, and they are also expected to be able to comprehend what lies behind those linguistics aspects such as, the strands of meaning context and so on. Listening skill of foreign language students is not derived naturally, because the language itself is not applied in the society communication. The students may only be able to practice their listening in the classroom. The process of listening in the classroom involves students and teachers. Mostly, the main source of listening for students is the voice of their teachers. Individual voice of the teacher can also be called as the source of listening, because in teaching learning process, teacher talk as she gives some instructions should also be understood by their students. In language learning about listening comprehension, basically some teachers still focuses on the old learning model; the students just listen to the teacher voice or listen to the cassette and answer the teacher’s questions correctly. It can make listening become uninteresting material and get minimum attention from the students. This is also happened to the students in SMPN 8 Tangerang Selatan. When the time is come to listening material and the teachers just used her/his voice or using an audio, most of the students don’t feel excited about it. Some of them still not focus to the material and some chatted with 1

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their friend, and some of them feel sleepy because they already know what they have to do in listening material time. In fact, the writer thinks that the students in SMPN 8 Tangerang Selatan need variety in listening then just listen to the teacher’s voice. Listening to the teacher can be boring and monotonous. Listening comprehension lessons also too often in a series of listening tests in which tapes or audio only are played, comprehension exercises are attempted by the learners, and feedback is given in the form of the right or wrong answer. In teaching listening skills, many teachers just gives the material, the students listen and write. The teacher does not explain what it means. This can affect to their score from listening test, the result of their listening test is not satisfy the teacher. Therefore, the students seems to have thought in mind that if they will learn listening material, then it will be using the teacher’s voice or using the audio from the cassette or tapes. The most important element and fundamental for the interaction is the ability to understand what the speaker has said. It is the duty for the language teacher. With the increasing attention to listening skills, teachers must understand and apply teaching strategies that can help learners improve their listening ability. Listening comprehension is one of the important aspects in language learning. Learners want to understand second language (L2) speakers and want to comprehend a variety of L2 multimedia such as DVDs and the internet. Whereas in listening comprehension skill not only theory that being explained but also it involves practice and understanding. The students must be given a chance to be active to develop their ability to understand the subject. Because an important teaching goal is to help students becomes more creative (Santrock, 2006, p. 311). Teaching listening skills in the classroom should no longer be the case of the teacher switching off as soon as the tape recorder/CD player is switched on. For many students listening is stressful and, therefore, potentially de-motivating. In planning a listening skills lesson teacher should not only consider that the listening exercise is the next activity in the textbook, for example, but also take into account why students may find the listening task difficult, what are the backgrounds of the students, what materials should be used, and what will be happening at different stages of the listening lesson. In teaching listening, it is advisable to orient students to what they are about to hear by providing various forms of listening supports (Pospieszyńska, 2000, p. 1); (Chang, 2007, p. 375) in order to give learners a context for interpretation and also activate background knowledge (Chang and Read, 2007, pp. 376–394); (Brown, 2006, p. 4)). Listening to other supplemental material such as records from native speaker might also produce challenge experience. One of the ways to orient learners to a listening comprehension task is by providing them visual material such as pictures, maps and diagrams

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(Hadley, 2001, pp. 18–22). Authentic listening texts such as stories, songs and radio shows can, conversely, be used to motivate students into listening to ‘real’ language. A classroom technique has a great chance for success if it gives some beneficial feedback to the students. The students attend the course because it is fun, interesting, challenging and not because they need some knowledge from the course or reward from their teacher (Douglas & Gifford, 2001, pp. 295–309). So, by providing some authentic listening materials will definitely motivate them to joint listening course. According to Salvin (as cited by Rehman, 2014, p. 345) motivation is considered as an integral part in the achievement of any goal. Motivation as an internal process that activates, guides and maintain behavior over time. It is an important factor that has a positive influence in any educational learning process especially in learning second language. Specific to the language teaching, some experts have commented on the important position of motivation for in the teaching. For example, Rost (2006, p. 1) considers motivation is more important than teaching methodology. According to Rost (2006, p. 2), there are two main reasons why motivation is so important. The first is that motivation arouses students’ interest. The second is that motivation helps the students keep their enthusiasm. What might be assumed from Rost’s view is that a good method will not automatically result in good learning outcomes, but they depend on how the motivation of the students is. Such important role of motivation, therefore, has then led to numerous studies attempting to search possible measures in order to promote students’ motivation in learning. Based on Brown (2006, p. 2) one very important idea for teaching listening is that listening courses must make use of students’ prior knowledge in order to improve listening comprehension. Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students’ achievement of instructional objectives. This may include traditional materials such as chalkboards, hand-outs, charts, slides, overheads, realia, and videotape or film, as well newer materials and methods such as computers, DVDs, CDROMs, the Internet, and interactive video conferencing (Carey, Carey, & Dick, 2001, p. 150). Ogunbote and Adesoye (2006, pp. 100–111) expressed that multimedia technology adds new dimension to learning experiences because concepts were easier to present and comprehend when the words are complemented with images and animations. Stating further that it has been established that learners retain more when a variety of senses are engaged in impacting knowledge; and the intensity of the experience aids retention and recall by engaging social, emotional and intellectual senses. The effectiveness of visual aids has been found to be higher than that of the lecture method. Visual aids have been used to enhance learning

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successfully and teachers are taught and encouraged to utilize instructional media when teaching. They can therefore exploit current techniques at their disposal. Recently a lot of listening materials are derived from recorded extract, for instance on CDs, tape records, videos and others. Using video can be much richer than using audio. Video doesn’t only produce sound but also produce moving picture; speaker can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, etc. and background information can be filled in visually (Harmer, 2007, p. 144). Picture can be used as an aid to give the students illustration on the natural situation where the language is used. Picture provides the information for the students on what they will listen. Moreover, because it gives illustration on the real context, it is expected to be able to increase the students’ interest in the subject. Based on Van der Werff (2003, p. 2) some teachers are successfully brings the most reticent students to the lesson by using pictures. This shows how pictures can be used as an effective media in teaching listening to ESL and EFL. Buck (2001, p. 173) stated that many communicative situations, the verbal information is also accompanied by visual information. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students have a new way and increased their motivation when they got the listening material from the teachers. Usually most of teachers just play the audio material from a cassette or another source and asked the students to answer the question from it. A method like that will make the students do not feel like to learn listening material and they will think that it was bored. One of the ways to orient learners to a listening comprehension task is by providing them visual material. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students having a new way and expected to increase their motivation when they got the listening material from the teachers. The aim of this study is to find out the students listening achievement after being taught by video compare to the students listening proficiencies after being taught by picture and how students’ motivation can be improved through video and picture.

B. Problem Identification Based on the problem, the identification of the research as follows: 1. There are teachers that still focus on the old learning model, the students just listen to the teachers’ voice or the cassette and answer the teacher’s questions correctly.

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2. There are teachers that teach listening material by giving only the material, the students listen and write. 3. Some teachers didn’t know the usage of learning media such as picture or video can be used as teaching strategies that can help learners improve their listening ability. 4. Students’ low motivation in learning listening material is because of not enough explanation and example about the material. 5. Students low motivation in learning listening material because the learning media is not used properly in the classroom. C. The Limitation of Problem Based on the problem, this research was limited on which was more effective between picture and video to affect students learning motivation and listening comprehension at the eighth grade of SMPN 8 Tangerang Selatan Junior High School. D. Research Questions Based on the background of the problem so this research formulates the questions, as follow: 1. Was there any different achievement between students who are taught by video and students who are taught by picture in their listening comprehension? 2. Was there any different achievement between high and low motivation students’ in their listening comprehension? 3. Was there any interaction between learning media (picture and video) and students’ motivation in their listening comprehension achievement? E. Research Objectives Based on the research questions the research conducted to reveal the effect of learning media (using video and picture) towards students’ motivation on the students of Eighth Grade of SMPN 8 Tangerang Selatan listening proficiencies and hopefully it can give the students new experience in doing listening and at the same time increase their listening proficiencies. F. Research Significance The result of this study has expected to contribute significantly not only theoretically but also practically for these following parties:  For study program, this research will give some ideas in teaching listening, not only use the teacher voice or audio, but it can also teach use the video and picture.  For the English teachers, hopefully it can improve their professionalism, confidence, knowledge, and skills to create the good strategies for teaching.

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 For the institution which related to this research. It can be a reference for the innovation of education program.  For the learners, this research will give the students new experience in doing listening and at the same time increase their listening proficiencies, and also it will give challenging and motivating experience in their listening course.  For the future researcher, those techniques can combine with variation of tasks and activities, such as use the DVD in listening and omitting the subtitles and so on.

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CHAPTER II LITERATURE REVIEW A. Listening Comprehension Ability Listening is a skill that is rarely taught. In school, students are taught speaking, reading, and writing skills, but, in general, there are a few courses devoted to the subject of listening. Therefore, most people are so engrossed in talking or thinking about what they are about to say next that they miss out on so many wonderful opportunities to learn about new concepts, ideas and culture. Poelmans (2003, p. 4) defines listening comprehension as to communicate adequately. It is important for a listener to understand what the speaker says. Understanding spoken language can be described as an inferential process based on the perception of several cues rather than a simple match between sounds and meaning. There are three main reasons to support the importance of listening in foreign language learning. First, a new language learner should learn listening at the initial stage of language learning in the same manner as a child learns a mother language (Buck, 2001, p. 12). This is because listening is a skill developed in the very beginning of a child‟s learning of language. Listening is a natural process in acquiring a new language. Second, listening can enhance speaking skill. Spoken language provides a means of interaction for the learner. Furthermore, a learner‟s failure to understand the language they hear is an incentive, not a barrier, to interaction and learning. Therefore, it is necessary to develop listening skills in the initial stage of learning in order to become a good speaker. Finally, listening exercises help to draw a learner‟s attention to new forms in the language i.e. vocabulary, grammar and interaction patterns. Listening skill of second language is not derived naturally; it needs some processes of learning. In order to develop listening skills, effective material used in English as a Foreign Language (EFL) classes is a crucial aspect of teaching method. The processes of listening in the classroom involve a teacher and students. In the classroom the students are given some lists of exercises from a number of materials. A lot of listening materials are derived from recorded extract, for instance on CD, tape record, video and others. Probably the main source of listening for students is the voice of their teacher. Individual voice of the teacher can also be called as the source of listening, because in teaching learning process, teacher talk as he is giving some instructions should also be understood by their students. But in fact the students need variety in listening then just listen to the teacher‟s voice. Teaching the skill of listening cannot be emphasized enough in a communicative classroom. For second language learners, developing the skill of listening comprehension is extremely important. Students with good listening 7

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comprehension skills are better able to participate effectively in class. (Brown, 2006, p. 16) Harmer (2007, p. 135) suggests some listening principles: „Firstly a teacher should encourage his students to listen as often and as much as possible. Beside listening activity in the classroom, students should also practice away from the classroom through internets, TVs, CDs, tapes, radio and so on. Secondly, teacher should also help the students to prepare themselves for listening. It means they will need to look at pictures, discussed the topic, or read the questions first. Thirdly, when the teacher play the track only once probably there will be no spare time for them to pick up some important information, then they will ask for second chance. Fourthly, teacher should draw out the meaning of what is being said, what is intended and find out what impression it makes on the students. Fifth, a teacher should also consider about the stage of the students, they have to be classified in their own level of listening, because different listening stages deserve different listening task. The last part, the teacher asks the students to use time and emotional energy in a listening text– than it makes sense to them to experience in many different applications of listening.‟ There are obviously many differences among the students we teach all over the world. Concerning to the background differences, the students also have different attitudes in their classroom. Thompson (2005, p. 186) says that some teachers find that their students are often busy talking and chatting among others and do not concentrate on the listening subject. We know that in listening students need full concentration on the audio being played, otherwise they may not catch the messages from the audio. Some students have low motivations because they are forced to be in the class and because their own willingness. Some of them have problem on concentration and find listening is more difficult than other subjects. Students simply turn off when listening to spoken English as it seems too difficult to follow without high level of concentration. Richards (2008, p. 4) introduces two kinds of processes in listening, they are Top down and bottom up processing. Top down processing refers to the use of background knowledge in understanding the meaning of a message. Whereas bottom up processing starts from language to meaning, top-down processing goes from meaning to language. The background knowledge required for top-down processing may be previous knowledge about the topic, situational or contextual knowledge, or knowledge in the form of “schemata” or “scripts” plans about the overall structure of events and the relationships between them. Bottom-up process stems from linguistic knowledge. This process identifies the meaning from linguistic elements in an order from the smallest

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linguistic unit like phonemes, words, sentences to the largest one like complete texts. It is the process where learners rely on the sounds, words and grammar in the message in order to create meaning. Flowerdew (2005, p. 86) explains a model of bottom up as the listeners build understanding by starting with the smallest units of the acoustic message: individual sounds, or phonemes. These are then combined into words, which, in turn, together make up phrases, clauses, and sentences. Finally, individual sentences combine to create ideas and concepts and relationships between them. The listening activity involves exercises such as dictation, cloze listening, and the use of multiple choice questions after a text, and similar activities that require close and detailed recognition. Top-down interpretation, on the other hand, requires the students to go to the listening with their prior knowledge of topic, context, and type of text as well as knowledge of language to reconstruct the meaning using clues. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. The listening activities may come out with prediction. It starts from giving the students some clues such as some key words, pictures or even silent videos. The next step, students should be given some chances to predict the topic, situation or what going to be next. So in this research, the writer provided some exercises for the students which involve those two processes. For Topdown processing, on pre-listening the writer played them silent videos or give them series of pictures then give them a chance to predict the topics, or situations. For Bottom-up processing, on the other hand, while listening the writer provided them some exercises such as cloze task, multiple choice questions and paraphrasing. 1. Types of Listening According to Michael Rost (2011, p. 183), there are six types of listening:  Intensive listening refers to listening precise sounds, words, phrases, grammatical units and pragmatic units. Although listening intensively is not often called for in everyday situations, the ability to listen intensively whenever required is an essential component of listening proficiency. The prototypical intensive listening activity is dictation, the transcription of the exact words that a speaker utters. Dictation is often claimed to be an excellent integrative test because it involves listening, vocabulary, grammar, and the ability to make inferences from context.  Selective listening, selective listening tasks encourage learners to approach genuine spoken texts by adopting a strategy of focusing of specific information rather than trying to understand and recall everything. Reconstruction of the spoken material based on selective listening tasks can help students link selective to global listening.

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 Interactive listening, refers to listening in collaborative conversation. Collaborative conversation, in which learners interact with each other or with native speakers, is established as a vital means of language development.  Extensive listening, refers to listening for an extended period of time, while focusing on meaning. It is necessary for the learner to have access to listening input that can be understood reasonably well on the first listening, in which learners are literally protected from being overwhelmed by too much information to process effectively.  Responsive listening, refers to a type of listening practice in which the listener‟s response is the goal of the activity. Listening task design using short inputs (typically one or two minutes long) and overt listener response have great benefits for listening training.  Autonomous listening, refers to independent listening, without the direct guidance of an instructor. The key is that the learner is in control of input selection, task completion, and assessment. 2. Teaching Listening Comprehension Teaching listening is consider by many language teachers a challenging task due to the fact that learners believe that it is a difficult skill to develop during the process of learning any foreign language, as many factors such as stress, pronunciation, accents, and the cultural component which include expressions, jargon, idioms make the language more complex at the moment of understanding it. Teachers should encompass the four skills: speaking, listening, reading and writing. Listening skill as the basic for the development of speaking plays an important role in order that communication will take place. Appropriate responses cannot be given unless listeners understand what someone else is saying. Progress in listening will provide a basic for the development of other language skills. By becoming aware of the links to the students, teachers can assist the students in their overall language development. Listening is a receptive skill. Listening is an independent skill that must be learned and practiced regularly. Many people think that listening is passive, but it is not true. Students can be active in listening activities (Helgesen & Brown, 2007, pp.23–46). When teaching Junior High School students, the teacher should make the learning process enjoying because children love to play and learn best when they are enjoying it. By using audio-video and audio picture the writer expected that students can improve their listening skill with learning by playing. So, they will enjoy and easy to receive the material. In every language, listening is important to convey the messages to the others in communication, so we can express wants, desires, and feelings. Listening is one of component, which support the speakers in communication,

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whenever we want to communicate with others using a language, we should listen to the speaker. So listening is very crucial to convey ideas, thoughts, and also feelings. 3. Teaching Listening Stages For students to fully benefit from listening lessons, it has been increasingly recognized that listening lessons should be planned to include different stages. These stages can be classified as pre-listening, while listening and post listening (Field, 2002, pp. 242–247; Harmer, 2007, p. 136) Each stage has different functions that should be linked together to provide constant support for the students to successfully understand the listening text in order to complete the tasks set.  Pre Listening Stage 1) The Importance of Pre Listening Activity in Listening Comprehension Although authors argue that pre-listening activities have positive effects, there is little research regarding the effectiveness of classroom activities designed to improve performance on a specific listening comprehension task (Chang and Read, 2008, pp. 375–394). According to Chang and Read (2008, pp. 375–394), pre-listening activities investigated in the literature have taken two main forms: teaching relevant vocabulary and giving information about the topic. One clear finding from previous research is that vocabulary teaching by itself is not an effective means of enhancing listening comprehension and may in fact be counterproductive. It appears that introducing learners to key vocabulary in a listening text may have an effect only when combined with other pre-listening activities. On the other hand, the provision of topic-specific information such as giving visual support and textual support, led to good results (Chang, 2007, p. 320). One interesting result which is relevant to the present study is that topic preparation can help low proficiency listeners to compensate for the limitations in their knowledge contribute to creating meaningful context within which a listening activity should take place. However, more research is needed to confirm the value of this kind of topic preparation for L2 listeners and to give more guidance on what form it should take. 2) Activities in Pre-Listening Stage In real life situations a listener almost always knows in advance something which is going to be said, who is speaking or what the subject is going to be about. Pre-listening stage helps learners to find out the aim of listening and provides the necessary background information. According to Field (2002, pp. 242–247) at pre-listening stage, two simple aims should be clear; the first is to provide sufficient context to match what would be

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available in real life and the second is to create motivation, perhaps by asking learners to speculate what they will hear. These can be done as little as 5 minutes. Pre-teaching of vocabulary is very rarely performed nowadays. It makes sense since in real life learners cannot expect that somebody will explain unknown words to them. And in the classroom they have to learn how to ignore or guess the meaning of unfamiliar words in order to perform communication tasks (Sivachenko, 2012, p. 255). According to Field (2002, p. 242–247) it is necessary to present several words before the listening activity. But these words should be key words–the words without which any understanding of the text would be impossible. If teachers suspect that there are gaps in their learners‟ knowledge concerning the topic input, listening itself can be preceded by schema-building activities to prepare learners for the listening activity (Nunan, 2002, pp. 238–241).  While Listening Stage While-listening activities can be shortly defined as all tasks that students are asked to do during the time of listening to the text. The nature of these activities is to help learners to listen for meaning, so that they can elicit a message from spoken language (Pospieszyńska, 2000, p. 2). During this stage students‟ usually respond somehow to a listening text, for example by indicating appropriate pictures, sequencing of some picture and reordering them is necessary, answering multiple-choice questions, completing a cloze test, filling in the blanks of incomplete sentences, or writing short answers to the questions etc. Listeners do not pay attention to everything they hear, they listen selectively, according to the purpose of the task. The task, in turn determines the type of listening and the way in which listeners will deal with the task. There are a lot of different types of listening which can be classified according to different principles, including purpose for listening, the role of the listener, type of the text for listening. In practice these types are mixed in different configurations and each require a particular strategy to be used to approach it (Nunan, 2002, p. 238). Teachers should realize that learners listen in an unfocused way if questions are not set until after the passage has been heard. Unsure of what will be asked, the listeners cannot judge the level of detail that will be required of them. Therefore, Sherman (cited in Buck 2001, p. 137) found that the most powerful improvement in performance came from showing the questions after listeners had heard the passage once, but before they heard it a second time. According to Nunan (2002, p. 239) by designing appropriate listening tasks, the teachers can teach listeners how to adopt a flexible range of listening strategies. This can be done by letting learners listen to the same text several

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times, however, providing listeners with different instructions before each listening.  Post Listening Stage The post-listening stage comprises all exercises done after listening to a text. Some of these activities may be the extensions of those carried out at pre- and while-listening stages but some may not be related to them at all and present a totally independent part of the listening session. Nowadays the practice of examining the grammar of the input is no longer addressed in the language classroom. However, it remains appropriate to pick up any functional language and draw learners‟ attention to it (Field, 2002, p. 243). The listen and repeat activities have been dropped as well, positing that it is not effective and does not correspond to CLT. Though, Field (2002, p. 243) argues for it, saying that it develops listeners‟ ability of segmentation of speech flow, which is an important skill for the development of listening comprehension. According to Nunan (2002, p. 240) as a part of post-listening, the teachers can personalize the content of the sequence so that learners can bring something of themselves to the tasks. In particular, it is possible to increase the involvement of the learner by providing extension tasks to listening activities but which will engage learners into providing part of the content themselves. 4. Teaching Listening For Junior High School Listening is one of the four language skills has always formed part of the syllabus in the teaching of English. Brown (2006, p. 6) stated that the process of listening itself is the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain. And product of listening is a spoken or written response from the students that indicates correct or incorrect auditory processing. It is important to have much practice in listening besides speaking, reading and writing. Every teacher of language knows that one‟s oral production ability other than monologues, speeches, reading aloud and the like is only as good as one‟s listening comprehension ability (Brown, 2006, p. 10). Teaching listening for Junior High School is not an easy job, because the range of age of Junior High School students varies between twelve to fifteen years old. They can call as teenagers. Teenagers are between childhood and adulthood, so it is the period of transition and growing. In this period, they will experience the confusion, self-consciousness, and changing bodies and minds. They will be very sensitive to how others perceive their changing physical and emotional selves along with their mental capabilities. As Brown (2006, p. 15) stated that one of the most important concerns of the secondary school teacher is to keep self-esteem high by; avoiding embarrassment of students at all costs, affirming each person‟s talent and strength, allowing mistakes and other errors

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to be accepted, de-emphasizing competition between classmates, encouraging small-group work where risks can be taken more easily by teen. Based on the statement above, the writer concludes that the teacher‟s role is very important to motivate students in teaching learning process while students in a transition period. Therefore they will have good discipline and responsibility if their teacher encourages them to learn in writing in the target language. The methods for teaching should maintain the characteristics of students in the order that the students can learn the target language optimally. In language learning context, it is believed that children will learn a foreign language more effectively under certain conditions. When teaching learning process is fun and natural, then it will make the students more effectively in learning the target language. 5. Listening Skills for the Eighth Grade Students of Junior High School The curriculum used in the educational system is 2013 Curriculum. To reach the aim of teaching English, especially in listening skill, there are Core Competence (Kompetensi Inti) and Basic Competence (Kompetensi Dasar) used to measure the students‟ achievement. It is listed in the Permendikbud No.70/2013. There are 4 core competences and 19 basic competences in English language for the eighth grade students‟ of Junior High School. From those basic competences, there are 6 competences addressed to teach listening skills. The list of basic competences related to listening skill can be seen in the table below. Table 2.1 Basic Competences for Listening Skill in 2013 Curriculum Basic Skills Competences (KD 4) 4.1 Students‟ can compose short and simple oral text to express and respond about asking attention 4.2 Students‟ can compose written and oral text to express and ask about capability in doing something. 4.3 Students‟ can compose written and oral text to express, ask and respond about giving instruction, asking and rejecting permission. 4.4 Students‟ can comprehend short and simple invitation and greeting card. 4.11 Students‟ can comprehend short and simple descriptive texts in written and spoken form. 4.16 Students‟ can comprehend short and simple messages and notices. 4.18 Students‟ can comprehend short and simple narrative texts in written and spoken form about fable.

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4.19 Students‟ can comprehend songs. (Adapted from 2013 Curriculum Syllabus) 6. Skill Required to Have Good Listening Skill In order to have good listening skill, there are some important things that must be concerned (Wilkie, 2001, p. 77), they are: 1) Considering the context is essential to understanding the message. 2) The ability of paraphrasing and use the own words in verbalizing to understand the message. 3) Don‟t respond to just the meaning of the words, look for the feelings or intent beyond the words. 4) Know when to quit using active listening. 5) Focus on the speaker‟s said and control your own emotions. B. Instructional Media 1. Definition of Instructional Media The term „media‟ defined as the plural of „medium‟, is the way of communicating information or ideas. Media can therefore be used by teachers to communicate instructional information or ideas to students in the most effective way for enhanced learning. Media also refers to any kind of format used to convey information (Wamalwa & Wamalwa, 2014, p. 141). The format can be visual or auditory, a channel of conveying sensory messages to the recipient who is the learner and this makes learning more concrete in the skills or concepts the learners acquire from what they perceive visually and hear making their learning real and not just abstract. Instructional media therefore, refers to the kind of media used in the teaching to aid in learners‟ easier understanding according to the set objectives. Media may imply a complex integration of people, machines ideas, procedures and management. They have variously been called audio-visual aids, tools for instruction, teaching aids, or instructional technology. Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students‟ achievement of instructional objectives. For over a hundred years, teachers have used various types of audio and visual aids to help them teach. Recently, teachers have expanded their repertoire of materials and procedures to include the new technologies for learning. The newer learning technologies (products) include the use of computers, compact discs, digital videodiscs (DVDs), satellite communications, and the Internet. (Smaldino, 2008, p. 9). This may include traditional materials such as chalkboards, hand-outs, charts, slides, overheads, realia, and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing (Carey, Carey, & Dick, 2001, p. 20).

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However, if these media are not put in use, teaching may not have an enhanced effect on the learning of students. These materials can be categorized as; 1) Unprocessed materials like wood and stone, 2) Projected media comprising: motion and still pictures, slides and film strips, opaque projectors, 3) Non-projected media comprising: boards, displays and exhibitions, graphic materials and three dimensional objects. Projected media are audio, visual or both. These projected media include different types that include films, Over-head projectors (OHPs), power point, audio cassettes, video, television, slides and reel films. Non-projected media include graphics i.e. drawings, charts, maps and pictures. Pictures can be used to generate ideas for writing. These, together with others like boards or black walls which are a resource depending on whether and how teachers utilize them, models and prints for example text books. The teachers‟ use of a wide range of these media enhances learning needs. From the explanation above, instructional media can be assumed as teaching aids that used by teachers to enhance and emphasize on information, stimulate interest, and facilitate the learning process in the classroom 2. The Role of Media in Enhancing Teaching and Learning Technologies have advanced over the years, and so have teaching methods. From the one-to-one oral teaching style of the early agrarian age in the pre-writing cultures to the apprenticeship system and one-to-many lectures of the pre-industrial ages that heralded the writing and print cultures, teaching was predominantly oral. (Wamalwa, 2014, p. 141). The development of printing however set the stage for a literary-based mode of teaching which emphasized on the preservation of knowledge and promoting abstract and analytical thought. According to Azikiwe (2007, p. 108), instructional media cover whatever the teacher uses to involve all the five senses of sight, hearing, touch, smell and taste while presenting his/her lessons. They are very important in language teaching, especially the foreign language, because they facilitate the direct association between sounds and their symbols and also words and the objects they represent. They help to vividly illustrate meanings of things because they are associated with materials used by the teacher to improve the quality of his teaching. Teachers should be innovative enough and ready to venture out to environment so as to improve teaching and enhance learning (Aggarwal, 2009, p. 76). Visual methods in teaching and learning create longer lasting experiences and relate readily to other sensory experiences. The use of radio, tape recorders, film, projectors and pictures in teaching appeals to the eye because they attract attention and sustain interest by

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illustrating relationships like similarities and contrasts of activities in a way that conveys messages better than words could do. Such aids in teaching are closer to real life situations. They provide immediate feedback to learners on their performance and help to save teaching time because they speed up the learning process better than lengthy descriptions if words were to be used. Students who are not able to be stimulated by other techniques can indeed be stimulated by picture, film, chart, recorded tapes and other instructional material. The following are some of the indispensable values of instructional materials in the teaching of English as a second language, as identified by Azikiwe (2007, p. 111): 1) Instructional media can increase the retention rate of learners; the use of picture or film for instance will establish an image more firmly than just listening to the teacher or reading about it. They therefore make learning more permanent. 2) Instructional media can increase the ease with which teacher teaches and children learn. 3) Instructional media can assist teacher to communicate early, accurately and effectively as they serve as good reference points. 4) Instructional media can supply the experiences which are not easily obtained in the classroom and contribute to the efficiency, depth and variety of learning. 5) Instructional media can relieve the teacher of the problem in presenting repetitive drill materials. 6) Instructional media can stimulate a sense of observation and provide opportunity for developing critical thinking and objectivity as students may often have to comment on the instructional aids used. 3. Criteria for Selection and Use of Instructional Media Instructional media should be selected on the basis of how they enhance learning. This selection should be on the basis of their contribution to achieving the set lesson objectives according to the learners‟ level and ability. Selection is based on how well media perform the intended task. Some authorities suggest the following criteria in the selection on instructional media be adopted, (Twoli, 2007, p. 165): 1) Select the best available material to realize a goal or lesson objective. 2) The material should the make the learning situation more realistic and concrete. 3) The material should be appropriate for the age, intelligence, interests and experience of the learners. 4) The material should make learning easier and quicker. 5) The material should present information in an interesting manner. 6) It should supply a concrete basis for conceptual thinking. 7) Materials should stimulate critical thinking of students.

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8) The resource should provide for integration of subject matter. 9) The material should be physically or visually attractive in real colour and neatness. 10) The material should present up to date information on the topic. 11) The material should be worth the time, expense and effort involved in its use. 12) The lesson should be content driven and not media driven. Instructional media according to Mustapha et al. (2002, p. 89) and Azikiwe (2007, p. 111) are usually classified based on the characteristics they exhibit. There is a wide variety of instructional media which could be profitably and effectively used in the second language classroom learning situation. They could broadly classified into four groups namely visual aids, audio-visual aids, audio aids and resources (human and materials) Visual aids are resource materials and devices that appeal to the sense of sight and touch as well as sense of smell. Learning resources that fall under audio-video aids appeal to the senses of sight, hearing and touch. They include records and record players, tapes and tape recorder, radio and language laboratories. Resources could be human or materials, materials include the teacher, the students and other resource in the community. Materials include all those physical objects mentioned earlier such as whiteboard and realia (real objects such as bottle, yam, cup, stone, spoon and knife). Visuals like chart, pictures, diagrams, cartoons, slides and transparencies convey messages that are hard for words. These can be hung on boards or walls to be viewed over a long period of time long after the lesson is over. Visuals evoke emotional responses that promote desired attitudes. Visual aids are intended to increase the learners‟ concentration and retention. Research has shown that a learner retains 80 percent of what they hear and see but only 50 percent of they hear (Gathumbi, et. al, 2008, p. 70). Video stimulates learning. Tape recorders are good in presenting speaking skills. Computers and cyber media offer many tools for teaching and learning from the ubiquitous courseware management systems, teleconferencing systems to newer technologies like blogs, wikis and podcasting. The internet offers seemingly unlimited potential to encourage learning. The Web can be a valuable research tool, helping students‟ access resources in other institutions or nations, and letting them learn about other cultures. Moreover, computers combine almost all aspects of oral and literacy cultures and provide a way for students to learn in an individualized setting. The effectiveness of visual aids has been found to be higher than that of the lecture method. Visual aids have been used to enhance learning successfully and teachers are taught and encouraged to utilize instructional media when teaching. They can therefore exploit current techniques at their disposal.

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Teachers need to make informed choices to select from numerous types of resources, equipment and materials at their disposal for English language learning and teaching. These equipment and materials, both of electronic, audio and visual forms however, unless used effectively by trained and qualified personnel as expected may not enhance student learning in English language. Students should be granted maximum opportunity to understand what they are being taught, which is only possible if content given is clearly understood within the available context and with proper utilization of the existing resources. Teachers of English need to plan for and select instructional media prior to their lessons so as to enable them to teach effectively. They should objectively plan for, and utilize the instructional media available during lessons so as to achieve effective learning on the part of their learners (Newby, Stepich, Lehman, & Russell, 2000, p. 106). Therefore, the purpose of this study is to implement instructional media such as audio-video and audio-picture in order to explore if this research is useful for developing the learners‟ listening comprehension and their motivation in learning English. C. Video Harmer (2007, p. 144) explains that using video can be much richer than using audio. Video doesn‟t only produce sound but also produce moving picture; speaker can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, etc. background information can be filled in visually. Basically video is a form of moving pictures recorded in a video tape. Recently, videos have been sources of authentic language and selected as the means of teaching and learning ESL. Liou, Katchen, and Wang (Eds.), (2003, pp. 231–236) also explain that; ‘Video, and in particular films, offers some advantages for enhancing listening skills. Although films are scripted, they are made to sound natural to the native speaker and thus they do represent authentic language. Too much teaching material is presented in artificially slow and clear language, but at some point students need to be able to deal with language as it is naturally spoken. Since they do not live in an ESL context, films to some extent substitute for the input of students they cannot get from outside the classroom.‟ 1. The Role of Video in Listening Comprehension Video can be a very valuable tool for language learning. The first major advantage of using video is that it can provide samples of real-life situations. Lonergan (cited in Lustigová, 2013, pp. 4–5) pointed out that video is able to present “complete communicative situations. At their best, video presentations will be intrinsically interesting to language learners. The learner will want to watch, even if comprehension is limited.” Learners can use video to study how language use may be employed by age and how the relationship

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between language use and paralinguistic features can be focused, including how to convey moods and feelings. Employing video materials in a classroom can enhance students‟ motivation to learn since it can expose them to a wide variety of situations that can help them comprehend similar situations in real life (Xhemaili, 2013, pp. 62–66). In order to choose the video material for the classroom, topics must be chosen based on students‟ interest and their level of English proficiency, as well as cultural aspects. The design of listening cycles is an important consideration, which involves selecting the content of the video or audio recording and dividing it into sections for presenting in stages to learners (Nunan, 2003, p. 11). Teachers can design cycles of activities in which learners can participate. Teachers should also be a reflective observer in order not to distract the learners‟ attention from the video. Therefore, it would be very beneficial for teachers to select video materials that are conducive to language learning. Learners are more motivated to cope with the instruction when given the opportunity to study with the use of video materials. The videos in this research are selected from various sources, i.e. film, short home videos, news program etc. The writer only selects some parts of the film which may contain interpersonal or transactional dialogue or conversation and also monologue. The videos used for the teaching aids last no longer than ten minutes. These short forms of videos are chosen to give the students chance understanding videos in detail i.e. the background of information, situation, topic of the dialogue etc. Moreover giving the students long terms videos may trap them in unexpected situation like uncritically and lazily and just enjoy the story in the video like they always do when they watch film or movie at home. Harmer (2007, p. 144) has warned about the danger of videos. The students may treat them rather as they treat watching television, uncritically and lazily, on the other hand teachers want them to engage; not only the content of what they are seeing but also other language features. 2. Types of Videos Supporting Listening Comprehension The process of listening for English as foreign language students (ESL) probably start from their classroom. It is because the language their used in daily life is not English. In the listening classroom, the ESL students will get a chance to listen to English use like in conversations, short functional texts, or even monologues. The target of a listening activity is basically to make the students to get used to the English sound, words, phrases, sentences, paragraphs, and they are also expected to be able to comprehend what lies behind those linguistics aspects such as, the strands of meaning of utterances, context and so on.

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In listening class the students are being trained to master the listening ability, so they will be able to apply there is ability in real world communication. In this case, to bring them some authentic materials in to the classroom will give them challenging opportunity and to introduce them to the real world listening. Probably, the richest source of gathering authentic material is by downloading from the internet. From the internet we can get many materials in video, audio or in written form. Therefore in this research the writer adopt some materials from the internet in order to give the students some experience of listening to the authentic material as their learning resources. In this research the video are varied from short movie, news video, and video interview. (1). Movie Movie is defined as a connected cinematic narrative represented in this form. Its purpose is to entertain its audiences because it enacts the story by sound and a sequence of images giving the illusion of continuous movement or visual effect. In this research, the writer selected some videos from movie series ranging from English in Mind Students‟ Book movie series. The movie contains of material in English such as conversational, grammatical structures, new vocabulary, and expressions on doing something. The writer expects that the students will experience the English like in real context and learn some new words or expression used in natural communication. (2). Video News The news videos in this research is selected from internet, but the news are usually present in television in form of news video. The news contents some information about daily activities (e.g. invitation) or about world issues (e.g. ice melting in the polar). (3).Video Recording Interview Interview is done in an account or a reproduction of conversation, such as one conducted by a reporter, in which facts or statements are elicited from another. In broadcasting an interview is usually conducted for television, radio, or newspaper. The materials that the writer selects in this research are from artists interview conducted for television program (e.g. an interview of Tom Cruise about his latest movie). Probably the most authentic and natural English is found in news and interview video, because the language is used for the purpose of daily communication. In movies, the contexts are usually made for the purpose of entertainment. 3. Function of Videos in Listening Comprehension In the field of teaching English as a foreign language, videos are especially used for developing listening skills. Sources available to language teachers have increased significantly with the expansion of the Internet (e.g.,

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YouTube, ted.com). English language teachers throughout the world incorporate movies, soap operas, and television programs in their classroom because videos include both aural and visual information (Canning-Wilson & Wallace, 2000, pp. 31–36). Such videos stimulate learners and facilitate the process of language learning (Cakir, 2006, p. 70; Wagner, 2010, pp. 493–510);. moreover, “video offers foreign and second language learners a chance to improve their ability to understand comprehensible input” (Canning-Wilson, 2000, Conclusion section, para.1). In parallel with developments in technology, video use in language teaching environments for improving listening comprehension has been on the rise (O‟Brien & Hegelheimer, 2007, pp. 162–180). This is fairly understandable approach, since videos have distinct advantages for improving listening abilities. Video has the power to make listening more authentic by presenting context, discourse, paralinguistic features, and culture (Coniam, 2001, pp. 1– 14). These non-verbal clues, complementary to aural input, may help listeners understand better. Videos may be used in an English language teaching context for a range functions (Suvorov, 2009, pp. 53–68):  Seeing situation and its participants while listening enhances situational and interactional authenticity, which may aid comprehension (Buck, 2001, p. 172; Wagner, 2010, pp. 493–510).  Body language, facial expressions, and gestures of a speaker provide additional information to the listener (Buck, 2001, p. 173; Coniam, 2001, pp. 1–14; Ockey, 2007, pp.517–537).  With visual input, a listener can more easily identify the role of a speaker and the context of a conversation (Gruba, 2001, pp. 203–219).  Visual elements can activate a listeners‟ background knowledge (Ockey, 2007, pp. 517–537). D. Picture Some listening book texts have included some pictures in, in order to give the students some clues on what they will listen. They even include colorful picture to provide clues on color or just to attract the students‟ intention. In this way picture also motivate the students to learn. Picture also use in testing the students, e.g. TOEIC test has included pictures in some test items. But how these pictures influence students‟ listening proficiencies, a further research need to be conducted. Picture can be used as an aid to give the students illustration on the natural situation where the language is used. Picture provides the information for the students on what they will listen. Moreover, because it gives illustration on the real context, it is expected to be able to increase the students‟ interest in the subject. Some teachers are successfully bringing the most reticent students to the lesson by

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using pictures. This shows how pictures can be used as an effective media in teaching listening to ESL and EFL (Van der Werff, 2003, p. 1). There are several steps that we need to consider when choosing pictures. First in choosing the pictures we need to determine the theme to the class, the picture should be suitable with the chosen theme, and the last, the pictures quality should be good (clear and large enough for the students) and if it is possible we can provide them colorful pictures (Van der Werff, 2003, p. 2). 1. The Role of Picture in Listening Comprehension Picture is a resource from which listening skills can be taught. They provide students with authentic situations that are commonly found throughout the world, and more importantly, illustrate how vocabulary, grammar, speaking and listening are found in students‟ immediate environment. Some instructors (Werff, 2003, p. 2) have been able to bring about even the most reticent students in the class using picture to decrease their affective filters. Pictures have major role play in the development of student skills in listening. According to Jun (2000, p. 2), pictures are useful in developing students‟ listening comprehension, and it especially contributes to interest and motivation. Pictures can bring images of reality into the unnatural world of the language classroom. Pictures are useful in developing students‟ listening comprehension, particularly „directed listening‟. They not only help to guide the students‟ listening, they can provide a general background and context. They especially contribute to the students‟ interest and motivation. In summary, picture can help the students‟ in teaching and learning activity. Current test development efforts such as Computer based TOEFL also involve the production of Listening Comprehension items that include still photos, drawings and pictures (Ginther, 2002, p. 133). According to Ginther the decision to include visuals was made for the reasons that presenting examinees with a blank screen in the CBT environment was considered inappropriate. Moreover, the introduction of visuals was intended to enhance the face validity of the test. Most importantly, item stimuli including visual accompaniments to the audio text are considered better representation of actual communicative situations, so the inclusion of visuals may enhance the measurement of the test taker‟s listening comprehension. 2. Types of Pictures Supporting Listening Comprehension As many learning theorists have long believed that visual elements facilitate comprehension, storage and recall of information (Paivio, 2006, pp. 532–539). However, it should be noted that not all visuals are similar in terms of their effect. The use of different visuals can have effects that lead to different learning outcomes. Ginther (2002, p. 133) who investigated the relative effect of visuals on listening comprehension differentiates between two types of visuals; context visuals and content visuals.

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Context visuals are pictures that provide information about the context for the verbal exchange, such as the participants, the setting and text type. Two main purposes of context visuals are to set the scene for the verbal exchange and to indicate a change of speakers in conversation. An example of a context visual would be a photo that depicts a man and a woman talking to each other in a classroom. Content visuals on the other hand, are visuals that are related to the content of the verbal interaction and may include still photos, pictures, drawings, diagrams, etc. According to Ginther (2002, p. 158), the use of content visuals appears to be more helpful to enhance listening comprehension as they provide directly related information. Furthermore, content visuals may include visuals that replicate the audio stimulus and that supplement audio stimulus (Bejar, 2000, p. 12). According to Bejar et.al (2000, p. 12) the first three types of content visuals facilitate the comprehension of the oral stimulus while the last type of content visuals makes it harder. Based on Ginther (2002, p. 134) the present study used picture in pre listening stage to see their relative effect on comprehension. They were content visuals as they depict the content of the listening texts or representational pictures as they mirror part of the text content. The first step in choosing a picture in teaching listening is to determine a theme for the class. Themed classes will often bring about intrigue and curiosity simultaneously reducing any negative emotions students may feel and that will hinder the language acquisition process. Moreover, they will feel as though the class has meaning, a feeling students need in order to continue learning English. The next step in choosing a picture is to find one with appropriate content. The term “appropriate” in this context refers to materials that are suitable to the classroom once the age, culture, content in the picture. Pictures should not be used too often in class as students may grow bored of the lesson format which will in turn cause them to lose focus and begin daydreaming. Finally, pictures should be large enough and clear enough so that students do not have to strain their eyes trying to decipher what is in the picture. The picture should be clear and when possible with color should be used. The color can emphasized certain aspects in the pictures and it can also provide more details therefore creating more information from which listening questions can be derived. The following summarize the guidelines that should be used when choosing a picture.  Determine a theme for the class that day (e.g., ability, natural disasters, medicine, sports, hobbies, etc.  Chose a picture with content that is appropriate for students (e.g., considering their age, preferences, likes and dislikes, et cetera.  Use a picture with color and with dimensions roughly equivalent to a piece of paper.  Check to make sure that pictures are clear and not blurry.

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 Prepare enough copies of the pictures for the entire class. 3. Function of Pictures in Listening Comprehension For years, educators and publishers followed a unimodal approach to listening comprehension and presented oral text without visual or textual supportive information (Jones, 2002, p. 17). These activities often frustrate students for a number of reasons including lack of prior knowledge of the topic, the comprehensibility of the input, the materials reviewed, and the lack of visual information. Today, pictures are being used in varying degrees at all levels of foreign language education. The researcher believes that using pictures will be able to improve the students‟ in learning listening comprehension due to following reasons: (a) Picture media can motivate students in learning as it gains the students‟ interest; (b) Picture media provide the necessary concrete experiences and help students integrate prior experiences; (c) Pictures can help audience understand ideas and acquire information and overcome the limitation of time, size, and space, too; (d) Pictures can add students‟ vocabulary mastery; and (e) The use of pictures can help teacher in the teaching learning process so that it will run smoothly. The following are some functions of picture in listening comprehension. 1) Creating a Sense of Context of the Listening Text The use of pictures in teaching listening especially in pre listening stage which is the focus of the study is able to create a meaningful context for comprehends (Norton, 2006, p. 117). Pictures are also invaluable in helping students to see the setting the speakers are in as well as their appearance, behavior and mode, and thus help learners understand the texts and its implied meaning. In language teaching, it is generally accepted that we must learn to deal with chunks of language above the level of the word or the sentence. When trying to understand someone speaking, for instance, we normally take into account not only their verbal language, but also their appearance, the sound of their voice, their behavior, their relationship to others, the situation and the setting. 2) Activating Background Knowledge Background knowledge information is critical in the listening process and activating and applying this knowledge to new input greatly facilitates understanding (Sadighi and Zare, 2006, p. 25). Pictures are useful in developing students‟ listening comprehension, particularly directed listening (Zhang, 2000, p. 2). Moreover, research findings indicate that background knowledge contributing to comprehension could be activated through presenting pictures before listening to a text. Also maintains that

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pictures as advance organizer are able to activate relevant aspects of stored memory and to provide framework. Pictures are also able to provide a certain level of prior knowledge which can facilitate listening comprehension as they help students building up a mental framework with which to link the incoming information they are listening to (Yousif, 2006, p. 44). Thus, pictures provide the learner hooks on which to hang meaning and make sense of the aural stream. 3) Focusing Attention Levin and Mayer (cited in Carney and Levin, 2002, p. 9) suggest that pictures improve students‟ learning from text because picture make the text more concentrated, concrete, comprehensible, and correspondent. Based on Levin and Mayer as cited in Carney and Levin (2002, p. 6) they further argue that four variables must also be taken into account when considering the “whys”, “whens,” and “for whoms” of picture facilitation: 1) desired performance outcomes (e.g., comprehension, memory, transfer), 2) the nature of the illustrations (e.g., that they must be related to the text content, 3) the nature of the text (e.g., the more difficult the text is to understand, the more that pictures help), and 4) learner characteristics (e.g., learners lacking domain-relevant background knowledge benefit move form illustrations). 4) Increasing Interest and Motivation Some people have a natural or a learned preference for visual material, and learning requires less effort when they can use their preferred material. Pictures often elicit comments on their charm and attractiveness, so they also function as motivators by providing interest. Listeners tend to be selective, in terms of what they find most interesting, important, or comprehensible. Thus, providing pictures that represent the speakers, their appearance, their behavior, the setting or the situation can motivate the learners to listen. E. Motivation 1. Definition Motivation refers to a process that starts with a need and leads to a behavior that moves an individual towards achieving a goal (Melendy, 2008, pp. 187–198). Motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process; indeed, all the other factors involved in L2 acquisition presuppose motivation to some extent. Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals, and neither are appropriate curricula and good teaching enough on their own to ensure student achievement. On the other hand, high motivation can make up considerable deficiencies both in one‟s language aptitude and learning conditions.

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According to Ebata (2008, p. 1), motivation produces successful L2 communicators by making them self-confident. Moreover, it can lead learners to continue learning even after they fulfill a specific goal. The other reason why some scholars are interested in investigating motivation might be the complexity of the issue, and the fact that motivation seems to be related to a variety of factors, each of which can be tackled in a separate study. No wonder, there have been many studies seeking to investigate and explore the motivationrelated issues comprehensively for its paramount role. In spite of that, motivation is not easy to define. It has been defined in many perspectives. However, experts in this field have conducted various studies in order to explore and elaborate the matter of motivation to be more specific and understandable. The study of motivation has been a prominent area for research in psychology and education for many years (Dӧrnyei, 2010, p. 49). This interest may reflect the wide-spread perception of classroom teachers who tend to regard student motivation as the most important factor in educational success in general (Dӧrnyei, 2001, p. 127). Others are Pintrich and Schunk (2002, p.1) who refer motivation to the level of continued engagement in the language learning. Based on the explanation above, motivation could be defined as a power that involves desire, effort, and enjoyment which gives someone energy to do something or move toward an end or goal and influence individual levels of success in any activities. 2. Motivation in Learning Language Motivation has an important role in learning. Motivation affects learners‟ learning process. It increases a learners‟ energy and activity level. Generally, more motivated learners achieve higher levels of achievement. Based on Elliot, et al (2000, p. 197), motivation affects learning and performances in four ways. They are: 1) Motivation increases as an individual‟s energy and activity level; 2) Motivation directs an individual toward certain goal; 3) Motivation promotes initiation of certain activities and persistence in those activities; and 4) Motivation affects the learning strategies and cognitive processes an individual employs. Thus, motivation is very important in learning. Various researchers have classified motivation from different points of view. From a cognitive viewpoint, two types of motivation are recognized: extrinsic and intrinsic. The former is applied by others and involves systems of rewards and punishments, while the latter is self-applied, lying in the affective domain of feelings and emotional responses (Slavin, 2003, p. 23). In other words, extrinsic motivation is related to do an action in order to receive an extrinsic reward or to avoid punishment, whereas intrinsic motivation is about an action that is done for its own sake to experience satisfaction (Dӧrnyei, 2001, p. 188).

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3. Self-Determination Theory Motivational orientations is an important beginning in language learning because it determines the choice of language to be learned, the kinds of activities that learners are more inclined to engage in, the types and extent of proficiency that learners expect to attain, the degree of external intervention needed to regulate learning and the extent of engagement in the long run. Furthermore, knowing learners‟ motivational orientations is helpful in organizing language learning goals, analyzing the classroom climate in terms of control or autonomy and subsequently suggesting practical implications for educating autonomous self-regulated learners (Noels, 2001, p. 49). However, Deci and Ryan (2002, p. 55) propose an alternative perspective of motivation called self-determination theory that reintroduces a component of motivation that has long been neglected by most modern motivational theories that is innate needs. The theory has been claimed as one of the most elaborated and well-researched theories on the role of needs in human beings. Self-determination is a theory of motivation concerning people's innate growth tendencies and innate psychological needs or it is concerned with the motives behind the choices that people make without any external influence and interference. According to self-determination theory, motivated actions can be either self-determined or controlled. Self-determined actions are those which individuals freely choose and want to do. This means that the only incentive for undertaking this kind of actions comes from one‟s enjoyment and interest in a particular activity i.e. intrinsic motivation. On the other hand, controlled actions are those which are determined by an external force. Therefore, they come as a result of extrinsic motivation (Brophy, 2004, p. 18). From the explanation above, it can be concluded that self-determination is one of motivational theories that considers motivation as the effect resulted from the satisfying of innate psychological needs of human. Like other theories, self-determination is classified into two general types: the extrinsic and the intrinsic. The former refers to the motivating factors that come from external of an individual. The latter, in the meantime, refers to the motivating factors that originate from inside an individual. These two motivations will be discussed with more emphasis on the intrinsic one. This is because that the study concerns with promoting students‟ natural intrinsic motivation in the classroom. In other words, the study seeks to promote students‟ motivation in natural way through classroom experiences. a. Extrinsic Motivation Extrinsic motivation relates to external factors that force, initiate, and guide an individual to act or do something. Extrinsic motivation is associated with undertaken to attain an end state that is separate from the actual behavior, determined by some external contingency such as good

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marks or the avoidance of negative consequences (Muller, 2004, pp. 169– 190). Two distinct definitions of extrinsic motivation are : (1) when motivation is based on something extrinsic to the activity and (2) when motivation is based on something extrinsic to the person (Harackiewicz & Sansone, 2000, p. 233). Extrinsic motivator (performance-contingent reward) can simultaneously initiate processes that result in greater intrinsic motivation or extrinsic motivation, depending on the circumstances and the individuals. Since the origin of extrinsic motivation is not within an individual or it is separate from in class experiences, this discussion therefore does not deal much with this kind of motivation rather gives more emphasis on the intrinsic one which is more specific to students‟ daily classroom experiences and their natural tendency to learn. As stated by Ryan & Deci (2000, p. 54), intrinsic motivation has been considered as an important construct because it reflects the natural human tendency to learn and assimilate. There are four categories included in extrinsic motivation according to Deci and Ryan (2000, p. 63), they are: 1) External Regulation Action devoted by someone because tangible reward or punishment he/she will get from external, when the reward/punishment is no longer existed he/she will be not motivated anymore. 2) Interjected Regulation Action devoted by someone in order to maintain feeling of worth. External situation drives someone to be motivated. An example is a student who learns English every night in order not to fail in the National Exam. 3) Regulation through Identification. Action devoted by someone because he/she know it will bring him/her advantages or it is important for him/her. An example is someone who loves to study English because he/she knows it will be important for his/her further education. 4) Integrated Regulation Action devoted by someone because it is fully assimilated to his/her self. It is considered as extrinsic motivation because done for attaining particular outcomes rather than for the enjoyment of him/herself. b. Intrinsic Motivation In the perspective of self-determination theory, intrinsic motivation refers to the motivation that comes from inside an individual rather than from any external or outside rewards. Ryan and Deci (2000, p. 56) elaborate more specifically when someone could be said intrinsically motivated. According to them, when a person is acting for fun or challenge rather than

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because of external prods, pressures, or rewards so that person is called intrinsically motivated. Consistent with Ryan and Deci, Harackiewicz & Sansone (2000, p. 44) define intrinsic motivation as occurring when individuals are motivated to experience interest and suggest and/or in different perspective. Therefore, Muller (2004, p. 169–190) stated that intrinsic motivation is associated with curiosity, exploration, spontaneity, and interest. According to Deci cited in Borich and Tombari, there are three innate needs of human namely competence, relationship, and autonomy. According to Ryan & Deci (2000, p. 64), these three needs are the main bases in terms of generating human‟s motivational behaviors. 1) Competence Needs Skinner and Edge implies that competence needs relate to the organisms that are born with the urge of wanting to influence surroundings, to control environment and of attempting to be capable. Deci (2000, p. 61) specifies that for learners, feeling competent will enable them to meet challenges. Therefore, Deci said that to feel competent is an innate psychological need that should be satisfied so that learners feel able to meet challenges at their schools. Niemiec and Ryan (2009, pp. 133–144) illustrate that in order to raise learners‟ competences, the learners should be encouraged that they are able to meet the challenges of their schoolwork. Shindler (2008, pp. 23–36) suggests that teachers can give students a greater sense of competence by focusing on progress not on products, avoiding comparisons among students, expressing high expectations, and helping students achieve the goals they have set for themselves. In could be concluded than that for students, competence is a psychological urge to feel competent in doing learning activities. In order to satisfy such competence, the students should be given with information and skills needed that could help them achieve their learning goals. 2) Relatedness Needs Generally, relatedness refers to the needs that someone needs to support his/her expected goal attainment in social life. Baumeister & Leary and Ryan & Deci refer relatedness to the longing for the experiencing of positive relations and for engagement with others or it is the feeling of a person to care about others and have others care about him or her. Therefore, both suggested that to trigger students‟ relatedness, the students should perceive that their surrounding listen and respond to them. In support of the importance of relatedness, Ntoumanis cited in (Bush, 2006, p. 41) proposes that cooperation can foster self-

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determination. Ames cited in Bush also suggests that motivational climates that emphasize cooperation can bring students together to help each other learn, improve, and make the learning inherently more interesting. Findings by Filak and Sheldon cited (in Bush, 2006, p. 122) also concludes that cooperation could foster students‟ needs for relatedness. 3) Autonomy Needs Niemiec & Ryan (2009, pp. 133–144) refer the need for autonomy to the experience of behavior as volitional and reflectively self-endorsed. It is also interpreted as the experience of self-determination and points towards volition, the longing of an organism to organize experiences and behavior and to act in harmony with the self-image. For example, students are autonomous when they willingly devote time and energy to their studies. According to Ryan and Deci (2000, p. 55), learners who are intrinsically motivated, therefore being interested learners:  Are more content in their learning processes.  Acquire knowledge in a more differentiated and more coherent form.  Show a long-term retention of what was learned.  Apply their knowledge more often than others.  Show higher academic achievement.  Perceive themselves as more competent. To summarize, intrinsically motivated learners are those who are engaged in learning activities for no external reward, external inducement, and external prods but other than interest, fun, and enjoyment. 4. Factors Affecting Students’ Learning Motivation Motivation arouses, sustains and directs students‟ behavior. However, it is not always in a stable condition. The stable condition can affect the students‟ learning process and it also important in motivating students‟ in learning the material. Teachers should be aware that there are several factors that affect students‟ motivation based on Elliott, et al. (2000, pp. 345–352). The factors are: a) Anxiety Anxiety may defined as an unpleasant sensation that is usually experienced as feelings of apprehension and general irritability accompanied by fatigue, uneasiness and various somatic symptoms. Anxiety can affect students‟ classroom performance and achievement.

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b) Curiosity and Interest Based on Loewenstein (cited in Elliot, et al. 2000, p. 348), curiosity is a cognitively based on emotion that occurs when a student recognizes a conflict between what he or she believes to be true about the world and what turns out actually to be true. Students become curious if their environment stimulates them. Interest is similar and related to curiosity. Interest is an enduring characteristic expressed by a relationship between a person and a particular activity or object. c) Locus of Control Locus of control is the cause of behavior. Internal locus of control is the cause that exists within the learner himself, and external locus of control is the cause that comes from outside. For example, if the learner believes that his success is based on his skill not luck, it is an internal one, and if the learner believes that his success is based on his luck not skill, it is an external one. d) Learned Helplessness Learned helplessness means that the reaction on the part of some individuals to become frustrated and simply stop trying or give up after repeated failure. e) Self-efficacy It is an individual‟s belief in his or her own capabilities to control over aspect of his or her lives. Students‟ who believe in his or her ability and has strong efficacy can focus on his or her work, take an effort on it, and minimize difficulty. However, students who does not believe in his or her ability, feels inefficient focusing on his or her work. This condition can exaggerate potential difficulty that can influence motivation. f) Students‟ Environment Students‟ environment related to the place where the student learns. There are also classroom environments, multicultural background of students, medium for study, and where they learn can influence the students‟ motivation. 5. The Characteristics of Motivated Students According to Ur (2008, pp.111–112), there are some characteristics of the motivated student in learning. They are as follows: a) Positive task oriented, means that student who is motivated in learning is willing to tackle task and challenges and has confidence in his or her success. b) Ego-involvement, means that student finds it important to success in learning in order to maintain and to promote his or her positive self-image. c) Need for achievement, means that student has a need to achieve, to overcome difficulties and to succeed in what he/she sets out to do.

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d) High aspiration, means that student is ambitious, and he or she goes for demanding challenging, high proficiency and top grades. e) Goal orientation, means that student directs his or her own effort towards achieving them. f) Perseverance, means that student consistently invests high level of effort in learning and is not discouraged by setbacks or apparent lack of progress. g) Tolerance of ambiguity, means that student is not disturbed by situation involving a temporary lack of understanding or confusion; he or she can live with this patiently, in the confidence the understanding will come later. From the characteristics mention above, it can conclude that a motivated student is someone who has a positive mind and who finds the importance of learning. Motivated students also needs for success, aspiration, goal and directs their effort to achieve the goal consistently. Thus, they also learn patiently although they have not understood what they learn. They also have confidence that they will understand better about the material that have been taught to them. F. Conceptual Framework Teaching listening comprehension on the old learning model which the students just listen to the teacher voice or listen to the cassette and answer the teacher‟s questions correctly, it can make listening become uninteresting material and get minimum attention from the students. Therefore, the students seems to have thought in mind that if they will learn listening material, then it will be using the teacher‟s voice or using the audio from the cassette or tapes. Listening comprehension is a process of receiving, focusing attention on, and assigning meaning to aural stimuli. It means that how the delivered message is comprehended or understood relies not only on the information from the conversational environment and the speakers‟ background, but also on listeners‟ existing knowledge and their anticipation of the speaking situation. It is usually supposed that listening comprehension is difficult for L2 learners because of many aspects of speech which are more or less obvious. Learning to listen effectively is a continuously changing process in which teachers need to be mindful of individual leaner background knowledge and preferences in order to model listening strategies and provide listening practice in authentic situations: those listening situations that learners are most likely to encounter in using ESL outside of the classroom. This may include giving students listening activities that require them to relate what has been said during whole class discussion or after watching a movie in which students will be able to assess their listening skills based on their recall of what has been said as well as evaluate their learning goals in relation to their listening ability. The use of video, and in particular films, offers some advantages for enhancing listening skills. Video can be valuable tools for language learning.

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The first major advantage of using video is that it can provide sample of real life situations. Employing video materials in a classroom can enhance students‟ motivation to learn since it can expose them to a wide variety of situations that can help them comprehend similar situations in real life. Meanwhile, picture can be used as an aid to give the students illustration on the natural situation where the language is used. Picture provides the information for the students on what they will listen. With exercise designed to develop particular skills in listening, picture can be used to provide either the general context or to illustrate particular points. Motivation could be defined as a power that involves desire, effort, and enjoyment which gives someone energy to do something or move toward an end or goal. Motivation is the combination of effort that refers to the time spent for studying the language and desire that shows how much the learner wants to become proficient in the language and affect that refers to enjoyment in learning the language. One of the ways to orient learners to a listening comprehension task is by providing them visual material. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students having a new way and expected to increase their motivation when they got the listening material from the teachers. From the point of view above, this research formulates, it is expected that there is a positive significant result using Video and Picture that can be effective in increasing students motivation in learning Listening Comprehension. G. Previous Related Studies There are some research about using teaching aids such as video and picture, the first one is from Thanajaro, (Thanajaro, 2000) he conducted a study concerning the use of authentic materials; such as video or picture, to develop listening comprehension in the English as a Second Language (ESL) classroom through analysis of the class observation and interviews with students. The results revealed that the use of authentic materials in ESL classroom provided a positive effect on ESL student‟s motivation to learn the language Another research about using teaching aids also conducted by Hamdan (Hamdan, 2015) he conducted a study on using authentic material and tasks to enhance listening skill for undergraduate students majoring in English. The results revealed that students‟ listening skill increased to a higher level when using authentic materials and tasks after watching native speakers‟ video program. Another research also done by (Woottipong, 2014) he conducted a study using video materials in the teaching of listening skills for university students to develop the listening skills of university students studying English

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with the use of video materials. The result revealed that video can contribute positively to language learning and processing. It helps learners in developing listening skills, in learning new lexical terms and in encouraging autonomous learning. From the research above, they have been using authentic materials such as video and picture in teaching listening comprehension in their research. They had a significant and positive effect from their research for the university students. Therefore, in this research the writer specifically used video and picture as the authentic materials for her research. The writer wants to know which is more effective between video and picture in teaching listening skill to enhance students‟ motivation and their listening comprehension. The writer conducted the research for Junior High School students while the research above conducted their research for university students. The research conducted to reveal the effect of learning media (using video and picture) towards students‟ motivation on the students of Eighth Grade of SMPN 8 Tangerang Selatan. Students in Junior High School range in 11-15 years old. The age range for Junior High School students can also identified as teenagers, at this age the use of learning media such as video and picture can attract and motivate them to learn material in the classroom. Colorful picture and attractive sound from the picture and video can make the students interest to the material given by the teacher. When they get involved and motivated by the lesson, it can lead into better achievement. One of the ways to orient learners to a listening comprehension task is by providing them visual material. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students having a new way and expected to increase their motivation when they got the listening material from the teachers. Based on perusing and critical discussion of those previous related studies above it could be drawn that there is a big different age gap from the Junior High School students with the university students, the writer then conducted the research to know whether there is also a positive effect in teaching listening comprehension for Junior High School students‟ used authentic materials such as video and picture. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students have a new way and increased their motivation when they got the listening material from the teachers.

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CHAPTER III RESEARCH METHODOLOGY This chapter provides the information relating to place and time of research, method of research, population and sampling technique, variable of the research, the technique of collecting data, research instrument, hypothesis, and the technique of data analysis. A. Place of Time of Research This research conducted at SMPN 8 Tangerang Selatan which is located on Puspiptek housing complex, Serpong, South Tangerang. The researcher carried out her research to VIII grade students of SMPN 8 Tangerang Selatan, in the 2015/2016 academic year. The time of the research was carried out from August 3, 2015 until October 14, 2015. B. Research Method Goddard and Melville (2001, p.1) said that research is not just a process of gathering information; rather it is about answering questions or creating something that does not exist. Based on Goddard and Melville (2001: 8) experimental research is primarily concerned with cause and effect. Researchers identify the variables of interest and try to determine if changes in one variable (called the independent variable, or cause) result in changes in another (called the dependent variable, or effect). Experimental research might be used to determine if a certain material is fire-resistant or if a new teaching method achieves better results. This research paper uses quasi experimental study. The experiment is treated to two groups and each of group is given different treatment. The first group is taught by using Video and the other group is taught by using Picture. The reason of this research uses quasi experimental study is to see the effect of Video and Picture treatments to the eighth grade students’ listening achievement. C. Research Design Before doing the research, the researcher arranged a research design. Considering the purposes of the research and the nature of the problems, this research is quantitative one. In this research, the researcher used quasi experimental research, because in this research, the researcher does not control all the variables that affected the experiment. This study was a quasi experimental investigation as it sought to compare and measure the effect of two different listening instructions (video and picture) on students’ motivation and listeners’ comprehension. According to Hatch and Farhady (1981, p.23), quasi experimental design is commonly implemented in applied linguistics research although the design has some intermediate level of internal validity as 36

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it is very difficult to carefully define many of the numerous variables involved in language learning. Therefore, some factors such as subject selection, instrumentation, and history, which may contribute to the internal validity of the study, are controlled. Table 3.1 Research Design Factorial Data Analysis 2 x 2 Instructional Media Learning Motivation Video (A1)

Picture (A2)

High Motivation (B1)

A1B1

A2B1

Low Motivation (B2)

A1B2

A2B2

Explanation: A1B1 = video learning with high motivation students A2B2 = picture learning with high motivation students A1B2 = video learning with low motivation students A2B2 = picture learning with low motivation students 1. Controlling the Extraneous Variables Extraneous variables are factors other than the independent variable that might affect the dependent variable. The extraneous variables in this research were related to internal and external validity. It was needed in experimental research to control the internal and external validity. Experimental researchers need to identify potential threats of their experiments and design them so that these threats will not likely arise or are minimized. (Creswell, 2009, p. 162). a) Internal Validity Internal validity is the extent to which extraneous variables have been controlled. Internal validity asks, do the experimental manipulations make a difference? Campbell and Stanley (as cited by Creswell, 2009, p.163) address eight types of extraneous variables which pose a threat to internal validity. In this research, the researcher only put some of extraneous variables which can make a threat in this research.

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- History History in here is events that occur between a pre and postmeasurement of the dependent variables. In controlling possible threats from the history, the researcher gave the equal length of taking the research for the control group and the experimental group. The researcher gave a pre-test on August 3, 2015 to both the control group and experimental group with listening comprehension test. After that, from August 10 until October 7, 2015, both groups were taught with the same material about listening but using different media, the control class was used picture and the experimental class was used video. The researcher gave the same starting points in the first meeting in which both the control group and experimental group conducted the pre-test. Finally, the researcher used the last meeting to give the post-test for both groups which was conducted at the same time on October 14, 2015. Based on the explanation above, the difference in the post-test scores between the two groups was not due to the history events. - Maturation Maturation is internal conditions of the participants that change as a function of time. Participants in an experiment may mature or change during the experiment, thus influencing the results (Creswell, 2009, p. 163). Maturation is controlled in that the researcher should be manifested equally in experimental and control groups. Based on the explanation above, it is almost the same in controlling the maturation with controlling the history. In here, the researcher gave the equal length of taking the research for the control group and the experimental group. The researcher gave the pre-test for the control group and the experimental group at the same time which is on August 3, 2015. After that, both groups were taught at the same length of time which spent 10 meetings. The teaching and learning were started from August 10, 2015 until October 7, 2015. Finally, the researcher used the last meeting to give the post-test for both groups which was conducted at the same time on October 14, 2015. Based on the explanation, it can conclude that the participants in control group and experimental group matured at the same rate. Both the control group and experimental group were manifested equally. - Statistical Regression Statistical Regression is any change that can be attributed to the tendency of extremely high or low scores to regress toward the mean. The researcher paid attention to construct the instrument to avoid the threat from statistical regression. She developed the research instrument of listening in the form of multiple choices. This kind of test items was used

39

in the study to minimize the confounding of listening because it has no production requirements. The test is also fast and easy to score because no judgment is required on the part of the scorers. As the test items were used to make a confident claim about the effect of video and picture on students’ listening comprehension, the reliability of the test were considered. The listening test that used in this research was taken from TOEFL Junior Standard Test, the test used the most up-to-date methods for language testing and are fair, reliable and valid for intended purposes. Because the listening test had met the validity and reliability, the researcher used this as the instrument to measure the students’ achievement in listening comprehension test. By doing so, the internal validity from the statistical regression was well controlled. - Instrumentation (testing) Instrumentation is changes that occur as a function of measuring the dependent variable. Like maturation, the threat from testing was controlled in that it was manifested equally in control and experimental group. It is possible that a pre-test may sensitize participants in unanticipated ways and their performance on the post-test may due to the pre-test, not to the treatment. In controlling the threat from the instrumentation, the researcher conducted the pre-test to the control and experimental group at the same time. She was done it to make sure that the different scores between the control and the experimental group were because of different treatment, not because of the test. - Selection Selection is changes due to using different criteria to place the participant in the various comparison groups. A threat in non-equivalent control group design can caused from the selection of sample for the control and experimental group. Based on this, the researcher chose two intact groups randomly from six classes in the eighth grade of SMPN 8 Tangerang Selatan to control the threat. Therefore, making separate classes to do the experiment in a school is not allowed, so to make it easier the researcher use the classes that already available in that school. The researcher chose two classes randomly from the eighth grade for being the control and experimental group to avoid the matching as the main threat of selection. She got two classes; they were from class 8.4 and 8.5. Because the researcher also taught in both of the classes, she believed that the participants will give their best to learn the material and for the research. The participants didn’t know that they were the subjects of a research. Based on the way how the researcher took the sample, it could be assured that the threat from selection could be controlled.

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- Mortality The mortality is related to lost cases, and cases on which partial data are available. Participant drop out during an experiment due to many possible reasons. The outcomes are thus unknown for these individuals (Creswell, 2009, p. 163). The researcher controlled the participants’ presence during the research to avoid the threat of mortality. It was also to make sure that there were no participants resigned during the research. Because of the researcher also taught both classes in that school, so it was not so difficult for the researcher to monitor the participants of the research. The researcher used the attendance list to check the students’ presence during the teaching and learning activity, especially during the time of the research. Based on the attendance list while the research conducted, there was no students’ who was absent during the 12 meetings of this research, it could be assured that there was no lost cases. b) External Validity In this research, to control the external validity the researcher conducted a random selection to choose the participants from the population. She was chose two classes randomly from the six classes then she got class 8.4 and 8.5. After that, from the two sample classes, the researcher applied a test in which she chose randomly the two classes to determine the class for experiment. Then, she got 8.5 as the experimental group. Therefore, both of the classes didn’t know that they were a subject of a research that the researcher conducted in their class. They wouldn’t know because the researcher also taught in their class based on the schedule given from the school. D. Variable of the Research Based on the design above, it is shown that there are three variables in this research. There are two independent variables and one dependent variable. The two independent variables are teaching technique (video and picture technique as variable A) and students’ motivation as variable B, and then the last for the dependent variable is the Listening Comprehension (Y). E. Population and Sample This section deals with two points. Population and sample as elaborated further in the following sections. 1. Population Population can be defined as a group to whom the researcher would like to generalize the result of the study. The total populations from class 7 until class 9 in SMPN 8 Tangerang Selatan are 601 students. There are 192

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students at the eighth grade from six classes. Each class consists of 32 students. The eighth graders are selected due to the fact that they are studying more about listening and oral text, one of the obligatory materials given in their grade based on the syllabus for the eighth grader from the Ministry of Education. 2. Sample Sample is the individual selections who will be participate to be observed or questioned. It will be taken from the group on which information is obtained. The group itself can be called by population. In this section, cluster random sampling will be chosen in taking the sample. Cluster random sampling is kind of random sampling method that select of groups, or clusters of subject. It is considered as simple random, and then more effective with larger number of cluster. It is also easier to implement in school, and it is frequently less time consuming. Because making separate classes to do the experiment in a school is not allowed, so to make it easier the researcher use the classes that already available in that school. From the statement above the researcher took two classes to investigate this study, the researcher took all the students in the selected classes in the sample exactly 32 students who sit at class VIII.4 as the first class by using video, and then 32 students who sit at class VIII.5 as the second class by using picture technique.

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Table 3.2 The Data of Grade VIII students of SMPN 8 Tangerang Selatan as the population Class VIII.1 (Regular class) VIII.2 (Regular class) VIII.3 (Excellent class) VIII.4 (Regular class) VIII.5 (Regular class) VIII.6 (Excellent class) TOTAL

Number of Students

Number of Sample

32

-

32

-

32

-

32

32

32

32

32

-

192

64

Note

Using Video Using Picture

There are six classes of grade eight in SMPN 8 Tangerang Selatan. The population of the research is 192 students, and the sample of the research will take from 64 students.

F. The Technique of Collecting Data The technique of collecting data in this research through two instruments, those are questionnaire and test. Questionnaire is used to measure the students’ motivation and test is used to measure the students listening skill. The test is exactly listening test. It is to find out the score of listening skill. The test is taken from the Listening Part in TOEFL Junior Standard Test, because of the writer doesn’t have the authority to make her own listening test. TOEFL Junior Standard Test is a paper-based test that measures Reading Comprehension, Listening Comprehension, and Language Form and Meaning. But, the writer only uses the Listening Comprehension part only. The TOEFL Junior Standard English Learning Center offers an "Exploring Language" feature to raise students' linguistic awareness. Students engage in shorter text-completion activities, such as notes, emails, announcements, brief biographies and book extracts. This kind of material is also stated as an indicator in basic competence that Junior High School students

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have to achieve in the 2013 Curriculum. So, the writer uses it as a source for listening test and gets the students listening skill achievement. G. Research Instrument Research instrument is needed to collect data from the sample in an investigation. It is considered a very important tool of collecting data. The writer will find trustable data if she constructs, prepares and administers the instrument perfectly. The data will prove whether or not the hypothesis is true. Instruments are a means of collecting data and it can be in the form of the observation sheet, questionnaire, interview and test. In order to know the effect of instructional media (picture and video) in students’ motivation and listening comprehension, the writer uses a test and questionnaire as the media for collecting data in this research. 1. Students’ Learning Motivation Questionnaire To get the data about students’ learning motivation, the writer used questionnaire to get the students answer. The questionnaire given to the students consists of 20 items about students’ learning motivation and in this case it concerns about students’ motivation in learning English subject. There are 20 items used 5 points Likert scale ranging from Strongly Disagree (1 point) to Strongly Agree (5 points). The questionnaire consists of several questions indicating students’ learning motivation in English subject and it will be later analyzed. For more details the scale of students’ learning motivation is presented in the following table. Table 3.3 Students’ Learning Motivation Questionnaire Scale Definition

Score (+)

Score (-)

Strongly agree

5

1

Agree

4

2

Neither agree nor disagree

3

3

Disagree

2

4

Strongly disagree

1

5

44

Description: SA : Strongly Disagree A : Agree NAND : Neither Agree nor Disagree D : Disagree SD : Strongly Disagree

The items in the questionnaire adapted from Gardner (1982) Attitude/Motivation Test Battery (AMTB) for use with the secondary school students studying English as a foreign language. For more details, the scale of the students’ learning motivation questionnaire is presented in the following table: Table 3.4 The Indicators of Students Learning Motivation No 1

2

Aspects Intrinsic

Extrinsic

Indicators

Kinds of Statements Positive Negative - Interesting in foreign language 1, 6 - Students’ integrative orientation. 4 7 - Students’ efforts toward the target 10 language group. - Students’ interests toward the 11, 14 5 target language teacher. - Students’ interests toward the 2, 12 15, 18 language course. - Students’ desire to learn the 3, 9 8 language. - Students’ efforts toward learning 16, 20 the language. - Students’ efforts for reasons such 13 as grades. - Students’ efforts for reasons such 17 as life goal. - Students’ parental supports 19 toward learning English. Total

15

Total 2 2 1 3 4 3 2

-

1

-

1

-

1

5

20

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2. The Test for Students Listening Comprehension The test for the Listening Comprehension is taken from the Listening Part in TOEFL Junior Standard Test, because of the writer doesn’t have the authority to make her own listening test. TOEFL Junior Standard Test is a paper-based test that measures Reading Comprehension, Listening Comprehension, and Language Form and Meaning. But, the writer only uses the Listening Comprehension part. The TOEFL Junior tests are part of the TOEFL® Family of Assessment, which also included the TOEFL iBT® test and the TOEFL® ITP Assessment Series. Based on the long-standing and trusted heritage of the TOEFL test, the TOEFL Junior tests use the most up-to-date methods for language testing and are fair, reliable and valid for their intended purposes. The TOEFL Junior® tests, intended for students ages 11+, provide real insight into your students English communication to help them make the best decisions and guide them on a path to success. The TOEFL Junior Standard English Learning Center offers an "Exploring Language" feature to raise students' linguistic awareness. Students engage in shorter text-completion activities, such as notes, emails, announcements, brief biographies and book extracts. This kind of material is also stated as an indicator in basic competence that Junior High School students have to achieve in the 2013 Curriculum. So, the writer uses it as a source for listening test and gets the students listening skill achievement. The Listening Comprehension section measures the students’ ability to listen for instructional, social, and academic purposes. The section contains three different question types, each designed to meet one these purposes: - Classroom Instruction In this question type, students’ will listen to a short talk by a teacher, principal, librarian, or other school staff member. Each talk lasts 20 to 45 seconds. After the talk students’ will answer one question. The question may ask you to identify the main idea or the purpose of the talk, or make an inference or prediction based on what the speaker says. - Short Conversation In this question type, students’ will listen to a conversation between two students or between a student and a school staff member, like a teacher or librarian. The conversation last 60-90 seconds. After the conversation they will answer 3-4 questions. The questions may ask to identify the main idea or one of the important details of the conversation; to make an interference or prediction based on the conversation; to identify why a speaker talks about certain information; or to recognize how a speaker means when using certain intonation or stressing certain words. - Academic Listening In this question type, students will listen to a classroom lecture or discussion about an academic topic. After they listen, they will answer 4-5

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questions. The question may ask you to identify the main idea or one of the important details of the lecture or discussion; to make an inference or prediction based on the lecture or discussion; to identify why a speaker talks about certain information; or to recognize how a speaker feels or what a speaker means when using certain intonation or stressing certain words. The indicators of the listening comprehension test are presented in the following table: Table 3.5 The Indicators of Listening Comprehension Test The Indicators Number of Total measured question aspect Classroom  identify the main idea 4 1 Instruction  identify the purpose of the talk 3, 9 2  make an inference 1, 5, 7, 10 4  make prediction based on what 2, 6, 8 3 the speaker says Short  identify the main idea 22 1 Conversation  identify one of the important 11, 12, 18, 20 5 details of the conversation 25  identify why a speaker talks 13, 15, 19, 21, about certain information 23, 25 6  recognize how a speaker means 14, 16 when using certain intonation 2  recognize how a speaker means 17, 24 when stressing certain words 2 Academic  identify the main idea of the 26, 30, 34, 39 4 Listening lecture or discussion  identify one of the important 27, 32, 37, 41 4 details of the lecture or discussion  identify why a speaker talks 29, 31, 35, 38, 6 about certain information 40, 42  recognize what a speaker 28, 33, 36 3 means when stressing certain words Total number of questions 42 (Adapted from The TOEFL Junior Standard English Learning Center page)

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H. Statistical Hypothesis The statistical hypothesis will be proposed: 1. Teaching Technique (audio picture and audio video) Ho : MA1 ≤ MA2 Hi : MA1 > MA2 Ho : There is no significant difference between the students’ who were taught by using picture and those who were taught by using video on students listening comprehension. Hi : There is significant difference between the students’ who were taught by using picture and those who were taught by using video on students listening comprehension. 2. Students Motivation Ho : MB1 ≤ MB2 Hi : MB1 > MB2 Ho : There is no significant different of low motivation and high motivation students’ on students’ listening comprehension Hi : There is significant different of low motivation and high motivation students’ on students’ listening comprehension 3. Between both teaching technique and students’ motivation Ho : MAB1 ≤ MAB2 Hi : MAB1 > MAB2 Ho : There is no significant interaction between both teaching technique and students’ motivation on students’ listening comprehension. Hi : There is significant interaction between both teaching technique and students’ motivation on students’ listening comprehension. I. Validity and Reliability According to Basrowi (2010, p.17), a measurement can be said to have validity, when the content of the measurement is eligible to measure an object which should be measured and suitable with the fixed criteria. Validity means an accuracy of an measurement in measuring data. In this research, the researcher uses content validity to validate the instrument of listening test. She uses an instrument of listening based on the material of learning. It is balanced with the content of syllabus such as basic competence, indicators, the material and learning objectives. Referring Basrowi (2010, p.29) reliability is one that produced essential the same result consistently on different occasion when the condition of the test remains the same, reliability is also known as a measurement that has reliable when that measurement is used to measure the data frequently but the result keep in same. In line with that statement, reliability is one that produced

48

essential the same result consistently in different occasion when the condition of the rest remains the same. 1) Instruments Validity The writer uses Pearson Product Formula to calculate the validity of the test and Alpha method in calculate the reliability of the test to achieve the appropriateness of the test. (Arikunto, 2009, p.18). The following is the formulation of Pearson Product Formula.

𝑛 ∑ 𝑋𝑖𝑌𝑖 − ∑ 𝑋𝑖. ∑ 𝑌𝑖

𝑟𝑖 = 𝑛. ∑ 𝑋𝑖

Note:

−

∑ 𝑋𝑖

𝑛. ∑ 𝑌𝑖 − ∑ 𝑌𝑖

r1 = time score result X and Y for each respondent ∑ ∑ ∑ ∑

= score of test instrument X = score of test instrument Y = quadratic score instrument X = quadratic score instrument Y

The validity of each item from the column corrected item total correction (rcount) compare with rtable. If rcount > rtable that item is valid or otherwise using α = 0,05. 2) Instrument Reliability To analyze the reliability of the instrument, the writer uses Cronbach Alpha Method. It is used to determine the consistency of the interval among the variables and instruments.

r11 =

𝑛 𝑛−1

1−

∑ 𝜎𝑖2 𝜎𝑖2

49

Note :

r11 ∑ n

= reliability score = total variance score = total variance = item score

3) Validity and Reliability Test of Listening Test Instrument The writer didn’t make the test of Listening by herself; she used from the TOEFL Junior, a test which was made from a trusted institution. So, the writer believes that the test items that have been used for the research are valid and reliable. 4) Validity and Reliability of Learning Motivation Instrument Both validity and reliability of the other research instrument, learning motivation questionnaire, had to be tested as well. The questionnaire consists of 20 items to indicate student intrinsic and extrinsic learning motivation. Likert scale was used to measure students’ responses to series of statement of continuum from strongly agree to strongly disagree. The respondents were offered a choice of five responses with the neutral point to be agreed or disagreed. Each of five responses had numerical value which was used to measure the motivation under investigation.

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- Validity Test for Learning Motivation Table 3.6 The Result of Validity Test from The Learning Motivation Questionnaire No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

r Hitung 0,729 0,913 0,913 0,835 0,835 0,839 0,920 0,845 0,802 0,846 0,799 0,702 0,812 0,880 0,803 0,865 0,891 0,929 0,910 0,625

r Tabel 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349 0,349

Keterangan Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid

If the r account value of one test item was more than the r table, the item was categorized as valid one. The result of validity test showed that r table was 0,349. The result of validity test for the learning motivation instrument from the 20 items showed that all of the items are valid.

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- Reliability Test for Learning Motivation Questionnaire The reliability test for the learning Motivation questionnaire used Alpha methods, the result showed that from the 20 items in the questionnaire gained good r alpha coefficient which was 0,975. Case Processing Summary N Cases

Valid Excluded Total

a

%

32

50.0

32

50.0

64

100.0

Reliability Statistics Cronbach's Alpha .975

N of Items 20

J. The Technique of Data Analysis Technique of data analysis used in this study will be aimed to examine the four statements of hypotheses as mentioned previously. Therefore, the technique that will be used is ANAVA 2 (two) ways or two dimensional analysis of variance. The purpose of using this kind of technique to get the result about significance differentiate from two independent variables to dependent variable. The independent variables are the A factor which are, Video (A1) and Picture (A2). The other independent variables are the B factors which are High Motivation Students’ (B1) and Low Motivation Students’ (B2). Before using ANAVA 2 (two) ways, there are some steps that must be accomplished, they are: 1. Normality Test Normality test is conducted to know whether the population of Y and X variable are distributed normally or not. In this study, the normality test used Kolmogorov-Smirnov method. (Suparman, 2012, p.34). Data is considered normal if Fobserved < Ftable tested with a significance level α = 0,05. As for the linear data if Fobserved < Ftable tested with a significance level 2 = 0.05

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2. Homogeneity Test Homogeneity test is used to test the variance homogeneity between Y variable score which is categorized based on the similarity of X score. Homogeneity test in this study is done by the help of SPSS. This is commonly referred to as the assumption of homogeneity of variance. The data research which has been collected from a homogeneous population if adequate significance is α = 0,005. If Fobserved < Ftable , so it can conclude that the data is homogeny. \

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter discusses the effect of video and picture and learning motivation to enhance students’ listening comprehension in the eighth grade students’ of SMPN 8 Tangerang Selatan. Descriptive analysis of data, testing of hypotheses is explained and the findings are discussed. A. Research Findings 1. The Data Description As indicated in the previous chapter, the research question generates three hypotheses used to address the difference between the two types of listening instruction (with pictures and with video) in terms of their effect on students’ scores of listening exercises. This section, however, mainly presents the gathered data and their analysis. The data description was taken from the population with 32 students as sample of the research. The data described in this chapter are: 1) Data of students’ listening comprehension using video, 2) Data of students’ listening comprehension using picture, 3) Data of students’ listening comprehension with high learning motivation, 4) Data of students’ listening comprehension with low learning motivation, 5) Data of listening comprehension of students with high learning motivation using video, 6) Data of listening comprehension of students with high learning motivation using picture, 7) Data of listening comprehension of students with low learning motivation using video, and 8) Data of listening comprehension of students with low learning motivation using picture. The data presented in the data labels. Three variables researched were two independent and one dependent. The independent ones were teaching–learning media and students’ learning motivation. The dependent one was students’ listening comprehension. The data analyzed was obtained from test and questionnaire both of which were scored in numeric. The scores of the test were 1 for a correct answer and 0 for an incorrect one. The total score for listening test was 100, minimum score was 0 and maximum score for listening test was 100 of 42 items of questions. The questionnaire showed respondents’ response to each item of statements by scale which begins from 5 to respond strongly agreement to 1 to show strongly disagreement. The data of listening comprehension test was taken two times that was before and after treatment. Each data contained group scores of students learning by video as an experiment group and students’ learning picture as a controlled group. Data of students’ learning motivation was taken once before treatment given. It contained two group data of learning motivation of students in video and picture class. In next discussion, the data of each group were simply labeled as what in the table below. 53

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Table 4.1 The Data Labels Meaning

No.

Label

1

A1

Data of students’ listening comprehension using video

2

A2

Data of students’ listening comprehension using picture

3

B1

4

B2

5

A1B1

6

A2B1

7

A1B2

8

A2B2

Data of students’ listening comprehension with high motivation Data of students’ listening comprehension with low motivation Data of listening comprehension of students with high motivation using video Data of listening comprehension of students with high motivation using picture Data of listening comprehension of students with low motivation using video Data of listening comprehension of students with low motivation using picture

learning learning learning learning learning learning

The data analyzed was obtained from test and questionnaire both of which were scored in numeric. The data analyzed with ANAVA 2 (two) ways. Based on the results, the data can be described as listed in the data analysis table below.

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Table 4.2 The Data Analysis of Listening Comprehension with Anava Two Ways Learning Motivation

High (B1)

Learning Media Statistics

N X X2 ̅ SD

Video (A1)

Picture (A2)

A1B1

A2B1

21 1523 2319529 72.5238 7.89062 A1B2

Low (B2)

N X X2 ̅ SD

11 534 285156 48.5455 8.11620 A1

Total

N X X2 ̅ SD

32 2057 4231249 64,2812 13,9751

21 1519 2307361 72.3333 1.07347 A2B2 11 345 119025 31.3636 9.83130

Total B1 42 3042 9253764 72,4285 9,30550 B2 22 879 772641 39,9545 12,43833

B1 32 1864 3474496 58,25 22,2797

64 3921 15374241 61,2656 18,6974

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a) Descriptive Analysis of Students’ Listening Comprehension using Video (A1). A1 was the data of students listening comprehension taught by using Video. The data was taken from 32 samples that were taught by using Video, the data’s descriptive statistics was presented below. Table 4.3 Descriptive Statistics of A1 N

Valid Missing

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

32 32 64.2812 2.47048 66.0000 66.00a 1.39752E1 195.305 53.00 35.00 88.00 2057.00

Referring to the Table 4.3, this data statistics derived from students’ listening comprehension scores taught by using Video. The maximum score was 100, from 32 respondents, the highest score was 88 and the lowest score was 35. The central tendency of data was distributed around the mean, 64.28, the median 66.0, and the mode, 66.0. Standard deviation was 13.97. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph.

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Histogram

Figure 4.1. Graph of Students’ Listening Comprehension Taught by Using Video b) Descriptive Analysis of Students’ Listening Comprehension using Picture (A2). A2 was the data of students listening comprehension taught by using Picture. The data was taken from 32 samples that were taught by Picture, the data’s descriptive statistics was presented below.

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Table 4.4 Descriptive Statistic of A2 N

Valid Missing

32

32 Mean 58.2500 Std. Error of Mean 3.93854 Median 62.5000 Mode 71.00a Std. Deviation 2.22797E1 Variance 496.387 Range 76.00 Minimum 14.00 Maximum 90.00 Sum 1864.00 Referring to the Table 4.4, this data statistics derived from students’ listening comprehension scores taught by using Picture. The maximum score was 100, from 32 respondents, the highest score was 90 and the lowest score was 14. The central tendency of data was distributed around the mean, 58.2, the median 62.5, and the mode, 71.0. Standard deviation was 22.27. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph. Histogram

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Figure 4.2. Graph of Students’ Listening Comprehension Taught by Using Picture. c) Descriptive Analysis of Students’ Listening Comprehension with high learning motivation (B1). B1 was the data of students listening comprehension with high learning motivation. The data was taken from 42 samples from the students in both classes that had high learning motivation based on the questionnaire result; the data’s descriptive statistics was presented below.

N

Table 4.5 Descriptive Statistic of B1 Valid Missing

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

42 22 72.4286 1.43587 71.0000 69.00a 9.30550 86.592 36.00 54.00 90.00 3042.00

Referring to the Table 4.5, this data statistics derived from students’ listening comprehension scores with high learning motivation students. The maximum score was 100, from 42 respondents, the highest score was 90 and the lowest score was 54. The central tendency of data was distributed around the mean, 72.4, the median 71.0, and the mode, 69.0. Standard deviation was 9.30. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph.

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Histogram

Figure 4.3. Graph of Students’ Listening Comprehension with High Learning Motivation. d) Descriptive Analysis of Students’ Listening Comprehension with low learning motivation (B2). B2 was the data of students listening comprehension with low learning motivation. The data was taken from 22 samples from the students in both classes that had low learning motivation based on the questionnaire result; the data’s descriptive statistics was presented below

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Table 4.6 Descriptive Statistic of B2 N

Valid Missing

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

22 42 39.9545 2.65186 42.0000 42.00 1.24383E1 154.712 45.00 14.00 59.00 879.00

Referring to the Table 4.6, this data statistics derived from students’ listening comprehension scores with low learning motivation students. The maximum score was 100, from 22 respondents, the highest score was 45 and the lowest score was 14. The central tendency of data was distributed around the mean, 39.9, the median 42.0, and the mode, 42.0. Standard deviation was 1.24. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is the histogram graph.

62

Histogram

Figure 4.4. Graph of Students’ Listening Comprehension with Low Learning Motivation. e) Descriptive Analysis of Students’ Listening Comprehension with high learning motivation taught by using Video (A1B1). A1B1 was the data of students listening comprehension with high learning motivation taught by using Video. The data was taken from 21 samples that identified as high learning motivation students. The data’s descriptive statistics was presented below.

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N

Table 4.7 Descriptive Statistic of A1B1 Valid Missing

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

21 43 72.5238 1.72187 71.0000 66.00a 7.89062 62.262 27.00 61.00 88.00 1523.00

Referring to the Table 4.7, this data statistics derived from listening comprehension scores of 21 students with high learning motivation which was taught by using Video. The maximum score was 100, from 21 respondents, the highest score was 88 and the lowest score was 61. The central tendency of data was distributed around the mean, 72.5, the median 71.0, and the mode, 66.0. Standard deviation was 7.89. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below. Histogram

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Figure 4.5. Graph of Students’ Listening Comprehension with High Learning Motivation Taught by Using Video. f) Descriptive Analysis of Students’ Listening Comprehension with low learning motivation taught by using Video (A1B2). A1B2 was the data of students listening comprehension with low learning motivation taught by using Video. The data was taken from 11 samples that identified as low learning motivation students. The data’s descriptive statistics was presented below. Table 4.8 Descriptive Statistic of A1B2 N

Valid Missing

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

11 53 48.5455 2.44713 50.0000 50.00a 8.11620 65.873 24.00 35.00 59.00 534.00

Referring to the Table 4.8, this data statistics derived from listening comprehension scores of 21 students with low learning motivation which was taught by using Video. The maximum score was 100, from 11 respondents, the highest score was 59 and the lowest score was 35. The central tendency of data was distributed around the mean, 48.5, the median 50.0, and the mode, 50.0. Standard deviation was 8.11. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below.

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Histogram

Figure 4.6. Graph of Students’ Listening Comprehension With Low Learning Motivation Taught by Using Video. g) Descriptive Analysis of Students’ Listening Comprehension with high learning motivation taught by using Picture (A2B1). A2B1 was the data of students listening comprehension with high learning motivation taught by using Picture. The data was taken from 21 samples that identified as low learning motivation students. The data’s descriptive statistics was presented below.

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N

Table 4. 9 Descriptive Statistic of A2B1 Valid Missing

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

21

43 72.3333 2.34250 71.0000 71.00a 1.07347E1 115.233 36.00 54.00 90.00 1519.00

Referring to the Table 4.9, this data statistics derived from listening comprehension scores of 21 students with high learning motivation which was taught by using Picture. The maximum score was 100, from 21 respondents, the highest score was 90 and the lowest score was 54. The central tendency of data was distributed around the mean, 72.3, the median 71.0, and the mode, 71.0. Standard deviation was 1.07. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below. Histogram

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Figure 4.7. Graph of Students’ Listening Comprehension With High Learning Motivation Taught by Using Picture. h) Descriptive Analysis of Students’ Listening Comprehension with low learning motivation taught by using Picture (A2B2). A2B2 was the data of students listening comprehension with low learning motivation taught by using Picture. The data was taken from 11 samples that identified as low learning motivation students. The data’s descriptive statistics was presented below. Table 4.10 Descriptive Statistic of A2B2 N

Valid Missing

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum

11 53 31.3636 2.96425 30.0000 28.00a 9.83130 96.655 31.00 14.00 45.00 345.00

Referring to the Table 4.10, this data statistics derived from listening comprehension scores of 11 students with low learning motivation which was taught by using Picture. The maximum score was 100, from 11 respondents, the highest score was 45 and the lowest score was 14. The central tendency of data was distributed around the mean, 31.3, the median 30.0, and the mode, 28.0. Standard deviation was 9.83. It indicated that most students had almost the same achievement. The distribution was normal because the mean, the median and the mode were nearly equal to each other. This is presented in the histogram graph below.

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Histogram

Figure 4.8. Graph of Students’ Listening Comprehension With Low Learning Motivation Taught by Using Picture. 2. Prerequisite Test Analysis In order to attain valid outcomes, some prerequisite tests must be carried out to certify the hypotheses. To test the hypothesis in a 2x2 factorial design with analysis of variance technique (ANAVA) two ways, it was necessary to prerequisite test analysis first, which is the mean of the scores or data to be tested should have a normal distribution, derived from a homogeneous sample, as well as the mutual independence. The essential tests to accomplish were Normality and Homogeneity of certain data used. a. Normality Test Normality test was used to test the data, if the data has a normal distribution or not. Normality was no longer as something that was assumed, but it has become something that was required in performing a statistical test of the average difference. The normality were test taken from both classes, and because the sample in each class was less than 50 then the test was done by using the Shapiro–Wilk test. It was analyzed with SPSS version 16. The test criteria used at the significance level of 5%, which means that if the number probability > 0.05, it can be concluded that the data has a normal distribution. The results of the Shapiro–Wilk test can be seen in the table 4.11.

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Table 4.11 Table Tests of Normality Kolmogorov–Smirnova Statistic df Sig. .111 .154

32 32

Statistic *

.200 .052

.970 .935

Shapiro–Wilk df 32 32

Sig. .488 .056

From the data above it can be seen that the Sig Value from experimental and the control class, each has Sig value of 0.488 and 0.056. Both of the them had Sig value > 0.05, so it can be concluded that the data above are normally distributed. b. Homogeneity Test. Homogeneity test is a test conducted to determine whether there are similarities variants of the number of samples used in the study (Budiyono, 2004: 175). In order to test whether the experimental group that were treated with video and control groups homogeneous or not, it was carried out with the calculation of equivalence test (alignment) and used the homogeneity test sample. The criteria used in the significance level of 5%, which means that if the probability number > 0.05 then H accepted, it meant that the samples have the same variance or can be homogeneous. Here are the results of Chi– Square test. Table 4.12 Test Statistics Postest_Experiment Chi–Square Df Asymp. Sig.

Postest_Control a

7.187 18

7.375b 20

.988

.995

From the data above it can be seen that, the variable in Asymp. Sig V Learning Outcomes Value in the control and experimental classes, each of them has a value of 0.988 and 0.995. Both of them had Sig valued > 0.05, so it can be concluded that the above data is Homogeneous.

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3. The Testing of Hypotheses Normality and homogeneity test is the first step before hypothesis test. Then the next step is to test the hypothesis. To determine the effect of the use of video and picture evaluated from students' motivation, conducted with test Analysis of Variance (ANOVA) two ways at significance level (α) = 5%. Analysis of Variance (ANOVA) is an inferential techniques used to test the differences in mean values (Arikunto, 2007, p. 401). The statistical hypothesis: 1) Teaching Technique (picture and video) Ho : There is no significant difference between the students’ who were taught by using picture and those who were taught by using audio video on students listening comprehension. Hi : There is significant difference between the students’ who were taught by using picture and those who were taught by using video on students listening comprehension. 2) Students Motivation Ho : There is no significant different of low motivation and high motivation students’ on students’ listening comprehension Hi : There is significant different of low motivation and high motivation students’ on students’ listening comprehension 3) Between both teaching technique and students’ motivation Ho : There is no significant interaction between both teaching technique and students’ motivation on students’ listening comprehension. Hi : There is significant interaction between both teaching technique and students’ motivation on students’ listening comprehension. Output results of 2x2 factorial analysis of variance designs that can be used to prove the hypothesis presented in Table Tests of between Subjects Effects as follows:

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Table 4.13 Table Tests of Between Subject Effect

Source

Type III Sum of Squares

df

Mean Square

Corrected Model Intercept Class Motivasi Class * Motivasi

16849.307a 182345.119 1089.297 15225.244

3 1 1 1

1042.047

1

1042.047

Error Total Corrected Total

5175.177 262247.000 22024.484

60 64 63

86.253

F

5616.436 65.116 182345.119 2.114E3 1089.297 12.629 15225.244 176.519 12.081

Sig. .000 .000 .001 .000 .001

The output results of analysis as presented in Table Test of Between– Subjects Effects indicate that the coefficient for the hypothesis Sig 1–3 (Class hypotheses, motivation, and interaction between the Class and Motivation) entirely < alpha specified (5%) which is 0.05. It can be concluded that: 1. Ho stated that there was no significant difference between the students’ who were taught by using picture and those who were taught by using audio video on students listening comprehension rejected, so that it can concluded that there was significant difference between the students’ who were taught by using picture and those who were taught by using video on students listening comprehension. 2. Ho stated that there was no significant difference between of low motivation and high motivation students’ on students’ listening comprehension rejected, so that it can concluded that there was significant different of low motivation and high motivation students’ on students’ listening comprehension. 3. Ho stated that there was no significant interaction between both teaching technique and students’ motivation on students’ listening comprehension rejected, so that it can conclude that there was significant interaction between both teaching technique and students’ motivation on students’ listening comprehension.

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B. Discussions Three research questions guided this study. The first research question involved determining the overall effect of using learning media on students’ listening comprehension. The second research question involved determining the difference influence of students learning motivation in students listening achievement and the third research question involved determining the interactional effect between learning media and learning motivation to students listening comprehension. After analyzed the data and tested the hypotheses to examine the effect of Video and Picture and learning motivation to enhance students’ listening comprehension, the results were discussed as follows: 1) The Effect of Video and Picture on Students’ Listening Comprehension. The result of the first hypothesis confirmed that Hi was accepted and there was significant difference between the students’ who were taught by using picture and those who were taught by using video in their listening comprehension. The results in this study indicated that both of the learning media (video and picture) was effective in teaching listening skills. It can be seen from the result of their listening achievement before and after the treatment. There were significant difference between the score from the pre–test and post–test. Therefore, using video was more effective in learning listening than using picture. It can be seen from the students’ listening achievement. The mean results from students’ listening achievement when using video was 64.28, while using picture was 58.25. The use of video in teaching listening was more effective because students learn more through videos and they could see the situation and its participants, it can also provide samples of real–life situations. Learning listening using video also more entertaining and fun, since almost all real–life listening experiences are accompanied by dynamic visuals (Feak, Salehzadeh, 2001, p. 45), video media is a more authentic medium for teaching listening comprehension. It seems that students perceive the video input as more authentic, with possibly more information, or simply they feel more comfortable with information accompanied with images. Students learn more through videos because they could see the situation and its participants. Therefore, through the video the students could also see the body language, facial expressions, and gestures of a speaker provide additional information to the listener. While with a picture the students’ could only see the speakers without being able to see the body language and gestures of the speakers. So, video is effective to be one of the teaching media in enhancing students’ listening comprehension achievement. Therefore, picture is also can be an alternative way to teaching listening comprehension. The effectiveness of visual aids has been found to be higher than that of the lecture method. Visual aids such as video and picture have been used to enhance learning successfully and teachers are taught and encouraged to utilize

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instructional media when teaching. They can therefore exploit current techniques at their disposal. According to Azikiwe (2007, p. 108), instructional media cover whatever the teacher uses to involve all the five senses of sight, hearing, touch, smell and taste while presenting his/her lessons. They are very important in language teaching, especially the foreign language, because they facilitate the direct association between sounds and their symbols and also words and the objects they represent. They help to vividly illustrate meanings of things because they are associated with materials used by the teacher to improve the quality of his teaching. Teachers should be innovative enough and ready to venture out to environment so as to improve teaching and enhance learning (Aggarwal, 2009, p. 76). Visual methods in teaching and learning create longer lasting experiences and relate readily to other sensory experiences. Parallel with developments in technology, video use in language teaching environments for improving listening comprehension has been on the rise (O’Brien & Hegelheimer, 2007, pp. 162–180). This is fairly understandable approach, since videos have distinct advantages for improving listening abilities. Video has the power to make listening more authentic by presenting context, discourse, paralinguistic features, and culture (Coniam, 2001, pp. 1–14). These non–verbal clues, complementary to aural input, may help listeners understand better. 2) The Different Influence of Students’ Learning Motivation in Students’ Listening Achievement. The result of the second hypothesis test confirmed that students with high learning motivation who were taught by using video had higher average score than those with low learning motivation who also taught by using video in their listening comprehension. The students with high learning motivation who were taught by using picture also had higher average score than those with low learning motivation who were taught by using picture in their listening comprehension. The results in this study indicated that students’ who had high motivation tend to have good achievement, while students who had low motivation tend to have relatively lower achievement. Motivation is one of the factors to determine the success of a person. The learning process will be efficient if it accompanied with motivation. So, motivation is an important thing to get better achievement and teacher should know what kind of strategies in teaching and learning activity that can gain students’ motivation in learning English especially in learning listening skill. When students’ were motivated to learn, it can lead to better achievement. According to Rost (2006, p. 2), there are two main reasons why motivation is so important. The first is that motivation arouses students’ interest. The second is that motivation helps the students keep their enthusiasm.

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In terms of language learning, motivation defines as the combination of effort that refers to the time spent for studying the language and desire that shows how much the learner wants to become proficient in the language and affect that refers to enjoyment in learning the language. Students differ widely in their motivation in learning English. Students’ learning motivation makes teaching and learning immeasurably easier and more pleasant as well as more productive. So, how to keep students’ interest in learning must be focused. Without interest, motivation and variation in teaching and learning, students’ certainly feel bored with listening. There are two kinds of motivation that can affect students’ in learning foreign language; they are intrinsic motivation and extrinsic motivation. Intrinsic motivation comes from inside an individual or the students’, it is related to the curiosity and students’ interest in learning such material or subject and it can lead them to know better and to master the material so they can get better achievement. Extrinsic motivation related to external factors that force, initiate, and guide an individual to act or do something. For example, when a teacher delivered a material and he or she uses a lot of variation, it can enhance the students’ motivation to learn the material and it lead to their better achievement. 3) Interactional Effect Between Learning Media Used and Learning Motivation to Students’ Listening Comprehension. To know whether there was any interactional effect of learning media used and learning motivation on students’ listening comprehension, hypothesis 3 was tested as Ho= Int. A×B = 0 and Hi= Int. A×B ≠ 0 (A was teachinglearning media while B was students’ learning motivation). Based on the Tests of Between-Subjects Effects, p value (Sig.) of B*A= 0.001 (< 0.05). It meant that Ho was rejected because there was significant interaction between independent variables (learning motivation and teaching-learning media). Descriptive statistics indicated that students with high learning motivation who were taught by using video had higher average score in listening comprehension than those who were taught by using picture. Thus, students with low learning motivation who were taught by video had higher average score than those who were taught by picture. Those findings ensure that each different media (video and picture) effective in teaching listening skills. In this research, video learning successfully helps to enhance students’ listening comprehension as well as picture learning does. This result has indicated that listening achievement is caused by interaction effects between learning motivation owned by students and media used. As Nunan (2003, p. 22) stated that motivation and learning attitude are important factors influencing achievement. Therefore, students must be motivated enough to achieve learning either intrinsically or extrinsically in any

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different media. The low or high motivation to learn English finally influenced the result of the learning. The higher motivation will result in higher achievement, while the lower one will also result the lower achievement, it means that the high motivation has encouraged and supported students to put all of their effort to master listening skill. Listening comprehension is one of the important aspects in language learning. The processes of listening in the classroom involve a teacher and students. When teaching Junior High School students, the teacher should make the learning process enjoying because children love to play and learn best when they are enjoying it. By using video and picture it is expected that students can improve their listening skill with learning by playing. So, they will enjoy and easy to receive the material. In language learning context, it is believed that children will learn a foreign language more effectively under certain conditions. When teaching learning process is fun and natural, then it will make the students more effectively in learning the target language. The use of radio, tape recorders, film, projectors and pictures in teaching appeals to the eye because they attract attention and sustain interest by illustrating relationships like similarities and contrasts of activities in a way that conveys messages better than words could do. Such aids in teaching are closer to real life situations. They provide immediate feedback to learners on their performance and help to save teaching time because they speed up the learning process better than lengthy descriptions if words were to be used. Students who are not able to be stimulated by other techniques can indeed be stimulated by picture, film, chart, recorded tapes and other instructional material. One of the ways to orient learners to a listening comprehension task is by providing them visual material. Video and picture are the example of instructional media that can be used in teaching listening. It is a new way in teaching listening which can make the students having a new way and expected to increase their motivation when they got the listening material from the teachers. Teachers should know which kind of learning media that can be effective used in their classroom. In learning listening skill, it is better to use Video than Picture. Learners are more motivated to cope with the instruction when given the opportunity to study with the use of video materials. It was because videos include both aural and visual information and it also closer to the real life situations. When the students feel entertaining and enjoy the material it can gained their motivation to study the material and could enhance their achievement in the material.

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CHAPTER V CONCLUSION AND SUGGESTION A. Conclusions In teaching listening skill, a teacher should be able to provide the students with some learning media to help them increase in learning comprehension. This is aimed at giving the students motivation in learning listening skill. The conclusion of this research is drawn from the findings and discussions presented in Chapter IV. The conclusions are described in the following paragraph. There was significant difference on listening comprehension by students who were taught with Video than those who were taught with Picture. However, Video is more effective than Picture to enhance students’ listening comprehension. There was significant difference on listening comprehension by students with high learning motivation who were taught with Video than those with high learning motivation who were taught with Picture. However, video is more effective to use in teaching listening comprehension. There was significant difference on listening comprehension by students with low motivation students’ who were taught with Video than those with low learning motivation students’ who were taught with Picture. In other words, video is more effective to use in teaching listening comprehension. There was interactional effect of learning media (Video and Picture) and students’ motivation toward students’ listening comprehension. Thus, it was concluded by the writer that the learning media used in teaching and learning and the level of students’ learning motivation interactively influence the ability of students’ listening comprehension. In summary, students’ listening comprehension caused by interactional effects between the learning media that used by the teacher and students’ learning motivation. The use of Video and Picture can be an alternative technique in teaching listening comprehension. Therefore, using video showed better result than using picture both in low motivation and high motivation students in their listening comprehension result. B. Suggestions Based on the result of the research, it can be delivered some suggestions related to the use of instructional media to enhance students’ listening comprehension. For the English teachers, hopefully they can improve their professionalism, confidence, knowledge, and skills to create the good strategies for teaching. So, they can reach a good quality of teaching learning process and the students’ English achievement too. 76

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English teacher should consider the use of instructional media in teaching English skill in the classroom, especially in teaching listening skill. There are a lot of media that can be used by the teacher to enhance students’ motivation in learning English using the media. The example is using Video and Picture in teaching listening skills. English teacher can used another kind of video, which, in this research was more effective in teaching listening skill. Another form of video such as DVD or podcast (iPod broadcast) can also use in teaching listening skill for the students who use English as a foreign language. For the institution which related to this research. Hopefully it can be a reference for the innovation of education program. The writer also expect that the government can evaluate the curriculum that was not improve the quality of teaching learning process and the students English achievement, provide the facilities which support the teaching learning aim. School also has a role in the success of students’ achievement in the classroom. Especially in learning listening skill which should have its own lab in the teaching and learning activities. For the students’, they can learn listening skill not only in the classroom, but they can use many kind of sources for listening skill such as video, movie, audio, or podcasts from the internet. The success in learning English not only the duty of the English teacher, the motivation from the students’ itself also had a great effect for their achievement. For the writer, this research can give the idea in teaching listening skill using media. Hopefully this research can improve her ability to teach listening skill and motivated her students to enhance their motivation and their listening comprehension. For the future researcher, the writer hope that the use of media can be developed such as using online and interactive media in teaching listening skill.

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APPENDICES  Appendix. 1 Eighth Grade Junior High School Syllabus  Appendix. 2 Lesson Plan  Appendix. 3 Listening Test  Appendix. 4 Pre-Test Score from Experiment and Control Class  Appendix. 5 Post-Test Score from Experiment and Control Class  Appendix. 6 Questionnaire Test  Appendix. 7 Questionnaire Test Result

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APPENDIX 1 Eighth Grade Junior High School Syllabus

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86 SILABUS SMP/MTs Mata Pelajaran Kelas Kompetensi Inti KI 1:

Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2:

Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya

KI 3:

Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4:

Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

Kompetensi Dasar 1.1.

: Bahasa Inggris : VIII :

Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi Internasional yang diwujudkan

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran

Penilaian

Alokasi Waktu

Sumber Belajar

87

Kompetensi Dasar dalam semangat belajar

2.1.

Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.

2.2.

Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3.

Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran

Penilaian

Alokasi Waktu

Sumber Belajar

88

Kompetensi Dasar 3.1

Materi Pokok/Materi Pembelajaran

Menerapkan Teks lisan dan tulis untuk (a) struktur teks dan meminta perhatian, (b) unsur mengecek pemahaman, (c) kebahasaan menghargai kinerja yang untuk baik, dan (d) meminta/ melaksanakan mengungkapkan pendapat fungsi sosial dari serta responnya ungkapan meminta Masing-masing diajarkan perhatian, secara terpisah mengecek pemahaman, Fungsi sosial menghargai kinerja yang baik, Menjaga hubungan dan meminta dan interpersonal dengan guru dan mengungkapkan teman pendapat, serta responnya, sesuai Struktur teks dengan konteks penggunaannya. (ungkapan hafalan, tidak perlu dijelaskan tata 4.1 Menyusun teks bahasanya) lisan sederhana untuk a. Excuse me. Attention, mengucapkan please. Yes, please. dan merespon Alright., dan semacamnya ungkapan meminta b. She’s kind, isn’t she? Yes, perhatian, she is. Understood? Is it mengecek clear? Yes, Sir., dan pemahaman, dan semacamnya. menghargai c. That’s great. It’s beautiful. kinerja yang baik, Excellent! Thanks you., serta meminta dan semacamnya. dan mengungkapkan d. What do you think? Rudi pendapat dengan

Kegiatan Pembelajaran Masing-masing menggunakan prosedur yang sama Mengamati 



Siswa terbiasa atau sering mendengar dan menyaksikan guru dan warga sekolah lain (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat serta meresponnya, dalam bahasa Inggris, bahasa Indonesia, dan bahasa lain, dengan unsur kebahasaan yang dipilih untuk mendekatkan hubungan interpersonal dengan siswa (keteladanan). Siswa dituntut untuk mencontoh keteladanan tersebut dengan (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat serta meresponnya, dalam bahasa Inggris dan bahasa lainnya.

Penilaian KRITERIA PENILAIAN 

Tingkat ketercapaian fungsi sosial (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungka pkan pendapat, serta responnya.



Tingkat kelengkapan dan keruntutan struktur teks (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungka pkan pendapat, serta responnya.



Menanya Dengan bimbingan dan arahan guru, siswa menanyakan dan mempertanyakan antara lain tentang perbedaan antara ungkapan (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya, dalam bahasa Inggris



Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan. Sikap santun, peduli, dan percaya diri yang menyertai (a) meminta perhatian,

Alokasi Waktu 8 JP

Sumber Belajar 

Buku Teks wajib



Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/ transaksional dengan benar dan akurat



Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset



Contoh interaksi tertulis



Contoh teks tertulis



Sumber dari internet, seperti: -

www.dailyengli sh.com

-

http://america nenglish.state. gov/files/ae/re source_files

-

http://learnen glish.britishcou

89 Materi Pokok/Materi Pembelajaran

Kompetensi Dasar memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Kegiatan Pembelajaran

did it well, didn’t he? Is that how you say it? Yes, I think so. I don’t think so. No., dan semacamnya. Unsur kebahasaan (1) (2) (3)

(4) (5) (6)

Kosa kata: kata sifat sederhana Tata bahasa: kata rujukan it, they, these, those, that, this. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal Ucapan, tekanan kata, intonasi Ejaan dan tanda baca Tulisan tangan

dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak melakukan, dsb.

(b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungka pkan pendapat, serta responnya.

Mengumpulkan Informasi 

Siswa mendengarkan dan menyaksikan banyak contoh interaksi (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat serta responnya dalam bahasa Inggris dari film, kaset, buku teks, dsb.



Siswa menirukan contoh-contoh interaksi (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya dalam bahasa Inggris dengan ucapan, tekanan kata, intonasi, dan sikap yang benar.



Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) interaksi (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya.

Topik Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas, dengan memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri, dan bertanggung jawab.

Penilaian



Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja

CARA PENILAIAN: Kinerja (praktik) Simulasi dan/atau bermain peran (role play) dalam melakukan (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapk an pendapat, serta responnya. Observasi: (penilaian yang bertujuan untuk memberikan balikan secara lebih cepat) 

Observasi terhadap tindakan siswa menggunakan bahasa Inggris untuk (a) meminta perhatian, (b) mengecek

Alokasi Waktu

Sumber Belajar ncil.org/en/

90

Kompetensi Dasar

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran

Penilaian

yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang terstruktur.

pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungka pkan pendapat, dan responnya, ketika muncul kesempatan di dalam dan di luar kelas.

Mengasosiasi 





Siswa membandingkan ungkapan (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya yang telah dikumpulkan dari berbagai sumber tersebut di atas. Siswa membandingkan ungkapan (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya yang telah dipelajari tersebut di atas dengan yang ada di sumber-sumber lain, atau dengan yang digunakan dalam bahasa lain. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan.

Mengkomunikasikan 

Siswa menggunakan bahasa Inggris setiap kali muncul kesempatan (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja



Observasi terhadap kesungguhan siswa dalam proses pembelajaran di setiap tahapan.



Observasi terhadap kesantunan dan kepedulian dalam melaksanakan komunikasi di dalam dan di luar kelas.

Penilaian diri: Pernyataan siswa secara tertulis dalam jurnal belajar sederhana bahasa Indonesia tentang pengalaman belajar berinteraksi dengan (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapka n pendapat, termasuk

Alokasi Waktu

Sumber Belajar

91

Kompetensi Dasar

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya, di dalam dan di luar kelas, dengan unsur kebahasaan yang dapat mendekatkan hubungan interpersonal.

3.2

Menerapkan struktur teks dan unsur kebahasaan untuk melaksana kan fungsi sosial menyatakan dan menanyakan tentang kemam puan dan kemauan melakukan suatu tindakan, sesuai

Teks lisan dan tulis untuk menyatakan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan



Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi.



Siswa membicarakan permasalahan yang dialami dalam menggunakan bahasa Inggris untuk (a) meminta perhatian, (b) mengecek pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, serta responnya dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia.

Masing-masing menggunakan prosedur yang sama Mengamati 

Siswa terbiasa atau sering mendengar dan menyaksikan guru dan warga sekolah lain menyatakan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya, dalam bahasa Inggris.



Siswa dituntut untuk mencontoh

Masing-masing diajarkan secara terpisah Fungsi sosial Menunjukkan sikap personal

Penilaian

Alokasi Waktu

Sumber Belajar

kemudahan dan kesulitannya.

KRITERIA PENILAIAN 

Tingkat ketercapaian fungsi sosial menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya.



Tingkat kelengkapan

8 JP



Buku Teks wajib



Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/ transaksional dengan benar dan akurat



Contoh peragaan

92 Materi Pokok/Materi Pembelajaran

Kompetensi Dasar dengan konteks penggunaannya 4.2 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Kegiatan Pembelajaran

tentang kemampuan dan kemauan diri sendiri dan orang lain untuk melakukan suatu tindakan.

Penilaian

kebiasaan tersebut dengan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya, dalam bahasa Inggris.

dan keruntutan dalam menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya.

Struktur teks a. Can you play the guitar? Yes, I can. I’m sorry I can’t answer the question. My uncle can run very fast., dan semacamnya. b. I promise I will come to your birthday party. Yes, sure, she will return the book soon. She will not take the train., dan semacamnya Unsur kebahasaan (1)

Kata kerja bantu modal: can, will.

(2)

Kosa kata terkait kegiatan dan tindakan sehari-hari di lingkungan rumah, kelas, sekolah, dan masyarakat.

(3)

Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal

Menanya Dengan bimbingan dan arahan guru, siswa menanyakan dan mempertanyakan antara lain tentang perbedaan antara cara menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya, dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak melakukan, dsb. Mengumpulkan Informasi 

Siswa mendengarkan dan menyaksikan banyak contoh interaksi dengan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya dalam bahasa Inggris dari film, kaset, buku teks, dsb.



Siswa menirukan contoh-contoh interaksi dengan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya dalam bahasa Inggris dengan ucapan, tekanan kata, intonasi, dan sikap yang





Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan. Sikap tanggung jawab, kerjasama, peduli, dan percaya diri yang menyertai tindakan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya.

CARA PENILAIAN: Kinerja (praktik) Simulasi dan/atau

Alokasi Waktu

Sumber Belajar dalam bentuk rekaman CD/VCD/ DVD/kaset 

Contoh interaksi tertulis



Contoh teks tertulis



Sumber dari internet, seperti: -

www.dailyengli sh.com

-

http://america nenglish.state. gov/files/ae/re source_files

-

http://learnen glish.britishcou ncil.org/en/

93 Materi Pokok/Materi Pembelajaran

Kompetensi Dasar (4)

Ucapan, tekanan kata, intonasi,

(5)

Ejaan dan tanda baca

(6)

Tulisan tangan

Kegiatan Pembelajaran benar. 

Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) interaksi menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya.



Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang terstruktur.

Topik Berbagai kegiatan dan tindakan yang penting dan relevan dengan kehidupan siswa, dengan memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri, dan bertanggung jawab.

Penilaian bermain peran (role play) dalam bentuk interaksi dengan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya. Observasi: (penilaian yang bertujuan untuk memberikan balikan secara lebih cepat) 

Observasi terhadap tindakan siswa menggunakan bahasa Inggris untuk menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya, ketika muncul kesempatan, di dalam dan di luar kelas.



Observasi terhadap kesungguhan, tanggung jawab, dan kerja sama siswa dalam proses pembelajaran di

Mengasosiasi 

Siswa membandingkan ungkapan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya yang telah dikumpulkan dari berbagai sumber tersebut di atas.



Siswa membandingkan ungkapan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya yang telah dipelajari tersebut di atas dengan yang ada di sumber-sumber lain, atau dengan

Alokasi Waktu

Sumber Belajar

94

Kompetensi Dasar

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran

Penilaian

yang digunakan dalam bahasa lain. 

Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan.

Mengkomunikasikan 

Siswa menggunakan bahasa Inggris setiap kali muncul kesempatan untuk menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya, di dalam dan di luar kelas.



Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi.



Siswa membicarakan permasalahan yang dialami dalam menggunakan bahasa Inggris untuk menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia.

setiap tahapan. 

Observasi terhadap kepedulian dan kepercayaan diri dalam melaksanakan komunikasi, di dalam dan di luar kelas.

Penilaian diri: Pernyataan siswa secara tertulis dalam jurnal belajar sederhana berbahasa Indonesia tentang pengalaman belajar menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan suatu tindakan serta responnya, termasuk kemudahan dan kesulitannya. Tes tertulis Membaca dan menulis teks yang menuntut pemahaman dan kemampuan menghasilkan teks yang di dalamnya termasuk tindakan menyebutkan dan menanyakan tentang (a) kemampuan dan (b) kemauan melakukan

Alokasi Waktu

Sumber Belajar

95

Kompetensi Dasar

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran

Penilaian

Alokasi Waktu

Sumber Belajar

suatu tindakan serta responnya. 3.3

Menerapkan Teks lisan dan tulis untuk (a) struktur teks dan memberi instruksi, (b) unsur mengajak, (c) melarang, (d) kebahasaan minta ijin, serta responnya untuk melaksanakan Masing-masing diajarkan fungsi sosial dari secara terpisah ungkapan memberi Fungsi sosial instruksi, mengajak, Menjaga hubungan melarang, minta interpersonal dengan guru dan ijin, serta cara teman. responnya, sesuai dengan konteks Struktur teks penggunaannya

4.3 Menyusun teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan merespon ungkapan memberi instruksi, mengajak, melarang, dan minta ijin, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

(ungkapan hafalan, tidak perlu dijelaskan tata bahasanya) a. Come in, please! Thank you. Put the book on the table, please. Yes, sure., dan semacamnya b. Let’s go! Okay. Come with me! Sorry, I’m busy., dan semacamnya. c. Don’t be late again! Sure, I won’t. Don’t open it, ok? OK., dan semacamnya. d. May I use your pen, please? Sure, here you

Masing-masing menggunakan prosedur yang sama Mengamati 



Siswa terbiasa atau sering mendengar dan menyaksikan guru dan warga sekolah lain (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin serta meresponnya, dalam bahasa Inggris, dengan unsur kebahasaan yang dapat mendekatkan hubungan interpersonal. Siswa dituntut untuk mencontoh kebiasaan tersebut dengan (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin serta meresponnya, dalam bahasa Inggris.

KRITERIA PENILAIAN 

Tingkat ketercapaian fungsi sosial (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya.



Tingkat kelengkapan dan keruntutan struktur teks (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya.



Menanya Dengan bimbingan dan arahan guru, siswa menanyakan dan mempertanyakan antara lain tentang perbedaan antara ungkapan (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya, dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak melakukan, dsb. Mengumpulkan Informasi



Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan. Sikap santun, peduli, dan percaya diri yang menyertai (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya.

8 JP



Buku Teks wajib



Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/ transaksional dengan benar dan akurat



Contoh peragaan dalam bentuk rekaman CD/VCD/ DVD/kaset



Contoh interaksi tertulis



Contoh teks tertulis



Sumber dari internet, seperti: -

www.dailyengli sh.com

-

http://america nenglish.state. gov/files/ae/re source_files

96 Materi Pokok/Materi Pembelajaran

Kompetensi Dasar kebahasaan yang benar dan sesuai konteks.

are. May I wash my hands? Certainly., dan semacamnya.

Kegiatan Pembelajaran 

Unsur kebahasaan (1) (2)

(3)

(4) (5) (6)

Kosa kata: please, okay, certainly, sure, sorry, Let’s. Tata bahasa: Kalimat imperatif positif, kalimat imperatif negatif, kata kerja bantu modal may. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal Ucapan, tekanan kata, intonasi Ejaan dan tanda baca Tulisan tangan



Siswa menirukan contoh-contoh interaksi (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya dalam bahasa Inggris dengan ucapan, tekanan kata, intonasi, dan sikap yang benar.



Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) interaksi (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya.



Topik Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas, dengan memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri, dan bertanggung jawab.

Siswa mendengarkan dan menyaksikan banyak contoh interaksi (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin serta responnya dalam bahasa Inggris dari film, kaset, buku teks, dsb.

Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang terstruktur.

Penilaian

Siswa membandingkan ungkapan (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya yang telah dikumpulkan dari berbagai sumber tersebut di atas.



Siswa membandingkan ungkapan (a)

Sumber Belajar -

CARA PENILAIAN: Kinerja (praktik) Simulasi dan/atau bermain peran (role play) dalam melakukan (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya. Observasi: (penilaian yang bertujuan untuk memberikan balikan secara lebih cepat) 

Observasi terhadap tindakan siswa menggunakan bahasa Inggris untuk (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, ketika muncul kesempatan di dalam dan di luar kelas.



Observasi terhadap kesungguhan siswa dalam proses pembelajaran di setiap tahapan.



Observasi terhadap

Mengasosiasi 

Alokasi Waktu

http://learnen glish.britishcou ncil.org/en/

97

Kompetensi Dasar

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya yang telah dipelajari tersebut di atas dengan yang ada di sumber-sumber lain, atau dengan yang digunakan dalam bahasa lain. 

Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan.

Mengkomunikasikan 

Siswa menggunakan bahasa Inggris setiap kali muncul kesempatan (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya, di dalam dan di luar kelas, dengan unsur kebahasaan yang dapat mendekatkan hubungan interpersonal.



Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi.



Siswa membicarakan permasalahan yang dialami dalam menggunakan bahasa Inggris untuk (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, serta responnya dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia.

Penilaian kesantunan dan kepedulian dalam melaksanakan komunikasi di dalam dan di luar kelas. Penilaian diri: Pernyataan siswa secara tertulis dalam jurnal belajar sederhana bahasa Indonesia tentang pengalaman belajar berinteraksi dengan (a) memberi instruksi, (b) mengajak, (c) melarang, (d) minta ijin, termasuk kemudahan dan kesulitannya.

Alokasi Waktu

Sumber Belajar

98 Materi Pokok/Materi Pembelajaran

Kompetensi Dasar 3.4

Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari teks undangan pribadi dan ucapan selamat (greeting card), sesuai dengan konteks penggunaannya

4.4 Menangkap makna undangan pribadi dan ucapan selamat (greeting card), sangat pendek dan sederhana. 4.5 Menyusun teks tulis undangan pribadi dan ucapan selamat (greeting card), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai

Teks tulis (a) undangan pribadi dan (b) ucapan selamat (greeting card) sangat pendek dan sederhana

Kegiatan Pembelajaran Masing-masing menggunakan prosedur yang sama Mengamati 

Siswa mencari (a) undangan pribadi dan (b) ucapan selamat (greeting card), termasuk yang menggunakan bahasa Indonesia.



Siswa mengumpulkan gambar dan foto (a) undangan pribadi dan (b) ucapan selamat (greeting card) dari berbagai sumber termasuk internet, buku teks, dsb.

Masing-masing diajarkan secara terpisah Fungsi sosial Menjaga hubungan interpersonal dengan guru dan teman Struktur text a. Menyebutkan tujuan dari (a) undangan pribadi dan (b) ucapan selamat (greeting card). b. Menyebutkan informasi rinci dari (a) undangan pribadi dan (b) ucapan selamat (greeting card). Unsur kebahasaan (1)

Kata dan tata bahasa yang lazim digunakan dalam undangan dan ucapan selamat dari sumber-sumber otentik.

(2)

Penggunaan nominal singular dan plural



Siswa memberikan komentar dan pandangannya tentang fungsi (a) undangan pribadi dan (b) ucapan selamat (greeting card), ketepatan unsur kebahasaannya, format, tampilan, dsb.

Menanya Dengan bimbingan dan arahan guru, siswa menanyakan dan mempertanyakan antara lain tentang perbedaan dalam hal fungsi sosial, struktur teks, dan unsur kebahasaan, antara (a) undangan pribadi dan (b) ucapan selamat (greeting card) dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak ada, dsb.

Penilaian KRITERIA PENILAIAN 

Tingkat ketercapaian fungsi sosial (a) undangan pribadi dan (b) ucapan selamat (greeting card)



Tingkat kelengkapan dan keruntutan (a) undangan pribadi dan (b) ucapan selamat (greeting card).





Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan. Sikap tanggung jawab, kerjasama, peduli, dan percaya diri yang menyertai tindakan memahami dan membuat (a) undangan pribadi dan (b) ucapan selamat (greeting card).

Alokasi Waktu 8 JP

Sumber Belajar 

Buku Teks wajib



Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/ transaksional dengan benar dan akurat



Contoh teks dari sumber otentik



Sumber dari internet, seperti: -

www.dailyengli sh.com

-

http://america nenglish.state. gov/files/ae/re source_files

-

http://learnen glish.britishcou ncil.org/en/

-

https://www.g oogle.com/

99 Materi Pokok/Materi Pembelajaran

Kompetensi Dasar konteks.

secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal (3)

Ucapan, tekanan kata, intonasi

(4)

Ejaan dan tanda baca

(5)

Tulisan tangan

Kegiatan Pembelajaran Mengumpulkan Informasi 



Topik Berbagai kegiatan, acara, dan hari penting siswa dan guru, dengan memberikan keteladanan tentang perilaku santun, peduli, cinta damai, dan kerjasama.



Multimedia: Layout dan dekorasi yang membuat tampilan teks lebih menarik.

Penilaian

Siswa membaca rujukan dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari (a) undangan pribadi dan (b) ucapan selamat (greeting card). Siswa membaca secara lebih cermat semua (a) undangan pribadi dan (b) ucapan selamat (greeting card) yang telah terkumpul dalam bentuk gambar dan foto tersebut di atas, untuk memberikan komentar dan pandangannya tentang fungsi sosial, struktur teks, dan unsur kebahasaannya. Secara kolaboratif siswa meniru contoh-contoh yang ada untuk membuat (a) undangan pribadi dan (b) ucapan selamat (greeting card) untuk fungsi nyata di lingkungan kelas, sekolah, rumah, dan sekitarnya.

CARA PENILAIAN: Kinerja (praktik) Tugas menganalisis dan membuat (a) undangan pribadi dan (b) ucapan selamat (greeting card) untuk fungsi nyata. Observasi: (penilaian yang bertujuan untuk memberikan balikan secara lebih cepat) 

Observasi terhadap tindakan siswa memahami dan menghasilkan (a) undangan pribadi dan (b) ucapan selamat (greeting card) sesuai fungsi sosialnya, di dalam dan di luar kelas.



Observasi terhadap kesungguhan, tanggung jawab, dan kerja sama siswa dalam proses pembelajaran di setiap tahapan.



Observasi terhadap

Mengasosiasi 



Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari berbagai (a) undangan pribadi dan (b) ucapan selamat (greeting card) yang telah dikumpulkan dari berbagai sumber tersebut di atas. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari berbagai (a) undangan pribadi dan

Alokasi Waktu

Sumber Belajar

100

Kompetensi Dasar

Materi Pokok/Materi Pembelajaran

Kegiatan Pembelajaran

Penilaian

(b) ucapan selamat (greeting card) yang telah dipelajari tersebut di atas dengan yang ada di sumber-sumber lain, atau dengan yang digunakan dalam bahasa lain. 

Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan.

kepedulian dan kepercayaan diri dalam melaksanakan komunikasi, di dalam dan di luar kelas. Penilaian diri: Pernyataan siswa secara tertulis dalam jurnal belajar sederhana berbahasa Indonesia tentang pengalaman belajar memahami dan membuat (a) undangan pribadi dan (b) ucapan selamat (greeting card), termasuk kemudahan dan kesulitannya.

Mengkomunikasikan 

Siswa membuat lebih banyak (a) undangan pribadi dan (b) ucapan selamat (greeting card) dalam bahasa Inggris untuk fungsi sosial nyata di kelas, sekolah, dan rumah.



Siswa berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi.



Siswa membicarakan permasalahan yang dialami dalam membuat (a) undangan pribadi dan (b) ucapan selamat (greeting card) dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia.

Portofolio 

Kumpulan karya berbagai (a) undangan pribadi dan (b) ucapan selamat (greeting card) yang telah dibuat.



Kumpulan hasil analisis tentang beberapa berbagai (a) undangan pribadi dan (b) ucapan selamat (greeting card).

Alokasi Waktu

Sumber Belajar

101

APPENDIX 2 Lesson Plan

101

102

Rencana Pelaksanaan Pembelajaran (RPP) Sekolah MataPelajaran Kelas/Semester Alokasi Waktu

: SMP Negeri 8 Tangerang Selatan : Bahasa Inggris : VIII / Ganjil : 4 x 40 menit

A. Kompetensi Inti (KI) 1. Menghargai dan menghayati ajaran agama yang dianutnya. 2. Menghargai dan menghayati perilaku jujur, disiplin,tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan meminta perhatian, mengecek pemahaman, menghargai kinerja yang baik, dan meminta dan mengungkapkan pendapat, serta responnya, sesuai dengan konteks penggunaannya. 4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon ungkapan meminta perhatian, mengecek pemahaman, dan menghargai kinerja yang baik, serta meminta dan mengungkapkan pendapat dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

103

C. Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:  Menggunakan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan meminta perhatian, mengecek pemahaman, menghargai kinerja yang baik, dan meminta dan mengungkapkan pendapat, serta responnya, sesuai dengan konteksnya.  Menyusun teks lisan sederhana untuk mengucapkan dan merespon ungkapan meminta perhatian, mengecek pemahaman, dan menghargai kinerja yang baik, serta meminta dan mengungkapkan pendapat. D. Media, Alat dan Sumber Pembelajaran 1. Media : Gambar dan Video 2. Alat : Laptop, LCD, speaker. 3. Sumber Belajar  Puchta, Herbert., & Jeff Stranks. (2010). English in Mind Second edition. Cambridge University Press.  http://learnenglishteens.britishcouncil.org E. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (10 menit) Siswa Siswa mengamati gambar/video yang ditampilkan guru mengenai penemuan barang-barang yang terkenal (invention).

 Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang

Guru Guru menampilkan gambar/video barang-barang mengenai penemuan (invention)

Guru Guru memancing siswa untuk bertanya dengan pertanyaan

104

berkaitan dengan gambar/video yang ditampilkan oleh guru.  Mengumpulkan Informasi (10 menit) Siswa Siswa mendengarkan/melihat video materi listening yang berupa radio interviews mengenai salah satu penemuan (invention). Dengan bimbingan dan arahan guru, siswa mengidentifikasi apa saja yang dibahas di dalam radio interview tesebut dengan menggunakan 5W1H.  Mengasosiasi (25 menit) Siswa Siswa mendengarkan kembali listening material dan mengerjakan worksheet yang diberikan oleh guru secara individu.

 Mengkomunikasikan (15 menit) Siswa Secara klasikal dan individu, siswa dan guru membahas jawaban dari worksheet yang diberikan.

5W1H.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

Guru Guru memberikan worksheet tentang listening material yang siswa baru dengarkan. Guru memutarkan kembali listening material untuk ke dua kalinya.

Guru Guru mengamati dan menilai aktivitas siswa.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

105

Pertemuan ke 2 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (5 menit) Siswa Guru Siswa mengamati gambar/video Guru menampilkan seorang seorang anak yang sedang anak yang sedang memikirkan memikirkan tentang penemuan tentang penemuan (invention). (invention).  Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang ditampilkan oleh guru.

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

 Mengumpulkan Informasi (15 menit) Siswa Siswa mendengarkan/melihat video materi listening yang berupa awal dari cerita sains fiction. Dengan bimbingan dan arahan guru, siswa mengidentifikasi apa saja yang ada di dalam cerita sains fiction tesebut dengan menggunakan 5W1H.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

 Mengasosiasi (20 menit) Siswa Siswa dikelompokkan menjadi 4 orang dalam satu kelompok dengan cara berhitung. Siswa mendengarkan sekali lagi awal dari cerita sains fiction tersebut.

Guru Guru mengamati dan menilai aktivitas siswa.

106

Siswa diminta untuk berdiskusi dalam kelompoknya dan menuliskan akhir dari cerita yang baru mereka dengar berdasarkan hasil diskusi kelompok mereka.  Mengkomunikasikan (20 menit) Siswa Siswa mempresentasikan hasil diskusi mereka di dalam kelompok ke depan kelas. Kelompok lain memperhatikan dan membandingkan apakah ada kesamaan dengan hasil diskusi kelompok mereka masing-masing.

Guru Guru mengamati dan menilai aktivitas siswa. Guru memberikan akhir cerita dari cerita sains fiction tersebut.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Memberikan tugas, baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. F. Penilaian  Pengetahuan: Pengetahuan siswa tentang materi listening text, fitur kebahasaan dievaluasi dengan menggunakan tes tulis/lisan & penugasan (PR).  Keterampilan Unjuk kerja/praktik, portofolio.  Sikap Rubrik Aspek Sikap Perolehan No. Butir Sikap Deskripsi skor 1. Tujuan Komunikatif 5: sangat memahami 4: memahami 3: cukup memahami

107

2.

Keruntutan Teks

3.

Pilihan Kosakata

4.

Pilihan Tatabahasa

2: kurang memahami 1: tidak memahami 5: sangat runtut 4: runtut 3: cukup runtut 2: kurang runtut 1: tidak runtut 5: sangat variatif dan tepat 4: variatif dan tepat 3: cukup variatif dan tepat 2: kurang variatif dan tepat 1: tidak variatif dan tepat 5: sangat tepat 4: tepat 3: cukup tepat 2: kurang tepat 1: tidak tepat

Pedoman penyekoran Skor Maksimum : 20  NA Sikap = Skor Perolehan x 100 20 Tangerang Selatan, Juli 2015 Mengetahui, Kepala SMPN 8 Tangerang Selatan

Guru Bahasa Inggris

Dra. Hj. Endang Koeswarini, M.M NIP. 19600108 198611 2 001

Dewi Puji Lestari, S.Pd NIP.19860112 201101 2001

108

Materi dan Worksheet 1. Picture Material

109

Listening Script Unit 1 Exercise 5b Listen to the rest of the story. Check your ideas from exercise 5a. Narrator: Olivia was sitting at her desk, writing a story. It was about a faraway planet, XR017. Lots of people were living on the planet and there wasn't enough space for everyone, so the President of XR017 sent five spaceships to find out more about the Earth. As they were getting near the Earth, four of the spaceships caught fire.Only one of them got to the Earth and landed safely. In it was Commander Q5. He was a tall alien with a dark green face, and red eyes that shone like volcanoes. Q5 was a creature who almost never smiled. But when he opened the door of the spaceship, and saw how beautiful the Earth was, he smiled. Commander Q5: This is the right place for my people, but there's not enough space.First I must fight the humans.Hahahahahahaha! Narrator: Q5 knew that he had to be careful. For days, he sat in one of the trees near a little village and watched the humans. With the help of his brain reader, he was quickly learning to move, to think and to talk like a human. And he knew he also had to change his looks. That was easy. One of his special lookalike pills was enough. Three months later Q5 was living in a small town in England, and nobody knew who he was. Every night, while all the humans were sleeping, he worked in his garage, building a very powerful brain machine. Commander Q5: I'll hypnotise all the humans. Hahahahahaha! And nobody, nobody will know who I am! Narrator: Q5 knew that he was safe. While he was working on his plan, his brain machine was checking people's brains to find out what they were thinking. Every now and then, Q5 looked at the huge screen. Everything was going well. All the human brains were thinking of other things, and none of them knew about his terrible plans. None of them. Once again, Q5 smiled, but while he was smiling, he got a shock.

110

Commander Q5: What's that? Oh, noooooooo! Narrator: Olivia was writing the last sentence of her story, when suddenly she heard a noise behind her. She turned round, and saw their new neighbour. He was usually a very friendly man, but tonight his face was cold. Commander Q5: Listen. I know what you were thinking a minute ago. Narrator: Olivia was shocked. Commander Q5: You know who I am! Narrator: When Olivia looked at her neighbour, she saw that he was holding something in his hand. It looked like a mobile phone. He started to laugh out loud, and pressed a button on the phone. There was a strange noise, and Olivia started to feel very tired. She looked at her neighbour again. Olivia: His eyes. They were burning like volcanoes! Narrator: Then Olivia fell to the floor.

111

Rencana Pelaksanaan Pembelajaran (RPP) Sekolah MataPelajaran Kelas/Semester Alokasi Waktu

: SMP Negeri 8 Tangerang Selatan : Bahasa Inggris : VIII / Ganjil : 4 x 40 menit

A. Kompetensi Inti (KI) 1. Menghargai dan menghayati ajaran agama yang dianutnya. 2. Menghargai dan menghayati perilaku jujur, disiplin,tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.2 Menerapkan struktur teks dan unsur kebahasaan untuk melaksana kan fungsi sosial menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, sesuai dengan konteks penggunaannya. 4.2 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

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C. Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:  Menggunakan struktur teks dan unsur kebahasaan untuk melaksana kan fungsi sosial menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, sesuai dengan konteks penggunaannya.  Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. D. Media, Alat dan Sumber Pembelajaran 1. Media : Gambar dan Video 2. Alat : Laptop, LCD, speaker. 3. Sumber Belajar  Puchta, Herbert., & Jeff Stranks. (2010). English in Mind Second edition. Cambridge University Press.  http://learnenglishteens.britishcouncil.org E. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (5 menit) Siswa Siswa mengamati gambar/video yang ditampilkan guru berupa percakapan antar siswa dalam membuat suatu projek di sekolah.

Guru Guru menampilkan gambar/video berupa percakapan antar siswa dalam membuat suatu projek di sekolah.

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 Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang ditampilkan oleh guru.

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

 Mengumpulkan Informasi (10 menit) Siswa Siswa mendengarkan/melihat video materi listening yang berupa percakapan antar siswa dalam membuat suatu projek di sekolah kemudian mengerjakan latihan yang berhubungan dengan materi listeningnya.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

 Mengasosiasi (25 menit) Siswa Siswa dibentuk menjadi kelompok berisi dua orang/berpasangan. Siswa menyusun dialog teks lisan pendek (short role play) dengan menggunakan ekspresi yang ada di latihan sebelumnya untuk kemudian di perankan di depan kelas.  Mengkomunikasikan (20 menit) Siswa Siswa secara berpasangan memerankan dialog yang sudah mereka buat di depan kelas.

Guru Guru mengamati dan menilai aktivitas siswa.

Guru Guru mengamati dan menilai aktivitas siswa.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran.

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-

Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

Pertemuan ke 2 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (5 menit) Siswa Guru Siswa mengamati gambar/video Guru menampilkan seseorang seseorang yang sedang bermain water yang sedang bermain water skateboarding. skateboarding.  Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang ditampilkan oleh guru.

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

 Mengumpulkan Informasi (15 menit) Siswa Siswa mendengarkan/melihat video materi listening. Dengan bimbingan dan arahan guru, siswa mengidentifikasi apa saja yang ada di dalam materi listening tesebut dengan menggunakan 5W1H.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

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 Mengasosiasi (20 menit) Siswa Siswa mendengarkan kembali listening material dan mengerjakan worksheet yang diberikan oleh guru secara individu.

Guru Guru mengamati dan menilai aktivitas siswa.

 Mengkomunikasikan (20 menit) Siswa Secara klasikal dan individu, siswa dan guru membahas jawaban dari worksheet yang diberikan.

Guru Guru mengamati dan menilai aktivitas siswa.

d. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Memberikan tugas, baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. F. Penilaian  Pengetahuan: Pengetahuan siswa tentang materi listening text, fitur kebahasaan dievaluasi dengan menggunakan tes tulis/lisan & penugasan (PR).  Keterampilan Unjuk kerja/praktik, portofolio.

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 Sikap Rubrik Aspek Sikap No.

Butir Sikap

1.

Tujuan Komunikatif

2.

Keruntutan Teks

3.

Pilihan Kosakata

4.

Pilihan Tatabahasa

Deskripsi

Perolehan skor

5: sangat memahami 4: memahami 3: cukup memahami 2: kurang memahami 1: tidak memahami 5: sangat runtut 4: runtut 3: cukup runtut 2: kurang runtut 1: tidak runtut 5: sangat variatif dan tepat 4: variatif dan tepat 3: cukup variatif dan tepat 2: kurang variatif dan tepat 1: tidak variatif dan tepat 5: sangat tepat 4: tepat 3: cukup tepat 2: kurang tepat 1: tidak tepat

Pedoman penyekoran Skor Maksimum : 20  NA Sikap = Skor Perolehan x 100 20 Tangerang Selatan, Juli 2015 Mengetahui, Kepala SMPN 8 Tangerang Selatan

Guru Bahasa Inggris

Dra. Hj. Endang Koeswarini, M.M NIP. 19600108 198611 2 001

Dewi Puji Lestari, S.Pd NIP. 19860112 201101 2001

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Picture and Material 1. Picture

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2. Pictures

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Transcript Exercise 2.12 Teacher : OK, that‟s it. Any questions? Joel : Yes. Is this really part of our course?. I mean, do we have to do it for the exam? Teacher : Yes, you do. Each of you has to help with a drama production workshop outside normal class time. Joel : And we get marks for it? Teacher : Yes. Like I said, you‟ll get marks from me and from the person you help. And the person you‟re going to help, Joel, is Geoff Waters. Joel : She was going on and on about these „projects‟ we have to do. Pete : So, what‟s the problem? Joel : The problem is, now I‟ve got to spend Tuesday evenings helping with this drama group for people with disabilities. Pete : But that‟s really interesting. Joel : I don‟t think so. Pete : It‟ll be more fun than homework. I wouldn‟t mind coming along, actually. Joel : Well, if you‟ve nothing better to do, I don‟t mind. Right, I‟m off. Jess : Hi! Joel : Hi, Jess. Debbie. See you later, Pete. Jess : What? Pete : He‟s always complaining about things. Debbie : Tell me about it? Pete : Actually, I think he‟s the grumpiest person I know round here. Jess : Why? What‟s going on? Tell us? Pete : OK. Well… Mr. Geoff : Hi, Joel, I‟m Geoff. I run the drama group here. Joel : Hi. Um, this is Pete. Pete : Is it OK if I watch? Mr. Geoff : Sure, no problem, Pete. OK. I‟ve arranged for you to have a quick chat with Susie before we start. She‟s one of our most enthusiastic members. This way. Pete : How long have you been coming here, Susie? Susie : A couple of years now. It‟s really great. Last week we were working with a script. This week we‟re improvising. Pete : Is it difficult for you to get here? Did you have to come with anyone?

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Susie : No, I didn‟t come with anyone. I booked a lift with Dial-a-Ride. How did you get here? Joel : On the bus. Susie : I really like this drama group. It‟s great you‟re going to help, Joel. Joel : Oh, thanks, yeah. Susie : Come on, then. It‟s nearly time to start. Mr. Geoff : OK, work in twos now, please. You carry on while I talk to this group. Well done. Stop there! Well done. Pete : Susie‟s good. Joel : Yeah. Pete : They all are actually. Joel : They‟re better than our school group. Susie : See you next week! Joel : Yeah, see you! Pete : So, it was interesting after all. Joel : Yeah, it was. I‟m quite looking forward to next week now. Debbie : Are you coming out tonight, Joel? Joel : Uh, no, not tonight. I‟m going to help with the drama group. Pete : Hold on! It‟s Thursday. The drama group‟s on Tuesdays. Joel : I know. I‟m doing an extra session. Pete : One extra session? Joel : Erm, no. Actually. I‟m going regularly twice a week now. I‟m going to do some directing soon. Stop it! Why are you laughing? I can direct. Jess : Of course you can, Joel. You‟re the Steven Spielberg of Riverside School. Debbie : We all know that. Pete : Just don‟t ever again be all grumpy about something before you‟ve even tried it. OK? Joel : OK.

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Rencana Pelaksanaan Pembelajaran (RPP) Sekolah MataPelajaran Kelas/Semester Alokasi Waktu

: SMP Negeri 8 Tangerang Selatan : Bahasa Inggris : VIII / Ganjil : 4 x 40 menit

A. Kompetensi Inti (KI) 1. Menghargai dan menghayati ajaran agama yang dianutnya. 2. Menghargai dan menghayati perilaku jujur, disiplin,tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.2 Menerapkan struktur teks dan unsur kebahasaan untuk melaksana kan fungsi sosial menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, sesuai dengan konteks penggunaannya. 4.2 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

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C. Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:  Menggunakan struktur teks dan unsur kebahasaan untuk melaksana kan fungsi sosial menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, sesuai dengan konteks penggunaannya.  Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang kemampuan dan kemauan melakukan suatu tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. D. Media, Alat dan Sumber Pembelajaran 1. Media : Gambar dan Video 2. Alat : Laptop, LCD, speaker. 3. Sumber Belajar  Puchta, Herbert., & Jeff Stranks. (2010). English in Mind Second edition. Cambridge University Press.  http://learnenglishteens.britishcouncil.org E. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (5 menit) Siswa Siswa mengamati gambar/video yang ditampilkan guru berupa gambar seekor beruang kutub dan dua ekor anaknya di atas es yang retak.

Guru Guru menampilkan gambar/video berupa gambar seekor beruang kutub dan dua ekor anaknya di atas es yang retak.

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 Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang ditampilkan oleh guru.

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

 Mengumpulkan Informasi (10 menit) Siswa Siswa mendengarkan/melihat video materi listening yang berupa gambar seekor beruang kutub dan dua ekor anaknya di atas es yang retak. kemudian mengerjakan latihan yang berhubungan dengan materi listeningnya.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

 Mengasosiasi (25 menit) Siswa Siswa dibentuk menjadi kelompok berisi empat orang. Siswa mendengarkan materi listening kembali dan berdiskusi di dalam kelompoknya mengenai hal-hal yang menyebabkan permasalahan yang ada di listening material (mencairnya es di kutub utara). Siswa menuliskan penyebab dan cara penanggulangan masalah tersebut di atas kertas karton untuk kemudian dipresentasikan di depan kelas.  Mengkomunikasikan (20 menit) Siswa Siswa mempresentasikan hasil diskusi kelompok mereka di depan kelas.

Guru Guru mengamati dan menilai aktivitas siswa.

Guru Guru mengamati dan menilai aktivitas siswa.

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c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. Pertemuan ke 2 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (5 menit) Siswa Guru Siswa mengamati gambar/video Guru menampilkan macam-macam bentuk dan sumber gambar/video macam-macam air. bentuk dan sumber air.  Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang ditampilkan oleh guru.

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

 Mengumpulkan Informasi (15 menit) Siswa Siswa mendengarkan materi listening mengenai fakta-fakta tentang air. Dengan bimbingan dan arahan guru, siswa mengidentifikasi apa saja yang ada di dalam materi listening tesebut dengan menggunakan 5W1H.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

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 Mengasosiasi (20 menit) Siswa Siswa mendengarkan kembali listening material dan mengerjakan worksheet yang diberikan oleh guru secara individu. Siswa di bagi menjadi kelompok berisi 3 orang. Siswa mendiskusikan permasalahan yang di alami oleh sebagian orang untuk mendapatkan air dan bagaimana cara penanggulangannya.  Mengkomunikasikan (20 menit) Siswa Siswa mengemukakan hasil diskusi mereka di depan kelas.

Guru Guru mengamati dan menilai aktivitas siswa.

Guru Guru mengamati dan menilai aktivitas siswa.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Memberikan tugas, baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. F. Penilaian  Pengetahuan: Pengetahuan siswa tentang materi listening text, fitur kebahasaan dievaluasi dengan menggunakan tes tulis/lisan & penugasan (PR).  Keterampilan Unjuk kerja/praktik, portofolio.

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 Sikap Rubrik Aspek Sikap No.

Butir Sikap

1.

Tujuan Komunikatif

2.

Keruntutan Teks

3.

Pilihan Kosakata

4.

Pilihan Tatabahasa

Deskripsi

Perolehan skor

5: sangat memahami 4: memahami 3: cukup memahami 2: kurang memahami 1: tidak memahami 5: sangat runtut 4: runtut 3: cukup runtut 2: kurang runtut 1: tidak runtut 5: sangat variatif dan tepat 4: variatif dan tepat 3: cukup variatif dan tepat 2: kurang variatif dan tepat 1: tidak variatif dan tepat 5: sangat tepat 4: tepat 3: cukup tepat 2: kurang tepat 1: tidak tepat

Pedoman penyekoran Skor Maksimum : 20  NA Sikap = Skor Perolehan x 100 20 Tangerang Selatan, Juli 2015 Mengetahui, Kepala SMPN 8 Tangerang Selatan

Guru Bahasa Inggris

Dra. Hj. Endang Koeswarini, M.M NIP. 19600108 198611 2 001

Dewi Puji Lestari, S.Pd NIP. 19860112 201101 2001

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Picture and Material 1. Picture

128

Transcript Scientists say the world has only 20,000 polar bears. A movie called "To the Arctic" is part of an effort to save the animals and their home. MERYL STREEP: "Feasting on rich seal meat has made these the largest bears in the world. But now the Arctic is warming, and the sea ice is melting away." The film follows a polar bear mother and her two cubs. MERYL STREEP: "This is a cold stark world, but to polar bear mothers and cubs, it's paradise." Nature photographer Florian Schulz made a book about the Arctic. FLORIAN SCHULZ: "The polar bears won't be able to survive without the ice, and, right now, scientists are predicting that by 2040 or 2050, somewhere in between then, the sea ice in the summer will completely go away." The movie producers had difficulty working in below zero temperatures, and with animals afraid of humans. "Next year we're coming back with stronger cases." The movie and book are part of a larger project to protect polar bears and the Arctic, says Suzanne Apple of the World Wildlife Fund. SUZANNE APPLE: "This area that, that we are focused on called the last ice area in northern Canada, Greenland and Denmark is our research shows that this is the ice that will persist the longest, so we are hoping to protect and preserve that." I'm Steve Ember.

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Questions: How many polar bears are left in the world? 2,000 20,000 200,000 According to the video, what do polar bears need to survive? ice fish to eat water Why did the man say they would have to buy stronger cases next year? The cases got too cold and froze The polar bears broke the cases The polar bears ate the cases Scientists are going to study ice in Canada, Greenland, and Denmark. Why? Because it will persist (last) the longest Because it is melting fast and they want to study it before it's gone Because polar bears are dying in those areas What do the polar bears eat? fish plants seal meat The narrator in the video said that the Arctic is a "cold, stark world," but to polar bears it is paradise. Using the context of the sentence, what does "stark" mean? Below freezing Beautiful, having many live things Bare, having few or no extra items besides ice

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Transcript Unit 3 Culture in mind Exercise 8 Listen to seven facts about water. Number the pictures 1-7. Water, water – but it isn't everywhere. Water – it's easy for us, isn't it? It's everywhere. When we want water, it's there – we cook with it, we wash with it, and when we're thirsty we drink it. Water is very, very important for our survival on our planet. Here are some facts that perhaps you didn't know about water. 1. There are two kinds of water on planet Earth: fresh water and salt water. We can only drink fresh water. Salt water isn't drinkable. 2. Of all the fresh water on the planet, people can only get to and use about one per cent of it. Only about one per cent – the other 99 per cent of fresh water is

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in places we can't get to. For example ... 3. About 70 per cent of all the fresh water on earth is in Antarctica, at the South Pole, in the ice and icebergs there. Lots of fresh water, but it's frozen, and very far away from where we live. So we can't use it. 4. Most of us get our water at home out of a tap. Sometimes the tap drips because it's old or because someone hasn't turned it off properly. So what? Well, a dripping tap can sometimes waste about 75 litres of water every day. 5. In western homes – in the USA for example, or in Europe – one person can use as much as 500 litres of water a day. An African family might only use about 20 litres a day. 6. Every day, millions of people – especially women and children – walk very long distances to get water, from rivers or lakes or wells, and sometimes the water is dirty and polluted. This means lots of bad things, for example ... 7. Many people get sick because they drink dirty water. 88 per cent of all diseases in the world are caused by drinking dirty water.

Exercise a. Match. Then listen again and check. 1. 99% a. of the world‟s diseases are caused by drinking dirty water. 2. 70% b. of the world‟s fresh water is in places that we cannot get to. 3. 500 litres c. of water are used by one person in the USA or Europe every day. 4. 20 litres d. of water are used by an African family every day. 5. 88% e. of all the fresh water in the world is in Antartica. b. What problems do some people in the world have getting water? Listen again and check your answers. …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… .

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Rencana Pelaksanaan Pembelajaran (RPP) Sekolah MataPelajaran Kelas/Semester Alokasi Waktu

: SMP Negeri 8 Tangerang Selatan : Bahasa Inggris : VIII / Ganjil : 4 x 40 menit

A. Kompetensi Inti (KI) 1. Menghargai dan menghayati ajaran agama yang dianutnya. 2. Menghargai dan menghayati perilaku jujur, disiplin,tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.3 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan memberi instruksi, mengajak, melarang, minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya 4.3 Menyusun teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan merespon ungkapan memberi instruksi, mengajak, melarang, dan minta ijin, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

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C. Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:  Menggunakan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan memberi instruksi, mengajak, melarang, minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya.  Menyusun teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan merespon ungkapan memberi instruksi, mengajak, melarang, dan minta ijin, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. D. Media, Alat dan Sumber Pembelajaran 1. Media : Gambar dan Video 2. Alat : Laptop, LCD, speaker. 3. Sumber Belajar  Puchta, Herbert., & Jeff Stranks. (2010). English in Mind Second edition. Cambridge University Press.  http://learnenglishteens.britishcouncil.org E. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (5 menit) Siswa Guru Siswa mengamati gambar/video Guru menampilkan berupa situasi yang ada di bandara. gambar/video berupa situasi yang ada di bandara.

 Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

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ditampilkan oleh guru.  Mengumpulkan Informasi (10 menit) Siswa Siswa mendengarkan/melihat video materi listening yang berupa situasi yang ada di bandara dan kegiatan apa saja yang terjadi di bandara.  Mengasosiasi (25 menit) Siswa Siswa mendengarkan/melihat video materi listening yang berupa situasi yang ada di bandara dan kegiatan apa saja yang terjadi di bandara sekali lagi dan mengisi latihan/worksheet yang diberikan oleh guru selama mendengarkan.  Mengkomunikasikan (20 menit) Siswa Secara klasikal dan individu siswa dan guru membahas latihan yang sudah dikerjakan oleh siswa.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

Guru Guru mengamati dan menilai aktivitas siswa.

Guru Guru mengamati dan menilai aktivitas siswa.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. Pertemuan ke 2 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran

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b. Kegiatan Inti  Mengamati (5 menit) Siswa Siswa mengamati gambar/video beberapa orang yang memakai pakaian bertema „Gothic‟.

 Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang ditampilkan oleh guru.  Mengumpulkan Informasi (15 menit) Siswa Siswa mendengarkan/melihat video materi listening berupa sekelompok anak yang membicarakan pendapat mereka tentang orang-orang yang memakai pakaian „berbeda‟ dengan orang-orang kebanyakan. Dengan bimbingan dan arahan guru, siswa mengidentifikasi apa saja yang ada di dalam materi listening tesebut dengan menggunakan 5W1H.

 Mengasosiasi (20 menit) Siswa Siswa dibentuk menjadi kelompok beranggotakan 4 orang. Di dalam kelompok mereka berdiskusi mengenai hal-hal yang berhubungan dengan materi listening yang diputarkan oleh guru berdasarkan beberapa pertanyaan yang di berikan oleh guru.

Guru Guru menampilkan beberapa orang yang memakai pakaian bertema „Gothic‟.

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

Guru Guru mengamati dan menilai aktivitas siswa.

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 Mengkomunikasikan (20 menit) Siswa Siswa mempresentasikan hasil diskusi kelompok mereka di depan kelas dan juga mengamati hasil diskusi kelompok yang lain.

Guru Guru mengamati dan menilai aktivitas siswa.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Memberikan tugas, baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. F. Penilaian  Pengetahuan: Pengetahuan siswa tentang materi listening text, fitur kebahasaan dievaluasi dengan menggunakan tes tulis/lisan & penugasan (PR).  Keterampilan Unjuk kerja/praktik, portofolio.

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 Sikap Rubrik Aspek Sikap No.

Butir Sikap

1.

Tujuan Komunikatif

2.

Keruntutan Teks

3.

Pilihan Kosakata

4.

Pilihan Tatabahasa

Deskripsi

Perolehan skor

5: sangat memahami 4: memahami 3: cukup memahami 2: kurang memahami 1: tidak memahami 5: sangat runtut 4: runtut 3: cukup runtut 2: kurang runtut 1: tidak runtut 5: sangat variatif dan tepat 4: variatif dan tepat 3: cukup variatif dan tepat 2: kurang variatif dan tepat 1: tidak variatif dan tepat 5: sangat tepat 4: tepat 3: cukup tepat 2: kurang tepat 1: tidak tepat

Pedoman penyekoran Skor Maksimum : 20  NA Sikap = Skor Perolehan x 100 20 Tangerang Selatan, Juli 2015 Mengetahui, Kepala SMPN 8 Tangerang Selatan

Guru Bahasa Inggris

Dra. Hj. Endang Koeswarini, M.M NIP. 19600108 198611 2 001

Dewi Puji Lestari, S.Pd NIP. 19860112 201101 2001

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Picture and Material 1. Picture

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Questions: 1/ How many people are there in the conversation? There is two people in the conversation. There are two people in the conversation. There only two people in the conversation. 2/ What airline is the man taking? He is taking Malaysian Airways. He is taking Korean Airlines. He is taking American Airlines. 3/ How many suitcases does the man have? He has only one suitcase. He has two suitcases. He has three suitcases. 4/ Is the conversation in the morning or evening? It is in the morning. It is in the evening.

140 It is on the morning. 5/ What does the woman want to see? She wants to see his suitcase. She wants to see his ticket and passport. She wants to see his driver license . 6/ Does the man like window or aisle seat? He likes window seat. He likes aisle seat. He likes both. 7/ What time will he be boarding? He will be boarding at 8:00. He will be boarding at 7:00. He will be boarding at 6:00. 8/ What electrical goods does the man have? He has an electric toothbrush. He has an electric dictionary. He has an electric shaver. 9/ Where does the man keep his electric shaver? He keeps it in his pocket. He keeps it in his hand luggage. He keeps it in his suitcase. 10/ What did the woman show the man? She showed him the seat number and the restroom. She showed him the seat number and the departure gate. She showed him the seat number and the baggage claim.

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Transcript This is a conversation between Malaysian Airlines officer with a passenger. Officer : Good morning, Sir. Can I see your ticket and passport? Passenger : Certainly. There you are. Officer : Thank you. OK. How many suitcase that you want to checking in? Passenger : Just one suitcase. Officer : Did you pack your bag suitcase? Passenger : Yes, I did. Officer : Do you have any electrical goods? Passenger : I have an electric shaver in my hand lugage. Is that okay? Officer : That‟s fine. So, nothing in your suitcase? Passenger : No. Officer : OK. Would you like a window or an aisle seat? Passenger : A window seat, please. Officer : Wait a moment. This is your seat number and the departure gate. You can go straight through to the place. Passenger : What time will be boarding? Officer : We will be boarding at 7 p.m. Passenger : OK. Officer : Enjoy your flight.

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2. Pictures

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Transcript Unit 4 Debbie : Are you guys still OK to come to my place this evening? Jess : Yeah, I‟m looking forward to it. Joel : Me too. Debbie : Great, see you then. Jess : See you. Joel : Have you finished the homework yet? Jess : No, I‟ve only just started it. I might not get it done in time. Joel : You will if you work tonight. Jess : Yeah. I‟ll have to finish after we‟ve been round to Debbie‟s. Joe : Hey, err… what‟s your name, Takumi. You‟re supposed to use a spoon. Use a spooon. Jess : What‟s so funny? Joe : He is. Jess : Why? Joe : Look at the way he‟s eating his soup. Jess : Does „he‟ have a name? Joe : What? Yeah, of course he does. It‟s Takumi. Jess : Hi, Takumi. Takumi : Hello. Jess : And you? What‟s your name? Joe : Joe. Jess : Listen, Joe. Takumi‟s new here, isn‟t he?. And he‟s from Japan, right? Joe : Yeah. Jess : Well, people from different parts of the world have different customs. A lot of Japanese people eat their soup like that. Joe : OK. So…? Jess : So it isn‟t funny. Takumi probably thinks the way you eat is silly too. Only he‟s polite so he doesn‟t laught at you. Have you all finished? Good. You can go now, then. Sorry about that, Takumi. Takumi : OK. Thank you. Joel : Nice one, Jess. Debbie : Who wants juice? Joel : Yes, please. Those are cool jeans.

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Jess : They‟re expensive. Joel : You‟re right. I‟ll have to save up for them. Pete : Or sell your guitar. Joel : Yeah, yeah. Jess : Eugh, gross. Debbie : What? Jess : They shouldn‟t dress like that. Debbie : Why not? People can dress how they like, can‟t they? Jess : No. They look terrible. I hate that style. I mean, look at their hair. And their clothes. They look so untidy. Debbie : Oh come one, Jess, It‟s not like they‟re doing any harm. Joel : Exactly. It‟s like soup. Pete and Jess : Soup? Jess : What are you talking about? Joel : I‟m talking about lunchtime. Remember, you told young Joe how there are different ways of eating soup? I think you may find people like to look different too. Jess : I‟m being an idiot, aren‟t I?. Yep, I‟am being an idiot. They can wear whatever they like. Obviously. Pete : Well, now that‟s settled. I need your advice, Jess. Jess : OK. Pete : I‟m thinking about dyeing my hair black. What do you think?

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Rencana Pelaksanaan Pembelajaran (RPP) Sekolah MataPelajaran Kelas/Semester Alokasi Waktu

: SMP Negeri 8 Tangerang Selatan : Bahasa Inggris : VIII / Ganjil : 4 x 40 menit

A. Kompetensi Inti (KI) 1. Menghargai dan menghayati ajaran agama yang dianutnya. 2. Menghargai dan menghayati perilaku jujur, disiplin,tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.3 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan memberi instruksi, mengajak, melarang, minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya 4.3 Menyusun teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan merespon ungkapan memberi instruksi, mengajak, melarang, dan minta ijin, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

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C. Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:  Menggunakan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial dari ungkapan memberi instruksi, mengajak, melarang, minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya.  Menyusun teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan merespon ungkapan memberi instruksi, mengajak, melarang, dan minta ijin, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. D. Media, Alat dan Sumber Pembelajaran 1. Media : Gambar dan Video 2. Alat : Laptop, LCD, speaker. 3. Sumber Belajar  Puchta, Herbert., & Jeff Stranks. (2010). English in Mind Second edition. Cambridge University Press.  http://learnenglishteens.britishcouncil.org E. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengamati (10 menit) Siswa Guru Siswa mengamati gambar/video Guru menampilkan beberapa orang sedang menonton gambar/video beberapa orang bioskop. sedang menonton bioskop.  Menanyakan (10 menit) Siswa Dengan bimbingan dan arahan guru, siswa menanyakan pertanyaan yang berkaitan dengan gambar/video yang

Guru Guru memancing siswa untuk bertanya dengan pertanyaan 5W1H.

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ditampilkan oleh guru.  Mengumpulkan Informasi (10 menit) Siswa Siswa mendengarkan/melihat video materi listening yang berupa situasi ajakan untuk menonton ke bioskop. Siswa mengerjakan latihan yang diberikan oleh guru selama mendengarkan materi listening,  Mengasosiasi (45 menit) Siswa Siswa bekerja berpasangan dan berdiskusi untuk mengidentifikasi kalimat mana yang merupakan kalimat ajakan (invitation). Siswa diberikan materi mengenai struktur bahasa untuk mengajak seseorang (inviting someone).

Guru Guru memutarkan listening material dan memancing siswa untuk mengidentifikasi hal-hal yang ada di dalam materi tersebut.

Guru Guru mengamati dan menilai aktivitas siswa.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. Pertemuan ke 2 a. Pendahuluan/Kegiatan Awal (5 menit)  Mengucapkan salam dan berdoa.  Mengecek kehadiran siswa.  Memberikan motivasi atau apersepsi  Menginformasikan tujuan pembelajaran b. Kegiatan Inti  Mengasosiasi (40 menit) Siswa Siswa diberikan materi mengenai

Guru Guru mengamati dan menilai

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struktur bahasa untuk mengajak seseorang (inviting someone). Siswa diberikan gambar/video mengenai ajakan dan mengerjakan latihan berdasarkan meteri tersebut untuk mengidentifikasi kalimat ajakan. Secara berpasangan siswa membuat dialog pendek sederhana mengenai mengajak seseorang untuk kemudian ditampilkan di depan kelas.  Mengkomunikasikan (30 menit) Siswa Siswa menampilkan hasil dialog pendek sederhana yang sudah mereka kerjakan di depan kelas.

aktivitas siswa.

Guru Guru mengamati dan menilai aktivitas siswa.

c. Penutup (5 menit) - Guru dan siswa membuat rangkuman/simpulan pelajaran. - Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram. - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. F. Penilaian  Pengetahuan: Pengetahuan siswa tentang materi listening text, fitur kebahasaan dievaluasi dengan menggunakan tes tulis/lisan & penugasan (PR).  Keterampilan Unjuk kerja/praktik, portofolio.

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 Sikap Rubrik Aspek Sikap No.

Butir Sikap

1.

Tujuan Komunikatif

2.

Keruntutan Teks

3.

Pilihan Kosakata

4.

Pilihan Tatabahasa

Deskripsi

Perolehan skor

5: sangat memahami 4: memahami 3: cukup memahami 2: kurang memahami 1: tidak memahami 5: sangat runtut 4: runtut 3: cukup runtut 2: kurang runtut 1: tidak runtut 5: sangat variatif dan tepat 4: variatif dan tepat 3: cukup variatif dan tepat 2: kurang variatif dan tepat 1: tidak variatif dan tepat 5: sangat tepat 4: tepat 3: cukup tepat 2: kurang tepat 1: tidak tepat

Pedoman penyekoran Skor Maksimum : 20  NA Sikap = Skor Perolehan x 100 20 Tangerang Selatan, Juli 2015 Mengetahui, Kepala SMPN 8 Tangerang Selatan

Guru Bahasa Inggris

Dra. Hj. Endang Koeswarini, M.M NIP. 19600108 198611 2 001

Dewi Puji Lestari, S.Pd NIP. 19860112 201101 2001

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Picture and Material 1. Picture

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Picture

Transcript Man: Oh no! Woman: What is it? Man: “Josh and Henrietta would like to have the pleasure of your company at a drinks party, next Saturday evening...” Woman: Oh no, Josh and Henrietta... they‟re not that couple who...? Man: Yeah exactly! And it gets worse... Woman: How? Man: “Formal dress...” Woman: Argh.... it means you‟ve got to wear a suit.... Man: At the bottom it says “RSVP”. What does it mean?

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Woman: You‟ve got to reply. Man: But I don‟t want to go, so what can I say? Woman: Tell them you‟ve got a dentist‟s appointment. Man: Josh is my dentist! Woman: Tell them it‟s your grandmother‟s 100th birthday party. Man: But they know my granny died ages ago. Woman: Tell them your dog‟s sick and you‟ve got to take him to see the vet. Man: It‟s no use – I‟m just going to have to tell them the truth... Woman: The truth? “I‟m not coming to your birthday party because I think you‟re boring and stupid?” Man: Maybe not then... Woman: Tell them this: “I‟m unable to attend because I have a prior engagement.” Man: “Prior engagement”?! And… they won‟t be offended? Woman: Absolutely not. Man: Perfect! - See more at: https://learnenglish.britishcouncil.org/en/how/how-turn-downinvitation#sthash.Nq2xxvMS.dpuf

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APPENDIX 3 Listening Test

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LISTENING COMPREHENSION TEST (Taken from TOEFL Junior Standard Test)

Directions: In this section of the test, you will hear a teacher or other school staff member talking to students. Each talk is followed by one question. Choose the best answer to each question and mark the letter of the correct answer on your answer sheet. You will hear each talk only one time. Here is an example: What does the teacher want the students to do? (A) Help a new classmate (B) Prepare for gym class (C) Welcome a guest speaker (D) Return books to the library The correct answer is (A), “Help a new classmate.” Here is another example: What will the students probably do next? (A) Sing a song (B) Listen to some music (C) Choose instruments to play (D) Discuss the life of a musician The correct answer is (B), “Listen to some music.” Go on to the next page, and the test will begin with question number one.

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1. What did the principal like best about the band? (A) The students wrote their own music. (B) The band played several kinds of music. (C) The band played during the whole festival. (D) The students played many different instruments.

4. What is the teacher explaining? (A) Why the city is located where it is (B) How travel to the city has changed over time (C) How the first tunnels in the city were built (D) Why the river is important to the city’s history

2. What will the class probably do next? (A) Design a poster (B) Color the leaves (C) Eat lunch outside (D) Collect fallen leaves

5. What does the teacher tell the students to do? (A) Bring in some gardening tools (B) Wear old clothes to school (C) Look outside for seeds to plant (D) Clean the dirt off their clothes

3. What is the purpose of the talk? (A) To tell the students when they can begin working on their projects (B) To request the students work with each other in pairs (C) To specify the types of materials the students will use (D) To inform the students they will need time to clean up

6. What is probably true about the dance? (A) It is a very popular event. (B) It is not usually held on a Friday. (C) It will take place in the cafeteria. (D) It is the first dance of the school year.

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7. What does the teacher ask? (A) For someone to turn on the lights (B) For someone to close the curtains (C) For someone to move the television (D) For someone to turn on the television 8. What will the students probably do next? (A) Read a book (B) Write an essay (C) Watch a video (D) Form discussion groups

9. What is the purpose of the talk? (A) To help students understand the characters they are reading about (B) To advise students on ways they can improve their writing (C) To praise the students who wrote the best stories in class (D) To describe the lives of some famous writers 10. What point does the speaker make about the alphabet in ancient Norway? (A) It had very few letters. (B) It was quite difficult to learn. (C) It spread to other parts of the world. (D) It was similar to the Chinese writing system.

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Now you will hear some conversations. Each conversation is followed by three or more questions. Choose the best answer to each question and mark the letter of the correct answer on your answer sheet. You will hear each conversation only one time. 11. Where is the conversation probably taking place? (A) Near the entrance to the city library (B) At a table in the cafeteria (C) On a sidewalk at school (D) Inside the art building 12. What did the boy lose? (A) A watch (B) A book bag (C) A library book (D) His homework assignment 13. According to the conversation, what has not been decided yet? (A) Who is going to study for the test (B) Where a group is going to meet to study (C) What topic the girl will choose for her art project (D) When the boy will go to the cafeteria

14. What are the speakers happy to see when they enter the cafeteria? (A) That their friends are there (B) That their favorite foods are being served today (C) That there are few people in the line (D) That the cafeteria will stay open longer than usual 15. What do the speakers say about the drinks in the cafeteria? (A) They are expensive. (B) There are not any hot ones. (C) There are many kinds to choose from. (D) The types available change every day. 16. What does the boy suggest the girl do? (A) Try something new (B) Ask if there is any soup (C) Read the menu carefully (D) Order the same meal that he orders 17. What will the boy NOT order for lunch? (A) Juice (B) Soup (C) Salad (D) Dessert

158

18. What is the girl on her way to do? (A) Attend a meeting (B) Pick up a schedule (C) Return a library book (D) Watch a performance 19. What does the girl say about her experience with dancing? (A) She has tried only one style of dancing. (B) She has been dancing for a long time. (C) She sometimes teaches children how to dance. (D) She has never danced in front of an audience. 20. What happened because of a rainstorm? (A) A walkway had to be closed. (B) A building’s roof was damaged. (C) A basketball game was canceled. (D) An assembly had to be rescheduled.

21. What does the boy say he needs to do? (A) Meet a teammate (B) Go to a music class (C) Return a basketball to a teacher (D) Make a phone call in the main office 22. What does the boy ask the girl to do? (A) Join a team (B) Help him study (C) Eat lunch with him (D) Lend him a textbook 23. What subject is the girl interested in? (A) Math (B) History (C) Science (D) Geography 24. What does the boy offer to give the girl? (A) A library card (B) The title of a book (C) A list of questions (D) The names of students 25. Where will the event be held this year? (A) In the gym (B) In the library (C) In the cafeteria (D) In the science room

159

Now you will hear some talks and discussions about academic topics. Each talk or discussion is followed by four or more questions. Choose the best answer to each question and mark the letter of the correct answer on your answer sheet. You will hear each talk or discussion only one time. 26. What is the main topic of the talk? (A) Unusual foods served in castles (B) The training of cooks in castles (C) The earliest known castle kitchen (D) The workings of a castle’s kitchen 27. What was important about the location of a castle’s kitchen? (A) It was connected to the great hall. (B) It was below the chef’s living area. (C) It allowed food to be served hot. (D) It protected castle residents from fires. 28. What does the teacher say about vegetables? (A) They were expensive. (B) They were grown in the castle’s garden. (C) They were bought from nearby villages. (D) They were kept frozen in winter. 29. What was the chef’s main responsibility? (A) Managing the kitchen workers (B) Buying the ingredients for meals (C) Baking bread for everyone in the castle (D) Presenting the food to the king and queen

30. What are the speakers mainly talking about? (A) A new road in their town (B) A new way to build roads (C) The early history of roads (D) The cost of building roads 31. Why does the woman talk about animals? (A) To explain how the first roads were created (B) To point out that long ago most people did not travel much (C) To describe an event that happened on a road nearby (D) To suggest that traveling on country roads can be dangerous 32. Why did people in England build ridge ways? (A) To connect small towns to major cities (B) To allow cars to drive around small towns (C) To create roads that water would not wash away (D) To create a separate road for transporting animals 33. What does the woman say about roads in ancient Greece? (A) They were constructed on all of Greece’s islands. (B) They were not as good as roads built by the Romans. (C) They often washed away in the rain. (D) They connected Greece to the Roman Empire.

160

34. What is the speaker mainly talking about? (A) An unusual part of the Atlantic Ocean (B) A kind of seaweed that is eaten by most fish (C) The discovery of an uncommon type of seaweed (D) A kind of sea animal that lives only in the Atlantic Ocean

36. What is the speaker explaining when he mentions sailing ships? (A) How the Sargasso Sea was discovered (B) How seaweed got into the Sargasso Sea (C) How unusual the water in the Sargasso Sea looks (D) How little wind there is in the Sargasso Sea

35. What do certain currents in the Atlantic Ocean do? (A) They cause the Sargasso Sea to become smaller and smaller over time. (B) They keep the water in the middle of the Sargasso Sea from moving much. (C) They make fish from the Sargasso Sea drift to other places. (D) They prevent seaweed in the Sargasso Sea from being eaten by sea creatures.

37. What is sargassum? (A) A species of fish (B) A kind of seaweed (C) A fast-moving current (D) A slow-moving sailing ship 38. What is surprising about some animal species that live in the Sargasso Sea? (A) They have short life spans. (B) They are larger than expected. (C) They are usually found closer to land. (D) They are not native to the Atlantic Ocean.

161

39. What is the main topic of the talk? (A) The eating habits of large sea animals (B) An animal with an unusual physical feature (C) An animal with a very long life (D) Mythical creatures of Europe 40. Why does the teacher mention unicorns? (A) To explain why people thought narwhals were also mythical (B) To discuss why it is so difficult to find narwhals (C) To tell the class what they will learn about next week (D) To describe what a narwhal’s tooth looks like

41. Why did people in Europe hundreds of years ago think the narwhal was special? (A) They thought they could use its tooth to make medicine. (B) They thought it brought good luck. (C) They thought it was a type of mermaid. (D) They thought it was a highly intelligent animal. 42. Why does the teacher mention peacocks? (A) To demonstrate how valuable narwhals are (B) To describe the different colors of male narwhals (C) To help explain the purpose of the male narwhal’s tooth (D) To talk about a popular animal in medieval Europe

162

APPENDIX 4 Pre-Test Score From Experiment And Control Class

162

163

164

165

166

168

APPENDIX 5 Post-Test Score From Experiment And Control Class

167

168

169

170

171

172

APPENDIX 6 Questionnaire Test

172

173

Nama

: ____________________________________

No Absen

: ____________________________________

Kelas

: ____________________________________

Petunjuk Pilihlah jawaban yang sesuai dengan keadaanmu, dengan cara memberikan tanda centang () pada kolom. SS

: sangat setuju

S

: setuju

N

: netral

KS

: kurang setuju

TS

: tidak setuju

No 1

Pernyataan

SS

Saya sangat senang mempelajari bahasa asing.

2

Bahasa Inggris adalah salah satu diantara pelajaran favorit saya.

3

Saya ingin belajar bahasa Inggris sampai fasih.

4

Saya

suka

membaca

atau

mengenal

tentang budaya asing. 5

Guru

bahasa

Inggris

saya

tidak

menggunakan strategi pembelajaran yang menarik.

S

N

KS

TS

174

No 6

Pernyataan

SS

Saya ingin bisa fasih berbicara dalam bahasa asing.

7

Mempelajari bahasa asing itu tidak penting bagi saya.

8

Saya

tidak

punya

keinginan

untuk

mempelajari bahasa Inggris. 9

Saya tidak suka diganggu jika sedang belajar bahasa Inggris.

10

Saya ingin mempunyai teman penutur asli bahasa Inggris.

11

Guru bahasa Inggris saya mengajar dengan cara yang menyenangkan.

12

Saya sangat senang saat mempelajari bahasa Inggris.

13

Saya rajin belajar bahasa Inggris agar mendapatkan nilai yang bagus di Ujian Nasional.

14

Pada saat guru bahasa Inggris saya mengajar, saya juga ingin bisa berbahasa Inggris seperti guru saya.

S

N

KS

TS

175

No

Pernyataan

SS

15

Saya lebih memilih mempelajari pelajaran yang lain dibandingkan belajar bahasa Inggris.

16

Saya

mencoba

memahami

setiap

mendengar atau membaca bahasa Inggris. 17

Saya belajar bahasa Inggris agar bisa sekolah dan bekerja di luar negeri.

18

Saya tidak mendapatkan hal yang positif dari mempelajari bahasa Inggris.

19

Orangtua saya membantu saya dalam mempelajari bahasa Inggris.

20

Saya

tidak

pernah

menyerah

untuk

mempelajari bahasa Inggris meskipun itu sangat sulit buat saya.

S

N

KS

TS

176

APPENDIX 7 Questionnaire Test Result

176

177