PROBLEM
BACKGROUND
The students’ listening achievement is
low because as
the input students must gain the score as the achievement around 75% up to 80%.
Furthermore, if the gain score is >75% so the students should be helped to
get the gained score in order that the students can pass from the material
given. The main problem that happens in the students of SMA Catur Sakti is that
media such as audio or video players are still limited. Considering that the
school is located in a rural area with lack of electronic media support so that
it makes the teacher only uses media audio-visual such as movie by using
television. Furthermore, students are also blind with the development of new
technology or media in listening class. In fact, almost all of the students
have media player. So, the students need some auditory variation in order to
increase their spirit in learning, and it can be got like in media such as
podcast, because there are so many variations of this item, such as; jokes, story, and poetry. At this
step, the researcher also asks some students about their listening habit. The
researcher finds that the students listening habit is almost different from
each other and they honestly say that they feel confused to understand the
conversation from the movie.
Considering this condition, the
researcher is interested to compare a listening class using media podcast and
media audio-visual at different listening habit then. In addition, to know the
level of students’ listening achievement, the researcher conducts a pre-survey.
Then, after the researcher conducting pre-survey, the researcher gets that the
quality of their listening achievement is still low. Based on the data on
pre-survey there are 57 students gain score <75%. Thus, there are 30
students who are able to get the score >75%. In
line with the explanation above, then the researcher entitles this research
with; The Comparison of Listening Achievement Using Media Podcast with Media
Audio-visual at Different Listening Habit at the Students of SMA Catur Sakti
Year Academic 2012/2013.
CONCEPTUAL
DEFINITION
Talking about listening, there some of
experts gave their definition about it. In Andyani (2011) Laundsteen defines listening as the process by which spoken language
in converted
to meaning in the mind (p. 14). Thus, In Campo et al. Howatt and Dakin state listening
is the ability to identify and understand what others are saying. This involves
understanding a speaker's accent or pronunciation, his grammar and his
vocabulary, and grasping his meaning. An able listener is capable of doing
these four things simultaneously. Furthermore, listening is also known as “the
basis for the development of all other skills and the main channel through
which the student makes initial contact with the target language and its
culture” (Etman, 2009, p. 1).
Talking
about achievement, it would be in line with Hornby (2010) who states that,
“Achievement is a thing that somebody has done successfully using their own
effort and skill” (p. 12).
Based
on the definition above, the researcher concludes that listening achievement is
a thing that somebody has done successfully in identifying and understanding
what others are saying that involves understanding a speaker's accent or
pronunciation, his grammar and his vocabulary, and grasping his meaning using
their own effort and skill.
Podcasting
is still a new term among us. So, let us see some experts’ defining due to this
condition. According to Rajagopal and Strohbehn (2008) “podcasting = pods
(derived from iPods) + broadcasting” (p. 8). Thus, in Mathis and
Galloway (2010), Wikipedia defines podcast as a series of digital media files (either audio or video) that are
released episodically and downloaded through web syndication.” It goes on
to state, “The mode of delivery differentiates podcasting from other means of
accessing media files over the Internet, such as direct download, or streamed
webcasting. A list of all the audio or video files currently associated
with a given series is maintained centrally on the distributor's server as a
web feed, and the listener or viewer employs special client application
software known as a pod catcher that can access this web feed, check it for
updates, and download any new files in the series.
Further Constantine (2007) stated that a podcast is the name of a digital recording of a radio
broadcast or similar program. Podcasts are published on the internet as
MP3 files. Interested listeners are able to download these MP3 files onto
their personal computer or personal MP3 player of any type. The files can be
listened to at the convenience of the listener. Learners can listen over
and over to any material that is of interest to them. To be useful in a
school setting a teacher would need internet access, a computer that can play
audio files or an MP3 player.
Based
on the definition above, the researcher concludes that media podcast is a
blending of the words “iPod” and “broadcast” and it produces audio or video
files which is released episodically, then it automatically
can be downloaded from either computer or another audio/video device, and then
can be listened by our audio/video devices, that learners can listen over and over to any material that is of
interest to them.
Audio-visual
is just like a blending of two words. It is in line with Hornby (2010) who
states that “audio-visual is using both sound and pictures” (p. 72). On the
other hand, audio-visual is also known as aids for the classroom (Hornby, 2010,
p. 72). While, the meaning of aids is also known as audio-visual aids, and
audio-visual aids itself means “an audio or visual device used by a teacher to
help learning. For example, pictures, charts, and flashcards are visual aids;
radio, records, and tape-recorders are auditory aids. Film, television, and
video are audio-visual aids” (Richards and Schmidt, 2002, p. 40).
Now, let’s discuss
about what media is. Media is “a general term for television, radio and
newspapers considered as a whole and as ways of entertaining or spreading news
or information to a large number of people” (Richards and Schmidt, 2002, p.
325).
Media audio-visual is
also known as media video. Waryanto (2007) states that, media audio-visual is
also known as media video. Video is media used to convey the instructional
values. Media video is integrated by a combination between audio and visual.
Audio component enable the students to catch the instructional values by
hearing sense, whereas visual component enable to create the instructional
values visually (p. 6). Thus, it is still in Waryanto (2007) Ronal Anderson
described the media video as an electronic picture series with audio component
and so is drawn image component presented by video tape. Thus, they are played by a video cassette recorder or video player (p. 6).
Based
on the definition above, the researcher concludes that media audio-visual is
audio or visual devices that contains both of video and pictures such are film,
television, and video used by a teacher to help learning in order to entertain
the process of learning in the classroom.
Talking
about listening, it has been explained above, and now the researcher would like
to explain about habit. Richards et al. (2002) states that,
habit is a pattern of behavior that is
regular and which has become almost automatic as a result of repetition. The
view of language learning as habit formation found in behaviorism has been
rejected by virtually all linguists and specialists in language acquisition,
but research continues into issues such as the mechanisms through which
automaticity develops in language learning (p. 236).
Based
on the definition above, the researcher concludes that listening habit is a
pattern of behavior in identify and understand what others are saying that
requires an essential sound as the input that is regular and which has become
almost automatic as a result of repetition.
METHODOLOGY
In
completing data, the researcher uses the field research. In the field research,
the researcher conducts the research to the students of grade eleven of SMA Catur
Sakti, Marga Tiga East Lampung. The researcher gives pre-test and post-test. In
the post-test, the researcher also gives questionnaire to know the students’
listening habit. Before the test is given, firstly the researcher would like to
try out the instrument test.
In
this research, the researcher uses the statistical calculation. The interferential
statistics is used to answer the following questions: 1) whether there is
interaction of listening achievement, learning media, and different listening
habit; 2) whether there is difference of listening achievement using media
podcast and media audio-visual; 3) whether there is difference of listening
achievement using media podcast and media audio-visual at good listening habit;
4)whether there is difference of listening achievement using media podcast and
media audio-visual bad listening habit.
Hypothesis
Test
Hypothesis
test is used to know whether the hypotheses proposed by the researcher are
proved or not. The formula used in this test is Analysis Varian Test (ANAVA).
This test commonly is used “To test the hypothesis of the mean comparative
sample when the data is formed interval or ratio” (Basrowi, 2003, p. 204).
In
this research, the researcher uses the ANAVA test called Univariate: Analysis
Varian Factorial Design. This design is used to analyze two data clusters by
following the controlling variable (Basrowi, 2010, p. 212).
The hypothesis statistic of the test is:
1) H0
= Factor A = Factor B
Ha = Factor A x Factor B
2) H0
= M1 = M2
Ha = M1 ≠ M2
3) H0
= M1 good = M2 good
Ha = M1 good ≠
M2 good
4) H0
= M1 bad = M2 bad
Ha = M1 bad ≠
M2 bad
The
formula of the test is:
Table 3.6: Component Formula of
Two Ways Anava Arrangement
Variance
Source
|
Sum of
Square (SS)
|
df
|
MS
|
Fo
|
p
|
Between X
Between A
Within XA
(Interaction)
Dalam (d)
|
SS(d) = SST – SSX –
SSA
– SSXA
|
X – 1
A – 1
dfX x dfA
dfT – dfX – dfA –
dfXA
|
|
|
|
Total
|
|
N– 1
|
|
|
|
Source: (Arikunto, 2009, p.429)
Note:
SSX
= Sum of square between the
media.
SSA
= Sum of square between the
habit.
SSXA
= Sum of square within the media
and habit.
SSd = Sum of square dalam.
SST = Sum of square total.
df = Degree free.
MS = Mean square.
N = The total number of students.
Fo = F calculation.
Criteria:
1)
H0
is accepted if F cal > F tabel.
2)
H0
is rejected if F cal < F tabel.
FINDING
Table 4.3: The
Result of Observation Guideline on Students’ Performance in Experimental Class
Category
|
Description
of students' behavior
|
Amount
|
M 1
|
M 2
|
M 3
|
M 4
|
Learning
Process
|
1. Be able to
work independently.
|
6 (22%)
|
10
(37%)
|
13
(48%)
|
17
(60%)
|
2. Have no
problems in following the class.
|
7 (25%)
|
13
(48%)
|
15
(55%)
|
20
(73%)
|
|
3. Concentrate
on listening to the material.
|
14 (50%)
|
15
(55%)
|
21
(75%)
|
24
(80%)
|
4. Be active
during the learning process.
|
7 (25%)
|
13
(47%)
|
21
(75%)
|
20
(73%)
|
Attitude
|
5. Show
enthusiasm in listening to the material.
|
24 (80%)
|
24
(80%)
|
26
(85%)
|
27
(90%)
|
|
6. Show
gladness during learning activities.
|
14 (50%)
|
15
(55%)
|
24
(80%)
|
26
(85%)
|
7. Have good
spirit in following the class.
|
15 (55%)
|
23
(75%)
|
24
(80%)
|
26
(85%)
|
Table 4.4: The
Result of Observation Guideline on Students’ Performance in Control Class
Category
|
Description of
students' behavior
|
Amount
|
M 1
|
M 2
|
M 3
|
M 4
|
Learning
Process
|
1. Be able to work independently.
|
6 (22%)
|
7 (25%)
|
10 (35%)
|
15 (50%)
|
2. Have no problems in following the
class.
|
7 (25%)
|
10 (35%)
|
12 (40%)
|
15 (50%)
|
|
3. Concentrate on listening to the
material.
|
10 (35%)
|
15 (50%)
|
15 (50%)
|
16 (60%)
|
4. Be active during the learning
process.
|
7 (25%)
|
10 (35%)
|
12 (40%)
|
19 (65%)
|
Attitude
|
5. Show enthusiasm in listening to the
material.
|
24 (80%)
|
24 (80%)
|
24 (80%)
|
28 (95%)
|
|
6. Show gladness during learning
activities.
|
15 (50%)
|
21 (70%)
|
24 (80%)
|
28 (95%)
|
7. Have good spirit in following the
class.
|
16 (55%)
|
21 (70%)
|
24 (80%)
|
27 (90%)
|
Note:
Table Result of
the Hypothesis Test
Variance
Source
|
Sum of
Square (SS)
|
df
|
MS
|
Fo
|
p
|
Between X
Between A
Within XA
(Interaction)
Dalam (d)
|
SS(d) = 55,07
|
1
1
1
56
|
8,8
89
196,10
1,04
|
8,5
85,65
188,73
|
|
Total
|
|
N– 1 (59)
|
|
|
|
Score from the calculation then compared with F table by df = 1
and numerator 56. In the table, the score of F table is as follow:
At significance level 1% = 7,11
At significance level 5%
= 4,01
Based on the table 4.3, the researcher found that only 22% of
students, in the first meeting of experimental class, could work independently
or without cheating to other friends. Meanwhile, 25 % of them get problem in
following the class. It was due to their weakness in understanding the material
in monologue form. At last, there were 60% of students who were able to work
independently without looking or asking to other friends and 73% of them got no
problem anymore. Thus, 50% of the students could do concentrate while listening
through the material, because it was easy to listen and understand. It could
almost improve on the meeting by meeting and at last it showed 80% development.
Next, seen from the entertaining aspect, it could attract the students’
attention. It could be seen from 80% of the students who felt enthusiastic only
at the first meeting and more than 50% showed gladness and spirit during the
instructional process. It could really attract the students’ attention; it
could be seen from the development that happened so that at last the students’
attention went to 90%, 85% and 85%. It indicated that the implementation of
media podcast could attract the students’ motivation. They could enjoy and felt
eager as well as develop their listening achievement.
Based on the table 4.4, the researcher found that only 22% of
students, in the first meeting of control class, could work independently or
without cheating to other friends. Basically, the first meeting between both of
the media was not to far different. Only at students’ concentration went little
bit lower. It was 35% at the first meeting and only developed up to 60% at
final meeting. It indicated that students seemed difficult to do concentrating
because they focused on watching the movie better than listening to the movie
itself. Next, seen from the entertaining aspect, it could attract the students’
attention. It could be seen from 80% of the students who felt enthusiastic only
at the first meeting and more than 50% showed gladness and spirit during the
instructional process. It could really attract the students’ attention; it
could be seen from the development that happened so that at last the students’
attention went to 95%, 95% and 90%. It indicated that the implementation of
media audio-visual could attract the students’ motivation. They could enjoy and
felt eager but they got difficulties to develop their listening achievement. It
could be seen from 50% of the students who were able to work independently and
got no problem while following the class while the rest were only enjoy the
media but getting problem through the instructional process.
To sum up, in class using media podcast, the students seem to
be enjoying, eager and able to follow the material being discussed. Meanwhile,
in class using media audio-visual, the students seem enjoying and eager to the
material but they cannot do understand what they are listening to. Sometimes
the students just enjoy through the movie instead of focusing on the listening
activity.
Based on the calculation
the researcher finds that there is interaction of listening
achievement, learning media, and different listening habit at significance
level 1% and 5%. Thus, there is difference of listening achievement using media podcast and media
audio-visual at significance level 1% and 5%. Next, there is difference of
listening achievement using media
podcast and media audio-visual at bad and good listening habit at significance
level 1% and 5%. Finally, the researcher concludes that media podcast is more
effective to use in the students with different listening habit.
At this point, media podcast seems very useful to
increase the student’ listening achievement. This increasing is consistence
with Widiastuti, (2011) about “Improving the Listening Achievement of the
Third Semester Students of the English Department of State University of Malang
through "The Extensive Listening Activity" Using Podcast”.
Podcast can
effectively develop the students’ listening achievement because Allen (2008)
explains that “Podcasts can be viewed and/or listened
using portable digital media players. A wide variety of portable digital media
players are now available in the market, with “iPod” being the most
visible brand. Currently being used in academia to practice foreign languages,
record theater scripts, and tape lectures (p. 8).” By this way, students can
always close to the listening source that can help them in increasing their
skill and enhancing their listening habit. Moreover, it is almost impossible if
a student does not have digital media players, considering that almost
students’ entire phone cell was in modern digital media that consist of MP3
players and so on. Meanwhile, media audio-visual needs more space and it is
inefficiency to use, because the students will get difficulty to bring the
media such as television or so on. Despite, nowadays some of media audio-visual
is also provided in the phone cell, but it is almost impossible for the
students to use it as their listening source if they are away from their
house.
Podcasting is
primarily being used and tested at the college and university level, though
some high schools and even younger levels of education are pursuing this new
media's use (Allen 2008,
p. 4). Nevertheless, teachers
fear that this media can replace their obligation in instructional process. In Allen (2008) Knight states
that Educators fear that podcasted material will cause students to skip
lectures altogether, leaving professors with empty classrooms and
undergraduates without the critical student-teacher dynamic. It also raises an
important philosophical question about intellectual property: Who owns
classroom content? Is it the professor, the university or a combination of
both?
Despite these fears, but in Allen (2008) Duerst suggests
that some educational institutions and faculty have begun to embrace this new
medium and the benefits it provides, believing it to be the future of
education. Podcasts are computer platform independent, quick, and
cost-effective technology. Furthermore, Knight states that in many cases, free
and/or open source software can create professional sounding podcasts on an
existing computer, leaving the microphone, or possibly the salary of the
voice-over narrator, as the only initial cost to start developing a podcasting
initiative at a school. Podcasts are time efficient for educators, reducing the
need to repeatedly state the same material. Moreover, Rosenbaum states that
students no longer have to feverishly write down notes, expanding their role in
class discussions and general participation.
CONCLUSION
Based
on the calculation, the researcher gets some important information related to
students’ listening achievement. The average of gained score in experimental
class is 7,4, while in control class is 6,6. Thus, students with high score
seem facing difficulty in identifying the event of the monologue. It can be
seen from students with score >80 answer the question in indicator 2
falsely. Furthermore, almost all of the students face difficulties in labeling
the setting of the monologue and students with score <79 face difficulty in
mastering past tense in interrogative form. The following is the comparison of
the students’ score in the class using media podcast and audio-visual.
1.
There
is interaction of listening achievement, learning media, and different listening
habit at significance level 1 % and 5%. It means that learning media and
different listening habit give contribution in determining the students’
listening achievement.
2.
At
significance level 1 % and 5% it shows that there is difference of listening
achievement using media podcast and
media audio-visual. Students in class using media podcast tends to have better
score than those in the class using media audio-visual, so that, the researcher
concludes that media podcast is better to use than media audio-visual. It can
be seen from the total average of score gained between both of the samples. The
average of experimental class is 7,4, while in control class is 6,6.
3.
At
the same significance level it shows that there is difference of listening
achievement using media podcast and
media audio-visual at good listening habit. In experimental class, the average
of students’ gained score with good listening habit is 8,8, while in control
class, students with good listening habit is 7,7. Thereby, students with good
listening habit tend to have high score by using media podcast.
4.
At
significance level 1 % and 5% it shows that there is difference of listening
achievement using media podcast and
media audio-visual at bad listening habit. In experimental class, the average
of students’ gained score with bad listening habit is 6, while in the control
class is 5,7. Thereby, students with bad listening habit still tend to have
high score by using media podcast.
SUGGESTION
5.1
Suggestion
1)
In instructional
process for students at level of SMA, media podcast is better to use because it
is easy to understand, attractive and it is very useful to practice and sharpen
the students’ listening skill so that at the end of instructional process it
will help the students to enhance their listening achievement.
2)
Students with
high listening achievement tend to have difficulties in identifying the event
of the monologue so that the researcher suggests the teacher to give the
material that explore about the place much better. Thus, students with
<medium score should be given much more practice about simple past tense.
3)
In order to
enhance the students’ listening habit, the teacher is also able to use
audio-visual media. Since it is available everywhere and every time, so the
students can easily find this media to use for their daily practice or to
increase their listening habit.
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