Ike Binti Aminin Endah Alamsari Burhan Abiwanto STKIP PGRI Sidoarjo Jl. Jenggala Kotak Pos 149 Kemiri Sidoarjo

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1 TEACHING LISTENING OF DESCRIPTIVE TEXT BY USING FLASH MEDIA PLAYER OR FLASH VIDEO (PENGAJARAN LISTENING PADA DISKRIPTIF TEKS MENGGUNAKAN FLASH MEDIA PLAYER ATAU VIDEO FLASH) Ike Binti Aminin Endah Alamsari Burhan Abiwanto STKIP PGRI Sidoarjo Jl. Jenggala Kotak Pos 149 Kemiri Sidoarjo Abstract Listening is the first language skill that must be learned, but for many students, listening is a difficult skill to be improved. Because of that, the researcher do the research about teaching listening of descriptive text by using flash media player or flash video that have study aims to improve student s listening skill at the eight grade students of MTs YPM 1 Wonoayu in academic year By using quasi-experimental method for descriptivequalitative approach, the researcher get a good progress result. The researcher find that the mean of pre-test is 4,25, nobody students can passed the target of Completeness of Criteria (KKM) and the mean of post-test is 8,25, there were 21 students of 24 students can passed the target of Completeness of Criteria (KKM). Therefore, the percentages of student s improvement is 94,11%. Based on data that find by the researcher show that the student s mean of posttest is higher than the pre-test. So, flash media player or flash video as a media in learning listening is success to improved student s listening skill. Keywords: listening, descriptive text, flash media player or flash video, student s tests, completeness of criteria (KKM). Abstrak Mendengarkan adalah kemampuan berbahasa yang pertama kali harus dipelajari, tetapi bagi kebanyakan siswa, mendengarkan adalah suatu kemampuan yang sulit untuk ditingkatkan. Oleh karena itu, peneliti melakukan penelitian tentang pengajaran mendengarkan dari bab teks diskriptif dengan menggunakan flash media player atau flash video yang bertujuan untuk meningkatkan kemampuan mendengar siswa kelas delapan MTs YPM 1 Wonoayu pada tahun ajaran Dengan menggunakan metode eksperimen semu untuk pendekatan penjabaran kualitatif, peneliti mendapatkan suatu hasil yang memuaskan. Peneliti menemukan bahwa nilai rata-rata test awal siswa adalah 4,25, tidak satupun siswa dapat meraih target (KKM) dan nilai rata-rata test akhir siswa adalah 8,25, sebanyak 21 siswa dari 24 siswa dapat meraih target (KKM). Sehingga presentase dari peningkatan kemampuan siswa adalah 94,11%. Berdasarkan data yang ditemukan oleh peneliti menunjukkan bahwa nilai rata-rata tes akhir siswa lebih tinggi dari nilai rata-rata tes awal siswa. Dengan begitu, flash media player atau flash video sebagai media dalam pembelajaran mendengarkan berhasil meningkatkan kemampuan mendengar siswa. Kata Kunci: mendengarkan, teks diskriptif, flash media player atau flash video, tes siswa, kriteria kelulusan minimal (KKM). 188

2 Introduction JournE Listening is one of aspects in learning foreign language, including English. Listening not only helps the students understand what people are saying to them. It also helps them to speak clearly to other people. It helps student learn how to pronounce words properly, how to use intonation, and where to place stress in words and sentences. According to Bulletin (1952), Listening is one of the fundamental language skills. It s a medium through which children, young people and adults gain a large portion of their education-their information, their understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. In this day of mass communication (much of it oral), it is vital importance that our pupils be taught to listen effectively and critically. For many students, listening is a difficult skill to be improved. So that, teachers have to get right method and right media in improving students listening skill. Computers, especially flash media player (flash video), is one of media which is very good to be used to improve students listening skill. It could help sensitivity to students sense of hearing. The researcher wants to find the influence of using flash media player in improving students listening skill, they are the effectiveness of its media, the significant point that influence of learning listening through its media and the advantages of its media. The subject of this research are twenty six students in the eight grade of MTs YPM 1 Wonoayu in academic year The researcher only focus on the A-Class of eight grade students at MTs YPM 1 Wonoayu in academic year The samples are all students in the eight grade of A-Class subtracted of two student s alpha. So, the subject are twenty four students. In this research the researcher used descriptive-qualitative approach. In order to achieve the aim of the research, is used a quasi-experimental method. A quasi-experimental research study has aimed to determine whether there is a result of something that was done on subjects inquired. Quasi-experimental designs do not include the use of random assignment. Researchers who employ these design rely instead on other techniques to control (or at least reduce) threats to internal validity. We shall describe some of these techniques as we discuss several quasi-experimental design. Jack R. Fraenkel and Norman E. Wallen (2005:271) and John W. Creswell (2008: 313). The researcher doesn t use table of validity and reliability as a rule to get the data. The variable used in this thesis just the completeness of criteria (KKM) as a rule and compare the effectiveness of two media use pre-test and post-test. 189

3 To collect the data, the researcher used observation, experiment, treatment and tests. The researcher use the listening tests of descriptive text with the title Tanah Lot as a topic. There are two types of tests. First test is pre-test. The researcher with the English teacher used record or cassette as a media for learning listening and take the results of student s first test. The second test is post-test. The researcher with the English teacher used flash media player (flash video) as a media for learning listening and take the results of student s final test. From this results of student s test that have been collected, the researcher get the data. She can analyzes the significant point that influence of its media and make conclusion. Findings and Discussion English is a language that is hard to learn. To find out that problem the researcher interviewed students, there are some problem that students faced in learning English: 1. In listening 2. In treasury of vocabulary 3. In the meaning of English word Some factors that make some words more difficult than others are: Pronunciation the word that is difficult to pronounce are more difficult to learn. Spelling Spelling mismatches are likely to be the cause of errors, either of pronunciation or spelling, and can contribute to a word s difficult. Meaning When two words overlap in meaning, learners are likely confused them. Many unfamiliar concepts make a word difficult to be learnt. In introducing vocabulary on the names of animal, place, thing or something, that familiarize students with vocabularies related to animal, place, thing or something. Moreover, students expected to be able to memorize and pronounce and write each vocabulary correctly, and try to perform a word to the picture that seen by the teacher. Young children, especially those up to age of thirteen or fourteen, learn differently from older children in the following ways: 1. They response the meaning even if they do not understand individual word. 2. They often learn indirectly rather than directly that is they take in the information from all side, learning from everything around them rather then only focusing on the precise topic they are being thought. 3. They generally display an enthusiasm for learning and a curiosity about the world around them. 190

4 4. They learn to talk about themselves, and response well to learning that uses themselves and their own lives as main topics in the classroom. 5. They have a limited attention, unless activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so. In the light of these activities, it can be concluded that good teacher at this level used to provide a rich diet of learning experiences which encourage their students to get information from a variety of sources. They need to work with their students individually and in group developing relationship. They need to arrange of activities for a given period, and the flexible enough to move on to the next exercise when they see their students getting bored. In fact, learning is human activity which at least needs manipulation by other. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. The result of this research was based on the students tests (pre-test and post-test). The researcher used the student s Minimum Completeness of Criteria (KKM) as a rule to measure the student s success based on BIMTEK KTSP 2009, DEPDIKNAS. The Pre-test used a media that usually used by the teachers of the experiment class. The media is cassettes or records. Mean of Pre-Test M 1 = = n X = 4,25 Post-test was conducted to find out the changes of student s value or achievement after researchers doing the treatment by using flash media player (flash video). Mean of Post-Test M 2 = = n x = 8,25 To gain students scores improvement, the students scores of post-test were subtracted into the students score of pre-test. The result of computation is as follow: 191

5 Table 4 Students Scores Improvement The table above shows that the post-test (8,25) is higher than the pre-test (4,25) of experimental class. The improvement mean (4,00) shows that using flash media player to the eight grade students of A-Class at MTs YPM 1 Wonoayu able to improve students listening skill ability (94,11%). It indicates that teaching listening by using flash media player (flash video) is better to improve the students listening skill. Based on the findings, especially in learning at junior high school, it is a big challenge, because in their ages, they still get difficulty to understand the meaning of English words. Conclussion Teaching listening by using flash media player (flash video), especially for children can be the one way to help them in learning process. It showed by interview to all research subjects after they follow the treatment by using flash media player (flash video). The students score of pre-test and post-test were analyzed differently. The experimental was observed directly by the researcher to know their progress in the program. The students score of post-test and pre-test were compared to gain the students achievement on the listening skill. The calculation of improvement shows that the student s score of post-test is higher than the students score of pre-test. The student s improvement result is 4,00 or 94,11%. It is the good point of student s improvement. It means that teaching by using flash media player (flash video) as a media could improve their listening skill better than teaching conventionally. So, the use of flash media player is recommended for learning listening. It can be concluded that the experimental teaching makes the students listening skill is better than before. So, the subject of sample can reach the target (73) of student s completeness criteria. 192

6 REFFERENCES Arikunto, Suharsimi. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta. Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Dunkel, P. (1991). Listening in The Native and Second/ Foreign Language: Toward an Integration of Research and Practice. TESOL Quarterly. Hatch, Evelyn and Hossein Farhady. (1982). Research Design and Statistic Bowley. ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc. Arikunto, Suharsimi. (1992). Prosedur penelitian Suatu Pendekatan Praktik. Jakarta: Asdy Mahasatya. Persulessy, G. H. (1988). Listening Improvement Exercise for Students of English. Jakarta: Depdikbud Dirjen Proyek Pengembangan Lembaga Pendidikan dan Tenaga Pendidikan. Richards, J. (1983). Listening Comprehension: Approach, Design, Procedure. TESOL Quarterly. Rixon, Shelagh. (1986). Developing Listening Skills. London and Basinstoke: Mac Millan Publisher, Ltd. Rost, Michael. (1991). Listening in Action. UK: Prantice Hall International, Ltd. Margiyati. Penetapan KKM. Diklat/ BIMTEK KTSP 2009 Depdiknas-DIT. accessed on April 24 th