Improving listening skills through watching
videos for elementary school studensts
Siti Tsuhaibatu Assakinah
Universitas Panca Sakti Bekasi
Abstract
This research is aimed to improve listening skills
to provide pronunciation of error on speaking and listening test activities
using videos made by the student of English education department of panca sakti
university of Bekasi. the subject for this research was 60 students of high
school.
This research applied qualitative research to
describe the types, source and causes of students’ errors taken from listening
test and speaking test which consisted of interview questions. The errors were
classified according into linguistic and George’s classification, well as the
possible sources. The research findings indicated that there were 3 aspects of
errors made by students namely; errors in pronounce the words, errors in the
use of vocabularies, and errors in intonation or stressing of the words. Based
on the analysis of students’ test result, the writer describe the qualification
of the students’ score of the test 85.25% which overgeneralization took place
in the major cause of the errors with total percentage 43.50%.
Keyword: listening, speaking activities, study
result.
Introduction
Teaching is a process carried by the teacher in
the classroom, which is intended to transfer the knowledge and skill to the
students. In teaching of a language, the skills can be listening, speaking,
reading and writing. These four language skills are very important for making
competence in communications.
Penny Ur
(1997:3) A real life listening fulfils some conditions such as; we listen for a
purpose and with certain information, we response to what we hear,we see the
person who is speaking to.
Listening
comprehension is regarded theoretically as an active process in which
individual concentrate on selected aspects of aural input, from meaning and
associate what they hear with exiting knowledge.
English is one of students‟
necessary, which is needed by students in this period; students need to learn
English in order to increase their ability in it to make them ready to face the
globalization era in the future. Through English, they can get good job in the
corporation and people feel confidence when they can speak English fluently.
Surely, when students are learning English, students need to study about four
skills of English such as listening, speaking, reading, and writing. The goal
of foreign language study is to learn a language in order to read literature or
in order to benefit from the mental discipline and intellectual development
that result from foreign language study (Richard and Rodgers, 1986:3). Usually
an English teacher does not have any new method to teach their students about
English; besides, a teacher should have good method to make their students feel
that English is fun and easy to be learned. Teacher is a key factor in the
successful implementation of curriculum changes. (Richard, 2 2001:99). A
teacher is one of component that has important role in the teaching-learning
process because teacher is the subject of the activity. In doing teachers‟
role, a good teacher needs an effective method in order to make language
teaching successful. Actually, most of students in senior high school want to
study about English, and most of them had been getting English when they are
studying in elementary school, but they did not understand what their English
teacher talking about. This problem comes from students itself because they
feel that English is very hard to be understood, especially in listening. Some
students have problem in listening. They think that listening is hard. When
listening, teacher is usually use audio and the speaker is native speaker.
Students usually not understood what the speaker said, because their
pronunciations are different with us. The English teacher seldom teaches their
students listening. So, the teacher mush give their students listening because
when the teacher teach English, the teacher mush teach four skill. We can help
students listen more effectively if we spend some time teaching them about
purposes for listening. One way to do that is to use a simple dialogue. (Brown,
2006, p. 5) In addition, when teacher teach listening, they also use media to
teach their students. Usually the teachers are difficult to choose the media
that they will use to teach. In this case, the teacher usually use video or
audio to teach. When teacher use audio and video, the students can more
interest and they 3 will focus to watch or listen what the teachers teach.
Media with emphasis on cognitive skill and academic achievement of young children.
Media is important to teach in listening. A good media can improve cognitive
and academic achievement for students. (Kirkorian, Wartella and Anderson, 2008)
Video is a popular tool used to engage learners and enhance a learning
experience. Anyone with digital camera, webcam, tablet or smart phone can now
create and edit a movie. YouTube statistics highlight the widespread use of
video online, with more than 4 billion hours of video watched each month and 72
hours of video being uploaded every minute (YouTube 2013, statistics). Videos
are an excellent way to present and elaborate concepts, demonstrate a procedure
or gain an understanding of learning in action. (Deakin, 2014) The using of
video to teach listening at senior high school is one of appropriate media in
teaching English. Perhaps students feel that studying foreign language
especially English will be more interesting when English teacher uses video as
a media. The students can enjoy learning English when teacher uses video to
teach English. Teacher can show English news, short movie, etc. From the
explanation above, the writer would like to know the use of video as a media to
improve listening skill. However, teaching listening should use effective
technique.
Method
METHOD The researcher used
quasi-experimental designs of nonequivalent control group designs. According to
Syamsudin & Damaianti (2011), the form of a quasi-experimental design is
the development of true experimental designs that are difficult to implement.
The quasiexperimental design has a control group, but it cannot function fully
to control external variables that affect the conduct of experiments. The
quasi-experimental design was used because, in reality, it was difficult to get
the control group used in the study. The research design in this study was made
to facilitate researchers in conducting research, namely by sharing questions
in the form of questions. The experimental method is related to finding a
causal relationship, then the research will disseminate the test before the
video is displayed and will be given a question again after the video Upin-Ipin
is displayed.
Based on the analysis of students’ test result,
the writer describe the qualification of the students’ score of the test 85.25%
which overgeneralization took place in the major cause of the errors with total
percentage 43.50%.
The type of test instrument
that the researcher used is a listening skill test. The listening skill test is
a test used to measure student achievement after listening. Consequently, the
data obtained can be believed to be validity then before the question is tested
on the research sample, it is necessary to test the validity and reliability of
the instrument against students outside the study sample. The instrument will
first be tested to another group, then the results will be analyzed to
determine the validity and reliability of the question. The way to test the
validity of the item is by calculating the correlation coefficient from an
evaluation tool that will know the validity.
Finding
and discussion
Listening plays an important
role in learning and everyday life. Listening skills develop since students
enter preschool age. According to Cigerci & Gultekin (2017), listening is a
language skill that uses almost 45% of other skills. Listening skills are
language skills used before students learn reading and writing skills. Then,
the acquisition of language in each individual begins with listening skills and
listening skills become the basis for individuals to master other language
skills. Learning listening skills needs to be designed attractively so that
students are motivated to learn and take listening seriously. Especially when
teaching listening skills to elementary school students (Kim, 2015). The
teacher needs to present reconciliation materials that are in accordance with
the characteristics of the students so that the power to see students develop
better. The use of varied learning models or media can be implemented by
teachers to improve students' listening skills.
Data analysis
The data from interview indicate that
the students have some positive response toward the application of the
technique conducted in this study. Related to the advantages using listening journal, there are four points highlighted
derived From students’ answer on the interview.
The results of this study are also
reinforced by Rosiana's (2017) research on the effect of using Video on
students' listening skills. There was a significant effect by looking at the
results of the post-test experimental class greater than the control class
85.3> 77.7 with a difference in an increase of 7, 6. Learning media in the
form of videos is very helpful for teachers in learning. The choice of the
video must also pay attention to the criteria that are good and in accordance
with the psychology of student development. The selection of interesting media
will also make students more eager to learn.
ERROR EVALUATION
Based on
the results of the research described, the researchers concluded that there was
an influence of Upin-Ipin video in improving students' listening skills. This
is indicated by the significance of the two classes of 0,000, which is less
than 0.05. Media Video Upin-Ipin is an alternative media that can be used for
Indonesian language learning, one of which is listening to skill. This media
requires students to be able to grow motivation to learn, especially in terms
of listening. In addition, the video also attracts the attention of students by
remembering that the contents of the video message are more striking and have a
long-lasting memory.
References
file:///C:/Users/USER/Downloads/1299-5277-1-PB.pdf
http://e-repository.perpus.iainsalatiga.ac.id/3876/1/skripsi%20word.pdf
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