Post on 20-May-2022
THE EFFECTIVENESS OF USING PODCAST IN TEACHING
LISTENING COMPREHENSION VIEWED FROM
STUDENTS’ LISTENING HABIT
(An Experimental Research at SMP Muhammadiyah 1 Way Jepara)
A Thesis
By
JUNI BAYU SAPUTRA
S891308050
GRADUATE SCHOOL OF ENGLISH EDUCATION STUDY
PROGRAM SEBELAS MARET UNIVERSITY
SURAKARTA
2014
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PRONOUNCEMENT
This is to certify that I myself write this thesis, entitled THE
EFFECTIVENESS OF USING PODCAST IN TEACHING LISTENING
COMPREHENSION VIEWED FROM STUDENTS‘ LISTENING HABIT (An
Experimental Research at SMP Muhammadiyah 1 Way Jepara). It is not a
plagiarism or made by others. Anything related to others‘ work is written in
quotation, the source of which is listed on the bibliography.
If then this pronouncement found to have violated the law, I am ready to
accept any academic punishment, including the withdrawal or cancellation of my
academic degree.
Surakarta, 26 August 2014
Juni Bayu Saputra
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ABSTRACT
Juni Bayu Saputra. S891308050. The Effectiveness of Using Podcast in
Teaching Listening Comprehension Viewed from Students’ Listening Habit (An Experimental Research at SMP Muhammadiyah 1 Way Jepara), A Thesis.
English Education Department, Graduate School, Sebelas Maret University,
Surakarta. Consultant I: Prof. Dr. Joko Nurkamto, M.Pd. Consultant II: Dr.
Hersulastuti, M.Hum.
The objectives of this research are to find out whether: (1) podcast is more
effective than movie to teach listening comprehension; (2) students having high
listening habit have better listening comprehension than those having low
listening habit; (3) there is any interaction effect between teaching media and
different listening habit on the students‘ listening comprehension.
For the purpose of the topic, three groups of students consisting of eighty
four were cluster randomly selected and were divided into two groups of twenty
eight as the experimental and control class. Research method was quasi-
experimental. The instruments were multiple choice test and questionnaire. Both
groups were taught in the same style. Before the instruments were used, a tryout
had been administered to know the validity and reliability of the instruments.
Furthermore, it was found out that the data were in normal distribution and
homogeneous based on the normality testing and homogeneity testing. The
researcher analyzed the listening test scores of students who had high and low
listening habit in both groups. Multifactor Analysis of Variance (ANOVA) and
Tukey test were applied with the level of significance α =0.05.
The results of the test and the related comparisons, findings showed that: (1)
podcast is more effective than movie to teach listening comprehension; (2)
students having high listening habit have better listening comprehension than
those having low listening habit; (2) there is interaction effect between teaching
media and different listening habit on the students‘ listening comprehension.
To sum up, podcast is an effective media to teach listening to the eighth
grade students of SMP Muhammadiyah 1 Way Jepara, in the academic year
2014/2015. However, in the implementation of the media, a teacher must consider
about the students‘ level of listening habit. As proved in the research, listening
habit influences the students‘ listening comprehension. By considering the
students‘ level of listening habit, a teacher can choose the media he/she uses
properly to teach listening in order to improve students‘ listening comprehension.
Key term: Podcast, Movie, Students’ Listening Comprehension, Students’
Listening Habit.
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MOTTO
Persistence is the key of success. Success is not about how
much money you make. It is about the difference you make in
people's lives and the kindness you make in your heart.
-Juni Bayu Saputra-
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DEDICATION
With the deep profound love, this research is devoted to:
My beloved parents and my big families for their patience, understanding,
tolerance, supports, prayers and encouragement.
My endless love and sweetheart Hesti Tusiana Dewi for her never ending
supports and her prayers.
My best friends at Class A and generally for my friends at English
Department of Graduate Program with whom I exchanged ideas and
developed friendship, and for all the people in my life especially for all of my
teachers, the light of my life, now and in the past, who have been giving me a
great deal of attention, invaluable assistance and support, I hope Allah will
always bless you all.
My Alma mater, Sebelas Maret University, from which I have a great deal of
knowledge and insight about life, love and hope of the future.
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ACKNOWLEDGMENTS
All praise is due to Allah, I would like to express my deepest gratitude to
Allah, the most gracious, the most merciful, because without His countless
blessing and guidance as well as His compassion, this thesis would not have been
accomplished. In addition, this thesis can never be accomplished without the help
of others during the process of writing. Therefore, the researcher would like to
express his deepest gratitude and appreciation to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University.
2. The Head of Graduate Program of the English Education Department.
3. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant, for all his guidance,
advice, and encouragement during the completion of this thesis.
4. Dr. Hersulastuti, M.Hum., the second consultant, for her guidance, advice, and
encouragement during the writing process of this thesis.
5. The principal of SMP Muhammadiyah 1 Way Jepara.
6. All teachers, especially the English teacher of the eighth grade students of
SMP Muhammadiyah 1 Way Jepara.
7. The eighth grade students of SMP Muhammadiyah 1 Way Jepara.
The researcher hopes and accepts gratefully every comment and suggestion.
Hopefully, this thesis will be useful for the readers.
Surakarta, 2014.
Juni Bayu Saputra
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TABLE OF CONTENT
TITLE PAGE ............................................................................................. i
APPROVAL PAGE. ................................................................................... Error! Bookmark not defined.
LEGITIMATION OF EXAMINERS ......................................................... Error! Bookmark not defined.
PRONOUNCEMENT ................................................................................. iv
ABSTRACT ................................................................................................ v
MOTTO ...................................................................................................... vi
DEDICATION ............................................................................................ vii
ACKNOWLEDGMENTS .......................................................................... viii
TABLE OF CONTENT .............................................................................. ix
LIST OF TABLE ........................................................................................ xii
TABLE OF FIGURE .................................................................................. xiii
TABLE OF ABBREVIATION ................................................................... xiv
TABLE OF APPENDICES ........................................................................ xv
CHAPTER I INTRODUCTION ................................................................ 1
A. Background of the Study ................................................................. 1
B. Problem Identification ..................................................................... 7
C. Problem Limitation ......................................................................... 8
D. Problem Statement .......................................................................... 9
E. Research Objective.......................................................................... 9
F. Significance of the Research ........................................................... 9
CHAPTER II LITERATURE REVIEW ..................................................... 13
A. Review of Theory ............................................................................ 13
1. Listening Comprehension ........................................................ 13
a. The Definition of Listening Comprehension ....................... 13
b. Types of Spoken Language ................................................. 14
c. Difficulties in Listening ....................................................... 16
d. Steps for Teaching Listening ............................................... 17
e. Listening Process ................................................................. 18
f. Macro and Micro Skills of Listening................................... 19
g. Aspect and Elements of Listening ....................................... 20
h. Assessment of Listening ...................................................... 21
2. Teaching Media ......................................................................... 28
a. Podcast ................................................................................. 29
1. Definition of Podcast ...................................................... 29
2. Types of Podcast ............................................................. 30
3. Podcasts as Language Learning Materials ...................... 31
4. Using Podcasts for Enhancing Listening Comprehension 31
5. The Steps of Using Podcast ............................................ 32
6. Advantages and Disadvantages of Podcast ..................... 33
b. Movie ................................................................................... 36
1. Definition of Movie ........................................................ 36
2. Why Movies are Chosen ................................................. 36
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3. How to Select Films and what to Consider .................... 37
4. How to Use Movies ........................................................ 38
5. Teaching Steps Using Movie .......................................... 41
6. Advantages and Disadvantages of Using Movies .......... 42
3. Listening Habit .......................................................................... 44
a. Definition of Habit .............................................................. 44
b. The Causes of Low Listening Habit .................................... 45
c. Factors Influencing Listening Habit .................................... 46
d. Bad Listening Habits ........................................................... 47
e. Improving Listening Habits ................................................. 52
f. Aspect and Elements of Listening Habits ........................... 55
B. Review of Related Studies .............................................................. 56
C. Rationale ......................................................................................... 63
D. Hypothesis ....................................................................................... 66
CHAPTER III RESEARCH METHODOLOGY ....................................... 67
A. Context of the Study ........................................................................ 67
1. Place of the Research ................................................................ 67
2. Time of the Research ................................................................ 68
B. Research Method ............................................................................. 68
1. Research Variable ..................................................................... 69
2. Experimental Design ................................................................. 70
C. Research Population and Sample ................................................... 71
1. Population................................................................................. 71
2. Sample ...................................................................................... 72
3. Sampling................................................................................... 72
D. Data Collection and Research Instrument ........................................ 73
1. Validity and Reliability of Listening Comprehension Test ..... 75
2. Validity and Reliability of Questionnaire ................................ 77
E. Data Analysis ................................................................................... 78
1. Prerequisite Test ....................................................................... 81
a. Normality Test ..................................................................... 81
b. Homogeneity Test ............................................................... 82
2. Hypothesis Testing ................................................................... 83
F. Statistical Hypotheses ...................................................................... 85
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ........... 87
A. The Implementation of the Research .............................................. 87
B. Description of the Data ................................................................... 88
1. The Data of Listening Comprehension in Experimental
Class (A1) ................................................................................. 89
2. The Data of Listening Comprehension in Control Class (A2) . 90
3. The Data of Listening Comprehension on the Students who
Have High Listening Habit (B1) ............................................... 91
4. The Data of Listening Comprehension on the Students who
Have Low Listening Habit (B2) ............................................... 92
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5. The Data of Listening Comprehension on the Students who
Have High Listening Habit and Are Taught Using Podcast
(A1B1) ....................................................................................... 94
6. The Data of Listening Comprehension on the Students who
Have Low Listening Habit and Are Taught Using Podcast
(A1B2) ....................................................................................... 95
7. The Data of Listening Comprehension on the Students who
Have High Listening Habit and Are Taught Using Movie
(A2B1) ....................................................................................... 97
8. The Data of Listening Comprehension on the Students who
Have Low Listening Habit and Are Taught Using movie
(A2B2) ....................................................................................... 97
C. Hypothesis Testing .......................................................................... 98
1. Prerequisite Tests ..................................................................... 98
a. Normality Test ..................................................................... 98
b. Homogeneity Test ............................................................... 99
2. Two-way ANOVA ................................................................... 99
3. Tukey Test ................................................................................ 101
D. Discussion of the Findings .............................................................. 104
1. The Difference between Podcast and Movie on the
Students‘ Listening Comprehension ........................................ 104
2. The Difference of Listening Comprehension between
Students Having High Listening Habit and Students Having
Low Listening Habit................................................................. Error! Bookmark not defined.106
3. The Interaction between Teaching Media and Different
Listening Habit on the Students‘ Listening Comprehension ... 108
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ... 111
A. Conclusion ...................................................................................... 111
B. Implication and Suggestions ........................................................... 112
REFERENCES ............................................................................................ 119
APPENDICES ............................................................................................ 127
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LIST OF TABLE
Table 3.1. The Time Schedule for Research ............................................... 68
Table 3.2. Factorial Design 2x2 ................................................................. 71
Table 3.4. The summary for homogeneity test ........................................... 83
Table 3.5. The Summary for 2 x 2 Factorial Design ................................... 85
Table 4.1. The Research Implementation Summary ................................... 87
Table 4.2. Frequency Distribution of Data A1 ............................................ 90
Table 4.3. Frequency Distribution of Data A2 ............................................ 91
Table 4.4. Frequency Distribution of Data B1 ............................................ 92
Table 4.5. Frequency Distribution of Data B2 ............................................ 93
Table 4.6. Frequency Distribution of Data A1B1 ........................................ 94
Table 4.7. Frequency Distribution of Data A1B2 ........................................ 95
Table 4.8. Frequency Distribution of Data A2B1 ........................................ 96
Table 4.9. Frequency Distribution of Data A2B2 ........................................ 97
Table 4.10. The Summary of Normality Test ............................................. 98
Table 4.11. Homogeneity Analysis of the Data .......................................... 99
Table 4.12. Table of the Mean Scores of the Cells ..................................... 100
Table 4.13. The Summary of Multifactor Analysis of Variance................. 100
Table 4.14. The Summary of Tukey Test ................................................... 101
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TABLE OF FIGURE
Figure 2.1: Types of Oral Language ........................................................... 15
Figure 4.1. Histogram and Polygon of Data A1 .......................................... 90
Figure 4.2. Histogram and Polygon of Data A2 .......................................... 91
Figure 4.3. Histogram and Polygon of Data B1 .......................................... 92
Figure 4.4. Histogram and Polygon of Data B2 .......................................... 93
Figure 4.5. Histogram and Polygon of Data A1B1 ...................................... 94
Figure 4.6. Histogram and Polygon of Data A1B2 ...................................... 95
Figure 4.7. Histogram and Polygon of Data A2B1 ...................................... 96
Figure 4.8. Histogram and Polygon of Data A2B2 ...................................... 97
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TABLE OF ABBREVIATION
TEFL (teaching English as A Foreign Language) ...................................... 2
EFL (English as a Foreign Language) ........................................................ 3
SMP (Sekolah Menengah Pertama/Junior High School)............................ 3
MTs (Madrasah Tsanawiyah/Islamic Junior High School) ........................ 3
KEMDIKBUD (Kementerian Pendidikan dan Kebudayaan/The Ministry
of Education and Culture) ........................................................................... 4
BBC (British Broadcasting Corporation) .................................................... 30
RTHK (Radio Television Hong Kong) ....................................................... 30
SMA (Sekolah Menengah Atas/Senior High School) ................................. 56
ESL (English as a Second Language) ......................................................... 60
EMI (English as the Medium of Instruction) .............................................. 61
CMI (Chinese as the Medium of Instruction) ............................................. 61
Jl. (Jalan/street) ........................................................................................... 67
ANOVA (analysis of variance) ................................................................... 83
RPP (Rencana Program Pembelajaran/Lesson Plan) ................................ 131
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TABLE OF APPENDICES
Appendix 1a: Syllabus of SMP ................................................................... 127
Appendix 1: Lesson Plan for Experimental Class....................................... 131
Appendix 2: Lesson Plan for Control Class ................................................ 167
Appendix 3: Blue Print and Instrument of Listening Comprehension Test 199
Appendix 4: Blue Print and Questionnaire of Listening Habit ................... 208
Appendix 5: Validity and Reliability of the Listening Comprehension
Test ........................................................................................ 212
Appendix 6: Distractor, Difficulty Index, and Discrimination Index of
the Listening Comprehension Test ....................................... 216
Appendix 7: Validity and Reliability of the Questionnaire Test................. 225
Appendix 8: Homogeneity Test of the Population ...................................... 233
Appendix 9: Listening Comprehension Score of Experimental Class ........ 235
Appendix 10: Listening Habit Score of Experimental Class ...................... 236
Appendix 11: Listening Comprehension Score of Control Class ............... 237
Appendix 12: Listening Habit Score of Control Class ............................... 238
Appendix 13: Listening Comprehension Test of Experimental Class
Viewed from Students‘ Listening Habit ............................. 239
Appendix 14: Listening Comprehension Test of Control Class Viewed
from Students‘ Listening Habit .......................................... 240
Appendix 15: Descriptive Statistics ............................................................ 241
Appendix 16: Normality Test...................................................................... 264
Appendix 17: Homogeneity Test ................................................................ 271
Appendix 18: ANOVA ............................................................................... 273
Appendix 19: Tuckey Test .......................................................................... 277
Appendix 20: Table of Data Distribution.................................................... 278
Appendix 21: Research Licenses ................................................................ 287
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CHAPTER I
INTRODUCTION
This study deals with the effectiveness of using podcast in teaching listening
comprehension viewed from students‘ listening habit for the eighth grade students
of SMP Muhammadiyah 1 Way Jepara. This chapter presents and discusses the
background of the study, problem identification, problem limitation, problem
statement, research objective, and significance of the research.
A. Background of the Study
Listening plays an important role in communication. Listening also has
great importance in foreign language classroom (Nunan, 2002, in Richards &
Renandya, 2002, p.238). In language learning process, listening provides input for
students. If students cannot understand the input, the learning process cannot
begin (Rost 1994, p. 141-142).
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. But of even further impact is the likelihood that
input in the aural-oral mode accounts for a large proportion of successful language
acquisition. In typical day, we do measurably more listening than speaking.
Whether in the workplace, educational or home contexts, aural comprehension far
outstrips oral production in quantifiable term of time, number of words, effort,
and attention (Brown, 2004).
However, listening has hardly got the attention of educators in teaching and
learning of English as second or foreign language. School final examination,
university entrance examinations, and other examinations do not include listening
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as one of the components to be tested. That would be at least one reason why
listening has not been paid much attention. If it is not tested, teachers will not pay
attention to it. Another reason why listening has been ignored is because there are
still people who view listening as a passive skill. Wilson (2008, p. 21) points out
that listening is not a passive skill. Indeed, it is active, but all the activity happens
in the mind. Listeners guess, predict, infer, criticize and, above all, interpret.
In line with the previous statement, Rost (2002) suggests that listening is a
process involving a continuum of active processes which are under the control of
the listener. It is different from hearing which is the primary physiological system
that allows for reception and conversion of sound waves that surround the listener.
Furthermore, O‗Malley, Chamot, & Kupper (1989) in Gilakjani & Ahmadi (2011,
p. 977) state that listening comprehension is an active and conscious process in
which the listener constructs meaning by using cues from contextual information
and from existing knowledge, while relying upon multiple strategic resources to
fulfill the task requirement.
In addition, listening as comprehension is the traditional way of thinking
about the nature of listening. Indeed, in most methodology manuals listening and
listening comprehension are synonymous. This view of listening is based on the
assumption that the main function of listening in second language learning is to
facilitate understanding of spoken discourse (Richards, 2008, p. 3).
Regardless, teaching listening comprehension is one of the major tasks in
teaching English as a foreign language (TEFL) (Ur, 1989). Although listening is a
―receptive skill‖, rather than a ―productive skill‖, in the process of interpreting
messages of what people utter (Lindsay & Knight, 2006, p. 47), listening
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comprehension would be the hardest of all the four language skills of i.e.
listening, speaking, reading and writing, especially, to English foreign language
(EFL) learners. This situation can be traced to that ―listeners have to receive the
message in a foreign language, de-code it and comprehend it instantly in a
meaningful context; thereof, it would not be difficult to imagine that they might
encounter a variety of hurdles, for example grasping main ideas of the dialogues
in contexts, and therefore suffer from anxiety‖ (Su & Liu, 2012, p. 458).
Therefore listening comprehension is very important for the EFL learners.
Because, Mendelsohn (1994) in Gilakjani & Ahmadi (2011, p. 977) states that
listening plays an important role in communication as it is said that, of the total
time spent on communicating, listening takes up 40-50%; speaking, 25-30%;
reading, 11-16%; and writing, about 9%. In addition, Shouyuan (2003) in Guo &
Wills (2005), even says that listening is the most important component in the five
aspects of overall English competence he suggests as listening, speaking, reading,
writing and translation, it deserves particular attention. Teachers must actively
explore the nature and process of listening comprehension and study the theory
and methodology of listening comprehension in order to improve listening
teaching outcomes and make students recognize that listening comprehension is
the crucial aspect of English learning.
The objective of teaching English in Junior High School or Sekolah
Menengah Pertama (SMP) and Islamic Junior High School or Madrasah
Tsanawiyah (MTs) which is suitable with this research based on Curriculum 2013
is that the students can understand and apply their factual, conceptual, and
procedural knowledge based on their curiousness about the knowledge,
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technology, art, and culture related to phenomena and visible occasions (the
ministry of education and culture/Kementerian Pendidikan dan Kebudayaan
(KEMDIKBUD), 2013, p. 69). The objective of teaching listening is that the
students are able to understand the goal, structure of the text, and language aspect
of the oral and written texts or monologues. For the first grade, the oral
monologues are in the form of procedure and description. For the second grade,
oral monologues are in the form of description, recount, and narration. For the
third grade, oral monologues are in the form of narration, report, and procedure
(KEMDIKBUD, 2013, p. 66-72).
Listening comprehension covers four indicators that should be mastered by
the learners. They are making inferences, meaning, main idea, and orientation.
Furthermore, the students should gain the minimum passing grade about 70 in
order to be able to pass from the standard competence being taught (passing grade
of SMP Muhammadiyah 1 Way Jepara, 2014). On the other hand, there are many
students at SMP Muhammadiyah 1 Way Jepara who get score <70, so the
researcher classifies that the students get low listening comprehension.
The main cause that makes the students‘ listening comprehension becomes
low is the students‘ habit in following the listening class. Students tend to not
paying attention and ignoring the material in form of movies given by the teacher.
Movies are an enjoyable source of entertainment and language acquisition
(Ismaili, 2013, p. 122). Furthermore, students seem that they listen for fun only
and then become lazy to follow up the material. And, for most students, listening
is considered as skill that should be avoided because they cannot understand what
they are listening for. Another reason is because the language in movies is
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sometimes spoken very fast or hard to understand. In addition, listening skills did
not receive priority in language teaching. The emphasis of language teaching is
much laid on the written form. The students are given exposure to a written form
with little regard to listening. Opportunities for teaching listening, as well as
talking, have been limited because educators have traditionally used reading and
writing performance as measures of student achievement.
Listening habit is therefore considered as one of the serious causes in this
research. Richards & Schmidt (2002) state that habit is a pattern of behavior that
is regular and which has become almost automatic as a result of repetition (p.
236). Furthermore, listening habit is a pattern of behavior in identifying and
understanding 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
(Saputra, 2014, p. 170).
Listening habit is divided in to two forms (high and low) and it consists of
calling or judging a subject, criticizing, reacting, listening for facts, paying
attention, yielding to distractions, lecture notes, review sessions, the easiness, and
thought speed. Regarding the causes above, the researcher classifies that the
students have low listening habit.
The listening problems that exist in the school are considered crucial to be
solved, since in order to complete the listening task, the students should give
attention to the listening material. Listening demands listener‘s engagement. Long
texts on subjects which students are not interested in will not only be
demotivating, but students might stop paying attention and once they do that it
becomes difficult for them to tune back into the topic (Harmer, 1998, p. 98).
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In order to make an effective teaching listening skill, a teacher should know
the difficulties in listening. Many students of English as a foreign language
encounter more difficulties in listening and speaking than in reading and writing
(Lam, 2002 in Richard & Renandya, 2002, p. 248). In reading, they are exposed to
a structured text. While in listening, the students are exposed to a flowing text. If
they fail to recognize a word or a phrase they have not understood, they often miss
the next part of the tape (Harmer, 1998, p. 99). Students of English as a foreign
language often have difficulty acquiring this skill, because they are not familiar
with the native speaker‘s speech and cannot control the speed of the speaker‘s
speech.
In line with the situation above, so the researcher proposes podcast as the
comparable solution of movie that can be used to increase the students‘ listening
comprehension. Podcast is a series of digital material files (either audio or video)
that are released episodically and downloaded through web syndication (Mathis &
Galloway, 2010). Furthermore, podcast contains many variations such as jokes,
story, and poetry which are suitable for each student‘s levels. In the class using
podcast the students can learn through more than one modality (listen to audio
files/watch video on content as well as read course materials) (Rallis & Shannon,
2006).
Research studies on podcasting have already acknowledged its potentiality
and have documented many evidences that podcasts can greatly help develop
students‘ language skills, especially in developing students‘ speaking and
listening skills in general (Hasan & Hoon, 2013; Ashton-Hay & Brookes, 2011;
O‘Bryan & Hegelheimer, 2007), and particularly in developing students‘ listening
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comprehension at different listening habit (Saputra, 2014). Considering the
previous studies, then the researcher believes that this research can also be
successfully used to improve the students‘ listening comprehension.
Regarding the condition above, then the researcher is interested to compare
a listening class by using podcast and movie viewed from students‘ listening
habit. Finally, in the end of the research, the students‘ listening comprehension
especially in indicator one, two, and three are expected to increase. Furthermore,
the result of students‘ listening comprehension in the class using podcast is
expected to be better than that of students‘ listening comprehension in the class
using movie.
In line with the explanation above, so the researcher entitles this research
with the effectiveness of using podcast in teaching listening comprehension
viewed from students‘ listening habit (an experimental research at SMP
Muhammadiyah 1 Way Jepara), in the academic year of 2014/2015.
B. Problem Identification
There are some problems which are identified dealing with the students‘
listening comprehension at the students of SMP Muhammadiyah 1 Way Jepara, in
the academic year of 2014/2015. They are as follows:
1. The quality of students‘ listening comprehension is low.
2. Students tend to not paying attention and ignoring the material in form of
movie given by the teacher.
3. Students seem that they listen for fun only and then become lazy to follow up
the material.
4. Students have low habit in following the listening class.
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5. Students cannot understand well to what they are listening for and listening is
considered as a hard skill to comprehend.
6. The language in movies is sometimes spoken very fast or hard to understand.
7. Listening has hardly got the attention of educators in teaching and learning of
English as second or foreign language. School final examination, university
entrance examinations, and other examinations do not include listening as one
of the components to be tested. That would be at least one reason why
listening has not been paid much attention.
8. Listening skills did not receive priority in language teaching. The emphasis of
language teaching is much laid on the written form. The students are given
exposure to a written form with little regard to listening. Opportunities for
teaching listening, as well as talking, have been limited because educators
have traditionally used reading and writing performance as measures of
student achievement.
C. Problem Limitation
To limit the research, it is necessary to focus on the problem discussed in
the research. The problems are limited into:
1. The difference between podcast and movie on the students‘ listening
comprehension.
2. The difference between students having high listening habit and students
having low listening habit on their listening comprehension.
3. The interaction effect between teaching media and different listening habit on
the students‘ listening comprehension.
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D. Problem Statement
Based on what have been stated in the background of the study above, the
problem of the study can be formulated as follows:
1. Is podcast more effective than movie to teach listening comprehension?
2. Do students having high listening habit have better listening comprehension
than those having low listening habit?
3. Is there any interaction effect between teaching media and different listening
habit on the students‘ listening comprehension?
E. Research Objective
In line with the problem formulation above, so the objectives of this
research are as follows:
1. To find out whether podcast is more effective than movie to teach listening
comprehension.
2. To find out whether students having high listening habit have better listening
comprehension than those having low listening habit.
3. To find out whether there is any interaction effect between teaching media
and different listening habit on the students‘ listening comprehension.
F. Significance of the Research
After conducting this study, the researcher hopes that the result of this study
can give benefit for:
1. Students
a. It can stimulate students to improve their listening comprehension since
they will find out that listening comprehension is not complicated. Their
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improvement in listening habit will help them master English well. As
the result, it will enrich their knowledge in listening comprehension.
b. It can provide student enjoyment in the learning process without ignoring
the teaching learning process itself. By this condition, students can
improve their attention, motivation, activeness and other aspects that
closely related to their listening habit.
c. It can promote the term of podcast as a media stream that combines
between audio and/or video and PDF files on the Net which is usually
uploaded at regular intervals to students, so that they can be familiar with
this media.
2. Teacher
a. For the other teachers, they can get a large knowledge about teaching
listening using podcast and the result of this study can be a useful input
in English teaching learning process especially for improving listening
comprehension.
b. Curriculum 2013 demands teachers to use authentic materials in the
teaching learning process. The content of podcast can be a good solution
to overcome this must. This is because podcast overs an authentic
material for the students. The authenticity and type of materials available
in podcast effectively bridges the gap between formal English and
informal language, making them suited to extensive listening, motivating
students‘ interest in listening to English inside and outside the classroom.
c. Podcast is easy and cheap or even free media that can be accessed by
every teacher; however, not all teachers are able to take the advantages of
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this media. This thesis can therefore be guidance for other teachers to
take the advantages of this media in order to improve their teaching
learning atmosphere and to increase the students‘ listening
comprehension.
d. The result of this study can inform the teachers about the importance of
teaching listening comprehension and listening comprehension itself for
the students; therefore, teacher can give much more priority to listening
skills in language teaching. It is because we do measurably more
listening than reading, speaking, or writing; whether in the workplace,
educational or home contexts, aural comprehension far outstrips oral and
written text production in quantifiable term of time, number of words,
effort, and attention. Furthermore, the emphasis of language teaching is
not much laid on the written form anymore. The students are not given
exposure to a written form with little regard to listening. In addition,
teachers can realize that students listening habit affects their
comprehension in listening; therefore, teachers can pay much more
attention to the students‘ listening habit while they are teaching listening
comprehension.
3. School
a. The result of this study can encourage the notion of proper internet
connection in the school. Podcast requires internet connection to
download it from the web. With the advantages over by podcast and
positive result provided in this thesis, the school can be surer to build a
proper internet connection. In addition, in the name betterment, teachers
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must be encouraged to access this media and the best encouragement that
school can over is by building a good internet connection. Furthermore,
the internet connection can also be used for other teachers, not only the
English teacher him/herself.
b. This thesis can inform to the school that gadget is necessary tool to bring
to the class. With the good internet connection, students can be
encouraged and well-motivated to search another podcast with their own
gadgets. On the other words, school does not need to forbid students to
bring their gadget to the school. The best thing that the school can do is
by giving good understanding on how to use their gadgets wisely.
4. Public
a. The result of this research can enrich the references of the next research
and generally this research might have advantages to Sebelas Maret
University.
b. It can encourage another student, particularly students of graduate school
of English education study program and all of Sebelas Maret University
in general to conduct further research in the future.
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CHAPTER II
LITERATURE REVIEW
This chapter is presented to review related literature covering: (1) review of
theory which include listening comprehension, podcast, movie, and listening
habit; (2) review of related studies; (3) rationale; and (4) hypothesis.
A. Review of Theory
1. Listening Comprehension
a. The Definition of Listening Comprehension
Jalongo (1992) states that listening involves three things: (1) hearing: a
physiological process that includes auditory acuity (the ability to hear) and
auditory perception (the ability to discriminate among sounds, to blend sounds
together, and to hold sequences of sound in memory); (2) listening: an act of
perception which includes focusing, becoming aware and selecting cues from the
environment; (3) auding: an act of comprehension that begins with hearing and
listening. It includes getting meaning from what is heard, associating sounds to
something already known, organizing, imagining, and appreciating what is heard
(p. 14). Vandergrift (1999) in Wang (2011, p. 1164) states that listening is
anything but a passive activity. It is a complex, active process in which the
listener must discriminate between sounds, understand vocabulary and
grammatical structures, interpret stress and intonation, retain what was gathered in
all of the above, and interpret it within the immediate as well as the larger socio-
cultural context of the utterance. Coordinating all of this involves a great deal of
mental activity of the part of the listener. Listening comprehension is also known
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as the process of understanding speech in a first or second language (Richards &
Schmidt, 2002, p. 313).
Rost (2002) defines listening, in its broadest sense, as a process of receiving
what the speaker actually says; constructing and representing meaning;
negotiating meaning with the speaker and responding; and creating meaning
through involvement, imagination and empathy. Furthermore, Howatt & Dakin
(1974) in Malkawi (2010, p. 771) state that listening is the ability to identify and
understand what others are saying. This process involves understanding a
speaker's accent or pronunciation, the speaker‘s grammar and vocabulary, and
comprehension of meaning. An able listener is capable of doing these four things
simultaneously. According to Brown (2001), listening is an important skill
through which language learners internalize linguistic information without which
they cannot produce language.
Based on the definition above, the researcher concludes that listening
comprehension is a complex, active and conscious process by which the listener
can get the message from the speaker‘s utterance and interpret the role of
individual linguistic units within the immediate as well as the larger socio-cultural
context of the utterance plus constructs meaning by using signals from contextual
information and from existing knowledge, while relying upon multiple strategic
resources to fulfill the task requirement.
b. Types of Spoken Language
Before planning the lessons for listening classroom instruction, it is important to
discuss several types of spoken language. In Etman (2009) Nunan suggested a
diagram to differentiate types of oral language as follows:
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Figure 2.1. Types of Oral Language
1. Monologue
In monologue the listener does not require to respond to message. It is also
called an informational listening. This is where information is communicated to
the listener. Monologue can be planned such as speech, news report, weather
forecast or other prewritten material or unplanned such as description of
something, emergency announcement etc. Monologues are example of one way
communication. The speaker usually uses spoken language for any length of time,
as in speeches, lectures, news etc. The stream of the speech will go on whether or
not the listeners comprehend.
2. Dialogue
Dialogue involves two or more speakers and can be subdivided into those
which exchange expressions that promote social relationship (interpersonal) and
those which purpose is to convey propositional or factual information
(transactional). Both types of dialogues can be between or among familiar people
or unfamiliar. Dialogue requires listeners to respond to what is being
communicated. The goal of dialogue is to develop interaction between people.
The listener communicates something back to the speaker. For example, greetings
between friends, a discussion at a business meeting, and giving or receiving
instructions (p. 3).
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c. Difficulties in Listening
Students often find difficulties in learning listening skills. There are some
problems in listening faced by the students in common. First is difficulty to
distinguish sounds. One problem that students have is distinguishing individual
sounds and word boundaries in the stream of speech (Shelton, 2008). Students
might not distinguishing between different sounds in English, for example words
like ―there‖, ―their‖, and ―they‘re‖. As a result, they cannot interpret the sound
accurately.
Second is the difficulty to make inferences from the listening text.
Learners have greater difficulty to make inferences than determined the
information directly from the listening text (Nunan, 1999: 209). Students do not
realize that listening is not good enough since they must think about what they
hear as they hear it.
Third the students‘ limited vocabulary. For students who study English as
a foreign language, the unknown words can be a barrier to get the information
from the text they listened. One problem that all people speaking a foreign
language have experienced is that they get left behind trying to work out what a
previous word meant (Case, 2008). As a result, they are failed to get the next
information from the listening text.
Forth is the difficulty to concentrate. It is caused by some factors. One of
the factors is that the students are not interested with the listening materials.
Another factor is the unfamiliarity with the sounds, words, and sentences. When
the students are not interested or are not familiar with the materials, they will
consider that the materials are difficult. As a result, it is hard for them to
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concentrate on the listening materials. It is tiring for student to concentrate on
interpreting unfamiliar sounds, words, and sentences for long periods (Yagang,
2008).
In addition, Ur (1989) points out several potential problems areas in her
book Teaching Listening Comprehension: (1) hearing the sounds; (2)
understanding intonation and stress; (3) coping with redundancy and ‗noise‘; (4)
predicting; (5) understanding (colloquial) vocabulary; (6) understanding different
accents; (7) (not) using visual or environment clues; (8) fatigue.
Considering the students‘ problems in listening, it is essential for the
teacher to find out the way about how listening can be improved and what media
are useful to be implemented in the classroom. Students should be given exposure
to a variety of listening materials such as everyday conversation, announcements,
storytelling, interviews, and news. The variety of listening materials will result in
the improvement of students‘ achievement in listening comprehension.
d. Steps for Teaching Listening
A typical lesson sequence from the current position involves three part
lesson sequence consisting of pre-listening, while listening and post-listening. The
pre-listening phase prepares the students for practice in listening for
comprehension through activities involving activating prior knowledge, making
predictions, and reviewing key vocabulary. The while-listening phase focuses on
comprehension through exercises which require selective listening, gist listening,
sequencing etc. The post listening phase typically involves a response to
comprehension and may require students to give opinions about a topic, etc.
(Richards, 2005, p. 7).
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e. Listening Process
In the listening process, there two kinds of process that need to be noticed.
They are top-down process and bottom-up process (Nation & Newton, 2009, p.
40). The top-down process is the processes the listener uses to assemble the
message piece-by piece from the speech stream, going from the parts to the
whole. Bottom up processing involves perceiving and parsing the speech stream at
increasingly larger levels beginning with auditory-phonetic, phonemic, syllabic,
lexical, syntactic, semantic, propositional, pragmatic and interpretive (Field, 2003,
p. 326 in Nation & Newton, 2009, p. 40).
On the contrast, the bottom-up process involves ―the listener in going from
the whole their prior knowledge and their content and rhetorical schemata to the
parts. In other words, the listener uses what they know of the context of
communication to predict what the message will contain, and uses parts of the
message to confirm, correct or add to this. The key process here is inferencing‖
(Nation & Newton, 2009, p. 40).
In terms of language processing, it is now generally accepted that learners
need access to both top-down as well as bottom-up processing strategies. Bottom-
up processing strategies focus on the individual components of spoken and written
messages, i.e. phonemes, graphemes, individual words and grammatical elements
which need to be comprehended in order to understand messages. Top-down
processing strategies, on the other hand, focus on macro-features of text such as
the writer's or speaker's purpose, topic of the message, the overall structure of the
text (Nunan 1991, p.4 in Malkawi, 2010, p. 771).
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f. Macro and Micro Skills of Listening
Brown (2004, p. 121) lists micro and macro skills of listening as follows:
1. Micro Skills
In this part, there are eleven micro skills, they are: (a) discriminate among
the distinctive sounds of English; (b) retain chunks of language of different
lengths in short term memory; (c) recognize English stress patterns, words in
stressed and unstressed positions, rhythmic structures, intonation contours, and
their roles in signaling information; (d) recognize reduced forms of words; (e)
distinguish word boundaries, recognize a core of words, and interpret word order
patterns and their significance; (f) process speech at different rate of delivery; (g)
process speech containing pauses, errors, corrections, and other performance
variables; (h) recognize grammatical word classes (nouns, verb etc.) systems (e.g.
tense, agreement, and pluralisation), patterns, rules, and elliptical forms; (i) detect
sentence constituents and distinguish between major and minor constituents; (j)
recognize that a particular meaning may be expressed in different grammatical
forms; (k) recognize cohesive devices in spoken discourse.
2. Macro Skills
In this part, there are six micro skills, they are: (a) recognize the
communicative functions of utterance according to situations, participants, goals;
(b) infer situations, participants, goals using real-world knowledge; (c) from
events, ideas, and so on, describes, predict outcomes, infer links and connections
between events, deduce causes and effects, and detect such relations as main idea,
supporting idea, new information, given information, generalization, and
exemplification; (d) distinguish between literal and implied meanings; (e) use
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facial, kinesics, body language, and other nonverbal clues to decipher meanings;
(f) develop and use a battery of listening strategies, such as detecting key words,
guessing the meaning of words from context, appealing for help, and signaling
comprehension or lack thereof.
g. Aspect and Elements of Listening
Buck (2001) says that there are five main components in listening such as:
the input to the listeners, applying knowledge of the language, using world
knowledge, the context of communication, and building mental representation of
meaning (p. 3-4). Richards & Schmidt (2002) say that listening comprehension
consist of some components such as: linguistic units (e.g. phonemes, words,
grammatical structures) as well as the role of the listener‘s expectations, the
situation and context, background knowledge and the topic (p. 313). Listening is
the process of constructing meaning from spoken input (Rost, 2002, p. 279).
According to Brown (2004, p. 138) listening is a process that is done by test
takers to identify the gist, main idea, purpose, supporting points, and/or
conclusion to show full comprehension. Moran (2005) says that there are several
aspects of listening such as understanding gist, making inferences using
background and situational knowledge, understanding elided consonants and so
on, allowing for the presentation, and subsequent measurement of meaningful
achievement gains. Vandergrift (1999) in Wang (2011) provides some aspects of
listening such as discriminate between sounds, understand vocabulary and
grammatical structures, interpret stress and intonation, retain what was gathered in
all of the above, and interpret it within the immediate as well as the larger socio-
cultural context of the utterance (p. 1164).
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Furthermore, listening comprehension covers five aspects that should be
mastered by the learners. They are main idea, context, parsing, intonation, and
stress (Field, 2009, p. 210). Richards (2008) lists five aspects in testing listening
they are setting, participants, goals, procedures, and outcomes (p. 8). Furthermore,
Richards & Schmidt (2010) says that listening comprehension activities typically
address a number of listening functions, including recognition (focusing on some
aspect of the code itself); orientation (ascertaining essential facts about the text,
such as participants, the situation or context, the general topic, the emotional tone,
and the genre); comprehension of main ideas; understanding; and recall of details
(p. 344).
Based on the definition above, it can be concluded that listening
comprehension consists of making inferences, meaning, main idea, and
orientation.
h. Assessment of Listening
Assessment is a systematic approach to collecting information and making
inferences about the ability of a student or the quality or success of a teaching
course on the basis of various sources of evidence. Assessment may be done by
test, interview, questionnaire, observation, etc. (Richard & Schmidt, 2002, p. 35).
Brown (2004, p. 122-139) provides some format that can be applied in
assessing listening and he states that after determining the objectives, the next step
to be taken is to design the tasks including making decisions about how to elicit
performance and how to expect the test-taker to respond. The tasks that will be
discussed have the range from intensive listening performance, such as minimal
phonemic pair recognition, to extensive comprehension of language in
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communicative contexts. In this section, the focus is on the micro skills of
intensive listening.
1) Intensive Listening
a) Recognizing Phonological and Morphological Elements
At this level, a typical form on intensive listening is the assessment of
recognition of phonological elements of language. In a classic task test the test-
takers are given spoken stimulus to identify from two or more choices. Example:
Phonemic pair, consonants
Test-takers hear: He‘s from California.
Test-takers read: a) She‘s from California
b) He‘s from California.
Phonemic pair, vowel
Test-takers hear: Is he living?
Test-takers read: a) Is he living?
b) Is he leaving?
Morphological Pair, -ed ending
Test-takers hear: I missed you very much.
Test-takers read: a) I missed you very much.
b) I miss you very much.
Stress pattern in can‘t
Test-takers hear: My girlfriend can‘t go to the party
Test-takers read: a) girlfriend can‘t go to the party
b) girlfriend can go to the party
One word Stimulus
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Test-takers hear: vine
Test-takers read: a) vine
b) wine
b) Paraphrase Recognition
Words, phrases, and sentences which are frequently assessed by providing a
stimulus sentence and asking the test-takers to choose the correct paraphrase from
number of choices is the text step up to the scale of listening comprehension
micro skills.
Sentence Paraphrase
Test-takers hear: Hellow, my name‘s Keiko. I come from Japan.
Test-takers read: a) Keiko is comfortable in Japan. c) Keiko is Japanese.
b) Keiko wants to come to Japan. d) Keiko likes Japan.
Dialogue Paraphrase
Test-takers hear: Man: Hi Maria, my name‘s George
Woman: Nice to meet you, George. Are you American?
Man: No, I‘m Canadian
Test-takers read:
a) George lives in the United States. c) George comes from Canada.
b) George is American. d) Maria is Canadian.
2) Responsive Listening
Responsive listening is a question and answer format. This can provide
some interactivity in these lower-end listening tasks. Example:
Appropriate response to a question
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Test-takers hear: How much time did it take you to do your homework?
Test-takers read: a) In about an hour. c) About $10.
b) About an hour. d) Yes I did.
Recognition of the wh-question how much and its appropriate response is
the objective of this item. To represent common learner error, destructors are
chosen: (a) responding to how much vs. how much longer; (b) confusing how
much in reference to time vs. the more frequent reference to money; (c) confusing
a wh-question with a yes/no question.
A multiple choice format is not only frame but they can be offered in more
open-ended framework in which test-takers write or speak the response, example:
Test-takers hear : How much time did it take you to do your
homework?
Test-takers write/speak :
3) Selective Listening
Selective Listening is a type of listening performance in which the test-taker
listen to a limited quantity of aural input and must discern within it some specific
information.
a) Listening Cloze
Listening cloze tasks is sometimes called cloze dictation or partial
dictations. This requires the test-takers to listen to a story, monologue, or
conversation and simultaneously read the written text in which selected words or
phrases have been deleted. In listening cloze task, test-takers see a transcript of the
passage that they are listening to and fill in the blanks with the words or phrases
that they hear. Example:
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Test-takers hear: Ladies and gentlemen, now I have some connecting gate
information for those of you making connections to other flights out of San
Fransisco. Flight seven-oh-six to Portland will depart from gate seventy-three at
nine-thirty P.M. Flight ten-forty-five to Reno will depart at nine-fifty P.M from
gate seventeen. Flight four-forty to Monterey will depart at nine-thirty-five P.M
from gate sixty. And flight sixteen-oh-three to Sacramento will depart from gate
nineteen at ten-fifteen P.M.
b) Information Transfer
Multiple-picture-cued selection and/or single-picture-cued verbal multiple
choice. Example:
Test-takers hear: Choose the correct picture. In my back yard I have a bird feeder.
Yesterday, there were two birds and a squirrel fighting for the last few seeds in the
bird feeder. The squirrel was on top of the bird feeder while the larger bird was sat
at the bottom of the feeder screeching at the squirrel. The smaller bird was flying
around the squirrel, trying to scare it away.
Test-takers see four different pictures with one correct answer.
4) Extensive Listening
a) Dictation
Dictation is a widely researched genre of assessing listening comprehension.
Brown (2004, p.131) states that in a dictation, test takers hear a passage, typically
of 50 to 100 words, recited three times: first, at normal speed; then, with long
pauses between phrases or natural word groups, during which time test-takers
write down what they have just heard; and finally, at normal speed once more so
they can check their work and proofread.
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b) Communicative Stimulus Response Tasks
Dialogue and Multiple-choice comprehension items, example:
Test-takers hear:
Directions: Now you will hear a conversation between Lynn and her doctor. You
will hear the conversation two times. After you hear the conversation the second
time, choose the correct answer for the questions 11-15 below…
Doctor: Good morning, Lynn. What‘s the problem?
Lynn: Well, you see, I have a terrible headache, my nose is running and I‘m really
dizzy.
Doctor: OK. Anything else?
Lynn: I‘ve been coughing, I think I have a fever, and my stomach aches.
Doctor: I see. When did this start?
Lynn: Well, let‘s see, I went to the lake last weekend, and after I returned home I
started sneezing.
Doctor: Hmm. You must have the flu. You should get lots of rest, drink hot
beverages, and stay war. Do you follow me?
Lynn: Well, uh, yeah, bt… should I take some medicine?
Doctor: Sleep and rest are as good as medicine when you have the flu.
Lynn: Okay, thanks Dr. Brown
Test-takers read:
11. What is Lynn‘s problem?
a) She feels horrible.
b) She ran too fast at the lake.
c) She‘s been drinking too many hot beverages.
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12. When did Lynn‘s problem start?
a) When she saw her doctor.
b) After she came home from the lake.
c) Before she went to the lake.
c) Dialogue and Authentic questions on details
You will hear a conversation between a detective and a man. The tape will play
the conversation twice. After you hear the conversation the second time, choose
the correct answer on your test sheet.
Detective: Where were you last night at eleven P.M., the time of murder?
Man: Uh, let‘s see, well, I was just starting to see a movie.
Detective: Did you go alone?
Man: No, uh, well, I was with my friend, uh, Bill. Yeah, I was with Bill.
Detective: What did you do after that?
Man: We went out to dinner, then I dropped her off at her place.
Detective: Then you went home?
Man: Yeah.
Detective: When did you get home?
Man: A little before midnight.
5. Where was the man at 11:00 P.M.?
a) In a restaurant
b) In a theatre
c) At home
6. Was he with someone?
a) He was alone.
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b) He was with his wife.
c) He was with a friend.
7. The man is probably lyin because (name two clues) (requires interference)
1. …………………………………………………
2. ………………………………………………...
2. Teaching Media
According to Richards and Schmidt (2010) 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. In
language teaching, teaching materials which involve the use of different kinds of
media such as visual and printed media, are sometimes known as multimedia or
mixed media (p. 357). Furthermore, Richards and Schmidt (2010) explains that
multimedia are: (1) the use of several different types of media for a single
purpose, e.g. as in a video that uses film, audio, sound effects, and graphic
images; (2) a collection of computer controlled or computer mediated
technologies that enable people to access and use data in a variety of forms: text,
sound, and still and moving images.
In teaching, all resources involved in teaching and learning including
technology, audio and video resources, computers, multi-media language labs,
projectors, films, and video are considered as media resources (Richards and
Schmidt, 2010, p. 358).
In this research, the researcher uses two teaching media as the independent
variable. The media are podcast and movie. It can be seen in the following
explanation.
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a. Podcast
1. Definition of Podcast
The word ―podcast‖ is taken from two words: iPod and broadcast (Rosell-
Aguilar, 2007). Podcast is a media stream that combines between audio and/or
video and PDF files on the Net which is usually uploaded at regular intervals
(Chan, Chen & Dopel 2011).
According to Chan, Lee & McLoughlin (2007), the term podcast was
derived by blending the words iPod and broadcast. Podcasts can either be pure
audio podcasts, video podcasts or enhanced podcasts; i.e. pictures, slideshows,
PowerPoint, etc. Furthermore, the New Oxford American Dictionary (2005) in
(Qasim & Fada, 2013) defines podcast as a multimedia digital file made available
on the internet for downloading to a portable media player, computer, etc (p. 31).
Thus, Sze (2006) states that podcasts are audio (sometimes video) programs on
the Web which are usually updated at regular intervals. New episodes can be
listened to on the computer, or downloaded to an MP3 player or iPod for later
listening.
In addition, Constantine (2007) states 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.
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Based on the definition above, the researcher concludes that 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.
2. Types of Podcast
There are different types of podcasts. The differences include public
podcasts, personal podcasts, and professional podcasts (educational or corporate).
Podcasts can also be classified by the format of content; basic podcasts, enhanced
podcasts, and video podcasts. Public podcasts are generic podcasts and are simple
to use and easy to understand. Personal podcasting is similar to sharing your photo
album; instead it is in the audio format. You can also create video podcasts. You
can shoot the videos of the special occasions (which you often do using your
digital camera) and share it with others. A professional podcast could be an
educational podcast or a corporate podcast. If you are working in an educational
institution, you get a chance to exploit podcasting (a medium of entertainment) for
the purpose of education. In an educational institution, you can create podcasts at
different levels; a class podcast, an instructor podcast, a student podcast, a
department podcast, or an institute podcast (Panday, 2009, p. 253-254).
Furthermore, Sze (2007) in more detail explains that podcasts available on
the Web fall broadly into two types: ―radio podcasts‖ and ―independent podcasts.‖
Radio podcasts are existing radio programs turned into podcasts, such as those
produced by BBC (British Broadcasting Corporation) and RTHK (Radio
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Television Hong Kong). ―Independent podcasts‖ are Web-based podcasts
produced by individuals and organizations.
3. Podcasts as Language Learning Materials
Rosell-Aguilar (2007) suggests that the podcast resources so far made
available for language learning can be categorized into two main groups: the
first consisting of authentic content provided by native speakers or advanced
learners, not intended to teach language and referring to subjects such as news,
football, or radio programming. The second group is comprised of language courses
or teaching content specifically designed for language learning. The latter are
classified into two subgroups: materials designed for a known audience, such as
the materials provided by teachers, institutions or students themselves for use with
their classes (which may include audio recordings of texts, oral quizzes, oral
feedback, and vocabulary items) and supporting materials designed for
independent learners not enrolled on a particular course that are delivered as
public podcasts.
4. Using Podcasts for Enhancing Listening Comprehension
Using podcasts as a medium for learning opens up new opportunities in the
language learning context: research shows that audio content facilitates memory
retention three times as effectively as a text. The auditory dimension of podcasting,
e.g., intonation or vocal expression, conveys a message directly to the listener‘s
heart and brain. The personal touch, including expression of emotions, feelings
and tonal variations may contribute to a podcast message, in a way that cannot be
achieved with a textual message (Panday, 2009). Podcasts benefit learners both with
their spontaneity (Zarina, 2009) and their applicability to intensive and extensive
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listening tasks (Sze, 2006). Furthermore, the authenticity and type of materials
available in this format effectively bridges the gap between formal English and
informal language, making them suited to extensive listening, motivating students‘
interest in listening to English inside and outside the classroom.
5. The Steps of Using Podcast
According to Fox (2011), there are some steps that can be applied in
teaching english using podcast for EFL students. The steps of using podcast are as
follows: (1) listening for pleasure; (2) listening with a pre-prepared teacher
glossary would help to make the show accessible to lower levels; (3) listening to a
short chunk. Most of the podcasts are divided into more or less independent
sections which can be listened to on their own. This makes the task more
manageable for lower levels; (4) listening with a transcript (prepared by the
teacher). This is a controversial issue. Many teachers see a transcript as an
obstacle to learning and preparing transcripts is a time-consuming job which most
podcasters do not do (but why not have the students make one, each a part of it).
The show notes provide a good summary of the content and in some cases are
partial transcripts; (5) using a chunk as dictation practice. This is a very useful
exercise which many teachers reject as old-fashioned but which can highlight and
train grammatical accuracy. A potentially more rewarding reason is that it could
be used to heighten awareness of authentic speech and how it differs from formal
written language. Such chunks could be placed in text manipulation programs for
further practice. For that matter, cumulative transcripts and show notes could
comprise or contribute to a corpus for not only text manipulation but concordance/
collocations exercises and analysis; (6) listening to a slowed down version:
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Windows Media Player 10 (Microsoft Corp., 2007) now includes functionality to
slow down the recording and some students may find this helpful. Audacity also
does this, and with that program you can introduce silences to allow increased
processing time (at natural speech speed, but the assumption is that the lack of
pauses between utterances prevents time for reflection).
In addition, students are asked to do grouping in which each group consists
of about five students. Thus, teacher makes new group from the existing group to
discuss about the prior activity. After that, students back to their first group to
share about what they get from the new group. At last, students are asked to create
a work to present to their friends about the material being discussed (Kagan,
1992).
6. Advantages and Disadvantages of Podcast
The advantages and disadvantages of podcast can be described as follows:
1) Portable, convenient and easy to use format (Rosell-Aguilar, 2007): once
downloaded, the files can be taken away and listened to anywhere, as many
times as necessary, at a time when it is convenient. Functionalities such as
pause, forward, or skip mean that the user is in control of the pace (Sloan,
2005). This also enhances support for students with particular needs or
learning preferences and contributes to reduced dependence on physical
materials (Menzies, 2005). In addition, the content can also be played on a
computer if the student does not have access to a portable media device.
2) Attractive (Stanley, 2006): The fact that portable media players are widely
owned and podcasts can be obtained from a music store may both increase
use (attracting a potentially very large audience and also audiences who may
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not otherwise access learning materials) and make listening to an educational
learning object feel less like studying. Motivating: students are likely to be
attracted to the new format, which could be motivating and help them engage
with materials which they might otherwise not use. Easy access: content
management software such as iTunes or Juice can be downloaded free of
charge and navigation is simple.
3) Value for money: downloads of learning materials are free, and developing
materials can be done for a fraction of the cost of producing traditional
materials and in hours rather than years (Moody, 2006).
4) Publicity: public podcasts give visibility to the individuals and institutions
that provide them and institution-wide initiatives give those institutions free
publicity as well as a good reputation for using the latest technologies. For
those providers that use podcasting within an institution to provide additional
resources for their students, podcasting provides the potential to allow
lectures to focus on integrating in class and out of class activities and
materials (Thorne & Payne, 2005).
5) Rallis & Shannon (2006) state that the automatic subscription features of
podcasts is a key advantage in ensuring that subscribers receive the latest files
without having to go to each site that hosts media files check to see if there
have been updates. Flexible learning opportunities: can listen/watch any time.
Do not have to use computer for playback (can review audio files while
driving, walking, biking etc.); if transcripts of the podcasts are also made
available, students can read along and listen at the same time (note:
accessibility issue: transcripts must be provided to students with special needs
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who are unable to listen to the audio files. Students learn through more than
one modality (listen to audio files/watch video on content as well as read
course materials). Greatly increases access to classes, lectures, talks
(educational, professional and personal) by making these available for
download to people who could not attend the session in person (this is
especially an advantage to college students who miss lectures).
6) Perhaps the biggest issue to arise from the use of podcasting for learning is
the fact that content has so far been delivered mostly through audio (Rosell-
Aguilar, 2007). Because, audio content is that it cannot be skimmed to check
the content and its suitability or appropriateness for purpose, which can be
very disappointing and/or time consuming after having downloaded a
resource from a repository(Jennings, 2004 in Rosell-Aguilar, 2007).
7) Rallis & Shannon (2006) argue that transcripts must be made of files to
ensure accessibility (time consuming & costly). Large file size (especially of
video files) requires broadband connection, thus making these files difficult
(or even impossible) for users to access if they have slow dial-up connection.
And, creators need to ensure that file format is appropriate for all mp3 players
(not just on iPods).
b. Movie
1. Definition of Movie
Movie is an enjoyable source of entertainment and language acquisition
(Ismaili, 2013, p. 122). In broader sense, Severny (2013) explains that a movie,
also called a film or motion picture, is a series of still images which, when shown
on a screen, creates the illusion of moving images due to phi phenomenon. This
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optical illusion causes us to perceive continuous motion between separate objects
viewed rapidly in succession. Furthermore, movie is a recorded sequence of film
or video images displayed on a screen with sufficient rapidity as to create the
illusion of motion and continuity (The American Heritage, 2013) that provide an
invaluable extension of what we might call the technologies of language
acquisition that have been used to teach students the basics of English in
elementary and high school (Stewart, 2006, p. 1). In addition, films are also
known as cultural artifacts created by specific cultures. They reflect those
cultures, and, in turn, affect them. Film is considered to be an important art form,
a source of popular entertainment, and a powerful medium for educating or
indoctrinating citizens. The visual basis of film gives it a universal power of
communication (Kamalipur & Rampal, 2001, p. 51).
Based on the definition above, the researcher concludes that movie is an
important art form, a source of popular entertainment, and a series of still images
which, when shown on a screen, creates the illusion of moving images combined
with video that can be used to be an enjoyable source of entertainment, language
acquisition, and to teach students the basics of English in elementary and high
school.
2. Why Movies are Chosen
Movies are chosen because Hu (2006) states that movies provide both audio
and visual materials that help the students understand the language more easily.
When watching a film, students not only listen to the characters, but also watch
their movements. In addition, the scenes, the props and other aspects make the
communication so real that, by watching the film, students seem to almost interact
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with the activities in the movies. Furthermore, in a film class they tend to learn in
a natural way so they pick up the language spontaneously. Xu & Guo (2007) state
that, for many students movies are much more attractive, interesting, and
impressive than common material printed in books or audible material in tape,
because of the visual nature and immediacy of the medium. It could greatly
increase a student‘s enthusiasm and imagination.
3. How to Select Films and what to Consider
When selecting films, teachers should take into consideration the interest
and versatility of the film from a linguistic, cultural and thematic point of view. It
is particularly important to evaluate the level of language used and how to
overcome it when the level of difficulty is high; for example, examining factors
such as the style or linguistic register, the dialect and the use of non-verbal
language. Teachers need to consider whether the film is appropriate for the
classroom or the specific language level by looking at the age rating. Furthermore,
in language learning, the teacher should think about taboo languages or subject
matters that are regarded as prohibited by specific cultures and therefore
inappropriate for the classroom. For example, when Corner house selected films
for Arabic learning, the majority of Arabic films distributed in the UK focused on
topics that were not desirable for young people – they were often conflict based,
contained sexual content or heavily biased towards a religion. There was also a
specific problem routed in the linguistic elements, in that Arabic GCSE is taught
using Modern Standard Arabic and most films (except documentaries) are made
in Arabic dialects, such as Egyptian and Moroccan (Chan & Herrero, 2010, p. 12).
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In general, teachers should try to avoid films that contain some of the
following elements, as these make exploitation for language learning more
difficult: (1) high verbal density (lots of speech and very little action); (2)
naturalism in the speech (e.g. everybody talking at the same time will make it
difficult to understand the dialogue); (3) period language found in adaptations of
period dramas and historical films, as it can create comprehension difficulties,
because the words may be too formal (literary) or old-fashioned; (4) use of
technical language /argot (slang or jargon belonging to a particular group); (5)
dialect and regional accents, as they are notorious for mispronunciations of sounds
(this is particularly relevant for GCSE students and AS level). Learning through
film is one of the best ways to improve comprehension skills and teachers should
try to select films that have: (1) unambiguous action and a close connection
between speech and action; (2) clear conventional story lines, with simple story
plot lines; (3) only one character speaking at a time; (4) elements that slow the
diction (e.g. dialogue with a child or a non-native speaker) (Chan & Herrero,
2010, p. 12).
4. How to Use Movies
Obviously, in a movie class, the selection of movie is very important.
Teachers should find proper movies for their different students. But if teachers
cannot use movies in a right way during their teaching, the movie class still will
not be successful. According to David (1999), several teachers prefer to extract
short sections from a number of movies, whereas other teachers may suggest
using a single movie during the course of half a year or even a year. Some
teachers will pause the movie to let students think about certain activities until
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they understand, while others insist that movies should be played without any
interruption. Even if teachers use the same movie, different teachers still can use
the movie in different ways. The role of the movie is important, the role of the
teacher is also crucial. Therefore how to use movies is another important point in
a movie class.
Hu (2006) suggests that, teachers should know their role in class. Teachers
play a very important role in a movie classes because they act as an organizer, a
controller, a participant, a facilitator and an evaluator as well as a researcher or an
investigator. In order to make the activity run smoothly and efficiently before the
activity take place, teachers should give instructions clearly and concisely; they
also have to control the pace. Xu & Guo (2007) also suggest that teachers should
consider some questions or activities before the class starts watching the movie.
Some researchers insist that classroom time is limited; teachers can only let
the students view parts of the movies, as it is hard for the students to understand
the connotations of culture. But according to Sarah & Patricia (2009), full-length
films tend to be deeper and more insightful than those in response to a short clip, a
better approach is to have teachers watch the film beforehand and then spend the
time together discussing what they saw in order to prepare for what they want to
teach.
Another important point that teachers must pay attention to is that there are
many different types of movies: dramas, historical actions, thrillers, science
fiction, and musical movies. Therefore the selection of movies remains the key
question for teachers. According to Wu (2002), the movies should not be too
complicated. If the story is too difficult for students to understand, they may feel
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puzzled and they develop a fear of learning. Moreover, the selection of movies
should be based on a student‘s interests. Zhao (2009) strongly asserts that a good
movie must have cultural value. Traditional movies will have a good social and
cultural expression. But other researchers argue that, as time passes by, culture as
well as the English language changes. Many new words are added every year.
Some words come from popular culture; some may be influenced by other
languages. Therefore, teachers should also use some new movies in their teaching.
However, in those movies may contain some scenes of violence, despair, or
pornography.
Xing (2005) suggests that, while watching the movie, teachers could pause
the movie to let students think about certain activities, and it could be replayed for
as many times as possible for students to understand or imitate. But Hu (2006)
states that movies should be played without any interruption. Students do not want
interruptions. They might want to get an overall impression about the movie and
do not pay that much attention to details.
After class, Tricia (2002) suggests that, teachers can combine the movie and
extra-curricular activities together. After the movie ends, teachers can ask students
to do such things as: have group discussions, a group presentation on their
evaluation and understanding, or write reviews of movies; they can also play roles
or give lectures. Through communication, not only can they deepen the
understanding of culture, but they also greatly enhance the spoken language they
have been trained in.
Zhao (2009) also suggests that teachers can ask students to first write a short
summary or comments on issues about culture or the characters they like in the
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movie by themselves; then they can discuss this with others. These activities
attempt to check whether students have understood the movie and they also
provide feedback to teachers. Organizing feedback is an effective way to assess a
student‘s performance from this stage; thus teachers can see where they need to
improve their classes.
5. Teaching Steps Using Movie
The steps of using movie are as follows: (1) listening for pleasure; (2)
teachers should give instructions clearly and concisely; they also have to control
the pace. Xu & Guo (2007) also suggest that teachers should consider some
questions or activities before the class starts watching the movie; (3) let the
students view parts of the movies; (4) listening with a transcript (prepared by the
teacher). This is a controversial issue. Many teachers see a transcript as an
obstacle to learning and preparing transcripts is a time-consuming job which most
podcasters do not do (but why not have the students make one, each a part of it).
The show notes provide a good summary of the content and in some cases are
partial transcripts; (5) after the movie ends, teachers can ask students to do such
things as: have group discussions, a group presentation on their evaluation and
understanding, or write reviews of movies; they can also play roles or give
lectures. Through communication, not only can they deepen the understanding of
culture, but they also greatly enhance the spoken language they have been trained
in (Tricia, 2002).
In addition, students are asked to do grouping in which each group consists
of about five students. Thus, teacher makes new group from the existing group to
discuss about the prior activity. After that, students back to their first group to
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share about what they get from the new group. At last, students are asked to create
a work to present to their friends about the material being discussed (Kagan,
1992).
6. Advantages and Disadvantages of Using Movies
The advantages and disadvantages of movies can be described as follows:
1) One of the advantages of using the movie is that visual images stimulate
student‘s perceptions directly, while written words can do this indirectly.
Movies are more sensory experience than reading, besides verbal language,
there is also color, movement, and sound (Ismaili, 2013, p. 128).
Furthermore, she explains that movies draw students‘ attention and capture
their interest. The benefit of using the movies in teaching and learning is
unquestionable. Among its positive sides there are some disadvantages as
well. Among the most common disadvantages cited by the participating
teachers was that using movies in the classroom meant lost class time and the
difficulty of showing movies in class periods.
2) Zhao (2009) holds that, an original movie can be very motivating and
interesting. In this way language learning will become more enjoyable. In
addition, audio-visual English movies can best mobilize a student‘s
enthusiasm to visual listening, speaking and other senses, and greatly inspire
the student‘s curiosity. Movies make learning English a natural and efficient
expansion of human knowledge, and improve English communication skills.
3) Movies used in EFL classroom can become an important part of the
curriculum. This is based on the fact that movies provide exposures to ―real
language,‖ used in authentic settings and in the cultural context which the
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foreign language is spoken. They also have found that movies catch the
learners‘ interest and it can positively affect their motivation to learn
(Kusumarasdyati, 2004; Luo, 2004 in Ismaili, 2013). Furthermore, Xu & Guo
(2007) argue that English movies offer authentic voice material, varied
vocabulary and cultural material; it can be said that movies could be used as
an encyclopedia. But if teachers do not pay attention to their methods, there
will be many problems. For example, during the study, some students were
unconsciously distracted by the lively visual senses, they got distracted by the
drama in the plot, and they then forgot their real task.
4) According to Xing (2005), the various types of movies are produced for
learners of different levels of language proficiency. No matter what kind of
language class, appropriate movie materials can always be found. In
opposition, a recent study Liu (2008) argues that, only some movies can be
adopted as teaching and learning materials, as to satisfy the different levels of
proficiency reflected in ability of the students. It is hard for teachers to find
movies for elementary students. Especially because the language in movies is
often spoken very fast or hard to understand, it‘s hard for elementary students
to get the whole idea of the movie and the purpose for teaching the textbook
through a related movie. Besides, movies can be a distraction during learning.
5) Xing (2005) states that, due to different cultural backgrounds and social
values, some of the movies from the Western World contain certain kinds of
content, which are not appropriate for the unprepared and immature mind,
such as films with some scenes of violence, despair, drugs, suicide,
pornography, and so on. Teachers should be extremely cautions and particular
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about their choices. In addition, the time for class teaching is limited, but the
movies chosen for textbook teaching always take a long time to finish. Thus,
it is hard to select a suitable film for teaching (Hu, 2006).
3. Listening Habit
It has been discussed in the previous section the importance of listening.
However, the definition of listening habit should be clearly exhibit together with
its important and factors influencing it. The next factors are on the definition of
habit.
a. Definition of Habit
Habits can be defined as psychological dispositions to repeat past behavior.
They are acquired gradually as people repeatedly respond in a recurring context
(e.g., performance settings, and action sequences) (Wood & Neal, 2007, 2009).
Richards & Schmidt (2002) state that habit is a pattern of behavior that is regular
and which has become almost automatic as a result of repetition (p. 236). Habits
are learned associations between responses and features of performance contexts
(e.g., locations, preceding actions). Once habits have formed, perception of the
context cue brings the response to mind (Wood and Neal, 2007). Rickaby (1998)
states that habit is an effect of repeated acts and an aptitude to reproduce them.
Furthermore, habits reflect the cognitive, neurological, and motivational changes
that occur when behavior is repeated (Wood, Tam, & Witt, 2005).
In addition, listening habit is therefore can be said as a pattern of behavior in
identifying and understanding 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 (Saputra, 2014, p. 170). Furthermore, listening habit is closely
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related to what so called ―listening attitude‖ since it is about learner's feeling
which causes him/her to ―approach or avoid listening situation (Alexander and
Filler: 1998).
Based on the definition above, the researcher concludes that listening habit
is a reflection of cognitive, neurological, and motivational changes that occur
when behavior in identifying and understanding 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 is repeated.
b. The Causes of Low Listening Habit
O‘rourke & Collins (2009) explain that many poor listening habits are fairly
common and quite obvious to the speaker. The International Listening
Association has developed a list of the 10 most irritating listening habits. Their list
includes the following: (1) interrupting the speaker; (2) not looking at the speaker;
(3) rushing the speaker; (4) showing interest in something else; (5) finishing the
speaker‘s thoughts; (6) not responding to the requests; (7) saying, "Yes, but . . .,";
(8) topping the speaker's story; (9) forgetting what was talked about; (10) asking
too many questions. Most of these irritating habits result from one of two
underlying causes. The first is listeners who are focused on their own agenda and
what they want to say rather than on the speaker. When listeners are thinking
about their turn to talk rather than thinking about the speaker's concerns, they tend
to do things such as interrupt, rush the speaker, finish the speaker's thoughts, and
top the speaker's story. The second cause of poor listening habits is simply a
listener who isn't paying attention. The main reason listeners fail to pay attention
to a speaker is that they are paying attention to something else. Sometimes their
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attention is focused inward on themselves, and sometimes it is focused outward.
In either case, the listener's attention is focused on something other than the
speaker's message (p. 9).
c. Factors Influencing Listening Habit
There is belief that ―listening children become listening adult‖ (Tella &
Akande, 2007). Some characteristics can encourage children to explore and
experiment with language and various forms of texts. There are six major aspects
of the home that contribute to the listening literacy development:
1. Activities fostering literacy: Adults and older children read and listen to
printed text establish a positive attitude toward listening which eventually
excites good habit.
2. Language in the home: children learn to listen depends heavily on their early
experience with language.
3. Economic resources: homes that make such resources available convey to the
children the expectation that learning to listen is a desirable.
4. Social and cultural resources: society and culture are inherent in influences on
the perceived of listening for academic and personal success.
5. Home school connection: involved parents can reinforce the value of the
learning listening, monitor children‘s completion of listening assignments for
school, and encourage children through praise and support.
6. Students‘ of school literacy activities: The children not only listening for
certain material but also for comprehend that are being learnt (Tella &
Akande, 2007).
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It can be concluded that in order to have high frequencies in listening habit,
one should learn to listen regularly in long period of time from childhood until
adults, and since it can be learnt by following good examples, home
characteristics are fully needed. Furthermore, from the research done by Tella &
Akande (2007), it can be explored that there are some aspects of listening habit
that can be used to measure students‘ listening habit, they are:
1. The reasons of listening
The likeness and good taste of listening will make people think that listening is
enjoyable activities. For students, if they feel that it is enjoyable activities, they
will always learn to listen, not because there will be examination but because it
has been a habit.
2. Time to spend in Listening
Much time to spend in listening indicate that students have good listening habit.
3. Sources of Listening materials
Those who have good listening habits listen to the material not only from the
teacher but also other resources.
d. Bad Listening Habits
According to Nichols (2001) there are ten bad listening habits. Here is some
of the review about bad listening habit based on the Nichols (2001).
1. Calling the Subject Dull
Bad listeners often find a subject too dry and dusty to command their
attention and they use this as an excuse to wander off on a mental tangent. Good
listeners may have heard a dozen talks on the same subject before, but they
quickly decide to see if the speaker has anything that can be of use to them.
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The key to good listening is that little three-letter word use. Good listeners
are sifters, screeners, and winnowers of the wheat from the chaff. They are always
hunting for something practical or worthwhile to store in the back of their mind to
put to work in the months and years ahead. G.K. Chesterton said many years ago
that in this entire world there is no such thing as an uninteresting subject, only
uninterested people.
2. Criticizing the Speaker
It is the indoor sport of most bad listeners to find fault with the way a
speaker looks, acts, and talks. Good listeners may make a few of the same
criticisms but they quickly begin to pay attention to what is said, not how it is
said. After a few minutes, good listeners become oblivious to the speaker's
mannerisms or his/her faults in delivery. They know that the message is ten times
as important as the clothing in which it comes garbed.
3. Getting Overstimulated
Listening efficiency drops to zero when the listeners react so strongly to
one part of the presentation that they miss what follows. At the University of
Minnesota we think this bad habit is so critical that, in the classes where we teach
listening, we put at the top of every blackboard the words: Withhold evaluation
until comprehension is complete (hear the speaker out). It is important that we
understand the speaker's point of view fully before we accept or reject it.
4. Listening Only For Facts
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The poor listeners listen for facts. They do get facts, but they garble a
shocking number and completely lose most of them.
Good listeners listen for the main ideas in a speech or lecture and use them
as connecting threads to give sense and system to the whole. In the end they have
more facts appended to those connecting threads than the catalogers who listen
only for facts. It is not necessary to worry too much about fact as such, for facts
have meaning only when principles supply the context.
5. Trying to Outline Everything
There is nothing wrong with making an outline of a speech provided the
speaker is following an outline method of presentation. But probably not more
than a half or perhaps a third of all speeches given are built around a carefully
prepared outline.
Good listeners are flexible. They adapt their note taking to the
organizational pattern of the speaker-they may make an outline, they may write a
summary, they may list facts and principles, but whatever they do they are not
rigid about it.
6. Faking Attention
The pose of chin propped on hand with gaze fixed on speaker does not
guarantee good listening. Having adopted this pose, having shown the overt
courtesy of appearing to listen to the speaker, the bad listener feels conscience
free to take off on any of a thousand tangents.
Good listening is not relaxed and passive at all. It is dynamic; it is
constructive; it is characterized by a slightly increased heart rate, quicker
circulation of the blood, and a small rise in bodily temperature. It is energy
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consuming; it is plain hard work. It is a collection of tensions that can be resolved
only by getting the facts or ideas that the speaker is trying to convey.
7. Tolerating Distraction
Poor listeners are easily distracted and may even create disturbances that
interfere with their own listening efficiency and that of others. They squirm, talk
with their neighbors, or shuffle papers. They make little or no effort to conceal
their boredom. Good listeners try to adjust to whatever distractions there are and
soon find that they can ignore them. Certainly, they do not distract others.
8. Choosing only what is Easy
Often we find the poor listeners have shunned listening to serious
presentations on radio or television. There is plenty of easy listening available,
and this has been their choice. The habit of avoiding even moderately difficult
expository presentations in one's ensure-time listening can handicap anyone who
needs to use listening as a learning tool.
9. Letting Emotion-Laden Words Get in the Way
It is a fact that some words carry such an emotional load that they cause
some listeners to tune a speaker right out: such as, affirmative action and feminist-
they are fighting words to some people.
10. Wasting the Differential between Speech and Thought Speed
Americans speak at an average rate of 125 words per minute in ordinary
conversation. A speaker before an audience slows down to about 100 words per
minute. How fast do listeners listen? Or, to put the question in a better form, how
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many words a minute do people normally think as they listen? If all their thoughts
were measurable in words per minute, the answer would seem to be that an
audience of any size will average 400 to 500 words per minute as they listen.
Here is a problem. The differential between the speaker at 100 words per
minute and the easy thought speed of the listener at 400 or 500 words per minute
is a snare and a pitfall. It lures the listener into a false sense of security and breeds
mental tangents.
However, with training in listening, the difference between thought speed
and speech speed can be made a source of tremendous power. Listeners can hear
everything the speaker says and not what s/he omits saying; they can listen
between the lines and do some evaluating as the speech progresses. To do this, to
exploit this power, good listeners must automatically practice three skills in
concentration:
Anticipating the next point. Good listeners try to anticipate the points a
speaker will make in developing a subject. If they guess right, the speaker's words
reinforce their guesses. If they guess wrong, they will have to do some thinking to
discover why they and the speaker failed to agree. In either case, their chances of
understanding and remembering what was said is nearly double what it would
have been if they had simply listened passively.
Identifying supporting material. Good listeners try to identify a speaker's
supporting material. After all, a person cannot go on making points without
giving listeners some of the evidence on which the conclusions are based, and the
bricks and mortar that have been used to build up the argument should be
examined for soundness.
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Recapitulating. With the tremendous thought speed that everyone has, it is
easy to summarize in about five seconds the highlights covered by a speaker in
about five minutes. When the speaker stops to take a swallow of water or walks
over to the blackboard to write something or even takes a deep breath, the
experienced listener makes a mental summary. Half a dozen summaries of the
highlights of a fifty-minute talk will easily double the understanding and retention
important points in a talk.
Furthermore, Johns (2001) explains some of bad listening habit as follows:
1. Selective listening – respond to some parts of a message and reject others.
2. Talkaholism – compulsively talking and hogging the conversational stage and
monopolizing encounters.
3. Pseudolistening – faking attention (the classroom is a classic location for
this).
4. Gap filling – listeners who think they can correctly guess the rest of the story.
5. Defensive listening – when people view innocent comments as personal
attacks or hostile criticisms
6. Ambushing – people who listen carefully to a message and then use the
information later to attack the individual.
e. Improving Listening Habits
Listening involves more than just sensation and interpretation. It is not just
hearing, nor is it a passive process. Good listening takes concentrated effort, and,
frankly, most of us don‘t give listening the effort it deserves. We are bad listeners,
and we view this as a real problem that needs some consistent effort. There are a
number of specific ways to enhance comprehension through listening Carl (1992, p.
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99). Furthermore, Carl (1992, p. 99) reviews some ways to improve listening habit.
Some of these ways are reviewed here.
1. Reflect the Message to the Talker
Reflecting messages is also known as feedback. Listening as an active
process involves communicating. Feedback is information sent from listeners to
speakers about the direct experience of the listener: ―This is what I understand
you to be saying.‖ Feedback thus becomes a method for enhancing the agreement
between the direct perspective of the listener and the metaperspective of the
speaker understanding.
Using reflective feedback also aids listeners in determining or understanding
the general intent or purpose of an interpersonal communication encounter. It aids
the listener in detecting the episode from which the speaker is operating.
Reflective feedback aids speakers and listeners in the general management of
meaning. By reflecting a speaker‘s message, we are, in effect, examining (and
confirming) the linkages between words (symbols) and their referents.
2. Be Participant – Observer
In our interpersonal endeavors most of us have no problem being a
participant. It‘s being an observer too that creates problems. Being able to
participate and observe allows us, in a sense, to review our previous behaviors.
Being able to see our behaviors as an interaction sequence gives us a clearer
picture of our intentions and purposes in the interaction. An early awareness of
our intentions within an interpersonal communication setting puts us on more
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stable communicative ground in the management and coordination of our
behaviors
3. Be Aware of Your Biases and Attitudes
Our constructs and construction systems tend to predispose our thinking. A
conscious awareness and exploration of biases and attitudinal sets can help us
adjust interpersonally if necessary.
4. Prepare to Report
If you think of having to report what you‘ve heard to someone important to
you, you are apt to listen more carefully. The threat of embarrassment is at work
here.
5. Analyze Your Listening Errors
We all misperceive at times. Reflecting back on the types of communication
behaviors we engaged in when listening errors were made can be quite
enlightening. We can learn from our mistakes if we view them in light of the
communication contexts in which they occurred.
In addition, Seltzer & Howe (1987) suggests some ways to gain effective
listening habit.
1. Paying Attention
If people really want to be good listeners, they must, on occasion, force
themselves to pay attention to the speakers. When speakers don‘t have an
engaging way of speaking or the topic is uninteresting, a listener must sometimes
use extra effort to keep from being distracted by other things. Try acknowledging
the challenge to yourself and put forth the extra effort.
2. Listening for the Whole Message
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This includes looking for meaning and consistency of congruence in both
the verbal and nonverbal messages and listening for ideas, feelings and intentions
as well as facts. Try to understand the main point of what the speaker is saying
using all of these clues.
3. Hearing before Evaluating
Listening to what someone says without drawing premature conclusions is a
valuable aid to listening. By questioning the speaker in a non‐accusing manner,
rather than giving advice or judging, a listener often can discover exactly what the
speaker has in mind – which many times is different from what the listener had
assumed. Try asking open‐ended questions to get the speaker to say more before
you respond.
4. Paraphrasing What Was Heard.
If the listener nonjudgmentally paraphrases the words of the speaker and
asks if that is what was meant, many misunderstanding and misinterpretations can
be avoided. Try using ―What I hear you saying is …. Is that correct?‖
f. Aspect and Elements of Listening Habits
According to Johns (2001) there are ten aspects in listening habit, they are:
calling or judging a subject, criticizing, stimulated, listening for facts, making
outline, attention, tolerating distraction, easiness, emotion-laden, and the different
between speech and thought (p.17-19). Furthermore, Barker & Watson (2000) and
Nichols & Stevens (1957) there are nine aspects in listening habit, they are:
calling or judging a subject, criticizing, reacting, listening for facts, attention,
yielding to distractions, lecture notes, review sessions, and disregarding. Pauk
(1974) lists eight aspects in listening habit, they are: calling a subject, criticizing,
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reacting, listening for facts, attention, giving to distractions, the easiness, thought
speed. Straker (2010) states that there are four aspects in listening habit, they are:
attention, help, support, and reaction.
Based on the definition above, it can be concluded that listening habit
consists of calling or judging a subject, criticizing, reacting, listening for facts,
attention, yielding to distractions, lecture notes, review sessions, the easiness, and
thought speed.
B. Review of Related Studies
Saputra (2014) tried to examine the comparison of listening comprehension
using podcast with audio-visual at different listening habit in Senior High School
(SMA) Catur Sakti -Indonesia-. For the purpose of the topic, two groups of
students consisting of sixty were cluster randomly selected and were divided into
two groups of thirty. Research method was quasi-experimental with factorial
design. Although some native audio files were presented for the experimental
group, both experimental and control group taught in the same style. According to
the results of post listening test and the related comparisons, findings showed that
using podcast had positive meaningful effect on improving listening
comprehension. It was because 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. 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
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players, considering that almost students‘ entire phone cell was in modern digital
media that consist of MP3 players and so on. Therefore, it can be applicable
wherever the students are.
Qasim & Fadda (2013) tried to examine the influence of podcasting on the
listening comprehension. Method in doing the research was quantitative study.
The participants selected for this research were 46 female specialized
undergraduate English learners in the College of Languages and Translation at
King Saud University. The students attended English major courses and most of
were at level three studying for up to 20 hours per week. The control group was
composed of 21 participants, who were given no special treatment; whereas the
experimental group of 25 participants received podcasts on their mobiles. Both
groups were studying listening comprehension with the same teacher, and a pre-
test based on their course book was administered to them. Table 2 reveals that the
experimental group performed better on the post-test (M = 13.96) than the control
group (M = 11.62). There was also a significant difference at p < 0.05 for the two
groups‘ test scores. This indicates that the experimental group outperformed the
control group in terms of listening comprehension. In another word podcasts can
enhance students‘ listening comprehension better than traditional classroom
instruction. The standard deviation for the control group was (2.94), while it was
(1.17) for the experimental group. As Table 3 shows, the uptake level for the
podcasts was good. 80% of participants reported that they had listened to seven or
more of the nine episodes. 70% of participants reported that they had listened to
six or more of the nine available podcasts from start to finish, and a majority
reported that they had listened to two of the episodes multiple times. It indicates
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that podcasting enhance motivation among EFL higher education students in EFL
classrooms. In general, there was moderate to strong agreement among the
participants in regards to most of the statements describing attitudes towards using
podcasts. The findings revealed positive results. Thus, this study supports the
notion that the use of podcasts can make a positive and significant difference to
the listening comprehension for EFL higher education students.
Farokhi, Farokhi & Mohamadkhani (2013) in their article investigated the
effect of using audio files on improving listening comprehension of high school
students in Khorramabad -Iran-. For the purpose of the topic, two groups of
students consisting of thirty four were randomly selected and were divided into
two groups of seventeen. Research method was quasi-experimental. Although
some native audio files were presented for the experimental group, both
experimental and control group taught in the same style. Results from this quasi-
experimental study showed that treatment had a significant effect (Sig < .05) on
improving listening comprehension. Further investigation of improvement in
listening comprehension revealed that using audio files decreased significantly for
the treatment group, indicating that their understanding of appropriate listening
materials had increased and they had become better able to hear and correctly
identify the meaning of what native speakers say. Qualitative data gathered from
treatment group participants provided additional insights in other learners‘ skills.
They noted that listening to audio files helped them learn a great deal about
English pronunciation, learn to speak English more fluently and correctly, have
more homogeneity with native speakers when speaking in public or in situations
difficult for them, and feel that people could understand their speech more easily.
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They also noted that listening to native speaker audio files helped them to have
close relation with the culture of second language and to follow the learning
process more facilitated.
Hasan & Hoon (2013) in their article investigated podcast applications in
language learning: a review of recent studies. Method in doing the research was
constant comparative method. Electronic searches were performed using the
following databases: ProQuest Dissertations and Theses, Taylor & Francis, J-stor,
Oxford Journals Online, ERIC, Cambridge Journals Online, SAGE Journals
Online, SpringerLink, and Britannica. Search strategies employed included
keyword search such as: ―podcast‖, ―podcast and language learning‖ ―effects of
podcasts on language skills‖ and ―mobile-assisted language learning‖. A total of
60 articles were downloaded from the online databases. Of these 60 articles, 40
were excluded because they were review, opinion, or editorial papers and were
considered non-empirical papers. Articles on podcast that dealt with subjects other
than second language acquisition were also discarded. Only research studies on
podcast and language learning and teaching were included and reviewed.
Moreover, another criterion for the selection of the articles is that they should
report studies that are original and empirical. Eventually twenty research articles
on podcasting were selected and reviewed to determine the effects of podcasts on
student achievement and attitude. It was found that podcasts greatly support
learning not just in and listening but also in other language skills and areas such as
grammar, pronunciation, vocabulary, speaking and related learning activities.
Furthermore, podcasting facilitates self-paced learning as well as gives slower
learners a platform for remediation. In addition, podcasting can provide another
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medium for material review and can assist students to develop their language
skills.
Hasan & Hoon (2012) in their article investigated ESL learners‘ perception
and attitudes towards the use of podcast in developing listening competence. It
further investigated whether students had adequate knowledge of podcast in order to
ensure the smooth and effective integration of podcasts. Method in doing the
research was expository study. The research was administered to the 53 students
from an intact class from Putra University of Malaysia. Quantitative data were
gathered using an adapted close-ended questionnaire to gauge students' opinion,
attitudes, beliefs and willingness regarding the use of podcast in developing
listening competence. Likert-type questions, yes/no questions and open-ended
questions were used to assessed students' perceptions and attitudes toward
podcast. It was found that the data collected from the students revealed that all the
students possessed necessary equipment for using podcasts such as computer
and/or laptop, software, mobile phone, and iPod, both at home and in their
university. The participants were asked whether they were familiar with the term
podcasts and different types of tools required to download and listen to
podcasts. Most of the students (95%) were familiar with iTunes, one of the best
podcatchers, but they were not familiar with its usage for subscribing
podcasts. Students' perceptions of and attitudes towards the use of podcasts in
developing listening skills of English language were found to be positive.
Students supported the idea of adopting podcasts as language learning materials
for developing different skills of English language. The researchers concluded
that data on learners' attitudes and perception of developing listening skills
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through podcast can cater more insightful indicators of their usefulness for ESL
students. The findings of the study can influence English language teachers to
adopt this novel technology in teaching English as students have positive attitudes
towards podcast.
Li (2010) in his article investigated using podcasts for learning English:
perceptions of Hong Kong secondary 6 ESL students. This research aims at
finding out about the perception of Hong Kong ESL Secondary 6 students towards
podcasts. Method in doing the research was case study. The current study also
employs a qualitative approach, and hence a deeper investigation (i.e. interviews
and questionnaires) is undertaken. At the beginning of the research period, 10
secondary 6 ESL students were randomly selected to attend the pre-research
interview, which aimed to investigate the students‘ attitude towards participating
in the research. If they had negative perceptions towards the technology even
before knowing it, they would not be invited to participate in the research. The
selection is information-oriented, which helps maximize the utility of information
from the participants. After the interview, students A, B and C were chosen.
These students have different language learning backgrounds, in which one of
them studied in an English as the medium of instruction (EMI) school, while the
other two studied in CMI schools. Unlike the other two students, student A, who
had studied in an EMI school has been listening to podcasts for half a year. He
had a rich knowledge about podcasts. On the other hand, students B and C have
shown their enthusiasm in enhancing their English learning by using this new
technology. Based on the data, the researcher found out that all three participants
agreed that they enjoyed listening to podcasts and disagreed with the statement
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that ‗Podcasts bring me no fun at all.‘ Li (2010) concluded that generally, the
findings are positive and the research objectives are well achieved. The students
all agreed that podcasts could increase their listening skills and they were
interested in carrying on these listening habits. Some problems have also been
identified in the research, including the length and the style of the podcast. All
these problems can be solved if teachers design appropriate content for the
students.
Based on the six previous studies, the researcher classifies that: (1) there are
three studies in experimental design, one in constant comparative study, one in
expository study, and one in case study; (2) the entire studies point out the use of
podcast as the mean to teach listening comprehension; (3) the result of the studies
revealed that podcast have positive effect on the students‘ listening
comprehension. It means that this research has the similarities seen from the
design and objectives. Furthermore, the researcher differentiates this research with
the previous studies as follows: (1) among six studies, the first three studies with
the same design are administered in the level of high school up to higher school.
This research is on the contrary administered in the level of secondary school
which is not done by the previous three studies; (2) the one which is conducted in
the secondary school use case study as the design; on the other hand, this research
uses experimental study as the design; (3) the rest of the studies show that podcast
has positive effect on students‘ listening comprehension. The effectiveness is
gained from opinion and perception from the students; meanwhile, the
effectiveness of podcast in this research is gained by giving direct treatment to the
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students. Based on the similarities and the differences above, the researcher
decides to administer the research in the level of secondary school.
C. Rationale
1. The Difference between Podcast and Movie on the Students‘ Listening
Comprehension
The basic idea of teaching and learning using podcast is to bring the
students to learn the target language in the interesting situation. The situation not
only should be interesting but also should make the students keep paying
attention to the following up material. Regarding to the situation, the researcher
assumes that variations of podcast will enable the teacher to teach and manage
the teaching learning process in such an attractive way. The variation of podcast
that combines some aspects such as audio, video, and text adjusted in attractive
simple form will make the students feel interested, easy, and focus to pay
attention on the material being given. Furthermore, podcast could lead to a more
natural ambiance, accelerating the learning process. Teaching listening by using
podcast is possible to increase student listening comprehension as podcast
provide students with authentic and contextual material. In short, teaching
learning process using podcast will make the students feel interested without
ignoring the process itself and it can accelerate the process because of its
authenticity of the context.
On the other hand, in the teaching learning process using movie, students
will not totally focus on the material because they will only hear rather than
listen. The content of movie that is basically used to entertain the audience almost
often amuses the students that they become overreacting in responding to the
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material; therefore, it will be difficult to accelerate students‘ listening
comprehension. Furthermore, only some movies can be adopted as teaching and
learning materials, as to satisfy the different levels of proficiency reflected in
ability of the students.
In short, it can be assumed that podcast can be more effective to teach
listening comprehension rather than movie.
2. The Difference of Listening Comprehension between Students Having High
Listening Habit and Students Having Low Listening Habit
The students with high listening habit usually have better attitude in
following the teaching learning process. They are sifters, screeners, and
winnowers of the wheat from the chaff. They are always hunting for something
practical or worthwhile to store in the back of their mind to put to work in the
time ahead. They have high interest to pay much attention to the teacher and all of
the activities in the class and always be positive in judging the material.
Furthermore, they will always do the assignment given by the teacher. Therefore,
students with high listening habit will be easy to comprehend the material given.
On the contrary, students with low listening habit usually do not have any
interest in following the teaching learning process. They soon call the subject dull
and do not give respect to the activities being conducted in the class. Furthermore,
they always pretend as if listening but they do not. Next, they can be overreacting
in responding to the material being given. Students also use distractions
(footsteps, coughs, door closing) as an excuse to stop listening. They often find a
subject too dry and dusty to command their attention and they use this as an
excuse to wander off on a mental tangent.
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In short, it can be assumed that students with high listening habit will have
better listening comprehension than that of students with low listening habit.
3. The Interaction between Teaching Media and Different Listening Habit on
the Students‘ Listening Comprehension
The media which is used by the teacher in teaching learning process can
give a big effect on the students‘ listening comprehension. The use of podcast will
be a good way to improve students‘ listening comprehension especially those with
high listening habit, because, it will give students such an attractive way in the
listening process without neglecting the process itself. Furthermore, students can
be more focus on the listening section and as a result their listening
comprehension will immediately increase.
The use of movie in teaching learning process seems satisfy the students
with low listening habit, because the characteristic of students with low listening
habit will overreact to what they are listening for. Therefore, they will not focus
on the listening process. Most of what they do will be listening for fun only and
then they will overreact to the following material.
Listening habit will also be important aspect that can give effect to the
students to obtain the listening competence because understanding of the listening
process will require the listening habit in listening to the material. It is dealing
with how someone gets interested and be focus on the teaching learning process.
Therefore, it will affect to the listening process that will determine their own
competence. That is why learning media and different listening habit are supposed
to have interaction toward students‘ listening comprehension.
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In short, it can be assumed that students having high listening habit will
have better listening comprehension than those having low listening habit if they
are taught using podcast. On the other hand, students having low listening habit
will have better listening comprehension than those having high listening habit if
they are taught using movie.
D. Hypothesis
The hypotheses of this research are as follows:
1. Podcast is more effective than movie to teach listening comprehension.
2. Students having high listening habit have better listening comprehension than
those having low listening habit.
3. There is interaction effect between teaching media and different listening habit
on the students‘ listening comprehension.
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CHAPTER III
RESEARCH METHODOLOGY
A. Context of the Study
1. Place of the Research
The research is administered at SMP Muhammadiyah 1 Way Jepara. The
permanent address of SMP Muhammadiyah 1 Way Jepara is at Jl. Raya Lintas
Timur KM 107, Way Jepara, East Lampung, post code: 34196. This school has 7
classes; every grade has 2–3 parallel classes with approximately consisting of 28
to 30 students in each class. The facilities are a basketball court in the middle of
school yard, library, laboratory of science, canteen, mosque, and free hotspot area.
Furthermore, English club is one of extracurricular activity which is very active
and prideful.
The school is chosen as the place of research under some consideration.
Firstly, the location is not too far from the researcher‘s house. Secondly, the
researcher is closely related to the big family of the school and so does the
English teacher. Thirdly, the condition of that school has been familiar to him.
Fourthly, the researcher is inspired to solve students‘ problems in listening
comprehension.
From three class grades, it is found that students of grade VIII had
difficulties in listening comprehension. It is proven by the result of preliminary
study which is under MPG. Hence, the researcher determines students at grade
VIII of the first semester which consist of 84 students as the population of the
research.
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2. Time of the Research
The period of this research was carried out for about eight months. The
research was started in March 2014 to October 2014. It included to preparing
proposal, conducting proposal seminar, developing instruments, doing treatment,
collecting the data, analyzing the data, consulting the data with the consultant,
writing report, and proposing thesis examination. The schedule of conducting this
research can be seen in the following table:
Table 3.1. The Time Schedule for Research
Activity
Year
2014 2014
Month
Mar Apr Mei Jun Jul Aug Sep Oct
Preparing Proposal X X
Conducting Seminar X
Developing Instrument X X
Doing Treatment X X
Collecting and
Analyzing Data X X
Consulting the Result
of the Data with
Consultants
X X X
Writing Report X X X
Proposing Thesis
Examination X
B. Research Method
Research method that is used by the researcher in the study is experimental
research method. According to Ellis & Ormrod (2011) most of researches related
to learning, development and educational practice prove their study in quantitative
research. It has involved collecting data that either take the form of numbers or
can easily be converted into numbers. These numbers are tabulated and usually
statistically analyzed to determine underlying trends and other pattern in the data
(p. 4). Experimental study is a kind of study which is usually used to compare or
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control the groups between two or more groups to look for the research questions.
Ellis & Ormrod (2011) view an experimental study as a study in which the
researcher has two variables (independent variable and dependent variable) and
two groups (experimental group and control group) that are treated differently,
then measure the effects of something on both variables (p. 6).
1. Research Variable
Related to the study, the experimental research has been chosen because the
aim of this study is dealt with revealing the effect of teaching methods in this case
is ―media‖ and habit as the organism variable towards the students‘ listening
comprehension. This experimental study involves three kinds of variables.
Variable is something that varies from one case to another. It is in line with
Richard & Schmidt (2002) who state that variable is a property whereby the
members of a set or group differ from one another (p. 576).
The first variable is independent variable. This independent variable is also
recognized as experimental or treatment variable. The independent variable of this
study is the teaching media. The teaching media are the factors of this study
which are measured, manipulated, or selected to determine their relationship with
the observed phenomenon. The teaching media that are used in this study are
podcast and movie. These two media are treated differently for groups of students.
The group that receives podcast becomes the experimental group. On the other
hand, the group which receives in using movie becomes the control group. This
comparison group is very important in the experimental research because it serves
the purpose of determining whether the treatment has had an effort or whether one
treatment is more effective than other (Franker & Walen, 1993, p. 242). The
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function of using movie as the comparison group is to determine whether using
podcast works best when it is applied to the students‘ listening comprehension.
The second variable of this study is dependent variable. It is the factor
which is observed and measured to determine the effect of the independent
variable. The dependent variable in this study is listening comprehension. The
third variable is a kind of variable which is given different name based on the
point of view. The term habit, as the third variable, can be translated into such
kinds of variable.
2. Experimental Design
There are a lot of experimental designs. To choose certain design is the right
of researchers but they have to consider the purpose and of their experimental
study. The most appropriate experimental design of this study is factorial design.
Factorial designs extend the number of relationships that may be examined in an
experimental study. They are essentially modification of either the post-test only
control group or pretest-posttest control group designs, which permit the
investigation of additional independent variables (Fraenkle & Walen, 1993, p.
255). The advantage of factorial design is that it allows researchers to study the
interaction of an independent variable with one or more other variables,
sometimes called as moderator variables. Factorial design, therefore, is an
efficient way to study several relationships with one set of data. Within this
design, it is possible to assess the effect of each independent variable separately as
well as their conjoint or simultaneous effect or interaction (Tuckman, 1978, p.
135).
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Furthermore, since a quasi-experimental design begins with a hypothesis,
which is a tentative declarative statement about the relationship between two or
more variables (Mason & Bramble, 1997, p. 71), so a quasi-experimental design is
used. Therefore, this research is known as quasi-experimental: Factorial Design.
This design is used to analyze two data clusters followed by attributive variable
(Basrowi, 2010, p. 212). In this research, the researcher uses factorial design 2x2.
This design would be linear with the following table:
Table 3.2. Factorial Design 2x2
Independent Variable
Variable Attribute
Teaching Media
Podcast (A1) Movie (A2)
High Listening Habit (B1) A1.B1 A2.B1
Low Listening Habit (B2) A1.B2 A2.B2
Source: (Basrowi, 2010, p. 10).
Note:
A1.B1= students of experimental class with high listening habit.
A1.B2= students of experimental class with low listening habit.
A2.B1= students of control class with high listening habit.
A2.B2= students of control class with low listening habit.
C. Research Population and Sample
1. Population
In conducting a research, it is important for the researcher to determine the
people to be discussed in the research. The people are called as population.
Richard & Schmidt (2002) state that population is any set of items, individuals,
etc. that share some common and observable characteristics and from which a
sample can be taken. Thus, one can speak of comparing test scores across a
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sample of a population of students (p. 406). Furthermore, Johnson & Christensen
(2004) say that population is the set of all elements. The population may be all the
individuals of particular type or a more restricted part of that group (p. 158).
In this research, the population is all the eighth grade students of SMP
Muhammadiyah 1 Way Jepara in the academic year of 2014/2015. There are three
classes in which each class consists of 28 students, and the total number of the
students is 84 students. In addition, the students‘ listening comprehension is
almost the same among three classes.
2. Sample
After determining the population, a researcher should do the next plan that
is determining the sample, because sample is any group of individuals that is
selected to represent a population (Richard & Schmidt, 2002, p. 465).
Furthermore, sample is also known as the group from which information is
obtained, preferably selected in such a way that the sample represents the larger
group or population (Fraenkel & Walen, 1993, p. 556).
In this research, the researcher uses the eighth grade students which consist
of 84 students as the sample. Two classes are used in this research, one class for
experimental group and another one for control group. The samples are class
VIIIB and class VIII
C.
3. Sampling
Sampling is the process of selecting members of a research sample from a
defined population, usually with the intent that the sample accurately represents
that population (Gall, Joyce, & Borg, 2003, p. 636). In this research, the
researcher takes clusters random sampling to take the sample. Cluster random
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sampling is the selection of groups or clusters, of subjects rather than individuals
(Fraenkel & Wallen, 1993, p. 84). Thus, cluster random sampling is a sampling in
which groups, not individuals, are randomly selected. In addition, the similarities
of their characteristics are taken from their scores in rapport or average scores
from the teacher. The similarity/homogeneity of the score is calculated using t-
test.
Among the three classes, the researcher makes three lotteries. Then, the
researcher chooses randomly two classes. The researcher gets two classes, namely
VIIIB and VIII
C. To decide the experimental class and control class, the researcher
makes two lotteries. And the researcher takes randomly. The first lottery is taken
as the experimental class (VIIIB) and the second lottery is the control class
(VIIIC).
D. Data Collection and Research Instrument
The collection of data is an extremely important of all research endeavors,
for the conclusion of a study are based on what data reveal. As the result, the kind
of data to be collected, the method of collection to be used, and the scoring of the
data need to be considered with care. The term data is referred by Fraenkel &
Walen (1993, p. 101) as the kinds of information researchers obtain on the
subjects of their research. An important decision for every researcher to make
during the planning phase of an investigation, therefore, is what kinds of data he
or she intends to collect. The device the researcher used to collect data is called an
instrument. The data collections are elaborated as follows:
In this research, the data is in form of quantitative data. It means that the
data is implied in using numerical data or statistic (Gall et al., 2003, p. 127). Thus,
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the technique of collecting the data is test and questionnaires. The researcher uses
the objective test in form of listening comprehension test to get the scores of the
effectiveness of teaching media in teaching listening comprehension. The
Students were given by some items in the form of multiple choice items. They do
not need to construct their own words in answering the questions. They have to
find out the true answer each question. Every true answer gets a score of 1 and
every false answer gets a score of 0. The test is also based on the site test items.
The researcher compiles the items and answers by own creation. The scores are in
form of discrete score. It means that the test item takes language skill apart
(Ngadiso, 2007, p. 13). There are 30 items of test that have been given for every
student in both experimental group and control group. The items consist of four
options which were available (a, b, c, and d) in each listening comprehension test
item.
Meanwhile, to measure the students‘ listening habit the researcher uses
questionnaire. Questionnaires are documents that ask the same questions of all
individuals in the sample (Gall et al., 2003, p. 169). The researcher uses
questionnaires because the cost and the time required to collect the data typically
is much less. The questionnaires are in the form of questions/statement which is
usually answered by reading the questions, and then ticking responses. The
response format is in the form of scaled response. The researcher uses strongly
agree (Sangat Setuju/SS), agree (Setuju), disagree (Tidak Setuju/TS), and strongly
disagree (Sangat Tidak Setuju/STS). The questionnaire is in form of Likert Scale
with the scores from 4 to 1 are for positive statements, whereas negative statement
scores are 1 to 4. It is in form of checklist. There are 30 items of questionnaires
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given for every student in both experimental class and control class. By
questionnaire, the researcher can find out the group of students who are having
high listening habit and those who are having low listening habit. The
questionnaire is used for both two groups at the same time at the end of the
meeting.
The researcher develops his own research instruments of listening
comprehension test and questionnaire of listening habit. One of the most
important activities in developing own research instruments is item analysis. An
item analysis is a set of procedures for determining the difficulty, validity, and
reliability of each item in the test (Gall et al., 2003, p. 216).
Validity refers to the extent to which an instrument measures what one
thinks it is measuring and reliability is concerned with the consistency of scores if
the instruments used repeatedly for different subjects or different times (Ngadiso,
2007, p. 8).
1. Validity and Reliability of Listening Comprehension Test
For getting validity of the instrument, the researcher carries out content
validity and constructs validity. Content validity refers to the extent to which the
instrument represents the content of interest and construct validity refers to the
extent to which a test measures a specific trait or construct. The following formula
is used to know the validity of listening comprehension test items:
1
1
q
p
S
XXr
t
tio
Where:
Xi is the mean of correct answer for the item no i
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Xt is the mean of total score
St is the standard deviation
pi is the proportion of students who respond correctly for the item no i
qi is the proportion of students who respond incorrectly for the item no
In which:
XXandxn
xSt
2
2
(Mason & bramble, 1997, P. 276)
The result of ro is then compared with r table of product moment at the level
of significance α = 0.05. The item is valid if ro > rt or if ro is higher than rt.
After computing the validity, then the researcher calculates the reliability.
Reliability involves the consistency, dependability, or stability of the test score. A
reliable instrument is one that gives consistent results. The consistency of result
would give the researcher confidence that the result accurately represents the
achievement of the individuals involved. The researcher uses the Kuder-
Richardson formula 20 for computing the reliability. Here is the formula to
calculate the reliability of the instruments.
2
2
11
t
kkS
pq
k
kr
Where:
r kk = The estimated reliability or coefficient of reliability
k =The number of valid items on the test
p =The proportion of student who responds correctly of each item
q =1 – p
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S t 2= Observed score variance
(Mason & bramble, 1997, P. 276)
The result of ro is then compared with r table of product moment at the
level of significance α = 0.05. The item is reliable if ro > rt or if ro is higher than
rt.
2. Validity and Reliability of Questionnaire
In the same case, for getting validity of questionnaire, the researcher carries
out content and construct validity. The following are the criteria in preparing
questionnaires (Ngadiso, 2007, p. 11):
1. To what extent might a question influence respondents to be themselves in a
good light?
2. To what extent might a question influence respondents to be unduly helpful
by attempting to anticipate what researchers to hear or find out?
3. To what extent might a question be asking the information about respondents
that they are not certain, and perhaps not likely, to know about themselves?
To know the validity of questionnaire the researcher uses the following
formula.
2
2
ti
ti
itxx
xxr
Where:
r it = Coefficient of validity
∑ xi xt = Total of items variance
∑ xi 2 = Total variance of item
xt 2
= Total variance
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The result of ro is then compared with r table of product moment at the level
of significance α = 0.05. The item is valid if ro > rt or if ro is higher than rt.
After computing the validity, then the researcher calculates the reliability.
The researcher uses the Kuder-Richardson formula 20 for computing the
reliability. Here is the formula to calculate the reliability of the questionnaire.
2
2
11
t
i
kkS
S
k
kr
Where:
r kk = Coefficient of reliability
k = Total of valid items
∑Si2= Total variance of all items
∑St2= Total variance
The result of ro is then compared with r table of product moment at the level of
significance α = 0.05. The item is reliable if ro > rt or if ro is higher than rt.
E. Data Analysis
The researcher uses descriptive statistics and inferential statistics in
analyzing the data. Descriptive statistics are mathematical techniques for
organizing and summarizing a set of numerical data (Gall et al., 2003, p. 132).
Inferential statistics are data collected from a sample of individuals who are
randomly drawn from a defined population or who are assumed to be
representative of some population. The mathematical procedure of inferential
statistics are statistical inference that is a set of mathematical procedures for using
probabilities and information about a sample to draw conclusions about the
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population from which the sample presumably was drawn (Gall, et al., 2003, p.
135-136).
The procedures of analyzing the data applied are: (1) computing descriptive
statistics for the groups representing each combination factors. It means that the
researcher finds the mean scores of the students on the problems representing each
of the four combinations of factors. The researcher uses prerequisite test included
normality and homogeneity test; (2) doing hypotheses testing using an analysis of
variance (ANOVA) and Tuckey test.
In descriptive statistics, the researcher analyzes the result of listening
comprehension test in form of scores of the effectiveness of teaching media in
teaching listening comprehension. It means that the researcher computes the
scores of mean, median, mode, standard deviation, histogram, and polygon of
students‘ listening comprehension.
Mean ( X ) is calculated by dividing the sum of all scores by the number of
scores (Gall et al., 2003, p. 132). The following formula is used in frequency
distribution:
n
XfX
ii
Where:
fiXi=sum of frequency multiplied by midpoint
n = number of value
Median (Me) is the middle point in a distribution of scores (Gall et al., 2003, p.
132).
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fw
cfbn
iLMe 2
Where:
L = the lower limit of the interval within which the mode lies
i = interval (class width)
cfb = the cumulative frequency in all interval bellow the interval containing the
median
fw = the frequency of cases within the interval containing the median
Mode (M0) is the most frequently occurring score in a distribution (Gall et al.,
2003, p. 132). The formula is:
21
0ff
fiLM i
Where:
L = the lower limit of the interval within which the mode lies
i = interval (class width)
f1 = the frequency of the interval containing mode reduced by that of the
previous interval
f2 = the frequency of the interval containing mode reduced by that of the
following interval
Standard Deviation (s/SD) is a measure of the extent to which scores in a
distribution deviate from their mean (Gall et al., 2003, p. 133). The formula is:
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1
2
2
n
n
XfXf
s
ii
ii
Where:
fi = the frequency of the interval
Xi= midpoint
1. Prerequisite Test
a. Normality Test
After the researcher finds those scores, the researcher computes normality
and homogeneity test. Normality is a requirement before conducting correlation
and comparison. Homogeneity is a requirement before comparing sample of the
class. These proved the samples are normal and homogenous or those are not. To
test population normality, Lillifors test is used. The procedure of this test is as
follows:
1. Determining Hypothesis
H0: Sample comes from normal population.
H1: Sample does not come from normal population.
2. Level of significance: α = 0,05
3. Statistical test
L = Max |F(zi) – S(zi)|
With:
F(zi) = P (z ≤ zi)
Z – N (0,1)
S (zi) = proportion of number z ≤ zi toward the sum of zi
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zi = iondarddeviatsss
xxi tan,
111
2
2
22
n
Xor
n
n
XX
orn
XXs
F(zi) = 0,5 – table value
n
rankzs i )(
The sample is in normal distribution if the highest value of
|)()(| ii zszF
or L0 is lower than Lt.
b. Homogeneity Test
Homogeneity test is used in order to find out whether the research
population has same variance or not. The homogeneity of the population is tested
by Barlett test. The following formula as follows:
1.
1
2
12
12
1
n
n
XX
S
2.
1
2
22
22
2
n
n
XX
S
3.
1
2
32
32
3
n
n
XX
S
4.
1
2
42
42
4
n
n
XX
S
5.
}
1
1{
2
2
i
ii
n
snS
6. Log s2
7. B = (Log s2) ∑ (ni – 1)
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Table 3.4. The summary for homogeneity test
Sample df 1/(df) si2
log si2 (df) log si
2
1
2
3
4
∑ Log si2
8. x2 = (ln10){B - ∑ (ni-1) Log si
2}
The data are homogenous if xo2 is lower than xt
2.
2. Hypothesis Testing
Hypothesis test is used to know whether the hypotheses proposed by the
researcher are proved or not. The formula that is used in this test is Analysis of
Varian Test (ANOVA). This test is commonly 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 analysis of variance (ANOVA) test
called Univariate: Analysis of Varian Factorial Design. This design is used to
analyze two data clusters which are followed by the attributive variable (Basrowi,
2010, p. 212).
The formula of the test is:
a. The total sum of squares:
N
XXx
t
tt
2
22
b. The sum of squares between groups:
N
X
n
X
n
X
n
X
n
Xx
t
b
2
4
2
4
3
2
3
2
2
2
1
2
12
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c. The sum of squares within groups:
222
btw xxx
d. The between-columns sum of squares:
N
X
n
X
n
Xx
t
c
c
c
c
bc
2
2
2
2
1
2
12
e. The between-rows sum of squares:
N
X
n
X
n
Xx
t
r
r
r
r
br
2
2
2
2
1
2
12
f. The sum-of-squares interaction:
222
int brbcb xxxx
g. The number of degrees of freedom associated with each source of variation:
df for between-columns sum of squares = C – 1 =
df for between-rows sum of squares = R – 1 =
df for interaction = (C – 1)(R – 1) =
df for between-groups sum of squares = G – 1 =
df for within-groups sum of squares = ∑(n – 1) =
df for total sum of squares = N – 1 =
where
C = the number of columns
R = the number of rows
G = the number of groups
n = the number of subjects in one group
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N = the number of subjects in all groups
Here is the table for summarizing 2X2 ANOVA
Table 3.5. The Summary for 2 x 2 Factorial Design
Source of Variance SS df MS Fo Ft(.05) Ft(.01)
Between Columns
Between Rows
Column by Row (Interaction)
Between Group
Within Group
Total
Furthermore, to know the interaction between the variables, the researcher
uses the Tukey Test. The formula of the test is:
q = nnceErrorVaria
XX cc
/
21
q = nnceErrorVaria
XX rr
/
21
q(HC) = nnceErrorVaria
XX rcrc
/
1211
q(LC) = nnceErrorVaria
XX rcrc
/
2221
or q(LC) = nnceErrorVaria
XX rcrc
/
2122
Criteria:
1) H0 is rejected if qobservation < qtable.
2) H0 is accepted if qobservation > qtable.
F. Statistical Hypotheses
The statistical hypotheses of the test are as follows:
1. The difference between podcast and movie in teaching listening
comprehension.
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H0: µ A1 = µ A2
H0: there is no any difference between podcast (A1) and movie (A2) in teaching
listening comprehension.
Ha: µ A1 > µ A2
Ha: Podcast (A1) is more effective than movie (A2) to teach listening
comprehension.
2. The difference of listening comprehension between students having high
listening habit and students having low listening habit.
H0: µB1 = µB2
H0: there is no any difference in listening comprehension between students having
high listening habit (B1) and students having low listening habit (B2).
Ha: µB1 > µB2
Ha: Students having high listening habit (B1) have better listening comprehension
than those having low listening habit (B2).
3. The interaction effect between teaching media and different listening habit on
the students‘ listening comprehension.
H0: A X B = 0
H0: There is no any interaction effect between the teaching media used (A) and
students‘ listening habit (B) on the students‘ listening comprehension.
Ha: A X B > 0
Ha: There is interaction effect between the teaching media used (A) and students‘
listening habit (B) on the students‘ listening comprehension.
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CHAPTER IV
DATA ANALYSIS AND RESEARCH FINDING
This chapter presents and discuses the result of the research. It is divided
into four parts, namely: the Implementation of the Study, the description of the
data, normality and homogeneity test, hypothesis test and the discussion of the result
of the study. Each of which is presented as follows.
A. The Implementation of the Research
The implementation of the research involves two main stages and both can be
seen in the table 4.1.
Table 4.1. The Research Implementation Summary
No Initial Stage
1 a. Preparing and completing paper work to the Headmaster of SMP
Muhammadiyah 1 Way Jepara.
b. Preparing lesson plans for teaching listening based on the syllabus for the
eighth grade students (experimental and control group).
c. Preparing the research instruments (listening test and listening habit
questionnaire).
d. Conducting try out of the research instruments.
e. Analyzing the result of the try out.
Implementation Stage
1 a. Teaching and learning process by using podcast for experimental class and
movie for control class.
b. Evaluation (post-test).
c. Distributing listening habit questionnaire to the eighth grade students of SMP
Muhammadiyah 1 Way Jepara.
d. Analyzing the result of questionnaire and test.
Table 4.1 shows that there are two stages in the research, they are:
1. Initial Stage
Before conducting the research, the researcher prepared and completed
paper work to obtain permission letter from the Headmaster of SMP
Muhammadiyah 1 Way Jepara. After obtaining the permission letter, the
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researcher prepared 8 lesson plans in which consisted of two meetings and the
material to be carried out in the teaching and learning process. The lesson plans
were assigned to the experimental and control class, 4 lesson plans for
experimental and 4 lesson plans for control class. The teaching media used in
experimental class was podcast, while the teaching media used in control class
was movie delivered to the students were based on the syllabus of SMP
Muhammadiyah 1 Way Jepara. The researcher also prepared the research
instruments. There were two instruments used in this research, listening test was
used to obtain the data of students‘ listening comprehension and questionnaire
was used to obtain the data of students‘ listening habit. Before administering the
listening test and questionnaire, a try out test was conducted to the students who
did not belong to the samples. Then, the scores of the try out were examined its
validity and reliability.
2. Implementation Stage
In the implementation stage, the teaching and learning process were carried
out. The experimental class was taught by using podcast and the control class was
taught by using movie. The post test was conducted after the treatments were
given. Then, the result of questionnaire and test were analyzed.
B. Description of the Data
The data described are the result of the listening test. It includes the mean,
mode, median, standard deviation and frequency distribution followed by
histogram and polygon. Based on the group analyzed, the descriptions of the data
are divided into eight groups, namely:
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1. The data of listening comprehension in experimental class (A1).
2. The data of listening comprehension in control class (A2).
3. The data of listening comprehension on the students who have high listening
habit (B1).
4. The data of listening comprehension on the students who have low listening
habit (B2).
5. The data of listening comprehension on the students who have high listening
habit and are taught using podcast (A1B1).
6. The data of listening comprehension on the students who have low listening
habit and are taught using podcast (A1B2).
7. The data of listening comprehension on the students who have high listening
habit and are taught using movie (A2B1).
8. The data of listening comprehension on the students who have low listening
habit and are taught using movie (A2B2).
The data of each group are presented as follows:
1. The Data of Listening Comprehension in Experimental Class (A1)
Descriptive analysis of the data A1 shows that the score is 50 up to 87. The
range is 37, the number of classes is 6, the interval is 7, the mean is 71.25, the
mode is 67.25, the median is 69.50, and the standard deviation is 8.59. The
frequency distribution of the data A1 is in table 4.2, histogram and polygon are
presented in figure 4.1.
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Table 4.2. Frequency Distribution of Data A1
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid
Point (Xi) fiXi c fc Xi
2 fiXi
2
50-56 1 49.5-56.5 53 53.0 -2 -2 2809.0 2809.0
57-63 4 56.5-63.5 60 240.0 -1 -4 3600.0 14400.0
64-70 9 63.5-70.5 67 603.0 0 0 4489.0 40401.0
71-77 6 70.5-76.5 74 444.0 1 6 5476.0 32856.0
78-84 7 76.5-83.5 81 567.0 2 14 6561.0 45927.0
85-91 1 83.5-91.5 88 88.0 3 3 7744.0 7744.0
∑ 28
1995
17 30679.0 144137.0
Mean 71.25
Mode 67.25
Median 70.50
S 8.59
Figure 4.1. Histogram and Polygon of Data A1
2. The Data of Listening Comprehension in Control Class (A2)
Descriptive analysis of the data A2 shows that the score is 50 up to 77. The
range is 27, the number of classes is 6, the interval is 5, the mean is 67.36, the
mode is 71.17, the median is 68.25 and the standard deviation is 6.79. The
frequency distribution of the data A2 is in table 4.3, histogram and polygon are
presented in figure 4.2.
0 1
4
9
6 7
1 0
0
2
4
6
8
10
Fre
qu
en
cy
Class Boundaries
A1
Histogram
Polygon
49.5 56.5 63.5 70.5 76.5 83.5 91.5
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Table 4.3. Frequency Distribution of Data A2
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid Point
(Xi) fiXi c fc Xi
2 fiXi
2
50-54 2 49.5-54.5 52 104 -4 -8 2704 5408
55-59 0 54.5-59.5 57 0 -3 0 3249 0
60-64 8 59.5-64.5 62 496 -2 -16 3844 30752
65-69 6 64.5-69.5 67 402 -1 -6 4489 26934
70-74 8 69.5-74.5 72 576 0 0 5184 41472
75-79 4 74.5-79.5 77 308 1 4 5929.0 23716
∑ 28
1886
-26 25399 128282
Mean 67.36
Mode 71.17
Median 68.25
S 6.79
Figure 4.2. Histogram and Polygon of Data A2
3. The Data of Listening Comprehension on the Students who Have High
Listening Habit (B1)
Descriptive analysis of the data B1 shows that the score is 50 up to 87. The
range is 37, the number of classes is 6, the interval is 7, the mean is 71, the mode
is 68.59, the median is 70.50, and the standard deviation is 8.61. The frequency
0
2
0
8
6
8
4
0
0
2
4
6
8
10
Fre
qu
en
cy
Class Boundaries
A2
Histogram
Polygon
49.5 54.5 59.5 64.5 69.5 74.5 79.5
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distribution of the data B1 is in table 4.4, histogram and polygon are presented in
figure 4.3.
Table 4.4. Frequency Distribution of Data B1
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid Point
(Xi) fiXi c fc Xi
2 fiXi
2
50-56 2 49.5-56.5 53 106 -2 -4 2809 5618
57-63 2 56.5-63.5 60 120 -1 -2 3600 7200
64-70 10 63.5-70.5 67 670 0 0 4489 44890
71-77 7 70.5-77.5 74 518 1 7 5476 38332
78-84 6 77.5-84.5 81 486 2 12 6561 39366
85-91 1 84.5-91.5 88 88 3 3 7744 7744
∑ 28
1988
16 30679 143150
Mean 71.00
Mode 68.59
Median 70.50
S 8.61
Figure 4.3. Histogram and Polygon of Data B1
4. The Data of Listening Comprehension on the Students who Have Low
Listening Habit (B2)
Descriptive analysis of the data B2 shows that the score is 50 up to 80. The
range is 30, the number of classes is 6, the interval is 6, the mean is 66.43, the
0
2 2
10
7 6
1 0
0
2
4
6
8
10
12
Fre
qu
en
cy
Class Boundaries
B1
Histogram
Polygon
49.5 56.5 63.5 70.5 77.5 84.5 91.5
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mode is 65.10, the median is 65.86, and the standard deviation is 6.74. The
frequency distribution of the data B2 is in table 4.5, histogram and polygon are
presented in figure 4.4.
Table 4.5. Frequency Distribution of Data B2
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid Point
(Xi) fiXi c fc Xi
2 fiXi
2
50-55 1 49.5-55.5 52.5 52.5 -2 -2 2756.25 2756.25
56-61 5 55.5-61.5 58.5 292.5 -1 -5 3422.25 17111.25
62-67 11 61.5-67.5 64.5 709.5 0 0 4160.25 45762.75
68-73 7 67.5-73.5 70.5 493.5 1 7 4970.25 34791.75
74-79 3 73.5-79.5 76.5 229.5 2 6 5852.25 17556.75
80-85 1 79.5-85.5 82.5 82.5 3 3 6806.25 6806.25
∑ 28
1860
9 27967.5 124785
Mean 66.43
Mode 65.10
Median 65.86
S 6.74
Figure 4.4. Histogram and Polygon of Data B2
0 1
5
11
7
3
1 0
0
2
4
6
8
10
12
Fre
qu
en
cy
Class Boundaries
B2
Histogram
Polygon
49.5 55.5 61.5 67.5 73.5 79.5 85.5
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5. The Data of Listening Comprehension on the Students who Have High
Listening Habit and Are Taught Using Podcast (A1B1)
Descriptive analysis of the data A1B1 shows that the score is 70 up to 87.
The range is 17, the number of classes is 4, the interval is 4, the mean is 78.07, the
mode is 81.72, the median is 79.50, and the standard deviation is 5.25. The
frequency distribution of the data A1B1 is in table 4.6, histogram and polygon are
presented in figure 4.5.
Table 4.6. Frequency Distribution of Data A1B1
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid Point
(Xi) fiXi c fc Xi
2 fiXi
2
70-74 5 69.5-74.5 72 360 -2 -10 5184 25920
75-79 2 74.5-79.5 77 154 -1 -2 5929 11858
80-84 6 79.5-84.5 82 492 0 0 6724 40344
85-89 1 84.5-89.5 87 87 1 1 7569 7569
∑ 14
1093
-11 25406 85691
Mean 78.07
Mode 81.72
Median 79.50
S 5.25
Figure 4.5. Histogram and Polygon of Data A1B1
0
5
2
6
1 0
0
2
4
6
8
Fre
qu
en
cy
Class Boundaries
A1B1
Histogram
Polygon
69.5 74.5 79.5 84.5 89.5
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6. The Data of Listening Comprehension on the Students who Have Low
Listening Habit and Are Taught Using Podcast (A1B2)
Descriptive analysis of the data A1B2 shows that the score is 50 up to 80.
The range is 30, the number of classes is 5, the interval is 7, the mean is 66, the
mode is 65.83, the median is 65.83, and the standard deviation is 7.19. The
frequency distribution of the data A1B2 is in table 4.7, histogram and polygon are
presented in figure 4.6.
Table 4.7. Frequency Distribution of Data A1B2
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid Point
(Xi) fiXi c fc Xi
2 fiXi
2
50-56 1 49.5-56.5 53 53 -3 -3 2809 2809
57-63 4 56.5-63.5 60 240 -1 -4 3600 14400
64-70 6 63.5-70.5 67 402 0 0 4489 26934
71-77 2 70.5-77.5 74 148 1 2 5476 10952
78-84 1 77.5-84.5 81 81 2 2 6561 6561
∑ 14
924
-3 22935 61656
Mean 66.00
Mode 65.83
Median 65.83
S 7.19
Figure 4.6. Histogram and Polygon of Data A1B2
0 1
4
6
2 1
0 0
2
4
6
8
Fre
qu
en
cy
Class Boundaries
A1B2
Histogram
Polygon
49.5 56.5 63.5 70.5 77.5 84.5
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7. The Data of Listening Comprehension on the Students who Have High
Listening Habit and Are Taught Using Movie (A2B1)
Descriptive analysis of the data A2B1 shows that the score is 50 up to 77.
The range is 17, the number of classes is 5, the interval is 6, the mean is 66.21, the
mode is 69, the median is 67.50, and the standard deviation is 7.60. The frequency
distribution of the data A2B1 is in table 4.8, histogram and polygon are presented
in figure 4.7.
Table 4.8. Frequency Distribution of Data A2B1
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid Point
(Xi) fiXi c fc Xi
2 fiXi
2
50-55 2 49.5-55.5 52.5 105 -4 -8 2756.25 5512.5
56-61 1 55.5-61.5 58.5 58.5 -2 -2 3422.25 3422.25
62-67 4 61.5-67.5 64.5 258 -1 -4 4160.25 16641
68-73 5 67.5-73.5 70.5 352.5 0 0 4970.25 24851.25
74-79 2 73.5-79.5 76.5 153 2 4 5852.3 11704.5
∑ 14
927
-10 21161.3 62131.5
Mean 66.21
Mode 69.00
Median 67.50
S 7.60
Figure 4.7. Histogram and Polygon of Data A2B1
0
2
1
4
5
2
0 0
1
2
3
4
5
6
Fre
qu
en
cy
Class Boundaries
A2B1
Histogram
Polygon
49.5 55.5 61.5 67.5 73.5 79.5
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8. The Data of Listening Comprehension on the Students who Have Low
Listening Habit and Are Taught Using movie (A2B2)
Descriptive analysis of the data A2B2 shows that the score is 60 up to 77.
The range is 17, the number of classes is 5, the interval is 4, the mean is 66.64, the
mode is 63, the median is 59.83, and the standard deviation is 5.75. The frequency
distribution of the data A2B2 is in table 4.9, histogram and polygon are presented
in figure 4.8.
Table 4.9. Frequency Distribution of Data A2B2
Class
Limits
Frequency
(fi)
Class
Boundaries
Mid Point
(Xi) fiXi c fc Xi
2 fiXi
2
60-63 6 60.5-63.5 61.5 369 0 0 3782.25 22693.5
64-67 3 63.5-67.5 65.5 196.5 1 3 4290.25 12870.75
68-71 1 67.5-71.5 69.5 69.5 2 2 4830.25 4830.25
72-75 3 71.5-75.5 73.5 220.5 3 9 5402.25 16206.75
76-79 1 76.5-79.5 77.5 77.5 4 4 6006 6006.25
∑ 14
933
18 18 24311 62607.5
Mean 66.64
Mode 63.00
Median 59.83
S 5.75
Figure 4.8. Histogram and Polygon of Data A2B2
0
6
3
1
3
1 0
0
2
4
6
8
Fre
qu
en
cy
Class Boundaries
A2B2
Histogram
Polygon
60.5 63.5 67.5 71.5 75.5 79.5
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C. Hypothesis Testing
1. Prerequisite Tests
Before analyzing the data using inferential analysis, the sample must be in
normal distribution and homogeneous. The normality test is done by using
Liliefors testing and homogeneity test is done by using Bartlett formula. The
function of normality test is to know whether the sample is in normal distribution
or not, while homogeneity test is to know whether the data are homogeneous or
not. The description of each test is as follows:
a. Normality Test
The sample is in normal distribution if Lo (L-obtained) is lower than Lt (L
table) at the level of significance (α) = 0.05 or Lo <Lt.
Table 4.10. The Summary of Normality Test
No Data Sample (Lo) (Lt) (a) Test Decision Description
1 A1 28 0.091 0.173 0.05 Ho is accepted Normal
2 A2 28 0.102 0.173 0.05 Ho is accepted Normal
3 B1 28 0.123 0.173 0.05 Ho is accepted Normal
4 B2 28 0.109 0.173 0.05 Ho is accepted Normal
5 A1B1 14 0.148 0.227 0.05 Ho is accepted Normal
6 A1B2 14 0.116 0.227 0.05 Ho is accepted Normal
7 A2B1 14 0.167 0.227 0.05 Ho is accepted Normal
8 A2B2 14 0.202 0.227 0.05 Ho is accepted Normal
The result summary of normality testing using Liliefors formula shows that
all of the values of Lo are lower than Lt. Therefore, it can be concluded that all
data are in normal distribution.
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b. Homogeneity Test
Homogeneity test is done in order to know that the data are homogeneous.
The data are considered as homogeneous data if the xo2 is lower than xt
2 at the
level of significance (α) = 0.05 or xo2 < xt
2, it can be concluded that the data are
homogenous.
Table 4.11. Homogeneity Analysis of the Data
Sample df 1/(df) si2 Log si
2 (df) Log si
2
1 13 0.076923 31.49451 1.498235 19.4770523
2 13 0.076923 63.96154 1.805919 23.4769457
3 13 0.076923 70.11538 1.845813 23.9955732
4 13 0.076923 33.93956 1.530706 19.8991808
52
sum 86.848752
xo2= 3.32 Xt= 7.81
xo2
= (ln10){B - ∑ (ni-1) Log si2}
= (2.3024)( 88.29116-86.848752)
= 3.321256
Because xo2
(x observation) 3.32 is lower than xt2 (x table) 7.81, it can be
concluded that the data are homogeneous.
2. Two-way ANOVA
Multifactor analysis of Variance Test Hypothesis test is done after the
results of the normality and homogeneity test are fulfilled. It is done to know
whether the H0 (null hypothesis) is rejected or accepted. Multifactor analysis of
variance is used to test the hypothesis. The H0 (null hypothesis) is accepted if Fo is
lower than Ft and rejected if Fo is higher than Ft. The mean scores can be seen in
table 4.12.
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Table 4.12. Table of the Mean Scores of the Cells
Listening Comprehension
Listening Habit
Podcast (A1) Movie (A2) ∑
High (B1)
Data =14
∑X = 1086
X = 77.57
Data = 14
∑X = 931
X = 66.50
Data = 28
∑X = 2017
X = 72.04
Low (B2)
Data = 14
∑X = 931
X = 66.50
Data = 14
∑X = 943
X = 67.36
Data = 28
∑X = 1874
X = 66.93
∑
Data = 28
∑X = 2017
X = 72.04
Data = 28
∑X = 1874
X = 66.93
Data = 56
∑X = 3891
X = 69.48
Table 4.13. The Summary of Multifactor Analysis of Variance
Source of Variance SS df MS Fo Ft(.05) Ft(.01)
Between Columns 365.1607 1 365.16071 7.32
4.03 7.15
Between Rows 365.16 1 365.16071 7.32
Column by Row (Interaction) 498.02 1 498.01786 9.98
Between Group 1228.339 3 409.44643
Within Group 2593.643 52 49.877747
Total 3821.982 55
Based on the table above, it can be concluded that:
a. Because Fo between columns (7.32) is higher than Ft at the level of
significance α = 0.05 (4.03) and α = 0.01 (7.15), the difference between
columns is significant. Therefore, the null hypothesis (H0) stating that there is
no significant difference in listening skill between the students who are taught
by using podcast and students who are taught by using movie is rejected. The
mean score of the students who are taught by using podcast (72.04) is higher
than those who are taught by using movie (66.93). It can be concluded that
the teaching media differs from one another in their effect on listening
comprehension.
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b. Because Fo between rows (7.32) is higher than Ft at the level of significance α
= 0.05 (4.03) and α = 0.01 (7.15), the difference between rows is significant.
Therefore, the null hypothesis (H0) stating that there is no significant
difference in listening comprehension between the students who have low
listening habit and students who have high listening habit is rejected. In
addition, the mean score of students who have high listening habit (72.04) is
higher than those who have low listening habit (66.93). It can be concluded
that students having high listening habit have better listening comprehension
than those having low listening habit.
c. Because Fo interaction (9.98) is higher than Ft at the level of significance α =
0.05 (4.03) and α = 0.01 (7.15), there is an interaction effect between teaching
media and listening habit toward students‘ listening comprehension.
Therefore, the null hypothesis (H0) stating that there is no interaction between
teaching media and students‘ listening habit in listening comprehension is
rejected. It means that the effect of teaching media depends on the degree of
listening habit.
3. Tukey Test
The function of Tukey test is to test the difference of the means of each
group. The finding of q is found by dividing the difference between the means by
the square root of the ratio of the within group variation and the sample size.
Table 4.14. The Summary of Tukey Test
Between groups qo qt (0.05) Meaning Category
A1 – A2 3.83 2.919 > Significant
B1 – B2 3.83 2.919 > Significant
A1B1 – A2B1 5.87 3.033 > Significant
A1B2 – A2B2 0.45 3.033 < Insignificant
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a. Using Podcast compared with Movie
q = nnceErrorVaria
XX AA
/
21
√ =
= 3.83
Because qo between columns (A1-A2) (3.83) is higher than qt at the level of
significance α = 0.05 (2.919), applying podcast differs significantly from movie to
teach listening. Because the mean of A1 (72.04) is higher than that of A2 (66.93),
it can be concluded that podcast is more effective than movie to teach listening
comprehension.
b. Students who Have High Listening Habit Compared with those Who Have
Low Listening Habits in Listening Comprehension
q = nnceErrorVaria
XX BB
/
21
√ =
= 3.83
Because qo between columns (A1-A2) (3.83) is higher than qt at the level of
significance α = 0.05 (2.919), it can be concluded that the students who have high
and those who have low listening habit are significantly different in their listening
comprehension. Because the mean of B1 (72.04) is higher than B2 (66.93), it can
be concluded that students who have high listening habit have better listening
comprehension than those who have low listening habit.
c. Using Podcast Compared with Movie for Students Having High Listening
Habit in Listening Comprehension
q = nnceErrorVaria
XX BABA
/
1211
√ =
= 5.87
Because qo between cells A1B1 and A2B1 (5.87) is higher than qt at the level
of significance α = 0.05 (3.033), using podcast differs significantly from movie to
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teach listening comprehension for the students who have high listening habit.
Because the mean of A1B1 (77.57) is higher than A2B1 (66.50), it can be
concluded that podcast is more effective than movie for teaching listening to the
students having high listening habit.
d. Using Podcast Compared with Movie for Students Having Low Listening
Habit in Listening Comprehension
q = nnceErrorVaria
XX BABA
/
2122
√ =
= 0.45
Because qo between cells A1B2 and A2B2 (0.45) is lower than qt at the level
of significance α = 0.05 (3.033), using podcast does not differ significantly from
movie to teach listening comprehension for the students who have low listening
habit. In short, the use of these two media is equal for students having low
listening habit.
Based on the findings point c and d, it is known that podcast is more
effective than movie for teaching listening to the students having high listening
habit but the two media are equal for teaching listening to the students having low
listening habit; however based on the result of ANOVA in table 4.12, the result of
students having low listening habit taught using movie is better than those who
are taught using podcast, so it can be concluded that there is an interaction
between teaching media and the students‘ listening habit in teaching listening
comprehension. The effectiveness of the teaching media depends on the degree of
the students‘ listening habit.
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D. Discussion of the Findings
This research is one of the efforts to generate some improvement in teaching
listening to the eighth grade students of SMP Muhammadiyah 1 Way Jepara. It
has been discussed in the previous chapter that using podcast is one of the
alternative to obtain the intention. The following is the elaboration discussions of
the research findings.
1. The Difference between Podcast and Movie on the Students’ Listening
Comprehension
Based on the finding of the research, the researcher draws a conclusion that
the implementation of podcast is more effective than movie to help students in
improving their listening comprehension. The finding of this study in line with
Saputra (2014) who presents the average of gained score in experimental class is
7.4 while in control class is 6.6. It is because podcast 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 (Allen, 2008 in Saputra 2014, p. 171).
Furthermore, the basic idea of teaching and learning using podcast is to
bring the students to learn the target language in such interesting situation. The
situation not only should be interesting but also should make the students keep
paying attention to the following up material. The variation of podcast that
combines some aspects such as audio, video, and text adjusted in an attractive
simple form will make the students feel interested, easy, and focus to pay
attention on the material being given. Furthermore, podcast could lead to a more
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natural ambiance, accelerating the learning process. In short, teaching learning
process using podcast will make the students feel interested without ignoring the
process itself and it will accelerate the process itself.
Using podcast as a teaching media helps the students develop tactical ways
to learn new material with use of questioning and accessing information from
reliable sources. This media can be effective in promoting independence in
learning. The ages and stages of development will determine the role of the
teacher in guiding students through using podcast process. Vaughan (2002) states
that the characteristics of a good multimedia are provide contexts and allows for
integrations of sub-skill (p. 120).
Podcasts benefit learners both with their spontaneity (Zarina, 2009) and their
applicability to intensive and extensive listening tasks (Sze, 2006). Furthermore, the
authenticity and type of materials available in this format effectively bridges the
gap between formal English and informal language, making them suited to extensive
listening, motivating students‘ interest in listening to English inside and outside the
classroom.
On the other hand, in the teaching learning process using movie, students
will not totally focus on the material because they will only hear rather than listen.
The content of the movie almost often amuses the students that they become
overreacting in responding to the material; therefore, it will be difficult to
accelerate students‘ listening comprehension. Xu & Guo (2007) argue that
English movies offer authentic voice material, varied vocabulary and cultural
material; it can be said that movies could be used as an encyclopedia. But if
teachers do not pay attention to their methods, there will be many problems. For
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example, during the study, some students were unconsciously distracted by the
lively visual senses, they got distracted by the drama in the plot, and they then
forgot their real task.
Furthermore, Liu (2008) argues that, only some movies can be adopted as
teaching and learning materials, as to satisfy the different levels of proficiency
reflected in ability of the students. It is hard for teachers to find movies for
elementary students. Especially because the language in movies is often spoken
very fast or hard to understand, it‘s hard for elementary students to get the whole
idea of the movie and the purpose for teaching the textbook through a related
movie.
2. The Difference of Listening Comprehension between Students Having
High Listening Habit and Students Having Low Listening Habit
The finding of this research reveals that students who have high listening
habit have better listening comprehension than those who have low listening
habit. The data of the findings can be seen in table 4.13 and 4.14. The table shows
that students having high listening habit differ significantly from those having low
listening habit in their listening comprehension. The mean score of students
having high listening habit is higher than those having low listening habit.
Habits reflect the cognitive, neurological, and motivational changes that
occur when behavior is repeated (Wood, Tam, & Witt, 2005). Therefore,
motivation contributes to students‘ listening habit. Brown (1994) says that
motivation is an inner drive, impulse, emotion, or desire that moves one to a
particular action. In more technical terms, he explains that habit refers to the
choices people make as to what experiences or goals they will expert in that
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respect (p. 152). The students having high listening habit are always active,
creative, curious, having good participation in the teaching and learning process.
They have their own spirit to study for gaining their best competency and skill.
The level of listening habits can contribute to students‘ listening
comprehension. One of the aspects of students having good listening habit is
having long time to listen. The theory is in line with Lauer & Enokida (2009) who
say that the more tremendous amount of time students listen to the material, the
higher listening score student will gain. Students who spend averaging only one or
two hours per week, and then pretending to be active listener when they do
listening even doing either shadowing or note-taking will fail in significantly
raising their listening scores.
On the contrary, the students with low listening habit in the listening class
face problem with most of the academic processes. The students are difficult to
maintain their motivation in listening, they get confused to recognize or
understand the spoken messages, and possibly acting on the basis of what has
been heard. Some of them still get difficulty in finding the factual information,
and still do not know the meaning of each sentence. It was due to a listener who is
not paying attention. The main reason listeners fail to pay attention to a speaker is
that they are paying attention to something else. Sometimes their attention is
focused inward on themselves, and sometimes it is focused outward. In either
case, the listener's attention is focused on something other than the speaker's
message (Collins & O‘rourke, 2009, p. 9). In fact, attention in listening session is
one of the most important aspects as Straker (2010) states that there are four
aspects in listening habit, they are: attention, help, support, and reaction.
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Meanwhile, students having good habit will interest to teacher, material given, and
situation that they can get high score of English. In relation with listening,
Underwood (1997) idea that good listeners can work out what speakers mean
when they use particular words in particular ways on particular occasion, and not
simply to understands the words themselves, instead the incoming sound needs to
be processes involving any available cues like background noises, the speakers,
and the setting (p. 1). So the challenging faced by the students with low listening
habit are always the difficulties of catching the text comprehension. And it will
direct continually if they do not improve their skill by themselves. From other
point of view, students with high listening habit usually have certain learning
strategy; therefore, they have prepared the stages on their own face to deal with
the materials. As the result, students who have high listening habit have better
listening comprehension than those having low listening habit.
3. The Interaction Effect between Teaching Media and Different Listening
Habit on the Students’ Listening Comprehension
The findings of the research reveal that there is an interaction effect between
teaching media and students‘ listening habit on the students‘ listening
comprehension. The data of the findings can be seen in table 4.13 and 4.14. The
tables show that podcast differs significantly from movie to teach listening for the
students who have high listening habit but the difference happens insignificantly
to those who have low listening habit; however, based on the ANOVA test
students having low listening habit still have better listening comprehension when
they are taught using movie rather than those who are taught using podcast.
Podcast is more effective than movie in teaching listening for students who have
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high listening habit and movie is more effective than podcast in teaching listening
for the students who have low listening habit.
The findings of the research are supported by some experts. The teaching
media which is used by the teacher in the class gives a big influence for the
success of the teaching and learning process. Roblyer (2003) states that some
advantages of using technology as a media for the instructional processes: (1)
gaining learners‘ attention; (2) engaging the learners through production work; (3)
increasing perceptions of control. It means that the using of technology as media
in teaching and learning process is important (p. 164). In this case the technology
used as media is podcast. Podcast is a media stream that combines between audio
and/or video and PDF files on the Net which is usually uploaded at regular
intervals (Chan et al., 2011).
Meanwhile, listening habit is another important factor for influencing
achievement in listening comprehension. The students who have high listening
habit usually achieve higher score because they can pay much more attention and
control themselves in the listening section. Furthermore, the good listening habit
students tend to be more active in the teaching and learning process as well as
tend to approach listening situation by giving attention to the material. They
approach listening situation, get used to the text, and then have better
comprehension. (Saputra, 2014, Muqrobin, 2012).
The use of podcast will be more effective when the students have high
listening habit because the high listening habit students tend to be more active in
the teaching and learning process as well as tend to give attention to the material.
Furthermore, the easiness of podcast can lead the students to control their own
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110
space in study out of the classroom. Rosell-Aguilar (2007) says that once
downloaded, the files can be taken away and listened to anywhere, as many times
as necessary, at a time when it is convenient. Functionalities such as pause,
forward, or skip mean that the user is in control of the pace (Sloan, 2005). In
addition, the content can also be played on a computer if the student does not have
access to a portable media device.
On the other hand, movie is suitable for the students who have low listening
habit because it is completed by attractive moving images which convey lesson
and entertainment. At this point, students tend to consider movie as an
entertainment sources rather than learning sources. Subsequently, they will fake
their attention and another action that disturb the other students. One of the
characteristics of low listening habit students is merely looking like they are
paying attention to the material. Although they do get facts, but they garble a
shocking number and completely lose most of them. Subsequently, the students
are easily distracted and may even create disturbances that interfere with their
own listening efficiency and that of others (Johns, 2001). When the low listening
habit students perform this action, the other student will get difficulty to follow
the teaching learning process.
In short, students having high listening habit have better listening
comprehension than those having low listening habit when they are taught using
podcast. On the other hand, students having low listening habit have better
listening comprehension than those having high listening habit when they are
taught using movie.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
This last chapter covers (1) Conclusion of this research; and (2) Implication
and Suggestions from the research related to the conclusions of this research.
A. Conclusion
Based on the result of data analysis, the researcher states that the research
findings for the eighth grade students of SMP Muhammadiyah 1 Way Jepara are
as follows:
1. Podcast is more effective than movie to teach listening comprehension.
2. Students having high listening habit have better listening comprehension than
those having low listening habit.
3. There is interaction effect between teaching media and different listening habit
on the students‘ listening comprehension.
Based on the research finding above, it can be concluded that podcast is an
effective media to teach listening for the eighth grade students of SMP
Muhammadiyah 1 Way Jepara in academic year of 2014/2015. The effectiveness
is affected by student‘s listening habit. Therefore, there is an interaction effect
between teaching media (podcast and movie) and students‘ listening habit in
teaching listening for the eighth grade students of SMP Muhammadiyah 1 Way
Jepara. In short, students having high listening habit have better listening
comprehension than those having low listening habit when they are taught using
podcast. On the other hand, students having low listening habit have better
listening comprehension than those having high listening habit when they are
taught using movie.
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B. Implication and Suggestion
The following section discusses about the implication and suggestion
written based on the conclusions of this research.
1. Podcast is an Effective Media to Teach Listening Comprehension
Considering the first conclusion of this research, there are some implication
and suggestions addressed to English teachers, school, and graduate students.
a. English Teachers
Since podcast is an effective teaching media to teach listening, English
teachers can implement this teaching media in teaching and learning listening to
improve students‘ listening comprehension. To be able to implement this teaching
media effectively, teachers should follow some preparation.
First, teachers must understand the concept as well as the strengths and the
weaknesses of this teaching media. It enables them to know the right procedure of
this teaching media and avoid from the obstacles which may appear in the process
of teaching and learning process. One of the problems in implementing this
teaching media is the fact that content has so far been delivered mostly through
audio. Because, audio content is that it cannot be skimmed to check the content
and its suitability or appropriateness for purpose, which can be very disappointing
and/or time consuming after having downloaded a resource from a repository.
Second, teachers must be familiar with the term of podcast and should
understand the way to download the existing podcast from the reliable repository
like esllab.com or britishcouncil.org when they want to implement this media;
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otherwise, teachers can create their own podcast during the teaching learning
process; however, teacher should consider about their fluency, recording aid and
other supporting aspects before deciding to create their personal podcast.
Therefore, teachers are strongly recommended to use the existing podcast, not the
personal one. Furthermore, teachers are strongly recommended to master such
kind of internet download manager in order to facilitate their downloading
process. It avoids the time consuming in downloading the media. In addition,
teacher should use the proper supporting teaching aids such as sound speaker,
laptop, and LCD. It avoids the students from being confused to get the meaning
from what the speaker say, because most often the class is not in conducive
situation.
The last but not the least, teacher must be able to select the appropriate
podcast to implement in the teaching learning process which based on the existing
syllabus and lesson plan. It is because not all podcast can be applied in teaching
and learning process. It avoids the notion that killing the time through watching
video.
b. School
Podcast is an effective media to teach listening comprehension; however, it
requires internet connection to support the teacher. Therefore, this research can
encourage the notion of proper internet connection in the school. With the
advantages over by podcast and positive result provided in this thesis, the school
can be surer to build a proper internet connection. In addition, in the name
betterment, teachers must be encouraged to access this media and the best
encouragement that school can over is by building a good internet connection.
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Furthermore, the internet connection can also be used for other teachers, not only
the English teacher him/herself.
This thesis can inform to the school that gadget is necessary tool to bring to
the class. With the good internet connection, students can be encouraged and well-
motivated to search another podcast with their own gadgets. On the other words,
school does not need to forbid students to bring their gadget to the school. The
best thing that the school can do is by giving good understanding on how to use
their gadgets wisely.
c. The Students of Graduate School
The students of English Department of English Graduate School, Sebelas
Maret University who will become English teachers should be familiar and
understand with the term of podcast. They should be able to apply the podcast in
teaching listening as a media and even create as well as publish it. In addition, the
findings of this research should inspire other students to do further research or
even develop podcast dealing with teaching English.
2. Students Having High Listening Habit Have Better Listening Comprehension
than those Having Low Listening Habit
There are some implications and suggestions addressed to parents,
environment (social and school environment), English teachers, and students
related to the second conclusion of this research.
a. Parents
Listening habit can be defined as a reflection of cognitive, neurological, and
motivational changes that occur when behavior in identifying and understanding
what others are saying that requires an essential sound as the input that is regular
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and which has become almost automatic as a result of repetition is repeated. One
of the issues dealing with students‘ listening habit is having long time to listen.
The more tremendous amount of time students listen to the material, the higher
listening score student will gain. Students who spend averaging only one or two
hours per week, and then pretending to be active listener when they do listening
even doing either shadowing or note-taking will fail in significantly raising their
listening scores.
Parents have the opportunity (and responsibility) to build a good listening
habit in their children. Some suggestions can be done by parents to build it:
1) Parents should encourage their children in listening session time.
Parents should not give label to children with words such as 'lazy', 'naughty',
'aggressive', or 'stupid.' Instead, look for and point out children‘s strengths.
Furthermore, parents should also support and guide their children during their
children study in the home.
2) Parents should provide them opportunities for success.
Parents can help children by giving age-appropriate tasks they can complete
on their own. By doing so, children can have sense of pride and be well
motivated. At last they will come to high listening habit when this action is
repeated continuously.
3) Parents can show their children that they have faith in children goodness and
abilities.
Parents can give their children the opportunity to explore their environment,
and to ask questions without feeling like a nuisance.
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b. Environment (School and Social Environment)
The place where one lives influences his/her acts, cognitive, and also
listening habits. As someone enters school, his listening habit is influenced not
only by her parents, but also by a growing circle of other people, including
teachers and friends. The child gets feedback from many people on his/her
physical appearance, life style, family background, and social abilities etc. All of
this feedback influences what he/she thinks of him/herself and might decrease
his/her motivation in the teaching learning process that he/she can be a rebel
and/or passive student. From that reason, what environment especially school can
do is providing good moral lesson. School also can hold listening habit test
regularly to the students, so they can understand the levels of their students. By
doing so, school can provide activities which can improve students‘ listening
habit.
c. English Teachers
The students having high listening habit are always active, creative, curious,
having good participation in the teaching and learning process. They have their
own spirit to study for gaining their best competency and skill. Therefore, English
teachers should be able to teach listening for the students having high listening
habit using the appropriate, attractive, motivating, and easy access teaching media
which can always increases students‘ listening habit. Attractive means that the
media are widely owned and can be obtained from a store may both increase use
(attracting a potentially very large audience and also audiences who may not
otherwise access learning materials) and make listening to an educational learning
object feel less like studying. Motivating means that students are likely to be
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attracted to the new format, which could be motivating and help them engage with
materials which they might otherwise not use. Easy access means that content
management software such as iTunes or Juice can be downloaded free of charge
and navigation is simple.
d. Students
Each student is potential to have high listening habit. To be a high listening
habit student, they must, on occasion, force themselves to pay attention to the
speakers. When speakers don‘t have an engaging way of speaking or the topic is
uninteresting, a listener must sometimes use extra effort to keep from being
distracted by other things. Try acknowledging the challenge to yourself and put
forth the extra effort. Thus, students can listen for the whole message. This
includes looking for meaning and consistency of congruence in both the verbal
and nonverbal messages and listening for ideas, feelings and intentions as well as
facts. Try to understand the main point of what the speaker is saying using all of
these clues.
Furthermore, hearing before evaluating. Listening to what someone says
without drawing premature conclusions is a valuable aid to listening. By
questioning the speaker in a non‐accusing manner, rather than giving advice or
judging, a listener often can discover exactly what the speaker has in mind –
which many times is different from what the listener had assumed. Try asking
open‐ended questions to get the speaker to say more before you respond. In
addition, students can paraphrase what was heard.
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3. There is interaction effect between teaching media and different listening
habit on the students‘ listening comprehension.
a. English Teachers
In teaching listening, teachers should be able to select the most appropriate
teaching media based on the students‘ condition. Listening habit becomes one of
the important considerations in teaching listening because students can be
maximal to listen to the material and also other tasks well if they have good habit
in it. Thus, teachers should understand whether the selected teaching media can
facilitate the students having high and low listening habit to get the meaning of
what they heard. It is better for teachers to use podcast to teach students having
high listening habit while movie to teach students having low listening habit.
b. For Other Researchers
The result of this research showed that there is interaction effect between
teaching media and different listening habit on the students‘ listening
comprehension. Therefore, the other researchers can implement podcast in
different field with different point of view or the same one in order to find out
whether the difference between students‘ listening comprehension in low listening
habit is significant or not. Furthermore, they can use it as a reference for further
studies.
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