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CHAPTER II
THE REVIEW OF RELATED LITERATURE
2.1 The Definition of Listening
Humans can generally hear sounds with frequencies between 20 Hz and 20
kHz. Human hearing is able to discriminate small differences in loudness (intensity)
and pitch (frequency) over that large range of audible sound. This healthy human
range of frequency detection varies significantly with age, occupational hearing
damage, and gender; some individuals are able to hear pitches up to 22 kHz and
perhaps beyond, while others are limited to about 16 kHz. The ability of most adults
to hear sounds above about 8 kHz begins to deteriorate in early middle age.
Listening is one of the language skills; in this case, the researcher quoted the
definition of listening from some source. According to Kamus Besar Bahasa
Indonesia (2001:206), Mendengarkan (memperhatikan) baik-baik apa yang
diucapkan atau dibaca orang (to pay attention to what somebody said or read). And
it is stated in Oxford Advanced Learners Dictionary (2007:332), that listening is to
pay attention to somebody/something that you can hear, to take notice of what
somebody says to you so that you follow their advice or believe them.
The listening activities develop a wide variety of listening in details, and
inferring meaning form context. These exercises often require completing an
authentic task while listening, such as taking missing words in completion items, text
of the song, or taking telephone messages. The recordings on the class cassettes
contain both scripted and unscripted conversation with natural pauses, hesitation and
interruption that occur in real speech.
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not only receiving messages but also decoding them correctly. No communication
process is complete without listening and listening is an essential management and
leadership skill (Hubbell: 2001:56). Effective listening is really significant for
students as they use most of their time listening to lectures. For worker at companies,
a good listening skill is required. In some companies, the listening index of recruits
may be measured before recruitment. It is important to listen carefully to the
instructions of ones superiors at the workplace. You can also measure the morale
and enthusiasm of coworkers and subordinates by listening closely to them.
In addition, nowadays, the development of technology is happening. It can
give the influences on human life at all parts. Information and communication
technology has been used from education sector until business, many information of
intellectual, practical, technical, and entertainment are promoted on electronic audio
visual as laptop, personal computer, television, radio, and internet (Nunan,
1999:121).
Furthermore, the progress of information technology has changed the way of
teaching and learning process at school. This takes place in English classroom where
the combination of various media attributes of the computer such as educational
courseware, online web page learning, interactive language games, animated flash
videos and movie are being widely used in the language teaching and learning
process. Several studies proved that the information and communication technology
could encourage students in education.
2.2 The Goal of Listening
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Listening can be characterized as problem solving activities involving the
formation hypothesis, the drawing of inference, and the resolution of ambiguities and
uncertainties in the input through the generation of images (a set of items: sensory,
emotional, temporal, relational, purposive or verbal in nature). Stevick (1998:69)
states that the goal of listening is ...to generate the intended image from the input
and react appropriately...
But, the effect of prior knowledge and context also seem to be instrumental in
listening tests, such as Ommagio (2003:55) says that: Listener constructs meaning
by recognizing their previously acquired knowledge to accommodate new
information and concept.
2.3 The Aim of Listening
According to Rixon (1986:1), the aim of teaching listening comprehension is
(or should be) to help learners of English cope with listening in real life, but there is
a large variety of different types of listening in real life.
Rixon (1986:2) mentions some situations in which listening is important,
namely:
1. Listening to announcement in stations, airport etc
2. Listening to the radio
3. Participating in a conversation face to face
4. Watching a film, play or TV
5. Participating in a meeting, seminar or discussion
6. Taking a part in a lesson
7. Listening to the lecturer in the classroom
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Recalling important words and ideas
Furthermore, Rost (1991:4) said that successful listening involves an
integration of these component skills. In this case, listening is a coordination of some
skills. It is not the individual skills themselves. This integration of these perception
skills, analysis skills and synthesis skills is what we will call a persons listening
ability.
Additionally, Rost (1991:4) has also argued that even through a person may
have a good listening ability; he or she may not always be able to understand
messages, some conscious action is necessary to use this ability effectively in each
listening situation. This action that listener must perform is cognitive or mental, so
it is not possible to view it directly, but we can see the effect of this action. The
underlying action for successful listening is decision making. The listener must make
these kinds of decisions.
What kind of situation is this?
What is my plan for listening?
What are the important words and units of meaning?
Does the message make sense?
Based on the statements above, the researcher could conclude that successful
listening requires making effective real time decisions about these questions. In this
sense, listening is primarily thinking process, thinking about meaning as they listen.
The way in which the listener makes these decisions is what we will call a listening
strategy. Of course, these kinds of activity need cognitive factor or knowledge of
listener. Without knowledge, its hard to understand the message from the speaker.
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Besides, Rost (1991:70) also stated that there are four principles for
developing listening ability:
1. Listening ability develops through face-to-face interaction.
By interacting in English, learner has the chance for new language input and
the chance to check their own listening ability. Face to face interaction
provides stimulation for development of listening for meaning.
2. Listening develops through focusing on meaning and trying to learn new and
important content in the target language.
By focusing on meaning and real reasons for listening in English, learners can
mobiles both their linguistic and non-linguistic abilities to understand.
3. Listening ability develops through work on comprehension activities.
By focusing on specific goals for listening, learners can evaluate their efforts
and abilities. By having well-defined comprehension activities, learners have
opportunities for assessing what have achieved and revision.
4. Listening ability develops through attention to accuracy and an analysis of
form.
By learning the perceived sounds and words accurately as they work on
meaning oriented activities, our learners can make steady progress. By
learning to hear sounds and words accurately, learners gain confidence in
listening for meaning.
As stated above, someone can develop the listening ability through some
steps. It could be through face-to-face interaction among the people, focusing on
meaning and try to learn new and important content in the target language, work on
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comprehension activities and through attention to accuracy and an analysis of what is
being listened to. But actually, the improvement of listening ability would depend on
practicing. Trying to listen to spoken language in much time would make the
listening ability getting better and it would develop listening ability.
2.4 Listening is an Internal Process
Like reading, listening is an internal process that cannot be directly observed.
Its rather difficult to say what happens when we listen and understand others.
Ommagio (2003:17) say that listening and reading are both highly complex process
that draw on the knowledge of the linguistic code (language form), cognitive
processing skill (the skill to process in the mind), school-based understanding
(background knowledge), and contextual cues both within and outside the text.
Listening requires some specific steps in order to master it. Someone could
just listen to the spoken language but he couldnt get the information or the message
from what he listened to without some skills needed in listening. So, if we would like
to obtain the information from listening, we must have the specific factor needed in
listening.
2.5 The Step of Listening
In general, the teacher has to do the following steps:
1. Go first over the instructions with the class, making certain that materials
are understood by all the students.
2. Pronounce the words or phrases at least two times in a clear and distinct
voice and at normal speed.
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3. Where the questions precede the text, read the question twice in order to
direct the students attention. Then, read the entire text two times at
normal speed. Teacher should feel free to vary according to the abilities
of the students.
4. With longer texts, it is advisable for the teacher to write guide question on
the board or dictate them to the students. The questions should require a
understanding of the general ideas, in the text rather than detailed
knowledge. The teacher then reads the text for the first time.
5. After giving the students enough time to answer the guide questions
she/he discuses the answer with them.
6. The teacher continues with more detailed questions for the students to
answer either in the written or oral modality. Discussion follows the
above activity.
7. Other possible related activities for further intensive practice can be
carried out such as:
a. Summarize the passage orally
b. Formulate questions which the students will ask their
classmates to answer with long or short response.
c. Write a short summary at home
The possibilities of using each of the passage included in the text are
infinite. Some suggestions above maybe particularly pertinent for
less able students abilities in the other language skills-speaking,
reading, and writing-will also develop. At the sometime they will be
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able to understand on wide range of topics, which undertake the
linguistic aspects of listening comprehension.
Richard in Persulessy (1994:4) mention the model of the listening process
includes the following steps:
1. The listener takes in raw speech and holds an image of it in short-term
memory.
2. The type of interactional act or speech event in which the listener is involved
is determined.
3. An attempt is made to organize what was heard into constituents, identifying
their content and function.
4. As constituents are identified, they are used to construct propositions,
grouping the propositions together to form a coherent message.
5. Script relevant to the other particular situation is recalled.
6. The goals of the speaker are inferred through reference to the situation the
script and the sequential position of the utterance.
7. An illocutionary meaning is assigned to the message.
8. This information is retained and acted upon, and the form in which it was
originally received is deleted.
2.6 Decoding
Decoding is the process of trying to understand (comprehend) the meaning of
a word, a phrase or a sentence.
The processes in decoding (comprehending/understanding) are:
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a. Hold the utterance in short term memory.
b. Analyze the utterance, is what is said by any one person says
before or after another person begins to speak or something
said or emitted as a vocal sound. For example, Yeah! (One
word), Have you done your homework? (One sentence),
You raise me up, so I can stand a mountain. (More than one
sentence) into segments (chunk). Chunk is constituent is part
of utterance, for example: Because of the rain he was late.
The sentence has two chunks (part), because of and I was late.
Besides analyze the utterance also identify:
i.Word is meaningful unit of language sounds. A
meaningful sound or combination of sounds that is
a unit of language or its representation in a text.
ii.Clause is group of words that contains a subject
and a verb.
iii.Proposition/ prepositional meaning is basic
meaning of sentence/ utterance.
iv. Concept is meaning of words.
v. Illocutionary meaning is effect of the utterance to
the listener/reader. For example: I am thirsty
(utterance) has two meanings to show the physical
state of the speaker (as prepositional meaning) and
the function of language to request for something
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to drink (as illocutionary meaning).
For understanding the meaning of the spoken language, we have to know the
meaning of each word, and also the utterance of the speech. A Listener has to
analyze its contents. Its meant that the listener must consider the each word, phrase,
clause, proportional meaning, concept and also the illocutionary meaning. A good
capability of each parts of spoken language will allow a listener to obtain the
information of the speaker.
2.7 The Difficulties in Listening
As we consider, designing lesson and techniques that are exclusively for
teaching listening skill, or that have listening components in them, a number of
special characteristic of spoken language need to be taken into consideration. Second
language learners need to pay special attention to such factor because they highly
influence the processing of speech and can often block comprehension if they are not
attended to. In other words, they can make the listening process difficult. The
following characteristics of spoken language are adapted from several sources
(Dunkel, 1991 ;Richards, 1983 Rost, 1991)
1. Colloquial Language
Leaner who have been exposed to standard written English and/or text
book language sometimes find it surprising and difficult to deal with
colloquial language. Idioms, slang, reduced forms, shared cultural
knowledge are all manifested at some points in conversations.
Colloquialisms appear in both monologues and dialogues.
2. Rate of delivery
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Virtually every language learner initially thinks that native speakers speak
too fast! Actually, as Richards, 1994:33) explains that the number and
length of pauses used by speaker is more crucial to comprehension than
sheer speed. Learners will nevertheless eventually need to be able to
comprehend language delivered at varying rates of speed and at times,
delivered with few pauses. Unlike reading, where a person can stop and
go back reread something, in listening the hearer may not always have the
opportunity to stop the speaker. Instead, the stream of speech will
continue to flow.
2.8 A Skill Classification for Domain of Listening Skill
An example of skill taxonomy for the domain of listening skills, Briendley
(1997:23 in Richards J., 2001:140) mention:
Orienting oneself to a spoken text1. Identifying the purpose/genre of a spoken text2. Identifying the topic3. Identifying the broad roles and relationships of the
participants (e.g. Superior/subordinate)
Identifying the main ideals in a spoken text1. Distinguishing the main ideas from supporting detail2. Distinguishing fact from example
3. Distinguishing fact from opinion when explicitly stated in text
Extracting the specific information from a spokentext
1. Extracting key details explicitly stated in text2. Identifying key vocabulary items
Understanding discourse structure and organization1. Following discourse structure2. Identifying key discourse/cohesive markers3. Tracing the development of an argument
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Understanding meaning1. Relating utterance to the social situational context2. Identifying the speakers attitudes3. Recognizing the communicative function of
stress/intonation patterns4. Recognizing the speakers illocutionary intent5. Deducing meanings of unfamiliar words6. Evaluating the adequacy of the information
provided7. Using information from the discourse to make a
reasonable prediction
2.9 Types of Classroom Listening Performance
With literally hundreds of possible techniques for teaching listening skills, it
will be helpful for us to think in terms of several kinds of listening performance that
is, what your students do in a listening technique. Sometimes these types of
performance are embedded in a boarder technique or task and sometimes they are
themselves the sum total of the activity of a technique. The one of types classroomlistening performance is reactive.
Sometimes we simply want a learner to listen to the surface structure of an
utterance for the sole purpose of repeating it back to you. While this kind of listening
performance requires littles meaningful processing. It is nevertheless maybe a
legitimate even through a minor, aspect of an interactive, communicative classroom.
This role of the listener as merely a tape recorder (Nunan, 1991b; 18) must be very
limited, otherwise the listener as a generator of meaning does not reach fruition.
About the only role of that reactive listening can play in an interactive classroom is
in brief choral or individual drills that focus on pronunciation.
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2.10 Listening Comprehension Test
An effective way of developing the listening skill is through the provision of
carefully selected practice material. Such material is in many ways similar to that
used for testing listening comprehension. Although the auditory skill are closely
linked to the oral skills in normal speech situations, it is frequently desirable to
separate the two skill for teaching and testing, since it is possible to develop listening
ability much beyond the range of speaking ability if the practice material is not
dependent on spoken responses or written exercises.
An awareness of the ways in which the spoken language differs from the
written language is of crucial importance in the testing of the listening skills. For
instance, the spoken language is much more complex than the written language in
certain ways, as a result of the large element of redundancy that it contains. An
example can be seen in the spoken question Have you got to go now? the question
being signaled by the rise in pitch on go now and by the inversion of the word order
(i.e. by both phonological and grammatical features). Thus, if the listeners did not
hear the questions signal have, the rise in pitch would make him aware that a
question was being asked. If the speaker slurred over got to, the question would still
be intelligible. In addition, meaning might also be conveyed, emphasized and
repeated by means of gestures, eye movements and slight changes in breathing.
Such features of redundancy as those described make it possible for mutilated
messages to be understood, even though the full message is only partially heard.
Furthermore, the human brain has a limited capacity for the reception of information
and, were there no such features built into the language, it would often be impossible
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to absorb information at the speed at which it is conveyed through ordinary speech.
Such conversational features as repetition, hesitation and grammatical re-patterning
are all examples of this type of redundancy, so essential for the understanding of
spoken messages.
The significance of features for testing purposes:
1. The ability to distinguish between phonemes
However important, does not in itself imply an ability to understand
verbal messages. Moreover, occasional confusion over selected pairs of
phonemes does not matter too greatly because in real- life situations the
listener is able to use contextual clues interpret what he hears. Although the
listener relies on all the phonological clues present, he can often afford to
miss some of them.
2. In prompt to speech
It is often easier to understand carefully prepared (written) material when
the latter is read aloud. Written tests are generally omit many of the features
of redundancy and impart information at a much higher rate than normal
speech does. Consequently, it is essential to make provision in writing
material for aural test. The length of the segments the greater amount of
information and the greater the strain on the auditory memory. Segments of
about 20 syllables are considered to be approximately the right length to
allow the receiver to digest what he has heard. The pauses at the end of each
segment should also be lengthened to compensate for the lack of redundant
features.
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Although it is not always possible when auditory tests are conducted on a
wide scale, it is helpful if the listeners can see the speaker. However, excellent the
quality of a tape-recorder and the disembodied voice are much more difficult for the
foreign learner to follow. In practice, most tape recorders are not of a high quality
and are used in rooms where the acoustics are unsatisfactory. If the quality of the
reproduction is poor, the test will be unreliable, especially when such discrete
features as phoneme discrimination, stress and intonation are being tested.
Apart from the use of video-tape, however, the tape-recorder is the only way
of ensuring complete uniformity of presentation and thus a high degree of reliability.
It is possible, moreover, to use recordings made by native speakers and thus present
perfect models of the spoken language an important advantage in countries where
native speakers are not available to administer the test. For the purpose of
convenience, auditory tests are divided here into some broad categories:
Type 1
a) This type of discrimination test consists of a picture,
accompanied by 3 or 4 words spoken by the examiner in
person or on tape.
b) Conversely, 4 pictures may be shown and only one word
spoken. In this case, it is usually better if the word is spoken
twice.
Type 2
a) In this type of the test three words are spoken on tape: A, B,
and C. sometimes all three words are the same; sometimes
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two are the same; and sometimes all are different. On the
testers answer sheet appear the letters.
b) This is a similar type of test, but here the individual words
in the previous test are replaced by sentences in which a
single distinction in sound affects the meaning. The tested
hears three sentences and has to indicate which sentences is
the same, etc.
Type 3
a) In each of these items one word is given on the tape: in the answer booklet
three words are printed in ordinary type. (In some tests four words are
given and the word on tape is spoken twice). The tested is required to the
spoken word.
b) This type of item is similar to the previous one; this time, however, the
words spoken by the tester occur in the sentences. The four options may
then be either printed or spoken.
c) This item is similar to type 3 a) one word is spoken by the tester
(preferable twice). However, instead of a choice of four words, the tested
has in front of him a choice of four definitions. He has thus to select the
correct definition for the words he hears.
The test items described in this section are all useful for diagnostic
testing purposes, thus enabling the teachers to concentrate later on specific
pronunciation difficulties. The items are especially useful when tested have
the same first language background and when a contrastive analysis on the
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mother tongue and the target language can be use. Most the items type
described are short, enabling the tested to over a wide range in sounds. In
certain items which test only individual words (e.g., type 1 (a), 1 (b) and 2
(a), up to one hundred items can be tested in ten minutes).
Type 3 (c), however, is an example of an impure test items because
test not only the ability to discriminate between the different sounds of
language but also a knowledge of vocabulary. A tested who may be able the
discriminate accurately will nevertheless find the test very difficult if he
cannot understand the definition in the options. Similarly, type 3 (a) is test of
phoneme discrimination and spelling ability. Type 3 (b) can also result in
impure test items: in this type of item, proficiency in grammatical structure
will support the test. Thus, for example, a test that cannot discriminate
between thread , tread , treat and dread may immediately role out the distract
ores threat and dread since they cannot be put in the pattern, Illif
for you.
Each individual test item in all types describe must be kept fairly simple.
Obscure lexical items should be avoided. This may seem to be simple enough
principle to observer, but the avoidance of difficult lexical items frequently makes it
impossible to test all the sound contrast that need to be included in the test. For
example, the contrast shark, sock, sack, shock would not be suitable for inclusion in
attest intended from elementary learners of English. Much of material in such test is
unfortunately artificial differing greatly from continuous. Frequently there is a
tendency for the tester to adopt a certain tone pattern and rhythms which may be a
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source of irritation to the listener of affect his concentration. However, if the tester
changes pitch (example live, leave, live) this will only confuse the tested. Thus, the
tested must attempt to pronounce every syllable using the same stress and pitch
pattern.
The ability to discriminate between certain phonemes may sometimes prove
very difficult for native speakers. Many English dialects fail to make some of the
vowel and consonant contrast and thus. In addition to all the other variables (For
example the acoustic of the room the quality of the tape-recorder, etc), these tests are
affected by the pronunciation different from the native speakers.
2.11 Kind Teaching Aids in Listening
The definition of aids in Oxford Learners Pocket Dictionary (2005:19) is
thing that helps. Teaching aids is something designed to give help in teaching.
Principally, in teaching and learning process, the important component is in the
Instructional Design or Lesson Plan. We believe that these will be helpful for both
the teachers and students in the teaching and learning process of listening to achieve
the instructional objectives.
The things that are commonly used to give help in teaching listening through
multimedia are:
Audio Cassette
Video Films Games
OHP Etc.
2.12 Teaching Listening by Using Multimedia
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right now in foreign and second language classrooms. Chapelle (2003:63) stated that
the real challenge in applied linguistics at present is the search for evidence for the
most effective ways to design software for multimedia, to use software effectively in
tasks, and to help learners to take advantage of the electronic resources available to
them. This research offers suggestions on the design and implementation of software
help options in a multimedia listening activity. Finally, this research examines if and
how learners take advantage of help options available to them.
The different characteristics of multimedia that can increase reading,
vocabulary acquisition and even speaking. However, a smaller number of studies
investigated the use of multimedia software for listening comprehension. When
investigating learners attitudes towards multimedia, its found that 86.9% of
students believed that a multimedia application they were introduced to improve their
listening skills (Brett, 1996:69).
Finally, learners had better listening comprehension scores on a multimedia
task than on a paper and pencil task in which the input was delivered via video and
audio tapes (Brett, 1997). The teacher divided the participants into an effective and
an ineffective group based on three factors: listening proficiency, direct student
observation, and instructors records.
The primary listening comprehension test consisted of an academic lecture of
a similar format and length as the one used in the multimedia activity as well as ten
multiple choice questions. The pre- and post-listening questionnaires were given to
participants before and after the main multimedia activity. The pre-listening
questionnaire examined participants familiarity and previous use of two help options
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(subtitles and the transcript), as well as surveyed which of the two help options the
participants would uses in a multimedia listening activity. The post-listening
questionnaire showed the participants use of the transcript and subtitles and
examined the rationale behind the use. At the end of the study, a retrospective
interview was also conducted to gather more details about participants behavior
during the multimedia activity.
2.13 The Previous Study on Related Topic
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1. Help Options and Multimedia Listening: Students Use of Subtitles andthe Transcript (By: Maja Grgurovi and Volker Hegelheimer , Iowa State University , http://www.llt.msu.edu , 2007 )
A multimedia listening activity containing a video of an academic lecture was
designed to offer help in the form of target language subtitles (captions) and lecture
transcripts in cases of comprehension breakdowns. Eighteen intermediate ESL
students enrolled in an academic listening class at a research university participated
in the study. Two tests and questionnaires in addition to screen recordings were used
to analyze students' performance on the activity and their use of help.
The results of this study indicate that participants interacted with the subtitles
more frequently and for longer periods of time than with the transcript. Also, the
study identified four patterns of learner interaction with the help options. Since,
overall, the participants interacted with help less than half of the time they opened
help pages, an important challenge in investigating help options lies in finding ways
to promote the use of help.
This research also identified four patterns of participants interaction with
help options (subtitles, transcript, non-interaction, and mixed interaction pattern) and
described behavior of participants following those patterns. The analysis showed
major differences between subtitles and transcript groups on one side and the non-
interaction group on the other in terms of performance help page openings, and
instances of useful interaction with help. While the subtitles and the transcript groups
performed similarly on comprehension questions during and after the activity as well
as on time and frequency of help use, the non-interaction group varied the most in
behavior and performance from all other groups, probably due to task difficulty and
http://www.public.iastate.edu/~gmaja/http://www.public.iastate.edu/~volkerh/http://www.iastate.edu/http://www.iastate.edu/http://www.llt.msu.edu/http://www.public.iastate.edu/~volkerh/http://www.iastate.edu/http://www.iastate.edu/http://www.llt.msu.edu/http://www.public.iastate.edu/~gmaja/ -
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lack of motivation.
And finally, the results of this study need to be interpreted with the following
limitations in mind. First, the number of participants was relatively small and
homogeneous in terms of proficiency levels. Second, the time constraint of one class
period limited the time spent on task, while technical limitations (no audio with
screen recordings, time-consuming transcriptions) slowed down the data analysis
process. However, some of these issues are difficult to circumvent when conducting
research in an authentic classroom where many of the variables cannot be controlled.
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2. Panduan Pengembangan Multimedia Pembelajaran (A guide for theDevelopment of Multimedia Learning, by Ariasdi ,
http://ariasdimultimedia.wordpress.com , 2008)
Karakteristik multimedia pembelajaran adalah:
1. Memiliki lebih dari satu media yang konvergen, misalnya menggabungkan
unsur audio dan visual .
2. Bersifat interaktif, dalam pengertian memiliki kemampuan untuk
mengakomodasi respon pengguna.
3. Bersifat mandiri, dalam pengertian memberi kemudahan dan kelengkapan isi
sedemikian rupa sehingga pengguna bisa menggunakan tanpa bimbingan
orang lain.
Selain memenuhi ketiga karakteristik tersebut, multimedia pembelajaran
sebaiknya memenuhi fungsi sebagai berikut:
1. Mampu memperkuat respon pengguna secepatnya dan sesering mungkin.
2. Mampu memberikan kesempatan kepada siswa untuk mengontrol laju
kecepatan belajarnya sendiri.
3. Memperhatikan bahwa siswa mengikuti suatu urutan yang koheren dan
terkendalikan.
4. Mampu memberikan kesempatan adanya partisipasi dari pengguna dalam
bentuk respon, baik berupa jawaban, pemilihan, keputusan, percobaan dan
lain-lain.
The characteristics of multimedia in learning are:
1. It has more than one convergent media, for example combining
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the audio and visual element.
2. Interactive, it meant that it can accommodate the user responses.
3. Self-directed, it is easy to use it without the guide from somebody
else and it has the complete contents for learning.
Besides the character above, multimedia learning should has functions as
follows:
1. Enable to straighten the participants response quickly and as often as
possible.
2. Enable to give the opportunity to the students to manage their study time.
3. Consider that the student follows the regulations comprehensibly and well
managed.
4. Enable to give the opportunity to the participants to involve in express the
response, giving the answer, choosing, decision, trying something new, etc.
3. Pembelajaran Berbasis Multimedia, Penerapan Perangkat TIK dalam Pengembangan Kegiatan Belajar Mengajar (Multimedia BasedLearning, the Application of Information and CommunicationTechnology in Improving Teaching and Learning Activities, by Drs. IdesFidiatno, SMP Negeri 2 Pemalang, 2007)
Siswa memperoleh pengetahuan materi pelajaran yang tentunya disajikan
dengan tampilan yang berbeda, menarik dan menyenangkan, juga memberikan
contoh dalam mengolah informasi yang sesuai dengan perkembangan iptek yang
semakin maju. Selanjutnya secara tidak langsung dapat mempengaruhi /
memberi motivasi kepada siswa untuk lebih dalam mengetahui dan
mempelajarinya.
The students obtained the lesson materials presented with the different way,
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interesting, enjoyable and also giving the knowledge about the development of
information technology that increasingly become modern. Furthermore, indirectly it
can influence / motivated the students curiosity to learn more about it.