29

CHAPTER III

METHOD OF STUDY

3.1 Location of the Study

This study is conducted in MTsS Mon Malem, Blang Bintang, which is

located on Jalan Sultan Iskandar Muda, Blang Bintang. It is about four kilometers

from the city. It is a dynamic and strategic village. Most of the students came

from the village or the other areas that are not far from the school.

3.2 Population

There were many definitions of population. Mursid Saleh (2002:17) says

that population is group of objects, events or indicators that become targets of the

research. Meanwhile Johnson, D.M (1987:110) states that population is the entire

group of entities or person to which the results of a study are intended to apply.

Brown. A and Dowling. P (1998:33) also say that population is the notional class

of possible subjects and it may be defined at any level of analysis.

The population may be all the individuals of a particular type or more

restricted part of that group. The population in this study was the fsecond year

students of MTsS Mon Malem, Blang Bintang at the academic year 2012/2013

which consists of three classes and each class consist of 30 students.

Figure 2. Students’ Population of MTsS Mon Malem, Blang Bintang

NO CLASS Male Female NO. of students

1.

2.

3.

VIII A

VIII B

VIII C

14

13

15

16

17

18

30

30

33

3 93

29

30

3.3 Sample

Sample is a sub group of the population that affects the conclusion which

refers to the result (Johnson. D.M 1987:111). Arikunto (2002:109) says that

sample is a limited number of elements from a population to be representative of

the population.

According to Johnson. D.M (1987:111-113) there are two kinds of

samples, the samples are as follows:

1) Non probability samples consist of two types, they are:

a. A sample of convenience

It contains elements or persons selected because of their accessibility

b. A volunteer sample

It consists of person who volunteers to participate in a study

2) Probability samples also has two types, they are:

a. Simple random sampling

It is one technique designed to ensure that the essential characteristics of

the sample being studied are laid those of the population from which the

sample is drawn. In this case, each element has the same chance or being

selected.

b. Stratified sampling

It involves dividing the population in to strata (levels) and selecting

samples from within each level.

The method of sampling would be used in this study was the random

31

sampling. According to Brown. A and Dowling P (1998:33) the production of a

random sample involve attempting to ensure that each member of population that

you are sampling has an equal chance or probability of being selected as a

subject. As stated by Aron.A and Aron. E.N (1997:85) random selection is the

ideal method of picking out a sample to study. In practice, then, a random sample

is one which ensures that each member of the sampling frame has an equal

probability of being selected.

Here, the writer did not take the sample based on the students individually

but based on the group of students in class with the following reasons:

1) The population in this study consists of the classes which are relatively same.

2) Getting the material based on the curriculum.

3) The students who become the object of the study are in the same level.

4) There is no superior class in the class division.

Finally, the writer took two as the sample of the study the Class VII A

that consist 30 Students and Class VIII B consists of 30 Students. The Class VIII

A as experimental class and Class VIII B as control class.

3.4 Research Design

In this study, several procedures would be used in order to get the

empirical data required. The research would be conducted in three ways are as

follows:

1) Observation

This method would be used to observe the teaching-learning process and

the students’ activities.

32

2) Experimental Teachcing

After conducting the pretest, the writer did the experimental treatment.

The writer taught three times a week for experimental group by using

Multimedia facilities. On the other hand, the control group was taugt

without using Multimedia facilities..

3) Test

This study would be carried out through two time test. The writer did the

pre-test for both group before appliyed the treatment and did the post-test

after experimental treatments and questionnaire for both group.

3.5 Experimental Treatment

3.5.1 Pre-test at Control Group and Experimental Group

Pre-test was the first activity before the teacher did the teaching-learning

activities and a post test. The students would perform the dialogue. Their voices

would be recorded by the teacher. Because it was the first meeting, the writer

introduced herself to students.

a. Planning

1. Making lesson plan based on the teaching-learning activity

2. Preparing the test instrument (a series of dialogues consists of four

different dialogues)

3. Preparing teaching facilities (Laptop, loud Speaker System, disc)

4. Preparing hand-rolled paper and assessments sheets.

5. Preparing students’ attendance list

33

b. Acting

1. Teacher introduced herself to students

2. Teacher called the students’ name

3. Teacher explained her aim in conducting an action research in the

classroom

4. Teacher introduced the dialogues.

5. Students listen the dialogues

6. Teacher asked students to work in pairs, listen the dialogues and

practice the dialogues.

7. Teacher recorded the test, analyzed the result of the test and gave

scores to the students.

c. Observing

1. Observing the students’ activities

2. Observing the students’ cooperation in their groups

d. Reflecting

In this step, I evaluated the steps in pre-test and discussed the results of the

observation for the improvement in post test. The result of pre test can be seen in

Appendix 1.

3.4.2 Teaching-learning Activity in Experimental Class

A. First Meeting

In teaching-learning activity I, the writer would present the video of

dialoge by multimedia facilities. In order to make the teaching learning process

effective, it was necessary for each member of the class to participate. And the

34

writer conducted the pre-test to measure the student listening ability before

applying multimedia, the result of pre-test can be seen in Appendix I. In the first

meeting the writer conducted some procedures as follows:

a. Planning

1. Choosing the teaching material: introducing

2. Arranging a lesson plan based on the teaching material.

3. Preparing the test instrument

4. hand-out consists of a series of dialogues

5. Preparing teaching facilities (Laptop, Loud Speaker System and

tape recorder)

6. Preparing observation sheets

7. Preparing students’ attendance list

b. Acting

1. Teacher switch on the dialogue to the students

2. Teacher repeat the dialogue

3. Students listened and repeated the teacher

4. Teacher drilled the students

5. Teacher divided the class into group of four (each group consists of

four persons).

6. Students practiced the dialogue until they memorized the dialogues

7. Students performed the dialogue in front of the class

c. Observing

1. Observing the students’ activities

2. Observing the students’ cooperation in their groups

35

3. Observing the teaching learning process

B. Second Meeting

Basically, the teaching learning activity II is just the same as in teaching

learning activity I. The writer still used multimedia facilities teaching as the

method with improvements during the teaching learning process. The following

procedures were as follows:

a. Planning

1) Choosing the teaching material: Hobbies

2) Arranging a lesson plan based on the teaching material

3) Preparing the test instrument

4) Hand-out consists of series of dialogues

5) Video that was appropriate to the teaching material

4) Preparing teaching facilities (Laptop, Loud Speaker System, and tape

recorder)

5) Preparing observation sheets

6) Preparing students’ attendance list

b. Acting

1) Teacher show on some video to students

2) Teacher asked the students about those video

3) Teacher asked the students about their activities in spare time

4) Teacher repeat the dialogues

6) Students listened to the teacher

7) Teacher read the dialogue sentence by sentence

36

8) Students imitated the teacher

9) Teacher drilled the students

10) Teacher divided the students into group of four

11) Students read the whole dialogue

12) Students performed the dialogue in group

13) Students performed the dialogue in front of the class

c. Observing

1) Observing the students’ activities

2) Observing the students’ co operation in their groups

3) Observing the teaching learning process

C. Third Meeting

The writer still used multimedia facilities teaching as the method with

improvements during the teaching learning process. The following procedures

were as follows:

a. Planning

1) Choosing the teaching material: Hobbies II

2) Arranging a lesson plan based on the teaching material

3) Hand-out consists of series of dialogues

4) Video that was appropriate to the teaching material

5) Preparing teaching facilities (Laptop, Loud Speaker System, and tape

recorder)

6) Preparing observation sheets

7) Preparing students’ attendance list

37

b. Acting

1) Teacher show on some video to students

2) Teacher asked the students about those video

3) Teacher asked the students about their activities in spare time

4) Teacher repeat the dialogues

6) Students listened to the teacher

7) Teacher read the dialogue sentence by sentence

8) Students imitated the teacher

9) Teacher drilled the students

10) Teacher divided the students into group of four

11) Students read the whole dialogue

12) Students performed the dialogue in group

13) Students performed the dialogue in front of the class

c. Observing

1) Observing the students’ activities

2) Observing the students’ co operation in their groups

3) Observing the teaching learning process

3.4.2 Teaching-learning Activity in Control Class

The process of teaching-learning activity in the control class in conducted

without using multimedia facilities, the researcher just appliyed the traditional

process and always used the hand-out book. In the first meeting the writer also

conducted the pre-test to measure the student ablity in the control group and after

38

three times meeting the teaching learning process the writer conducted the post-

test as the end of test to know the students’ ability in control group.

3.5. Post-test

After the experiment was conducted, the writer conducted the posttest. The

writer conducted the test at the same time. The writer and the English teacher

administered the experiment and control group together.

In this test, the students performed the dialogue that given in the three

previous meeting and fill up the questionnaire. The teacher recorded the students’

voices and distributed the questionnaire. The result of the posttest can be seen in

appendix II

3. 6 Scoring System

Testing listening requires the subjective judgments on the part of the

raters, thus, teacher’ perception of oral assessment and oral assessment rating

scales affect the testing process substantially (Weir, 1990). To minimize

subjective judgments, the writer and the teacher score the students used rating

scales developed by David P. Harris modified by Walter Bartz and then the score

divided by two.

In this study, the writer gave oral test to the students and analyzed their

scores to measure the improvement and gave scores on pronunciation, grammar,

vocabulary, fluency and comprehension. In order for the raw scores to become

more meaningful numerical data, they should be converted to numerical data,

which had been processed to the scale of 0 to 100, so the scores of the students

39

was multiply by 4. Then, the processed scores could be used as a basic to make

decisions. If all students, scores were arranged from the highest to the lowest, it

would be easier to know the position of a student in his/her group.

The measurement of the students' achievement that is suggested by Harris

(1969: 134) could be interpreted with the following table.

Table Students' achievement

Criteria of Mastery Grade

91-100 Excellent

81-90 Very good

71-80 Good

61-70 Fair

51-60 Poor

Less than 50 Very poor

40

CHAPTER IV

DATA ANALYSIS AND INTERPRETATION

4.2 The Result of the Study

This study was conducted in four activities. The two activities were

teaching-learning activity. The first activity was pre-test and held in September,

10th 2012. The second activity was held in September, 17th 2012. The third

activity was held in September, 19th 2012. The last activ ity was post-test and

done in September, 24th 2012.

4.2 Data Analysis

Analysis means the categorizing, ordering, manipulating, and summarizing

of data obtain answers to research questions (Kerlinger, 1988:125). The purpose

of analysis is to reduce data to be intelligible and interpretable so that the relation

of research problem can be studied.

In scoring the test, the students called out in turn and the writer tested

them by giving the dialogues relating to the material. In giving scores, the writer

followed rating scale developed by Walter Bartz (Bartz cited in Valette,

1983:150). It showed four items that were important to be scored: fluency, quality

of communication, amount of communication, and effort to communicate. But in

this study, I did not give score on amount of communication because the students

did not create the dialogue. They only memorize the given dialogues.

48

41

4.3 Data Processing

4.3.1 Mean (X1) and Standard Deviation (S1) of The Pre Test

After conducted the prestest for the experimental group the researcher

found the highest score of the pre-test was 50, and the lowest score was 25. Thus,

the range is 50 – 25 = 25. So the range is 25. And the amount of class (K) are

found by using formula as follows:

K = 1 + 3.33 log n (n = number of sample units)

= 1 + 33.33 log 30

= 1 + 4.998

= 5.998 6

So, many classes are 6.

While interval (i) =

=

= 4.16 5 = 5

So, interval class (i) is 5

42

Table 4.1 Distribution of Pre-Test Scores of Experimental Group

Class IntervalExperimental Group

F X FX FX2

25-29 22 0 0 0

30-34 9 4 36 144

35-39 0 8 0 0

40-44 0 16 0 0

45-49 2 20 40 800

50-54 7 24 168 4032

30 244 4976

Table 4.2 Distribution of Pre-Test Scores of Control Group

Class IntervalControl Group

F X FX FX2

25-29 2 -12 -24 288

30-34 5 -8 -40 320

35-39 21 0 0 0

40-44 8 4 32 128

45-49 2 8 16 128

50-54 2 12 24 288

30 8 1152

= 24.5 +

43

= 24.5 + (8.13 x 5)

= 24.5 + 40.65

= 65,15

= 36.5 +

= 36.5 + (0.26 x 5)

= 36.5 + 1,3

= 37.8

Se =

= 5

= 5

= 5

= 5

= 5 x 9.98

= 49.9

44

Sc =

= 5

= 5

= 5

= 5

= 5 x 6.19

= 30.95

t =

=

=

=

=

45

=

= 2.55

From statistical analysis, it is found that the t-score of pre-test of both

groups is 2.55.

4.3.2 Mean (X2) and Standard Deviation (S2) of The Post Test

The highest score of the post-test was 90, and the lowest score was 35.

Thus, the range is 90 – 35 = 55. Therefore, interval class (K) is:

So, range is 65

K = 1 + 3.33 log n (n = number of sample units)

= 1 + 33.33 log 30

= 1 + 4.998

= 5.998 6

So, interval (i) =

=

= 9.1 10

In the following, we turn to compare the post-test scores of both groups.

It can be seen in the following table:

Table 4.3 Distribution of Post-Test Scores of Experimental group

46

Class IntervalExperimental Group

F X FX FX2

35-44 0 -27 0 0

45-54 0 -18 0 0

55-64 9 8 64 576

65-74 12 0 -0 0

75-84 0 -9 0 0

85-94 9 -27 243 6561

30 307 7137

Table 4.4 Distribution of Post-Test Scores of Control group

Class IntervalControl Group

F X FX FX2

35-44 5 -9 -45 405

45-54 16 0 0 0

55-64 7 9 63 567

65-74 2 18 36 648

75-84 0 45 0 0

85-94 0 36 0 0

30 54 1620

= 59 +

= 59 + (10.23 x 10)

= 59 + 102.3

= 161.3

47

= 41 +

= 41 + (1.8 x 10)

= 41 + 18

= 59

Se =

= 10

= 10

= 10

= 10

= 10 x 11.54

= 115.4

Sc =

= 10

48

= 10

= 10

= 10

= 10 x 7.12

= 71.2

t =

=

=

=

=

=

= 4.13

From the statistical analysis, it is found that the post-test t-score of both

group is 4.13.

49

4.4 Discussion

After conducting the research, it can be seen clearly the result found in

the field of research. The result of the study shows there is no significant

difference between two groups before using multimedia facilities. It is logical

because the students in control group have not been treated by using multimedia

facilities. After, the writer applied the multimedia facilities to experimental group,

there is a significant different between the two-groups. It is proved that the t-score

of post-test is bigger than t-table.

Based on fact, it is underlined that in this research the hypothesis is

accepted and well proved, the teaching listening by using multimedia facilities has

the possitive influence.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

50

After analyzing the data of this research, the writer provides the

conclusions concerning the entire problem of this paper. Based on the data which

are gathered, the writer can conclude the results of this investigation as follows:

1) Method of teaching listening is the most importance tool. It is the key to

other activities of language learning.

2) Multimedia facilities are importance teaching aids for learning listening

and they will be the best teaching aids to improve the students’ listening

skills into the best achievement.

3) Teaching listening by using multimedia facilities brings about a better

result than teaching by using traditional facilities. It has been proved by

the calculation of data which showed that students who learned listening

by using multimedia facilities got high score. better than students who

learned listening without using multimedia facilities.

5.2 Suggestions

Based on the conclusion above the writer would like to give some

suggestion. They are:

1) Since teaching listening using multimedia facilities proves useful, the

writer suggests this teaching aid should be used in teaching learning

process.

2) It would be more useful for the students if the teacher also explain the

way of using multimedia facilities anywhere and anytime.

51

3) Teaching listening using multimedia facilities is more effective teaching

without using multimedia facilities. The writer has suggested that it

should have priority in teaching listening.