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 1. 2. 3. 3.3 Sample 29 CLASS VIII A VIII B VIII C 3 Male 14 13 15 Female 16 17 18 NO. of students 30 30 33 93

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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 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

31

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. 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

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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

b. Acting 1. Teacher introduced herself to students 2. Teacher called the students name

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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 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:

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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 3. Observing the teaching learning process

B. Second Meeting

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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 8) Students imitated the teacher 9) Teacher drilled the students 10) Teacher divided the students into group of four

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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 b. Acting 1) Teacher show on some video to students 2) Teacher asked the students about those video

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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 three times meeting the teaching learning process the writer conducted the posttest as the end of test to know the students ability in control group.

3.5.

Post-test

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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 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.

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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 91-100 81-90 71-80 61-70 51-60 Less than 50 Grade Excellent Very good Good Fair Poor Very poor

CHAPTER IV DATA ANALYSIS AND INTERPRETATION

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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.

4.3 Data Processing

48

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

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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.
R K

While interval (i) = =

25 6

= 4.16 5 = 5 So, interval class (i) is 5

Table 4.1 Distribution of Pre-Test Scores of Experimental Group

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Class Interval 25-29 30-34 35-39 40-44 45-49 50-54

F 22 9 0 0 2 7 30

Experimental Group X FX 0 0 4 36 8 0 16 0 20 40 24 168 244

FX2 0 144 0 0 800 4032 4976

Table 4.2 Distribution of Pre-Test Scores of Control Group Class Interval 25-29 30-34 35-39 40-44 45-49 50-54 F 2 5 21 8 2 2 30 Control Group X FX -12 -24 -8 -40 0 0 4 32 8 16 12 24 8 FX2 288 320 0 128 128 288 1152

__ fx X e = x + .i n

= 24.5 +

244 .5 30

= 24.5 + (8.13 x 5) = 24.5 + 40.65 = 65,15

__ fx X c = x + .i n

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= 36.5 +

8 .5 30

= 36.5 + (0.26 x 5) = 36.5 + 1,3 = 37.8

fx 2 i n fx n
2

Se =

=5

4976 244 30 30

=5 =5 =5

165.86 (8.13) 2

165.86 66.09

99.77

= 5 x 9.98 = 49.9
fx 2 i n fx n
2

Sc =

=5

1152 8 30 30

=5 =5

38.4 (0.26) 2

38.4 0.0676

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=5

38.33

= 5 x 6.19 = 30.95

X 1 X 2
t =

S12 S 22 + n1 n 2
65.15 37.8

( 49.9) 2
30

( 30.95) 2
30

27.35

2,490 958 + 30 30
27.35 83 + 32 27.35 115

27.35 10.72

= 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

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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
R K

So, interval (i) =

55 6

= 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 Class Interval 35-44 45-54 55-64 65-74 75-84 85-94 F 0 0 9 12 0 9 30 Experimental Group X FX -27 0 -18 0 8 64 0 -0 -9 0 -27 243 307 FX2 0 0 576 0 0 6561 7137

Table 4.4 Distribution of Post-Test Scores of Control group

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Class Interval 35-44 45-54 55-64 65-74 75-84 85-94

F 5 16 7 2 0 0 30

Control Group X FX -9 -45 0 0 9 63 18 36 45 0 36 0 54

FX2 405 0 567 648 0 0 1620

__ fx X e = x + n .i

= 59 +

307 .10 30

= 59 + (10.23 x 10) = 59 + 102.3 = 161.3

__ fx X c = x + .i n

= 41 +

54 .10 30

= 41 + (1.8 x 10) = 41 + 18 = 59
fx 2 i n fx n
2

Se =

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7137 307 = 10 30 30

= 10 = 10 = 10

237.9 (10.23) 2

237.9 104.65

133.65

= 10 x 11.54 = 115.4

Sc = i n

fx 2 fx n

1620 54 = 10 30 30

= 10 = 10 = 10

54 (1.8) 2

54 3.24

50.76

= 10 x 7.12 = 71.2
_

X 1 X 2
t =

S12 S 22 + n1 n 2

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161.3 59

(115.4) 2
30

( 71.2) 2
30

102,3

13.317 5,069 + 30 30
102,3 443.9 +168.9
102,3 612,8

= 24,75 = 4.13 From the statistical analysis, it is found that the post-test t-score of both group is 4.13.

102,3

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.

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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 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

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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. 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.