BRITISH RECORDING AUDIO AS A MEDIA TOWARDS STUDENTS’

LISTENING COMPREHENSION AT THE ELEVENTH GRADE OF

SMA NEGERI 3 MAKASSAR

SKRIPSI

TITIN ROCHAETI
4516101004

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY
2021

i
BRITISH RECORDING AUDIO AS A MEDIA TOWARDS STUDENTS
LISTENING COMPREHENSION AT THE ELEVENTH GRADE
SMA NEGERI 3 MAKASSAR

SKRIPSI

Submitted in Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan (S.Pd) in English Education Department

By
TITIN ROCHAETI
4516101004

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY
2021

ii
 SKRIPSI

BRITISH RECORDING AUDIO AS A MEDIA TOWARDS STUDENTS

LISTENING COMPREHENSION AT THE ELEVENTH GRADE
SMA NEGERI 3 MAKASSAR

Arranged and Submitted by

TITIN ROCHAETI
4516101004

After completely checked, the skripsi has fulfilled the standard to be examine

Approved by

Supervisor I Supervisor II

A. Hamzah Fansury, S.Pd,. M.Pd. Hj. Nurfaizah Sahib, S.Pd., M.Pd.

NIDN. 0903118701 NIDN. 0919138201

Cognizant of

Dean of Faculty of Teacher Head of English Education

Training and Education Department

Dr. Asdar, M.Pd. Ulfah Syam, S.S., M.Pd.

NIDN. 0922097001 NIDN. 0914127804

iii
 PERNYATAAN KEASLIAN SKRIPSI

Saya yang bertanda tangan di bawah ini:

Nama : Titin Rochaeti

NIM : 4516101004

Judul : British Recording Audio as a Media Towards Students

Listening Comprehension at the Eleventh Grade SMA
Negeri 3 Makassar

Menyatakan dengan sebenarnya bahwa Skripsi yang saya tulis ini benar-

benar merupakan hasil karya sendiri dan bukan merupakan plagiasi, baik sebagian

atau seluruhnya.

Apabila di kemudian hari terbukti bahwa skripsi ini hasil plagiasi, maka

saya bersedia menerima sanksi atas perbuatan tersebut sesuai dengan ketentuan

yang berlaku.

Makassar, 22 Januari 2021

Yang membuat pernyataan

Titin Rochaeti

iv
 ACKNOWLEDGEMENT

Alhamdulillahirabbilalamin, peace and blessing on the final prophet,

Muhammad Shallallahu „alaihiwassalam and his family and companions. The first

and foremost, the writer would like to express her deeply thanks to Allah Swt

who always give her blessing, mercy, and inspiration in the completion of this

thesis. The writer realizes that this thesis could not be finished without the help

and support of other peoples.

The writer extends her sincere gratitude and appreciation to Prof. Dr.

Muhammad Saleh Pallu, M.Eng as the Rector of Bosowa University. Dr. Asdar

M.Pd as the dean of Faculty of Teacher Training and Education. Ulfah Syam,

S.S., M.Pd as the head of English Language Education Department of Bosowa

University, who has really support and humble to take care the writer. A. Hamzah

Fansury, S.Pd,. M.Pd. as the first supervisor and Hj. Nurfaizah Sahib, S.Pd.,M.Pd.

as the second supervisor or their unlimited help, advice, comments on, and

correcting her thesis, as well as for her encouragement toward the completion of

this study. Drs. Nasriadi, M.M.Pd. as the Headmaster of SMAN 3 Makassar, who

has allowed the writer to do the research at his school. And the English teacher

who helped the writer in doing the research.

The writer would like to express the most appreciation to her big family

especially her beloved parents, Abdullah and Nurma who always prepare and give

a lot of sacrifices and pray for her safe and successful life. Her father and mother,

the writer could never repay for all you have done for her, your love and supports

v
are priceless. The writer really appreciates all of your help and hopefully

daughter, the writer owes everything to both of you. The writer also expresses her

special thanks to her sisters, Siti Salma, Mahabbatul Ummi, and Putri Aenissa

Adah. All friends for their togetherness, love, help and support.

As human being, the writer realizes that what she presents in this thesis is

still far from being perfect. Therefore, criticisms and suggestions will surely be

appreciated. Finally, the writer prays may the almighty God bless all of them.

Amin.

Makassar, 22 Januari 2021

Titin Rochaeti

vi
 ABSTRACT

Titin Rochaeti, 2021. British Recording Audio as a Media Towards Students

Listening Comprehension at he Eleventh Grade SMA Negeri 3 Makassar. Skripsi.
The Faculty of Teachers‟ Training and Education. Bosowa University.
(Supervised by A. Hamzah Fansury and Nurfaizah Sahib)

The objective of the research is to know the influence of British Recording

Audio as a media towards students listening comprehension at the eleventh grade
of SMA Negeri 3 Makassar.
In this study the writer used quantitative research to find the data and
results of tests that have been done by the writer to see the ability of the students
in understanding their listening. This research was conducted on December,
8th2020 at the Eleventh grade of SMA Negeri 3 Makassar, in the academic year
2020/2021. The population of this research was Eleventh-Grade students of SMA
Negeri 3 Makassar which of 270 students divided into nine classes which each
class consists of approximately 30 students. The writer took 8th grade class which
consisted of 30 students. The writer choose sample randomly depends on students
comprehension in listening.
Based on research findings shows that the value of mean score in pre-test
was 47 and posttest was 67. The t-test of this research was 19.287 was higher than
t-table 1.697 with the significance 0,05. It means that British Recording Audio
had a significance influenced towards students listening comprehension at the
third-grade of SMA Negeri 3 Makassar. Based on the research conducted at SMA
Negeri 3 Makassar, it can be concluded that there is a significant difference
teaching student using British Recording Audio in listening comprehension for
the eleventh grade students of SMA Negeri 3 Makassar in academic year
2020/2021. It can be seen based on the student‟s post-test scores in teaching
listening is higher than the student‟s post-test scores using British Recording
Audio

Keywords: British Recording Audio, Listening Comprehension

vii
 ABSTRAK

Titin Rochaeti, 2021. British Recording Audio Sebagai Media Terhadap

Pemahaman Mendengarkan Siswa Kelas XI SMA Negeri 3 Makassar. Skripsi.
Fakultas Keguruan dan Ilmu Pendidikan. Universitas Bosowa. (Dibimbing oleh A.
Hamzah Fansury dan Nurfaizah Sahib)

Tujuan penelitian ini adalah untuk mengetahui pengaruh media British

Recording Audio terhadap pemahaman menyimak siswa kelas sebelas SMA
Negeri 3 Makassar.
Dalam penelitian ini penulis menggunakan penelitian kuantitatif untuk
memperoleh data dan hasil tes yang telah dilakukan penulis untuk melihat
kemampuan siswa dalam memahami menyimak. Penelitian ini dilaksanakan pada
tanggal 17 Januri 2020 di kelas sebelas SMA Negeri 3 Makassar tahun pelajaran
2020/2021. Populasi penelitian ini adalah siswa kelas XI SMA Negeri 3
Makassar yang berjumlah 270 siswa yang terbagi dalam Sembilan kelas yang
masing-masing kelas terdiri dari kurang lebih 30 siswa. Secara random sampling,
penulis mengambil satu kelas di kelas XI yang terdiri dari 31 siswa. Peneliti
memilih sampel secara acak berdasarakan pada kemampuan siswa dalam
menyimak.
Berdasarkan hasil penelitian menunjukkan bahwa nilai rata-rata nilai pre-test 47
dan posttest 67. Nilai t-test penelitian ini 19,287 lebih tinggi dari t-tabel 1,697
dengan signifikansi 0,05. Artinya British Recording Audio memiliki pengaruh
yang signifikan terhadap kemampuan menyimak siswa kelas sebelas SMA Negeri
3 Makassar. Berdasarkan penelitian yang dilakukan di SMA Negeri 3 Makassar,
dapat disimpulkan bahwa terdapat perbedaan yang signifikan pembelajaran siswa
yang menggunakan British Recording Audio dalam pemahaman menyimak pada
siswa kelas sebelas SMA Negeri 3 Makassar tahun pelajaran 2020/2021. Hal
tersebut dapat dilihat berdasarkan nilai post-test siswa dalam pengajaran
menyimak yang lebih tinggi dibandingkan dengan nilai post-test siswa yang
menggunakan British Recording Audio

.
Kata Kunci: British Recording Audio, Kemampuan Menyimak

viii
 TABLE OF CONTENT

Page
PAGE OF TITLE ........................................................................................... ii
PAGE OF APPROVAL ................................................................................. iii
PERNYATAAN KEASLIAN SKRIPSI ....................................................... iv
ACKNOWLEDGEMENT ............................................................................. v
ABSTRAK ...................................................................................................... vii
ABSTRAK ...................................................................................................... viii
TABLE OF CONTENT ................................................................................. ix
CHAPTER I INTRODUCTION ................................................................... 1
A. Background of the Research ............................................................. 1
B. Research Problem ............................................................................. 7
C. Objective of the Research ................................................................. 7
D. Significance of the Research ............................................................ 7
E. Research Scope the Research ........................................................... 8
CHAPTER II REVIEW OF LITERATURE .............................................. 9
A. Previous Related Research Findings ............................................... 9
B. Some Pertinent Ideas ....................................................................... 12
C. Conceptual Framework.................................................................... 31
CHAPTER III RESEARCH METHODOLOGY ....................................... 33
A. Research Design .............................................................................. 33
B. Time and Locationof the Research .................................................. 34
C. Population and Sampleof the Research ........................................... 34
D. Research Variables and Operational Definition .............................. 35
E. Instrument of the Research .............................................................. 35
F. Procedure of Collecting Data .......................................................... 36
G. Techniques of Data Analysis ........................................................... 37
CHAPTER IV FINDINGS AND DISCUSSIONS ....................................... 38
A. Findings ........................................................................................... 38
B. Discussions ...................................................................................... 42

ix
 x

CHAPTER V CONCLUSION AND SUGGESTION ................................. 46

A. Conclusion ....................................................................................... 46
B. Suggestion ....................................................................................... 46
BIBLIOGRAPHY ......................................................................................... 48
APPENDICES ............................................................................................... 50
BIOGRAPHY ................................................................................................. 103
 LIST OF TABLE
Table 4. 1 The Score, Frequency and Classification in Pre-Test .................... 38

Table 4. 2 The Score, Frequency and classification in Post-Test ................... 40

Table 4.3 The Mean Score and Standard Deviation in Pre Test and Post-Test 40

Table 4.4 The Result of T-Test ...................................................................... 41

xi
 LIST OF APPENDICES

Appendix 1. Lesson Plan .............................................................................. 51

Appendix 2. Research Instrument ................................................................. 61

Appendix 3. Treatment ................................................................................. 63

Appendix 4. The Students Result in Pre-Test and Post-Test ........................ 64

Appendix 5. Statistic Data ............................................................................ 65

Appendix 6. T-Table .................................................................................... 67

Appendix 7. The Result Of Student Test in Pre-Test .................................. 68

Appendix 8. The Result Of Student Test in Post-Test .................................. 84

Appendix 9. Administration ......................................................................... 100

Appendix 10. Documentation of the Research ............................................... 102

xii
 1

CHAPTER I

INTRODUCTION

In this chapter the writer presents about the background of the research,

research problems, objectives of the research, significance of the research and

scope of the research.

A. Background of the Research

Language is used to create a meaningful communication among human

beings. In other words, communication is the main function of language.

Communication is impossible without shared knowledge and assumptions

between speakers and hearers. People conduct communication using a language

or language is used to create a meaningful communication among human beings.

In other words, communication is the main function. English is one of languages

used as a means of communication among the learning activity.

Today students learn English at school, they could learn the four skills

namely, listening, speaking, reading and writing. All of these skills must be

practiced by students and cannot be separated from one to another if one expects

to be able to communicate freely in English. However, it cannot be denied that

English is still a crucial problem for Indonesian students. As a matter of fact, until

today most students from junior high school up to university level have

difficulties in all of these skills. Listening is the basic skill in language learning.

Listening is also of all four skills (listening, speaking, reading and writing) which

learnt by junior high students. Many researches have indicated that with hearing
 2

in the classroom, and most of the time, by hearing students can know the variation

of language skill in the English lesson. However, by hearing, even as used by the

teacher, hardly ever functions as a means for the students to gain knowledge and

explore ideas. Listening in Indonesia is a difficult lesson that learnt by the

students because most of them get difficulties to listen clearly. Listening is

considered as the most difficult lesson in English subject, because usually the

students get difficulties to distinguish clearly what foreigners say on the recording

of listening that given by the teacher in the classroom. In junior high school

students have to study English, and the content in English book talk about

discussion. Most of students are lazy to listen clearly so that they can‟t to

distinguish between the correct and incorrect pronunciation on foreigners

recording played by the teacher in the classroom.

Therefore, the writer will teach listening. Listening is one of the language

skills having an important role in teaching and learning process. Listening is more

merely hearing words. According to Larry and Chuen (2012:5) add that listening

can provide enjoyment and stimulate cultural interests, participation in target

culture (via movies, radio, TV, songs, and games), appreciation of the beauty of

the language and fulfillment of social needs (development of relationships,

confidence, gathering information for every survival needs). Since listening is

very important in language learning, listening needs to be utilized in ways that

facilitate learning. Listening is considered as an important ability that has to be

mastered. Listening ability is also important to be mastered for its benefit in

building a good communication. In building a good communication with others,

 3

individuals have to understand the meaning of the messages conveyed by their

partners when they have a conversation. In comprehending the message conveyed

by others, listening ability is needed.

Listening activities also required in academic context, where the students

have to deal with listening comprehension in the class. In EFL class, the students

face difficulties in communication. These problems are not only because of their

ability, but also from the teachers. To overcome this problem, developing such an

interactive way to teach listening is recommended. Considering in learning styles

also necessary when creating lessons, presenting material, and eliciting effective

listening. Particular listening strategy is needed not only to overcome the students

difficulties, but also to improve their listening abilities.

Lisyati (2014: 31) stated that listening comprehension is a process, a very

complex process, and if we want to measure it, we must first understand how that

process work. An understanding of what we are trying to measure is the starting

point for test construction. The thing we are trying to measure is called a

construct, and our test will be useful and valid only if it measures the right

construct. Thus, the first task of the test developer is to understand the construct,

and then, secondly, to make a test that somehow measure that construct. This is

construct validity, and ensuring that the right construct is being measured is the

central issue in all assessment.

A visual addition may also affect activation of auditory processing in the

brain. It has been shown that a subject watching a person make speech-like mouth

movements, even when there is no accompanying sound. It has even been shown
 4

that the addition of visual can affect the sounds that listeners think they hear.

Yousofi (2015: 24) states that teaching by video, students almost forgot to

concentrate on the material, students cannot concentrate on the listening

comprehension and focus on some other things available in videos.

Moreover, Anitah (2012: 37) defines that audio is media to give message

toward hearing. Audio language is something combines some voice elements,

sound, and music that contain of abstract value. Audio media is very helpful to a

beginner; audio media can give language learning experience, and for physical

defect of student (blind or illiterate) can learn toward audio media.

The writer started to identify what media that could help the students in

teaching their listening comprehension. In 1999–2000 the British Council

facilitated a worldwide survey of policy and practice in the teaching of English

asa foreign or second language to young learners (defined as children of primary

school age, roughly between the ages of five and 12). The writer thought that

listening comprehension must be taught with a new media improve the students

listening comprehension. The media that would be used must be able to overcome

the students‟ difficulties in listening comprehension.

Factor that makes it difficult for students to learn listening because they

are lazy to hear to the kinds of conversations or questions about audio recording

foreign people who pronounce English with correctly. Actually, English is the

most important language that students must learn, because English language is for

their future. All of the students‟ problems must be solved by the English teacher.

The problems that make the students get difficult to learn listening must be solve
 5

by the teacher with a good explanation and teaching method when the teacher in

the classroom, but if the students at home they must study and tried it by

themselves with helped from the internet or other sources such as an audio from

British council. So, they get easily to learn it. The students‟ listening problems in

the listening English must be identified so the teacher can solve the students‟

problems, because listening English is very useful for their future.

Based on the writer‟s observation at the school that the writer would

implement the method of drilling and dictation in learning listening. Therefore,

writers use these techniques whether this technique is effective or not use in

students learning process by using listening. The media had to make what the

speaker‟s said more clearly because the students could not catch the words

although they had ever heard before. So, the writer chooses the British Recording

Audio as a media because the pronunciation from the native speaker is easily to

understand by the students. The writer decided to compare teaching listening by

using drilling and dictation by using audio. This study tried to compare whether or

not significant difference between teaching students by using drilling and

dictation by audio in listening comprehension for the eleventh-grade students of

SMA Negeri 3 Makassar in the academic year 2020/2021.Usually in teaching

listening, teacher was used audio media to help teaching learning process. Audio

in the format of cassette or mp3 player is really familiar and easy to use. The tools

to play the audio are also easy to find, such as: radio, mp3 player, and computer.

However, audio visual in teaching was not a new media in teaching listening,

even though it was rarely used by teacher.

 6

At the school, listening is the problem for the students. Students usually

feel difficult when they are asked hear some material from audio. There are many

factors that cause the students get the difficulties when they are listening English

language. Some problems also occur during the process of teaching and those are

as follows. The observation in SMA and the problems were: 1) when the teacher

gave an explanation, the students talked each other. It made the students did not

pay attention to the teacher, 2) the students had difficulties to listen some words in

listening material, and 3) the students had difficulties catch what audio talking

about. When the writer conducts an interview to some students, they are said that

listening is a difficult part in studying English. Because some of the students don‟t

like to listening material from audio listening. Based on the result of the

researches‟ observation in SMA Negeri 3 Makassar, there are some problems in

the motivation of students to learn listen carefully to what the teacher has said,

some students are also enthusiastic to review the previous material, the teacher

often gave instruction and students listen carefully to what has been explained by

the teacher, students enthusiastic to read the text and imitate the teachers‟

pronunciation, teacher pronunciation is very clear when given an explanation to

the students, the teacher is active to give an instruction to the students in order

that the students can answer the questions, the teacher corrects their pronunciation

that is less appropriate when they speak English.

Instead of some motivated students, there are also some problems faced by

the students such as they got difficulties to speak English, there are also some

students who are not enthusiastic to answer the question especially the boy
 7

students, the classroom environment is quite enough, but the atmosphere is very

hot, and many of the students are getting sleepy and making a noise. And the last

problem in the learning process, most of them speak mother tongue. When

conducted the observation in SMA Negeri 3 Makassar. The writer see most of

them get easier to speak the mother tongue than English. Based on the explanation

above, the writer take the title “British Recording Audio As A Media Towards

Students Listening Comprehension at theeleventh grade of SMA Negeri 3

Makassar” and hopefully this is beneficial and important for English teacher,

students, the reader, and especially for the writer herself.

B. Research Problem

Based on the previous background, the problem of the research was

formulated as “Does the British Recording Audio as a media influence tot he

students‟Listening Comprehension at the eleventh grade of SMA Negeri 3

Makassar?”

C. Objective of the Research

Based on the problem statement above, the objective of the research is to

know the influence of British Recording Audio asa media towards students

listening comprehension at theeleventh grade of SMA Negeri 3 Makassar.

D. Significance of the Research

1. Teachers

The result of the study is expecting to use as a consideration in teaching

pronunciation for learners.

 8

2. Students

It is expected to give useful information to improve their pronunciation

ability, especially in SMA Negeri 3 Makassar.

3. Writer

It is expected as contribution to other writer has a new reference about a

comparative study on teaching listening comprehension. In addition, the writer

can know which one is more effective between two techniques on teaching

listening comprehension.

E. Scope Of The Research

The scope of the research is a comparative study on teaching listening

comprehension and the use of drilling and dictation as techniques. This research

focuses on comparing between two techniques on teaching listening

comprehension.
 9

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer discusses some theories related to the title in

detail. There are some theories, which require careful and perceptive reading, and

attention to detail discusses on the review of the literature. This chapter contains

about previous related research finding, some pertinent ideas and conceptual

framework.

A. Previous Related Research Findings

In previous research, listening is a complex and active mental process that

involves perception, attention, cognition, and memory. During the process of

listening, various factors might affect learners. Thus, some findings of related

research are presented in section as follows:

Hamouda (2013) found in his research entitled An Investigation of

Listening Comprehension Problems Encountered by Saudi Students in the EL

Listening Classroom. This research use quantitative and qualitative methods of

data collection. This study was carried out with the participation of 60 first-year

student majoring in English language and translation at Qassim University. Their

ages range from 20 to 22 years old. Listening comprehension seems to be the

weakest skill and students encounter various kinds of listening problems. Data

was gathered by means of questionnaires and interview. The research found that

accent, pronunciation, speech of speech, insufficient vocabulary, different accent

of speaker, lack of concentration, anxiety, and bad quality of recording were the
 10

major listening comprehension problems encountered by EFL Saudi learners

Abidin (2013) in his research entitled English Listening Comprehension Problems

of Students from China Learning English in Malaysia. The research used a

qualitative method to collect data from three Chinese students taking English

Listening Comprehension (ELC) in University Science Malaysian (USM). This

study is a research report related to the problems encountered by China‟s students

in ELC learning. The interview was conducted to investigate students‟ perspective

through the main question concerning the problems of the Chinese students in

their ELC self-learning process, in three steps, which include the pre-listening,

while listening and post-listening. Findings from this study indicate that the main

problem faced by the Chinese students is the lack of prior knowledge in English

vocabulary, and this inhibits their understanding in the listening process.

Moreover, the differences in the accent of the native speakers prohibit the proper

understanding of the listening content, the short span of concentration, and the

learning habits of Chinese students were discussed as the problems of the ELC

learning.

Anadapong (2011) mentioned in his research entitled A Study of English

Listening Problems and Listening Proficiency of Business At Bangkok University.

This study was conducted with thirty of Business student at Bangkok University

with the aim investigating their English listening problem and listening

proficiency. Questionnaire, IELTS test, and Interview were used in this study us

tools to collect data. As a result, the data was analyzed by using SPSS. The result

of the study revealed that students that main reason caused listening problem for
 11

the students is the listening text. However, the factors that mostly caused listening

problems were lack of practicing listening skill and lack of exposure to different

kinds of listening materials.

Yousif (2006) mentioned in his research entitled Listening Comprehension

Difficulties as Perceived. The study investigated lecture comprehension problems

of first year students listening to lectures in a FL subject matter classroom. Data

was collected regarding the lecture comprehension difficulties of these students by

means of a short open-ended questionnaire and interview. The subjects of the

study were 50 first-year students majoring in English in their second semester at

Almajmah College of Education. They were admitted to the English department

on the merit of acquiring 80% or more on the school certificate examination. The

analysis of the data provides an index of linguistic, conceptual, discourse,

acoustic, environmental and psychological variables that hinder effective

comprehension. The results of the study have implications for both EFL teachers

and subject matter lecturers in the particular setting in which it was conducted as

well as in similar FL tertiary levels. They discussed several obstacles that impact

comprehension. These are divided into three main areas: listener factors, speaker

factors and text factors.

Based on the previous research, most the student foreign language faced

the difficulties of listening comprehension. There were many problems influence

them such as problem related to the listening materials, basic linguistic problems

perceived by listeners, the failure to concentrate, the listener, the speaker, physical

setting. While this research will find out the three factors of them are listening

material, listener, physical setting.

 12

B. Some Pertinent Ideas

1. Definition of Teaching

The word teaching is common for teachers but when in this study want to

explain the definition of teaching, or teachers are still doubted. So, the writer has

to look at the definition of teaching. Teaching is guiding and facilitating learning,

enabling the learner to learn, setting the condition of learning. Teaching is a

complex process that can be conceptualized in many different ways, using

alternative, metaphor, and analogies. Then, teaching is a way how to prepare

learning experience to the students. According to Paulson and Bruder (2009:59),

teaching is simply to instruct the learner how to get the meaning across to be able

to communicate some referential meaning in the target language. Therefor

learners are capable of satisfying their own expression orally.

Teaching should be more than just a job. It is a profession and a career. It is

a long term commitment to doing our best to help young people blossom

intellectually, emotionally, and behaviorally(Ronald R. Partin, 2005:245). It is a

position of incredible importance; teachers with passion and compassion can

profoundly influence their students‟ lives. At the worst, teachers also have the

power to discourage, humiliate, and crush their students‟ spirit. Either way the

lives we touch become part of our heritage, our immorality. Outstanding teachers

are not born but developed. Some personality types are probably more attracted to

education, but the art and craft of teaching is gradually honed through years of

study, experimentation, reality testing, and reflection. Development of the

effective teacher doesn‟t end with the receipt of undergraduate or even master‟s
 13

degree. The truer professionals learn, the more they realize there is to learn. Any

teacher can become a better teacher; and with enough determination and hard

work, probably any teacher could become a successful teacher. However, teaching

is hard work. Knowing your content is necessary, though wholly insufficient,

prerequisite to becoming outstanding teacher. Many in the teaching profession are

brilliant, possessing great knowledge and understanding of their chosen field of

study, yet they will never be successful teachers. The skills of effective teaching

are complex. It is not enough to be a scholar; a good teacher is also part of

salesperson, entertainer, psychologist, counselor, leader, mediator, conductor,

guide, evaluator, advocate, and cheerleader

Based on the explanation above, the writer can find words such as guiding,

helping and also facilitating that related with teaching. So in general, it can be said

that teaching is a kind of process how to make the students‟ knowledge and

attitude improved.

2. Listening

a. The Nature of Listening

Listening is not only hearing, but listening is also more than just hearing

the words. Rost (2011:9) defines listening in terms of overlapping types of

processing: neurological processing, linguistic processing, semantic processing,

and pragmatic processing. A complete understanding of listening needs to account

for all four types of processing, indicating how these processes integrate and

complement each other. While Goodith defines that listening is more than simply

taking in the words another person says. It often includes a requirement for us to
 14

empty our hearts and minds of personal agendas in order to connect. Alice (in

Goodith (2008:5) also defines that listening is not morally not talking, its means

taking a vigorous human interest in what is being told us. You can listen like a

blank wall or like a splendid auditorium where every sound comes back fuller and

richer.

Based on the explanation above, listening is a process where the spoken

language is converted into meaning in mind not only heard, but also includes an

additional dimension of understanding, paying overt attention, analyzing, and

evaluating the spoken messages, and possibly acting on the basis of what has been

heard. Listening is something that is an active skill process. Because when

someone is listening, the listener must simultaneously integrate both linguistic

skills and non-linguistic skills.

b. Listening Process

Listening is not a simple process. Listeners pass through several stages to

comprehend the meaning of a spoken text. Buck (2001: 274) states that listening

is a complex process in which the listener takes the incoming data, an acoustic

signal, and interprets it based on a wide variety of linguistics and non-linguistics

knowledge. In this case, the linguistics knowledge includes phonology, lexis,

syntax, semantics, and discourse structure. The non-linguistics knowledge

includes knowledge of the topic, context and general knowledge about the world

and how it works. Buck (2001: 274) also adds that comprehension is an on-going

process of constructing an interpretation of what the text is about and then

continually modifying that as new information becomes available.

 15

There are different processes in the listening process these processes are

often referred to as bottom-up and top-down processing. Nation (2008:40) defines

that Bottom-up and Top-down processes are conveyed.

1) Bottom-up Processes

These are 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.

2) Top-down Processes

Top-down processes involve 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 inference.

So, top-down processes that very important in study listening because of it one

of the listening process.

Based on the explanation above, in this research, the writer used the top-

down processes in this listening process. The top-down processes are easier for

the students to study listening comprehension with easily. So, this process makes

it easier for students to learn listening comprehension and make them understand

better.
 16

c. The Aspects of Listening Comprehension

Listening comprehension is a very complex process emphasizing the

listener to understand the meaning of the spoken texts. It involves both linguistic

knowledge and non-linguistic knowledge. Rost (2011: 9-15) describes linguistic

knowledge a follows:

1) Speech sounds

Sound perception is the basis of hearing an essential process in listening.

Listeners recognize speech as a sequence of phonemes that are particular to a

certain language. These phonemes have slightly different characteristics of length;

duration and frequency which help the listeners discriminate between them.

2) Words

Recognizing words is the essential semantic process in listening. In order

to recognize a word, listeners have to perform three simultaneous processes: find

the most probable candidate word among several possibilities, estimate the best

meaning of the word in the context, and find the reference for the speaker‟s

words. Moreover, Buck (2001: 37) also mentions that stress and intonation are

very important in word recognition. By paying attention on stress and intonation,

listeners usually understood the meaning of a certain word, even when they did

not catch the actual sounds.

3) Parsing speech

One of the essential processes in listening is parsing. It is the process of

dividing the incoming string of speech into grammatical categories and

relationships. Listeners parse speech by calculating the relationship of words and

groups of words to a central theme, or verb.

 17

4) Discourse processing

It refers to the reasoning processes that enable the listeners to understand

how language and context function together. In listening, the listeners try to

identify relevant information. Often, they must infer missing information. They

also form useful conclusions that include the relevant information and make sense

in the cultural situation.

Besides, any process of text comprehension presupposes a great deal of

general non-linguistic knowledge about the world and how things work within it.

Buck (2001: 19) states that world knowledge is used not only to expand

interpretation but also to restrict it. For the example, when a general topic is

familiar, knowledge about that topic can be used to interpret the text. Moreover,

knowledge of specific facts or knowledge of how thing usually happen can be

used to fill in details that are not explicitly stated in the text. Non-linguistic

aspects in listening related to the world knowledge are inference and schema.

a) Inference

World knowledge is applied through the process of inference. Hildyard and

Olson in Buck (2001: 18-19) classify inferences into three types as follows: a)

Propositional inferences Propositional inferences are those that follow on

logically and necessarily from any given statement. Enabling inferences are

related to the causal relationship between event and concepts. Pragmatic

inferences provide extra information which is not essential to the

interpretation of the text, but which expands on it.

 18

b) Schema

Rost (2011: 60) states that the use of schemas for understanding is very

important. Schemas are culture-specific patterns of background knowledge

that enable listeners to imagine the details form of description, narrative or

social conversation. A schema is often called as schemata. Accordingto Buck

(2001: 20) schemata is a structure for representing knowledge in memory, and

are assumed to exist for most things listeners would want to represent in

memory, including general concepts, situations, events, sequences of events,

actions, sequences of action etc. In the listening process, schemata guide the

interpretation of text, setting up expectations for people, places or events.

From the explanation above the writer can conclude that the Non-linguistic

aspects of the schema are a very important part. Because by using the schema

writer easily explain to students about the questions to be tested. So, the

students can also easily be able to work on the questions that have been given.

d. The Interactive Model of Listening Comprehension

The following eight processes adapted from Bearce (2011:34-35) are

involved in comprehension.

1) The hearer processes what we will call “raw speech” and holds an “image” of

it in short term memory. This image consists of constituents (phrase, clauses,

cohesive markers, intonation, and stress patterns) of a stream of speech.

2) The hearer determines the types of speech event that is being processed. The

hearer must, for example, ascertain whether this is aconversation, a speech, a

radio broadcast, etc., and, then appropriately “color” the interpretation of the

perceived message.
 19

3) The hearer infers the objectives of the speaker through consideration of the

type of the speech event, the context, and content. For example, one infers

whether the speaker wishes to persuade, to request, to exchange pleasantries,

to affirm, to deny, informing, and so forth. Thus the function of message is

inferred.

4) The hearer recalls background information (or schemata) relevant to the

particular context and subject matter. A lifetime of experiences and

knowledge are used to perform cognitive associations in order to bring a

plausible interpretation to the message.

5) The hearer assigns a literal meaning to the utterance. This process involves a

set of semantic interpretations of the surface strings that the ear has perceived.

6) The hearer assigns an intended meaning to the utterance. A key to the human

communication is the ability to match between perceived meanings with the

intended meaning. This match-making, of course, can extend well beyond

simple metaphorical and idiomatic language. It can apply to short and long

stretches of discourse and its breakdown can be used by careless speech,

inattention of the hearer, conceptual complexity, contextual miscues,

psychological barriers and host of other performance variables.

The writerdetermines whether information should be retained in Short-

term or long-term memory. Short-term memory- a matter of a few seconds- is

appropriate, for example, in the context that simply calls for a quick oral response

from the hearer. Long-term-memory is more common when, say, you are

processing information in the lecture. There are, of course, many points in

between.
 20

The writer deletes the form in which the message was originally received.

The words, phrase, and sentences themselves are quickly forgotten-“pruned”- in

99 percent of speech act.

The writer can explain in the interactive model of listening comprehension

students are easy to understand the following questions by match-making what

they are hear in the audio of listening comprehension. Besides, they must be

clearly listen the audio to can answer the question with the correct and proper

answer from the audio.

e. Types of Listening Activities

In creating a successful listening, it is very important to expose a variety

of listening activities to the students. Brown (2000: 255-258) describes listening

activities as follows:

a. Reactive: It requires little meaningful processing. The role of the listener as

merely a “tape recorder” must be very limited. The only role that reactive

listening can play in an interactive classroom is individual drills that focus on

pronunciation.

b. Intensive: It focuses on components (phonemes, words, intonation, discourse

markers, etc.) in its requirement that students single out certain elements of

spoken language. It includes the bottom-up skills that are important at all

levels of proficiency.

c. Responsive: A significant proportion of classroom listening activity consists

of short stretches of teacher language designed to elicit immediate responses.

 21

d. Selective: Its purpose is does not to look for the global or general meanings,

necessarily, but to be able to find important information in a field of

potentially distracting information.

e. Extensive: Its purpose is to develop a top-down, global understanding of

spoken language.

f. Interactive: This listening activity can include all five of the above types as

learners actively participate in discussions, role-plays, and other pair and

group work. It must be integrated with speaking (and perhaps other) skills in

the authentic give and take of the communicative interchange.

The writer chooses to use selective listening activity because in this a type

of listening to the purpose is students must listen to the important information in

the audio recording to answer the questions. Before the students listen to the audio

recording, they must read the questions. After that, they continue to listen

carefully to answer the following questions correctly.

3. Teaching Listening

a) The importance of listening

Brown (2000: 347) states that the importance of listening in language

learning can hardly be overestimated. The writer defines without internalizing

linguistic information could not produce language. In the classrooms, students

always do more practice listening than speaking. Listening competence is

universally larger more than speaking competence.

While Larry and Chuen (2012: 4) state that the important skill in listening:

it enables language learners to receive and interact with language input and
 22

facilitates the emergence of other language skills. Compared with writing and

reading, or even speaking, however, the development of listening receives the

least systematic attention from teachers and instructional materials.

Some linguists bring listening-based methods together through the notion

of comprehensible input. He claims that acquisition can take place only when

people understand messages in the target language(Krashen and Terrell,1983).

Listening is motivated by the need to get messages out of what is heard. Foreign

language learner acquires a new language by hearing in contexts where the

meaning is made plain to them. Ideally the speech they hear has enough old

language that the student already knows and makes enough sense in the context

for the new language to be understood and absorbed. How the teacher gets the

message across is not particularly important (Yan Zhang, 2009: 195).

While language learners are often taught how to plan and draft a

composition or deliver an oral presentation, learners are seldom taught how to

approach listening or how to manage their listening when attending to spoken

texts or messages. Although they are exposed to more listening activities in

classrooms today, learners are still left to develop their listening abilities on their

own with little direct support from the teacher. A possible reason for this is that

many teachers are themselves unsure of how to teach listening in a principled

manner.

b) Strategies for developing Listening Ability

Listening strategies are techniques or activities that contribute directly to

the comprehension and recall of listening input. At this point, Larry (2012: 182)
 23

states that part of teacher‟s roles is to ensure that the lesson proceeds in an orderly

and productive way so that the students feel confident, relaxed and unthreatened

by listening task. A good pattern for listening sessions should include the

following aspects:

1) Pre-listening activities are carried out before an actual listening task to prepare

learners for listening. The rationale is based on our understanding of how prior

knowledge or schema about facts and language can assist individuals in

processing any kind of information encountered. So, from the explanation

above the writer can define that pre-listening must be prepared by the teachers

before conduct teaching listening in the classrooms.

2) The while-listening stage. It is the stage when the student‟s listened to the

passage (in some instance one section at a time) and attempts the while-

listening activities. The writer can conclude that in this stage that teacher have

chosen a listening section that wants to use for practice listening for the

students.

3) A period when students discuss their responses in pairs group and help each

other with the task. When the students have listened to the recording of

listening, they can discuss together with their groups to makes easy answer the

blank questions from the listening section.

4) Some further discussion (if necessary) between student‟s, Based onprompt

questions from the teacher, discuss possible responses or discuss an idea or

issue that is related to the topic of the listening text. The important of

discussion is when suddenly the teacher gives a question to the group, they

can answer easily because they have done discuss the question mentioned.
 24

5) Post-listening, as the name suggests, is carried out after a listening task to

extend the communicative listening outcomes. Student‟s already have done in

listening to the recording, when they get the listening task and can extend the

communicative listening outcomes with easily.

6) Consideration of the area where student‟s failed to understand or missed

something and discussion of why this happened, playing through the text

again, in whole or in part, if necessary. When the recording play and the

students miss some text, the teacher must play it again so the students can fill

the blanks question when listening to the second or the third time.

7) A post-listening extensions activity (if necessary). While for teachers, it is

very important to design pre-listening, while listening and post-listening

activities that can make students‟ feel confident, relaxed and unthreatened in

understanding the content. The writer defines that teacher must design pre-

listening and post-listening to make the student‟s more confidence and easy to

understand the listening material that played by the teacher. So, the student‟s

didn‟t get difficulty to study listening material in the classrooms.

c) Listening Assessment

In teaching listening, one aspect that should not be forgotten is the

assessment process. It is needed for many purposes in the teaching learning

process (Headington in Buck, 2001: 117). Headington adds that assessment of

learning enables the progress of the students is recorded and analyses, in order to

monitor the students‟ performance in out the school.

 25

However, it should be noted that the assessment in the classroom is

different from assessment in larger-scale education. It depends on the context in

the classroom. Before conducting a listening assessment, teachers have too sure

about the purpose of the listening assessment that teachers want to conduct. Buck

(2001: 95-101) says that there are several purposes for assessing listening:

1) General language proficiency

The aim of the test is to test the proficiency of four major skills in English

language learning such as listening, writing, reading and speaking. This test

usually conducts by a large organization and available in the regular interval

in a variety of locations.

2) Representing oral skill

Sometimes listening replacing speaking in representing oral skill because of a

speaking test rather expensive and time-consuming. That is why proficiency

test like TOEFL and CELT do not have a speaking test but listening test

instead.

3) Assessing achievement

This assessment is for the teachers that want to test the students

understanding. It is useful to know whether the student‟s understand the

material and are ready to proceed to next level education. It is also useful so

that to encourage the students to practice listening.

4) Diagnostic test

This test is conducted to identify the lack of students‟ knowledge so that

teaching can be effectively targeting their needs. There are few diagnostic
 26

tests because there is a lack of understanding of the important sub-skills of

listening are.

5) School or district-based test

The aim of this test is for admissions, placement, achievement or even

graduation.

6) Specific-purpose test

Academic listening and listening test for business use include in this kind of

test.

7) Specific research purpose test

In this research, the writer chose to assess achievement as the technique of the

listening assessment. It is suitable with the purpose of the writer that wants to

know about students‟ understanding of the materials that can be seen from

their Listening achievement.

The writer chooses the specific research purpose test as the listening

assessment. Because in the specific research purpose test, the teacher assessing

the student‟s achievement to know about student‟s understanding of the materials

that have been teaching by the teacher.

4. British Accent

In this part, the writer mentions some pertinent idea of this research, they

are as follows: the concept of British Accent

1. The Concept of British Accent

In this part, the writer shows the brief history of British accent and

Definition of British Accent

 27

a. Definition of British Accent

According to Wikipedia, British Accent/British English is the English

language as spoken and written in the United Kingdom or more broadly,

throughout the British Isles.

b. Brief History of British Accent/British English

Cited in Wikipedia, British English is the English language as spoken and

written in the United Kingdom or, more broadly, throughout the British Isles.

Slight regional variations exist in formal, written English in the United Kingdom.

For example, the adjective wee is almost exclusively used in parts of Scotland and

Northern Ireland, and occasionally Yorkshire, whereas little is predominant

elsewhere. Nevertheless, there is a meaningful degree of uniformity in written

English within the United Kingdom, and this could be described by the term

British English. The forms of spoken English, however, vary considerably more

than in most other areas of the world where English is spoken, so a uniform

concept of British English is more difficult to apply to the spoken language.

According to Tom McArthur in the Oxford Guide to World English,

British English shares "all the ambiguities and tensions in the word British and as

a result can be used and interpreted in two ways, more broadly or more narrowly,

within a range of blurring and ambiguity. When distinguished from American

English, the term "British English" is sometimes used broadly as a synonym for

the various varieties of English spoken in some member states of the

Commonwealth of Nations.
 28

5. Audio

1) Definition of Audio

Audio comes from the word audible which means “can be heard by a human

being”. While in the context of audio as one of the instructional media, it

means voices and sounds that recorded to be heard again by students

(Daryanto, 2012: 40-41). According to Anitah (2012: 37), audio is media to

give message toward hearing. Audio language is something combines some

voice elements, sound, and music that contain abstract value.

2) Teaching Listening Using Audio

After learning about the meaning of audio, proceed to the next discussion,

which is about teaching listening using audio. Daryanto (2012:46) suggests

some ways to use audio in the classroom:

1) Audio use can be integrated with printed media. So, it means audio not

just recording of some voice but printed media also can be audio.

2) Audio use can be integrated with activity in the classroom. Teacher use

audio to make activity in the classroom more have variation, so the

students will not get bored to study listening material.

3) Audio use independently as interactive audio. Teacher use audio to make

the teaching more interactive and easy to make the student‟s understand

the material.

After learning about teaching listening using audio now proceed to the

next discussion which is still interrelated, namely about the steps of learning to
 29

listen using audio, as explained by Daryanto (2010: 46-49) states, the steps in

teaching listening with audio are:

1) Pre-listening

Preparing students mental to have role active in learning process using audio.

2) Listening

Teacher gives student facility to join learning activity carefully.

3) Post-listening

Checking students understanding about audio played.

Sudjana and Rivai in Arsyad (2014: 46) say that following abilities in

listening can be achieved with the help of audio media:

1) The ability to focus and maintaining their attention. For example, the students

listen to a particular recording and identify the phenomenon that happened in

the recording.

2) The ability to follow the guidance. For example, as listen to short explanation

and sentence, the students mark one of the statements that have the same

meaning.

3) The ability of training analytical competence. For example, the students try to

arrange the sequence of an event, or the students try to find the cause and the

result of a phenomenon based on the recording they heard.

4) The ability to define the meaning from the context. For example, the students

listen to an incomplete statement and try to complete it with some prepared

words. The words are similar and they can only be distinguished when they

are a different context.

 30

5) The ability to sort out the information or idea the relevancy or not. For

example, the recording being played is contained of two different sides of

information and the student‟s group that information into the relevant or non-

relevant group.

6) The ability to summarize, restating, and recalling the information. For

example, after listening to a story or information, the students are asked to

retell the story or the information using their own words. So, student‟s after

getting material of listening from the teacher they must understand and make a

summary with their own words and retell in front of the classroom.

3) The Advantages of Using Audio

According to Anitah (2012: 37), (1) Audio-tape is economical enough,

because audio record can be deleted and changed with new material, (2) physical

defect of student (blind or illiterate) can learn toward audio media, and (3) to

children, audio media can give language learning experience to beginner.

4) The Disadvantages of Using Audio

The audio medium has some disadvantages because audio can only be

heard by the students, it makes the communication has only come from the

speaker to the hearer (one-way communication). It also lacks in involving other

sense besides hearing sense (Munadi, 2012: 65).

Anitah (2012: 38) further states that disadvantages of using audio are

toward audio media without instructor that face to face directly with student, it

can make students not interest to the learning process, and when the students
 31

listen to the same audio in a long time without variation learning, sometimes it

makes the learning process to be bored for students.

After conducting an observation in SMA Negeri 3 Makassar, the writer

noticed that students of SMA Negeri 3 Makassar especially eleventh grades of B

& C are included in the type of extensive listening. Because when the writer does

the observations then look at the way students‟ pronunciations and the way they

listen to what the teacher has said. So, they can understand what the teacher has

said when explaining in the classroom.

C. Conceptual Framework

The conceptual framework underlying this research was given in the

following diagram.

Teaching Listening

Using British Recording Audio

Analysis

Findings

Figure 2.1 Conceptual Framework

In this conceptual framework, the students faced many problems in

learning English. One of the crucial problems is their Listening. The writer could

measure how good students listening comprehension.

 32

Based on the problem above, the writer gave the students some

conversation/dialog of British Recording Audio, and then the writer analyzed the

influence of British Recording Audio toward the students‟ Listening that covers

listening comprehension.
 33

CHAPTER III

METHOD OF THE RESEARCH

This chapter deals with the methodology of this research. The discussion

includes research location, research design, population and sample, techniques of

data collections and techniques of data analysis.

A. Research Design

In this study the writer used quantitative research to find the data and

results of tests that have been done by the writer to see the ability of the students

in understanding their listening. It is quantitative in the way the main data on the

improvement of students‟ comprehension will be collected and analyze.

According to Postlethwaite (2005:13) quantitative research is explaining

phenomena by collecting numerical data that are analyze using mathematic

methods (particular of statistics). Then, the writer used one kind of pre-

experimental teaching designs, namely the pre-test group and post-test design. In

a pre-experimental design, students are being served with treatment which is

presumed to cause the changes on them either single group or multiple groups are

being observed subsequently to some agents or treatments presumed to cause the

change. Cohen, Manion, &(2000:213) represented a pre-test group and post-test

design as cited below:

01 x 02

The design is illustrated as follows:

01 : Pre-test
02 : Post-test
X : Treatment
 34

The pre-test is administered before treatment (01) and the post-test is

administered after treatment (02). The treatment applied in order to know the

effect of treatments that have been given. Where, the pre-test and post-test are

given only for one group, it means that there is no control group. Because it has

been using the first test so that the magnitude from the effects of the experiment

can be known with certainty. The success of the treatment is cause after

comparing the pre-test to the post test result.

B. Time and Location of the Research

This research was conducted on December, 8th 2020 at the Eleventh grade

of SMA Negeri 3 Makassar, in the academic year 2020/2021. The writer

conducted the research through 4 meetings.

C. Population and Sample of the Research

1. Population

The population of this research was Eleventh Grade students of SMA

Negeri 3 Makassar in academic year 2020/2021 which of 270 students divided

into nine classes which each class consists of approximately 30 students.

2. Sample

The writer took one class using cluster random sampling technique as a

research sample. This technique is selected because the sample was a group of

students without receiving the intervention from the writer. It means that the

writer used the selected class that had been formed at the school. This sampling

classes randomly selected which exists as a population. By random sampling, the

writer has been taken one class on eleventh grade which consisted of 30 students.
 35

D. Research Variables and Operational Definition

1. Variables of the Research

This research had two kinds of variables namely as independent

variable and dependent variable. In this research, the independent variable

was British Recording Audio while dependent variable was the students‟

listening comprehension.

2. Operational Definition of Variables

To prevent bias interpretation especially related to the terms used in this

study, operational definitions of the involve variables are formulated as

follows:

a. Listening comprehension is defined as students' understanding in

listening properly and correctly on recording audio and incomplete text

after students are trained to listen the audio on several topics through

British Recording Audio.

b. British Recording Audiois a media in learning to listen, it means that

British Recording Audio is used to help the students‟ in listening

comprehension.

E. Instrument of the Research

The type of instrument used in this study is a test. In the listening test, the

writer gave a question for students. The test was given twice before and after

treatment or teaching and learning. The students received a pre-test to know initial

listening comprehension before using British Ricording Audio as a Media and

post-test administered to measure students 'listening comprehension after

 36

treatment and the impact of using the Daily English Conversation application can

improve or not affect students' listening comprehension.

F. Procedure of Collecting Data

The test for procedure of collecting data is important thing in this research

that could be determine the result of the research.

1. Pre-Test

Before giving the treatment, the writer gave pre-test for the students to

find out the student‟s prior knowledge. The pre-test was conducted at the first

meeting. The writer gave pre-test of listening comprehension consisting a

multiple-choice test.

2. Treatment

After give pre-test, the writer gave treatment by using British Recording

Audio. The treatment was held in the second, and third meeting. In the treatment,

the writer explained the materials related to treatment first. Next, the writer

explained the madia of British Recording Audio. And then, the writer gave time

for the question and answer section. After that, the students did the tests and the

writer played the selected audio 3 times repeat to answer the test. Finally, the

writer allowed the students to complete the test before they submitted their paper

test. The writer conducted the treatment on the next meeting.

3. Post-Test

After giving the treatment, the writer gave post-test in the same format.

The post-test was conducted at the last meeting.

 37

G. Techniques of Data Analysis

The next step is to analyze the results of the data. The writer converted the

listening scores of students‟ using the following formula:

Total of students correct answers

Score = x 10
Total number of items in test

Helmin in Rustan (2010:21)

Then, classifying the students score based on the following class

classification:

Scoring Classification

Score Classification
81-100 Very Good
61-80 Good
41-60 Average
21-40 Poor
0-20 Very Poor

(Paskur, 2006)

Calculating the mean score, finding out the standard deviation of pre-test and

post-test, computing the frequency and the rate percentage if the students‟ scores

and testing the hypothesis of significant difference between pre-test and post-test

on some independent variable by calculating the value of independent using t-test

using.
 111

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter elaborates the findings of the research and the discussions of

the findings. The findings are correlated with the problem statements stated in the

introduction part. The findings presented in this part consists of the data obtained

through the test in order to find out the students listening comprehension. In this

discussion section, it deals with the descriptions and interpretations of the findings

in this research. The findings that the researcher reported in this chapter were

based on the analysis of data collection and the application of the technique

elaborated in the previous chapter

A. Research Findings

The purpose of this research was to identify the British Recording Audio

as a media influence the students Listening Comprehension at Eleventh Grade of

SMA Negeri 3 Makassar. This research was conducted at SMA Negeri 3

Makassar from 16 December until the finish, in the academic year 2020/2021.

The writer took one class as the sample. Those class were XI as the experimental

group. The experimental group was taught listening comprehension.

After conducting the experiment, the writer obtained the desired data. The

data which were analyzed in this research are pre-test and the post-test score of

the experiment class. The pre-test and post-test scores of the experimental class

were compared by using T-Test formula. Then, the writer uses a statistic formula

of t-test with significance 5%. The test was arranged in a question sheet paper for
 111

pre-test and post-test. To know the result of the test, it could be presented on the

table below:

1. The Frequency Result in Pre-Test

Table 4. 1
The Score, Frequency and Classification in Pre-Test

No Classification Score Frequency Percent

1 Poor 40 16 51.6
2 Average 50 10 32.3
3 Average 60 2 6.5
4 Good 70 3 9.7
Total 31 100.0

Based on the score and frequency in table 4.1 of experimental group

showed that there were 16 students got 40 (51.6%), 10 students got 50 (32.3%), 2

students got 60 (6.5%), and 3 students got 70 (9.7). The result in pre-test show

that several of the students didn‟t pass the test and classified as poor. It also

indicated that the students need practice to improve their listening comprehension.

The writer gave the students treatment used British Recording Audio as a media

to influence the students Listening Comprehension. The writer conducted the

treatment twice.
 111

2. The Frequencies Result in Post-Test

Table 4. 2
The Score, Frequency and classification in Post-Test

No Classification Score Frequency Percent

1 Average 50 2 6.5
2 Average 60 11 35.5
3 Good 70 12 38.7
4 Good 80 5 16.1
5 Very Good 90 1 3.2
Total 31 100.0

Based on the score and frequency in table 4.2 of experimental group

showed that there were 2 students got 50 (6.5%), 11 students got 60 (35.5%), 12

students got 70 (38.7%), 5 students got 80 (16.1), and 1 students got 90 (3.2%).

The result in post-test show that most students score were raised after the writer

conducted the treatment. It indicated that the after the students got treatment their

listening comprehension was improved.

4. The Result of Mean Score and Standard Deviation in Pre-Test and Post Test

Table 4.3
The Mean Score and Standard Deviation in Pre Test and Post-Test

Post-Test Pre-Test
N Valid 31 31
Mean 47 67
Std. Deviation .930 .965

Based on the mean score and standard deviation pre-test and posttest in

table 4.3 showed the result after the writer conducted the research. The mean

score in pre-test was 47 and standard deviation was 0.965. Besides that, the mean
 111

score in post-test was 67 and standard deviation was 0.930. The result of the mean

score was significant between post-test and pre-test. The gap between post-test

and pre-test was 2.

5. The Result of T-Test in Experimental Class

Table 4.4

The Result of T-Test

Paired Differences
95% Confidence
Std. Interval of the
Std. Error Difference
Mean Deviation Mean Lower Upper t df
Pair 1 POST_TEST
2.000 .577 .104 1.788 2.212 19.287 30
- PRE_TEST

Based on the table 4.4 above the score of listening comprehension before

the students were taught by listening used British Recording Audio was average.

The mean score of listening comprehension between pre-test and post-test was

2.000. After the writer conducted the treatment used British Recording Audio

found that t-test was higher than t-table. It can be seen that the T test 19.287. was

higher than t-table 1.69726. It indicated that teaching listening comprehension

used British Recording Audio improved the students listening ability. It can be

seen in appendix.

B. Discussion

The discussion of the data description contained the important point from

the computation of the data analysis. The data were obtained from the pre-test and
 111

post-test scores in the experimental class. The data of pre-test scores in

experiment class are to know the student‟s listening test before the treatment. The

data of pre-test scores in experimental class show that the score is 40 up to 70. It

means that the lowest score was 40 and the highest score was 70. Based on the

researcher‟s experience in pre-test many students face some difficulties when they

are listening to the audio. The students face several challenges, such as the

pronunciation, speed of speech, and accent of the speaker. The limited and

unfamiliar vocabulary also become a challenge that has a great deal of influence

on their understanding.

Moreover, it also involves the ability of the students to process the

information by using basic knowledge in order to understand the listening. The

problems faced by the students come from the external or internal factors. The

example of the external factor is the audio or material which it is related to

linguistic aspect. The audio sometimes is hard to be followed because it is very

fast. Therefore, the students cannot catch or forget what the speakers in audio are

talking about. The limited mastery of vocabulary which belongs to the linguistic

elements becomes the problem that is usually found in listening comprehension.

The data of the post-test score was to know the student‟s listening test

after treatment. The data of post-test score in experimental class was 60 up to 90.

It meant that the highest score was90 and the lowest score was60.From the

computation of the pre-test and post-test, it shows that the result of the pre-test

and post-test scores in the paired sample t-test that used by the writer was the

mean in the pre-test score is 47 and the mean of the post-test score is 67. The
 111

writer also gets the computation of the standard deviation in the both of the

experimental classes is the pre-test and post-test, the standard deviation of the pre-

test was 0.965 and the post-test was 0.930

Furthermore, the result of the analysis could be clarified by the following

reasons. Listening skill is important to explain in chapter II to learn the foreign

language. Listening is more than simply taking in the words another person says.

It often includes a requirement for us to empty our minds of personal agendas in

order to connect directly with another.

The explanation above recommended the result of this research that there

is a difference in listening comprehension between the students taught by drilling

and dictation with the audio recording of the British Audio. In other words,

teaching listening by using drilling and dictation with the audio recording of the

British Audio more effective than teaching listening without drilling and dictation

with audio recording of the British Audio.

Based on the explanation above, in order to facilitate the listeners, the

teacher may used teaching media such as audio recording. Audiovisual

information in audio recording is important in teaching and learning process,

especially in teaching second-language listening. The teacher applied British

Audio as the media in teaching listening comprehension and it one of strategies in

implementing distance learning during COVID-19 pandemic at SMAN 3

Makassar. The application of this strategy aims to keep teaching and learning

activities going on even in the COVID-19 pandemic. The obvious strategy on

distance learning during COVID-19 pandemic adapted to the conditions, either by

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listening, using Laptop, using Google Drive, Google Forms, and how to manage

students well. As state by the head of laboratory information technology

communication

Appropriate strategy on implementation distance learning during COVID-

19 pandemic namely the teacher assigns students to watch television shows in

accordance with government recommendations. Then, carry out activities through

mobile phones whose material has been prepared by the teacher through certain

applications. Because the application requires internet access, directly both

students and teachers must have an internet quota. Thus, a form of government

concern for students is given a quota to access the internet through BOS funds.

Some teachers who have taught at SMAN 3 Makassar for more than ten years and

were interviewed stated that in the face of a pandemic COVID-19, distance

learning using media is needed. With the appropriate media in distance learning,

teachers use learning media that are not boring so students can still carry out

learning. The media has been applied during distance learning at SMA Negeri 3

Makassar are Google Forms, Zoom, and how to communicate using WhatsApp

and to monitor the response of the students. As state by the English language

teacher

It supported by the information technology communication teacher

described that the media used during distance learning are Whatsapp, Google

Form. But the most effective is using Whatsapp which students can directly ask

the teacher. The media used by teachers and students at SMAN 3 Makassar during

the COVID-19 pandemic were using Laptop, Whatsapp, Google Form, Zoom,
 111

Facebook, and YouTube. All media used are internet-based media except

television. So it requires an internet quota to use it. Laptop is a medium that is

used to view a question that is appropriate to the level of students and government

recommendations. Whatsapp is used to deliver material, the results of the

material, and also sometimes used for communication, monitoring students, or

consultation between teachers and students. Then the teacher also uses Google

Form to practice the students' abilities in the form of questions and use Zoom

when the teacher carries out learning using audiovisual. Sometimes teachers use

YouTube media for learning so that students don't get bored with the material

provided and generate student interest in learning.

Moreover, the advantage used British Audio Recording in this research

was the economical, flexible, Audio-tape is economical variative audio material,

saving time, new teaching material and bring new strategy in teaching listening

during the COVID-19 pandemic. Besides that, the disadvantages used British

Audio was less communication with students during teaching activity, the audio

only for students, one-way communication, and repeat audio sometimes it makes

the learning process to be bored for students. The writer concluded that teaching

listening using British Recording Audio had a significance effect to increase the

students listening comprehension at SMA Negeri 3 Makassar.

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CHAPTER V

CONCLUSIONAND SUGGESTION

This is the last chapter used to conclude this study. It presents the

conclusion and some suggestion.

A. Conclusion

Based on the research conducted at SMA Negeri 3 Makassar, it can be

concluded that teaching student using British Recording Audio for the eleventh

grade students of SMA Negeri 3 could improve the students listening

comprehension, Based on the result of the data analysis in the pre-test and the

post-test scores. It shows that the value of mean score in pre-test was 47 and

posttest was 67. The t-test of this research was 19.287 was higher than t-table

1.697 with the significance 0.05. It means that British Recording Audio had a

significance influenced towards students listening comprehension at the eleventh

grade of SMA Negeri 3 Makassar.

B. Suggestions

Related to the conclusion of the study writer would like to propose

suggestions as follows:

1. English Teacher

Teachers have several responsibilities in helping their students to become

proficient in listening. Some of teacher‟s responsibilities are understanding the

role of listening in language learning in order to utilize listening in ways that

facilitate learning, understanding the complex interactive nature of the listening

46
 111

process and the different kind of listening Moreover, teachers must be careful in

setting appropriate goals for different levels of proficiency; choosing listening

materials and teaching media; incorporating support materials and combining

listening with other skills.

2. Other Writers

The writer hopes that the finding of this study will be employed as a

starting point of future research studies on similar topics. There are also still many

other teaching media that could be studied for teaching media so that they can be

applied in teaching listening in order to facilitate students to develop their

listening skill.
 111

BIBLIOGRAPHY

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Anadapong, Suradej. 2011. A study of English Listening Problems and Listening

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Anitah, Sri. 2012. Media Pembelajaran. Surakarta: Yuma Pustaka

Arsyad, Azhar. 2014. Media Pembelajaran. Jakarta: PT Rajagrafindo Persada

Beare, K. 2011. The Challenge of Teaching Listening Skills. From: esl.about.com

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BritishCouncil. 2019. Learn English. www.britishcouncil.org/learnenglish

Brown, H. Douglas. 2000. Teaching by Principle An Interactive Approach to

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.org/Articles/Snell-Interaction.html.

Webster, M. 2005. Webster`s nith new collegiate dictionary. Meriam –

WebsterInc.

Yan Zhang. 2009. An Experimental Study of the Effects of Listening on Speaking

for CollegeStudents.www.ccsenet.org. Vol.2, No. 3.

Yousif, Amna Abdelgadir. 2006.Listening Comprehension Difficulties as

Perceived. Almajmah, Saudi Arabia, 2006.

Yousofi, Nouroddin. &Davoodi, Amin. 2015. A Comparative Study of Audio and

Video Listening Practice in A Private Language Institute in Iran. Iran:
International Journal of Educational Investigation
 111

APPENDICES
 111

Appendix 1. Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMA Negeri 3 Makassar

Mata pelajaran : Bahasa Inggris
Kelas/Semester : XI / Genap
Materi Pokok : Mendengarkan
Alokasi Waktu : 6 x 40 menit

A. Kompetensi Inti (KI)

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,

peduli (toleransi, gotong royong), santun, percayadiri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan dalam jangkauan pergaulan

dan keberadaannya.

KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.
 111

B. Kompetensi Dasar dan TujuanPembelajaran

KD TujuanPembelajaran
1.1 Mensyukuri kesempatan 1. Siswa diharapkan mampu memahami
dapat mempelajari bahasa percakapan bahasa sehari-hari yang
Inggris sebagai bahasa diadopsi dari aplikasi Daily English
pengantar komunikasi Conversation
internasional yang 2. Memahami kosa kata yang
diwujudkan dalam didengarkan dalam sebuah percakapan
semangat belajar. 3. Mengetahui bentuk -bentuk
percakapan sehari-sehari dan
terjemahannya
2.1Menunjukkan perilaku 1. Mampu memanfaatkan digital media
santun dan pedulidalam yang telah ada untuk belajar bahasa
melaksanakan komunikasi Inggris.
interpersonal dengan guru 2. Memperoleh pengetahuan baru dalam
dan teman bentuk-bentuk percakapan sehari-hari
dalam bahasa Inggris.
3. Siswa dapat memahami intonasi yang
2.2 Menunjukkan perilaku jujur, tepat dalam suata kata atau kalimat
disiplin, percaya diri, melalui native speaker.
bertanggungjawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
2.3 Memahami pengertian yang
ada di aplikasi Daily
English Conversation.
 111

Fokus penguatan karakter:

Spritual : Berdo‟a sebelum dan sesudah melakukan kegiatan.

Sosial : Pemanfaatan digital media.

C. Materi Pembelajaran

Percakapan singkat yang telah dipilih dari aplikasi U-Dictionarry

D. Metode Pembelajaran :

Pendekatan : Scientific Approach

Model Pembelajaran :

Metode : Diskusi dan tanyajawab

E. Media dan Alat:

1. Media : Audio

2. Alat : Handphone, laptop, spidol, dan speaker.

F. Sumber Belajar

1. Kamus Bahasa Inggris – Indonesia

2. Beberapa jenis audio telah ditentukan

G. Langkah-langkah Kegiatan Pembelajaran

1. Pertemuan Pertama (2 x 40 menit )

a. Kegiatan Pendahuluan (10Menit)

1. Guru menyampaikan salam dan menanyakan kehadiran peserta

didik.

2. Salah satu peserta didik memimpin do‟a sebelum pelajaran

dimulai.
 111

3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum

belajar.

4. Memotivasi peserta didik.

5. Menjelaskan tujuan pembelajaran.

6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerja sama dan percaya diri.

b. Kegiatan Inti (60 menit)

1. Pendidik menjelaskan materi tentang mendengarkan (listening).

2. Pesertadidik membaca teks deskripsi yang terdapat dalam buku

teks peserta didik tentang mendengarkan (listening).

3. Peserta didik diberikan waktu untuk menanyakan hal yang kurang

jelas.

4. Peserta didik akan diperdengarkan sebuah percakapan yang telah

dipilih dari aplikasi yang berhubungan dengan pretest.

5. Peserta didik diberikan waktu untuk menyelesaikan tes tentang

pemahaman mendengarkan (listening comprehension) yang telah

disiapkan oleh pendidik.

c. Kegiatan penutup (10 menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

2. Peserta didik dan pendidik menyimpulkan hasil belajar darimateri

yang baru saja dipelajari.

3. Pendidik member penguatan terhadap hasil kerja peserta didik.

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

 111

5. Peserta didik mengucapkan salam perpisahan.

2. Pertemuan kedua (2x40 menit)

a. Kegiatan pendahuluan (10menit)

1. Pendidik menyampaikan salam dan menanyakan kehadiran peserta

didik.

2. Salah satu peserta didik memimpin doa sebelum pelajaran dimulai.

3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum

belajar.

4. Pendidik memotivasi peserta didik tentang pentingnya mengatur

jadwal kegiatan dalam belajar.

5. Pendidik menyampaikan tujuan pembelajaran.

6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerjasama dan percaya diri.

b. Kegiatan inti (60menit)

1. Pendidik menjelaskan materi tentang mendengarkan (listening).

2. Peserta didik membaca teks deskripsi yang terdapat dalam buku

teks peserta didik tentang mendengarkan (listening).

3. Pendidik memperkenalkan media British Recording Audio dan

memperlihatkan contohnya.

4. Peserta didik diminta untuk mengamati contoh audio yang diputar.

5. Peserta didik diberikan waktu untuk menanyakan hal yang kurang

jelas.

6. Pendidik akan membagikan lembaran tes yang berisikan bacaan

yang telah ditentukan.

 111

7. Pendidik akan memperdengarkan sebuah percakapan yang sudah

ditentukan dan akan diputar sebanyak 3x.

8. Peserta didik diberikan waktu untuk menyelesaikan tes tersebut.

9. Peserta mengumpulkan hasil kerja mereka.

c. Kegiatan penutup (10menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

2. Peserta didikdan pendidik menyimpulkan hasil belajar dari materi

yang baru aja dipelajari.

3. Pendidik member penguatan terhadap hasil kerja peserta didik.

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

5. Peserta didik mengucapkan salam perpisahan.

3. Pertemuan ketiga (2x40 menit)

a. Kegiatan pendahuluan (10menit)

1. Pendidik menyampaikan salam dan menanyakan kehadiran peserta

didik.

2. Salah satu peserta didik memimpin doa sebelum pelajaran dimulai.

3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum

belajar.

4. Pendidik memotivasi peserta didik tentang pentingnya mengatur

jadwal kegiatan dalam belajar.

5. Pendidik menyampaikan tujuan pembelajaran.

6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerjasama dan percaya diri.

 111

b. Kegiatan inti (60menit)

1. Pendidik menjelaskan materi tentang mendengarkan (listening).

2. Peserta didik membaca teks deskripsi yang terdapat dalam buku

teks peserta didik tentang mendengarkan (listening).

10. Pendidik memperkenalkan media British Recording Audio dan

memperlihatkan contohnya.

3. Peserta didik diminta untuk mengamati contoh yang diputar.

4. Peserta didik diberikan waktu untuk menanyakan hal yang kurang

jelas.

5. Pendidik akan membagikan lembaran tes yang berisikan bacaan

yang telah ditentukan.

6. Pendidik akan memperdengarkan sebuah percakapan yang sudah

ditentukan dan akan diputar sebanyak 3x.

7. Peserta didik diberikan waktu untuk menyelesaikan tes tersebut.

8. Peserta mengumpulkan hasil kerja mereka.

c. Kegiatan penutup (10menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

2. Peserta didikdan pendidik menyimpulkan hasil belajar dari materi

yang baru saja dipelajari.

3. Pendidik member penguatan terhadap hasil kerja peserta didik.

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

5. Peserta didik mengucapkan salam perpisahan.

 111

4. Pertemuan keempat (2x40 menit)

a. Kegiatan pendahuluan (10menit)

1. Pendidik menyampaikan salam dan menanyakan kehadiran peserta

didik.

2. Salah satu peserta didik memimpin doa sebelum pelajaran dimulai.

3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum

belajar.

4. Pendidik memotivasi peserta didik tentang pentingnya mengatur

jadwal kegiatan dalam belajar.

5. Pendidik menyampaikan tujuan pembelajaran.

6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi

penilaian sikap, kerjasama dan percaya diri.

b. Kegiatan inti (60menit)

1. Pendidik menjelaskan materi tentang mendengarkan (listening).

2. Peserta didik membaca teks deskripsi yang terdapat dalam buku

teks peserta didik tentang mendengarkan (listening).

11. Pendidik memperkenalkan media British Recording Audio dan

memperlihatkan contohnya.

3. Peserta didik diminta untuk mengamati contoh yang diputar.

4. Peserta didik diberikan waktu untuk menanyakan hal yang kurang

jelas.

5. Pendidik akan membagikan lembaran tes yang berisikan bacan

yang telah ditentukan.

 111

6. Pendidik akan memperdengarkan sebuah percakapan yang sudah

ditentukan dan akan diputar sebanyak 3x.

7. Peserta didik diberikan waktu untuk menyelesaikan tes tersebut.

8. Peserta mengumpulkan hasil kerja mereka.

c. Kegiatan penutup (10menit)

1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

2. Peserta didik dan pendidik menyimpulkan hasil belajar dari materi

yang barus aja dipelajari.

3. Pendidik member penguatan terhadap hasil kerja peserta didik.

4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.

5. Peserta didik mengucapkan salam perpisahan.

H. Evaluasi

Teknik : Mendengarkan (Listening)

Instrument : Mendengarkan sebuah audio yang telah ditentukan.

I. Pedoman penilaian

Score Classification
81-100 Very Good
61-80 Good
41-60 Average
21-40 Poor
0-20 Very Poor
 111

Makassar, 17 Desember 2020

Mengetahui, Peneliti
Guru Mata Pelajaran

Titin Rochaeti
Nurul Chaeriyani, S.Pd
4516101004
 111

Appendix 2. Research Instrument

PRE-TEST AND POST-TEST

Do the preparation task first. Then listen to the audio and do the exercises.

Circle the best answer.

1. Diana can‟t cometo class because…

a. she has a different class.
b. she has a mid-termexam.
c. she has a doctor‟s appointment.

2. For homework, she has to read…

a. Chapters17, 18,19and20.
b. chapters 17, 19 and20.
c. chapters 17 and20.

3. The articles and video are available…

a. online.
b. Via email.
c. in the library.

4. The deadline for the homework is…

a. Wednesday.
b. Friday.
c. Sunday.

5. The teacher cangive Diana the practice test…

a. On Friday.
b. By Email.
c. After the mid-termexam.

6. What day should you hand in your essay?

a. 18 October
b. 19 October
c. 28 October
 111

7. It‟s OK to…
a. Give it tothete achert woday slate.
b. Give it to the teacher a weeklate.

8. How do you write the teacher‟s email address?

a. j.hartsorn@lmu.ac.uk
b. j.hartshorn@nmu.ac.uk
c. j.hartshorn@lmu.ac.uk

9. What goes on the last page of the essay?

a. The alphabet
b. The books you used
c. Quotes and ideas

10. Which font should you write the essay with?

a. Arial
b. Comic Sans
c. Calibri
 111

Appendix 3. Treatment

Do the preparation task first. Then listen to the audio and do the exercises.

Task 1
Are the sentences true or false?

No Question Answer
1. The delivery hasn‟t arrived yet. True False
2. Andrea is having cash flow issues and needs a True False
payment extension.
3. Andrea usually asks for an extension of the True False
payment terms.
4. Andrea has a new order to place, even bigger True False
than the last one.
5. Junko can extend the payment terms on the last True False
order to 60 days.

Task 2
Are the sentences true or false?

No Question Answer
(Conversation A) The woman was in the interview True False
1
for 15 minutes.
(Conversation A) The woman thinks she is going to True False
2
get the job.
(Conversation B) The woman was trying to look at True False
3
art.
(Conversation B) The woman is thinking about not True False
4
taking photos on holiday anymore.
(Conversation C) The man and the woman grew up in True False
5
the same family.
 111

Appendix 4. The Students Result in Pre-Test and Post-Test

Pre Post
No Name Percentage Percentage
Test Test
1 Tanti Ayu Lestari 50 50% 70 70
2 Sultan Zein Syamsuddin F 40 40% 60 60
3 ST. Azizah Mufidah Putri 40 40% 60 60
4 ST. Hardiyanti Aulia Lestari 40 40% 70 70
5 ST. Fatimah Azzahra Namar 50 50% 70 70
6 Sheila Dwi Yuliyanti Saputri 40 40% 60 60
7 Safira Nur Sahra 50 50% 70 70
8 Sabina Putri Maharani 40 40% 70 70
9 Maharani 40 40% 60 60
10 Riska Aprilia 60 60% 80 80
11 Nurul Awalia 40 40% 60 60
12 Nurrohman Syaban 50 50% 80 80
13 Nurfadhila Aulifiah 50 50% 70 70
14 Nires Fransisca Marshanda 40 40% 50 50
15 Muh. Saiful Ashari 70 70% 80 80
16 Muh. Rafli Z Ali 40 40% 60 60
17 Muh. Rivai 50 50% 70 70
18 Nurul Awalia 40 40% 50 50
19 Muh. As Ad Jatmiko 40 40% 60 60
20 Muh. Adhel Qalbiansyah Saleh 70 70% 80 80
21 Muh. Izzat Rabbani 50 50% 80 80
22 Muh. Rifki 60 60% 70 70
23 Muh. Rayyan Ramadhan Aimi 40 40% 70 70
24 Marini Amalia Putri 40 40% 60 60
25 Maharani Sofyan 50 50% 70 70
26 Kevin Kambuno 50 50% 70 70
27 Enora Nurfatimah 40 40% 60 60
28 St. Nurhaliza 70 70% 90 90
29 Eka Deyana Putri Ramlie 40 40% 60 60
30 Dewi Sartika 50 50% 70 70
31 Dewi Ananda Pratama 40 40% 60 60
Total 1470 1470% 2090 2090%
Mean 47 47% 67 67%
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Appendix 5. Statistic Data

Statistics

PRE_TEST POST_TEST

N Valid 31 31

Missing 0 0
Mean 4.74 6.74
Std. Error of Mean .173 .167
Range 3 4
Minimum 4 5
Maximum 7 9
Percentiles 25 4.00 6.00
50 4.00 7.00
75 5.00 7.00

PRE_TEST

Cumulative
Frequency Percent Valid Percent Percent

Valid 4 16 51.6 51.6 51.6

5 10 32.3 32.3 83.9

6 2 6.5 6.5 90.3

7 3 9.7 9.7 100.0

Total 31 100.0 100.0

POST_TEST

Cumulative
Frequency Percent Valid Percent Percent

Valid 5 2 6.5 6.5 6.5

6 11 35.5 35.5 41.9

7 12 38.7 38.7 80.6

8 5 16.1 16.1 96.8

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9 1 3.2 3.2 100.0

Total 31 100.0 100.0

Standard Deviation

Statistics

Post_Test Pre_Test

N Valid 31 31

Missing 0 0
Std. Deviation .930 .965

T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 POST_TEST 6.74 31 .930 .167

PRE_TEST 4.74 31 .965 .173

Paired Samples Correlations

N Correlation Sig.

Pair 1 POST_TEST & PRE_TEST 31 .815 .000

Paired Samples Test

Sig. (2-
Paired Differences t df tailed)

95% Confidence
Interval of the
Std.
Difference
Std. Error
Mean Deviation Mean Lower Upper

Pair 1 POST_TEST -
2.000 .577 .104 1.788 2.212 19.287 30 .000
PRE_TEST
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Appendix 6: T-Table
0.25 0.10 0.05 0.025 0.01 0.005 0.001
df
1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.3088
4
2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712
3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453
4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318
5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343
6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763
7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529
8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079
9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681
10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370
11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470
12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963
13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198
14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739
15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283
16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615
17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577
18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048
19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940
20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181
21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715
22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499
23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496
24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678
25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019
26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500
27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103
28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816
29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624
30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518
31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490
32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531
33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634
34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793
35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005
36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262
37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563
38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903
39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279
40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688
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Appendix 7. The Result Of Student Test in Pre-Test

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Appendix 8. The Result Of Student Test in Post-Test

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t
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Appendix 9. Administration
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Appendix10. Documentation of the Research

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The writer with English Teacher

The Location of the Research at SMA Negeri 3 Makassar

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BIOGRAPHY

Titin Rochaeti was born in Balauring, on November 24th

1997, from the marriage of his parents Abdullah Taib and

Nurma Hatmin. She is the second from four siblings. She has

three sisters. She began her first education at Madrasah

Ibtidaiyah Nurul Hadi Leubatan in 2010 then she continued to

SMP Darul Fallah Bissoloro and finished in 2013. In 2016, she completed her

education at senior high school in SMA Muhammadiyah Disamakan Sulawesi

Selatan and graduated in 2016. She decided her study in English Education

Department Bosowa University in 2016. She participated as a member in UKM

English Meeting, as well she served as treasurer in HIMAPBING ( Himpunan

Mahasiswa Pendidikan Bahasa Inggris ) and also member in BEM FKIP

Universitas Bosowa ( Badan Eksekutif Mahasiswa Fakultas Keguruan dan Ilmu

Pendidikan Universitas Bosowa ). Then, she graduated in 2021.