Dita Grace

RRA1209014

The effect of using multimedia for SMPN 22 Jambi

in listening

Universitas Jambi
Department of Teaching English and Education
2012

Chapter 1
 Introduction

1.1 Background of the research

This study is meant to break problem around students when they are acquiring

English as secondary language. In transmitted secondary language, they need learning all

about listening first. Listening influences others categories, such as: speaking skills, writing

skills and reading skills. Those skills are connected each others, but acquiring listening is a

based for others skills.

In listening, teacher should hard work especially for foreign learners. He may difficult

say English from word until complete sentence; because it needs also interlocutor as turn

taking and also correction for syllables. Some teachers are teaching with orally in front of

class, but others are using multimedia as their device in teaching listening.

Problems in listening usually rise, depend on background of school. The limitation of

the school makes greater the problems. In teaching English, the class should set up, complete

with the audio ones. This is a challenge a school with the limitation of school. The

multimedia here, it may use just in focus and also the tape.

Some researchers believe that listening has strong correlation to speaking. In general,

listening is taught by isolation word or phrase. For interesting students, teacher is using

multimedia for increasing their vocabulary and also their experience when they saw foreigner

using English in their manner. In this research, it will not only just isolated words, but also

precede in phrase or complete sentence for their knowledge.

Teacher uses several modern gadgets in listening for several reasons. First, teacher

wants to short their power rather than using orally one. Second, he may repeat several times

without changing the way pronunciation. Next, it makes interesting his student that

something new in reaching knowledge. Multimedia also shares the emotion especially for
speaking activity besides students may imitate foreign attitude in turn taking. So, teaching

listening really help teacher and student in simple way.

In this research, teacher uses gadgets in listening for helping students acquiring L2.

Listening correlates to others aspect skills, so multimedia can give another alternative for

methodology. It should be check how far multimedia can help acquiring L2.

1.2 Formulation of research

In this research, it gets attention to several questions, such as:

How far does listening affect students learning through multimedia?

1.3 The purpose of the research

The purpose of the research is formulated as follows:

1. To detect students problem in listening

2. To find the right purposing multimedia for listening

3. To encourage students desire in listening through multimedia

1.4 The limitation of the research

At least, the research will be test for young learner especially on 22 Junior High

School first grades. The reason is because students come from basic in English even though

they are not all learning English equally in previous school. The case also holds on Jambi as

the degree for other example for all school in Jambi.

1.5 The significant

1. For Students

Here, this research will break the lumpish between English as students strange

subject. This research will bring them that learning English are not only in class but also from

their surroundings.

2. For English Teacher

 It will change teacher opinion about learning English in simple way. Teacher may

teach English in others appearance not only in orally. This also lead teachers teaching for

improving their imagination for bigger encouraging of students learning.

3. For the research

The data and result of the research will lead their research. The research keeps

changing of English learning

Chapter 2
 Review Literature
2.1 Introduction

In this research, there are discussions to see multimedia affect on language. They are

multimedia on English teaching and listening in teaching. This discussions will see the

correlation from others researchers as the review literature.

2.2 Multimedia on English teaching

Nowadays, some researchers are focused on multimedia for teaching. It appeared

when we need short time and also cheap. Oppenheimer (1997) is already predicted for using

multimedia in classroom. He taught that teacher would be using program during the class

without shy. This makes teachers to improve their ability by using technologies only for class

section.

Multimedia are so many. By using multimedia, teachers will make interesting

teaching. In listening, multimedia is really worked. The advantages of using multimedia are:

(1) helping teacher for certain explanation, (2) making student reply the native speaker (3)

avoiding misunderstanding of pronunciation.

This research will explore multimedia on video as audio-visual learning. For the

difference, samples will be test on using multimedia and another using orally. This research

will see which one is good purpose on class.

2.3 Listening on teaching

In the past, listening was using orally or tape. This was not really working for large of

numbers students. By recent years, it does not work when listening comes from lexicon as

bottom up and top down listening. It is also waste time by repetition not only once time

besides also using book for explanation.

In this research, it will see how the listening is making students ability work out.

Making material will focus on students respond to listening following others subjects .
 2.4 Spreading motivation

In the past, using traditional teaching makes teacher holding class fully. So,

multimedia is a modern choice for today. If we used Constructivism theory, students need

improvement skill so they become the active one on creating new knowledge in acquiring

language. The result when combination Constructivism theory with multimedia learning,

students tends to be opens their mind and mixes their role action during the lesson.

By using multimedia, there are some benefits to be teachers attention. First, it tries to

support using short time for giving material. From integrating multimedia, students will close

to real condition of acquiring language. Then, teacher will cultivate students associative

thinking. They also will memorize and think their teachers material during the lesson.

According to Zhou Zou, it also has others impact. This interface the challenges how

teacher combine the learning method with the multimedia presentation during the lesson. The

case also finds when the combination is full fill the curriculum or not. And also teacher

should see the delivery material by interaction teacher and students whether it is in their

knowledge or not.

2.5 Reason for mixing between multimedia and teaching

Some researchers believe that teacher should transform their traditional teaching into

modern one. This is happened when there are some evaluation students needs. It realizes

students need improving their ability when learning already transferred from teacher. The

lack of traditional teaching are not giving any chance to gather students improvement, more

than teacher are giving action during the lesson.

The multimedia is trending topic since this several years. The changing of the

communication makes sure people to choose gadgets. Some researchers used gadgets for the

research without teacher. The result has impact for students. Even they give the latest of

gadgets, teacher cannot replace fully in teaching. The attention here is when gadgets give new
information, it still pedagogical for understanding. So, multimedia cannot get replace fully

without teacher teaching.

Chapter 3

Methodology
 3.1 Introduction

The research design will be explained in this chapter. Pre test and test are the

techniques to gather data. The limitation of the research will be seeing on: research design

and method, and sampling.

3.2 Sample

Investigation data needs sampling. It will take 2 classes for investigation from grade 7

in 22 SMPN Jambi. The sample will be representing of 40 students for each class. And also

the samplings come from same the result average both the class. It is to avoid unbalanced the

result.

3.3 Technique of the data

Inspired from past method, this research will explore on traditional way on listening

and modern listening. This methodology will show the effects of them. Back later, traditional

way like using orally seems too hard for limitation time and fund. But now, multimedia really

needs for making simple. The question appears how far wills multimedia effect to students

especially for junior high school as young learners.

The methodology is quantitative. Samples will do pre test in first time. After the

treatment, the samples will do again test for the result of the data.

Besides, this research also using validity and reliability, such as:

1. Validity

To gather the data, the test will hold after the meeting. First before treatment,

they will get pretest. After the treatment, they will posttest. The result will see how far

the large different after and before treatment.

2. Reliability
 The data will analyze by using SPSS 19 for windows 7. The data will gather

on croncbach alpha () for comparing 2 classes which consist of control and

experiment class.

3.4 Technique of the data

By using quantitative, the test will score as following formula:

Studentsscore = the correct score x 100

the total number of question
 Chapter 4

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