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THE EFFECT OF PICTURE AND VIDEO
ON STUDENTS’ LISTENING COMPREHENSION
(A Quasi-experimental Study in the Eighth Grade Students’

of SMPN 8 Tangerang Selatan)
THESIS
By:
DEWI PUJI LESTARI

NIM. 2111014000018
GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
UIN SYARIF HIDAYATULLAH JAKARTA
2016
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THE EFFECT OF PICTURE AND VIDEO
ON STUDENTS’ LISTENING COMPREHENSION
(A Quasi-experimental Study in the Eighth Grade Students’

of SMPN 8 Tangerang Selatan)
THESIS
Completed as Partial Fulfillment of the Requirement for Master’s Degree

At English Department, Faculty of Tarbiyah and Teachers’ Training
UIN Syarif Hidayatullah Jakarta
By:
DEWI PUJI LESTARI

NIM. 2111014000018
GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
UIN SYARIF HIDAYATULLAH JAKARTA
2016
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ABSTRACT
Lestari, Dewi Puji. The Effect of Picture and Video on Students’ Listening
Comprehension, 2016
The objective of the study was to introduce the students’ to some

listening materials which are presented by using video and picture. The
objectives of this research are: 1) whether there is a significant effect from the
students’ who were taught by video and those who were taught by picture on
students listening comprehension at the eighth grade students of 8 Junior High
School, 2) whether there is a significant effect of low motivation and high
motivation students’ on students’ listening comprehension and 3) whether there
is a significant interaction between both learning media and students’
motivation on students’ listening comprehension. The method of this research is
quasi-experimental research. The sample for this research was taken from 8 th
grade students in SMPN 8 Tangerang Selatan. One class was taught with Video
and one with Picture. The technique used to analyze the data in this research
was used analysis of variance (ANAVA) two ways. The result indicated that 1)
there is a significant effect between the use of Video and Picture on students’
listening comprehension. This result also shows that the use of Video is more
effective than Picture, 2) there is a significant effect from learning motivation
on students’ listening comprehension. The result also shows that students’ who
have high learning motivation had better achievement than students’ who have
low learning motivation and 3) there is a significant effect between both
learning media and students’ learning motivation on students’ listening
comprehension.
Keywords: Listening Comprehension, Video, Picture, Learning Motivation
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ABSTRAK
Lestari, Dewi Puji. Pengaruh Penggunaan Gambar dan Video Terhadap

Prestasi Belajar Listening, 2016
Tujuan penelitian ini adalah untuk mendapatkan bukti empiris tentang:

(1) ada tidaknya pengaruh yang signifikan penggunaan media gambar dan
video terhadap prestasi belajar listening siswa, (2) ada tidaknya pengaruh yang
signifikan antara motivasi belajar terhadap prestasi belajar listening siswa, dan
(3) ada tidaknya interaksi pengaruh yang signifikan antara media pembelajaran
dan motivasi belajar siswa terhadap prestasi belajar listening siswa.
Metode penelitian kuantitatif ini adalah quasi-eksperimen. Sampel penelitian
diambil dari siswa kelas 8 SMPN 8 Tangerang Selatan. Satu kelas
menggunakan gambar dan satu kelas lainnya menggunakan video di dalam
pembelajaran listening. Teknik analisis data pada penelitian ini adalah dengan
menggunakan analisis dua jalan. Berdasarkan uji hipotesis dibuktikan bahwa:
(1) Terdapat pengaruh yang signifikan penggunaan media gambar dan video
terhadap prestasi belajar listening. Hasil menunjukkan bahwa penggunaan
media video lebih baik dibandingkan dengan media gambar. (2) Terdapat
pengaruh yang signifikan dari motivasi belajar terhadap prestasi belajar
listening. Hasil menunjukkan bahwa siswa yang memiliki motivasi belajar
tinggi lebih baik prestasinya dari pada siswa yang mempunyai motivasi belajar
rendah. (3) Terdapat interaksi pengaruh yang signifikan penggunaan media
pembelajaran dengan motivasi belajar terhadap prestasi belajar listening siswa.
Kata Kunci: Listening, Video, Gambar, Motivasi Belajar
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ACKNOWLEDGEMENT
In the name of Allah the Merciful, the Compassionate, all praises be to

Allah Subhanahu WaTa’ala, the almighty God, who has sent Muhammad,
peace be upon him, to be His prophet and messenger for people all over the
world. The author realizes and feels very sure that without His blessing, mercy,
and guidance, it would be impossible for me to finish this “thesis”.
On this opportunity, the author would like to express her profound
gratitude, more than she can express to all of those who have given help and
guidance so that this thesis can be finished. Completion of writing of this thesis,
the author would like to thank to:
1. Prof. Dr. Dede Rosyada, M.A., as the Rector of Syarif Hidayatullah State
Islamic University Jakarta.
2. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and
Teachers’ Training.
3. Dr. Atiq Susilo, M.A., as the author supervisor in completing this thesis
through guidance and direction as well as encouragement that are very
useful and helful for the preparation and writing of this thesis.
4. Dr. Fahriany, M.Pd., as the Present Head of Graduate Program of English
Education and also her academic advisor who always stimulates and
encourages her to finish the paper.
5. Dr. Jejen Musfah, M.A., as the Secretary of Graduate Program that gave
helping during arrangement of thesis.
6. All examiners who had given the valuable input and advice for the
improvement of this thesis.
7. All lecturers in Graduate Program of English Education, thanks for the
teaching during the time.
8. The greatest thanks and appreciation dedicated to Abd. Aziz Hsb. and Siti
Bayinah, the author beloved parents who always pray, encourage, give love
and compassion, give material she need.
9. My little sisters, Nur Najmi Laila and Khalida Handayani, and my little
brother M. Farhan Aziz Baihaqi, great thanks to them for their support.
At last, the author say thank you for all of those who have helped her, who
are not mentioned personally here, without their patience, guidance, and
cooperation this thesis could have never been written.
Ciputat, June 2016
The author
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TABLE OF CONTENTS
COVER PAGE .................................................................................................i

TITLE PAGE .................................................................................................. ii
STATEMENT OF ORIGINALITY ................................................................ iii
APPROVAL BY THESIS SUPERVISORS .................................................... iv
APPROVAL SHEET ....................................................................................... v
ABSTRACT ...................................................................................................vi
ACKNOWLEDGEMENT ............................................................................ viii
TABLE OF CONTENTS ................................................................................ix
LIST OF TABLES .........................................................................................xii
LIST OF FIGURES ...................................................................................... xiii
LIST OF APPENDICES ............................................................................... xiv
CHAPTER I INTRODUCTION ................................................................. 1
A. Background of the Research ............................................. 1
B. Problem Identification ....................................................... 4
C. The Limitation of the Problem ........................................... 5
D. Research Question ............................................................. 5
E. Research Objectives ........................................................... 5
F. Research Significance ........................................................ 5
CHAPTER II THEORETICAL FRAMEWORK ......................................... 7

A. Listening Comprehension Ability ...................................... 7
1. Types of Listening ...................................................... 9
2. Teaching Listening Comprehension .......................... 10
3. Teaching Listening Stages ........................................ 11
4. Teaching Listening For Junior High School .............. 13
5. Listening Skills for the Eighth Grade Students of
Junior High School .............................................. 14
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6. Skill Required to Have Good Listening Skill ............... 15
B. Instructional Media ............................................................. 15
1. Definition of Instructional Media .................................. 15
2. The Role of Media in Enhancing Teaching and
Learning ........................................................................ 16
3. Criteria for Selection and Use of Instructional Media .... 17
C. Video ................................................................................... 19
1. The Role of Video in Listening Comprehension ............ 19
2. Types of Video Supporting Listening Comprehension ... 20
3. Function of Videos in Listening Comprehension ........... 21
D Picture .................................................................................. 22
1. The Role of Picture in Listening Comprehension ........... 23
2. Types of Picture Supporting Listening Comprehension . 23
3. Function of Picture in Listening Comprehension ........... 25
E. Motivation .......................................................................... 26
1. Definition ...................................................................... 26
2. Motivation in Learning Language ................................. 27
3. Self-Determination Theory ............................................ 28
4. Factors Affecting Students’ Learning Motivation .......... 31
5. The Characteristics of Motivated Students’ ................... 32
F. Conceptual Framework ........................................................ 33
G. Previous Related Studies .................................................... 34
CHAPTER III RESEARCH METHODOLOGY .......................................... 36

A. Place of Time of Research .................................................. 36
B. Research Method ................................................................ 36
C. Research Design ................................................................. 36
D. Variable of the Research ..................................................... 40
E. Population and Sample ........................................................ 40
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F. The Technique of Collecting Data .................................... 42
G. Research Instrument ........................................................ 43
H. Hypothesis ....................................................................... 48
I. Validity and Reliability ..................................................... 48
J. The Technique of Data Analysis ....................................... 52
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................... 53

A. Research Findings ........................................................... 53
1. Data Description ......................................................... 53
B. Discussion ....................................................................... 73
CHAPTER V CONCLUSION AND SUGGESTION ................................. 76

A. Conclusion ...................................................................... 76
B. Suggestion ....................................................................... 76
REFERENCES ............................................................................................. 78
APPENDICES .............................................................................................. 84
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LIST OF TABLES
Table 2.1 Basic Competences for Listening Skill in 2013 Curriculum .............. 14
Table 3.1 Research Design Factorial Data Analysis 2x2 .................................. 37
Table 3.2 The Data of Grade VIII students as the population ........................... 42
Table 3.3 Students’ Learning Motivation Questionnaire Scale ......................... 43
Table 3.4 The Indicators of Students’ Learning Motivation ............................. 45
Table 3.5 The Indicators of Listening Comprehension Test ............................. 47
Table 3.6 The Validity Test from Learning Motivation Questionnaire ............. 51
Table 4.1 The Data Labels ................................................................................ 54
Table 4.2 Data Analysis of Listening Comprehension with ANAVA Two
Ways ................................................................................................. 55
Table 4.3 Descriptive Statistics of A1 ............................................................... 56
Table 4.4 Descriptive Statistics of A2 ............................................................... 58
Table 4.5 Descriptive Statistics of B1 ............................................................... 59
Table 4.6 Descriptive Statistics of B2 ............................................................... 61
Table 4.7 Descriptive Statistics of A1B1 .......................................................... 63
Table 4.11 The Test of Normality ....................................................................... 69
Table 4.12 Test Statistics .................................................................................... 69
Table 4.13 Table Tests of Between Subject Effect .............................................. 71
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LIST OF FIGURES
Figure 4.1 Graph of Students’ Listening Comprehension taught by

Using Video ............................................................................... 57
Figure 4.2 Graph of Students’ Listening Comprehension taught by
Using Picture ............................................................................. 58
Figure 4.3 Graph of Students’ Listening Comprehension with High
Learning Motivation .................................................................. 60
Figure 4.4 Graph of Students’ Listening Comprehension with Low
Learning Motivation .................................................................. 62
Learning Motivation Taught by Using Video ............................. 63
Learning Motivation Taught by Using Video .............................. 65
Learning Motivation Taught by Using Picture ............................. 66
Learning Motivation Taught by Using Picture ............................. 68
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LIST OF APPENDICES
Appendix 1 Eighth Grade Junior High School Syllabus ............................. 85

Appendix 2 Lesson Plan .......................................................................... 101
Appendix 3 Listening Test....................................................................... 153
Appendix 4 Pre-Test Score from Experiment and Control Class ............... 162
Appendix 5 Post-Test Score from Experiment and Control Class.............. 167
Appendix 6 Questionnaire Test ................................................................ 172
Appendix 7 Questionnaire Test Result ..................................................... 176
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1
CHAPTER I
INTRODUCTION
A. Background of The Research

Listening is one of the four language skills that have to be learnt
from Junior High School until university level. Listening is a great importance
to both learning in general and second language learning in particular. In
learning English language, there are some advantages from doing listening
activities. First, listening provides the example of good pronunciation in
English. Second, students can also learn about intonation, stress, accent and
speed. These language elements are best to be learnt through listening activities.
Third, students can learn grammar indirectly. When students are listening to
English language, they subconsciously learn the grammar.
According to Rost (2014, p. 16) in psycholinguistics paradigm for
learning listening, the learner must convert the input (what is said) to intake
(what is understood) because listening is vital in the language classroom and it
provides input for the learner. Without understanding input at the right level
any learning simply cannot begin.
The process of listening for English as foreign language students
(ESL) probably start from their classroom. It is because the language they are
using in daily life is not English. In the listening classroom, the ESL students
will get a chance to listen to English use like in conversations, short functional
texts, or even monologue. The target of a listening activity is basically to make
the students to get used to the English sound, words, phrases, sentences,
paragraphs, and they are also expected to be able to comprehend what lies
behind those linguistics aspects such as, the strands of meaning context and so
on.
Listening skill of foreign language students is not derived naturally,
because the language itself is not applied in the society communication. The
students may only be able to practice their listening in the classroom. The
process of listening in the classroom involves students and teachers. Mostly, the
main source of listening for students is the voice of their teachers. Individual
voice of the teacher can also be called as the source of listening, because in
teaching learning process, teacher talk as she gives some instructions should
also be understood by their students.
In language learning about listening comprehension, basically some
teachers still focuses on the old learning model; the students just listen to the
teacher voice or listen to the cassette and answer the teacher’s questions
correctly. It can make listening become uninteresting material and get minimum
attention from the students. This is also happened to the students in SMPN 8
Tangerang Selatan. When the time is come to listening material and the teachers
just used her/his voice or using an audio, most of the students don’t feel excited
about it. Some of them still not focus to the material and some chatted with
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their friend, and some of them feel sleepy because they already know what they
have to do in listening material time.
In fact, the writer thinks that the students in SMPN 8 Tangerang
Selatan need variety in listening then just listen to the teacher’s voice. Listening
to the teacher can be boring and monotonous. Listening comprehension lessons
also too often in a series of listening tests in which tapes or audio only are
played, comprehension exercises are attempted by the learners, and feedback is
given in the form of the right or wrong answer. In teaching listening skills,
many teachers just gives the material, the students listen and write. The teacher
does not explain what it means. This can affect to their score from listening test,
the result of their listening test is not satisfy the teacher.
Therefore, the students seems to have thought in mind that if they
will learn listening material, then it will be using the teacher’s voice or using
the audio from the cassette or tapes. The most important element and
fundamental for the interaction is the ability to understand what the speaker has
said. It is the duty for the language teacher. With the increasing attention to
listening skills, teachers must understand and apply teaching strategies that can
help learners improve their listening ability.
Listening comprehension is one of the important aspects in language
learning. Learners want to understand second language (L2) speakers and want
to comprehend a variety of L2 multimedia such as DVDs and the internet.
Whereas in listening comprehension skill not only theory that being explained
but also it involves practice and understanding. The students must be given a
chance to be active to develop their ability to understand the subject. Because
an important teaching goal is to help students becomes more creative (Santrock,
2006, p. 311).
Teaching listening skills in the classroom should no longer be the
case of the teacher switching off as soon as the tape recorder/CD player is
switched on. For many students listening is stressful and, therefore, potentially
de-motivating. In planning a listening skills lesson teacher should not only
consider that the listening exercise is the next activity in the textbook, for
example, but also take into account why students may find the listening task
difficult, what are the backgrounds of the students, what materials should be
used, and what will be happening at different stages of the listening lesson.
In teaching listening, it is advisable to orient students to what they
are about to hear by providing various forms of listening supports
(Pospieszyńska, 2000, p. 1); (Chang, 2007, p. 375) in order to give learners a
context for interpretation and also activate background knowledge (Chang and
Read, 2007, pp. 376–394); (Brown, 2006, p. 4)). Listening to other
supplemental material such as records from native speaker might also produce
challenge experience.
One of the ways to orient learners to a listening comprehension task
is by providing them visual material such as pictures, maps and diagrams
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(Hadley, 2001, pp. 18–22). Authentic listening texts such as stories, songs and
radio shows can, conversely, be used to motivate students into listening to ‘real’
language.
A classroom technique has a great chance for success if it gives
some beneficial feedback to the students. The students attend the course
because it is fun, interesting, challenging and not because they need some
knowledge from the course or reward from their teacher (Douglas & Gifford,
2001, pp. 295–309). So, by providing some authentic listening materials will
definitely motivate them to joint listening course.
According to Salvin (as cited by Rehman, 2014, p. 345) motivation
is considered as an integral part in the achievement of any goal. Motivation as
an internal process that activates, guides and maintain behavior over time. It is
an important factor that has a positive influence in any educational learning
process especially in learning second language.
Specific to the language teaching, some experts have commented on
the important position of motivation for in the teaching. For example, Rost
(2006, p. 1) considers motivation is more important than teaching methodology.
According to Rost (2006, p. 2), there are two main reasons why motivation is so
important. The first is that motivation arouses students’ interest. The second is
that motivation helps the students keep their enthusiasm.
What might be assumed from Rost’s view is that a good method will
not automatically result in good learning outcomes, but they depend on how the
motivation of the students is. Such important role of motivation, therefore, has
then led to numerous studies attempting to search possible measures in order to
promote students’ motivation in learning. Based on Brown (2006, p. 2) one
very important idea for teaching listening is that listening courses must make
use of students’ prior knowledge in order to improve listening comprehension.
Instructional media encompasses all the materials and physical
means an instructor might use to implement instruction and facilitate students’
achievement of instructional objectives. This may include traditional materials
such as chalkboards, hand-outs, charts, slides, overheads, realia, and videotape
or film, as well newer materials and methods such as computers, DVDs, CD-
ROMs, the Internet, and interactive video conferencing (Carey, Carey, & Dick,
2001, p. 150).
Ogunbote and Adesoye (2006, pp. 100–111) expressed that
multimedia technology adds new dimension to learning experiences because
concepts were easier to present and comprehend when the words are
complemented with images and animations. Stating further that it has been
established that learners retain more when a variety of senses are engaged in
impacting knowledge; and the intensity of the experience aids retention and
recall by engaging social, emotional and intellectual senses.
The effectiveness of visual aids has been found to be higher than
that of the lecture method. Visual aids have been used to enhance learning
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successfully and teachers are taught and encouraged to utilize instructional

media when teaching. They can therefore exploit current techniques at their
disposal.
Recently a lot of listening materials are derived from recorded
extract, for instance on CDs, tape records, videos and others. Using video can
be much richer than using audio. Video doesn’t only produce sound but also
produce moving picture; speaker can be seen, their body movements give clues
as to meaning; so do their clothes they wear, their location, etc. and background
information can be filled in visually (Harmer, 2007, p. 144).
Picture can be used as an aid to give the students illustration on the
natural situation where the language is used. Picture provides the information
for the students on what they will listen. Moreover, because it gives illustration
on the real context, it is expected to be able to increase the students’ interest in
the subject.
Based on Van der Werff (2003, p. 2) some teachers are successfully
brings the most reticent students to the lesson by using pictures. This shows
how pictures can be used as an effective media in teaching listening to ESL and
EFL. Buck (2001, p. 173) stated that many communicative situations, the verbal
information is also accompanied by visual information.
Video and picture are the example of instructional media that can be
used in teaching listening. It is a new way in teaching listening which can make
the students have a new way and increased their motivation when they got the
listening material from the teachers. Usually most of teachers just play the
audio material from a cassette or another source and asked the students to
answer the question from it. A method like that will make the students do not
feel like to learn listening material and they will think that it was bored.
is by providing them visual material. Video and picture are the example of
instructional media that can be used in teaching listening. It is a new way in
teaching listening which can make the students having a new way and expected
to increase their motivation when they got the listening material from the
teachers.
The aim of this study is to find out the students listening
achievement after being taught by video compare to the students listening
proficiencies after being taught by picture and how students’ motivation can be
improved through video and picture.
B. Problem Identification
Based on the problem, the identification of the research as follows:
1. There are teachers that still focus on the old learning model, the students
just listen to the teachers’ voice or the cassette and answer the teacher’s
questions correctly.
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2. There are teachers that teach listening material by giving only the material,
the students listen and write.
3. Some teachers didn’t know the usage of learning media such as picture or
video can be used as teaching strategies that can help learners improve their
listening ability.
4. Students’ low motivation in learning listening material is because of not
enough explanation and example about the material.
5. Students low motivation in learning listening material because the learning
media is not used properly in the classroom.
C. The Limitation of Problem

Based on the problem, this research was limited on which was more
effective between picture and video to affect students learning motivation and
listening comprehension at the eighth grade of SMPN 8 Tangerang Selatan
Junior High School.
D. Research Questions
Based on the background of the problem so this research formulates the
questions, as follow:
1. Was there any different achievement between students who are taught by
video and students who are taught by picture in their listening
comprehension?
2. Was there any different achievement between high and low motivation
students’ in their listening comprehension?
3. Was there any interaction between learning media (picture and video) and
students’ motivation in their listening comprehension achievement?
E. Research Objectives
Based on the research questions the research conducted to reveal the
effect of learning media (using video and picture) towards students’ motivation
on the students of Eighth Grade of SMPN 8 Tangerang Selatan listening
proficiencies and hopefully it can give the students new experience in doing
listening and at the same time increase their listening proficiencies.
F. Research Significance
The result of this study has expected to contribute significantly not only
theoretically but also practically for these following parties:
 For study program, this research will give some ideas in teaching listening,
not only use the teacher voice or audio, but it can also teach use the video
and picture.
 For the English teachers, hopefully it can improve their professionalism,
confidence, knowledge, and skills to create the good strategies for teaching.
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 For the institution which related to this research. It can be a reference for the
innovation of education program.
 For the learners, this research will give the students new experience in
doing listening and at the same time increase their listening proficiencies,
and also it will give challenging and motivating experience in their listening
course.
 For the future researcher, those techniques can combine with variation of
tasks and activities, such as use the DVD in listening and omitting the
subtitles and so on.
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CHAPTER II
LITERATURE REVIEW
A. Listening Comprehension Ability

Listening is a skill that is rarely taught. In school, students are taught
speaking, reading, and writing skills, but, in general, there are a few courses
devoted to the subject of listening. Therefore, most people are so engrossed in
talking or thinking about what they are about to say next that they miss out on
so many wonderful opportunities to learn about new concepts, ideas and
culture. Poelmans (2003, p. 4) defines listening comprehension as to
communicate adequately. It is important for a listener to understand what the
speaker says. Understanding spoken language can be described as an inferential
process based on the perception of several cues rather than a simple match
between sounds and meaning.
There are three main reasons to support the importance of listening in
foreign language learning. First, a new language learner should learn listening
at the initial stage of language learning in the same manner as a child learns a
mother language (Buck, 2001, p. 12). This is because listening is a skill
developed in the very beginning of a child‟s learning of language. Listening is a
natural process in acquiring a new language.
Second, listening can enhance speaking skill. Spoken language provides
a means of interaction for the learner. Furthermore, a learner‟s failure to
understand the language they hear is an incentive, not a barrier, to interaction
and learning. Therefore, it is necessary to develop listening skills in the initial
stage of learning in order to become a good speaker. Finally, listening exercises
help to draw a learner‟s attention to new forms in the language i.e. vocabulary,
grammar and interaction patterns.
Listening skill of second language is not derived naturally; it needs
some processes of learning. In order to develop listening skills, effective
material used in English as a Foreign Language (EFL) classes is a crucial aspect
of teaching method.
The processes of listening in the classroom involve a teacher and
students. In the classroom the students are given some lists of exercises from a
number of materials. A lot of listening materials are derived from recorded
extract, for instance on CD, tape record, video and others. Probably the main
source of listening for students is the voice of their teacher. Individual voice of
the teacher can also be called as the source of listening, because in teaching
learning process, teacher talk as he is giving some instructions should also be
understood by their students. But in fact the students need variety in listening
then just listen to the teacher‟s voice.
Teaching the skill of listening cannot be emphasized enough in a
communicative classroom. For second language learners, developing the skill
of listening comprehension is extremely important. Students with good listening
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comprehension skills are better able to participate effectively in class. (Brown,

2006, p. 16)
Harmer (2007, p. 135) suggests some listening principles:

„Firstly a teacher should encourage his students to listen as often and as much
as possible. Beside listening activity in the classroom, students should also
practice away from the classroom through internets, TVs, CDs, tapes, radio and
so on. Secondly, teacher should also help the students to prepare themselves for
listening. It means they will need to look at pictures, discussed the topic, or read
the questions first. Thirdly, when the teacher play the track only once probably
there will be no spare time for them to pick up some important information,
then they will ask for second chance. Fourthly, teacher should draw out the
meaning of what is being said, what is intended and find out what impression it
makes on the students. Fifth, a teacher should also consider about the stage of
the students, they have to be classified in their own level of listening, because
different listening stages deserve different listening task. The last part, the
teacher asks the students to use time and emotional energy in a listening text–
than it makes sense to them to experience in many different applications of
listening.‟
There are obviously many differences among the students we teach all
over the world. Concerning to the background differences, the students also
have different attitudes in their classroom. Thompson (2005, p. 186) says that
some teachers find that their students are often busy talking and chatting among
others and do not concentrate on the listening subject. We know that in listening
students need full concentration on the audio being played, otherwise they may
not catch the messages from the audio.
Some students have low motivations because they are forced to be in the
class and because their own willingness. Some of them have problem on
concentration and find listening is more difficult than other subjects. Students
simply turn off when listening to spoken English as it seems too difficult to
follow without high level of concentration.
Richards (2008, p. 4) introduces two kinds of processes in listening,
they are Top down and bottom up processing. Top down processing refers to
the use of background knowledge in understanding the meaning of a message.
Whereas bottom up processing starts from language to meaning, top-down
processing goes from meaning to language. The background knowledge
required for top-down processing may be previous knowledge about the topic,
situational or contextual knowledge, or knowledge in the form of “schemata” or
“scripts” plans about the overall structure of events and the relationships
between them.
Bottom-up process stems from linguistic knowledge. This process
identifies the meaning from linguistic elements in an order from the smallest
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linguistic unit like phonemes, words, sentences to the largest one like complete
texts. It is the process where learners rely on the sounds, words and grammar in
the message in order to create meaning. Flowerdew (2005, p. 86) explains a
model of bottom up as the listeners build understanding by starting with the
smallest units of the acoustic message: individual sounds, or phonemes. These
are then combined into words, which, in turn, together make up phrases,
clauses, and sentences. Finally, individual sentences combine to create ideas
and concepts and relationships between them. The listening activity involves
exercises such as dictation, cloze listening, and the use of multiple choice
questions after a text, and similar activities that require close and detailed
recognition.
Top-down interpretation, on the other hand, requires the students to go
to the listening with their prior knowledge of topic, context, and type of text as
well as knowledge of language to reconstruct the meaning using clues. This
background knowledge activates a set of expectations that help the listener to
interpret what is heard and anticipate what will come next.
The listening activities may come out with prediction. It starts from
giving the students some clues such as some key words, pictures or even silent
videos. The next step, students should be given some chances to predict the
topic, situation or what going to be next. So in this research, the writer provided
some exercises for the students which involve those two processes. For Top-
down processing, on pre-listening the writer played them silent videos or give
them series of pictures then give them a chance to predict the topics, or
situations. For Bottom-up processing, on the other hand, while listening the
writer provided them some exercises such as cloze task, multiple choice
questions and paraphrasing.
1. Types of Listening
According to Michael Rost (2011, p. 183), there are six types of
listening:
 Intensive listening refers to listening precise sounds, words, phrases,
grammatical units and pragmatic units. Although listening intensively is not
often called for in everyday situations, the ability to listen intensively
whenever required is an essential component of listening proficiency. The
prototypical intensive listening activity is dictation, the transcription of the
exact words that a speaker utters. Dictation is often claimed to be an
excellent integrative test because it involves listening, vocabulary, grammar,
and the ability to make inferences from context.
 Selective listening, selective listening tasks encourage learners to approach
genuine spoken texts by adopting a strategy of focusing of specific
information rather than trying to understand and recall everything.
Reconstruction of the spoken material based on selective listening tasks can
help students link selective to global listening.
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 Interactive listening, refers to listening in collaborative conversation.

Collaborative conversation, in which learners interact with each other or
with native speakers, is established as a vital means of language
development.
 Extensive listening, refers to listening for an extended period of time, while
focusing on meaning. It is necessary for the learner to have access to
listening input that can be understood reasonably well on the first listening,
in which learners are literally protected from being overwhelmed by too
much information to process effectively.
 Responsive listening, refers to a type of listening practice in which the
listener‟s response is the goal of the activity. Listening task design using
short inputs (typically one or two minutes long) and overt listener response
have great benefits for listening training.
 Autonomous listening, refers to independent listening, without the direct
guidance of an instructor. The key is that the learner is in control of input
selection, task completion, and assessment.
2. Teaching Listening Comprehension

Teaching listening is consider by many language teachers a challenging
task due to the fact that learners believe that it is a difficult skill to develop
during the process of learning any foreign language, as many factors such as
stress, pronunciation, accents, and the cultural component which include
expressions, jargon, idioms make the language more complex at the moment of
understanding it.
Teachers should encompass the four skills: speaking, listening, reading
and writing. Listening skill as the basic for the development of speaking plays
an important role in order that communication will take place. Appropriate
responses cannot be given unless listeners understand what someone else is
saying. Progress in listening will provide a basic for the development of other
language skills. By becoming aware of the links to the students, teachers can
assist the students in their overall language development. Listening is a
receptive skill. Listening is an independent skill that must be learned and
practiced regularly. Many people think that listening is passive, but it is not
true. Students can be active in listening activities (Helgesen & Brown, 2007,
pp.23–46).
When teaching Junior High School students, the teacher should make
the learning process enjoying because children love to play and learn best when
they are enjoying it. By using audio-video and audio picture the writer expected
that students can improve their listening skill with learning by playing. So, they
will enjoy and easy to receive the material.
In every language, listening is important to convey the messages to the
others in communication, so we can express wants, desires, and feelings.
Listening is one of component, which support the speakers in communication,
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whenever we want to communicate with others using a language, we should

listen to the speaker. So listening is very crucial to convey ideas, thoughts, and
also feelings.
3. Teaching Listening Stages

For students to fully benefit from listening lessons, it has been
increasingly recognized that listening lessons should be planned to include
different stages. These stages can be classified as pre-listening, while listening
and post listening (Field, 2002, pp. 242–247; Harmer, 2007, p. 136) Each stage
has different functions that should be linked together to provide constant
support for the students to successfully understand the listening text in order to
complete the tasks set.
 Pre Listening Stage

1) The Importance of Pre Listening Activity in Listening Comprehension
Although authors argue that pre-listening activities have positive
effects, there is little research regarding the effectiveness of classroom
activities designed to improve performance on a specific listening
comprehension task (Chang and Read, 2008, pp. 375–394). According to
Chang and Read (2008, pp. 375–394), pre-listening activities investigated in
the literature have taken two main forms: teaching relevant vocabulary and
giving information about the topic. One clear finding from previous
research is that vocabulary teaching by itself is not an effective means of
enhancing listening comprehension and may in fact be counterproductive. It
appears that introducing learners to key vocabulary in a listening text may
have an effect only when combined with other pre-listening activities. On
the other hand, the provision of topic-specific information such as giving
visual support and textual support, led to good results (Chang, 2007, p.
320).
One interesting result which is relevant to the present study is that
topic preparation can help low proficiency listeners to compensate for the
limitations in their knowledge contribute to creating meaningful context
within which a listening activity should take place. However, more research
is needed to confirm the value of this kind of topic preparation for L2
listeners and to give more guidance on what form it should take.
2) Activities in Pre-Listening Stage

In real life situations a listener almost always knows in advance
something which is going to be said, who is speaking or what the subject is
going to be about. Pre-listening stage helps learners to find out the aim of
listening and provides the necessary background information. According to
Field (2002, pp. 242–247) at pre-listening stage, two simple aims should be
clear; the first is to provide sufficient context to match what would be
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available in real life and the second is to create motivation, perhaps by

asking learners to speculate what they will hear. These can be done as little
as 5 minutes.
Pre-teaching of vocabulary is very rarely performed nowadays. It
makes sense since in real life learners cannot expect that somebody will
explain unknown words to them. And in the classroom they have to learn
how to ignore or guess the meaning of unfamiliar words in order to perform
communication tasks (Sivachenko, 2012, p. 255). According to Field (2002,
p. 242–247) it is necessary to present several words before the listening
activity. But these words should be key words–the words without which any
understanding of the text would be impossible. If teachers suspect that there
are gaps in their learners‟ knowledge concerning the topic input, listening
itself can be preceded by schema-building activities to prepare learners for
the listening activity (Nunan, 2002, pp. 238–241).
 While Listening Stage

While-listening activities can be shortly defined as all tasks that
students are asked to do during the time of listening to the text. The nature of
these activities is to help learners to listen for meaning, so that they can elicit a
message from spoken language (Pospieszyńska, 2000, p. 2). During this stage
students‟ usually respond somehow to a listening text, for example by
indicating appropriate pictures, sequencing of some picture and reordering
them is necessary, answering multiple-choice questions, completing a cloze
test, filling in the blanks of incomplete sentences, or writing short answers to
the questions etc.
Listeners do not pay attention to everything they hear, they listen
selectively, according to the purpose of the task. The task, in turn determines
the type of listening and the way in which listeners will deal with the task.
There are a lot of different types of listening which can be classified according
to different principles, including purpose for listening, the role of the listener,
type of the text for listening. In practice these types are mixed in different
configurations and each require a particular strategy to be used to approach it
(Nunan, 2002, p. 238).
Teachers should realize that learners listen in an unfocused way if
questions are not set until after the passage has been heard. Unsure of what
will be asked, the listeners cannot judge the level of detail that will be required
of them. Therefore, Sherman (cited in Buck 2001, p. 137) found that the most
powerful improvement in performance came from showing the questions after
listeners had heard the passage once, but before they heard it a second time.
According to Nunan (2002, p. 239) by designing appropriate listening tasks,
the teachers can teach listeners how to adopt a flexible range of listening
strategies. This can be done by letting learners listen to the same text several
13
times, however, providing listeners with different instructions before each

listening.
 Post Listening Stage

The post-listening stage comprises all exercises done after listening
to a text. Some of these activities may be the extensions of those carried out at
pre- and while-listening stages but some may not be related to them at all and
present a totally independent part of the listening session. Nowadays the
practice of examining the grammar of the input is no longer addressed in the
language classroom. However, it remains appropriate to pick up any functional
language and draw learners‟ attention to it (Field, 2002, p. 243). The listen and
repeat activities have been dropped as well, positing that it is not effective and
does not correspond to CLT. Though, Field (2002, p. 243) argues for it, saying
that it develops listeners‟ ability of segmentation of speech flow, which is an
important skill for the development of listening comprehension.
According to Nunan (2002, p. 240) as a part of post-listening, the
teachers can personalize the content of the sequence so that learners can bring
something of themselves to the tasks. In particular, it is possible to increase the
involvement of the learner by providing extension tasks to listening activities
but which will engage learners into providing part of the content themselves.
4. Teaching Listening For Junior High School

Listening is one of the four language skills has always formed part of
the syllabus in the teaching of English. Brown (2006, p. 6) stated that the
process of listening itself is the invisible, inaudible process of internalizing
meaning from the auditory signals being transmitted to the ear and brain. And
product of listening is a spoken or written response from the students that
indicates correct or incorrect auditory processing.
It is important to have much practice in listening besides speaking,
reading and writing. Every teacher of language knows that one‟s oral
production ability other than monologues, speeches, reading aloud and the like
is only as good as one‟s listening comprehension ability (Brown, 2006, p. 10).
Teaching listening for Junior High School is not an easy job, because
the range of age of Junior High School students varies between twelve to fifteen
years old. They can call as teenagers. Teenagers are between childhood and
adulthood, so it is the period of transition and growing. In this period, they will
experience the confusion, self-consciousness, and changing bodies and minds.
They will be very sensitive to how others perceive their changing physical and
emotional selves along with their mental capabilities. As Brown (2006, p. 15)
stated that one of the most important concerns of the secondary school teacher
is to keep self-esteem high by; avoiding embarrassment of students at all costs,
affirming each person‟s talent and strength, allowing mistakes and other errors
14
to be accepted, de-emphasizing competition between classmates, encouraging

small-group work where risks can be taken more easily by teen.
Based on the statement above, the writer concludes that the teacher‟s
role is very important to motivate students in teaching learning process while
students in a transition period. Therefore they will have good discipline and
responsibility if their teacher encourages them to learn in writing in the target
language. The methods for teaching should maintain the characteristics of
students in the order that the students can learn the target language optimally. In
language learning context, it is believed that children will learn a foreign
language more effectively under certain conditions. When teaching learning
process is fun and natural, then it will make the students more effectively in
learning the target language.
5. Listening Skills for the Eighth Grade Students of Junior High School
The curriculum used in the educational system is 2013 Curriculum. To
reach the aim of teaching English, especially in listening skill, there are Core
Competence (Kompetensi Inti) and Basic Competence (Kompetensi Dasar)
used to measure the students‟ achievement. It is listed in the Permendikbud
No.70/2013. There are 4 core competences and 19 basic competences in
English language for the eighth grade students‟ of Junior High School. From
those basic competences, there are 6 competences addressed to teach listening
skills.
The list of basic competences related to listening skill can be seen in the
table below.
Table 2.1
Basic Competences for Listening Skill in 2013 Curriculum
Basic Skills
Competences (KD 4)
4.1 Students‟ can compose short and simple oral text to express
and respond about asking attention
4.2 Students‟ can compose written and oral text to express and
ask about capability in doing something.
4.3 Students‟ can compose written and oral text to express, ask
and respond about giving instruction, asking and rejecting
permission.
4.4 Students‟ can comprehend short and simple invitation and
greeting card.
4.11 Students‟ can comprehend short and simple descriptive
texts in written and spoken form.
4.16 Students‟ can comprehend short and simple messages and
notices.
4.18 Students‟ can comprehend short and simple narrative texts
in written and spoken form about fable.
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4.19 Students‟ can comprehend songs.

(Adapted from 2013 Curriculum Syllabus)
6. Skill Required to Have Good Listening Skill

In order to have good listening skill, there are some important things
that must be concerned (Wilkie, 2001, p. 77), they are:
1) Considering the context is essential to understanding the message.
2) The ability of paraphrasing and use the own words in verbalizing to
understand the message.
3) Don‟t respond to just the meaning of the words, look for the feelings or
intent beyond the words.
4) Know when to quit using active listening.
5) Focus on the speaker‟s said and control your own emotions.
B. Instructional Media
1. Definition of Instructional Media
The term „media‟ defined as the plural of „medium‟, is the way of
communicating information or ideas. Media can therefore be used by teachers
to communicate instructional information or ideas to students in the most
effective way for enhanced learning. Media also refers to any kind of format
used to convey information (Wamalwa & Wamalwa, 2014, p. 141). The format
can be visual or auditory, a channel of conveying sensory messages to the
recipient who is the learner and this makes learning more concrete in the skills
or concepts the learners acquire from what they perceive visually and hear
making their learning real and not just abstract. Instructional media therefore,
refers to the kind of media used in the teaching to aid in learners‟ easier
understanding according to the set objectives.
Media may imply a complex integration of people, machines ideas,
procedures and management. They have variously been called audio-visual
aids, tools for instruction, teaching aids, or instructional technology.
Instructional media encompasses all the materials and physical means an
instructor might use to implement instruction and facilitate students‟
achievement of instructional objectives. For over a hundred years, teachers have
used various types of audio and visual aids to help them teach. Recently,
teachers have expanded their repertoire of materials and procedures to include
the new technologies for learning. The newer learning technologies (products)
include the use of computers, compact discs, digital videodiscs (DVDs),
satellite communications, and the Internet. (Smaldino, 2008, p. 9). This may
include traditional materials such as chalkboards, hand-outs, charts, slides,
overheads, realia, and videotape or film, as well newer materials and methods
such as computers, DVDs, CD-ROMs, the Internet, and interactive video
conferencing (Carey, Carey, & Dick, 2001, p. 20).
16
However, if these media are not put in use, teaching may not have an
enhanced effect on the learning of students.
These materials can be categorized as;
1) Unprocessed materials like wood and stone,
2) Projected media comprising: motion and still pictures, slides and film strips,
opaque projectors,
3) Non-projected media comprising: boards, displays and exhibitions, graphic
materials and three dimensional objects.
Projected media are audio, visual or both. These projected media
include different types that include films, Over-head projectors (OHPs), power
point, audio cassettes, video, television, slides and reel films. Non-projected
media include graphics i.e. drawings, charts, maps and pictures. Pictures can be
used to generate ideas for writing. These, together with others like boards or
black walls which are a resource depending on whether and how teachers utilize
them, models and prints for example text books. The teachers‟ use of a wide
range of these media enhances learning needs.
From the explanation above, instructional media can be assumed as
teaching aids that used by teachers to enhance and emphasize on information,
stimulate interest, and facilitate the learning process in the classroom
2. The Role of Media in Enhancing Teaching and Learning

Technologies have advanced over the years, and so have teaching
methods. From the one-to-one oral teaching style of the early agrarian age in
the pre-writing cultures to the apprenticeship system and one-to-many lectures
of the pre-industrial ages that heralded the writing and print cultures, teaching
was predominantly oral. (Wamalwa, 2014, p. 141). The development of
printing however set the stage for a literary-based mode of teaching which
emphasized on the preservation of knowledge and promoting abstract and
analytical thought.
According to Azikiwe (2007, p. 108), instructional media cover
whatever the teacher uses to involve all the five senses of sight, hearing, touch,
smell and taste while presenting his/her lessons. They are very important in
language teaching, especially the foreign language, because they facilitate the
direct association between sounds and their symbols and also words and the
objects they represent. They help to vividly illustrate meanings of things
because they are associated with materials used by the teacher to improve the
quality of his teaching.
Teachers should be innovative enough and ready to venture out to
environment so as to improve teaching and enhance learning (Aggarwal, 2009,
p. 76). Visual methods in teaching and learning create longer lasting
experiences and relate readily to other sensory experiences.
The use of radio, tape recorders, film, projectors and pictures in teaching
appeals to the eye because they attract attention and sustain interest by
17
illustrating relationships like similarities and contrasts of activities in a way that

conveys messages better than words could do. Such aids in teaching are closer
to real life situations. They provide immediate feedback to learners on their
performance and help to save teaching time because they speed up the learning
process better than lengthy descriptions if words were to be used. Students who
are not able to be stimulated by other techniques can indeed be stimulated by
picture, film, chart, recorded tapes and other instructional material.
The following are some of the indispensable values of instructional
materials in the teaching of English as a second language, as identified by
Azikiwe (2007, p. 111):
1) Instructional media can increase the retention rate of learners; the use of
picture or film for instance will establish an image more firmly than just
listening to the teacher or reading about it. They therefore make learning
more permanent.
2) Instructional media can increase the ease with which teacher teaches and
children learn.
3) Instructional media can assist teacher to communicate early, accurately and
effectively as they serve as good reference points.
4) Instructional media can supply the experiences which are not easily
obtained in the classroom and contribute to the efficiency, depth and variety
of learning.
5) Instructional media can relieve the teacher of the problem in presenting
repetitive drill materials.
6) Instructional media can stimulate a sense of observation and provide
opportunity for developing critical thinking and objectivity as students may
often have to comment on the instructional aids used.
3. Criteria for Selection and Use of Instructional Media

Instructional media should be selected on the basis of how they enhance
learning. This selection should be on the basis of their contribution to achieving
the set lesson objectives according to the learners‟ level and ability. Selection is
based on how well media perform the intended task. Some authorities suggest
the following criteria in the selection on instructional media be adopted, (Twoli,
2007, p. 165):
1) Select the best available material to realize a goal or lesson objective.
2) The material should the make the learning situation more realistic and
concrete.
3) The material should be appropriate for the age, intelligence, interests and
experience of the learners.
4) The material should make learning easier and quicker.
5) The material should present information in an interesting manner.
6) It should supply a concrete basis for conceptual thinking.
7) Materials should stimulate critical thinking of students.
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8) The resource should provide for integration of subject matter.

9) The material should be physically or visually attractive in real colour and
neatness.
10) The material should present up to date information on the topic.
11) The material should be worth the time, expense and effort involved in its
use.
12) The lesson should be content driven and not media driven.
Instructional media according to Mustapha et al. (2002, p. 89) and

Azikiwe (2007, p. 111) are usually classified based on the characteristics they
exhibit. There is a wide variety of instructional media which could be profitably
and effectively used in the second language classroom learning situation. They
could broadly classified into four groups namely visual aids, audio-visual aids,
audio aids and resources (human and materials) Visual aids are resource
materials and devices that appeal to the sense of sight and touch as well as sense
of smell.
Learning resources that fall under audio-video aids appeal to the senses of sight,
hearing and touch. They include records and record players, tapes and tape
recorder, radio and language laboratories. Resources could be human or
materials, materials include the teacher, the students and other resource in the
community. Materials include all those physical objects mentioned earlier such
as whiteboard and realia (real objects such as bottle, yam, cup, stone, spoon and
knife).
Visuals like chart, pictures, diagrams, cartoons, slides and
transparencies convey messages that are hard for words. These can be hung on
boards or walls to be viewed over a long period of time long after the lesson is
over. Visuals evoke emotional responses that promote desired attitudes. Visual
aids are intended to increase the learners‟ concentration and retention. Research
has shown that a learner retains 80 percent of what they hear and see but only
50 percent of they hear (Gathumbi, et. al, 2008, p. 70). Video stimulates
learning. Tape recorders are good in presenting speaking skills. Computers and
cyber media offer many tools for teaching and learning from the ubiquitous
courseware management systems, teleconferencing systems to newer
technologies like blogs, wikis and podcasting. The internet offers seemingly
unlimited potential to encourage learning. The Web can be a valuable research
tool, helping students‟ access resources in other institutions or nations, and
letting them learn about other cultures. Moreover, computers combine almost
all aspects of oral and literacy cultures and provide a way for students to learn
in an individualized setting.
The effectiveness of visual aids has been found to be higher than that of
the lecture method. Visual aids have been used to enhance learning successfully
and teachers are taught and encouraged to utilize instructional media when
teaching. They can therefore exploit current techniques at their disposal.
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Teachers need to make informed choices to select from numerous types

of resources, equipment and materials at their disposal for English language
learning and teaching. These equipment and materials, both of electronic, audio
and visual forms however, unless used effectively by trained and qualified
personnel as expected may not enhance student learning in English language.
Students should be granted maximum opportunity to understand what they are
being taught, which is only possible if content given is clearly understood
within the available context and with proper utilization of the existing
resources. Teachers of English need to plan for and select instructional media
prior to their lessons so as to enable them to teach effectively. They should
objectively plan for, and utilize the instructional media available during lessons
so as to achieve effective learning on the part of their learners (Newby, Stepich,
Lehman, & Russell, 2000, p. 106).
Therefore, the purpose of this study is to implement instructional media
such as audio-video and audio-picture in order to explore if this research is
useful for developing the learners‟ listening comprehension and their
motivation in learning English.
C. Video
Harmer (2007, p. 144) explains that using video can be much richer than
using audio. Video doesn‟t only produce sound but also produce moving
picture; speaker can be seen, their body movements give clues as to meaning;
so do their clothes they wear, their location, etc. background information can be
filled in visually. Basically video is a form of moving pictures recorded in a
video tape. Recently, videos have been sources of authentic language and
selected as the means of teaching and learning ESL. Liou, Katchen, and Wang
(Eds.), (2003, pp. 231–236) also explain that;
‘Video, and in particular films, offers some advantages for enhancing listening
skills. Although films are scripted, they are made to sound natural to the native
speaker and thus they do represent authentic language. Too much teaching
material is presented in artificially slow and clear language, but at some point
students need to be able to deal with language as it is naturally spoken. Since
they do not live in an ESL context, films to some extent substitute for the input
of students they cannot get from outside the classroom.‟
1. The Role of Video in Listening Comprehension

Video can be a very valuable tool for language learning. The first
major advantage of using video is that it can provide samples of real-life
situations. Lonergan (cited in Lustigová, 2013, pp. 4–5) pointed out that video
is able to present “complete communicative situations. At their best, video
presentations will be intrinsically interesting to language learners. The learner
will want to watch, even if comprehension is limited.” Learners can use video
to study how language use may be employed by age and how the relationship
20
between language use and paralinguistic features can be focused, including how
to convey moods and feelings.
Employing video materials in a classroom can enhance students‟
motivation to learn since it can expose them to a wide variety of situations that
can help them comprehend similar situations in real life (Xhemaili, 2013, pp.
62–66).
In order to choose the video material for the classroom, topics must be
chosen based on students‟ interest and their level of English proficiency, as well
as cultural aspects. The design of listening cycles is an important consideration,
which involves selecting the content of the video or audio recording and
dividing it into sections for presenting in stages to learners (Nunan, 2003, p.
11). Teachers can design cycles of activities in which learners can participate.
Teachers should also be a reflective observer in order not to distract the
learners‟ attention from the video. Therefore, it would be very beneficial for
teachers to select video materials that are conducive to language learning.
Learners are more motivated to cope with the instruction when given the
opportunity to study with the use of video materials.
The videos in this research are selected from various sources, i.e. film,
short home videos, news program etc. The writer only selects some parts of the
film which may contain interpersonal or transactional dialogue or conversation
and also monologue. The videos used for the teaching aids last no longer than
ten minutes. These short forms of videos are chosen to give the students chance
understanding videos in detail i.e. the background of information, situation,
topic of the dialogue etc.
Moreover giving the students long terms videos may trap them in
unexpected situation like uncritically and lazily and just enjoy the story in the
video like they always do when they watch film or movie at home. Harmer
(2007, p. 144) has warned about the danger of videos. The students may treat
them rather as they treat watching television, uncritically and lazily, on the
other hand teachers want them to engage; not only the content of what they are
seeing but also other language features.
2. Types of Videos Supporting Listening Comprehension

The process of listening for English as foreign language students (ESL)
probably start from their classroom. It is because the language their used in
daily life is not English. In the listening classroom, the ESL students will get a
chance to listen to English use like in conversations, short functional texts, or
even monologues. The target of a listening activity is basically to make the
students to get used to the English sound, words, phrases, sentences,
paragraphs, and they are also expected to be able to comprehend what lies
behind those linguistics aspects such as, the strands of meaning of utterances,
context and so on.
21
In listening class the students are being trained to master the listening
ability, so they will be able to apply there is ability in real world
communication. In this case, to bring them some authentic materials in to the
classroom will give them challenging opportunity and to introduce them to the
real world listening.
Probably, the richest source of gathering authentic material is by
downloading from the internet. From the internet we can get many materials in
video, audio or in written form. Therefore in this research the writer adopt some
materials from the internet in order to give the students some experience of
listening to the authentic material as their learning resources. In this research
the video are varied from short movie, news video, and video interview.
(1). Movie
Movie is defined as a connected cinematic narrative represented in
this form. Its purpose is to entertain its audiences because it enacts the
story by sound and a sequence of images giving the illusion of continuous
movement or visual effect. In this research, the writer selected some videos
from movie series ranging from English in Mind Students‟ Book movie
series.
The movie contains of material in English such as conversational,
grammatical structures, new vocabulary, and expressions on doing
something. The writer expects that the students will experience the English
like in real context and learn some new words or expression used in natural
communication.
(2). Video News
The news videos in this research is selected from internet, but the
news are usually present in television in form of news video. The news
contents some information about daily activities (e.g. invitation) or about
world issues (e.g. ice melting in the polar).
(3).Video Recording Interview
Interview is done in an account or a reproduction of conversation,
such as one conducted by a reporter, in which facts or statements are
elicited from another. In broadcasting an interview is usually conducted for
television, radio, or newspaper. The materials that the writer selects in this
research are from artists interview conducted for television program (e.g.
an interview of Tom Cruise about his latest movie). Probably the most
authentic and natural English is found in news and interview video,
because the language is used for the purpose of daily communication. In
movies, the contexts are usually made for the purpose of entertainment.
3. Function of Videos in Listening Comprehension

In the field of teaching English as a foreign language, videos are
especially used for developing listening skills. Sources available to language
teachers have increased significantly with the expansion of the Internet (e.g.,
22
YouTube, ted.com). English language teachers throughout the world

incorporate movies, soap operas, and television programs in their classroom
because videos include both aural and visual information (Canning-Wilson &
Wallace, 2000, pp. 31–36). Such videos stimulate learners and facilitate the
process of language learning (Cakir, 2006, p. 70; Wagner, 2010, pp. 493–510);.
moreover, “video offers foreign and second language learners a chance to
improve their ability to understand comprehensible input” (Canning-Wilson,
2000, Conclusion section, para.1).
In parallel with developments in technology, video use in language
teaching environments for improving listening comprehension has been on the
rise (O‟Brien & Hegelheimer, 2007, pp. 162–180). This is fairly understandable
approach, since videos have distinct advantages for improving listening
abilities. Video has the power to make listening more authentic by presenting
context, discourse, paralinguistic features, and culture (Coniam, 2001, pp. 1–
14). These non-verbal clues, complementary to aural input, may help listeners
understand better.
Videos may be used in an English language teaching context for a
range functions (Suvorov, 2009, pp. 53–68):
 Seeing situation and its participants while listening enhances situational and
interactional authenticity, which may aid comprehension (Buck, 2001, p.
172; Wagner, 2010, pp. 493–510).
 Body language, facial expressions, and gestures of a speaker provide
additional information to the listener (Buck, 2001, p. 173; Coniam, 2001,
pp. 1–14; Ockey, 2007, pp.517–537).
 With visual input, a listener can more easily identify the role of a speaker
and the context of a conversation (Gruba, 2001, pp. 203–219).
 Visual elements can activate a listeners‟ background knowledge (Ockey,
2007, pp. 517–537).
D. Picture
Some listening book texts have included some pictures in, in order to
give the students some clues on what they will listen. They even include
colorful picture to provide clues on color or just to attract the students‟
intention. In this way picture also motivate the students to learn. Picture also
use in testing the students, e.g. TOEIC test has included pictures in some test
items. But how these pictures influence students‟ listening proficiencies, a
further research need to be conducted. Picture can be used as an aid to give the
students illustration on the natural situation where the language is used. Picture
provides the information for the students on what they will listen.
Moreover, because it gives illustration on the real context, it is
expected to be able to increase the students‟ interest in the subject. Some
teachers are successfully bringing the most reticent students to the lesson by
23
using pictures. This shows how pictures can be used as an effective media in
teaching listening to ESL and EFL (Van der Werff, 2003, p. 1).
There are several steps that we need to consider when choosing
pictures. First in choosing the pictures we need to determine the theme to the
class, the picture should be suitable with the chosen theme, and the last, the
pictures quality should be good (clear and large enough for the students) and if
it is possible we can provide them colorful pictures (Van der Werff, 2003, p. 2).
1. The Role of Picture in Listening Comprehension

Picture is a resource from which listening skills can be taught. They
provide students with authentic situations that are commonly found throughout
the world, and more importantly, illustrate how vocabulary, grammar, speaking
and listening are found in students‟ immediate environment. Some instructors
(Werff, 2003, p. 2) have been able to bring about even the most reticent
students in the class using picture to decrease their affective filters.
Pictures have major role play in the development of student skills in
listening. According to Jun (2000, p. 2), pictures are useful in developing
students‟ listening comprehension, and it especially contributes to interest and
motivation. Pictures can bring images of reality into the unnatural world of the
language classroom. Pictures are useful in developing students‟ listening
comprehension, particularly „directed listening‟. They not only help to guide the
students‟ listening, they can provide a general background and context. They
especially contribute to the students‟ interest and motivation. In summary,
picture can help the students‟ in teaching and learning activity.
Current test development efforts such as Computer based TOEFL also
involve the production of Listening Comprehension items that include still
photos, drawings and pictures (Ginther, 2002, p. 133). According to Ginther the
decision to include visuals was made for the reasons that presenting examinees
with a blank screen in the CBT environment was considered inappropriate.
Moreover, the introduction of visuals was intended to enhance the face validity
of the test. Most importantly, item stimuli including visual accompaniments to
the audio text are considered better representation of actual communicative
situations, so the inclusion of visuals may enhance the measurement of the test
taker‟s listening comprehension.
2. Types of Pictures Supporting Listening Comprehension

As many learning theorists have long believed that visual elements
facilitate comprehension, storage and recall of information (Paivio, 2006, pp.
532–539). However, it should be noted that not all visuals are similar in terms
of their effect. The use of different visuals can have effects that lead to different
learning outcomes. Ginther (2002, p. 133) who investigated the relative effect
of visuals on listening comprehension differentiates between two types of
visuals; context visuals and content visuals.
24
Context visuals are pictures that provide information about the context
for the verbal exchange, such as the participants, the setting and text type. Two
main purposes of context visuals are to set the scene for the verbal exchange
and to indicate a change of speakers in conversation. An example of a context
visual would be a photo that depicts a man and a woman talking to each other in
a classroom.
Content visuals on the other hand, are visuals that are related to the
content of the verbal interaction and may include still photos, pictures,
drawings, diagrams, etc. According to Ginther (2002, p. 158), the use of content
visuals appears to be more helpful to enhance listening comprehension as they
provide directly related information. Furthermore, content visuals may include
visuals that replicate the audio stimulus and that supplement audio stimulus
(Bejar, 2000, p. 12). According to Bejar et.al (2000, p. 12) the first three types
of content visuals facilitate the comprehension of the oral stimulus while the
last type of content visuals makes it harder.
Based on Ginther (2002, p. 134) the present study used picture in pre
listening stage to see their relative effect on comprehension. They were content
visuals as they depict the content of the listening texts or representational
pictures as they mirror part of the text content.
The first step in choosing a picture in teaching listening is to
determine a theme for the class. Themed classes will often bring about intrigue
and curiosity simultaneously reducing any negative emotions students may feel
and that will hinder the language acquisition process. Moreover, they will feel
as though the class has meaning, a feeling students need in order to continue
learning English. The next step in choosing a picture is to find one with
appropriate content. The term “appropriate” in this context refers to materials
that are suitable to the classroom once the age, culture, content in the picture.
Pictures should not be used too often in class as students may grow bored of the
lesson format which will in turn cause them to lose focus and begin day-
dreaming. Finally, pictures should be large enough and clear enough so that
students do not have to strain their eyes trying to decipher what is in the picture.
The picture should be clear and when possible with color should be used. The
color can emphasized certain aspects in the pictures and it can also provide
more details therefore creating more information from which listening
questions can be derived. The following summarize the guidelines that should
be used when choosing a picture.
 Determine a theme for the class that day (e.g., ability, natural disasters,
medicine, sports, hobbies, etc.
 Chose a picture with content that is appropriate for students (e.g.,
considering their age, preferences, likes and dislikes, et cetera.
 Use a picture with color and with dimensions roughly equivalent to a piece
of paper.
 Check to make sure that pictures are clear and not blurry.
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 Prepare enough copies of the pictures for the entire class.
3. Function of Pictures in Listening Comprehension

For years, educators and publishers followed a unimodal approach to
listening comprehension and presented oral text without visual or textual
supportive information (Jones, 2002, p. 17). These activities often frustrate
students for a number of reasons including lack of prior knowledge of the topic,
the comprehensibility of the input, the materials reviewed, and the lack of
visual information.
Today, pictures are being used in varying degrees at all levels of
foreign language education. The researcher believes that using pictures will be
able to improve the students‟ in learning listening comprehension due to
following reasons: (a) Picture media can motivate students in learning as it
gains the students‟ interest; (b) Picture media provide the necessary concrete
experiences and help students integrate prior experiences; (c) Pictures can help
audience understand ideas and acquire information and overcome the limitation
of time, size, and space, too; (d) Pictures can add students‟ vocabulary mastery;
and (e) The use of pictures can help teacher in the teaching learning process so
that it will run smoothly.
The following are some functions of picture in listening
comprehension.
1) Creating a Sense of Context of the Listening Text
The use of pictures in teaching listening especially in pre listening
stage which is the focus of the study is able to create a meaningful context
for comprehends (Norton, 2006, p. 117). Pictures are also invaluable in
helping students to see the setting the speakers are in as well as their
appearance, behavior and mode, and thus help learners understand the texts
and its implied meaning.
In language teaching, it is generally accepted that we must learn to
deal with chunks of language above the level of the word or the sentence.
When trying to understand someone speaking, for instance, we normally
take into account not only their verbal language, but also their appearance,
the sound of their voice, their behavior, their relationship to others, the
situation and the setting.
2) Activating Background Knowledge
Background knowledge information is critical in the listening
process and activating and applying this knowledge to new input greatly
facilitates understanding (Sadighi and Zare, 2006, p. 25). Pictures are useful
in developing students‟ listening comprehension, particularly directed
listening (Zhang, 2000, p. 2). Moreover, research findings indicate that
background knowledge contributing to comprehension could be activated
through presenting pictures before listening to a text. Also maintains that
26
pictures as advance organizer are able to activate relevant aspects of stored

memory and to provide framework.
Pictures are also able to provide a certain level of prior knowledge
which can facilitate listening comprehension as they help students building
up a mental framework with which to link the incoming information they
are listening to (Yousif, 2006, p. 44). Thus, pictures provide the learner
hooks on which to hang meaning and make sense of the aural stream.
3) Focusing Attention
Levin and Mayer (cited in Carney and Levin, 2002, p. 9) suggest that
pictures improve students‟ learning from text because picture make the text
more concentrated, concrete, comprehensible, and correspondent.
Based on Levin and Mayer as cited in Carney and Levin (2002, p. 6)
they further argue that four variables must also be taken into account when
considering the “whys”, “whens,” and “for whoms” of picture facilitation:
1) desired performance outcomes (e.g., comprehension, memory, transfer),
2) the nature of the illustrations (e.g., that they must be related to the text
content, 3) the nature of the text (e.g., the more difficult the text is to
understand, the more that pictures help), and 4) learner characteristics (e.g.,
learners lacking domain-relevant background knowledge benefit move form
illustrations).
4) Increasing Interest and Motivation
Some people have a natural or a learned preference for visual material,
and learning requires less effort when they can use their preferred material.
Pictures often elicit comments on their charm and attractiveness, so they
also function as motivators by providing interest.
Listeners tend to be selective, in terms of what they find most
interesting, important, or comprehensible. Thus, providing pictures that
represent the speakers, their appearance, their behavior, the setting or the
situation can motivate the learners to listen.
E. Motivation
1. Definition
Motivation refers to a process that starts with a need and leads to a
behavior that moves an individual towards achieving a goal (Melendy, 2008,
pp. 187–198). Motivation provides the primary impetus to initiate learning the
L2 and later the driving force to sustain the long and often tedious learning
process; indeed, all the other factors involved in L2 acquisition presuppose
motivation to some extent. Without sufficient motivation, even individuals with
the most remarkable abilities cannot accomplish long-term goals, and neither
are appropriate curricula and good teaching enough on their own to ensure
student achievement. On the other hand, high motivation can make up
considerable deficiencies both in one‟s language aptitude and learning
conditions.
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According to Ebata (2008, p. 1), motivation produces successful L2

communicators by making them self-confident. Moreover, it can lead learners
to continue learning even after they fulfill a specific goal. The other reason why
some scholars are interested in investigating motivation might be the
complexity of the issue, and the fact that motivation seems to be related to a
variety of factors, each of which can be tackled in a separate study. No wonder,
there have been many studies seeking to investigate and explore the motivation-
related issues comprehensively for its paramount role. In spite of that,
motivation is not easy to define. It has been defined in many perspectives.
However, experts in this field have conducted various studies in order to
explore and elaborate the matter of motivation to be more specific and
understandable. The study of motivation has been a prominent area for research
in psychology and education for many years (Dӧrnyei, 2010, p. 49). This
interest may reflect the wide-spread perception of classroom teachers who tend
to regard student motivation as the most important factor in educational success
in general (Dӧrnyei, 2001, p. 127). Others are Pintrich and Schunk (2002, p.1)
who refer motivation to the level of continued engagement in the language
learning. Based on the explanation above, motivation could be defined as a
power that involves desire, effort, and enjoyment which gives someone energy
to do something or move toward an end or goal and influence individual levels
of success in any activities.
2. Motivation in Learning Language

Motivation has an important role in learning. Motivation affects
learners‟ learning process. It increases a learners‟ energy and activity level.
Generally, more motivated learners achieve higher levels of achievement.
Based on Elliot, et al (2000, p. 197), motivation affects learning and
performances in four ways. They are: 1) Motivation increases as an individual‟s
energy and activity level; 2) Motivation directs an individual toward certain
goal; 3) Motivation promotes initiation of certain activities and persistence in
those activities; and 4) Motivation affects the learning strategies and cognitive
processes an individual employs. Thus, motivation is very important in
learning.
Various researchers have classified motivation from different points of
view. From a cognitive viewpoint, two types of motivation are recognized:
extrinsic and intrinsic. The former is applied by others and involves systems of
rewards and punishments, while the latter is self-applied, lying in the affective
domain of feelings and emotional responses (Slavin, 2003, p. 23). In other
words, extrinsic motivation is related to do an action in order to receive an
extrinsic reward or to avoid punishment, whereas intrinsic motivation is about
an action that is done for its own sake to experience satisfaction (Dӧrnyei,
2001, p. 188).
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3. Self-Determination Theory
Motivational orientations is an important beginning in language learning
because it determines the choice of language to be learned, the kinds of
activities that learners are more inclined to engage in, the types and extent of
proficiency that learners expect to attain, the degree of external intervention
needed to regulate learning and the extent of engagement in the long run.
Furthermore, knowing learners‟ motivational orientations is helpful in
organizing language learning goals, analyzing the classroom climate in terms of
control or autonomy and subsequently suggesting practical implications for
educating autonomous self-regulated learners (Noels, 2001, p. 49).
However, Deci and Ryan (2002, p. 55) propose an alternative
perspective of motivation called self-determination theory that reintroduces a
component of motivation that has long been neglected by most modern
motivational theories that is innate needs. The theory has been claimed as one
of the most elaborated and well-researched theories on the role of needs in
human beings. Self-determination is a theory of motivation concerning people's
innate growth tendencies and innate psychological needs or it is concerned with
the motives behind the choices that people make without any external influence
and interference.
According to self-determination theory, motivated actions can be either
self-determined or controlled. Self-determined actions are those which
individuals freely choose and want to do. This means that the only incentive for
undertaking this kind of actions comes from one‟s enjoyment and interest in a
particular activity i.e. intrinsic motivation. On the other hand, controlled actions
are those which are determined by an external force. Therefore, they come as a
result of extrinsic motivation (Brophy, 2004, p. 18).
From the explanation above, it can be concluded that self-determination
is one of motivational theories that considers motivation as the effect resulted
from the satisfying of innate psychological needs of human.
Like other theories, self-determination is classified into two general
types: the extrinsic and the intrinsic. The former refers to the motivating factors
that come from external of an individual. The latter, in the meantime, refers to
the motivating factors that originate from inside an individual. These two
motivations will be discussed with more emphasis on the intrinsic one. This is
because that the study concerns with promoting students‟ natural intrinsic
motivation in the classroom. In other words, the study seeks to promote
students‟ motivation in natural way through classroom experiences.
a. Extrinsic Motivation
Extrinsic motivation relates to external factors that force, initiate,
and guide an individual to act or do something. Extrinsic motivation is
associated with undertaken to attain an end state that is separate from the
actual behavior, determined by some external contingency such as good
29
marks or the avoidance of negative consequences (Muller, 2004, pp. 169–

190). Two distinct definitions of extrinsic motivation are : (1) when
motivation is based on something extrinsic to the activity and (2) when
motivation is based on something extrinsic to the person (Harackiewicz &
Sansone, 2000, p. 233). Extrinsic motivator (performance-contingent
reward) can simultaneously initiate processes that result in greater intrinsic
motivation or extrinsic motivation, depending on the circumstances and the
individuals.
Since the origin of extrinsic motivation is not within an individual
or it is separate from in class experiences, this discussion therefore does not
deal much with this kind of motivation rather gives more emphasis on the
intrinsic one which is more specific to students‟ daily classroom
experiences and their natural tendency to learn. As stated by Ryan & Deci
(2000, p. 54), intrinsic motivation has been considered as an important
construct because it reflects the natural human tendency to learn and
assimilate.
There are four categories included in extrinsic motivation according
to Deci and Ryan (2000, p. 63), they are:
1) External Regulation
Action devoted by someone because tangible reward or punishment
he/she will get from external, when the reward/punishment is no longer
existed he/she will be not motivated anymore.
2) Interjected Regulation
Action devoted by someone in order to maintain feeling of worth.
External situation drives someone to be motivated. An example is a
student who learns English every night in order not to fail in the
National Exam.
3) Regulation through Identification.
Action devoted by someone because he/she know it will bring him/her
advantages or it is important for him/her. An example is someone who
loves to study English because he/she knows it will be important for
his/her further education.
4) Integrated Regulation
Action devoted by someone because it is fully assimilated to his/her
self. It is considered as extrinsic motivation because done for attaining
particular outcomes rather than for the enjoyment of him/herself.
b. Intrinsic Motivation
In the perspective of self-determination theory, intrinsic motivation
refers to the motivation that comes from inside an individual rather than
from any external or outside rewards. Ryan and Deci (2000, p. 56) elaborate
more specifically when someone could be said intrinsically motivated.
According to them, when a person is acting for fun or challenge rather than
30
because of external prods, pressures, or rewards so that person is called

intrinsically motivated. Consistent with Ryan and Deci, Harackiewicz &
Sansone (2000, p. 44) define intrinsic motivation as occurring when
individuals are motivated to experience interest and suggest and/or in
different perspective.
Therefore, Muller (2004, p. 169–190) stated that intrinsic
motivation is associated with curiosity, exploration, spontaneity, and
interest. According to Deci cited in Borich and Tombari, there are three
innate needs of human namely competence, relationship, and autonomy.
According to Ryan & Deci (2000, p. 64), these three needs are the main
bases in terms of generating human‟s motivational behaviors.
1) Competence Needs
Skinner and Edge implies that competence needs relate to the
organisms that are born with the urge of wanting to influence
surroundings, to control environment and of attempting to be capable.
Deci (2000, p. 61) specifies that for learners, feeling competent will
enable them to meet challenges. Therefore, Deci said that to feel
competent is an innate psychological need that should be satisfied so
that learners feel able to meet challenges at their schools. Niemiec and
Ryan (2009, pp. 133–144) illustrate that in order to raise learners‟
competences, the learners should be encouraged that they are able to
meet the challenges of their schoolwork.
Shindler (2008, pp. 23–36) suggests that teachers can give
students a greater sense of competence by focusing on progress not on
products, avoiding comparisons among students, expressing high
expectations, and helping students achieve the goals they have set for
themselves.
In could be concluded than that for students, competence is a
psychological urge to feel competent in doing learning activities. In
order to satisfy such competence, the students should be given with
information and skills needed that could help them achieve their
learning goals.
2) Relatedness Needs
Generally, relatedness refers to the needs that someone needs to
support his/her expected goal attainment in social life. Baumeister &
Leary and Ryan & Deci refer relatedness to the longing for the
experiencing of positive relations and for engagement with others or it is
the feeling of a person to care about others and have others care about
him or her.
Therefore, both suggested that to trigger students‟ relatedness,
the students should perceive that their surrounding listen and respond to
them. In support of the importance of relatedness, Ntoumanis cited in
(Bush, 2006, p. 41) proposes that cooperation can foster self-
31
determination. Ames cited in Bush also suggests that motivational

climates that emphasize cooperation can bring students together to help
each other learn, improve, and make the learning inherently more
interesting. Findings by Filak and Sheldon cited (in Bush, 2006, p. 122)
also concludes that cooperation could foster students‟ needs for
relatedness.
3) Autonomy Needs
Niemiec & Ryan (2009, pp. 133–144) refer the need for
autonomy to the experience of behavior as volitional and reflectively
self-endorsed.
It is also interpreted as the experience of self-determination and
points towards volition, the longing of an organism to organize
experiences and behavior and to act in harmony with the self-image. For
example, students are autonomous when they willingly devote time and
energy to their studies.
According to Ryan and Deci (2000, p. 55), learners who are
intrinsically motivated, therefore being interested learners:
 Are more content in their learning processes.
 Acquire knowledge in a more differentiated and more coherent
form.
 Show a long-term retention of what was learned.
 Apply their knowledge more often than others.
 Show higher academic achievement.
 Perceive themselves as more competent.
To summarize, intrinsically motivated learners are those who are

engaged in learning activities for no external reward, external
inducement, and external prods but other than interest, fun, and
enjoyment.
4. Factors Affecting Students’ Learning Motivation

Motivation arouses, sustains and directs students‟ behavior. However, it
is not always in a stable condition. The stable condition can affect the students‟
learning process and it also important in motivating students‟ in learning the
material. Teachers should be aware that there are several factors that affect
students‟ motivation based on Elliott, et al. (2000, pp. 345–352). The factors
are:
a) Anxiety
Anxiety may defined as an unpleasant sensation that is usually experienced
as feelings of apprehension and general irritability accompanied by fatigue,
uneasiness and various somatic symptoms. Anxiety can affect students‟
classroom performance and achievement.
32
b) Curiosity and Interest

Based on Loewenstein (cited in Elliot, et al. 2000, p. 348), curiosity is a
cognitively based on emotion that occurs when a student recognizes a
conflict between what he or she believes to be true about the world and
what turns out actually to be true. Students become curious if their
environment stimulates them. Interest is similar and related to curiosity.
Interest is an enduring characteristic expressed by a relationship between a
person and a particular activity or object.
c) Locus of Control
Locus of control is the cause of behavior. Internal locus of control is the
cause that exists within the learner himself, and external locus of control is
the cause that comes from outside. For example, if the learner believes that
his success is based on his skill not luck, it is an internal one, and if the
learner believes that his success is based on his luck not skill, it is an
external one.
d) Learned Helplessness
Learned helplessness means that the reaction on the part of some
individuals to become frustrated and simply stop trying or give up after
repeated failure.
e) Self-efficacy
It is an individual‟s belief in his or her own capabilities to control over
aspect of his or her lives. Students‟ who believe in his or her ability and has
strong efficacy can focus on his or her work, take an effort on it, and
minimize difficulty. However, students who does not believe in his or her
ability, feels inefficient focusing on his or her work. This condition can
exaggerate potential difficulty that can influence motivation.
f) Students‟ Environment
Students‟ environment related to the place where the student learns. There
are also classroom environments, multicultural background of students,
medium for study, and where they learn can influence the students‟
motivation.
5. The Characteristics of Motivated Students

According to Ur (2008, pp.111–112), there are some characteristics of
the motivated student in learning. They are as follows:
a) Positive task oriented, means that student who is motivated in learning is
willing to tackle task and challenges and has confidence in his or her
success.
b) Ego-involvement, means that student finds it important to success in
learning in order to maintain and to promote his or her positive self-image.
c) Need for achievement, means that student has a need to achieve, to
overcome difficulties and to succeed in what he/she sets out to do.
33
d) High aspiration, means that student is ambitious, and he or she goes for
demanding challenging, high proficiency and top grades.
e) Goal orientation, means that student directs his or her own effort towards
achieving them.
f) Perseverance, means that student consistently invests high level of effort in
learning and is not discouraged by setbacks or apparent lack of progress.
g) Tolerance of ambiguity, means that student is not disturbed by situation
involving a temporary lack of understanding or confusion; he or she can live
with this patiently, in the confidence the understanding will come later.
From the characteristics mention above, it can conclude that a motivated

student is someone who has a positive mind and who finds the importance of
learning. Motivated students also needs for success, aspiration, goal and directs
their effort to achieve the goal consistently. Thus, they also learn patiently
although they have not understood what they learn. They also have confidence
that they will understand better about the material that have been taught to
them.
F. Conceptual Framework
Teaching listening comprehension on the old learning model which the
students just listen to the teacher voice or listen to the cassette and answer the
teacher‟s questions correctly, it can make listening become uninteresting
material and get minimum attention from the students. Therefore, the students
seems to have thought in mind that if they will learn listening material, then it
will be using the teacher‟s voice or using the audio from the cassette or tapes.
Listening comprehension is a process of receiving, focusing attention on,
and assigning meaning to aural stimuli. It means that how the delivered
message is comprehended or understood relies not only on the information from
the conversational environment and the speakers‟ background, but also on
listeners‟ existing knowledge and their anticipation of the speaking situation. It
is usually supposed that listening comprehension is difficult for L2 learners
because of many aspects of speech which are more or less obvious.
Learning to listen effectively is a continuously changing process in
which teachers need to be mindful of individual leaner background knowledge
and preferences in order to model listening strategies and provide listening
practice in authentic situations: those listening situations that learners are most
likely to encounter in using ESL outside of the classroom. This may include
giving students listening activities that require them to relate what has been said
during whole class discussion or after watching a movie in which students will
be able to assess their listening skills based on their recall of what has been said
as well as evaluate their learning goals in relation to their listening ability.
The use of video, and in particular films, offers some advantages for
enhancing listening skills. Video can be valuable tools for language learning.
34
The first major advantage of using video is that it can provide sample of real
life situations. Employing video materials in a classroom can enhance students‟
motivation to learn since it can expose them to a wide variety of situations that
can help them comprehend similar situations in real life.
Meanwhile, picture can be used as an aid to give the students illustration
on the natural situation where the language is used. Picture provides the
information for the students on what they will listen. With exercise designed to
develop particular skills in listening, picture can be used to provide either the
general context or to illustrate particular points.
Motivation could be defined as a power that involves desire, effort, and
enjoyment which gives someone energy to do something or move toward an
end or goal. Motivation is the combination of effort that refers to the time spent
for studying the language and desire that shows how much the learner wants to
become proficient in the language and affect that refers to enjoyment in
learning the language.
One of the ways to orient learners to a listening comprehension task is by
providing them visual material. Video and picture are the example of
teachers.
From the point of view above, this research formulates, it is expected
that there is a positive significant result using Video and Picture that can be
effective in increasing students motivation in learning Listening
Comprehension.
G. Previous Related Studies

There are some research about using teaching aids such as video and
picture, the first one is from Thanajaro, (Thanajaro, 2000) he conducted a study
concerning the use of authentic materials; such as video or picture, to develop
listening comprehension in the English as a Second Language (ESL) classroom
through analysis of the class observation and interviews with students. The
results revealed that the use of authentic materials in ESL classroom provided a
positive effect on ESL student‟s motivation to learn the language
Another research about using teaching aids also conducted by
Hamdan (Hamdan, 2015) he conducted a study on using authentic material and
tasks to enhance listening skill for undergraduate students majoring in English.
The results revealed that students‟ listening skill increased to a higher level
when using authentic materials and tasks after watching native speakers‟ video
program.
Another research also done by (Woottipong, 2014) he conducted a
study using video materials in the teaching of listening skills for university
students to develop the listening skills of university students studying English
35
with the use of video materials. The result revealed that video can contribute
positively to language learning and processing. It helps learners in developing
listening skills, in learning new lexical terms and in encouraging autonomous
learning.
From the research above, they have been using authentic materials
such as video and picture in teaching listening comprehension in their research.
They had a significant and positive effect from their research for the university
students. Therefore, in this research the writer specifically used video and
picture as the authentic materials for her research. The writer wants to know
which is more effective between video and picture in teaching listening skill to
enhance students‟ motivation and their listening comprehension. The writer
conducted the research for Junior High School students while the research
above conducted their research for university students.
The research conducted to reveal the effect of learning media (using
video and picture) towards students‟ motivation on the students of Eighth Grade
of SMPN 8 Tangerang Selatan. Students in Junior High School range in 11-15
years old. The age range for Junior High School students can also identified as
teenagers, at this age the use of learning media such as video and picture can
attract and motivate them to learn material in the classroom. Colorful picture
and attractive sound from the picture and video can make the students interest
to the material given by the teacher. When they get involved and motivated by
the lesson, it can lead into better achievement.
is by providing them visual material. Video and picture are the example of
teachers.
Based on perusing and critical discussion of those previous related
studies above it could be drawn that there is a big different age gap from the
Junior High School students with the university students, the writer then
conducted the research to know whether there is also a positive effect in
teaching listening comprehension for Junior High School students‟ used
authentic materials such as video and picture. Video and picture are the
example of instructional media that can be used in teaching listening. It is a new
way in teaching listening which can make the students have a new way and
increased their motivation when they got the listening material from the
teachers.
36
CHAPTER III
RESEARCH METHODOLOGY
This chapter provides the information relating to place and time of

research, method of research, population and sampling technique, variable of
the research, the technique of collecting data, research instrument, hypothesis,
and the technique of data analysis.
A. Place of Time of Research

This research conducted at SMPN 8 Tangerang Selatan which is located
on Puspiptek housing complex, Serpong, South Tangerang. The researcher
carried out her research to VIII grade students of SMPN 8 Tangerang Selatan,
in the 2015/2016 academic year. The time of the research was carried out from
August 3, 2015 until October 14, 2015.
B. Research Method
Goddard and Melville (2001, p.1) said that research is not just a process
of gathering information; rather it is about answering questions or creating
something that does not exist. Based on Goddard and Melville (2001: 8)
experimental research is primarily concerned with cause and effect.
Researchers identify the variables of interest and try to determine if changes in
one variable (called the independent variable, or cause) result in changes in
another (called the dependent variable, or effect). Experimental research might
be used to determine if a certain material is fire-resistant or if a new teaching
method achieves better results.
This research paper uses quasi experimental study. The experiment is
treated to two groups and each of group is given different treatment. The first
group is taught by using Video and the other group is taught by using Picture.
The reason of this research uses quasi experimental study is to see the effect of
Video and Picture treatments to the eighth grade students’ listening
achievement.
C. Research Design
Before doing the research, the researcher arranged a research design.
Considering the purposes of the research and the nature of the problems, this
research is quantitative one. In this research, the researcher used quasi
experimental research, because in this research, the researcher does not control
all the variables that affected the experiment. This study was a quasi
experimental investigation as it sought to compare and measure the effect of
two different listening instructions (video and picture) on students’ motivation
and listeners’ comprehension. According to Hatch and Farhady (1981, p.23),
quasi experimental design is commonly implemented in applied linguistics
research although the design has some intermediate level of internal validity as
36
37
it is very difficult to carefully define many of the numerous variables involved

in language learning. Therefore, some factors such as subject selection,
instrumentation, and history, which may contribute to the internal validity of
the study, are controlled.
Table 3.1
Research Design Factorial Data Analysis 2 x 2
Instructional Media
Learning Motivation
Video (A1) Picture (A2)
High Motivation (B1) A1B1 A2B1
Low Motivation (B2) A1B2 A2B2
Explanation:
A1B1 = video learning with high motivation students

A2B2 = picture learning with high motivation students
A1B2 = video learning with low motivation students
A2B2 = picture learning with low motivation students
1. Controlling the Extraneous Variables

Extraneous variables are factors other than the independent variable that
might affect the dependent variable. The extraneous variables in this research
were related to internal and external validity. It was needed in experimental
research to control the internal and external validity. Experimental researchers
need to identify potential threats of their experiments and design them so that
these threats will not likely arise or are minimized. (Creswell, 2009, p. 162).
a) Internal Validity
Internal validity is the extent to which extraneous variables have been
controlled. Internal validity asks, do the experimental manipulations make
a difference? Campbell and Stanley (as cited by Creswell, 2009, p.163)
address eight types of extraneous variables which pose a threat to internal
validity. In this research, the researcher only put some of extraneous
variables which can make a threat in this research.
38
- History
History in here is events that occur between a pre and post-
measurement of the dependent variables. In controlling possible threats
from the history, the researcher gave the equal length of taking the research
for the control group and the experimental group.
The researcher gave a pre-test on August 3, 2015 to both the control
group and experimental group with listening comprehension test. After
that, from August 10 until October 7, 2015, both groups were taught with
the same material about listening but using different media, the control
class was used picture and the experimental class was used video. The
researcher gave the same starting points in the first meeting in which both
the control group and experimental group conducted the pre-test. Finally,
the researcher used the last meeting to give the post-test for both groups
which was conducted at the same time on October 14, 2015. Based on the
explanation above, the difference in the post-test scores between the two
groups was not due to the history events.
- Maturation
Maturation is internal conditions of the participants that change as a
function of time. Participants in an experiment may mature or change
during the experiment, thus influencing the results (Creswell, 2009, p.
163). Maturation is controlled in that the researcher should be manifested
equally in experimental and control groups.
Based on the explanation above, it is almost the same in controlling
the maturation with controlling the history. In here, the researcher gave the
equal length of taking the research for the control group and the
experimental group. The researcher gave the pre-test for the control group
and the experimental group at the same time which is on August 3, 2015.
After that, both groups were taught at the same length of time which spent
10 meetings. The teaching and learning were started from August 10, 2015
until October 7, 2015. Finally, the researcher used the last meeting to give
the post-test for both groups which was conducted at the same time on
October 14, 2015. Based on the explanation, it can conclude that the
participants in control group and experimental group matured at the same
rate. Both the control group and experimental group were manifested
equally.
- Statistical Regression
Statistical Regression is any change that can be attributed to the
tendency of extremely high or low scores to regress toward the mean. The
researcher paid attention to construct the instrument to avoid the threat
from statistical regression. She developed the research instrument of
listening in the form of multiple choices. This kind of test items was used
39
in the study to minimize the confounding of listening because it has no

production requirements. The test is also fast and easy to score because no
judgment is required on the part of the scorers.
As the test items were used to make a confident claim about the
effect of video and picture on students’ listening comprehension, the
reliability of the test were considered. The listening test that used in this
research was taken from TOEFL Junior Standard Test, the test used the
most up-to-date methods for language testing and are fair, reliable and
valid for intended purposes. Because the listening test had met the validity
and reliability, the researcher used this as the instrument to measure the
students’ achievement in listening comprehension test. By doing so, the
internal validity from the statistical regression was well controlled.
- Instrumentation (testing)
Instrumentation is changes that occur as a function of measuring the
dependent variable. Like maturation, the threat from testing was
controlled in that it was manifested equally in control and experimental
group. It is possible that a pre-test may sensitize participants in
unanticipated ways and their performance on the post-test may due to the
pre-test, not to the treatment. In controlling the threat from the
instrumentation, the researcher conducted the pre-test to the control and
experimental group at the same time. She was done it to make sure that
the different scores between the control and the experimental group were
because of different treatment, not because of the test.
- Selection
Selection is changes due to using different criteria to place the
participant in the various comparison groups. A threat in non-equivalent
control group design can caused from the selection of sample for the
control and experimental group. Based on this, the researcher chose two
intact groups randomly from six classes in the eighth grade of SMPN 8
Tangerang Selatan to control the threat.
Therefore, making separate classes to do the experiment in a school
is not allowed, so to make it easier the researcher use the classes that
already available in that school. The researcher chose two classes
randomly from the eighth grade for being the control and experimental
group to avoid the matching as the main threat of selection. She got two
classes; they were from class 8.4 and 8.5. Because the researcher also
taught in both of the classes, she believed that the participants will give
their best to learn the material and for the research. The participants didn’t
know that they were the subjects of a research. Based on the way how the
researcher took the sample, it could be assured that the threat from
selection could be controlled.
40
- Mortality
The mortality is related to lost cases, and cases on which partial data
are available. Participant drop out during an experiment due to many
possible reasons. The outcomes are thus unknown for these individuals
(Creswell, 2009, p. 163). The researcher controlled the participants’
presence during the research to avoid the threat of mortality. It was also to
make sure that there were no participants resigned during the research.
Because of the researcher also taught both classes in that school, so it was
not so difficult for the researcher to monitor the participants of the
research. The researcher used the attendance list to check the students’
presence during the teaching and learning activity, especially during the
time of the research. Based on the attendance list while the research
conducted, there was no students’ who was absent during the 12 meetings
of this research, it could be assured that there was no lost cases.
b) External Validity
In this research, to control the external validity the researcher
conducted a random selection to choose the participants from the population.
She was chose two classes randomly from the six classes then she got class 8.4
and 8.5.
After that, from the two sample classes, the researcher applied a test in
which she chose randomly the two classes to determine the class for
experiment. Then, she got 8.5 as the experimental group.
Therefore, both of the classes didn’t know that they were a subject of
a research that the researcher conducted in their class. They wouldn’t know
because the researcher also taught in their class based on the schedule given
from the school.
D. Variable of the Research

Based on the design above, it is shown that there are three variables in
this research. There are two independent variables and one dependent variable.
The two independent variables are teaching technique (video and picture
technique as variable A) and students’ motivation as variable B, and then the
last for the dependent variable is the Listening Comprehension (Y).
E. Population and Sample

This section deals with two points. Population and sample as elaborated
further in the following sections.
1. Population
Population can be defined as a group to whom the researcher would
like to generalize the result of the study. The total populations from class 7
until class 9 in SMPN 8 Tangerang Selatan are 601 students. There are 192
41
students at the eighth grade from six classes. Each class consists of 32
students.
The eighth graders are selected due to the fact that they are studying
more about listening and oral text, one of the obligatory materials given in
their grade based on the syllabus for the eighth grader from the Ministry of
Education.
2. Sample
Sample is the individual selections who will be participate to be
observed or questioned. It will be taken from the group on which
information is obtained. The group itself can be called by population.
In this section, cluster random sampling will be chosen in taking the
sample. Cluster random sampling is kind of random sampling method that
select of groups, or clusters of subject. It is considered as simple random,
and then more effective with larger number of cluster. It is also easier to
implement in school, and it is frequently less time consuming. Because
making separate classes to do the experiment in a school is not allowed, so
to make it easier the researcher use the classes that already available in that
school.
From the statement above the researcher took two classes to
investigate this study, the researcher took all the students in the selected
classes in the sample exactly 32 students who sit at class VIII.4 as the first
class by using video, and then 32 students who sit at class VIII.5 as the
second class by using picture technique.
42
Table 3.2
The Data of Grade VIII students of SMPN 8 Tangerang Selatan as the
population
Number of Number of
Class Note
Students Sample
VIII.1
32 -
(Regular class)
VIII.2
32 -
(Regular class)
VIII.3
32 -
(Excellent class)
VIII.4
32 32
(Regular class) Using Video
VIII.5
32 32
(Regular class) Using Picture
VIII.6
32 -
(Excellent class)
TOTAL 192 64
There are six classes of grade eight in SMPN 8 Tangerang Selatan. The
population of the research is 192 students, and the sample of the research will
take from 64 students.
F. The Technique of Collecting Data

The technique of collecting data in this research through two
instruments, those are questionnaire and test. Questionnaire is used to measure
the students’ motivation and test is used to measure the students listening skill.
The test is exactly listening test. It is to find out the score of listening skill.
The test is taken from the Listening Part in TOEFL Junior Standard
Test, because of the writer doesn’t have the authority to make her own listening
test. TOEFL Junior Standard Test is a paper-based test that measures Reading
Comprehension, Listening Comprehension, and Language Form and Meaning.
But, the writer only uses the Listening Comprehension part only.
The TOEFL Junior Standard English Learning Center offers an
"Exploring Language" feature to raise students' linguistic awareness. Students
engage in shorter text-completion activities, such as notes, emails,
announcements, brief biographies and book extracts. This kind of material is
also stated as an indicator in basic competence that Junior High School students
43
have to achieve in the 2013 Curriculum. So, the writer uses it as a source for
listening test and gets the students listening skill achievement.
G. Research Instrument
Research instrument is needed to collect data from the sample in an
investigation. It is considered a very important tool of collecting data. The
writer will find trustable data if she constructs, prepares and administers the
instrument perfectly. The data will prove whether or not the hypothesis is true.
Instruments are a means of collecting data and it can be in the form of the
observation sheet, questionnaire, interview and test. In order to know the effect
of instructional media (picture and video) in students’ motivation and listening
comprehension, the writer uses a test and questionnaire as the media for
collecting data in this research.
1. Students’ Learning Motivation Questionnaire

To get the data about students’ learning motivation, the writer used
questionnaire to get the students answer. The questionnaire given to the
students consists of 20 items about students’ learning motivation and in this
case it concerns about students’ motivation in learning English subject. There
are 20 items used 5 points Likert scale ranging from Strongly Disagree (1
point) to Strongly Agree (5 points). The questionnaire consists of several
questions indicating students’ learning motivation in English subject and it
will be later analyzed. For more details the scale of students’ learning
motivation is presented in the following table.
Table 3.3
Students’ Learning Motivation Questionnaire Scale
Definition Score (+) Score (-)
Strongly agree 5 1
Agree 4 2
Neither agree nor disagree 3 3
Disagree 2 4
Strongly disagree 1 5
44
Description:
SA : Strongly Disagree
A : Agree
NAND : Neither Agree nor Disagree
D : Disagree
SD : Strongly Disagree
The items in the questionnaire adapted from Gardner (1982)

Attitude/Motivation Test Battery (AMTB) for use with the secondary
school students studying English as a foreign language.
For more details, the scale of the students’ learning motivation
questionnaire is presented in the following table:
Table 3.4
The Indicators of Students Learning Motivation
No Aspects Indicators Kinds of Statements Total

Positive Negative
1 Intrinsic - Interesting in foreign language 1, 6 - 2
- Students’ integrative orientation. 4 7 2
- Students’ efforts toward the target 10 - 1
language group.
- Students’ interests toward the 11, 14 5 3
target language teacher.
- Students’ interests toward the 2, 12 15, 18 4
language course.
- Students’ desire to learn the 3, 9 8 3
language.
- Students’ efforts toward learning 16, 20 - 2
the language.
2 Extrinsic - Students’ efforts for reasons such 13 - 1

as grades.
- Students’ efforts for reasons such 17 - 1
as life goal.
- Students’ parental supports 19 - 1
toward learning English.
Total 15 5 20
45
2. The Test for Students Listening Comprehension

The test for the Listening Comprehension is taken from the
Listening Part in TOEFL Junior Standard Test, because of the writer doesn’t
have the authority to make her own listening test. TOEFL Junior Standard Test
is a paper-based test that measures Reading Comprehension, Listening
Comprehension, and Language Form and Meaning. But, the writer only uses
the Listening Comprehension part.
The TOEFL Junior tests are part of the TOEFL® Family of
Assessment, which also included the TOEFL iBT® test and the TOEFL®
ITP Assessment Series. Based on the long-standing and trusted heritage of the
TOEFL test, the TOEFL Junior tests use the most up-to-date methods for
language testing and are fair, reliable and valid for their intended purposes. The
TOEFL Junior® tests, intended for students ages 11+, provide real insight into
your students English communication to help them make the best decisions and
guide them on a path to success.
The TOEFL Junior Standard English Learning Center offers an
"Exploring Language" feature to raise students' linguistic awareness. Students
engage in shorter text-completion activities, such as notes, emails,
announcements, brief biographies and book extracts. This kind of material is
also stated as an indicator in basic competence that Junior High School students
have to achieve in the 2013 Curriculum. So, the writer uses it as a source for
listening test and gets the students listening skill achievement.
The Listening Comprehension section measures the students’ ability to
listen for instructional, social, and academic purposes. The section contains
three different question types, each designed to meet one these purposes:
- Classroom Instruction
In this question type, students’ will listen to a short talk by a teacher,
principal, librarian, or other school staff member. Each talk lasts 20 to 45
seconds. After the talk students’ will answer one question. The question
may ask you to identify the main idea or the purpose of the talk, or make an
inference or prediction based on what the speaker says.
- Short Conversation
In this question type, students’ will listen to a conversation between two
students or between a student and a school staff member, like a teacher or
librarian. The conversation last 60-90 seconds. After the conversation they
will answer 3-4 questions. The questions may ask to identify the main idea
or one of the important details of the conversation; to make an interference
or prediction based on the conversation; to identify why a speaker talks
about certain information; or to recognize how a speaker means when using
certain intonation or stressing certain words.
- Academic Listening
In this question type, students will listen to a classroom lecture or
discussion about an academic topic. After they listen, they will answer 4-5
46
questions. The question may ask you to identify the main idea or one of the
important details of the lecture or discussion; to make an inference or
prediction based on the lecture or discussion; to identify why a speaker talks
about certain information; or to recognize how a speaker feels or what a
speaker means when using certain intonation or stressing certain words.
The indicators of the listening comprehension test are presented in the
following table:
Table 3.5
The Indicators of Listening Comprehension Test
The Indicators Number of Total
measured question
aspect
Classroom  identify the main idea 4 1
Instruction  identify the purpose of the talk 3, 9 2
 make an inference 1, 5, 7, 10 4
 make prediction based on what 2, 6, 8 3
the speaker says
Short  identify the main idea 22 1
Conversation  identify one of the important 11, 12, 18, 20 5
details of the conversation 25
 identify why a speaker talks 13, 15, 19, 21,
about certain information 23, 25 6
 recognize how a speaker means 14, 16
when using certain intonation 2
 recognize how a speaker means 17, 24
when stressing certain words 2
Academic  identify the main idea of the 26, 30, 34, 39 4
Listening lecture or discussion
 identify one of the important 27, 32, 37, 41 4
details of the lecture or
discussion
 identify why a speaker talks 29, 31, 35, 38, 6
about certain information 40, 42
 recognize what a speaker 28, 33, 36 3
means when stressing certain
words
Total number of questions 42
(Adapted from The TOEFL Junior Standard English Learning Center page)
47
H. Statistical Hypothesis
The statistical hypothesis will be proposed:
1. Teaching Technique (audio picture and audio video)
Ho : MA1 ≤ MA2
Hi : MA1 > MA2
Ho : There is no significant difference between the students’ who were
taught by using picture and those who were taught by using video
on students listening comprehension.
Hi : There is significant difference between the students’ who were
2. Students Motivation
Ho : MB1 ≤ MB2
Hi : MB1 > MB2
Ho : There is no significant different of low motivation and high
motivation students’ on students’ listening comprehension
Hi : There is significant different of low motivation and high motivation
students’ on students’ listening comprehension
3. Between both teaching technique and students’ motivation

Ho : MAB1 ≤ MAB2
Hi : MAB1 > MAB2
Ho : There is no significant interaction between both teaching technique
and students’ motivation on students’ listening comprehension.
Hi : There is significant interaction between both teaching technique
I. Validity and Reliability

According to Basrowi (2010, p.17), a measurement can be said to have
validity, when the content of the measurement is eligible to measure an object
which should be measured and suitable with the fixed criteria. Validity means
an accuracy of an measurement in measuring data. In this research, the
researcher uses content validity to validate the instrument of listening test. She
uses an instrument of listening based on the material of learning. It is balanced
with the content of syllabus such as basic competence, indicators, the material
and learning objectives.
Referring Basrowi (2010, p.29) reliability is one that produced essential
the same result consistently on different occasion when the condition of the test
remains the same, reliability is also known as a measurement that has reliable
when that measurement is used to measure the data frequently but the result
keep in same. In line with that statement, reliability is one that produced
48
essential the same result consistently in different occasion when the condition
of the rest remains the same.
1) Instruments Validity
The writer uses Pearson Product Formula to calculate the validity of the
test and Alpha method in calculate the reliability of the test to achieve the
appropriateness of the test. (Arikunto, 2009, p.18). The following is the
formulation of Pearson Product Formula.
𝑛 ∑ 𝑋𝑖𝑌𝑖 − ∑ 𝑋𝑖. ∑ 𝑌𝑖
𝑟𝑖 =
𝑛. ∑ 𝑋𝑖 − ∑ 𝑋𝑖 𝑛. ∑ 𝑌𝑖 − ∑ 𝑌𝑖
Note: r1 = time score result X and Y for each respondent

∑ = score of test instrument X
∑ = score of test instrument Y
∑ = quadratic score instrument X
∑ = quadratic score instrument Y
The validity of each item from the column corrected item total
correction (rcount) compare with rtable. If rcount > rtable that item is valid or
otherwise using α = 0,05.
2) Instrument Reliability
To analyze the reliability of the instrument, the writer uses Cronbach
Alpha Method. It is used to determine the consistency of the interval among
the variables and instruments.
𝑛 ∑ 𝜎𝑖2
r11 = 1−
𝑛−1 𝜎𝑖2
49
Note :
r11 = reliability score

∑ = total variance score
= total variance
n = item score
3) Validity and Reliability Test of Listening Test Instrument

The writer didn’t make the test of Listening by herself; she used from
the TOEFL Junior, a test which was made from a trusted institution. So, the
writer believes that the test items that have been used for the research are
valid and reliable.
4) Validity and Reliability of Learning Motivation Instrument

Both validity and reliability of the other research instrument, learning
motivation questionnaire, had to be tested as well. The questionnaire
consists of 20 items to indicate student intrinsic and extrinsic learning
motivation. Likert scale was used to measure students’ responses to series
of statement of continuum from strongly agree to strongly disagree. The
respondents were offered a choice of five responses with the neutral point
to be agreed or disagreed. Each of five responses had numerical value
which was used to measure the motivation under investigation.
50
- Validity Test for Learning Motivation
Table 3.6
The Result of Validity Test from The Learning Motivation Questionnaire
No r Hitung r Tabel Keterangan

1 0,729 0,349 Valid
2 0,913 0,349 Valid
3 0,913 0,349 Valid
4 0,835 0,349 Valid
5 0,835 0,349 Valid
6 0,839 0,349 Valid
7 0,920 0,349 Valid
8 0,845 0,349 Valid
9 0,802 0,349 Valid
10 0,846 0,349 Valid
11 0,799 0,349 Valid
12 0,702 0,349 Valid
13 0,812 0,349 Valid
14 0,880 0,349 Valid
15 0,803 0,349 Valid
16 0,865 0,349 Valid
17 0,891 0,349 Valid
18 0,929 0,349 Valid
19 0,910 0,349 Valid
20 0,625 0,349 Valid
If the r account value of one test item was more than the r table, the
item was categorized as valid one. The result of validity test showed that r table
was 0,349. The result of validity test for the learning motivation instrument
from the 20 items showed that all of the items are valid.
51
- Reliability Test for Learning Motivation Questionnaire

The reliability test for the learning Motivation questionnaire used Alpha
methods, the result showed that from the 20 items in the questionnaire gained
good r alpha coefficient which was 0,975.
Case Processing Summary

N %
Cases Valid 32 50.0
a
Excluded 32 50.0
Total 64 100.0
Reliability Statistics
Cronbach's Alpha N of Items

.975 20
J. The Technique of Data Analysis

Technique of data analysis used in this study will be aimed to
examine the four statements of hypotheses as mentioned previously. Therefore,
the technique that will be used is ANAVA 2 (two) ways or two dimensional
analysis of variance. The purpose of using this kind of technique to get the
result about significance differentiate from two independent variables to
dependent variable. The independent variables are the A factor which are,
Video (A1) and Picture (A2). The other independent variables are the B factors
which are High Motivation Students’ (B1) and Low Motivation Students’ (B2).
Before using ANAVA 2 (two) ways, there are some steps that
must be accomplished, they are:
1. Normality Test
Normality test is conducted to know whether the population of Y and X
variable are distributed normally or not. In this study, the normality test
used Kolmogorov-Smirnov method. (Suparman, 2012, p.34).
Data is considered normal if Fobserved < Ftable tested with a significance
level α = 0,05. As for the linear data if Fobserved < Ftable tested with a
significance level 2 = 0.05
52
2. Homogeneity Test
Homogeneity test is used to test the variance homogeneity between Y
variable score which is categorized based on the similarity of X score.
Homogeneity test in this study is done by the help of SPSS. This is
commonly referred to as the assumption of homogeneity of variance.
The data research which has been collected from a homogeneous
population if adequate significance is α = 0,005. If Fobserved < Ftable , so it can
conclude that the data is homogeny.
\
53
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the effect of video and picture and learning
motivation to enhance students’ listening comprehension in the eighth grade
students’ of SMPN 8 Tangerang Selatan. Descriptive analysis of data, testing of
hypotheses is explained and the findings are discussed.
A. Research Findings
1. The Data Description
As indicated in the previous chapter, the research question generates
three hypotheses used to address the difference between the two types of
listening instruction (with pictures and with video) in terms of their effect on
students’ scores of listening exercises. This section, however, mainly presents
the gathered data and their analysis. The data description was taken from the
population with 32 students as sample of the research. The data described in
this chapter are: 1) Data of students’ listening comprehension using video, 2)
Data of students’ listening comprehension using picture, 3) Data of students’
listening comprehension with high learning motivation, 4) Data of students’
listening comprehension with low learning motivation, 5) Data of listening
comprehension of students with high learning motivation using video, 6) Data
of listening comprehension of students with high learning motivation using
picture, 7) Data of listening comprehension of students with low learning
motivation using video, and 8) Data of listening comprehension of students
with low learning motivation using picture. The data presented in the data
labels.
Three variables researched were two independent and one dependent.
The independent ones were teaching–learning media and students’ learning
motivation. The dependent one was students’ listening comprehension. The
data analyzed was obtained from test and questionnaire both of which were
scored in numeric.
The scores of the test were 1 for a correct answer and 0 for an incorrect one.
The total score for listening test was 100, minimum score was 0 and maximum
score for listening test was 100 of 42 items of questions. The questionnaire
showed respondents’ response to each item of statements by scale which begins
from 5 to respond strongly agreement to 1 to show strongly disagreement.
The data of listening comprehension test was taken two times that was
before and after treatment. Each data contained group scores of students
learning by video as an experiment group and students’ learning picture as a
controlled group. Data of students’ learning motivation was taken once before
treatment given. It contained two group data of learning motivation of students
in video and picture class. In next discussion, the data of each group were
simply labeled as what in the table below.
53
54
Table 4.1
The Data Labels
No. Label Meaning
1 A1 Data of students’ listening comprehension using video
2 A2 Data of students’ listening comprehension using picture
3 B1 Data of students’ listening comprehension with high learning

motivation
4 B2 Data of students’ listening comprehension with low learning
motivation
5 A1B1 Data of listening comprehension of students with high learning
motivation using video
6 A2B1 Data of listening comprehension of students with high learning
motivation using picture
7 A1B2 Data of listening comprehension of students with low learning
motivation using video
8 A2B2 Data of listening comprehension of students with low learning
motivation using picture
The data analyzed was obtained from test and questionnaire both
of which were scored in numeric. The data analyzed with ANAVA 2 (two)
ways. Based on the results, the data can be described as listed in the data
analysis table below.
55
Table 4.2
The Data Analysis of Listening Comprehension with Anava Two Ways
Learning Media
Learning
Statistics Total
Motivation Video (A1) Picture (A2)
A1B1 A2B1 B1
N 21 21 42
X 1523 1519 3042
High X2 2319529 2307361 9253764
(B1) ̅ 72.5238 72.3333 72,4285
SD 7.89062 1.07347 9,30550
A1B2 A2B2 B2
N 11 11 22
X 534 345 879
Low X2 285156 119025 772641
(B2) ̅ 48.5455 31.3636 39,9545
SD 8.11620 9.83130 12,43833
A1 B1
N 32 32 64
X 2057 1864 3921
X2 4231249 3474496 15374241
Total ̅ 64,2812 58,25 61,2656
SD 13,9751 22,2797 18,6974
56
a) Descriptive Analysis of Students’ Listening Comprehension using

Video (A1).
A1 was the data of students listening comprehension taught by

using Video. The data was taken from 32 samples that were taught by
using Video, the data’s descriptive statistics was presented below.
Table 4.3
Descriptive Statistics of A1
N Valid 32
Missing 32
Mean 64.2812
Std. Error of Mean 2.47048
Median 66.0000
Mode 66.00a
Std. Deviation 1.39752E1
Variance 195.305
Range 53.00
Minimum 35.00
Maximum 88.00
Sum 2057.00
Referring to the Table 4.3, this data statistics derived from students’
listening comprehension scores taught by using Video. The maximum
score was 100, from 32 respondents, the highest score was 88 and the
lowest score was 35. The central tendency of data was distributed around
the mean, 64.28, the median 66.0, and the mode, 66.0. Standard deviation
was 13.97. It indicated that most students had almost the same
achievement. The distribution was normal because the mean, the median
and the mode were nearly equal to each other. This is the histogram graph.
57
Histogram
Figure 4.1. Graph of Students’ Listening Comprehension Taught by Using

Video
b) Descriptive Analysis of Students’ Listening Comprehension using

Picture (A2).
A2 was the data of students listening comprehension taught by using

Picture. The data was taken from 32 samples that were taught by
Picture, the data’s descriptive statistics was presented below.
58
Table 4.4
Descriptive Statistic of A2
N Valid 32
Missing 32
Mean 58.2500
Median 62.5000
Mode 71.00a
Variance 496.387
Range 76.00
Minimum 14.00
Maximum 90.00
Sum 1864.00
listening comprehension scores taught by using Picture. The maximum score
was 100, from 32 respondents, the highest score was 90 and the lowest score
was 14. The central tendency of data was distributed around the mean, 58.2, the
median 62.5, and the mode, 71.0. Standard deviation was 22.27. It indicated
that most students had almost the same achievement. The distribution was
normal because the mean, the median and the mode were nearly equal to each
other. This is the histogram graph.
Histogram
59
Figure 4.2. Graph of Students’ Listening Comprehension Taught by Using

Picture.
c) Descriptive Analysis of Students’ Listening Comprehension with

high learning motivation (B1).
B1 was the data of students listening comprehension with high

learning motivation. The data was taken from 42 samples from the
students in both classes that had high learning motivation based on the
questionnaire result; the data’s descriptive statistics was presented
below.
Table 4.5
Descriptive Statistic of B1
N Valid 42
Missing 22
Mean 72.4286
Median 71.0000
Mode 69.00a
Std. Deviation 9.30550
Variance 86.592
Range 36.00
Minimum 54.00
Maximum 90.00
Sum 3042.00
listening comprehension scores with high learning motivation students.
The maximum score was 100, from 42 respondents, the highest score
was 90 and the lowest score was 54. The central tendency of data was
distributed around the mean, 72.4, the median 71.0, and the mode, 69.0.
Standard deviation was 9.30. It indicated that most students had almost
the same achievement. The distribution was normal because the mean,
the median and the mode were nearly equal to each other. This is the
histogram graph.
60
Histogram
Figure 4.3. Graph of Students’ Listening Comprehension with High Learning

Motivation.
d) Descriptive Analysis of Students’ Listening Comprehension with

low learning motivation (B2).
B2 was the data of students listening comprehension with low

learning motivation. The data was taken from 22 samples from the
students in both classes that had low learning motivation based on the
questionnaire result; the data’s descriptive statistics was presented
below
61
Table 4.6
Descriptive Statistic of B2
N Valid 22
Missing 42
Mean 39.9545
Median 42.0000
Mode 42.00
Variance 154.712
Range 45.00
Minimum 14.00
Maximum 59.00
Sum 879.00
Referring to the Table 4.6, this data statistics derived from
students’ listening comprehension scores with low learning motivation
students. The maximum score was 100, from 22 respondents, the highest
score was 45 and the lowest score was 14. The central tendency of data
was distributed around the mean, 39.9, the median 42.0, and the mode,
42.0. Standard deviation was 1.24. It indicated that most students had
almost the same achievement. The distribution was normal because the
mean, the median and the mode were nearly equal to each other. This is
the histogram graph.
62
Histogram
Figure 4.4. Graph of Students’ Listening Comprehension with Low Learning

Motivation.
e) Descriptive Analysis of Students’ Listening Comprehension with

high learning motivation taught by using Video (A1B1).
A1B1 was the data of students listening comprehension with high

learning motivation taught by using Video. The data was taken from 21
samples that identified as high learning motivation students. The data’s
descriptive statistics was presented below.
63
Table 4.7
Descriptive Statistic of A1B1
N Valid 21
Missing 43
Mean 72.5238
Median 71.0000
Mode 66.00a
Variance 62.262
Range 27.00
Minimum 61.00
Maximum 88.00
Sum 1523.00
Referring to the Table 4.7, this data statistics derived from listening
comprehension scores of 21 students with high learning motivation which
was taught by using Video. The maximum score was 100, from 21
respondents, the highest score was 88 and the lowest score was 61. The
central tendency of data was distributed around the mean, 72.5, the median
71.0, and the mode, 66.0. Standard deviation was 7.89. It indicated that
most students had almost the same achievement. The distribution was
normal because the mean, the median and the mode were nearly equal to
each other. This is presented in the histogram graph below.
Histogram
64
Figure 4.5. Graph of Students’ Listening Comprehension with High

Learning Motivation Taught by Using Video.
f) Descriptive Analysis of Students’ Listening Comprehension with

low learning motivation taught by using Video (A1B2).
A1B2 was the data of students listening comprehension with low

learning motivation taught by using Video. The data was taken from 11
samples that identified as low learning motivation students. The data’s
Table 4.8
N Valid 11
Missing 53
Mean 48.5455
Median 50.0000
Mode 50.00a
Variance 65.873
Range 24.00
Minimum 35.00
Maximum 59.00
Sum 534.00
comprehension scores of 21 students with low learning motivation which
was taught by using Video. The maximum score was 100, from 11
65
Histogram
Figure 4.6. Graph of Students’ Listening Comprehension With Low

Learning Motivation Taught by Using Video.
g) Descriptive Analysis of Students’ Listening Comprehension with

high learning motivation taught by using Picture (A2B1).
A2B1 was the data of students listening comprehension with high

learning motivation taught by using Picture. The data was taken from 21
66
Table 4. 9
N Valid 21
Missing 43
Mean 72.3333
Median 71.0000
Mode 71.00a
Variance 115.233
Range 36.00
Minimum 54.00
Maximum 90.00
Sum 1519.00
comprehension scores of 21 students with high learning motivation which
was taught by using Picture. The maximum score was 100, from 21
Histogram
67
Figure 4.7. Graph of Students’ Listening Comprehension With High Learning

Motivation Taught by Using Picture.
h) Descriptive Analysis of Students’ Listening Comprehension with

low learning motivation taught by using Picture (A2B2).
A2B2 was the data of students listening comprehension with low

learning motivation taught by using Picture. The data was taken from 11
Table 4.10
N Valid 11
Missing 53
Mean 31.3636
Median 30.0000
Mode 28.00a
Variance 96.655
Range 31.00
Minimum 14.00
Maximum 45.00
Sum 345.00
comprehension scores of 11 students with low learning motivation which
was taught by using Picture. The maximum score was 100, from 11
68
Histogram
Figure 4.8. Graph of Students’ Listening Comprehension With Low

Learning Motivation Taught by Using Picture.
2. Prerequisite Test Analysis

In order to attain valid outcomes, some prerequisite tests must be
carried out to certify the hypotheses. To test the hypothesis in a 2x2 factorial
design with analysis of variance technique (ANAVA) two ways, it was
necessary to prerequisite test analysis first, which is the mean of the scores or
data to be tested should have a normal distribution, derived from a
homogeneous sample, as well as the mutual independence. The essential tests to
accomplish were Normality and Homogeneity of certain data used.
a. Normality Test
Normality test was used to test the data, if the data has a normal
distribution or not. Normality was no longer as something that was
assumed, but it has become something that was required in performing a
statistical test of the average difference. The normality were test taken from
both classes, and because the sample in each class was less than 50 then the
test was done by using the Shapiro–Wilk test. It was analyzed with SPSS
version 16.
The test criteria used at the significance level of 5%, which means that
if the number probability > 0.05, it can be concluded that the data has a
normal distribution.
The results of the Shapiro–Wilk test can be seen in the table 4.11.
69
Table 4.11
Table Tests of Normality
Kolmogorov–Smirnova Shapiro–Wilk
Statistic df Sig. Statistic df Sig.
*
.111 32 .200 .970 32 .488
.154 32 .052 .935 32 .056
From the data above it can be seen that the Sig Value from
experimental and the control class, each has Sig value of 0.488 and 0.056. Both
of the them had Sig value > 0.05, so it can be concluded that the data above are
normally distributed.
b. Homogeneity Test.
Homogeneity test is a test conducted to determine whether there are
similarities variants of the number of samples used in the study (Budiyono,
2004: 175). In order to test whether the experimental group that were treated
with video and control groups homogeneous or not, it was carried out with
the calculation of equivalence test (alignment) and used the homogeneity
test sample.
The criteria used in the significance level of 5%, which means that if
the probability number > 0.05 then H accepted, it meant that the samples
have the same variance or can be homogeneous. Here are the results of Chi–
Square test.
Table 4.12
Test Statistics
Postest_Experiment Postest_Control
a
Chi–Square 7.187 7.375b
Df 18 20
Asymp. Sig. .988 .995
From the data above it can be seen that, the variable in Asymp. Sig V
Learning Outcomes Value in the control and experimental classes, each of
them has a value of 0.988 and 0.995. Both of them had Sig valued > 0.05,
so it can be concluded that the above data is Homogeneous.
70
3. The Testing of Hypotheses
Normality and homogeneity test is the first step before hypothesis test.
Then the next step is to test the hypothesis. To determine the effect of the use
of video and picture evaluated from students' motivation, conducted with test
Analysis of Variance (ANOVA) two ways at significance level (α) = 5%.
Analysis of Variance (ANOVA) is an inferential techniques used to test the
differences in mean values (Arikunto, 2007, p. 401).
The statistical hypothesis:
1) Teaching Technique (picture and video)

Ho : There is no significant difference between the students’ who were
taught by using picture and those who were taught by using audio
video on students listening comprehension.
Hi : There is significant difference between the students’ who were
2) Students Motivation
Ho : There is no significant different of low motivation and high
Hi : There is significant different of low motivation and high
3) Between both teaching technique and students’ motivation

Ho : There is no significant interaction between both teaching technique
Hi : There is significant interaction between both teaching technique and
students’ motivation on students’ listening comprehension.
Output results of 2x2 factorial analysis of variance designs that can be

used to prove the hypothesis presented in Table Tests of between Subjects
Effects as follows:
71
Table 4.13
Table Tests of Between Subject Effect
Type III Sum

Source df Mean Square F Sig.
of Squares
Corrected Model 16849.307a 3 5616.436 65.116 .000
Intercept 182345.119 1 182345.119 2.114E3 .000
Class 1089.297 1 1089.297 12.629 .001
Motivasi 15225.244 1 15225.244 176.519 .000
Class * Motivasi 1042.047 1 1042.047 12.081 .001
Error 5175.177 60 86.253
Total 262247.000 64
Corrected Total 22024.484 63
The output results of analysis as presented in Table Test of Between–

Subjects Effects indicate that the coefficient for the hypothesis Sig 1–3 (Class
hypotheses, motivation, and interaction between the Class and Motivation)
entirely < alpha specified (5%) which is 0.05. It can be concluded that:
1. Ho stated that there was no significant difference between the students’

who were taught by using picture and those who were taught by using
audio video on students listening comprehension rejected, so that it can
concluded that there was significant difference between the students’
who were taught by using picture and those who were taught by using
video on students listening comprehension.
2. Ho stated that there was no significant difference between of low

motivation and high motivation students’ on students’ listening
comprehension rejected, so that it can concluded that there was
significant different of low motivation and high motivation students’ on
students’ listening comprehension.
3. Ho stated that there was no significant interaction between both teaching

technique and students’ motivation on students’ listening
comprehension rejected, so that it can conclude that there was
significant interaction between both teaching technique and students’
motivation on students’ listening comprehension.
72
B. Discussions
Three research questions guided this study. The first research question
involved determining the overall effect of using learning media on students’
listening comprehension. The second research question involved determining
the difference influence of students learning motivation in students listening
achievement and the third research question involved determining the
interactional effect between learning media and learning motivation to students
listening comprehension. After analyzed the data and tested the hypotheses to
examine the effect of Video and Picture and learning motivation to enhance
students’ listening comprehension, the results were discussed as follows:
1) The Effect of Video and Picture on Students’ Listening Comprehension.

The result of the first hypothesis confirmed that Hi was accepted and
there was significant difference between the students’ who were taught by using
picture and those who were taught by using video in their listening
comprehension. The results in this study indicated that both of the learning
media (video and picture) was effective in teaching listening skills. It can be
seen from the result of their listening achievement before and after the
treatment. There were significant difference between the score from the pre–test
and post–test. Therefore, using video was more effective in learning listening
than using picture. It can be seen from the students’ listening achievement. The
mean results from students’ listening achievement when using video was 64.28,
while using picture was 58.25.
The use of video in teaching listening was more effective because
students learn more through videos and they could see the situation and its
participants, it can also provide samples of real–life situations. Learning
listening using video also more entertaining and fun, since almost all real–life
listening experiences are accompanied by dynamic visuals (Feak, Salehzadeh,
2001, p. 45), video media is a more authentic medium for teaching listening
comprehension. It seems that students perceive the video input as more
authentic, with possibly more information, or simply they feel more
comfortable with information accompanied with images. Students learn more
through videos because they could see the situation and its participants.
Therefore, through the video the students could also see the body language,
facial expressions, and gestures of a speaker provide additional information to
the listener. While with a picture the students’ could only see the speakers
without being able to see the body language and gestures of the speakers. So,
video is effective to be one of the teaching media in enhancing students’
listening comprehension achievement. Therefore, picture is also can be an
alternative way to teaching listening comprehension.
The effectiveness of visual aids has been found to be higher than that of
the lecture method. Visual aids such as video and picture have been used to
enhance learning successfully and teachers are taught and encouraged to utilize
73
instructional media when teaching. They can therefore exploit current

techniques at their disposal.
According to Azikiwe (2007, p. 108), instructional media cover whatever
the teacher uses to involve all the five senses of sight, hearing, touch, smell and
taste while presenting his/her lessons. They are very important in language
teaching, especially the foreign language, because they facilitate the direct
association between sounds and their symbols and also words and the objects
they represent. They help to vividly illustrate meanings of things because they
are associated with materials used by the teacher to improve the quality of his
teaching.
Teachers should be innovative enough and ready to venture out to
environment so as to improve teaching and enhance learning (Aggarwal, 2009,
p. 76). Visual methods in teaching and learning create longer lasting
experiences and relate readily to other sensory experiences. Parallel with
developments in technology, video use in language teaching environments for
improving listening comprehension has been on the rise (O’Brien &
Hegelheimer, 2007, pp. 162–180). This is fairly understandable approach, since
videos have distinct advantages for improving listening abilities. Video has the
power to make listening more authentic by presenting context, discourse,
paralinguistic features, and culture (Coniam, 2001, pp. 1–14). These non–verbal
clues, complementary to aural input, may help listeners understand better.
2) The Different Influence of Students’ Learning Motivation in Students’

Listening Achievement.
The result of the second hypothesis test confirmed that students with
high learning motivation who were taught by using video had higher average
score than those with low learning motivation who also taught by using video in
their listening comprehension. The students with high learning motivation who
were taught by using picture also had higher average score than those with low
learning motivation who were taught by using picture in their listening
comprehension.
The results in this study indicated that students’ who had high motivation
tend to have good achievement, while students who had low motivation tend to
have relatively lower achievement. Motivation is one of the factors to determine
the success of a person. The learning process will be efficient if it accompanied
with motivation. So, motivation is an important thing to get better achievement
and teacher should know what kind of strategies in teaching and learning
activity that can gain students’ motivation in learning English especially in
learning listening skill. When students’ were motivated to learn, it can lead to
better achievement.
According to Rost (2006, p. 2), there are two main reasons why
motivation is so important. The first is that motivation arouses students’
interest. The second is that motivation helps the students keep their enthusiasm.
74
In terms of language learning, motivation defines as the combination of effort

that refers to the time spent for studying the language and desire that shows
how much the learner wants to become proficient in the language and affect that
refers to enjoyment in learning the language. Students differ widely in their
motivation in learning English. Students’ learning motivation makes teaching
and learning immeasurably easier and more pleasant as well as more
productive. So, how to keep students’ interest in learning must be focused.
Without interest, motivation and variation in teaching and learning, students’
certainly feel bored with listening.
There are two kinds of motivation that can affect students’ in learning
foreign language; they are intrinsic motivation and extrinsic motivation.
Intrinsic motivation comes from inside an individual or the students’, it is
related to the curiosity and students’ interest in learning such material or subject
and it can lead them to know better and to master the material so they can get
better achievement. Extrinsic motivation related to external factors that force,
initiate, and guide an individual to act or do something. For example, when a
teacher delivered a material and he or she uses a lot of variation, it can enhance
the students’ motivation to learn the material and it lead to their better
achievement.
3) Interactional Effect Between Learning Media Used and Learning

Motivation to Students’ Listening Comprehension.
To know whether there was any interactional effect of learning media
used and learning motivation on students’ listening comprehension, hypothesis
3 was tested as Ho= Int. A×B = 0 and Hi= Int. A×B ≠ 0 (A was teaching-
learning media while B was students’ learning motivation). Based on the Tests
of Between-Subjects Effects, p value (Sig.) of B*A= 0.001 (< 0.05). It meant
that Ho was rejected because there was significant interaction between
independent variables (learning motivation and teaching-learning media).
Descriptive statistics indicated that students with high learning motivation who
were taught by using video had higher average score in listening
comprehension than those who were taught by using picture. Thus, students
with low learning motivation who were taught by video had higher average
score than those who were taught by picture.
Those findings ensure that each different media (video and picture)
effective in teaching listening skills. In this research, video learning
successfully helps to enhance students’ listening comprehension as well as
picture learning does. This result has indicated that listening achievement is
caused by interaction effects between learning motivation owned by students
and media used.
As Nunan (2003, p. 22) stated that motivation and learning attitude are
important factors influencing achievement. Therefore, students must be
motivated enough to achieve learning either intrinsically or extrinsically in any
75
different media. The low or high motivation to learn English finally influenced
the result of the learning. The higher motivation will result in higher
achievement, while the lower one will also result the lower achievement, it
means that the high motivation has encouraged and supported students to put all
of their effort to master listening skill.
Listening comprehension is one of the important aspects in language
learning. The processes of listening in the classroom involve a teacher and
students. When teaching Junior High School students, the teacher should make
the learning process enjoying because children love to play and learn best when
they are enjoying it. By using video and picture it is expected that students can
improve their listening skill with learning by playing. So, they will enjoy and
easy to receive the material.
In language learning context, it is believed that children will learn a
foreign language more effectively under certain conditions. When teaching
learning process is fun and natural, then it will make the students more
effectively in learning the target language.
The use of radio, tape recorders, film, projectors and pictures in
teaching appeals to the eye because they attract attention and sustain interest by
illustrating relationships like similarities and contrasts of activities in a way that
conveys messages better than words could do. Such aids in teaching are closer
to real life situations. They provide immediate feedback to learners on their
performance and help to save teaching time because they speed up the learning
process better than lengthy descriptions if words were to be used. Students who
are not able to be stimulated by other techniques can indeed be stimulated by
picture, film, chart, recorded tapes and other instructional material.
One of the ways to orient learners to a listening comprehension task is
by providing them visual material. Video and picture are the example of
teachers.
Teachers should know which kind of learning media that can be
effective used in their classroom. In learning listening skill, it is better to use
Video than Picture. Learners are more motivated to cope with the instruction
when given the opportunity to study with the use of video materials. It was
because videos include both aural and visual information and it also closer to
the real life situations. When the students feel entertaining and enjoy the
material it can gained their motivation to study the material and could enhance
their achievement in the material.
76
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
In teaching listening skill, a teacher should be able to provide the
students with some learning media to help them increase in learning
comprehension. This is aimed at giving the students motivation in learning
listening skill. The conclusion of this research is drawn from the findings and
discussions presented in Chapter IV. The conclusions are described in the
following paragraph.
There was significant difference on listening comprehension by students
who were taught with Video than those who were taught with Picture.
However, Video is more effective than Picture to enhance students’ listening
comprehension.
with high learning motivation who were taught with Video than those with high
learning motivation who were taught with Picture. However, video is more
effective to use in teaching listening comprehension.
with low motivation students’ who were taught with Video than those with low
learning motivation students’ who were taught with Picture. In other words,
video is more effective to use in teaching listening comprehension.
There was interactional effect of learning media (Video and Picture) and
students’ motivation toward students’ listening comprehension. Thus, it was
concluded by the writer that the learning media used in teaching and learning
and the level of students’ learning motivation interactively influence the ability
of students’ listening comprehension. In summary, students’ listening
comprehension caused by interactional effects between the learning media that
used by the teacher and students’ learning motivation.
The use of Video and Picture can be an alternative technique in teaching
listening comprehension. Therefore, using video showed better result than using
picture both in low motivation and high motivation students in their listening
comprehension result.
B. Suggestions
Based on the result of the research, it can be delivered some suggestions
related to the use of instructional media to enhance students’ listening
comprehension.
For the English teachers, hopefully they can improve their
professionalism, confidence, knowledge, and skills to create the good strategies
for teaching. So, they can reach a good quality of teaching learning process and
the students’ English achievement too.
76
77
English teacher should consider the use of instructional media in

teaching English skill in the classroom, especially in teaching listening skill.
There are a lot of media that can be used by the teacher to enhance students’
motivation in learning English using the media. The example is using Video
and Picture in teaching listening skills.
English teacher can used another kind of video, which, in this research
was more effective in teaching listening skill. Another form of video such as
DVD or podcast (iPod broadcast) can also use in teaching listening skill for the
students who use English as a foreign language.
For the institution which related to this research. Hopefully it can be a
reference for the innovation of education program. The writer also expect that
the government can evaluate the curriculum that was not improve the quality of
teaching learning process and the students English achievement, provide the
facilities which support the teaching learning aim.
School also has a role in the success of students’ achievement in the
classroom. Especially in learning listening skill which should have its own lab
in the teaching and learning activities.
For the students’, they can learn listening skill not only in the classroom,
but they can use many kind of sources for listening skill such as video, movie,
audio, or podcasts from the internet. The success in learning English not only
the duty of the English teacher, the motivation from the students’ itself also had
a great effect for their achievement.
For the writer, this research can give the idea in teaching listening skill
using media. Hopefully this research can improve her ability to teach listening
skill and motivated her students to enhance their motivation and their listening
comprehension.
For the future researcher, the writer hope that the use of media can be
developed such as using online and interactive media in teaching listening skill.
78
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APPENDICES
 Appendix. 1 Eighth Grade Junior High School Syllabus
 Appendix. 2 Lesson Plan
 Appendix. 3 Listening Test
 Appendix. 4 Pre-Test Score from Experiment and Control Class
 Appendix. 5 Post-Test Score from Experiment and Control Class
 Appendix. 6 Questionnaire Test
 Appendix. 7 Questionnaire Test Result
84
85
APPENDIX 1
Eighth Grade Junior High School Syllabus
85
86
SILABUS SMP/MTs
Mata Pelajaran : Bahasa Inggris

Kelas : VIII
Kompetensi Inti :
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun,
percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam 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.
Materi Pokok/Materi Alokasi

Kompetensi Dasar Kegiatan Pembelajaran Penilaian Sumber Belajar
Pembelajaran Waktu
1.1. Mensyukuri
kesempatan
dapat
mempelajari
bahasa Inggris
sebagai bahasa
pengantar
komunikasi
Internasional
yang diwujudkan
87

Pembelajaran Waktu
dalam semangat
belajar
2.1. Menunjukkan
perilaku santun
dan peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.
2.2. Menunjukkan
perilaku jujur,
disiplin, percaya
diri, dan
bertanggung
jawab dalam
melaksanakan
komunikasi
transaksional
dengan guru dan
teman.
2.3. Menunjukkan
perilaku
tanggung jawab,
peduli,
kerjasama, dan
cinta damai,
dalam
melaksanakan
komunikasi
fungsional.
88

Pembelajaran Waktu
3.1 Menerapkan Teks lisan dan tulis untuk (a) Masing-masing menggunakan prosedur KRITERIA PENILAIAN 8 JP  Buku Teks wajib
struktur teks dan meminta perhatian, (b) yang sama
unsur mengecek pemahaman, (c)  Keteladanan
 Tingkat ketercapaian
kebahasaan menghargai kinerja yang ucapan dan
Mengamati fungsi sosial (a)
untuk baik, dan (d) meminta/ tindakan guru
meminta perhatian, menggunakan
melaksanakan mengungkapkan pendapat  Siswa terbiasa atau sering mendengar (b) mengecek
fungsi sosial dari serta responnya dan menyaksikan guru dan warga setiap tindakan
pemahaman, (c) komunikasi
ungkapan sekolah lain (a) meminta perhatian, (b) menghargai kinerja
meminta mengecek pemahaman, (c) menghargai interpersonal/
Masing-masing diajarkan yang baik, dan (d)
perhatian, kinerja yang baik, dan (d) transaksional
secara terpisah meminta/mengungka
mengecek meminta/mengungkapkan pendapat dengan benar dan
pkan pendapat, serta akurat
pemahaman, serta meresponnya, dalam bahasa responnya.
Fungsi sosial
menghargai Inggris, bahasa Indonesia, dan bahasa
 Contoh peragaan
kinerja yang baik, Menjaga hubungan lain, dengan unsur kebahasaan yang  Tingkat kelengkapan dalam bentuk
dan meminta dan interpersonal dengan guru dan dipilih untuk mendekatkan hubungan dan keruntutan rekaman
mengungkapkan interpersonal dengan siswa struktur teks (a)
teman CD/VCD/
pendapat, serta (keteladanan). meminta perhatian,
DVD/kaset
responnya, sesuai (b) mengecek
dengan konteks Struktur teks  Siswa dituntut untuk mencontoh pemahaman, (c)  Contoh interaksi
penggunaannya. keteladanan tersebut dengan (a) menghargai kinerja tertulis
(ungkapan hafalan, tidak meminta perhatian, (b) mengecek yang baik, dan (d)
4.1 Menyusun teks perlu dijelaskan tata pemahaman, (c) menghargai kinerja  Contoh teks
meminta/mengungka
lisan sederhana bahasanya) yang baik, dan (d) tertulis
pkan pendapat, serta
untuk meminta/mengungkapkan pendapat responnya.
a. Excuse me. Attention,  Sumber dari
mengucapkan serta meresponnya, dalam bahasa
please. Yes, please. internet, seperti:
dan merespon Inggris dan bahasa lainnya.  Tingkat ketepatan
Alright., dan semacamnya
ungkapan unsur kebahasaan:
- www.dailyengli
meminta b. She’s kind, isn’t she? Yes, Menanya tata bahasa, kosa
sh.com
perhatian, she is. Understood? Is it kata, ucapan,
mengecek clear? Yes, Sir., dan Dengan bimbingan dan arahan guru, tekanan kata, - http://america
pemahaman, dan semacamnya. siswa menanyakan dan intonasi, ejaan, tanda nenglish.state.
menghargai mempertanyakan antara lain tentang baca, tulisan tangan. gov/files/ae/re
kinerja yang baik, c. That’s great. It’s beautiful. perbedaan antara ungkapan (a) meminta source_files
serta meminta Excellent! Thanks you., perhatian, (b) mengecek pemahaman, (c)  Sikap santun, peduli,
dan dan semacamnya. menghargai kinerja yang baik, dan (d) dan percaya diri yang - http://learnen
mengungkapkan meminta/mengungkapkan pendapat, menyertai (a) glish.britishcou
d. What do you think? Rudi meminta perhatian,
pendapat dengan serta responnya, dalam bahasa Inggris
89

Pembelajaran Waktu
memperhatikan did it well, didn’t he? Is dengan yang ada dalam bahasa (b) mengecek ncil.org/en/
fungsi sosial, that how you say it? Yes, I Indonesia, kemungkinan menggunakan pemahaman, (c)
struktur teks, think so. I don’t think so. ungkapan lain, akibat jika tidak menghargai kinerja
dan unsur No., dan semacamnya. melakukan, dsb. yang baik, dan (d)
kebahasaan yang meminta/mengungka
benar dan sesuai Unsur kebahasaan Mengumpulkan Informasi pkan pendapat, serta
konteks responnya.
(1) Kosa kata: kata sifat  Siswa mendengarkan dan
sederhana menyaksikan banyak contoh interaksi
(2) Tata bahasa: kata (a) meminta perhatian, (b) mengecek
rujukan it, they, these, pemahaman, (c) menghargai kinerja
those, that, this. CARA PENILAIAN:
yang baik, dan (d)
(3) Penggunaan nominal meminta/mengungkapkan pendapat
singular dan plural secara serta responnya dalam bahasa Inggris Kinerja (praktik)
tepat, dengan atau tanpa dari film, kaset, buku teks, dsb.
Simulasi dan/atau
a, the, this, those, my,
 Siswa menirukan contoh-contoh bermain peran (role play)
their, dsb secara tepat
interaksi (a) meminta perhatian, (b) dalam melakukan (a)
dalam frasa nominal
mengecek pemahaman, (c) menghargai meminta perhatian, (b)
(4) Ucapan, tekanan kata,
kinerja yang baik, dan (d) mengecek pemahaman,
intonasi
meminta/mengungkapkan pendapat, (c) menghargai kinerja
(5) Ejaan dan tanda baca
serta responnya dalam bahasa Inggris yang baik, dan (d)
(6) Tulisan tangan
dengan ucapan, tekanan kata, meminta/mengungkapk
intonasi, dan sikap yang benar. an pendapat, serta
Topik responnya.
 Dengan bimbingan dan arahan guru,
Berbagai hal terkait dengan siswa mengidentifikasi ciri-ciri (fungsi
interaksi antara guru dan Observasi:
sosial, struktur teks, dan unsur (penilaian yang
siswa selama proses kebahasaan) interaksi (a) meminta bertujuan untuk
pembelajaran, di dalam perhatian, (b) mengecek pemahaman, memberikan balikan
maupun di luar kelas, (c) menghargai kinerja yang baik, dan secara lebih cepat)
dengan memberikan (d) meminta/mengungkapkan
pendapat, serta responnya.  Observasi terhadap
keteladanan tentang perilaku
tindakan siswa
jujur, disiplin, percaya diri,  Secara kolaboratif, siswa berusaha menggunakan bahasa
dan bertanggung jawab. menggunakan bahasa Inggris untuk (a) Inggris untuk (a)
meminta perhatian, (b) mengecek meminta perhatian,
pemahaman, (c) menghargai kinerja (b) mengecek
90

Pembelajaran Waktu
yang baik, dan (d) pemahaman, (c)

meminta/mengungkapkan pendapat, menghargai kinerja
serta responnya dalam konteks yang baik, dan (d)
pembelajaran, simulasi, role-play, dan meminta/mengungka
kegiatan lain yang terstruktur. pkan pendapat, dan
responnya, ketika
Mengasosiasi muncul kesempatan
di dalam dan di luar
 Siswa membandingkan ungkapan (a) kelas.
meminta perhatian, (b) mengecek
pemahaman, (c) menghargai kinerja  Observasi terhadap
yang baik, dan (d) kesungguhan siswa
meminta/mengungkapkan pendapat, dalam proses
serta responnya yang telah pembelajaran di
dikumpulkan dari berbagai sumber setiap tahapan.
tersebut di atas.  Observasi terhadap
 Siswa membandingkan ungkapan (a) kesantunan dan
meminta perhatian, (b) mengecek kepedulian dalam
pemahaman, (c) menghargai kinerja melaksanakan
yang baik, dan (d) komunikasi di dalam
meminta/mengungkapkan pendapat, dan di luar kelas.
serta responnya yang telah dipelajari
tersebut di atas dengan yang ada di Penilaian diri:
sumber-sumber lain, atau dengan
yang digunakan dalam bahasa lain. Pernyataan siswa secara
tertulis dalam jurnal
 Siswa memperoleh balikan (feedback) belajar sederhana
dari guru dan teman tentang fungsi bahasa Indonesia
sosial dan unsur kebahasaan yang tentang pengalaman
digunakan. belajar berinteraksi
dengan (a) meminta
Mengkomunikasikan perhatian, (b) mengecek
pemahaman, (c)
 Siswa menggunakan bahasa Inggris menghargai kinerja yang
setiap kali muncul kesempatan (a) baik, dan (d)
meminta perhatian, (b) mengecek meminta/mengungkapka
pemahaman, (c) menghargai kinerja n pendapat, termasuk
91

Pembelajaran Waktu
yang baik, dan (d) kemudahan dan

meminta/mengungkapkan pendapat, kesulitannya.
serta responnya, di dalam dan di luar
kelas, dengan unsur kebahasaan yang
dapat mendekatkan hubungan
interpersonal.
 Siswa berupaya berbicara secara

lancar dengan ucapan, tekanan kata,
intonasi yang benar dan menulis
dengan ejaan dan tanda baca yang
benar, serta tulisan yang jelas dan
rapi.
 Siswa membicarakan permasalahan

yang dialami dalam menggunakan
bahasa Inggris untuk (a) meminta
perhatian, (b) mengecek pemahaman,
(c) menghargai kinerja yang baik, dan
(d) meminta/mengungkapkan
pendapat, serta responnya dan
menuliskannya dalam jurnal belajar
sederhana dalam bahasa Indonesia.
3.2 Menerapkan Teks lisan dan tulis untuk Masing-masing menggunakan prosedur KRITERIA PENILAIAN 8 JP  Buku Teks wajib
struktur teks dan menyatakan dan yang sama
unsur menanyakan tentang (a)  Keteladanan
kebahasaan kemampuan dan (b) ucapan dan
Mengamati fungsi sosial
untuk melaksana kemauan melakukan suatu tindakan guru
menyebutkan dan menggunakan
kan fungsi sosial tindakan  Siswa terbiasa atau sering mendengar menanyakan tentang
menyatakan dan dan menyaksikan guru dan warga setiap tindakan
(a) kemampuan dan komunikasi
menanyakan Masing-masing diajarkan sekolah lain menyatakan dan (b) kemauan
tentang kemam menanyakan tentang (a) kemampuan interpersonal/
secara terpisah melakukan suatu
puan dan dan (b) kemauan melakukan suatu transaksional
tindakan serta
kemauan tindakan serta responnya, dalam dengan benar dan
Fungsi sosial responnya. akurat
melakukan suatu bahasa Inggris.
tindakan, sesuai Menunjukkan sikap personal  Tingkat kelengkapan  Contoh peragaan
 Siswa dituntut untuk mencontoh
92

Pembelajaran Waktu
dengan konteks tentang kemampuan dan kebiasaan tersebut dengan dan keruntutan dalam bentuk
penggunaannya kemauan diri sendiri dan menyebutkan dan menanyakan dalam menyebutkan rekaman
orang lain untuk melakukan tentang (a) kemampuan dan (b) dan menanyakan CD/VCD/
4.2 Menyusun teks suatu tindakan. kemauan melakukan suatu tindakan tentang (a) DVD/kaset
lisan dan tulis serta responnya, dalam bahasa Inggris. kemampuan dan (b)
untuk kemauan melakukan  Contoh interaksi
menyatakan dan Struktur teks tertulis
Menanya suatu tindakan serta
menanyakan a. Can you play the guitar? responnya.
tentang  Contoh teks
Yes, I can. I’m sorry I can’t Dengan bimbingan dan arahan guru,
kemampuan dan  Tingkat ketepatan tertulis
answer the question. My siswa menanyakan dan mempertanyakan
kemauan uncle can run very fast., antara lain tentang perbedaan antara cara unsur kebahasaan:  Sumber dari
melakukan suatu dan semacamnya. menyebutkan dan menanyakan tentang tata bahasa, kosa internet, seperti:
tindakan, dengan (a) kemampuan dan (b) kemauan kata, ucapan,
memperhatikan b. I promise I will come to your melakukan suatu tindakan serta tekanan kata, - www.dailyengli
fungsi sosial, birthday party. Yes, sure, responnya, dalam bahasa Inggris dengan intonasi, ejaan, tanda sh.com
struktur teks, she will return the book yang ada dalam bahasa Indonesia, baca, tulisan tangan.
dan unsur soon. She will not take the - http://america
kemungkinan menggunakan ungkapan
kebahasaan yang train., dan semacamnya  Sikap tanggung nenglish.state.
lain, akibat jika tidak melakukan, dsb.
benar dan sesuai jawab, kerjasama, gov/files/ae/re
konteks peduli, dan percaya source_files
Unsur kebahasaan Mengumpulkan Informasi diri yang menyertai
tindakan - http://learnen
(1) Kata kerja bantu modal:  Siswa mendengarkan dan
menyebutkan dan glish.britishcou
can, will. menyaksikan banyak contoh interaksi
menanyakan tentang ncil.org/en/
(2) Kosa kata terkait dengan menyebutkan dan
(a) kemampuan dan
kegiatan dan tindakan menanyakan tentang (a) kemampuan
(b) kemauan
sehari-hari di dan (b) kemauan melakukan suatu
melakukan suatu
lingkungan rumah, tindakan serta responnya dalam
tindakan serta
kelas, sekolah, dan bahasa Inggris dari film, kaset, buku
responnya.
masyarakat. teks, dsb.
(3) Penggunaan nominal  Siswa menirukan contoh-contoh

singular dan plural interaksi dengan menyebutkan dan
secara tepat, dengan menanyakan tentang (a) kemampuan CARA PENILAIAN:
atau tanpa a, the, this, dan (b) kemauan melakukan suatu
those, my, their, dsb tindakan serta responnya dalam
bahasa Inggris dengan ucapan, Kinerja (praktik)
secara tepat dalam frasa
nominal tekanan kata, intonasi, dan sikap yang Simulasi dan/atau
93

Pembelajaran Waktu
(4) Ucapan, tekanan kata, benar. bermain peran (role play)

intonasi, dalam bentuk interaksi
 Dengan bimbingan dan arahan guru, dengan menyebutkan
(5) Ejaan dan tanda baca siswa mengidentifikasi ciri-ciri (fungsi dan menanyakan
sosial, struktur teks, dan unsur tentang (a) kemampuan
(6) Tulisan tangan kebahasaan) interaksi menyebutkan dan (b) kemauan
dan menanyakan tentang (a) melakukan suatu
Topik kemampuan dan (b) kemauan tindakan serta
melakukan suatu tindakan serta responnya.
Berbagai kegiatan dan
responnya.
tindakan yang penting dan
relevan dengan kehidupan  Secara kolaboratif, siswa berusaha Observasi:
siswa, dengan memberikan menggunakan bahasa Inggris untuk (penilaian yang
keteladanan tentang perilaku menyebutkan dan menanyakan bertujuan untuk
jujur, disiplin, percaya diri, tentang (a) kemampuan dan (b) memberikan balikan
dan bertanggung jawab. kemauan melakukan suatu tindakan secara lebih cepat)
serta responnya dalam konteks
pembelajaran, simulasi, role-play, dan  Observasi terhadap
tindakan siswa
kegiatan lain yang terstruktur.
menggunakan bahasa
Inggris untuk
Mengasosiasi menyebutkan dan
 Siswa membandingkan ungkapan menanyakan tentang
menyebutkan dan menanyakan (a) kemampuan dan
tentang (a) kemampuan dan (b) (b) kemauan
kemauan melakukan suatu tindakan melakukan suatu
serta responnya yang telah tindakan serta
dikumpulkan dari berbagai sumber responnya, ketika
tersebut di atas. muncul kesempatan,
di dalam dan di luar
 Siswa membandingkan ungkapan kelas.
menyebutkan dan menanyakan
tentang (a) kemampuan dan (b)  Observasi terhadap
kemauan melakukan suatu tindakan kesungguhan,
serta responnya yang telah dipelajari tanggung jawab, dan
tersebut di atas dengan yang ada di kerja sama siswa
sumber-sumber lain, atau dengan dalam proses
pembelajaran di
94

Pembelajaran Waktu
yang digunakan dalam bahasa lain. setiap tahapan.
 Siswa memperoleh balikan (feedback)  Observasi terhadap

dari guru dan teman tentang fungsi kepedulian dan
sosial dan unsur kebahasaan yang kepercayaan diri
digunakan. dalam melaksanakan
komunikasi, di dalam
Mengkomunikasikan dan di luar kelas.
 Siswa menggunakan bahasa Inggris Penilaian diri:

setiap kali muncul kesempatan untuk
menyebutkan dan menanyakan Pernyataan siswa secara
tentang (a) kemampuan dan (b) tertulis dalam jurnal
kemauan melakukan suatu tindakan belajar sederhana
serta responnya, di dalam dan di luar berbahasa Indonesia
kelas. tentang pengalaman
belajar menyebutkan
 Siswa berupaya berbicara secara dan menanyakan
lancar dengan ucapan, tekanan kata, tentang (a) kemampuan
intonasi yang benar dan menulis dan (b) kemauan
dengan ejaan dan tanda baca yang melakukan suatu
benar, serta tulisan yang jelas dan tindakan serta
rapi. responnya, termasuk
kemudahan dan
kesulitannya.
bahasa Inggris untuk menyebutkan
dan menanyakan tentang (a) Tes tertulis
kemampuan dan (b) kemauan
Membaca dan menulis
melakukan suatu tindakan serta
teks yang menuntut
responnya dan menuliskannya dalam
pemahaman dan
jurnal belajar sederhana dalam bahasa
kemampuan
Indonesia.
menghasilkan teks yang di
dalamnya termasuk
tindakan menyebutkan
dan menanyakan tentang
(a) kemampuan dan (b)
kemauan melakukan
95

Pembelajaran Waktu
suatu tindakan serta

responnya.
3.3 Menerapkan Teks lisan dan tulis untuk (a) Masing-masing menggunakan prosedur KRITERIA PENILAIAN 8 JP  Buku Teks wajib
struktur teks dan memberi instruksi, (b) yang sama
unsur mengajak, (c) melarang, (d)  Keteladanan
 Tingkat ketercapaian ucapan dan
kebahasaan minta ijin, serta responnya Mengamati fungsi sosial (a)
untuk tindakan guru
memberi instruksi, menggunakan
melaksanakan Masing-masing diajarkan  Siswa terbiasa atau sering mendengar (b) mengajak, (c)
fungsi sosial dari dan menyaksikan guru dan warga setiap tindakan
secara terpisah melarang, (d) minta
ungkapan sekolah lain (a) memberi instruksi, (b) komunikasi
ijin, serta responnya. interpersonal/
memberi mengajak, (c) melarang, (d) minta ijin
Fungsi sosial transaksional
instruksi, serta meresponnya, dalam bahasa  Tingkat kelengkapan
mengajak, Inggris, dengan unsur kebahasaan dan keruntutan dengan benar dan
Menjaga hubungan
melarang, minta yang dapat mendekatkan hubungan struktur teks (a) akurat
interpersonal dengan guru dan
ijin, serta cara interpersonal. memberi instruksi,
teman.  Contoh peragaan
responnya, sesuai (b) mengajak, (c)
 Siswa dituntut untuk mencontoh dalam bentuk
dengan konteks melarang, (d) minta
kebiasaan tersebut dengan (a) memberi rekaman
penggunaannya Struktur teks ijin, serta responnya.
instruksi, (b) mengajak, (c) melarang, CD/VCD/
4.3 Menyusun teks (ungkapan hafalan, tidak (d) minta ijin serta meresponnya,  Tingkat ketepatan DVD/kaset
lisan dan tulis perlu dijelaskan tata dalam bahasa Inggris. unsur kebahasaan:  Contoh interaksi
sederhana untuk bahasanya) tata bahasa, kosa tertulis
menyatakan, Menanya kata, ucapan,
a. Come in, please! Thank
menanyakan, dan tekanan kata,  Contoh teks
you. Put the book on the Dengan bimbingan dan arahan guru,
merespon intonasi, ejaan, tanda tertulis
table, please. Yes, sure., siswa menanyakan dan mempertanyakan
ungkapan baca, tulisan tangan.
dan semacamnya antara lain tentang perbedaan antara  Sumber dari
memberi
instruksi, ungkapan (a) memberi instruksi, (b)  Sikap santun, peduli, internet, seperti:
b. Let’s go! Okay. Come with
mengajak, mengajak, (c) melarang, (d) minta ijin, dan percaya diri yang
me! Sorry, I’m busy., dan - www.dailyengli
melarang, dan serta responnya, dalam bahasa Inggris menyertai (a)
semacamnya. sh.com
minta ijin, dengan yang ada dalam bahasa Indonesia, memberi instruksi,
dengan c. Don’t be late again! Sure, I kemungkinan menggunakan ungkapan (b) mengajak, (c) - http://america
memperhatikan won’t. Don’t open it, ok? lain, akibat jika tidak melakukan, dsb. melarang, (d) minta nenglish.state.
fungsi sosial, OK., dan semacamnya. ijin, serta responnya. gov/files/ae/re
struktur teks, Mengumpulkan Informasi source_files
d. May I use your pen,
dan unsur
please? Sure, here you
96

Pembelajaran Waktu
kebahasaan yang are. May I wash my  Siswa mendengarkan dan - http://learnen

benar dan sesuai hands? Certainly., dan menyaksikan banyak contoh interaksi glish.britishcou
konteks. semacamnya. (a) memberi instruksi, (b) mengajak, (c) CARA PENILAIAN: ncil.org/en/
melarang, (d) minta ijin serta
Unsur kebahasaan responnya dalam bahasa Inggris dari
Kinerja (praktik)
film, kaset, buku teks, dsb.
(1) Kosa kata: please, okay, Simulasi dan/atau
certainly, sure, sorry,  Siswa menirukan contoh-contoh
bermain peran (role play)
Let’s. interaksi (a) memberi instruksi, (b)
dalam melakukan (a)
(2) Tata bahasa: Kalimat mengajak, (c) melarang, (d) minta ijin,
memberi instruksi, (b)
imperatif positif, kalimat serta responnya dalam bahasa Inggris
mengajak, (c) melarang,
imperatif negatif, kata dengan ucapan, tekanan kata,
(d) minta ijin, serta
kerja bantu modal may. intonasi, dan sikap yang benar.
responnya.
(3) Penggunaan nominal
 Dengan bimbingan dan arahan guru,
singular dan plural secara
siswa mengidentifikasi ciri-ciri (fungsi Observasi:
tepat, dengan atau tanpa
sosial, struktur teks, dan unsur (penilaian yang
a, the, this, those, my,
kebahasaan) interaksi (a) memberi bertujuan untuk
their, dsb secara tepat
instruksi, (b) mengajak, (c) melarang, memberikan balikan
dalam frasa nominal
(d) minta ijin, serta responnya. secara lebih cepat)
(4) Ucapan, tekanan kata,
intonasi  Secara kolaboratif, siswa berusaha  Observasi terhadap
(5) Ejaan dan tanda baca menggunakan bahasa Inggris untuk (a) tindakan siswa
(6) Tulisan tangan memberi instruksi, (b) mengajak, (c) menggunakan bahasa
melarang, (d) minta ijin, serta Inggris untuk (a)
Topik responnya dalam konteks memberi instruksi,
pembelajaran, simulasi, role-play, dan (b) mengajak, (c)
Berbagai hal terkait dengan kegiatan lain yang terstruktur. melarang, (d) minta
interaksi antara guru dan ijin, ketika muncul
siswa selama proses Mengasosiasi kesempatan di dalam
pembelajaran, di dalam dan di luar kelas.
 Siswa membandingkan ungkapan (a)
maupun di luar kelas,  Observasi terhadap
memberi instruksi, (b) mengajak, (c)
dengan memberikan melarang, (d) minta ijin, serta kesungguhan siswa
keteladanan tentang perilaku responnya yang telah dikumpulkan dalam proses
jujur, disiplin, percaya diri, dari berbagai sumber tersebut di atas. pembelajaran di
dan bertanggung jawab. setiap tahapan.
 Siswa membandingkan ungkapan (a)
 Observasi terhadap
97

Pembelajaran Waktu
memberi instruksi, (b) mengajak, (c) kesantunan dan

melarang, (d) minta ijin, serta kepedulian dalam
responnya yang telah dipelajari melaksanakan
tersebut di atas dengan yang ada di komunikasi di dalam
sumber-sumber lain, atau dengan dan di luar kelas.
yang digunakan dalam bahasa lain.
 Siswa memperoleh balikan (feedback) Penilaian diri:

dari guru dan teman tentang fungsi Pernyataan siswa secara
sosial dan unsur kebahasaan yang tertulis dalam jurnal
digunakan. belajar sederhana
bahasa Indonesia
Mengkomunikasikan tentang pengalaman
belajar berinteraksi
 Siswa menggunakan bahasa Inggris dengan (a) memberi
setiap kali muncul kesempatan (a) instruksi, (b) mengajak,
memberi instruksi, (b) mengajak, (c) (c) melarang, (d) minta
melarang, (d) minta ijin, serta ijin, termasuk
responnya, di dalam dan di luar kelas, kemudahan dan
dengan unsur kebahasaan yang dapat kesulitannya.
mendekatkan hubungan interpersonal.
intonasi yang benar dan menulis
rapi.

bahasa Inggris untuk (a) memberi
instruksi, (b) mengajak, (c) melarang,
(d) minta ijin, serta responnya dan
98

Pembelajaran Waktu
3.4 Menerapkan Teks tulis (a) undangan Masing-masing menggunakan prosedur KRITERIA PENILAIAN 8 JP  Buku Teks wajib
struktur teks dan pribadi dan (b) ucapan yang sama
unsur selamat (greeting card)  Keteladanan
kebahasaan sangat pendek dan ucapan dan
Mengamati fungsi sosial (a)
untuk sederhana tindakan guru
undangan pribadi menggunakan
melaksanakan  Siswa mencari (a) undangan pribadi dan (b) ucapan
fungsi sosial dari dan (b) ucapan selamat (greeting card), setiap tindakan
Masing-masing diajarkan selamat (greeting
teks undangan termasuk yang menggunakan bahasa komunikasi
secara terpisah card)
pribadi dan Indonesia. interpersonal/
ucapan selamat  Tingkat kelengkapan transaksional
Fungsi sosial  Siswa mengumpulkan gambar dan foto dengan benar dan
(greeting card), dan keruntutan (a)
sesuai dengan (a) undangan pribadi dan (b) ucapan undangan pribadi akurat
Menjaga hubungan
konteks selamat (greeting card) dari berbagai dan (b) ucapan
interpersonal dengan guru  Contoh teks dari
penggunaannya sumber termasuk internet, buku teks, selamat (greeting
dan teman sumber otentik
dsb. card).
4.4 Menangkap makna
Struktur text  Siswa memberikan komentar dan  Sumber dari
undangan pribadi  Tingkat ketepatan
pandangannya tentang fungsi (a) internet, seperti:
dan ucapan unsur kebahasaan:
a. Menyebutkan tujuan dari undangan pribadi dan (b) ucapan
selamat (greeting tata bahasa, kosa - www.dailyengli
(a) undangan pribadi dan selamat (greeting card), ketepatan
card), sangat kata, ucapan, sh.com
(b) ucapan selamat unsur kebahasaannya, format,
pendek dan tekanan kata,
(greeting card). tampilan, dsb. - http://america
sederhana. intonasi, ejaan, tanda
b. Menyebutkan informasi baca, tulisan tangan. nenglish.state.
4.5 Menyusun teks Menanya gov/files/ae/re
rinci dari (a) undangan
tulis undangan  Sikap tanggung source_files
pribadi dan (b) ucapan
pribadi dan Dengan bimbingan dan arahan guru, jawab, kerjasama,
selamat (greeting card). - http://learnen
ucapan selamat siswa menanyakan dan mempertanyakan peduli, dan percaya
(greeting card), antara lain tentang perbedaan dalam hal diri yang menyertai glish.britishcou
sangat pendek Unsur kebahasaan fungsi sosial, struktur teks, dan unsur tindakan memahami ncil.org/en/
dan sederhana, (1) Kata dan tata bahasa kebahasaan, antara (a) undangan pribadi dan membuat (a) - https://www.g
dengan yang lazim digunakan dan (b) ucapan selamat (greeting card) undangan pribadi oogle.com/
memperhatikan dalam undangan dan dalam bahasa Inggris dengan yang ada dan (b) ucapan
fungsi sosial, ucapan selamat dari dalam bahasa Indonesia, kemungkinan selamat (greeting
struktur teks, sumber-sumber otentik. menggunakan ungkapan lain, akibat jika card).
dan unsur tidak ada, dsb.
kebahasaan yang (2) Penggunaan nominal
benar dan sesuai singular dan plural
99

Pembelajaran Waktu
konteks. secara tepat, dengan Mengumpulkan Informasi

atau tanpa a, the, this,
those, my, their, dsb  Siswa membaca rujukan dari berbagai
CARA PENILAIAN:
secara tepat dalam frasa sumber, termasuk buku teks, untuk
nominal mengetahui fungsi sosial, struktur
teks, dan unsur kebahasaan dari (a) Kinerja (praktik)
(3) Ucapan, tekanan kata, undangan pribadi dan (b) ucapan
Tugas menganalisis dan
intonasi selamat (greeting card).
membuat (a) undangan
(4) Ejaan dan tanda baca  Siswa membaca secara lebih cermat pribadi dan (b) ucapan
semua (a) undangan pribadi dan (b) selamat (greeting card)
(5) Tulisan tangan untuk fungsi nyata.
ucapan selamat (greeting card) yang
telah terkumpul dalam bentuk gambar
Topik dan foto tersebut di atas, untuk Observasi:
memberikan komentar dan (penilaian yang
Berbagai kegiatan, acara, dan
pandangannya tentang fungsi sosial, bertujuan untuk
hari penting siswa dan guru,
struktur teks, dan unsur memberikan balikan
dengan memberikan
kebahasaannya. secara lebih cepat)
keteladanan tentang perilaku
santun, peduli, cinta damai,  Secara kolaboratif siswa meniru  Observasi terhadap
dan kerjasama. contoh-contoh yang ada untuk tindakan siswa
membuat (a) undangan pribadi dan (b) memahami dan
Multimedia: ucapan selamat (greeting card) untuk menghasilkan (a)
fungsi nyata di lingkungan kelas, undangan pribadi
Layout dan dekorasi yang sekolah, rumah, dan sekitarnya. dan (b) ucapan
membuat tampilan teks lebih selamat (greeting
menarik. card) sesuai fungsi
Mengasosiasi
sosialnya, di dalam
 Siswa membandingkan fungsi sosial, dan di luar kelas.
struktur teks, dan unsur kebahasaan
dari berbagai (a) undangan pribadi dan  Observasi terhadap
(b) ucapan selamat (greeting card) yang kesungguhan,
telah dikumpulkan dari berbagai tanggung jawab, dan
sumber tersebut di atas. kerja sama siswa
dalam proses
 Siswa membandingkan fungsi sosial, pembelajaran di
struktur teks, dan unsur kebahasaan setiap tahapan.
dari berbagai (a) undangan pribadi dan
 Observasi terhadap
100

Pembelajaran Waktu
(b) ucapan selamat (greeting card) yang kepedulian dan

telah dipelajari tersebut di atas kepercayaan diri
dengan yang ada di sumber-sumber dalam melaksanakan
lain, atau dengan yang digunakan komunikasi, di dalam
dalam bahasa lain. dan di luar kelas.
 Siswa memperoleh balikan (feedback)

dari guru dan teman tentang fungsi Penilaian diri:
sosial dan unsur kebahasaan yang Pernyataan siswa secara
digunakan. tertulis dalam jurnal
belajar sederhana
Mengkomunikasikan berbahasa Indonesia
tentang pengalaman
 Siswa membuat lebih banyak (a) belajar memahami dan
undangan pribadi dan (b) ucapan membuat (a) undangan
selamat (greeting card) dalam bahasa pribadi dan (b) ucapan
Inggris untuk fungsi sosial nyata di selamat (greeting card),
kelas, sekolah, dan rumah. termasuk kemudahan
dan kesulitannya.
intonasi yang benar dan menulis Portofolio
 Kumpulan karya
berbagai (a) undangan
rapi.
pribadi dan (b) ucapan
 Siswa membicarakan permasalahan selamat (greeting card)
yang dialami dalam membuat (a) yang telah dibuat.
undangan pribadi dan (b) ucapan
 Kumpulan hasil
selamat (greeting card) dan
analisis tentang
beberapa berbagai (a)
undangan pribadi dan
(b) ucapan selamat
(greeting card).
101
APPENDIX 2
Lesson Plan
101
102
Rencana Pelaksanaan Pembelajaran

(RPP)
Sekolah : SMP Negeri 8 Tangerang Selatan

MataPelajaran : Bahasa Inggris
Kelas/Semester : VIII / Ganjil
Alokasi Waktu : 4 x 40 menit
A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin,tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji 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.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
3.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial dari ungkapan meminta perhatian, mengecek pemahaman,
menghargai kinerja yang baik, dan meminta dan mengungkapkan
pendapat, serta responnya, sesuai dengan konteks penggunaannya.
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon
ungkapan meminta perhatian, mengecek pemahaman, dan menghargai
kinerja yang baik, serta meminta dan mengungkapkan pendapat dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
103
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
 Menggunakan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial dari ungkapan meminta perhatian, mengecek pemahaman,
menghargai kinerja yang baik, dan meminta dan mengungkapkan
pendapat, serta responnya, sesuai dengan konteksnya.
 Menyusun teks lisan sederhana untuk mengucapkan dan merespon
ungkapan meminta perhatian, mengecek pemahaman, dan menghargai
kinerja yang baik, serta meminta dan mengungkapkan pendapat.
D. Media, Alat dan Sumber Pembelajaran

1. Media : Gambar dan Video
2. Alat : Laptop, LCD, speaker.
3. Sumber Belajar
 Puchta, Herbert., & Jeff Stranks. (2010). English in Mind Second
edition. Cambridge University Press.
 http://learnenglishteens.britishcouncil.org
E. Langkah-langkah Kegiatan Pembelajaran

Pertemuan 1
a. Pendahuluan/Kegiatan Awal (5 menit)
 Mengucapkan salam dan berdoa.
 Mengecek kehadiran siswa.
 Memberikan motivasi atau apersepsi
 Menginformasikan tujuan pembelajaran
b. Kegiatan Inti
 Mengamati (10 menit)
Siswa Guru
Siswa mengamati gambar/video yang Guru menampilkan
ditampilkan guru mengenai gambar/video barang-barang
penemuan barang-barang yang mengenai penemuan
terkenal (invention). (invention)
 Menanyakan (10 menit)

Siswa Guru
Dengan bimbingan dan arahan guru, Guru memancing siswa untuk
siswa menanyakan pertanyaan yang bertanya dengan pertanyaan
104
berkaitan dengan gambar/video yang 5W1H.

ditampilkan oleh guru.
 Mengumpulkan Informasi (10 menit)

Siswa Guru
Siswa mendengarkan/melihat video Guru memutarkan listening
materi listening yang berupa radio material dan memancing siswa
interviews mengenai salah satu untuk mengidentifikasi hal-hal
penemuan (invention). yang ada di dalam materi
Dengan bimbingan dan arahan guru, tersebut.
siswa mengidentifikasi apa saja yang
dibahas di dalam radio interview
tesebut dengan menggunakan 5W1H.
 Mengasosiasi (25 menit)

Siswa Guru
Siswa mendengarkan kembali Guru memberikan worksheet
listening material dan mengerjakan tentang listening material yang
worksheet yang diberikan oleh guru siswa baru dengarkan.
secara individu. Guru memutarkan kembali
listening material untuk ke dua
kalinya.
 Mengkomunikasikan (15 menit)

Siswa Guru
Secara klasikal dan individu, siswa Guru mengamati dan menilai
dan guru membahas jawaban dari aktivitas siswa.
worksheet yang diberikan.
c. Penutup (5 menit)
- Guru dan siswa membuat rangkuman/simpulan pelajaran.
- Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram.
- Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
105
Pertemuan ke 2
b. Kegiatan Inti
Siswa Guru
Siswa mengamati gambar/video Guru menampilkan seorang
seorang anak yang sedang anak yang sedang memikirkan
memikirkan tentang penemuan tentang penemuan (invention).
(invention).

Siswa Guru

Siswa Guru
materi listening yang berupa awal material dan memancing siswa
dari cerita sains fiction. untuk mengidentifikasi hal-hal
Dengan bimbingan dan arahan guru, yang ada di dalam materi
siswa mengidentifikasi apa saja yang tersebut.
ada di dalam cerita sains fiction
tesebut dengan menggunakan 5W1H.

Siswa Guru
Siswa dikelompokkan menjadi 4 Guru mengamati dan menilai
orang dalam satu kelompok dengan aktivitas siswa.
cara berhitung.
Siswa mendengarkan sekali lagi awal
dari cerita sains fiction tersebut.
106
Siswa diminta untuk berdiskusi

dalam kelompoknya dan menuliskan
akhir dari cerita yang baru mereka
dengar berdasarkan hasil diskusi
kelompok mereka.

Siswa Guru
Siswa mempresentasikan hasil Guru mengamati dan menilai
diskusi mereka di dalam kelompok ke aktivitas siswa.
depan kelas. Guru memberikan akhir cerita
Kelompok lain memperhatikan dan dari cerita sains fiction
membandingkan apakah ada tersebut.
kesamaan dengan hasil diskusi
kelompok mereka masing-masing.
- Memberikan tugas, baik tugas individual maupun kelompok sesuai
dengan hasil belajar peserta didik.
F. Penilaian
 Pengetahuan:
Pengetahuan siswa tentang materi listening text, fitur kebahasaan
dievaluasi dengan menggunakan tes tulis/lisan & penugasan (PR).
 Keterampilan
Unjuk kerja/praktik, portofolio.
 Sikap
Rubrik Aspek Sikap
Perolehan
No. Butir Sikap Deskripsi
skor
1. Tujuan Komunikatif 5: sangat memahami
4: memahami
3: cukup memahami
107
2: kurang memahami
1: tidak memahami
2. Keruntutan Teks 5: sangat runtut
4: runtut
3: cukup runtut
2: kurang runtut
1: tidak runtut
3. Pilihan Kosakata 5: sangat variatif dan tepat
4: variatif dan tepat
3: cukup variatif dan tepat
2: kurang variatif dan tepat
1: tidak variatif dan tepat
4. Pilihan Tatabahasa 5: sangat tepat
4: tepat
3: cukup tepat
2: kurang tepat
1: tidak tepat
Pedoman penyekoran
Skor Maksimum : 20
 NA Sikap = Skor Perolehan x 100
20
Tangerang Selatan, Juli 2015

Mengetahui,
Kepala SMPN 8 Tangerang Selatan Guru Bahasa Inggris
Dra. Hj. Endang Koeswarini, M.M Dewi Puji Lestari, S.Pd

NIP. 19600108 198611 2 001 NIP.19860112 201101 2001
108
Materi dan Worksheet
1. Picture Material
109
Listening Script
Unit 1
Exercise 5b
Listen to the rest of the story. Check your ideas from exercise 5a.
Narrator: Olivia was sitting at her desk, writing a story. It was about a faraway
planet, XR017. Lots of people were living on the planet and there wasn't
enough space for everyone, so the President of XR017 sent five spaceships to
find out more about the Earth. As they were getting near the Earth, four of the
spaceships caught fire.Only one of them got to the Earth and landed safely. In it
was Commander Q5. He was a tall alien with a dark green face, and red eyes
that shone like volcanoes. Q5 was a creature who almost never smiled. But
when he opened the door of the spaceship, and saw how beautiful the Earth
was, he smiled.
Commander Q5: This is the right place for my people, but there's not enough
space.First I must fight the humans.Hahahahahahaha!
Narrator: Q5 knew that he had to be careful. For days, he sat in one of the trees
near a little village and watched the humans. With the help of his brain reader,
he was quickly learning to move, to think and to talk like a human. And he
knew he also had to change his looks. That was easy. One of his special look-
alike pills was enough.
Three months later Q5 was living in a small town in England, and nobody knew
who he was. Every night, while all the humans were sleeping, he worked in his
garage, building a very powerful brain machine.
Commander Q5: I'll hypnotise all the humans. Hahahahahaha! And nobody,
nobody will know who I am!
Narrator: Q5 knew that he was safe. While he was working on his plan, his
brain machine was checking people's brains to find out what they were
thinking. Every now and then, Q5 looked at the huge screen. Everything was
going well. All the human brains were thinking of other things, and none of
them knew about his terrible plans. None of them. Once again, Q5 smiled, but
while he was smiling, he got a shock.
110
Commander Q5: What's that? Oh, noooooooo!
Narrator: Olivia was writing the last sentence of her story, when suddenly she
heard a noise behind her. She turned round, and saw their new neighbour. He
was usually a very friendly man, but tonight his face was cold.
Commander Q5: Listen. I know what you were thinking a minute ago.
Narrator: Olivia was shocked.
Commander Q5: You know who I am!
Narrator: When Olivia looked at her neighbour, she saw that he was holding
something in his hand. It looked like a mobile phone. He started to laugh out
loud, and pressed a button on the phone. There was a strange noise, and Olivia
started to feel very tired. She looked at her neighbour again.
Olivia: His eyes. They were burning like volcanoes!
Narrator: Then Olivia fell to the floor.

111

(RPP)


B. Kompetensi Dasar
semangat belajar.
teman.
3.2 Menerapkan struktur teks dan unsur kebahasaan untuk melaksana kan
fungsi sosial menyatakan dan menanyakan tentang kemampuan dan
kemauan melakukan suatu tindakan, sesuai dengan konteks
penggunaannya.
4.2 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang kemampuan dan kemauan melakukan suatu tindakan, dengan
112
 Menggunakan struktur teks dan unsur kebahasaan untuk melaksana kan
penggunaannya.
 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan

3. Sumber Belajar

Pertemuan 1
b. Kegiatan Inti
Siswa Guru
ditampilkan guru berupa percakapan gambar/video berupa
antar siswa dalam membuat suatu percakapan antar siswa dalam
projek di sekolah. membuat suatu projek di
sekolah.
113

Siswa Guru

Siswa Guru
materi listening yang berupa material dan memancing siswa
percakapan antar siswa dalam untuk mengidentifikasi hal-hal
membuat suatu projek di sekolah yang ada di dalam materi
kemudian mengerjakan latihan yang tersebut.
berhubungan dengan materi
listeningnya.

Siswa Guru
Siswa dibentuk menjadi kelompok Guru mengamati dan menilai
berisi dua orang/berpasangan. aktivitas siswa.
Siswa menyusun dialog teks lisan
pendek (short role play) dengan
menggunakan ekspresi yang ada di
latihan sebelumnya untuk kemudian
di perankan di depan kelas.

Siswa Guru
Siswa secara berpasangan Guru mengamati dan menilai
memerankan dialog yang sudah aktivitas siswa.
mereka buat di depan kelas.
114

Pertemuan ke 2
b. Kegiatan Inti
Siswa Guru
Siswa mengamati gambar/video Guru menampilkan seseorang
seseorang yang sedang bermain water yang sedang bermain water
skateboarding. skateboarding.

Siswa Guru

Siswa Guru
materi listening. material dan memancing siswa
Dengan bimbingan dan arahan guru, untuk mengidentifikasi hal-hal
siswa mengidentifikasi apa saja yang yang ada di dalam materi
ada di dalam materi listening tesebut tersebut.
dengan menggunakan 5W1H.
115

Siswa Guru
Siswa mendengarkan kembali Guru mengamati dan menilai
listening material dan mengerjakan aktivitas siswa.
worksheet yang diberikan oleh guru
secara individu.

Siswa Guru
Secara klasikal dan individu, siswa Guru mengamati dan menilai
dan guru membahas jawaban dari aktivitas siswa.
worksheet yang diberikan.
d. Penutup (5 menit)
F. Penilaian
 Pengetahuan:
 Keterampilan
116
 Sikap
Rubrik Aspek Sikap
Perolehan
skor
4: memahami
3: cukup memahami
2: kurang memahami
1: tidak memahami
4: runtut
3: cukup runtut
2: kurang runtut
1: tidak runtut
4: tepat
3: cukup tepat
2: kurang tepat
1: tidak tepat
Pedoman penyekoran
Skor Maksimum : 20
20
Mengetahui,

NIP. 19600108 198611 2 001 NIP. 19860112 201101 2001
117
Picture and Material

1. Picture
118
2. Pictures
119
Transcript
Exercise 2.12
Teacher : OK, that‟s it. Any questions?
Joel : Yes. Is this really part of our course?. I mean, do we have to do it for the
exam?
Teacher : Yes, you do. Each of you has to help with a drama production
workshop outside normal class time.
Joel : And we get marks for it?
Teacher : Yes. Like I said, you‟ll get marks from me and from the person you
help. And the person you‟re going to help, Joel, is Geoff Waters.
Joel : She was going on and on about these „projects‟ we have to do.
Pete : So, what‟s the problem?
Joel : The problem is, now I‟ve got to spend Tuesday evenings helping with this
drama group for people with disabilities.
Pete : But that‟s really interesting.
Joel : I don‟t think so.
Pete : It‟ll be more fun than homework. I wouldn‟t mind coming along,
actually.
Joel : Well, if you‟ve nothing better to do, I don‟t mind. Right, I‟m off.
Jess : Hi!
Joel : Hi, Jess. Debbie. See you later, Pete.
Jess : What?
Pete : He‟s always complaining about things.
Debbie : Tell me about it?
Pete : Actually, I think he‟s the grumpiest person I know round here.
Jess : Why? What‟s going on? Tell us?
Pete : OK. Well…
Mr. Geoff : Hi, Joel, I‟m Geoff. I run the drama group here.
Joel : Hi. Um, this is Pete.
Pete : Is it OK if I watch?
Mr. Geoff : Sure, no problem, Pete.
OK. I‟ve arranged for you to have a quick chat with Susie before we start. She‟s
one of our most enthusiastic members. This way.
Pete : How long have you been coming here, Susie?
Susie : A couple of years now. It‟s really great. Last week we were working
with a script. This week we‟re improvising.
Pete : Is it difficult for you to get here? Did you have to come with anyone?
120
Susie : No, I didn‟t come with anyone. I booked a lift with Dial-a-Ride. How
did you get here?
Joel : On the bus.
Susie : I really like this drama group. It‟s great you‟re going to help, Joel.
Joel : Oh, thanks, yeah.
Susie : Come on, then. It‟s nearly time to start.
Mr. Geoff : OK, work in twos now, please.
You carry on while I talk to this group. Well done. Stop there! Well done.
Pete : Susie‟s good.
Joel : Yeah.
Pete : They all are actually.
Joel : They‟re better than our school group.
Susie : See you next week!
Joel : Yeah, see you!
Pete : So, it was interesting after all.
Joel : Yeah, it was. I‟m quite looking forward to next week now.
Debbie : Are you coming out tonight, Joel?
Joel : Uh, no, not tonight. I‟m going to help with the drama group.
Pete : Hold on! It‟s Thursday. The drama group‟s on Tuesdays.
Joel : I know. I‟m doing an extra session.
Pete : One extra session?
Joel : Erm, no. Actually. I‟m going regularly twice a week now. I‟m going to do
some directing soon. Stop it! Why are you laughing? I can direct.
Jess : Of course you can, Joel. You‟re the Steven Spielberg of Riverside
School.
Debbie : We all know that.
Pete : Just don‟t ever again be all grumpy about something before you‟ve even
tried it. OK?
Joel : OK.
121

(RPP)


B. Kompetensi Dasar
semangat belajar.
teman.
3.2 Menerapkan struktur teks dan unsur kebahasaan untuk melaksana kan
penggunaannya.
4.2 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
122
 Menggunakan struktur teks dan unsur kebahasaan untuk melaksana kan
penggunaannya.
 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan

3. Sumber Belajar

Pertemuan 1
b. Kegiatan Inti
Siswa Guru
ditampilkan guru berupa gambar gambar/video berupa gambar
seekor beruang kutub dan dua ekor seekor beruang kutub dan dua
anaknya di atas es yang retak. ekor anaknya di atas es yang
retak.
123

Siswa Guru

Siswa Guru
materi listening yang berupa gambar material dan memancing siswa
seekor beruang kutub dan dua ekor untuk mengidentifikasi hal-hal
anaknya di atas es yang retak. yang ada di dalam materi
kemudian mengerjakan latihan yang tersebut.
berhubungan dengan materi
listeningnya.

Siswa Guru
berisi empat orang. aktivitas siswa.
Siswa mendengarkan materi listening
kembali dan berdiskusi di dalam
kelompoknya mengenai hal-hal yang
menyebabkan permasalahan yang ada
di listening material (mencairnya es
di kutub utara).
Siswa menuliskan penyebab dan cara
penanggulangan masalah tersebut di
atas kertas karton untuk kemudian
dipresentasikan di depan kelas.

Siswa Guru
diskusi kelompok mereka di depan aktivitas siswa.
kelas.
124
Pertemuan ke 2
b. Kegiatan Inti
Siswa Guru
Siswa mengamati gambar/video Guru menampilkan
macam-macam bentuk dan sumber gambar/video macam-macam
air. bentuk dan sumber air.

Siswa Guru

Siswa Guru
Siswa mendengarkan materi listening Guru memutarkan listening
mengenai fakta-fakta tentang air. material dan memancing siswa
Dengan bimbingan dan arahan guru, untuk mengidentifikasi hal-hal
siswa mengidentifikasi apa saja yang yang ada di dalam materi
ada di dalam materi listening tesebut tersebut.
125

Siswa Guru
Siswa mendengarkan kembali Guru mengamati dan menilai
listening material dan mengerjakan aktivitas siswa.
worksheet yang diberikan oleh guru
secara individu.
Siswa di bagi menjadi kelompok
berisi 3 orang.
Siswa mendiskusikan permasalahan
yang di alami oleh sebagian orang
untuk mendapatkan air dan
bagaimana cara penanggulangannya.

Siswa Guru
Siswa mengemukakan hasil diskusi Guru mengamati dan menilai
mereka di depan kelas. aktivitas siswa.
F. Penilaian
 Pengetahuan:
 Keterampilan
126
 Sikap
Rubrik Aspek Sikap
Perolehan
skor
4: memahami
3: cukup memahami
2: kurang memahami
1: tidak memahami
4: runtut
3: cukup runtut
2: kurang runtut
1: tidak runtut
4: tepat
3: cukup tepat
2: kurang tepat
1: tidak tepat
Pedoman penyekoran
Skor Maksimum : 20
20
Mengetahui,

NIP. 19600108 198611 2 001 NIP. 19860112 201101 2001
127
1. Picture
128
Transcript
Scientists say the world has only 20,000 polar bears. A movie called "To the
Arctic" is part of an effort to save the animals and their home.
MERYL STREEP: "Feasting on rich seal meat has made these the largest bears
in the world. But now the Arctic is warming, and the sea ice is melting away."
The film follows a polar bear mother and her two cubs.
MERYL STREEP: "This is a cold stark world, but to polar bear mothers and
cubs, it's paradise."
Nature photographer Florian Schulz made a book about the Arctic.
FLORIAN SCHULZ: "The polar bears won't be able to survive without the ice,
and, right now, scientists are predicting that by 2040 or 2050, somewhere in
between then, the sea ice in the summer will completely go away."
The movie producers had difficulty working in below zero temperatures, and
with animals afraid of humans.
"Next year we're coming back with stronger cases."
The movie and book are part of a larger project to protect polar bears and the
Arctic, says Suzanne Apple of the World Wildlife Fund.
SUZANNE APPLE: "This area that, that we are focused on called the last ice
area in northern Canada, Greenland and Denmark is our research shows that
this is the ice that will persist the longest, so we are hoping to protect and
preserve that."
I'm Steve Ember.

129
Questions:
How many polar bears are left in the world?

2,000
20,000
200,000
According to the video, what do polar bears need to survive?

ice
fish to eat
water
Why did the man say they would have to buy stronger cases next year?
The cases got too cold and froze
The polar bears broke the cases
The polar bears ate the cases
Scientists are going to study ice in Canada, Greenland, and Denmark.

Why?
Because it will persist (last) the longest
Because it is melting fast and they want to study it before it's gone
Because polar bears are dying in those areas
What do the polar bears eat?

fish
plants
seal meat
The narrator in the video said that the Arctic is a "cold, stark world," but
to polar bears it is paradise. Using the context of the sentence, what does
"stark" mean?
Below freezing
Beautiful, having many live things
Bare, having few or no extra items besides ice
130
Transcript
Unit 3
Culture in mind
Exercise 8
Listen to seven facts about water. Number the pictures 1-7.
Water, water – but it isn't everywhere.
Water – it's easy for us, isn't it? It's everywhere. When we want water, it's there
– we cook with it, we wash with it, and when we're thirsty we drink it. Water is
very, very important for our survival on our planet. Here are some facts that
perhaps you didn't know about water.
1. There are two kinds of water on planet Earth: fresh water and salt water. We
can only drink fresh water. Salt water isn't drinkable.
2. Of all the fresh water on the planet, people can only get to and use about one
per cent of it. Only about one per cent – the other 99 per cent of fresh water is
131
in places we can't get to. For example ...

3. About 70 per cent of all the fresh water on earth is in Antarctica, at the South
Pole, in the ice and icebergs there. Lots of fresh water, but it's frozen, and very
far away from where we live. So we can't use it.
4. Most of us get our water at home out of a tap. Sometimes the tap drips
because it's old or because someone hasn't turned it off properly. So
what? Well, a dripping tap can sometimes waste about 75 litres of water every
day.
5. In western homes – in the USA for example, or in Europe – one person can
use as much as 500 litres of water a day. An African family might only use
about 20 litres a day.
6. Every day, millions of people – especially women and children – walk very
long distances to get water, from rivers or lakes or wells, and sometimes the
water is dirty and polluted. This means lots of bad things, for example ...
7. Many people get sick because they drink dirty water. 88 per cent of all
diseases in the world are caused by drinking dirty water.
Exercise
a. Match. Then listen again and check.
1. 99% a. of the world‟s diseases are caused by drinking dirty water.
2. 70% b. of the world‟s fresh water is in places that we cannot get to.
3. 500 litres c. of water are used by one person in the USA or Europe every
day.
4. 20 litres d. of water are used by an African family every day.
5. 88% e. of all the fresh water in the world is in Antartica.
b. What problems do some people in the world have getting water? Listen again
and check your answers.
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
.
132

(RPP)


B. Kompetensi Dasar
semangat belajar.
teman.
fungsi sosial dari ungkapan memberi instruksi, mengajak, melarang,
minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya
4.3 Menyusun teks lisan dan tulis sederhana untuk menyatakan,
menanyakan, dan merespon ungkapan memberi instruksi, mengajak,
melarang, dan minta ijin, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
133
minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya.
 Menyusun teks lisan dan tulis sederhana untuk menyatakan,

3. Sumber Belajar

Pertemuan 1
b. Kegiatan Inti
Siswa Guru
berupa situasi yang ada di bandara. gambar/video berupa situasi
yang ada di bandara.

Siswa Guru
134

Siswa Guru
materi listening yang berupa situasi material dan memancing siswa
yang ada di bandara dan kegiatan apa untuk mengidentifikasi hal-hal
saja yang terjadi di bandara. yang ada di dalam materi
tersebut.

Siswa Guru
Siswa mendengarkan/melihat video Guru mengamati dan menilai
materi listening yang berupa situasi aktivitas siswa.
yang ada di bandara dan kegiatan apa
saja yang terjadi di bandara sekali
lagi dan mengisi latihan/worksheet
yang diberikan oleh guru selama
mendengarkan.

Siswa Guru
Secara klasikal dan individu siswa Guru mengamati dan menilai
dan guru membahas latihan yang aktivitas siswa.
sudah dikerjakan oleh siswa.
Pertemuan ke 2
135
b. Kegiatan Inti
Siswa Guru
Siswa mengamati gambar/video Guru menampilkan beberapa
beberapa orang yang memakai orang yang memakai pakaian
pakaian bertema „Gothic‟. bertema „Gothic‟.

Siswa Guru

Siswa Guru
materi listening berupa sekelompok material dan memancing siswa
anak yang membicarakan pendapat untuk mengidentifikasi hal-hal
mereka tentang orang-orang yang yang ada di dalam materi
memakai pakaian „berbeda‟ dengan tersebut.
orang-orang kebanyakan.
Dengan bimbingan dan arahan guru,
siswa mengidentifikasi apa saja yang
ada di dalam materi listening tesebut

Siswa Guru
beranggotakan 4 orang. Di dalam aktivitas siswa.
kelompok mereka berdiskusi
mengenai hal-hal yang berhubungan
dengan materi listening yang
diputarkan oleh guru berdasarkan
beberapa pertanyaan yang di berikan
oleh guru.
136

Siswa Guru
diskusi kelompok mereka di depan aktivitas siswa.
kelas dan juga mengamati hasil
diskusi kelompok yang lain.
F. Penilaian
 Pengetahuan:
 Keterampilan
137
 Sikap
Rubrik Aspek Sikap
Perolehan
skor
4: memahami
3: cukup memahami
2: kurang memahami
1: tidak memahami
4: runtut
3: cukup runtut
2: kurang runtut
1: tidak runtut
4: tepat
3: cukup tepat
2: kurang tepat
1: tidak tepat
Pedoman penyekoran
Skor Maksimum : 20
20
Mengetahui,

NIP. 19600108 198611 2 001 NIP. 19860112 201101 2001
138

1. Picture
139
Questions:
1/ How many people are there in the conversation?
There is two people in the conversation.
There are two people in the conversation.
There only two people in the conversation.
2/ What airline is the man taking?
He is taking Malaysian Airways.
He is taking Korean Airlines.
He is taking American Airlines.
3/ How many suitcases does the man have?
He has only one suitcase.
He has two suitcases.
He has three suitcases.
4/ Is the conversation in the morning or evening?
It is in the morning.
It is in the evening.
140
It is on the morning.
5/ What does the woman want to see?
She wants to see his suitcase.
She wants to see his ticket and passport.
She wants to see his driver license .
6/ Does the man like window or aisle seat?
He likes window seat.
He likes aisle seat.
He likes both.
7/ What time will he be boarding?
He will be boarding at 8:00.
8/ What electrical goods does the man have?
He has an electric toothbrush.
He has an electric dictionary.
He has an electric shaver.
9/ Where does the man keep his electric shaver?
He keeps it in his pocket.
He keeps it in his hand luggage.
He keeps it in his suitcase.
10/ What did the woman show the man?
She showed him the seat number and the restroom.
She showed him the seat number and the departure gate.
She showed him the seat number and the baggage claim.
141
Transcript
This is a conversation between Malaysian Airlines officer with a passenger.

Officer : Good morning, Sir. Can I see your ticket and passport?
Passenger : Certainly. There you are.
Officer : Thank you. OK. How many suitcase that you want to checking in?
Passenger : Just one suitcase.
Officer : Did you pack your bag suitcase?
Passenger : Yes, I did.
Officer : Do you have any electrical goods?
Passenger : I have an electric shaver in my hand lugage. Is that okay?
Officer : That‟s fine. So, nothing in your suitcase?
Passenger : No.
Officer : OK. Would you like a window or an aisle seat?
Passenger : A window seat, please.
Officer : Wait a moment. This is your seat number and the departure gate. You
can go straight through to the place.
Passenger : What time will be boarding?
Officer : We will be boarding at 7 p.m.
Passenger : OK.
Officer : Enjoy your flight.
142
2. Pictures
143
Transcript
Unit 4
Debbie : Are you guys still OK to come to my place this evening?

Jess : Yeah, I‟m looking forward to it.
Joel : Me too.
Debbie : Great, see you then.
Jess : See you.
Joel : Have you finished the homework yet?
Jess : No, I‟ve only just started it. I might not get it done in time.
Joel : You will if you work tonight.
Jess : Yeah. I‟ll have to finish after we‟ve been round to Debbie‟s.
Joe : Hey, err… what‟s your name, Takumi. You‟re supposed to use a spoon.
Use a spooon.
Jess : What‟s so funny?
Joe : He is.
Jess : Why?
Joe : Look at the way he‟s eating his soup.
Jess : Does „he‟ have a name?
Joe : What? Yeah, of course he does. It‟s Takumi.
Jess : Hi, Takumi.
Takumi : Hello.
Jess : And you? What‟s your name?
Joe : Joe.
Jess : Listen, Joe. Takumi‟s new here, isn‟t he?. And he‟s from Japan, right?
Joe : Yeah.
Jess : Well, people from different parts of the world have different customs. A
lot of Japanese people eat their soup like that.
Joe : OK. So…?
Jess : So it isn‟t funny. Takumi probably thinks the way you eat is silly too.
Only he‟s polite so he doesn‟t laught at you. Have you all finished? Good. You
can go now, then. Sorry about that, Takumi.
Takumi : OK. Thank you.
Joel : Nice one, Jess.
Debbie : Who wants juice?
Joel : Yes, please. Those are cool jeans.
144
Jess : They‟re expensive.

Joel : You‟re right. I‟ll have to save up for them.
Pete : Or sell your guitar.
Joel : Yeah, yeah.
Jess : Eugh, gross.
Debbie : What?
Jess : They shouldn‟t dress like that.
Debbie : Why not? People can dress how they like, can‟t they?
Jess : No. They look terrible. I hate that style. I mean, look at their hair. And
their clothes. They look so untidy.
Debbie : Oh come one, Jess, It‟s not like they‟re doing any harm.
Joel : Exactly. It‟s like soup.
Pete and Jess : Soup?
Jess : What are you talking about?
Joel : I‟m talking about lunchtime. Remember, you told young Joe how there
are different ways of eating soup? I think you may find people like to look
different too.
Jess : I‟m being an idiot, aren‟t I?. Yep, I‟am being an idiot. They can wear
whatever they like. Obviously.
Pete : Well, now that‟s settled. I need your advice, Jess.
Jess : OK.
Pete : I‟m thinking about dyeing my hair black. What do you think?
145

(RPP)


B. Kompetensi Dasar
semangat belajar.
teman.
minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya
4.3 Menyusun teks lisan dan tulis sederhana untuk menyatakan,
146
minta ijin, serta cara responnya, sesuai dengan konteks penggunaannya.
 Menyusun teks lisan dan tulis sederhana untuk menyatakan,

3. Sumber Belajar

Pertemuan 1
b. Kegiatan Inti
Siswa Guru
beberapa orang sedang menonton gambar/video beberapa orang
bioskop. sedang menonton bioskop.

Siswa Guru
147

Siswa Guru
materi listening yang berupa situasi material dan memancing siswa
ajakan untuk menonton ke bioskop. untuk mengidentifikasi hal-hal
Siswa mengerjakan latihan yang yang ada di dalam materi
diberikan oleh guru selama tersebut.
mendengarkan materi listening,

Siswa Guru
Siswa bekerja berpasangan dan Guru mengamati dan menilai
berdiskusi untuk mengidentifikasi aktivitas siswa.
kalimat mana yang merupakan
kalimat ajakan (invitation).
Siswa diberikan materi mengenai
struktur bahasa untuk mengajak
seseorang (inviting someone).
Pertemuan ke 2

b. Kegiatan Inti
Siswa Guru
Siswa diberikan materi mengenai Guru mengamati dan menilai
148
struktur bahasa untuk mengajak aktivitas siswa.

seseorang (inviting someone).
Siswa diberikan gambar/video
mengenai ajakan dan mengerjakan
latihan berdasarkan meteri tersebut
untuk mengidentifikasi kalimat
ajakan.
Secara berpasangan siswa membuat
dialog pendek sederhana mengenai
mengajak seseorang untuk kemudian
ditampilkan di depan kelas.

Siswa Guru
Siswa menampilkan hasil dialog Guru mengamati dan menilai
pendek sederhana yang sudah mereka aktivitas siswa.
kerjakan di depan kelas.
F. Penilaian
 Pengetahuan:
 Keterampilan
149
 Sikap
Rubrik Aspek Sikap
Perolehan
skor
4: memahami
3: cukup memahami
2: kurang memahami
1: tidak memahami
4: runtut
3: cukup runtut
2: kurang runtut
1: tidak runtut
4: tepat
3: cukup tepat
2: kurang tepat
1: tidak tepat
Pedoman penyekoran
Skor Maksimum : 20
20
Mengetahui,

NIP. 19600108 198611 2 001 NIP. 19860112 201101 2001
150
1. Picture
151
Picture
Transcript
Man: Oh no!
Woman: What is it?
Man: “Josh and Henrietta would like to have the pleasure of your company at a
drinks party, next Saturday evening...”
Woman: Oh no, Josh and Henrietta... they‟re not that couple who...?
Man: Yeah exactly! And it gets worse...
Woman: How?
Man: “Formal dress...”
Woman: Argh.... it means you‟ve got to wear a suit....
Man: At the bottom it says “RSVP”. What does it mean?

152
Woman: You‟ve got to reply.
Man: But I don‟t want to go, so what can I say?
Woman: Tell them you‟ve got a dentist‟s appointment.
Man: Josh is my dentist!
Woman: Tell them it‟s your grandmother‟s 100th birthday party.
Man: But they know my granny died ages ago.
Woman: Tell them your dog‟s sick and you‟ve got to take him to see the vet.
Man: It‟s no use – I‟m just going to have to tell them the truth...
Woman: The truth? “I‟m not coming to your birthday party because I think
you‟re boring and stupid?”
Man: Maybe not then...
Woman: Tell them this: “I‟m unable to attend because I have a prior
engagement.”
Man: “Prior engagement”?! And… they won‟t be offended?
Woman: Absolutely not.
Man: Perfect!
- See more at: https://learnenglish.britishcouncil.org/en/how/how-turn-down-

invitation#sthash.Nq2xxvMS.dpuf
153
APPENDIX 3
Listening Test
153
154
LISTENING COMPREHENSION TEST

(Taken from TOEFL Junior Standard Test)
Directions:
In this section of the test, you will hear a teacher or other school staff
member talking to students. Each talk is followed by one question. Choose
the best answer to each question and mark the letter of the correct answer on
your answer sheet. You will hear each talk only one time.
Here is an example:
What does the teacher want the students to do?
(A) Help a new classmate
(B) Prepare for gym class
(C) Welcome a guest speaker
(D) Return books to the library
The correct answer is (A), “Help a new classmate.”
Here is another example:

What will the students probably do next?
(A) Sing a song
(B) Listen to some music
(C) Choose instruments to play
(D) Discuss the life of a musician
The correct answer is (B), “Listen to some music.”
Go on to the next page, and the test will begin with question number one.
155
1. What did the principal like 4. What is the teacher

best about the band? explaining?
(A) The students wrote their own (A) Why the city is located where
music. it is
(B) The band played several kinds (B) How travel to the city has
of music. changed over time
(C) The band played during the (C) How the first tunnels in the
whole festival. city were built
(D) The students played many (D) Why the river is important to
different instruments. the city’s history
2. What will the class probably 5. What does the teacher tell the
do next? students to do?
(A) Design a poster (A) Bring in some gardening tools
(B) Color the leaves (B) Wear old clothes to school
(C) Eat lunch outside (C) Look outside for seeds to plant
(D) Collect fallen leaves (D) Clean the dirt off their clothes
3. What is the purpose of the 6. What is probably true about

talk? the dance?
(A) To tell the students when they (A) It is a very popular event.
can begin working on their (B) It is not usually held on a
projects Friday.
(B) To request the students work (C) It will take place in the
with each other in pairs cafeteria.
(C) To specify the types of (D) It is the first dance of the
materials the students will use school year.
(D) To inform the students they
will need time to clean up
156
7. What does the teacher ask? 9. What is the purpose of the

(A) For someone to turn on the talk?
lights (A) To help students understand
(B) For someone to close the the characters they are reading
curtains about
(C) For someone to move the (B) To advise students on ways
television they can improve their writing
(D) For someone to turn on the (C) To praise the students who
television wrote the best stories in class
(D) To describe the lives of some
8. What will the students famous writers
probably do next?
(A) Read a book 10. What point does the speaker
(B) Write an essay make about the alphabet in
(C) Watch a video ancient Norway?
(D) Form discussion groups (A) It had very few letters.
(B) It was quite difficult to learn.
(C) It spread to other parts of the
world.
(D) It was similar to the Chinese
writing system.
157
Now you will hear some conversations. Each conversation is followed by

three or more questions. Choose the best answer to each question and mark
the letter of the correct answer on your answer sheet. You will hear each
conversation only one time.
11. Where is the conversation 14. What are the speakers happy
probably taking place? to see when they enter the
(A) Near the entrance to the city cafeteria?
library (A) That their friends are there
(B) At a table in the cafeteria (B) That their favorite foods are
(C) On a sidewalk at school being served today
(D) Inside the art building (C) That there are few people in
the line
12. What did the boy lose? (D) That the cafeteria will stay
(A) A watch open longer than usual
(B) A book bag
(C) A library book 15. What do the speakers say
(D) His homework assignment about the drinks in the
cafeteria?
13. According to the (A) They are expensive.
conversation, what has not been (B) There are not any hot ones.
decided yet? (C) There are many kinds to
(A) Who is going to study for the choose from.
test (D) The types available change
(B) Where a group is going to every day.
meet to study
(C) What topic the girl will choose 16. What does the boy suggest
for her art project the girl do?
(D) When the boy will go to the (A) Try something new
cafeteria (B) Ask if there is any soup
(C) Read the menu carefully
(D) Order the same meal that he
orders
17. What will the boy NOT

order for lunch?
(A) Juice
(B) Soup
(C) Salad
(D) Dessert
158
18. What is the girl on her way 21. What does the boy say he
to do? needs to do?
(A) Attend a meeting (A) Meet a teammate
(B) Pick up a schedule (B) Go to a music class
(C) Return a library book (C) Return a basketball to a
(D) Watch a performance teacher
(D) Make a phone call in the main
19. What does the girl say about office
her experience with dancing?
(A) She has tried only one style of 22. What does the boy ask the
dancing. girl to do?
(B) She has been dancing for a (A) Join a team
long time. (B) Help him study
(C) She sometimes teaches (C) Eat lunch with him
children how to dance. (D) Lend him a textbook
(D) She has never danced in front
of an audience. 23. What subject is the girl
interested in?
20. What happened because of a (A) Math
rainstorm? (B) History
(A) A walkway had to be closed. (C) Science
(B) A building’s roof was (D) Geography
damaged.
(C) A basketball game was 24. What does the boy offer to
canceled. give the girl?
(D) An assembly had to be (A) A library card
rescheduled. (B) The title of a book
(C) A list of questions
(D) The names of students
25. Where will the event be held

this year?
(A) In the gym
(B) In the library
(C) In the cafeteria
(D) In the science room
159
Now you will hear some talks and discussions about academic topics. Each
talk or discussion is followed by four or more questions. Choose the best
answer to each question and mark the letter of the correct answer on your
answer sheet. You will hear each talk or discussion only one time.
26. What is the main topic of the 30. What are the speakers mainly
talk? talking about?
(A) Unusual foods served in castles (A) A new road in their town
(B) The training of cooks in castles (B) A new way to build roads
(C) The earliest known castle kitchen (C) The early history of roads
(D) The workings of a castle’s (D) The cost of building roads
kitchen
31. Why does the woman talk
27. What was important about the about animals?
location of a castle’s kitchen? (A) To explain how the first roads
(A) It was connected to the great hall. were created
(B) It was below the chef’s living (B) To point out that long ago most
area. people did not travel much
(C) It allowed food to be served hot. (C) To describe an event that
(D) It protected castle residents from happened on a road nearby
fires. (D) To suggest that traveling on
country roads can be dangerous
28. What does the teacher say
about vegetables? 32. Why did people in England
(A) They were expensive. build ridge ways?
(B) They were grown in the castle’s (A) To connect small towns to major cities
garden. (B) To allow cars to drive around
(C) They were bought from nearby small towns
villages. (C) To create roads that water would
(D) They were kept frozen in winter. not wash away
(D) To create a separate road for
29. What was the chef’s main transporting animals
responsibility?
(A) Managing the kitchen workers 33. What does the woman say
(B) Buying the ingredients for meals about roads in ancient Greece?
(C) Baking bread for everyone in the (A) They were constructed on all of
castle Greece’s islands.
(D) Presenting the food to the king (B) They were not as good as roads
and queen built by the Romans.
(C) They often washed away in the rain.
(D) They connected Greece to the
Roman Empire.
160
34. What is the speaker mainly 36. What is the speaker explaining
talking about? when he mentions sailing ships?
(A) An unusual part of the Atlantic (A) How the Sargasso Sea was
Ocean discovered
(B) A kind of seaweed that is eaten (B) How seaweed got into the
by most fish Sargasso Sea
(C) The discovery of an uncommon (C) How unusual the water in the
type of seaweed Sargasso Sea looks
(D) A kind of sea animal that lives (D) How little wind there is in the
only in the Atlantic Ocean Sargasso Sea
35. What do certain currents in the 37. What is sargassum?

Atlantic Ocean do? (A) A species of fish
(A) They cause the Sargasso Sea to (B) A kind of seaweed
become smaller and smaller over (C) A fast-moving current
time. (D) A slow-moving sailing ship
(B) They keep the water in the
middle of the Sargasso Sea from 38. What is surprising about some
moving much. animal species that live in the
(C) They make fish from the Sargasso Sea?
Sargasso Sea drift to other (A) They have short life spans.
places. (B) They are larger than expected.
(D) They prevent seaweed in the (C) They are usually found closer to
Sargasso Sea from being eaten by land.
sea creatures. (D) They are not native to the
Atlantic Ocean.
161
39. What is the main topic of the 41. Why did people in Europe
talk? hundreds of years ago think the
(A) The eating habits of large sea narwhal was special?
animals (A) They thought they could use its
(B) An animal with an unusual tooth to make medicine.
physical feature (B) They thought it brought good
(C) An animal with a very long life luck.
(D) Mythical creatures of Europe (C) They thought it was a type of
mermaid.
40. Why does the teacher mention (D) They thought it was a highly
unicorns? intelligent animal.
(A) To explain why people thought
narwhals were also mythical 42. Why does the teacher mention
(B) To discuss why it is so difficult peacocks?
to find narwhals (A) To demonstrate how valuable
(C) To tell the class what they will narwhals are
learn about next week (B) To describe the different colors
(D) To describe what a narwhal’s of male narwhals
tooth looks like (C) To help explain the purpose of
the male narwhal’s tooth
(D) To talk about a popular animal
in medieval Europe
162
APPENDIX 4
Pre-Test Score From Experiment And Control Class
162
163
164
165
166
168
APPENDIX 5
Post-Test Score From Experiment And Control Class
167
168
169
170
171
172
APPENDIX 6
Questionnaire Test
172
173
Nama : ____________________________________
No Absen : ____________________________________
Kelas : ____________________________________
Petunjuk
Pilihlah jawaban yang sesuai dengan keadaanmu, dengan cara memberikan
tanda centang () pada kolom.
SS : sangat setuju
S : setuju
N : netral
KS : kurang setuju
TS : tidak setuju
No Pernyataan SS S N KS TS
1 Saya sangat senang mempelajari bahasa
asing.
2 Bahasa Inggris adalah salah satu diantara
pelajaran favorit saya.
3 Saya ingin belajar bahasa Inggris sampai
fasih.
4 Saya suka membaca atau mengenal
tentang budaya asing.
5 Guru bahasa Inggris saya tidak
menggunakan strategi pembelajaran yang
menarik.
174
6 Saya ingin bisa fasih berbicara dalam
bahasa asing.
7 Mempelajari bahasa asing itu tidak penting
bagi saya.
8 Saya tidak punya keinginan untuk
mempelajari bahasa Inggris.
9 Saya tidak suka diganggu jika sedang
belajar bahasa Inggris.
10 Saya ingin mempunyai teman penutur asli
bahasa Inggris.
11 Guru bahasa Inggris saya mengajar dengan
cara yang menyenangkan.
12 Saya sangat senang saat mempelajari
bahasa Inggris.
13 Saya rajin belajar bahasa Inggris agar
mendapatkan nilai yang bagus di Ujian
Nasional.
14 Pada saat guru bahasa Inggris saya
mengajar, saya juga ingin bisa berbahasa
Inggris seperti guru saya.
175
15 Saya lebih memilih mempelajari pelajaran
yang lain dibandingkan belajar bahasa
Inggris.
16 Saya mencoba memahami setiap
mendengar atau membaca bahasa Inggris.
17 Saya belajar bahasa Inggris agar bisa
sekolah dan bekerja di luar negeri.
18 Saya tidak mendapatkan hal yang positif
dari mempelajari bahasa Inggris.
19 Orangtua saya membantu saya dalam
mempelajari bahasa Inggris.
20 Saya tidak pernah menyerah untuk
mempelajari bahasa Inggris meskipun itu
sangat sulit buat saya.
176
APPENDIX 7
Questionnaire Test Result
176
177

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THE EFFECT OF PICTURE AND VIDEO

ON STUDENTS’ LISTENING COMPREHENSION

(A Quasi-experimental Study in the Eighth Grade Students’

DEWI PUJI LESTARI

GRADUATE PROGRAM OF ENGLISH EDUCATION

(A Quasi-experimental Study in the Eighth Grade Students’

Completed as Partial Fulfillment of the Requirement for Master’s Degree

DEWI PUJI LESTARI

GRADUATE PROGRAM OF ENGLISH EDUCATION

The objective of the study was to introduce the students’ to some

Keywords: Listening Comprehension, Video, Picture, Learning Motivation

Lestari, Dewi Puji. Pengaruh Penggunaan Gambar dan Video Terhadap

Tujuan penelitian ini adalah untuk mendapatkan bukti empiris tentang:

Kata Kunci: Listening, Video, Gambar, Motivasi Belajar

In the name of Allah the Merciful, the Compassionate, all praises be to

COVER PAGE .................................................................................................i

CHAPTER II THEORETICAL FRAMEWORK ......................................... 7

CHAPTER III RESEARCH METHODOLOGY .......................................... 36

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................... 53

CHAPTER V CONCLUSION AND SUGGESTION ................................. 76

Figure 4.1 Graph of Students’ Listening Comprehension taught by

Appendix 1 Eighth Grade Junior High School Syllabus ............................. 85

A. Background of The Research

successfully and teachers are taught and encouraged to utilize instructional

C. The Limitation of Problem

A. Listening Comprehension Ability

comprehension skills are better able to participate effectively in class. (Brown,

Harmer (2007, p. 135) suggests some listening principles:

 Interactive listening, refers to listening in collaborative conversation.

2. Teaching Listening Comprehension

whenever we want to communicate with others using a language, we should

3. Teaching Listening Stages

 Pre Listening Stage

2) Activities in Pre-Listening Stage

available in real life and the second is to create motivation, perhaps by

 While Listening Stage

times, however, providing listeners with different instructions before each

 Post Listening Stage

4. Teaching Listening For Junior High School

to be accepted, de-emphasizing competition between classmates, encouraging

4.19 Students‟ can comprehend songs.

6. Skill Required to Have Good Listening Skill

2. The Role of Media in Enhancing Teaching and Learning

illustrating relationships like similarities and contrasts of activities in a way that

3. Criteria for Selection and Use of Instructional Media

8) The resource should provide for integration of subject matter.

Instructional media according to Mustapha et al. (2002, p. 89) and

Teachers need to make informed choices to select from numerous types

1. The Role of Video in Listening Comprehension

2. Types of Videos Supporting Listening Comprehension

3. Function of Videos in Listening Comprehension

YouTube, ted.com). English language teachers throughout the world

1. The Role of Picture in Listening Comprehension

2. Types of Pictures Supporting Listening Comprehension

 Prepare enough copies of the pictures for the entire class.

3. Function of Pictures in Listening Comprehension

pictures as advance organizer are able to activate relevant aspects of stored

According to Ebata (2008, p. 1), motivation produces successful L2

2. Motivation in Learning Language

marks or the avoidance of negative consequences (Muller, 2004, pp. 169–

because of external prods, pressures, or rewards so that person is called

determination. Ames cited in Bush also suggests that motivational

To summarize, intrinsically motivated learners are those who are