CHAPTER IV

FINDINGS AND DISCUSSION

This chapter discusses the research findings and discussion. It deals with the

data obtained from observation, interviews and test. This chapter also discusses the

result of the findings.

4.1 Profile of Respondents

The respondents were twelve second graders of language program at SMAN 10

Bandung, West Java. This class consisted of three male and eleven female students.

They learnt English for six hours a week with two teachers. Fortunately, the school

provides them a television and a DVD player as their media in the instructional

activity.

4.2 Preparation Step

Preparation step was carried on the first week of the research to identify students

listening difficulties in the class before starting cycles. This step was the basis in

formulating cycles. It administered pre test and interview to the students. It was

conducted on Monday, January 18th, 2009. The participants who took part in this step

were 11 out of 12 students because student was absent.

The pre test consisted of 20 true false questions (see Appendix 6 for details)

and the interview consisted of nine questions related to students perceptions and

difficulties in listening (see Appendix 7 for details).

28
 After conducting pre test and interview, the research determined mean score

that was 69.1 with the highest score of 80 and the lowest score of 50 and they are

described as follows.

80
70
60
50
40
Respondents
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11

Figure 2. Students Pre Test Score

The interview result showed diverse problems and perception

perceptions related to

teaching listening. Most of them said that they liked listening since it was interesting.

But
ut they were not satisfied with the instruction given
iven by teachers because in their

opinion, they did not have enough listening exercise in the classroom. Another

problem was the lack of media usage.

usage The instructional
al activity did not use

appropriatee media in teaching listening.

This interview also noticed

d several problems related to their abilities in

English. Firstly, most students agreed that predicting words in learning listening was

the most difficult problem because they were unfamiliar

ar with the words and could not

predict them when they were listening.

listeni

29
 Secondly, predicting pronunciation. The students were confused to understand

the intonation and stress, while the words and pronunciation were interrelated.

Regarding the interview and the pre test, teacher decided to use audio visual

aid to improve students listening ability. The media that were used in this instruction

were television, DVD player and DVD cassette. The television and DVD player are

provided in the class.

4.3 Cycle 1

This cycle was conducted on the fourth week of the research. It consisted of four

activities: planning, acting, observing and reflecting.

4.3.1 Planning

The teacher formulated several instruments before conducting the instruction. The

instruments were lesson plan, teaching material, observation sheet and students

journal. They helped teacher get instructional description in the class.

The first instrument was lesson plan. The lesson plan was used to guide

teacher in teaching listening by using audio visual aid. In this document, she also put

the aims, teaching steps, and evaluation of the instruction (see appendix 2 for details).

Lesson plan I described that the instruction was intended to help students identify the

words i.e. nouns in the movie by filling in the gaps of the dialog and understanding

the general information. Meanwhile the teaching activity was divided into three steps:

pre activity including greeting activity, checking attendance, and apperception, main

activity including pre listening, main listening and post listening, and post activity

30
including giving conclusion and suggestion, and closing.

The next instruments were teaching material and students worksheet. The

teacher picked a short movie entitled Supermodel and which had seventeen minutes

duration. This movie had been designed listening and speaking materials for high

school. Meanwhile, students worksheet had two parts. The first part was twenty

missing words (bottom up exercise). In this part, the students had to listen to the

dialog in the movie and filled in the missing word by correct word that had been

deleted in a partial transcript. The second part was ten statements that were general

information related to the movie (top down exercise). In this part, the students were

asked to listen to the dialog in the movie and decided whether statements true or

false.

The third instrument was observation form. This form was adapted from

Brown (2001) on page 432. It was used to observe both teachers and students

activity during the instruction (see Appendix 4 for more details) by two observers.

4.3.2 Acting and Observing

Both acting and observing steps were conducted on 29th of January 2009. The

participants were 12 students. To monitor this instruction, the teacher was helped by

two observers who sat at the back desk in the class. Based on the previous planning,

the teacher provided a short movie entitled Supermodel for the seventeen minutes

duration and students worksheets were divided into two parts. The first part was

filling in the gaps exercise and the second part was true/false exercise.

31
Meanwhile, the instruction was divided into three parts: pre activity, main activity,

and post activity.

4.3.2.1 Pre Activity

In the beginning of activity, the teachers started the lesson by greeting students. Then,

she checked their attendance and also reviewed the previous lesson. In this step, she

also prepared media and teaching material.

4.3.2.2 Main Activity

The main activity was divided into three parts as well. They were pre listening, main

listening and post listening. In the pre listening, teacher gave some key words related

to the movie and asked them to guess what the movie would be about before it was

played. They shared their ideas and teacher gave them verbal rewards. Then, the

teacher explained what the students were going to do next and enlighten the

worksheets. In the main listening, she played movie three times in order to help

students understand it well. When the movie started to play, the students were asked

to write the words, phrases or sentences while they were watching. Having watched

the movie for three times, the students completed the worksheets.

In the post listening, teacher and students were discussing the worksheets.

They discussed unfamiliar words and made sentences in pairs. At that time, the

teacher also gave them some tips to answer the questions.

32
4.3.2.3 Post Activity

In the end of activity, teacher gave students chances to share their ideas and ask the

questions. She also asked students to write their opinion and suggestions in their

journal prepared by the teacher beforehand. Then, she closed the meeting.

4.3.3 Reflecting

Based on acting and observing steps, teacher has done them systematically. However,

there were some weaknesses that would be corrected for the next cycle.

In the pre activity, teacher did the practicing by greeting and checking

students attendance well and she seemed to recognize all students (see indicator18).

Nevertheless, she did not review the last lesson a lot but barely talked about the

students problems in listening (see indicator 2). Concurrently, she also did not build

students prior knowledge deeply.

In the main activity, the class was so quite at that time. It means the teacher

was able to control the class (see indicator 33). The students paid much attention to

the teachers explanation they were also interested in finding the meaning of words

section. When watching the movie, students were very enthusiastic to understand and

they watched it carefully.

Having watched the movie, teacher asked students had to fill in the gaps by

completing words that they listened to the dialog of the movie. Then, they were asked

to make sentences based on words they have found. During this activity, students

seemed very attracted in answering the questions. There were, some spontaneous

33
discussions based on students opinion. Indicator 32 shows that the teacher provided

students to feel free to ask questions, to disagree, or to express their own ideas during

the activity. It means the teacher had played her role in recognizing students to

express their opinion. The main problem in this cycle came from the material. Based

on students journal and indicator 8, the movie was not suitable enough for them. The

dialogs in the movie were not clear enough and the speaker spoke too fast for

students. Thus, the teacher should change the material with the other movie.

In the post activity, the teacher had done the best by asking them to give

conclusion, suggestion, and impression on the journal. These activities helped her to

improve her instruction in the next meeting. After checking students worksheets, the

teacher determined the score of each student.

4.4 Cycle 2

This cycle was conducted on the fifth week of the research. It consisted of four

activities: planning, acting, observing and reflecting as well.

4.4.1 Planning

After cycle 1 on 29th of January 2009, teacher prepared to plan cycle 2. In this step,

she prepared material, lesson plan, observation sheet, and worksheets for students.

These instruments helped her in getting the instructional description.

The first instrument was lesson plan. The lesson plan was used to guide

teacher in teaching listening. In this document, she also put aims, teaching steps and

evaluation of the instruction. The aims of the instruction in cycle 2 were identifying

34
the words i.e. verbs in the movie by filling in the gaps of the dialog and

understanding the general information related to the movie. Meanwhile, teaching

steps were divided into three: pre activity including greeting activity, checking

attendance, and apperception activity, main activity including pre listening, main

listening and post listening, post activity including greeting and giving conclusion,

suggestion and impression.

The second instruments were teaching material and worksheets. Based on the

reflection in the previous cycle that the material should be changed, eventually, the

teacher decided to use cartoon movie as the material. It is a short movie: entitled

Lion King for twenty minutes duration. Meanwhile the students worksheets were

divided into two parts. The first part was twenty missing words (bottom up exercise).

In this part, the students should listen to the dialog in the movie and filled in the

missing word that had been deleted in a partial transcript. The second part was ten

statements that were general information related to the movie. (top down exercise).

They listened to the dialog in the movie and decided whether statement true or false.

The third instrument was observation form. This form was adapted from

Brown (2001) on page 432. It was used to observe teachers and students activity

during the instruction. The points of observation can be seen in Appendix 4. The

teacher collaborated with two observers.

4.4.2 Acting and Observing

Both Acting and observing activities were carried out on Monday, 2nd of February

35
2009. The participants were 11 of 12 students because student was absent. After

determining the planning, the teacher implemented the lesson plan (see Appendix 2

for details), accompanied by the observers to help her in observing instruction and sat

at the back desk in the class. The teaching steps were divided into three steps: pre

activity, main activity and post activity. These steps had already been described in the

lesson plan.

4.4.2.1. Pre Activity

In the beginning of the activity, teacher practiced in this phase was greeting students

and checking their attendance. After that, the teacher reviewed the previous lesson,

and explained what students would do in this class. Media and teaching material were

also prepared in this step.

4.4.2.2 Main Activity

This activity was divided into three steps. The first step was pre listening. In this step

the teacher explained the material and checked students prior knowledge of the

movie. The material is a short movie entitled Lion King. Teacher also gave them

some difficult words to help them understand the movie as well. After words, she

shared and explained worksheets clearly. Then the students watched the movie

carefully. They were asked to take notes and pay more attention to some important

parts that would be questioned. Some students tried to understand the dialog by

writing the words or sentences that they heard but some others did not. The students

36
watched it three times. The next step was post listening. In this step, the teacher asked

them to swap their sheets and discussed them together. She facilitated students to be

active learner and asked them to participate in this activity.

4.4.2.3 Post Activity

In this step teacher asked students to conclude material and give suggestion for next

meeting. They gave conclusion and suggestion and shared their problems on the

journal. Finally, she said good bye to the students before leaving the class.

4.4.3 Reflecting

In this step teacher and observers discussed the result of the observation sheets after

conducting the instructional activity. However, there were some weaknesses that

should be corrected in the next cycle.

In the pre activity, teacher had done activity well. She was greeting students

friendly and checked their attendance. She also did the apperception. Nevertheless

based on indicator 2 (the lesson reviewed material and looked ahead to a new

material) the teacher did not explore students prior knowledge. She only reviewed

the previous lesson without building students knowledge. It would be better when

she explained what they did in listening; she should build their prior knowledge to

help them understand the movie before they watch it.

In the main activity, teacher gave students possibly difficult words to help

them understand well. Furthermore, she explained the questions before answering

them. It helped them to focus on particular parts of the movie. In the post listening,

37
the teacher also facilitated the students to be more active and supported them to

participate as often as (see indicator 37). But there were some problems found.

Depending on indicator 12 (the teacher knew the students were having trouble

understanding), the teacher did not guide the student to answer the questions.

The next problem that was not all of the students participated in this activity.

Moreover, some of them did not say anything (indicator 9 showed this problem).

Looking up both problems, the teacher should give them more opportunities to be

active learners and guide them to solve their problems during the activity at the same

time.

In the post activity, teacher had done the best by asking them conclusion,

suggestion, and impression on the journal. These activities helped her to improve her

instruction in the next meeting.

According to the observers the teacher had improved her teaching activity. After

checking students worksheets, the teacher determined the score of each student.

4.5 Cycle 3

This cycle was conducted on the sixth week of the research. It consisted of four

activities: planning, acting, observing and reflecting as the previous cycle.

4.5.1 Planning

After cycle 1 and 2, teacher tried to improve her teaching by reflecting the last cycles.

Even though the last two cycles showed students score improvement and teachers

teaching improvement, cycle 3 was designed to be better than before.

38
 Based on reflection in cycle 2, teachers instruction was better than cycle 1

but she should be focused on students participation such as motivating students to

participate in the class. The teacher should trigger them not only listen to the dialog

but also share their ideas based on the story of the movie. Then, she prepared strategy

to improve students motivation in listening by designing a game to stimulate

students to participate in the class. Therefore, the teacher had prepared the

instruments that would help her in this cycle.

The first instrument was lesson plan. The lesson plan was used to guide the

teacher in teaching listening by using audio visual aid. In this document, she also put

the aims, teaching steps and evaluation of the instruction. The aims of the instruction

in cycle 3 were intended to identify the words i.e. adjectives of the movie by filling in

the gaps of the dialog and understand the general information related to the movie.

Meanwhile, the teaching activity was divided into three steps: pre activity including

greeting activity, checking attendance, and apperception activity, main activity

including pre listening, main listening and post listening, post activity including

greeting and giving conclusion and suggestion and impression.

The second instrument was teaching material, journal, and students

worksheet. Referring to the last cycle, the teacher still used cartoon movie, because

the students gave positive impression to this material. The movie entitled Lion King

II for twenty minutes duration. Concurrently, the teacher designed students

worksheets which had two parts. The first part was twenty missing words (bottom up

exercise). The students listened to the dialog in the movie and filled in the missing

39
word that had been deleted in a partial transcript. The second part was ten statements

that were general information related to the movie (top down exercise). They listened

to the dialog in the movie and decided whether statement true or false.

The third instrument was observation form. This form was adapted from

Brown (2001) on page 432. It was used to observe teachers as well as students

activity during the instruction. The points of observation can be seen in Appendix 4.

Besides, the teacher still was helped by two partners to observe the class activities

and gave their comment and suggestion in the end of cycle. The partners

participation influenced in the teachers instruction.

4.5.2 Acting and Observing

These activities carried out on Saturday on 9th of February 2009. The participants

were 12 students. In this step, the teacher implemented lesson plan, and the observers

helped her monitor instruction. As usual, the instructional activity was divided into

three steps: pre activity, main activity and post activity. These steps were described in

lesson plan (Appendix 2).

4.5.2.1 Pre Activity

The first action to this class was pre activity. Teacher was greeting to students and

checked their attendance. After that, the teacher reviewed the last lesson and

explained what students would do in this class. She also created a game before

starting into the main activity.

40
4.5.2.2 Main Activity

This step was divided into three steps. The first step was pre listening. In this step the

teacher explained the movie and gave some words as clues. The way that the teacher

gave clues was interesting. She asked students to make a small group consisted of

three students and teacher gave three words to each group. After that, each group

should guess the story of the movie based on the words. It was interesting to motivate

students to share their ideas and speak English. Then, the teacher gave difficult words

to help students understand the movie. After that, the teacher gave them the

worksheets and explained the questions one by one before students completed them.

The second activity was main listening. In this step, the teacher asked them to

watch the movie carefully and take some notes and pay attention to the movie. To

make students get better understanding of the movie, she played it three times.

Having watched the movie, the students completed the worksheets which have two

parts: filling in the gaps and true/false exercise.

The third step was post listening. In this step, the teacher asked them to swap

their sheets to the other students and back to their own group to discuss them together

and made sentences based on words they heard in the movie.

4.5.2.3 Post Activity

In this step the teacher asked students to conclude and gave suggestion for next

meeting. They had enthusiasm to state their ideas not only conclusion and suggestion

but also their problem during listening by using audio visual aid. Finally, the teacher

41
ended the meeting and said good bye before leaving the class.

4.5.2.4 Reflecting

Both acting and observing steps, the instructional activities were well-paced.

However, there were some limitations that should be corrected.

In this pre activity, the teacher showed her better performances than cycles

beforehand. She still organized and prepared the instruction well (see indicator 1, 2,

3). She greeted to the students and checked their attendance thoroughly. In this step,

she made a good pre activity by creating a game. Technically, she could improve

students motivation and facilitated them to build their knowledge (see indicator 29).

It means that the teacher had prepared and organized the class well and her teaching

was better than previous cycle.

In this main activity, teacher tried to get the best thing for students. It could be

seen from her efforts to motivate the students in understanding the movie and in

listening to it well. It helped them answer listening questions, then. The strategies by

giving the possible difficult words in the movie and explaining the questions before

answering them seemed worked. It helped them pay much attention to particular parts

of the movie but, the teacher did not satisfy the students. She explained too fast and

also did not repeat the words properly based on the Indicator 10 (the teacher

answered questions carefully and satisfactory). It means that the teacher had not

provided it yet well. After words, she also did not pay attention to the seat

management after conducting the game. It made the students were not relax and not

42
comfortable with their position. Although there were some weaknesses in this

activity, they did not influence the instruction significantly. In accordance with

indicator 31, the teacher generally had done better than before. She encouraged

students to speak fluently and participate them in the class. In the post listening, the

teacher had given them more opportunities to be active learners than before and she

also had facilitated and supported them to be active learner.

In the post activity, the teacher asked students to give conclusion, suggestion, and

impression through the journal. These activities helped her improve instruction

practiced. But, allocated time was not enough to cover it. Thus, the teacher should

manage the time wise in the next. Technically, the learning process was better than

the instructional process before. The observer considered that the teacher had

performed well. After checking students worksheets, she determined the score of

each student.

4.6 Students Worksheets

In the end of cycle, teacher checked students worksheets. The worksheets were

divided into two parts. The first part was filling in the gaps exercise. This part

examined students ability to complete the missing words i.e. nouns that had been

deleted in a partial transcript. The second part was true/false exercise. This part

examined students general information related to the movie. In this part, the students

identified whether statements true or false. Based on the scale improvement, the

students who got score around 0-19 is on the very bad scale, around 20-39 is on the

43
unsatisfactory scale, around 40
40-59 iss on the average scale, around 60-79
60 is on the

above average scale and around 80-100 is one the excellent scale.

The result of the test 1 showed that the highest score of 82 and the lowest

score of 54. The mean for cycle 1 is 66.33. Referring to the result of the worksheet in

cycle 1, only one student got score 54 and was

wa on the average
average scale, and ten

students got score around 60-79

60 79 and were on the above average scale and one

student got score 82 and was on the excellent

excellent scale. The teacher was not satisfied

with the score. Therefore, she decided to go on cycle 2. Figure 3 describes the result

of the test in cycle 1.

90
80
70
60
50
40 Respondent
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12
Figure 3. The Result of the Test 1

In cycle 2, students started to be familiar with the instruction. They had already

known what they were going to do in the instructional process. The result of the test 2

44
showed that the highest score of 88 and the lowest score of 50. The mean for cycle 2

increased to 73.36. Referring to the scale improvement, one respondent was still on

the average scale seven students were on the above average scale and four

students were on the excellent scale. The mean of cycle 2 increased to 5.36 points.

Based on the scale, although some students score improved,, the teacher was not

satisfied because there was still student who got 50. Thus she decided to do cycle 3.

Figure 4 points out the result of the test in cycle 2.

90
80
70
60
50
40 Respondent
Figure
30
4. 20 The
10
0 Result
1 2 3 4 5 6 7 8 9 10 11 12
of the Test 2

In the third cycle, the instruction improved. The students were familiar with the

instruction
truction even though they looked quite bored. Fortunately
Fortunately the teacher
t could

minimize their boredom. She created a game to improve their motivation. The
T

students were interested in doing this cycle 3. Referring to the result of the test, they
90
got the highest score of 84 and the
80
lowest score of 60.70 The mean for this
60
cycle was 75.33. 50
40 Respondent
30
20 45
10
0
1 2 3 4 5 6 7 8 9 10 11 12
Looking at the scale improvement, there were six students on the above averaged

scale and six students were on the excellent scale and no more student was on the

average scale. The

he result of test in cycle 3 can be seen in Figure 5 as follows:

Figure 5. The Result of the Test 3

Since all students

students score improved, the cycle stopped and considered to be

successful. Figure 6 illustrates the comparison score among cycle 1, cycle 2, and

cycle 3.

90
80
70
60
50 Cycle 1

40 cycle 2
30 Cycle 3
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12
46
 Figure 6.
6 The Comparison Score of Each Cycle

4.7 Post Test

After conducting cycles 1, 2, 3,, teacher carried out post test. Conducting post test that

was to see whether classroom action research held in three cycles gave an

improvement in students listening ability based on the cognitive score or not and to

find out to what extend the score improved after it was compared with the pre test

score. Looking at the result of post test, it can be determined that the highest score of

85 and the lowest score of 60 out of 100 while the mean is 74.54.
74.54 The result shows

that there was an improvement about 9.09 points.

points Figure 7 describes the comparison

score between pre test and post test.

90
80
70
60
50 Pre Test
40
Post Test
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11

Figure 7. The Comparison Score between Pre Test and Post Test

47
4.8 Post Interview

Post interview was conducted in the sixth week of the research. The teacher used

structural interview consisted of eight questions (see Appendix 8). The questions

were classified into five categories: students opinion, advantages, difficulties,

strategies and motivation.

4.8.1 Students Opinion

Based on post interview, most students stated that they liked to study listening

through audio visual aid. This instruction was more enjoyable than conventional

listening instruction. They also considered that the listening material was appropriate

for them although sometimes they still faced some problems.

They also believed that the use of audio visual aid in listening could help them

improve their listening ability. The audio visual aid, particularly movie also

entertained them.

4.8.2 Students Advantages

Students said that they got the advantages during studying listening using audio

visual aid. Six or 50% of students answered that they got new vocabularies by

watching movie. Around four or 34% students said that they knew how to pronounce

some words such as stress and intonation. The words were usually unfamiliar with

them before. Meanwhile, three students or 17% assumed that they got both new

vocabularies and knew how to pronounce the words correctly.

48
4.8.3 Students Difficulties

The students also faced problems in studying listening through audio visual aid. The

first problem was they could not pay particular attention to the worksheets. They only

paid attention to the movie and sometimes, forgot the worksheets. The second

problem was getting unfamiliar words and pronunciation in the dialog which had not

informed them yet by the teacher.

4.8.4 Students Strategies

The teacher also asked them about their strategies to face the problems. Six students

stated that they usually focused on visualization and movement of the motion picture.

By paying attention to the visualization, they could guess what the speaker meant.

Meanwhile, four students said they usually looked for the key words in the dialog and

the rest said that they noted some words in the dialog.

4.8.5 Students Motivation

Almost students or 90% considered that they were interested in using audio visual aid

in listening to foreign language in the outside class. They could learn and entertain

themselves at the same time. The movie enhanced their motivation to improve their

listening ability. Meanwhile, only one student stated that he was not sure whether

watching movie could improve his ability or not.

4.9 Discussion

The action research in teaching listening through audio visual aid can improve

49
students listening ability and help teacher in delivering listening material. This media

could help student to build their prior knowledge and encourage their motivation.

Instructional media give students required experiences and build their prior

knowledge (Heinich and friends, 1985). This research revealed the students were

interested in listening to a foreign language through audio visual aid. In fact, audio

visual aid can be an optional tool to develop their listening skill in incorporated

media. According to Meskill (1996), the students can integrate the audio and motion

video in one media

Audio visual aid has some advantages for students. The result of post

interview shows that they had some advantages in studying listening through audio

visual aid. Firstly, the process of the instruction was not boring. The movie carried

reality and enjoyment into the classroom (Sands, 1956). In fact, the students had good

responses if the material (movie) was related to their interests and background.

Secondly, audio visual aid helped them understand the context of the message by

watching or paying attention to the visualization. Even though they didnt fully

understand the dialog, they could guess the message through the movement or

visualization.

Referring to the result score between pre test score and post test score, the

teacher concluded that students score improved. It reveals that students listening

ability based on their cognitive skill improved after conducting the cycles. Even

though some students had a decrease in their score, it was not significant.

50
 In the instructional process, the teacher activities changed as well. In the first

cycle, the teacher had several weaknesses, like unsuitable material. The students

stated that the material was too difficult, because the dialog in this movie was not

clear enough. Besides, the teacher hardly interacted with her students. Yet, in cycle 2,

the teacher changed the movie to the cartoon movie. It helped students to understand

easily because the dialog was designed for children. So, in cycle 2, the instruction

changed students opinion. They were more enjoyable than cycle 1. Moreover, the

teacher activities also improved. She had already built students prior knowledge and

interacted with the students. In cycle 3, the teacher made a creative game to built

students prior knowledge. It helped her encourage students interest on that day.

Even though the teacher did not pay particular attention to the time and seat

management, but the instruction was better than that cycles before.

The students still faced some difficulties in using audio visual when listening.

Based on the interview, the students stated that they usually didnt catch the message

because they couldnt pay attention to the dialog and complete the worksheets at the

same time. Besides, they were usually confused with some unfamiliar words and

pronunciation. But, those difficulties could be solved by using some strategies such as

understanding the context by visualization or visual movement, taking note, and

looking for the key words.

This research also discovered how students perceived study listening through

audio visual aid. They stated that the activities were positive. They believed that

listening through audio visual aid can improve their listening ability. In fact, they

51
were interested in using audio visual aid particularly movie to study listening in the

outside class.

52